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LESSON PLAN 1
How Do TornadoesForm?The word tornado comes from the Spanish wordtronada, which
means thunderstorm. Although a tornado is not a thunderstorm, it
would not exist without strong thunderstorms. A tornado is a violently
rotating column of air extending from a thunderstorm to the ground.
The most violent tornadoes have rotating winds of 250 miles (402 kilo-
meters) per hour or more.
Key Terms and Concepts
air pressure
anvil cloud
atmospherecondense
cumulonimbus cloud
cumulus cloud
downdraft
Purpose
To introduce students to the science of tornadoes
Objectives
The students will UseA Tornado Is Born to define tornado vocabulary using words
and images.
Read A Tornado Is Born to learn how tornadoes form.
Work as a class to create a storyboard showing the birth of a
tornado.
Use information and vocabulary about tornadoes to write a picture
bookfiction or nonfictionthat illustrates the formation of
tornadoes.
Investigate family memories about experiences with tornadoes;
compare the recollections with the facts of physical science to
explain why the clues helped make an accurate tornado prediction.(Home Connection)
UseHail Makerto research and analyze the relationships among
supercells, tornadoes and hail. (Linking Across the Curriculum).
Research the Internet to learn about supercells and straight-line
winds and create a presentation to share their information with
others. (Linking Across the Curriculum)
Tornadoes35
Tornado Science
1Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?
Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Enhanced Fujita
Scale
funnel cloudhail
mesocyclone
supercell
thunderhead
tornado
updraft
vertical wind shearvortex
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
Set up, present and discuss observations of weather demonstrations,
using the activity sheets Wind Maker, Storm Cloud, Tornado in a
Bottle andWind Shear.
Describe how each demonstration helps to explain tornado formation.
Use The Enhanced Fujita Scale of Tornado Intensity to understand and
develop comparative scales. (Linking Across the Curriculum).
Research to learn about the Great Cyclone of 1896 that hit St. Louis,
Missouri; use the Enhanced Fujita Scale to try to rate the tornado.
(Linking Across the Curriculum) Analyze the science, or lack of science, in works of art and drama in
which tornadoes play a role. Predict possible danger that might
proceed from misinformation about tornadoes. (Linking Across the
Curriculum)
Activities
Tornado Talk
Making Weather
2Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?
Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
3
Materials
A Tornado Is Born, 1 copy per
student
A variety of books on weather,
especially tornadoes
Access to the Internet
Hail Maker, 1 copy per
student or group (Linking
Across the Curriculum)
Chalkboard and chalk or chart
paper and markers
Tornado Talk
SET UP 45 minutes CONDUCT two 45-minute classes
Language Arts: Writing and Research; Science: Earth Science and
Physical Science
1. Display the classroom library of materials on the weather.
Include a computer or computers with access to the Internet.
2. DistributeA Tornado Is Born. Ask students to use sources
from your weather library and the Internet to define the list
of words on page 1 of the activity sheet. Write the class defi-
nitions for each of the words on the chalkboard or large
poster paper.
Definitions forA Tornado Is Born
anvil cloud: the upper portion of a cumulonimbus cloud that flattens
spreads out, sometimes for hundreds of milesatmosphere: the mass of air surrounding the earth
condense: to cause a gas or vapor to change into a liquid
cumulonimbus cloud: a cloud that towers above ordinary cumulus
clouds with stronger or severe storms. The cloud often has a more
sharply outlined, defined appearance with relatively rapid rising motions
that are visible.
cumulus cloud: a column of rising air that has condensed into a dense
cloud with distinct outlines. The cumulus cloud is the first stage of a
developing thunderstorm, although most cumulus clouds do not form
thunderstorms.
downdraft: rapidly descending column of cooling air that causes heavyrains and violent wind gusts
front: the boundary between two air masses with differing characteris-
tics, such as temperature or humidity
funnel cloud: a rotating, cone-shape column of air extending downward
from the base of a thunderstorm. When a funnel cloud reaches the
ground, it is called a tornado.
mesocyclone: a rotating shaft of rapidly rising air within a storm. Under
certain conditions, a mesocyclone can generate a tornado.
supercell: a violent thunderstorm that has a persistent, rotating updraft
and is capable of spawning tornadoes
thunderhead: the upper portion of a swelling cumulus cloud, or the
entire cumulonimbus cloud
updraft: a column of warm, moist air that is rising in a thundercloud or
supercell
vertical wind shear: the change in the winds direction and speed with
height
vortex: a whirling mass of air in the form of a column or spiral
Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
3. When the words are defined, divide students into small groups. Turn
their attention to the second and third pages of the activity sheet. Have
them work together to fill in the blanks of the tornado formation
description on their activity sheets.
Answers toA Tornado Is Born, Pages 2 and 3
High in the atmosphere, cool air pushes against warm air. The place
where the two kinds of air meet is called a front. A front can stretch
over 100 miles (161 kilometers).
On warm days, the air near the ground is much warmer than it is at
higher elevations. Warm air rises by bubbling up from the ground, just
like the bubbles in a pot of boiling water. If the air has enough moisture
in it, the moisture condenses and forms cumulus clouds.
Sometimes, the rising air is trapped by a layer of cooler air above it. As
the day continues, the warm air builds up. If this pocket of warm air
rises quickly, it can break through the cap of cooler air like water
shooting up from a fountain and a thunderhead orcumulonimbus
(kyu-mya-lo-NIM-buhs) cloud, grows, topped by an anvil cloud. The
thunderheads most likely to cause tornadoes are those that form alongand ahead of fronts.
Strong, fast winds tend to blow along and above fronts. If slower surface
winds blow opposite to the direction of the higher winds, a vertical
wind shear forms. Vertical wind shear can cause the rising air in a
thunderhead to begin to rotate.
A supercell is a thunderstorm with a constantly rotating updraft.
Supercells are responsible for a high percentage of severe weather
events, especially tornadoes.
If the rising column of air in a thunderhead begins to rotate, it is called amesocyclone (mez-uh-SY-klon). In a mesocyclone, the updrafts and
down drafts are in near balance, allowing the storm to continue for
several hours.
As a mesocyclone rotates, it stretches toward warm air near the ground.
The lower part of the mesocyclone narrows. The narrower it becomes,
the faster it spins.
When this vortex dips down from the mesocyclone, it draws in warm,
moist air. The air cools as it is pulled up into the column. Tiny droplets
of water form and a whirling cloud appears. This cloud is called a
funnel cloud.
Some funnel clouds hang straight down from the storm cloud. Others
stretch sideways through the sky. A funnel cloud may dip down and then
retract into the mesocyclone, or it may touch the ground. If it touches
the ground, the funnel cloud is called a tornado.
4Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?
Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
5
4. Challenge students to draw and label a storyboard showing the birth of
a tornado as described on the activity sheet. The following resources
will help students with illustrations as they work on the storyboards.
Resources:Animations of Tornado Formation
Prentice Hall, Geoscience Animations
http://esminfo.prenhall.com/science/geoanimations/animations/
Tornadoes.html
MSNBC: Birth of a Tornadohttp://www.msnbc.com/modules/tornado/default.asp
USA Today: How Tornadoes Form
http://www.usatoday.com/weather/graphics/tornadoes/flash.htm
National Weather Service: Thunderstorms, Tornadoes, Lightning
http://www.nws.noaa.gov/om/brochures/ttl.pdf
NOAA: Tornadoes... Natures Most Violent Storms
http://www.nssl.noaa.gov/edu/safety/tornadoguide.html
Wrap-Up
Have groups share their completed activity sheets and
drawings in short presentations. Working with the
class, compile a storyboard about the formation of a
tornado from the best elements of the presentations.
Challenge each group to work together to create a storybook for young
children, entitledA Tornado Is Born. Their books can be fiction or non-
fiction, but they must include all the correct material on tornado formation.
Home Connection
Have each student take home his or her activity sheet to share
with family members. Ask family members to relate any
personal memories they have about tornadic storms. What clues to the
tornados approach did they observe?
Briefly, discuss what students learned at home. Challenge them to work
together to tie clues to the reality of a tornados formation. For example,
why might hail be a good clue to the possible approach of a tornado?
Linking Across the Curriculum
Science: Earth Science and Physical Science
Both tornadoes and hail form when atmospheric conditions are unstable.
An unstable atmosphere occurs when the updraft of warm, moist air is
strong enough to push through the top layer of colder, drier air.
Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
TEACHING NOTE The Hail Makerdemonstration takes about four hours to set up.
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
1. DistributeHail Makerand the needed materials to student groups.
2. Have the groups complete the demonstration and work together to
answer the questions on the activity sheet.
Answers toHail Maker, page 2
Observation of Layers
You can see the different layers within the frozen droplet. The layers
farthest from the center are the clearest; the inner layer is white.
What You Discovered
The ice pellets resemble hail because of the layers of ice within each.
They are different from hail because they are not round and the number
of layers is not dependent on the winds and temperature changes within
a cloud.
Challenge: Temperature differences may have an effect, because the
addition of warm water might partially melt the previous layer of the ice
pellet before it is refrozen, blurring the layers. Using ice-cooled water
might change the clarity of the layers. The actual demonstration may
differ depending on the temperature of the water used.
3. Ask students to use their demonstration and the information fromA
Tornado Is Born to explain the relationship between hail and tornadoes.
If hail falls during a storm, does that mean a tornado is inevitable?
Explain.
Answer
As water droplets condense when the warm moist air hits the cold air,
they freeze. They will begin to fall but, if the updraft is strong enough,
they will be pushed up into the cold air at the top of the thunderstorm
and refreeze. They will continue to add moisture from the updraft and
the new moisture will freeze in the cold air. Eventually, they becomeheavy enough that they fall to the ground.
Science: Earth Science
Storm damage from straight-line winds is also associated with
supercells. Challenge interested students to research on the
Internet to learn more about this weather event. When the
research is complete, ask them to create a short presentation that explains
what happens to cause this kind of storm and how it relates to tornadoes.
6Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?
Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Materials
Freezer, for use by all the
groups
For each group:
Hail Maker
Scissors
Wax paper
Saucer
Eyedropper
Cold tap water
Black construction paper
Desk lamp
Paper towel
Magnifying lens
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
7
Making Weather
SET UP 45 minutes CONDUCT two 45-minute classes
Science: Earth Science and Inquiry
1. Introduce the activity by discussing with students the importance ofdemonstrations to the understanding of difficult concepts. Explain that
the demonstrations will help them better understand the physics behind
tornado development.
2. Divide the students into four teams and assign one weather demonstra-
tion to each team. Help the teams gather the materials they need and, if
necessary, guide them through the demonstrations within their groups.
Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
TEACHING NOTE Tornado Talk, the first activity in Lesson Plan 1, describes the
basics of tornado formation. Students will better understand Making Weather ifthey complete Tornado Talk first.
TEACHING NOTE Depending on your time constraints and your students interest
and abilities, Making Weather activities can be teacher or student demonstrations.
All directions and questions for discussion are provided on the student activity
sheets. To conserve time, consider dividing the class into groups and having each
perform and present a different demonstration.
Materials for all fourdemonstrations:
Wind Maker
Wind Maker
3 (8 cm) paper circle cut into a spiral
10 (25 cm) piece of thread
Heat source (light bulb)
Storm Cloud
Storm Cloud
Clear, plastic sweater box or similarcontainer, 8 x 8 x 12 (20 x 20 x 30 cm)
Water (room temperature)
Heated milk, about 140 F (78 C) meas-ured on a candy thermometer
Clean baby food jar
Plastic wrap
Rubber band
Sharp object, such as the end of a paperclip
Wind Shear
Wind Shear
Toilet tissue tube
2 hardbound books
Tornado in a Bottle
Tornado in a Bottle
Two 2-liter soda bottles with caps
Hammer and a 2 (5 cm) nail Scissors
Balloon
Food coloring
About 2 quarts (2 liters) of water
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
3. When all the teams have worked through the demonstrations, give them
time to discuss and agree on answers to the questions at the end of the
sheet.
4. Help each team set up and present its weather demonstration and
analysis to the rest of the class. Guide a brief discussion of each teams
findings and analysis with the class as a whole.
Team 1Wind MakerAnswer
When you hold the spiral by the thread over the heat source, the
spiral begins to swirl. When you move it away from the heat
source, the spiral stops swirling.
What You Discovered
When the air around the heat source is heated, the warmer air rises
(updraft) and the cooler air drops down (downdraft) causing air
movement. This movement of air causes wind.
Team 2Storm Cloud
Answer
The warmer milk immediately rises toward the top of the container.
It spreads into an anvil-shaped cloud as it hits the cooler water of
the container and the waters surface. As the milk cools, it sinks in
pouches and then in tiny streams back into the water.
What You Discovered
A cumulonimbus cloud develops vertically (updrafts of moist air)
and is often capped by an anvil-shaped cloud. This is a thunder-
storm cloud, frequently accompanied by heavy rains, lightning,
thunder and, sometimes, hail, tornadoes or strong winds.
Team 3Wind Shear
Answer
When you move the books in opposite directions, the horizontal
tube rolls between the books and then shears off vertically.
What You Discovered
Wind shear is the effect of winds moving in opposite directions.
When the tube hits the ground, it represents a tornado.
The power of the winds aloft and the slower winds closer to the
ground can make the rising air in a thunderhead start spinning,
forming a column of spinning air (mesocyclone) that can be the
basis of a tornado.
8Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?
Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
9
Team 4Tornado in a Bottle
What You Discovered
The swirling motion builds energy and, as the water drops through
the opening of the bottle, it forms a vortex (a spinning funnel
shape). The energy of a real tornado comes from winds and wind
shear that produce rotation, which results in the tornado vortex.
As this energy is forced into the smaller opening, it becomes more
violent because the molecules move closer to the center.
Wrap-Up
1. Now, ask students to use the demonstrations to
explain the following:
Why do tornadoes often form when the surface air is warm and very
moist and the upper level air is cold?
Answer from Wind MakerandStorm Cloud
When the sun heats the ground, the air near it grows warm, too.
The warm air rises, but sometimes it is trapped by a layer of cooler
air above it. As the day progresses, the sun continues to shine, and
more heated air pushes its way skyward. Finally, it breaks through.
The warm air blasts high into the sky, like water shooting up from
a fountain, and a thunderhead grows.
Why do these circumstanceswarm, surface air and cooler, drier airaloftresult in thunderheads? What if the warm air is dry? Would
thunderclouds form? Why or why not?
Answer fromStorm Cloud
Thunderstorms must have warm, moist air to form.
What happens to air masses caught between surface winds moving in
one direction and upper level winds moving in the other?
Answer from Wind Shear
Strong winds often blow high above fronts. The power of these
winds, along with slower winds closer to the ground, can make the
rising air in a thunderhead start rolling along a horizontal axis.
A tornado forms from a vertical, rotating mass of air called a mesocy-
clone. At first, the rotating air is horizontal. What probably causes it
to lift up and become vertical?
Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
TEACHING NOTE In the Tornado-in-a-Bottle demonstration, you may substitute a
commercial Tornado Tube for the connector between the two bottles. If you do not
use a Tornado Tube, make sure you maintain close supervision of the students when
they use the hammer and nails.
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
Answer from Wind Shearand Wind Maker
The powerful updrafts of the storm tilt the air rolling along the
horizontal axis until it whirls along a vertical axis or vortex.
The mesocyclone acts like a vacuum cleaner. It sucks up more and
more warm, moist air. What happens to the cold air at the top of the
column?
Answer from Wind Makerand Tornado in a Bottle
The mesocyclone draws ground-hugging air up into itself, where it
expands and cools, condensing and, thus, building the cloud basedownward into a wall cloud.
In some mesocyclones, a smaller column of faster-spinning air forms
inside the bottom of the mesocyclone. This column is usually less than
a half mile wide. As it spins, it reaches toward the ground, drawing in
more warm, moist air. The air cools as it is pulled up into the column.
Tiny droplets of water form and a whirling cloud appears. This cloud
is called a funnel cloud. If this funnel cloud touches the ground, it is
called a tornado. What feeds the tornado cloud energy?
Answer from Tornado in a Bottle
The energy of a real tornado comes from winds and wind shear
that produce rotation, which results in the tornado vortex. As thisenergy is forced into a smaller area, it becomes more violent
because the molecules move closer to the center.
Linking Across the Curriculum
Science: Earth Science; Mathematics: Comparison
Tornado winds are often too difficult or even impossible to
measure. The Enhanced Fujita Scale (also known as the EF Scale) is a
measurement of observed damage caused by tornadoes. The scale includes
estimated wind speeds based on damage. Use The Enhanced Fujita Scale of
Tornado Intensity to help the students understand and develop comparative
scales of their own.
Challenge students to create scales to measure and report information. For
example, a scale of difficulty could be measured by the grades students
earn on tests. A D0 would be a test that 99 percent of the students ace; on
a D5, no student earns an A. Students could set up a scale to rate
distances between homes, schools, towns or states. Your home is just a T0
away, but mines a full T4.
Science: Earth Science; Mathematics: Comparisons
On May 27, 1896, a tornado struck the city of St. Louis,
Missouri. The news media called it The Great Cyclone andtook extensive pictures of the damage it caused. The Enhanced
Fujita Scale was a long way from creation at that point, so no EF
Scale measurement has been assigned this horrific tornado.
In small groups, have students examine the pictures and text of the Great
Cyclone of 1896 in light of the EF Scale.
10Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?
Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Materials
The Enhanced Fujita Scale of
Tornado Intensity (Linking
Across the Curriculum)
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Tornadoes35
LESSON PLAN 1
How Do TornadoesForm?
11
In their opinion, what rating would the groups assign this historic tornado
and why? Have each group make a short presentation to the class to share
their rating and the reasons for it. When everyone is finished, invite furtherdiscussion on any differences in class opinion and on the kind of informa-
tion they would need to make a more definitive classification.
Language Arts: Reading
Lead a discussion of the impossible situations the students have seen in
fictional accounts of tornadoesfrom The Wizard of Ozto Twister. What
scientific facts are misinterpreted or misrepresented? Can misinformation
be dangerous? Explain.
Masters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form?Copyright 2007 The American National Red Cross
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
TEACHING NOTE Go to the Photo Library of the National Oceanic and
Atmospheric Administration at http://www.photolib.noaa.gov/nws/monsters.html.
Click Tornadoes for pictures and click http://www.photolib.noaa.gov/nws/tornado
.htmlfor text.
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A Tornado Is BornPage 1 of 3
Name ________________________________________________________________________
A TORNADO IS BORNMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Step 1: Use books, the Internet and other resources to define each of the words below.If possible, draw a picture of the word to help others understand its meaning.
anvil cloud:
atmosphere:
condense:
cumulus cloud:
cumulonimbus cloud:
downdraft:
front:
funnel cloud:
mesocyclone:
supercell:
thunderhead:
updraft:
vortex:
vertical wind shear:
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A Tornado Is BornPage 2 of 3
A TORNADO IS BORNMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Step 2: Below is a description of the way tornadoes form. Some of the words aremissing. Use the words from Step 1 to complete the description. Then, draw a story-
board on the back of the page showing the formation of a tornado.
High in the _______________, cool air pushes against warm air. The place where the
two kinds of air meet is called a ______. A front can stretch over 100 miles (161 kilo-
meters).
On warm days, the air near the ground is much warmer than it is at higher eleva-tions. Warm air rises by bubbling up from the ground, just like the bubbles in a pot
of boiling water. If the air has enough moisture in it, the moisture ____________ and
forms ____________________.
Sometimes, the rising air is trapped by a layer of cooler air above it. As the day
continues, the warm air builds up. If this pocket of warm air rises quickly, it can
break through the cap of cooler air like water shooting up from a fountain and a
__________________, or _________________ (kyu-mya-lo-NIM-buhs) cloud grows,topped by an ____________. The thunderheads most likely to cause tornadoes are
those that form along and ahead of fronts.
Strong, fast winds tend to blow along and above fronts. If slower surface winds
blow opposite to the direction of the higher winds, a _______________________
forms. Vertical wind shear can cause the rising air in a thunderhead to begin to
rotate.
A _____________ is a thunderstorm with a constantly rotating ____________.
Supercells are responsible for a high percentage of severe weather events, especially
_____________.
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A Tornado Is BornPage 3 of 3
A TORNADO IS BORNMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
If the rising column of air in a thunderhead begins to rotate, it is called a______________ (mez-uh-SY-klon). In a mesocyclone the updrafts and _____________
are in near balance, allowing the storm to continue for several hours.
As a mesocyclone rotates, it stretches toward warm air near the ground. The lower
part of the mesocyclone narrows. The narrower it becomes, the faster it spins.
When this _________ dips down from the mesocyclone, it draws in warm, moist air.
The air cools as it is pulled up into the column. Tiny droplets of water form and awhirling cloud appears. This cloud is called a _______________.
Some funnel clouds hang straight down from the storm cloud. Others stretch side-
ways through the sky. A funnel cloud may dip down and retract into the mesocy-
clone, or it may touch the ground. If it touches the ground, the funnel cloud is called
a _______________.
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Directions: Gather the following materials andfollow the steps below to illustrate how hail forms
within thunderclouds.
What You Need
Scissors
Wax paper
Saucer
Eyedropper Cold tap water
Black construction paper
Desk lamp
Paper towel
Magnifying lens
Freezer
What You Do1. Cut a piece of wax paper to fit into the saucer. Place the paper into the saucer.
2. Use the eyedropper to place, separately, about 5 drops of water onto the wax paper.
3. Place the saucer in the freezer.
4. After 30 minutes, remove the saucer and place a drop of water on top of each frozen
drop. Put the saucer back in the freezer.
5. Repeat Step 4 twice more. Wait an hour after you last add water. (Note: For a more
dramatic effect, use different colors of water to form each layer.)
6. Place the black paper under the desk lamp. Remove one of the ice pellets and dry itwith a paper towel. Place the pellet with its flat side facing up on the black paper.
7. Use the magnifying lens to observe the structure of the ice. View it from different
angles. (As you make your observations, replace melted ice pellets with others.)
Hail MakerPage 1 of 2
Name ________________________________________________________________________
HAIL MAKERMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
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Hail MakerPage 2 of 2
HAIL MAKERMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Describe the color and clarity of each of the different layers.
What You Discovered
How do these ice pellets resemble hail? How are they different?
Challenge: Does the temperature of the water used to form each layer have an
effect?
Test your hypothesis: Use both warmer and colder (ice-cooled) water as you
form your ice pellets.
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Wind MakerPage 1 of 2
Name ________________________________________________________________________
WIND MAKERMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Directions: Gather the following materials and follow the steps below toillustrate how wind occurs.
What You Need
3-in. (8-cm) paper circle cut into a spiral
10-in. (25-cm) piece of thread
Heat source (light bulb)
What You Do
1. Tie the thread to the center of one end of
the paper spiral.
2. Hold the spiral by the thread and
place it over the heat source.
What happens?
3. Move the spiral away from the heat source. What happens?
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Wind MakerPage 2 of 2
WIND MAKERMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
What You Discovered What happens when the air around the heat source is heated?
What effect does that have on the air above?
How does the activity explain the creation of winds?(Remember, when air is warmed, its molecules are excited and movefarther apart.)
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Storm CloudPage 1 of 2
Name ________________________________________________________________________
STORM CLOUDMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Directions: Gather the following materials and follow the steps below toillustrate how thunderstorm clouds form.
What You Need
Clear, plastic sweater box or similar container (8 in. x 8 in. x 12 in.)
Water (room temperature)
Heated milk (about 78o C or 140o F measured
on a candy thermometer)
Clean baby food jar Plastic wrap
Rubber band
Sharp object, such as the end of a paper clip
What You Do
1. Fill the clear plastic box about 3/4 full of water
2. Fill the baby food jar to the top with heated milk and stretch a single layer of
plastic wrap over it tightly3. Carefully place the baby food jar into one end of the filled plastic
container and allow it to sit for a minute until the water settles
4. Using a sharp object, puncture several holes in the top of the plastic
wrap. Observe from the sides and top of the plastic container
5. Illustrate or describe what happens immediately
6. Illustrate or describe what happens next
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Storm CloudPage 2 of 2
STORM CLOUDMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
7. Illustrate or describe what happens when the milk begins to cooland sink.
What You DiscoveredHow does this demonstration apply to thunderstorm cloud formation?
Challenge: Use the terms anvil cloud, updraft, virga, andmammatus
clouds in your description.
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Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Wind ShearPage 1 of 1
Name ________________________________________________________________________
WIND SHEARMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Directions: Gather the following materials and follow the steps below to illustratewind shear and its role in creating tornadoes.
What You Need
Toilet tissue tube
2 hardbound books
What You Do
1. Place the toilet tissue tube, horizontally,
between the two books2. Move the books in different directions as
the tube rolls between them
3. Describe or illustrate what happens
What You Discovered
If the top book represents the upper winds and the bottom book represents the lowerwinds, how does the movement represent wind shear?
If the tube in its initial position represents a horizontal wind tunnel, what does the
tube represent when it hits the ground?
How does this illustrate real tornado formation?
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Tornado in a BottlePage 1 of 2
Name ________________________________________________________________________
TORNADO IN A BOTTLEMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
Directions: Gather the following materials and follow the steps below to illustratesome of the concepts behind tornado formation.
What You Need
Two 2-liter soda bottles with caps
Hammer and a 2-in. or 3-in. nail
Scissors
Balloon
Food coloring About 2 liters (2 quarts) of water
What You Do
1. Use the hammer and nail to punch a hole through each bottle cap.
Widen the holes to about 1/4 inch.
2. Cut the top off the balloon, leaving just 1 inch or so of the tight
bottom.
3. Fill one bottle 2/3 full with water. Put a few drops of food coloring in
the water and swirl it around so the color mixes in.
4. Leave the other bottle empty.
5. Screw the caps on each bottle.
6. Fit one end of the balloon over the neck of the bottle with water
in it.
7. Flip the empty bottle over and place the caps of the bottles together.
8. Fit the other end of the balloon over the neck of the empty bottle.
9. Turn the bottles over and shake the full bottle in a circular motion.
10. Illustrate or describe what happens.
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Tornado in a BottlePage 2 of 2
TORNADO IN A BOTTLEMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
What You DiscoveredWhat part(s) of a tornado does this demonstrate?
How does it compare to real tornado formation?
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The Enhanced Fujita Scaleof Tornado IntensityPage 1 of 2
Name ________________________________________________________________________
THE ENHANCED FUJITA SCALE OF TORNADO INTENSITYMasters of Disaster Tornadoes, Tornado Science, Lesson Plan 1/How Do Tornadoes Form
Copyright 2007 The American National Red Cros
Visit the American Red Cross Web site
at www.redcross.org/disaster/masters
The winds of a tornado are often too difficult or even impossible to measure. The
Enhanced Fujita Scale is a measurement of observed damage caused by tornadoes. The
scale includes estimated wind speeds of 3-second gusts based on damage. You can
read more about it at the National Oceanic and Atmospheric Administrations Storm
Prediction Center Web site (http://www.spc.noaa.gov/efscale/efscale.html).
Challenge: Study the Enhanced Fujita Scale on the next page. Then, create scales to
measure and compare the relative size or strength of other things: school or local
teams, rivers, parks, buildings, pets, the success or failure of ______________________.
Make sure your descriptions will allow others to use the scale to measure and comparesimilar items.
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The Enhanced Fujita Scaleof Tornado IntensityPage 2 of 2
THE ENHANCED FUJITA SCALE OF TORNADO INTENSITY
EF Scale NumberWind Speed(3-second gusts) Description of Damage
EF0Light damage
65 to 85 mph(105137 km/h)
Causes some damage to siding, shingles
and gutters; breaks branches from trees
and overturns trees with shallow roots
EF1Moderate damage
86 to 110 mph(138177 km/h)
Causes considerable roof damage; can
uproot trees, bend flagpoles and large
signs; may overturn single-wide mobile
homes, tear off exterior doors and break
windows and other glass
EF2Considerabledamage
111 to 135 mph(178217 km/h)
Destroys most single-wide mobile
homes; tears roofs off well-constructed
homes and shifts these homes from their
foundations; uproots or breaks large
trees in half; debarks softwood trees;
tosses and overturns cars; collapses flag
poles and large signs
EF3Severe damage
136 to 165 mph(218266 km/h)
Tears the bark from hardwood trees;destroys all but small portions of
houses; causes severe damage to office
buildings or shopping malls; overturns
trains and throws cars; blows away
structures with weak foundations
EF4Devastating damage
166 to 200 mph(267322 km/h)
Completely destroys well-built resi-
dences, large sections of school build-
ings and large office buildings; throws
about cars and other large objects;
tosses small objects like missiles
EF5Incredible damage
More than 200 mph(more than 322 km/h)
Causes significant structural deforma-tion of mid- and high-rise buildings;
throws automobile-sized missiles
through the air 100 yards (91 meters) or
more. To date, no EF5 tornadoes have
been recorded.