Designed by: Fanita Hanna and Jeremy Johnston
Introduction Task Process Evaluation Conclusion Resources Standards References
Tornadoes go by many different names such as twisters, dust devils, and whirlwinds. Tornado actually comes from the Spanish word, tronada, which means thunderstorm. A tornado can occur at anytime during the year and in any section of the country. It is a twisting column of air that touches the ground. The average tornado is 400 to 500 feet wide and has winds less than 112 miles per hour. It usually only lasts a few minutes, but is extremely powerful and can lift many things off the ground. Tornadoes are very violent and severe storms that can be dangerous. Students will research and find out more about tornadoes.
Students will break up into groups of four or five and are to be a team that tracks tornadoes and cartographers. The group will work together and research one tornado or a group of tornadoes that occurred in a specific area at a specific time. The group will find out everything they can about the specific event and give a presentation to the class. They should know how strong the winds were at the time the tornado occurred, the length and width of the tornado, the amount of damage that was done, and the amount of money it will cost to fix the damage. The two or three cartographers in the group will explain the weather and how the tornado was predicted to occur in the area. They will tell how severe the tornado was predicted to be and how accurate they were about the situation. The tornado trackers will tell the path of the tornado, the damage that occurred, and what the weather was like during this time. The group should equally participate and work together to be prepared for the presentation. The group should also construct an example of a tornado by using different materials and by being unique.
Students will decide and break up into groups.
Decide which student will be cartographers and tornado trackers.
Research and find everything you can about a specific tornado that occurred in a specific area.
Work together and practice your presentation.
You can use the links under the resource section to help you with additional information.
Construct your tornado with whatever materials you would like
to use. Be creative.
Students will be graded on their presentation and the construction of their tornado. A rubric will be used and is out of 100 points. It is as follows:
Presentation: Group participated equally and worked well together. 20
The presentation was clear and easy to understand. 20
The information presented was informational and accurate. 20
Direction were followed and completed on time. 20
Construction of tornado: Unique and descriptive. 10
Accurate portrayal of tornado. 10
The project and presentation should help students to understand tornadoes and how unpredictable they are. They should understand the deadly effects of tornadoes, but also the mysterious formation of nature. The students should have an understanding of tornadoes and how different areas of the country have different kinds of storms. Group presentations will also help the students learn more about each other and themselves. The will develop more confidence speaking and relating to peers.
Understanding Tornadoes Making a tornado
Why does a tornado spin? Charts and Data
NCTM Principals and Standards for School Mathematics, Standard 4, Measurement, grades 6-8: Instructional programs should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement-
Understand relationships among units and convert from one unit to another within the same system.
NCTM Principals and Standards for School Mathematics, Standard 9, Connections, grades 6-8: Instructions programs should enable all students to recognize and use connections among mathematical ideas.
Recognize and apply mathematics in contexts outside mathematics.
Simon, S. (1999). Tornadoes. Harper Collins Publishers.