This CNNfyi.com lesson plan is supplemented with material from

Hurricane season predicted to be more intense

July 19, 2001
Web posted at: 7:26 PM EDT (2326 GMT)

Overview: Does the climate shift in the Earth affect the number, placement and severity of hurricanes? Students can explore what happens when a hurricane occurs and support or refute scientists' claims a major climate shift may mean a return to a period of increased numbers of major hurricanes.

Curriculum connections: Earth science, weather

Objectives
Students will be able to:

• Explain how hurricanes are formed.
• Analyze the influence of the climate shift on the number of hurricanes.
• Determine whether the scientists' predictions about upcoming hurricanes is likely, based on their research of conditions that create hurricanes.

Standards
National Science Education Standards
Earth and space science, Content standard D, grades nine - 12
High school students need to know that the heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

Materials
CNNfyi.com article, "Scientists: Monster hurricanes could hit U.S."
Internet access
World maps
Chart paper, colored pencils or markers

Suggested time
Article and questions only: 30 minutes
Full lesson plan: Two to three classroom periods

Procedure
1. Inform the students that hurricanes are sometimes called tropical cyclones or typhoons. Invite students to share any experiences they have had during a hurricane. Also, ask them to brainstorm images that come to mind when they think of hurricanes.
2. Have students read the CNNfyi.com article, "Scientists: Monster hurricanes could hit U.S."
and ask the following:

• How does the climate shift since 1995 influence the number of hurricanes? For how long do scientists predict this increase in activity will last? How do you think this will impact the United States? What are some examples given in the article of hurricanes that have already hit the United States?
• What are some characteristics of the Earth's current climate? With which time period does the article compare the current conditions? How did the climate conditions from 1965 to 1995 influence the number of hurricanes? What areas of the Earth should meteorologists monitor to detect developing hurricanes? Explain.

2. Share with the students the following quote by hurricane meteorologist Stanly Goldenberg: "With the increased number, if it starts pounding the United States, as we feel like it is going to happen, there's bound to be a major city impacted and we could be talking about a real disaster of epic proportions on our hands." What do you think might be some characteristics of disasters that the hurricanes could cause? How do you think the damage could impact the United States both economically and physically?

3. Divide students into small groups. Have each group develop a presentation from the perspective of meteorologists answering the question: "What happens when a hurricane occurs?" Direct each group to research what happens in a weather system from the state of a tropical depression to a tropical storm and finally into a hurricane. Instruct students to use the Saffir-Simpson Hurricane scale to explain and identify different hurricane categories.

Assessment
Direct each group to present their findings to the class. Students may want to use maps, charts or diagrams in their presentations. If possible, allow groups to present to other classes about hurricane evolution. Based on what they learn about the conditions creating these weather patterns, ask each group to predict whether the scientists' claims about upcoming hurricanes will prove to be accurate.

Accommodations
Visual/ Spatial
Students can create a diagram of a hurricane and identify the most dangerous and the safest "parts" of a hurricane.

Challenge
Students can track mighty storms using Riverdeep's Hurricane Lab. For guidance on using the lab, use the Teacher Studio.

If you use CNN NEWSROOM, go to the Daily Guide from September 15, 1999, for their Hurricane special

Extension
1. Students can examine how hurricanes are named and identify if there has been a hurricane with their same name.

2. Students can examine why and how scientists try to make a second eye in a hurricane to decrease the wind speed of the hurricane.

Storm! Extreme Weather
Hurricane Frenzy
July 24, 2000

TROPICAL PREDICTION CENTER/NATIONAL HURRICANE CENTER
Miami Museum of Science-Tracking Instructions
TPC NHC SAFFIR SIMPSON HURRICANE SCALE

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