Note: This lesson was originally published on an older version of The Learning Network; the link to the related Times article will take you to a page on the old site.
Overview of Lesson Plan: In this lesson, students explore the use of storm-tracking technologies, research and present how they forecast natural disasters, and assess the importance of these technologies.
Author(s):
Catherine Wilson Bazant, The New York Times Learning Network
Suggested Time Allowance: 45 minutes-1 hour
Objectives:
Students will:
1. Imagine being in the midst of a natural disaster, and analyze what resources are needed to prepare for it.
2. Examine how and why storm-tracking technology is
important by reading and discussing “Classic Northeaster, Worst in 4 years, Leaves Six Dead.”
3. Research various storm-tracking technologies to determine how they forecast storms and give examples
of how these technologies help people.
4. Assess, through opinion essays, which technology is the most accurate in forecasting storms and how it can be improved.
Resources / Materials:
-student journals
-pens/pencils
-paper
-classroom board
-copies of “Classic Northeaster, Worst in 4 years, Leaves Six Dead” (one per student)
Activities / Procedures:
1. WARM-UP/DO-NOW: In their journals, students respond to the following questions (written on the board prior to class): Imagine a time when you were in the midst of a natural
disaster. Describe this experience in your journal. Did you know that the disaster was coming? If you did, how did you prepare for it? If you did not, how would you have prepared for it? What resources are available
for finding out about natural disasters before they occur?
2. Have students share their experiences with natural disasters. Explain that while reading the article, they will learn about storm-tracking technology. As a class, read and discuss “Classic Northeaster, Worst
in 4 years, Leaves Six Dead”, focusing on the following questions:
a. How is it helpful to know about a storm before it comes?
b. Why were other areas of the Northeast hit harder than New York and
New Jersey?
c. What is the definition of a blizzard?
d. Why do you think JFK and Newark were able to remain open when La Guardia closed?
e. What were some of the effects of airport closings across the
Northeast?
f. Why do you think the New York City Public Schools stayed open when other schools were closed?
g. How was the storm different from what the weather forecasters predicted?
h. What is the
formula for determining how much snow a storm will produce? Why do you think this storm produced more snow than was expected?
i. What factors make driving in the snow dangerous?
j. What was Mayor Giuliani’s
suggestion for shoveling snow?
k. Why did so many New Yorkers have broken snow blowers?
As a class, brainstorm and list on the board different types of storm-tracking technologies (Ex. Doppler radar system, satellite maps, computer models, etc.). Then, divide students into small groups based on the number
of storm-tracking technologies that are listed on the board. Assign each group one of the storm-tracking technologies. Explain to the students that they will research that technology and then present their findings
to the class. Using all available classroom resources (Internet, textbooks, reference materials, and periodicals) students should answer the following: (Listed on the board for easier reference):
How does this
technology work?
What data does this technology use to forecast storms?
How successful is this technology in forecasting storms?
If possible, find a visual to help explain that technology.
Once each
group has done their research, they will give a brief description of the technology to the class (Note: Students are encouraged to create diagrams or sketches of their technologies in order to illustrate how they
function.).
WRAP-UP/HOMEWORK:
Each student writes a brief opinion essay (1-2 pages), supported by facts and examples, addressing the following questions: Which technology seems to be the most accurate in forecasting storms?
Why is storm-tracking technology important? What improvements do you think should be made to storm-tracking technology? How will future improvements make weather conditions more bearable?
Further Questions for Discussion:
Why did you think the forecast from the National Weather Service was inaccurate?
Why was a National Emergency declared in North Carolina?
How does a winter
storm effect transportation (buses, trains, cars, airplanes)?
What weather conditions produce snow?
What governmental departments and agencies (local, state and federal) do cities rely on during snowstorms?
What do these departments and agencies do?
When a storm is forecasted, how can people prepare?
Evaluation / Assessment:
Students will be evaluated based on written journal entries, participation in class and small group discussions, and written opinion essays.
Vocabulary:
forecasts, intensity, surge, accumulations, taper, gale, pondered, dispensability, improbable, imploring, visibility, postpone, chaos, frazzled, initial, predicted, intensifying, nudged,
mobilized, treacherous, jeopardized
Extension Activities:
In small groups, have students prepare a presentation that makes a natural disaster come alive by including the sounds (the whirling of hurricane wind) and sights (ashes from
a forest fire) of that disaster. Discuss how storm-tracking technology can help in preventing that type of disaster.
Research the data that the National Weather Service uses to forecast a natural disaster
that occurs in your area. Present the findings to the class and prepare disaster readiness kits for the classroom based upon what you learned.
Explore why temperature and precipitation can vary so widely in neighboring areas by creating and keeping a table of the temperature and precipitation in two different places in a neighboring area.
Students pick a type of natural disaster and create a “How It Works” poster or display that explains the conditions that surround that disaster.
As a class, generate a list of supplies that would be necessary in a home in the event of a natural disaster. Then, students create a supply kit filled with the materials they think are important. At the end of the season, have each student determine if those supplies were helpful, and how they will change their kits for next year.
Invite a meteorologist to talk with the class about storm-tracking technology. Students should prepare questions for the speaker.
Write a story about the functions of storm-tracking technology in the future. In your story, describe how this technology has been improved and the effects of these improvements? (For Example: When will we know a natural disaster is approaching? How will we prepare?)
Create a persuasive advertisement that convinces the public of the benefits of storm-tracking technology. As a class, discuss the persuasive techniques used in each advertisement.
Interdisciplinary Connections:
American History– Research the three worst natural disasters in 20th century America. What technology was available at that time? How did this affect the way
people prepared or did not prepare?
Economics– Develop a budget for your family for dealing with a natural disaster that is likely to occur in your region. What materials do you need to “weather the storm”? Price the necessary items.
Geography/Mathematics– Map and graph weather patterns (temperature, precipitation, fronts, etc.) over the next month or the rest of the season for your state, region or country.
Journalism– How did your local newspaper and your local TV news report on a recent natural disaster in your area? How did they keep you up to date? Were you getting enough information? Were you getting too much information? Please explain.
Mathematics– Track the temperature and precipitation in your city, state, or region over the rest of the season and compare it to the rest of the United States.
Media Studies– Do movies and television portray natural disasters accurately? Pick a movie with a natural disaster. Based on what you have learned in this lesson, analyze whether that natural disaster is portrayed accurately.
Social Studies– Use the related websites to investigate government services that help people during natural disasters.
Other Information on the Web:
Fact Sheet: Winter Storms (//www.fema.gov/library/stormsf.htm), from the Federal Emergency Management Agency,
teaches how preparing for cold weather conditions and responding to them effectively can reduce the dangers caused by winter storms. From the Federal Emergency
National Severe Storms Laboratory (//www.nssl.noaa.gov/)
investigates all aspects of severe weather and is dedicated to improving severe weather warnings and forecasts in
order to save lives and reduce property damage.
National Weather Service (//www.nws.noaa.gov/) provides current official weather warnings, observations, and forecasts.
Academic Content Standards:
Grades 6-8
Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows that scientific inquiry and
technological design have similarities and differences; Knows that science cannot answer all questions and technology cannot solve all human problems or meet all human needs; Knows that technology and science are
reciprocal; Knows ways in which technology and society influence one another
Geography Standard 7- Knows the physical processes that shape patterns on Earth’s surface. Benchmark: Knows the consequences
of a specific physical process operating on Earth’s surface
(CTSS – ‘social’, ‘6-8’, ‘geo3’)
Geography Standard 15- Understands how physical systems
affect human systems. Benchmarks: Knows the ways in which human systems develop in response to conditions in the physical environment; Knows how the physical environment affects life in different regions; Knows
the ways people take aspects of the environment into account when deciding on locations for human activities; Knows the effects of natural hazards on human systems in different regions of the United States and the
world; Knows the ways in which humans prepare for natural hazards
(CTSS – ‘social’, ‘6-8’, ‘geo5’)
Language Arts Standard 4- Gathers and uses information
for research purposes. Benchmarks: Uses a variety of resource materials to gather information for research topics; Determines the appropriateness of an information source for a research topic
(CTSS –
‘english’, ‘6-8’, ‘4’)
Grades 9-12
Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows ways in which social and economic forces influence which technologies will
be developed and used; Knows examples of advanced and emerging technologies and how they could impact society; Knows that mathematics, creativity, logic, and originality are all needed to improve technology; Identifies
the role of technology in a variety of careers
Geography Standard 7- Knows the physical processes that shape patterns on Earth’s surface. Benchmarks: Understands the distribution of different types of
climate that are produced by such processes as air-mass circulation, temperature, and moisture; Understands the effects of different physical cycles on the physical environment of Earth; Understands how physical
systems are dynamic and interactive; Understands how physical processes affect different regions of the United States and the world
(CTSS – ‘social’, ‘9-12’, ‘geo3’)
Geography Standard 15- Understands how physical systems affect human systems. Benchmarks: Understands how people who live in naturally hazardous regions adapt to their environments; Knows factors that affect
people’s attitudes, perceptions, and responses toward natural hazards
(CTSS – ‘social’, ‘9-12’, ‘geo5’)
Language Arts Standard 4- Gathers and uses
information for research purposes. Benchmarks: Uses a variety of news sources to gather information for research topics; Determines the validity and reliability of primary and secondary source information and uses
information accordingly in reporting on a research topic
(CTSS – ‘english’, ‘9-12’, ‘4’)
This lesson plan may be used to address the academic standards listed above. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education; 3rd and 4th Editions and have been provided courtesy of the Mid-continent Research for Education and Learning in Aurora, Colorado.
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