5 1 2 storm danger TG

This book describes the effects of such storms and gives students tips on how to remain safe.. LESSON VOCABULARY branded constructed resourceful thieving veins INTRODUCE THE BOOK INTR

Storm Danger!

SUMMARY 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

LESSON VOCABULARY

branded constructed

resourceful thieving

veins

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 do you

think you will learn from this book?

READ THE BOOK

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

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

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 8 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 do 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 do to

protect yourself during a blizzard (Possible responses: don’t travel by car; have a battery-operated radio; wear layers)

5.1.2

CAUSE AND EFFECT MONITOR AND FIX UP

16 Storm Danger!

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

REVISIT THE BOOK

READER RESPONSE

1 Answers will vary Causes: hail, lightning,

floods, strong winds; Effects: trees toppling,

damage to buildings, fires, roads being

washed away

2 Flash floods happen because the rain

comes so quickly that it cannot be absorbed

by the ground

3 Pitch (verb) means “to throw.” Veins are also

methods of expression or style Sentences

will vary

4 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

advan-tages 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

Storm Danger! 17

© Pearson Education 5

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

Storm Danger!

18

Tornado: Causes

1

2

Tornado: Effects

1

2

3

4

5

© Pearson Education 5

Name

19

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

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constructed lullaby thieving

daintily pitch veins

out the storm

from the store

Directions Write a paragraph about storms, using as many vocabulary words as you can.

Storm Danger!