Hurricanes in History

A lesson plan that leads students through reading and analyzing graphs. A group activity that teaches students to read and analyze graphs.

Standards & Objectives

Academic standards
CLE 3003.2.7
Participate in work teams and group discussions.
CLE 3003.6.3
Read, interpret, and analyze graphics that support complex informational and technical texts.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 

Students will:If time permits, have pairs or groups share their information with their classmates, and then work together to create a larger picture of the types of hurricanes that hit various counties of the coastal United States.
Suggested Graph Questions 

Questions for Understanding

  • How many total hurricanes struck your assigned county in the last century?
  • During which decade did the most hurricanes hit the county?
  • How many of those hurricanes were category 1-2?
  • How many hurricanes were category 3-5?
  • How many hurricanes were direct strikes vs. indirect strikes?
  • What is the difference between direct and indirect strikes?
  • How many of the hurricanes that struck your county moved from water to land (Conventional Landfall Storm)?
  • What was the population of your county as of 2000?
  • When did a hurricane last hit your county? Describe it (direct/indirect/ category?/conventional or exiting).
  • Questions for Analysis/Inference
  • Given all the information on the graph, which hurricane in your assigned county (give the year) was most damaging? Consider population, media, as well as hurricane data.
  • Using the information on the graph, describe the typical hurricane that hits your county (direct/indirect, conventional/exiting, category 1-2 or 3-5).
  • Considering the hurricane data on the graph, would you choose to live in that county? If you did live there, what precautions would you take (construction, 
  • Interpret data displayed in a graph
  • Make inferences based on graphical data
  • Work efficiently with a partner or team.

References

Contributors: