Name: Christine Ha School Site: James McKee Elem.

Grade: 2
Lesson: 3.4 Title: Weather Flip Book: Tornados

Content Standard: CCSS.CONTENT.2.RI.5

Know and use various text features (e.g.. captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.

Content Standard: NGSS.CONTENT.2-ESS1-1

Use information from several sources to provide evidence that Earth events can occur quickly or
slowly.

ELD Standard: 2.1.A.1

Exchange information and ideas with others through oral collaborative conversations on a range
of social and academic topics.

Anti-Bias Framework Anchor Standard and Domain: DI.8

Students will respectfully express curiosity about the history and lived experiences of others and
will exchange ideas and beliefs in an open-minded way.

Grade Level Outcome: DI.2.8

I want to know about other people and how our lives and experiences are the same and
different.

Cohesiveness/Continuity
Students have already read Tornados! in their Wonders Workbooks and will be reading Wild
Weather in their Wonders Anthology. Having background about the different types of
dangerous weather will assist them with reading comprehension while reading the next story. We
also would have already completed the first section of the flip book for thunderstorms the day
before, so now, we will continue to build on our knowledge of wild weather to complete the next
section of the flip book for tornados.

Materials
- Tornado in a Bottle - LLSLFL Chart: Achieve Consensus
o 2-liter soda bottles - Flip Book
o Tornado connector - DocuCam (Ladybug)
o Water - Tablet
o Colored Lamp Oil - Computer
- Wonders Workbook (p. 230) - Index Cards
- Graphic Organizer - Pencil
List Measureable Objectives in this column.
Note: The objectives will match the standards.
Content Objective: Students (A) will be able to use
close reading skills to define (B; DoK-1) what a tornado
is (C) and identify (B; DoK-1) at least 3 facts about
tornados (C) in a Wild Weather flipbook with at least
80% accuracy (D).
Social Skill Objective: Students (A) will be able to
achieve (B) consensus (C) by agreeing on the details to
be listed on the graphic organizer (D).
How will you teach the social skill? Will you use
looks like/sounds like/feels like chart, a book,
modeling, etc.?
I will remind students what achieving consensus looks
like with our Looks Like, Sounds Like, Feels Like
(LLSLFL) chart for reference.
Language Objective: Students (A) will be able to
define (B; B-2) what a tornado is (C) by using the
sentence frame, A tornado is (D).
Which language demand will you need to teach to
achieve the content objective? Write all the demands
that could be taught in the lesson with what you
would specifically teach next to it. (If there is a
demand that isnt applicable write it with N/A next to
it.) Then bold the demand that you will write the
language objective for and teach to the students.
1. Language practices/functions - Define
2. Organization of text N/A
3. Sentence structure SVO
4. Grammar Capitalization/Punctuation
Brick Words:
- Tornado
- Spinning
- Cloud
- Thunderstorm
- Prediction
Social Justice/Multicultural Objective:
Students (A) will be able to recall (B; DoK-1) that
anyone can be a scientist (C) by verbally stating it aloud
as a class (D).
Describe Assessment Tool and Criteria
How will you CFU?
I will CFU during the lesson by seeing if students are
able to verbally provide facts or descriptions about
tornados based on subtitles, captions, and pictures.
What and how will you assess during collaboration?
I will circulate during collaboration and informally
assess whether students are able to work together to hunt
for facts about tornados using close reading skills and
organize them on a graphic organizer.
What and how will you assess during independent
learning?
Students flipbooks will allow me to see if they are able
to use close reading skills to define what a tornado is and
give their best three details about them.
What and how will you assess the social skill during
collaboration?
Observation during collaboration and taking anecdotal
notes on how students are achieving consensus by using
the appropriate language and mannerisms from the
LLSLFL chart will allow me to assess the social
objective.
How will you CFU?
I will CFU during the lesson by seeing if students are
able to use the sentence frame to define a tornado.
What and how will you assess during collaboration?
I will circulate during collaboration and informally
assess whether students are using the sentence frame to
define a tornado with a partner.
What and how will you assess during independent
learning?
Students flipbooks will allow me to see if they are able
to define what a tornado is using the sentence frame
provided.
How will you CFU?
I will CFU during the lesson by seeing if students are
able to verbally recall that all of them are scientists.
 Lesson Implementation

Engagement (Hook/Focus Lesson)

- Hook: To pique students interest, I will be in a lab coat, glasses, have my bangs clipped
to the side, have a name tag that says Dr.Ha, and speak in a British accent.
o Students totally loved this! They kept asking if I was related to Ms. Ha and why
we look so alike. They were also interested to hear familiar words in another
accent and kept trying to help me pronounce it in an American accent.
- Objectives are stated in student-friendly language
o After completing this lesson, I will be able to tell what a tornado is and give three
facts about tornados in my flipbook.
I usually have the objective projected on the board for students to choral
read, and then we discuss what it means and what they are supposed to
learn to do by the end of the lesson. Since we were sitting at the carpet, I
only stated the objective orally and then had students restate what it
meant, but it was a little confusing for them to hear it and then have me
ask, What are the two things we will need to do or learn? because they
werent able to put together that there were two separate objectives just by
verbally hearing it. Next time: Display objective on tablet if sitting at the
carpet. If I am asking students to restate two objectives, number them as
such.
- Clear explanation of purpose and relevance
o It is important to learn about tornados because you will know how to be safe in
one when it happens near you.
Students were able to connect tornado safety drills to other drills that we
have on campus (fire, lockdown, etc.) and understand that there must be
certain precautions taken in times of dangerous or severe weather.
- Building Background
o Concepts explicitly linked to students background experiences
Remember last Friday after school when it was really, really windy? Well,
tornados happen in similar weather.
Ask students to share how they felt while trying to go home in that
weather.
o Links explicitly made between past learning and new concepts
What kind of weather are we learning about this week? [Wild Weather]
From our reading yesterday, what kind of weather can cause tornados?
[Thunderstorms]
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted
for students to see)
Damage Harsh
Dangerous Prevent
Destroy Warning
Event Weather
- Modeling of the new learning (think aloud and/or demonstration)
o I will be using think aloud to model thinking about tornados.
Guided Instruction
1. Have students meet at carpet.
2. Show students pictures of tornados.
As we sat down on the carpet, I decided not to show pictures as I wanted more
time to show the videos. Photos are beautiful and intriguing, but videos show
actual phenomena happening and would help students visually see how a tornado
works.
3. Tornado Video
a. Pair/Share: One thing I learned about tornados from the video is
b. Share out.
Students were excited to share what they saw in the video. We discussed
both what was seen and heard as well as how students may have felt if in
the same situation.
4. Vocabulary Review
a. Vocabulary words have already been introduced the day before and are on the
wall. Have students select which vocabulary words they think applies to tornados
and put them on the board. Ask students why they think this word applies to
tornados.
Due to time constraints, I decided to select the top three vocabulary words
that could be applied to tornados (damage, dangerous, and destroy), and
had students share why the vocabulary word was related to tornados.
5. Tornado in a bottle demonstration.
Students were so fascinated by the tornado in a bottle that they requested a second
demonstration. I noticed students were attempting to kneel or stand after the first
demonstration, so I asked them all to sit on their bottoms before I did the second
demonstration so that they could all see it.
6. Where else can we find more information about tornados? Where else have we learned
about tornados? [Wonders Workshop Book: Tornado! p. 230]
a. Model close reading in the textbook to look for facts about tornados.
Addressed social justice/multicultural objective here. Asked them who can
be a scientist, in which they answered, ALL OF US CAN! Then, I asked
them who is a scientist in this classroom, in which they answered, ALL
OF US! So I told them that scientists search for the truth. What do
scientists do? THEY SEARCH FOR THE TRUTH! And because were all
scientists, we need to search for the truth about tornados. I pulled out a
magnifying glass and used it to model close reading and searching for the
truth by looking at titles, subtitles, pictures, and captions. Messed around
with the magnifying glass and put it in front of my eye, which made the
students laugh. Re-engaged them by telling them its their turn to search
for the truth to complete their graphic organizer about tornados.
Explicit Teaching of Social Skill and Activity
- Review what achieving consensus looks like with Looks Like, Sounds Like, Feels Like
chart, which we have completed as a class already, so this should be a review of
expectations.
Students recalled that achieving consensus means partners must agree with each
other. When asked how they will achieve consensus during the collaboration, a
student replied that they must make eye contact when speaking and agree with
one another about the facts they find before writing them down.

Collaboration
1. Students will work in pairs to complete a graphic organizer web about tornados using
what theyve learned from the video and Tornado! reading. They must include at least
5 facts and choose the best 3 to go into their flipbooks (best facts will have a star next to
them).
a. Students Who Need Additional Support: Intentional pairing with a partner to
work on writing sentences and facts together. They will produce separate
flipbooks but can offer each other guidance as needed. Provide additional teacher
support as needed.
i. Kiara Jonah iv. Lachlan Natalee
ii. Keith Chloe v. Illiana - Dominic
iii. Adoli Rylee
The partners listed above are seated together as assigned by my cooperating
teacher. However, as I was giving instruction on the collaboration activity, I
decided to regroup them as the students who needed additional support were
seated by students who were advanced learners. Modified this segment during the
lesson as I did not want my support students to feel inadequate nor the advanced
students to do all the work or become bored. I rearranged the seating for this
activity so that students were working with those who were at levels that would
help push them to learn while still equitably sharing the work.

Students were a little noisy, but all were engaged and actively searching for the
truth!

2. Call on various student pairs to share their answers. Partners must take turns sharing.
Called on five student pairs to share as so many of them wanted to share. Would
limit to 3-4 next time as it started to get repetitive.

Student Reflection (Social)

- How did achieving consensus help you complete the tornado web?
Students responded that it helped them work better with their partners and helped
them to complete the work faster. Students also discussed that it helped them
divide the work up more equitably.
- Why do you think I had you practice achieving consensus for this activity?
Students responded that it was to practice working together and using
collaborative conversations.
Independent Practice
1. Have students complete Wild Weather flipbook on their own.
a. Students must define what a tornado is.
Some students were not writing this at the very top of the section as shown
in the model, leaving them little room for their illustrations at the end.
Rang bell to revert to guided practice. Had students point to the top of the
section and check their neighbors before moving on. Then had students
start with the sentence frame for the definition of a tornado from their
graphic organizer and had them complete the rest of the sentence based on
their notes. Put their pencils down when they were done to assess how
many had completed. Guided students on numbering 3 facts, leaving
spacing between to write.
b. Students must list their best 3 facts about tornados using numbered points and
using complete sentences.
c. Students will draw a picture of a tornado in the remaining available spae.
d. Advanced Learners: Students will write their favorite fact about tornados and
draw a picture on a separate worksheet that will be put into a Favorite Facts
booklet.

Student Reflection
- Content:
o What is a tornado?
Spinning cloud
Dangerous type of weather
A weather that sometimes comes with thunderstorms
o Why do you think we learned about tornados today?
We need to learn about different types of weather.
We need to learn how to be safe in one.
- Process:
o What did you like most or helped you learn the most about the lesson?
Pair & Share
Tornado Demonstration
Tornado Videos

Assessment: Exit Ticket

o Give one important fact about tornados on an index card.
Ran out of time, but it was clear as I was walking around and looking at
students flip books as well as the reflection at the end that students
understood what a tornado was and were able to share at least three facts
about them, so they were able to meet the content objective without this
additional formative assessment.