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TROPICAL STORMS. Starter In pairs, think of 5 questions beginning with the letter ‘W’ that you could ask about this image. Lesson 1 and 2 What are tropical storms?. Lesson objectives To understand what tropical storms are and how they are formed. Success Criteria - PowerPoint PPT Presentation

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Page 1: TROPICAL STORMS

TROPICAL STORMS

Page 2: TROPICAL STORMS

StarterIn pairs, think of 5 questions beginning with the letter ‘W’ that you could ask

about this image

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Lesson 1 and 2What are tropical storms?

Lesson objectives• To understand what tropical storms are and how they are formed.Success Criteria• To label and annotate a world map showing a definition and the location of

tropical storms around the world.• To draw a diagram showing the stages of the formation of a tropical storm.

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What is a tropical storm?

Definition: Tropical storms are large areas of low pressure or extreme depressions. They occur in areas where sea surface temperatures are over 27 degrees centigrade.

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Depressions and Anti-cyclones• Depressions bring very wet and windy conditions. Depressions occur all throughout

the year, but are most common around Autumn into Winter. Depressions also bring lots of clouds with them (try to remember a Depression as a depressingly wet and windy day!!!)

• The opposite to a Depression is an Anti-Cyclone. Anti-cyclones bring calm weather with clear skies. You can also experience an anti-cyclone all throughout the year. During the summer months, anti-cyclones bring very hot weather with very little cloud and no rain, during the winter you usually get clear skies at night which makes it very cold. Usually in winter you will get lots of frost and fog in the morning as the night brought clear skies. Brrrrrrrr!!! Anti-Cyclones are also referred to as areas of High Pressure.

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The Eye of the storm• On satellite images they are shown up as, swirling masses of cloud,

with the eye clearly visible at the centre• The eye of the storm is where you will find the calm and clear area at

the centre of the tropical storm. • THINK: Why do you think that the eye of the storm may be

considered as being dangerous to people?

Tip: Think about what happened in the Film “The day after tomorrow”.

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Can you name the types of tropical storms?

There are four types of tropical storms:

• Hurricanes• Typhoons • Cyclones

These are the different terms used, butthey all mean the same!!

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Map skills Task 1:

• Using a world map complete the following:1. Draw on where the different types of tropical

storms are found2. Shade in where sea temperature in over 27

degrees centigrade3. Homework: Annotate the map with 6

interesting facts about tropical storms

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Where can we find tropical storms?

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The Hurricane Song

• http://www.gatm.org.uk/geographyatthemovies/weather.html

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Task 2: Using the cards, sort them into a sequence of events to explain the formation of a hurricane.

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How a hurricane forms...card sort answers

• Hurricanes need a lot of heat to form (a sea surface temperature of at least 26 degrees), which is why they usually occur over tropical seas. They also need to be between 5 and 20 degrees north or south of the equator.

• Rising warm air rises fast, causing towering clouds, heavy rainfall, and intense low pressure.

• The low pressure sucks in air, causing very strong winds which spiral - anti-clockwise in the northern hemisphere - around the centre of the low, at speeds of around 120 km/h (75 mph).

• Huge circular bodies of thick cloud around 450 km (300miles) wide. The cloud brings heavy rain, thunder and lightning.

• In the centre is the eye of the hurricane, about 45 km across (30miles) across. Often there will be no cloud in the eye. Seen from below it will seem calmer, with a circle of blue sky above. The eye is formed because this is the only part of the hurricane where air is sinking.

• In the northern hemisphere, the prevailing easterly tropical winds tend to steer hurricanes toward land - although their course is unpredictable. As they move inshore their power gradually reduces, because their energy comes from sucking up moist sea air.

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Task 3: Using the text book on page 75, produce a diagram showing the stages of the formation of a tropical storm using the examples in the book. You must annotate the various stages of the storm.

The formation of a tropical storm could appear in two types of question; one involving diagrams and the other asking for a more detailed written response. Make sure that you can tackle both tasks effectively.

EXAM TIP

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Plenary: Peer Assessment• Make up an exam question to test your peer. This question

must test them on what they have learnt in today’s lesson.

• Swap questions and attempt to answer it.

• Now peer mark each other’s work. 1. Put an ‘S’ for strengths and write at least one strength of

their work.2. Put a ‘T’ for targets and write one improvement target to

help them next time.

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What are tropical storms?Lesson objectives• To understand what tropical storms are and how they are formed.Success Criteria• To label and annotate a world map showing a definition and the

location of tropical storms around the world.• To draw a diagram showing the stages of the formation of a tropical

storm.

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Lesson 3:How are tropical storms measured?

What evidence is there on Figure 5 to suggest that changes in sea temperatures occurred between 1980 and 2010? 4 marks

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Using the Markscheme below self assess your answer using the self assessment sheet.

• Identifies a cycle/fluctuations (1), indicates increasing/decreasing

• sea temperatures (1)• Identifies a peak (dates/number of storm days)

(1), link to heating or El Nino (1)• Identifies a trough (dates/number of storm days)

(1), link to cooling or La Nina (1).• Higher/lower sea temperatures = more/fewer

tropical storm days = 1 mark only.

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How are tropical storms measured?Lesson objectives• To understand how tropical storms are measured.Success Criteria• To practice an exam question and self assessment• To accurately complete the Saffir-Simpson scale card matching exercise.• To create an article educating others about the usefulness of Saffir-

Simpson scale .

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How are tropical storms measured?

All tropical storms are dangerous, but some are more so than others. To make comparisons easier and to make the predicted hazards of approaching tropical storms clearer to emergency managers, National Oceanic and Atmospheric Administration's tropical storms forecasters use a disaster-potential scale which assigns storms to five categories. This can be used to give an estimate of the potential property damage and flooding expected along the coast with a tropical storms.

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The scale was formulated in 1969 by Herbert Saffir, a consulting engineer, and Dr. Bob Simpson, director of

the National Hurricane Centre. The World Meteorological Organization was preparing a report

on structural damage to dwellings due to windstorms, and Dr. Simpson added information about storm surge

heights that accompany tropical storms in each category. It is called the Saffir-Simpson scale.

Herbert Saffir

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Task: Read the cards you have been given and match them up so that the

categories match the wind speeds and descriptions of what effects the

tropical storm would have.

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Saffir- Simpson ScaleCategory Winds Effects

One 74-95 mphNo real damage to building structures. Damage primarily to unanchored mobile homes, shrubbery, and trees. Also, some coastal road flooding and minor pier damage

Two 96-110 mphSome roofing material, door, and window damage to buildings. Considerable damage to vegetation, mobile homes, and piers. Coastal and low-lying escape routes flood 2-4 hours before arrival of centre. Small craft in unprotected anchorages break moorings.

Three 111-130 mph

Some structural damage to small residences and utility buildings with a minor amount of curtain wall failures. Mobile homes are destroyed. Flooding near the coast destroys smaller structures with larger structures damaged by floating debris. Terrain continuously lower than 5 feet ASL may be flooded inland 8 miles or more.

Four 131-155 mph

More extensive curtainwall failures with some complete roof strucutre failure on small residences. Major erosion of beach. Major damage to lower floors of structures near the shore. Terrain continuously lower than 10 feet ASL may be flooded requiring massive evacuation of residential areas inland as far as 6 miles.

Five greater than 155 mph

Complete roof failure on many residences and industrial buildings. Some complete building failures with small utility buildings blown over or away. Major damage to lower floors of all structures located less than 15 feet ASL and within 500 yards of the shoreline. Massive evacuation of residential areas on low ground within 5 to 10 miles of the shoreline may be required.

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Task: Now stick the answer sheet into your book.

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The map below shows the path taken by tropical storms and their intensity. Write a short article for a Geography magazine aimed at GCSE Geography studentson how useful this map is to Geographers and people living in areas prone to

tropical storms?

Plenary Literacy Task:

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Now pretend you are the editor of the magazine and peer mark your study buddy’s article using a red pen. Is it good enough to go to print? How can it be improved? Put

one Strength and one Target.

S = Strength T= Target

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Starter:In pairs, think of 5 questions beginning with the letter

‘W’ that you could ask about this image

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Effects of tropical stormsLesson Objectives• All to know the effects of a tropical storm• Most to categorise the effects into primary and secondary effects of

tropical storms• Some to know the differences between the environmental, social and

economic effects of tropical stormsSuccess Criteria• All to complete table of the effects of a tropical storm• Most to group effects of a tropical storm into primary and secondary

effects

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Effects of a tropical

storm

Task 1: In pairs create a thought shower on the effects of a tropical storm. When creating your thought shower you might like to think about tropical storms that have been in the news, for example

Hurricane Katrina. Think of as many effects as you can, big or small.

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The intense winds of tropical storms can destroy whole communities, buildings and communication networks. As well as their

own destructive energy, the winds generate abnormally high waves and tidal surges,

which cause flooding in coastal areas. The most destructive elements are the high seas and the flooding that accompany the storms.

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Literacy Task: Look at this image it shows a storm surge caused by a Tropical storm. Write a short poem describing its power and what a person might feel seeing it coming towards them.

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What is a Storm Surge?

http://www.nhc.noaa.gov/HAW2/english/storm_surge.shtml

Storm surges: Abnormal rise of the sea along a shore as the result of a storm; sometimes called a tidal surge. Draw a quick but accurate sketch of this diagram.

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Storm surge is water that is pushed toward the shore by the force of the winds swirling around the storm.

This advancing surge combines with the normal tide to create a tropical storm tide.

This rise in water level can cause severe flooding in coastal areas, particularly when the storm tide coincides with the normal high tides.

The level of surge in a particular area is also determined by the slope of the continental shelf. A shallow slope off the coast will allow a greater surge to inundate coastal communities.

Communities with a steeper continental shelf will not see as much surge inundation, although large breaking waves can still present major problems. Storm tides, waves, and currents in confined harbours severely damage ships, marinas, and pleasure boats.

Annotate your diagram with some of this information a storm surge is...

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Did you know•The highest storm surge ever recorded was 15 metres above normal high tide (Cyclone Mahina in the Pacific Ocean, 1899)•Hurricane Katrina (2005) had the highest recorded storm surge of any Atlantic hurricane. It was 8.5 metres in height.

(Do not confuse a storm surge with a Tsunami!!!)

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Images of Haiti, an between the Caribbean Sea and the Atlantic Ocean

The island of Haiti was greatly affected by Hurricane Hanna

Task 2: a) Discuss what these images show. b) Using these photos of Haiti after Hurricane Hanna, can you identify the primary

and secondary effects of a Tropical Storm?

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MEDCs are better placed to reduce the effects of tropical storms, because they have more financial resources and educational and technological know-how to help deal with them. This means they are better able to observe and predict storm behaviour, and to invest in infrastructure, which can withstand storms - as well as having more resources for repairing the damage caused.Therefore...if MEDCs are better prepared for tropical storms and LEDCs are not, in what ways do you think that LEDCs can be affected by tropical storms?

Think about countries poor low lying like Bangladesh.

Who and what do you think LEDCs rely on after a storm event?

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Task 3: Create a table that shows the effects of a tropical storm, consider the physical, environmental, social and economic effects. Use the text book (pg. 72) to help you.

Type of damage Primary Effects Secondary Effects

Physical and environmental

Social

Economic

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Plenary:

a) Which effect do you consider to be the most severe and why?

b) Go back to your poem and add another verse about the primary effects of a tropical storm.

Extension: Add a verse to your poem about the secondary effects of a tropical storm.

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Effects of tropical stormsLesson Objectives• All to know the effects of a tropical storm• Most to categorise the effects into the primary and secondary effects

of tropical storms• Some to know the differences between the environmental, social and

economic effects of tropical stormsSuccess Criteria• All to complete table of the effects of a tropical storm• Most to group effects of a tropical storm into primary and secondary

effects

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Case Study: Hurricane KatrinaLesson Objectives• All to create the case study of Hurricane Katrina

Success Criteria• Produce detailed DVD notes• You will of created a detailed case study of Hurricane

Katrina.

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Starter:

Find New Orleans in the Atlas. Work out the longitude and latitude?

Tip: look at page 103

Answer: Latitude 30 degrees NorthLongitude 90 degrees West

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Task: Using the Geofile and the DVD to help you, create a case study of Hurricane Katrina. You will need to use the following structure to help you.When did Hurricane Katrina hit?Describe the path of Hurricane KatrinaWhat Category did Katrina reach?What wind speeds did Katrina reach?What states did Hurricane Katrina hit?How did people prepare for the Hurricane?What were the primary effects of Hurricane Katrina?What were the secondary effects of Hurricane Katrina?How did people respond to the Hurricane? Including the clean-up.

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Case Study of Hurricane Katrina

Causes of Hurricane KatrinaPath of the HurricaneSummary of key Facts and FiguresPrimary EffectsSecondary EffectsResponses and clean up

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Plenary:Give me 5!!!

Write five things that you have learnt about Hurricane Katrina. Pick your best answer to share with the class.

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Case Study: Hurricane KatrinaLesson Objectives• All to create the case study of Hurricane Katrina

Success Criteria• Produce detailed DVD notes• You will of created a detailed case study of Hurricane

Katrina.

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Case Study: Cyclone NargisLesson Objectives• All to create the case study of Hurricane Nargis

Success Criteria• You will have created a detailed case study of Cyclone

Nargis.

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Starter:In pairs discuss what this image is, what shows and how it

might be useful.

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Case study: Cyclone Nargis 2008

April 27th: formed in Bay of Bengal

Originally predicted to hit Bangladesh or SE India

Convection decreases

Convection increases, Changes direction eastwards

May 1st

Landfall May 2nd Burma.Peak winds of 215 km/h

Category 4

Dies outs May 3rd

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Cyclone Nargis May 2008: The impacts146,000 fatalities

1000s missing.Many feared washed

out to sea

2.7% of projected GDPpredicted lost by event

1,163 temples destroyed

Extensive destructionof buildings, e.g. Labutta

town 75% buildings collapsed

700,000 homes destroyed in delta

5 regions declareda disaster area $10 estimated cost

65% of paddy fields contaminated by

salt water

75% of health service& 4,000 schools

damaged

100,000 fishing vessels destroyed

75% livestock killed

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Cyclone Nargis May 2008: the response

• Long term response has been to restore quality of life through projects working with farmers, rebuilding school and health centres and clean water supplies.

• Improving road infrastructure to allow for quicker access to safer areas in future disasters.

• Preparation to prepare people in most vulnerable areas and educate on appropriate response.

• 44 countries responded by donating money to the relief operation, food, shelter, volunteers, water and medicine.

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Case Study of Cyclone Nargis

Causes of Cyclone NargisPath of the CycloneSummary of key Facts and FiguresPrimary EffectsSecondary EffectsResponses and cleanup

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Plenary:

Compare Hurricane Katrina to Cyclone Nargis.

How are the effects similar? How are they different?

Which one in your opinion is worse? Why?

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Case Study: Cyclone NargisLesson Objectives• All to create the case study of Hurricane Nargis

Success Criteria• You will have created a detailed case study of Cyclone

Nargis.

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Kinaesthetic learning activities(To be completed over 2 lessons)

Lesson objectives• To create a drama piece, song, rap or poem toexplore the life of a tropical storm

Success Criteria • All students to consider the formation of a tropical storm• Most to consider the primary and secondary effects of

the storm

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Starter;

Think of 3 questions to ask your study buddy on Tropical storms.

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What must I include in my presentation?

•In groups of 4 or 5 decide upon your presentation piece•Using your text book and exercise book piece together the life of a tropical storm•In your group you must be able to portray the formation of a tropical storm, the path of a tropical storm and the primary and secondary effects of a tropical storm.•If your group decides to do a drama piece, you must have a narrator to inform you audience of the sequence of events

TIP: Use you exercise books and text books to help you

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PlenaryPeer Assessment

• As each performance is taking place, the audience is responsible for assessing each performance.

• On a piece of paper you will need to write down 2 things that you liked about the performance and 1 thing that you think could be improved or 1 thing that you think that the group have missed out.

• Based on your 2 strengths and 1 target, you will need to mark the group out of 10.

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Kinaesthetic learning activities(To be completed over 2 lessons)

Lesson objectives• To create a drama piece, song, rap or poem toexplore the life of a tropical storm

Success Criteria • All students to consider the formation of a tropical storm• Most to consider the primary and secondary effects of

the storm

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Reducing the damage from tropical storms

Lesson Objectives• Understand how tropical storms are forecast and how people prepare

for them.

Success Criteria• Create tables about how different groups help people to cope with

tropical storms.• Create an emergency kit list.

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Starter:

In small groups look at the different forecasts of the path of Hurricane Ike. Evaluate how useful are they in allowing people and governments to prepare for a tropical storm?What negative effects could forecasts like these have?

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Reducing the damage from tropical storms

In order to reduce the damage from tropical storms, people are advised to follow these three steps:

Forecast Prepare Act

Task: Why do you think that these 3 methods are used to reduce damage following a tropical storm? Create thought showers to explore your ideas.

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Forecasting and Preparing for Tropical Storms

Did you know?!?! Forecasters analyse large amounts of weather data and use complexcomputer modelling, but still only have a 20-25% chance of knowing exactly where atropical storm will strike 48 hours in advance.

Two large agencies monitor the movement of tropical storms, one is the ‘National Hurricane Centre’ (Atlantic) and the other is the ‘Joint Typhoon Warning Centre’ (Pacific).

Warnings are issued to places where a tropical storm is likely to strike, but it is difficultto predict their movement with complete accuracy. WHY?

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Paired Tasks:The speed and path of a tropical storm are affected by many factors that make them unpredictable.

Task 1: Create a thought shower to consider the above factor – what do you think affects the path and speed of a tropical storm?

Forecasts are available on the internet for people to look at if they are worried that they may be affected by a tropical storm. People who live within the area should prepare themselves for the possibility that a storm may hit.

Task 2: In pairs, create a thought shower to consider what items people should have in their emergency kit! Once you have considered the items to have in an emergency kit, explain underneath WHY you think that the item is needed and HOW it might help them in a tropical storm.

Having thought about items to have in an emergency kit, you now need to think about the design of some buildings that are subject to frequent and very strong tropical storms.

Task 3: Consider the materials and designs of buildings in tropical storm zones, how can they be designed to resist the force of tropical storms and possible storm surges?

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Solutions: How have they coped?

We need to consider 3 groups of people – NGOs, Government and the individuals (public)

Task 4: Copy out the table below, using the text book to help you and the class discussion, fill in the ways in which these 3 groups have helped people through and after tropical storms in LEDCs, like Bangladesh in Cyclone Nargis.

Government NGOs Civilians

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Task 5: Now fill in the ways in which these 3 groups have helped people through and after Hurricane Katrina. Is it different for an MEDC?

Government NGOs Civilians

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NGO schemes in Bangladesh

Most people in less developed countries, such as Bangladesh, are unable to afford the same protection as those in richer countries like the USA.

With the help of Non-Government Organisations (NGOs), simple yet effective measures are being put in place to protect people from the cyclones that strike the country.

Task 6: Using the text book, pg. 77 – create some cartoon characters and the ways in which NGOs are helping developing countries to recover from tropical cyclones.

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Plenary:What would you do?

If you lived in a country that is subject to tropical storms, how would you prepare for tropical storms?

What would you have in your emergency kit?

Why would you have these in your kit?

Extension Task: Create a picture of your own emergency kit, annotate it to explain the purpose of the items in your kit.

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Reducing the damage from tropical storms

Lesson Objectives• Understand how tropical storms are forecast and how people prepare

for them.

Success Criteria• Create tables about how different groups help people to cope with

tropical storms.• Create an emergency kit list.

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Are There More Tropical Storms To Come?

Lesson Objectives• All to decide whether or not tropical storms will

increase in force in the future• Some to know about the nature of the changes to the

number and severity of tropical stormsSuccess Criteria• All to draw a table to show the debate about people’s opinions over whether the number and severity of storms will increase in the future• Most to use graphs to assess the changes in force of tropical storms• Some to suggest why data about tropical storms might be unreliable

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Starter:

Write down all of the key terms from your work on Tropical Storms that you can recall. The

winner will get a plus point!

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Did you know?????????

The tropical storms with the highest ever wind speeds of over 310km/h were Typhoon Tip (1979), Typhoon Keith (1997), Hurricane Camilla (1969) and Hurricane Allen (1980).

Task: Which oceans would you expect to find a Typhoon and which a Hurricane?

Gold star homework: Find out which countries were hit byeach of these tropical storms listed above!!

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Think about these three statements as to the changing patterns of tropical storms, which one do you think is the odd one out and why?

1. Many people believe that climate change, due to global warming, has caused an increase in the number of tropical storms and that this will increase further in the future

2. The number of tropical storms has stayed the same, but they are becoming more severe

3. The number of tropical storms will start to decline in the future

Challenge: Try to think about which one you think is theodd one Independently and then compare with your buddy. You must state your reason as to why you think that your chosen statement is the odd one out.

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Examiners Tip: Be able to argue both for and against the idea that

the number of tropical storms, and the damaged

caused is likely to increase

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Title: A table to show the debate about change in the number and severity of tropical storms

Using the text book on page 78, draw out the table below into your exercise books. Read what each character is saying on page 78 and decide whether or not you think that they are talking about the number of tropical storms or the changes in severity of tropical storms. Once you have made your decision, write each comment under the appropriate title in your table, you have 10 minutes!

Changes in the number of tropical storms

Changes to the severity of tropical storms

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Task: In pairs, create a thought shower of your ideas that answer the following question:

Why do you think that tropical storms are becoming more destructive?

El Nino – the warming of the ocean surface off the western coast of South America

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Using pages 78 and 79, look at graphs B, C and D.

Graph B shows a natural cycle of the variations in the number of hurricanes over a period of time.Graphs C and D show the changes to the severity of hurricanes over a period of time.

Title: The changing number and changing severity of hurricanes over a period of time

(ALL STUDENTS) Task 1: What evidence is there on graphs C and D that hurricanes are becoming more severe?

(ALL STUDENTS) Task 2: What evidence is there on graphs B and D that there is a cycle of variation in the number of tropical storms?

(MOST STUDENTS) Task 3: Using your answers from tasks 1 and 2, explain whether or not you think that the number of hurricane storms and the severity of them are increasing? You must use evidence in you explanations!!!

(SOME STUDENTS) Task 4: Suggest 2 reasons why data on tropical storms recorded before 1970 may be unreliable.

(EXTENSION) Task 5: Why do you think a category of 1, 2, 3, 4, 5....... Is given to a hurricane? What do the different categories suggest?

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Are There More Tropical Storms To Come?

Lesson Objectives• All to decide whether or not tropical storms will

increase in force in the future• Some to know about the nature of the changes to the

number and severity of tropical stormsSuccess Criteria• All to draw a table to show the debate about people’s opinions over whether the number and severity of storms will increase in the future• Most to use graphs to assess the changes in force of tropical storms• Some to suggest why data about tropical storms might be unreliable