I implemented my unit in Early November. The unit was similar to the one that I presented at the summer workshop. It involved using ARCvoyager to track hurricane data. Because of a relatively quiet hurricane season, I had students use data that I had downloaded previously (hurricane season 05). The data set included location, wind speed, and date. The students used ARCvoyager and plotted the various hurricanes and then highlighted the various factors using the ARCvoyager tools. I also had them input the one hurricane that we had tracked this year by hand and plot that as well. I then had them use an ocean temp image to make observations about the relationship between water temperature and hurricane strength (the correlation does not work out perfectly but is close enough to build a discussion around).

The investigation ended up being a little frustrating for both the students as well as myself because our network is way out of maintanence and the server keeps crashing. When a computer crashed, all data was lost (as you can not save with this program) and they had to start all over again. The kids took to using the software very quickly. When they realized that they could've used it instead of manually doing it, they were a little beside themselves ("why didn't we do the computer instead this whole time"). When we ran into the crashing problems, the hubbub quieted down a bit but I think they realize the potential. It seems the students were good with the science concepts, understood the software but did not leave the experience feeling all that warm and fuzzy about GIS.

When I do it again, I would like to get a better resource for ocean temperatures images that are from the actual dates of the hurricanes because I feel it would show a better relationship.

Sean, how much time did you spend introducing ArcVoyager? I plan to use it in the spring to plot earthquakes, so I'm trying to figure out how much computer time I will need.

Hi, Sean!
I would like to implement your hurricane investigation with my students since the curriculum that I'm teaching right now is on weather and water. Do you mind if I use your plan with my students. If you don't mind, where can I find it. Is it included in the exit CD?

Rebecca - I used two periods to run the lesson. I had the hurricane info pre-formated and in a folder on the desktops so it was pretty user friendly for the kids. I had them open ArcVoyager, navigate to each file, load it and viola! The time to run the program would vary depending on how much data you want them to load and what you want them to do with it. I had them use the world map layer, the lat/long layer and then 6 hurricanes. I had them adjust the paths color to show hurricane strengh. I then had them load the sea surface temp layer and look for a relationship between hurricane strength and water temp. Finally, I had them load hurricane data we had previously collected tracking a storm earlier in the month (just lat/long) into a pre-formated excel worksheet, save in and load it up. If not for network trouble, this would've taken less than the two periods (maybe 60 - 70 minutes) and the kids could've had more "mess around" time with the program.

Mitchelle - You are more than welcome to use any/all of this investigation. I will take home the hurricane data over the holiday and send it to you. Drop me an email at socdoggy@gmail.com and I will get that out.

Thanks for the feedback,
Sean

Another graphing activity the students could do is the correlation between wind speed and barometric pressure vs time. They would be graphing two different items on the same graph. Time is the x-axis and speed and pressure are the y-axis. After plotting and connecting the "dots" they should definitely see a correlation.