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Investigating the Effect of Warmer Temperatures on Hurricanes
http://serc.carleton.edu/NAGTWorkshops/hurricanes/activities/28313.html

Serena Poli, On The Cutting Edge Collection/SERC

In this activity learners investigate the link between ocean temperatures and hurricane intensity, analyze instrumental and historical data, and explore possible future changes.

Activity takes 2 weeks outside of class and 1 to 2 class sessions to introduce and have a final discussion. Computers with internet access required.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
High School: 1 Performance Expectation, 1 Disciplinary Core Idea, 6 Cross Cutting Concepts, 8 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

Increased extreme weather events due to climate change
About Teaching Principle 7
Other materials addressing 7c

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.
2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:A) Processes that shape the Earth
Other materials addressing:
A) Processes that shape the Earth.
2. Knowledge of Environmental Processes and Systems:2.2 The Living Environment:A) Organisms, populations, and communities
Other materials addressing:
A) Organisms, populations, and communities.
2. Knowledge of Environmental Processes and Systems:2.2 The Living Environment:C) Systems and connections
Other materials addressing:
C) Systems and connections.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:A) Human/environment interactions
Other materials addressing:
A) Human/environment interactions.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:E) Environmental Issues
Other materials addressing:
E) Environmental Issues.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Create directions and/or a worksheet for students to better guide them through the map creation and hypothesis testing.
  • Provide general assignment instructions to students.
  • Provide a rubric or checklist of grading criteria.

About the Science

  • Students create and analyze a Sea Surface Height (SSH) map to discover the relationship between hurricane intensity and surface temperatures during a hurricane in the Gulf of Mexico.
  • Students then formulate and test hypotheses about how the global warming of the last century may have affected hurricane intensity using historical data.
  • Data are provided from Colorado Center for Astrodynamics Research.
  • Activity is written in such a way that it can be updated to current date (and data sources are also updated).
  • Comments from expert scientist: This activity gives students the opportunity to use actual data collections to demonstrate the difficulties in detecting Hurricane trends for themselves. Students do a composite analysis which provides training in independent data analysis.

About the Pedagogy

  • Hurricanes and climate change are topics that will likely engage students.
  • Links to types of student assessment are provided, but there is no specific assessment related to this lesson.

Technical Details/Ease of Use

  • There are no student or teacher directions about how to specifically use the Center for Astrodynamics Research site and generate the map.
  • All data are provided in links and will be updated each year.
  • No handout is available to provide assignment instructions.
  • As of October 2016, the link to SSH data at the Colorado Center for Astrodynamics was down as the site was hacked over the summer. If the link in the activity does not work, do a search for the data to either find a replacement, or to see if the same data exists with a new URL.

Next Generation Science Standards See how this Activity supports:

High School

Performance Expectations: 1

HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Disciplinary Core Ideas: 1

HS-ESS3.D:

Cross Cutting Concepts: 6

Patterns, Cause and effect, Scale, Proportion and Quantity, Systems and System Models, Energy and Matter, Stability and Change

HS-C1.4:Mathematical representations are needed to identify some patterns

HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

HS-C3.5:Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).

HS-C4.3:Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C7.3:Feedback (negative or positive) can stabilize or destabilize a system.

Science and Engineering Practices: 8

Asking Questions and Defining Problems, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

HS-P1.6:Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

HS-P3.1:Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.

HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

HS-P4.2:Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.

HS-P5.2:Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.

HS-P6.1:Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.

HS-P7.4:Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.

HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).


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