What factors could increase the height or level of storm surge at the shoreline? This question exploration explains sea, lake, and overland surges from hurricanes (or SLOSH).
Question Exploration Routines are instructional methods that teachers can use to help a diverse student population understand a body of content information by carefully answering a critical question to arrive at a main idea answer. Students taught using the content enhancement routines earned higher total test scores than did students taught using the lecture-discussion method.
Personally, I use the routines to figure out what I want to say and how I want to say it. I keeps my "Sage on the Stage" time limited to what fits onto two pages (plus the demonstrations and/or video). This product includes the completed routines, and the student guide blanked except for vocabulary, scaffolding questions, and graphics already filled in.
These Concept Enhancement Routines have the following learning objectives and outcomes:
SWBAT explain how air masses flow from regions of high pressure to low pressure causing weather at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide.
SWBAT understand natural hazards such as severe weather events (hurricanes, tornadoes, floods) are preceded by natural phenomena and are thus predictable with the use of data analysis and technologies. Mapping the history of such events can help forecast the locations of such events.
These Concept Enhancement Routines are classroom tested to help students with the following Florida Next Generation Sunshine State Standards in Science:
SC.6.E.7.3: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
SC.6.E.7.7: Investigate how natural disasters have affected human life in Florida.
SC.6.E.7.8: Describe ways human beings protect themselves from hazardous weather and sun exposure.
SC.912.E.7.5: Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
SC.912.E.7.6: Relate the formation of severe weather to the various physical factors.
SC.912.E.7.8: Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
These Concept Enhancement Routines are classroom tested to help students with the following Next Generation Science Standards:
MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.