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Teaching natural hazards when they’re in the news

Published 3 months ago • 1 min read

Hello Reader

Last week I finished a Natural Hazards unit centered on the 2011 tsunami in Japan. As we wrapped up the unit, new events were unfolding - Hurricane Melissa, flash flooding in NYC, and Typhoon Fung-Wong in the Philippines.

Incorporating those natural hazards in class helped students link the science to real-world systems and decision-making, including where responses were both effective and where they fell short.

When natural hazards are in the news, consider the following as you plan your instruction.

  1. Start by checking in with your counselor/administrator to plan for students who may have experienced disaster or displacement, and offer opt-outs as needed. Remind students that the people in these stories are real. This is more than a science lesson. Approach mature themes (trauma, injury, death, loss) with care, clear norms, and calm, factual language.
  2. Causes (science): the science behind what causes the hazard
  3. Detection & engineering: how sensors, models, and warning systems are designed and used
  4. Community preparedness: what alerts mean, where to go, and how to make a basic plan
  5. Communication: who issues warnings, how messages travel, and how to spot misinformation
  6. Equity & access: who’s most at risk and how plans account for language, mobility, housing, and resources
  7. Local connection: which natural hazards are more likely based on where you're located

Thanks for all you do!

Jessica

600 1st Ave, Ste 330 PMB 92768, Seattle , WA 98104-2246
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Lit Science LLC

I'm an education consultant and instructional designer passionate about supporting middle-school science educators in creating inclusive, accessible science lessons for English learners, students with special needs and developing readers and writers.

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