in the northern calendar the different season for the different hemisphere; they regions. can be over Why do hurricanes eventually lose speed and 100km in energy? diameter with and If teaching during tropical cyclone season, actively track and eye up to 60 km map a cyclone live using GIS Storm Tracker: – in diameter. Map the track to establish how the characteristics change over time, i.e. size, wind speed, direction To the times etc. of the year when cyclones form. Plenary Spot the deliberate mistake. Show statements about the formation of tropical cyclones. Students to spot the mistakes. Discussion: is there a link between climate change (global warming) and the increase in frequency and severity of tropical storms? Why might we be getting stronger cyclones more often? Link back to what students have learnt in the lesson. 2 lessons Key idea 2.6: 2.6a: Reasons why Philippines Use of Starter (2 hours) There are various tropical cyclones are USA weather and Issue students with a set of jumbled information impacts of and natural weather hazards storm surge cards high winds, rainfall, floods, storm surges, – 1 lesson responses to (high winds, intense data to damage to property, evacuation of people, pressure on each natural hazards rainfall, storm surges, calculate on emergency services, landslides, looting, loss of located caused by tropical coastal flooding and business, disruption to transport, loss of example cyclones landslides. communication links, salinisation, coastal erosion, depending on a magnitude etc. country’s level of 2.6b: Different social, Students to separate cards into Primary and development. economic and Secondary effects of hurricanes. environmental impacts Use of social Suggested that tropical cyclones media source, Main activities learning can have on a satellite Discuss with students that some hurricanes are objectives: developed and emerging images and stronger than others. Go to the following site to To understand or developing country. about hurricane intensities and how they are that the social, categorized according to wind speed: economic and 2.6c: Different data to How is the strength of a hurricane measured? environmental responses to tropical Discuss the Saffir-Simpson scale:
in the northern hemisphere; they can be over 100km in diameter with and eye up to 60 km in diameter. To the times of the year when cyclones form. calendar the different season for the different regions. Why do hurricanes eventually lose speed and energy? If teaching during tropical cyclone season, actively track and map a cyclone live using GIS – Storm Tracker: Map the track to establish how the characteristics change over time, i.e. size, wind speed, direction etc. Plenary Spot the deliberate mistake. Show statements about the formation of tropical cyclones. Students to spot the mistakes. Discussion: is there a link between climate change (global warming) and the increase in frequency and severity of tropical storms? Why might we be getting stronger cyclones more often? Link back to what students have learnt in the lesson. 2 lessons (2 hours) 1 lesson on each located example Key idea 2.6: There are various impacts of and responses to natural hazards caused by tropical cyclones depending on a country’s level of development. Suggested learning objectives: To understand that the social, economic and environmental 2.6a: Reasons why tropical cyclones are natural weather hazards (high winds, intense rainfall, storm surges, coastal flooding and landslides. 2.6b: Different social, economic and environmental impacts that tropical cyclones can have on a developed and emerging or developing country. 2.6c: Different responses to tropical Philippines USA Use of weather and storm surge data to calculate magnitude Use of social media source, satellite images and data to Starter Issue students with a set of jumbled information cards – high winds, rainfall, floods, storm surges, damage to property, evacuation of people, pressure on emergency services, landslides, looting, loss of business, disruption to transport, loss of communication links, salinisation, coastal erosion, etc. Students to separate cards into Primary and Secondary effects of hurricanes. Main activities Discuss with students that some hurricanes are stronger than others. Go to the following site to about hurricane intensities and how they are categorized according to wind speed: How is the strength of a hurricane measured? Discuss the Saffir-Simpson scale:
Edexcel_2016_GCSE_Geography_A_Topic_2_Weather_Hazards_and_climate_change_Scheme_of_Work.docx