Hurricane Katrina Alexandra Abigail Woodside
SS.4.G.1.3= Explain how weather impacts Florida. • SS.4.G.1.1= Identify physical features of Florida • SS.B.2.2.2.=understands how the physical environment supports and constrains human activities • Language Arts • LA.18.104.22.168= The student will respond to, discuss, and reflect on various literary selections, connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); • LA.22.214.171.124= The student will identify an authors theme, and use details from the text to explain how the author developed that theme; • Science • SC.4.N.1.In.e: Recognize that scientists perform experiments, make observations, and gather evidence. • SC.4.N.1.Su.e: Recognize ways that scientists collect evidence, such as by observations or measuring.
The teacher will then introduce the lesson for the day by doing a whole class read aloud with the book “ Storms and Hurricanes” by Kathy Gemmell. • >Ask critical Thinking questions…. • 2) In Groups they will discuss the theme of the book • 3) ESOL accommodations: The teacher can pair her ESOL students with mainstream students to create mixed ability groups. • 4) The teacher will introduce Hurricane Katrina to the class and explain the damage it did to Florida and Louisiana. • 5) The students will look at pictures of the damage of Hurricane, They will watch videos of Hurricane Katrina and they will read an article about Hurricane Katrina. • 6) The students will use their Hurricane Tracking Skills to Track Hurricane Katrina through Florida.
http://www.nytimes.com/2005/09/05/business/media/05picayune.html< newspaper article link. • http://www.suncam.tv/Hurricane-Katrina-Archeves.html • Videos of Hurricane Katrina • http://www.miami-beach-travel-guide.com/images/florida-map.gif • map of Florida
The students will make a collage of the things they need to put on their Hurricane preparedness list.