BHS Earth Science Guide

The Nature of Storms

Earth Science

Quarter 4

McGraw Hill Module 10

VOCABULARY

● Air mass Thunderstorm ● Tropical Thunderstorm ● Upward Streamer ● Downburst ● Enhanced Fujita Tornado Damage Scale ● Storm Surge ● ColdWave

● Mountain

● Sea Thunderstorm ● Stepped Leader ● Supercell ● Tropical Cyclone ● Saffr-Simpson Hurricane WIndScale ● Drought

Thunderstorm ● Frontal Thunderstorm ● Return Stroke ● Tornado ● Eye ● HeatWave ● Wind Chill Index

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 2.6 Standard 3.4

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Standard 2.6 Evaluating Potential Solutions In their evaluation of a complex real-world problem, students:

● Generate a list of three or more realistic criteria and two or more constraints, including such relevant factors as cost, safety, reliability, and aesthetics that specifes an acceptable solution to a complex real-world problem; ● Assign priorities for each criterion and constraint that allows for a logical and systematic evaluation of alternative solution proposals; ● Analyze (quantitatively where appropriate) and describe* the strengths and weaknesses of the solution with respect to each criterion and constraint, as well as social and cultural acceptability and environmental impacts; ● Describe* possible barriers to implementing each solution, such as cultural, economic, or other sources of resistance to potential solutions; and ● Provide an evidence-based decision of which solution is optimum, based on prioritized criteria, analysis of the strengths and weaknesses (costs and benefts) of each solution, and barriers to be overcome. Refning and/or Optimizing the Design Solution In their evaluation, students describe* which parts of the complex real-world problem may remain even if the proposed solution is implemented. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Standard 3.4 Students organize data that represents: ● measurements of changes in hydrosphere, atmosphere, biosphere, or geosphere in response to a change in Earth’s surface. ● Students describe* what each data set represents. Identifying Relationships