Lesson Plan

Is My State at Risk for a Tornado?

Subject Area

Digital Literacy and Computer Science
Mathematics
Science

Grade(s)

3

Overview

This is a third-grade math lesson on the topic of tornadoes and natural disasters. Students will enter data from an internet search on the number of tornadoes occurring in each state into a spreadsheet. Students will analyze and determine which states are the most active in tornado occurrences and create bar graphs and a scaled picture graph from the data collected. 

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Mathematics (2019) Grade(s): 3

MA19.3.16

For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

Unpacked Content

UP:MA19.3.16

Vocabulary

  • Data set
  • Scale
  • Picture graph
  • Scaled bar graph
  • Category
  • Probability

Knowledge

Students know:
  • Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.
  • Describe and interpret data on picture and bar graphs.
  • Strategies for solving addition and subtraction one-And two-step problems.

Skills

Students are able to:
  • Collect and categorize data to display graphically.
  • Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
  • Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
  • Determine simple probability from a context that includes a picture.
    Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why?
  • Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.

Understanding

Students understand that:
  • Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.
  • Understand that logical reasoning and connections between representations provide justifications for solutions.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R5

Locate and curate information from digital sources to answer research questions.

Unpacked Content

UP:DLCS18.3.R5

Vocabulary

  • curate
  • keyword
  • search engine
  • database

Knowledge

Students know:
  • that information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to use resources to present or share with others.

Skills

Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), and quotation marks.
  • organize information.
  • share information by creating a digital resource.

Understanding

Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.17

Describe examples of data sets or databases from everyday life.

Unpacked Content

UP:DLCS18.3.17

Vocabulary

  • database
  • data set

Knowledge

Students know:
  • examples of data sets.
  • examples of databases.
  • characteristics of data sets and databases.

Skills

Students are able to:
  • describe examples of databases from everyday life.
  • describe examples of data sets from everyday life.

Understanding

Students understand that:
  • data sets and databases are part of everyday life.
  • data sets and databases are organized in a certain way for a certain purpose.
Science (2015) Grade(s): 3

SC15.3.14

Collect information from a variety of sources to describe climates in different regions of the world.

Unpacked Content

UP:SC15.3.14

Vocabulary

  • Evaluate
  • Climates
  • Regions
  • Reliable media
  • Sources

Knowledge

Students know:
  • Climate describes a range of an area's typical weather conditions and the extent to which those condition change over the years.
  • Books and other reliable media provide information that can be used to describe climates in different regions of the world.
  • Variations in climates within different regions of the world.

Skills

Students are able to:
  • Identify reliable resources for gathering information.
  • Identify the different regions of the world and their climates.
  • Evaluate information in the resources.
  • Use information to describe the climates in different regions and their patterns.

Understanding

Students understand that:
  • Patterns in climate can be used to make predictions about typical weather conditions in a region.

Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Patterns

Primary Learning Objectives

The students will determine the number of tornadoes recorded for each state over the last five years.  

The students will record the states and the number of tornadoes occurring from 2011 - 2015 into an electronic spreadsheet (such as Excel or Google Sheets).

The students will calculate the average number of tornadoes during this time frame for each state.

The students will rank states according to the average number of tornadoes (greatest to least) using the spreadsheet sorting options.

The students will create bar graphs and picture graphs for the top ten states with the most tornadoes which will assist in interpreting data of tornado occurrences. 

 

Procedures/Activities

Before the Activity:

1.  The teacher will model how to use the calculator to compute averages.

2.  The teacher will provide an example of a spreadsheet format for students to view. An example spreadsheet can be viewed here. 

3.  Students will predict which state they think will have the most tornadoes in their science journal.  They will also predict where they believe their state (Alabama) will be ranked.  

During the Activity:

1.  Explain to students that tornadoes are possible in all of the 50 states.  

2.  Students will work in pairs.

3.  They will be reviewing information from the following two websites to record the number of tornadoes that have occurred in each state from 2011 - 2015.  

http://www.ustornadoes.com/2016/04/06/annual-and-monthly-tornado-averages-across-the-united-states/

https://www.climate.gov/maps-data/dataset/monthly-and-annual-numbers-tornadoes-graphs-and-maps

4.  Students will create a new spreadsheet document following the sample spreadsheet format provided via teacher projector. A link to a spreadsheet template can be accessed using the attached document.

5.  Students will enter data collected into the spreadsheet.

6.  Students will enter a formula provided by the teacher to calculate the average number of tornadoes for each state into the seventh column of the spreadsheet.  

7.  Students will sort the spreadsheet from greatest to smallest average.

8.  Using the spreadsheet data, students will determine the top ten states with the highest average of tornado occurrences during the time frame.  

9.  Students will create a bar graph and a picture graph for the top ten states using the poster board, graph paper, colored pencils, pencils, and rulers.

10. Students will select the data for the top ten states and generate a bar graph using the spreadsheet program. 

10.  Students will print the graphs.

After the Lesson:

1.  In their science journals, students will compare the graphs they created with the computer generated graphs. Were the graphs similar? If not, what was the problem?

2. Students will address the following questions in their science journals: a) Did their data match their predictions about the state with the most tornadoes?  b)Was their prediction concerning their home state correct? Were they close to their predictions?

Assessment Strategies

Formative Assessment:

Science journal entries

Summative Assessments:

Group Posters created

Digitally generated graphs

Spreadsheets generated (correct information included)

Acceleration

Students can conduct more internet research to gather 2016 tornado data.

Students can look for geographic patterns in the top 10-12 states with most tornadoes.

Students can create a tornado safety brochure for people in these high risk states.

Intervention

Students who need intervention strategies:

  • may be paired with a student with advanced technology skills.
  • may be provided with a table of tornado data and asked to put these in order from greatest to least occurrence.

 

 

Approximate Duration

Total Duration

61 to 90 Minutes

Background and Preparation

Background/Preparation

The teacher should ensure that Lessons 1, 2, and 3 from this Tornadoes unit have been taught prior to this lesson. During the previous lessons, students have had direct instruction on creating a spreadsheet and creating a graph using spreadsheet programs. In addition, students have received direct math instruction on calculating averages, creating bar graphs, and picture graphs to represent data. Students have previously been taught how to sort data in a spreadsheet.

The teacher may need to review with students how to use the calculator to calculate averages in order to check averages from the spreadsheet.

 

Materials and Resources

Materials and Resources

Technology devices for students

Science journal

Ruler

Calculator

Graph Paper

Pencils

Crayons, colored pencils, or markers

Poster board

Technology Resources Needed

Chromebooks, iPad, Computers for research

Spreadsheet program (Excel, Google Sheets, etc.)

Printer

Projector (teacher)

Approved Date

2017-04-05

Owner2

stephroden
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme