This unit ties the student activities in this project to the standards established by the STATE OF VERMONT on Student Learning.

Students will:

*observe past and current hurricanes/tropical storms.

*research famous storms of this century.

*explore myths and folklore.

*chart hurricane movement and intensity(Saffir-Simpson scale).

*create simple models of hurricane/tropical storms.

*make journal entries of storm observations.

*solve problems given severe weather scenarios

Lesson Management Tips:

This unit is designed for middle level students 5-8 and can be used individually or as a teacher-centered lesson (for very young children). Hurricane/tropical storm watching is a self-motivating project even if you don't live in an area of the country where these occur. Students follow a storm as it is developing and can also see it on CNN and in the newspaper. Middle grade students seem to especially like studying disasters! Unfortunately, this unit's use is limited to the June to November Atlantic tropical storm season. It must be taught during this time to be effective.

Instructional Strategies:

Your use of this lesson may depend on the age of students or the number of computers that are available in your classroom. However, there are hands-on activities to help with understanding and much of the information can be shared or printed by the teacher. (i.e.. Saffir-Simpson scale, myths and folklore) There are also a number of science trade books as well as literature available through libraries.

Portfolio Opportunities/Assessment:

Making journal entries as the students are following the storms is an especially valuable tool in assessing understanding. Reports or pictures of hurricanes can also become part of an individual student portfolio. The Rubric provided may also be used for assessment.

Interdisciplinary Connection:

Literature: whole language books-

The Magic School Bus by Joanna Cole

Hurricanes by Lorraine by Jean Hopping

Carolina Hurricane by Marian Rumsey

The Day the Hurricane Happened by Lonzo Anderson

Math: Reading graphs and making some calculations about wind speed and direction. Conversions from knots to miles per hour.

Geography: This provides a wonderful opportunity to familiarize students with the world map and relation of land and water.

1 COMMUNICATION STANDARDS

Writing

Writing Conventions

1.6 Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

This is evident when students:

Pre K-4

a. Use clear sentences, correct syntax, and grade appropriate mechanics so that what is written can be easily understood by the reader.

5-8

aa. Use correct grammar; employ a variety of sentence structures; follow conventional spelling; use correct mechanics; display few errors or patterns of errors, relative to length and complexity; make only intentional, effective departure from conventions.

Reports

1.8 In written reports, students organize and convey information and ideas accurately and effectively.

This is evident when students:

5-8 Evidence PreK - 4 applies, plus _

d. Establish an authoritative stance on a subject, and appropriately identify and address the reader's need to know;

e. Include appropriate facts and details, excluding extraneous and inappropriate information; and

f. Develop a controlling idea that conveys a perspective on the subject.

Procedures

1.10 Students organize and relate a series of actual events

(Hurricane Formation) into a coherent whole.

This is evident when:

a. Organize the steps of procedures clearly and logically so the reader can

follow them.

b. Use words, phrases, and sentences to establish clear transitions between

the steps involved in Hurricane formation.

c. Make use, when necessary, of appropriate graphics to support text.

d. Anticipate what a reader needs to know in order to follow the procedures

Information Technology

Research

1.18 Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately.

Informational Sources

1.19 Students use organizational systems to obtain information from various sources (including libraries and the Internet).

Communication of Data

1.20 Students use graphs, charts, and other visual presentations to communicate

data accurately and appropriately.

Selection

1.12 Students select appropriate technologies and applications to solve problems

and to communicate with an audience.

3 PERSONAL DEVELOPMENT STANDARDS

Relationships

Teamwork

3.10 Student perform effectively on teams that set and achieve goals, conduct

investigations, solve problems, and create solutions.

Interactions

3.11 Students interact respectfully with others, including those with whom they have differences.

Worth and Competence

Respect

3.3 Students demonstrate respect for themselves and others.

7 SCIENCE, MATHEMATICS, AND TECHNOLOGY STANDARDS

Space, Time, and Matter

Matter, Motion, Forces, and Energy

7.12 Students understand forces and motion, the properties and composition of matter, and energy sources and transformations. This is evident when students:

PreK-4

a. Sort objects and materials according to observations of similarities and differences of properties (e.g., size, weight, color, shape,temperature-clouds);

b. Observe and describe changes of states of matter (e.g., in water);

c. Observe and describe the behavior of gases in containers

(e.g. , condensation and evaporation);

d. Apply forces to objects (e.g., inertia, gravity, friction, push and pull), and observe the objects in motion;

e. Identify and describe several common forms of energy (e.g., light, heat, and sound) and provide examples of sources, as well as some characteristics of the transmission (e.g., light travels in straight lines until it is reflected, refracted, or absorbed); and

f. Observe and record the effects of electric charge (e.g., charges repel, batteries); investigate magnetic and nonmagnetic materials, and materials that are conductors and nonconductors of electricity.

5-8

aa. Observe and measure characteristic properties of matter (e.g.,boiling point, melting point, density, simple chemical reactions), and use them to distinguish one substance from another;

bb. Provide examples of substances reacting chemically to form new substances with different characteristics, and describe and model the phenomenon with reference to elements and compounds;

cc. Explain the relationships between pressure, volume, and the amount of gas (e.g., hurricane system);

dd. Observe and demonstrate a qualitative understanding of the relationship between mass, the magnitude of an applied net force, and the resulting change in speed and direction;

ee. Identify and describe commons forms of energy (e.g., light, heat, sound, electricity, electromagnetic waves) and their attributes, sources, and transmission characteristics (e.g., convection, conduction of heat).

The Universe, Earth, and the Environment

Theories, Systems, and Forces

7.15

Students demonstrate understanding of the earth and its environment, the solar system, and the universe in terms of the systems that characterize them, the forces that affect and shape them over time, and the theories that currently explain their evolution. This is evident when students:

PreK-4

a. Identify and record evidence of change over time (e.g., weather system development);

b. Identify and record patterns and forces that shape the earth (e.g., geological, atmospheric);

c. Identify and record the interrelated parts of earth systems (seasons, time, weather, etc.);

5-8

aa. Identify, record, and model evidence of change over time (e.g., earth's atmospheric changes);

bb. Identify evidence of, model, and explain the patterns and forces that shape the earth (e.g., atmospheric, geological);

cc. Identify, record, model, and explain the interrelated parts and connections between earth systems (e.g., atmosphere, water cycle, weather, & oceans);

9-12

bbb. Identify evidence of, model, and explain the patterns and forces that shape the earth (e.g., meteorological processes);

Additional Resources:

*Seymour Simon, Weather, Morrow Junior Books, New York, 1993 *Jonathan D. Kahl, Storm Warnings Tornadoes and Hurricanes, Learner Publications, Minneapolis, 1993 *Seymour Simon, Storms, Morrow Junior Books, New York, 1989 *Jacqueline Dineen, Natural Disasters Hurricanes and Typhoons, Aladdin Books, 1991 *Clint Twist, Repairing the Damage, Hurricanes and Storms, Dillon Press, New York, 1992

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Last Modified Sunday, July 9, 1999

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