5.1.2 Storm Danger! CAUSE AND EFFECT MONITOR AND FIX UP Most storms cause few risks, but some—thunderstorms, flash floods, tornadoes, hurricanes, and blizzards—can be very dangerous This book describes the effects of such storms and gives students tips on how to remain safe READ THE BOOK LESSON VOCABULARY STRATEGY SUPPORT: MONITOR AND FIX UP Have students work in small groups to prepare an outline of Storm Danger! Remind students that an outline can help them better understand how a piece of writing is organized and can serve as a way of summarizing text to support comprehension Text features such as captions and chart headings (as in the “Protect Yourself” lists) can help with the outline’s structure Have students use this as an opportunity to review sections of the text that they found confusing SUMMARY branded daintily lullaby resourceful veins constructed devastation pitch thieving INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Storm Danger! Have students discuss what dangers they expect to read about BUILD BACKGROUND Ask students to describe their experiences—either personal or what they have seen in movies or on TV—with thunderstorms, flash floods, tornadoes, hurricanes, and blizzards Ask: What are some dangers of each storm? Point out that storms have different names depending on the geographical area in which they occur Invite students to name the types of storms that occur in their native land, such as typhoons or monsoons Ask students to share personal experiences they may have had with such storms PREVIEW/USE TEXT FEATURES Have students preview the book by looking at the photographs and the “Protect Yourself” charts throughout the text Ask: What you think you will learn from this book? 16 SET PURPOSE Ask students to set a purpose for reading Storm Danger! Ideas might include learning about the effects and dangers of different types of storms and understanding how to protect yourself from them COMPREHENSION QUESTIONS PAGES 6–7 What are some common effects of thunderstorms? (strong winds that knock over trees or power lines; hail; lightning; flooding) PAGE If a boy and a tall tree were both standing in a field, which would lightning be most apt to hit? Why? (the tree because it is taller) PAGE 12 Where tornadoes tend to occur? (in the plains of the U.S., between the Rocky Mountains and the Appalachian Mountains) PAGE 14 What causes a hurricane? (a tropical storm in the ocean builds up speed) PAGE 17 Name three things you can to protect yourself during a blizzard (Possible responses: don’t travel by car; have a batteryoperated radio; wear layers) Storm Danger! 16911_LRD_TG_016-017 16 12/28/05 12:48:42 PM REVISIT THE BOOK READER RESPONSE Answers will vary Causes: hail, lightning, floods, strong winds; Effects: trees toppling, damage to buildings, fires, roads being washed away Flash floods happen because the rain comes so quickly that it cannot be absorbed by the ground Pitch (verb) means “to throw.” Veins are also methods of expression or style Sentences will vary Possible response: They are safety checklists EXTEND UNDERSTANDING Discuss how the “Protect Yourself” bulleted lists succinctly present safety tips in a way that makes the tips easy to access Ask: What are the advantages of using bulleted lists when presenting information? RESPONSE OPTIONS SPEAKING Have students use the information in the book on thunderstorms (or one of the other types of storms common to your area) to write up and present short radio or TV weather bulletins about how to prepare for such a storm SCIENCE CONNECTION Have students work in small groups to research the causes and effects of a typhoon or monsoon Have them work together to create a “Protect Yourself” bulleted list for the storm chosen Skill Work TEACH/REVIEW VOCABULARY Write the vocabulary words on the board and invite students to define them Then have students work in small groups to act out the words in simple charades TARGET SKILL AND STRATEGY CAUSE AND EFFECT Remind students that a cause is why something happened; the effect is what happened Discuss how a cause (such as a storm) may have multiple effects, and an effect (such as flooding) may have more than one cause Remind students that clue words like because and so may indicate cause and effect As they read, encourage students to ask themselves: What happened? What caused it to happen? Point out that this book is organized to describe the effects of each type of storm MONITOR AND FIX UP Encourage students to develop a reading plan Note that there are likely to be new words and challenging concepts in the text, so students will want to adopt strategies to check comprehension as they read Encourage students to use fix-up strategies such as summarizing facts to clarify ideas, slowing their reading rate, and rereading chunks of text Emphasize that they can use graphic sources to aid comprehension ADDITIONAL SKILL INSTRUCTION DRAW CONCLUSIONS Remind students that a conclusion is a sensible decision reached after you have thought about details or facts you have read Drawing conclusions is the process of making those sensible decisions Encourage students to draw conclusions as they read For example, on page 8, after reading that lightning hits the highest object, students can conclude that they should avoid high places or tall objects when outdoors during a thunderstorm Storm Danger! 16911_LRD_TG_016-017 17 17 3/20/06 8:48:56 AM Storm Danger! Name Cause and Effect • A cause is the reason something happens The effect is what happens • A cause may have more than one effect, and an effect may have more than one cause Directions Read the following passage Then fill in the chart that follows Tornadoes occur when a warm, humid air mass meets with a cool, dry air mass This collision sometimes results in a powerful, swirling column of air The tornado’s swirling winds can exceed 300 mph Tornadoes cause much damage by this sheer force of wind, but they also have a strong updraft that can lift and carry objects A tornado can lift cars into the air and tear trees out of the ground It can pull roofs from houses, even if the houses are well constructed Tornadoes can be strong enough to send glass and wood flying through the air Tornado: Causes Tornado: Effects 2 © Pearson Education 18 16911_LRD_TG_018-019 12/28/05 12:49:14 PM Storm Danger! Name Vocabulary Directions Complete each sentence with a vocabulary word from the box One word with two different meanings is used twice Check the Words You Know branded devastation resourceful The out the storm constructed lullaby thieving daintily pitch veins mother found a new safe spot for her son to wait As the baby cried, her mother sang her a Blood flows through your to help her sleep The tornado caused a massive amount of The men used The from the store The tree was The Jenny’s home is 10 The ballerinas moved to repair the loose tiles on the roof teenagers began to hatch their plot to grab jewelry black after it was struck by lightning in the leaf helped distribute water of stucco, with a tile roof across the stage © Pearson Education Directions Write a paragraph about storms, using as many vocabulary words as you can 19 16911_LRD_TG_018-019 3/20/06 8:49:27 AM ... avoid high places or tall objects when outdoors during a thunderstorm Storm Danger! 16911_LRD _TG_ 016-017 17 17 3/20/06 8:48:56 AM Storm Danger! Name Cause and Effect • A cause is the reason something... the book on thunderstorms (or one of the other types of storms common to your area) to write up and present short radio or TV weather bulletins about how to prepare for such a storm SCIENCE CONNECTION... the air Tornado: Causes Tornado: Effects 2 © Pearson Education 18 16911_LRD _TG_ 018-019 12/28/05 12:49:14 PM Storm Danger! Name Vocabulary Directions Complete each sentence with a vocabulary word