Describe ways human beings protect themselves from hazardous weather and sun exposure.
| Name |
Description |
| Florida Water Hazard Warning Simulation | This lesson is a culminating lesson in the Florida Landforms & Water Unit that gives students the ability to use their knowledge of water and potential weather hazards that affect different Florida landforms. This lesson allows students to create a computer program that demonstrates a flood hazard and how to monitor it. |
| Withstanding A Hurricane | Students will design a weather tower that can withstand high winds in this Engineering Design Challenge. |
| Today's Weather Alert | The students will learn about various types of hazardous weather, including hurricanes, tornadoes, wildfires, floods, and sun exposure. The students will watch a newscast of the Great Blizzard of 1977. They will participate in a carousel activity, which allows them to think about how hazardous weather affects those living in Florida. Additionally, students will work in small groups on creating a 2-3 minute news broadcast video about hazardous weather affecting their area. |
| Blown Away | A STEM Engineering Design Challenge
Learning Goals
- Students will be able to demonstrate an understanding of hazardous weather conditions, specifically hurricanes, and identify ways for humans to protect themselves during those conditions.
- Students will understand how area of various shapes can enhance the stability of a structure.
Students will create a free-standing structure that can withstand hurricane-force winds. Students will demonstrate their understanding of surface area by constraining to sets of parameters for their structures.
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| Lightning Strikes! | In this lesson, students will analyze an informational text that addresses what causes lightning and thunder. The text also outlines ways to stay safe during a lightning storm. This informational text is designed to support reading in the content area. The lesson plan includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. |
| Human Protecting Themselves from Hazardous Weather | This lesson will use station activities to engage students in the process of understanding how people protect themselves from hazardous weather and sun exposure. |
| From Andrew to Katrina: Ways to Protect Ourselves in Such Disasters | We're going to rock you like a hurricane!
Students will identify ways to protect themselves from hurricanes by writing alternative lyrics to the tune of their choice. |
| Defense Against Hurricanes | Living in Florida, we are often faced with dangerous hurricanes. This lesson will help students identify three primary hurricane threats, known as the "Triple Threat" according to National Weather Service. Students will also create strategies to defend against these hazards. |
| Inland Flood Protection Using Levees-An Engineering Design Challenge | This Engineering Design Challenge is intended to help students apply the concepts of protecting human life from hazardous weather as they build levees to prevent flooding. It is not intended as an initial introduction to this benchmark. |
| Gone with the Wind...NOT! | In this Model-Eliciting Activity (MEA), students are offered a proposal to rank recommended hurricane proof buildings based on current designs and stability in hurricane season regions. This activity provides students with an open-ended, realistic problem in which students work as a team to evaluate structural designs - resilient and safe, in severe weather conditions, hurricane winds, storm surge, water damage/destruction. Students will research hurricane history, anatomy, and behavior, with the impact on geography and human population. The designs of models demonstrate students’ knowledge of a stable hurricane proof structure used as a basis for coastal structures.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Got You Covered! | Students will develop a procedure for selecting car covers to protect the fleet of vehicles used by the Everywhere Sales Corporation. They will use a given data table to consider the attributes of several different brands of car covers, analyze their strengths and weaknesses, and then rank and weight the attributes according to their level of importance. The procedure will be written out in detail and a rationale provided to advise the company which car cover(s) should be used.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| See the Unseen | In this Model-Eliciting Activity (MEA), students get to study the effect of the spectrum on their technology and their interests in space, medicine, music, videos, the human body, and handheld mobile computer technology that is so important in their world. The electromagnetic spectrum is everywhere and provides energy to us every day. Although we may not see it with the natural eye, we can see it with technology. The electromagnetic spectrum affects our lives in everything we do.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Storm Window Treatments | In this Model Eliciting Activity (MEA), students will be asked to analyze a given set of data to determine the best storm window treatments for a local company to use when building a new homes. Students will be asked to write a letter to the company explaining how they ranked the storm window treatments.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Block the Rays | In this 6th grade Model-Eliciting Activity (MEA), students will work as a team to rank various fabrics to see which one is the best at blocking the sun.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Lotsa Lotion Lab's Sunscreens | Lotsa Lotion Labs requests the help of your team to rank a group of sunscreens, explain the process and justify how you chose which is 'best.' An additional hands-on lesson investigating solar energy and sunscreens is included as an extension activity.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
