Kelly Dontje
Adriana Peratsakis
Addie Schafer
CRIN E06
Learning Cycle
Storm Chasers: The Case of Hurricane Irene
Grade level: 4
Subject: Science
Topic: Hurricanes
Date: Friday, November 1, 2013
SOL (write out): Virginia Science SOL 4.6 – The student will investigate and understand how weather phenomena occur and can be
predicted. Key concepts include a) weather phenomena; b) weather measurements and meteorological tools; and c) use of weather
measurements and weather phenomena to make weather predictions
Daily Questions: How do storms relate to each other? What is the connection between hurricanes, tornadoes, and thunderstorms?
Procedures for Learning Experience
Guiding Questions
Materials
Needed
Evaluation
(Assessment)
Approx.
Time
Needed
45 mins
Engagement: Ask students if they remember
how hurricanes form. Remind them about
Hurricane Irene. Ask students if they remember
where they were when it hit Williamsburg. Play
the following clip:
http://www.youtube.com/watch?v=qqbl_p8iu-s
Ask the students what the scientists discovered
from their observations. Students should note
that Irene’s dropping pressure coupled with
warm 85 degree ocean water will most likely
lead to a stronger, more destructive hurricane
headed our way.
Before the clip: How do
hurricanes form? Who
remembers when
Hurricane Irene came
through Williamsburg two
years ago? What
happened? What was it
like? After the clip: Why
were scientists trying to
determine the temperature
of the hurricane? What did
they find out?
YouTube clip:
http://www.yout
ube.com/watch?
v=qqbl_p8iu-s
Formative
assessment based
on student
responses
5 mins
Exploration: Tell the students that you have a
friend from NASA that needs the class’ help.
(Turn around and put on the lab coat...take on
the persona of a NASA meteorologist). Explain
to the students that a hurricane is forming and
you need their help researching so you can
What are the major side
effects of hurricanes (for
weather conditions and
damages)? Why was Irene
so exceptional for
hurricanes?
Meteorologist’s
Log and
hurricane
images
Students are
engaged, having
thoughtful
conversation
reflecting upon the
research found in
20 mins
Kelly Dontje
Adriana Peratsakis
Addie Schafer
CRIN E06
Learning Cycle
prepare the public for the upcoming storm. Treat
the students like fellow meteorologists. Divide
the class into 5 groups, handing out articles and
hurricane images. Instruct your “fellow
meteorologists” to record any important
information they gather from their research. Tell
the students we need to prepare ourselves for
another potential Hurricane. Students are
expected to read the article and work with their
group to determine the important details to
share. Walk around and help students with
difficult vocabulary and ask guiding questions.
Article 1: Addie
Article 2: Adriana
Article 3: Adriana
Article 4: How is Hurricane
Irene described? What
was going on in our region
of Virginia? What do you
think a thunderstorm off
the coast of Africa has to
do with Hurricane Irene?
What about the low
pressure and storms near
Bermuda? What is the
article implying?
Article 5: What were some
of the side effects that
came from Hurricane
Irene? Why do you think
side effects are considered
more dangerous than the
storm itself? How are
tornadoes and hurricanes
related?
the articles as well
as images, and
picking out key
points from their
assigned
resources.
Students will
discuss articles
with tablemates
and teachers will
informally assess
progress as they
walk around the
room. Groups will
then report back to
the class on their
collective thoughts
on important
information from
the
articles/resources
and contributions
will be formatively
assessed for
salience and
significance.
Explanation: Student groups will share gathered
information as teachers compile class copy
using the document camera. See Appendix A for
key points addressed in each article. Teachers
What factors determine the Meteorologist’s
intensity of a storm?
Log; Document
hurricane?
Camera
Completed student
“Meteorologist
Logs” will act as a
summative
15 mins
Kelly Dontje
Adriana Peratsakis
Addie Schafer
CRIN E06
Learning Cycle
will summarize and give a brief overview of the
relationships between key concepts.
Extension: Have students view a powerpoint
about an upcoming hurricane called Lorenzo
brewing in the Gulf of Mexico. Students will use
the previous information about Irene to make
predictions about the progression of Lorenzo
based on facts presented to them about the
current standings of the storm.
Extra time: If time permits, have the students
play “Create-a-cane” as a group using the
projector. Students should vote on answers and
work to create a perfect score of 80. To get 80:
wind must be coming from the same direction;
wind must be medium or light but all the same;
atmosphere must be very moist on both levels;
water temperature must be 26.5 degrees celsius;
latitude range between 10 N and 30 N
http://www.nhc.noaa.gov/outreach/games/canela
b.htm
evaluation.
Students are
expected to record
key points from
each article
shared, not just
their own.
What do you think will
happen when Lorenzo
comes up the coast? Will
Lorenzo affect
Williamsburg in great
measures like Irene or in
small measures such as
Hurricane Sandy?
What was the most
important fact you learned
about hurricanes and other
storms?
Powerpoint of
Lorenzo images
and facts
Informal
assessment of
students’
use/access of
vocabulary from
articles and prior
knowledge about
hurricanes and
storms during
class discussion.
Students’ ability to
appropriately
analyze Hurricane
Lorenzo and apply
what they’ve
learned to make
predictions about
its progression,
potential
pattern/path,
preparations, and
damage effects will
informally
5 min
Kelly Dontje
Adriana Peratsakis
Addie Schafer
CRIN E06
Learning Cycle
assessed through
the notes taken at
the bottom of their
handout (acting as
an exit slip for the
day). These notes
will be evaluated
based on students’
ability to apply the
day’s content to
predictions about
Lorenzo.
Articles Cited:
Levit, J. (2011). In the wake of Irene. Time for Kids. Retrieved October 25, 2013 from http://www.timeforkids.com/news/wakeirene/12231
Liang, A. (2011). East coast prepares for Hurricane Irene. Scholastic News. Retrieved October 25, 2013 from
http://www.scholastic.com/browse/article.jsp?id=3756422
National Hurricane Center (2011). Hurricane Irene lashes the Virginia Tidewater region. The Times-Picayune. Retrieved October 25,
2013 from http://www.nola.com/hurricane/index.ssf/2011/08/hurricane_irene_lashes_the_vir.html
Kelly Dontje
Adriana Peratsakis
Addie Schafer
CRIN E06
Learning Cycle
Potter, N. (2011). Hurricane Irene spawns tornadoes, damage reported in Delaware, Virginia. ABC News. Retrieved October 25,
2013 from http://abcnews.go.com/US/hurricane-irene-tornadoes-watches-virginia-delaware-marylandjersey/story?id=14395257
Shapley, D. (2011). Hurricane Irene on a path toward Mid-Atlantic, New York City and New England (update). The Daily Green.
Retrieved October 25, 2013 from http://www.thedailygreen.com/environmental-news/latest/hurricane-irene-path-0811
Photographs Cited:
Boynton, Betsy (2013). Coastal change hazards: Hurricanes and extreme storms. Retrieved 10/28, 2013 from
http://coastal.er.usgs.gov/hurricanes/extreme-storms/hurricanes.php.
Crawford, L. (2011). Hurricane Irene. Retrieved 10/28, 2013, from http://aiasc.com/2011/08/hurricane-irene/
Hurricane Irene coming. (2013). Bahamas News. Retrieved October 28, 2013 from
http://www.bahamasb2b.com/news/2011/08/hurricane-irene-coming-11324.html
Hurricane dangers: Wind, water, and at-risk zones. (2013). Capitol Broadcasting Company, Inc. Retrieved October 28,
2013 from http://www.wral.com/weather/hurricanes/page/1020965/
Leibach, H. (n.d.) Thunderstorms. Retrieved from the Severe-wx Wiki http://severewx.pbworks.com/w/page/15957990/Thunderstorms
Mexico battered by massive storms from east and west. (2013). Geo-Mexico. Retrieved October 28, 2013 from http://geomexico.com/?tag=hurricanes
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Adriana Peratsakis
Addie Schafer
CRIN E06
Learning Cycle
Mosher, D. (2011). NASA measures Irene's record rain totals from space. Wired.
http://www.cnn.com/2013/10/21/world/americas/tropical-weather-raymond/
NASA. (2011). Hurricane tracker: NASA Captures Irene from Space. (). Caribbean: International Business Times.
NASA. (2013). NASA on twitter. Retrieved 10/28, 2013, from https://twitter.com/NASA
National Hurricane Center (2013). Post-tropical cyclone Lorenzo. National Oceanic and Atmospheric Administration. Retrieved
October 28, 2013 from http://www.nhc.noaa.gov/refresh/graphics_at3+shtml/145133.shtml?5-daynl
National Hurricane Center. (2013). Post-tropical cyclone LORENZO. Retrieved 10/28, 2013, from
http://www.nhc.noaa.gov/refresh/graphics_at3+shtml/145133.shtml?gm_track#contents
New Jersey Real Estate. (2011). Preparing for Hurricane Irene. Retrieved 10/28, 2013, from
http://patrickparker.wordpress.com/2011/08/25/preparing-for-hurricane-irene/
Obama, B. (2011). Hurricane Irene. Retrieved 10/28, 2013, from http://propresobama.org/2011/09/02/hurricane-irene/
Postel, G. (2013). Hurricane Lorenzo. The Weather Channel. Retrieved October 28, 2013 from
http://www.weather.com/newscenter/hurricanecentral/2007/lorenzo.html
Reynz, R. (2011) Hurricane Irene. Reyna Elena dot com. Retrieved October 28, 2013 from
http://www.reynaelena.com/2011/08/26/hurricane-irene/
Smith, M. (2013). Hurricane. Raymond soaks Mexico’s Pacific coast. Cable News Network. Retrieved October 28, 2013 from
Kelly Dontje
Adriana Peratsakis
Addie Schafer
CRIN E06
Learning Cycle
Tornado Safety. (2012). Columbus LTC. Retrieved October 28, 2013 from http://elscolumbusltc.blogspot.com/2012/04/tornadosafety.html
Weather Underground. (2013). Post-tropical cyclone Lorenzo. Weather Underground, Inc. Retrieved October 28, 2013 from
http://www.wunderground.com/hurricane/atlantic/2013/Tropical-Storm-Lorenzo