Hurricanes: Teacher's Guide
Grade Level: 6th-8th
Rationale
The purpose of this Web-Based Inquiry is to educate students about hurricanes. Hurricanes are a natural disaster that affects people’s lives every year. Typically the regular science curriculum briefly mentions the topic of hurricanes, and we felt that this project would provide students with a way to explore hurricanes in more depth. By completing this inquiry, students will learn the signs of a hurricane, how a hurricane develops, the different parts of a hurricane, and the potential impacts of a hurricane. These are all things that students should know in order to make informed decisions in the future.
Illinois State Standards
State Goal 11 – Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
11.A. Know and apply the concepts, principles and processes of scientific inquiry
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2d Use data to produce reasonable explanations.
State Goal 12 – Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
12.E. Know and apply concepts that describe the features and processes of the Earth and its resources
12.E.2a Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle,
water cycle, weather patterns).
12.E.2b Describe and explain short-term and long-term interactions of the Earth’s components (e.g., earthquakes,
types of erosion).
12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth’s land, water
and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics).
12.E.3b Describe interactions between solid earth, oceans, atmosphere and organisms that have resulted in
ongoing changes of Earth (e.g., erosion, El Nino).
State Goal 13 – Understand the relationships among science, technology and society in historical and contemporary contexts.
13.A. Know and apply the accepted practices of science
13.B. Know and apply concepts that describe the interaction between science, technology and society
13.B.3c Describe how occupations use scientific and technological knowledge and skills.
11.A. Know and apply the concepts, principles and processes of scientific inquiry
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2d Use data to produce reasonable explanations.
State Goal 12 – Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
12.E. Know and apply concepts that describe the features and processes of the Earth and its resources
12.E.2a Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle,
water cycle, weather patterns).
12.E.2b Describe and explain short-term and long-term interactions of the Earth’s components (e.g., earthquakes,
types of erosion).
12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth’s land, water
and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics).
12.E.3b Describe interactions between solid earth, oceans, atmosphere and organisms that have resulted in
ongoing changes of Earth (e.g., erosion, El Nino).
State Goal 13 – Understand the relationships among science, technology and society in historical and contemporary contexts.
13.A. Know and apply the accepted practices of science
13.B. Know and apply concepts that describe the interaction between science, technology and society
13.B.3c Describe how occupations use scientific and technological knowledge and skills.
Illinois Science Assessment Framework
Standard 11A. – Scientific Inquiry
11.7.01
Understand how to follow procedures relating to scientific investigations including formulating hypotheses, controlling variables, collecting and recording and analyzing data, interpreting results, and reporting and displaying results.
Standard 12E. – Earth Science
12.7.85
Understand that clouds, formed by the condensation of water vapor, affect weather and climate. Understand that clouds cause precipitation and lightning and that they insulate heat and moisture in the air.
12.7.86
Understand how jet streams affect weather. Identify weather fronts and understand how they are formed. Understand how to read and interpret weather maps.
12.7.87
Understand patterns of atmospheric movement and how they influence weather. Understand that oceans have a major affect on climate because water in the oceans holds and distributes a large amount of heat.
Standard 13A. – Safety and Practices of Science
13.7.03
Indicate that repeatability of results is necessary for the scientific community to accept someone's findings.
Standard 13 B – Science, Technology, Society
13.7.08
Understand that the introduction of a new technology can affect human activities worldwide.
13.7.09
Describe how occupations use scientific and technological knowledge and skills.
13.7.13
Select appropriate scientific instruments and technological devices to take measurements, perform calculations, organize data, or make observations.
11.7.01
Understand how to follow procedures relating to scientific investigations including formulating hypotheses, controlling variables, collecting and recording and analyzing data, interpreting results, and reporting and displaying results.
Standard 12E. – Earth Science
12.7.85
Understand that clouds, formed by the condensation of water vapor, affect weather and climate. Understand that clouds cause precipitation and lightning and that they insulate heat and moisture in the air.
12.7.86
Understand how jet streams affect weather. Identify weather fronts and understand how they are formed. Understand how to read and interpret weather maps.
12.7.87
Understand patterns of atmospheric movement and how they influence weather. Understand that oceans have a major affect on climate because water in the oceans holds and distributes a large amount of heat.
Standard 13A. – Safety and Practices of Science
13.7.03
Indicate that repeatability of results is necessary for the scientific community to accept someone's findings.
Standard 13 B – Science, Technology, Society
13.7.08
Understand that the introduction of a new technology can affect human activities worldwide.
13.7.09
Describe how occupations use scientific and technological knowledge and skills.
13.7.13
Select appropriate scientific instruments and technological devices to take measurements, perform calculations, organize data, or make observations.
NSES Standards
- Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
- Students should make systematic, long-term recorded weather observations, examine these for patterns and make connections between patterns and weather predictions. Use the Internet to look at radar and satellite maps, as well as making/using simple weather instruments.
- Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis.
- Internal and external processes of the earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans. Natural hazards include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms, and even possible impacts of asteroids.
- Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking).
Objectives
Students will be able to:
-investigate and research hurricanes and hurricane safety using a web-based inquiry.
-navigate the internet and develop their technology skills.
-collaborate with peers to complete tasks.
-apply what they have learned and design their own evacuation plan.
-investigate and research hurricanes and hurricane safety using a web-based inquiry.
-navigate the internet and develop their technology skills.
-collaborate with peers to complete tasks.
-apply what they have learned and design their own evacuation plan.
Teacher Background Information
This unit focuses on hurricanes and hurricane safety. Teachers should be sure to complete all of the activities before assigning students to complete the unit in order to grasp key terms and ideas. The web-based inquiry is designed for students to work in groups of 3-4 to complete the team activities.
Before beginning this web-based inquiry with your students, as a teacher you should have knowledge of hurricanes in order to provide students with guidance. Visit these website for more background information about hurricanes:
Before beginning this web-based inquiry with your students, as a teacher you should have knowledge of hurricanes in order to provide students with guidance. Visit these website for more background information about hurricanes:
Advanced Preparation
-Be sure to prepare the materials needed before starting the unit.
-If there are not enough computers in your classroom, make sure to reserve your school's computer lab.
-If there are not enough computers in your classroom, make sure to reserve your school's computer lab.
Team Activities
Creating Waves
This activity is designed to provide students with a hands-on representation of an important aspect of hurricanes: wave heights. By exploring this idea while engaging in a hands-on activity, students will better understand the contributions that waves have in hurricanes and their potential dangers and destructions.
Materials:
· Creating Waves worksheet
· Pencil
· 9” x 13” baking dish
· Flexible straw
· Tape
· Ruler
· Water
Assessment:
In order to assess students, observe them while they work. The students must complete a lab worksheet while they work. It should not be collected for a grade, but it should be checked for completion.
Weather Hurricane Videos
This activity is designed to provide students with an opportunity to view hurricanes in real life situations. Students will benefit from watching these videos because they accurately depict the effect that hurricanes have on our society.
Materials:
· Website Weather Channel Hurricane Videos
· Sheet of paper
· Pencil
Assessment:
In order to assess students, read their paper with three facts. There must be nine total facts.
Create-A-Cane
This is a valuable activity because students are allowed to create their own hurricanes by setting the correct conditions for a hurricane to form. This interactive and inquiry-based learning approach allows students to explore and develop their own understanding of the proper conditions for a hurricane.
Materials:
· Website Create-A-Cane
· Create-A-Cane worksheet
· Pencil
Assessment:
In order to assess students, collect their Create-A-Cane worksheet and check the answers. An answer sheet is provided at the bottom of this page.
Hurricane Tracking Activity
Tracking hurricanes is very important in order for people to know where and when hurricanes will approach land masses. In this activity, students will receive the opportunity to track hurricanes. To complete this activity, students need to have experience with using grids.
Materials:
· Website Tracking a Hurricane
· Hurricane Tracking Chart (provided on website)
· Hurricane to be tracked is in this link Images of Hurricane Andrew
· Paper
· Pencil
Assessment:
In order to assess students, check the students' Hurricane Tracking Chart for completion. The hurricane should be tracked from start to finish. There will be 12 total images.
Hurricane Safety
Because hurricanes are potentially destructive, a major part of this web-based inquiry is developing safety precautions in the case of a hurricane. In this activity, students will navigate a website that contains a lot of great information for hurricane safety.
Materials:
· Website Hurricane Safety Information
· Paper
· Pencil
Assessment:
In order to assess students, collect the paper and check it with the answer sheet provided at the bottom of the page.
Photo Album
This will be an engaging activity for students to surf the web and collect pictures of hurricanes and combine them to create a photo album. In this activity, students will be allowed to visit websites that have not been provided by this web-based inquiry. This will give students experience with conducting their own research. It is important for the teacher to be circulating the classroom to make sure that students are visiting appropriate websites.
Materials:
· Computer
· Photographs
Assessment:
In order to assess students, collect their photo album. There should only be one per group. There must be at least 8 images with captions for each.
This activity is designed to provide students with a hands-on representation of an important aspect of hurricanes: wave heights. By exploring this idea while engaging in a hands-on activity, students will better understand the contributions that waves have in hurricanes and their potential dangers and destructions.
Materials:
· Creating Waves worksheet
· Pencil
· 9” x 13” baking dish
· Flexible straw
· Tape
· Ruler
· Water
Assessment:
In order to assess students, observe them while they work. The students must complete a lab worksheet while they work. It should not be collected for a grade, but it should be checked for completion.
Weather Hurricane Videos
This activity is designed to provide students with an opportunity to view hurricanes in real life situations. Students will benefit from watching these videos because they accurately depict the effect that hurricanes have on our society.
Materials:
· Website Weather Channel Hurricane Videos
· Sheet of paper
· Pencil
Assessment:
In order to assess students, read their paper with three facts. There must be nine total facts.
Create-A-Cane
This is a valuable activity because students are allowed to create their own hurricanes by setting the correct conditions for a hurricane to form. This interactive and inquiry-based learning approach allows students to explore and develop their own understanding of the proper conditions for a hurricane.
Materials:
· Website Create-A-Cane
· Create-A-Cane worksheet
· Pencil
Assessment:
In order to assess students, collect their Create-A-Cane worksheet and check the answers. An answer sheet is provided at the bottom of this page.
Hurricane Tracking Activity
Tracking hurricanes is very important in order for people to know where and when hurricanes will approach land masses. In this activity, students will receive the opportunity to track hurricanes. To complete this activity, students need to have experience with using grids.
Materials:
· Website Tracking a Hurricane
· Hurricane Tracking Chart (provided on website)
· Hurricane to be tracked is in this link Images of Hurricane Andrew
· Paper
· Pencil
Assessment:
In order to assess students, check the students' Hurricane Tracking Chart for completion. The hurricane should be tracked from start to finish. There will be 12 total images.
Hurricane Safety
Because hurricanes are potentially destructive, a major part of this web-based inquiry is developing safety precautions in the case of a hurricane. In this activity, students will navigate a website that contains a lot of great information for hurricane safety.
Materials:
· Website Hurricane Safety Information
· Paper
· Pencil
Assessment:
In order to assess students, collect the paper and check it with the answer sheet provided at the bottom of the page.
Photo Album
This will be an engaging activity for students to surf the web and collect pictures of hurricanes and combine them to create a photo album. In this activity, students will be allowed to visit websites that have not been provided by this web-based inquiry. This will give students experience with conducting their own research. It is important for the teacher to be circulating the classroom to make sure that students are visiting appropriate websites.
Materials:
· Computer
· Photographs
Assessment:
In order to assess students, collect their photo album. There should only be one per group. There must be at least 8 images with captions for each.
Individual Activities
Explore and Respond
This activity is designed to provide students with an accurate background information about hurricanes including how they are formed, the characteristics of a hurricane, and the potential effects of a hurricane. By navigating this website, students will practice their research skills and will develop facts and ideas that they will include in their final brochure. This website is interactive and provides clear information, explanations, and pictures.
Materials:
In order to assess students, evaluate their answers on the worksheet. Answers for the worksheet are provided below.
Interview with Florida Resident
This activity is designed to provide students with an opportunity to gain a direct source of information by interviewing someone who has experienced a hurricane. This will make the activities and final project meaningful because the situations will come to life. The purpose of this activity is to allow students to gain a new perspective that will enhance their learning experience.
Materials:
In order to assess students, evaluate the quality of the questions that they have created to ask during the interview. Then collect their papers after conducting the interview and evaluate their efforts and overall knowledge gained as a result of the activity. Also, assess students' attitudes and communication skills.
Create a Spiral
This activity allows students to apply their creativity in order to create a visually stimulated simulation of a hurricane. This will allow students to explore the characteristics of a hurricane and better understand the formations of the natural disaster.
Materials:
To assess students, check the quality of the end project for completion and neatness. Also, assess students' abilities to read and follow the list of procedures to create the spiral.
Hurricane Hunters
The purpose of this activity is to provide students with the knowledge of how information about hurricanes is collected and analyzed. This activity may make students aware of a profession that they did not know existed and the importance of the work that Hurricane Hunters perform. By navigating this website and completing the worksheet, students should develop respect for Hurricane Hunters and appreciate the research that allow people to better prepare for hurricanes.
Materials:
During this activity, informally assess students' abilities to navigate and find information using a online website. After students have completed the worksheet, formally assess their abilities by comparing their answers to the answers provided below. Assess the accuracy and completion of the worksheet.
Evacuation and Safety
The purpose of this activity is to prompt students to think about the intensities of hurricanes and the steps that would need to be taken in order to prepare for the potential disasters. Students will discover vocabulary words that allow people to communicate the characteristics of particular hurricanes.
Materials:
During this activity, assess students' abilities to read and analyze information about hurricane safety.Collect students' papers and assess their explanations of the importance of hurricane vocabulary in addition to their responses to the scenario. Responses should be clear and accurate.
National Geographic Quick Movie
This movie is an engaging and enjoyable presentation of unique information about hurricanes. Watching this video targets the learning styles of visual and audio learners and enhances the learning experience for these students. Students should reflect upon the video by writing a short paper about what they have learned.
Materials:
To assess students, collect their written papers and evaluate their summary of the short movie and the new ideas that they gained from watching the movie. The papers should be at least 1 page long and clearly written.
This activity is designed to provide students with an accurate background information about hurricanes including how they are formed, the characteristics of a hurricane, and the potential effects of a hurricane. By navigating this website, students will practice their research skills and will develop facts and ideas that they will include in their final brochure. This website is interactive and provides clear information, explanations, and pictures.
Materials:
- Hurricanes Website
- Worksheet
- Pencil
In order to assess students, evaluate their answers on the worksheet. Answers for the worksheet are provided below.
Interview with Florida Resident
This activity is designed to provide students with an opportunity to gain a direct source of information by interviewing someone who has experienced a hurricane. This will make the activities and final project meaningful because the situations will come to life. The purpose of this activity is to allow students to gain a new perspective that will enhance their learning experience.
Materials:
- Contact of person to interview (If students do not know someone living in Florida, you are welcome to contact Nancy Crackel. Her contact information is (1-815-554-8989)
- Paper
- Pencil
In order to assess students, evaluate the quality of the questions that they have created to ask during the interview. Then collect their papers after conducting the interview and evaluate their efforts and overall knowledge gained as a result of the activity. Also, assess students' attitudes and communication skills.
Create a Spiral
This activity allows students to apply their creativity in order to create a visually stimulated simulation of a hurricane. This will allow students to explore the characteristics of a hurricane and better understand the formations of the natural disaster.
Materials:
- a printed copy of "Hurricane Spiral #1" (one for each student)
- a printed copy of "Hurricane Spiral #2" (one for each student)
- "Hurricane Radar Circle (found on individual activity page)
- a pencil with a sharp point
- scissors
- brad paper fastener
- colored pencils or crayons
To assess students, check the quality of the end project for completion and neatness. Also, assess students' abilities to read and follow the list of procedures to create the spiral.
Hurricane Hunters
The purpose of this activity is to provide students with the knowledge of how information about hurricanes is collected and analyzed. This activity may make students aware of a profession that they did not know existed and the importance of the work that Hurricane Hunters perform. By navigating this website and completing the worksheet, students should develop respect for Hurricane Hunters and appreciate the research that allow people to better prepare for hurricanes.
Materials:
- Website: Hurricane Hunters
- Hurricane Hunters Worksheet
- Pencil
During this activity, informally assess students' abilities to navigate and find information using a online website. After students have completed the worksheet, formally assess their abilities by comparing their answers to the answers provided below. Assess the accuracy and completion of the worksheet.
Evacuation and Safety
The purpose of this activity is to prompt students to think about the intensities of hurricanes and the steps that would need to be taken in order to prepare for the potential disasters. Students will discover vocabulary words that allow people to communicate the characteristics of particular hurricanes.
Materials:
- Websites: Hurricane Safety Information and Hurricane Writing Prompt
- Paper
- Pencil
During this activity, assess students' abilities to read and analyze information about hurricane safety.Collect students' papers and assess their explanations of the importance of hurricane vocabulary in addition to their responses to the scenario. Responses should be clear and accurate.
National Geographic Quick Movie
This movie is an engaging and enjoyable presentation of unique information about hurricanes. Watching this video targets the learning styles of visual and audio learners and enhances the learning experience for these students. Students should reflect upon the video by writing a short paper about what they have learned.
Materials:
- National Geographic Quick Movie
- Paper
- Pencil
To assess students, collect their written papers and evaluate their summary of the short movie and the new ideas that they gained from watching the movie. The papers should be at least 1 page long and clearly written.
Final Activity: Brochure
Students should take the role of the mayor of Sanibel Island, Florida and create an informational guide for the people of their island regarding the dangers of hurricanes and preparation plans. To create a brochure, students will need access to a computer with word processor and internet access. Creating the brochure will provide students with the opportunity to demonstrate what they have learned as a result of completing the activities about Hurricanes. To assess students, use the provided rubric to evaluate the overall product of the brochures. The brochures should be visually appealing and contain accurate information.
Teacher Answers for Worksheets
Hurricane Safety Answers | |
File Size: | 27 kb |
File Type: | doc |
Create-A-Cane Answers | |
File Size: | 25 kb |
File Type: | doc |
Forces of Nature Answers | |
File Size: | 12 kb |
File Type: | docx |
Hurricane Hunters Answers | |
File Size: | 12 kb |
File Type: | docx |