UNIT OVERVIEW

UNIT TITLE: Weather and Climate

UNIT OVERVIEW:
- The transfer of energy through the atmosphere creates weather
- Weather over time defines climate
- Large discrepancies in energy create extreme weather events
- Extreme weather and their effects on human and natural systems

SUBJECT: Physical Geography 12

RATIONALE:
- Students will have previously learned about the atmosphere, hydrosphere, cryosphere, lithosphere, biosphere, and anthroposphere.
Examining weather phenomena will create opportunities for students to observe the interactions between the spheres. Students will
also engage with the connections between extreme weather and human/natural systems.

CULMINATING TASK:
- Extreme Weather Case Study: students will present a case study of an extreme weather event, in the form of a short paper report or
powerpoint presentation. This case study will break down the event from a scientific standpoint, as well as outlining how the event
impacted the human/natural systems of the area.

CURRICULAR CONNECTIONS

UNDERSTAND - natural processes have an impact on the landscape and human settlement.
big ideas

KNOW - evaluate features or aspects of geographic phenomena or locations to explain what makes them worthy
curricular competencies of attention or recognition
- evaluate how particular geographic actions or events affect human practices or outcomes

DO - distinguishing features of the atmosphere, hydrosphere, cryosphere, lithosphere, biosphere, and

content anthroposphere
- connections and interactions between the spheres
- natural disasters and their effects on human and natural systems

CORE COMPETENCIES COMMUNICATION:

big picture reminders - connect and engage with others (to share and develop ideas)
- acquire, interpret, and present information (includes inquiries)

THINKING:
- generating and developing ideas ​(creative)
- analyze and critique ​(critical)
- question and investigate ​(critical)

PERSONAL AND SOCIAL:

- self-determination and self-regulation ​(awareness and responsibility)
- solving problems in peaceful ways ​(social responsibility)

LEARNING INTENTIONS - what are the processes inherent to the atmosphere, hydrosphere, and lithosphere?
- how are the atmosphere, hydrosphere, and lithosphere related to weather and climate?
- how do we measure the impact of extreme weather events on human systems?
- what are tornadoes and how are they formed?
- what were the long and short term consequences of the Joplin tornado?
- what are hurricanes and how do they occur?
- how do we track hurricanes?
- how are hurricanes classified?
- how does a community's infrastructure affect how quickly they recover from an extreme weather event?
- what are the long and short term consequences of Hurricane Maria?
- what are ice storms and how do they occur?
 - what were the events of Montreal’s 1998 ice storm? What were the ramifications of this event?
- how does media coverage impact societal response to an extreme weather event?

ASSESSMENT

FORMATIVE ASSESSMENT - Reflective Journals

- Textbook Questions
- Group Discussion
- Exit Tickets
- Worksheets
- Demo-Notes

SUMMATIVE ASSESSMENT - Extreme Weather Case Study Report

culminating task

LESSON OVERVIEW

LEARNING INTENTIONS ACTIVITIES AND STRATEGIES ASSESSMENT TOOL/METHOD ASSESSMENT CRITERIA

For each lesson, state what individual What teaching strategies & activities will What instrument will you use to collect By what criteria do you decide that the
learning intention(s) you will be covering you utilize to enable students to achieve evidence of the learning? learning intention has been successfully
in that lesson the learning outcomes? met? What evidence will you use?

LESSON 1: INTRODUCTION: ASSESSMENT TOOL: ASSESSMENT CRITERIA:

- what are the processes inherent to the
atmosphere, hydrosphere, and
lithosphere?
- how are the atmosphere, hydrosphere,
and lithosphere related to weather and
climate?
- Students will review the processes
between the spheres. In small groups,
they will create a mind map that defines
each sphere, and explores the
relationships between them.
- Students will share what they
brainstormed as the class collectively
creates a mind map. If necessary, there
1) Individual and collective mind maps.
2) Textbook questions
1) I will circulate the class as students
complete their sphere mindmap. This
will give me a clue as to how much
review will be necessary when we create
our mind map as a class.
2) The collected questions will be
reviewed by the teacher. Any major
issues/misunderstandings will be used to
 will be a short review of the spheres. guide further lessons
- Students will watch a ​video​ which
introduces them to weather and climate.
- Students will read pages 241 - 246 in
the textbook, and answer questions
about the relationship between the
atmosphere and climate.
- As an introduction to their final unit
project, students will be asked to
activate prior knowledge about extreme
weather through a group brainstorm.
- Students will receive their final project
handout.

LESSON 2: TORNADOES: ASSESSMENT TOOL: ASSESSMENT CRITERIA:

- what are tornadoes and how are they
formed?
- Students will watch a short clip of ​The
Wizard of Oz.
- Students will participate in a short
discussion which activates their prior
knowledge about tornadoes.
- Students will watch a natural
geographic ​video​ about tornadoes.
- Students will take “demo-notes” during
a lecture on tornadoes and how they are
formed.
- Students will use their notes to answer
questions which check for
understanding.
1) Demo-Notes
2) Tornados Questions Sheet
1) The demo-notes taken during the
lecture will provide the students with the
information they require to answer the
questions on the Tornados question
sheet.
2) The collected questions will be
reviewed by the teacher. Any major
issues/misunderstandings will be
addressed in the following class.

LESSON 3: TORNADOES AND HUMANITY: ASSESSMENT TOOL: ASSESSMENT CRITERIA:

- what were the long and short term
consequences of the Joplin tornado?
- how do we measure the impact of
extreme weather events on human
systems?
- Students will take demo-notes during a
short lecture about Tornado Alley and
how Tornadoes are categorized.
- Students will watch media coverage
clips of the Joplin tornado.
- Students will be divided into three
groups; each group will be assigned an
article about the Joplin Tornado. One will
look at the events of the Joplin Tornado;
one will examine the aftermath of the
Tornado; one will look at Joplin today.
The groups will pull important
1) Demo-Notes
2) Cause and Consequence (JIGSAW)
Worksheet (practice for Case Study
assignment)
1) The demo-notes taken during the
lecture will provide students with the
necessary background knowledge to
make inferences as they complete the
Cause and Consequence worksheet.
2) The collected Cause and Consequence
worksheet will be reviewed by the
teacher. Comments about areas that
students need to focus on will be
provided to support them as they move
into their case study assignment.
 information from the article and write it
on a poster, which will be placed around
the room.
- Students will be given a sheet which
asks them to explain: the details of the
Joplin tornado; the short term
consequences of the tornado; the long
term consequences of the tornado. They
will answer the questions by reading the
poster summaries of the articles from
the previous activity.

LESSON 4: CURRENT EVENTS: ASSESSMENT TOOL: ASSESSMENT CRITERIA:

- how does media coverage impact - Students will write a current event 1) Reflective Journal 1) Journals will be assessed using a rubric
societal response to an extreme weather journal which focuses on relevant media which students received earlier in the
event? coverage of an extreme weather event. term. The rubric considers content; idea
development; organization; mechanics.

LESSON 5: HURRICANES: ASSESSMENT TOOL: ASSESSMENT CRITERIA:

- what are hurricanes and how do they
occur?
- Students will watch a short clip of ​The
Perfect Storm.
- Students will participate in a short
discussion which activates their prior
knowledge about hurricanes.
- Students will watch a natural
geographic ​video​ about hurricanes.
- Students will take “demo-notes” during
a lecture on hurricanes and how they are
formed.
- Students will use their notes to answer
questions which check for
understanding.
1) Demo-Notes
2) Hurricanes Questions Sheet
1) The demo-notes taken during the
lecture will provide the students with the
information they require to answer the
questions on the Ice Storm question
sheet.
2) The collected questions will be
reviewed by the teacher. Any major
issues/misunderstandings will be
addressed in the following class.

LESSON 6: HURRICANE LAB: ASSESSMENT TOOL: ASSESSMENT CRITERIA:

- how do we track hurricanes?
- how are hurricanes classified?
- Students will watch a short video about
“​Hurricane Hunters.​” Following this
video, they will partake in a pop-corn
style discussion about the importance of
the data Hurricane Hunters collect.
- Students will complete a “Tracking
Hurricanes” lab where, using data tables,
they will: plot the pressure and wind
1) Group Discussion 1) Observing student discussion about
2) Lab sheet collection Hurricane data will allow me
to check for understanding before
moving forward with the lab.
2) The collected worksheets will be
reviewed to check for understanding.

LESSON 7:
- how does a community's infrastructure
affect how quickly they recover from an
extreme weather event?
- how do we measure the impact of
extreme weather events on human
systems?
LESSON 8:
- what are the long and short term
consequences of Hurricane Maria?
LESSON 9:
- how does media coverage impact
societal response to an extreme weather
event?
speed of Hurricane Katrina on a graph;
plot the path of Hurricane Katrina on a
map; complete a chart defining the shifts
between category 1-5 level storms; use
the chart and the map to answer a series
of questions about Hurricane Katrina.
HURRICANES AND HUMANITY: ASSESSMENT TOOL: ASSESSMENT CRITERIA:
- Students will listen to the song ​Almost 1) Group Discussion 1) Observing group discussion will allow
Like Praying​ and be asked if they know 2) Exit Ticket me to check for student understanding.
who the song is by and why it was Any major issues/misunderstandings will
recorded. be addressed in the next class.
- Students will participate in an image 2) The Exit Ticket will allow me to check
reading activity which explores photos of for student understanding. Any major
Puerto Rico before and after Hurricane issues/misunderstandings will be
Maria. addressed in the next class.
- Students will complete demo-notes
during a short lecture about Puerto
Rico’s infrastructure, and participate in a
group discussion about why the country
required so much global support in the
aftermath of the hurricane.
- As an Exit Ticket, students will answer
the following question: Why was it so
challenging for Puerto Rico to recover
from Hurricane Maria?
AFTER MARIA (documentary): ASSESSMENT TOOL: ASSESSMENT CRITERIA:
- Students will watch the documentary 1) Documentary worksheet 1) The collected worksheet will be
“After Maria” 2) Group Discussion reviewed by the teacher to check for
- Students will complete a worksheet as understanding.
they watch the documentary 2) Observing group discussion will allow
- Students will participate in a group me to check for student understanding.
discussion about the long and short term Any major issues/misunderstandings will
consequences of Hurricane Maria on be addressed in the next class.
Puerto Rico
CURRENT EVENTS: ASSESSMENT TOOL: ASSESSMENT CRITERIA:
- Students will write a current event 1) Reflective Journal 1) Journals will be assessed using a rubric
journal which focuses on relevant media which considers content; idea
coverage of an extreme weather event. development; organization; mechanics.
LESSON 10:
- what are ice storms and how do they
occur?
LESSON 11:
- what were the events of Montreal’s
1998 ice storm? What were the
ramifications of this event?
LESSON 12:
- how do we measure the impact of
extreme weather events on human
systems?
- how does a community's infrastructure
affect how quickly they recover from an
extreme weather event?
LESSON 13:
- how do we measure the impact of
extreme weather events on human
ICE STORMS:
- Students will watch a short clip of ​The
Day After Tomorrow​.
- Students will participate in a short
discussion which activates their prior
knowledge about ice storms.
- Students will watch a ​video​ about ice
storms.
- Students will take “demo-notes” during
a lecture on ice storms and how they
occur
- Students will use their notes to answer
questions which check for
understanding.
ICE STORMS AND HUMANITY:
- Students will watch video/media
coverage of the 1998 ice storm.
- Students will explore the events and
ramifications of the 1998 ice storm
through a scavenger hunt on the
HydroQuebec website.
- Students will select an extreme
weather event to research for their final
unit project.
WORKING BLOCK:
- Students will use this block to work on
their Case Study Report
WORKING BLOCK:
- Students will use this block to work on
their Case Study Report
ASSESSMENT TOOL:
1) Demo-Notes
2) Ice Storms Questions Sheet
ASSESSMENT TOOL:
1) Scavenger Hunt worksheet.
2) Extreme Weather Event proposal
template
ASSESSMENT TOOL:
1) Teacher observation of and
conversation with students as they work
on their projects
2) The rubric created to grade this
project
ASSESSMENT TOOL:
1) Teacher observation of and
conversation with students as they work
ASSESSMENT CRITERIA:
1) The demo-notes taken during the
lecture will provide the students with the
information they require to answer the
questions on the Ice Storm question
sheet.
2) The collected questions will be
reviewed by the teacher. Any major
issues/misunderstandings will be
addressed in the following class.
ASSESSMENT CRITERIA:
1) The collected worksheets will be
reviewed by the teacher to check for
understanding.
2) The collected templates will be
reviewed by the teacher prior to
students moving forward with their Case
Study project.
ASSESSMENT CRITERIA:
1) Observation and conversation with
students will allow the teacher to
determine if there are any class or
individual student issues that need
addressing as they work their way
through the project
2) The marking rubric for the completed
project, based upon what students were
asked to do in the Extreme Weather Case
Study assignment will be used to assess
completed projects.
ASSESSMENT CRITERIA:
1) Observation and conversation with
students will allow the teacher to
systems?
- how does a community's infrastructure
affect how quickly they recover from an
extreme weather event?
LESSON 14:
- how do we measure the impact of
extreme weather events on human
systems?
- how does a community's infrastructure
affect how quickly they recover from an
extreme weather event?
- how does media coverage impact
societal response to an extreme weather
event?
FLEX BLOCK:
- Should the class need more time to
complete their case study reports, they
will have the opportunity to do so.
- If the majority of students have
completed and submitted their case
study report, this class will be dedicated
to the completion of a Current Events
Journal.
on their projects
2) The rubric created to grade this
project
ASSESSMENT TOOL:
*IF CLASS DOES NOT REQUIRE MORE
TIME TO WORK ON CASE STUDY*
1) Reflective Journal
*IF STUDENTS HAVE WORKED
EFFECTIVELY OVER THE PAST CLASSES
AND REQUIRE MORE PROJECT TIME*
2) Teacher observation of and
conversation with students as they work
on their projects
3) The rubric created to grade this
project
determine if there are any class or
individual student issues that need
addressing as they work their way
through the project
2) The marking rubric for the completed
project, based upon what students were
asked to do in the Extreme Weather Case
Study assignment will be used to assess
completed projects.
ASSESSMENT CRITERIA:
*IF CLASS DOES NOT REQUIRE MORE
TIME TO WORK ON CASE STUDY*
1) Journals will be assessed using a rubric
which they received earlier in the term.
The rubric considers content; idea
development; organization; mechanics.
*IF STUDENTS HAVE WORKED
EFFECTIVELY OVER THE PAST CLASSES
AND REQUIRE MORE PROJECT TIME*
2) Observation and conversation with
students will allow the teacher to
determine if there are any class or
individual student issues that need
addressing as they work their way
through the project
3) The marking rubric for the completed
project, based upon what students were
asked to do in the Extreme Weather Case
Study assignment will be used to assess
completed projects.
Lesson Plan #1: HURRICANES (Introduction)

Name: Ms Harper

Grade Physical Geography 12 Topic Hurricane (Introduction)

Date April 20, 2020 Allotted Time 70 minutes.

STAGE 1: Desired Results

Rationale​:
Hurricanes are the result of intense interactions between the hydrosphere and the atmosphere, and
are specific to particular geographic reasons. They are also for steep death tolls, and substantial
property damage each year. Understanding how and where hurricanes form will help students
understand the consequences of their interactions with human systems.

Prior Learning:
- The interaction between the hydrosphere and the atmosphere
- The relationship between weather and climate
- How to measure the impact of extreme weather phenomena
 
Curriculum Connections:
Understand
Big Ideas:
- Natural processes have an impact on the landscape and human settlement.

Do
Core Competency:
- Question and Investigate (Critical Thinking)
- Acquire, Interpret, and Present Information (Communitication)
Curricular Competencies:
- Evaluate features or aspects of geographic phenomena or locations to explain what makes
them worthy of attention or recognition

Know
Content Standards:
- Natural disasters and their effects on human and natural systems

STAGE 2: Assessment Plan

Learning Intention(s): - What are hurricanes?
- How do hurricanes occur?

Evidence of Learning: - Demo-Notes

- Hurricanes Question sheet

STAGE 3: Learning Plan

Resources, Material and Preparation:

- Projector/computer
- Powerpoint
- Demo-notes sheet for each student
- Hurricanes question sheet for each student
- Extra pens and pencils
Differentiated Instruction​:
- Some students may have difficulty taking notes and listening simultaneously; a completed version of
the demo-notes will be given to the student following the lecture
- For those students who have difficulties with fine motor skills, the questions sheet will be accessible
through Google Classroom, so they can complete it electronically.

Lesson Development

Connect (Hook):

Teacher will: Student will: Management: Pacing:

Teacher will welcome students
to class; take attendance;
present riddle of the day.
Students will sit down, and
answer the question of the
day as the teacher does
attendance; students will
attempt to guess the riddle
of the day.
Some students will need to 5 mins.
be reminded to put cell
phones away, especially
before the presentation of
the riddle (to avoid any
issues surrounding
“cheating”)

Teacher will introduce
students to hurricanes
through a short clip from the
film ​The Perfect Storm​ and a
video from National
Geographic.
Students will watch the clips. Students will be reminded 10 mins.
their phones need to stay
away while the clips are
playing.
Body:
Teacher will:
Teacher will ask students to
activate their prior knowledge
about hurricanes through a
placemat discussion activity.
Teacher will conduct a short
lecture about hurricanes (how
they form and where they
occur).
Teacher will assign students a
hurricane questions
worksheet; teacher will
circulate the room and assist
students as necessary.
Student will:
Pulling from their
background knowledge
about hurricanes, as well as
the information from the
film clips, students will
participate in a placemat
discussion activity which
asks them to speak about
hurricanes.
Students will complete
demo-notes during the
lecture.
Students will use
demo-notes (and their
textbooks) to complete the
questions worksheet.
Management: Pacing:
Ensure students know
which way to rotate prior to 10 mins.
beginning the activity, to
avoid confusion during the
middle.
Some students may try to 20 mins.
get away with not
completing the demo-notes
during the lecture; ensure
they understand that the
notes are important to their
success in the next activity.
20 mins.
Closure:
Teacher will: Students will: Management: Pacing:

Teacher will call students back, Students will share something Some students may be 5 mins.
and ask them to report out on that surprised or interested unwilling to share; the
a new piece of information. them from the lesson about teacher may have to call on
hurricanes. students if no one
volunteers.
Students will submit
Teacher will collect worksheets. If they have not
worksheets. completed it in class, they will
complete it for homework.

Teacher will dismiss students After ensuring their station is

for the day. clean and chairs are stacked, There is a warning bell, prior
students will leave for the day. to the dismissal bell. Some
students will try and clean up
at that bell.

Reflection​:
T​ his lesson has not yet been taught.
Lesson Plan #2: HURRICANES (Lab)

Name: Ms Harper

Grade Physical Geography 12 Topic Hurricane (Lab)

Date April 21, 2020 Allotted Time 83 minutes.

STAGE 1: Desired Results

Rationale​:
The pattern and trajectory of hurricanes directly impact the damage they inflict on human systems.
Understanding these things will help students assess how and why different geographic areas are
affected during a hurricane event.

Prior Learning:
- What hurricanes are, and how they occur.
- The relationship between weather and climate.
- How to measure the effects of extreme weather phenomena.
 
Curriculum Connections:
Understand
Big Ideas:
- Natural processes have an impact on the landscape and human settlement.

Do
Core Competency:
- Question and Investigate (Critical Thinking)
 - Acquire, Interpret, and Present Information (Communitication)
Curricular Competencies:
- Evaluate features or aspects of geographic phenomena or locations to explain what makes
them worthy of attention or recognition

Know
Content Standards:
- Natural disasters and their effects on human and natural systems

STAGE 2: Assessment Plan

Learning Intention(s): - How do we track hurricanes?
- How are hurricanes classified?

Evidence of Learning: - Group Discussion

- Lab Sheet

STAGE 3: Learning Plan

Resources, Material and Preparation:

- projector/computer
- Lab sheet for each student.
- Extra pens/pencils
- Pencil crayons
Differentiated Instruction​:
- Some students may have difficulty with fine motor skills; a copy of the lab will be available via
Google Classroom for those students.
Lesson Development
Connect (Hook):
Teacher will:
Teacher will welcome students
to class; take attendance;
present riddle of the day
Teacher will show students a
short video about “Hurricane
Hunters”
Teacher will facilitate small
and large group discussions
about “storm chasers” and the
importance of the data
collected by hurricane
hunters.
Student will:
Students will sit down, and
answer the question of the
day as the teacher does
attendance; students will
attempt to guess the riddle
of the day.
Students will view video.
Students will participate in
small and large group
discussion, pulling
information from their prior
knowledge, as well as what
was introduced in the video.
Management: Pacing:
Some students will need to 5 mins.
be reminded to put cell
phones away, especially
before the presentation of
the riddle (to avoid any
issues surrounding
“cheating”)
Some students will need to 5 mins.
be reminded that phones
must remain away while
the video is being viewed.
In order to ensure the small 10 mins.
group conversations remain
relevant, the teacher will
need to circulate and check
in with each group.
Body:
Teacher will:
Teacher will introduce the
Hurricane Tracking lab and
hand out lab sheets; teacher
will explain lab.
Teacher will circulate, assisting
students as necessary.
Closure:
Teacher will:
Teacher will call students back, Students will share their
and briefly review the
information explored in the
lab.
Teacher will collect lab sheets.
Student will:
Students will read lab sheet
and ask for clarification as
needed.
Students will complete labs
individually (though
collaboration will be
encouraged)
Students will:
discoveries as part of the
review.
Students will hand in lab
sheets; if the labs have not
been completed, students will
do so for homework.
Management: Pacing:
Have students help pass
sheets back in order to 10 mins.
ensure it happens more
effectively.
40 mins.
Teacher will circulate
around the room, which
will help prevent students
from simply copying as
opposed to collaboratively
reaching the answers.
Management: Pacing:
Some students may be 10 mins.
unwilling to share; the
teacher may have to call on
students if no one
volunteers.
3 mins.
Teacher will dismiss students
for the day.
After ensuring their station is
clean and chairs are stacked,
students will leave for the day.
2 mins.
There is a warning bell, prior
to the dismissal bell. Some
students will try and clean up
at that bell.

Reflection​:
T​ his lesson has not yet been taught.
Lesson Plan #3: HURRICANES (human impact)

Name: Ms Harper

Grade Physical Geography 12 Topic Hurricane (human impact)

Date April 22, 2020 Allotted Time 83 minutes.

STAGE 1: Desired Results

Rationale​:
Hurricanes impact human systems more consistently than any other extreme weather event. Using the
impact of Hurricane Maria on Puerto Rico’s infrastructure as a case study will allow students to engage
with the idea that the conditions of a country often dictate how readily that country can respond to a
crisis situation.

Prior Learning:
- What hurricanes are, and how they occur.
- The relationship between weather and climate.
- How to measure the effects of extreme weather phenomena.
- How to track and classify hurricanes
 
Curriculum Connections:
Understand
Big Ideas:
- Natural processes have an impact on the landscape and human settlement.
 Do
Core Competency:
- Question and Investigate (Critical Thinking)
- Acquire, Interpret, and Present Information (Communitication)

Curricular Competencies:
- Evaluate features or aspects of geographic phenomena or locations to explain what makes
them worthy of attention or recognition

Know
Content Standards:
- Natural disasters and their effects on human and natural systems

STAGE 2: Assessment Plan

Learning Intention(s): - how does a community's infrastructure affect how quickly they
recover from an extreme weather event?
- how do we measure the impact of extreme weather events on
human systems?

Evidence of Learning: - group discussion

- exit ticket

STAGE 3: Learning Plan

Resources, Material and Preparation:

 - projector/computer
- powerpoint
- Image analysis sheet for each student
- Demo-notes sheet for each students
- Exit ticket for each student.
- Extra pens/pencils

Differentiated Instruction​:
- Some students may have difficulty taking notes and listening simultaneously; a completed version of
the demo-notes will be given to the student following the lecture
- For those students who have difficulties with fine motor skills, the image analysis sheet and exit
ticket will be accessible through Google Classroom, so they can complete it electronically.

Lesson Development

Connect (Hook):

Teacher will: Student will: Management: Pacing:

Teacher will welcome students
to class; takes attendance;
presents riddle of the day.
Students will sit down, and
answer the question of the
day as the teacher does
attendance; students will
attempt to guess the riddle
of the day.
Some students will need to 5 mins.
be reminded to put cell
phones away, especially
before the presentation of
the riddle (to avoid any
issues surrounding
“cheating”)

Teacher will play the song Students will listen to the Some students will need to 5 mins.
Almost Like Praying​, and ask song; afterwards, they will be reminded that phones
students to respond to it. indicate if they know who

Body:
Teacher will:
Teacher will ask students to
activate their prior knowledge
about Hurricane Maria and
Puerto Rico through an image
analysis activity.
Teacher will conduct a short
lecture about Puerto Rico’s
infrasture, and the impact of
Hurricane Maria.
Teacher will facilitate small
and large group discussions
about why Puerto Rico
required global support
following Hurricane Maria.
the song is by and why it
was written.
Student will:
Students will consider
images of Puerto Rico prior
to and following Hurricane
and Maria; they will make
inferences about the impact
of the weather event on
Puerto Rico’s infrastructure.
Students will complete
demo-notes during the
lecture.
Students will participate in
small and large group
discussions, pulling
information from the image
analysis activity, as well as
the lecture.
must remain away while
the song is being played.
Management: Pacing:
20 mins
Students may try to get 25 mins
away with not completing
the demo-notes; ensure
they understand that the
notes are important to their
success in the next activity.
In order to ensure the small 15 mins
group conversations remain
relevant, the teacher will
need to circulate and check
in with each group.
Closure:
Teacher will:
Teacher will ask students to
report out from their
discussion groups.
Teacher will pass around Exit
Ticket, and ask students to
complete it prior to dismissal.
Teacher will dismiss students
for the day.
Reflection​:
T​ his lesson has not yet been taught.
Students will:
Students will share thoughts
from their discussion group.
Students will complete Exit
Ticket which asks: Why was it
so challenging for Puerto Rico
to recover from Hurricane
Maria?
After submitting their Exit
Ticket, students will ensure
their station is clean and chairs
are stacked, and leave for the
day.
Management: Pacing:
Some students may be 5 mins
unwilling to share; the
teacher may have to call on
students if no one
volunteers.
5 mins
Have students to help pass
sheets back in order to
ensure it happens most
effectively.
3 mins
There is a warning bell, prior
to the dismissal bell. Some
students will try and clean up
at that bell.
Lesson Plan #4: HURRICANES (documentary)

Name: Ms Harper

Grade Physical Geography 12 Topic Hurricane (documentary)

Date April 24, 2020 Allotted Time 83 minutes.

STAGE 1: Desired Results

Rationale​:
Hurricane Maria was an extreme weather event that greatly impacted Puerto Rico; years later, the
country is still struggling to recover. The documentary ​After Maria​ will allow students the opportunity
to engage with both the consequences of Hurricane Maria, inviting them to reflect on the reality that a
single event can impact a society long after it has occured.

Prior Learning:
- What hurricanes are, and how they occur.
- The relationship between weather and climate.
- How to measure the effects of extreme weather phenomena.
- How to track and classify hurricanes
- Measuring the effects of hurricanes on human systems
- The correlation between a society’s infrastructure and recovery rate
 
Curriculum Connections:
 Understand
Big Ideas:
- Natural processes have an impact on the landscape and human settlement.

Do
Core Competency:
- Question and Investigate (Critical Thinking)
- Acquire, Interpret, and Present Information (Communitication)
Curricular Competencies:
- Evaluate features or aspects of geographic phenomena or locations to explain what makes
them worthy of attention or recognition

Know
Content Standards:
- Natural disasters and their effects on human and natural systems

STAGE 2: Assessment Plan

Learning Intention(s): - what are the long and short term consequences of Hurricane Maria?

Evidence of Learning: - documentary worksheet

- group discussion

STAGE 3: Learning Plan

Resources, Material and Preparation:

- Projector/computer
 - After Maria​ documentary
- Documentary worksheet for each student
- Extra pens and pencils

Differentiated Instruction​:
- Some students may have difficulty simultaneously watching the film and filling out a worksheet; the
opportunity to complete the worksheet after watching the film will be offered to these students.

Lesson Development

Connect (Hook):

Teacher will: Student will: Management: Pacing:

Teacher will welcome students
to class; take attendance;
present riddle of the day.
Students will sit down and
answer the question of the
day as the teacher does
attendance; students will
attempt to guess the riddle
of the day.
Some students will need to 5 mins
be reminded to put cell
phones away, especially
before the presentation of
the riddle (to avoid any
issues surrounding
“cheating”)

Body:
Teacher will:
Teacher will introduce the
documentary ​After Maria​, and
hand out accompanying
worksheets.
Teacher will show the
documentary ​After Maria.
Teacher will facilitate large
and small group discussions
debriefing the events of the
documentary, looking
specifically at the long and
short term consequences of
Hurricane Maria in Puerto
Rico.
Closure:
Teacher will:
Teacher will ask students to
complete the final question of
Student will:
Students will read the
worksheets, and ask for any
necessary clarifications.
Students will watch
documentary, and fill out a
worksheet.
Students will participate in
group discussions about the
documentary, looking
specifically at the long and
short term consequences of
Hurricane Maria in Puerto
Rico.
Students will:
Students individually complete
the worksheet.
Management: Pacing:
Have students help pass 5 mins
back sheets to ensure it
happens most effectively.
Some students will need to 50 mins
be reminded that phones
must remain away while
the documentary is playing;
others will need to
understand that the
worksheet is vital to their
success in the next activity,
so it is in their best interest
to complete it.
In order to ensure the small 10 mins
group conversations remain
relevant, the teacher will
need to circulate and check
in with each group.
Management: Pacing:
10 mins
their documentary worksheet,
which asks them to describe
three short term and three
long term consequences of
Hurricane Maria in Puerto
Rico.

Teacher will dismiss students
for the day.
After submitting their
worksheet., students will
ensure their station is clean
and chairs are stacked,
students, and leave for the
day.
There is a warning bell, prior 3 mins
to the dismissal bell. Some
students will try and clean up
at that bell.

Reflection​:
T​ his lesson has not yet been taught.