Team csi-utb ruth Reyes Jose Ferrer
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Cycle C - Galveston Hurricane of 1900 1st Activity (Introduction): To guide you through this week’s assignment(s), first look over the readings listed under Resources. You must read through the resources in order to fully and correctly complete the assignment(s). This week’s assignment will focus on:
Resources to Read: http://www.history.com/topics/1900-galveston-hurricane http://www.hurricanescience.org/history/storms/1900s/Galveston/ http://www.ultimatehistoryproject.com/galveston-hurricane-1900.html https://www.nasa.gov/audience/forstudents/k-4/stories/what-are-hurricanes-k4.html Assignment(s): Now that Hurricane Katrina has once again awakened us to the threat of extra strong hurricanes, your group has been called upon to conduct an Earth system analysis of the 1900 Galveston Hurricane as a case study on how to prepare for this increasingly dangerous threat from Mother Nature. To help you better prepare, please complete the individual assignments provided in the links below. The first link is a two-page worksheet. Please follow instructions to complete it. The second link helps you track a hurricane. Familiarize yourselves with this process as our class will be tracking a hurricane. https://www.teachervision.com/tv/printables/TCR/0743936671_039-040.pdf http://kidsahead.com/external/activity/217 Now, that you have completed the individual assignment(s), please proceed to complete the group assignment - The PBL Model. PBL Model 1. Read and analyze the scenario and situation. 
Scenario: Hurricanes Dean and Felix both made landfall in Central America in 2007. It was the first time since record keeping began in the late 1800s that two Category 5 Atlantic hurricanes made landfall in the same year. Also, on the same day Felix came ashore, Hurricane Henriette made landfall across the southern tip of Baja California. This marked the first time Atlantic and Pacific hurricanes made landfall on the same day, according to National Hurricane Center records that date back to 1949. Are hurricanes increasing in intensity and frequency? A look at the past tells us that intense hurricanes have plagued humans for some time. Even Columbus' fourth voyage in 1502 was marred by a colossal hurricane - one that sunk 20 treasure ships and killed 500 sailors in a nearby Spanish fleet. Was Katrina in 2005 the most devastating hurricane to hit North America in recent history? One might consider the Great Galveston Hurricane at the beginning of the 20th century as a contender. Galveston, Texas, was on the rise in 1900. A major seaport for shipping cotton, it was in a race with Houston for prominence on the Texan coast. Sixteen foreign country consulates and millionaires' mansions graced the city of 37,000 people. Galveston was totally unprepared for what was about to happen. Many thought it nearly impossible for a hurricane to threaten the city. In late August and early September a tropical storm tracked across the Caribbean Sea and passed between Cuba and Florida. Many believed the storm would turn to the northeast as it passed the Florida Straits north of Cuba. This was a commonly accepted notion of how tropical cyclones were supposed to behave. It was unheard of for them to continue to the west. But this storm, after strengthening into a hurricane just past Florida, would continue northwest on a path directly toward Galveston. The hurricane pushed a wall of water over 15 feet deep onto the island that, at its highest point, was only 8.7 feet above sea level. The wind whipped through Galveston at what was later estimated to be Category 4 speeds (131-155 mph). A 150 mph gust would have a pressure of 100 pounds per square foot. The lowest barometric pressure recorded during the storm was 28.44 inches. (NOAA later estimated that the pressure near the storm's eye was probably closer to 27.49 inches.) On Sept. 9, Galveston lay in desolation. More than 6,000 people lost their lives to what remains the deadliest hurricane to ever hit the United States (some estimates range as high as 12,000 deaths). In addition to the thousands dead, the storm left millions of dollars of destruction in its wake. After making landfall at Galveston, the storm tracked north through Texas and then into Oklahoma and Kansas. The remnants of the storm made it northeastward across the Great Lakes and into Canada before passing north of Halifax on Sept. 12 and disappearing into the North Atlantic. In addition to the loss of life and property, Galveston lost its allure as shipping firms moved their businesses to Houston. Galveston is now protected by a huge levee system to guard against future storms. Also, after the disaster, a six-mile long seawall was erected and has since been extended and the island was raised by pumping sand from the floor of the Gulf of Mexico. All buildings and roads were also constructed with elevated foundations in the city. When the Galveston Hurricane of 1915 hit, the city was much better prepared. Task: Now that Hurricane Katrina has once again awakened us to the threat of extra strong hurricanes, your group has been called upon to conduct an Earth system analysis of the 1900 Galveston Hurricane as a case study in how to prepare for this increasingly dangerous threat from Mother Nature. Date: 10/14/2007 2. List your personal understanding, ideas, or hunches. You will usually have some understanding about the cause of the problem or ideas about how to solve the problem. These need to be listed; they will be supported or refuted as your investigation proceeds. You will also list many alternative conceptions that need to be addressed. Preparing for a hurricane is a big task. There are items that are important to have ready when a hurricane hits your area. You must also keep in mind that when a hurricane strikes, family might not all be together at the same place. In the event that a hurricane hits your area or if there is an evacuation, you should be aware of and/or prepared for the following:
This are some of the things that we do know about hurricanes so far. If there are any we might of missed, please print the following worksheet and add any additional personal ideas or hunches you might have about hurricanes. http://homeschooling.about.com/library/weatherpaper.pdf 3. List what is known. If needed, print a copy of the scenario and situation and move away from the computer. Make a list of everything you know. You do not need to conduct any research at this point. Just draw from your prior knowledge and the information that is included in the scenario. Throughout the year most of us seem to think that we’ve done everything we possibly can to prepare in the event that a hurricane makes landfall in our area. When and if a hurricane does make landfall, a lot of us (myself included) realize that maybe we could have done a little more. After all, we are preparing to keep our families safe for one of the most dangerous natural disasters we know. So what can we do to ensure that we are safe. We can use our own personal knowledge of what we know about hurricanes and the storms that come with it. Here are some of the things that we can do:
possible and stay away from doors and windows.
sure groceries last you longer.
 
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4. List what is unknown. Prepare a list of questions that you think need to be answered to solve the problem. Several types of questions may be appropriate. Some may address concepts or principles that need to be learned in order to address the situation. Other questions may be in the form of requests for more information. These questions will guide research that may take place on the Internet/WWW, in the library, or with other sources. HURRICANE SCAVENGER HUNT: Students will work in groups to complete a mobile scavenger hunt on hurricanes. The students will find clues, collect images, and complete challenges. All of the data collected from the scavenger hunt will be compiled in the teacher's SCVNGR account (scvngr.com). This activity should take place over a period of a week to give students enough time to complete their scavenger hunts. They will have the questions listed below to help them research information. Once done with their research, the teacher opens up the results of the hunt and goes over the hurricane lessons learned from students.
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5. List what needs to be done. Plan the investigation. Such actions may include questioning an expert, getting online data, or visiting a library to find answers to the questions developed in Step 4. When working with a team, divide the I would have students prepare a Padlet Wall where they would each give their input by listing what needs to be done in case of a Hurricane. I would have them work in pairs and each make a powerpoint page with two things that need to be done in case of a Hurricane. Once the powerpoint pages are ready, I would load them up to the Padlet that has been prepared to load all the information. It is a good way for teachers and students to visually see all the information and everyone’s feedback. This link is an example of the Padlet Wall that has been prepared for this assignment. LINK: http://padlet.com/ruthreyesm/941txp2wahl6 6. Develop a problem statement.
7. Gather information.
8. Present findings.
Note: The steps in this model may have to be completed several times. Steps 3 through 7 may be conducted concurrently as new information becomes available. Directory: file -> fetch fetch -> 11 th Lit Semester 1 Final Study Guide!!! fetch -> Industrial Revolution Inventors fetch -> Analysis for Galveston Hurricane of 1900 fetch -> The Illuminators (Team 2) 1900 Galveston Hurricane Cycle a team Assignment fetch -> Galveston Hurricane of 1900 Cycle a-teacher as a Problem Solver fetch -> Is Climate Change Starting a New Dust Bowl? Cycle A fetch -> What makes a storm a hurricane fetch -> The 1950s were the "Happy Days" because it was a time of economic prosperity, technology development, new entertainment, new fashion and family growth. The 1950s was a great time fetch -> Sputnik and The Dawn of the Space Age fetch -> Sports Topic Wave 1 Patriot Brief 2014 Download 40.26 Kb. Share with your friends:
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