Maryland Virtual High School

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Maryland Virtual High School

• An investigation into the factors contributing to
  hurricane intensity

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Hurricane Tracking
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STELLA Model
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Model Characteristics

• Model based on
• Data from 1996-98
• Coriolis effect
• Parameters
• Initial heading
• A turning day
• Final heading

• Factors influencing hurricane wind strength
• Sea surface temperature
• Randomness
• Adapted by Mary Ellen Verona from the model
  developed by the Glynns Integration of Systems
  Thinking Project

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Classroom Implementation

• High School Earth Science
• 2003-04 school year
• Hurricane Intensity Inquiry
• Role of sea surface temperature
• Role of location of landfall region
• Role of uncertainty
• Jigsaw Methods
• Science Standards
• Student Assessment

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Jigsaw 1

• Divide class into 9 groups of 3 students each
• Aug, Sept, Oct of 1996, 1997, 1998
• Assign each group a unique starting date for the
  simulated hurricane
• Give each group member the corresponding SST
  contour map
• Assign each group the same random seed and
  landfall code
• Run the simulation and record the hurricanes
  wind speed and category at landfall

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Jigsaw 2

• Regroup the students into 9 groups to investigate
  hurricane intensity and these factors
• The month in which the hurricane starts
• Grouped by year
• The year in which the hurricane starts
• Grouped by month
• Random factors and landfall location
• Grouped by year

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Jigsaw 3

• Regroup the students into 3 groups consisting of
  one person from each of the 9 groups in Jigsaw 1
• Direct the group members to share their findings
  from Jigsaw 2
• Ask them to draw conclusions about the influence
  of sea surface temperature, landfall location,
  and uncertainty on hurricane intensity
• Have each group report to the class their
  conclusions

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Standards

• Maryland Standards (http//mdk12.org/mspp/standard
  s/science/)
• Earth Science Content
• The student will describe current efforts and
  technologies used to study the atmosphere, land,
  and oceans of Earth (remote sensing from space,
  undersea exploration, seismology, weather data
  collection).(CLG 2.1.1)
• Science Processes
• The student will formulate a working
  hypothesis.(CLG 1.2.3)
• The student will test a working hypothesis.(CLG
  1.2.4)
• The student will analyze data to make
  predictions, decisions, or form conclusions.(CLG
  1.4.2)

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Student Assessment

• Formative and Summative Assessments
• Pre-tests
• Checking for understanding
• Teacher scaffolding and student self-regulation
  of learning
• Post-tests