HURRICANE AWARENESS IN CANADA
ONTARIO – SECONDARY
Hurricane Awareness in Canada
Lesson Overview:
Students learn the categories of tropical cyclones, investigate how hurricanes
develop and observe their location patterns. They will then use this knowledge to
assess the risk of damage by a tropical cyclone in various locations in Canada.
As an extension, they will write a seasonal hurricane advisory for a select
Canadian location.
Grade Level:
Grade 11
Time Required:
150 minutes (2 periods)
Curriculum Connection (Province and course):
Ontario, Physical Geography: Patterns Processes and Interactions, Grade 11
University/College
Link to Canadian National Geographic Standards:
Essential Element #1: The World in Spatial Terms
 Mental maps and spatial relationships
Oceans Scope & Sequence Standard #1: The World in Spatial Terms
 Use of spatial representations and technology
 World patterns of extreme ocean events
Essential Element #3: Physical Systems
 World patterns of extreme events
Oceans Scope & Sequence Standard #3: Physical Systems
 Processes of extreme ocean events
Essential Element #5: Environment and Society
 Global effects on the human environment by changes in the physical
environment
 Impacts of major natural hazards/disasters on humans
Oceans Scope & Sequence Standard #5: Environment and Society
 Ocean influences on a global scale
Geographic Skill #3: Organizing Geographic Information
 Make inferences and draw conclusions from maps and other geographic
representations
Geographic Skill #4: Analyzing Geographic Information
Canadian Council for Geographic Education (www.ccge.org)
Canadian Meteorological and Oceanographic Society
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HURRICANE AWARENESS IN CANADA

ONTARIO – SECONDARY
Use the process of analysis, synthesis, evaluation and explanation to
interpret geographic information from a variety of sources.
Additional Resources, Materials and Equipment Required:
Student activity worksheet, internet access for each student or pair of students
Main Objective:
The goal of this lesson is to increase awareness of extreme weather events that
have ocean origins and which may have serious effects in parts of Canada.
Students learn that severe weather storms originating in the tropics may have an
impact on higher latitude locations within relatively short periods of time. The
lesson also introduces students to the resources available on the Environment
Canada/CMOS website and their usefulness for remote sensing and/or weather
warnings.
Learning Outcomes:
Ontario Curriculum:
By the end of the lesson, students will be able to:
 Demonstrate an understanding of the origins, distribution and frequency of
different kinds of ocean-based storms.
 Explain current methods and technologies used to track and predict
weather, including dangerous phenomenon such as a hurricanes,
thunderstorms and tornados
 Demonstrate an understanding of the technology available for mapping,
imaging and measuring features and phenomena on the surface of the
earth.
The Lesson:
Teacher Activity

Introduction



Briefly outline the formation of tropical storms and
hurricanes at tropical latitudes.
Initiate a discussion of examples of hurricanes that
caused high levels of damage in Canada. (e.g.
Juan, Hazel - see websites on activity pages).
Demonstrate the web resources available and
show the images of hurricanes referred to in the
lesson, if access to an internet connected LCD
projector is available.
Describe the task at hand: to find out how and
where hurricanes form and to assess the risk of
such storms to various geographical regions in
Canada.
Canadian Council for Geographic Education (www.ccge.org)
Canadian Meteorological and Oceanographic Society
Student Activity

Participate in discussion and
share prior knowledge
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Lesson Development
ONTARIO – SECONDARY

Distribute the worksheet and direct students to the
first website.

Complete the worksheet
individually or in pairs.
Conclusion
HURRICANE AWARENESS IN CANADA

As a class, review how and where tropical storms
and hurricanes form and discuss the answers on
the worksheet.
Have students submit the worksheet for evaluation
and the extension activity.

Share findings and
participate in discussion.

Lesson Extension:
For homework, students use the worksheet and their knowledge of tropical
storms to write a long-range hurricane forecast for Eastern Canada. This forecast
will include a list of precautions to take in such an event.
Instructions:
Write a long-range weather advisory for Eastern Canada using the information
you learned in the activity.
Under the heading “Long Range Hurricane Forecast”, predict the chance of
damage from future tropical storms. Make sure you refer to the physical features
of the region in your forecast and use terms from the glossary you made.
Under the heading “Emergency Preparedness Procedure”, briefly outline the
steps residents and the government must take based on the long range forecast.
Refer to these websites for more information on emergency preparedness.
“What to do when a Hurricane Watch or Warning is issued“
http://www.atl.ec.gc.ca/weather/hurricane/hurricanes6.html
Emergency Preparedness Canada
http://www.ocipep.gc.ca/info_pro/checklists/index_e.asp
Assessment of Student Learning:
Evaluate the worksheet assigning points based on the completeness of answers.
Suggested marking points are in brackets for each question on the worksheet.
Canadian Council for Geographic Education (www.ccge.org)
Canadian Meteorological and Oceanographic Society
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ONTARIO – SECONDARY
HURRICANE AWARENESS IN CANADA
Evaluating Lesson Extension:
Evaluate the long-range forecasts using the rating scale below.
Criteria for Evaluation of Hurricane Forecast
Rating
Knowledge
Demonstrates an understanding of the origins,
distribution and frequency of hurricanes and their
associated risks
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Thinking
Uses the process of analysis, synthesis, evaluation
and explanation to interpret geographic information
from a variety of sources.
Communication
Use of written communication skills
Application
Selection and use of key terms and facts to
produce a long range forecast
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Canadian Meteorological and Oceanographic Society
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HURRICANE AWARENESS IN CANADA
ONTARIO – SECONDARY
Preparing for Hurricanes in Canada - Student Worksheet
Hurricanes originate in warm tropical waters thousands of kilometres from
Canada, but two major hurricanes have devastated parts of Toronto and Halifax.
What is the risk of a major hurricane overwhelming another Canadian city? Are
you, your family and friends personally prepared for such risk? Use the websites
and questions below to discover how hurricanes form and to assess this risk.
(45 marks)
Part 1: Current Conditions
1. Go to http://weatheroffice.ec.gc.ca/warnings/warnings_e.html
View the map of Public Weather Warnings for Canada. If there are storms
currently affecting Canada are any of these storms tropical in origin? (1)
2. Go to http://www.atl.ec.gc.ca/weather/hurricane/juan/satellite_e.html
These are satellite images of hurricane Juan off the coast of Nova Scotia.
a. Describe the shape of a hurricane. (1)
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b. In what direction do the clouds swirl? (1)
________________________________________________________________
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c. How large is this hurricane? In your answer refer to geographical features you
see in the images. (1)
________________________________________________________________
________________________________________________________________
d. Why is the first image coloured? (1)
Part 2: How are hurricanes different from other storms?
3. Go to http://www.atl.ec.gc.ca/weather/hurricane/hurricanes1a.html
a. What four conditions must exist for a hurricane to form? (4)
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________________________________________________________________
________________________________________________________________
________________________________________________________________
b. Go to http://www.atl.ec.gc.ca/weather/hurricane/hurricanes1b.html
What is a tropical cyclone? (1)
c. Go to http://www.atl.ec.gc.ca/weather/hurricane/hurricanes1c.html
How is a hurricane different from a tropical depression or tropical storm? (1)
d. http://www.atl.ec.gc.ca/weather/hurricane/hurricanes1f.html
When do most hurricanes that affect Canada form? (1)
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Canadian Meteorological and Oceanographic Society
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HURRICANE AWARENESS IN CANADA
ONTARIO – SECONDARY
4. Hurricane Glossary
Go to http://www.atl.ec.gc.ca/weather/hurricane/hurricanes9.html
Define the following terms in your own words: (12)
Coriolis Force:
________________________________________________________________
________________________________________________________________
Cyclonic Circulation:
________________________________________________________________
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Eye and Eyewall:
Low Pressure System (low):
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Storm Surge:
________________________________________________________________
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Tropical Cyclone:
________________________________________________________________
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Hurricane Warning:
________________________________________________________________
________________________________________________________________
Hurricane Track:
________________________________________________________________
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Hurricane Season:
________________________________________________________________
________________________________________________________________
Post-Tropical Storm:
________________________________________________________________
________________________________________________________________
Small Craft Advisory:
________________________________________________________________
________________________________________________________________
Spiral Rain Bands:
________________________________________________________________
________________________________________________________________
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Canadian Meteorological and Oceanographic Society
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HURRICANE AWARENESS IN CANADA
ONTARIO – SECONDARY
Part 3: Assessing the Risk
What is the risk that populated areas of the country will experience a major
hurricane in the next 50 years?
5. Go to http://www.atl.ec.gc.ca/weather/hurricane/climatology/preview_e.html
and view the article, "A Climatology of Hurricanes for Canada: Improving Our
Awareness of the Threat".
a. What does the frequency map show? (1)
b. View the Storm Frequency – 5-year periods bar chart.
What is your estimate of the average number of storms per year? (1)
c. View the graph "Tropical Storm Frequency by Day".
What is the worst time of the year for storms? (1)
d. View the Fatality Statistics (1900-2003)
What period of time has had the most fatalities? Why do you think this may be
so? (1)
6. Go the Hurricane Juan website:
http://www.atl.ec.gc.ca/weather/hurricane/juan/
a. View the photos from the photo galleries to see the devastation of a category
2 hurricane.
What is your impression of the damage? (1)
b. Go to http://www.atl.ec.gc.ca/weather/hurricane/juan/intensity_e.html
What factors made Hurricane Juan such a powerful hurricane in a northern
location? (1)
c. Go to http://www.atl.ec.gc.ca/weather/hurricane/juan/whatcan_e.html
What are three things you should do if you learn a hurricane is coming? (3)
________________________________________________________________
________________________________________________________________
7. Use the three factors below to assess the risk of damage from a hurricane for
the different geographical regions of Canada. (12)
 Information on hurricane formation and storm paths from previous sections
 The physical geography of Canada
 The population distribution map of Canada
(http://atlas.gc.ca/site/english/maps/peopleandsociety/population/population2001/
distribution2001)
Canadian Council for Geographic Education (www.ccge.org)
Canadian Meteorological and Oceanographic Society
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ONTARIO – SECONDARY
HURRICANE AWARENESS IN CANADA
Rate the risk as:
Very low
Low
Region
Nunavut, Yukon and
Northwest Territories
Possible
Risk
Assessment of
Hurricane
Damage
Sample:
Very low
High
Very High
Reason for this risk level
Small, scattered population, not
on any hurricane path, nor near
tropical waters.
Coastal British Columbia
Interior British Columbia,
Alberta, Saskatchewan,
Manitoba
Northern and Southern
Ontario, Northern Quebec,
Southern Quebec,
Labrador
Island of Newfoundland
Nova Scotia, New
Brunswick and PEI
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Canadian Meteorological and Oceanographic Society
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