Natural Disasters in Our World Today

Children’s Literature Web Grade Level: 4th-6th

Amy Bruce

Objective The objective for this lesson is to inform students about the natural disasters that occur in our world today. This lesson will inform the

students of how and why these natural disasters happen. The students will learn about four natural disasters: tornadoes, earthquakes, floods, and hurricanes. The students will be able to gain new knowledge about

the four natural disasters through reading books about them and through the completion of various activities throughout the literature

web. They will have a firm grasp on natural disasters and survival knowledge that they can use now and in their future. They will also be able to understand weather warnings and why it is so important for us

to prepare in advance for these disasters.

Culminating Activity After completing this unit on natural disasters, the students will

present their knowledge and information of natural disasters by taking a field trip to the WSIL-TV 3 television station to visit and talk to Mr.

Jim Razor. While attending the field trip, the students can ask Mr. Razor questions about the natural disaster information and they will

get a better understanding on the job of a meteorologist. Throughout the day, they can see the importance of knowing and understanding

about natural disasters and the importance of meteorologists.

Tornadoes Books: Burby, Liza N. (1999). Extreme Weather: Tornadoes. Rosen Publishing Group.

Hooker, Merrilee. (1993). Tornadoes. The Rourke Corporation, Inc.

Ross, Tim. (2001). Twinkle, Twinkle, Little Twister. Eakin Press.

Simon, Seymour. (2001). Tornadoes. HarperColliins Publishing.

Movie(s):

Tornado Video Classics, Vol. 1 and 2, The Tornado Project 1999.

Website(s):

http://www.fema.gov/kids/tornado.htm

http://42explore.com/tornadoes.htm

Song: http://www.songsforteaching.com/weathermeteorology/tornadosafety.htm

Make A Tornado: http://www.youthonline.ca/crafts/tornado.shtml

Activities: Language Arts/Poetry/Read Aloud: Read the poem Twinkle, Twinkle, Little Twister by Tom Ross. Talk to the student about the guidelines that they should consider when constructing a poem. Then, have the students create their own acrostic poem about tornadoes using information and knowledge that they have previously learned. Assessment of the activity: The students will be assessed on their participation during the read aloud and on their punctuation, grammar, spelling, and format of their poems, using a rubric. IL.3 Goal: Write to communicate for a variety of purposes. IL. 3.B. Standard: Compose well-organized and coherent writing for specific purposes and audiences.

IL.3.B.2b. > Establish central idea, organization, elaboration and unity in relation to purpose and audience. Science/English: It is important for the students to understand how and where tornadoes come from. The students will use both the books and the internet websites to complete a word web that will help them better understand the anatomy and functions of a tornado. They will use the word web to write a 5 paragraph essay. Assessment of the activity: The students will be assessed on their completion of the word web and its components. They will also be graded on the grammatical, grammar, spelling, and format of their papers. IL. 3 Goal: Write to communicate for a variety of purposes. IL.3.A Standard: Use correct grammar, spelling, punctuation, capitalization, and structure. IL.3.A.2 >Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. IL.11 Goal: Understand the processes of science inquiry and technological design to investigate question, conduct experiments, and solve problems. IL.11.A Standard: Know and apply the concepts, principles, and processes of scientific inquiry. IL.11.A.3c >Collect and record data accurately using consistent measuring and recording techniques and media. Art/Technology: Have the students read the book, Extreme Weather: Tornadoes by Liza N. Burdy. While reading the book, ask the students to right down facts that they didn’t know before reading the book. Then, have the students visit the following website and do the same thing: http://www.fema.gov/kids/tornado.htm Give the students a sheet of black construction paper and a piece of white chalk. The students should use the chalk to draw a picture of what they think a tornado looks like. Then, on a blank sheet of white paper, have the students write down their facts that they found in bulleted format. They students can display their drawing and facts inside the classroom or out in the hallway for other classmates to see.

Assessment of the activity: The students will be assessed on their participation in the classroom and in the computer lab. The students will also be assessed on the completion of their drawings and the accuracy of their facts, using a rubric. IL.11 Goal: Understand the processes of science inquiry and technological design to investigate question, conduct experiments, and solve problems. IL.11.A Standard: Know and apply the concepts, principles, and processes of scientific inquiry. IL.11.A.3c >Collect and record data accurately using consistent measuring and recording techniques and media. Art/Music: The students will be able to relate the song to safety and a tune that can be easily recognized and easier to retrieve. Give the students a copy of the song, “Get Out, Get In, Get Down: Tornado Safety Song” by Joan Maute found on the website: http://www.songsforteaching.com/weathermeteorology/tornadosafety.htm.Then, play the song aloud for the students to hear. Once they have heard the tune, ask the students to sing along with the music. As the activity progresses, you could break down the singing to different groups and then ask for people to sing the song by themselves. Assessment of the Activity: The students will be assessed on their participation throughout the lesson. IL. 4 Goal: Listen and speak effectively in a variety of situations. IL.4.B. Standard: Speak effectively using language appropriate to the situation and audience. IL.4.B2b >Use speaking skills and procedures to participate in group discussions. Science/English: The students will watch the movie Tornado Video Classics, Vol 1 and 2, The Tornado Project 1999, and take down what they observe from the movie and what happened during the tornado. Then, have the students complete the “Make Your Own Tornado” experiment. Have them write down a hypothesis stating what they think is going to happen during the experiment and then have them write down their observations during the experiment. Once the video and experiment is complete, have the students write down a fictional story of what they think would happen if they were to witness a tornado. Encourage your students to use descriptive words in order to draw their audience.

Assessment of the Activity: The students will be assessed on their participation throughout the experiment. They will also be graded on the grammatical, grammar, spelling, and format of their papers, using a rubric. IL. 3 Goal: Write to communicate for a variety of purposes. IL.3.A Standard: Use correct grammar, spelling, punctuation, capitalization, and structure. IL.3.A.2 >Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. IL.11 Goal: Understand the processes of science inquiry and technological design to investigate question, conduct experiments, and solve problems. IL.11.A Standard: Know and apply the concepts, principles, and processes of scientific inquiry. IL.11.A.3c >Collect and record data accurately using consistent measuring and recording techniques and media. IL.5 Goal: Use the language arts to acquire, assess and communicate information. IL.5.A. Standard: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. IL.5.A.2b >Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs).

Name_____________________ Date:_______________

Directions: Use the following word web to organize your research about tornadoes. You will use the information on your word web to complete a 5 paragraph essay about the anatomy and functions of a tornado.

Tornado

Name:_____________________ Date_________________

Directions: Use the following steps to complete the experiment.

Make Your Own Tornado Supplies

· Water · Two 2L bottles · Cardboard · Scissors · Tape

How To Make It

1. Fill one bottle 3/4 full with water. 2. Cut a circle of cardboard as big around as the bottle's

opening. 3. Cut a 1/4-inch hole in the center. 4. Place the cardboard circle on top of your water bottle's

opening. 5. Turn the other empty bottle onto the bottle. Making sure

both openings are together. 6. Wrap tape around the bottle necks to make sure they

stay together and do not leak. 7. Hold the bottles so that the bottle with water is upside

down on top. 8. Hold the bottom bottle to steady it. With the other

hand, begin moving the top bottle in a circle. 9. Watch what happens!

Get Out, Get In, Get Down Tornado Safety Song

Joan Maute Tornado Watch, what does it mean?

The conditions are right for a wind machine. It means to take heed; it's a message for you That there's a chance for a tornado to brew.

Be ready to…

Chorus: Get out, out of mobile homes and

Get In, in a building that's strong and Get down, get down real low

You better be ready for the tornado.

“The National Weather Service has just issued a Tornado Warning for the following counties…”

Watch turns to warning, what does this mean?

A tornado will form or one has been seen. You better move fast, there's no time to waste.

Follow these words at a very fast pace. Chorus

Sometimes without warning the weather will change.

The sky gets dark, or green, or strange. Now don't take a chance, you'd better be safe.

Move along 'til you're in the right place. Chorus (2x)

Earthquakes

Earthquakes

Books: Conlon, Laura. (1993). Earthquakes. The Rourke Corporation Inc. Dussling, Jennifer. (2004). Earthquakes. Illustrated by Lori Osiecki. Grosset and Dunlap

Simon, Seymour. (1991). Earthquakes. Morrow Junior Books.

Movie(s):

Earthquakes. PBS Video 1992.

Website(s):

http://earthquake.usgs.gov/learning/kids//

Activities: Read Aloud/Science/Geography: The students should understand that when talking about earthquakes there are different levels of higher and lower frequency that are affected. After reading the book, Earthquakes by Jennifer Dussling, the students will research these different areas and write a one page paper about the information that they found. Assessment of the Activity: The students will be assessed on their participation throughout their read aloud. They will also be graded on the grammatical, grammar, spelling, and format of their papers. IL. 3 Goal: Write to communicate for a variety of purposes. IL.3.A Standard: Use correct grammar, spelling, punctuation, capitalization, and structure. IL.3.A.2 >Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. IL. 12 Goal: understand the fundamental concepts, principles and interconnections of the life, physical, and earth/space sciences. IL.12.D. Standard: Know and apply concepts that describe force and motion and the principles that explain them. IL.12.D.2b >Demonstrate and explain ways that forces cause actions and reactions.

Spelling/English: The students need to become familiar with the terminology when talking about earthquakes. If they do not understand the terminology, then they will not be able to understand or retain the information being presented to them. The students will read Earthquakes by Seymour Simon and they will write down the words from the book that they do not know. Then, the students will combine their lists and the teacher will compile the words to make a vocabulary list for the students. Assessment of the Activity: The students will be assessed on their participation of the activity and they will also be graded on the vocabulary test that is given once the students have learned and studied the terms.

IL. 3 Goal: Write to communicate for a variety of purposes. IL.3.A Standard: Use correct grammar, spelling, punctuation, capitalization, and structure. IL.3.A.2 >Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. Math: Once the students have watched the movie, Earthquakes, PBS Video 1992, the students will begin to see the importance of the different levels of frequency throughout the world. Using mathematical formulas, the students will be given sample numbers and they will solve for the different levels of frequency. Once the computations are complete, the students will collect their data and then record it using a line graph. Assessment of the Activity: The students will be assessed on their participation while watching the video. Then, the students will be assessed on the organization of their chart and on their accuracy of their computations. IL. 10 Goal: Collect, organize, and analyze data using statistical methods: predict results; and interpret uncertainty using concepts of probability. IL.10.B Standard: Formulate questions, design data collection methods, gather and analyze data and communicate findings. IL.10.B.2b >Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs, line plots and stem-leaf graphs.

English/Technology/Read Aloud/Math: To begin the lesson, the teacher will read the book, Earthquakes, by Laura Conlon. While the teacher is reading, have the students write down interesting facts that they didn’t already know about earthquakes. Then the students will visit the following website: http://earthquake.usgs.gov/learning/kids//. They will complete the same task while visiting the website. The students will pick one of the 12 sections presented on the website that they found to be most helpful and interesting. The students will collaborate with one another and chart how many people chose the same section to be most helpful. They will compile their information using a bar graph. Assessment of the Activity: The students will be assessed on their participation throughout the activities. Then, the students will be assessed on the accuracy of their bar graphs. IL.11 Goal: Understand the processes of science inquiry and technological design to investigate question, conduct experiments, and solve problems. IL.11.A Standard: Know and apply the concepts, principles, and processes of scientific inquiry. IL.11.A.2c >Construct charts and visualizations to display data. IL.11.A.3c >Collect and record data accurately using consistent measuring and recording techniques and media.

Earthquake Vocabulary Terms Sample List

Crust - the top layer of the earth, which consists of solid rock. Both the continental crust (land masses) and oceanic crust (the land beneath the ocean) belong to the crust. Epicenter - the point directly above the focus or source of the earthquake. Fault - a break or separation in rock, usually between two or more tectonic plates. Focus - the source of the earthquake inside the earth, where the rock first begins to break. Intensity- the amount of shaking and type of damage at a particular location. Intensity can be greater or weaker depending on the distance from the epicenter. Liquefaction - this happens when loose, moist soil or sand is shaken so hard that individual grains separate, turning the earth into a soft, fluid slurry that can swallow entire buildings. Lithosphere - the uppermost layer of the earth, which consists of all solid rock. It includes both the crust and the upper mantle. Magnitude - the amount of energy released from the earthquake. The size of the seismic waves at the epicenter, which can be determined by the size of the wavy lines on the seismogram. Mantle - the layer beneath the crust. The upper mantle is solid rock; the lower mantle is molten rock. Mercalli Scale - a subjective measure of the strength of an earthquake. It measures the degree of intensity. Richter Scale - an objective measure of the strength of an earthquake. It measures the degree o magnitude. Seismic Waves - vibrations that move through the earth in a way similar to waves moving in water. They can travel through solids and liquids. Seismogram - written recording of the earth's vibrations, produced by a seismograph. Seismograph - instrument that plots the intensity of earthquake waves on a roll of specially marked graph paper. Seismologist - scientist who studies earthquakes. Tectonic Plates - individual sections of the lithosphere of the earth. They fit together in a way similar to a jigsaw puzzle, but are always moving very slowly, floating on the molten rock of the lower mantle.

Floods

Floods

Books: Durham, Emma and Maslin. (2000). Floods. Raintree Publishers. Lyon, George Ella. (1993). Come A Tide. Sagebrush Education Resources. Dahl, Michael and Thomas, Rick. (2004). Rising Waters: A Book About Floods. Picture Windo Books. Movie(s): Ferocious Floods, Good Times Video, 1994. Website(s): http://www.weatherwizkids.com/Rain.htm Water Cycle: http://www.enchantedlearning.com/geology/label/watercycle/labelanswers.shtml Activities: Science/Technology: The students need to understand information about the water cycle before they can understand information about floods. Once the students see how the process works, they can better understand the significance and affects that floods can have on people and the environment around them. The students will visit the following website: http://www.weatherwizkids.com/Rain.htm. Once they are on the site, the students need to write down facts that they find interesting and incorporate them into their daily journals. Once they have looked at the website, have them fill out the water cycle diagram. Assessment of the Activity: The students will be assessed on their participation during the time that they are in the computer lab and their completion of their daily journal. Then, they will be graded on the accuracy of their water cycle diagram.

IL.12 Goal: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. IL.12.E. Standard: Know and apply concepts that describe the features and processes of the Earth and its resources. IL.12.E.2a > Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns). Science/Outside fieldtrip: The students will read, Floods, by Emma and Maslin Durham. After reading this book, the students will have a clear understanding about the formation of floods and the affects that it can have on different areas of the world. The students will complete an activity that allows them to step out of the classroom and perform a hands-on activity while attending a field trip. The students will collect soil samples and then they will write an essay about the type of soil and its capacity for flooding. Assessment of the Activity: The students will be assessed on their participation throughout the field trip. They will also be graded on the grammatical, grammar, spelling, and format of their papers. IL.11 Goal: Understand the processes of science inquiry and technological design to investigate question, conduct experiments, and solve problems. IL.11.A Standard: Know and apply the concepts, principles, and processes of scientific inquiry. IL.11.A.3c >Collect and record data accurately using consistent measuring and recording techniques and media. English: The students will watch the Ferocious Floods, Good Times Video 1994. Then, the students will break up into groups of 2 or 3. Give the students a sheet of chart paper and art materials (crayons, markers, colored pencils, etc.) Then, have the students collaborate with one another to think of “Flood Facts.” Have the students place their information on the chart paper and present it to the class. Once the presentations are complete, hang the “Flood Facts” around the room. Assessment of the Activity: The students will be assessed on their participation throughout the activities. They will also be assessed on their completion and accuracy of their “Flood Facts” posters. IL. 5 Goal: Use the language arts to acquire, assess and communicate information.

IL.5.A. Standard: Locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas. IL.5.A.2b >Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs). Science/Technology: The students will read Rising Waters: A Book About Floods by Michael Dahl and Rick Thomas to gain further information about floods. Once the book has been read the students and teacher will discuss it. Then, the students will answer the following questions. Once the students are done with the questions, they will be reviewed together as a class. Assessment of the Activity: The students will be assessed on their participation throughout the activities. IL. 12 Goal: understand the fundamental concepts, principles and interconnections of the life, physical, and earth/space sciences. IL.12.D. Standard: Know and apply concepts that describe force and motion and the principles that explain them. IL.12.D.2b >Demonstrate and explain ways that forces cause actions and reactions.

Name________________ Date______________

Directions: We have been studying about floods over the past few days. By using the knowledge that you have gained, answer the following questions. Name an event that could cause a flood. -Heavy rainfall in a short period of time. -Run-off from deep snows -Soil that has a lot of water in it. - High river, stream, or reservoir levels - Ice jams in rivers. - Urbanization. What are the two types of floods which can occur? -Regular River Flood -Flash Flood What is the flat area on either side of a river called? -A flood plain What is the name for the structure an engineer would build to protect communities from flooding? -Alevee -A dam Name a natural feature that protects communities from floods. -Wetlands - Stream Buffers. - Natural Open Space.

Questions about Floods

Name___________________ Date_________________

LabelWaterCycleDiagram

Readthedefinitionsbelow,thenlabelthewatercyclediagram.

Accumulation‐theprocessinwhichwaterpoolsinlargebodies(likeoceans,seasandlakes).Condensation‐theprocessinwhichwatervapor(agas)intheairturnsintoliquidwater.Condensingwaterformscloudsinthesky.Waterdropsthatformontheoutsideofaglassoficywaterarecondensedwater.(Thistermappearstwiceinthediagram.)

Evaporation‐theprocessinwhichliquidwaterbecomeswatervapor(agas).Watervaporizesfrom

thesurfacesofoceansandlakes,fromthesurfaceoftheland,andfrommeltsinsnowfields.

Precipitation‐theprocessinwhichwater(intheformofrain,snow,sleet,orhail)fallsfromcloudsin

thesky.

SubsurfaceRunoff‐rain,snowmelt,orotherwaterthatflowsinundergroundstreams,drains,or

sewers.

SurfaceRunoff‐rain,snowmelt,orotherwaterthatflowsinsurfacestreams,rivers,orcanals.

Transpiration‐theprocessinwhichsomewaterwithinplantsevaporatesintotheatmosphere.

Waterisfirstabsorbedbytheplant'sroots,thenlaterexitsbyevaporatingthroughporesintheplant.

Answer Key

LabelWaterCycleDiagram

Readthedefinitionsbelow,thenlabelthewatercyclediagram.

Accumulation‐theprocessinwhichwaterpoolsinlargebodies(likeoceans,seasandlakes).Condensation‐theprocessinwhichwatervapor(agas)intheairturnsintoliquidwater.Condensingwaterformscloudsinthesky.Waterdropsthatformontheoutsideofaglassoficywaterarecondensedwater.(Thistermappearstwiceinthediagram.)

Evaporation‐theprocessinwhichliquidwaterbecomeswatervapor(agas).Watervaporizesfrom

thesurfacesofoceansandlakes,fromthesurfaceoftheland,andfrommeltsinsnowfields.

Precipitation‐theprocessinwhichwater(intheformofrain,snow,sleet,orhail)fallsfromcloudsin

thesky.

SubsurfaceRunoff‐rain,snowmelt,orotherwaterthatflowsinundergroundstreams,drains,or

sewers.

SurfaceRunoff‐rain,snowmelt,orotherwaterthatflowsinsurfacestreams,rivers,orcanals.

Transpiration‐theprocessinwhichsomewaterwithinplantsevaporatesintotheatmosphere.

Waterisfirstabsorbedbytheplant'sroots,thenlaterexitsbyevaporatingthroughporesintheplant.

Hurricanes

Hurricanes

Books: Hooker, Merrilee. (1993). Hurricanes. Rourke Publishing. Thomas, Rick. (1954). Eye of the Storm: A Book About Hurricanes. Illustrated by Denise Shea. Picture Window Books. Weeks, Sarah. (1993). Hurricane City. HarperCollins Publishing. Movie(s): Nova: Hurricane! Larry Engle and Thomas Lucas, 1999. Websites: http://www.nationalgeographic.com/forcesofnature/interactive/index.html Song: http://www.learninggamesforkids.com/science_songs/educational_videos_hurricane_song.html Activities: Science/Language Arts/Technology: The students will read the book, Hurricanes by Merrilee Hooker. The students will have a classroom discussion about things that they learned from the book. Then, the students will visit the following website: http://www.nationalgeographic.com/forcesofnature/interactive/index.html. Using the information from the website, the book, and previously learned materials, the students will complete a Venn diagram about what they have learned about tornados and hurricanes. Each section of the Venn diagram should contain at least 5 bulleted points. Once the Venn diagram is complete, the students will write an essay about the comparisons of the hurricanes and tornados. Assessment of the Activity: The students will be assessed on their completion of the Venn diagram and its components. They will also be graded on the grammatical, grammar, spelling, and format of their papers along with their participation throughout the activity. IL. 3 Goal: Write to communicate for a variety of purposes.

IL.3.A Standard: Use correct grammar, spelling, punctuation, capitalization, and structure. IL.3.A.2 >Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. IL. 12 Goal: understand the fundamental concepts, principles and interconnections of the life, physical, and earth/space sciences. IL.12.D. Standard: Know and apply concepts that describe force and motion and the principles that explain them. IL.12.D.2b >Demonstrate and explain ways that forces cause actions and reactions. Art/Music: The students will be able to relate the song to safety and a tune that can be easily recognized and easier to retrieve. The students will visit the following website: http://www.learninggamesforkids.com/science_songs/educational_videos_hurricane_song.html. Then, play the song aloud for the students to hear. Once they have heard the tune, ask the students to sing along with the music. As the activity progresses, you could break down the singing to different groups and then ask for people to sing the song by themselves. While on the website, talk to the students about the different vocabulary terms that are associated with hurricanes. Assessment of the Activity: The students will be assessed on their participation throughout the lesson. IL. 4 Goal: Listen and speak effectively in a variety of situations. IL.4.B. Standard: Speak effectively using language appropriate to the situation and audience. IL.4.B2b >Use speaking skills and procedures to participate in group discussions. Social Studies/Art: The students will begin to realize that every hurricane has its own name. Read the book, Eye of the Storm: A Book About Hurricanes by Rick Thomas. After reading this book, have the students write down things that should be considered when naming hurricanes. Once this is complete, have the students get into groups of 3 or 4. Give the students a sheet of poster paper and art materials (e.g., colored pencils, markers, crayons, etc). Then have the students come up with their own names of a hurricane and explain why they chose their names. Have the students present their posters to the rest of the class and then display them in the hallway or in the classroom.

Assessment of the Activity: The students will be assessed on their participation throughout the activities, using a checklist. They will also be assessed on their completion and accuracy of their hurricane posters, using a rubric. IL. 4 Goal: Listen and speak effectively in a variety of situations. IL.4.B. Standard: Speak effectively using language appropriate to the situation and audience. IL.4.B2b >Use speaking skills and procedures to participate in group discussions. IL. 5 Goal: Use the language arts to acquire, assess and communicate information. IL.5.A. Standard: Locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas. IL.5.A.2b >Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs).

Name _______________ Date _____________

Comparing Hurricanes and Tornadoes Venn Diagram

Hurricanes Tornadoes

Bibliography of Teacher Resources

Armstrong, Beverly. Earthquakes: Science Mini Unit Series- Grades 3-5. Santa Barbara, CA: Learning Works, 1992. Konvicka, Tom. Teacher's Weather Sourcebook. Englewood, CO: Teacher Ideas Press. 1999. Related Websites: A to Z Teacher Stuff http://www.atozteacherstuff.com/Themese/Tornados/Index.shtml abc Teach http://www.abcteach.com Pro Teacher http://www.proteacher.com

Bibliography of Media - Video

Earthquakes. PBS Video 1992.

Ferocious Floods, Good Times Video, 1994.

Nova: Hurricane! Larry Engle and Thomas Lucas, 1999.

Tornado Video Classics, Vol. 1 and 2, The Tornado Project 1999.

Bibliography of Media - Music

Get Out, Get In, Get Down: Tornado Safety Song, by Joan Maute. http://www.songsforteaching.com/weathermeteorology/tornadosafety.htm Hurricane Song

http://www.learninggamesforkids.com/science_songs/educational_videos_hurricane_song.html

Bibliography of Websites

http://www.fema.gov/kids/tornado.htm

http://42explore.com/tornadoes.htm

http://www.songsforteaching.com/weathermeteorology/tornadosafety.htm

http://www.youthonline.ca/crafts/tornado.shtml

http://earthquake.usgs.gov/learning/kids//

http://www.weatherwizkids.com/Rain.htm http://www.enchantedlearning.com/geology/label/watercycle/labelanswers.shtml http://www.teach-nology.com/worksheets/science/force/venn/ http://www.nationalgeographic.com/forcesofnature/interactive/index.html http://www.learninggamesforkids.com/science_songs/educational_videos_hurricane_song.html

Bibliography of Children’s Literature

Burby, Liza N. (1999). Extreme Weather: Tornadoes. Rosen Publishing Group.

Conlon, Laura. (1993). Earthquakes. The Rourke Corporation Inc. Dahl, Michael and Thomas, Rick. (2004). Rising Waters: A Book About Floods. Picture Windo Books. Durham, Emma and Maslin. (2000). Floods. Raintree Publishers. Dussling, Jennifer. (2004). Earthquakes. Illustrated by Lori Osiecki. Grosset and Dunlap

Hooker, Merrilee. (1993). Hurricanes. Rourke Publishing. Hooker, Merrilee. (1993). Tornadoes. The Rourke Corporation, Inc.

Lyon, George Ella. (1993). Come A Tide. Sagebrush Education Resources. Ross, Tim. (2001). Twinkle, Twinkle, Little Twister. Eakin Press.

Simon, Seymour. (1991). Earthquakes. Morrow Junior Books.

Simon, Seymour. (2001). Tornadoes. HarperColliins Publishing.

Thomas, Rick. (1954). Eye of the Storm: A Book About Hurricanes. Illustrated by Denise Shea. Picture Window Books. Weeks, Sarah. (1993). Hurricane City. HarperCollins Publishing.

Grading Instrument • Name: Amy Bruce __________

• Theme or Topic (1 pt) __________

• Goal (2 pts) __________

• 3 or more activities per spoke (2 pts) __________

• Media used in web as part of an activity (2pts) __________

• Presentation (writing, grammar, spelling) (2 pts) __________

• Grade level (1 pt) __________

• 4 or more spokes (1 pt) __________

• 3 or more quality books per spoke (2 pts) __________

• Creativity (1 pt) __________

• State Standards (2 pts) __________

• World-wide web sites used as resources & as activity (4 pts) ________

• All areas of curriculum included in web (5 pts) __________

• Complete bibliography of children’s books (5 pts) __________

• Complete bibliography of teacher resources (5 pts) __________

• Complete bibliography of media (5 pts) __________

• Complete bibliography of websites related to your topic (5 pts) _______

• Assessment for all activities included (5 pts) __________

50 possible points. Your Score_________