# ALEX Learning Activity

## Hurricane Tracking Activity

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
This learning activity provided by:
 Author: Virginia Hall System: Mobile County School: Mary G Montgomery High School
General Activity Information
 Activity ID: 1877 Title: Hurricane Tracking Activity Digital Tool/Resource: Padlet with Earth and Space Activities Web Address – URL: https://padlet.com/vhall6/earthspacescienceactivities Overview: This activity utilizes maps and other visualizations to analyze past NOAA hurricane data.  It incorporates graphing wind speed and pressure to note the correlation between the two. Finally, it will show the relationship between hurricane category and damage.  This activity results from the ALEX Resource Gap Project.
Associated Standards and Objectives
Content Standard(s):
 Mathematics MA2015 (2016) Grade: 9-12 Algebra I 4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1] Alabama Alternate Achievement Standards AAS Standard: M.AAS.Q.HS.4- Using real world models, express quantities of measurement to the given precision. (limited to measurements of length (inch, 1/2 inch, 1/4 inch), weight (pounds, kilograms (tenth of a unit), volume (cup, 1/2 cup, 1/4 cup, 1/3 cup, liter), temperature (degree), velocity (mph, kmph). Literacy Standards (6-12) LIT2010 (2010) Grade: 9-10 Reading Standards for Literacy in Science and Technical Subjects 7 ) Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Unpacked Content Strand: Reading (RST)CCR Anchor:Integration of Knowledge and IdeasEvidence Of Student Attainment:Students: translate science / technical information read in words to a visual form translate science / technical information expressed visually or mathematically into wordsTeacher Vocabulary:translate quantitative information technical information text visual form table chart information expressed visually information expressed mathematically equationKnowledge:Students know: common visual forms for science / technical information (e.g., table, chart, flowchart, diagram, or model) techniques for understanding quantitative or technical information expressed in words in a text techniques for translating quantitative or technical information expressed in words in a text into visual form techniques for translating information expressed visually or mathematically into wordsSkills:Students are able to: translate science / technical information read in words into visual form (e.g., table or chart) translate science / technical information expressed visually or mathematically (e.g., in an equation) into wordsUnderstanding:Students understand that information expressed in words can be combined with information expressed visually to form a complete understanding of a science / technical topic. Science SC2015 (2015) Grade: 9-12 Earth and Space Science 15 ) Obtain, evaluate, and communicate information to verify that weather (e.g., temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation, precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced by energy transfer within and among the atmosphere, lithosphere, biosphere, and hydrosphere. a. Analyze patterns in weather data to predict various systems, including fronts and severe storms. b. Use maps and other visualizations to analyze large data sets that illustrate the frequency, magnitude, and resulting damage from severe weather events in order to predict the likelihood and severity of future events. NAEP Framework NAEP Statement:: E12.10b: This energy transfer is influenced by dynamic processes such as cloud cover, atmospheric gases, and Earth's rotation, as well as static conditions such as the positions of mountain ranges, oceans, seas, and lakes. Unpacked Content Scientific And Engineering Practices:Analyzing and Interpreting Data; Obtaining, Evaluating, and Communicating InformationCrosscutting Concepts: Patterns; Systems and System Models; Energy and MatterDisciplinary Core Idea: Earth's SystemsEvidence Of Student Attainment:Students: Compare and contrast the means of describing weather conditions. Classify the variety of instruments that measure weather conditions. Use the concept of energy flow to show how air masses and fronts create weather. Analyze a sequence of weather maps for a region over time to show the consistency of weather models. Depict graphically the flow of energy throughout the stages of thunderstorm development. Communicate information detailing Earth's major climate zones.Teacher Vocabulary:weather air temperature humidity fronts air pressure storms precipitation wind direction wind speed air masses barometer thermometer anemometer wind vane rain gauge psychrometer front warm front cold front air mass highs lows isobar tornado lightning thunder hurricane climate zone temperate tropical polarKnowledge:Students know: Weather is the condition of the atmosphere at a given place and time. Weather and climate are shaped by complex interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. Energy is redistributed globally through ocean currents and also through atmospheric circulation. Sunlight heats Earth's surface, which in turn heats the atmosphere. Temperature patterns, together with the Earth's rotation and the configuration of continents and oceans, control the large-scale patterns of atmospheric circulation. Winds gain energy and water vapor content as they cross hot ocean regions, which can lead to tropical storms. Prediction Center maps provide weather forecasts and climate patterns based on analyses of observational data.Skills:Students are able to: Analyze data in patterns to predict the outcome of an event. Analyze data models to predict outcome of an event.Understanding:Students understand that: The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Weather, hydrologic, and climate forecasts and warnings protect life and property. Weather, hydrologic, and climate forecasts and warnings protect life and property. Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.ESS.HS.15- Identify weather conditions, including temperature, wind speed, humidity, and severe weather events (e.g., tornadoes, hurricanes, floods).
Learning Objectives:

The student will be able to collect data on 3 past hurricanes and plot their track on a hurricane tracking chart.

The student will be able to graph wind speed vs pressure of the 3 past hurricanes to visually note the pattern that emerges.

The student will be able to explain the relationship between hurricane category and damage that occurs.

The student will be able to relate conditions that might be predictors for future hurricane events.

Strategies, Preparations and Variations