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Title
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Mission 3 - Lesson 5: Modeling Tornadoes
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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 3: The Chase
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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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lesson plan, teacher resources, tornado
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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 3: The Chase |
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Mission 3 - Lesson 5: Modeling Tornadoes Learn about Tornado Alley and appreciate the role played by geography in tornado formation. Understand dry line and its association to the development of tornadoes. Identify similarities between the classroom vortex model and that of a tornado (Lab 3 – Modeling Tornadoes). Learn about Doppler radar and other tools used to forecast and study tornadoes. Learn of future challenges to tornado science. |
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Prepare |
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Time required: 90 minutes
- Create a transparency of Tornado Alley and the Doppler Radar Image from the master that appears in the online Mission 3 Teacher Resources.
- Obtain a classroom set of materials necessary for Lab 3 as listed on page 59.
- Secure a projection system that can show a clip from the Wizard of Oz as a motivational piece and landscape for critical thinking analysis.
- Obtain a classroom set of toy flying discs (Frisbee®) or similar objects to be used in the team probe deployment relay presented on page 61.
- Make sure all Internet connections are functional and access to the suggested URLs is not blocked by the local server.
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Motivate |
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Obtain a clip from the movie "The Wizard of Oz" that illustrates the tornado that picks up Dorothy’s home and transports it to Oz. Critically analyze this special effect with the appearance of an actual twister. Have students compare and contrast the vortex and behavior of these tornadoes. |
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Teach |
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- Using a map of the United States, identify the geographic and atmospheric components that result in the formation of Tornado Alley.
- Review the concept of dry line with specific application to Tornado Alley.
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View
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In this lab activity, students create a model of a tornado as a safe way to study this weather phenomenon. Using their model, they can observe the structure and impact of a twister. |
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View
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To go with Mission 3, Lab 3. |
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Tim’s probes record data near the bottom of the tornado. Why do scientists find such data particularly important? |
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- Explain the basic operation of Doppler radar and its role in weather analysis and reporting. If possible, identify and show local weather reports that use this tool.
- Review Tornado Myths with the students. Challenge students to suggest a reason for each myth’s creation.
- Have students participate in the Probe Deployment Relay, as described on page 61.
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Reflect And Assess |
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Have students create a series of drawing that illustrates how a Doppler radar would illustrate the movement of tornado in the local neighborhood. |
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View
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Explore some of the questions that remain to be answered about tornadoes and find out what scientists are doing to gain a better understanding of tornadoes. |
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Follow-up |
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For homework, have students complete the Critical Thinking activity that addresses bias and the analysis of resources for credibility. For an extension , have students research and report on the tornado that occurred in Brooklyn, New York City on August 8, 2007. Compare and contrast the effects of tornadoes that strike an urban and rural area. |
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