# AMERICA'S CAREER RESOURCE NETWORK 

**National Career Development Guidelines**

**TITLE: Weather Disasters**

**SUBJECT: Science**

**GRADE LEVEL: 9**

+-------------------------------+--------------------------------------+
| Content Standard              | Science Standard: Students will      |
|                               | identify and describe the            |
|                               | atmospheric conditions related to    |
|                               | weather systems.                     |
|                               |                                      |
|                               | -   Identify and describe the        |
|                               |     atmospheric and                  |
|                               |                                      |
|                               | hydrospheric conditions associated   |
|                               | with the                             |
|                               |                                      |
|                               | formation and development of         |
|                               | hurricanes,                          |
|                               |                                      |
|                               | tornadoes and thunderstorms.         |
+-------------------------------+--------------------------------------+
| Career Development Domain     | Personal Social Development          |
+-------------------------------+--------------------------------------+
| Career Development Goal       | PS2                                  |
|                               |                                      |
|                               | Develop positive interpersonal       |
|                               | skills including respect for         |
|                               | diversity.                           |
+-------------------------------+--------------------------------------+
| **Career Development          | PS2.A4                               |
| Indicator**                   |                                      |
|                               | Demonstrate the ability to get along |
|                               | well with                            |
|                               |                                      |
|                               | others and work effectively in       |
|                               | groups.                              |
+-------------------------------+--------------------------------------+

**CAREER DEVELOPMENT/ACADEMIC LESSON\***

**Lesson Objectives:**

Students will participate in a cooperative learning project to identify
and describe 1) the atmospheric and hydrospheric conditions associated
with the formation and development of a specific weather-related
disaster such as a hurricane or tornado and 2) report on its
consequences.

After completing the group project, students will document their skills
for working in a group and how that affected their academic development.

**Assessment**

**1.** Students will satisfactorily complete the group research project
to identify and describe the atmospheric and hydrospheric conditions
associated with the formation and development of a specific
weather-related disaster such as a hurricane or tornado and report on
its consequences.

**2.** Students will participate appropriately in the cooperative
learning project and complete the two group activity related worksheets.

## LESSON ACTIVITIES

**Preparation**

-   Prior Learning --- Unit on Interactions of Hydrosphere and
    Atmosphere.

-   Handouts/Worksheets --- *Tips for Working in a Group*, *Working in
    Groups Question Guide*, *Group Evaluation* worksheet.

-   Time Required --- 90 minutes, time for group presentations and
    homework.

**Procedures**

-   Begin the activity with a discussion of some recent weather-related
    disasters. What were they? Where were they located? Have you lived
    through a hurricane or tornado? What weather-related disasters might
    we face in our state?

-   Divide the class into groups of 3 to 5 students. Give students the
    *Tips for Working in a Group* handout and review it with them.

-   Explain to the class that each group will present a team project
    that documents a weather-related disaster (hurricane, tornado, or
    severe thunderstorm). Review the requirements for the project and
    the resources the students can use for their research.

-   Encourage students to use various methods to display their
    documentation such as: newspaper articles, visuals, written report,
    the Internet and taped interviews.

-   Have each group present its display to the class.

**Career Development Connections**

-   After the project is completed, engage students in a discussion of
    what makes a team work well. What kinds of behaviors help the team
    accomplish its task? What kinds of behaviors hinder the work of the
    team? Is it easier to get a project done as part of a team, or is it
    easier to work alone?

-   Have students discuss how working in a team can improve the quality
    of a project (e.g., new ideas, different points of view, special
    talents of each person). Show how the ability to work well on a team
    can affect academic achievement.

-   Have students complete the *Working in Groups Question Guide* and
    the *Group Evaluation* worksheet.

-   Remind students that the ability to work cooperatively in group
    activities is an important skills for their academic achievement
    now, as well as an important skill in the workplace.

-   Optional: use the *Working in Groups Question Guide* and the *Group
    Evaluation* worksheet as artifacts in a student's career portfolio.

**CA**

####  

##### Tips for Working in a Group

1.  Elect a group leader. This person should be organized, responsible,
    and personable. The leader should encourage all students to
    participate.

2.  Listen to each other. Everyone should have an opportunity to be
    heard.

3.  Be organized. Brainstorm ideas and write them down. Be creative.

4.  Research and gather information on your topic.

5.  Solve problems in a diplomatic manner. Be fair.

6.  Respect the feelings of other people in the group. Try to control
    tempers.

7.  Demonstrate tolerance and flexibility in group situations. Negotiate
    with each other.

8.  Communicate your ideas and feelings with each other.

9.  Have a good time.

\[Figure: drawing of overlapping hands, symbolizing teamwork.\]

NAME\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
DATE\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Group Evaluation**

**Instructions:** Answer the following questions.

1\. What did you learn about working in a group?

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2\. What did you contribute to your group project?

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3\. Were there any disagreements within the group? If so, how were they
resolved?

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4\. Do you like working in a group or do you prefer to work alone on a
project?

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5\. Are you satisfied with the performance of your group members?

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6\. On a scale of 1 to 10, how would you rate your group's performance?
Why?

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NAME\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
DATE\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Working in Groups Question Guide**

**Instructions:** Complete the following.

1\. My job was...

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2\. As a team member I did...

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3\. I liked working with a team because...

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4\. I didn't like working on a team because...

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5\. The strengths that I brought to the group were...

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6\. I found the entire group experience to be...

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