SOAR-Geography

7/30/2019 SOAR-Geography

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SOAR CurriculumSuccessfully Obtaining Academic Results

GeographyMath


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Geography/Weather Math

Unit of StudyGeography/Weather

Lesson TopicMath

Lesson ObjectivesThe learners become familiar with using formulas. These will include computing

conversions between Fahrenheit and Celsius temperatures and finding the median(middle) and mean (average) of a group of numbers. The term mode (most) may also be

introduced in the Evaluation and Extension section.

Note: If median and mean are not a review for your students it is recommended that you

do not include the mode section.

Virginia Adult Education ESOL Content Standards

SpeakingS5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in both

informal and simple formal situations.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 andextensive elaboration.

S6.4 c) Demonstrate effective conversation-management techniques

ListeningL6.2 a) Follow multi-step directions, instructions, and commands.

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.

ReadingR5.1 b) Comprehend texts (e.g. charts, graphs, dictionaries) for problem-solving tasks.

Writing

W6.1 a) 2) Write for a variety of purposes: compare and contrastW6.1 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.

MaterialsPost-it notes

Calculators (or calculator application on computer)Board space or large sheets of paper


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Copies ofCelsius & Fahrenheit(STUDENT HANDOUT GW-M-1)Instructor Copy ofCelsius & Fahrenheit(INSTRUCTOR COPY GW-M-1)

Dice or spinners (if the mode activity is chosen)

Warm Up

The instructor distributes small post-its to each learner. They write down theapproximate number of miles they live from school. The learners place them in numericalorder. The instructor introduces the terms mean (average) and median (middle). The

class computes the mean and median from the group of numbers. Calculators may beused.

Note: When introducing the concept of median, it is easier to understand if there is an

odd number in the data set. If the instructor has an even number of students during this

activity, it is recommended that he/she adds a post-it note with the number of mileshe/she lives from school. Once the learners find the median with an odd number, then the

instructor can show them how to find the mean when there is an even number in the data

set.

The learners are placed in small groups. Each group has a question that is answered by a

number (how many pairs of shoes do you own, how many times did you eat at a fast foodrestaurant last week, how many times do you go to the grocery store a week/month?)

Each group writes their question on a large sheet of paper. Each learner writes his/heranswer to each question on the paper. Each group computes the mean and median for

their question. They report the answers to the class.

IntroductionThe instructor will lead the class in a discussion of Fahrenheit and Celsius temperature

scales. Tonight we will use formulas to convert Fahrenheit to Celsius and Celsius toFahrenheit. We will also continue computing the mean and median of a set of numbers.

PracticeThe instructor places the learners in groups and distributes the handout Celsius and

Fahrenheit(STUDENT HANDOUT GW-M-1). The groups determine the missing

numbers they share their data with the class. If there are any different answers, thegroup with the correct answer computes and explains their work on the board/paper.

ApplicationThe learners go to the website:

http://weather.insidenova.com/wx.php?config=&user=ISN&pands=22191This is the local newspaper, The Potomac News. Using the extended forecastinformation, the learners compute the mean for the high and low temperature for the next

seven days they compute the median temperature for the next week. They use theformula from their worksheets to convert the median temperature from Fahrenheit to

Celsius.
http://weather.insidenova.com/wx.php?config=&user=ISN&pands=22191


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Evaluation and ExtensionThe learners compare their answers.

They compare their data to the average monthly local temperature found at the website:http://www.weatherreports.com/United_States/VA/Woodbridge/averages.html

The class writes sentences using comparisons and the weather information. These mayinclude the terms: hotter, hottest, colder, coldest, warmer, cooler. They writemathematical expressions using the graph statistical data with the symbols < and >.

The instructor may introduce another activity to determine mean, median, and mode. The

instructor teaches/reviews how to find the mode in a set of data (its the number thatoccurs the most). The instructor places learners in groups of 4-5 and distributes one die

to each group. They take turns rolling the die and listing the scores. After each groupmember has rolled the die the group lists the mean, median, and mode for each round.

The groups compare their results. A spinner may also be used.

Review Next Class

Define the following terms: formula, mean, median

Compute the mean and median for the following data sets:a. 35, 43, 12, 64, 23, 99

b. 23, 87, 67, 55, 34, 14, 55, 34

What do the Fahrenheit and Celsius scales measure? What is the differencebetween the two scales?

Additional Resources

http://www.geocities.com/SiliconValley/Vista/1234/old/converter.htmlA Fahrenheit/Celsius Converter website

http://ctap295.borderlink.org/cdenton/worksheet_3.ab.htmA worksheet to compute the mean for a group of bowling scores.

http://www.purplemath.com/modules/meanmode.htm

How to figure out the mean, median, mode, and range

http://www.bbc.co.uk/skillswise/numbers/handlingdata/numericalanalysis/mean/Information and worksheets about averages

http://www.education.smarttech.com/ste/en-

US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/Secondary/10-12/Math/Mean+Median+and+Mode+%28SMART-created%29.htm

You must have Notebook 10.0 to run this program. A SMART Board lesson on mean,median, and mode.
http://www.education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/Secondary/10-12/Math/Mean+Median+and+Mode+(SMART-created).htmhttp://www.bbc.co.uk/skillswise/numbers/handlingdata/numericalanalysis/mean/http://www.purplemath.com/modules/meanmode.htmhttp://ctap295.borderlink.org/cdenton/worksheet_3.ab.htmhttp://www.geocities.com/SiliconValley/Vista/1234/old/converter.htmlhttp://www.weatherreports.com/United_States/VA/Woodbridge/averages.html


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STUDENT HANDOUT GW-M-1

CELSIUS & FAHRENHEIT

Gabriel Daniel Fahrenheit invented the mercury thermometer and introduced it and histemperature scale in 1714. Anders Celsius invented his temperature scale in 1742. It was

originally called the centigrade scale and is based on the metric system.

To convert a Fahenreit temperature to Celsius:

Subtract 32

Multiply by 5

Divide by 9Written as a formula: Celsius=(Fahrenheit-32)5/9

To convert a Celsius temperature to Fahrenheit:

Multiply by 9

Divide by 5

Add 32Written as a formula: Fahrenheit=Celsius x 9/5 + 32

Complete the following table.

CELSIUS FAHRENHEIT

0

86

212

50

95

20

50

5

40

59

25

98.6


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INSTRUCTOR COPY GW-M-1

CELSIUS & FAHRENHEIT: INSTRUCTOR COPY

Gabriel Daniel Fahrenheit invented the mercury thermometer and introduced it and histemperature scale in 1714. Anders Celsius invented his temperature scale in 1742. It was

originally called the centigrade scale and is based on the metric system.

To convert a Fahenreit temperature to Celsius:

Subtract 32

Multiply by 5

Divide by 9

Written as a formula: Celsius=(Fahrenheit-32)5/9

To convert a Celsius temperature to Fahrenheit:

Multiply by 9

Divide by 5

Add 32Written as a formula: Fahrenheit=Celsius x 9/5 + 32

Complete the following table.

CELSIUS FAHRENHEIT

0 32

30 86

100 212

50 122

35 95

20 68

10 50

5 41

40 104

15 59

25 77

37 98.6


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GeographyPodcast


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Geography/Weather Podcast

Unit of Study

Geography/Weather

Lesson Topic

Podcast

Lesson Objective

The learners will discuss hurricanes.

Virginia Adult Education ESOL Content StandardsSpeakingS5.1 d) State facts and opinions.

S6.2 b) Apply appropriate nonverbal communication strategies


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 extensiveelaboration.

S6.4 b) Organize, summarize, paraphrase, and explain for clarification


ListeningL6.1 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.


prompts.

ReadingR5.3 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 isimportant.

WritingW6.1 a) 3) Write for a variety of purposes: summarize and evaluate



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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 movesgoes 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. Theclass 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 HurricaneCenter, 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 theirvocabulary 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 inthe 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 themeaning 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 columnwill be titledpronunciation. 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.


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ApplicationThe learners will write3-5 interesting facts they learned from the podcast.

Evaluation and ExtensionThe learners will share the facts they wrote with the class.

Review Next Class

Define the following terms: eye of a hurricane, hurricane, Saffir-Simpson HurricaneScale

Write three facts about hurricanes.Additional Resources

http://a4esl.org/q/h/9807/cr-hurricane.htmlAn interactive grammar quiz with facts about hurricanes

http://www.englishclub.com/esl-forums/viewtopic.php?f=192&t=45115A 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


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STUDENT HANDOUT GW-PC-1

VOICE OF AMERICA VOAHome

Special English

Home

Transcript

Archive

Subscribe to

E-mail

Storms of September: One Month, Three Hurricanes in the AtlanticGustav, Hanna and Ike caused major damage in September. But have storms' intensity increased because of climate change?

Transcript of radio broadcast:06 October 2008MP3 - 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 theAtlantic 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 calledHurricane Ike. It was a huge storm, stretching out across a

thousand kilometers when it struck the southern coast ofthe 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.


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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 inthe Atlantic Ocean and the eastern Pacific Ocean. They are called

typhoons in the northwestern Pacific, and cyclones when theydevelop in the Indian Ocean. Severe ocean storms in the

northern half of the world generally develop in late summer orearly autumn near the equator.

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 hugecircle. 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 inthe 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, oreye, 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 onehundred 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 ofwater 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 fromairplanes that fly in and around storms. The crews drop instruments on parachutes to record

temperature, pressure, wind speed and other conditions.

Flooding in Miragoane, Haiti, after

hurricanes Gustav and Ike


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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 beexpected.

The scale is divided into five groups. A category one storm has winds of about one hundredtwenty 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 kilometersan 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 fiftykilometers 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 theirwives 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. Scientistsdecide 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 neverdevelop 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 evermore 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. Fourhurricanes 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 thanone thousand eight hundred people were killed along the Gulf of Mexico coast.


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(MUSIC)

VOICE TWO:

Debate continues about the effect of rising temperatures in Earth's atmosphere onhurricanes. A new report says ocean storms are growing in strength and climate might be toblame. 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 foundthat 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 oceantemperatures 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 athird of a degree Celsius.

The scientists found that this change has fueled the increase in hurricane intensity. Theyalso found that the highest wind speeds of the strongest storms averaged two hundred fifty-

three kilometers an hour in two thousand six. This is an increase from two hundred twenty-five 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 ofmajor 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 numberof 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 isprobably a link to climate change but it has been difficult to find.

Christopher Landsea is with the National Hurricane Center. He says he believes climatechange 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 willincrease in the strongest storms for the next several years.


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(MUSIC)

VOICE TWO:

This SCIENCE IN THE NEWS was written by Shelley Gollust. Our producer was BriannaBlake. I'm Barbara Klein.

VOICE ONE:

And Im Bob Doughty. Listen again next week for more news about science in SpecialEnglish on the Voice of America.


17/57


INSTRUCTOR COPY GW-PC-1

VOICE OF AMERICA VOAHome

Special English

Home

Transcript

Archive

Subscribe to

E-mail

Storms of September: One Month, Three Hurricanes in the AtlanticGustav, Hanna and Ike caused major damage in September. But have storms' intensity increased because of climate change?Transcript of radio broadcast:06 October 2008MP3 - 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 theend of November.

The total number of major storms this year has been above

average. There were three major hurricanes in the AtlanticOcean. 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 ofthe 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.


18/57


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 inthe Atlantic Ocean and the eastern Pacific Ocean. They are called

typhoons in the northwestern Pacific, and cyclones when theydevelop in the Indian Ocean. Severe ocean storms in the

northern half of the world generally develop in late summer orearly autumn near the equator.

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 hugecircle. 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 inthe 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, oreye, 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 onehundred 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 ofwater 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 fromairplanes that fly in and around storms. The crews drop instruments on parachutes to record

temperature, pressure, wind speed and other conditions.

Flooding in Miragoane, Haiti, after

hurricanes Gustav and Ike


19/57


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 beexpected.

The scale is divided into five groups. A category one storm has winds of about one hundredtwenty 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 kilometersan 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 fiftykilometers 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 theirwives 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. Scientistsdecide 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 neverdevelop 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 evermore 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. Fourhurricanes 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 thanone thousand eight hundred people were killed along the Gulf of Mexico coast.


20/57


(MUSIC)

VOICE TWO:

Debate continues about the effect of rising temperatures in Earth's atmosphere onhurricanes. A new report says ocean storms are growing in strength and climate might be toblame. 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 foundthat 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 oceantemperatures 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 athird of a degree Celsius.

The scientists found that this change has fueled the increase in hurricane intensity. Theyalso found that the highest wind speeds of the strongest storms averaged two hundred fifty-

three kilometers an hour in two thousand six. This is an increase from two hundred twenty-five 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 ofmajor 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 numberof 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 isprobably a link to climate change but it has been difficult to find.

Christopher Landsea is with the National Hurricane Center. He says he believes climatechange 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 willincrease in the strongest storms for the next several years.


21/57


(MUSIC)

VOICE TWO:

This SCIENCE IN THE NEWS was written by Shelley Gollust. Our producer was BriannaBlake. I'm Barbara Klein.

VOICE ONE:

And Im Bob Doughty. Listen again next week for more news about science in SpecialEnglish on the Voice of America.


22/57


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.


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INSTRUCTOR COPY GW-PC-2

1. Septemberis usually the worst month of the year for hurricanes in the Atlantic Ocean.

2. Hurricane Ike caused majorfloodingand 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 thesouthern 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 ofrising temperatures in Earth's atmosphere on

hurricanes.


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SOAR Curriculum

Successfully Obtaining Academic Results

GeographyScience


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Geography/Weather Science


Lesson TopicScience

Lesson ObjectiveThe learners review meteorological terms. They will become familiar with English

idioms that use geography and weather terminology. The learners will practice writingsentences in the future tense.

Virginia Adult Education ESOL Content StandardsSpeakingS5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in both

informal and simple formal situations.S6.2 b) Apply appropriate nonverbal communication strategies




S6.4 b) Organize, summarize, paraphrase, and explain for clarification.S6.4 c) Demonstrate effective conversation-management techniques

Listening

L6.2 a) Follow multi-step directions, instructions, and commands.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 nonverbalprompts.

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 textsR6.1 a) Understand the content of an authentic text sufficiently to distinguish what is

important.R6.3 b) Recognize figurative language to determine the meaning of unfamiliar

vocabulary or text.

WritingW6.3 a) Use systematic structures and verb tenses as appropriate to the text and task.


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MaterialsCopies ofList a Weather Word Beginning With Each Letter(STUDENT HANDOUT

GW-Sci-1)

Copies ofWeather Crossword Vertical(STUDENT HANDOUT GW-Sci-2A)

Copies ofWeather Crossword Horizontal(STUDENT HANDOUT GW-Sci-2B)Copies ofGeography and Weather Idioms (STUDENT HANDOUT GW-Sci-3)Copy ofGeography and Weather Idioms: Instructor Copy (INSTRUCTOR COPY-GW-

Sci-3)File Folders

Warm UpThe learners are placed in small groups and given a copy of a List a Weather Word

Beginning With Each Letter(STUDENT HANDOUT GW-Sci-1). They write a

meteorological (weather) term for each letter. A time limit is established for this activity.When the time is finished, the instructor goes through the alphabet asking each group if

they have a word for that letter. The instructor asks if any of the weather words need tobe clarified. Students are asked to explain their words. The instructor will add any words

that have not been discussed and are listed on the crossword puzzle.

IntroductionWe will be practicing meteorological vocabulary and discussing idioms that contain

geography and weather terms.

PracticeThe learners are grouped in pairs, preferably sitting across from each other. For thisactivity students cant see their partners papers. The instructor may want to hand out file

folders to be used by students to keep their answers hidden. One partner is given acrossword puzzle with the horizontal words. The other partner is given one with the

vertical words (STUDENT HANDOUT GW-Sci-2A and STUDENT HANDOUT GW-Sci-2B). The partners alternate giving the location and clues for their puzzle words.

The instructor distributes copies ofGeography and Weather Idioms (STUDENT

HANDOUT GW-Sci-3). The learners are placed in small groups to work together on theactivity. The class reviews the handout learners are asked if they know any similar

idioms and share them with the class.

ApplicationThe learners write sentences giving weather forecast for the following day (future tense).

They write a sentence for each season. Each learner chooses one of his/her sentences towrite on the board and share with the class.

Evaluation and ExtensionThe learners write sentences about weather or geography. They leave a blank for thecorrect word/words (they use any of the vocabulary terms discussed during this lesson).


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They exchange with a partner, or the instructor collects and reads them aloud for the classto determine the correct term.

Review Next Class

Define the following terms: forecast, hail, meteorology, precipitation, sleet, wind

chill factor

Choose a weather idiom you learned last class, and use it in a sentence.

Additional Resourceshttp://www.learnenglishfeelgood.com/vocabulary/esl-weather-vocabulary2.html

Online quiz of weather terms

http://esl.about.com/library/quiz/blgrquiz_futureforms.htmOnline quiz on the future tense

http://www.esl-lab.com/vocab/v-weather.htmweather vocabulary for ESOL students

http://www.learnenglishfeelgood.com/vocabulary/esl-weather-vocabulary2.htmlOnline cloze activity featuring weather vocabulary
http://www.learnenglishfeelgood.com/vocabulary/esl-weather-vocabulary2.htmlhttp://www.esl-lab.com/vocab/v-weather.htmhttp://esl.about.com/library/quiz/blgrquiz_futureforms.htmhttp://www.learnenglishfeelgood.com/vocabulary/esl-weather-vocabulary2.html


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STUDENT HANDOUT GW-Sci-1

List a Weather Word Beginning With Each Letter

A______________________ N_______________________

B______________________ O_______________________

C______________________ P________________________

D______________________ Q________________________

E_______________________ R________________________

F_______________________ S________________________

G_______________________ T________________________

H_______________________ U________________________

I________________________ V________________________

J________________________ W_________________________

K_______________________ X_________________________

L________________________ Y_________________________

M________________________ Z__________________________


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STUDENT HANDOUT GW-Sci-2A

WEATHER CROSSWORD-VERTICAL


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STUDENT HANDOUT GW-Sci 2B

WEATHER CROSSWORD-HORIZONTAL


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STUDENT HANDOUT GW-Sci-3

Geography and Weather Idioms

Match the idiom with the correct meaning

____ a fair weather friend

____ on cloud nine

___ under the weather

___ make a mountain out of a molehill

___ take a raincheck

___ down to earth

___ over the hill

___ the tip of the iceberg

___ out of the woods

___ rain on your parade

___ dirt cheap

___ stick-in-the-mud

A past the prime of ones life middle ageB try to ruin your happiness

C cannot accept an invitation now, but would like to laterD someone who is only your friend when everything is going well

E very low priceF very happy

G to feel sickH a person who doesnt want to join in the fun

I to be free of dangerJ just a small portion of a bigger problem

K have a small problem seem like a large problemL someone who acts very natural, doesnt act superior


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INSTRUCTOR COPY GW-Sci-3

Geography and Weather Idioms: Instructor Copy

Match the idiom with the correct meaning

D a fair weather friend

F on cloud nine

G under the weather

K make a mountain out of a molehill

C take a raincheck

L down to earth

A over the hill

J the tip of the iceberg

I out of the woods

B rain on your parade

E dirt cheap

H stick-in-the-mud

A. past the prime of ones life middle ageB try to ruin your happiness

C cannot accept an invitation now, but would like to laterD someone who is only your friend when everything is going well

E very low priceF very happy

G to feel sickH a person who doesnt want to join in the fun

I to be free of dangerJ just a small portion of a bigger problem

K have a small problem seem like a large problemL someone who acts very natural, doesnt act superior


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SOAR Curriculum


GeographySMART Board


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Geography/Weather SMART Board

Unit of Study

Geography/Weather

Lesson Topic

SMART Board

Lesson Objective

The learners will become familiar with a political map of the United States.

Virginia Adult Education ESOL Content StandardsSpeakingS5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in both informal

and simple formal situationsS6.2 b) Apply appropriate nonverbal communication strategies



S6.4 a) Interject and/or respond to a prompt and/or a conversation with appropriate and extensiveelaboration.

S6.4 c) Demonstrate effective conversation-management techniques.

ListeningL5.3 c) Listen with a purpose for specific information in familiar and unfamiliar contexts.

L6.1 a) Comprehend extensive vocabulary on a wide range of topics.L6.2 a) Follow multi-step directions, instructions, and commands.

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 nonverbalprompts.

ReadingR4.1 a) Scan authentic materials for specific information

Writing

W6.3 a) Use syntactic structures and verb tenses as appropriate to the text and task.

MaterialsSMART Board

Wall maps of the United States (or smaller maps printed from:http://www.teachervision.fen.com/tv/printables/scottforesman/SSMAP082.pdf or

http://www.mapsofworld.com/usa/usa-political-map.html )
http://www.mapsofworld.com/usa/usa-political-map.htmlhttp://www.teachervision.fen.com/tv/printables/scottforesman/SSMAP082.pdf


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Copies of a Blackline U.S. Political Map (may be printed from: 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)

Copies ofU.S. State Names (STUDENT HANDOUT GW-SB-1)

Warm UpLearners form groups of three. The groups are given ten minutes to write a list of U.S. state

names. Learners from each group write the state names on the SMART Board. The instructorreviews the pronunciation of each state name listed. Using U.S. State Names (STUDENT

HANDOUT GW-SB-1), learners add any states that were not listed.

Introduction

We are going to practice the geography of the United States of America. We are going to review

the names and locations of the fifty states.

Practice

Learners will receive a copy of a blackline U.S. Political map. In groups of three, they will label

as many states as they can in ten minutes. The instructor will have a copy of the blackline U.S.

Political map on the SMART Board. Students will take turns coming up to the board and filling

in state names. Once learners have filled in as many states as they can, they will go to the

website: http://www.mapsofworld.com/usa/usa-political-map.html. Using this map, they will fill

in the state names for any states they are missing.

Application1. The instructor will initiate a discussion about different geographic regions of the United

States. The class will review directional locations to include: North, Northeast, Northwest,South, Southeast, Southwest, East, and West. Learners go to

http://lcweb2.loc.gov/ammem/gmdhtml/rrhtml/regdef.html. Learners will explore the differentregions using this website.

2. Learners will write clues about different state locations. They will read their clues and theclass will guess the state. [Example: This state is in New England. It is located between Maine

and Vermont. It borders Massachusetts to the North. What state is it? New HampshireLearners may use the map at http://www.mapsofworld.com/usa/usa-political-map.html to

answer the questions.

Evaluation and Extension

Learners go to http://pibmug.com/files/map_test.swf. Learners must drag the state name to thestate location. This is a timed quiz.

Review Next Class

Name some states in the United States.

Name some regions of the United States.
http://pibmug.com/files/map_test.swfhttp://www.mapsofworld.com/usa/usa-political-map.htmlhttp://lcweb2.loc.gov/ammem/gmdhtml/rrhtml/regdef.htmlhttp://www.mapsofworld.com/usa/usa-political-map.htmlhttp://www.proteacher.com/cgi-bin/outsidesite.cgi?id=17167&external=http%3A//www.enchantedlearning.com/usa/label/findstate/&original=http%3A//www.proteacher.com/090028.shtml&title=Find%20Your%20State%20in%20the%20USA%20Printout


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Additional Resourceshttp://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

You must have Notebook 8.1.1 or higher to access this activity. SMART Board lesson on U.S.

Geography


US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/

Elementary/4-6/Social+Studies/Scrambled+States.htm

You must have Notebook 8.1.1 to access this activity. Scrambled States SMART Board lesson


US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/

Elementary/4-6/Social+Studies/United+States+Geography+Quiz.htm

You must have Notebook 8.1.1 or higher to access this activity. SMART Board U.S. geography

puzzle and quiz on state capitals

http://www.dartmouth.edu/~charlo/peter/geo/htmlquiz/states.shtml

List of U.S. State capitals

http://www.sheppardsoftware.com/USA_Geography/USA_GL_1280_800.html

An interactive map learners click on the state, they are given the state name and information

about the state.

http://www.sheppardsoftware.com/USA_Geography/USA_GL_Caps_1280_800.html

An interactive map learners click on the state, they are given the state capital and information

about the capital city.

http://www.mrsjonesroom.com/songs/50states.html

Song: The Fifty Nifty States

http://www.sheppardsoftware.com/USA_Geography/USA_G2_1280_800.html

Interactive puzzle learners drag the state to the correct location.

http://www.sheppardsoftware.com/states_map_abbrev_NL_10s10_500.html

Interactive quiz on state postal abbreviations
http://www.sheppardsoftware.com/states_map_abbrev_NL_10s10_500.htmlhttp://www.sheppardsoftware.com/USA_Geography/USA_G2_1280_800.htmlhttp://www.mrsjonesroom.com/songs/50states.htmlhttp://www.sheppardsoftware.com/USA_Geography/USA_GL_Caps_1280_800.htmlhttp://www.sheppardsoftware.com/USA_Geography/USA_GL_1280_800.htmlhttp://www.dartmouth.edu/~charlo/peter/geo/htmlquiz/states.shtmlhttp://www.education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/Elementary/4-6/Social+Studies/Scrambled+States.htmhttp://www.education.smarttech.com/ste/enUS/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/Elementary/4-6/Social+Studies/Map+of+the+US.htm


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STUDENT HANDOUT GW-SB-1

STATE NAMES

Alabama New MexicoAlaska New York

Arizona North Carolina

Arkansas North Dakota

California Ohio

Colorado Oklahoma

Connecticut Oregon

Delaware Pennsylvania

Florida Rhode IslandGeorgia South Carolina

Hawaii South Dakota

Idaho Tennessee

Illinois Texas

Indiana Utah

Iowa Vermont

Kansas Virginia

Kentucky Washington

Louisiana West Virginia

Maine Wisconsin

Maryland Wyoming

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Montana

Nebraska

Nevada

New Hampshire

New Jersey


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SOAR Curriculum


Geography

Social Studies


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Geography/Weather Social Studies


Lesson TopicSocial Studies

Lesson ObjectiveThe learners will practice vocabulary that relates to maps. They will research and write a report on

a continent.

Virginia Adult Education ESOL Content StandardsSpeaking

S5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in both informal andsimple formal situations.

S6.2 b) Apply appropriate nonverbal communication strategiesS6.3 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.


ListeningL6.1 b) Demonstrate comprehension of information from various sources on complex topics

L6.2 a) Follow multi-step directions, instructions, and commands.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.

ReadingR5.3 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 textsR6.1 a) Understand the content of an authentic text sufficiently to distinguish what is

important.

WritingW6.1 a) 3) Write for a variety of purposes: summarize and evaluate


MaterialsMaps for warm up activityChart paper/overhead/board space


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Chart paper and markers for learnersCopies ofGeography Matching Terms with Definitions (STUDENT HANDOUT GW-SS-1)

Copy ofGeography Matching Terms with Definitions (INSTRUCTOR COPY GW-SS-1)

Warm Up

The instructor places learners in groups. Each group is given a map. Large world maps may beposted around the room globes may be used as well. The instructor may bring in maps or printthem from internet sites. The learners could also get the information directly off of the internet

site. These sites may include:

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.comThey are asked to write terms that are shown on their map and the meaning of these terms. These

words may include: the names of oceans, continents, countries, hemisphere, Prime Meridian,equator, latitude, longitude, Tropic of Cancer, Tropic of Capricorn, legend, compass points, key,

and scale. Learners share their vocabulary words. The instructor will discuss any words that havenot been listed that are listed on STUDENT HANDOUT GW-SS-1.

IntroductionWe will practice vocabulary that is related to maps. We will research and write reports aboutcontinents.

Note: Many students from other countries are not aware that in the U.S. we teach that there are 7

continents. Most other countries consider North America and South America one continent calledAmerica. It may be necessary to let the students know that their GED teachers will be referring

to 7 continents. Its recommended that the instructor discuss this during the Introduction section of

the lesson.

The learners are placed with a partner. The instructor distributes the Geography Matching Termswith Definitions (STUDENT HANDOUT GW-SS-1). When the learners complete the handout, theclass reviews.

PracticeThe instructor places the learners in groups. Each group is given one of the following: Europe,Asia, Africa, North America, South America, Australia, and Antarctica. They go to the following:

World Atlas website-learners click on continent for map and statistical data.http://worldatlas.com/aatlas/infopage/contnent.htm

They write a report on their assigned continent. The reports are written on chart paper and posted.Each group presents its report to the class.
http://worldatlas.com/aatlas/infopage/contnent.htmhttp://www.worldatlas.com/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.nationalgeographic.com/resources/ngo/maps/view/worldm.htmlhttp://www.eduplace.com/ss/maps/pdf/world_country.pdfhttp://www.nationalgeographic.com/xpeditions/atlas/


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ApplicationEach learner writes one sentence about each continent. They may use information from the posted

reports.

Evaluation and ExtensionThe learners test their knowledge of world geography with 16 different quizzeshttp://www.lizardpoint.com/fun/geoquiz/worldquiz.html

Review Next Class

Define the following terms: climate, compass point, equator, geography, globe,hemisphere, latitude, longitude, Prime Meridian, Tropic of Cancer, Tropic of Capricorn

How many continents are there? What are the names of the continents?

Additional Resourceshttp://www.funbrain.com/where/

Online geography quiz of states

http://www.nationalgeographic.com/geospy/This is a National Geographic website that you may choose: Continents Game, Countries Game, or

State and Provinces Games. There is a time limit to locate the correct geographic region.

http://www.elcivics.com/esl-crossword-puzzles/us-geography.pdfU.S. geography crossword puzzle

http://teach.fcps.net/trt27/SocialStudies.htmThis is a great interactive map. Learners drag labels of state names to the proper location on a mapof the United States. SMART Notebook software is necessary to view this activity.

http://bensguide.gpo.gov/flash/states_puzzle_lines2.html

U.S. map interactive puzzle

http://www.education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/Element

6/Social+Studies/Latitude+and+Longitude.htmYou must have Notebook 8.1.1 or higher to access this activity. SMART Board lesson on longitude

latitude

http://www.studystack.com/matching-79588Matching quiz on parts of a map

http://jan.ucc.nau.edu/~alew/maps/basemaps.html

printable maps
http://jan.ucc.nau.edu/~alew/maps/basemaps.htmlhttp://www.studystack.com/matching-79588http://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.htmhttp://teach.fcps.net/trt27/SocialStudies.htmhttp://www.elcivics.com/esl-crossword-puzzles/us-geography.pdfhttp://www.nationalgeographic.com/geospy/http://www.funbrain.com/where/http://www.lizardpoint.com/fun/geoquiz/worldquiz.html


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STUDENT HANDOUT GW-SS

Match the following terms

__________________ It is usually flat and shows all or part of the earths surface

__________________ It is a round map that shows the entire earth

__________________ Cover almost three-fourths of the earths surface

___________________ One of the seven major land masses

___________________ Half of a sphere half of the Earth, either Northern andSouthern or Eastern and Western

___________________ Shows the four directions: north, south, east, and west

__________________ Information that gives measurements to determine distances on a map

__________________ The line of longitude from the North Pole to the South Pole and marked 0

___________________ An imaginary line around the middle of the earth

___________________ The distance north or south of the Equator measured in degrees

__________________ The latitude line that is 23 north of the Equator

__________________ The latitude line that is 23 south of the Equator

__________________ The distance east or west of the Prime Meridian, measured in degrees

___________________ A map key, or list of symbols on a map and what they stand for

__________________ Northeast, southeast, southwest, northwest

___________________ The study of the Earth which includes natural features, such

as mountains and oceans, and man-made, such as cities.

__________________ Gives information to read the map

hemisphere oceans Tropic of Cancer globe intermediate compass points

longitude key Prime Meridian scale Tropic of Capricorngeography map compass points continents latitude

equator legend


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INSTRUCTOR COPY GW-SS-1

Match the following terms

map It is usually flat and shows all or part of the earths surface

globe It is a round map that shows the entire earth

oceans Cover almost three-fourths of the earths surface

continents One of the seven major land masses

hemisphere Half of a sphere half of the Earth, either Northern and Southern or Eastern andWestern

compass points Shows the four directions: north, south, east, and west

scale Information that gives measurements to determine distances on a map

Prime Meridian The line of longitude from the North Pole to the South Pole and marked 0

equator An imaginary line around the middle of the earth

latitude The distance north or south of the Equator measured in degrees

Tropic of Cancer The latitude line that is 23 north of the Equator

Tropic of Capricorn The latitude line that is 23 south of the Equator

longitude The distance east or west of the Prime Meridian, measured in degrees

legend A map key, or list of symbols on a map and what they stand for

intermediate compass points Northeast, southeast, southwest, northwest

geography The study of the Earth which includes natural features, such as mountains and oceans,

and man-made, such as cities.

key Gives information to read the map


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SOAR Curriculum


GeographyWriting


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Geography/Weather Writing


Lesson TopicWriting

Lesson ObjectiveThe learners will discuss how geography is related to weather. They will use a process

writing approach to write a paragraph.

Virginia Adult Education ESOL Content StandardsSpeaking

S5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in bothinformal and simple formal situations.

S5.1 d) State facts and opinions.S6.2 b) Apply appropriate nonverbal communication strategies





ListeningL6.2 a) Follow multi-step directions, instructions, and commands.


prompts.

WritingW5.2 a) Write well-developed and sequenced paragraphs with introductory and

concluding sentences.W5.2 c) Develop clarity and style through vocabulary choice and self-expression.

W6.1 a) 1) Write for a variety of purposes: inform, describe, and persuadeW6.1 a) 2) Write for a variety of purposes: compare and contrast

W6.1 a) 3) Write for a variety of purposes: summarize and evaluateW6.3 a) Use systematic structures and verb tenses as appropriate to the text and task.

W6.4 a) Use process writing stepsplan, draft, review, revise, and edit.W6.4 c) Revise writing to enhance meaning, clarity, and consistency using peer and

teacher feedback.W6.4 d) With guidance, review peer texts and provide feedback.

W6.4 e) Use a variety of tools to edit writing.


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MaterialsDictionaries orwww.dictionary.com

Copies ofParagraph Checklist(STUDENT HANDOUT GW-W-1)

Warm Up

In groups learners discuss the following: How is geography related to weather? Howmany seasons are there in the country you were born in? How many seasons do we havein Virginia? Groups share their answers with the class.

IntroductionYou will be writing a paragraph about your favorite season.

PracticeThe learners count off by fours. The ones are spring, twos are summer, threes are

autumn, and fours are winter. If there are more than 5 people in a number group, formtwo groups. Each group has a large sheet of paper, and they write the positives and

negatives of their season. Each group presents their season chart.

ApplicationLearners will write a paragraph on the topic My Favorite Season. Each learner creates a

prewriting sheet for his/her paragraph. This can be a brainstorm list, word web, oroutline. Learners use this prewriting activity to write their paragraphs. After they

complete their rough draft, they use Paragraph Checklist(STUDENT HANDOUT GW-W1) to edit/revise their paragraph. The instructor collects paragraphs for review.

Evaluation and ExtensionThe instructor reviews paragraphs and conferences with students about revisions duringthe next class session. After revisions are complete, students share their paragraphs with

the class.

Optional Math ConnectionAfter all of the paragraphs have been shared, the class makes a list of seasons that

learners chose to write about. A chart will be created that lists each season. The classwill use tally marks to represent how many students chose each season.

1. Using the tally marks and the number of students in the class, the class will create

fractions that represent the proportion of students that prefer each season. Once fractionsare created, learners can convert these fractions into decimals and percents.

2. Using the tally marks, students will create bar graphs titled, Our Favorite Season.

Additional Resourceshttp://www.geography.learnontheinternet.co.uk/topics/climatezones.html#zones

A map of the worlds climate zones
http://www.geography.learnontheinternet.co.uk/topics/climatezones.htmlhttp://www.dictionary.com/


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http://www.geography.learnontheinternet.co.uk/topics/climatezones.html#factorWhat are factors that affect climate?

http://www.theodora.com/maps/new9/world_climate_map-large.jpg

world climate map

http://www.uwsp.edu/geO/faculty/ritter/interactive_climate_map/climate_map.htmlInteractive climate map
http://www.uwsp.edu/geO/faculty/ritter/interactive_climate_map/climate_map.htmlhttp://www.theodora.com/maps/new9/world_climate_map-large.jpghttp://www.geography.learnontheinternet.co.uk/topics/climatezones.html


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STUDENT HANDOUT GW-W-1

PARAGRAPH CHECKLIST

Does my paragraph have the following:

_____ a title

_____ a topic sentence that states my favorite season

_____ at least 3 details that support my topic sentence

_____ a concluding sentence

Did I check my paragraph for:

_____ good sentences (sentences that make sense)

_____ proper spelling of words

_____ beginning each sentence with a capital letter

_____ ending each sentence with the correct punctuation

Did another student read my paragraph to make sure it makes sense and help

me find errors?


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GeographyGlossary


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GEOGRAPHY/WEATHER UNIT GLOSSARY

allow: to let someone do something (GW-R)

avoid: keep away from (GW-R)

caution: to warn against possible danger or trouble (GW-R)

Celsius temperature scale: invented by Anders Celsius in 1742 freezing point is 0Cboiling point is 100C (GW-M)

climate: The meteorological conditions, including temperature, precipitation, and wind,

that are typical in a particular region (GW-SS)

clue: something that helps to solve or understand a problem (GW-R)

compass point: shows the four directions: north, south, east, and west (GW-SS)

continent: one of the seven major land masses (GW-SS)

cyclone: storm that forms in the Indian Ocean similar to a hurricane (GW-PC)

depression: a feeling of sadness (GW-R)

equator: an imaginary line around the middle of the earth (GW-SS)

eye of a hurricane: the center of a hurricane (GW-PC)

eyewall: a band of thunder clouds surrounding the eye of a hurricane (GW-PC)

Fahrenheit temperature scale: invented by Gabriel Daniel Fahrenheit in 1714 freezing

point is 32F boiling point is 212F (GW-M)

fatigue: a feeling of being tired (GW-R)

forecast: a prediction about the weather (GW-Sci)

formula: an equation that states a rule or a fact (GW-M)

geography: the study of the Earth which includes natural features, such as mountainsand oceans, and man-made, such as cities (GW-SS)

globe: it is a round map that shows the entire earth (GW-SS)

hail: precipitation in the form of ice balls (GW-Sci)


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hemisphere: half or a sphere half of the Earth, either Northern and Southern or Easternand Western (GW-SS)

hurricane: a violent, tropical, cyclonic storm of the western North Atlantic, having wind

speeds of 72 mph or more (GW-Sci) (GW-PC)

hurricane classification: five categories, based on wind speed (GW-PC)

hurricane season: hurricane season is from June 1 until November 30, when most

Atlantic Ocean hurricanes occur. In the eastern Pacific Ocean, hurricane season is fromMay 15 until November 30. (GW-PC)

intermediate compass points: northeast, southeast, southwest, northwest (GW-SS)

insomnia: trouble sleeping (GW-R)

irritable: a feeling of being upset or angry (GW-R)

key: gives information to read the map (GW-SS)

latitude: the distance north or south of the Equator measured in degrees (GW-SS)

legend: a map key, or list of symbols on a map and what they stand for (GW-SS)

lightning: a sudden electrical discharge in the atmosphere often accompanied by

thunder (GW-Sci)

longitude: the distance east or west of the Prime Meridian, measured in degrees(GW-SS)

map: it is usually flat and shows all or part of the earths surface (GW-SS)

mean (average): In a data set, the sum of all the data points, divided by the number ofdata points (GW-M)

median: The middle number in a data set when the data are put in order (GW-M)

meteorology: the science dealing with weather and climate (GW-Sci)

mode: the number (or numbers) that occurs most frequently in a set of data (GW-M)

National Hurricane Center: a US government organization that tracks hurricanes in theAtlantic, Caribbean, Gulf of Mexico and eastern Pacific, and issues advisories about the

storms (GW-PC)


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northern hemisphere: the half of the Earth that is North of the Equator (Geog-SS)(GW-PC)

obvious: easily noticed or understood (GW-R)

oceans: cover almost three-fourths of the earths surface (GW-SS)

pollution: the introduction of harmful substances or products into the environment (GW-Sci)

precipitation: rain, snow, sleet, hail (GW-Sci)

Prime Meridian: the line of longitude from the North Pole to the South Pole and

marked 0 (GW-SS)

reject: not be willing to accept or consider something (GW-R)

Saffir-Simpson Hurricane Scale: a scale that rates hurricanes based on their wind speed

(GW-PC)

scale: information that gives measurements to determine distances on a map (GW-SS)

Seasonal Affective Disorder (SAD): a type of depression that follows the seasons

(GW-R)

sleet: a mixture of partly frozen and frozen raindrops (GW-Sci)

southern hemisphere: the part of the Earth that is South of the Equator (GW-SS)(GW-PC)

symptom: a sign of an illness (GW-R)

temperature: a measure of the hotness or coldness of a body or environment (GW-M)

(GW-Sci)

therapy: treatment for an illness or disability (GW-R)

tornado: A rotating column of air whirling at dangerously high speeds, usually

accompanied by a funnel-shaped cloud (GW-Sci)

Tropic of Cancer: the latitude line that is 23 north of the Equator (GW-SS)

Tropic of Capricorn: the latitude line that is 23 south of the Equator (GW-SS)

typhoon: storm that forms in the northwestern Pacific Ocean similar to a hurricane

(GW-PC)


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wind chill factor: the apparent temperature felt on the exposed human body owing tothe combination of temperature and wind speed (GW-Sci)


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GEOGRAPHY/WEATHER UNIT VOCABULARY

READING

allow

avoid

caution

clue

depression

fatigue

insomnia

irritable

obvious

reject

Seasonal Affective Disorder (SAD)

symptom

therapy

SOCIAL STUDIES

climate

compass point

continent

equator

geography

globe

hemisphere


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intermediate compass points

key

latitude

legend

longitude

map

northern hemisphere

oceans

Prime Meridian

scale

southern hemisphere

Tropic of Cancer

Tropic of Capricorn

MATH

Celsius temperature scale

Fahrenheit temperature scale

formula

mean

median

mode

temperature

SCIENCE

forecast


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hail

hurricane

lightning

meteorology

pollution

precipitation

sleet

temperature

tornado

wind chill factor

WRITING

PODCAST

cyclone

eye of a hurricane

eyewall

hurricane

hurricane classification

hurricane season

National Hurricane Center

northern hemisphere

Saffir-Simpson Hurricane Scale

southern hemisphere

typhoon


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SMART BOARD

Documents

SOAR-Geography