Student Instructions - Rhode...

Student Instructions

Grades 6-8 | Science Mapping Hurricanes

Mapping Hurricanes · Grades 6-8 · Science · Student Instructions S1

Task Introduction

Emergency! On October 28, 2012, Governor Lincoln Chafee declared a state of emergency in Rhode Island. Hurricane Sandy was about to make landfall on the New England coast. In Rhode Island, many people in coastal towns left their homes before the storm arrived. Sandy came on shore the following day in New Jersey. Heavy rain and high winds caused flooding and damaged buildings and electrical power lines. Thousands of people lost electrical power. New Jersey and New York also suffered heavy damage.

Your teacher will help you learn more about the effects of Hurricane Sandy. You will also explore how scientists are using technology to help forecast these events.

After your teacher has shared some information, you will ask and discuss some questions as a class.


Part 1: Hurricane Technology

Introduction Investigation question: “How did scientists most likely use technology in gathering data and tracking the path of Hurricane Sandy?”

In Part 1, your group will research one type of technology that scientists use to track and gather data about hurricanes. Your teacher will assign your group a research topic. You will share what you learn with other small groups.

Materials • access to information on hurricane technology • “Student Data Sheet – Hurricane Technology” on page S4 • scissors • tape • paper • markers


Procedure: 1. Your group will be assigned to research one of the technologies used to learn about hurricanes.

Technologies help people in the ways listed below. • better track storms • predict if and when hurricanes will affect human populations

2. Scientists use many technologies to help protect people from natural disasters. For example, the technologies below are used to gather data that helps scientists track the path and intensity of hurricanes throughout the world. • Doppler radar • satellites • aircraft reconnaissance • hurricane buoys • computer models

3. Use the resources provided to gather information about your assigned topic. Record what you have

learned on “Student Data Sheet – Hurricane Technology”. You should start by only completing the row for your group’s assigned technology. Your group should then create a visual display that explains the information you have gathered about your assigned topic. You will complete the rest of “Student Data Sheet – Hurricane Technology” when you view the research of the other groups in your class.

4. Listen carefully as other groups share their research. Your group will also share the information you recorded on “Student Data Sheet – Hurricane Technology”. This includes the displays you may have created. Make sure to explain what the technology does and how it helps scientists predict and track hurricanes.

5. As you view and gather information about technologies researched by other groups, complete the remainder of “Student Data Sheet – Hurricane Technology”. For each technology, make sure you identify what the technology does and how this helps scientists predict and track hurricanes.


Student Data Sheet – Hurricane Technology

Student Name:________________________________

Technology What the technology does

How this helps scientists predict and track hurricanes


Part 2: Hurricane Geography Introduction

Investigation question: Where and when do hurricanes typically occur?

Hurricanes form at sea due to the transfer of heat between oceans and the atmosphere. Hurricanes form in regions of warm air and ocean temperatures. Therefore, hurricanes are most likely to develop during warmer months of the year in certain regions. Wind carries these storms along predictable paths. As a result, some regions have seasons when hurricanes or tropical storms are likely.

In Part 2, it is important for you to talk and share ideas with your group. You will work together to gather, display, and interpret data.

Materials • “Historical Atlantic Ocean Hurricane Data” on pages S7 – S8 • “Table 1: West Atlantic Ocean Category 3–5 Hurricanes 2003–2012” on page S9 • “Student Data Sheet - Hurricane Formation by Month” on page S10 • graph paper • colored pencils • ruler or straightedge

Procedure 1. Use “Historical Atlantic Ocean Hurricane Data”, Maps 1-4 to find the general locations of hurricanes.

Find the locations of the hurricanes by where they occur relative to Earth’s continents. Then find their locations in relation to the equator.

2. With your group, discuss the following questions(use evidence from your resource):

A. In what region do most hurricanes generally occur? B. Are there any regions where there is little or no hurricane activity? C. How would you describe hurricane activity in countries at the equator? D. What continents, parts of continents, or countries seem most affected by hurricanes? E. How would you describe hurricane activity along the East Coast of North America (including

Rhode Island)?

3. You will focus on hurricane activity in the West Atlantic Ocean. Use “Table 1: West Atlantic Ocean Category 3–5 Hurricanes 2003–2012” to complete “Student Data Sheet – Hurricane Formation by Month”. For each category of hurricane (3, 4, and 5), make a tally mark in the month the hurricane began.


4. Using your tally marks from “Student Data Sheet – Hurricane Formation by Month”, create a bar graph that shows the numbers of Category 3, 4, and 5 hurricanes per month for the years 2003 through 2012. Make sure you include the following steps when making your graph: • Use the earliest date of each hurricane as its month. • Use colored pencils to distinguish between the three categories. • Remember the key elements of a bar graph. Provide a key to the different colors used and clearly

label the axes.

Review 1. With your group, use the graph you made to answer the following question: When do the hurricanes

you have studied typically occur in North America? 2. As a group, share your conclusions with the class. Explain how the data support your conclusion.


Historical Atlantic Ocean Hurricane Data


Table 1: West Atlantic Ocean Category 3–5 Hurricanes 2003–2012

Beginning Date End Date Hurricane Name Highest Category October 21, 2012 October 31, 2012 Sandy 3

September 2, 2012 September 12, 2012 Michael 3 September 20, 2011 October 4, 2011 Ophelia 4

August 28, 2011 September 12, 2011 Katia 4 August 21, 2011 August 29, 2011 Irene 3

September 12, 2010 September 24, 2010 Julia 4 September 8, 2010 September 22, 2010 Igor 5

August 24, 2010 September 5, 2010 Earl 4 August 21, 2010 September 2, 2010 Danielle 4

September 7, 2009 September 19, 2009 Fred 3 August 15, 2009 August 25, 2009 Bill 4 October 13, 2008 October 20, 2008 Omar 4

September 1, 2008 September 15, 2008 Ike 4 July 3, 2008 July 21, 2008 Bertha 3

August 31, 2007 September 6, 2007 Felix 5 August 13, 2007 August 22, 2007 Dean 5

September 12, 2006 September 27, 2006 Helene 3 September 10, 2006 September 24, 2006 Gordon 3

October 15, 2005 October 26, 2005 Wilma 5 September 18, 2005 September 26, 2005 Rita 5 September 1, 2005 September 13, 2005 Maria 3

August 23, 2005 August 31, 2005 Katrina 5 July 11, 2005 July 21, 2005 Emily 5 July 4, 2005 July 18, 2005 Dennis 4

September 16, 2004 September 27, 2004 Karl 4 September 13, 2004 September 29, 2004 Jeanne 3 September 2, 2004 September 24, 2004 Ivan 5

August 25, 2004 September 10, 2004 Frances 4 August 9, 2004 August 15, 2004 Charley 4 July 31, 2004 August 6, 2004 Alex 3

September 25, 2003 October 9, 2003 Kate 3 September 6, 2003 September 19, 2003 Isabel 5

August 27, 2003 September 9, 2003 Fabian 4


Student Data Sheet – Hurricane Formation by Month

West Atlantic Ocean

2003–2012

Month Category 3 Category 4 Category 5

July

August

September

October


Part 3: Predicting Hurricanes

Instructions

Investigation question: Based on the data that has been gathered and analyzed, how likely is it that Rhode Island will be affected by a Category 3, 4, or 5 hurricane during the next hurricane season? How could residents of Rhode Island best prepare for such a hurricane?

Materials • Graph from Part 2 • “Map 5: Hurricane Return Periods (West Atlantic basin hurricane returns)” on page S12 • “Student Data Sheet – Hurricane Prediction” on page S13

Procedure 1. Look at your graph from part 2 and “Map 5: Hurricane Return Periods”. The hurricane returns

indicated on Map 2 include the same hurricanes used to complete your graph part 2. The return periods on “Map 5: Hurricane Return Periods” show the frequency at which major hurricanes appear. For example, a return period of 25 - 50 for every 100 years means a major hurricane may pass over the area as many as 4 times or as few as 2 times over a 100-year period.

2. Use the graph to identify the months of the year when it is most likely, and least likely, that a Category 3, 4, or 5 hurricane will affect Rhode Island over the next year. Record your answers in “Student Data Sheet – Hurricane Prediction”.


3. Review the information the teacher has given you, the information you have gathered and your

knowledge about hurricane preparedness to complete the two remaining questions on the “Student Data Sheet – Hurricane Prediction”. These two questions address specific actions that people in Rhode Island should take to prepare for hurricane events and summarize some of the technology used to gather information to protect people from hurricanes.


Student Data Sheet – Hurricane Prediction 1. Identify the months of the year when it is most likely and least likely that a Category 3, 4, or 5 hurricane

will affect Rhode Island over the next year. Cite evidence from your work to support your answer.

• Most Likely Months:

• Evidence:

• Least Likely Months:

• Evidence:

2. Describe four main actions that people in Rhode Island should take to prepare for hurricane events.

3. Identify two examples of technology used to gather data on hurricanes and explain how the technology helps to protect people from the effects of hurricanes.

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