1. Maryland Virtual High School An investigation into the factors contributing to hurricane intensity

2. Hurricane Tracking

3. STELLA Model

4. Model Characteristics  Model based on  Data from 1996-98  Coriolis effect  Parameters  Initial heading  A turning day  Final heading  Factors influencing hurricane wind strength  Sea surface temperature  Randomness  Adapted by Mary Ellen Verona from the model developed by the Glynns Integration of Systems Thinking Project

5. Classroom Implementation  High School Earth Science  2003-04 school year  Hurricane Intensity Inquiry  Role of sea surface temperature  Role of location of landfall region  Role of uncertainty  Jigsaw Methods  Science Standards  Student Assessment

6. Jigsaw 1  Divide class into 9 groups of 3 students each  Aug, Sept, Oct of 1996, 1997, 1998  Assign each group a unique starting date for the simulated hurricane  Give each group member the corresponding SST contour map  Assign each group the same random seed and landfall code  Run the simulation and record the hurricane’s wind speed and category at landfall

7. Jigsaw 2  Regroup the students into 9 groups to investigate hurricane intensity and these factors  The month in which the hurricane starts  Grouped by year  The year in which the hurricane starts  Grouped by month  Random factors and landfall location  Grouped by year

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

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

10. Student Assessment  Formative and Summative Assessments  Pre-tests  Checking for understanding  Teacher scaffolding and student self- regulation of learning  Post-tests