Explore: Building a Hurricane Proof

House
Lesson Summary
 The goal of this phase is to introduce students to the major effects hurricanes and other natural
disasters can have on communities. Students will research natural disasters in the United States
and what has been done to reconstruct the damage.

Objective/Goal
 Students will conduct research on how natural disasters have a significant impact on
communities.
 Students will be able to define the word hurricane.
 Students will identify hurricanes that have happened in the United States within the last three
years.
 Students will identify the effort it takes to rebuild a community that has been affected by a
hurricane.

Standards
MA Science and Technology/Engineering Standards

 7.MS-ESS3-2. Obtain and communicate information on how data from past geologic
events are analyzed for patterns and used to forecast the location and likelihood of
future catastrophic events.
Clarification Statements:
• Geologic events include earthquakes, volcanic eruptions, floods, and
landslides.
• Examples of data typically analyzed can include the locations, magnitudes, and
frequencies of the natural hazards.

NGSS

 MS-ETS-1-1. Define the criteria and constraints of a design problem with sufficient
precision to ensure a successful solution, taking into account relevant scientific
principles and potential impacts on people and the natural environment that may limit
possible solutions.
Massachusetts Technology Literacy Standards and Expectations

 6-8.DTC.c.1 Perform advanced searches to locate information using a variety of digital

sources (e.g., Boolean Operators, limiters like reading level, subject, media type).

Common Core Standards for ELA and Literacy in History/Social Studies, Science and
Technical Subjects

CCSS.ELA-LITERACY.SL.7.1
 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.7.1.D
 Acknowledge new information expressed by others and, when warranted, modify their
own views.

Activity Steps
Days 1 & 2 (30-35 minutes each)

1. Teacher will start lesson by asking students to discuss what they know about natural disasters
and what needs to be done after they happen at their table groups. Students should be given 3-
5 minutes for this.
2. Teacher will facilitate whole group discussion on prior knowledge of natural disasters. Ask
questions such as “What are natural disasters?” “Can you identify any natural disasters that
have happened recently?” “How do natural disasters effect humans?” “What efforts do
communities/companies/governments have to put forward to rebuild places effected by natural
disasters?”
3. Tell students they will specifically be focusing on the effects of hurricanes. Ask students what
they already know about hurricanes. As a class, read through
http://www.weatherwizkids.com/weather-hurricane.htm so students start to build an
understanding about what a hurricane is and how they form.
4. Students will use their iPads, with Safari restrictions, to research damaging hurricanes that have
happened within the last three years in the United States. Suggest to students to research
Hurricane Harvey, Hurricane Michael, or Hurricane Maria.
5. Have students begin with individual research. Guiding questions for students are
a. What are hurricanes and how do they form?
b. What are some recent (in the past three years) hurricanes that have hit the United
States?
c. What kind of damage did those hurricanes do? Damage to buildings, homes, or
structures? Damage to nature? Damage to roads/highways? Injury or death?
d. What were the top wind speeds during these hurricanes?
 e. What was done in the aftermath of the hurricane? Who got involved in helping the
communities effected?
6. Allow students some time to finish their individual research. Students should have at least one
answer for every guiding question.
7. Pass out one 3x5 index card to every student. Students will answer the following questions as an
exit slip.
a. Name one recent hurricane to hit the United States.
b. What kind of damage did that hurricane do?

Day 3 (45 minutes)

1. Begin a discussion about the findings of the research that was conducted the day(s) before.
Guide students to identify patterns in damage, wind speeds, and post hurricane work.
2. Put students into groups of 3-4 based on mixed academic levels.
3. Show students the QuickTime video that introduces the problem. Students will be told they
need to create a more damage resistant house that is still appealing to buyers while being
conscience of a budget.
4. Ask students “What do you think needs to be included in designing a hurricane proof house?”
This question should be answered individually in their Student Notebook. Give students about 5-
10 minutes of individual think time.
5. Have students discuss their answers with their group mates. Students should note the
differences between their ideas and their partners ideas by writing them in their Student
Notebook.
6. As a group, students should now brain storm the difference between a regular house structure
and a hurricane-proof structure.
7. Teacher will facilitate a whole class discussion involving the differences between a hurricane-
proof structure and regular structure. Teacher should make a bulleted list on the board of
student’s thoughts on what is important to do while building a hurricane proof structure.

Handouts, Materials
 iPads (1:1)
 Key Note - Hurricane-Proof House
 Student Notebook
 3x5 index cards
 Hurricane-Proof House video

Estimated Time
 3 Days