COURSE: Earth and Environmental Science
9 – 12/Unit 1
I.
Grade Level/Unit Number:
II:
Unit Title:
III.
Unit Length: 2-2.5 weeks (on a 90 min per day block schedule)
3-4 weeks (on a traditional schedule)
IV.
Major Learning Outcomes:
Katrina: Unpacking a Disaster
The student will gain an understanding of:
 Role of inquiry in investigating the hydrosphere.
 Air masses as regions of the atmosphere that have similar properties
throughout and move over the face of the planet in predictable ways.
 Mapping weather variables (especially air pressure) allows you to
determine where the air masses are.
 Weather conditions and change abruptly at “fronts” where air masses
meet.
 Storms and precipitation and their association with low pressure regions in
the atmosphere.
 Interactions between the hydrosphere and atmosphere as it relates to
hurricane formation:
o Surface ocean currents
o Surface winds
o Importance of latitude
o Areas of convergence and divergence air and water flow
V.
Content Objectives Included (with RBT Tags):
Number
Competency or Objective
RBT Tag
1.03
Evaluate the use of satellite images and imaging
techniques in the Earth/Environmental Sciences (use as
a primary data source)
A4, B4
1.05
Analyze reports of scientific investigations and
environmental issues from an informed, scientifically
literate viewpoint.
D4, D5
1.06
Solutions to EES issues at local, national, and global
level
B5
2.05
Create and interpret topographic, soil, and geologic
maps using scales and legends (flooding, deposition in
delta, wetland buffers)
C3, C4
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4.01
Evaluate erosional and depositional processes. (erosion
and deposition of material during a hurricane; effects of
human choices on the rate of erosion)
4.02
Analyze mechanisms for generating ocean currents and
upwelling
4.03
Analyze the mechanisms that produce the various types
of shorelines and the resultant landforms. (Human
impact, topography, hurricanes)
4.04
Evaluate water resources—causes of natural and
manmade contamination. Human choices in recovering
water quality.
A4, B4, C4
4.05
Investigate and analyze EES issues and solutions for
river basins, wetlands, and tidal environments in North
Carolina
5.01
Analyze air masses and the life cycle of weather
systems
A3
(recognize
wetland on
satellite
image), B3
B4
5.02
Evaluate meteorological observing, analysis, and
prediction
A5, B5, C5
5.03
Analyze global atmospheric changes including changes
in carbon dioxide, methane, and stratospheric ozone.
(global warming—storm incidence and severity
connection, sea level rise)
B2
VI.
B4, B5
A2, B2 at the
beginning of
unit and later
on B3
B2, B3
English Language Development Objectives (ELD) Included:
NC English Language Proficiency (ELP) Standard 4 (2008) for Limited
English Proficiency Students (LEP)- English Language learners communicate
information, ideas, and concepts necessary for academic success in the content
area of science.
Suggestions for modified instruction and scaffolding for LEP students and/or
students who need additional support are embedded in the unit plan and/or are
added at the end of the corresponding section of the lessons. The amount of
scaffolding needed will depend on the level of English proficiency of each LEP
Earth/Environmental Science- Unit 1
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student. Therefore, novice level students will need more support with the
language needed to understand and demonstrate the acquisition of concepts
than intermediate or advanced students.
LEP Accommodation Considerations
The following are general suggestions for accommodating English second
language:
1. Assess the prior knowledge of your LEP student and make sure that he or she
has adequate background information in order to execute this activity.
2. Provide graphic organizers or roadmaps illustrating the specific procedures
and expectations of each activity.
3. Provide highlighted text which target key vocabulary and concepts. Review
this text prior to activity.
4. Elicit verbal response of understanding from student. For, example, “Explain to
(or show me) me what you need to do next.”
5. Include marginal notes in activity outline to re-emphasize terms and concepts.
6. Provide visual demonstration in conjunction with verbal instructions
7. Provide immediate feedback and or assessment in order to reinforce
objectives.
8. Provide for alternate forms of assessment such as concept maps, graphic
organizers, verbal explanations, written explanations, or actual performance
rather than strictly pen and paper tests.
9. Provide LEP students the opportunity to peer tutor, pairing those who are on
different proficiency levels.
10. Provide opportunities to demonstrate effective test- taking strategies, regularly
exposing students to sample questions.
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VII.
Materials/Equipment Needed:
Activity
Earth as a
System and
Historical
Hurricanes
Materials
Power Point
http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/earth_system/
types_of_systems.html
Interconnectio
ns
Introducing
Earth’s
Spheres
Interconnections Information recording sheet This activity requires a walk outside on campus. If this is not allowed
at your school during class it may be assigned as homework or
students may choose a park or other natural area near their home.
Teacher Background
http://www.globe.gov/tctg/earth_la_connections_lc1.pdf?sectionId=270
Research
Back ground
New Orleans
Before Katrina
Library and computers
QAR Reading
strategy
Gone with the
Water
NG: Gone with the Water one article per student.
QAR strategy template
Highlighter
Station Model
Lab
Isobars and
Isotherms
Hurricane
Katrina
Video:
The Storm
that Drowned
a City
VIII.
Pencil, colored pencils, Atlantic hurricane tracking map, copies of lab
sheet
http://www.pbs.org/wgbh/nova/orleans/shop.html
This is a video you can purchase - There are teacher materials on the
DVD. These are excellent!
Detailed Content Description:
Please see the detailed content description for each objective in the
Earth/Environmental Science support document. The link to this downloadable
Earth/Environmental Science- Unit 1
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document is in the Earth/Environmental Standard Course of Study at:
http://www.ncpublicschools.org/curriculum/science/scos/2004/25earth
IX.
Unit Notes
Notes to Teacher
In our view, learning Earth/Environmental science is an iterative process. The
objectives in the North Carolina Standard Course of Study (NCSCoS) are visited and
revisited at varying depths of coverage throughout the course. This gives the students
a sense of the interconnectedness of the Earth/Environmental sciences as well as
multiple chances to enhance their knowledge of and skills with the science. A deep
understanding of earth systems results from an ability to connect and relate processes
occurring within and between different spheres of the earth. As an Earth/Environmental
science teacher, it is your responsibility to help students to acquire this deep
understanding. If this seems like a daunting task, don’t worry—the multiple passes you
make through the NCSCoS objectives will allow students to build this deep
understanding over time.
Overview of Unit One
This first unit, “Katrina, Unpacking a Disaster” is an introduction to Earth/Environmental
sciences that is meant to:
 engage students at the beginning of the year.
 help students see the interconnectedness of the various earth systems.
 provide a case study of change over time between the hydrosphere and
atmosphere.
 help students see the relevance and importance of Earth/Environmental science
as a way of understanding natural disasters and other “real-life” events.
This unit is currently built around Hurricane Katrina and its impact on New Orleans, but
the majority of the labs, activities, and assignments are universal and non-specific. The
Katrina-focused activities can, with a little time and a little creative work, be modified to
suit a more relevant, engaging, or timely natural disaster. By focusing on interactions
between the hydrosphere and the atmosphere, students will understand that any natural
disaster provides the opportunity to understand how Earth’s many systems are
interconnected.
In each unit, Goal 1 objectives which relate to the process of scientific investigation are
included. In each of the units, students will be practicing the processes of science:
observing, hypothesizing, collecting data, analyzing, and concluding.
The Unit Guide gives an overview of the activities that are suggested to meet the North
Carolina Standard Course of Study Goals for Unit One. Detailed activity pages follow
the guide. The guide includes teacher notes on how to weave the activities into the
content and supplementary notes related to other issues such as preparation time and
time to complete the activity. If a teacher follows this unit (s)he will have addressed the
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goals and objectives of the NCSCoS. However, teachers may want to substitute other
activities that teach the same concept.
Teachers should also refer to the support document for Earth/Environmental Science at
http://www.ncpublicschools.org/curriculum/science/scos/2004/25earth for the detailed
content description for each objective to be sure they are emphasizing the specified
concepts for each objective.
Essential Questions for Katrina: Unpacking a Disaster:
The essential questions for this unit are those questions that will help students cultivate
enduring understanding. These questions help students construct a base knowledge
that will last a lifetime. Teachers are encouraged to display these questions and to refer
to them often throughout the unit of instructions.



What are the subsystems of Earth System science and how do these “systems”
interact?
How do the atmosphere and hydrosphere interact during the formation of tropical
storm systems?
What are some relationships between the economy, human impact on the
environment and the natural environment?
Key Knowledge and Skills
Students will know:





The different spheres of Earth as a system.
What atmospheric conditions the major air masses affecting the
USA bring.
How weather fronts move across the USA and in the open ocean.
The role of surface ocean currents in the formation of a hurricane
The specific interactions that occur between the hydrosphere and
atmosphere with respects to cyclone development.
Students will be able to:

Understand New Orleans’ climate, geology, geography, hydrology
prior to Katrina

Identify and explain effects of human impact on the New Orleans’
coast and river banks.

Explain how hurricanes form, are monitored, measured, and
reported

Predict and generate solutions for problems associated with large
hurricanes.

Give examples of Earth’s spheres contribute to a system of
interactions.

Evaluate how changes in one system have an effect in others.
Evidence of Understanding
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Unit Exam – 30 multiple choice questions and 5 extended answer
questions.
Concept map that demonstrates understanding of impact of
Hurricane Katrina on Earth’s systems in the NO area.
Lab and Class Activities
Concept map – air masses specific for the NO situation, fronts &
weather prediction
Flow chart – generate relationships between criteria necessary for
hurricane formation
Labeled ocean current maps and hurricane pathways through the
Gulf of Mexico






Modified Activities for LEP Students:
Those activities marked with  as LEP have a modified version or notes designed to
assist teachers in supporting students who are English language learners. Teachers
should also consult the Department of Public Instruction website for English as a
Second Language at: http://www.ncpublicschools.org/curriculum/esl/ to find additional
resources.
Prior Knowledge:
Kindergarten
Grade 2
Grade 5
Grade 6
Grade 7
Grade 8
GOAL 2: The
learner will
make
observations
and build an
understanding
of weather
concepts.
GOAL 2:
The learner
will conduct
investigatio
ns and use
appropriate
tools to
build an
understand
ing of the
changes in
weather.
GOAL 2: The
learner will
make
observations
and conduct
investigation
s to build an
understandin
g of
landforms.
GOAL 3: The
learner will
build an
understandin
g of the
geological
cycles,
forces,
processes,
and agents
which shape
the
lithosphere.
GOAL 3: The
learner will
conduct
investigation
s and utilize
appropriate
technologies
and
information
systems to
build an
understandin
g of the
atmosphere.
GOAL 3:
The learner
will conduct
investigatio
ns and
utilize
appropriate
technologie
s and
information
systems to
build an
understandi
ng of the
hydrospher
e.
Background Information For Teachers:
1.
Teachers Domain: www.teachersdomain.org (general site home page)
Earth/Environmental Science- Unit 1
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Earth as A System (Try the links once you are registered otherwise you
may have to search within the site for the materials). You will need to
register to use the site but it is FREE!!! This site is an excellent resource
not only for this unit but for others as well.
Search the site for materials associated with Katrina. Some of the “Storm
that Drowned A City” materials from WGBH can be found here as well.
2.
GLOBE: Earth as a System This site has information available in multiple
languages and is free. It is recommended that if you can participate in a
GLOBE workshop-do so - very valuable! This link provides you with
excellent background information about Earth System science. It is very
user friendly and easily accessible.
3.
This is a link to a government report on hurricane Katrina that contains lots
of information. http://www.weather.gov/om/assessments/pdfs/Katrina.pdf
X.
Global Content: Aligned with 21st Skills:
One of the goals of the unit plans is to provide strategies that will enable educators to
develop the 21st Century skills for their students. As much as students need to master
the NCSOS goals and objectives, they need to master the skills that develop problem
solving strategies, as well as the creativity and innovative thinking skills that have
become critical in today’s increasingly interconnected workforce and society. The
Partnership for 21st Century Skills website is provided below for more information about
the skills and resources related to the 21st Century classroom.
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=27&Ite
mid=120
NC SCS
Earth/Environ.
1.01, 1.02
1.05, 1.06
1.02
1.02
1.02
1.02
1.02
21st Century Skills
Activity
Communication Skills
Conveying thought or opinions
effectively
When presenting information,
distinguishing between relevant and
irrelevant information
Explaining a concept to others
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and
database programs
Developing visual aides for
presentations
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1.02
1.02, 6.05
1.02, 1.04
1.02, 2.05
1.01, 1.02,
2.03, 2.05
1.02
1.02
1.01, 1.05
1.01, 1.05,
1.06
1.05
1.04
2.01, 2.06
1.05, 1.06
1.01, 1.02,
1.05, 1.06
1.01, 1.05
1.02
1.02
1.02
1.01, 1.05,
1.06
1.02, 1.05,
Using a computer for
communication
Learning new software programs
Employability Skills
Assuming responsibility for own
learning
Persisting until job is completed
Working independently
All activities
All activities
Developing career interest/goals
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
Identifying cause and effect
relationships
Summarizing main points after
reading
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when
writing
Proofing and Editing
Synthesizing information from
several sources
Documenting sources
Most of the activities can be
presented as opportunities for
students to follow written directions.
The teacher will have to work with
most students to develop this skill
over time.
All the activities
All the activities
1.06
1.02
1.02
1.02
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
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1.01, 1.02,
1.04, 1.05, 1.06
Goal 1
1.01, 1.02,
1.06
1.03, 1.05,
2.06, 2.07, 3.01,
3.02, 4.02, 4.03,
4.04, 4.05, 5.01,
5.02, 5.03, 6.01,
6.02, 6.04, 6.05
1.06
1.02
Taking initiative
Working on a team
Most of the activities are designed
to be done and discussed in teams.
Thinking/Problem-Solving
Skills
Identifying key problems or
questions
Evaluating results
Developing strategies to address
problems
Developing an action plan or
timeline
ENGAGE:
Two engagement activities are provided: Evidence of Change PowerPoint and
Interconnections Activity. Both are necessary as they work together to build a
connective backdrop for the Katrina exploration.
Evidence of Change PowerPoint
A few slides about Earth as a system and slides of damage from historical hurricanes
are provided as a separate PowerPoint file to stimulate discussion. Teachers should
view the slides in the Note Pages view before teaching to see the background
information provided for some of the slides. Teachers are also encouraged to build their
own files of slides from recent or local disasters.
Ask questions such as these while viewing slides to stimulate discussion:
1. How has our assessment of damage changed over time?
2. Are we better at predicting catastrophic events such as Hurricane Katrina?
3. What evidence do you have that supports improved forecasting and warning
systems?
4. What problems still concern us?
5. What are the variables involved when picking up the pieces to a disaster?
6. Earth functions as a complex system. How was this system disrupted during
Hurricane Katrina?
Time: 20 min
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Slide 1
E vidence of C hange
His torical Hurricanes and their
impact on E arth as a S ys tem
Slide 2
http://www.gly.bris .ac.uk/www/E S S /img/ques tpix.jpg
Slide 3
Earth/Environmental Science- Unit 1
The various “spheres” of the Earth
System that we study for it’s
complex interactions and feedback
mechanisms.
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Slide 4
Galveston, Texas 1900
6,000 people killed
http://old-photos.blogspot.com/2007_09_01_archive.html
Slide 5
Hurricane Floyd, NC 1999
$6 billion dollars in damage
http://library.thinkquest.org/J0112125/famous%20storms.htm
Slide 6
Hurricane Andrew 1992
http://commons.wikimedia.org/wiki/Image:Hurricane_andrew_fema_2563.jpg
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Slide 7
Hurricane Damaged
Forests
Slide 8
Lost land and pollution from
industry create a myriad of
problems for post hurricane
recovery both environmentally and
economically
Interconnections in Earth System Science
In this activity (Interconnections- Earth’s Spheres), students will read and take notes on
Earth System Science and explore interactions between Earth’s different spheres by
taking a walk on the school campus and recording observations.
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Language (ELP) Objectives for LEP Students:
1. Compare and contrast orally how assessments of catastrophic events have changed.
2. Read information about and write observations of interactions between Earth’s different
spheres.
LEP Modifications:
Use tangible examples to demonstrate each of Earth’s spheres. Relate key vocabulary to
each of the spheres.
Vocabulary
System
Hydrosphere
Atmosphere
Open system
Geosphere
Closed system
Biosphere
Interconnections
Earth’s Spheres
Background: The Earth maintains a balance of appropriate gases, moisture levels, soil
nutrients, and life forms to continue to thrive. How does each of Earth’s different
subsystems contribute to the balance? What types of feedback mechanisms are in
place so that this balance is maintained? Does this “balance” include the input and
activity from humans?
Earth’s spheres, the hydrosphere, the biosphere, the atmosphere, and the geosphere
all work to form the complex whole called the Earth System. Each sphere interacts with
other spheres and these interconnections are what we will study in this campus walk.
Part1. Observe the study area and then make notes on examples or evidence of each
sphere.
Hydrosphere:
Atmosphere:
Geosphere:
Biosphere:
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Part 2. Record the types of interactions that you think may occur between the spheres.
Recall information that you’ve learned from science in the past. You may want to list
interactions by sphere such as:
Hydrosphere interacts with
Geosphere
Biosphere
Atmosphere
Water moves soil
plants and animals need water
some parts of water
cycle occur
here
Use the back of this paper to generate your list of interactions. You may do this any way
that you want but please be sure it is understandable and legible.
Part 3. Choose 3 of your interactions and purpose how a change in one sphere will
prompt a change/response in another sphere. Make sure you choose three different
sphere examples.
Time: 30-45 minutes
EXPLORE:
This is a reading strategy activity. The article (New Orleans before Katrina: Gone with
the Water) provided is a National Geographic Article on the danger of a hurricane to
New Orleans written before Hurricane Katrina. The time will vary; the teacher needs to
copy the article for each student and provide the QAR instruction sheet. It may be
helpful to take a short reading from the newspaper and practice the QAR strategy prior
to reading Gone with the Water.
You will need to decide whether you want students to work in groups or alone. It may
also be helpful to read the article out loud if student attention and reading abilities’ are in
question. It is helpful to have a highlighter for each student so that they can underline
important ideas and facts. Reading aloud affords the teacher the opportunity to stop and
discuss important ideas, new words, and facts.
You may also wish to record unfamiliar words on the board and work these into the
lesson during the QAR strategy (See Below).
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Language (ELP) Objectives for LEP Students:
1. Read article and write a paragraph describing the changes taking place in the
wetlands of New Orleans.
2. Write a paragraph describing the human causes for changes taking place in the
wetlands of New Orleans.
3. Make a flip book with new words, definitions, and a drawing
LEP Modifications:
Introduce key vocabulary with the students prior to reading the article. You will need to decide
whether you want students to work in groups or alone. It may also be helpful to read the article
out loud if student attention and reading abilities’ are in question. Reading aloud affords the
teacher the opportunity to stop and discuss important ideas, new words, and facts. It is helpful to
have a highlighter for each student so that they can underline important ideas and facts.
Vocabulary
Geology
Hydrology
Climate
Ecology
Wetlands
Flood
Simulation
Economy
Guiding Question: What was New Orleans like before Hurricane Katrina?
New Orleans before Katrina: Gone with the Water
http://ngm.nationalgeographic.com/ngm/0410/feature5/index.html
Questions- Answer Relationships (QAR)
QAR is an instructional activity designed to provide students and teachers with a
common vocabulary to discuss different types of questions (Raphael, 1982, 1986).
Students and teachers study four levels of questions when using this instructional
strategy. The chart describes the levels of questions.
Directions for students: Have students divide a piece of notebook paper into 4
quadrants. Label each with the bolded text below. After students read, each student or
group of students should construct questions that meet the requirements outlined
below.
In the text
In my head
Right There
The reader can easily find answers to
Right There questions in the text. These
are literal questions regarding the text.
Stems for Right There questions might
begin with “name the main character”,
“how many”, “what is”, or “who is”.
Author and You
The reader will not find the answer to
Author and You questions in the text.
However, the reader must use
information given in the text along with
what the reader already knows to
answer the question. This is a higher
order thinking question.
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Think and Search
The reader must think about the ideas in
the text and how they are connected and
search the entire text to find the
information to answer the question. To
answer these questions students must
use extract information from the text.
Think and Search questions might begin
with “compare”, “retell”, “find three
causes”, or “name two reasons”.
WHY?
On My Own
The reader can answer On My Own
question without reading the text. The
answer comes from the readers own
experiences and background. Often these
questions can lead to more research
about a particular topic.
The use of QARs for instruction is helpful for several reasons.


It assists students in understanding where information is found to answer
questions.
It assists students in learning how to use questions to review their reading.
HOW?
1. Introduce the concept of QARs by explaining each type of question, providing a
clear example, and discussing the difference in each type of question. Give students
a written description of each type of question.
2. Have students read a short piece of text.
3. After reading the text, ask students one or two questions from each category.
Discuss the differences between each question and the answer.
4. Continue to model and practice this procedure with short passages until students are
comfortable and understand the differences between the types of questions.
5. Have students read a short piece of text and provide the questions and answers.
6. Now have students identify each question as a particular QAR and explain their
answer.
7. Repeat the procedure; however have students work in small groups to determine the
type of question and the answer.
8. Next have students read longer selections. Have the students identify the question
type and write their answer.
9. In time, the teacher requires the students to read a text, generate various questions
on their own. The individual questions developed by students are presented to the
entire class for identification and answers.
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References/Further Reading
Allan, J. (2004). Tools for teaching content literacy. Portsmouth, ME: Stenhouse.
Billmeyer, R. and Barton, M. (2002). Teaching reading in the content area. Aurora,
CO: McREL.
Raphel, T. (1982). Question-answering strategies for children. The Reading
Teacher, 36, 186-190.
Raphel, T. (1986). Teacher question-answer relationships, revised. The Reading
Teacher, 39, 516-522.
Santa, C., Havens, L., and Valdes, B. (2004). Project CRISS: Creating
independence through student-owned strategies. Dubuque, IA: Kendall/Hunt
Publishers.
After the activity: The teacher should lead students in discussing the significance of the
Hurricane Pam simulation. Help students to organize what they’ve learned about New
Orleans geography, climate, environmental concerns, culture, demography, economy,
etc. from the questions that they wrote using the QAR strategy. Discuss how different
questions played a role in getting different types of information.
Time: One 60-90 minute period. This will include class discussion.
EXPLAIN:
New Orleans before Hurricane Katrina: Background Research
In this activity (New Orleans before Hurricane Katrina: Background Research), students
are divided into teams: Climate, demographics, environment, industry and economy,
geology, water quality, topography, culture. Each group of students will become experts
on their topic. Students should use websites and links provided in the National
Geographic Article from the previous activity. After the class period, students will share
their knowledge with the class in order to build a “picture” of New Orleans before
Hurricane Katrina. The teacher will want to facilitate how students should record the
information learned whether in a journal or on notebook paper to be handed in.
Time: 1 class period (90 minutes or 2 45 minutes) for research and data collecting
45 minutes for presentations.
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Language (ELP) Objectives for LEP Students:
1.
2.
3.
4.
Read information on the geology, climate, ecology, and hydrology of New Orleans.
Write a summary of the geology, climate, ecology, and hydrology of New Orleans.
Orally share with the class the geology, climate, ecology and hydrology of New Orleans
Discuss the human cause and effect of environmental problems in New Orleans.
LEP Modifications:
Introduce key vocabulary with the students prior to reading the article. Provide a reading guide or a cloze
activity. This provides a framework for students with limited English abilities to focus on the important parts
of the article. Use tangible examples to demonstrate each of Earth’s spheres and relate key vocabulary to
each of the spheres. You will need to decide whether you want students to work in groups, pair more
proficient reader with less proficient reader, or alone depending on reading level. It may also be helpful to
read the article out loud if student attention and reading abilities’ are in question. Reading aloud affords
the teacher the opportunity to stop and discuss important ideas, new words, and facts. It is helpful to have
a highlighter for each student so that they can underline important ideas and facts. LEP students can also
participate in a Jig-Saw activity to read and share content.
ELABORATE:
Storm Surge Activity
Copy and paste the following link in your browser.
http://seacoos.org/Community%20and%20Classroom/hurricane-classroom/surge-online
This COSEE activity provides an excellent introduction to storm surge helping students
develop concepts before the vocabulary is introduced in their readings.
Time: 60 min for activity and discussion
Language (ELP) Objectives for LEP Students:
1. Complete a concept map showing examples of Earth’s systems using different aspects
of New Orleans.
2. Orally explain to the class how different aspects of New Orleans relate to each of
Earth’s systems.
Earth/Environmental Science- Unit 1
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EVALUATE:
Summary Concept Map:
Using butcher newspaper print or some other large paper, have groups of students
make a concept map to show what they have learned about Earth System Science. On
the same paper, have students identify aspects of New Orleans that will fit into each of
Earth’s subsystems such as 1). New Orleans is below sea level. Here are a few
examples: 1) Topography would be part of the geosphere. 2). Destruction of wetlands
and marshlands could be a part of both biosphere and geosphere. 3). The Mississippi
river would be a part of the hydrosphere. With each of the connections now
established, add information to the concept map from Gone With The Water. By having
students make these connections now- you can organize how these different
subsystems were affected by Hurricane Katrina.
Post maps and ideas around the room so that they can be referenced through the unit.
Time: 1 hour for work and discussion
Teacher Background Information: Background information on Earth as a system is
available from the Earth as a system page at Teachers Domain. You will need to
register to use Teachers Domain but it is FREE!!! This site is an excellent resource not
only for this unit but for others as well. Teachers Domain: www.teachersdomain.org
Try the link directly to the Earth as a System Page once you are registered, otherwise
you may have to search within the site for the materials. Earth as A System Page:
http://www.teachersdomain.org/resources/ess05/sci/ess/earthsys/hologlobe/index.html
ENGAGE:
Weather Basics
Earth/Environmental Science- Unit 1
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Language (ELP) Objectives for LEP Students:
1. Write a paragraph describing a storm you have experienced.
2. Discuss orally the topography of the land where the storm took place.
Suggested LEP Engaging Activity:
To build background with the students have them write a paragraph describing their
Discuss with students the importance of understanding weather data. Discuss how weather was
data delivered before, during, and after Hurricane Katrina?
LEP Modifications for all weather activities below:
Prior knowledge of weather terms and weather instruments is necessary for these activities.
Review terms and symbols used in the activity based on prior knowledge of the students. Allow
LEP students to work in teams to interpret and record data.
Vocabulary to review
Front
Air Mass
Hurricane
Weather station
Air pressure
Precipitation
Air pressure
Barometer
Temperature gradient
Isolines
Isobars
Gradient
Pressure gradient
At this stage, the teacher will want to explain weather basics so that students will be
competent in mapping and interpreting data about Hurricane Katrina. Much of this will
be review for students depending on their prior preparation. Several activities are
provided to build knowledge and skills.
Guiding Question: How do we use topographic maps, weather station maps, ocean
surface temperature maps, and wind and ocean current maps to help inform our
perspective of the threat of natural disasters?
Discuss with students the importance of understanding weather data. How was weather
data delivered before, during, and after Hurricane Katrina?
EXPLORE:
Reading a weather station model
Purpose: This activity will help students refresh their memories about weather station
information. This area of study is a part of the 7th grade science curriculum and is review
for most. There are two labs from the NewYorkScienceteacher.com site to choose
from. There is a quiz at the end of the standard level lab.
Earth/Environmental Science- Unit 1
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Language (ELP) Objective for LEP Students:
Read information from charts and weather symbols and write weather forecast.
LEP Modifications:
Station Model Lab (Standard Level) is recommended. Pair students with higher English
proficiency level with novice and intermediate low student to complete web based activities. Prior
knowledge of weather terms and weather instruments is necessary for these activities. Review terms
and symbols used in the activity based on prior knowledge of the students. Allow LEP students to
work in teams to interpret and record data.
Station Model Lab (Standard Level)
http://www.newyorkscienceteacher.com/sci/files/user-submitted/StationModelLab.pdf
Weather Station Model (Advanced)
http://www.newyorkscienceteacher.com/sci/files/user-submitted/esrstationmodels.pdf
Time: 1 class period for independent work and processing
Understanding Gradient
Language (ELP) Objective for LEP Students:
Orally explain to a partner what gradient is and how it can be determined.
LEP Modifications:
Draw and label diagrams to illustrate differing gradients to assist with comprehension. Work
practice problems together as a whole class to check for understanding. Review with
students the concept of pressure and temperature and relate these terms to the changes in
topography.
Understanding gradient is important for calculating pressure gradients and temperature
gradients in large storms such Hurricane Katrina. The more severe the gradients, the
more intense the winds and thus more destruction.
Gradient =
Difference in Field Values
Distance between Points
3 practice problems for class or a warm up
Gradient Practice Problems
Earth/Environmental Science- Unit 1
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1.
2.
A group of students wanted to hike to the top of Mt. Knowledge. Their starting
elevation was 325 feet above sea level. The summit of Mt. Knowledge was
determined to be 925 feet above sea level. The distance between the students’
starting point and the summit was 3 miles.
a
What is the gradient of their hike?
b
Is the gradient of this hill steep or gentle?
c
Describe the kind of physical condition a person would need to be in to
hike this trail.
Pretend you are a hydrologist and you’ve been asked to calculate the gradient of
the river that runs through a neighborhood. How would you go about determine
the gradient for the river?
Earth/Environmental Science- Unit 1
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3.
North
100
ft
Sea level
South
1. Calculate the difference in elevation between the ocean and the top of the hill.
2. The line between the 2 places represents 25 miles.
3. Determine the gradient of the slope.
Time: 30-40 minutes to understand and practice
Earth/Environmental Science- Unit 1
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Reading Isobars and Isotherms
Language (ELP) Objectives for LEP Students:
1. Write a sentence describing the direction of the air flow around a Low pressure system.
2. Write a sentence describing how wind speed is related to pressure gradient?
3. Write a paragraph explaining how air masses are related to temperature and location.
LEP Modifications:
Reading Isobars Activity can be completed together with teacher assistance by using an
overhead or LCD projector of the map and individual student maps. Review and demonstrate with the
students how to locate places on a map using latitude and longitude lines. Discuss what isobars
represent and relate them to air pressure and wind speed. Reduce the length of the activity for
students at the novice and intermediate low English proficiency levels .
Reading Isotherms Activity can be complete together as a class in the same way as the
Reading Isobars activity. Discuss with the students what isotherms represent and relate the term to
differing air masses. Review the types of weather associated with air masses over water and over
land.
Before the activities: Students will need some background information about gradient,
isolines, and how to read barometric pressures from weather station models. (This is a
part of Station Model Lab above.)
Begin with this demonstration: What happens when air moves from one place to
another?
What happens when Air moves from one place to another?
Demonstration: From a doorway, suspend 2 balloons tied to strings about 28 inches
long
Earth/Environmental Science- Unit 1
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Ask students what is surrounding the balloons (air). Explain that air has a pressure of
about 14.70 pounds per square inch at sea level. Therefore, air pressure is exerted in
all directions. The air pressure pushing down on an object balances the air pressure
pushing up on an object.
Ask students to predict what will happen when you blow air between the 2 balloons.
Record responses on the board or chart paper. Blow between the 2 balloons or have a
student to do so. Record what happens.
Ask students to explain why the 2 balloons moved towards one another?
By blowing between the balloons, the air pressure that was equal in all directions was
now reduced in the area between the balloons. Moving air has less pressure. By
creating a pressure gradient-an area of high pressure to an area of low pressure over a
given distance, we see that moving air has less pressure.
Ask students to relate what they’ve just observed to recall how winds are formed.
Pressure differences caused by unequal heating in the atmosphere.
Earth/Environmental Science- Unit 1
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Then, use the following two labs from New York ScienceTeachers.com. Both labs have
background information provided.
Reading Isobars
http://www.newyorkscienceteacher.com/sci/files/user-submitted/esrisobarlab_1.pdf
Reading Isotherms
http://www.newyorkscienceteacher.com/sci/files/user-submitted/Isothermlab.pdf
Vocabulary
Air pressure
Isolines
barometer
Gradient
temperature gradient
Pressure gradient
Time: 1.5 class periods – may be longer depending on student skill level.
How does temperature affect the density of a fluid?
Background:
Density is the measure of mass per unit of volume. The density of fluids such as ocean
water and air are affected by temperature. In this investigation (How does temperature
affect the density of a fluid?) students will form general ideas about how temperature
affects the density of water. In this setup the water will represent the ocean water or air
in the atmosphere. It is important that students understand that this occurs in both
places.
Teacher Notes:
* Most science materials for Earth and Environmental science have a standard lab
included in materials for either oceans and/or atmosphere. Check the book materials
adopted in your school before duplicating this lab. You may have access to something
already suitable. Additionally, a density tank set up is ideal for doing this as a
demonstration. If you don’t have a density tank, you can improvise by using a clear
plastic shoe box or 10 gallon aquarium. The lab that is linked is designed to work with
students in groups of 3. You can cut and paste the questions to have students answer
for a demonstration.
Language (ELP) Objectives for LEP Students:
1. Explain to a partner what occurs in the density tank and why.
2. Write a paragraph to describe cold water currents and warm water currents.
3. Draw and label sequential sketches of change over a 15 minute period of time. Label
areas of hot water, cold water, no salt, heavy salt, etc.
Vocabulary
Density Pressure
Earth/Environmental Science- Unit 1
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Materials per group (3 or 4 students)
2 graduated 100ml cylinders
Test tubes or small vials (2 per group)
Food coloring (2 colors per group)
Stirrer
Beakers (100 ml) or small clear plastic cups (2 per group)
Ice
Coffee urn for hot water or tap water with hot water option
Colored pencils
Goggles
Aprons
Tongs
Gloves or rags for handling hot test tubes
Procedure:
1. Mix tap water and ice together until the ice is well distributed. Fill the graduated
cylinder (100 ml) with the ice water.
2. In one of the test tubes, add 2 drops of food coloring and fill ½ way with hot water. Be
careful to handle the test tube with tongs or gloves.
3. Carefully and slowly, pour the contents of the test tube into the graduated cylinder.
4. Record your observations.
5. In the clean beaker, add 2 or 3 drops of food coloring. Add some cold tap water and
fill the rest of the beaker with ice. Stir the contents together and let sit a minute or two.
Earth/Environmental Science- Unit 1
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6. Fill a clean test tube ½ full with the mixture from step 5. Do not allow any ice into the
test tube.
7. Fill the other graduated cylinder (100 ml) with hot water.
8. Slowly and carefully, pour the cold water mixture into the hot water mixture. Record
your observations.
Think about it
1.
Which water mass was most dense?
What evidence did you use to make your decision?
2.
What is the effect of temperature on the volume of a fluid?
What information did you use to make your decision?
3.
Salinity can affect ocean water densities but not as much as temperature. On the
map provided, shade (use any color) the area where you would expect the ocean
water to be the least dense. Shade (any other color) the area where you would
expect the ocean water to be most dense.
4.
Explain, using words and pictures, how temperature affects the density of fluids.
Bring all together
5.
Strong storms form when there are extreme temperature differences. How do
your observations help you to explain this statement?
Earth/Environmental Science- Unit 1
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ELABORATE:
Hurricane Tracking Activity
Language (ELP) Objectives for LEP Students:



Draw a Venn diagram comparing and contrasting weather advisories such as
“hurricane watch” and “hurricane warning”.
Create a poster listing examples of actions to take to prepare for a hurricane.
Orally describe the conditions necessary for a hurricane to develop and how it dies
out.
LEP Modifications:
Read the introduction and basic information presented at the beginning of the activity as a
class. Give students highlighters to highlight key vocabulary and concepts necessary for
answering the questions. How students create a Venn diagram to compare and contrast
“hurricane watch” and “hurricane warning”. Review with students how to use longitude and
latitude to locate cities on a map. Use the overhead or an LCD projector to demonstrate how
to plot coordinates for each hurricane. Reduce the number of hurricanes for students to plot
and pair students with differing English proficiency to complete the activity. At the end of the
activity discuss with students the relationships between the behavior of hurricanes and air
pressure, temperature, and density. Have these students review these relationships through
a “Pair-Share” activity using their hurricane maps and recorded answers. As a summative
activity, have students create a poster listing examples and using illustrations to show
actions to take to prepare for a hurricane.
Before the activity: Help students to think about the connections between the concepts
learned in the previous activities (density and air pressure gradients and temperature
gradients) and understanding the behavior of hurricanes.
The activity at this website provides data and questions for an excellent hurricane
tracking exercise.
http://www.earth2class.org/docs/tchrlessonplans/Hurricane%20Katrina%20(Sherwood).pdf
Name: ______________________ Date: ________ Class Period: ________
Dawn Sherwood, Highland Springs High School, 2006-2007
Hurricane Katrina
by Dawn Sherwood
Highland Springs (VA) HS
Introduction: Hurricane season runs from June 1 to November 30 every year as thunderstorms form
over the hot moist air of the Atlantic Ocean. Sometimes these storms come across the ocean,
intensifying before they run into the islands of the Caribbean and coastal areas of the southeastern
United States. In 1954, Hurricane Hazel passed over Richmond, Virginia. In 1969, Camille became
Virginia’s worst natural disaster. In 1986, we experienced Charley and in 1989 we had Hugo. In
1992, Hurricane Andrew destroyed Homestead, Florida (near Miami). The following couple of years
were somewhat quiet until the season picked back up in the summer of 1995 with Opal, Bertha and
Earth/Environmental Science- Unit 1
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Fran in 1996, Bonnie in 1998, Dennis and Floyd in 1999, Gustav in 2002, Isabel in 2003, and
Bonnie, Charlie, Gaston, Ivan and Jeanne in 2004. Throughout Virginia’s history, over 69 eyes of
cyclones have passed over the state and 11 have made landfall within 60 miles of Virginia’s coasts
(http://www.vaemergency.com/newsroom/history/hurricane.cfm). The 2005 hurricane season was the
most active season on record resulting in 27 named storms although NONE passed through Virginia.
Hurricane Katrina was the eleventh named storm and ended up being the sixth most powerful
Atlantic hurricane ever recorded and the third most destructive hurricane to make landfall in the
United States. Katrina formed in the western Atlantic Ocean as a tropical depression over the
Bahamas on August 23, 2005. Warm water and moisture-rich air provided energy for the storm
system, causing it to strengthen and become a tropical storm, then a hurricane. When Hurricane
Katrina moved into the Gulf of Mexico it strengthened, quickly becoming a category 5 hurricane.
Luckily, it weakened to a category 3 hurricane prior to landfall. Despite this, Katrina still caused
severe damage in the Gulf coast states of Louisiana, Mississippi, and Alabama. Most notably,
Katrina’s storm surge flooded 80% of New Orleans as the levees were breached, caused at least 1836
deaths, and an estimated $81.2 billion dollars in damages.
History and Basics:
Weather satellites collect latitude and longitude coordinates to allow people to plot the paths of
hurricanes and make predictions and advisories as to where they will make landfall. The National
Hurricane Center tracks the hurricanes and issues their best estimate as to when and where a
hurricane will hit and possible intensity levels. A tropical depression is an organized system of
clouds and thunderstorms with a defined surface circulation and maximum sustained winds of 38
miles per hour, while a tropical storm has maximum sustained winds of 39-73 mph. A hurricane has
a well-defined surface circulation with sustained winds of 74 mph or greater and are categorized by
their winds speeds. Category 1 is the weakest and Category 5 is the strongest. If a hurricane is
predicted to make landfall within 24-36 hours, the area affected is put under a hurricane watch. If a
hurricane is predicted to make landfall in less than 24 hours, that area is put under a hurricane
warning.
The deadliest part of a hurricane is the storm surge - a wall of ocean water pushed by the winds of a
hurricane. This storm surge can come ashore up to 12 hours prior to landfall and can raise the sea
level up to 25 feet. The calm “eye” of the hurricane can be up to 40 miles wide and often fools
people into believing the storm is over resulting in injuries and fatalities. The eye wall, the winds
around the eye, have the most severe winds. The death of a hurricane results from the loss of
moisture and warm water. Upon landfall (or crossing an island), hurricanes begin to die out due to a
lack of the moist, warm water which helps to intensify them. Higher latitude (cooler waters) can also
cause a hurricane to dissipate.
Prior to 1953, hurricanes were named by where they hit or their coordinates. In 1953, hurricanes
began having female names to help identify them in tropical waters, especially when there were
multiple storms occurring simultaneously. It wasn’t until 1979 that the hurricanes began alternating
between male and female
Name: ______________________ Date: ________ Class Period: ________
Dawn Sherwood, Highland Springs High School, 2006-2007. 2
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names in alphabetical order in a six-year rotating list. These names are used repeatedly unless they
are retired due to substantial damage or death.
2006
Alberto
Beryl
Chris
Debby
Ernesto
Florence
Gordon
Helene
Isaac
Joyce
Kirk
Leslie
Michael
Nadine
Oscar
Patty
Rafael
Sandy
Tony
Valerie
William
2007
Andrea
Barry
Chantal
Dean
Erin
Felix
Gabrielle
Humberto
Ingrid
Jerry
Karen
Lorenzo
Melissa
Noel
Olga
Pablo
Rebekah
Sebastien
Tanya
Van
Wendy
Names for Atlantic Basin Tropical Cyclones
2008
2009
2010
2011
Arthur
Ana
Alex
Arlene
Bertha
Bill
Bonnie
Bret
Cristobal
Claudette
Colin
Cindy
Dolly
Danny
Danielle
Don
Edouard
Erika
Earl
Emily
Fay
Fred
Fiona
Franklin
Gustav
Grace
Gaston
Gert
Hanna
Henri
Hermine
Harvey
Ike
Ida
Igor
Irene
Josephine Joaquin
Julia
Jose
Kyle
Kate
Karl
Katia
Laura
Larry
Lisa
Lee
Marco
Mindy
Matthew
Maria
Nana
Nicholas
Nicole
Nate
Omar
Odette
Otto
Ophelia
Paloma
Peter
Paula
Philippe
Rene
Rose
Richard
Rina
Sally
Sam
Shary
Sean
Teddy
Teresa
Tomas
Tammy
Vicky
Victor
Virginie
Vince
Wilfred
Wanda
Walter
Whitney
Activity Time: 1-90 minute period
Focus Objectives:
1.02 Evaluate the use of satellite images and imaging techniques in the
Earth/Environmental Sciences (use as a primary data source)
1.05 Analyze reports of scientific investigations and environmental issues from an
informed, scientifically literate viewpoint.
2.05 Create and interpret topographic, soil, and geologic maps using scales and
legends (flooding, deposition in delta, wetland buffers)
4.04 Evaluate water resources—causes of natural and manmade contamination.
Human choices in recovering water quality
4.05 Investigate and analyze EES issues and solutions for river basins, wetlands, and
tidal environments in North Carolina;
5.01 Analyze air masses and the life cycle of weather systems
5.02 Evaluate meteorological observing, analysis, and prediction
Earth/Environmental Science- Unit 1
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Preparation: Students will need hurricane tracking maps for Atlantic. Website provided
in activity to print out hurricane tracking maps for students.
After the activity: Have a class discussion of the answers to the lab questions and
relate back to the activities on air pressure and temperature and the relation to density.
These are difficult concepts for students so the teacher will need to help students see
the connections.
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Recommended optional activity
DVD: The Storm that Drowned a City
Or websites listed below can be used.
Language (ELP) Objectives for LEP Students (for websites listed below):


Listen to NASA footage and orally discuss the relationship between warm gulf waters
and the formation of a hurricane.
Read and orally discuss an interview with hurricane experts.
LEP Modifications:
If choosing the websites listed below, complete the activities together as a class.
Relate the satellite maps to areas of the native country and location to bodies of water to
help students draw correlation to the devastation. These websites can also be used as
extended activities for higher English proficient students.
Focus Objectives:
1.02 Evaluate the use of satellite images and imaging techniques in the
Earth/Environmental Sciences (use as a primary data source)
1.05 Analyze reports of scientific investigations and environmental issues from an
informed, scientifically literate viewpoint.
4.04 Evaluate water resources—causes of natural and manmade contamination.
Human choices in recovering water quality
5.01 Analyze air masses and the life cycle of weather systems
5.02 Evaluate meteorological observing, analysis, and prediction
Activity Time: 60 min video plus 30 min discussion
Notes: The following links will allow a teacher to access many of the features found in
the DVD without purchasing the DVD. Please preview the site to see how you may
wish to use these sites. There are printable versions of some of the materials. These
are available for use in the classroom. Look for the printable version link on the page.
Anatomy of Katrina http://www.pbs.org/wgbh/nova/orleans/anatomy.html
At this site, teachers will be able to show the animation and NASA footage featured in
the DVD. There is sound and students can use their prior knowledge about hurricanes
to understand the relationship between the warm gulf waters and the energy that
Katrina had as it moved into the Gulf of Mexico.
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The Man Who Knew http://www.pbs.org/wgbh/nova/orleans/vanheerden.html In this
excellent interview with Ivor van Heerden, a hurricane expert, you gain an
understanding of what information was already known to both the city of New Orleans
and to the Federal Emergency Management Agency. Excellent reading for students.
This can be done as an assignment outside of class or you could project the interview
and discuss it as you read through it together.
The 300 Year Struggle http://www.pbs.org/wgbh/nova/orleans/struggle.html
This illustrated and sometimes interactive timeline highlights the constant struggle
between the city of New Orleans and the water that surrounds it. This site is excellent
teacher background material but equally engaging for students if used that way as well.
Flood Proofing a City http://www.pbs.org/wgbh/nova/orleans/struggle.html
This site explores new technologies for flood protection.
How New Orleans Flooded http://www.pbs.org/wgbh/nova/orleans/how.html
This interactive shows the direction and intensity with which the city flooded. This is an
impressive animation and allows students to see both before and after photos of the
areas.
Map the Flood http://www.pbs.org/wgbh/nova/orleans/map.html
This technology-friendly interactive page allows you to take the area that flooded in New
Orleans and superimpose that outline over your area in Google Earth. The visual impact
this feature has is incredible.
EVALUATE:
Activity: School Grounds/local area Walkabout. Identify trouble spots vulnerable to
damage from flooding, erosion, or wind event (Present or future). Preferably students
use digital cameras to take pictures of trouble spots. Student groups then prepare a
presentation to show campus features and trouble spots. They should also provide
possible solutions for problems they identify.
Language (ELP) Objectives for LEP Students:


Write a description of areas around campus vulnerable to damage from flooding and erosion.
Orally present poster and description of campus vulnerability to class.
Guiding Questions: How can we apply the general principles learned from the Katrina
disaster to our local environment?
Activity Time: 30 min to do walk around, 45 min to complete presentations. 30 min for
presentations (depending on class and group size)
Safety: Some campuses have students wear orange vests when on an on-campus
field trip. Possible natural hazards should be assessed ahead of activity. Teacher
Earth/Environmental Science- Unit 1
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should have prior discussion with administration and walkie talkie contact with office
during trip. Depending on situation a second adult may be needed.
Essay Topics:
1) What have we learned or not learned from Katrina? What will the “next
time” be like?
2) Could a similar disaster happen in NC? Compare and contrast NC with
New Orleans.
3) Is the economy part of the environment or is environment part of the
economy?
Activity Time: 60 min or assign as homework
Earth/Environmental Science- Unit 1
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EVALUATE:
Sample Assessment Questions
Please note: For all multiple choice questions, A is always the correct answer.
Question for 1.03
1.
Project satellite images for quizzes/lab practical. Have students identify fronts,
wind patterns, ocean surface temperature patterns, etc
2.
Which type of satellite data is most useful in tracking formed hurricanes?
a.
Sea surface temperature
b.
Atmospheric moisture
c.
Sea surface height
d.
Plant cover
Question for 1.05
3.
Gone with the Water illustrates how drills for natural disasters can be important.
How did the city of New Orleans and FEMA use the “Hurricane Pam” drill to plan
for any future event?
a.
b.
c.
d.
There was no evidence of planning despite the wealth of information
gathered on potential failures in the local environment.
New Orleans and FEMA used the data gathered to make solid plans to
protect public health and the oil economy.
New Orleans used the data to petition congress for more funding to
preserve and restore wetlands and marchlands.
New Orleans and FEMA used the data to reinforce the levee system.
Question for 1.06
4.
From a scientific perspective, which of the following sequences of action is the
best way to solve the problem of wetland erosion?
a. add sediments, plantings, monitor plantings
b. dredging, sand bags, plantings
c. dredging, hard stabilization, plantings
d. hard stabilization, sediment transport, pesticide treatment
5.
As river water is redirected on its way to the Gulf of Mexico, fresh water is routed
into estuaries. What impact does this have on organisms living there?
a.
Many organisms die as they are not adapted to tolerate large
concentrations of freshwater.
b.
Nothing changes - everything tolerates some freshwater.
c.
Erosion increases and buries the organisms.
Earth/Environmental Science- Unit 1
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d.
Animals die, but plants live
Questions for 2.05
6.
Short/Extended Response: During Hurricane Katrina, explain using a topographic
map why the flood waters came from Lake Pontchartrain and not from the Gulf of
Mexico?
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7.
In the diagram below, which arrow shows the direction of water flow?
DIAGRAM 1
B
100 ft
A
150
ft
0 ft
D
a.
b.
c.
d.
C
00 ft
5
0 ft
Arrow A
Arrow B
Arrow C
Arrow D
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1
Questions for 4.01
8.
On the map of the Gulf Coast provided, what area will suffer the greatest coastal
erosion?
a.
b.
c.
d.
9.
the northeast quadrant
the northwest quadrant
the southeast quadrant
the southwest quadrant
Which river gradient would cause a river to carry the greatest volume and size
range of sediment?
a.
1 foot vertical drop for 10 feet of horizontal distance
b.
1 foot vertical drop for 100 feet of horizontal distance
c.
1 foot vertical drop for 1000 feet of horizontal distance
d.
1 foot vertical drop for 10,000 feet of horizontal distance
Questions for 4.03
10.
Examine the pictures below. What is the most likely explanation for the change
from the bottom picture to the top picture?
a.
b.
c.
d.
over fishing
over farming
flooded and lost soil
oil drilling
Earth/Environmental Science- Unit 1
DRAFT
40
A
A
11.
Essay: Based on your understanding of wetlands, explain how human impacts on
the wetlands of the Gulf Coast before Katrina had a direct effect on the damage
that occurred with Katrina.
Question for 4.05
12.
Students will read a publication prepared by North Carolina Department of
Environment and Natural Resources (NC-DENR) entitled “North Carolina's Water
Quality Improvement Accomplishments” It can be found by going to the following
link: http://www.enr.state.nc.us/files/wqimp1.htm It includes measures to
protect rivers, and their basins, marine fisheries and inland waters. The dates of
the measures cover the second half of the 1990s.
Students will choose a specific measure and conduct research to get updates. What
has been accomplished? What work still needs to be done?
Earth/Environmental Science- Unit 1
DRAFT
41
Questions for 5.01
13.
During the winter, the interaction between which two adjacent air masses will
cause the greatest contrast in both temperature and humidity?
a.
mP and cT
b.
cT and cP
c.
mT and cP
d.
mP and mT
14.
In the United States, the most likely origin of mT (maritime tropical) air masses is:
a.
the Gulf of Mexico
b.
the desert southwest
c.
the waters off the Southern California coast
d.
the Canadian maritime region
Earth/Environmental Science- Unit 1
DRAFT
42
Questions for 5.02
15.
Which is the city most likely experiencing fair weather?
a.
Toronto
b.
Yuma, AZ
c.
Durango, CO
d.
Indianapolis, IN
16.
Which city is most likely experiencing a natural disaster?
a.
Galveston, TX
b.
New Orleans, LA
c.
Toronto
d.
Durango, CO
Earth/Environmental Science- Unit 1
DRAFT
43
17.
Which city is most likely experiencing gusty winds ahead of a line of
thunderstorms?
a. Indianapolis, IN
b. Toronto
c. Yuma, AZ
d. Galveston, TX
18.
Which city is most likely experiencing a storm surge?
a. Galveston, TX
b. Pensacola, FL
c. Yuma, AZ
d. Toronto
19.
Which city is a most likely experiencing gale force wind from the north to
northeast?
a. Durango, CO
b. Pensacola, FL
c. Indianapolis, IN
d. Galveston, TX
20.
Which city is most likely experiencing fair weather with winds from the west to
northwest after having had a heavy rainstorm?
a. Detroit, MI
b. New Orleans, LA
c. Indianapolis, IN
d. Yuma, AZ
Earth/Environmental Science- Unit 1
DRAFT
44