Developmental Lesson Plan

Teacher Candidate: Nayeli Tapia Date: April 15th

Group Size: 24 Allotted Time: 55 minutes Grade Level: 2nd grade

Subject or Topic: Hurricane (Inquiry Lesson) (Day 4)

Common Core/PA Standard(s):

3.3K.A.5 Identify seasonal changes in the environment.

Learning Targets/Objectives:
The students will identify seasonal changes in the environment by comparing and contrasting
hurricanes and tornadoes in discussion.

Assessment Approaches: Evidence:

1. Hurricane in a bowl 1. Practice and observation
2. Venn Diagram 2. Content on venn diagram
….
Assessment Scale:
Students will be assessed by rubric on a scale of 10/10.
Below Basic: 0-5 (Student doesn’t show knowledge or effort towards labeling the water cycle
in a bag.)
Basic: 5-7 (Student shows some knowledge when labeling the water cycle in a bag. Gets
mostly all correct.)
Proficient: 8-10(Student shows necessary knowledge to label the water cycle in a bag
correctly.)
Subject Matter/Content:
Prerequisites:
- Students have learned about the seasons
- students learned about tornadoes
- students learned about the water cycle
Key Vocabulary:
■ cyclone-strong storm with heavy wind
■ vortex-mass of swirling water that draws everything near it.
■ typhoon- violent cyclone or hurricane.
■ condensation-made smaller and tighter, in this case ending in the formation of
precipitation.
■ hurricane-severe tropical storm, accompanied by thunderstorms.
Content/Facts:

● A hurricane is a powerful tropical storm.

● A tropical storm is considered a hurricane when its winds reach or exceed 74 mph
(119 km/h).
● Hurricanes are also known as cyclones or typhoons, depending on which region they
occur in.
● The word hurricane comes from "Huracan", the name of a Mayan god. The Mayans
believed this was the god of big winds and evil spirits.
● Hurricanes frequently form in tropical regions, which are area around the Earth's
● Hurricanes need warm water to develop and continuous access to warm water to
increase in strength.
● Hurricanes rapidly lose strength when they make landfall and move inland.
● Hurricanes north of the Earth's equator spin counterclockwise.
● Hurricanes south of the Earth's equator spin clockwise.
● The three main parts of a hurricane are the eye, the eye wall and rain bands.
● The eye is the center of a hurricane. This is the blue circle you see in the middle of a
hurricane.
● The eye wall is the area around the eye. This is where the most dangerous winds of a
hurricane occur.
● The rain bands are the outer part of a hurricane that spin with it.
● Hurricanes can produce violent winds, heavy rain, tornadoes, storm surges and
flooding.
●

Introduction/Activating/Launch Strategies: (5 minutes)

- “Good morning meteorologists! I am so happy you are all here and ready to learn
about the “eye of the storm” . Take out your pencils and write down on your sticky
note what you think the eye of the storm is? Use your background knowledge and try
to decode the phrase ``eye of the storm!”
- Students will place their sticky note on the board under “Prediction”
- Teacher will review the answers in class discussion
- Plays video for students that explains the eye of the storm.
- “Turn to your partner and discuss 2 interesting ideas you learned about about
Hurricanes”

Development/Teaching Approaches (40 minutes)

- Review the powerpoint about hurricanes

- Create an anchor chart with the help of the students
- Introduce the experiment the students will be conducting with a partner
- Students are able to pick their partners
- Each group will get a 2 sticks, bowl with water, blue food coloring and shaving cream
 - Begin modeling the experiment for the students
- Provide proper and clear instructions for students to follow along to
- Teacher will begin conducting experiment
- Will ask:
- Why do you think we need to spin the stick around to form a hurricane?
- What do you notice about the clouds?
- Students may answer
- The hurricane is formed by the vortex, it needs to spin in order to
become a hurricane.
- The clouds’ formation show us how severe the hurricane is.
- When done, students will complete a journal entry in their science journals. The entry
will be three things they learned about hurricanes.
- Hand out a venn diagram
- Instruct the students to write “Hurricanes” on the left and “Tornadoes” on the right,
“both” in the middle
- Students will complete the venn diagram as an assessment
- They may use their science journals, fact sheets and foldables to complete the venn
diagram
- Walk around and offer support as needed
- Review the answers with the students

Closure/Summarizing Strategies: (5 minutes)

- Will praise them for hard work
- Ask them to write down on a sticky note what they think the “eye if the storm” is now
- Ask them to place their sticky note under “Results” on the board
- Remind students that there will be a review and assessment tomorrow
- Instruct them to leave a sticky note under their desk if they need further help.

Accommodations/Differentiation:
- For ELL students, there will be a translated instructions on the worksheet provided.
- Students may choose to work alone.

Materials/Resources:
- 12 bowls with water
- 12 shaving creams
- 12 blue food coloring
- 24 venn diagrams
- Science Journals
- Powerpoint
https://docs.google.com/presentation/d/1nTKPY9R_5Ply00SIwU4pd9mGG86Ci9-1-
h9UeyTuR90/edit?usp=sharing
- 24 sticks
- 21 Hurricane Facts for Kids - Learn More About Hurricanes (factsjustforkids.com)
- Hurricane and Tornadoes Vocabulary List & Definitions (teach-nology.com)
 - Hurricane | The Dr. Binocs Show | Educational Videos For Kids - YouTube

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Was my timing okay?

Did the students have enough time to complete each assignment?
How did the interactive reading aloud go?
Were students actively engaged?
How was my tone of voice?

Hurricane Experiment
Anchor Chart

From Pinterest
Venn Diagram