Education Week - October 19, 2022 - 6

How to Teach About Natural Disasters With Care
Anchoring science lessons in current
events, like Hurricane Ian, can foster
students' authentic interest. But it
also comes with challenges
By Sarah Schwartz
Teaching current events isn't just for
social studies. From exploring how the
coronavirus vaccine works to studying
how wildfires affect communities, it's
increasingly a focus in science, too.
Anchoring lessons in news events
or experiences from students' lives
this way can foster students' authentic
interest in science, experts say, especially
if kids come to class already
full of questions about the topic. And
it's a way to demonstrate how science
works in the real world-an important
part of the Next Generation Science
Standards, which undergird how many
states and districts approach science.
" There is no better driver of learning
than witnessing what's happening
from a natural phenomenon in
terms of impact on humans, " said
Wendy Binder, the program director
for science, technology, engineering,
and math (STEM) in the professional
learning division at the National Science
Teaching Association.
But teaching about events that take
a human toll-like pandemics, climate
change, and natural disasters-can
also come with challenges. Delving
into the details can be painful for students,
especially those who have been
personally affected.
That's the tightrope some teachers
have walked this past week, as
they've crafted lessons on Hurricane
Ian. The Category 4 storm hit Florida
late September and then traveled
north to the Carolinas, leaving dozens
of fatalities and widespread damage
in its wake.
Teachers need to prepare for the
emotional toll that discussing the
hurricane could take-but that doesn't
necessarily mean they should avoid
the topic altogether, said Lauren
Madden, a professor of elementary
science education at The College of
New Jersey.
" We owe children accurate information, "
Madden said. " They deserve
to have the tools to unpack their
world. "
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6 | EDUCATION WEEK | October 19, 2022 | www.edweek.org
A satellite image
by the National
Oceanic and
Atmospheric
Administration
shows Hurricane
Ian passing over
western Cuba.
Read on for some tips from experts
on how to discuss these events in the
classroom with care.
Finding the right 'phenomena'
Current events can often make for
strong " phenomena, " Binder said.
The term refers to a key component
of lessons aligned to the Next Generation
Science Standards.
The standards, released in 2013 and
since adopted by 20 states and the District
of Columbia, are designed to center
student inquiry. One of the goals of the
NGSS was to move away from a model
of science education that has students
memorize decontextualized facts, and
toward a system in which students learn
core content knowledge and the skills
scientists use by investigating questions
about the natural world.
These questions are prompted by
" phenomena, " events that students
can observe around them and that
they can use science knowledge to
explain, or to predict.
" Instead of simply learning about a
topic, they're seeking out evidence to
solve a problem, " Binder said.
Guidance from NextGenScience,
a group of the nonprofit WestEd that
supports educators in implementing
the standards, outlines some unifying
features of strong phenomena:
* They're relevant to students' lives;
* Students should be able to explain
how they work after the lesson or the
unit is over;
* Crucially, they drive instruction.
Teachers should be able to introduce
core content knowledge through
discussion of the phenomenon-it's
not just as a flashy hook to the lesson.
How teachers craft these lessons
will be different at different grade levels,
depending on the standards, said
Madden.
Within the NGSS, elementary, middle,
and high school students all learn
about earth systems, weather, and climate,
but in increasingly complex ways
as they move through the grade levels.
In middle school, to investigate
how winds affect the oceans, teachers
might explore what kinds of tools
meteorologists use, or what storm
maps look like, Madden said. High
schoolers might use mathematical
and computer models to simulate the
storm, she added.
For younger students, teachers
can explain the situation in broader
strokes: " We're seeing increases in
the number of extreme storms, and
that systems in our planet ... all interact
with each other, " she said.
Attending to students' emotions
It can be tricky to talk about hurricanes
and other natural disasters
with young children. But Madden
thinks that ultimately, the potential
benefits outweigh the harms.
" If we don't give kids enough information,
their brains are going to fill in
the blanks. And what they fill in might
be worse than what the situation is, "
she said.
When speaking with young children
about Hurricane Ian-or even
to middle or high schoolers-Madden
suggests first establishing a baseline.
Figure out what they know, and what
questions they have, she said.
It can also be helpful to focus on solutions.
Going beyond understanding
how hurricanes work to explore how
scientists, engineers, and policymakers
mitigate their effect can give students
a sense of hope-and it also opens opportunities
to discuss the science and
engineering practices that are embedded
in the NGSS, Madden said.
" It's absolutely necessary that we
talk about innovation and the solutions
that are being developed that no one's
ever thought of before, " she said.
She gave an example from her own
state. In New Jersey's Barnegat Bay,
scientists are working to restore oyster
reefs. They're a key part of a healthy
habitat for other marine life, but they
can also serve as a breakwater, protecting
against giant waves that occur during
storms.
Giving these kinds of local examples
can help students make connections
between their own experiences and
events going on in other parts of the
country or the world, Madden said.
Below are a few examples of lessons
that can spark some of these conversations.
While not all of them cover
hurricanes specifically, they focus on
weather systems and natural hazards.
* The National Science Teaching
Association's " Our Beautiful Planet "
collection features lessons on wildfires,
sea-level rise, dust storms, and
ocean warming, among other topics.
* A middle school unit on drought
and floods from OpenSciEd, a group
that creates free, open-source science
curriculum, asks students to investigate
how changes in Earth's system
impact our communities.
* Elementary school lessons from a
project at the University of Hawai'i at
Mānoa explore what regulates weather
and climate and how natural hazards
affect individuals and societies.
NOAA via AP
https://www.edw.link/TraumaInformedSchools http://www.edweek.org

Education Week - October 19, 2022

Table of Contents for the Digital Edition of Education Week - October 19, 2022

Education Week - October 19, 2022
Briefly Stated
What People Don’t Get About Being a Principal: Reflections From 3 Leaders
What the Research Says
How to Teach About Natural Disasters With Care
TikTok Challenges Are a Nightmare For Schools. How Should Educators Respond?
Off-the-Shelf Or Custom-Made? Why Some Districts Are Designing Their Own Curriculum
‘Parental Rights’ Poised to Be Hot Issue in School Board Races
Should School Districts Pay a Ransomware Demand? It’s Not Always Simple
Can Teachers ‘Quiet Quit?’ Educators Talk About Setting Boundaries at Work
How to Shake the ‘October Blues’ And Rediscover the Joy in Teaching
Banned-Book Author: If a Book Isn’t in the School Library, ‘It Might as Well Not Exist’
Inside the Struggle to Rebuild America’s Black Teaching Workforce
20 Teachers Can’t Afford to Stay Silent
Letters to the Editor
EdWeek Top School Jobs
An Ode to the Classroom Rhythms of Fall
Education Week - October 19, 2022 - Education Week - October 19, 2022
Education Week - October 19, 2022 - CW2
Education Week - October 19, 2022 - 1
Education Week - October 19, 2022 - Briefly Stated
Education Week - October 19, 2022 - 3
Education Week - October 19, 2022 - What People Don’t Get About Being a Principal: Reflections From 3 Leaders
Education Week - October 19, 2022 - What the Research Says
Education Week - October 19, 2022 - How to Teach About Natural Disasters With Care
Education Week - October 19, 2022 - TikTok Challenges Are a Nightmare For Schools. How Should Educators Respond?
Education Week - October 19, 2022 - Off-the-Shelf Or Custom-Made? Why Some Districts Are Designing Their Own Curriculum
Education Week - October 19, 2022 - ‘Parental Rights’ Poised to Be Hot Issue in School Board Races
Education Week - October 19, 2022 - Should School Districts Pay a Ransomware Demand? It’s Not Always Simple
Education Week - October 19, 2022 - Can Teachers ‘Quiet Quit?’ Educators Talk About Setting Boundaries at Work
Education Week - October 19, 2022 - How to Shake the ‘October Blues’ And Rediscover the Joy in Teaching
Education Week - October 19, 2022 - 13
Education Week - October 19, 2022 - Banned-Book Author: If a Book Isn’t in the School Library, ‘It Might as Well Not Exist’
Education Week - October 19, 2022 - 15
Education Week - October 19, 2022 - Inside the Struggle to Rebuild America’s Black Teaching Workforce
Education Week - October 19, 2022 - 17
Education Week - October 19, 2022 - 18
Education Week - October 19, 2022 - 19
Education Week - October 19, 2022 - 20 Teachers Can’t Afford to Stay Silent
Education Week - October 19, 2022 - 21
Education Week - October 19, 2022 - Letters to the Editor
Education Week - October 19, 2022 - EdWeek Top School Jobs
Education Week - October 19, 2022 - An Ode to the Classroom Rhythms of Fall
Education Week - October 19, 2022 - CW3
Education Week - October 19, 2022 - CW4
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