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Natural Disasters: Tornados

Ashley Westman

EDU 625.30 Integrating Learning and Technology

Kathy Milhauser
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Natural Disasters: Tornados

The third grade students of Deep River Elementary School in Deep River, CT will be

conducting a unit about natural disasters. They will be looking at six different natural disasters

which include hurricanes, tsunamis, volcanoes, earthquakes, tornadoes, and blizzards. The

students tasks will be to research what each natural disaster is, how it forms, where it can be

found, and any safety precautions that should be taken when one occurs. After learning about

each individually, the students will compare all six to determine their similarities and differences

as well as why they are all considered to be a natural disaster.

Subtopic

The next and final subtopic to be explored in the category of natural disasters are

tornados. Tornados are interesting in that they are found all over the world, but right here in the

United States is where most happen, especially the area of Tornado Alley. Tornados are really

unique on how they form, and their funnel-like clouds make them look different than any other

natural disaster. This activity is going to focus on the use of mobile technology. This type of

technology is perfect for this natural disasters since tornados are always on the move, just as

mobile technology is. As ADL (n.d.) mentions, As we have explained earlier, mobile learning

tends to support informal and social learning models due to its anytime, anywhere access

(para. 6). The greatest part of mobile technology is how you can use it anywhere you go as long

as the device is with you. With mobile technology learning can occur through different

applications whether they be formal teaching, or just a game. This activity with tornados will

include both.

Mobile technology is great for any type of learner because of the endless possibilities of

what can be done. Most applications have some kind of text to explain either information or
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rules to a game along with graphics to accompany. This can meet the needs of visual learners in

two different ways. Most applications or websites also have sound in them which helps auditory

learners to learn best. If students are a little ahead, or a little behind, their other classmates in

their learning, mobile technology is for them, and anyone in between. mLearning enables the

delivery of instructional content to a student when the need, relevance, and value of the lesson

are highest (Wang & Shen, 2012, p. 562). Applications can move forward when students

understand the content, as well as repeat instructions as many times as needed for a student who

needs more reinforcement. Mobile learning gets to the point of what needs to be learned and is

used to really enhance those classroom lessons.

Mobile learning is also another technology that can be used to enhance communication

between users. This technology is used every day when people are texting one another back and

forth. It may not always be for an educational purpose, but it is a quick and simple form of

communication. Through mobile technology, comments can be made to one another, and

different applications may even require more than one player forcing students to have to work

together. As Wang & Shen (2012) point out, The main purpose of using mobile equipment and

technology in this type of learning was to promote retrieval, collection and exchange of

information to enable instructors to focus on the design of collaborative tasks and

communicative interactivity (p. 565). Since mobile devices are so portable, its easy for that

communication to occur, even when students are not right next to each other. The communication

can occur at any time and in any place making it so powerful. During the activity with tornados

students will be near each other in their classroom, but will be encouraged to only communicate

through the device.

In this tornado activity, the students are going to be creating a prototype of an

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application they could design instead of an actual app. The students are only eight years old

making it difficult to create a real application, and a prototype allows for more communication

among group members. As Davis (n.d.). states, Building a prototype first helps the team see the

design in action, ensuring the design works for the device and audience (para. 7). Before any

application is finalized, its always important to create a prototype so those involved in the

design can see what it will look like in the end. Its the best time to make any final changes or

additions to the application. Finally, when students are creating their prototype, they must act as

if it will become a real app, and think about how the design should look. They should be

thinking about the colors used, and what types of text versus images versus audio will be

included. As Legault (n.d.). reminds, Maximize the use of icons and graphics to represent

content instead of text (para. 5). Think about how to include more pictures over text, yet still

being sure their audience can follow the application, and learn from it. From start to end, this

entire project will be completed on the students iPads.

Objectives

1. Students will be able to describe at least five different attributes of a tornado.

2. Students will be able to locate the places on a map where tornados occur throughout

the world and explain how they are formed in their environment.

3. Students will be able to construct safety tips on how humans and animals can stay

safe during a tornado.

4. Students will be able to compare tornados to the definition of natural disasters to

determine how and why it fits into that category.

5. Students will be able to create an application prototype including all four sections of

their notes about tornados in a group setting using InVision App.

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6. Students will be able to communicate with their group members through InVision

App to determine the layout and activities of their prototype.

Instructions

Below you will find step by step instructions on what students must do in order to

complete this task with tornados.

1. The first step is to research the topic of tornados in order to learn more about them.

You will use some books provided in the classroom, but most of the research will be

completed online. Since you each have your own iPad, you will use different

applications as well as websites to conduct the research.

2. You will work together in small groups to read books on natural disasters and

tornados on the iPads using the application Epic! This application outlines all

different nonfiction books, and you will continue to create libraries, this final time on

tornados. I have also created some libraries ahead of time so you will know directly

where to look.

3. You can also use your iPads to conduct research on different websites such as

National Geographic to gain information on tornados. Remember all the lessons on

how to properly use the iPad as well as how to determine if a website is credible for

use.

4. As you are researching, youll take notes on each of the four categories including

what a tornado is, how its formed, where it can be found, and any safety tips to

staying safe. The notes will all be written as bullet points on the Tornado Note

Taking Sheet (attached below). This will help to outline your notes so you know

what you will be looking at in the activity. Each section should have between five
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and ten facts each before moving on.

5. After all the notes are gathered, you will be working in groups of four to complete the

next part of the activity.

6. On your iPads, you are going to open up the internet, and type in

https://www.invisionapp.com/ .You will have to select Sign in for free making sure

to use your school e-mail address.

7. In your groups, you will be creating a prototype for an application that could be

designed on tornados. Each group member will be responsible for one section of your

note taking sheet. In the end though, each section will be put together in the same

application. It is up to your groups to decide who will complete which section.

8. Once you are set in the application, raise your hands, and I will come show you how

to share your comments and project so all 4 group members are working on the same

screen.

9. To start, you will need to decide as a group on a tornado loading screen to start. This

can be created yourself on your drawing app, or upload a picture from the internet.

10. Then, you will need to add four pages to your design, one for each section of the note

taking sheet. You will then begin to work on your one section.

11. First, you will again need to find a picture that works for your section, either drawn or

from the internet. Even though this is just a prototype and isnt going to be a

published design in the end, I want you to think as if it was.

12. On your section, you are going to leave comments to one another by clicking on the

middle button on the bottom of the screen, and clicking anywhere on your picture.

13. These comment serve 2 purposes. First, you will use your note taking sheet to write
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comments about the type of information your application should include that people

using it need to know. Second, your comments will be helpful notes to your other

classmates. This may include suggestions about their chosen picture or information,

or even helpful hints such as something you researched you think they should include.

Although you are all in the same classroom, your only communication will be

through those comments so be sure to read them all.

14. Once you finish your own section, you will also communicate with your group

members on what type of learning activity or game your application could include.

Youve given your readers a lot of great information, but now its time to add a little

bit of fun into your prototype to make your application even more interesting.

15. The activity must be something interactive whether it be a quiz, poll, or game of some

kind. Remember, it is just a prototype, so dont worry about not knowing how to

make it on the iPad. Be as creative in your thoughts and discussions as possible.

16. Make sure to follow the rubric to ensure you have every part you need!

17. For those who finish early, you are going to find the application already loaded onto

your iPad called Tornado Time. This application is a game you and your group

members may play with one another. The goal is to see who can get the highest score

by creating the most damage. Think about the path the tornado should take in order

for that to happen, then watch and see who wins. Even though it sounds like a fun

game, and it is, I want you to be thinking about how destructive tornados really can

be based on what you are seeing.

18. Once all groups have finished, we will meet on the carpet, and you will each have a

chance to share what your prototype looks like with the rest of the class. We will also
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talk about the Tornado Time game, and see who got the highest score as well as

what their strategy was.

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Name: __________________________________ Date: ________________

Tornado Note Taking Sheet

What is a Tornado? How are Tornados formed?

Where are Tornados found? Safety tips for a Tornado

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Rubric
_______ We have at least 5 pages: a cover page along with 4 others which are one

for each section.

_______ We each worked on our own page and put them together in the end

_______ We have at least 8 comments per page

The comments:

_______ Give accurate information as to what my section encompasses

_______ I have given my group members ideas on what else to add or

change

_______ We have a picture on each screen

_______ I explain how the picture matches that topic

_______ I have been respectful with my other group members in how I offer

suggestions.

_______ We have at least one activity outlined for the players

_______ We used InVision App

_______ We worked together well, but were creative in our own ways
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Here is an example of what a prototype may look like:

https://projects.invisionapp.com/share/7CD45M2PB#/screens/249443196_Tornado

Here are what different parts of the app Tornado Time look like:
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References:

ADL. (n.d.). Learning design. Retrieved from https://sites.google.com/a/adlnet.gov/mobile-

learning-guide/best-practices

Davis, C. (n.d.). 31+ mobile learning tips for instructional designers. Retrieved from
http://www.sweetrush.com/31-mobile-learning-tips-for-instructional-designers/
Legault, N. (n.d.). Best practices for designing mobile learning like a pro. Retrieved from

https://community.articulate.com/articles/design-mobile-learning-like-a-pro-best-

practices-for-mlearning

Wang, M., & Shen, R. (2012). Message deWsign for mobile learning: Learning theories, human

cognition and design principles. British Journal Of Educational Technology, 43(4), 561-

575. doi:10.1111/j.1467-8535.2011.01214.x