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Overview:
Students will learn the basics about how tornadoes are formed, and where and when they are most likely to occur. They will then study the current research on tornadoes and explore how scientists are trying to predict them. They will learn about the equipment "storm chasers" use to study tornadoes, and will develop their own research plans.
Connections to the Curriculum:
Geography, earth science
Connections to the National Geography Standards:
Standard 7: "The physical processes that shape the patterns of Earth's surface"
Standard 15: "How physical systems affect human systems"
Time:
Two to three hours
Materials Required:
- Computer with Internet access
- Wall map of North America or the world
Objectives:
Students will
- learn the basics about tornadoes: where, when, and how they occur;
- explore the current research about tornadoes;
- study the equipment being used to try to predict tornadoes; and
- write a research plan for the further study of tornadoes.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Tornadoes can occur anywhere on the earth, at any time, and can range from minor to catastrophic. Severe tornadoes are most prevalent, however, in the spring and early summer in an area of the United States referred to as "tornado alley." Show students this map of tornado alley from the Storm Prevention Center. This area is vulnerable because of its unique geographic characteristics: as cool, dry air sweeps down from the north, it meets up with warm, humid air pushing up from the south. While tornado formation is a very complicated process, this combination sets the basic requirements for frequent thunderstorms, lightning, hail, and tornadoes.
While most tornadoes are weak and do minimal damage, large, powerful tornadoes can be devastating to property and human life. Unlike hurricanes, tornadoes are very difficult to predict; meteorologists are usually able to give a warning only minutes before a tornado strikes, leaving little time for people to evacuate or get to a safe place. Scientists are working hard using new technologies to try to find ways to predict tornadoes that will give people enough time to prepare for the sometimes deadly storms.
Development:
Closing:
Bring the class back together as a group and discuss what students have learned. Were students surprised by how difficult it is to "chase" a storm? How long do they think it will be before scientists learn all they need to know about tornadoes? How will this change the way tornadoes are predicted?
Suggested Student Assessment:
Tell students they have just won a huge grant to develop a prediction model for tornadoes, and will be working in pairs as research teams. In each team, one student will be responsible for explaining in detail the research that has been done so far by scientists trying to predict tornadoes. The other student will be in charge of writing a research plan explaining how the team would go forward, based on past researchers' experiments and results. Together, the report should explain the history and future of tornado research.
Extending the Lesson:
- Have students discuss or write essays about whether or not they would like to be storm chasers. What do they think a day in the life of a storm chaser would be like? What would be the best parts about it? What would be the worst?
- Have students design their own technology to learn about tornadoes. Students should be as creative as they wish, but provide a detailed explanation, including drawings, of how their designs work.
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