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Title
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Mission 5 - Lesson 3: Emergency Planning Before, During, and After a Hurricane
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Type
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Primary: Lesson Plan
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Operation
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Monster Storms
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Mission:
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Mission 5: The Recovery
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Subjects
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Science
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Grades
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5 | 6 | 7 | 8
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Keywords
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Hurricane, preparedness, lesson plan, teacher resources
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers
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Created On
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9/5/2007
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From: Monster Storms Mission 5: The Recovery |
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Mission 5 - Lesson 3: Emergency Planning Before, During, and After a Hurricane Explain the difference between hurricane watches and warnings. Study emergency planning and responses before, during and after a hurricane. |
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Prepare |
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Time Required: 120 minutes for the instruction and the stations, then additional time as necessary for a debate or town meeting (preparation and presentation), and a guest speaker.
- Gather all necessary materials for the stations you’ll be creating later.
- Invite an insurance agent to the classroom to discuss insurance needs in flood zones.
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View
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All the transparencies associated with Mission 5. |
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View
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Teacher's Edition for Operation: Monster Storms Mission 5: The Recovery -- Living with Monster Storms - At a Glance, Standards Alignment, and teaching tips and suggestions for content in Mission 1. |
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Motivate |
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- Read the students the reinforce bullets in the teacher’s edition on page 94. Have the students try to determine whether the bullets are true or false, before you read them the answer.
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Instructions:
- Have students read “Preparing for a Monster Storm” on page 93. When they finish, ask them to think about how they might prepare for a 24-hour power outage. Ask students to make a list of their home’s electrical appliances and devices, and then place them in one of three categories: necessary, useful, and neither. Then, promote a discussion on the class choices, and why they categorized items as they did.
- Then, have the students read the Team Highlight section at the top of page 96. Have them briefly discuss with a partner how Shirley Murillo determines a hurricane’s strength and direction. Have them also discuss the challenges to determining when a hurricane will occur, and what path it may take.
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Find out about what you need to consider before preparing yourself and your home from the effects of a monster storm in this overview of storm preparedness. |
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Teach |
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- Draw a 3 column chart on the board with the headings “What are hurricane watches and warnings?” “What should I do before and during a hurricane?” What should I do after the hurricane has passed?”
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Instructions:
- Then, have the students read “Hurricane Preparedness” beginning on page 96. While reading, have them write details of what they’ve read on post-it notes and put the notes in the appropriate categories.
- Using the teacher’s edition, facilitate a class discussion on Hurricane Preparedness. Web links have been provided in the teacher’s edition on page 96 to help extend the students’ understanding and knowledge of this subject. Also, have the students discuss the information contained in the Fast Fact on page 96.
- Point out the reinforce note in the teacher’s edition on page 97. This may generate a lot of discussion, and it would be helpful to have an insurance agent come and talk to the class about the issues involved with flooding.
- Set up stations in the classroom so the students can complete the following activities: the extension activity on page 97 of the teacher’s edition, the teaching with inquiry activity on that same page, the teaching with inquiry activity on page 93, and the critical thinking activity on page 95.
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View
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Read about the differences between hurricane watches and warnings, along with what to do before, during, and after a hurricane. Use the checklist to put together your own hurricane preparedness kit. |
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Reflect And Assess |
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- For an assessment, grade the natural products that arise out of the station activity. Additionally, choose a few of the assessment questions to use as a “ticket out the door.”
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Follow-up |
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- As a follow up to this lesson have the students complete either the debate listed in the social studies connection on page 96 or the town meeting on page 95. Give students at least an hour to prepare for their discussion, and then an hour to discuss.
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