How to make a hurricane boring

Suddenly it's hurricane season in Connecticut. Some local schools have already cancelled the first day of school next Monday.

Natural disasters create a lot of interest among the general public about the Earth's processes. In theory, these could be powerful educational hooks to spur learning in the classroom on weather, climate, or oceanography.

Michael Doyle, reflecting on the surprisingly strong "East Coast Earthquake of 20111" thinks it may have been better that summer break was still on when the earthquake hit:

"I am glad today was not a school day in New Jersey.

Those of us sitting on the state's udder, the tip of Cape May county, got a nice ride for less than we'd pay at Morley's, and countless afternoon chats under the sun made the surreal feel real.

Now imagine if we had school tomorrow--kids would be assaulted with seismographs, joule calculators, fault maps, Richter scales, and whatever else tools teachers could find to make the real become more abstract.

All that matters, at some level, of course, but for most kids, I imagine having a spectacularly lovely August afternoon off to replay a minute's worth of otherworldliness will make this one stick for a long, long time."

I agree. The underlying problem isn't that the earthquake would simply be discussed at school the next day- it's the way we schoolify the event. I think we should include current events in our classes- especially when those events relate to our curriculum (I've written on this a bit in the past).

What to do? Shawn Cornally to the rescue (Read the whole post. I'm not doing it justice here):

The problem is that we’re schooling life-long learning out of our students. What do we do about it?

[...]

GIVE STUDENTS TIME AND CREDIT FOR INDEPENDENT INVESTIGATION:

If you think that sounds ridiculous, then you’re the problem. Students are smart. Teenagers are curious. However, at school, they tend not to be. Porque?

Students are generally interested in hurricanes, earthquakes, or nuclear reactors, especially after a notable event. However, too often we (educators) use this interest as an excuse to break out our favorite "How is the Moment-Magnitude Scale differs from the Modified Mercalli scale" lecture. This is bad.

Instead, students should have time for independent investigation about the event. Have them pick a related topic that interests them. Give them the time and support to follow that interest down the rabbit hole.

While students are following their interests, they'll suddenly find they need to understand seismic waves, or logarithmic scales, or moment-tensor solutions simply as a part of their investigation.

In essence, don't just tell students about the Modified Mercalli scale and expect them to be super interested- provide an environment where they'll find they need to know about it.

 

image credit: NASA courtesy Jeff Schmaltz, MODIS Rapid Response, NASA Goddard Space Flight Center, via Earth Observatory

 

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  1. A little self-aggrandizing, no? I'm sure you West Coasters- and especially Alaskans- are all having a nice chuckle.     (back)

Teachable Moments, for all of us

On Friday, when discussing the earthquake and tsunami that had just struck Japan, I remember saying to students, "It looks like the death toll will be in the hundreds, which is horrible, but considering the size of the earthquake is pretty low." Well...as I write this,1 the official death toll is at 2,414 and expected to rise to perhaps as high as 10,000.2

Still image from a 1st person view of the tsunami
Still image from a 1st person view of the tsunami

We've been discussing the earthquake and tsunami in class, though I haven't done much "educationalizing" of the disaster at this point. So far my M.O. has been to show some videos or pictures, give news updates of what's going on, and then have time for students to ask questions or just talk about what's going on. At some level I feel like trying to craft organized lessons about subduction zones, Moment Magnitude scales, tsunami generation, or nuclear power generation would be taking advantage of the disaster.

I want students to know what's going on in Japan. I want students to understand the details. That's why I show the videos, why I spent a big chunk of time searching for video and images that seemed to capture the disaster. And the fact is, students want to know about the earthquake and tsunami and potential meltdowns at nuclear power plants. They want to know why tsunamis are so dangerous ("I don't get it, it's just water, right?"), what causes earthquakes ("I heard it was caused by the 'super moon.'3"), and how nuclear power plants work ("If there's an explosion at a nuclear power plan, how can it not be a nuclear explosion?").

The general public wants to know what's happening and why. Our students want to know what's happening and why. I want to know what's happening and why. However, I want student interest to drive our classroom learning about the disaster. I don't want to use the disaster to drag out a month of earthquake & tsunami lessons if the students aren't interested in learning more.4

I have been pleasantly surprised with the number of more "mainstream" media outlets doing some exemplary explaining about earthquakes, tsunamis, and nuclear reactors. I've especially been impressed with the time given to explain how nuclear reactors work and then what's going on at the Fukushima Nuclear Plants. Boing Boing did an excellent job describing how nuclear power plants work and NHK World explained simply yet thoroughly what was happening at Fukushima.

These are the times when it seems very clear to me that a little scientific literacy (or at least a healthy dose of skepticism) is an extremely useful skill. There are quite a few bits of misinformation out there, but there are also a lot of quality explanations of the science behind the disaster.

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  1. at 10:10pm EDT, March 14, 2011       (back)
  2. via http://en.wikipedia.org/wiki/2011_Sendai_earthquake_and_tsunami#Casualties (back)
  3. FYI, it wasn't. See here for a in-depth take down of the super moon myth     (back)
  4. Yes, I get following the state curriculum means I'm essentially forcing this same thing most of the school year with students. My especially guilty feeling on these topics most likely derives from the fact that I'd feel like I'd be taking advantage people's suffering simply as an educational hook.    (back)