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Counting on the Havoc of Hurricanes: Comparing Statistics of Hurricane Floyd to Other Hurricanes DLESE Reviewed Collection
http://www.nytimes.com/learning/teachers/lessons/19990916thursday.html
From Digital Water Ed Library (DWEL)
Comment on this resource
In this lesson, students define and classify the various ways in which numbers are used in forecasting and coping with the effects of a hurricane. This is followed up with an opportunity for research to compare and contrast these numbers as they apply to Hurricane Floyd and other recent hurricanes. There are also directions on how students can graph their findings.
Intended for grade levels:
  • Middle (6-8)
  • High (9-12)
Type of resource:
  • For the classroom:
    • Lesson plan
  • Text:
    • Journal article
Subject:
  • Atmospheric science
  • Environmental science
  • Mathematics
  • Natural hazards
Technical requirements:
No specific technical requirements, just a browser required
Cost / Copyright:
No cost
Copyright 2001, The New York Times Company. Teachers of grades 3 through 12, or parents of children of like age (collectively, "Educators"), may print and reproduce full in print format for students the crossword puzzle, daily news quiz, daily lesson plan, lesson plans from the lesson plan archive, the related lesson plan article and resources, as those materials are so labeled on The Learning Network (collectively, the "Content") for classroom and instructional use only and not for resale or redistribution. Except as specifically set forth above, the Content may not be published, broadcast or reproduced without the prior written permission of The New York Times Company. Educators may not alter or remove any trademark, copyright or other notice from copies of the Content or otherwise alter or modify the Content. Any reproduction of the Content is limited to the number of students to whom the lesson is directed.
DLESE Catalog ID: DWEL-000-000-000-232
Educational standards:
  • National Science Education Standards (NSES):
    • 9-12:
      • Unifying concepts and processes:
        • Change, constancy, and measurement
      • A - Science as inquiry:
        • Abilities necessary to do scientific inquiry
      • B - Physical science:
        • Interactions of energy and matter
      • D - Earth and space science:
        • Energy in the earth system
      • F - Science in personal / social perspectives:
        • Natural and human-induced hazards
      • G - History and nature of science:
        • Historical perspectives
  • National Geography Standards:
    • The world in spatial terms:
      • How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information
Resource contact / Creator / Publisher:
Author: Katherine Schulten
The New York Times Learning Network

Author: Alison Zimbalist
The New York Times Learning Network

Author: Lorin Driggs
The Banks Street College of Education in New York City