Beacon Lesson Plan Library

Wild World of Hurricanes

Antonio Fernandez
Colleges and Universities - Florida


Students learn about and orally share information about the wild world of hurricanes through the use of the Internet.


The student reads and organizes information (for example, in outlines, timelines, graphic organizers) throughout a single source for a variety of purposes (for example, discovering models for own writing, making a report, conducting interviews, taking a test, performing a task).

The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to group discussions, informational or dramatic presentations).


- 1 Computer per 2-3 students
- Internet
- Video Camera
- Microsoft Word (or any word processing program)
- Wild World of Hurricanes handout (Associated File)
- Internet Permission form (Associated File)
- Rubric for hurricane questions (Associated File)
- Rubric for oral presentation (Associated File)


1. Hand out Internet Permission forms. (Please see the associated file.)
2. Make sure Internet Permission forms are returned from each student.
3. Be familiar with the Websites and the appropriate links.
4. Schedule media lab, if necessary, and make sure media specialist will be available.
5. Give students a basic tutorial on the Website they will be using if needed.
6. Make sure students know how to effectively answer the following FCAT questions: Who, What, When, Where, Why, and How.
7. Make sure students are aware of the guidelines for an effective presentation.
8. Create a process whereby students can quickly be grouped into mixed-ability groups.
9. If students have not had previous oral presentation experience, they may need additional time and instruction.


1. Introduce the wild world of hurricanes to the students and give them a basic overview of what they will be doing: conducting research in groups of two or three on the Internet at a specific site to answer the questions who, what, when, where, why and how about hurricanes, which they will present orally and turn in.

2. Explain that each student in the group must contribute and help answer the hurricane questions as well as orally present the answers to the class. (Note: Teacher must ensure that all students contribute to the project by circulating and observing student work.)

3. Explain to the class the rubric that you will use to grade them on the answers to their hurricane questions.(see associated file) Go over the rubric and ensure student comprehension. Clarify that each person in their group will help in the research. Also inform students that it is important that everyone participates.

4. Explain to the class the rubric that you will use to grade them on their oral presentation. (see associated file) Go over the rubric and ensure student comprehension. Make sure students understand that everyone in the group should have an equal speaking part.

5. Give the students the Wild World of Hurricanes handout. Review the questions with them and make sure they understand how to answer them. (Please see the associated file for the handout)

6. Break the students into groups of 2 or 3 and assign them to a computer. (Students should be mixed ability grouped.)

7. Have the groups assign the roles of leader, recorder and computer person and on the board, list the jobs of each. This should be based on the ability of the group members.

8. Have the students open their Internet Browser and go to: <a href='>Hurricanes</a> Have them use the information from this site to answer their questions on the Wild World of Hurricanes handout.

9. Students should be encouraged to add any personal experiences or additional information, such as names of past hurricanes that have hit Florida, dangers and hazards of hurricanes, preparations for a hurricane and so on, that they would like to include in their oral presentation.

10. As students work, circulate through the room ensuring that all students are participating in the research, all students are preparing for a speaking role and that students are working together cooperatively. When possible, give feedback that is specific and, when possible, give feedback according to the rubrics.

11. Groups will orally present their answers to the class, which may be recorded by a video camera.

12. Have students turn in the answers to their hurricane questions.


Assess students on: a) answers to hurricane questions (who, what, etc.) b) oral presentation. See associated file for scoring rubrics. Formatively assess students in their group work according to the jobs that were assigned.

Circulate and formatively assess students as they use the technology tools. While circulating and observing/helping students, provide feedback to students who appear to have difficulty finding or correctly recording the information. Groups should receive feedback in order to stay on task and accomplish the assignment as needed.


Have the students track a hurricane. Go to <a href=''>Hurricane Tracking</a> at

Web Links

Web supplement for Wild World of Hurricanes

Web supplement for Wild World of Hurricanes
National Weather Association

Web supplement for Wild World of Hurricanes

Web supplement for Wild World of Hurricanes
First Science: Hurricane Season

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