Science.2.10.C

Previous Next
The student is expected to

investigate different types of severe weather events such as a hurricane, tornado, or flood and explain that some events are more likely than others in a given region.

1666 TEKS header image

Knowledge and Skills Statement

Earth and space. The student knows that the natural world includes earth materials that can be observed in systems and processes.

Provide students with access to a data set that indicates where severe weather events such as hurricanes, tornadoes, and floods have occurred over the last 50 years. Have students draw pictures or use stickers on a map of the United States to map those weather events. Students will then write 1-2 sentences describing the locations in which each is more likely to occur. Patterns that students recognize may include that hurricanes affect the coast and the general location of tornado alley. Students should also recognize that flooding typically affects low lying areas or areas close to a source of water which may overflow its banks. 
 

a rising and overflowing of a body of water such as a creek, river, or lake, especially onto normally dry land

a type of tropical cyclone; has winds of 74 miles (119 kilometers) per hour or greater and is usually accompanied by rain, thunder, and lightning

a natural phenomenon marked by gradual changes that lead toward a particular result; a continuing natural or biological activity or function

geographical regions and sub-regions are areas that are broadly divided by physical characteristics (physical characteristics), human impact characteristics (human geography), and the interaction of humanity and the environment (environmental geography)

a regularly interacting or interdependent group of items forming a unified whole

a violent destructive whirling wind accompanied by a funnel-shaped cloud that progresses in a narrow path over the land

the various patterns of movement of water and air driven by interactions among the geosphere (land), hydrosphere (water), and atmosphere (air), with inputs of energy from the sun

Research

Robertson, Bill. “Science 101.” Science and Children 47, no. 6 (2010): 68–71.  http://www.jstor.org/stable/43175258. 

Summary: Examples of activities that model how hurricanes are formed are provided in this article, which focuses on hurricane formation, how they affect communities, and some possible ways that they can be prevented.  Hurricanes need warm ocean water and humid areas to form, affecting communities in warm climates near water. 

 

Research

Hood, Kaitlyn, and Jack A. Gerlovich. “Inquiring Minds Do Want to Know.” Science and Children 44, no. 6 (2007): 42–44. http://www.jstor.org/stable/43172956. 

Summary: This article focuses on students exploring the formation of tornadoes. The lesson should start with a pre-assessment to see what students already know about tornadoes and the impact they can have. Before focusing on how they form, teachers should introduce a tornado and what it can do to communities. In this article, the teacher set up the classroom to look like a tornado had hit it to give students an in-person example of the damage they can do. Once these students had been informed of what conditions are necessary for tornadoes to form, they started an experiment to try and create a tornado inside their classroom, using things like fans, water bottles, and dry ice to mimic a tornado. Students did this with little guidance from their teacher and took notes as they made observations about their tornadoes. Students completing this activity ensured that all students were involved in the discussion and problem-solving.