1. provide social goals
2. provide novel information
3. keep things interesting
4. provide opprotunities for high responsibility
5. be explicit about situations
6. step by step work is ok
7. reward opportunities for expression
8. provide cooperative rather than competitive goals.
9. harmony is essential
10. discuss the WHYs
11. speculate and provide chances for speculation and problem solving
12. tap imagination
13. reward competence and competitive learning
14. make the world of ideas available.
Friday, July 18, 2008
Teaching Type Continued
It is interesting to think that when I walk into a classroom that - all things being equal- that there will be an average breakdown of personality and learning types in that room. Each learning type has it's own preferences that keep it motivated and situations which it finds difficult. Can a class provide all things to all people? ES's are the most common type, they like things quick, simple and concrete, so they will probably hate me. Then they like the information to shut up so they can try things out and talk it over. Here's my list of to do's for four types of ES, IS, EN and IN
1. be quick
2. be simple
3. be concrete
4. provide activities and sharing
5. provide review
6. keep objectives, content and assessment aligned
7. practice delivery
8. I+1 not +5 - define finite goals explicitly
9. when asking for creativity, provide an out
10. recognize and celebrate competence and people who avoid failure instead of zone of proximal development
11. I + x = happiness - reward novel and infinite goals implicitly
12. create variety predictably, schedule spontaneous events
13. open to different interests
14. provide authentic problems
15. on group work provide an out
1. be quick
2. be simple
3. be concrete
4. provide activities and sharing
5. provide review
6. keep objectives, content and assessment aligned
7. practice delivery
8. I+1 not +5 - define finite goals explicitly
9. when asking for creativity, provide an out
10. recognize and celebrate competence and people who avoid failure instead of zone of proximal development
11. I + x = happiness - reward novel and infinite goals implicitly
12. create variety predictably, schedule spontaneous events
13. open to different interests
14. provide authentic problems
15. on group work provide an out
Thursday, July 17, 2008
Teaching Style INFP
Having taken various versions of the Meyers-Briggs Personality Type test over time I am definitely an INFP. I am not going to explain what that means. This is the internet, use your google. What this means is that the 3% of students who are like me will do the best in my classes. Everyone else will feel frustrated in some way, so I need to think about how my teaching style will affect all students.
Looking at my scores over time, I see that I am always pretty balanced in terms of introversion and extroversion. That might mean that I'm equally well suited for spending time with a class as planning and reflecting on my materials. The environment will be appropriate.
Only in romance am I ever a sensate. I'm always an iNtuitive. This means that I will usually do a good job explaining the big picture. If students can understand how a topic fits to a theme, their memory encoding and information processing will improve. If they know how a task fits into a larger goal, that will add value to the task and improve their motivation. Alternatively, they need to understand how to accomplish the task, not just why, or they will become less motivated by that frustration. So I need to do my best to provide the clearest and simplest directions and explanations possible. It helps if I think about how to modify and administer a lesson for ELL students. On that note, the best thing I can do for ES students is to model my directions and the behaviors I'm looking for. So if we are working on a project, I should demonstrate how to do that explicitly. Then I can help them by providing reflection after an activity. they also like inductive learning, and they like L2 students also need written directions. I tend to give oral directions.
IS - Introverted Sensatory students benefit from rubrics and "model work" to look at. So I'll need to make and provide examples for whatever we are doing. Q: how do I provide examples without them taking time away from class? I've been in college courses that are nothing but exemplars of the final project. Those classes weren't bad really but lacked structure even for me. Such classes would probably be good for the IS student if they included specific expectations and information in addition to the exemplars. IS students also seem to appreciate appreciation... maybe that means they are more susceptible to blatant classical conditioning? I love your work. Really. Great stuff. I promise to single it out. Also, not inclined toward group work.
ENs - In the spirit of Lao Tzu, a virtue cannot be desired if an individual already has that virtue. ENs are why the virtue "Task Oriented Behavior" became an invented term. These students also like big picture and creativity. Naturals when it comes to debates, role playing and projects. Will not feel comfortable with too much routine and details, which is fine because I probably won't give them any.
INs - like the connections to other topics. These students like to know what the purpose is. I imagine that all students like to know what the purpose is, but maybe that's because I'm an IN learner, How is the big picture is different from the purpose? In explaining the purpose could it seem like boring details? Can purpose be provided through induction? Can purpose be provided within explicit directions? These students also like to continue looking deeper and deeper into topics on their own. I'm just wondering if pandering to one type might create situations that are anathema to others.
Over time, I am fairly balanced in thinking and feeling, though I'm trying to be logical, while definitely give preference to my gut reaction. As a teacher I might emphasize on the courses affective domain very slightly over the cognitive domain, meaning that my history class will be 1/3 classical cold content and 2/3 historical-thinking and social constructivism. It will be 1/3 about operant conditioning and 2/3 about constructivism, cognition or whatever. My Thinking students will prefer more direct language from me - probably through teacher lead discussion and lecture from time to time. I can provide this with well written project explanations.
How will my F manifest? How will it affect F students versus T students? What are good ways to create balance?
Is it more important to understand my student's learning styles or to simply teach across styles to begin with?
Finally my Perceiving is much stronger than my Judging which will impact how open-ended I am about expectations, classroom management, lessons, activities, objectives and assessment. This can be solved by continuing to align each lesson to a finite goal, a concrete objective and a corresponding assessment.
http://www.oswego.edu/plsi/teachingacrosstype.htm
Looking at my scores over time, I see that I am always pretty balanced in terms of introversion and extroversion. That might mean that I'm equally well suited for spending time with a class as planning and reflecting on my materials. The environment will be appropriate.
Only in romance am I ever a sensate. I'm always an iNtuitive. This means that I will usually do a good job explaining the big picture. If students can understand how a topic fits to a theme, their memory encoding and information processing will improve. If they know how a task fits into a larger goal, that will add value to the task and improve their motivation. Alternatively, they need to understand how to accomplish the task, not just why, or they will become less motivated by that frustration. So I need to do my best to provide the clearest and simplest directions and explanations possible. It helps if I think about how to modify and administer a lesson for ELL students. On that note, the best thing I can do for ES students is to model my directions and the behaviors I'm looking for. So if we are working on a project, I should demonstrate how to do that explicitly. Then I can help them by providing reflection after an activity. they also like inductive learning, and they like L2 students also need written directions. I tend to give oral directions.
IS - Introverted Sensatory students benefit from rubrics and "model work" to look at. So I'll need to make and provide examples for whatever we are doing. Q: how do I provide examples without them taking time away from class? I've been in college courses that are nothing but exemplars of the final project. Those classes weren't bad really but lacked structure even for me. Such classes would probably be good for the IS student if they included specific expectations and information in addition to the exemplars. IS students also seem to appreciate appreciation... maybe that means they are more susceptible to blatant classical conditioning? I love your work. Really. Great stuff. I promise to single it out. Also, not inclined toward group work.
ENs - In the spirit of Lao Tzu, a virtue cannot be desired if an individual already has that virtue. ENs are why the virtue "Task Oriented Behavior" became an invented term. These students also like big picture and creativity. Naturals when it comes to debates, role playing and projects. Will not feel comfortable with too much routine and details, which is fine because I probably won't give them any.
INs - like the connections to other topics. These students like to know what the purpose is. I imagine that all students like to know what the purpose is, but maybe that's because I'm an IN learner, How is the big picture is different from the purpose? In explaining the purpose could it seem like boring details? Can purpose be provided through induction? Can purpose be provided within explicit directions? These students also like to continue looking deeper and deeper into topics on their own. I'm just wondering if pandering to one type might create situations that are anathema to others.
Over time, I am fairly balanced in thinking and feeling, though I'm trying to be logical, while definitely give preference to my gut reaction. As a teacher I might emphasize on the courses affective domain very slightly over the cognitive domain, meaning that my history class will be 1/3 classical cold content and 2/3 historical-thinking and social constructivism. It will be 1/3 about operant conditioning and 2/3 about constructivism, cognition or whatever. My Thinking students will prefer more direct language from me - probably through teacher lead discussion and lecture from time to time. I can provide this with well written project explanations.
How will my F manifest? How will it affect F students versus T students? What are good ways to create balance?
Is it more important to understand my student's learning styles or to simply teach across styles to begin with?
Finally my Perceiving is much stronger than my Judging which will impact how open-ended I am about expectations, classroom management, lessons, activities, objectives and assessment. This can be solved by continuing to align each lesson to a finite goal, a concrete objective and a corresponding assessment.
http://www.oswego.edu/plsi/teachingacrosstype.htm
Saturday, February 2, 2008
Lies My Teacher Told Me, response to CH 11/12
High school students hate history, says Lowen, but what he means is that they hate high school history because it presents an oppressive ideology. They love history outside of that mould, as productions of historic fiction or museum presentations. Perhaps they are attracted to the natural drama of historic narratives. Outside of school maybe they can feel what they want to feel, and think what they want to think as they interpret events. The major problems of textbooks are that they are racially, historically, mentally and pedagogically oppressive. This is not the intent of the authors or the publishers to be oppressive and ignorant, but to write a patriotic novel about America. That wouldn’t be as much of a problem in a more open marketplace of ideas, but as Lowen explains, history textbooks present a rather united front.
1. Racially, textbooks tend to project the American experience from the vantage point of the European settlers. Lowen cites many examples of how everyone wants to see themselves represented in history. If it is a Vermont text book, it better have something about Vermont in it if the board is to adopt the book. Likewise, students from non-dominant cultures want to be reflected in history. It’s not just vanity, it’s about having an imagined worth in history and hence the future.
Conversely, teachers should not leave non-dominant culture in the margins. The fear of leaving the status quo be is in one of Lowen’s best points, “teachers avoid controversy because they have not experienced it themselves in an academic setting.” Fear of controversy allows Sophistry to reign. The suggestion of Lowen’s claim is that by expanding the education of social studies teachers at universities and by broadening their real world experiences, they will improve their ability to deal with controversy and accommodate more points of view. As a teacher, I intend to use my experiences in university as more of a base-line for my high school students as far as the breadth and depth of content and inquiry I will be encouraging (bearing in mind developmental concerns).
2. According to Lowen, rifle through a textbook and it is full of bad facts and poor historical work. It’s not caused by a lack of expertise because there are professors and experts working on these books. The problem starts with the expectation that accuracy matters less than topics included.
To straighten out this academic scoliosis, the teacher must move away from objectivity and toward empirically based subjectivity. Creating an informed perspective and labeling it thus requires enriched content. The main point of Drake and Nelson is to develop those empirical skills and to ratchet up the drama of uncertainty. I would allow students to read a primary source and then use forensic principles to make arguments about it.
3. Mentally, textbooks create an illusion of progress without discussing causality or the limits of being able to accurately explain events. The result is that illusion of progress suggests that there is nothing that can or should be done by the individual. A lack of discussion about causality suggests that even if the individual did want to impact history, they would not know how. This point manifests most clearly in the way that this generation has sought to protest war. Specifically, protesters create the image of protest without using critical mass to achieve goals.
Lowen seems to think that dangerous ideas are not dangerous relative to content in the media. As a teacher, I would not necessarily personalize my experiences as much as I would run with the examples available in history.
4. Pedagogically, textbooks primarily employ rote memorization and ask superficial questions. In this way, students love how easy history is when there are six to ten other academic subjects competing for student attention.
The objective is to move away from objectivity and toward empirically based subjectivity, that is, have an informed perspective and label it thus. The main point of Drake and Nelson is to develop those empirical skills and to increase the drama of uncertainty. Again, I intend to use my university level courses as a base-line for types of inquiry—retrofitted for teenagers. I would probably run the class more like an English class in terms of the ratio of reading, discussion and writing due.
1. Racially, textbooks tend to project the American experience from the vantage point of the European settlers. Lowen cites many examples of how everyone wants to see themselves represented in history. If it is a Vermont text book, it better have something about Vermont in it if the board is to adopt the book. Likewise, students from non-dominant cultures want to be reflected in history. It’s not just vanity, it’s about having an imagined worth in history and hence the future.
Conversely, teachers should not leave non-dominant culture in the margins. The fear of leaving the status quo be is in one of Lowen’s best points, “teachers avoid controversy because they have not experienced it themselves in an academic setting.” Fear of controversy allows Sophistry to reign. The suggestion of Lowen’s claim is that by expanding the education of social studies teachers at universities and by broadening their real world experiences, they will improve their ability to deal with controversy and accommodate more points of view. As a teacher, I intend to use my experiences in university as more of a base-line for my high school students as far as the breadth and depth of content and inquiry I will be encouraging (bearing in mind developmental concerns).
2. According to Lowen, rifle through a textbook and it is full of bad facts and poor historical work. It’s not caused by a lack of expertise because there are professors and experts working on these books. The problem starts with the expectation that accuracy matters less than topics included.
To straighten out this academic scoliosis, the teacher must move away from objectivity and toward empirically based subjectivity. Creating an informed perspective and labeling it thus requires enriched content. The main point of Drake and Nelson is to develop those empirical skills and to ratchet up the drama of uncertainty. I would allow students to read a primary source and then use forensic principles to make arguments about it.
3. Mentally, textbooks create an illusion of progress without discussing causality or the limits of being able to accurately explain events. The result is that illusion of progress suggests that there is nothing that can or should be done by the individual. A lack of discussion about causality suggests that even if the individual did want to impact history, they would not know how. This point manifests most clearly in the way that this generation has sought to protest war. Specifically, protesters create the image of protest without using critical mass to achieve goals.
Lowen seems to think that dangerous ideas are not dangerous relative to content in the media. As a teacher, I would not necessarily personalize my experiences as much as I would run with the examples available in history.
4. Pedagogically, textbooks primarily employ rote memorization and ask superficial questions. In this way, students love how easy history is when there are six to ten other academic subjects competing for student attention.
The objective is to move away from objectivity and toward empirically based subjectivity, that is, have an informed perspective and label it thus. The main point of Drake and Nelson is to develop those empirical skills and to increase the drama of uncertainty. Again, I intend to use my university level courses as a base-line for types of inquiry—retrofitted for teenagers. I would probably run the class more like an English class in terms of the ratio of reading, discussion and writing due.
Data Selection, Essay 2
On data selection 
The article seeks to do away with any notion of history being a set of facts. The original account of Silas Deane makes a interesting sidebar to the Revolutionary war narrative and is told with an air of authority and objectivism. It is an account based on the most available sources on this obscure topic. However it is as objective as a blind man’s account of the rope/snake/tree that was an elephant. A different perspective will produce a contradictory account because the information is limited. Truth appears relative and mutable. Objectivism seems unworkable.
How can we ask anything more? A team of prosecutors must assemble a case and prove it beyond a shadow of a doubt. Regardless of the fact of guilt, it is the prosecutor’s job to construct a believable story that is consistent with the facts. An average observer can see the well recorded, public and superficial facts. Left alone, these accounts are objective but incomplete (it is a rope/snake/tree). The master investigator reaches superior conclusions (it is an elephant!) by taking the same evidence and placing it in context, probing contradictions and sifting for more accurate narratives which are yet consistent with the facts.
As teachers this means expecting the one-dimensional views in textbooks to fail repeatedly because history is three-dimensional. Challenging accounts exist and will yet arrive to demand our translation for students.
Boyd’s method was like a cinema prosecutor/investigator. The story began with what “everyone knows”, the objective account. Then Boyd added evidence to challenge the truth claims of the “official account”, like Deane doesn’t seem like a suicide because he was excited to return to the U.S. after exile. Then Boyd added evidence, Bancroft’s biography, then he cross-examined for paradoxes in the account, revealing more and more about their relationships, capabilities, motivations and opportunities. The selection of data was high quality because it was consistent and it all supported Boyd’s ultimate truth-claim, that Bancroft has the means, motive and opportunity to commit Deane’s murder. Boyd’s interpretation is a significant revision to history because it darkens an apparent friendship into a predatory relationship. As educators, it is our responsibility to explain that truth is not wholly dependent on perspective, but that in constructing a perspective it must be consistent with the facts. But, that in sifting the facts, we choose items which are “material to the case”.
My mental image of the construction of history is an elephant being stuffed into a five gallon bucket by someone who is in the other room doing a sudoku. The process is messy, incomplete and ultimately political and moralistic because these perspectives impact sense of purpose, efficacy and esteem. Constructing history as a process, requires more appreciation for the sudoku aspect where the investigation requires tough mindedness. High-quality narratives require accuracy, fine, and the answer to “so what?” Let it make our lives richer, tell us more about the world and human nature than when we first began. To that point, there is nothing significant about Silias Deane’s story, even in the advanced Boyd version. The high-quality construction is Davidson and Lytle’s application of Boyd’s investigation toward our awaking.
As educators we take ourselves for granted. If we do not serve a purpose, then historic forces will replace us with something functional. To prevent that, I recommend that we follow this example and construct accurate, challenging and meaningful lessons.
The article seeks to do away with any notion of history being a set of facts. The original account of Silas Deane makes a interesting sidebar to the Revolutionary war narrative and is told with an air of authority and objectivism. It is an account based on the most available sources on this obscure topic. However it is as objective as a blind man’s account of the rope/snake/tree that was an elephant. A different perspective will produce a contradictory account because the information is limited. Truth appears relative and mutable. Objectivism seems unworkable.
How can we ask anything more? A team of prosecutors must assemble a case and prove it beyond a shadow of a doubt. Regardless of the fact of guilt, it is the prosecutor’s job to construct a believable story that is consistent with the facts. An average observer can see the well recorded, public and superficial facts. Left alone, these accounts are objective but incomplete (it is a rope/snake/tree). The master investigator reaches superior conclusions (it is an elephant!) by taking the same evidence and placing it in context, probing contradictions and sifting for more accurate narratives which are yet consistent with the facts.
As teachers this means expecting the one-dimensional views in textbooks to fail repeatedly because history is three-dimensional. Challenging accounts exist and will yet arrive to demand our translation for students.
Boyd’s method was like a cinema prosecutor/investigator. The story began with what “everyone knows”, the objective account. Then Boyd added evidence to challenge the truth claims of the “official account”, like Deane doesn’t seem like a suicide because he was excited to return to the U.S. after exile. Then Boyd added evidence, Bancroft’s biography, then he cross-examined for paradoxes in the account, revealing more and more about their relationships, capabilities, motivations and opportunities. The selection of data was high quality because it was consistent and it all supported Boyd’s ultimate truth-claim, that Bancroft has the means, motive and opportunity to commit Deane’s murder. Boyd’s interpretation is a significant revision to history because it darkens an apparent friendship into a predatory relationship. As educators, it is our responsibility to explain that truth is not wholly dependent on perspective, but that in constructing a perspective it must be consistent with the facts. But, that in sifting the facts, we choose items which are “material to the case”.
My mental image of the construction of history is an elephant being stuffed into a five gallon bucket by someone who is in the other room doing a sudoku. The process is messy, incomplete and ultimately political and moralistic because these perspectives impact sense of purpose, efficacy and esteem. Constructing history as a process, requires more appreciation for the sudoku aspect where the investigation requires tough mindedness. High-quality narratives require accuracy, fine, and the answer to “so what?” Let it make our lives richer, tell us more about the world and human nature than when we first began. To that point, there is nothing significant about Silias Deane’s story, even in the advanced Boyd version. The high-quality construction is Davidson and Lytle’s application of Boyd’s investigation toward our awaking.
As educators we take ourselves for granted. If we do not serve a purpose, then historic forces will replace us with something functional. To prevent that, I recommend that we follow this example and construct accurate, challenging and meaningful lessons.
Constucting a US History Class - Naive Essay 1
Essay 1: Constructing a US History Class
Since nothing is at risk, I will offer up my fantasy US history course. As a fresh teacher, I would begin my course around content mastery and then move into projects that practice reflective thinking and have affective goals. Didactic goals provide a frame of standards to work out from. It is helpful to have finite goals to plan the course, and for the student to reach toward. Also, standards provide a measure for the outside world to judge the class. That said, I am divergent thinker and no frame work is steely enough to prevent me from exploring and playing with ideas.
I would focus the bulk of my didactic goals into the first three months of school, covering the major events, individuals, terminology wrapped up in the entire span of U.S. History from pre-Columbian to the nation today. I propose to teach the facts in nine weeks using nothing but over head projector outlines, jeopardy games and multiple choice tests. The speed and density of the content would maybe reduce weight of political history, wars and the triumphs of European settlers. There would only be as much time for that, as for the reciprocal histories of American Indian tribes, religious history, economic history, social history and the histories of resistance, dissent and minority reports. The objective would be to have recognition of the events and the cast from a broad historical perspective.
Reflective thinking would part of the next three months, where students learn more about doing history. Nine weeks would be devoted to analyzing primary documents, oral histories and how historians process some of this information. The measurable goal is that students develop their writing and research skills, so there would be weekly in-class short essays, but there would one larger essay test at the end to assimilate the issues and questions up to this point. The first month we would focus on pre-colonial to revolutionary documents and oral histories. The second month would follow up to WWI. And the last month would catch up to the current era.
Finally the affective goals would get a treatment in the spring. The major developmental goal of adolescents is the question of identity and roles. The last three months would be a synthesis of the narratives and data up to this point. These final units would likely be project based problem solving. Students would be given time to delve into a problem or condition of modern or historical America and finally to give a presentation in a medium of their choosing. Meanwhile, students would examine and discuss exemplars of such presentations and the histories around them. The objective of the historical problems project would be to give students a sense of efficacy. The project would challenge their research skills, but also their ability to synthesize and present information in a new way.
The whole course would compartmentalize the goals of author Zevin to create a pedagogical sneak attack. The course appears to cater to traditionalists at first, but ultimately the goals of the student would draw from a wide range of perspectives and history skills to produce a final project, possible one that addresses social change. While it does not seem that there is enough time to cover that much ground, perhaps that level of learning must give way so that other goals and methods have their time.
Since nothing is at risk, I will offer up my fantasy US history course. As a fresh teacher, I would begin my course around content mastery and then move into projects that practice reflective thinking and have affective goals. Didactic goals provide a frame of standards to work out from. It is helpful to have finite goals to plan the course, and for the student to reach toward. Also, standards provide a measure for the outside world to judge the class. That said, I am divergent thinker and no frame work is steely enough to prevent me from exploring and playing with ideas.
I would focus the bulk of my didactic goals into the first three months of school, covering the major events, individuals, terminology wrapped up in the entire span of U.S. History from pre-Columbian to the nation today. I propose to teach the facts in nine weeks using nothing but over head projector outlines, jeopardy games and multiple choice tests. The speed and density of the content would maybe reduce weight of political history, wars and the triumphs of European settlers. There would only be as much time for that, as for the reciprocal histories of American Indian tribes, religious history, economic history, social history and the histories of resistance, dissent and minority reports. The objective would be to have recognition of the events and the cast from a broad historical perspective.
Reflective thinking would part of the next three months, where students learn more about doing history. Nine weeks would be devoted to analyzing primary documents, oral histories and how historians process some of this information. The measurable goal is that students develop their writing and research skills, so there would be weekly in-class short essays, but there would one larger essay test at the end to assimilate the issues and questions up to this point. The first month we would focus on pre-colonial to revolutionary documents and oral histories. The second month would follow up to WWI. And the last month would catch up to the current era.
Finally the affective goals would get a treatment in the spring. The major developmental goal of adolescents is the question of identity and roles. The last three months would be a synthesis of the narratives and data up to this point. These final units would likely be project based problem solving. Students would be given time to delve into a problem or condition of modern or historical America and finally to give a presentation in a medium of their choosing. Meanwhile, students would examine and discuss exemplars of such presentations and the histories around them. The objective of the historical problems project would be to give students a sense of efficacy. The project would challenge their research skills, but also their ability to synthesize and present information in a new way.
The whole course would compartmentalize the goals of author Zevin to create a pedagogical sneak attack. The course appears to cater to traditionalists at first, but ultimately the goals of the student would draw from a wide range of perspectives and history skills to produce a final project, possible one that addresses social change. While it does not seem that there is enough time to cover that much ground, perhaps that level of learning must give way so that other goals and methods have their time.
Geography! Lesson Plan 1
This is a rough draft of a physical geography lesson plan
Geography
Unit: Weather and climate
Lesson: Hurricanes
Objectives:
1)Students will demonstrate knowledge of the causes of hurricanes by answering a short quiz.
2) Students will demonstrate knowledge of hurricane regions respective of human population by plotting courses of hurricanes on a population map.
Standard:
V.c.4 Physical features and processes
Grade level:
7th and 8th Grade
Time:
50 minute class period
Materials:
Overhead projector
Transparencies
1. images of hurricane formations.
2. formation diagram
3. global/regional hurricane map
4. global water temperature map
5. Coriolis model
6. global population map
7. 1 blank tracking map of the Southeast United States
8. Top list of most deadly hurricanes in past century
dry-erase markers
blank tracking maps for class
10+ sets of hurricane latitude and longitude data for Atlantic/SE U.S. region
Background:
This is part of a larger unit about atmospheric features and climate as related to geography. Students already need to be familiar with Latitude and Longitude.
Instruction Schedule:
5 minutes - Anticipatory set
1) Put the first image of a hurricane formation up and ask students to identify the image. Then ask why hurricanes are important to humans, and why they are interesting. Then ask students which hurricanes they remember.
2) Put up transparency of the most deadly in the last 150 years. Ask them to keep track of where some of these events happened.
10 minutes - Formation
3) Show image of formation. Explain the atmospheric principles of Hurricane formation a) warm water b) cool atmosphere c) moist mid layers d) distance from the equator and the Coriolis effect d) a disturbance in the pre-existing weather pattern (think gargantuan eddy) e) low wind shear.
10 minutes - Location
4) Show image of global hurricane regions. Verify their relationship to the equator.
5) Show image of water temps. Verify how to read the scales and the average temperatures. Note that there are differences in the hurricane seasons.
6) Place the global population map next to or do an overlay with the hurricane regions. Talk about the relationship between these population sets and the ‘most deadly’ and the ‘most costly hurricanes’. Discuss also, the historical population of these regions. Ask students why those earlier hurricanes were more deadly. Ask them what kinds of technology and policies affect survival. Also, ask if they can think of anything positive about living in these locations and about hurricanes in general.
7) optional: discuss the global differences in rating and naming hurricanes
10 minutes - the project
8) Instruct students that they will be receiving a set of data plots for the most recent hurricane season respective to the U.S. They should plot their hurricane on their map and then line up by the overhead to plot their hurricane’s course on the transparency. Pass out the data and the maps. When everyone is finished, place the overlay on a corresponding population map of the southeast U.S. Then talk about the most costly hurricanes of the last 150 years.
9) Pass out homework, students must read the news story on hurricane’s and global warming, and come prepared to talk about two hypothesis about global-warming’s effect.
Bibliography
Hurricane Formation
http://web.mit.edu/12.000/www/m2010/finalwebsite/background/hurricanes/hurricanewhatis.html
Climatic comparison
http://www.aoml.noaa.gov/hrd/tcfaq/F1.html
Population density around these regions
http://www.bbc.co.uk/scotland/education/geog/population/intro.shtml
Coriolis force and winds
a. http://lurbano-5.memphis.edu/GeoMod/index.php/Image:Paper_fig1.jpg
b. http://www.rise.org.au/info/Res/wind/index.html
Data source and maps
a. http://www.wunderground.com/hurricane/at2007.asp
b. http://www.nhc.noaa.gov/AT_Track_chart2.pdf
Discuss global warming article
a. http://archive.newsmax.com/archives/ic/2005/9/25/131154.shtml
b. http://www.scientificblogging.com/news/global_warming_may_mean_fewer_hurricanes
c. http://www.wunderground.com/education/webster.asp
Geography
Unit: Weather and climate
Lesson: Hurricanes
Objectives:
1)Students will demonstrate knowledge of the causes of hurricanes by answering a short quiz.
2) Students will demonstrate knowledge of hurricane regions respective of human population by plotting courses of hurricanes on a population map.
Standard:
V.c.4 Physical features and processes
Grade level:
7th and 8th Grade
Time:
50 minute class period
Materials:
Overhead projector
Transparencies
1. images of hurricane formations.
2. formation diagram
3. global/regional hurricane map
4. global water temperature map
5. Coriolis model
6. global population map
7. 1 blank tracking map of the Southeast United States
8. Top list of most deadly hurricanes in past century
dry-erase markers
blank tracking maps for class
10+ sets of hurricane latitude and longitude data for Atlantic/SE U.S. region
Background:
This is part of a larger unit about atmospheric features and climate as related to geography. Students already need to be familiar with Latitude and Longitude.
Instruction Schedule:
5 minutes - Anticipatory set
1) Put the first image of a hurricane formation up and ask students to identify the image. Then ask why hurricanes are important to humans, and why they are interesting. Then ask students which hurricanes they remember.
2) Put up transparency of the most deadly in the last 150 years. Ask them to keep track of where some of these events happened.
10 minutes - Formation
3) Show image of formation. Explain the atmospheric principles of Hurricane formation a) warm water b) cool atmosphere c) moist mid layers d) distance from the equator and the Coriolis effect d) a disturbance in the pre-existing weather pattern (think gargantuan eddy) e) low wind shear.
10 minutes - Location
4) Show image of global hurricane regions. Verify their relationship to the equator.
5) Show image of water temps. Verify how to read the scales and the average temperatures. Note that there are differences in the hurricane seasons.
6) Place the global population map next to or do an overlay with the hurricane regions. Talk about the relationship between these population sets and the ‘most deadly’ and the ‘most costly hurricanes’. Discuss also, the historical population of these regions. Ask students why those earlier hurricanes were more deadly. Ask them what kinds of technology and policies affect survival. Also, ask if they can think of anything positive about living in these locations and about hurricanes in general.
7) optional: discuss the global differences in rating and naming hurricanes
10 minutes - the project
8) Instruct students that they will be receiving a set of data plots for the most recent hurricane season respective to the U.S. They should plot their hurricane on their map and then line up by the overhead to plot their hurricane’s course on the transparency. Pass out the data and the maps. When everyone is finished, place the overlay on a corresponding population map of the southeast U.S. Then talk about the most costly hurricanes of the last 150 years.
9) Pass out homework, students must read the news story on hurricane’s and global warming, and come prepared to talk about two hypothesis about global-warming’s effect.
Bibliography
Hurricane Formation
http://web.mit.edu/12.000/www/m2010/finalwebsite/background/hurricanes/hurricanewhatis.html
Climatic comparison
http://www.aoml.noaa.gov/hrd/tcfaq/F1.html
Population density around these regions
http://www.bbc.co.uk/scotland/education/geog/population/intro.shtml
Coriolis force and winds
a. http://lurbano-5.memphis.edu/GeoMod/index.php/Image:Paper_fig1.jpg
b. http://www.rise.org.au/info/Res/wind/index.html
Data source and maps
a. http://www.wunderground.com/hurricane/at2007.asp
b. http://www.nhc.noaa.gov/AT_Track_chart2.pdf
Discuss global warming article
a. http://archive.newsmax.com/archives/ic/2005/9/25/131154.shtml
b. http://www.scientificblogging.com/news/global_warming_may_mean_fewer_hurricanes
c. http://www.wunderground.com/education/webster.asp
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