How does a Thunderstorm Form and Dissipate?

By: Chloe Cowen

Earth/Space Science Function Words

About

Above

Across

After

Around

At

All

Another

Any

Both

Beside

Between

By

Down

Except

Each

Either

For

From

Few

In

Itself

Inside

Into

Like

Little

Many

Most

Much

Near

None

Nothing

On

Onto

Out of

Outside

Over

One

Other

Past

Since

Several

Through

That

Them

These

They

This

Those

To

Toward

Under

Until

Up

Upon

With

Within

What

Which

Topic: Thunderstorms
Main Topic: How does a Thunderstorm Form and Dissipate?
Sub-Question: What does a thunderstorm consist of?
Sub-Question: Which comes first, lightning or thunder?
Sub-Question: What kind of precipitation is found in a thunderstorm?
Sub-Question: What weather conditions produce or increase the likelihood of
thunderstorm formation?

Function Words Applied

Students select from the word list to describe what they discovered about Thunderstorms.
Having students look at the function words will help them understand the language used in
science.

SEVERAL parts are present WITHIN a thunderstorm there can be _____, _____, and
_______. The ____ scale is used TO help measure the strength of a thunderstorm.
THROUGH detailed data collecting and weather radar, meteorologists can _______
when a thunderstorm will occur. Thunderstorms occur OUTSIDE and you can look
ABOVE to the sky to track and observe _______. MUCH of the sound from
thunderstorms come from ____ which is headed air rising and expanding AT a high rate
of speed. ___________ has the ability to split trees IN half! It is important to go
INSIDE INTO the ______ when a severe thunderstorm is AROUND.

Introduce Text and Vocabulary

Introduce text information and factual knowledge about Thunderstorms, through inclusion of
new vocabulary words imbedded within the text. Students will apply text to aid in understanding
and comprehension.
Bibliography (New text introduced)
Gemmell, K. (1995). Storms and hurricanes. New York, New York:
Usborne Publishing Ltd.
Carson, M. K. (2011). Inside weather. New York, New York: Sterling

Publishing Co., Inc.

Simon, S. (1989). Storms. New York, New York: Scholastic Inc.
Thomas, R. (2005). Rumble, boom!. Minneapolis, Minnesota: Picture
Window Books.
National Weather Service Staff. (2012, April 18). The Necessary
Ingredients for Thunderstorms. Retrieved from
http://www.srh.noaa.gov/jetstream/tstorms/ingredient.htm
Mezzanotte, J. (2010). Thunderstorms. Pleasantville, New York:
Weekly Reader Books an imprint of Gareth Stevens Publishing.
Mezzanotte, J. (2007). Hailstorms. Milwaukee, Wisconsin: Weekly
Reader Early Learning Library.

Vocabulary (Introduced through text listed above)

hail, formation, dissipate, downdraft, menacing, thunder, lightning
Discuss

Good
Storms and Hurricanes by Gemmell explains various formations of different types of
weather that lead to a thunderstorm (rain, hail, wind, etc.). The information is broken
down into sections that are easy to follow, and relate to various topics but are grouped in
a fashion that any age could understand. Photos that accompany the text are purposeful
and relate well to the information discussed in the passages. The reading level is
appropriate for young readers and can easily be understood and applied to various grade
levels.

Inside Weather by Carson would be an excellent book for an overall weather topic but I
would not use as a sole book for a thunderstorm lesson, . The book does an excellent job
of breaking information into the different types of storms that occur, and showing other
forms of weather in a similar fashion. I did appreciate that this book gave number
information in terms of the average amount of thunderstorms in a day, how storms can be
tracked and monitored, etc. The book also has flaps that can be opened to show a more
specific topic, picture, or detail underneath a broader topic.

Storms by Simon begins with general information about the atmosphere, and proceeds
through higher level knowledge and into the formation of thunderstorms. Photographs
are used throughout the book to depict real life thunderstorms. Similes and metaphors
are used to help students build on background knowledge and relate new information to
topics they already understand. The book also explains what to do when a thunderstorm
is approaching and how to get to safety.

Rumble, Boom! by Thomas has excellent pictures to help engage readers and build their
interest about thunderstorms while aiding in comprehension of the text. The text is very
descriptive and easy to comprehend without a high level of background knowledge
needed to understand. Toward the end of the book there is also a list on how to survive a

severe thunderstorm and some extra facts that students might find interesting. One aspect
I found essential in this book is the glossary, as this helps to determine words to know for
various age groups, or also provides a reference to aid in grasping new vocab.

The Necessary Ingredients for Thunderstorms retrieved through the NOAA website, is
a descriptive in depth look at key components of thunderstorms. When presenting this
information to students, I would adapt the wording to better meet their age-level as the
content is focused at a college reading audience. The information is useful, but would not
be a main source for a lesson in my classroom. If teaching based on this webpage, I
would also update and improve photos chosen to help aid in comprehension, as the
photos chosen for the page are not descriptive enough to assist with this issue and do not
add high value to the text.
Bad
Thunderstorms by Mezzanotte. This text is directed at younger students, and while it
does provide factual information, the details are not extensive enough to add to the
background knowledge most grade school students would have already previously
acquired. I would not use this as a resource, unless my topic was geared toward a student
with low reading comprehension
Hailstorms by Mezzanotte is specifically focused on a certain kind of precipitation, I
would not use this as a main resource for a thunderstorm unit, but would use this book.
The text does briefly describe thunderstorm formation, and while hail is common in
thunderstorms, it is not an essential component, and thus I would choose a text that
delved better into the entire thunderstorm progression, rather than hail exclusively.

Semantic Map
Map below will be used to show the stages of development of thunderstorms. A thunderstorm begins
developing with an updraft causing cumulus clouds to form. The mature stage is where most precipitation
and lightning occurs during the downdraft. Once the gust front causing the air to cool, the thunderstorm
begins to dissipate and decrease precipitation ending the thunderstorm.
See bibliography section for sources used

Thunderstorms

Dissipating
Developing

Mature

Decreased
Downdraft

Cumulus

Precipitation

Updraft

Rain

Hail

Gust

Lightning

Thunder

Key describing words: can be and has

Use in the classroom:

This semantic map is useful because it shows students how a thunderstorm develops, and helps to aid in
understanding what weather is occurring during each stage. Students could complete this graphic
organizer in small groups, or individually to help check for understanding.

Sequence Chart
The sequence chart below demonstrates in words the order in which the sound thunder comes
from. First a lightning bolt comes from a cloud to the ground. There is a channel left in the space
where the lightning bolt traveled. The air collapses back to fill in the channel. As the air
collapses it makes a loud sound, creating thunder!
See bibliography section for sources used

A lightning bolt comes from a cloud to the ground.

There is a channel left in the space where the lightning bolt traveled.

The air collapses back to fill in the channel.

As the air collapses it makes a loud sound, creating thunder!

Key Describing word: then

Use in the classroom:
This graphic organizer serves to visually aid in the understanding of how thunder makes its
sound. Students fill in the various sections to concretely see the steps in the process.
Sequence chart could be partially filled in or accompanied with pictures to add extra
assistance. Boxes could be left completely blank to check for understanding.

Compare and Contrast

All thunderstorms have an updraft and downdraft. What is occurring in each process has both
similarities and differences. Updrafts begin at the start of a thunderstorm and include upward
moving air. Downdrafts occur toward the end of a thunderstorm and bring a large amount of
cool air downward, this is when there is the higher change of damaging weather. Both updrafts
and downdrafts are made of rapid moving air that can cause atmosphere and weather changes,
including precipitation or wind.
See bibliography section for sources used

Downdraft

Updraft

--Upward moving air

--Warm air
--Start of storm
formation

--Moving air
--Atmosphere
change
--Weather
changes
--Rapid
movement

--Downward
--Cool air
--Can have gust fronts
--Higher chance of
damage
--Dissipating stage

Key Describing Word: same, different

Use in the classroom:
Venn diagram serves to show the similarities and differences between an updraft and downdraft.
Students will use their understanding of same and different to complete the diagram. Diagram
could be partially filled out or completed while reading text to aid in comprehension. To check
for understanding, students could fill out diagram in partners or individually.

Cause/Effect
Lightning happens first, leaving a channel or open space of air, as this space collapses, the sound
we know as thunder is created. Precipitation flows during the mature stage of a thunderstorm,
after a large amount of precipitation has cooled down the air temperature, a downdraft occurs.
Once the downdraft has taken over the updraft, dissipation or the ending of the thunderstorm
begins to take place.
See bibliography section for sources used

Lightning

Thunder

Precipitation

Downdraft

Downdraft overcomes updraft

Dissipation

Key descriptive word: causes

Use in the classroom

This cause/effect graphic organizer can help to show which step comes first in the thunderstorm
formation and dissipation process. Students can draw pictures next to each item to help them
remember what each word means, increasing vocab retention.

Literature Evaluation
Gemmell, K. (1995). Storms and hurricanes. New York, New York:
Usborne Publishing Ltd.
Questions about the
literature
Is the literature age
appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?

Science Topic: ____Thunderstorms______________________

Yes
No
Comments

X
X
X
X

Not too outdated, 1995, information

regarding thunderstorms has remained
roughly the same.
Yes, uses correct formation and
dissipation information as well as
depicting what occurs in different types of
thunderstorms.
Separated into sections with large headers
and a glossary to aid in comprehension.
Large amounts of information about
different aspects of thunderstorms, could
use a portion of the text to teach more in
depth about an individual topic.
Students could relate or find interest in
various areas, pictures help to aid in
curiosity and develop higher
understanding.

X
X

Is the literature
sensitive to a
minority student?

N/A

Is the literature
sensitive to a low
socioeconomic
student?

N/A

Is a minority or low
socioeconomic
student presented
negatively?

Does not depict any minority or

socioeconomic aspects, simply
information related to thunderstorms, on a
factual basis.

Does the literature

leave students ready
to participate in the
science lesson?

Text can encourage various lessons and is

able to serve as a reference to begin a
want to learn about thunderstorms.

Literature Evaluation
Carson, M. K. (2011). Inside weather. New York, New York: Sterling
Publishing Co., Inc.
Questions about the
literature
Is the literature age
appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to a
minority student?

Science Topic: ____Thunderstorms______________________

Yes

No

X
X

Applicable to various grade levels, could

delve deeper into more complicated
concepts for higher grades.
Very recent 2011
Topics researched well to create this
book, also explains basic formation and
front information with graphics to assist
with understanding.
Easy to fold-out flaps separate concepts
into learnable sections.

X
X
X

Written to apply to all ages, valuable

information in each section pertaining to
different aspects of weather.

Student can delve deeper into one specific

topic or learn basic information about a
general subject.

N/A

Is the literature
sensitive to a low
socioeconomic
student?

N/A

Is a minority or low
socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

Comments

Does not depict minority or low

socioeconomic students, simply
information and details pertaining to
various forms of weather.
Students could apply book information
into various lessons, related to different or
similar weather forms.

Literature Evaluation
Simon, S. (1989). Storms. New York, New York: Scholastic Inc.
Questions about the
literature
Is the literature age
appropriate?

What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?

Science Topic: ___Thunderstorms_____________

Yes

No

X
X

Comments
Information relative and applicable to
various grade levels, reads in a story
format with accompanying pictures,
detailing information in an easy to
understand format.
Book itself is several years old, but topics
are still applicable to current weather, and
information is correct.
Information presented in easy to read and
relate format.

Clearly presented in story format with

data and text integrated with graphics.

Various topics of thunderstorms and

incorporates numbers and data in format
easy to understand by various level
readers.
Format designed to aid in understanding
through reading format and to spark an
interest in learning more in depth about
thunderstorms.

Is the literature
sensitive to a
minority student?

N/A

Is the literature
sensitive to a low
socioeconomic
student?

N/A

Is a minority or low
socioeconomic
student presented
negatively?

No people presented in this text, simply

photographs and information pertaining
directly to thunderstorms.

Does the literature

leave students ready
to participate in the
science lesson?

Students can take text information and

apply to real-life settings, or research
more in-depth into a specific
thunderstorm aspect.

Literature Evaluation
Thomas, R. (2005). Rumble, boom!. Minneapolis, Minnesota: Picture
Window Books.
Questions about the
literature
Is the literature age
appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to a
minority student?

Science Topic: _____Thunderstorms______________

Yes

No

Very child friendly text wording, geared

toward student comprehension.

X
X

Current new text with appropriate

graphics.

Information accurate and presented in an

enjoyable story fashion.

Text separated by pages and sections

based on thunderstorm formation and
factual information.
Aids in understanding through use of
visual graphics and storyline applicable to
various grade levels.

Gets students ready to learn, would make

a good anticipatory set of small group
reading activity.

N/A

Is the literature
sensitive to a low
socioeconomic
student?

N/A

Is a minority or low
socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

Comments

People not mentioned in text, only one

graphic of a person pictured, text and
graphics geared toward comprehension
and not individuals.
Student could learn a wide variety of
information from reading text
individually, or could expand upon book
concepts though large class activity.

Literature Evaluation
National Weather Service Staff. (2012, April 18). The Necessary
Ingredients for Thunderstorms. Retrieved from
http://www.srh.noaa.gov/jetstream/tstorms/ingredient.htm
Questions about the
literature
Is the literature age
appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to a
minority student?

Science Topic: _______Thunderstorms_________

Yes

No

Comments
Would use website for upper grade levels,
is not worded toward a younger audience.

X
X
X

Updated and current information from

national organization devoted to
explaining weather.
Information presented accurately, but
lacking appeal for young students.

Separated into sections for easier reading.

High amount of information in text,

would need to focus on one specific point
for a lesson.

Is the literature
sensitive to a low
socioeconomic
student?

Does not look appealing visually and

would likely not encourage an interest in
science.
N/A

N/A

Is a minority or low
socioeconomic
student presented
negatively?

No minority of socioeconomic statuses

discussed in text or graphics.

Does the literature

leave students ready
to participate in the
science lesson?

Students would need prior knowledge to

understand website wording, website
could be used primarily as a teaching
resource, but would not be ideal as a
foundation for a lesson.

Literature Evaluation
Mezzanotte, J. (2010). Thunderstorms. Pleasantville, New York:
Weekly Reader Books an imprint of Gareth Stevens Publishing.

Questions about the

literature

Science Topic: _____Thunderstorms____________

Yes

No

Is the literature age

appropriate?

What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?

Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?

Comments
Suited more for younger kids with
beginning sentences and lower grade
material.
New text with updated graphics.
Factual information in easy to read and
understand text. Could be used as a
supplemental reading material for
students struggling with comprehension.
Clearly presented with matching graphics
to text.

X
X
X

Encourages beginning learning about

thunderstorms and basic concepts.

Directed toward a low reading level

audience and would not promote higher
level thinking, but does serve to form a
foundation of general understanding.
N/A

Is the literature
sensitive to a
minority student?
Is the literature
sensitive to a low
socioeconomic
student?

N/A

Is a minority or low
socioeconomic
student presented
negatively?

No people represented in text.

Does the literature

leave students ready
to participate in the
science lesson?

Students would need higher level text to

aid in lesson formation.

Literature Evaluation
Mezzanotte, J. (2007). Hailstorms. Milwaukee, Wisconsin: Weekly
Reader Early Learning Library.
Questions about the

Science Topic: ___Thunderstorms_______________________

literature
Is the literature age
appropriate?
What is the
publication date? Is
the book outdated?
Is the Science
material presented
accurately?
Is the Science
material presented
clearly?
Does the literature
add to the
understanding of
Science?
Will this literature
promote interest in
Science?
Is the literature
sensitive to a
minority student?

Yes

No

Directed toward low reading level

X
X

Current factual information presented

Accurate representation of hail and its

formation in relation to thunderstorms.

Clearly presented in chapters with story

format accompanied by text.

Aids in the basic understanding of hail

formation, would not assist in developing
higher level thinking concepts.

Adds interest to hail and similar forms of

precipitation, would not use as a main
resource for a thunderstorm unit.
N/A

Is the literature
sensitive to a low
socioeconomic
student?

N/A

Is a minority or low
socioeconomic
student presented
negatively?
Does the literature
leave students ready
to participate in the
science lesson?

Comments

No people represented in text

Lesson related to hail or precipitation

Thunderstorms
would be appropriate to follow text.

Mapping
Vocabulary word paired with graphic to enhance understanding and build connections to already
learned material. All vocabulary words are related to thunderstorms and are essential to the
lesson.

See vocabulary section for sources used

Key descriptive word: Looks like
Use in classroom:
Students can use this graphic organizer before learning the meaning of new vocabulary words, to
build a foundation of understanding. Students could build on mapping by adding definition next
to photo.

Vocabulary

Vocabulary Word:

Hail

Definition:
Definition:
Precipitation in the form of small balls or lumps
usually consisting of concentric layers of clear ice
and compact snow
Website:
http://www.merriam-webster.com/dictionary/hail
In My Own Words:
Balls of ice falling from the sky.
A Picture to Help Me
Remember:

http://www.cocorahs.org/Content.aspx?page=hail

Vocabulary

Vocabulary Word:

Formation

Definition:
Definition:
An act of giving form or shape to something or of
taking form.
Website:
www.merriam-webster.com/dictionary/formation
In My Own Words:
Coming together to make something new or better
A Picture to Help Me
Remember:

http://www.crh.noaa.gov/lmk/?
n=cloud_classification

Vocabulary

Vocabulary Word:

Dissipate

Definition:
Definition:
To cause (something) to spread out and disappear
Website:
http://www.merriamwebster.com/dictionary/dissipate
In My Own Words:
To break apart
A Picture to Help Me
Remember:

www.dewdropinsga.blogspot.com

Vocabulary

Vocabulary Word:

Downdraft
Definition:
Definition:
A strong downward current of air
Website:
www.yourdictionary.com/downdraft
In My Own Words:
Air that is coming down
A Picture to Help Me
Remember:

www.atmo.arizona.edu

Vocabulary

Vocabulary Word:

Menacing

Definition:
Definition:
Something that threatens to cause evil, harm, injury
Website:
www.dictionary.reference.com/browse/menacing
In My Own Words:
Makes you feel fear or scared
A Picture to Help Me
Remember:

www.kiwinews.bg

Vocabulary

Vocabulary Word:

Thunder

Definition:
Definition:
The sound that follows a flash of lightning and is
caused by sudden expansion of the air in the path of
the electrical discharge
Website:
www.merriam-webster.com/dictionary/thunder
In My Own Words:
Loud sound that comes after lightning
A Picture to Help Me
Remember:

www.ec.gc.ca

Vocabulary

Vocabulary Word:

Lightning

Definition:
Definition:
An electrical discharge from clouds that have
acquired an electrical charge, usually occurring
during storms.
Website:
www.dictionary.reference.com/browse/lightning
In My Own Words:
Big flash of light in the created from an electric
charge
A Picture to Help Me
Remember:

www.cosmicconvergence.org

Inductive Concept Circle

For a thunderstorm to occur there must be an updraft bringing warm air into the atmosphere.
Lightning also creates thunder, making the loud sound we think of when we picture a
thunderstorm. A downdraft comes toward the end of the thunderstorm, bringing cool air from
the sky to the ground. Each of these elements are present in all thunderstorms.
See bibliography section for sources used

Updraft

Thunder

Lightning

Downdraft

Concept or Word: ______(Part of every thunderstorm)__________________________

Use in the classroom:

Students can use completed concept circle to aid in their understanding of four elements that are
present in each thunderstorm. The sections are also placed in order so that students can connect
that an updraft comes first, then thunder, then lightning, and finally the downdraft. Concept
circle could be adapted with accompanying photos to aid in comprehension of those that may
require higher visual assistance.

Deductive Concept Circle

Any type of precipitation is possible during a thunderstorm. As long as you hear the sound of
thunder, created from the channel left from lightning, you are experiencing a thunderstorm. Fill
in the spaces below with some different examples of precipitation we discussed in class.
See bibliography section for sources used

Concept or Word: ______Types of precipitation possible in a thunderstorm_______

Use in the classroom:

The concept map above can be used to show the different types of precipitation that can occur
during a thunderstorm. Students can add visual aids to remind themselves what each type of
precipitation looks like when it falls from the sky. This will help students also distinguish what
precipitation is, and how it differs from other elements present during thunderstorms.

Thunderstorm Lesson Plan

Teachers Name: Chloe Cowen

Date: 02/11/2015
Time: 5:36pm

Location: Visser Hall

Temperature Outside: 36 degrees

Grade Level: Third Grade
IEP Students: 6
What I know about the learners in my class:
Topic:
Why is this topic innovative?
o This topic is innovative as it is essential information for students to apply to real
life settings.
How assessable is this topic?
o Using the concept maps and sequencing charts provided, it will be easy to assess
comprehension of topics covered.
How would you sell this topic to your administrator?
o Bringing an administrator in during our lesson and watching students interact
together will help to sell my topic.
What impact will this topic have on the student?
o Students can use information shared during this unit to know when a
thunderstorm is forming, dissipating, and how to respond if a thunderstorm were
to become dangerous.
Established Goal:
How do thunderstorms form and dissipate?
Objectives:
After thunderstorm instruction, students will be able to list the steps of thunderstorm
formation and dissipation with 90% accuracy.
Students will develop an understanding of how a thunderstorm forms and dissipates,
precipitation that can occur, and the difference between the three stages through use of a
sequence chart with 85% accuracy.
Describe what you expect students to achieve? Can it be measured?
o Students will achieve a basic understanding of thunderstorm formation and
dissipation. This unit will be applicable across curriculum, incorporating new
vocabulary words and engaging the students through measurable activities and
coursework.
Purpose/Intention:

What will students walk away with?

o Students will walk away will an understanding of thunderstorm formation and
dissipation.
How will this help students achieve an understanding of the topic?
o Understanding this information can help students to predict weather and be aware
of dangerous thunderstorm formation.
How will this make the topic innovative to the student?
o Students can apply taught lessons to real life experiences and promote safety.

Tools/Materials
What tools will you use to meet your established goal?
o Books, technology availability, adequate floor space, Velcro, hula hoops
How will your tools help students achieve an understanding of the topic?
o The concrete tactile learning tools available will help to use psychomotor skills
incorporated with exciting learning material to achieve higher understanding of
the topic.
Assessment
What type of assessment will you be using? Summative or formative?
o Summative assessment will be used as the student places the Velcro concepts in
the correct hula hoops on the floor. A formative assessment could be used as well
in having students fill in the blank sequence chart with the formation process
individually to check for understanding.
How does your assessment align with the purpose/intention?
o Students will use the formative assessment as a means to understanding
thunderstorm formation and dissipation. This will check for understand as the
student continues to learn information about thunderstorms.
Rubric
List points needed (5 out of 5, 4 out of 5) to achieve success for the established goal.
o 5 out of 5 points needed to achieve success for the established goal of placing the
12 concepts in the correct locations (4 concepts in each of the 3 sections).
Implementing the Lesson:
The Hook:
How will you catch your audiences attention (how can you make something such as
convection currents sound exciting?)
o The teacher will read the book Rumble, Boom! and ask students questions to
encourage a want to learn more in depth about thunderstorms.

Questioning:
What questions will be generated during or after the hook?
o Students may wonder how a thunderstorm forms, what to do when they see a
thunderstorm, how to know when it is time to go inside and seek shelter, where
thunder comes from, etc.
Will all your questions be open ended? Do not use yes/no questions.
o While reading the anticipatory set text, students will respond to open ended
questions generated by the teacher. Students will be asked to give their own ideas
on each question, sharing at least two times while listening to the story.
Allow students to formulate their own small groups to discuss questions.
o While learning, students can discuss with a small group to clear up any confusion
about the thunderstorm formation and dissipation process. Students may also
work in groups to complete the thunderstorm unit, being adapted as needed
depending on the level of understanding the teacher is noticing.
Challenge students with a question.
o Have you ever seen a thunderstorm before? Where do you think it comes from?
o Does anyone know where the sound thunder comes from?
Experiment:
Working as a facilitator, allow students to conduct an experiment to test their questions.
Communicate with students during the experiment.
Modeling:
What will you use to have the students show some performance or product they did
during the experiment (white boards, small chalk boards, poster boards)
1. Students will write their own stories about a thunderstorm and how they safely
watched its formation and went to a safe location. They will share their created
stories in a group of 3-4 students.
Have students perform gallery walks observing what other groups modeled (on their
white boards, small chalk boards, poster boards).
Assessment:
Template integration: What will you use from the JUMP DRIVE to assess student
understanding of the established goal?
Teacher should provide 2 of the 20 choices from the JUMP DRIVE so that students have
choice.
Reflection:
Explore new discoveries made during and after the experiment. Do not grade reflections
for anything besides ideas.