SIP Activity Template - Pacific Science Center
HurricanesSphere Demo? DATE \@ "yyyy" \* MERGEFORMAT 2016 Pacific Science CenterCreated as part of the Exploring Earth Systems Science grant; This project was made possible in part by the Institute of Museum and Library Services grant number MA-10-13-0107-13.Please direct questions to: SIP@Terms of use:These materials are for non-commercial use only, and cannot?be sold.These materials are for your organization’s internal use only. Additional requests should be made before sharing beyond your organization.If these materials or a portion of these materials are copied as is, please credit as follows: “Hurricanes demonstration created by Pacific Science Center, Exploring Earth Systems Science grant. This project was made possible in part by the Institute of Museum and Library Services grant number MA-10-13-0107-13”.If new activities are created that are based on this original activity, please credit as follows: "Activity modified from the Hurricanes demonstration created by Pacific Science Center, Exploring Earth Systems Science grant. This project was made possible in part by the Institute of Museum and Library Services grant number MA-10-13-0107-13”.DescriptionHurricanes is a live, 20 minute demo best for grades 6-8, featuring Science on a Sphere, a dynamic interactive data modeling tool.? In this show, students will use standard science practices such as planning an investigation and analyzing data to explore tropical cyclones.? Using hands-on props and interaction with a live science interpreter, they will learn what tropical cyclones are called and where and why they occur?as well as discuss hurricane preparedness.? After the show they can ask questions and explore an emergency kit.Props and MaterialsPermanent293370013843000iPadLaser pointerScience ToolboxSigns for Science ToolboxAsk A QuestionMake an ObservationInvestigateAnalyze DataCommunicate InformationMetal sign holdersEaselWhiteboardLaser pointerBooksMap216217515938500Giant yellow keyLegend for keyYardstickLaminated white circleRound magnetRed Cross emergency kitConsumableMaterial:Quantity:Resupply Information:Whiteboard markers1Office supply storePackingiPad: Put away in the cabinet in the office, making sure it is locked.Laser pointer: Put away in the Sphere cabinet.Science toolbox, toolbox signs, books: Store in the demo cart in the cart closet.Metal sign holders: Store in labeled drawer in cart closet. Easel and whiteboard: Store against the wall in the cart closet by the demo cart.Giant key, yardstick, laminated white circle: Store with general demo items in the cart closet. Red Cross emergency kit: Put this on the metal shelf to the left when you walk in the cart closet.KeyG: GuestP: PresenterBold italics indicate action.Italics indicate a note to the presenter.indicates a cueData-setsDemo Starting SoonBlue Marble NOAAVocab: Hurricane, Cyclones, TyphoonsTropical Storm ImageHurricane Tracks: Cumulative 1950-2005Ocean Surface WindsVocab: Coriolis EffectClouds Real time (2nd file dataset with label overlays)Hurricane Tracks: Cumulative 1950-2005Sea Surface TemperaturesHurricane Sandy: Linear IR Oct 2012Hurricane Tracks: Cumulative 1950-2005Clouds Real-time (slice of CRT Oct 1st through Nov 5th with captures Joaquim, Patricia and Chapala)Blue Marble NOAA Tropical CyclonesConceptsTropical cyclones are called hurricanes, typhoons, or cyclones depending upon their locations.By making observations and analyzing data, scientists can draw conclusions about where, when, and why tropical cyclones occur.Heat is the driving force of a tropical storm and the rotation of the Earth helps it build.People can prepare for tropical cyclones by having emergency kits available and communicating awareness of where these disasters occur.Learning ObjectivesVisitors will look at a map of where tropical cyclones occur and identify the names of different storms in different locations.By comparing real data of tropical cyclones, wind direction, and sea surface temperatures, visitors will make connections between location, rotation, and heat to draw conclusions about where, when and why tropical cyclones occur.Visitors will manipulate a two dimensional model of the Earth to understand how the Earth’s rotation affects winds.By exploring a emergency kit, visitors will be able to communicate about tropical cyclone preparedness.Set-upOpen the Sphere cabinet, turn off daily demo, and call up the show announcement playlist.Push the benches so that there are several rows facing the Sphere.Roll the demo cart to the sphere and set it up on one side. Set up the easel with the whiteboard on it on the other side.Set up the metal sign holders along the railing of the sphere.Make sure the correct cards for the Science Toolbox are in the Science Toolbox, and put the toolbox in the cart.Make sure you have the correct legend for the big yellow key, and put the key in the cart for future use.Store the paper map, books, white laminated circle, magnets, yardstick, and marker in the cart so they are easily accessible. Have the iPad and laser pointer ready.ScriptPre-ShowCue next dataset, which will be a blank/black sphere.This will let you keep the attention of your audience for the intro portion of the show. IntroP: Hi! My name is ______________. Can everyone say, “Hi, ______________?”G: Hi, _______________.Science on a SphereCue NOAA logo.P: This is called “Science on a Sphere” and it was given by NOAA, which is the National Oceanic and Atmospheric Administration. We all use it to teach about storms, geology, astronomy and all sorts of stuff. It’s a great teaching tool. Can we get a big round of applause for NOAA? G: Clap clap clap P: Why do you think NOAA made this Science on A Sphere a big sphere? Why not Science on a Cube? Why is a big sphere a good model for the earth? Take ideas until you get to the conclusion that the earth is a sphere. What kinds of things can we see on the sphere?Cue real-time blue marble dataset.G: Clouds! Oceans! Continents!P: What kinds of things can’t we see on this model?G: Buildings! People! P: This model is good for showing big, global things and not as good at showing small details. Today we are going to look at some information gathered by scientists! For example, this information we are looking at shows us what the land and oceans look like, as well as how the clouds move. How can we tell when this information was collected?G: There is a date on the bottom!P: Yeah! The sphere allows us to look at real time data collected by scientists, as well as look at data from the past to try to analyze and learn from it. Since we’re talking about tropical cyclones, which are huge storms, is there anything you can see on this globe right now that might be connected to storms?G: Clouds!P: Fantastic! These are satellite images of the clouds. Scientists use clouds and their movements all of the time to analyze the weather, which can help them to see tropical cyclones. Maybe this will help us with the first step of our investigation—what is a tropical cyclone?P: Today we’re here to talk about tropical cyclones. Who has heard of a tropical cyclone? Let’s get a show of hands. Alright, I have another question. Who has heard of a hurricane? Let’s get another show of hands. Looks like most of you have heard of one or the other. There actually three names for tropical cyclones: hurricane, cyclone and typhoon. What’s the difference? Cue Tropical Storm Image.So, as we see here, the difference is only where they occur. If it’s moving along the coasts of North or South America it’s a hurricane; even on the Pacific side. If it occurs in the Indian Ocean, it’s a cyclone. A typhoon is what occurs if the storm hits in the northwestern Pacific. Got it?(Using laser pointer) If it hits Florida, what is it?G: HurricaneP: Right. If it hits on the west coast of Mexico, what is it?G: Still a hurricane.P: Right on. If it hits Japan?G: TyphoonP: Correctumundo. And if it hits India?G: CycloneP: You got it. Good job. Now, how many of you have ever been in a typhoon, cyclone, or hurricane? (If someone raises their hand, ask this question to an individual. If no one has raised their hand, mention that we’ve all seen tropical cyclones on the news.) What happens during these kinds of storms?G: Rain. Wind. Destruction. Death.P: Pretty much. Tropical cyclones can destroy houses and buildings. Roads can be blocked by flooding or fallen trees. Your electricity can be knocked out for days, or even weeks, at a time. This is not your typical storm. If you’ve been in or heard about a tropical storm or hurricane, where did it occur?G: New Orleans, New York, the Philippines, Japan.P: Hm. No one said Seattle. Do you think we need to worry about tropical cyclones happening here?G: Yes! No! Maybe!Science ToolboxP: This is a tough question. Whenever I have a question about something, I use my Science Toolbox! I carry it with me everywhere, even during a tropical cyclone! Take out toolbox and pretend to dig through it. The tools in here help me figure out what to do step by step. Let’s try this one. What does it say? Put up ‘Ask a Question’ tag.G: Ask a question!P: Look at that, we’ve already done that. What is our question in today’s investigation?G: Will a tropical cyclone happen in Seattle?P: Yes, perfect. For the next little bit, we are going to be doing some investigating to learn about where tropical cyclones happen. I already see another tool from our toolbox that we can bring out. Put up ‘Make an Observation’ tag. What does the Toolbox tell us to do?G: Make an observation!P: Great! Let’s look at tropical cyclones. We can observe where they occur to answer our question. Cue Accumulative Hurricane Tracks 1950 - 2005P: These lines you see are all paths of hurricanes. We can see tropical cyclones forming here in the Atlantic. They sweep up along the east coast of the United States, or over through the Gulf of Mexico into the southern states, Mexico, and Central America. So what do you observe when you look at the east coast of the U.S. compared to the west coast?G: There aren’t cyclones.P: Right. We can also see tropical cyclones forming on the other side of Mexico, but they don’t hit the west coast of the USA very often. Maybe we’ve answered our question. What do you think—will a tropical cyclone hit Seattle?G: No!P: Cool! We could stop there and that would be fine, but scientists like to be thorough. Just because you observe that something rarely happens doesn’t mean it will never happen. Let’s figure out what a scientist would do next. What does this say? Put up ‘Investigate’ tag.G: Investigate! P: I love investigating! We know a tropical cyclone won’t happen in Seattle, because we looked at data about where they occur. But now we need to figure out why tropical cyclones occur where they do. Let’s go to our Toolbox to figure out how to tackle this investigation. Put up or allow guest to ‘Analyze data’ tag. What does the Toolbox tell us to do?G: Analyze data!Wind PatternsP: Great. Data is just information. Let’s think about what information we need to figure out how hurricanes form. What’s in a hurricane—what are its ingredients?G: Rain. The rage of Poseidon. Wind! Water! Earth! Fire! Captain Planet!P: I heard someone say wind. Does anyone know what causes wind? Shout it out. G: Rotation. The Earth is spinning. Gas doesn’t stay in one spot. We don’t know!P: (If someone says rotation, that’s correct. Acknowledge that it’s a great answer, but wait for the other correct answer, which is temperature, if the audience is forthcoming). Wind is made of air. Air can have different qualities that causes it to move. Have you ever heard what warm air does?G: Rise!P: Exactly. Temperature can cause air to move, creating wind. Okay, since warm air rises, where on Earth would you expect air to be warm?G: The middle! The Equator! P: The middle, the Equator. Warm air rises at the equator. Cool air from farther north moves south to replace it. This creates a movement that circulates air all the way up and down the globe. But if that’s what makes wind, wind should move in straight lines. Let’s take a look at the direction of the wind.Ocean surface vector windsImmediately pause data-setP: Wow! Is this what wind looks like when you go outside? G: No.P: You’re right. All these colors and symbols must mean something! I’m going to need a key to figure this out. Hmm. Oh, I think I have one. Get the key. Here we go! You all appear unamused. But I’m hilarious! C’mon, you know it’s funny! You—yeah you! I see you laughing! Okay, you’re right. We don’t need this kind of key. Turn the key over. We need this kind of key. I need another volunteer. What’s your name?G: Pansy Parkinson.P: Alright, Pansy. Can you tell me what green on the Sphere means?G: Slow moving air.P: And blue?G: Faster air.P: So color is the speed of the air. What do the arrows mean?G: Direction of the wind.P: Direction of the wind. Thank you! Everyone, please give Pansy a round of applause!G: Clap clap clapP: So, here on the Sphere we are looking at both wind speed and wind direction. We were trying to find out whether hurricanes would come to Seattle, right? Let’s ignore the wind speed for a moment, and just look at the wind. Step through the movie frame by frameP: Is the moving in straight lines?G: No.P: It’s going all over the place! The wind above the Equator curves to the north, then keeps on curving right back down to the south. The wind below the Equator curves to the south, then keeps on curving left back up to the north. The wind curves in this way because the Earth is rotating. This is called the Coriolis Effect. Vocab: Coriolis EffectP: To show you how the Coriolis Effect works, I’m going to need a volunteer. What’s your name?G: Blaise Zabini.Give them the yardstick, then direct them to hold it while you draw a vertical line along the center of the wheel. Tell them good job, then have them do it again while you’re drawing the line and spinning the wheel. P: Blaise, did you move that ruler?G: No, I swear I didn’t! (Blaise is used to Snape.)P: Wow, my line must have curved because I was rotating the paper, just like the Earth is rotating! Give Blaise a round of applause for helping me demonstrate the Coriolis Effect!G: Clap clap clap. Can we have points for Slytherin? P: Okay. So wind curves. Let’s take a look at a simple diagram to see how it curves.Wind direction overlayP: By looking at the patterns of the wind, we can see why hurricanes would be carried away from us on the west coast, but toward us on the east coast . . . sort of. This doesn’t explain everything. Let’s look back at tropical cyclones over time to explain the rest.Sea Surface TemperaturesAccumulative Hurricane Tracks 1950 - 2005P: We noticed that hurricanes tend to curve away from the west coast of America. Where do most of them occur? (Collect some answers.) For instance, do any occur near the north or south poles?G: No.P: Right. Tropical storms seem to mainly occur in the middle of the globe. Now, we already talked about this region a bit. Does anyone remember what we said air was like at the Equator?G: Hot! P: Exactly. It’s warm at the Equator because this area gets the most sun. That makes the air hot—what about the water? Let’s take a look.Sea Surface temperaturesP: This data is showing us the temperature of the sea. We’re just looking at the ocean, so the continents are black. Red is the hottest temperature, blue the coolest. Where do you see a lot of red?G: In the middle.P: Right. The sun heats the ocean as well as the air. Where do most of the tropical cyclones originate?G: In the middle.P: So, do you think warm water affects how tropical cyclones are formed and how strong they are?G: Yes.P: Very much. Heat is energy and tropical cyclones are like engines: they need energy to run. So think of heat and tropical cyclones like The Hulk getting angry. The angrier The Hulk gets, the bigger and stronger he gets. Just like how the warmer the water is, the bigger and stronger the tropical cyclone gets. And when the cyclone comes up toward land, CYCLONE SMASH!!!!!! Does anyone remember hearing about a really destructive storm that hit the northeastern parts of the United States a few years ago? Hurricane SandyCue Sandy dataset.P: These images are showing us Hurricane Sandy. Raise your hand if you are familiar with Hurricane Sandy. Hurricane Sandy was one of the more devastating hurricanes in American history. First it hit the Caribbean, then swept up to New Jersey and New York. In New York City, the storm surge—an abnormal rise in water level—caused flooding, which was devastating to subways, businesses, and homes. Many people were left stranded, many more without electricity, and fires broke out due to the chaos. Over one hundred people died in the United States, and it cost over two billion dollars in damages. This does not sound good. Let’s take a look at Sandy—what does it look like?G: White. Round.P: Okay, we have a large mass of clouds in a circular formation. What are the clouds doing?G: Swirling.P: And which way are they moving? Is this different from what we saw for the Pacific Northwest? Accumulative Hurricane Tracks 1950 - 2005P: Do Hurricanes move in the same direction on the northern Atlantic Coast as on the Pacific? Does this explain why someplace like New England gets hits with storms like that when we don’t? Now, we just talked about how warmer waters provide energy for stronger cyclones. So, if the oceans become warmer, should we see cyclones that are stronger and making landfall in places where we normally don’t see them?Real-time clouds for Joaquim, Patricia, ChapalaP: We may be seeing this even now. At the end of September 2015, we watched as Joaquim started forming in the Caribbean. As it tore through the Bahama Islands, Joaquim’s sustained winds reached 155 mph; this made it the strongest Atlantic hurricane since 2010’s Igor. A month later, Patricia formed off of the west coast of Mexico. Patricia’s highest sustained winds reached 200 mph, making it the strongest tropical cyclone ever recorded. Fortunately, when she made landfall, it was in a mountainous area. Tropical cyclones have a hard time where there are tall hills and mountains to break up the wind and where there is no warm water to keep it going. So, Mexico had a really lucky break there.However, the weather was not done with its surprises. In November, a cyclone named Chapala made landfall in the Middle Eastern nation of Yemen; where no cyclone had made landfall in living memory. While it was nowhere near as strong as Patricia, Chapala only achieved sustained winds of 130mph, it hit in a place that only gets about 4 inches of rainfall every year. This cyclone dumped 12 inches in a just one day. This caused significant damage in an area where buildings are not designed with cyclones in mind. Disaster PreparednessP: All three of these tropical cyclones show that we should expect to see stronger storms, more often and possibly coming onto land in unusual areas. And, all of this is due likely due to warmer ocean waters providing the energy source. (Pointing to the tags in reverse sequence) Now, we have analyzed the data during our investigation. With what we have observed, how does this help us answer our question about will a hurricane hit Seattle?G: Maybe.P: Exactly; and it’s a big maybe. It’s not something that you should spend your every waking moment dreading. However, it doesn’t hurt to be prepared, especially as the wind and rain of a tropical cyclone can cause problems with flooding and loss of power for over a hundred miles from the center of the storm. Besides, no matter where you live in the U.S., you have some kind of natural disaster that can occur in your area. We have earthquakes here on the west coast, hurricanes on the east and tornadoes in the middle. So, with this in mind, what should we do? I’ll check my science toolbox. What does this say? Pretend to dig around, then put up “Design a solution” tag. G: Design a solution.P: Right. Do you think we can stop disasters from happening? G: No.P: So, the solution I need to find is how to protect myself if a disaster does happen. What do you think I would need to have with me if my house flooded, or I lost power, or got trapped somewhere?G: My cat.P: It’s a great idea to have food, water, a way to stay warm, ways to protect yourself, and flashlight or matches. There’s a lot more stuff you can put in an disaster kit, which I can show you if you want to come up later. But the most important thing is something I always bring with me—my Science Toolkit. Communicate Information and ConclusionP: Now that I’ve answered my question, what does my Science Toolkit say to do next? Put up “Communicate information” tag.G: Communicate information.P: Awesome. We probably do not have to worry too much about a tropical cyclone making landfall near Seattle, thanks to the Coriolis Effect. However, if sea surface temperatures stay as high as they are now, or get warmer, the possibility does increase. So, it is a good idea to be ready. I hope you’ll help by finding out more and talking to people about tropical cyclones! That’s our show everyone; give yourselves a big round of applause!G: Clap clap clapP: I’ll be up here for the next little bit if you want to come chat or have any questions. Thanks and have a great rest of your day!AppendixResourcesSpecific:Hurricane formation: Hurricane preparedness: Historic hurricanes: General:Hurricanes: Next Generation Science StandardsScience Practices:KindergartenUse observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1) Middle SchoolAnalyze and interpret data to provide evidence for phenomena. (MS-ESS2-3)Disciplinary Core Ideas:Third GradeScientists record patterns of weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1)Middle SchoolThe complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns (MS-ESS2-5)Crosscutting Concepts:KindergartenPatterns in the natural world can be observed, used to describe phenomena, and used as evidence. (K-ESS2-1)Fifth GradeScience findings are limited to question that can be answered with empirical evidence. (5-ESS3-1)Middle SchoolCause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS2-3), (MS-PS2-5)Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-ESS2-4)CreditsContributors:David Ashlin, Interpretive Science Educator (script creator)Joy DeLyria, Science Interpretation Program Supervisor (script creator)Lauren Slettedahl, Interpretive Programs Coordinator (props creator)Works Cited"Hurricane Preparedness - Be Ready." National Hurricane Center. National Oceanic and Atmospheric Administration. Web. Jan.-Feb. 2016. <;. "SciJinks: It's All about Weather!" NOAA's SciJinks. National Oceanic and Atmospheric Administration, 11 Apr. 2016. Web. Jan.-Feb. 2016. <;. ................
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