A Science, Technology, and Language Arts
WebQuest for Upper Elementary Grades

Introduction | Task | Process  | Resources | Evaluation | Conclusion

Curriculum Connections

Introduction

IT SEEMED LIKE ANY OTHER JUNE DAY. A little humid perhaps, but not hot. The skies were clear, and forecasts called for only a slight chance of thundershowers -- a 20 percent probability for Tuesday night.

So read The Independent, a Grand Island, Nebraska newspaper, on the morning of June 4th, 1980. The article goes on to retell the details surrounding the tragic storms the night before in and around Grand Island. You see this quiet community in the heartland of America was hit by a series of tornadoes like never before. 

Tornadoes? Twisters? What ever you call them, they are very dangerous storms. How do you  know a tornado is developing?  What do you do if you are in the path of a tornado?  Hundreds of tornadoes touch down each year throughout "tornado alley" causing millions of dollars of damage. Experts  are needed to understand more about these storms and let their communities know about how to meet these disasters. As a result of the Grand Island storm, your local town council has ask you to assemble a team of experts to inform and prepare your community about tornadoes.

The Task

You and your team of experts will learn about tornadoes, the Fujita Tornado Scale, tornado prediction, storm chasers, and Doppler radar so that you will have all the information necessary  to develop posters  that will help people in your community avoid risky situations during these storms. To learn about these dangerous storms your team will access a variety of Web sites, using this new found knowledge you will create a poster showing how tornadoes develop and how they move.

Your storm chaser team will consist of a:

The Meteorologist - responsible for collection information on the Fujita Tornado Scale and Doppler radar.

The Researcher - responsible for finding information on tornado prediction and storm chasers.

The Graphical Designer - will search and collect graphics on storms. Four to six graphics are required. Suggested graphics: Fujita Scale, photographs of various types of tornadoes, storm chaser equipment, etc.

The Reporter - will assist other team members in their research, as well as collecting the information and graphics from other members of the team and lead the report of the team's findings to the class.

All team members will decide how to organize the information and graphics on the posters. Additionally, all team members will participate in the community presentation.

The Process

In order to complete your team mission and prepare your community your team will need to complete the following:

1.  You will be assigned to a team of tornado runners.

2.  Select an "expert" role to play.

3.  Each team member will look up the information on tornadoes using the links under Resources, making sure to answer the following questions:

a) What is the difference between a tornado watch and a tornado warning?
b)  What emergency measures should you take during a tornado watch? During a tornado warning?
c)  How do you prepare for a tornado?
d) What would you do if a tornado hit?

4.  After they have taken notes on tornadoes each team will design posters.

5.  Following the completion of the posters each team will report to their community.

Resources

Use the resources listed below to learn about twisters.

Tornadoes!
This site is organized with links to Formation, Destruction, and History. Students will be instructed to click on the different links in order to obtain all the information they need.

Twister!
Within this site students will need to click on different links in order to get the information, but it is in an easily understood format.

National Severe Storms Laboratory
This site offers information on tornadoes at an easier reading level.

Turn, Turn, Turn!
This site depicts a simulated tornado from its inception using still frames.

Fujita scale
This site describes the Fujita scale and what the different levels can do.

Destruction: Fujita Scale
This site gives more information about what kind of damage tornado can do at the different levels

Tornadoes!
Formation, destruction, history, safety, pictures

Environment Canada
Tornado formation, detection, preparation

Tornado Project Online
Tornado safety, myths, and other tornado links

USA Today
What is a tornado? Conditions that cause them, preparation and safety, pictures

Federal Emergency Management Agency
This site offers information on what to do to prepare for and survive a tornado in scroll down fashion with no links to click to.

National Severe Storms Laboratory
This site offers information on tornadoes at an easier reading level. The information for reviewing safety tips can reached by scrolling. The site is in a question/answer format.

USA Today Weather Site
The information on safety is organized in links the students will need to click on. This site has a lot of information, but it loads slowly.

Red Cross Safety Tips
This site gives more information on how to stay safe during a tornado.

Doppler Radar
This site provides basic information about what Doppler radar is.

NOAA Tornadoes
Publication of the National Oceanic & Atmospheric Administration (NOAA)

How Stuff Works
An explanation of how tornadoes work.

Fujita Scale
The Tornado Project's explanation of the the Fujita Scale.

Tornadoes Theme Page
A list of resources related to tornadoes.

Evaluation

You and your team of experts will be evaluated on the completeness and accuracy of your information, based on these two rubrics:

Conclusion

From this mission you and your tornado runners should learn about the dangers of tornadoes, how tornadoes form, the Fajita Scale, makeup of a tornado, and what to do if a tornado touches down.

Curriculum Connections

Science and Technology - Earth and Space Systems - Weather

-- recognize large-scale and local weather systems (e.g., storms)
-- use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations
-- compile data gathered through investigation in order to record and present results
-- communicate the procedures and results of investigations for specific purposes and to audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts
-- describe ways in which weather conditions affect the activities of humans and other animals
-- explain how climatic and weather conditions influence the choice of materials used for building shelters
-- explain how advances in technology and science have enabled humans to make predictions about the weather

Language - Reading

-- read independently, selecting appropriate reading strategies
-- read a variety of fiction and non-fiction materials

Language - Oral and Visual Communication

-- communicate information, explain a variety of ideas and procedures, and follow the teacher's instructions
-- contribute and work constructively in groups
-- speak clearly when making presentations
-- contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group.

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