Table of Contents Lesson #
Literature: National Geographic article: “Wildfires: Dry, Cold, and Windy”
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Literature: National Geographic article: “Wildfires: Dry, Cold, and Windy”Additional reading: Earth and Fire: Forests Rely on Healthy Soils for a Well-rounded Diet http://www.firescience.gov/projects/briefs/99-s-01_fsbrief25.pdfNYC Science Scope & Sequence Inquiry Skills:
Process Skills: PS 2. 1 e: .Investigate the negative and positive impact of extreme natural events on living things: • Forest Fires (Wildfires)
Problem Solving Standard for Grades 3-5: Solve problems that arise in mathematics and in other contexts Content Standards: Algebra Standard for Grades 3-5: Analyze change in various contexts; describe qualitative change, such as a student's growing taller; describe quantitative change, such as a student's growing two inches in one year. Number and Operations Standard for Grades 3-5: Compute fluently and make reasonable estimates; develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems Connections Standard for Grades 3-5: Recognize and apply mathematics in contexts outside of mathematics. ISTE NETs Standards for Literate Students: Research and information fluency: Students apply digital tools to gather, evaluate, and use information Creativity and innovation: Create original works as a means of personal or group expression
Questions: I).Closed-Ended Questions:
A large-scale fire which takes place in a natural setting.
When it is caused by natural phenomena like lightning or volcanic activity. II). Open-Ended Questions:
wildfire? Motivation/Constructivist Activity:
https://www.youtube.com/watch?v=R9tQXY2GNxI
Time Duration: 45 minute period (allow 90 for differentiation) Procedure: Part 1: (45 minutes)
Materials: Smartboard 10-30 Laptop computers Paper, pencils, charcoal, brown butcher paper roll or 30 brown shopping bags Assessments: Behavioral objective #1,2,3: Attached Worksheet Behavioral objective #2,3: Scavenger Hunt and Poster Assessment for Behavioral Objectives #1, 2, and 3:
Name_____________________________________ Date__________ Natural Disaster: Wildfires Comprehension questions: Directions: Read the article, “Wildfires: Dry, Cold, and Windy”, and then answer the following questions. Remember to answer in complete sentences. 1. What natural disaster did you read about? What takes place when the natural disaster is occurring? 2.What causes this natural disaster to form? 3.How can wildfires affect human life, animal life, and the surrounding geography? List at least one positive and one negative. Assessment for Behavioral Objectives #1, 2, and 3:
Name_Teacher__________________________ Date__________ Natural Disaster: Wildfires Comprehension questions: Directions: Read the article, “Wildfires: Dry, Cold, and Windy”, and then answer the following questions. Remember to answer in complete sentences.
Go to http://www.smokeybear.com/wildfires.asp to learn about wildfires and to complete this scavenger hunt! What type of fire is good? Why?
Why?
Sketch the Fire Triangle below. Make sure to label the different sections. Look at the prevention section of the web site; write down a list of at least 5 ways of preventing a forest fire. Circle the ones you think might make a good poster.
Here is a place to make notes about any other neat facts from the web site. Remember you are looking for facts to use on your poster! Now that you have found ten ways to prevent forest fires and learned about good and bad wildfires, brainstorm ideas for a poster you will create. Remember, you need to include the following items on your poster: 1) At least one drawing that includes Smokey Bear, 2) A slogan like “Only You Can Prevent Forest Fires” 3) At least 5 facts about wildfires. Use the space below to come up with a plan for your poster. Scavenger Hunt Worksheet: Completed Name________________________ Date______________ Smokey Web Scavenger Hunt 
Go to http://www.smokeybear.com/wildfires.asp to learn about wildfires and to complete this scavenger hunt! What type of fire is good? __Prescribed and natural fires_______________ Why?__They are useful for eliminating competition for new growth, diversity What type of fire is bad? __Wildfires caused by unnatural events_________________ Why? ____They can cause more damage Find 3 different ways the wildfires are started. ___Lightning, burning campfires or cigarettes, debris fires, sparks from trains, and volcanic eruptions Sketch the Fire Triangle below. Make sure to label the different sections. 
Look at the prevention section of the web site; write down a list of at least 5 ways of preventing a forest fire. Circle the ones you think might make a good poster.
Here is a place to make notes about any other neat facts from the web site. Remember you are looking for facts to use on your poster! Now that you have found ten ways to prevent forest fires and learned about good and bad wildfires, brainstorm ideas for a poster you will create. Remember, you need to include the following items on your poster: 1) At least one drawing that includes Smokey Bear, 2) A slogan like “Only You Can Prevent Forest Fires” 3) At least 5 facts about wildfires. Use the space below to come up with a plan for your poster. Assessment Rubric Student __________________________________ Date ___________ Target Satisfactory Unsatisfactory Rating “3” “2” “1” “1 - 3”
Comments: References E-Examples from Principles and Standards for School Mathematics. (n.d.). Retrieved November 16, 2014, from http://www.nctm.org/eexamples/ Educator Resources. (n.d.). Retrieved November 16, 2014, from http://schools.nyc.gov/Academics/Science/EducatorResources/NYC Scope and Sequence for Science.htm National Geographic: Wildfires: Dry, Cold, and Windy (2014). Retrieved on December 5, 2014 from:
“Wildfires: Dry, Cold, and Windy” from National Geographic 
Uncontrolled blazes fueled by weather, wind, and dry underbrush, wildfires can burn acres of land—and consume everything in their paths—in mere minutes. On average, more than 100,000 wildfires, also called wildland fires or forest fires, clear 4 million to 5 million acres (1.6 million to 2 million hectares) of land in the U.S. every year. In recent years, wildfires have burned up to 9 million acres (3.6 million hectares) of land. A wildfire moves at speeds of up to 14 miles an hour (23 kilometers an hour), consuming everything—trees, brush, homes, even humans—in its path. There are three conditions that need to be present in order for a wildfire to burn, which firefighters refer to as the fire triangle: fuel, oxygen, and a heat source. Fuel is any flammable material surrounding a fire, including trees, grasses, brush, even homes. The greater an area's fuel load, the more intense the fire. Air supplies the oxygen a fire needs to burn. Heat sources help spark the wildfire and bring fuel to temperatures hot enough to ignite. Lightning, burning campfires or cigarettes, hot winds, and even the sun can all provide sufficient heat to spark a wildfire. Although four out of five wildfires are started by people, nature is usually more than happy to help fan the flames. Dry weather and drought convert green vegetation into bone-dry, flammable fuel; strong winds spread fire quickly over land; and warm temperatures encourage combustion. When these factors come together all that's needed is a spark—in the form of lightning, arson, a downed power line, or a burning campfire or cigarette—to ignite a blaze that could last for weeks and consume tens of thousands of acres. 
These violent infernos occur around the world and in most of the 50 states, but they are most common in the U.S. West, where heat, drought, and frequent thunderstorms create perfect wildfire conditions. Montana, Idaho, Wyoming, Washington, Colorado, Oregon, and California experience some of the worst conflagrations in the U.S. In California wildfires are often made worse by the hot, dry Santa Ana winds, which can carry a spark for miles. Firefighters fight wildfires by depriving them of one or more of the fire triangle fundamentals. Traditional methods include water dousing and spraying fire retardants to extinguish existing fires. Clearing vegetation to create firebreaks starves a fire of fuel and can help slow or contain it. Firefighters also fight wildfires by deliberately starting fires in a process called controlled burning. These prescribed fires remove undergrowth, brush, and ground litter from a forest, depriving a wildfire of fuel. Although often harmful and destructive to humans, naturally occurring wildfires play an integral role in nature. They return nutrients to the soil by burning dead or decaying matter. They also act as a disinfectant, removing disease-ridden plants and harmful insects from a forest ecosystem. And by burning through thick canopies and brushy undergrowth, wildfires allow sunlight to reach the forest floor, enabling a new generation of seedlings to grow. “I Lava Volcanoes!” by Brittany Main 
Lesson Plan #3 Blooms Taxonomy: Definitions, Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Gardner’s Multiple Intelligence(s): Visual- Spatial, Bodily- Kinesthetic Children’s Literature:
NYC Science Scope & Sequence Inquiry Skills:
of observations
skillfully, and effectively
or nonconventional standard
Process Skills: PS 2. 1 e: .Investigate the negative and positive impact of extreme natural events on living things: • Volcanoes
and use information Behavioral Objective(s):
“Motivation/Constructivist Activity:” Students will be given an entrance ticket with the following two questions, “What is a volcano?”, and “What is emitted from a volcano when it erupts?” Students will listen and jot down the answers as I read aloud, pages 4- 8 in Smart Words Reader: Volcanoes Time Duration: 90 minutes Procedure:
Questions: Closed-Ended Questions:
Open- Ended Questions:
Materials:
Assessment:
Assessment Rubric: Student __________________________________ Date __________ Satisfactory Unsatisfactory Student Target “3” “2” “1” Rating
Dividing the Earth Into Layers: Plate Tectonics Cycle 
From: https://msnucleus.org/membership/html/k-6/pt/plate/5/ptpt5_1a.htm Name: Date: Entrance Ticket Directions: You will be listening while I read pages 4-8 of Smart Words Reader: Volcanoes. You will be given no more than two minutes upon completion of the reading to finalize your answers. We will go over this entrance ticket as a class. 1.Drawing upon Smart Words Reader: Volcanoes, what is a volcano? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.Drawing upon Smart Words Reader: Volcanoes, what is emitted from a volcano as it erupts? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name: Date: Volcanic Eruption Materials and Procedure These are the materials and the steps for this experiment. Make sure to do exactly what it says, in the order that it says. Have fun! Materials: 
1 tablespoon baking soda Modeling clay Newspaper 3 drops red food dye ¼ cup of vinegar 3 drops liquid soap Safety goggles Procedure: 1.Cover your work surface with newspaper. 2.Put on safety goggles 3. Form a volcano shape out of the modeling clay. It should be about 6 inches high. 4. Poke an opening in the volcano 5. Add one tablespoon of fresh baking soda. 6. Add 3 drops of red food coloring to the baking soda 7. Add 3 drops of liquid soap. 8. Add the ¼ cup of vinegar Name: Date: Post Experimentation and “Volcano 101” Questions Part I: Put a “check mark” or “X” next to the following statements A.)I measured out all of the materials properly ______ B.) I followed all of the steps of the experiment in the correct order _______ C.) I worked cooperatively with all of the members of my group Part II: Sketch a diagram of the volcano before step 8 (the addition of the vinegar) and after. Be sure to label your diagram. Part III: Answer each question to the best of your ability. Use concrete evidence/observations from experiment and video to support their claims. 1.How can a volcanic eruption affect human life? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How can a volcanic eruption affect geography? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.How can a volcanic eruption affect animal life? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Can volcanic eruptions have positive effects on either humans, animals, or geography? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ “Target” student work: Behavioral Objective # 1: Volcanic Model & Eruption 
from: http://www.education.com/activity/article/volcano-erupts/ “Target” student work: Behavioral Objective # 2: Impact of eruption/ Analysis of eruption Part I: Put a “check mark” or “X” next to the following statements A.)I measured out all of the materials properly __check___ B.) I followed all of the steps of the experiment in the correct order _ check__ C.) I worked cooperatively with all of the members of my group __check___ Part II: Sketch a diagram of the volcano before step 8 (the addition of the vinegar) and after. Be sure to label your diagram. Part III: Answer each question to the best of your ability. Use concrete evidence/observations from experiment and video to support their claims. 1.How can a volcanic eruption affect human life? Volcanic eruptions can impact human life in many ways. Firstly, volcanic eruptions can result in loss of life if towns are not evacuated. Secondly, ash and other gases that are emitted during an eruption can make breathing extremely difficult or even toxic. Thirdly, volcanic eruptions can affect the climate. When ash and gases from a large volcanic eruption spread around the planet, they may absorb and scatter enough sunlight to cause a temporary decrease in the average global temperature 2. How can a volcanic eruption detrimentally affect the geography of a town? Volcanic eruptions have pyroclastic flows, which are similar to avalanches of hot ash. The pyroclastic flows can cover valleys and other geographic features. They can disturb the physical geography in that the pyroclastic flows can be hot enough to burn and permanently alter the landscape. It can also disrupt cultural landscapes in the form of buildings. 3.How can a volcanic eruption affect animal life? Similar to the effect on human life- volcanic eruptions can result in loss of life of animals. Secondly, ash and gases can cause respiratory problems in animals. 4. Can volcanic eruptions have positive effects on either humans, animals, or geography? Volcanic eruptions can be positive in several ways. Firstly, volcanic eruptions result in the creation of new island formations. Secondly, the ash adds fertility to the soil around it, which helps plant life grow including forests and grasslands References: Stamper, Judith. (2010) . Smart Word Reader: Volcanoes. U.S. Scholastic Dividing the Earth Into Layers (n.d.) Retrieved November 16, 2014 from https://msnucleus.org/membership/html/k-6/pt/plate/5/ptpt5_1a.html Volcanoes 101. (n.d.). Retrieved November 16, 2014, from http://video.nationalgeographic.com/video/101-videos/earthquake-101 Volcano Project (2014) Retrieved November 16, 2014 from http://www.education.com/activity/article/volcano-erupts/ Educator Resources. (n.d.). Retrieved November 16, 2014, from
Sequence for Science.htm E-Examples from Principles and Standards for School Mathematics. (n.d.). Retrieved November 16, 2014, from http://www.nctm.org/eexamples/ Lesson #4 
“Shake It Up Baby Now!” EARTHQUAKES by Jeremy Kirchgraber Team 6, Fall 2014
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