Lesson+8


 * I. INTRODUCTION**
 * Lesson Title**: Hurricanes Make Me Hungry
 * Grade Level**: Tenth grade
 * Projected Length**: Two classes
 * Big Idea**: Empathy
 * Essential Question**: How does world hunger affect us?
 * Enduring Understanding**: Although we may not be directly affected by world hunger, world hunger does affect us, and we are responsible for being a part of the solution.

- Reflect on their past experiences - Identify what a hurricane is - Connect and empathize with Katrina victims - Understand how Katrina affected victims’ access to food
 * II. INSTRUCTIONAL OBJECTIVES**
 * Understand**: After this lesson, I want students to //understand// that we are not always in control of what happens; therefore, like others who already do, we, too, are vulnerable in experiencing world hunger.
 * Know**: After this lesson, I want students to //know// tropical cyclones based on region (hurricane, typhoon, severe tropical cyclone) and why they occur.
 * Do**: After this lesson, students will //be able to//…

Aim: How does world hunger affect us?
 * III. AIM**

//Do Now//: - Journal: How did Hurricane Irene affect your family and you? How did you feel before and after it happened as well as while it was happening? - Dialogue Journal: Read a neighbor’s journal entry and respond to what he/she wrote. Find similarities and differences between your experiences and feelings. Swap one more time with another neighbor. - Discussion: Let’s share. Report on what someone wrote about in their journal and how you related to that person.
 * IV. PROCEDURE**
 * Class 1:**

//Transition//: So, what is a hurricane and why do they even occur?

//Lecture//: - Define what a hurricane is: ([|National Hurricane Center]) - Why do hurricanes occur? ([|NASA])
 * The terms “hurricane” and “typhoon” are regionally specific names for a strong “tropical cyclone.”
 * When tropical cyclone winds reach over 33 m/s (64 kt, 74 mph), they are called:
 * Hurricane: the North Atlantic Ocean, the Northeast Pacific Ocean east of the dateline, or the South Pacific Ocean east of 160E
 * Typhoon: the Northwest Pacific Ocean west of the dateline
 * Severe tropical cyclone or Category 3 cyclone: the Southwest Pacific Ocean west of 160°E or Southeast Indian Ocean east of 90°E
 * Very severe cyclonic storm: the North Indian Ocean
 * Tropical cyclone: the Southwest Indian Ocean
 * Warm, moist air over the ocean rises upward from near the surface.
 * Warm air rises, causing an area of lower air pressure below.
 * Air from surrounding areas with higher air pressure pushes in to the low pressure area.
 * That “new” air becomes warm and moist and rises, too.
 * As the warm air continues to rise, the surrounding air swirls in to take its place.
 * As the warmed, moist air rises and cools off, the water in the air forms clouds.
 * The whole system of clouds and wind spins and grows, fed by the ocean's heat and water evaporating from the surface.

//Transition//: In 2005, when you were in the 4th grade, New Orleans and Mississippi were hit by a hurricane, one that was much more extreme than Irene. The //New York Times// calls it “one of the most punishing hurricanes ever to hit the United States” ([|“Hurricane Katrina”]). Although we knew Hurricane Katrina was coming, we did not know just how badly she was going to hit. Let's take a look at her.

//Watch and Respond//: - [|“Hurricane Katrina: Extreme Video”] - [|“Voices from the Gulf Coast”]

//Discussion Based on Videos//: - Who was affected by Katrina? - How were people affected by Hurricane Katrina? - Does anyone know anyone who was affected by Katrina? - What did the Katrina victims have control over during the storm?

//Closure//: We are all vulnerable to natural disasters like Hurricane Irene and Katrina; we can’t stop them from happening. Tomorrow, we’re going to look at how many people in New Orleans and Mississippi became homeless because of Katrina and how many people, therefore, did not have access to food.

//Homework//: Read newspaper article about Hurricane Katrina (three different articles, each student assigned one of three) and fill out graphic organizer about it. - [|“Resources Scarce, Homelessness Persists in New Orleans”] by Shaila Dewan - [|“New Orleans’ Homeless Rates Swells 1 in 25”] by Rick Jervis - [|“Homeless Still Feel Katrina’s Wrath”] by Rick Jervis

//Do Now//: - Journal: Complete R.A.F.T. - Discussion: Let’s share.
 * Class 2**:

//Transition//: For homework last night, you read about how homelessness became a major issue after Katrina. And, for your journal, you put yourself in the shoes of someone who was a victim to Hurricane Katrina, someone who suffered from homelessness because of it. For today’s class, we are going to look at how this ties back to world hunger.

//Group Work//: - Break up into groups based on the article you read. Discuss its key points and what stood out to you. - Break up into groups again with each article represented in each group. How were your articles similar and different?

//Discussion//: - One spokesperson from each group share what your article was about. - How were your articles similar and different to one another? - How does this relate back to world hunger? - Look at statistics in [|Share the World's Resources]

//Closure//: Like our fellow brothers and sisters near and far who experience hunger, we are actually susceptible to experiencing it as well. It could be because of a natural disaster, like Hurricane Irene and Katrina, or an unexpected economic downfall, which we know all too well about. Before you leave, please fill out this Exit Card, and we'll start tomorrow's class off by reviewing your responses.

//Exit Card//: Write down one way you’ve seen someone fight world hunger in your community.

//Homework//: Work on final project