Feelin' the Phenomena

Now that students have experienced a simulation, they will create a presentation about their experience to share.

Move to slide 7. Pairs will prepare a presentation based on their findings for Question 3 on the Alabama Tornado handout. Employing the Claim, Evidence, Reasoning (CER) strategy, students should share a claim about what time the tornado likely touched down, supporting evidence for that claim, and an explanation of their reasoning. Ask students how they know their evidence supports their claim to draw attention to the reasoning aspect of their explanation. Inform students that their presentation should be kept to 5 minutes or less, and allow approximately 10 minutes for pairs to prepare their presentations.

Move to slide 8. Have pairs take turns sharing their presentations. Each presentation should be limited to 5 minutes with only a question or two afterward if necessary. After the presentations, ask students whether, in light of what they learned during the presentations, they have any initial thoughts that they would like to share about which variables seem to be the best indicators for predicting tornadic activity. This discussion will help scaffold an activity coming up later in the lesson.

Move to slide 9. Ask students to consider what they learned using the simulation and, further, how scientists might use simulations and models to accomplish their everyday work. Use the questions on the slide to guide a discussion that summarizes the Explore and Explain portions of the lesson. Seek to form a connection to the role and work of a meteorologist.

Move to slide 10. Show students the video linked on the slide. The video, an interview with a meteorologist, is also embedded below and linked here. You can find the full video URL in the Resources section below.