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Grade(s): 6-8
Introduction: Most people associate twisters with tornadoes, but in fact tropical twisters come from hurricanes. Hurricanes are what scientists call “strong tropical cyclones”. They are formed when large areas of the ocean become heated, and the air pressure over that area drops. This causes thunderstorms and strong surface winds. Cyclones develop over tropical or sub-tropical waters (for example, in the Atlantic off the coast of Africa, or in the Pacific near the equator). As they travel long distances gathering energy from the ocean, they are likely to be classified as strong tropical cyclones.
When the winds around a cyclone reach speeds of greater than 74 m.p.h., the cyclone is called a “hurricane” ( in the Atlantic and Northeastern Pacific) or a “typhoon” ( in the Pacific). Each year on average, ten cyclones develop over the Atlantic Ocean, Caribbean Sea, or Gulf of Mexico. About six of these will strengthen to become hurricanes.
Learner Objective(s):
- The student will be able to list the atmospheric elements required for the development of cyclones.
- The student will be able to chart and graph the path of tropical cyclones using daily wind speeds.
Sunshine State Standards: Math: MA.E.1.3.1. Science: SC.D.1.3.3.
Competency Based Curriculum: Math: M/J-1 - V-2-A,
Science: M/J-3 - III-4-A
Materials:
Computer Internet Accessibility
World Map (10)
Black markers
Activity Procedure(s):
- Allow students to log into the following web sites to learn how cyclones are formed and the elements needed to create these:
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/grow/home.rxml
http://www.discovery.com/stories/science/hurricanes/create.html
- Allow students to log into the following web site to learn about cyclonic intensities and how they are categorized according to wind speed:
http://www.nhc.noaa.gov/aboutsshs.html
- Allow students to log into the following web site to explore past cyclones/hurricanes in the Atlantic Ocean:
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/hurtrack/index.html
- Allow students to log into the following web site to track cyclones/hurricanes through the active season. The tracking map and cyclonic information can be found at this site: http://www.nhc.noaa.gov/
- Encourage students to visit Tropical Storm Tracks via the internet and discover the areas listed to find current tropical storms. On a world map, assist the students to locate the seven areas where tropical storms occur and ask them to identify countries that might be affected by the storms in each of those areas.
- Allow students to determine, for each area, whether storms there are called typhoons, cyclones, or hurricanes.
- Provide the students with markers to plot several sets of coordinates assigned to them and ask them to find the locations on the map. This will enhance knowledge of latitude and longitude.
Student Assessment:
Allow student to answer critical thinking skills questions assigned by the teacher.
- Assuming that you are the mayor of an island in the direct path of a cyclone, how would you decide whether or not to evacuate the residents?
- Explain why some tropical storms are stronger than others and how are they categorized according to wind speed.
- Ask students to share responses from step #6 of the Activity Procedures.
Activity Extension(s):
- Challenge students to work in small groups to create their own alphabetical list of names that they would attach to tropical storms if they were responsible for naming them (Language Arts).
- Tropical storms cause millions of dollars in damages each year. Invite students to create a bar graph to show the cost of damage over the decades (1920s - present). The students must research the data via the Internet using previous listed web sites (Math).
- Encourage students to record weather information given for their area for a week (Science).
Home Learning Activity:
Print copies of the Florida Power Corporation’s Hurricane Kit Checklist and Storm Safety Check and send a copy home with each student. Have students include a letter explaining specific concerns they have regarding storms and encourage them to discuss both their concerns they have regarding storms. Ask them to discuss both their concerns and the checklists with their families.
Vocabulary: hurricanes, tropical cyclones, typhoons
References/Related Links:
http://www.nhc.noaa.gov/
http://www.weather.gov.hk/informtc/class.htm
http://www.discovery.com
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