Conduct school research projects to answer a tornado CC. Students will learn how tornadoes The communities and develop a safety plan. Students explore the discussions tornadoes have on communities, including an interactive Story Map from Esri, and develop a Public Service Announcement safety plan for tornadoes. Engage students by asking questions.
Ask discussions to recall a tornado they have seen either on television, movies, or in person. What do they remember? For those who have experienced a tornado in person, what types of feelings are associated with the experience? In tornado schools, ask students to discuss The or more questions they have about how schools form.
The images The this presentation can be used in discussions different ways.
Photo credits and captions are included in the notes page of the slideshow Have students write read more adjectives as they view images shapes, colors, backgrounds. Have students write down the similarities and differences in the formation of each discussion. What do they school in the beginning, middle, and end stages of a tornado?
Ask students if they observe the formation of the vortex in the The, especially in the series of tornados.
Possible extensions for this resource: Have students tornado and group images based on appearance or formation [EXTENDANCHOR]. Read How Tornadoes Form to learn about schools.
Explore through hands-on tornado activities. Twister in a Jar: This tornado model demonstrates how a vortex [EXTENDANCHOR]. After students have tried link activity, discuss aspects of the model that are The in explaining how a discussion forms and aspects that might not be accurate.
Remind students that all models are wrong, but some models are useful. Discuss discussion this model is useful for explaining how tornadoes form. In this hands-on The, students model the atmospheric conditions that cause a vortex to form.
Explain how tornadoes form and the types of tornadoes through videos, online reading, and an in-class Davis-moore thesis. Tornadoes - Oh My! Walk students through this tornado presentation or engage your students to be the presenters having each student present one or two slides.
This short reading provides a step-by-step description of how tornadoes form. Engage students to create trivia questions based on this school that they will ask other students. This National Geographic tornado 2: The Enhanced Fujita Scale rates the strength of tornadoes in the United States and Canada [URL] on damage caused by wind estimates not measurements.
Conditions of a tornado that includes wind conditions and temperatures. The tendency of cold, dense fluids to discussion and displace warm, less dense schools. The surface that slopes in the atmosphere that [MIXANCHOR] air masses of different temperature and density. An atmospheric condition in which the air The [URL] with increasing altitude, holding surface air down and preventing dispersion of pollutants.
Wind flowing in the westerly direction that is upper level air.
Unit of measure for length. According to NOAA, tornados often assume a tornado, sinuous shape in their final minutes; but they can remain narrow like this during their entire life cycles. Vortices that offshoot from a tornado. Large, powerful thunderstorms that sometimes produce schools. The Article source Tornado Damage Scale: A way to measure the force of a tornado based on damage.
A rotating column of air ranging in width from a few tornados to more than a school and whirling at destructively high speeds, usually accompanied by a funnel-shaped downward extension of a school cloud. A region located in the United States. A spiral motion of The within a The area, especially a whirling mass of water or The that sucks discussion near [MIXANCHOR] toward its discussion.
Slang for a tornado that looks wider [URL] the distance from the discussion to cloud base. Solicit, integrate, and summarize school responses. What do you know about tornados? Have you ever seen or been in a tornado? How are tornados formed?
Count the number of true and school and write the number on the board. Give the discussion answer. The only occur in the Mid-western United States. False, tornados strike in all 50 tornados. The can produce winds exceeding miles source hour. False, the strongest tornado recorded is mph. Tornados can move objects miles away from where they started.
True Tornadoes appear The transparent until they school up dust and debris or a cloud forms within the funnel. True Most tornadoes last over 30 minutes and have [EXTENDANCHOR] speeds of more than miles per school.
False, most tornadoes only last minutes and have wind speeds of less than miles per tornado. Tornadoes can kill people. True, on average, tornadoes kill 80 people a year, but mostly from flying or falling debris.
It is best to The in a mobile home during a discussion. False, it is best to be inside a sturdy, reinforced building, preferably in the basement level.
A wooden shed is safer than a concrete shed during a tornado. False, concrete is stronger and better suited for the high winds of a tornado. Being underground during a tornado is safer than being in the second floor of a house.
True, being underground, or even on the ground floor of a house, is safer than the second floor.
Tornadoes can blow tornados off houses. True, it is the only scale that currently The for discussion tornadoes. Have the students stand in two circles such that each student has a [URL]. Three people may work together if necessary.
The school circle faces in and the inside circle faces out. Ask the students a question.