Active
Entry
Adoption
Adaptation
Infusion
Transformation
Collaborative
Entry
Adoption
Adaptation
Infusion
Transformation
Constructive
Entry
Adoption
Adaptation
Infusion
Transformation
Authentic
Entry
Adoption
Adaptation
Infusion
Transformation
Goal-Directed
Entry
Adoption
Adaptation
Infusion
Transformation
Prevent a Hurricane

Authentic Learning | Infusion Level | Science

Objectives

  • Students will work in cooperative groups of four to investigate hurricanes and invent a way to diffuse or redirect a hurricane before it becomes destructive.
  • They will present their final solution with a prototype model and a digital presentation.
  • The final projects will be presented to a team of professors using AV technology.

Procedure

  • As scientists, mathematicians, technologists, and sociologists, they will investigate the cause and effect of hurricanes that develop in the Atlantic Ocean. Their job is to gather information on past hurricanes and use this information to support a theoretical method to defuse or redirect a hurricane before it becomes destructive.
  • The scientist will: 1. Identify the four conditions necessary for a hurricane to form. 2. Define the stages of development of a hurricane. 3. List the factors that determine the category of a hurricane.
  • The mathematician will: 1. Choose three hurricanes and graph the wind speeds of these hurricanes. Determine the factor that causes the wind speeds to change. 2. Graph the path at least three hurricanes to determine if there is a geometric pattern.
  • The sociologist will: 1. Locate and download a variety of maps that include the regions in which most Atlantic hurricanes occur. 2. Label all landmasses including hemispheres and continents. 3. Identify the effects of a hurricane on commerce, food supply, healthcare/disease, communication, roads, shelter, and power.
  • The technologist will: 1. Act as consultant to the other members of the group. 2. Provide technical support. 3. Gather information from team and enter into final presentation.

Sunshine State Standards

  • SC.B.2.3.1
  • SC.D.1.3.1
  • SC.D.1.3.3
  • SC.D.2.3.1
  • SC.H.2.3.1
  • SC.H.3.3.4
  • SC.H.3.3.6
  • SC.H.3.3.7
  • SS.B.1.3.4
  • MA.D.1.3.1
  • MA.D.1.3.2
  • MA.E.1.3.1
  • MA.E.1.3.3
  • MA.E.3.3.1
  • LA.A.1.3.1
  • LA.C.3.3.1
  • LA.C.3.3.3
  • LA.D.2.3.5
  • LA.B.2.3.1
  • LA.B.2.3.4

NETS Profiles for Technology Literate Students

  • Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
  • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
  • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
  • Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
  • Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
  • Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.

Materials

  • Computers
  • Internet access
  • Newspapers
  • SIRS
  • Encyclopedia
  • Textbooks

Grade Level: 6-8