Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

## Learning Objectives

After this lesson, students will be able to:

• define key terms
• explain how tornadoes are formed

1 hour

## Materials

• Small balls
• Map of the United States
• Copies or a visual of the Enhanced Fujita Scale
• Plastic bottles or jars (students can bring from home, but you may need some on-hand just in case)
• Water
• Food coloring
• Dish soap
• Small objects (such as tiny balls of aluminum foil)

## Key Vocabulary

• Updraft
• Downdraft
• Enhanced Fujita Scale

## Curriculum Standards

• CCSS.ELA-Literacy.RST.6-8.2

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

• CCSS.ELA-Literacy.RST.6-8.3

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

• CCSS.ELA-Literacy.RST.6-8.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

## Instructions

• For homework before the lesson, ask students to bring in clear plastic water bottles or jars (with lids) to use in the experiment.
• Engage students and connect to learning by having them answer the prompt 'Tornadoes make me think of...' in their science notebooks.
• Share and discuss answers. Tell students they will be learning about tornadoes. Preview and teach vocabulary words.
• Show our lesson plan What Are Tornadoes? - Definition, Causes & The Enhanced Fujita Scale. Allow students to take notes if desired.
• Pause at 2:32 and ensure student understanding. Discuss:
• How are storm cells formed?
• What causes a tornado to fall?
• Allow students to use the balls as described in the lesson to recreate the movement of tornadoes.
• Resume the video. Pause at 3:29 and show students areas of the map mentioned in the 'Where Do Tornadoes Occur' section. Discuss why tornadoes happen in these areas.
• Continue playing the video. As you play the section 'The Enhanced Fujita Scale,' allow students to view the scale.
• Why did scientists make the EF scale?
• Where did the scale get its name?
• What classifications are used in the scale?
• Play the lesson summary and allow students to record pertinent information. Check for student understanding.

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