Wind direction and temperature

This CNNfyi.com lesson plan is supplemented with material from Holt, Rinehart and Winston

 

Overview: When should a Tropical Storm Watch be issued? Explore Tropical Storm Barry's path and the damage it has caused in towns along the Gulf Coast. Challenge students to create their own wind-direction device and determine the relationship between wind direction and temperature.

Curriculum connections: Earth science, weather

RESOURCES From Riverdeep:Hurricane Lab

Objectives
Students will be able to:

• Explain the dangers that Tropical Storm Barry may present.
• Create and use a wind-direction device.
• Determine the relationship between wind direction and temperature.

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, "Barry blows into Alabama"
Internet access
How to measure wind direction lab

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

Procedure
1. Invite students to share any experiences they have had during a tropical storm or a hurricane. Also, ask them to brainstorm images that come to mind when they think of tropical storms or hurricanes.
2. Have students read the CNNfyi.com article,"Barry blows into Alabama", and ask the following:

• Where is Barry currently? In what direction is the storm moving? Why is Barry going to be downgraded from a tropical storm to a tropical depression? What damage has Barry caused?
• Why did Bay county officials open two shelters in Panama City, Florida?
• What other weather events possibly may occur in the same region? Do you think these other weather events are related? Why or why not?

3. Pair students. Have each pair complete the 'How to measure wind direction lab' and answer the questions. Discuss students' answers.

Assessment
Have students conduct further research about wind direction using online and print resources. Direct students to write essays explaining whether wind direction is related to temperature. Then ask: Why do you think there is a hurricane season?

Challenge
Tell students that creating severe weather takes a lot of energy. Have them research the relationship between energy and storm formation. For example, as a warm air mass rises, energy from water condensation helps fuel hurricanes. The energy released by a typical hurricane in one day is equal to detonating 400 20-megaton hydrogen bombs. Students can research these concepts using online and print resources and compile their findings into a short report.