 |
 |
 |
|
| Select Framework:
|
|
| Select Grade: | |
 |
| Loading...This may take few minutes. |
|
|
Title
|
Mission 4 - Lesson 7: Assessing Mission 4 Concepts
|
|
Type
|
Primary: Lesson Plan
|
|
Operation
|
Monster Storms
|
|
Mission:
|
Mission 4: The Hunt
|
|
Subjects
|
Science
|
|
Grades
|
5 | 6 | 7 | 8
|
|
Keywords
|
lesson plan, mission 4
|
|
Duration
|
00:00:00 (HH:MM:SS)
|
|
Audience
|
Teachers
|
|
|
Created On
|
8/13/2007
|
 |
From: Monster Storms Mission 4: The Hunt |
 |
|
|
Mission 4 - Lesson 7: Assessing Mission 4 Concepts To assess students' understanding of the concepts learned in Mission 4. |
|
 |
Prepare |
|
|
|
Time required: 180-300 minutes
- Create a transparency of the satellite image on page 83 from the master that appears online.
- Additionally, have butcher paper available for the students to present a diagram of their machine ideas.
|
|
|
View
|
The Hunt: At a Glance, Standards Alignment, and teaching tips and suggestions for all content in Mission 4. |
|
|
|
View
|
Transparencies to support Mission 4. |
|
|
|
 |
Motivate |
|
|
|
|
- Complete a concept map of the information you've learned. Then, get your original concept map you created at the beginning of the mission so you can compare the two.
|
|
|
|
View
|
An overview of the foundation behind concept mapping. |
|
|
|
View
|
Some examples of concept maps students can use at the beginning and end of each mission. |
|
|
|
 |
Teach |
|
Instructions:
- Complete the Field Assignment: What's a Storm to Do?
|
View
|
In this challenge, you will analyze satellite images of potential storms and then predict whether they will become monster storms. You will also write a proposal to NOAA for building a machine that can influence the development and behavior of these storms. |
|
|
|
View
|
To go with Mission 4 Field Assignment |
|
|
|
Do you think that scientists should try to influence the formation, track, or intensity of hurricanes? Explain your answer. |
|
|
|
|
- As an extension, have the students complete the social studies connection on page 82 of the teacher's edition about weather modification. Students can complete a bulletin board of their findings.
|
|
|
|
 |
Reflect And Assess |
|
|
|
|
- As an assessment, students can complete the Journal Question on page 83, and then the authentic assessment found in the teacher's edition. If there's time, allow the students to debate their Journal Question ideas.
- Additionally, make sure all students take the post-test either in PDF format, or in the assessment center online.
|
|
|
|
Post-Test for Mission 4. |
|
|
|
|
Post-Test for Mission 4 |
|
|
|
|
Answer Key to go with Mission 4 Post-Test. |
|
|
|
 |
Follow-up |
|
|
|
|
- After giving students a few nights to complete the authentic assessment, allow students to present their findings to the class.
- Additionally, have students try their hand, again, at the digital lab to see if they have improved in their tracking skills.
|
|
|
View
|
A hurricane is approaching the US coastline! Where will it hit? How dangerous will it be? In Storm Tracker, you will step into the role of a hurricane forecaster. Analyze satellite maps and weather data in order to make daily storm track and intensity predictions. As landfall approaches, determine which cities must be warned of the impending danger. When it comes to saving lives and protecting property, your forecasting skills may mean the difference! |
|
|
|
 |
|
 |
|
 |
|
|
 |
|
 |
