Project GLAD



Project GLAD

Norwalk-La Mirada Unified School District

NATURE’S FURY

LEVEL 5

IDEA PAGES

I. UNIT THEME-Natural Disasters affect us all around the world

• Nature’s Fury

• Weather

• Natural Disasters

• Disaster Preparedness

• People around the world have learned to deal with natural disasters in different ways

II. FOCUS/MOTIVATION

• Big Book

• Cognitive Content Dictionary with signal word

• Observation Charts

• Inquiry Charts

• Meteorologist Awards

• Video/DVD/movie

III. CLOSURE

• Process Charts

• Share Big Books and personal explorations

• Share relief letters for natural disaster victims

• Framed inquiry letter to parents

• Share personal explorations

• Team explorations

IV. CONCEPTS- Grade 5 Standards

SCIENCE

Earth Sciences

3.0 Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:

1.0 Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.

2.0 Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

3.0 Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

Idea Pages

Pg. 2

4.0 Students know that the amount of fresh water located in rivers, lakes, under- ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water

5.0 Students know the origin of the water used by their local communities.

4.0 Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept:

1.0 Students know uneven heating of Earth causes air movements (convection currents).

2.0 Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

3.0 Students know the causes and effects of different types of severe weather.

4.0 Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.

5.0 Students know that the Earth's atmosphere exerts a pressure that decreases with distance above Earth's surface and that at any point it exerts this pressure equally in all directions.

V. CALIFORNIA ELA STANDARDS-GRADE 5

ORAL LANGUAGE/ READING/ WRITING SKILLS - GRADE 5

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary

Students use their knowledge of word origins and word relationships, as well as historical and literacy context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

1.2 Use word origins to determine the meaning of unknown words.

1.3 Understand and explain frequently used synonyms, antonyms, and homographs.

1.4 Know abstract, derived roots and affixes from Greek and Latin and use this

knowledge to analyze the meaning of complex words.

2.0 Reading Comprehension

2.1 Understand how text features make information accessible and usable.

2.2 Analyze text that is organized in sequential or chronological order

2.3 Discern main ideas and concepts presented in texts, identifying and assessing

evidence that supports those ideas.

2.4 Draw inferences, conclusions, or generalizations about text and support them

with textual evidence and prior knowledge.

2.5 Distinguish facts, supported inferences, and opinions in text.

Idea Pages

Pg. 3

3.0 Literary Response and Analysis

3.1 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.

3.3 Contrast the actions, motives and appearances of characters in a work of

fiction and discuss the importance of the contrasts to the plot or theme.

3.4 Understand that theme refers to the meaning or moral of a selection and

recognize themes in sample works.

3.5 Describe the function and effect of common literary devices.

3.6 Evaluate the meaning of archetypal patterns and symbols that are found in

myth and tradition by using literature from different eras and cultures.

3.7 Evaluate the author's use of various techniques to influence readers' perspectives.

WRITING

1.0 Writing Strategies

1.1 Create multiple-paragraph narrative compositions:

a. Establish and develop a situation or plot.

b. Describe setting.

c. Present an ending.

1.2 Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in sequence or chronological order.

b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.

c. Offer a concluding paragraph that summarizes important ideas and details.

1.3 Use organizational features of printed text to locate relevant information.

1.6 Edit and revise manuscripts to improve the meaning and focus of writing by

adding, deleting, consolidating, clarifying, and rearranging words and sentences.

2.0 Writing Applications

2.1 Write narratives:

a. Establish a plot, point of view, setting, and conflict.

b. Show, rather than tell, the events of the story.

2.2 Write responses to literature:

a. Demonstrate an understanding of a literary work.

b. Support judgments through references to the text and to prior knowledge.

c. Develop interpretations that exhibit careful reading and understanding.

2.3 Write research reports about important ideas, issues, or events by using the following guidelines:

a. Frame questions that direct the investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts, details, examples, and explanations.

Idea Pages

Pg. 4

2.4 Write persuasive letters or compositions:

a. State a clear position in support of a proposal.

b. Support a position with relevant evidence.

c. Follow a simple organizational pattern.

d. Address reader concerns.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

1.2 Identify and correctly use verbs that are often misused, modifiers, and pronouns.

1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

1.4 Use correct capitalization.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies

1.1 Ask questions that seek information not already discussed.

1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.

1.3 Make inferences or draw conclusions based on an oral report.

1.4 Select a focus, organizational structure, and point of view for an oral presentation.

1.5 Clarify and support spoken ideas with evidence and examples.

1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2.0 Speaking Applications

2.1 Deliver narrative presentations:

a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.

b. Show, rather than tell, the listener what happens.

2.2 Deliver informative presentations about an important idea, issue, or event by the following means.

a. Frame questions to direct the investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts, details, examples, and explanations.

Idea Pages

Pg. 5

Listening and Speaking (Grades 3-5 California ELD Standards)

Comprehension

Beginning Level:

Speak with few words/sentences

Answer simple questions with one/two word response

Retell familiar stories/participate in short conversations/using gestures

Early Intermediate Level:

Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directions

Intermediate Level:

Ask/answer questions using support elements

Identify key details from stories/information

Early Advanced Level:

Identify main points/support details from content areas

Advanced Level:

Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriately

Comprehension, Organization & Delivery of Oral Communication

Beginning Level:

Uses common social greetings

Early Intermediate Level:

Identify main points of simple conversations/stories (read aloud)

Communicate basic needs

Recite rhymes/songs/simple stories

Intermediate Level:

Speak with standard English grammatical forms/sounds

Participate in social conversations by asking/answering questions

Retell stories/share school activities using vocabulary, descriptive words/paraphrasing

Early Advanced Level:

Retell stories including characters, setting, plot, summary, analysis

Use standard English grammatical forms/sounds/intonation/pitch

Initiate social conversations by asking & answering questions/restating & soliciting information

Appropriate speaking based on purpose, audience, subject matter

Ask/answer instructional questions

Use figurative language & idiomatic expressions

Advanced Level:

Question/restate/paraphrase in social conversations

Speak/write based on purpose, audience, & subject matter

Identify main idea, point of view, & fact/fiction in broadcast & print media

Use standard English grammatical forms/sounds/intonation/pitch

Idea Pages

Pg. 6

Reading - Word Analysis (Grades 3-5 California ELD Standards)

Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

Beginning Level:

Recognize familiar phonemes

Recognize sound/symbol relationships in own writing

Early Intermediate Level:

Read orally recognizing/producing phonemes not in primary language

Recognize morphemes in phrases/simple sentences

Intermediate Level:

Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral & silent reading

Early Advanced Level:

Use knowledge of morphemes to derive meaning from literature/texts in content areas

Advanced Level:

Use roots & affixes to derive meaning

Reading - Fluency & Systematic Vocabulary Development

(Grades 3-5 California ELD Standards)

Vocabulary & Concept Development

Beginning Level:

Read aloud simple words in stories/games

Respond to social & academic interactions (simple questions/answers)

Demonstrate comprehension of simple vocabulary with action

Retell simple stories with drawings, words, phrases

Uses phrases/single word to communicate basic needs

Early Intermediate Level:

Use content vocabulary in discussions/reading

Read simple vocabulary, phrases & sentences independently

Use morphemes, phonics, syntax to decode & comprehend words

Recognize & correct grammar, usage, word choice in speaking or reading aloud

Read own narrative & expository text aloud with pacing, intonation, expression

Intermediate Level:

Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in texts

Recognize & correct grammar, usage, word choice in speaking or reading aloud

Read grade level narrative/expository text aloud with pacing, intonation, expression

Use content vocabulary in discussions/reading

Recognize common roots & affixes

Early Advanced Level:

Use morphemes, phonics, syntax to decode/comprehend words

Recognize multiple meaning words in content literature & texts

Use common roots & affixes

Use standard dictionary to find meanings

Idea Pages

Pg. 7

Recognize analogies & metaphors in content literature & texts

Use skills/knowledge to achieve independent reading

Use idioms in discussions & reading

Read complex narrative & expository texts aloud with pacing, intonation, expression

Advanced Level:

Apply common roots & affixes knowledge to vocabulary

Recognize multiple meaning words

Apply academic & social vocabulary to achieve independent read.

Use idioms, analogies & metaphors in discussion & reading

Use standard dictionary to find meanings

Read narrative & expository text aloud with pacing, intonation

Reading Comprehension

Beginning Level:

Answer fact questions using one/two word response

Connect simple test read aloud to personal experience

Understand & follow one-step directions

Sequence events from stories read aloud using key words/phrase

Identify main idea using key words/phrases

Identify text features: title/table of contents/chapter headings

Early Intermediate Level:

Use simple sentences to give details from simple stories

Connect text to personal experience

Follow simple two-step directions

Identify sequence of text using simple sentences

Read & identify main ideas to draw inferences

Identify text features: title, table of contents, chapter headings

Identify fact/opinion in grade level text read aloud to students

Intermediate Level:

Orally respond to comprehension questions about written text

Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes

Identify main idea to make predictions & support details

Orally describe connections between text & personal experience

Follow multi-step directions for classroom activities

Identify examples of fact/opinion & cause/effect in literature/content texts

Early Advanced Level:

Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questions

Describe relationships between text & personal experience

Identify function of text features: format/diagrams/charts/glossary

Draw conclusions & make inferences using text resources

Find examples of fact, opinion, inference, & cause/effect in text

Identify organizational patterns in text: sequence, chronology

Idea Pages

Pg. 8

Advanced Level:

Make inferences/generalizations, draw conclusions from grade level text resources

Describe main ideas with support detail from text

Identify patterns in text: compare/contrast, sequence/ cause/effect

Writing Strategies and Applications (Grade 3-5 California ELD Standards)

Penmanship, Organization & Focus

Beginning Level:

Write alphabet

Label key parts of common object

Create simple sentences/phrases

Write brief narratives/stories using few standard grammatical forms

Early Intermediate Level:

Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, chart

Write paragraphs of at least four sentences

Write words/simple sentences in content areas

Write friendly letter

Produce independent writing

Intermediate Level:

Narrate sequence of events

Produce independent writing

Use variety of genres in writing

Create paragraph developing central idea using grammatical form

Use complex vocabulary & sentences in all content areas

Write a letter with detailed sentences

Early Advanced Level:

Write detailed summary of story

Arrange compositions with organizational patterns

Independently write responses to literature

Use complex vocabulary & sentences in all content areas

Write a persuasive letter with relevant evidence

Produce writing with command of standard conventions

Advanced Level:

Write short narrative for all content areas

Write persuasive composition

Write narratives that describe setting, character, objects, events

Write multi-paragraph narrative & expository compositions

Independently use all steps of writing process

Idea Pages

Pg. 9

Writing Conventions

Beginning Level:

Begin own name and sentences with capital letter

Use period at end of sentence

Early Intermediate Level:

Begin proper nouns & sentences with capital letter

Use period at end of sentence/use some commas

Edit for basic conventions

Intermediate Level:

Produce independent writing

Use standard word order

Early Advanced Level:

Produce independent writing with correct capitals, punctuation, spelling

Use standard word order

Edit for basic conventions

Advanced Level:

Use complete sentences and correct order

Use correct parts of speech

Edit for punctuation, capitalization, spelling

Produce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 California ELD Standards)

Narrative Analysis of Grade-Level Appropriate Text

Beginning Level:

One/two-word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settings

Distinguish between fiction & non-fiction

Identify' fairy tales, folk tale, myth, legend using lists, charts, tables

Early Intermediate Level:

Orally answer factual questions using simple sentences

Orally identify main events in plot

Recite simple poems

Orally describe setting of literature piece

Orally distinguish among poetry, drama, short story

Orally describe character of a selection

Intermediate Level:

Paraphrase response to text using expanded vocabulary

Apply knowledge of language to derive meaning from text

Idea Pages

Pg. 10

Early Advanced Level:

Describe figurative language (simile, metaphor, personification)

Distinguish literary connotations from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how it is resolved

Recognize first & third person in literary text

Advanced Level:

Describe characteristics of poetry, drama, fiction & non-fiction

Evaluate author's use of techniques to influence reader

Describe directly stated & implied themes

Compare & contrast motives of characters in work of fiction

VII. MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS

- Maps, charts and graphs--location, latitude, and longitude

- Study Skills--note taking, highlighting key ideas, use of advance organizers

- Cause and effect

- Scientific process skills; observe, communicate, compare, categorize,

infer, apply

VIII. VOCABULARY

|climate |evaporation |wind |magma |

|humidity |satellite |Rain gauge |Subduction zone |

|barometer |anemometer |thermosphere |spreading zone |

|hurricane |stratosphere |mesosphere |vortex |

|thunderstorm |atmosphere |precipitation |typhoon |

|troposphere |air pressure |tropical storm |cyclone |

|water cycle |front |weather balloons |undulating |

|condensation |wind sock |severe |disaster |

|thermometer |tornado |sleet | |

|El Nino |gravity |water vapor | |

|weather |run-off |epicenter | |

|ground water |updrafts |fault | |

|eye wall |exosphere |earthquake | |

|temperature |meteorologist |tectonic plates | |

|forecast |air mass |volcano | |

Idea Pages

Pg. 11

IX. RESOURCES AND MATERIALS-Non-fiction

Eyes on Adventure: Exploring Natural Disasters-Stella Sands

Hurricanes: Earth’s Mightiest Storms-Patricia Lauber

National Geographic

Natural Disasters: A Chapter Book-Madeline Boskey

Weather-DK Eye Wonder Books

The Nature Companions: Weather Watching-William J. Burroughs

Extraordinary Wild Weather-Scholastic, 2001

Mother Nature Goes Nuts! Amazing Natural Disasters-KLUTZ book

Nature’s Fury; Eyewitness Reports of Natural Disasters-Carole G. Vogel

Volcano: The Eruption and Healing of Mount St. Helens-Patricia Lauber

Can It Rain Cats and Dogs? Questions and Answers About Weather-Melvin & Gilda Berger

How the Wind Blows-Katherine Marko

Earthquakes and Volcanoes-Usborne Understanding Geography

Twisters and other Wind Storms-Wright Group McGraw-Hill

I Can Read About Weather-Robyn Supraner

LET’S READ-AND-FIND-OUT SCIENCE: Flash, Crash, Rumble, and Roll-Franklyn M. Branley

Weather Words And What They Mean-Gail Gibbons

The Daily Disaster: Real-Life Stories Of 30 Amazing Disasters: From Earthquakes and Explosions To Twisters and Tidal Waves-Cormac O’Brien

Weather-David Ellyard

RESOURCES AND MATERIALS-Realistic-fiction

Hurricanes!-Lorraine Jean Hopping

Tornadoes!-Lorraine Jean Hopping

RESOURCES AND MATERIALS-Fiction

Thundercake-Patricia Polacco

Rainbow Bridge- Audrey Wood

The Magic School Bus- Joanna Cole

RESOURCES AND MATERIALS-Textbooks/Reference Materials

Harcourt Science, California Ed.-Grade 5

ScienceSaurus: A Student Handbook-Great Source Education Group

Houghton Mifflin: California Ed.-Grade 5

Idea Pages

Pg. 12

RESOURCES AND MATERIALS-Periodicals

Remembering Katrina: A Pictorial Record, August 29, 2005

National Geographic-Janurary 1981, September 2004

The Kate Middleton Elementary School: Portraits of Hope and Courage After Katrina- Scholastic

RESOURCES AND MATERIALS-Poetry

Windy Morning- Harry Behn

Poems for Watching Weather- Laurie Israel

RESOURCES AND MATERIALS-Big Books

The Important Thing About Weather

Weather-Gilda & Melvin Berger

COMMUNITY RESOURCES

Local Weather Stations

TECHNOLOGY







Project GLAD

Norwalk-La Mirada Unified School District

NATURE’S FURY

LEVEL 5

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Observation Charts

• Meteorologist awards

• Poetry

• Inquiry Charts

• Pre/post mind mapping with webbing

• Videos

• Big Book

• Interest pieces: newspaper

II. INPUT

• World Map: Natural Disasters

• Input: Layers of the Atmosphere

• 10/2 lecture with primary language

• Pictorial Input: Hurricanes

• Narrative Input: Earthquake Terror (HMR, Level 5)

• Read Alouds (National Geographic, expository text)

• Weather experiments—Direct explorations

III. GUIDED ORAL PRACTICE

• T-graph for social skills

• Exploration Report

• Picture Files-List, Group, Label

• Heads together/process grid

• Mind mapping

• Model Webbing

• Team co-op group evaluation

• Sentence Patterning Chart

• Found Poetry

• Team Tasks

IV. READING/WRITING

A. Total Class Modeling

• Group Frames (Teacher uses information from students to model appropriate frame.)

-Cooperative strip paragraph-Report of information-topic sentence plus

supporting details (expository, metaphors)

-Big Book

-Poetry

Planning Pages

Pg. 2

B. Small Group Reading/Writing Practice

• Team worksheets

• Ear-to-Ear reading

• Focused reading

• Flexible reading groups

• Team tasks

• Group writing process

• Group process grids

• Farmer-in-the-Dell/Sentencing Patterning Chart

• Interactive reading

C. Individual Activities-Portfolio

• Paragraph Writing

• Cognitive Content Dictionary

• Poetry Writing

• Interactive journal writing

• Learning Logs

D. Writer’s Workshop

• Mini Lesson

• Plan, write, revise, edit, publish

• Conferences

• Author’s Chair

• V. REINFORCEMENT/EXTENSION ACTIVITIES

• Poetry

• Read Aloud

• Newspaper interest pieces

• Total Room Environment

VI. DAILY ACTIVITIES

• Read Aloud

• Silent Sustained Reading/Book Sharing

• Silent Sustained Writing

• Listening Activities

• Oral Language Activities

• Daily News/Interest Piece

• Personal Interaction

Planning Pages

Pg. 3

VII. CLOSURE

• Focused Reading

• Process Inquiry Chart

• Reading Big Books, share individual poetry

• Personal Exploration with rubric

• Student generated text

• Student Portfolios

Project GLAD

Norwalk La Mirada Unified School District

NATURE’S FURY

LEVEL 5

SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUS/MOTIVATION

• Super Scientist Awards

• Cognitive Content Dictionary with Signal Word (meteorologist)

• Scientist Reinforcement

• Observation Charts

• Inquiry Chart

• Big Book

• Chant-Weather Bugaloo

INPUT

• Graphic Organizer-World Map

-10/2 Lecture, primary language groups

-Learning Log

-ELD Review

FOCUS/MOTIVATION

• Poetry, chanting-Storms here, storms there

INPUT

• Pictorial Input: Layers of the Atmosphere

-10/2 Lecture, primary language

-Learning Log

ELD Review

GUIDED ORAL PRACTICE

• T-Graph-cooperation

• Picture File activities—list, group, label

• Exploration Report

FOCUS/MOTIVATION

• Poetry, chanting

INPUT

• Pictorial Input: Hurricanes

-10/2 lecture, primary language

-Learning Log

-ELD Review

FOCUS/MOTIVATION

• Chant

READING/WRITING

• Writer’s Workshop

-mini lesson

-write

-author’s chair

CLOSURE

• Journal Writing

• Home/School Connection

DAY 2:

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Review Input Charts with Word Cards

-World Map

-Layers of the atmosphere

-Hurricanes

-10/2

• Chant-Highlight Words

• Poetry/songs-highlight from Day 1

INPUT

• Narrative Input: Earthquake Terror (HMR, Level 5)

-10/2 with primary language

FOCUS/MOTIVATION

• Chant-Yes Ma’am

GUIDED ORAL PRACTICE

• Flexible Groups—Experts

• Team Tasks

READING/WRITING

• Interactive Journals

• Writer’s Workshop

-mini lesson

-write

-author’s chair

CLOSURE

• Home/School Connection

DAY 3:

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Interest Pieces: Newspaper

• Reread Big Book

• Chant-highlight, sketch, picture file

• Review Narrative Input with word cards and conversation bubbles

• INPUT

• Mind Map: Hurricanes

• GUIDED ORAL PRACTICE

• Flexible Groups: Experts

• Team Tasks

• Sentence Patterning Chart

-read

-trade

-flip chant

• READING/WRITING

• Process Grid

• Coop Strip Paragraph

-respond, revise, edit

• Interactive Journals

• CLOSURE

• Team Sharing-process T-Graph

• Chant

• Home/School Connection

DAY 4:

FOCUS/MOTIVATION

• Cognitive Content Dictionary with signal word/self-selected vocabulary

• Process Home/School Connection

• Interest Piece

• Chant—highlight words, sketch, picture files

• Review Narrative Input with story map

GUIDED ORAL PRACTICE

• Chants

• Listen and Sketch: Rainbow Bridge

• Strip Book

READING/WRITING

• Flexible Group Reading

- ELD story retell--emergent

-Clunkers and Links (at or above grade level)

-Team Tasks

• Writer’s Workshop

-Mini-lesson

-write

-author’s chair

CLOSURE

• Home/School Connection

DAY 5:

FOCUS/MOTIVATION

• Cognitive Content Dictionary with self-selected vocabulary

• Process Home/School Connection

READING/WRITING

• Flexible Group Reading

-Struggling/Emergent with Co-op Strip Paragraph

-Team Tasks: evaluation, presentation

• Ear to Ear Reading with poetry booklet

• Focused Reading with Cognitive Content Dictionary

• Found Poetry

• DRTA

CLOSURE

• Process Inquiry Chart

• Team Feud Game

• Evaluate week

• Letter home

THE IMPORTANT BOOK ABOUT

Weather

Written by

Robyn Supraner, J. Kerr, B. Koehm, and L. Fisher

Illustrated by J. Kerr, B. Koehm, and L. Fisher

The important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

All of our weather begins with the sun. The sun gives us heat. Sunshine warms everything it touches. You can feel the heat on a sunny day at the beach. On a hot day, you can feel the heat when you go down the slide after it has been baking in the sun.

When the sun shines, something else happens. Lakes, rivers, and oceans grow warmer. Ponds and pools grow warmer, too. A wet towel left stretched out in the sunshine soon dries. Puddles dry up. The water seems to disappear.

The warm water is changing into a gas called water vapor. This is called evaporation. The hotter the sun is, the faster the water evaporates. It does not really disappear. It becomes an invisible part of the air. The warm air, with water vapor in it, raises high above the earth, where the air is cool. This movement of the air creates the wind. As the warm air rises to where the air is cool, something important happens. The water vapor in the air changes into millions of tiny drops of water. The droplets bunch together. They make a cloud.

But, the important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

The important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

There are many kinds of clouds. Each sort of cloud can help us tell what the weather will be.

Soft, fluffy clouds that look like puffs of cotton are called cumulus (KEW-mew-lus) clouds. When cumulus clouds sail the sky, the weather will be fair. It is a good day for a picnic.

Clouds that look feathery are called cirrus (SEER-us) clouds. They are thing and wispy. They float so high in the sky that they usually have ice crystals in them. Cirrus clouds are fair-weather clouds.

Cirrostratus (seer-oh-STRAT-us) clouds are also high in the sky. They look like thin, whitish sheets. When you see cirrostratus clouds, you had better pack an umbrella in your picnic basket. The weather just might change from fair to rainy!

But, the important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

The important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

As millions and millions of water droplets gather together, the clouds get bigger and bigger. After a while, they begin to turn gray, or even black. Eventually, the drops of water get too heavy to stay up in the clouds. They fall back to earth, and we have rain!

Sometimes we have a light rain. But sometimes the rain comes pouring down, and the streets fill up like rivers.

Dark and heavy clouds are called cumulonimbus (KEW-mew-low-NIM-bus) clouds. When you see them, they tell you bad weather is on the way.

Sometimes, high up in the air, the water vapor gets so cold that it freezes into beautiful, frosty crystals. These crystals are called snowflakes. When they fall, we have snow.

But, the important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

The important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

Weather is an important part of our lives. A scientist who studies the weather is called a meteorologist (mee-tee-uh-RAHL-uh-jest). A meteorologist studies the air, wind, and rain, and makes forecasts about the weather.

Meteorologists work together from worldwide weather stations. These stations have many different tools. Thermometers measure how hot or cold the air is. Weather vanes tell the direction from which the wind is blowing. Some weather stations use radar to find faraway places where rain is falling. Weather balloons are used to find out weather conditions high in the air. They send back radio messages measuring temperature and how wet the air is.

Another important tool is the satellite. It carries television cameras that take pictures of the earth. Clouds, snow, and ice can be seen in these pictures, which are sent back to weather stations on the ground. When all the information is gathered, meteorologists put it into a computer to form a weather forecast. Many people depend on knowing what the weather will be.

But, the important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

The important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

Meteorologists also work to predict storms that may cause damage. Hurricanes, tornadoes, and blizzards are powerful storms.

In a hurricane, winds blow at 75 miles (121 kilometers) per hour or more. Heavy rains and huge waves can cause flooding.

Tornadoes are nature’s most violent storms. A tornado may form during a thunderstorm, destroying everything in its path. The tornado’s winds swirl at 400 miles (640 kilometers) per hour in a shape that looks like a giant funnel.

But, the important thing about weather is that it changes from day to day and season to season, and the components are always water, heat, and air.

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STORMS HERE, STORMS THERE...

Storms here, storms there

Storms, storms everywhere!

Violent storms pounding,

Furious storms whirling,

Ominous storms lurking,

And destructive storms demolishing.

Storms above the ocean,

Storms near the tropics,

Storms inside the troposphere,

And storms around the world.

Storms here, storms there

Storms, storms everywhere!

STORMS! STORMS! STORMS!

-J. Kerr, B. Koehm, L. Fisher ‘06

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WEATHER BUGALOO

I’m a meteorologist and here to say,

I study weather patterns every day.

I make observations and check the satellite,

And make my forecast on the news at night.

Storms, clouds, precipitation too,

Doing the meteorologist bugaloo!

I’m looking up and what do I spy?

Lots of different types of clouds in the sky.

Cirrus clouds are white like a feather,

When they get thicker it means warmer weather.

Storms, clouds, precipitation too,

Doing the meteorologist bugaloo!

Stratus clouds are gray, layered and low,

They sometimes can give us rain or snow.

Cumulus clouds are puffy and round,

After you’ve seen then good weather can be found.

Storms, clouds, precipitation too,

Doing the meteorologist bugaloo!

Some kinds of precipitation you should know,

Are rain, hail, sleet and snow.

Hurricanes and tornadoes come on so fast,

You’d better stay tuned to your weather forecast.

Storms, clouds, precipitation too,

Doing the meteorologist bugaloo!

-C. Woita, J. Kerr, B. Koehm, L. Fisher, ‘06

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YES MA’AM CHANT

Is this a thunderstorm? Yes Ma’am!

Is this a thunderstorm? Yes Ma’am!

How do you know? Anvil-shaped thunderhead

How do you know? Heavy rain, lightning and thunder

How did it start? Warm and humid air pushed high

How did it start? Precipitation and cool air

Where are they found? All around the world

What are the signs? Electricity travels as lightning

What are the signs? Expanding air is the sound of

thunder

Is this a hurricane? Yes Ma’am!

Is this a hurricane? Yes Ma’am!

How do you know? Strong and prevailing winds

How do you know? Torrential rainfall

How did it start? Winds 74 miles per hour

How did it start? Above warm, ocean water

Why are they unique? The eye is calm and cloudless

Give me some examples: Cyclones and Typhoons!

What are the signs? Colossal waves across the ocean

What are the signs? Storm surges onto land

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Is this a twister? Yes Ma’am!

Is this a twister? Yes Ma’am!

How do you know? Swirling funnel-cloud

How do you know? Most powerful winds on Earth!

How did it start? Severe thunderstorm

How did it start? Warm and cool air collide

Where are they found? Along Tornado Alley

Why are they unique? Last just a few minutes

What are the signs? Ominous, inky clouds

What are the signs? Damage and debris

Is this an earthquake? Yes Ma’am!

Is this an earthquake? Yes Ma’am!

How do you know? A sudden jolt near the fault

How do you know? Upheaval of Earth’s crust

How did it start? Plates moving and shifting

How did it start? Too much pressure underground

Where are they found? Along the San Andreas Fault

Why are they unique? Tremors near the epicenter

What are the signs? Undulating ground for miles

What are the signs? Devastation and debris

-J. Kerr, B. Koehm, L. Fisher, ‘06

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WATER CYCLE CHANT (Ants Go Marching)

The sun is warming up the ocean Oh, no. Oh, no.

The sun warms up lakes, rivers and streams Oh, no. Oh, no.

Water changes to gas called vapor,

High in the atmosphere it will gather,

Evaporation is the name of the process. Oh, no.

Clouds are forming up high in the air Oh, no. Oh, no.

Clouds are forming up high in the air Oh, no. Oh, no.

The air gets cooler and liquid drops form,

They gather together and form a cloud,

This is known as condensation. Oh, no.

Precipitation is coming down Oh, no. Oh, no.

Precipitation is coming down Oh, no. Oh, no.

Clouds grow heavy and gravity pulls down,

The end result is rain, sleet or snow,

Run-off and ground water end up in the ocean. Oh, no.

-J. Kerr, B. Koehm, L. Fisher, ‘06

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THUNDER AND LIGHTNING CHANT

(sung to “Pop Goes the Weasel”)

When a storm begins in the clouds,

It sometimes may look frightening.

You see a quick electrical spark--

Flash! goes the lightning!

Long and thin and streaky and fast,

Its glow is oh so brightening.

Watch for the electric spark--

Flash! goes the lightning!

When a strom begins in the clouds,

It truly is a wonder.

You hear a rumble loud in the sky--

Clap! goes the thunder!

Lightning bolts are heating the air,

Over clouds and under.

When the air expands enough--

Clap! goes the thunder!

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VOLCANO POETRY

Volcanoes here, Volcanoes there

Volcanoes, Volcanoes everywhere!

Dormant volcanoes slumbering,

Violent volcanoes erupting,

Swelling volcanoes spewing steam and ash,

And fissure volcanoes venting.

Volcanoes under the ocean,

Volcanoes near shifting plates,

Volcanoes around the “Ring of Fire”,

And volcanoes at mountain summits.

Volcanoes here, Volcanoes there

Volcanoes, Volcanoes everywhere!

VOLCANOES, VOLCANOES, VOLCANOES!

-J. Kerr, ’04

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TORNADOES (Sound Off)

I just know ‘cause I’ve been told,

Destruction is caused by tornadoes.

The whirling air is funnel-shaped,

A funnel-cloud is what it makes.

Sound off—Funnel-Cloud

Sound off—Rotating

Sound off—1, 2, 3, 4, Tornadoes!

Jagged lightning electricity,

Collide with sizzling intense heat.

On the prairies and in the towns,

Severe tornadoes knock everything down.

Sound off—Jagged

Sound off—Sizzling

Sound off—1, 2, 3, 4, Tornadoes!

-P. Briones, ’06

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EARTHQUAKE SHAKE

(To tune of “B-I-N-G-O”)

One day while sitting on my bed,

I felt a violent earthquake,

E-A-R-T-H

Q-U-A-K-E

S-H-A-K-E

The Earth it was a shakin’!

The impact made a giant jolt,

From the fault in the plates,

E-A-R-T-H

Q-U-A-K-E

S-H-A-K-E

The Earth was undulating!

Windows shuddered, shook and crunched,

Debris is all around me,

E-A-R-T-H

Q-U-A-K-E

S-H-A-K-E

Tectonic plates were shifting!

Devastation changes lives,

From the ground’s upheaval,

E-A-R-T-H

Q-U-A-K-E

S-H-A-K-E

Watch out for mild aftershocks!

-J. Kerr, B. Koehm, L. Fisher, ’06

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Project GLAD

Home/School Connection - Nature’s Fury: Weather #1

Weather Interview:

Ask a member of your family (mom,dad aunt, uncle, grandparent) if they remember any stories or sayings about the weather. What have they heard or what do they remember? Write and/or sketch what you talked about.

Student:_________________________________________________

Parent Signature:___________________________________________

Project GLAD

Home/School Connection - Nature’s Fury: Weather #2

Ask your parents if they have ever experienced a powerful, or severe storm. What kind of storm was it? What do they remember? Then, tell them what we have learned about wild weather. Write and/or sketch what your parents tell you below.

Student:_________________________________________________

Parent Signature:___________________________________________

Project GLAD

Home/School Connection - Nature’s Fury: Weather #3

Talk with your family about any natural disasters they remember from the news (current or past). Natural disasters can include hurricanes, tornadoes, earthquakes, tsunamis, floods, etc. Write and/or sketch them here.

Student:_________________________________________________

Parent Signature:___________________________________________

Project GLAD

Home/School Connection - Nature’s Fury: Weather #4

Tell your family 5 things about a hurricane. Sketch and/or write what you told them.

Student:_________________________________________________

Parent Signature:___________________________________________

EXPERT GROUPS: TORNADOES

FORMATION / DESCRIPTION

A tornado is an intense windstorm that often forms within a severe thunderstorm. Tornadoes have many names, including whirlwinds and twisters. These high-speed, spiraling winds roar past in just a few minutes, but leave behind them a trail of destruction.

Meteorologists are not yet certain precisely how tornadoes are formed. They seem to develop at the base of thunderclouds during storms, as warm, moist air rises from the ground and passes through a mass of colder air at the bottom of the cloud. Somehow this draws winds that are already circulating around the storm into a high-speed whirl. The pressure at the center of a tornado is much lower than that outside. This creates a funnel, or vortex, which acts like a giant vacuum cleaner, sucking up anything in its path.

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LOCATION FOUND

Tornadoes are most commonly found far from the ocean, in the central mid-western states. This area of the Great Plains from northern Texas through North and South Dakota has hundreds of Earth’s most violent storms each year. This area is known as “Tornado Alley”.

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RESULTS

The winds of a tornado spin in a column of air that extends from the bottom of a thundercloud. The swirling updrafts can reach speeds of 300 mi/hr. When a tornado touches the ground, its winds can tear houses apart, wrap cars around trees, and kill or injure any living thing in their path. A violent tornado can devastate a whole community, destroying all the buildings in its path. Most of the world’s destructive tornadoes occur during the summer in the midwestern states of the US, where cold air from Canada in the north sits on top of warm, moist air from the Gulf of Mexico to the south.

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SPECIAL FEATURES

When a tornado passes over a lake or the sea, the updraft at its center sucks up water, forming a waterspout. The wind speeds inside a waterspout are much less than in ordinary tornadoes--as low as 50 miles/hour--partly due to the weight of the water they carry. Waterspouts sway over the waves like a snake. Sailors in ancient times thought that waterspouts were sea monsters who had come to devour their ships.

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PRECAUTIONS

The main danger from a tornado is the powerful winds. If a tornado is approaching, find shelter in a basement or tornado cellar. If you are not near a basement, find shelter in a ditch, ravine or cave. Cover your head with your arms. Stay away from cars, mobile homes and other objects that might be flipped over or thrown by winds. If you are indoors, stay clear of outside walls, windows and doors.

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EXPERT GROUPS: THUNDERSTORMS

FORMATION / LOCATION FOUND

Thunderstorms occur all the time all around the world. A thunderstorm can be a very strong storm with a lot of rain, thunder and lightning. A thunderstorm begins to form when warm, humid air is pushed high into the atmosphere. As the warm air is pushed upward, it begins to cool and a cloud forms. This forms tall cumulonimbus clouds called thunderheads.

Soon the weight of the condensed water vapor becomes too much for the air to support. The water falls to the ground as precipitation, pulling cool air with it. The precipitation and cool air moving downward through a thundercloud stop warm air from moving up into the cloud. Sometimes however, the cool air rushing down to the Earth’s surface pushes more warm air upward to form another thundercloud. These clouds can produce a huge amount of rain in just a few minutes. Most thunderstorms are over within an hour.

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DESCRIPTION

Thunderstorm updrafts can carry moisture all the way to the edge of the stratosphere where it forms a flat-top anvil-shaped cloud. Falling ice crystals gather water droplets that freeze to form a coating around them. The lumps--called hailstones--are carried upward by updrafts and fall again. Each time this happens, the hailstones get bigger.

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SPECIAL FEATURES

As the warm and cold air collide, electric charges build up in the cloud. The charges increase until they are so strong that electricity travels through the air as lightning. The air along the path of a lightning bolt is heated to temperatures that can be greater than 28,000 C. This intense heat makes the air expand so fast that the shock waves make the sound of thunder.

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RESULTS

Thunderstorms are severe storms. Lightning associated with thunderstorms can injure or kill people, cause fires and damage property. Thunderstorms can also cause flooding, have damaging winds and be associated with hailstorms. There is also a possibility of tornadoes.

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PRECAUTIONS

If you are inside during a thunderstorm, stay there. If you are outside, try to take shelter. If possible, get into a closed vehicle. If you can’t take shelter, get into a ditch or low area to prevent being hit by lightning. Remember to stay away from tall objects such as trees and telephone polls, as well as avoiding water. Lightning is attracted to water and water conducts electricity. Listen for weather bulletins and updates.

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EXPERT GROUPS: EARTHQUAKES

FORMATION / DESCRIPTION

An earthquake happens when tectonic plates, huge slabs of rock, move against each other deep below Earth’s surface. The tectonic plates touch at a fault. A fault is a crack in Earth’s crust.

The rock slabs do not move slowly and steadily along the fault. Instead they stick together until the forces pushing on them become very great. Then one of the slabs suddenly moves a short distance. The focus is the point deep below the surface where the earthquake starts. Once the earthquake starts, it produces waves in the crust like ripples in a pond. These waves move out in all directions from the focus. The epicenter is the point on Earth’s surface directly above the focus.

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RESULTS

In some places, land may drop during an earthquake. In other places, land may rise. So earthquakes can build up or destroy land. When the shaking starts, there is no way of knowing how long it will go on or how severe it will be. All earthquakes are not alike. Some release more energy than others. Some are more destructive than others.

The longest tremor ever recorded, the Alaskan earthquake of March 27, 1964 lasted four minutes but most quakes last less than a minute. In those brief moments, homes, stores, even entire cities are destroyed. The ground may appear to move like waves and great cracks may open in the ground. Sometimes, despite powerful shaking, the rocks at the surface may not show any signs of the earthquake. For months after a quake, people may feel unsettling aftershocks--small tremors that follow a major earthquake.

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SPECIAL FEATURES

In 1935, an American scientist named Charles Richter developed a way of comparing the strengths of earthquakes. His invention is called the Richter Scale. Charles Richter compared the sizes of local earthquakes by using the tracings of the shaking which are recorded on seismographs. Earthquakes are measured by the Richter Scale on a scale of 1-9. A 2 on the Richter Scale is felt by people at rest. An earthquake with the strength of a 7 is felt by all people. It may be difficult to stand; furniture will break and buildings will lose plaster and bricks. A strength of a 9 on the Richter Scale is very rare, however if it does occur it causes extensive damage. Nearly all built structures above and below ground are destroyed, waves can be seen and objects are thrown into the air.

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LOCATION FOUND

Most earthquakes and volcanoes occur at or near the boundaries between plates. Movements at the boundaries can produce earthquakes. The most famous fault is the San Andreas Fault, located in California.

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PRECAUTIONS

If you are indoors during an earthquake, take cover under a heavy desk or table. Stay away doorways, windows and heavy objects that might fall. If you are outdoors, stay outdoors and move away from buildings and telephone wires. After an earthquake, continue to watch for falling objects as aftershocks shake the area. Have adults check buildings for structural damage and inspect gas, electric and water lines.

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EXPERT GROUPS: VOLCANOES

FORMATION / DESCRIPTION

Temperatures are so high at the bottom of Earth’s crust that rocks melt. Melted rock below Earth’s surface is called magma. As magma heats and expands, it pushes in all directions. It moves to Earth’s surface where the crust is weakest. Many weak places exist where Earth’s rocky plates meet. At these places, magma may shoot or pour out of the surface in an eruption. Magma that reaches the surface is called lava. An eruption can also throw hot boulders, ash, gases, and cinders into the air. A volcano is a mountain built up from hardened lava, rocks, an dash that erupted out of Earth.

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SPECIAL FEATURES

Earth’s crust is not one solid piece. It is broken into sections, like a cracked eggshell. The sections are called plates. The plates are always moving, although very slowly.

Some plates crunch into each other. These are called subduction zones. Others move away from each other, also known as the spreading zone. Most earthquakes and volcanoes occur at or near the boundaries between plates. Movements at the boundaries can produce earthquakes. Weak spots in the crust at the boundaries can allow melted rock to reach the surface. These weak spots are given the name “hot spots.” The Hawaiian islands were formed by hot spots underneath the ocean and are part of a chain of volcanoes known as the Ring of Fire.

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LOCATION FOUND / RESULTS

Some eruptions occur slowly. The volcanoes of Hawaii produce slow eruptions. These are known as shield volcanoes. The magma rises to the surface and forms lakes of lava. During an eruption, the lakes overflow and lava flows down the sides of the volcano.

Other eruptions occur quickly as explosions. Mount St. Helens is a volcanic mountain, known as a compositive or strato-volcano, in the Cascade Range in Washington State. In 1980, the mountain exploded. Magma and gases had built up and were trapped inside the mountain. The pressure grew to be enormous. It became so great that in an instant it blew away one side of the mountain. The explosion was so powerful that it knocked down trees 25 kilometers away. It shot steam and ash 20 kilometers into the sky.

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RESULTS / PRECAUTIONS

Lava which flows from an erupting volcano destroys the land and property it engulfs, but rarely causes deaths or injuries. This is because lava moves quite slowly and people have time to move away. The best thing to do is evacuate the area of eruption immediately. Scientists have created hazard maps that shows the areas which are likely to be in danger during an eruption from a particular type of hazard, such as a lava-flow or mudflow. If you live near a volcano, pay attention to hazard maps and news reports.

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|Weather |How do they form |Where are they |Results of this disaster | Special Features |What does it look like|Precautions |

| |(Cause) |found |(Effect) | |(Features) |(Reaction-Emerg.) |

| | |(Location) | | | | |

|Hurricanes |*low pressure area |*above warm ocean|*flooding |*large spiraling storm |*heat + moisture +warm|*Get to high |

| |over an |water |*strong rain |system |water=stays strong |ground/ shelter |

| |ocean-tropical | |*pounding waves |*center of hurricane-eye |*storm surge-water |*Tie down loose |

| |depression | |*violent winds |(13 miles wide) |pushed into land |objects |

| |*winds are 39 | |*damages beaches |*outside of eye-eye wall |*called:cyclones, |*Stay away from |

| |mph-tropical storm | | |*rated from power of 1-5 |typhoons, willy-willys|windows/ doors |

| |*winds 74 | | |*clockwide-southern |*eye can be up to 32 |*Listen to radio |

| |mph-hurricane | | |*counterclockwise-northern |mi. wide | |

|Tornadoes |*within a severe |*Tornado Alley |*Tear houses apart |*Waterspouts-50 mph (tornado|*funnel cloud-vortex |*storm |

| |thunderstorm |*Midwestern |*devastates communities |over water) |(like a giant vacuum |cellar-basement |

| |*high speed, |states of U.S. |*wraps cars around trees |*occur during summer |cleaner) |*Cover head |

| |spiraling winds | |*Kills or injure |*wind speeds up to 300 mph | |Stay away from |

| |*warm, moist air | | |*called: whirlwinds, | |objects not bolted|

| |rises from the | | |twisters | |down (cars, mobile|

| |ground and passes | | | | |homes) |

| |through a mass of | | | | |*Indoors- avoid |

| |colder air | | | | |walls, windows, |

| | | | | | |doors |

|Lightning/T|*(Updraft)-moist air|*all over the |*too much rain-FLOOD | *water droplets that |*Flat-topped |*Stay inside |

|hunderstorm|rises and begins to |earth |*Lightning is the main danger|freeze-hailstones |anvil-shaped cloud |*If outside, find |

| |cool | |(fires, damage property, |*wind updrafts make |*Thunderhead |shelter in a |

| |*Warm, humid air is | |kill/ injure) |hailstones bigger | |closed vehicle, |

| |pushed high into the| |*damaging winds, large hail |*Lightning=electricity that | |ditch or low area,|

| |atmosphere. | |*Possible tornadoes |travels through the air. | |never under a tree|

| |*Forms cumulonimbus | | |*Lightning heats the air and| |*Stay away from |

| |clouds: thunderheads| | |makes it expand which is the| |tall objects |

| |*water | | |sound of thunder | | |

| |falls-precipitation | | |*Over within an hour | | |

| |pulling cold air | | | | | |

| |with it. | | | | | |

|Earthquakes|*Moving tectonic |*Where 2 plates |*Build up or destroy land |*Epicenter directly above |*Waves like ripples in|*take cover under |

| |plates- create a |meet |*Homes, stores, cities |Focus |a pond |heavy desk/table |

| |fault (a crack in |*San Andreas |destroyed |*Focus=where earthquake |*shaking ground |*avoid falling |

| |the Earth’s crust) |fault |*Ground may crack |starts | |objects |

| | | | |*San Andreas fault | |*stay outdoors, |

| | | | |*Aftershocks | |move away from |

| | | | |*Richter Scale (seismograph)| |buildings,wires |

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|Volcanoes |*Magma pushes up |*along Ring of |*eruptions throw hot |*magma that pours forth from|*a vent in the ground |*There is no |

| |through cracks |Fire-where 2 |boulders, ash, gases and |surface=lava |that lava comes |prevention |

| |=volcanic eruption |plates meet |cinders into air |*Ring of Fire |through-Hawaiian |*Scientists create|

| |*happens along |*Hawaiian |*powerful explosions (due to |*lava cools/hardens-forms |Islands |hazard maps to |

| |places where 2 |islands-hot spots|pressure) can blow away |volcanic rocks |*hill or mountain |show mudflow/ |

| |plates meet |*Mt. St. |mountain tops, knock down | |formed by lava-Mt. St.|lava-flow |

| |*Subduction zone, |Helen’s-cascade |trees, | |Helens |*Evacuate |

| |spreading zone, hot |mountains |*Destroys homes, land, | | |*Rarely cause |

| |spots | |property | | |death or injury |

| |*Weak spots in | | | | |(lava moves slow) |

| |Earth’s crust | | | | | |

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