Ashley Heath

ELED 3221
11/6/14
edTPA Indirect Instruction Lesson Plan Template
Tornados
Elementary Science
_____________________________________________________________________________
Central Focus/Big Idea: Tornados
Subject of this lesson: Tornados are a violent vortex that can be dangerous that are rated on a
the Fujita Scale based on wind speed that estimates damage that will be done
Grade Level: 5th grade
NC Essential Standard(s):
5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and
direction, precipitation, and temperature) and patterns.
Next Generation Science Standard(s):
K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to
prepare for, and respond to, severe weather
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.
21st Century Skills: Analytical Thinking- Students will be required to look at the similarities and
difference of different tornados based on the Fujita Scale. They will create a graphic organizer to
classify the differences of the levels of tornados.
Academic Language Demand
Language Function: Students will be expected to compare and contrast the differences
between the levels of intensity of tornados. They will also interpret the information they
learn about tornados to show their understanding of the differences of the levels of
tornados.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: Fujita scale,

Instructional Objective: Students will be able to understand what a tornado is and the dangers
and damage they can do. Students should also be able to compare and contrast the different
levels of tornados on the Fujita scale. Students should successfully complete 4 out of 5 questions

correctly on the quiz that is given in the evaluation section of the lesson.
Prior knowledge (student): Students should have an understanding of change and observable
patterns of weather that occur from day to day and throughout the year. Also, they should have
an understanding of patterns of weather and factors that affect weather.
Content knowledge (teacher): The teacher should have an understanding of what a tornado is
and how they are rated on the Fujita scale. The teacher should test the tornado in a bottle and
have read through the reading passage. They must also look over the tornado simulation to
understand what students should be doing during these activities.
Accommodation for Special Needs/different learning styles: All learning styles will be used in
the understanding of tornados through pictures, video, audio, simulations, reading, and listening.
For the students with attention needs, they will work with a partner to help keep them focused on
the activity on hand. For the student with behavioral needs, she will work by herself with extra
support from the teacher. A list of directions will be set out to help her if she needs extra help
during the lesson.
Materials and Technology Requirements:
Introduction to Tornados (reading passage)
http://www.enchantedlearning.com/subjects/weather/tornado/
Tornado Simulation: http://elearning.niu.edu/simulations/Fujita.html
Tornado Quiz
What is a Tornado? Video: http://www.youtube.com/watch?v=wlwyA-5iafg
2 two liter bottles
Duct tape
Water
Dish soap
Glitter
Tornado in a bottle Chart
Total Estimated Time: 1 hour
Source of your lesson: Directions for tornado in a bottlehttp://www.weatherwizkids.com/experiments-tornado-bottle.htm
Safety considerations: The teacher will prepare the tornado in a bottle before students begin this
lesson to decrease hazards of dish soap and water. Teacher will supervise students who have
tornado in a bottle. Students will be reminded to be careful with the tornado in a bottle and to not
move the bottle around too fast.

Ashley Heath
ELED 3221
11/6/2014
______________________________________________________________________________
Content and Strategies (Procedure)
Engage:
The teacher will introduce to the student that they will be learning about tornados today. First,
the teacher will do a KWL chart and ask students:

What do you know about tornados?

They teacher will fill in the know section on the chart as the students tell what they know. The
teacher will then ask students:

What would you like to know about tornados?

The teacher will fill information students provide into the chart. Next, students will watch a
video that introduces how a tornado forms and the Fujita scale. After watching the video, the
teacher will ask students:

How a tornado forms?

What is the Fujita scale?

The teacher will then read Introduction to Tornados while the students follow along. During the
reading the teacher will ask:

What is the difference in a tornado watch and a tornado warning?

What do the different categories of the Fujita scale mean?

Explore/Explanation:
The teacher will have created a tornado in a bottle for the students to explore with. The teacher
will first demonstrate how to spin the bottle in order to create a vortex that looks like a tornado,

and then allow the students to explore with the bottle. The students will have a chart with
questions asking them:

What do you see happening in the bottle?

Write down what you observe

What do you think is causing this to happen?

After all students have finished, the teacher and students will discuss what they think was
happening and what they observed. The teacher will then explain that what they see in the bottle
is a vortex, or spiral motion of the fluid which is like the vortex of air in a real tornado. The
teacher should explain that we usually think of air as gases and gases and fluids are very similar
in the way they move, or flow.
Elaborate:
The teacher will explain to students that they will be learning more about the Fujita scale and
tornados through an online simulation. The teacher will pass out a chart to each student and
explain that as they are doing the simulation they need to fill out each category of the chart.
Students will each get their own computer and log onto the website:
http://elearning.niu.edu/simulations/Fujita.html
On each level of the chart, students should describe the damage the level of the tornado can do
and the wind speed of the tornado. Once all students have completed the chart the teacher and
students will discuss what they learned about each level of the Fujita scale.

What is the difference of the levels?

How much damage can a F5 tornado do over a F0 tornado?

Evaluate:
The students will be evaluated by individually taking a quiz about tornados and the Fujita scale.

Closure:
After students have finished taking the quiz, the teacher will ask:

What they learned about tornados today?

The teacher will fill out the L part of the KWL chart.
Forms for Lesson:
Name:___________________________
Tornado in a Bottle

What do you see happening in the bottle?

Write down what you observed

What do you think is causing this to happen?

Name:___________________________
Tornado in a Bottle

What do you see happening in the bottle?

Write down what you observed

What do you think is causing this to happen?

Name:__________________________
Fujita Scale Simulation

Fujita Scale

What is the range of wind speed

in miles per hour?

F0

F1

F2

F3

F4

F5

Name:__________________________

Click on the photos and

describe what type of damage
the tornados can cause.

Tornado Quiz
1. What is the strongest rating a tornado can receive?
A. F-2
B. F-3
C. F-5
D. F-6
2. Most tornadoes form from ________________.
A. Thunderstorms
B. Hurricanes
C. Cyclones
D. Rain
3. Where do tornadoes mostly form in the United States?
A. Southwest
B. Northeast
C. Midwest
D. Northwest
4. Who long do tornados usually last?
A. Several Minutes
B. Several hours
C. A few minutes
D. A few hours
5. When do tornados most often occur?
A. January to March
B. March to August
C. August to October
D. October to January
6. What does the Fujita Scale Measure?
A. the time the tornado is on the ground
B. the amount of damage that is cause by wind
C. the length of the tornado
D. The speed that the tornado moves across the ground
7. What does a tornado warning mean?
A.
B.
C.
D.

A tornado has been spotted

A tornado could happen
A tornado just passed
There is no threat of a tornado