Welcome to the Raging Fury of
"Velocity" iAdventure
Teacher Page
Resources Needed/Background InformationSite Map
(You are here!) The Raging Fury of "Velocity" (a hurricane in the making)
Opening Store Line Hurricane Tropical Storm Hurricane at
Sea
worksheetHurricane hitting the
Texas Coastline
worksheetTropical Storm
at Sea
worksheetTropical Storm hitting the Florida Coastline with embedded
worksheet
Grade level: 6-8 grade
Content area: Earth Science & meteorology
Required Materials/Activities:
Internet Connected Computers
Tracking map/chart (per group)
Colored pencils or markers (per group)
Atlas or globe/map so that students can locate and provide
land masses on their tracking map
Video over storms and hurricanes to view prior to iAdventure (prior knowledge)
Newspaper clippings of Hurricane Andrew (Hurricane Andrew is
in this iAdventure) in the classroom prior to iAdventure (prior knowledge)
Map scoring rubric and oral presentation rubric
1. develop questions and ideas to initiate and refine research
2. conduct research to answer questions and evaluate information and ideas
4. use technological tools and other resources to locate, select and organize information
5. comprehend and evaluate written, visual and oral presentations and works
6. discover and evaluate patterns and relationships in information, ideas and structures
8. organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
GOAL
2: Students in Missouri public schools will acquire the knowledge and
skills to communicate effectively within and beyond the classroom.
1.
plan and make written, oral and visual presentations for a variety of purposes
and audiences
3.
exchange information, questions and ideas while recognizing the perspectives
of others
4.
present perceptions and ideas regarding works of the arts, humanities and
sciences
7.
use technological tools to exchange information and ideas
GOAL
3: Students in Missouri public schools will acquire the knowledge and
skills to recognize and solve problems.
1.
identify problems and define their scope and elements
4.
evaluate the processes used in recognizing and solving problems
5.
reason inductively from a set of specific facts and deductively from general
premises
6.
examine problems and proposed solutions from multiple perspectives
GOAL
4: Students in Missouri public schools will acquire the knowledge and
skills to make decisions and act as responsible members of society.
1.
explain reasoning and identify information used to support decisions
5.
develop, monitor and revise plans of action to meet deadlines and accomplish
goals
6.
identify tasks that require a coordinated effort and work with others to
complete those tasks
7.
identify and apply practices that preserve and enhance the safety and health
of self and others
Communication
Arts
In
Communication Arts, students in Missouri public schools will acquire a
solid foundation which includes knowledge of and proficiency in:
1.
speaking and writing standard English (including grammar, usage, punctuation,
spelling, capitalization)
3.
reading and evaluating nonfiction works and material (such as biographies,
newspapers, technical manuals)
4.
writing formally (such as reports, narratives, essays) and informally (such
as outlines, notes)
5.
comprehending and evaluating the content and artistic aspects of oral and
visual presentations (such as story-telling, debates, lectures, multi-media
productions)
6.
participating in formal and informal presentations and discussions of issues
and ideas
Health/Physical
Education
In
Health/Physical Education, students in Missouri public schools will acquire
a solid foundation which includes knowledge of :
6.
consumer health issues (such as the effects of mass media and technologies
on safety and health)
7.
responses to emergency situations
Mathematics
In
Mathematics, students in Missouri public schools will acquire a solid foundation
which includes knowledge of:
3.
data analysis, probability and statistics
Science
In
Science, students in Missouri public schools will acquire a solid foundation
which includes knowledge of:
1.
properties and principles of matter and energy
5.
processes (such as plate movement, water cycle, air flow) and interactions
of earths biosphere, atmosphere, lithosphere and hydrosphere
7.
processes of scientific inquiry (such as formulating and testing hypotheses)
Social
Studies
In
Social Studies, students in Missouri public schools will acquire a solid
foundation which includes knowledge of :
5.
the major elements of geographical study and analysis (such as location,
place, movement, regions) and their relationships to changes in society
and environment
7.
the use of tools of social science inquiry (such as surveys, statistics,
maps, documents)
Assessment
The assessment process of the student's iAdventure project will take place in two parts.
All students have been working in groups with four members throughout the entire iAdventure. All students will remain in their groups for this final project. Each group will be expected to map/track all stages of Velocity's path during the entire iAdventure (this should include your final predictive conclusion to the story) from beginning to end. This map must identify the Atlantic Ocean, Florida, and Texas to represent the water and land masses mentioned throughout the iAdventure. You may use the following map/chart for the project, just print it out and get started. Or if you feel creative (and please be as creative as you like) you may design your own map/chart. This map must show Velocity's progress in strength, development, and direction (location) according to your iAdventure. There is a scoring rubric for this map that indicates which areas will be addressed in the scoring process. This assessment will involve a group effort.
A second part to this project includes providing an oral presentation to the class on the student's findings or knowledge of tropical storms and hurricanes, along with explaining the climatic weather patterns over land and water masses. This presentation should be divided up into four sections, where each member in the group reports on one section. The map/chart project will be graded as a group effort, however during the oral presentations student's will be graded individually. There is a scoring rubric for the oral presentations, indicating which areas will be addressed in the scoring process.
Map/Chart Rubric
|
1 point |
2 points |
3 points |
|
|
|
Atlantic Ocean |
Ocean mass not identified | Ocean mass labeled incorrectly (wrong location) or not legible | Ocean mass labeled, neat in appearance, and uses color for visual affects | |
|
|
Land mass not identified | Land mass labeled incorrectly (wrong location) or not legible | Land mass labeled, neat in appearance, and uses color for visual affects | |
|
|
Land mass not identified | Land mass labeled incorrectly (wrong location) or not legible | Land mass labeled, neat in appearance, and uses color for visual affects | |
|
predictive climatic weather patterns |
Conclusion does not follow any predictive weather pattern for hurricanes over land and water masses | Conclusion follows some reasonable weather pattern over land and water masses initially, then veers off course. A predictive weather pattern is not held throughout the entire charted path | Conclusion incorporates or follows predictive weather patterns for hurricanes over land and water masses, throughout entire charted path | |
|
|
Does not show knowledge of tropical storms being early stage of hurricane formation | Demonstrates some understanding that tropical storms are a early phase of hurricane development. And knows some of the affects of tropical storms (heavy rains, high breaking waves, windy conditions, thunder/lightening storms). Able to utilize 2 out of the 4 affects on map | Clearly demonstrates on map that tropical storms are in the early stage of hurricane formations. Able to utilize all 4 affects of tropical storms (heavy rains, high breaking waves, windy conditions, thunder/lightening storms) on map | |
|
|
Does not indicate basic knowledge of hurricanes effects (flooding, storms surges, tornadoes, high winds) on map | Shows some knowledge of hurricanes (utilizes 2 out of the 4 effects: flooding, storm surges, tornadoes, high winds) on map | Utilizes all 4 effects of hurricanes on map (flooding, storm surges, tornadoes, high winds) | |
|
path and direction in stages |
Shows no
basic knowledge
of hurricane development in stages on map |
Show some but not
all stages
of hurricane development on map |
Shows and
labels are stages
of hurricane development on map |
|
|
as a coordinated team |
No team work
or
cooperation noted between members. No real communication noted |
Some team work noted among group members. Some communication noted, but also occasional disagreements between members. | Group cooperated
and
discussed project as a unit, demonstrated team work. All were respectful of opinions and views. |
|
|
legible and neat in appearance |
Final conclusion
map not
legible, sloppy in appearance, wrinkled, |
Final conclusion
map legible,
but no use of colors for visual enhancement. Labeling legible but sloppy. |
Final conclusion
map legible,
neat in appearance, hand- writing neat, and utilizes color for visual affects |
|
|
|
/27 |
90-100 % A 25-27
80-89 % B 22-24
70-79 % C 19-21
60-69 % D 16-18
59 % and below F 15 and lower
|
1 point |
2 points |
3 points |
|
|
| Oral presentation is given in a logical and sequential order | Presentation given with no structure or organization. Difficult to follow or comprehend data due to poor organizational skills. Info given to class on hurricanes does not follow sequential order (stages, affects to land and water masses) | Presentation given with some structure and organization. There is a beginning, middle, and end to the presentation. Able to comprehend data presented to class. Some usage of presenting hurricane data in sequential order (stages, affects to land and water masses) | Presentation provided with good structure and organization. Data presented shows logic and sequential order of stages. There is a beginning, middle, and end to the presentation. Very easy to follow and comprehend | |
| Student gives presentation without assist from other group members | Student unable to give own presentation without assist from other group members. | Student required minimal assist from other group members during presentation | Student able to give presentation without assist from other group members. Student very prepared for presentation | |
| Oral presentation is also in written form and handed in to the teacher (2 pages in length) | No written paper turned in to teacher | Paper turned in, shorter than the 2 page length requirement. Paper legible, but hand writing is sloppy or paper is wrinkled. | Student turned in paper, very neat in appearance. Hand writing is neat, and meets the page length requirement. | |
| Presentation demonstrates knowledge of tropical storms and hurricanes from the research | Individual presentation does not demonstrate basic knowledge of hurricanes and tropical storms from the research in iAdventure. Unable to defend or answer any questions during whole class discussion. | Presentation shows some basic understanding of hurricane and tropical storm research provided in the iAdventure. Not able to defend or answer all students questions during whole class discussion . But able to answer most questions | Individual presentation aligns with hurricane and tropical storm research provided in the iAdventure. Student knowledgeable of development and affects of hurricanes. Also able to defend and answer all questions posed during whole class discussion. | |
|
|
/12 |
90-100 % A 11-12
80- 89 % B 9-10
70- 79 % C 8
60-69 % D 7
59 % and below F 6 and below
http://www.weather.com/safeside/tropical/stages.html
http://oap2.weather.com/encyclopedia/tropical/terms.html
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/stages/home.rxml
http://www.hurricanetrack.com/formation.html
http://www.hurricanes2000.com/FAQ.html
http://www.fema.gov/kids/huclasf.htm
http://www.usatoday.com/weather/huricane/whclimo.htm
http://www.usatoday.com/weather/whur5.htm
http://www.sun-sentinel.com/news/weather/hurricane/sns-hc-aboutcanes.htmlstory
(click on "How a Hurricane Moves")
http://www.miamisci.org/hurricane/instructions.html
(be sure to click on Radar at bottom of page)
http://www.usatoday.com/weather/wtrack.htm
(printable tracking chart)
For questions or comments contact: fpb@middleschool.edu