Comparison of Two Hurricanes
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Apr 8, 2014
In this classroom activity, students incorporate learning form lecture, reading, video programs to reflect on the similarities and differences between hurricanes Katrina 2005 and Sandy 2013 in terms of how the storms developed and became dangerous, and how the disaster, mitigation, and response, differed in the two places and two events. Students submit a written reflection for grading.
Higher-order thinking skills: In this activity students,
- synthesize ideas from class discussion, video programs, and textbook reading to reflect and discuss hurricane disasters, disaster mitigation and response.
- discuss comparisons, similarities, and differences between two hurricanes.
Other skills: In this activity students submit a written, typed manuscript of their responses and reflections to specific questions.
This activity is about how humans perceive risk, prepare for it, and respond to it. It is taught as part of a larger unit on atmospheric circulation and storms. It is also about how a lack of foresight sometimes can bring disastrous consequences.
Context for Use
Description and Teaching Materials
- Lecture based introduction to tropical cyclones
- Viewing either in-class or independently of the following two programs:
- NOVA-Storm that Drowned a City: Hurricane Katrina
- NOVA-Hurricane Sandy: Inside the Megastorm
For each video viewing there is a written summary of observations from the video itself. For the final written portion, reflection is emphasized as a way to encourage students to think about comparisons and synthesize ideas from the class text, lecture, and the two videos. The associated files are the written summaries from the two video assignments.