Cyclone lesson plan The cyclone lesson plan provides teachers and students with an opportunity to investigate cyclones through individual or classroom activities. ITEMS Teachers lesson plan Student assignments About cyclones Real life stories Cyclones: Be prepared Related links
Contents Lesson plan 2 About cyclones 4 Cyclones: Be prepared 7 Student assignment: Investigating cyclones 10 Student assignment: Cyclone in a bottle 12 Student assignment: My cyclone project 15 Real life stories 17 Related links 20 1
Cyclone lesson plan The cyclone lesson plan provides teachers and students with an opportunity to investigate cyclones through individual or classroom activities. Objectives Participating in this lesson will help students to: understand how a cyclone is formed learn how they can protect themselves during a cyclone understand the effects of a cyclone. Required resources Computers with internet access Education for Young People website www.schools.aidr.org.au LEARNING AREAS The learning areas for this lesson plan include: Geography History Humanities and Social Science Maths Science Health and physical education The Arts English Technologies. 2
Lesson steps Investigating cyclones activity Ask students to read the About cyclones page and pay particular attention to: 1 How cyclones are formed. 2 Severity and categories of cyclones. 3 How cyclones are named. 4 The damage caused by Cyclones Tracy, Bobby and Larry. As they read the information, they should answer the q activity sheet. Students can use other sources to gather information if they wish. My cyclone project The students can complete the following two tasks either individually or in pairs. 1. Cyclone in a bottle Guide the students through the steps outlined in the activity sheet. Students complete the activity and fill in the experiment sheet. 2. Cyclones: what do you know? Students visit the FAQs page of the Bureau of Meteorology website (www.bom.gov.au) and take turns in answering the series of questions related to cyclones. 3. Find the cyclone Students investigate a cyclone, tornado or hurricane of their choice. They are to report on where it happened, where it formed and what damage it incurred. Their research findings can be presented to the class in a creative format of their choice. 3
About cyclones Tropical Cyclones are formed over the ocean in the area around the equator, between the Tropic of Cancer and the Tropic of Capricorn. Cyclones Cyclones are giant, spinning, whirlwind storms. They are called hurricanes in North America and typhoons in Asia. In order for a cyclone to be identified as a cyclone, it s wind speed must be over 119 km per hour and it must have been formed over the ocean in a tropical region. These great storms are usually dangerous and can cause damage to everything in their path. A cyclone will often bring with it heavy rains that can cause flooding. In order for a cyclone to form, the ocean waters need to be warm, at least 26 C. Above the warm ocean, water evaporates and forms clouds. If there is low air pressure where the clouds are formed, it pulls them in and they begin to rotate. It is the earth rotating and spinning on its axis that causes the This is the stage when it can lose its momentum or develop into a mature cyclone. Even if it has developed into a mature cyclone, it can still grow in size and increase its wind speed. In order for it to be categorised as a cyclone, its average sustained wind speed needs to exceed 63 km per hour. To be classified as severe, the average sustained wind speed needs to exceed 118 km per hour. Once a cyclone arrives over land, its strength weakens and it begins to fade out. This is due to the lack of moisture and heat compared to the ocean over which it was formed. 4
How often do they occur? Cyclone season in Australia is between November and April, however cyclones can still occur in May. The season for hurricanes and typhoons in the Northern Hemisphere is between June and November. According to the Bureau of Meteorology, Australia has on average, 13 cyclones a year. Half of these occur in the western regions. Categories and severity Cyclones are categorised according to their strength. There are five categories: Category 1 is the weakest and Category 5 is the strongest. Cyclone Strength Category Wind Gusts Ocean Swells Damage 1 2 3 4 5 Up to 125km/hr - Gales 126-169km/hr Destructive 170-224km/hr - Very Destructive 225-279km/hr - Very Destructive Winds above 280km/hr - Very Destructive 1.2-1.6m - Slight Damage Trees and farmland damaged 1.7-2.5m - Significant Damage Minor house damage. Severe damage to signs and trees. Heavy damage to crops 2.6-3.7m - Structural Damage House roofs and most likely power failures 3.8-5.4m - Significant roofing and structural damage More than 5.5m - Almost total destruction and extremely dangerous Airborne debris, widespread power failure Houses flattened, cars overturned 5
The eye is in the centre of the cyclone and can vary in size from ten km to 100 km, depending on the severity of the storm. Because there is the least amount of air pressure in the eye, it produces clear weather with light wind, no clouds, no rain and some sunshine. Do not be fooled by the eye: the storm is not over yet. This is only the middle of the storm. Depending on the wind gusts, the eye may pass in a few minutes or it may take several hours. You are advised to stay indoors during the passing of the eye of the storm, because the cyclone will continue. Always listen for the official word that the cyclone has passed and when it is safe to leave your shelter. When going outside, be aware of fallen power lines, debris and damage left behind after the cyclone. Did you know? The average life of a cyclone is one week. After the eye passes and the other side of the cyclone hits, the wind blows with equal strength but in the opposite direction. Tropical cyclones from the Southern Hemisphere spin clockwise, while hurricanes and typhoons in the Northern Hemisphere spin anti-clockwise. Cyclones are assigned names, which are chosen from a list. Names of cyclones The name of each cyclone is taken from a list of approximately 104 names that are used only for cyclones in the Australian Region. If a cyclone begins and is named in another region, it will keep that returning to the beginning when the end of the list is reached. Names alternate between male and female and if a cyclone has a significant effect in the Australian Region (such as Cyclone Tracy) the name will be removed from the list as a mark of respect. For a full list of the names, visit the Bureau of Meteorology website www.bom.gov.au 6
Cyclones: Be prepared Like other natural disasters, a cyclone is dangerous and unpredictable. There are a few things you need to know to ensure the safety of you and your family. Are you in a cyclone prone area? You can find out if you are in a cyclone prone area by asking your State or Territory Emergency Services, your family and other community members. The map below shows the areas in Australia that have had cyclone activity over the past 150 years. The most cyclone prone areas include the coastal regions of Queensland, Western Australia and the Northern Territory. The Bureau of Meteorology has a map that shows that hurricanes and cyclones form over most of the world's tropical waters between about 50 and 220 latitude (in the Indian, Pacific and Atlantic Oceans) and that the most intense hurricanes and cyclones occur in the north-west Pacific. You will find this map at www.bom.gov.au/cyclone/history/tracks/ 7
Preparing for a cyclone As the cyclone season approaches, there are a few steps you and your family need to take to ensure your safety and to prevent damage to your property and community. Check the building regulations. In some areas, if you are building a house, there are strict regulations that need to be followed. These can be found at your local council. Ensure your home is in good condition, with a safe and secure structure, and no loose tiles on the roof. Clear property of loose items or secure them. This reduces flying debris. Locate a safe place nearby. Find where your nearest safe higher ground is in case of flood warnings. Assemble your emergency survival kit, tinned food, water, medicines, important documents, torches, candles and matches, portable radio and batteries. Discuss your emergency plan with your family. Decide on the safest places in the house in the event of a cyclone, and ensure that your emergency kit is easily accessible to all family members. Make sure a list of emergency contacts is clearly visible and a copy is in the emergency kit. Emergency survival kit Assembling an emergency survival kit is important for your survival during a cyclone. Check your emergency pantry list https://www.qld.gov.au/emergency/dealingdisasters/emergency-pantry-list Prepare an emergency kit https://www.ses.vic.gov.au/documents/112015/135368/emergency+toolkitpdf/4f569017-36e6-4cb1-982a-67003016699b Warnings The tracking and monitoring of cyclones has improved with technology and communication. If a cyclone is found to be forming, meteorologists will assign it a name and category and notify the appropriate authorities. The authorities and media will then alert the communities at risk and let them know what steps they can take to ensure their safety, including: continue to listen to the local radio/watching TV for updates and more warnings board or tape your windows fill water containers 8
ensure car is fuelled and is undercover check your emergency kit and gather extra clothing and shoes. If you choose to leave your home well before the cyclone hits your region, remember to turn off gas and electricity, take your emergency survival kit and lock your home. During the cyclone During the cyclone, ensure you: stay inside and shelter in the strongest part of the house (e.g. bathroom) protect yourself with a mattress and blankets hold firmly to a strong fixture, such as pipes, or stay under a solid table remain indoors until the cyclone has passed. Remember, there is a brief period of calm in the eye of the cyclone, before the cyclone continues. The calm after the storm Remain indoors until you are advised that it is safe. When you do go outside, be aware of debris, unstable buildings or trees and fallen power lines. If you are travelling, use recommended routes to avoid accidents, flooded rivers and roads, and debris falling in the path of the cyclone. 9
STUDENT ASSIGNMENT Investigating cyclones Student name:........................... Date / / Use the Disaster Resilience Education for Schools website and other sources to answer the following questions about cyclones. Why are the Tropical Cyclone Warning Centres (TCWC) located in Perth, Darwin or Brisbane? Would it be useful to have another one in Adelaide or Melbourne? Why or why not? What is the difference between a cyclone in the southern hemisphere and a cyclone in the northern hemisphere? Which 10
Why do cyclones have eyes? What happens in the eye of a cyclone? What happens to the wind of a cyclone after the eye passes? How does air pressure help to create a cyclone? Do you live in a cyclone prone area of Australia? How do you know? What are some of the things that you should do if you hear a cyclone warning for your area? 11
STUDENT ASSIGNMENT Cyclone in a bottle Student name:........................... Date / / Work with a partner to create a cool cyclone in a bottle. What you will need: 2 x two-litre plastic bottles (clean and empty). The experiment works better if the bottles are the same size Roll of masking tape A few drops of food colouring (colour of your choice) 1.5 litres of water Clock or stopwatch to time your cyclone. Instructions: Pour the water into one of the bottles and add a few drops of food colouring (diagram 1). Stand the water-filled bottle up and place the empty bottle on top of it. Tape the two bottles together by wrapping masking tape around the necks of the bottles.you will need someone to hold the bottles in place while you do this (diagram 2). Flip the bottles over (so the water-filled bottle is on top) and swirl them in a circle (diagram3). Use the clock or stopwatch to time your cyclone. 12
As the water from the top bottle flows into the bottom bottle it will create a liquid cyclone. Watch the water fall to the bottom bottle, creating a liquid cyclone. Observations After you have created your cyclone, record the following observations: What happened? How long did the water take to drain to the bottom bottle? Describe how the cyclone looked. Record any other interesting observations or findings. 13
Repeat the experiment, but this time do not swirl the bottles. What happened this time? How long did the water take to drain this time? Describe what the water looked like this time and how it was different to the first experiment. You can use labelled diagrams to show the differences. 14
STUDENT ASSIGNMENT My cyclone project The projects on this page will help you discover: how cyclones are formed the locations around the world where cyclones are common the devastation that cyclones can cause. You can complete one or more of the projects (check with your teacher). 1 Cyclone in a bottle This activity should be done in pairs or as a small group. Use some common items to create a cyclone in a bottle. You will find instructions, a list of materials that you need by your teacher/on this website. 15
2 Cyclones: what do you know? This activity can be done individually or in pairs. Visit the Bureau of Meteorology website (www.bom.gov.au). Type current tropical cyclones into the search facility, select the first option and then go to the frequently asked questions (FAQs) page. On this page, there are a series of questions relating to cyclones. With a friend, take turns answering them. The answers are also there, so you will need to hide these from your friend while they give an answer. 3 Find the cyclone Cyclones, tornadoes and hurricanes occur all over the world. Read about a few of them and select one incident that you would like to focus on. Either with a partner or on your own, research the disaster: Where did it happen? Where did the cyclone/hurricane/tornado form? What was the damage? Be creative in presenting your research, findings and interesting facts to your class. 16
Real life cyclone stories Tropical Cyclone Marcia DATE : February 2015 LOCATION : Queensland In February 2015, severe tropical cyclone Marcia wreaked devastation through Central Queensland. Strong winds, heavy rainfall and floods battered several population centres, including Rockhampton, Biloela, Yeppoon, Byfield, Marmor, Monto, Jambin and parts of the Callide Valley. By 20 February, Cyclone Marcia had intensified to a Category 5 cyclone with maximum recorded wind speed of 295 kilometres per hour. Twelve Natural Disaster Relief and Recovery Arrangements were activated across 14 regions of Queensland, comprising $13.77 million in financial assistance provided to affected community members. Near 2000 properties were damaged; the Insurance Council of Australia estimated insured damage to the figure of $403.6 million. Tropical Cyclone Yasi DATE : February 2011 LOCATION : Queensland On 3 February 2011, Category 5 Tropical Cyclone Yasi crossed the Queensland coast. It was a massive 1450 km in diameter and moved at approximately 25 km per hour with wind gusts of 285 km per hour (though no equipment was able to directly measure the winds). Thousands of people were evacuated from Cairns as it was feared the city would take a direct hit. 17
Yasi struck Mission Beach, near Cardwell, and the World Heritage listed Hinchinbrook Island. Luckily no one was killed, but it did flatten sugar cane and banana crops, huge areas of trees and many buildings. The cyclone was so powerful that it didn't completely disperse until it reached the centre of Australia, near Alice Springs. It is estimated that Cyclone Yasi cost $3.6 billion in damage - the most costly cyclone in Australia to date. Tropical Cyclone Larry DATE : March 2016 LOCATION : Queensland Tropical Cyclone Larry devastated far north Queensland when it hit on 20 March 2006. It developed in the Coral Sea and was carefully monitored by the Bureau of Meteorology, until it was officially determined to be a Category 3 cyclone. The next 48 hours were crucial in ensuring people were evacuated and took the necessary precautions to stay safe. Cyclone Larry increased in wind speed and was upgraded to a Category 4 cyclone with wind speeds up to 240 km per hour. It hit Innisfail in the early hours of 20 March and continued to cause destruction and flooding as it moved west. It weakened as it entered the Atherton Tablelands. No lives were lost, but the total cost of damage was calculated to be over half a billion dollars. Fields of crops were flattened by the winds, buildings ripped apart and beaches eroded Tropical Cyclone Bobby DATE : February 1995 LOCATION : Western Australia This was a Category 4 tropical cyclone that began in the west over the Timor Sea near Darwin. Cyclone Bobby travelled south along the west coast of Australia and passed near Onslow on the 24 February 1995. It caused considerable damage to homes and buildings. It also brought heavy rains which flooded and damaged roads, bridges and crops and severely affected the mining industry. During this time, there were two fishing trawlers and a bulk carrier at sea. The carrier ran aground and both fishing trawlers sank, resulting in the loss of seven lives. 18
Tropical Cyclone Tracy DATE : December 1974 LOCATION : Northern Territory This was a Category 4 tropical cyclone that began in the west over the Timor Sea near Darwin. Cyclone Bobby travelled south along the west coast of Australia and passed near Onslow on the 24 February 1995. It caused considerable damage to homes and buildings. Tropical Cyclone Tracy was a devastating blow to Darwin. On the 20 December 1974, a low pressure system developed in the Arafura Sea, which lies between Darwin and Papua New Guinea. By the next day, Tropical Cyclone Tracy was formed and a warning was issued. Over the next two days heavy rains and strong winds were reported and Cyclone Tracy edged closer to Darwin. Due to the time of the year (Christmas), and the reduced threat of severe cyclones, residents took a relaxed approach to the warnings. When Cyclone Tracy struck Darwin in the early hours of Christmas Day, at estimated wind speeds of 250 km per hour, it brought heavy rains and destructive winds. Forty-nine people lost their lives in Darwin and another 16 were lost at sea. Hundreds were injured and of the city's 11,200 homes, only 400 remained. Due to the lack of food, shelter, water, medical aid and the threats of the spread of diseases, 35,000 people were evacuated. 19
Related links Worldwide Tropical Cyclone Names http://www.nhc.noaa.gov/aboutnames.shtml What is a Cyclone? http://www.ga.gov.au/scientific-topics/hazards/cyclone Current tropical cyclones http://www.bom.gov.au/cyclone/index.shtml Severe weather events http://www.bom.gov.au/announcements/sevwx/ Severe Tropical Cyclone Tracy http://www.bom.gov.au/cyclone/history/tracy.shtml Tropical Cyclones http://earthsci.org/processes/weather/cyclone/cyclone.html 20
My Impression of a Cyclone https://open.abc.net.au/explore/98077 Blown Away: Tropical Cyclone Tracy http://www.abc.net.au/tv/programs/blown-away/ 21
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