natural disaster research project 4th grade

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Grade 4: Be Aware! Be Prepared! - A research project on natural disasters and their impact on our lives

http://achieve.org/equip      

To download this unit:  S elect "Exemplars" on the right hand side of the page. Then choose Grades 3-5, Unit, ELA/Literacy. This unit will appear in a list of units for Grade 4.

Common Core Standards

Reading Informational Text

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e .g., wildlife, conservation, and endangered  when discussing animal preservation).

Speaking and Listening

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on  grade 4 topics and texts , building on others' ideas and expressing their own clearly.

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Description of Unit

This Grade 4 unit titled “Be Aware! Be Prepared! - A Research Project on Natural Disasters and their Impact on our Lives” was developed by Kira Shearer for the County of San Diego Office of Emergency Services under contract with the San Diego County Office of Education with a suggested instructional time of 9 to 11 days.  Through a series of learning tasks, students focus on how to conduct an inquiry/research project using informational texts, varied media, and collaborative discussions.  Students then synthesize their notes into usable information to present to others in a culminating authentic assessment task .

Connecticut teachers are cautioned that the teacher resources are extensive and will require familiarity in order to be used effectively.  Professional judgment will need to be used to determine adjustments to pacing and the quantity of content to be covered in order to achieve the rigor that is intended. Additional scaffolds may be needed for students who are ELL, have disabilities, or read well below the grade level text band; more complex texts could be added to extend the learning of students reading above grade level.

Rationale for Selection

This unit is an exemplary example of a progression of learning where concepts and skills advance and deepen over time .  It includes a clear and explicit purpose for instruction.  Learning tasks integrate science content, reading, writing, speaking and listening as students solidify learning through the listening and viewing of various media sources , use of c ollaborative discussions , and shared research .  Students are routinely expected to draw evidence from texts to produce clear and coherent writing. Both academic and domain vocabulary are embedded throughout the unit. There are multiple opportunities to measure student science content knowledge, reading and research skills, and critical thinking for both formative and summative purposes.  Common Core-aligned rubrics elicit direct, observable evidence of the degree to which students can independently demonstrate the targeted standards.

You’ll Love These Fourth Grade Earth Science Projects

Use a variety of fourth grade earth science projects to teach slow and fast changes. This set of lesson plans engages kids – and matches the standards!

Ms. Sneed Plans Fourth Grade Earth Science

Our favorite fourth grade teacher, Ms. Sneed, tapped away on her keyboard. Soon, she found what she was looking for. She positioned her laptop so her teaching partner could see. “Take a look at these free NGSS lesson plans .”

“As you can see,” Ms. Sneed said, “these activities address our NGSS fourth grade earth science standards .” While she scrolled through the plans, Mr. Frank looked on.

“The author has grouped the geology activities into two sections: slow and fast changes .”

Slow Changes to Earth’s Surface

“In the lesson plans, she lists overarching questions, standards, and objectives. Then a pacing guide suggests a sequence that scaffolds learning. In addition, tables organize instruction for each day.”

Earth Science Activities to Simulate Slow Changes

Ms. Sneed scrolled to standards and objectives for a unit on slow changes to Earth’s surface . She read the overarching question aloud: “How do weathering, erosion, and deposition slowly change Earth’s surface?”

“That addresses Next Generation Science Standard 4-ESS2-1,” said Mr. Frank.

4-ESS2-1 Make observations and-or measurements to provide the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Ms. Sneed nodded. “This resource lays the groundwork with conceptual knowledge of slow changes to Earth’s surface: weathering, erosion, and deposition.”

She clicked to another open tab and looked at the preview for the slow changes unit. “Six slow changes videos support this unit. Love that!”

“And look at this,” said Mr. Frank, “a series of labs give kids hands-on experiences with mechanical and chemical weathering, as well as erosion and deposition. Most of the experiments use a stream table made with plastic paint trays.”

Ms. Sneed slowly moved through the pages of the preview. If we did all of these fourth grade earth science projects, it would take ten days. First, kids take a pretest. Second, they conduct a variety of experiments. Third, they identify weathering, erosion, and deposition in a series of pictures. Finally, they review and take a posttest.”

Her teaching partner’s eyes lit up. “Our students will love love working in their science groups . Or, as an alternative, we could set up the labs as stations. Awesome!”

Earth Science Activities About Fossil Layers

“On to the next unit,” Ms. Sneed said. Quickly, she clicked back to the lesson plans. “It covers fossil layers.”

Mr. Frank read the overarching question aloud: “How do rock formations and fossils in rock layers explain changes in Earth’s surface over time?”

Then they both looked at the standard:

4-ESS1-1 Identify evidence from patterns of rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

“Let’s take a look at the fossil layers activities ,” said Ms. Sneed. With a few clicks, she landed on the product page.

“More hands-on activities,” she announced. “First, kids build rock layers with modeling clay. This simulates how deposited material builds up over many years. Then they make their own fossils with modeling clay and glue.”

Mr. Frank looked on. “In addition, they learn about evidence. For example, from animal fossils, we can determine whether they were carnivores or herbivores.

“They continue with analysis of diagrams. From them, kids can figure out the order in which the layers formed. Furthermore, they can tell if the layer existed on land or under water.”

“Another hit!” Ms. Sneed exclaimed. “Let’s move on.”

Earth Science Activities to Focus on Fossil Fuels

The next unit shifted gears. Instead of hands-on experimentation, students would conduct research.

Again, the pair studied the standard:

4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

“‘After exploring deposition and fossils, kids will understand that layers containing masses of dead plants and animals were compressed to form fossil fuels. Using that information as a springboard, they explore how fossil fuels are used today, how they impact the environment, and what we can do to reduce those impacts,'” Mr. Frank read. “Let’s take a peek at the fossil fuels activities .”

“On the first day,” Ms. Sneed said, “kids learn about and classify renewable and nonrenewable resources.

“Then, on the second day, they read about fossil fuels, the greenhouse effect, and how electricity is generated.”

Mr. Frank chimed in, “And on the third day, the fun begins! Kids research five types of vehicles: gasoline, all-electric (EV), hybrid electric (HEV), fuel cell electric (FCEV), and plug-in hybrid electric (PHEV).”

“Next, kids compare and contrast the vehicles, focusing on range and effects on the environment. Finally, for the grand finale, each student designs an eco-friendly vehicle.”

The two teachers grinned at one another. Another winner.

Another Option for Teaching 4-ESS3-1

“Wait,” Mr. Frank said. “I’ve found another great resource for this standard. A jigsaw activity asks kids to learn about each type of energy used to generate electricity. Then they write an opinion piece. In it, they discuss whether renewable or nonrenewable resources should be used to generate electricity .”

Fast Changes to Earth’s Surface

As Ms. Sneed looked back at the lesson plans, she said, “A set of fast and slow changes posters helps kids differentiate between the two.”

Each printable page featured one change. Slow changes included weathering, erosion, and deposition. Fast changes covered earthquakes, volcanoes, landslides, and tsunamis.

“Kids use flashcards to review. Then they take a short test to assess their knowledge,” Mr. Frank said. “It reassures me that they’ll know the vocabulary.”

Earth Science Activities to Map Volcanoes

“The fourth grade Next Generation Science Standards don’t explicitly address fast changes to Earth’s surface,” Ms. Sneed said. “Instead, kids learn about earthquakes, volcanoes, landslides, and tsunamis as they practice process skills.

“This set of volcano mapping activities addresses this standard:

4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features.

“From this, the overarching question asks how patterns in Earth’s features help us understand past, present, and future changes to Earth’s surface.”

As the teachers studied the preview, they noticed that students would use latitude and longitude skills to plot notable volcanoes of the 21st century. From that they would locate the Ring of Fire.

“As an extension,” Ms. Sneed said, “we could use these volcano cards for measuring or researching. Color and grayscale maps provide opportunities for more exploration. I like the way this fourth grade earth science project incorporates maps, math, and research.”

Earth Science Activities About Natural Disasters

Reducing impacts of natural earth processes.

Once more, the pair returned to the lesson plans. “The last unit,” said Mr. Frank, ” focuses on reducing impacts of natural disasters . It addresses NGSS 4-ESS3-2:

4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Teaching the Engineering Design Process

“However,” he continued, “kids use the processes from the engineering design standards .”

The pair leaned in closer to study the natural disaster activities .

“On the first day,” Mr. Frank began, “we introduce the engineering design process, as well as criteria and constraints. After that, students practice discriminating between the two. The scenario for that day is a flooding farmer’s field. Kids practice writing out the problem, as well as the criteria and constraints.”

“I like the way direct instruction, practice, and real-life situations are woven into daily instruction,” Ms. Sneed remarked. “Very effective. Lots of connections between branches of science .”

“And I like the way we can use earth science materials from the dollar store !”

As the teachers read through the next four days, they realized that each day taught something new:

• On the second day they would introduce brainstorming. Then their students would practice with a situation about a town at the bottom of an active volcano.
• On Day #3, they would introduce the fair test. After that, kids would work on a problem involving erosion.
• Then on the fourth and fifth days, kids built prototypes for a tsunami-proof home and earthquake-proof skyscraper.

“More great fourth grade earth science projects,” Ms. Sneed said as they wrapped up.

Natural Disaster Science Activities for Kids

Recently, we have been investigating some of Earth’s most destructive forces by exploring natural disaster science activities! No matter where you live, you have probably had to brace or prepare for a natural disaster in your lifetime. For instance, because we live in California, earthquakes are always going to be at the forefront of our news cycle. Those of you on the East Coast know that hurricanes are a possibility every year. Teaching children about how and why these disasters occur is very important. We find that discussing ways to prepare and stay safe takes some of the fear out of these situations.

One way to introduce natural disasters to your science curriculum is to give your students the opportunity to observe these forces with actual hands on science experiments. They get to see science in action instead of just reading about it! The four activities we are about to share with you can all be easily done in both the home and classroom setting. Best of all, you probably have most of the materials already! They can be done before or after introducing natural disasters to your little scientists.

Natural Disaster Science Activities

1. tornado in a jar.

What You Need:

• clear plastic or glass jar
• food coloring
• glitter, sequins , or tiny pieces of foil (to act as “debris” or surface objects)

Directions:

First, fill a clear jar with water. Then, add 1-2 drops of dish soap. The dish soap is important since it makes the funnel shape easier to see. After that, add 3-4 drops of food coloring. We used blue food coloring but any color is fine! Now comes the fun part…hold the jar upright and shake it in a rotating, circular motion. Your students will see a mini “tornado” forming. Finish the observation by having students add some glitter, sequins or tiny pieces of foil in the jar. Close the jar, have them shake it again in a rotating, circular motion and watch as the “tornado” lifts the “debris” off the ground!

2. Hurricane in a Bowl

• clear, large bowl

Start this activity by filling a clear, large bowl 3/4 full of water. Then, use a spoon to stir the water in a circular motion until it is spinning. Spin the water counterclockwise to mimic the rotation of the winds in the Northern Hemisphere or clockwise to mimic the rotation of the winds in the Southern Hemisphere. Finally, quickly add 2-3 drops of food coloring to the center of the bowl. You will see a hurricane shape start to form. Watch as the “hurricane” starts out strong and slowly starts to dissipate as it looses energy over time!

3. Erupting Volcano

• homemade or store-bought play dough or molding clay
• baking soda
• red food coloring
• small measuring cup

Begin by building and shaping a volcano on a baking pan using modeling clay or dough. The baking pan is important because it will catch the “lava” to prevent spills and make clean up easier. Next, make an indentation at the top of the volcano to create the opening “vent”. Then, put one teaspoon of baking soda into the top of the volcano “vent”. In a measuring cup, mix about a ¼ cup of vinegar with 2-3 drops of red food coloring. Slowly pour the vinegar mix into the baking soda and watch the “lava” come oozing out of the vent!

4. Earthquake Shake Table

• 2 sheets of thick cardboard
• 2 large rubber bands (elastic)
• 4 tennis balls (or similar sized balls)
• construction materials such as building bricks, play dough, toothpicks, popsicle sticks, wooden blocks

This is a really fun STEM challenge for your little engineers! Begin by layering two cardboard pieces on top of each other and place rubber bands around them. Then, slide the tennis balls between the cardboard pieces near each of the four corners. Next, have your students brainstorm model ideas for a secure design. Once they have a design in mind, use the desired construction materials to create a building. Our kids love using building bricks so of course they chose that! Place the building on top of the shake table. Finally, test the earthquake safeness by holding the bottom of the shake table and pulling & releasing one corner on the top. Repeat this step a few times using different amounts of force. You will notice how the building bounces around as you pull and release a few times. Did your building withstand the shaking?

Looking for more natural disaster science activities?

If you want your students to dig deeper into the wonders of natural disasters and how they shape our amazing Earth, check out our mega bundle that covers earthquakes , hurricanes , volcanoes and tornadoes .

While you’re here, discover more Earth Science & Geography freebies & ideas that your students will LOVE. Enjoy!

FREE Treasure Hunt Map Skills & Landforms Activity

Google Earth™ Field Trip

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FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Natural Disasters: Earthquakes, Volcanoes, Tornadoes & More

Unit Natural Disasters: Earthquakes, Volcanoes, Tornadoes & More

Engineering Connection

Engineers learn about our planet so that humans can exist with and survive its powerful natural forces. Engineers must be aware of natural hazards in order to prevent or minimize their harmful effects on people and property. By creating improved techniques and materials, engineers make sure the structures we rely upon are built strong enough to reduce human injuries and casualties from the tremendous natural forces of wind, snow, water, fire and moving earth. While most natural hazards cannot be prevented, engineers do their best to create data gathering, monitoring, measuring, prediction and warning equipment, tools and models to protect human populations. Engineers use their science and math skills to build instruments and computer programs that can detect gases, changes in the shape of volcanoes, monitor underground movement, and estimate storm locations and severity. Data is collected by cameras, seismometers, GPS, pressure sensors, radar and satellites. Other helpful technologies include avalanche beacons and airbags, lightning rods, building shock absorbers and sliders, and warning sirens. Engineers work with scientists to determine locations at which dangers exist, how to minimize risks, and how to prevent the actions of people from creating catastrophes. Engineers also design test facilities to simulate and study hazard characteristics and model scenarios with computer simulations. Engineers also analyze and learn from past failures as a way to continue to improve structural designs, advance warning systems and emergency procedures for human safety. As engineers create devices that detect natural hazards, build structures to withstand them, and invent devices to study them, they use the process of gathering and analyzing data to better understand problems and formulate solutions.

Unit Overview

All lessons provide a real-world engineering context, helping students understand what engineers study and create to help people live with natural hazards. Overview of topics by lesson:

• introduction to natural hazards and natural disasters
• the structure and dynamics of the Earth, its layers, tectonic plates, continental drift and faults
• earthquake measurement including seismographs, and structural considerations
• the Earth’s core and the causes, composition and types of volcanoes
• characteristics of and contributing factors to land and mud slides
• understanding tsunami formation and devastation to human-made structures
• various causes of flooding and the Earth’s water cycle
• the characteristics, damage and occurrence of tornados, and structure design to withstand high winds

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

See individual lessons and activities for standards alignment.

Unit Schedule

The following schedule provides a suggested order of the lessons and activities. However, you may choose to only teach some of the activities – as your time and priorities permit.

• Naturally Disastrous lesson
• Engineering to Prevent Natural Disasters: Save Our City! activity
• Earthquake Formation: Crust, Plates, Currents, Drift and Faults lesson
• Scale Model of the Earth activity
• Drifting Continents  activity
• Faulty Movement activity
• Earthquakes Rock! lesson
• Testing Model Structures: Jell-O Earthquake in the Classroom activity
• Seismology in the Classroom activity
• Mercalli Scale Illustrated activity
• Magnitude of the Richter Scale activity
• Volcanic Panic! lesson
• Ready to Erupt! activity
• All About Landslides: Land on the Run lesson
• Mini-Landslide activity
• Tsunami Attack! Giant Wave Characteristics and Causes lesson
• Survive That Tsunami! Testing Model Villages in Big Waves activity
• Water, Water Everywhere lesson and Floodplain Modeling activity
• Floodplain Modeling activity
• Tornado! lesson
• Windstorm activity
• Tornado Damage! activity
• A Tornado in My State? activity
• Build it Better! activity

More Curriculum Like This

Students are introduced to natural disasters and learn the difference between natural hazards and natural disasters.

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Students learn about various natural hazards and specific methods engineers use to prevent these hazards from becoming natural disasters. They study a hypothetical map of an area covered with natural hazards and decide where to place natural disaster prevention devices by applying their critical thi...

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Contributors

Supporting program, acknowledgements.

This digital library content was developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: April 10, 2020

User Comments & Tips

September Swap and Share: Fourth Grade Flipper’s Natural Disasters Project

This month, I participated in a fun “Swap & Share!” I was so excited to be paired with Holly from Fourth Grade Flipper .

Because this product is EDITABLE in her store , I was able to adjust some of the wording in the project explanation page to fit my classroom’s needs. Since we are learning about weather, I had mine choose either hurricane or tornado to research. Next year when I do this again, I’ll probably add in flood, blizzard, and drought as choices, but I just needed to keep it simple for the first time!

The students were expected to choose a topic that they would be writing a research piece about at school, as well as creating a visual and presentation for at home. I checked out EVERY book in the media center about tornadoes and hurricanes so the students would have plenty of resources in the classroom. Students got into groups to look at the books together and decide what information was important to include on their outline.

Holly provided a great outline in her product that the students should use to prepare to write their research piece. It clearly lays out how the paragraphs should be “grouped” in their paper. She also provided an example research paper about hurricanes, but I didn’t use it this year because I didn’t want my students that chose hurricane to “copy” it.

We also went to the computer lab and used our PebbleGo and TrueFlix subscriptions (provided by our school) to get some more research in! These two sites are awesome because the students can read it, or they can choose to have it READ TO THEM!! This is a great option for your ESOL kiddos!

Once students had enough research, it was time to write their piece! This was a great time to have a mini-lesson on good leads and endings… no one wants to read about tornadoes when the first sentence is, “I’m going to tell you about tornadoes.” I read some opening paragraphs from a few of the books they had used for their research, and we also talked about making personal connections to grab their attention. Here are a few examples my kiddos came up with on their own:

The whole week we were working on these research pieces at school, they were working on their visual aids and presentations at home. Holly’s project explanation does a great job of letting the students (and parents) know what is expected, and I didn’t have ONE single email or phone call about what was expected… and EVERY child had their project on the day I required it to be at school! Yahoo!

The students are asked to create a presentation that is 5-15 minutes long. Their visual needed to be used in their presentation. A few of my students created powerpoints, many made posters, some made dioramas, and one made a video! Here are some of the visuals that my students made:

Didn’t they do a fabulous job? Honestly, their presentations could have been a little better… but it IS the beginning of the year, and it was their FIRST time getting up in front of the class to present anything! Because of this, I was more lenient as I graded the presentations… which PS – Holly provided some awesome rubrics to use- one for the essays and one for the presentation. Both rubrics are very clear and easy to use. We have to use county-created rubrics to grade our writing pieces, but if you don’t already have a writing rubric made, the rubric Holly provided is perfect! The presentation rubric was fabulous- my students clearly understood the expectations with the wording Holly used.

This is DEFINITELY a project I will do every year. The students really enjoyed listening to everyone’s presentations, and learning information they didn’t already know. If you are looking for a ready-to-go Common-Core-aligned project with an awesome explanation page, kid-friendly outline page, well-written example essay, adorable project idea pictures, and clear, user-friendly rubrics, grab Holly’s Natural Disasters Project !

© 2024 Ideas by Jivey. All Rights Reserved.

EL Education Curriculum

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• ELA G5:M4:U1:L2

Launching Research of Natural Disasters

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

• ELA Grade 5
• ELA G5:M4:U1

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These are the CCS Standards addressed in this lesson:

• W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
• I can cite evidence from a source to support answers to my research questions. ( W.5.7, W.5.8 )
• Natural Disasters Research Note-catcher ( W.5.7, W.5.8 )
• Expert Group Natural Disaster signs by writing the name of each expert group natural disaster on a piece of paper: earthquakes, hurricanes, tornadoes, volcanoes, and tsunamis. Post in separate areas of the room.
• Group the Infer the Topic Resources as follows and post by the Expert Group Natural Disaster signs:
• Earthquakes: Resources 4, 5, 6, 17,
• Hurricanes: Resources 1, 2, 3, 18
• Tornadoes: Resources 7, 8, 15, 19
• Volcanoes: Resources 9, 10, 14, 21
• Tsunamis: Resources 11, 12, 13, 20
• Technology necessary for students to access the links provided on the Natural Disaster Video Links sheet (see Materials).
• Review the Independent Reading: Sample Plans in preparation for launching independent reading in the Closing (see the Tools page ).
• Post: Learning targets and applicable anchor charts (see Materials).

Tech and Multimedia

• Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families, to record students as they participate in discussions and protocols to review with students later and to share with families, and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
• Work Time C: Students use web research to answer research questions. There is a page of links (Natural Disaster Video Links) provided for them to quickly locate the videos.
• Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most efficient means to view content in preparation for the lesson, preview links and/or use a filter service, such as www.safeshare.tv , for viewing these links in the classroom.
• Supports guided in part by CA ELD Standards 5.I.C.10 Important points in the lesson itself
• The basic design of this lesson supports ELLs by allowing them to choose which natural disaster they will research, develop their own research questions, and work closely with an expert group to conduct their research. The offering of choice and supportive group work will increase students' motivation and level of engagement as they research their natural disaster during this unit and across the module.
• ELLs may find it challenging to generate research questions before they have chosen a natural disaster to research. Remind them of the research they conducted in Module 2, and guide the process for developing questions for this module as much as possible. Additionally, ELLs may find it challenging to identify relevant information in their expert group video to answer the research questions (see Levels of Support and the Meeting Students' Needs column)

Levels of support

For lighter support:

• After adding unfamiliar vocabulary words to the Academic Word Wall during Work Time A, invite students to use each word in a sentence with context. This will support their understanding of each word, as well as provide additional context for each word for students who need heavier support.

For heavier support:

• Consider introducing students to the natural disasters and allowing them to decide which one to research prior to the lesson. Allow students to view the videos and review their notes before deciding. Invite them to prioritize two natural disasters to allow for flexibility when strategically grouping students during Work Time B.
• Multiple Means of Representation (MMR): In order to facilitate effective learning during this lesson, ensure that all students have access to the directions in each activity, and feel comfortable with the expectations. Vary the ways in which you convey expectations for each activity or task. Consider engaging in a clarifying discussion about the directions, or creating an outline of the steps for each activity.
• Multiple Means of Action & Expression (MMAE): Continue to support a range of fine motor abilities and writing need by offering students options for writing utensils. Alternatively, consider supporting students' expressive skills by offering partial dictation of student responses. Recall that varying tools for construction and composition supports students' ability to express information gathered from the text.
• Multiple Means of Engagement (MME): Throughout this lesson, students have opportunities to share ideas and thinking with classmates. Some students may need support for engagement during these activities, so encourage self-regulatory skills by helping them anticipate and manage frustration by modeling what to do if they need help from their partners. Consider offering sentence frames to strategically selected peer models. Recall that offering these supports for engagement promotes a safe learning space for all students

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

credible, affect, experience, relevant (L)

• Module Guiding Questions anchor chart (begun in Lesson 1)
• Working to Become Ethical People anchor chart (begin Module 1)
• Performance Task anchor chart (begun in Lesson 1)
• Natural Disasters Research note-catcher (one per student and one to display)
• Natural Disasters Research note-catcher (example, for teacher reference)
• Academic Word Wall (begun in Module 1)
• Domain-Specific Word Wall (begun in Lesson 1)
• Vocabulary log (from Module 1; one per student)
• Expert Group Natural Disaster signs (to display; see Teaching Notes)
• Infer the Topic resources (from Lesson 1; to display)
• Natural Disaster video links (one per student and one to display)
• Independent Reading: Sample Plans (for teacher reference; see the Tools page )

Materials from Previous Lessons

New materials.

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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Natural Disaster Activities - Severe Weather Unit - Hurricanes, Tornadoes & More

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Extreme Weather Research Project

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Curriculum  /  ELA  /  4th Grade  /  Unit 2: Preparing for the Worst: Natural Disasters  /  Lesson 1

Preparing for the Worst: Natural Disasters

Lesson 1 of 22

Readings and Materials

Target task, key questions, enhanced lesson plan.

Explain what a natural disaster is and why it is important to know if a natural disaster is imminent.

Book:  Unforgettable Natural Disasters (TIME FOR KIDS Nonfiction Readers) by Tamara Hollingsworth  pp. 3 – 9

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Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

What is a natural disaster? Why is it important to know if a natural disaster is imminent?

Sample Response

An example response to the Target Task at the level of detail expected of the students.

Questions about the text that will help guide the students understanding

Why is it important to learn facts about natural disasters ?

Why was the Global Disaster Alert and Coordination System (GDACS) created? 

Why does the author include the map on pages 8–9? How does it help the reader better understand how the GDACS works? 

Exit Ticket

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

natural disaster

an event in nature that causes a lot of damage and often deaths

happening soon

Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.

Common Core Standards

Reading standards for informational text.

RI.4.3 — Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.5 — Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

Language Standards

L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Reading Standards: Foundational Skills

RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.

RI.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.4 — Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Speaking and Listening Standards

SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Writing Standards

W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.4.3 RI.4.5 RI.4.7

Explain where and how volcanoes occur using the words "plates," "magma," and "erupt."

Explain what happened when Mount St. Helens erupted and the destruction it caused. 

Describe what makes Hawaiian volcanoes unique.

Describe the four different types of volcanoes.

Writing  – 2 days

Write a well-structured paragraph that explains where and how volcanoes occur and what hazards they create.

W.4.2 W.4.2.a W.4.2.b W.4.2.e

Explain where and why earthquakes occur. 

Explain why a person living in Boston is significantly less likely to experience an earthquake than a person in California.

RI.4.3 RI.4.5

Describe the tools scientists use to measure earthquakes and why one form of measurement is not enough for measuring earthquakes.

Write a well-structured paragraph that explains where and how earthquakes occur and what hazards they create.

Explain the type of damage and destruction caused by flooding.

Describe where and how hurricanes occur.

Describe the destruction caused by each category of hurricane.

Explain how you know when a hurricane is coming and what you should do if you are in the path of a hurricane.

Write a well-structured paragraph that explains where and how hurricanes occur and what hazards they create.

Explain what happened during the Yellowstone fires of 1988 and the impact the fires had on the park. 

Analyze why wildfires are neither good nor bad.

Write a well-structured paragraph that explains where and how wildfires occur and what hazards they create. 

• Unforgettable Natural Disasters pp. 42 – 57
• Winter Cold and Extreme Storms Facts
• Droughts Facts
• Extreme Heat Facts

Explain other types of natural disasters and what to do to prepare for or prevent them. 

Narrative Writing  – 4 days

• Unforgettable Natural Disasters
• Earthquakes
• Grade 4 Narrative Writing Rubric
• Narrative Brainstorming Template

Write a short narrative about a young person dealing with a natural disaster.

L.4.1.f L.4.2.a L.4.2.b SL.4.1 W.4.3 W.4.3.a W.4.3.b W.4.3.c W.4.5 W.4.8

Writing  – 5 days

Research and report on a recent natural disaster.

L.4.1.f W.4.2 W.4.2.a W.4.2.b W.4.2.e W.4.7 W.4.8

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