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Goals:
To present data on hurricanes throughout the world including in the
United States that will help determine elements of a hurricane, the
intensity of a hurricane according to wind speeds, and tracking a
hurricane given coordinates.
Learning
Objectives:
Students will:
name the elements needed for the creation of hurricane.
identify the 5 categories of intensity using the Saffir/Simpson scale.
compare and contrast charts and graphs of the path of the
hurricanes in terms of damage done to coastal areas.
NJ
Science Standards:
Standard 5.5: All Students Will Integrate Mathematics As A Tool For
Problem-Solving In Science, And As A Means Of Expressing And/Or Modeling
Scientific Theories:
#3 - Use mathematical skills and concepts in ordering, counting,
identifying, measuring, and describing.
#4 - Use tables and graphs to represent and interpret data.
Standard 5.10: All Students Will Gain An Understanding Of The Structure,
Dynamics, And Geophysical Systems Of The Earth
#1 - Recognize and demonstrate the use of different kinds of maps.
#4 - Collect and record weather data to identify existing weather
conditions, and recognize how those conditions affect our daily lives.
Materials/Resources:
Computers, Internet access, evaluation
worksheets, the following websites:
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/grow/home.rxml
http://www.discovery.com/stories/science/hurricanes/create.html
http://www.nhc.noaa.gov/aboutsshs.html
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/hurtrack/index.html
http://www.nhc.noaa.gov/
Procedure:
The students will all be given independent seatwork while a few of the
students work on the computers that are located in the classroom to
complete the online assignment. It
may take a few days for all the students to complete because it is a
longer lesson and there are many parts to it.
The teacher may also decide to break up the online lesson into a
few weeks and only do one part each week while elaborating and teaching
more on that specific topic about hurricanes.
Students will answer specific questions in their science
journals.
They
will log onto the following website to find out the definition of a
hurricane and elements that create hurricanes.
Students will listen to the video on how wind shear plays a role
in hurricane development.
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/grow/home.rxml
Then
have the students log onto this website: http://www.discovery.com/stories/science/hurricanes/create.html
Here
students will create their own hurricane using the elements. This allows
students to gain a better knowledge on how each element effects
hurricane development.Discuss
with students that some hurricanes are stronger than others.
Have them go to the following site to learn about hurricane intensities
and how they are categorized according to wind speed.
http://www.nhc.noaa.gov/aboutsshs.html
Have
students explore past hurricanes in the Atlantic Ocean. They can log on
the following website and explore past hurricanes and their paths.
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/hurtrack/index.html
Students
track hurricanes through the hurricane season using a hurricane-tracking
map. Tracking map and hurricane information can be found from the
following web site. (Map is found at the bottom of web page)
http://www.nhc.noaa.gov/
Student
Product:
Students will explore the above sites and follow along on the Student
Activity Sheet (attached), answering the specified questions for each
website.
Assessment:
Students will answer the following questions in their Journal:
1.
Give two reasons why hurricanes are most likely to occur in the Atlantic
from June 1 to November 30.
2. Explain the difference between two of the categories for hurricanes.
What are the major differences in resulting disaster?
3. Explain the differences and similarities between the two hurricanes
that you chose to compare.
Reflection:
I tested this lesson out on a
4th grader that I know. From the information that she gave
during the lesson, I am sure that the lesson met my goal and objectives
about hurricanes. I only used one day to do all the activity sheets for the
lesson and it was definitely too much in such a short period of time, so
I know now that it is necessary that I split the lesson up over a few
class periods. The class would also have to be doing individual work
while only a couple students were using the computer to do the lessons.
This would also extend the length of time needed for the entire
lesson and activity sheets. The
girl I used seemed to be more interested in the topic than I thought she
would be. She did already
have some background knowledge from school and things she heard on the
news. She was even able to
name a few hurricanes that she remembered. If and when I did the lesson
again, I think I would have familiarized myself more with information
about hurricanes and more facts that I could give to them.
Also an introductory lesson should have been done to introduce
the concept of a hurricane and explain what we would be doing.
Student may have also liked to actually create a hands-on
hurricane as a class project. I
think the student got a lot of information out of this lesson.
She was able to tell me some things she learned afterwards and
explain the procedures she went through on the sites to answer the
questions. The only
question she had a hard time answering for the assessment was the last
question on comparing the two hurricanes she had chosen.
I went back with her and looked at the two hurricanes again and
we both found a few more similarities and differences between the two
hurricanes.
1.
Go To: à
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/grow/home.rxml
Define
Hurricane:
What
are some conditions necessary for the formation of a hurricane? Use the
above website as well as the following website: http://www.discovery.com/stories/science/hurricanes/create.html
Using
the map of the world, which continent or countries are more likely to
experience the effects of a hurricane?
Why?
Using
the map of the world, which continent or countries are less likely to
experience the effects of a hurricane?
Why?
2.
Go to à
http://www.discovery.com/stories/science/hurricanes/create.html
Develop
your own hurricane. Observe
the differences and how each element effects hurricane development. How
does the hurricane change as you change an element (ex. What happens
when you increase the ocean temperature? When you decrease the shearing
winds?)
Activity
Sheet #2
1.
Go to à
http://www.nhc.noaa.gov/aboutsshs.html
After
observing the conditions below, decide what category (1, 2, 3, 4, 5) the
hurricane fits into.
Shrubs,
trees, and all signs are blown down. Complete destruction of mobile
homes. _____
Winds
74-95 mph. _____
Coastal
and low-lying escape routes flood 2-4 hours before arrival of the
hurricane center._____
Massive
evacuation of residential areas on low ground within 5-10 miles (8-16
km) of the shoreline may be required. _____
Some
structural damage to small residences and utility buildings. _____
Some
roofing material, door, and window damage of buildings. _____
Hurricane
Bonnie of 1998 was a Category _____ Hurricane.
Activity
Sheet #3
1.
Go to à
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/hurtrack/index.html
Choose
two hurricanes with different categorizations to compare.
Explain why each hurricane is different.
Why
was one hurricane more devastating than the other?
Explain. (HINT: Compare the differences in the wind speed and the
central pressure)
Where
did each hurricane hit? What
areas were affected?
Which
states suffered the most damage from each of the hurricanes?
Why? (HINT: Watch
the colors as the hurricane moves. What do the colors represent?)
Use
the attached Tracking Chart to track both of the hurricanes you chose on
paper. Remember to use two
different colors to distinguish between them.
Also make a Key at the bottom of the Tracking Chart.
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