lesson plan

10

What content area and specific topic are you focusing on?

What instructional strategy will you be using?

Reflect on your lesson and the use of your strategy. On a piece of paper, write down:

What went well?

What didn’t go quite as planned?

How could you improve this lesson/use of your strategy?

The topic

Hurricanes in America

Standard

Students learn many concepts about hurricanes.

Learning Objectives

After completing the lessons students will be able to:

1. Define hurricane.

2. Determine what conditions are necessary to create a hurricane.

3. Locate when and where hurricanes form and travel to within the Atlantic ocean.

4. To understand why hurricanes slow down and lose power when moving over land.

5. How the hurricanes form.

Materials

· Hurricane Tracking Maps.

· Color Pictures of Hurricanes

· Videos

https://www.youtube.com/watch?v=p7SQOFs5IHU

https://www.youtube.com/watch?v=NEFG7YcIDcI

· What are the main points of the video?

· Have you ever seen one?

· Do you have personal experiences with hurricanes?

· What do you want to know about hurricanes?

Evaluation

Pre-assessment

Hurricanes lesson Fourth grade

Student name ………………………….

1. What are hurricanes?

2. Which season of the year the do hurricanes begin?

3. What the last hurricane hit America?

4. Do you think hurricanes speed up or slow down while over land?

5. Would you rather live in an area that received fewer, very strong hurricanes or frequent, weaker storms? Why?

6. What is one of the characteristics of the ocean that can cause hurricanes to grow in intensity or weaken?

7. What does a hurricane look like?

Strategy

‘What’, ‘where’, ‘when’, ‘which’, and ‘how’ which is a graphic organize strategy.

What are hurricane?

A hurricane is a huge storm! It can be up to 600 miles across and have strong winds spiraling inward and upward at speeds of 75 to 200 mph. Each hurricane usually lasts for over a week, moving 10-20 miles per hour over the open ocean. When they come onto land, the heavy rain, strong winds and large waves can damage buildings, trees and cars.

Where do they come from?

It begins near the islands off the west coast of Africa.

How is a hurricane formed?

Hurricanes form over low-pressure regions with warm temperatures. Over large bodies of water. That is why they form only over warm ocean waters near the equator. The warm temperature causes the ocean water to evaporate. The moisture is what fuels a hurricane. Also, the wind must be blowing in the same direction and at the same speed to force air upward from the ocean surface.

When do hurricanes hit U.S.A?

Hurricanes start in fall season peak hurricane season is from mid-August to mid-October with the peak of the peak being Sept. 10 or 11.

Which land areas do Hurricanes move over?

The West Indies, Caribbean, Florida, Louisiana, Gulf of Mexico, and others.

Why do hurricanes slow down and lose power when moving over land?

Because they are no longer connected to the severe humidity and warm water sources that gave them their original power. Therefore, the hurricane begins to slow down and die. Cool waters and strong winds may also decrease the strength of a hurricane. Because cooler waters do not evaporate as much. Therefore, provide less moisture.

Post-assessment

Hurricane lesson Fourth grade

Student name …………………

· Choose the correct answer

1. Which season of the year the do hurricanes begin?

· Summer

· Winter

· Fall

· Spring

2. What do you think causes the motion of hurricanes?

· Wind

· Moisture

· warm temperatures

· All of the above

3. Where does hurricane come from?

· West Africa

· South America

· Atlantic ocean

· Caribbean

4. Which states do Hurricanes move over in America?

· Illinois New York

· Georgia, Mississippi

· Florida, Louisiana

· Which of the following statements is (√) or (×)

1. Each hurricane usually lasts for over a week, moving 10-20 miles per hour over the open ocean ( ).

2. Hurricane season start from June 1 to November 30 ( ).

3. Warm waters and weak winds may decrease the strength of a hurricane ( ).

4. Many hurricanes cause severe flooding ( ).

Reflection

At the beginning of the class, I welcomed students. Then I showed a set of destructive images then I asked students what do you think about those images “are those images for war, explosion or hurricane”. Most students guessed it was pictures of a hurricane and it was true. then started with an introduction for clarify the topic of the lesson and learning objectives that will be pursued, and the structure of the lesson. I began to use pre-assessment associated with this class. In order to understand whether the students have knowledge about a hurricane.

Then, I displayed two videos about hurricanes and how do they form, then I asked students the following questions

• What are the main points of the video?

• Have you ever seen one?

• Do you have personal experiences with hurricanes?

• What do you want to know about hurricanes?

Then I explained the strategy for a subject which is a graphic organizes a strategy. I asked each student to search for an answer each question and write their answer, then they presented their answers to the rest of the students then they read the information form blackboard because I wanted to make sure every student knows the right answer. At the end lesson, I gave them post-assessment. The result of students was similar with the same level of instruction. the same being with a majority of the students improving greatly in their post-test scores compared to their pre-test scores. Finally, I asked the students for evaluation and feedback. And what they had learned from the lesson.

The lesson was effective as a majority of the students were able to understand the lesson. I think the use of visuals more effective because a verbal explanation might not help the learners as strongly as the imagery of the presentation. For the strategies, I have used a graphic organize a strategy. The strategy was very effective and engaged alongside direct instruction. it helps organize information and showed during the class because the students were involved with the material. also encouraged students to share their answers with their peers, discuss information provided. I gathered between the educational survey as a technique and a graphic organize a strategy. This motivates the students to learn search for information through the Internet and building confidence and trust in contributing to the learning process. The strategy helped the students became more engaged and positive which gave them an understanding and made them active in the classroom. It is designed to ensure that the learners have time to process the materials they are provided with, and the processing occurs not after they leave the classroom.

The aspects of the lesson that needs to change are. Firstly, the major problem encountered in the lesson is a time, particularly at the ending, I did not have time to finish the lesson well. Also, discuss the answers did not with all students but I think this part of the lesson can be improved. I believe it can be more beneficial for the students if I combined with the Think-Pair-Share strategy. I will try to include several instructional strategies that will engage students in the discussion at different levels.

In conclusion, though things never went as perfectly as they should have gone, it was a success to a greater degree and I really enjoyed, and I believe that the knowledge acquired will help me make observations and identify when differentiated learning will be needed in a classroom and the instructional strategies to use to support effective differentiated learning.

Hurricanes

What are hurricanes?

How is a hurricane formed?

When do hurricanes hit U.S.A?

Which land areas do Hurricanes move over?

Why do hurricanes slow down and lose power when moving over land?

Where do they come from?