SOAR Geography

SOAR Curriculum
Successfully Obtaining Academic Results
Geography Math
Geography/WeatherMath
UnitofStudy Geography/Weather LessonTopic Math LessonObjectives Thelearnersbecomefamiliarwithusingformulas.Thesewillincludecomputing conversionsbetweenFahrenheitandCelsiustemperaturesandfindingthemedian (middle)andmean (average)ofagroupofnumbers.Thetermmode(most)mayalsobe introducedintheEvaluationandExtensionsection. Note: Ifmedianandmeanarenotareviewforyourstudentsitisrecommendedthatyou donotincludethemodesection. VirginiaAdultEducationESOLContent Standards Speaking S5.1a)Initiate,sustain,andconcludeanoralexchangeaboutafamiliartopicinboth informalandsimpleformalsituations. S6.2b)Applyappropriatenonverbalcommunicationstrategies S6.3a)Controlanincreasingvarietyofverbs,modals,andtenses. S6.3b)Usecomplexgrammaticalstructures. S6.3c)Applyappropriaterhythm,wordstress,andintonation. S6.3d)Phrasewordsinchunksandpausebetweenphrasesinspontaneoussituations. S6.4a)Interjectand/orrespondtoapromptand/oraconversationwithappropriateand extensiveelaboration. S6.4c)Demonstrateeffectiveconversationmanagementtechniques Listening L6.2a)Followmultistepdirections,instructions,andcommands. L6.4c)Determinewhenitisappropriatetointerjectorrespondinaconversation. L6.4d)Recognizehowtoshowinterestinaconversationbyusingverbalandnonverbal prompts. Reading R5.1b)Comprehendtexts(e.g.charts,graphs,dictionaries)forproblemsolvingtasks. Writing W6.1a)2)Writeforavarietyofpurposes:compareandcontrast W6.1a)3)Writeforavarietyofpurposes:summarizeandevaluate W6.3a)Usesystematicstructuresandverbtensesasappropriatetothetextandtask. Materials Postitnotes Calculators(orcalculatorapplicationoncomputer) Boardspaceor largesheetsofpaper
Copiesof Celsius&Fahrenheit(STUDENTHANDOUTGWM1) InstructorCopyof Celsius&Fahrenheit(INSTRUCTORCOPYGWM1) Diceorspinners(ifthemodeactivityischosen) WarmUp Theinstructordistributessmallpostitstoeachlearner.Theywritedownthe approximatenumberofmilestheylivefromschool.Thelearnersplacetheminnumerical order.Theinstructorintroducesthetermsmean(average)andmedian(middle).The classcomputesthemeanandmedianfromthegroupofnumbers. Calculatorsmay be used. Note: Whenintroducingtheconceptofmedian,itiseasiertounderstandifthereisan oddnumberinthedataset.Iftheinstructorhasanevennumberofstudentsduringthis activity,itisrecommendedthathe/sheaddsapostitnotewith thenumberofmiles he/shelivesfromschool.Oncethelearnersfindthemedianwithanoddnumber,thenthe instructorcanshowthemhowtofindthemeanwhenthereisanevennumberinthedata set. Thelearnersareplacedin smallgroups.Eachgrouphasaquestionthatisansweredbya number(howmanypairsofshoesdoyouown,howmanytimesdidyoueatatafastfood restaurantlastweek,howmanytimesdoyougotothegrocerystoreaweek/month?) Eachgroupwritestheirquestiononalargesheetofpaper.Eachlearnerwriteshis/her answertoeachquestiononthepaper.Eachgroupcomputesthemeanandmedianfor theirquestion.Theyreporttheanswerstotheclass. Introduction TheinstructorwillleadtheclassinadiscussionofFahrenheitandCelsiustemperature scales.TonightwewilluseformulastoconvertFahrenheittoCelsiusandCelsiusto Fahrenheit. Wewillalsocontinuecomputingthemeanandmedianofasetofnumbers. Practice TheinstructorplacesthelearnersingroupsanddistributesthehandoutCelsiusand Fahrenheit(STUDENTHANDOUTGWM1). Thegroupsdeterminethemissing numberstheysharetheirdatawiththeclass.Ifthereareanydifferentanswers,the groupwiththecorrectanswercomputesandexplainstheirworkontheboard/paper. Application Thelearnersgotothewebsite: http://weather.insidenova.com/wx.php?config=&user=ISN&pands=22191 Thisisthelocalnewspaper,ThePotomacNews. Usingtheextendedforecast information,thelearnerscomputethemeanforthehighandlowtemperatureforthenext sevendaystheycomputethemediantemperatureforthenextweek. Theyusethe formulafromtheirworksheetstoconvertthemediantemperaturefromFahrenheitto Celsius.
EvaluationandExtension Thelearnerscomparetheiranswers. Theycomparetheirdatatotheaveragemonthlylocaltemperaturefoundatthewebsite: http://www.weatherreports.com/United_States/VA/Woodbridge/averages.html Theclasswritessentencesusingcomparisonsandtheweatherinformation.Thesemay includetheterms:hotter,hottest,colder,coldest,warmer,cooler. Theywrite mathematicalexpressionsusingthegraphstatisticaldatawiththesymbols<and>. Theinstructormayintroduceanotheractivitytodeterminemean,median,andmode.The instructor teaches/reviewshowtofindthemodeinasetofdata(itsthenumberthat occursthemost).Theinstructorplaceslearnersingroupsof45anddistributesonedie toeachgroup.Theytaketurnsrollingthedieandlistingthescores.Aftereachgroup memberhasrolledthediethegroupliststhemean,median,andmodeforeachround. Thegroupscomparetheirresults.Aspinnermayalsobeused. ReviewNextClass Definethefollowingterms:formula,mean,median Computethemeanandmedianforthefollowingdatasets: a. 35,43,12,64,23,99 b.23,87,67,55,34,14,55,34 WhatdotheFahrenheitandCelsiusscalesmeasure?Whatisthedifference betweenthetwoscales? AdditionalResources http://www.geocities.com/SiliconValley/Vista/1234/old/converter.html AFahrenheit/CelsiusConverterwebsite http://ctap295.borderlink.org/cdenton/worksheet_3.ab.htm Aworksheettocomputethemeanforagroupofbowlingscores. http://www.purplemath.com/modules/meanmode.htm Howtofigureoutthemean,median,mode,andrange http://www.bbc.co.uk/skillswise/numbers/handlingdata/numericalanalysis/mean/ Informationandworksheetsaboutaverages http://www.education.smarttech.com/ste/en US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+Stat es/Secondary/1012/Math/Mean+Median+and+Mode+%28SMARTcreated%29.htm YoumusthaveNotebook10.0torunthisprogram.ASMARTBoardlessononmean, median,andmode.
STUDENTHANDOUTGWM1 CELSIUS&FAHRENHEIT GabrielDanielFahrenheitinventedthemercurythermometerandintroduceditandhis temperaturescalein1714.AndersCelsiusinventedhistemperaturescalein1742.Itwas originallycalledthecentigradescaleandisbasedonthemetricsystem. ToconvertaFahenreittemperaturetoCelsius: Subtract32 Multiplyby5 Divideby9 Writtenasaformula:Celsius=(Fahrenheit32)5/9 ToconvertaCelsiustemperaturetoFahrenheit: Multiplyby9 Divideby5 Add32 Writtenasaformula:Fahrenheit=Celsiusx9/5+32 Completethefollowingtable. CELSIUS 0
FAHRENHEIT
86 212 50 95 20 50 5 40 59 25 98.6
INSTRUCTORCOPYGWM1 CELSIUS&FAHRENHEIT:INSTRUCTORCOPY GabrielDanielFahrenheitinventedthemercurythermometerandintroduceditandhis temperaturescalein1714.AndersCelsiusinventedhistemperaturescalein1742.Itwas originallycalledthecentigradescaleandisbasedonthemetricsystem. ToconvertaFahenreittemperaturetoCelsius: Subtract32 Multiplyby5 Divideby9 Writtenasaformula:Celsius=(Fahrenheit32)5/9 ToconvertaCelsiustemperaturetoFahrenheit: Multiplyby9 Divideby5 Add32 Writtenasaformula:Fahrenheit=Celsiusx9/5+32 Completethefollowingtable. CELSIUS 0 30 100 50 35 20 10 5 40 15 25 37
FAHRENHEIT 32 86 212 122 95 68 50 41 104 59 77 98.6
SOAR Curriculum
Geography Podcast
Geography/Weather Podcast
Unit of Study Geography/Weather Lesson Topic Podcast Lesson Objective The learners will discuss hurricanes. Virginia Adult Education ESOL Content Standards Speaking S5.1 d) State facts and opinions. S6.2 b) Apply appropriate nonverbal communication strategies S6.3 a) Control an increasing variety of verbs, modals, and tenses. S6.3 b) Use complex grammatical structures. S6.3 c) Apply appropriate rhythm, word stress, and intonation. S6.3 d) Phrase words in chunks and pause between phrases in spontaneous situations. S6.4 a) Interject and/or respond to a prompt and/or a conversation with appropriate and extensive elaboration. S6.4 b) Organize, summarize, paraphrase, and explain for clarification S6.4 c) Demonstrate effective conversation-management techniques Listening L6.1 a) Comprehend extensive vocabulary on a wide range of topics. L6.1 b) Demonstrate comprehension of information from various sources on complex topics. L6.2 a) Follow multi-step directions, instructions, and commands. L6.2 b) Obtain detailed information from connected discourse. L6.4 c) Determine when it is appropriate to interject or respond in a conversation. L6.4 d) Recognize how to show interest in a conversation by using verbal and nonverbal prompts. Reading R5.3 a) Use morphological linguistic context to identify new vocabulary in texts. R5.3 b) Use syntactical linguistic context to identify main ideas and supporting details in texts. R5.3 c) Use linguistic context and real-world knowledge to identify new meaning for vocabulary, main ideas, and supporting details in texts. R6.1 a) Understand the content of an authentic text sufficiently to distinguish what is important. Writing W6.1 a) 3) Write for a variety of purposes: summarize and evaluate W6.3 a) Use systematic structures and verb tenses as appropriate to the text and task.
Materials Podcast VOA News Storms of September: One Month, Three Hurricanes in the Atlantic found at http://www.voanews.com/specialenglish/2008-10-06-voa4.cfm Chart paper and markers Hard copies of podcast Storms of September: One Month, Three Hurricanes in the Atlantic (STUDENT HANDOUT GW-PC-1) (5 pages) Instructor copy of podcast Storms of September: One Month, Three Hurricanes in the Atlantic (INSTRUCTOR COPY GW-PC-1) (5 pages) Copies of post-reading cloze activity (STUDENT HANDOUT GW-PC-2) Instructor copy of post-reading cloze activity (INSTRUCTOR COPY GW-PC-2) Warm Up The learners will form 2 lines to participate in a line dialogue. (A line dialogue is when learners stand in 2 lines facing one another. One line remains still, the other line moves every 1-2 minutes. Learners discuss a topic for 1-2 minutes. Next, one person from the line that moves goes from the back of the line to the front of the line. The rest of the line moves up; now each learner has a new partner. The new pair discusses the topic for 1-2 minutes. Learners switch partners 3-5 times). In the line dialogue pairs discuss what they know about hurricanes. The class comes together and brainstorms a list of vocabulary that relates to hurricanes. Introduction Learners are placed in pairs or groups of three. Divide the following vocabulary terms among the groups (depending on the size of the class each group will get 2-3 terms): cyclone, eye of hurricane, eyewall, hurricane, hurricane classification, hurricane season, National Hurricane Center, northern hemisphere, Saffir-Simpson Hurricane Scale, southern hemisphere, tropical cyclone, tropical storm, typhoon. Learners go to http://www.enchantedlearning.com/subjects/weather/hurricane/glossary.shtml Using this online glossary of hurricanes the groups will copy down definitions of their vocabulary terms onto a piece of chart paper. These charts will be posted around the classroom. One member from each group will read the vocabulary terms and definitions to the class. The instructor will clarify vocabulary as needed. Practice The learners will listen to the podcast Storms of September: One Month, Three Hurricanes in the Atlantic found at http://www.voanews.com/specialenglish/2008-10-06-voa4.cfm. The learners will listen to the podcast again, this time while reading the transcript (STUDENT HANDOUT GW-PC-1). While reading, learners underline any words that they dont know the meaning to; they circle any words that they dont know how to pronounce. The instructor will make a two column chart on the board. One column will be titled meaning; the other column will be titled pronunciation. As they finish reading the article, learners will write the words they circled and underlined in the correct column on the chart. The class will discuss the vocabulary. In groups or individually, learners will complete the post-reading cloze activity (STUDENT HANDOUT GW-PC-2). The class will discuss the answers.
Application The learners will write3-5 interesting facts they learned from the podcast. Evaluation and Extension The learners will share the facts they wrote with the class. Review Next Class Define the following terms: eye of a hurricane, hurricane, Saffir-Simpson Hurricane Scale Write three facts about hurricanes. Additional Resources http://a4esl.org/q/h/9807/cr-hurricane.html An interactive grammar quiz with facts about hurricanes http://www.englishclub.com/esl-forums/viewtopic.php?f=192&t=45115 A short reading on hurricanes followed by comprehension questions http://news.bbc.co.uk/2/hi/science/nature/4588149.stm Short explanation of hurricanes and cyclones with animation
STUDENT HANDOUT GW-PC-1
VOICE OF AMERICA
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Storms of September: One Month, Three Hurricanes in the Atlantic

Gustav, Hanna and Ike caused major damage in September. But have storms' intensity increased because of climate change? Transcript of radio broadcast: 06 October 2008 MP3 - Download (MP3) MP3 - Listen to (MP3)
VOICE ONE: This is SCIENCE IN THE NEWS in VOA Special English. Im Bob Doughty. VOICE TWO: And Im Barbara Klein. Our subject today: severe ocean storms. (MUSIC) VOICE ONE: September is usually the worst month for hurricanes in the Atlantic Ocean. At least ten named storms have formed there this year. The hurricane season continues until the end of November. The total number of major storms this year has been above average. There were three major hurricanes in the Atlantic Ocean. The latest hurricane to strike land was called Hurricane Ike. It was a huge storm, stretching out across a thousand kilometers when it struck the southern coast of the United States last month.
Hurricane Ike caused major flooding and destroyed thousands of homes. It also left millions of people without power in Texas. The storm killed at least thirty people in nine states.
The situation was even worse in the nation of Haiti, which has been severely damaged by several storms this year. VOICE TWO: About ninety ocean storms form each year around the world. These powerful storms are called hurricanes when they form in the Atlantic Ocean and the eastern Pacific Ocean. They are called typhoons in the northwestern Pacific, and cyclones when they develop in the Indian Ocean. Severe ocean storms in the northern half of the world generally develop in late summer or early autumn near the equator.
Flooding in Miragoane, Haiti, after hurricanes Gustav and Ike
Storms can result when the air temperature in one area is different from that of another. Warmer air rises and cooler air falls. These movements create a difference in the pressure of the atmosphere. If the pressure changes over a large area, winds start to blow in a huge circle. High-pressure air is pulled toward a low-pressure center. VOICE ONE: Severe ocean storms happen less often in the southern hemisphere. There, the season of greatest activity is between December and March. South of the equator, the winds flow in the same direction as the hands on a clock. North of the equator, they flow in the opposite direction. (MUSIC) VOICE TWO: Storms can get stronger as they move over warm ocean waters. The strongest, fastest winds of a hurricane are found in the eyewall. This is the area that surrounds the center, or eye, of the storm. The eye itself is calm by comparison, with light winds and clear skies. Wind speeds in severe ocean storms can reach more than two hundred fifty kilometers an hour. Up to fifty centimeters of rain can fall. Some storms have produced more than one hundred fifty centimeters of rain. These storms also cause high waves and ocean surges. A surge is a continuous movement of water that may reach six meters or more. The water strikes low coastal areas. Surges are commonly responsible for about ninety percent of all deaths from ocean storms. VOICE ONE: Scientists use computer programs to show where a storm might go. The programs combine information such as temperatures, wind speed, atmospheric pressure and the amount of water in the atmosphere. Scientists collect the information with satellites, weather balloons and devices floating in the world's oceans. They also collect information from ships and passenger flights and from airplanes that fly in and around storms. The crews drop instruments on parachutes to record temperature, pressure, wind speed and other conditions.
VOICE TWO: The Saffir-Simpson Hurricane Scale is a way to rate storms based on wind speed. It provides an idea of the amount of coastal flooding and property damage that might be expected. The scale is divided into five groups. A category one storm has winds of about one hundred twenty to one hundred fifty kilometers an hour. It can damage trees and lightweight structures. It can also cause flooding. Wind speeds in a category two hurricane can reach close to one hundred eighty kilometers an hour. These storms are often powerful enough to break windows or blow a protective covering off a house. Winds between about one hundred eighty and two hundred fifty kilometers an hour represent categories three and four. Anything even more powerful is a category five hurricane. (MUSIC) VOICE ONE: The major hurricanes that formed in the Atlantic Ocean this year were called Gustav, Hanna and Ike. How did they get these names? An Australian scientist began to call storms by women's names before the end of the nineteenth century. During World War Two, scientists called storms by the names of their wives or girlfriends. The weather service in the United States started to use womens names for storms in nineteen fifty-three. In nineteen seventy-nine, it began to use mens names, too. Scientists decide on lists of names years in advance. They agree on them at meetings of the World Meteorological Organization. VOICE TWO: Naming storms is part of the job of the National Hurricane Center in Florida. Storms get a name when they reach a wind speed of sixty-two kilometers an hour, even if they never develop into hurricanes. The first name used in a storm season begins with the letter A, the second with B and so on. The same list of names is not used again for at least six years. And different lists are used for different parts of the world. VOICE ONE: Three years ago, Greek letters had to be used for the first time to name storms in the Atlantic. That was the plan -- to call storms Alpha, Beta and so on -- if there were ever more than twenty-one named storms in a season. In fact, there were twenty-eight. The two thousand five Atlantic hurricane season was the first on record with fifteen hurricanes. Four hurricanes reached category five strength -- also a first. The National Oceanic and Atmospheric Administration says it was the first season with four major hurricanes to strike the United States. The most destructive was Katrina. More than one thousand eight hundred people were killed along the Gulf of Mexico coast.
(MUSIC) VOICE TWO: Debate continues about the effect of rising temperatures in Earth's atmosphere on hurricanes. A new report says ocean storms are growing in strength and climate might be to blame. Scientists from Florida State University and the University of Wisconsin reported their findings last month in Nature magazine. The scientists say the most powerful ocean storms are becoming more intense. They found that the strongest hurricanes and typhoons have become even stronger over the past twenty-five years. The lead writer of the report was James Elsner of Florida State University. He says there is a good chance of more category four and five hurricanes in the future because ocean temperatures are expected to continue rising. VOICE ONE: The scientists studied weather satellite information from nineteen eighty-one through two thousand six. During the period, ocean surface temperatures increased by an average of a third of a degree Celsius. The scientists found that this change has fueled the increase in hurricane intensity. They also found that the highest wind speeds of the strongest storms averaged two hundred fiftythree kilometers an hour in two thousand six. This is an increase from two hundred twentyfive kilometers an hour in nineteen eighty-one. The increases in intensity were greatest in the Atlantic Ocean. VOICE TWO: Last year, other scientists found that the number of Atlantic hurricanes increased one hundred percent over the past century. Greg Holland and Peter Webster studied records of major storms in the North Atlantic. Mister Holland works for the National Center for Atmospheric Research. He says the study provided strong evidence that climate change is a major influence on the increasing number of Atlantic hurricanes. VOICE ONE: However, not everyone agrees that climate change is causing more severe ocean storms. Jeffrey Halverson is a hurricane expert at the University of Maryland. He says there is probably a link to climate change but it has been difficult to find. Christopher Landsea is with the National Hurricane Center. He says he believes climate change has a small influence on hurricanes. He argues that stronger storms are the result of changes in climate and natural weather cycles. But other experts say wind speeds will increase in the strongest storms for the next several years.
(MUSIC) VOICE TWO: This SCIENCE IN THE NEWS was written by Shelley Gollust. Our producer was Brianna Blake. I'm Barbara Klein. VOICE ONE: And Im Bob Doughty. Listen again next week for more news about science in Special English on the Voice of America.
INSTRUCTOR COPY GW-PC-1
VOICE OF AMERICA
VOA Home
Special English Home
Transcript Archive
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Storms of September: One Month, Three Hurricanes in the Atlantic

Gustav, Hanna and Ike caused major damage in September. But have storms' intensity increased because of climate change? Transcript of radio broadcast: 06 October 2008 MP3 - Download (MP3) MP3 - Listen to (MP3)
VOICE ONE: This is SCIENCE IN THE NEWS in VOA Special English. Im Bob Doughty. VOICE TWO: And Im Barbara Klein. Our subject today: severe ocean storms. (MUSIC) VOICE ONE: September is usually the worst month for hurricanes in the Atlantic Ocean. At least ten named storms have formed there this year. The hurricane season continues until the end of November. The total number of major storms this year has been above average. There were three major hurricanes in the Atlantic Ocean. The latest hurricane to strike land was called Hurricane Ike. It was a huge storm, stretching out across a thousand kilometers when it struck the southern coast of the United States last month.
Hurricane Ike caused major flooding and destroyed thousands of homes. It also left millions of people without power in Texas. The storm killed at least thirty people in nine states.
The situation was even worse in the nation of Haiti, which has been severely damaged by several storms this year. VOICE TWO: About ninety ocean storms form each year around the world. These powerful storms are called hurricanes when they form in the Atlantic Ocean and the eastern Pacific Ocean. They are called typhoons in the northwestern Pacific, and cyclones when they develop in the Indian Ocean. Severe ocean storms in the northern half of the world generally develop in late summer or early autumn near the equator.
Flooding in Miragoane, Haiti, after hurricanes Gustav and Ike
Storms can result when the air temperature in one area is different from that of another. Warmer air rises and cooler air falls. These movements create a difference in the pressure of the atmosphere. If the pressure changes over a large area, winds start to blow in a huge circle. High-pressure air is pulled toward a low-pressure center. VOICE ONE: Severe ocean storms happen less often in the southern hemisphere. There, the season of greatest activity is between December and March. South of the equator, the winds flow in the same direction as the hands on a clock. North of the equator, they flow in the opposite direction. (MUSIC) VOICE TWO: Storms can get stronger as they move over warm ocean waters. The strongest, fastest winds of a hurricane are found in the eyewall. This is the area that surrounds the center, or eye, of the storm. The eye itself is calm by comparison, with light winds and clear skies. Wind speeds in severe ocean storms can reach more than two hundred fifty kilometers an hour. Up to fifty centimeters of rain can fall. Some storms have produced more than one hundred fifty centimeters of rain. These storms also cause high waves and ocean surges. A surge is a continuous movement of water that may reach six meters or more. The water strikes low coastal areas. Surges are commonly responsible for about ninety percent of all deaths from ocean storms. VOICE ONE: Scientists use computer programs to show where a storm might go. The programs combine information such as temperatures, wind speed, atmospheric pressure and the amount of water in the atmosphere. Scientists collect the information with satellites, weather balloons and devices floating in the world's oceans. They also collect information from ships and passenger flights and from airplanes that fly in and around storms. The crews drop instruments on parachutes to record temperature, pressure, wind speed and other conditions.
VOICE TWO: The Saffir-Simpson Hurricane Scale is a way to rate storms based on wind speed. It provides an idea of the amount of coastal flooding and property damage that might be expected. The scale is divided into five groups. A category one storm has winds of about one hundred twenty to one hundred fifty kilometers an hour. It can damage trees and lightweight structures. It can also cause flooding. Wind speeds in a category two hurricane can reach close to one hundred eighty kilometers an hour. These storms are often powerful enough to break windows or blow a protective covering off a house. Winds between about one hundred eighty and two hundred fifty kilometers an hour represent categories three and four. Anything even more powerful is a category five hurricane. (MUSIC) VOICE ONE: The major hurricanes that formed in the Atlantic Ocean this year were called Gustav, Hanna and Ike. How did they get these names? An Australian scientist began to call storms by women's names before the end of the nineteenth century. During World War Two, scientists called storms by the names of their wives or girlfriends. The weather service in the United States started to use womens names for storms in nineteen fifty-three. In nineteen seventy-nine, it began to use mens names, too. Scientists decide on lists of names years in advance. They agree on them at meetings of the World Meteorological Organization. VOICE TWO: Naming storms is part of the job of the National Hurricane Center in Florida. Storms get a name when they reach a wind speed of sixty-two kilometers an hour, even if they never develop into hurricanes. The first name used in a storm season begins with the letter A, the second with B and so on. The same list of names is not used again for at least six years. And different lists are used for different parts of the world. VOICE ONE: Three years ago, Greek letters had to be used for the first time to name storms in the Atlantic. That was the plan -- to call storms Alpha, Beta and so on -- if there were ever more than twenty-one named storms in a season. In fact, there were twenty-eight. The two thousand five Atlantic hurricane season was the first on record with fifteen hurricanes. Four hurricanes reached category five strength -- also a first. The National Oceanic and Atmospheric Administration says it was the first season with four major hurricanes to strike the United States. The most destructive was Katrina. More than one thousand eight hundred people were killed along the Gulf of Mexico coast.
(MUSIC) VOICE TWO: Debate continues about the effect of rising temperatures in Earth's atmosphere on hurricanes. A new report says ocean storms are growing in strength and climate might be to blame. Scientists from Florida State University and the University of Wisconsin reported their findings last month in Nature magazine. The scientists say the most powerful ocean storms are becoming more intense. They found that the strongest hurricanes and typhoons have become even stronger over the past twenty-five years. The lead writer of the report was James Elsner of Florida State University. He says there is a good chance of more category four and five hurricanes in the future because ocean temperatures are expected to continue rising. VOICE ONE: The scientists studied weather satellite information from nineteen eighty-one through two thousand six. During the period, ocean surface temperatures increased by an average of a third of a degree Celsius. The scientists found that this change has fueled the increase in hurricane intensity. They also found that the highest wind speeds of the strongest storms averaged two hundred fiftythree kilometers an hour in two thousand six. This is an increase from two hundred twentyfive kilometers an hour in nineteen eighty-one. The increases in intensity were greatest in the Atlantic Ocean. VOICE TWO: Last year, other scientists found that the number of Atlantic hurricanes increased one hundred percent over the past century. Greg Holland and Peter Webster studied records of major storms in the North Atlantic. Mister Holland works for the National Center for Atmospheric Research. He says the study provided strong evidence that climate change is a major influence on the increasing number of Atlantic hurricanes. VOICE ONE: However, not everyone agrees that climate change is causing more severe ocean storms. Jeffrey Halverson is a hurricane expert at the University of Maryland. He says there is probably a link to climate change but it has been difficult to find. Christopher Landsea is with the National Hurricane Center. He says he believes climate change has a small influence on hurricanes. He argues that stronger storms are the result of changes in climate and natural weather cycles. But other experts say wind speeds will increase in the strongest storms for the next several years.
(MUSIC) VOICE TWO: This SCIENCE IN THE NEWS was written by Shelley Gollust. Our producer was Brianna Blake. I'm Barbara Klein. VOICE ONE: And Im Bob Doughty. Listen again next week for more news about science in Special English on the Voice of America.
STUDENT HANDOUT GW-PC-2
Directions: Use the transcript to the podcast Storms of September: One Month, Three Hurricanes in the Atlantic to complete the following statements.
1. ____________________ is usually the worst month of the year for hurricanes in the Atlantic Ocean. 2. Hurricane _________________ caused major ___________________ and destroyed thousands of homes. 3. About _________________ocean storms form each year around the world. 4. Storms that form in the Atlantic Ocean and the eastern Pacific Ocean are called ______________________. 5. Storms that form in the northwestern Pacific Ocean are called ________________________. 6. Storms that form in the Indian Ocean are called __________________________. 7. Severe ocean storms happen less often in the ___________________ hemisphere. 8. Scientists use _________________ to show where a storm might go.
9. Scientists collect the information with _________________, weather balloons and devices floating in the world's oceans. 10. The 2005 Atlantic hurricane season was the first on record with _____________hurricanes. 11. Debate continues about the effect of _______________________ in Earth's atmosphere on hurricanes.
INSTRUCTOR COPY GW-PC-2 1. September is usually the worst month of the year for hurricanes in the Atlantic Ocean. 2. Hurricane Ike caused major flooding and destroyed thousands of homes. 3. About 90 ocean storms form each year around the world. 4. Storms that form in the Atlantic Ocean and the eastern Pacific Ocean are called hurricanes. 5. Storms that form in the northwestern Pacific Ocean are called typhoons. 6. Storms that form in the Indian Ocean are called cyclones. 7. Severe ocean storms happen less often in the southern hemisphere. 8. Scientists use computer programs to show where a storm might go.
9. Scientists collect the information with satellites, weather balloons and devices floating in the world's oceans. 10. The 2005 Atlantic hurricane season was the first on record with 15 hurricanes. 11. Debate continues about the effect of rising temperatures in Earth's atmosphere on hurricanes.
SOAR Curriculum
Geography Science
Geography/WeatherScience
UnitofStudy Geography/Weather LessonTopic Science LessonObjective Thelearnersreviewmeteorologicalterms.TheywillbecomefamiliarwithEnglish idiomsthatusegeographyandweatherterminology.Thelearnerswillpracticewriting sentencesinthefuturetense. VirginiaAdultEducationESOLContent Standards Speaking S5.1a)Initiate,sustain,andconcludeanoralexchangeaboutafamiliartopicinboth informalandsimpleformalsituations. S6.2b)Applyappropriatenonverbalcommunicationstrategies S6.3a)Controlanincreasingvarietyofverbs,modals,andtenses. S6.3b)Usecomplexgrammaticalstructures. S6.3c)Applyappropriaterhythm,wordstress,andintonation. S6.3d)Phrasewordsinchunksandpausebetweenphrasesinspontaneoussituations. S6.4a)Interjectand/orrespondtoapromptand/oraconversationwithappropriateand extensiveelaboration. S6.4b)Organize,summarize,paraphrase,andexplainforclarification. S6.4c)Demonstrateeffectiveconversationmanagementtechniques Listening L6.2a)Followmultistepdirections,instructions,andcommands. L6.4c)Determinewhenitisappropriatetointerjectorrespondinaconversation. L6.4d)Recognizehowtoshowinterestinaconversationbyusingverbalandnonverbal prompts. Reading R5.3a)Usemorphologicallinguisticcontexttoidentifynewvocabularyintexts. R5.3b)Usesyntacticallinguisticcontexttoidentifymainideasandsupportingdetailsin texts. R5.3c)Uselinguisticcontextandrealworldknowledgetoidentifynewmeaningfor vocabulary,mainideas,andsupportingdetailsintexts R6.1a)Understandthecontentofanauthentictextsufficientlytodistinguishwhatis important. R6.3b)Recognizefigurativelanguagetodeterminethemeaningofunfamiliar vocabularyortext. Writing W6.3a)Usesystematicstructuresandverbtensesasappropriatetothetextandtask.
Materials Copiesof ListaWeatherWordBeginningWithEachLetter(STUDENTHANDOUT GWSci1) Copiesof WeatherCrosswordVertical(STUDENTHANDOUTGWSci2A) Copiesof WeatherCrosswordHorizontal(STUDENTHANDOUTGWSci2B) Copiesof GeographyandWeatherIdioms(STUDENTHANDOUTGWSci3) Copyof GeographyandWeatherIdioms:InstructorCopy(INSTRUCTORCOPYGW Sci3) FileFolders WarmUp ThelearnersareplacedinsmallgroupsandgivenacopyofaListaWeatherWord BeginningWithEachLetter(STUDENTHANDOUTGWSci1).Theywritea meteorological(weather)termforeachletter. Atimelimitisestablishedforthisactivity. Whenthetimeisfinished,theinstructorgoesthroughthealphabetaskingeachgroupif theyhaveawordforthatletter.Theinstructorasksifanyoftheweatherwordsneedto beclarified.Studentsareaskedtoexplaintheirwords.Theinstructorwilladdanywords thathavenotbeendiscussedandarelistedonthecrosswordpuzzle. Introduction Wewillbepracticingmeteorologicalvocabularyanddiscussingidiomsthatcontain geographyandweatherterms. Practice Thelearnersaregroupedinpairs,preferablysittingacrossfromeachother.Forthis activitystudentscantseetheirpartnerspapers. Theinstructormaywanttohandoutfile folderstobeusedbystudentstokeeptheiranswershidden.Onepartnerisgivena crosswordpuzzlewiththehorizontalwords.Theotherpartnerisgivenonewiththe verticalwords(STUDENTHANDOUTGWSci2AandSTUDENTHANDOUTGW Sci2B).Thepartnersalternategivingthelocationandcluesfortheirpuzzlewords. Theinstructordistributescopiesof GeographyandWeatherIdioms(STUDENT HANDOUTGWSci3).Thelearnersareplacedinsmallgroupstoworktogetheronthe activity.Theclassreviewsthehandoutlearnersareaskediftheyknowanysimilar idiomsandsharethemwiththeclass. Application Thelearnerswritesentencesgivingweatherforecastforthefollowingday(futuretense). Theywriteasentenceforeachseason. Eachlearnerchoosesoneofhis/hersentencesto writeontheboardandsharewiththeclass. EvaluationandExtension Thelearnerswritesentencesaboutweatherorgeography.Theyleaveablankforthe correctword/words (theyuseanyofthevocabularytermsdiscussedduringthislesson).
Theyexchangewithapartner,ortheinstructorcollectsandreadsthemaloudfortheclass todeterminethecorrectterm. ReviewNextClass Definethefollowingterms: forecast,hail,meteorology,precipitation,sleet,wind chillfactor Chooseaweatheridiomyoulearnedlastclass,anduseitinasentence.
AdditionalResources http://www.learnenglishfeelgood.com/vocabulary/eslweathervocabulary2.html Onlinequizofweatherterms http://esl.about.com/library/quiz/blgrquiz_futureforms.htm Onlinequizonthefuturetense http://www.esllab.com/vocab/vweather.htm weathervocabularyforESOLstudents http://www.learnenglishfeelgood.com/vocabulary/eslweathervocabulary2.html Onlineclozeactivityfeaturingweathervocabulary
STUDENTHANDOUTGWSci1
ListaWeatherWordBeginningWithEachLetter
A______________________ B______________________ C______________________ D______________________ E_______________________ F_______________________ G_______________________ H_______________________ I________________________ J________________________ K_______________________ L________________________ M________________________
N_______________________ O_______________________ P________________________ Q________________________ R________________________ S________________________ T________________________ U________________________ V________________________ W_________________________ X_________________________ Y_________________________ Z__________________________
STUDENTHANDOUTGWSci2A WEATHERCROSSWORDVERTICAL
STUDENTHANDOUTGWSci2B WEATHERCROSSWORDHORIZONTAL
STUDENTHANDOUTGWSci3
GeographyandWeatherIdioms
Matchtheidiomwiththecorrectmeaning ____afairweatherfriend ____oncloudnine ___undertheweather ___makeamountainoutofamolehill ___takearaincheck ___downtoearth ___overthehill ___thetipoftheiceberg ___outofthewoods ___rainonyourparade ___dirtcheap ___stickinthemud Apasttheprimeofoneslifemiddleage Btrytoruinyourhappiness Ccannotacceptaninvitationnow,butwouldliketolater Dsomeonewhoisonlyyourfriendwheneverythingisgoingwell Everylowprice Fveryhappy Gtofeelsick Hapersonwhodoesntwanttojoininthefun Itobefreeofdanger Jjustasmallportionofabiggerproblem Khaveasmallproblemseemlikealargeproblem Lsomeonewhoactsverynatural,doesntactsuperior
INSTRUCTORCOPYGWSci3
GeographyandWeatherIdioms:InstructorCopy
Matchtheidiomwiththecorrectmeaning D afairweatherfriend F oncloudnine Gundertheweather Kmakeamountainoutofamolehill C takearaincheck L downtoearth A overthehill J thetipoftheiceberg I outofthewoods Brainonyourparade Edirtcheap H stickinthemud A.pasttheprimeofoneslifemiddleage Btrytoruinyourhappiness Ccannotacceptaninvitationnow,butwouldliketolater Dsomeonewhoisonlyyourfriendwheneverythingisgoingwell Everylowprice Fveryhappy Gtofeelsick Hapersonwhodoesntwanttojoininthefun Itobefreeofdanger Jjustasmallportionofabiggerproblem Khaveasmallproblemseemlikealargeproblem Lsomeonewhoactsverynatural,doesntactsuperior
SOAR Curriculum
Geography SMART Board
Geography/WeatherSMARTBoard
UnitofStudy Geography/Weather LessonTopic SMARTBoard LessonObjective ThelearnerswillbecomefamiliarwithapoliticalmapoftheUnitedStates. VirginiaAdultEducationESOLContent Standards Speaking S5.1a)Initiate,sustain,andconcludeanoralexchangeaboutafamiliartopicinbothinformal andsimpleformalsituations S6.2b)Applyappropriatenonverbalcommunicationstrategies S6.3a)Controlanincreasingvarietyofverbs,modals,andtenses. S6.3b)Usecomplexgrammaticalstructures. S6.3c)Applyappropriaterhythm,wordstress,andintonation. S6.3d)Phrasewordsinchunksandpausebetweenphrasesinspontaneoussituations. S6.4a)Interjectand/orrespondtoapromptand/oraconversationwithappropriateandextensive elaboration. S6.4c)Demonstrateeffectiveconversationmanagementtechniques. Listening L5.3c)Listenwithapurposeforspecificinformationinfamiliarandunfamiliarcontexts. L6.1a)Comprehendextensivevocabularyonawiderangeoftopics. L6.2a)Followmultistepdirections,instructions,andcommands. L6.4c)Determinewhenitisappropriatetointerjectorrespondinaconversation. L6.4d)Recognizehowtoshowinterestinaconversationbyusingverbalandnonverbal prompts. Reading R4.1a)Scanauthenticmaterialsforspecificinformation Writing W6.3a)Usesyntacticstructuresandverbtensesasappropriatetothetextandtask. Materials SMARTBoard WallmapsoftheUnitedStates (orsmallermapsprintedfrom: http://www.teachervision.fen.com/tv/printables/scottforesman/SSMAP082.pdf or http://www.mapsofworld.com/usa/usapoliticalmap.html)
CopiesofaBlacklineU.S.PoliticalMap(maybeprintedfrom: http://www.proteacher.com/cgi bin/outsidesite.cgi?id=17167&external=http://www.enchantedlearning.com/usa/label/findstate/& original=http://www.proteacher.com/090028.shtml&title=Find%20Your%20State%20in%20the %20USA%20Printout) Copiesof U.S.StateNames(STUDENTHANDOUTGWSB1) WarmUp Learnersformgroupsofthree.ThegroupsaregiventenminutestowritealistofU.S.state names.LearnersfromeachgroupwritethestatenamesontheSMARTBoard.Theinstructor reviewsthepronunciationofeachstatenamelisted. UsingU.S.StateNames(STUDENT HANDOUTGWSB1),learnersaddanystatesthatwerenotlisted. Introduction WearegoingtopracticethegeographyoftheUnitedStatesofAmerica.Wearegoingtoreview thenamesandlocationsofthefiftystates. Practice LearnerswillreceiveacopyofablacklineU.S.Politicalmap.Ingroupsofthree,theywilllabel asmanystatesastheycanintenminutes.TheinstructorwillhaveacopyoftheblacklineU.S. PoliticalmapontheSMARTBoard.Studentswilltaketurnscominguptotheboardandfilling instatenames.Oncelearnershavefilledinasmanystatesastheycan,theywillgotothe website:http://www.mapsofworld.com/usa/usapoliticalmap.html.Usingthismap,theywillfill inthestatenamesforanystatestheyaremissing. Application 1. Theinstructorwill initiateadiscussionaboutdifferentgeographicregionsoftheUnited States.Theclasswillreviewdirectionallocationstoinclude:North,Northeast,Northwest, South,Southeast,Southwest,East,andWest. Learnersgoto http://lcweb2.loc.gov/ammem/gmdhtml/rrhtml/regdef.html. Learnerswillexplorethedifferent regionsusingthiswebsite. 2. Learnerswillwritecluesaboutdifferentstatelocations. Theywillreadtheircluesandthe classwillguessthestate. [Example:ThisstateisinNewEngland.ItislocatedbetweenMaine andVermont.ItbordersMassachusettstotheNorth.Whatstateisit?NewHampshire Learnersmayusethemapathttp://www.mapsofworld.com/usa/usapoliticalmap.html to answerthequestions. EvaluationandExtension Learnersgoto http://pibmug.com/files/map_test.swf.Learnersmustdragthestatenametothe statelocation.Thisisatimedquiz. ReviewNextClass NamesomestatesintheUnitedStates. NamesomeregionsoftheUnitedStates.
AdditionalResources http://www.education.smarttech.com/ste/enUS/Ed+Resource/Lesson+activities/Notebook+A ctivities/Browse+Notebook/United+States/Elementary/4 6/Social+Studies/Map+of+the+US.htm YoumusthaveNotebook8.1.1orhighertoaccessthisactivity.SMARTBoardlessononU.S. Geography http://www.education.smarttech.com/ste/en US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/ Elementary/46/Social+Studies/Scrambled+States.htm YoumusthaveNotebook8.1.1 toaccessthisactivity. ScrambledStatesSMARTBoardlesson http://www.education.smarttech.com/ste/en US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/ Elementary/46/Social+Studies/United+States+Geography+Quiz.htm YoumusthaveNotebook8.1.1orhighertoaccessthisactivity.SMARTBoardU.S.geography puzzleandquizonstatecapitals http://www.dartmouth.edu/~charlo/peter/geo/htmlquiz/states.shtml ListofU.S.Statecapitals http://www.sheppardsoftware.com/USA_Geography/USA_GL_1280_800.html Aninteractivemaplearnersclickonthestate,theyaregiventhestatenameandinformation aboutthestate. http://www.sheppardsoftware.com/USA_Geography/USA_GL_Caps_1280_800.html Aninteractivemaplearnersclickonthestate,theyaregiventhestatecapitalandinformation aboutthecapitalcity. http://www.mrsjonesroom.com/songs/50states.html Song: TheFiftyNiftyStates http://www.sheppardsoftware.com/USA_Geography/USA_G2_1280_800.html Interactivepuzzlelearnersdragthestatetothecorrectlocation. http://www.sheppardsoftware.com/states_map_abbrev_NL_10s10_500.html Interactivequizonstatepostalabbreviations
STUDENTHANDOUTGWSB1
STATENAMES
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada NewHampshire NewJersey NewMexico NewYork NorthCarolina NorthDakota Ohio Oklahoma Oregon Pennsylvania RhodeIsland SouthCarolina SouthDakota Tennessee Texas Utah Vermont Virginia Washington WestVirginia Wisconsin Wyoming
SOAR Curriculum
Geography Social Studies
Geography/WeatherSocialStudies
UnitofStudy Geography/Weather LessonTopic SocialStudies LessonObjective Thelearnerswillpracticevocabularythatrelatestomaps.Theywillresearchandwriteareporton acontinent. VirginiaAdultEducationESOLContent Standards Speaking S5.1a)Initiate,sustain,andconcludeanoralexchangeaboutafamiliartopicinbothinformaland simpleformalsituations. S6.2b)Applyappropriatenonverbalcommunicationstrategies S6.3a)Controlanincreasingvarietyofverbs,modals,andtenses. S6.3b)Usecomplexgrammaticalstructures. S6.3c)Applyappropriaterhythm,wordstress,andintonation. S6.3d)Phrasewordsinchunksandpausebetweenphrasesinspontaneoussituations. S6.4a)Interjectand/orrespondtoapromptand/oraconversationwithappropriateand extensiveelaboration. S6.4b)Organize,summarize,paraphrase,andexplainforclarification. S6.4c)Demonstrateeffectiveconversationmanagementtechniques Listening L6.1b)Demonstratecomprehensionofinformationfromvarioussourcesoncomplextopics L6.2a)Followmultistepdirections,instructions,andcommands. L6.4c)Determinewhenitisappropriatetointerjectorrespondinaconversation. L6.4d)Recognizehowtoshowinterestinaconversationbyusingverbalandnonverbal prompts. Reading R5.3a)Usemorphologicallinguisticcontexttoidentifynewvocabularyintexts. R5.3b)Usesyntacticallinguisticcontexttoidentifymainideasandsupportingdetailsin texts. R5.3c)Uselinguisticcontextandrealworldknowledgetoidentifynewmeaningfor vocabulary,mainideas,andsupportingdetailsintexts R6.1a)Understandthecontentofanauthentictextsufficientlytodistinguishwhatis important. Writing W6.1a)3)Writeforavarietyofpurposes:summarizeandevaluate W6.3a)Usesystematicstructuresandverbtensesasappropriatetothetextand task.
Materials Mapsforwarmupactivity Chartpaper/overhead/boardspace
Chartpaperandmarkersforlearners Copiesof GeographyMatchingTermswithDefinitions(STUDENTHANDOUTGWSS1) Copyof GeographyMatchingTermswithDefinitions(INSTRUCTORCOPYGWSS1) WarmUp Theinstructorplaceslearnersingroups.Eachgroupisgivenamap.Largeworldmapsmaybe postedaroundtheroomglobesmaybeusedaswell. Theinstructormaybringinmapsorprint themfrominternetsites. Thelearnerscouldalsogettheinformationdirectlyoffoftheinternet site. Thesesitesmayinclude: http://www.nationalgeographic.com/xpeditions/atlas/ http://www.eduplace.com/ss/maps/pdf/world_country.pdf http://geography.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=geography&cdn=education &tm=12&gps=45_102_1020_600&f=00&tt=14&bt=0&bts=1&zu=http%3A//www.nationalgeogra phic.com/resources/ngo/maps/view/worldm.html www.worldatlas.com Theyareaskedtowritetermsthatareshownontheirmapandthemeaningoftheseterms.These wordsmayinclude:thenamesofoceans,continents,countries,hemisphere,PrimeMeridian, equator,latitude,longitude,TropicofCancer,TropicofCapricorn,legend,compasspoints,key, andscale. Learnerssharetheirvocabularywords.Theinstructorwill discussanywordsthathave notbeenlistedthatarelistedon STUDENTHANDOUTGWSS1. Introduction Wewillpracticevocabularythatisrelatedtomaps.Wewillresearchandwritereportsabout continents. Note: ManystudentsfromothercountriesarenotawarethatintheU.S.weteachthatthereare7 continents.MostothercountriesconsiderNorthAmericaandSouthAmericaonecontinentcalled America.ItmaybenecessarytoletthestudentsknowthattheirGEDteacherswillbereferring to7continents. ItsrecommendedthattheinstructordiscussthisduringtheIntroduction sectionof thelesson. Thelearnersareplacedwithapartner.TheinstructordistributestheGeographyMatchingTerms withDefinitions(STUDENTHANDOUTGWSS1).Whenthelearnerscompletethehandout,the classreviews. Practice Theinstructor placesthelearnersingroups.Eachgroupisgivenoneofthefollowing:Europe, Asia,Africa,NorthAmerica,SouthAmerica,Australia,andAntarctica.Theygotothefollowing: WorldAtlaswebsitelearnersclickoncontinentformapandstatisticaldata. http://worldatlas.com/aatlas/infopage/contnent.htm Theywriteareportontheirassignedcontinent.Thereportsarewrittenonchartpaperandposted. Eachgrouppresentsitsreporttotheclass.
Application Eachlearnerwritesonesentenceabouteachcontinent. Theymayuseinformationfromtheposted reports. EvaluationandExtension Thelearnerstesttheirknowledgeofworldgeographywith16differentquizzes http://www.lizardpoint.com/fun/geoquiz/worldquiz.html ReviewNextClass Definethefollowingterms:climate,compasspoint,equator,geography,globe, hemisphere,latitude,longitude,PrimeMeridian,TropicofCancer,TropicofCapricorn Howmanycontinentsarethere? Whatarethenamesofthecontinents? AdditionalResources http://www.funbrain.com/where/ Onlinegeographyquizofstates http://www.nationalgeographic.com/geospy/ ThisisaNationalGeographicwebsitethatyoumaychoose:ContinentsGame,CountriesGame,or StateandProvincesGames.Thereisatimelimittolocatethecorrectgeographicregion. http://www.elcivics.com/eslcrosswordpuzzles/usgeography.pdf U.S.geographycrosswordpuzzle http://teach.fcps.net/trt27/SocialStudies.htm Thisisagreatinteractivemap.Learnersdraglabelsofstatenamestotheproperlocationonamap oftheUnitedStates.SMARTNotebooksoftwareisnecessarytoviewthisactivity. http://bensguide.gpo.gov/flash/states_puzzle_lines2.html U.S.mapinteractivepuzzle http://www.education.smarttech.com/ste/en US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/Elementary/4 6/Social+Studies/Latitude+and+Longitude.htm YoumusthaveNotebook8.1.1orhighertoaccessthisactivity.SMARTBoardlesson onlongitudeand latitude http://www.studystack.com/matching79588 Matchingquizonpartsofamap http://jan.ucc.nau.edu/~alew/maps/basemaps.html printablemaps
STUDENTHANDOUTGWSS1 Matchthefollowingterms __________________Itisusuallyflatandshowsallorpartoftheearthssurface __________________Itisaroundmapthatshowstheentireearth __________________Coveralmostthreefourthsoftheearthssurface ___________________Oneofthesevenmajorlandmasses ___________________HalfofaspherehalfoftheEarth,eitherNorthernand SouthernorEasternandWestern ___________________Showsthefourdirections:north,south,east,andwest __________________Informationthatgivesmeasurementstodetermine distancesonamap __________________ThelineoflongitudefromtheNorthPoletotheSouthPoleandmarked0 ___________________Animaginarylinearoundthemiddleoftheearth ___________________ThedistancenorthorsouthoftheEquatormeasuredindegrees __________________Thelatitudelinethatis23northoftheEquator __________________Thelatitudelinethatis23southoftheEquator __________________ThedistanceeastorwestofthePrimeMeridian,measuredindegrees ___________________Amapkey,orlistofsymbolsonamapandwhattheystandfor __________________Northeast,southeast,southwest,northwest ___________________ThestudyoftheEarthwhichincludesnaturalfeatures,such asmountainsandoceans,andmanmade,suchascities. __________________Givesinformationtoreadthemap
hemisphere longitude geography equator
oceans key map legend
TropicofCancer PrimeMeridian compasspoints
globe scale continents
intermediatecompasspoints TropicofCapricorn latitude
INSTRUCTORCOPYGWSS1 Matchthefollowingterms map Itisusuallyflatandshowsallorpartoftheearthssurface globe Itisaroundmapthatshowstheentireearth oceansCoveralmostthreefourthsoftheearthssurface continents Oneofthesevenmajorlandmasses hemisphere HalfofaspherehalfoftheEarth,eitherNorthernandSouthernorEasternand Western compasspoints Showsthefourdirections:north,south,east,andwest scale Informationthatgivesmeasurementstodeterminedistancesonamap PrimeMeridian ThelineoflongitudefromtheNorthPoletotheSouthPoleandmarked0 equator Animaginarylinearoundthemiddleoftheearth latitude ThedistancenorthorsouthoftheEquatormeasuredindegrees TropicofCancerThelatitudelinethatis23northoftheEquator TropicofCapricorn Thelatitudelinethatis23southoftheEquator longitude ThedistanceeastorwestofthePrimeMeridian,measuredindegrees legend Amapkey,orlistofsymbolsonamapandwhattheystandfor intermediatecompasspoints Northeast,southeast,southwest,northwest geography ThestudyoftheEarthwhichincludesnaturalfeatures,suchasmountainsandoceans, andmanmade,suchascities. key Givesinformationtoreadthemap
SOAR Curriculum
Geography Writing
Geography/WeatherWriting
UnitofStudy Geography/Weather LessonTopic Writing LessonObjective Thelearnerswilldiscusshowgeographyisrelatedtoweather.Theywilluseaprocess writingapproachtowriteaparagraph. VirginiaAdultEducationESOLContent Standards Speaking S5.1a)Initiate,sustain,andconcludeanoralexchangeaboutafamiliartopicinboth informalandsimpleformalsituations. S5.1d)Statefactsandopinions. S6.2b)Applyappropriatenonverbalcommunicationstrategies S6.3a)Controlanincreasingvarietyofverbs,modals,andtenses. S6.3b)Usecomplexgrammaticalstructures. S6.3c)Applyappropriaterhythm,wordstress,andintonation. S6.3d)Phrasewordsinchunksandpausebetweenphrasesinspontaneoussituations. S6.4a)Interjectand/orrespondtoapromptand/oraconversationwithappropriateand extensiveelaboration. S6.4c)Demonstrateeffectiveconversationmanagementtechniques Listening L6.2a)Followmultistepdirections,instructions,andcommands. L6.4c)Determinewhenitisappropriatetointerjectorrespondinaconversation. L6.4d)Recognizehowtoshowinterestinaconversationbyusingverbalandnonverbal prompts. Writing W5.2a)Writewelldevelopedandsequencedparagraphswithintroductoryand concludingsentences. W5.2c)Developclarityandstylethroughvocabularychoiceandselfexpression. W6.1a)1)Writeforavariety ofpurposes:inform,describe,andpersuade W6.1a)2)Writeforavarietyofpurposes:compareandcontrast W6.1a)3)Writeforavarietyofpurposes:summarizeandevaluate W6.3a)Usesystematicstructuresandverbtensesasappropriatetothetextandtask. W6.4a)Useprocesswritingstepsplan,draft,review,revise,andedit. W6.4c)Revisewritingtoenhancemeaning,clarity,andconsistencyusingpeerand teacherfeedback. W6.4d)Withguidance,reviewpeertextsandprovidefeedback. W6.4e)Useavarietyoftoolstoeditwriting.
Materials Dictionariesor www.dictionary.com Copiesof ParagraphChecklist(STUDENTHANDOUTGWW1) WarmUp Ingroupslearnersdiscussthefollowing:Howisgeographyrelatedtoweather?How manyseasonsarethereinthecountryyouwerebornin?Howmanyseasonsdowehave inVirginia?Groupssharetheiranswerswiththeclass. Introduction Youwillbewritingaparagraph aboutyourfavoriteseason. Practice Thelearnerscountoffbyfours.Theonesarespring,twosaresummer,threesare autumn,andfoursarewinter.Iftherearemorethan5peopleinanumbergroup,form twogroups.Eachgrouphasalargesheetofpaper,andtheywritethepositivesand negativesoftheirseason. Eachgrouppresentstheirseason chart. Application LearnerswillwriteaparagraphonthetopicMyFavoriteSeason. Eachlearnercreatesa prewritingsheetforhis/herparagraph.Thiscanbeabrainstormlist,wordweb,or outline.Learnersusethisprewritingactivitytowritetheirparagraphs. Afterthey completetheirroughdraft,theyuseParagraphChecklist(STUDENTHANDOUTGW W1)toedit/revisetheirparagraph. Theinstructorcollectsparagraphsforreview. EvaluationandExtension Theinstructorreviewsparagraphsandconferenceswithstudentsaboutrevisionsduring thenextclasssession.Afterrevisionsarecomplete,studentssharetheirparagraphswith theclass. OptionalMathConnection Afteralloftheparagraphshavebeenshared,theclassmakesalistofseasonsthat learnerschosetowriteabout. Achartwillbecreatedthatlistseachseason.Theclass willusetallymarkstorepresenthowmanystudentschoseeachseason. 1. Usingthetallymarksandthenumberofstudentsintheclass,theclasswillcreate fractionsthatrepresenttheproportionofstudentsthatprefereachseason.Oncefractions arecreated,learnerscanconvertthesefractionsintodecimalsandpercents. 2.Usingthetallymarks,studentswillcreatebargraphstitled,OurFavoriteSeason. AdditionalResources http://www.geography.learnontheinternet.co.uk/topics/climatezones.html#zones Amapoftheworldsclimatezones
http://www.geography.learnontheinternet.co.uk/topics/climatezones.html#factor Whatarefactorsthataffectclimate? http://www.theodora.com/maps/new9/world_climate_maplarge.jpg worldclimatemap http://www.uwsp.edu/geO/faculty/ritter/interactive_climate_map/climate_map.html Interactiveclimatemap
STUDENTHANDOUTGWW1
PARAGRAPHCHECKLIST
Doesmyparagraphhavethefollowing: _____atitle _____atopicsentencethatstatesmyfavoriteseason _____atleast3detailsthatsupportmytopicsentence _____aconcludingsentence
DidIcheckmyparagraphfor: _____goodsentences(sentencesthatmakesense) _____properspellingofwords _____beginningeachsentencewithacapitalletter _____endingeachsentencewiththecorrectpunctuation
Didanotherstudentreadmyparagraphtomakesureitmakessenseandhelp mefinderrors?
SOAR Curriculum
Geography Glossary
GEOGRAPHY/WEATHERUNITGLOSSARY
allow: toletsomeonedosomething (GWR) avoid: keepawayfrom (GWR) caution: towarnagainstpossibledangerortrouble (GWR) Celsiustemperaturescale: inventedbyAndersCelsiusin1742freezingpointis0C boilingpointis100C (GWM) climate: Themeteorologicalconditions,includingtemperature,precipitation,andwind, thataretypicalinaparticularregion (GWSS) clue: somethingthathelpstosolveorunderstandaproblem (GWR) compasspoint: showsthefourdirections:north,south,east,andwest (GWSS) continent: oneofthesevenmajorlandmasses (GWSS) cyclone: stormthatformsintheIndianOceansimilartoahurricane (GWPC) depression: afeelingofsadness (GWR) equator: animaginarylinearoundthemiddleoftheearth (GWSS) eyeofahurricane: thecenterofahurricane (GWPC) eyewall: abandofthundercloudssurroundingtheeyeofahurricane(GWPC) Fahrenheittemperaturescale: inventedbyGabrielDanielFahrenheitin1714freezing pointis32Fboilingpointis212F (GWM) fatigue: afeelingofbeingtired (GWR) forecast: apredictionabouttheweather (GWSci) formula: anequationthatstatesaruleorafact(GWM) geography: thestudyoftheEarth whichincludesnaturalfeatures,suchasmountains andoceans,andmanmade,suchascities (GWSS) globe: itisaroundmapthatshowstheentireearth (GWSS) hail: precipitationintheformoficeballs (GWSci)
hemisphere: halforaspherehalf oftheEarth,eitherNorthernandSouthernorEastern andWestern (GWSS) hurricane: aviolent,tropical,cyclonicstormofthewesternNorthAtlantic,havingwind speedsof72mphormore (GWSci)(GWPC) hurricaneclassification: fivecategories,basedonwindspeed(GWPC) hurricaneseason: hurricaneseasonisfromJune1untilNovember30,whenmost AtlanticOceanhurricanesoccur.IntheeasternPacificOcean,hurricaneseasonisfrom May15untilNovember30. (GWPC) intermediatecompasspoints: northeast,southeast,southwest,northwest (GWSS) insomnia: troublesleeping (GWR) irritable: afeelingofbeingupsetorangry (GWR) key: givesinformationtoreadthemap (GWSS) latitude: thedistancenorthorsouthoftheEquatormeasuredindegrees (GWSS) legend: amapkey,orlistofsymbolsonamapandwhattheystandfor (GWSS) lightning: asuddenelectricaldischargeintheatmosphereoftenaccompaniedby thunder (GWSci) longitude: thedistanceeastorwestofthePrimeMeridian,measuredindegrees (GWSS) map: itisusuallyflatandshowsallorpartoftheearthssurface (GWSS) mean(average): Inadataset,thesumofallthedatapoints,dividedbythenumberof datapoints (GWM) median: Themiddlenumberin adatasetwhenthedataareputinorder (GWM) meteorology: thesciencedealingwithweatherandclimate (GWSci) mode: thenumber(ornumbers)thatoccursmostfrequentlyinasetofdata (GWM) NationalHurricaneCenter:aUSgovernmentorganizationthattrackshurricanesinthe Atlantic,Caribbean,GulfofMexicoandeasternPacific,andissuesadvisoriesaboutthe storms(GWPC)
northernhemisphere: thehalfoftheEarththatisNorthoftheEquator(GeogSS) (GWPC) obvious: easilynoticedorunderstood (GWR) oceans: coveralmostthreefourthsoftheearthssurface (GWSS) pollution: theintroductionofharmfulsubstancesorproductsintotheenvironment (GW Sci) precipitation:rain,snow,sleet,hail (GWSci) PrimeMeridian: thelineoflongitudefromtheNorthPoletotheSouthPoleand marked0 (GWSS) reject: notbewillingtoacceptorconsidersomething (GWR) SaffirSimpsonHurricaneScale:ascalethatrateshurricanesbasedontheirwindspeed (GWPC) scale: informationthatgivesmeasurementstodeterminedistancesonamap (GWSS) SeasonalAffectiveDisorder(SAD): atypeofdepressionthatfollowstheseasons (GWR) sleet: amixtureofpartlyfrozenandfrozenraindrops (GWSci) southernhemisphere: thepartoftheEarththatisSouthoftheEquator(GWSS) (GWPC) symptom: asignofanillness (GWR) temperature: ameasureofthehotnessorcoldnessofabodyorenvironment (GWM) (GWSci) therapy: treatmentforanillnessordisability (GWR) tornado: Arotatingcolumnofairwhirlingatdangerouslyhighspeeds,usually accompaniedbyafunnelshapedcloud (GWSci) TropicofCancer: thelatitudelinethatis23northoftheEquator (GWSS) TropicofCapricorn: thelatitudelinethatis23southoftheEquator (GWSS) typhoon: stormthatformsinthenorthwesternPacificOceansimilartoahurricane (GWPC)
windchillfactor: theapparenttemperaturefeltontheexposedhumanbodyowingto thecombinationoftemperatureandwindspeed (GWSci)
GEOGRAPHY/WEATHERUNITVOCABULARY
READING allow avoid caution clue depression fatigue insomnia irritable obvious reject SeasonalAffectiveDisorder(SAD) symptom therapy SOCIALSTUDIES climate compasspoint continent equator geography globe hemisphere
intermediatecompasspoints key latitude legend longitude map northernhemisphere oceans PrimeMeridian scale southernhemisphere TropicofCancer TropicofCapricorn MATH Celsiustemperaturescale Fahrenheittemperaturescale formula mean median mode temperature SCIENCE forecast
hail hurricane lightning meteorology pollution precipitation sleet temperature tornado windchillfactor WRITING PODCAST cyclone eyeofahurricane eyewall hurricane hurricaneclassification hurricaneseason NationalHurricaneCenter northernhemisphere SaffirSimpsonHurricaneScale southernhemisphere typhoon
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FAHRENHEIT 32 86 212 122 95 68 50 41 104 59 77 98.6

STUDENT HANDOUT GW-PC-1

Special English Home

Storms of September: One Month, Three Hurricanes in the Atlantic

Flooding in Miragoane, Haiti, after hurricanes Gustav and Ike

INSTRUCTOR COPY GW-PC-1

Special English Home

Storms of September: One Month, Three Hurricanes in the Atlantic

Flooding in Miragoane, Haiti, after hurricanes Gustav and Ike

STUDENT HANDOUT GW-PC-2

Theyexchangewithapartner,ortheinstructorcollectsandreadsthemaloudfortheclass todeterminethecorrectterm. ReviewNextClass Definethefollowingterms: forecast,hail,meteorology,precipitation,sleet,wind chillfactor Chooseaweatheridiomyoulearnedlastclass,anduseitinasentence.

Geography SMART Board

Geography Social Studies

Materials Mapsforwarmupactivity Chartpaper/overhead/boardspace

hemisphere longitude geography equator

oceans key map legend

TropicofCancer PrimeMeridian compasspoints

globe scale continents

intermediatecompasspoints TropicofCapricorn latitude

http://www.geography.learnontheinternet.co.uk/topics/climatezones.html#factor Whatarefactorsthataffectclimate? http://www.theodora.com/maps/new9/world_climate_maplarge.jpg worldclimatemap http://www.uwsp.edu/geO/faculty/ritter/interactive_climate_map/climate_map.html Interactiveclimatemap

DidIcheckmyparagraphfor: _____goodsentences(sentencesthatmakesense) _____properspellingofwords _____beginningeachsentencewithacapitalletter _____endingeachsentencewiththecorrectpunctuation

windchillfactor: theapparenttemperaturefeltontheexposedhumanbodyowingto thecombinationoftemperatureandwindspeed (GWSci)

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DidIcheckmyparagraphfor: ___goodsentences(sentencesthatmakesense) _properspellingofwords _beginningeachsentencewithacapitalletter ___endingeachsentencewiththecorrectpunctuation