In this lesson students identify the similarities and differences between the formation and features of cyclones and a simulated ‘cyclone in a bottle’ activity.
Explain to the students that they are going to do an activity that simulates a cyclone.
Organise the students into cooperative learning teams and provide each team with a copy of the worksheet Cyclone in a bottle (Word, 412 KB).
Give students enough time to read through the procedure and to ask any questions.
Distribute the worksheet Cyclone in a bottle – recording sheet (Word, 421 KB) to each student. Allow them some time to read through the guiding questions and explain that each student will be required to record their observations on this sheet.
Teams should complete the procedure using the equipment provided and record their observations on their recording sheets.
As a class, discuss student observations and revisit the information discussed in the last lesson on the features and formation of cyclones.
Ask the students to consider the following questions – How does the ‘cyclone in a bottle’ model a real cyclone? How is it different?
Ask students to record their individual responses to these questions on the recording sheet.
Organise students into small groups to share their responses and then meet together as a class to discuss the similarities and differences between the simulation cyclone and a real cyclone.