This CNNfyi.com lesson plan is supplemented with material from

Hurricanes

March 20, 2001
Web posted at: 6:54 PM EST (2354 GMT)

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Objectives

Students will be able to:

• Identify and explain causes of hurricanes.
• Determine causes and effects of specific hurricanes.
• Create an informative pamphlet about hurricanes.

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

CNNfyi.com article, "Hurricanes -- slow, methodical, deadly,"
Internet access
Riverdeep's Hurricane Lab

Suggested time

One class period

Procedure

1. 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. Have a student create a list of these on the board.

2. Have students read the CNNfyi.com article, "Hurricanes -- slow, methodical, deadly," and ask the following:

• What is a hurricane? (Note: a weather system is a tropical depression when it has sustained wind speed of 38 mph or less. It becomes a tropical storm when winds reach 39 mph. When those winds reach 74 mph, the storm becomes a hurricane.) How are hurricanes measured?
• What were wind speeds of Hurricane Andrew? What are some safety features for houses that protect against hurricanes? What can people do for safety measures to prepare against hurricanes?

3. Divide students into seven groups. Assign each group to research one of the following hurricanes: Carla 1961, Flora 1963, Camille 1969, Fifi 1974, Hugo 1989 and Andrew 1992. Direct students to include how the hurricanes began, characteristics, damage caused by the hurricane and safety measures taken. Students should use charts and graphs to illustrate their data. Have each group present their information to the class.

4. Generate a class discussion about general characteristics of hurricanes and guidelines for safety precautions before and during a hurricane.

Assessment

Have each student create an informative pamphlet about hurricanes. Direct them to include causes, characteristics and safety precautions for hurricanes. Students may want to include specific examples of hurricanes that were discussed in class.

Accommodations

Students can create detailed visual sequences of a hurricane from beginning to end. Have students label their illustrations.

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 September 15, 1999, for their hurricane special

Hurricane Frenzy
July 24, 2000

WBZ-TV --School Weather Net
NOAA - Hurricanes: Nature's Greatest Storms
Hurricanes!
Global Warming and Hurricanes
TPC NHC SAFFIR SIMPSON HURRICANE SCALE

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