Determine causes and components of hurricanes

 

Overview: The National Hurricane Center is bracing for a busier than usual storm season this year. Have students identify causes and components of hurricanes and determine the factors that strengthen and/or lessen their intensity. Have students examine the relationship between wind direction and temperature and determine how it influences hurricane development.

Curriculum connections: Earth Science

Objectives
Students will be able to:

• Identify and explain causes of hurricanes.
• Determine the relationship between wind direction and temperature.

Standards
Mid-continent Research for Education and Learning
Earth and space sciences, grades nine-12
I. High school students should know how winds and ocean currents are produced on the Earth's surface (e.g., effects of unequal heating of the Earth's land masses, oceans, and air by the Sun; effects of gravitational forces acting on layers of different temperatures and densities in the oceans and air; effects of the rotation of the Earth)

Materials
CNN Student News story, "2002 Atlantic hurricane season gears up"
Internet access
How to measure wind direction

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

Procedure
1. Have students read the CNN Student News story, "2002 Atlantic hurricane season gears up," and answer the following:

• What is the role of the National Hurricane Center (NHC)? What predictions regarding hurricanes and tropical storms has the National Hurricane Center (NHC) made for the upcoming hurricane season from June 1 through the end of November? What factors have contributed to the heightened storm activity predicted by the NHC? When is a tropical storm upgraded to a hurricane? Why does the NHC name hurricanes and tropical storms? How many storms are named in a normal season? How did the number of hurricanes last year differ from the average?
• What factors does the National Oceanic and Atmospheric Administration's (NOAA) NHC director Max Mayfield say might contribute to the "respite in hurricane landfalls"? How are hurricanes measured? What damage was caused by Hurricane Andrew in 1992, a Category 5 hurricane? How has technology for studying hurricanes improved since 1992? How has improved technology impacted scientists' knowledge of hurricanes? What is the Dropwindsonde; how is it used; and why is it effective in hurricane monitoring?
• Who is Frank Le Pore? How do hurricanes form? What is the "eye" of the storm? Why does Le Pore compare hurricanes to ice skaters? Have you ever seen a hurricane? Do you think Le Pore's metaphor is effective for describing a hurricane's effect? Explain.

ON TV For a video version of this story, please use the CNN Student News' May 31 broadcast on CNN TV (4:30 a.m. ET). Click here  for more information on the show

2. Divide students into small groups. Refer students to the Web sites below and other resources to research what happens in a weather system from a tropical depression to a tropical storm and finally to a hurricane. Have each group develop a presentation, including labeled diagrams, from the perspective of meteorologists. Pose the following questions to guide students' research:

• How does a hurricane develop?
• What are characteristics of a hurricane?
• What physical damage can hurricanes cause?
• What is the Saffir-Simpson Hurricane Scale? How is it used?

After students have presented their findings, ask: What factors "feed" a hurricane and make it stronger? What factors tend to make a hurricane lose intensity?

3. Pair students. Have each pair complete the 'How to measure wind direction lab' and answer the questions. Discuss students' answers. Have students conduct further research about wind direction using online and print resources. Discuss whether or not wind direction is related to temperature and how it influences hurricane development..

Assessment
Have students write essays answering the following question: Based on your research and class discussion, why do you think the number of hurricanes is increasing over the last several years? Have students share their essays.

Extension
What is the Federal Emergency Management Agency (FEMA)? Assist students in conducting research to learn more about FEMA and its role in coordinating government emergency efforts to assist people who have suffered great losses due to hurricanes. Have students determine if where they live is considered a hurricane zone. Have students identify what hurricane procedures are in place for their community, and develop emergency procedures to follow at their homes for implementation during hurricanes. Have students share their hurricane emergency plans and modify them, if necessary, based on other students' plans.