MYP: Hurricanes
Name: ____________________________Essential Question: Why is it important to study and
Flynt - ____ Period
understand the physical characteristics and interactions of the
_____th Grade Science
atmosphere, hydrosphere, geosphere, and anthroposphere?
Use the student self-monitoring scale to rate yourself on each of the following targets and topics of learning.
SC.8.N.1.6
Understand that scientific investigations involve the collection of relevant empirical evidence, the use of
logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to
make sense of the collected evidence. Moderate
SC.7.N.3.2
Identify the benefits and limitations of the use of scientific models.
Moderate
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize
limitations and uncertainties of such predictions. High
SC.8.N.4.1
Explain that science is one of the processes that can be used to inform decision making at the community,
state, national, and international levels. Moderate
Describe some of the types of data used by the National Hurricane Center and other meteorologists to forecast
hurricane paths and predict potential intensity and hazards.
Give examples of technologies used by the NHC and other meteorologists to forecast hurricane paths and
predict potential intensity and hazards.
Explain what is meant by the phrase “cone of uncertainty” when used in hurricane forecasts.
Explain why every official NHC update includes the following warning: “Do not focus on the eye or the track–
hurricanes are immense systems that can move in complex patterns that are difficult to predict. Be prepared for
changes in size, intensity, speed, and direction.”
Explain why NHC forecasts sometimes differ from the hurricane models.
Explain why NHC forecasts sometimes include high levels of uncertainty.
Explain how tropical systems are classified and explain why this system doesn’t always reflect the potential
hazards associated with a tropical system.
Describe some of the political, economic, and social consequences associated with forecast inaccuracies,
including hurricane track errors, as well as both over-estimating and underestimating the strength and potential
hazards associated with tropical systems.
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere,
hydrosphere, cryosphere, geosphere, and biosphere.
High
SC.6.E.7.2
Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on
weather patterns and climate. High
SC.6.E.7.3
Describe how global patterns such as the jet stream and ocean currents influence local weather in
measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. High
SC.912.E.7.6 Relate the formation of severe weather to the various physical factors. Moderate
List places where tropical systems commonly form and explain why hurricanes tend to form in these locations.
Describe the role of evaporation and condensation in hurricane formation and development.
Describe the role played by global wind belts like the Trade Winds and Prevailing Westerlies in steering
hurricanes.
Describe the role of warm ocean waters and warm ocean currents in hurricane formation and development.
Explain what might happen to a hurricane if it moved over a cool ocean current.
Predict how cold water upwelling would affect a slow-moving or stationary hurricane.
Describe conditions that could potentially increase the chances of storm surge and/or severe flooding as a
hurricane comes ashore.
List several differences between hurricanes and tornadoes.
SC.6.E.7.7
Investigate how natural disasters have affected human life in Florida.
High
SC.6.E.7.8
Describe ways human beings protect themselves from hazardous weather and sun exposure. Moderate
Describe specific hazards associated with hurricanes and other tropical systems.
Describe specific precautions that people can and should take before, during, and after a hurricane to protect
themselves from hazardous conditions and minimize risks associated with tropical systems.
Provide examples of activities or actions that might put people at risk before during or after a hurricane.
Describe at least one source of information that has resources to help you prepare in case a hurricane or other
tropical system approaches your area.
Written Response Prompts:
1. Which part of your homework/classwork assignment was most difficult?
2. What are two questions you would like answered during today's (or tomorrow's) lesson?
3. What is one topic or target that we studied in the past that is still puzzling you?
4. Summarize what you learned about a topic today/yesterday.
5. What was the clearest point we made today/yesterday? What was the foggiest point?
6. Which topic(s) or target(s) that we talked about today/yesterday most interested you and
why?
7. What do you still not understand about the concept we've been discussing? What do
YOU plan to do to help improve your understanding?
8. If you had to restate one of the topics or targets in your own words, how would you do
that?
9. How does today's discussion build on yesterday's?
10. Explain/demonstrate your depth of knowledge about one of this week’s topics.
11. Describe a task, skill, assignment, breakthrough, or other accomplishment that happened
this week in science that you are proud of.
12.
13.