A creative writing assignment in a Resource Reading classroom sparked a shared passion for weather, science, and storm chasing among a group of Ridgewood Elementary students. Under the guidance of Special Education Reading teacher Erynn James, student Aaron Alaniz used a story map activity during reading class to brainstorm and write an original story about storm chasing. 

“During Reading class, we utilized story maps to generate ideas and build a piece of writing,” said James. “Aaron came up with characters, settings, main events, a problem, and a solution using the story map. We had conversations about what makes something a main event and how to involve his character in the story.” 

Aaron’s story, Storm Chasing, follows a storm chaser driving into an EF-4 tornado before safely surviving the storm. After completing the writing assignment, Aaron began creating homemade storm chasing vehicles to bring his story to life. 

His creativity quickly caught the attention of other students who shared an interest in weather and science. Together, the group began researching tornadoes, storm intercept vehicles, and weather patterns while building their own creations. 

“The students all wanted to build something special around something they loved,” said James. 

CJ Cruz, a fifth-grade student, introduced the group to tornado chasing after learning about it from a family member. The students soon bonded over their shared interests while collaborating on designs and testing their creations outside. 

“My favorite part is the thrill of making the dominators, TIVs, and CITS and using them outside to see how the wind reacts with them,” said CJ. 

Derek Reyna enjoyed “making dust devils to create a mock storm to intercept the homemade dominators, TIVs, and CITS.” 

Aaron said his favorite part was “customizing and upgrading the CITS.” 

Blu Castillo shared that he enjoyed “seeing how building the creations paid off when working with classmates.” 

Ethan Truong, who hopes to become a meteorologist someday, said he enjoys “building tornado interceptions and improving them so in the future, he can make his own life-size models.” 

For James, seeing students connect creativity, science, and collaboration made the project especially meaningful. 

“This became so much bigger than a writing assignment,” James said. “The students found a way to connect learning with something they truly love.” 

Great work, Ridgewood students!