Twist and Shout

 Topic(s):

Weather, Tornadoes

Images/Video Resources

 This video is about a family who experienced a tornado in their home town and about how they created a tornado warning plan for use by their family. This video can aid you as you create your own plans.

A video showing how to respond in a tornado drill and some tips.

Scenario

On Sunday, May 22, 2011 an EF-5 tornado struck the city of Joplin, Missori. One hundred fifty-four individuals died in this terrible storm. Homes, businesses, churches, and six of the schools in town were totally destroyed. If this event had occured between the hours of 8 and 3 on a school day, the loss of life could have been even more catestrophic (Joplin Schools a Leader in Education, 2012).

This past year, our school experienced two tornado warnings. During the warnings we practiced our tornado drills, but the problem is that we could see some problems with the plans that existed. It is important to be prepared to the best of our abilities in different situations. We need to have plans in mind for other places we could be such as our homes, businesses, and schools.

Task

Sample Investigations/Teacher Resources

The learner will explore the tornadoes to see what warning signs can exist and develop plans in case of a tornado warning in their area. The learner will review the plans that the school has in place and make suggestions for changes if needed. They will also devise plans for home and for one business in town in order to understand the importance of being prepared.

Goal 1

The learners will research tornadoes, tornado watches and warnings, and sample plans of action to take during tornado warnings. From this research the learners will review the plans our school has in place for tornado drills and suggest revisions if necessary. If the learner has revisions to suggest, they will create a new plan with the suggested revisions and develop a presentation of some sort for the principal. Presentation media could include PowerPoint, Prezi, SpicyNodes, VoiceThread, or video taping a commercial.

Goal 2

The learner will also create plans for a home tornado drill. This plan will include a map of the home showing the route which should be taken from each area to the safe area. The plan will also include step by step details of what should be done as soon as a tornado warning is issued and proceed until the warning expires.

tornado drill.pdf

The tornado drill pdf shows a tornado drill plan for use in the home.

The presentation for the principal would be based on the information the students learn during their research. The students should choose the web 2.0 tool they feel most comfortable with and/or the one which will showcase their proposition the best.

Student Resources

The students will be provided with the school tornado warning plan.

The students will also need to be provided with paper to create thinking maps to use in the development of their plans. Examples include using a circle map to brainstorm ideas. a bubble map to list the adjectives of a tornado, a tree map to list the attributes of a good place to take refuge during a tornado, a double bubble map to compare and contrast two places to take refuge, a flow map to show the how tornadoes form or of a step by step plan of what to do if a tornado warning occurs, or a multi-flow map listing the causes and effects of tornadoes.

Student Work

Standards

1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information. 

1. List your personal understanding, ideas or hunches.

 With your team use all the information available in the scenario to list everything that you know about tornadoes and tornado warning plans. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about tornadoes and tornado warning plans.

With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.  

4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions. 

5. Develop a problem statement.

You will be responsible for thinking and choosing one of the questions to solve the problem.  A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.

7. Present Findings

The learner will explore the tornadoes to see what warning signs can exist and develop plans in case of a tornado warning in their area. The learner will review the plans that the school has in place and make suggestions for changes if needed. They will also devise plans for home and for one business in town in order to understand the importance of being prepared.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:
     (C) construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data;
(8) Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
     (A) observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation;
(9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:
     (A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;

Branley, F. M. (1990). Tornado Alert (Let's-Read-and-Find-Out Science 2). Collins.

Byars, B. (2004). Tornado. HarperCollins.

CDCStreamingHealth. (2011, September 19). YouTube. Retrieved July 4, 2012, from Tornado Preparedness: Family Emergency Plan: http://www.youtube.com/watch?v=OWdCmOCrREA

Fradin, J. a. (2011). Tornado!: The Story Behind These Twisting, Turning, Spinning, and Spiraling Storms (National Geographic Kids). National Geographic Children's Books.

Gibbons, G. (2010). Tornadoes! Holiday House.

Jett, J. (2012). When the Storm Passes. CreateSpace.

Joplin Schools A Leader in Education. (2012). Retrieved July 4, 2012, from Operation Rising Eagle: http://www.joplinschools.org/modules/cms/pages.phtml?pageid=231908

KidCaps. (2012). The Science of Tornadoes Weather Just for Kids. CreateSpace.

lexman70. (2011, June 18). YouTube. Retrieved July 4, 2012, from Joplin Tornado Before & After...: http://www.youtube.com/watch?v=DTKfdEIXD18

Potts, J. A. (2011). A Generational Storm. AuthorHouse.

Slade, S. B. (2011). How Do Tornadoes Form? Picture Window Books.

Smith, M. (2012). When the Sirens Were Silent. Mennonite Press/Mike Smith Enterprises, LLC.

wish. (2010, March 17). YouTube. Retrieved July 28, 2012, from Schools practice Tornado safety during statewide drill : http://www.youtube.com/watch?v=wkzMm8fC9Ek&feature=results_main&playnext=1&list=PL698AE53AE6C26CC3