Presented By: Kim Richardson, Psy.S. School Psychologist, Palm Beach County

Hurricanes Educators

Acknowledgements

During the first six weeks of the 2004-2005 school year, the state of Florida was struck by four hurricanes, resulting in $42 billion dollars in damage and the destruction of over 65,000 homes. Following each natural disaster, school psychology leaders throughout the state worked to secure resources to support parents, teachers and administrators, often while coping with their own personal losses. The president of the Florida Association of School Psychologists at the time, Mary Alice Meyers, mobilized our state association to support the communities affected. It became clear that a document designed to assist adults in responding to the mental health needs of children following a hurricane was critically needed.

Kim Richardson, Psy.S., a classroom teacher for over ten years and a school psychologist, volunteered to steward this ambitious project. Kim has given countless hours to the compilation of these materials, which has resulted in an extremely comprehensive, user-friendly document that brings together “Best Practices” in preparing for, responding to and coping in the aftermath of a hurricane. Documents were gleaned from organizations such as the National Association of School Psychologists, FEMA, the Red Cross, and Education World.

Many thanks go to Mary Alice Meyers, Bob Templeton, Gene Cash, and Scott Poland for their leadership and feedback in the dissemination of these materials.

Please make copies of this CD, print out the materials and help support anyone for whom they may be of use. Hurricane Katrina has made us all powerfully aware of the potential devastation a natural disaster can bring. It has also made us keenly aware of the potential power of humanity following such tragedy. Perhaps Adam Lindsay Gordon, said it best: “Life is mostly froth and bubble, Two things stand like stone; Kindness in another’s trouble, Courage in your own.” May these materials provide you with resources to support both kindness and courage.

Respectfully Submitted,

Sarah Valley-Gray, Psy.D. Assistant Professor, Nova Southeastern University FASP Executive Board Member

1 Hurricanes Educators

TABLE OF CONTENTS:

I. Introduction to the manual………………………………………...…Page 4

II. Selected Readings for Elementary/Middle School ……………...…..Page 5

III. Selected Readings for High School/Adult………………………...….Page 13

IV. Selected Readings for Teachers…………………………………...….Page 16

V. Learning About Disasters: Curriculum Suggestions…………...…...Page 18

VI. Classroom Activities………… …………………………………...…...Page 20

VII. Classroom Activities to Help Children Express Feelings: v The Talking Method v The Drawing Method v The Writing Method…………………………………...……...Page 23

VIII. What Children May Be Experiencing………………………………. Page 36

IX. Implications for Teachers………………………………………...…...Page 40

X. Reproducible Activities………………………………………...…….. Page 43 v Hurricane Coloring Book (elem) v Label the Hurricane (elem) v Fill in the Letters of the Hurricane (elem) v Unscramble Hurricane Words (elem) v Color Hurricane Related Words (elem) v Draw & Color Hurricane Related Words (elem) v Names of Hurricanes (elem) v Hurricane Word Search v Hurricane Cloze Activity v Hurricane Quiz v Hurricane Tracking

XI. FEMA: Things to Know:Hurricane Information………………...… Page 83

XII. Hurricane Preparation…………………………………………..…… Page 98

XIII. Article: Helping Children After a Natural Disaster: Information for Parents and Teachers By Philip J. Lazarus, NCSP, Florida International University Shane R. Jimerson, NCSP, University of California, Santa Barbara Stephen E. Brock, NCSP, California State University, Sacramento ……….….. Page 101

2 Hurricanes Educators

XIV. Coping with Crisis—Helping Children With Special Needs: Tips for School Personnel and Parents: By: National Association of School Psychologists……………………….……. Page 106

XV. Responding to Hurricane Katrina: The American Red Cross……Page 111

3 Hurricanes Educators

September 4, 2005

Dear Educator:

Hurricanes may have friendly names, but there is nothing nice about them. These catastrophic storms can produce winds anywhere from 74 mph to 200 mph. In addition, hurricanes can create torrential rains causing floods and devastation. Not only can this happen along the coast, but hundreds of miles inland as well. On August 29, 2005 Hurricane Katrina hit the coastline of Louisiana and Mississippi with winds clocked at 160 mph. Thousands of people lost their homes, lives, and basic services such as water, gas, and electricity. Preparation for emergencies is critical at school and in the community. Long before hurricane season begins, educators can incorporate hurricane preparedness in their curriculum. When disasters of this kind occur, students can be the most affected. They may experience varying emotions and reactions. Just knowing that these reactions are likely and normal can help you be better prepared. As a caring role model in a young child’s life, it is important to remember that your students may look towards you for information and guidance. So what specifically can educators do to help alleviate students’ stress during the aftermath of a hurricane? Providing an opportunity in the classroom for children to express their emotions will enable them to feel more secure in their environment. Enclosed are materials and activities designed to help educators assist with student’s varying emotions. These resources are geared with you, the educator, in mind.

Respectfully Submitted,

Selected Hurricane Readings/Media for Elementary, Middle School

4 Hurricanes Educators

1. Air at work. Ltd Video Arts. 25 minutes,videocassette. Start Here: Adventures into Science Landmark, 1983. Middle School

Konrad, the kitchen robot, explains air movement, using simple experiments that can be reproduced in the classroom or at home.

2. Anholt, Catherine and Laurence Anholt. Sun, snow, stars, sky. Viking Press, 1995. Elementary

Takes children on a bright, busy tour of the changing seasons, from frosty winter nights to melting-hot summer days.

3. Archer, Jules. Hurricane! Crestwood House; Collier Macmillan Canada, 1991. Elementary, Middle School

Examines the nature, origins and dangers of hurricanes and discusses the warning system that detects them and alerts people in their path.

4. Barrett, Norman S. Hurricanes and tornadoes. F. Watts, 1990. Elementary, Middle School (in Spanish)

Describes how a hurricane or tornado happens, the damage caused, and precautions and defensive behavior.

5. Branley, Franklyn Mansfield. Hurricane watch. Crowell, 1985. Elementary

Describes the origin and nature of hurricanes and ways of staying safe when threatened by one of these dangerous storms.

6. Brindze, Ruth. Hurricanes; monster storms from the sea. Atheneum, 1973. Elementary, Middle School

Recounts some famous hurricanes of history and describes what man has learned about hurricanes, how they are tracked, and attempts to tame them.

7. Brown, Robert and Julie Brown. How weather works. Gareth Stevens Children's Books, 1991. Elementary

Introduces the elements that make up weather and climate, discusses methods of gathering data and forecasting the weather, examines the climate's effects on animals and vegetation, and the effect of human activities on climate.

5 Hurricanes Educators

8. Butterworth, W. E. "Trying to reason with hurricane season." Boys' Life 85, no. 10 (1995): 50, 7C. Elementary, Middle School

Discusses lessons about hurricanes learned by Scouts from March 1995 talk by Richard Pasch and Ed Rappaport of the National Hurricane Center in Miami, Florida. How hurricanes develop; speed of hurricane winds; prediction of warnings about hurricanes.

9. Clouds. 10 minutes, videocassette. Series:"Primary Science" Barr Films, 1990. Elementary

Explains the composition, and formation of clouds. Describes the three main types of clouds, and why clouds are unique to our planet. Examines the interaction of air and water as it relates to cloud movement and shape.

10. Cole, Joanna. The magic school bus inside a hurricane. Scholastic Inc., 1995. Elementary

Take students on a field trip through a hurricane.

11. Cork, Barbara Taylor. Weather forecaster. Gloucester Press, 1992. Middle School

Describes weather patterns and the natural forces that bring about changes in climate and how to make forecasts based on observations.

12. Cory, George. Head on with Hurricane Camille. Raintree Publishers, 1980. Middle School

Narrates the harrowing events that followed a family's decision not to abandon their Gulfport, Mississippi home, although it was in the path of Hurricane Camille.

13. Deery, Ruth. Tornadoes and hurricanes Good Apple (Natural Disaster Series), 1985 Elementary 14. Dineen, Jacqueline. Hurricanes and typhoons. Gloucester Press, 1991 Elementary, Middle School

An introduction to violent storms, discusses violent weather patterns, damaging effects, human causes, monitoring equipment, and what can be done to protect people and property.

15. Erlbach, Arlene. Hurricanes. Childrens Press, 1993 Elementary, Middle School

6 Hurricanes Educators

Describes the movements and destructive power of hurricanes and explains how they are predicted and monitored.

16. Facklam, Margery and Howard Facklam. Changes in the wind : earth's shifting climate Harcourt, Brace, Jovanovich, 1985 Elementary

Examines the factors causing changes in the earth's climate, including ocean currents, the destruction of the rain forests, and the greenhouse effect, and discusses predictions for the future.

17. Forecasting the weather. Lawrence Productions. 12 minutes, videocassette. Series: "Weather" Wise New Dimensions, 1990 Middle School

Explains how to read a weather map, and how weather forecasts are made. Discusses different types of clouds, and weather variables.

18. Fradin, Dennis Brindell. Hurricanes. Childrens Press, 1982 Elementary

Discusses the conditions that cause hurricanes to form and the precautions that should be taken against them. Also describes some famous hurricane disasters, including Camille, which hit the Gulf States in August, 1969.

19. Global forecasting. 14 minutes, film reel. Coronet/MRI Film and Video, 1985. Middle School

Discusses the global network of radar stations and weather satellites in orbit used by meteorologists to form increasingly accurate weather reports.

20. Greenberg, Keith Elliot Hurricanes and tornadoes. Twenty First Century Books, 1994 Middle School

Tells damaging effects storms, hurricanes, tornadoes, and cyclones can have on people and their communities.

21. Hurricane: earth's greatest storm. Scott Resources. 1993 Middle School

Eyewitness footage dramatizes the progress of two hurricanes, Wilma and Hugo, while meteorologists use satellite time-lapse imagery to track their progress across the ocean.

7 Hurricanes Educators

22. Hurricanes, what every kid should know. TV 17 , Produced by Channel 6, WLRN. 26 minutes videocassette WLRN, 1993 Elementary, Middle School

Barbara Sloan, Octavio Visiedo, Superintendent of Dade County Public Schools. Helps children cope with stress and fears of Hurricane Andrew. Teachers can also use this in preparing students for the hurricane season.

23. Lambert, David Weather Troll, 1990 Elementary

Describes factors that influence our climate and weather.

24. Lampton, Christopher Hurricanes. Millbrook, 1991 Elementary, Middle School

Describes a hurricane experience and its destruction. Explains how the weather bureau can detect, measure, predict and warn people about a hurricane experience. Discusses the means of protecting oneself.

25. Lee, Sally Hurricanes F. Watts, 1993 Elementary, Middle School

A discussion of hurricanes their formation and structure, forecasting, and safety. Includes some related science projects.

26. Merk, Ann The weather and us Rourke Corporation, 1994 Elementary

Discusses how the weather affects people, land, and an area's climate.

27. Miami Herald. How to prepare for a hurricane. Miami, Florida: Miami Herald, 1992. Elementary, Middle School 28. Murray Hurricanes Chanhassen, Minnesota: Child's World; Series: "Naturebooks, Forces of Nature" 1996 Elementary 29. Natural disasters. 28 minutes, Video. National Geographic, Educational Video, 1996 Middle School

This video examines natural disasters, how they occur, their effect on our lives, what happens when they strike.

30. Old Cricket. "Old Cricket says." Cricket 22, no.8 (1995): 64, 1C, lBW Elementary

8 Hurricanes Educators

Tells how workers at the Cape Cod Animal Rehabilitation Center, Orenda, were swamped with baby animal orphans brought in after Hurricane Bob, October 19, 1991. Recounts how there was no electricity for heating pads or incubators, how workers heated formulae over candles to feed the babies, etc.

31. "Other storms...." Kids Discover 6, no. 6 (1996): 3,4C Elementary

Provides information on various kinds of violent storms.

32. Precipitation. 13 minutes, videocassette. Coronet/HTI Film and Video, 1992 Middle School

A day of weather education for Wesley, agent-in-training for the W.B.I, Weather Bureau of Investigation. Various forms of precipitation: dew, fog, rain, sleet and snow are discussed.

33. Rotter, Charles. Hurricanes. Creative Education, 1993 Elementary

Discusses the definition, formation, destructive power, and forecasting of hurricanes or tropical cyclones.

34. Rowland-Entwistle, Theodore. Weather and climate. G. Stevens Children's Books, 1992 Elementary, Middle School

Introduces the elements that make up weather and climate, discusses methods of gathering data and forecasting the weather, and examines the climate's effects on animals and vegetation, and the effect of human activities on climate.

35. Souza, D. M. Hurricanes. Minneapolis, Minnesota: Lerner Publishing Group, 1996 Elementary

This beautifully illustrated book describes how, when and where hurricanes form. It also includes information on forecasting hurricanes, and hurricane safety.

36. Stallone, Linda P. The flood that came to Grandma's house. Upshur Press, 1992 Elementary

When the rainfall from Hurricane Agnes causes the Susquehanna River to flood, Grandma and Grandpa abandon their home and flee to higher ground.

9 Hurricanes Educators

37. Storms. 12 minutes, videocassette. Series: "Understanding Weather" Coronet/HTI Film and Video, 1992 Middle School

The origin, paths and destructiveness of storms are shown. Tornadoes, hurricanes and thunderstorms are compared. Similar forces cause all three types of storms.

38. Storms. Disney. 14 minutes, videocassette. 1996. Elementary

Introduction to meteorology using live action animation to teach the basic forces of weather. Lightning, thunder, tornadoes, and hurricanes are discussed. Also shown are safety precautions to adopt in a storm.

39. Taylor, Barbara. Weather and climate. Kingfisher Books, 1993 Elementary

An introduction to weather and climate, discussing world climates, seasons, violent weather, weather pollution, and the elements of changing weather. Includes instructions for making a weather station.

40. Telling the Weather. 20 minutes Video. National Geographic, Educational Video, 1996. Middle School

Students learn what creates weather, how warm and cold fronts form, and what conditions may cause precipitation. The students travel into the eye of a hurricane, witness the power of tornadoes, and are shown the latest equipment in forecasting.

41. Twist, Clint. Hurricanes and storms. Dillon/New Discovery, 1992 Middle School

Describes the characteristics of hurricanes and other kinds of storms, the damage they may cause, and possible protective measures.

42. Violent weather, Chicago, Illinois: Churchill Media, n.d. Elementary

Shows students causes of lighting, tornadoes, hurricanes and violent weather and how modern technology helps us to survive.

43. Weather: A film for beginners. 14 minutes, film reel. Film Fair Communications, 1987 Elementary

10 Hurricanes Educators

Simple experiments demonstrating the role of the sun in weather, causes of wind, the nature of thunder and lighting.

44. Weather dynamics. National Center for Atmospheric Research. 20 minutes, videocassette. Barr Films, 1990 Middle School

A scientist from NCAR, the National Center for Atmospheric Research in Boulder, Colorado conducts simple experiments to show the principles behind basic weather dynamics. Temperature inversion, tornadoes and weather systems are covered.

45. Weather in the lab, simulate nature's phenomena New York, New York: McGraw- Hill, 1996 Grades 9-12.

Twenty-five meteorology experiments, designed for group work, show students how to record, graph, and analyze weather data, generate small-scale cold fronts, and use computers and satellite data to make weather predictions.

46. Weather people. Centre Communications. 15 minutes, videocassette. BARR Films, 1989 Elementary

Introduces children to the creation of a weather forecast. Interviews with scientists, technicians and TV weather people.

47. "What's the eye of the hurricane?" Owl 19, no. 7 (1994): 7, 1C Elementary

Provides information about the eye of a hurricane, location of the eye, the eye as a dangerous place.

48. When lightning strikes. 17 minutes Video. National Geographic, Educational Video, 1997. Middle School

Includes footage of lighting storms, illustrations of how lightning occurs, and interviews with survivors of lightning strikes.

49. Wiesner, David. Hurricanes. Clarion Books, 1990 Elementary

The morning after a hurricane two brothers find an uprooted tree, which becomes a magical place, transporting them on adventures limited only by their imaginations.

11 Hurricanes Educators

50. Winds. 13 minutes, videocassette. Series: "Understanding Weather" Coronet/HTI Film and Video, 1992 Middle School

Winds, their patterns of movement, how terrain and altitude can affect wind speed direction and global warming.

51. Winds, fronts and storms. 16 minutes, videocassette. Series:” Weather in Action" AIMS 1992 Middle School

Detailed description of the causes of winds, storms, and lightning, formation of clouds. Also covered, hurricanes, tornadoes.

52. Winthrop, Elizabeth. Belinda's hurricane. Button, 1984 Elementary

While waiting out a fierce hurricane in her grandmother's house on Fox Island, Belinda has a chance to learn about hurricanes.

Selected Hurricane Readings/Media for High School, Adult

1. Alth, Max. Disastrous hurricanes and tornadoes. Watts, 1981 High School, Adult

12 Hurricanes Educators

Discusses types of wind, how wind force is measured, characteristics of hurricanes and tornadoes.

2. Chasing the tornado. 30 minutes, film reel. Coronet/HTI Film and Video, 1987 High School, Adult

This film follows a team of scientists that chase tornadoes to study their formations. Doppler radar systems are used to locate storms.

3. Cutchen, Billye W. and Walter Brown. Historical catastrophes : hurricanes and tornadoes Addison-Wesley, 1972 High School, Adult

A description of the damage done by several major hurricanes and tornadoes since the beginning of the twentieth century.

4. Cyclone! 59 minutes, Video. National Geographic, Educational Video, 1995 Middle School, High School, Adult

A dramatic look inside some of the most violent storms on record, including tornadoes, hurricanes, storms, and waterspouts.

5. Douglas, Marjory Stoneman Hurricane Rinehart, 1958 High School, Adult

A classic.

6. Dunn, Gordon E. Atlantic hurricanes Louisiana State University Press, 1964 High School, Adult.

Another classic.

7. Weems John E. A weekend in September. College Station: Texas A&M University Press, c1980 High School, Adult

Good story about the great Galveston Hurricane of 1900.

8. Fisher, David E. The scariest place on earth : eye to eye with hurricanes. Random House, 1994 High School, Adult 9. Hughes, Patrick. American Weather Stories. NOAA, National Oceanic and Atmospheric Administration, 1976 High School, Adult

13 Hurricanes Educators

Seven weather stories, highlight the role of weather in our Nation's history. Many historical photographs included.

10. Hurricane Hugo Laser Disc. 4 computer discs. Need 10 MB hard disk ,640K RAM Turner Educational Services, 1990 High School 11. Hurricane: prepare to survive Federal Emergency Management Agency (FEMA) 20 minutes videocassette 1993 High School, Adult 12. Hurricanes and their effects: storm effects and impacts. MOTE Marine Laboratory. 43 minute videocassette. MOTE Marine Laboratory Science Video Link Series. Clearvue, 1994 High School, Adult

Students are shown how to prepare for a hurricane, how to survey damage, and the three primary causes of hurricanes.

13. Jennings, Gary. The killer storms : hurricanes, typhoons, and tornadoes Lippincott, 1970 High School, Adult.

History of great hurricanes.

14. Lyskowski, Roman and Steve Rice. The big one : Hurricane Andrew, Miami: Miami Herald, 1992 High School, Adult

Information and extensive photographs of the aftermath of Hurricane Andrew in Miami, Florida.

15. Lessons learned from Hurricane Andrew : a conference sponsored by Florida International University, Philip H. Mann, 1993 High School, Adult 16. Rainy season in West Africa 14 minutes, film reel. Films, Inc., 1969 High School, Adult

Shows the seasonal climate variations in West Africa. These relate to our hurricane season.

17. Simpson, Robert H. The hurricane and its impact. Louisiana State University Press, 1981 High School, Adult

A classic.

14 Hurricanes Educators

18. Staff of the Miami Herald. Hurricanes : how to prepare and recover ; stories, photographs and illustrations. Miami, Florida: Andrews and McMeel, 1993 High School, Adult 19. Sun Sentinel. Hurricane survival guide with an introduction by Robert Sheets, Ft.Lauderdale, Florida. Sun Sentinel, 1993 High School, Adult

Guide on how to prepare for and survive the next hurricane. Includes tracking chart.

20. Talk of the Nation, Science Friday on location : Florida, water, wetlands and weather. National Public Radio. 2 sound cassettes and teacher's guide. National Public Radio, 1993 High School, Adult 21. Tannehill, Ivan Ray. Hurricane hunters. Dodd, Mead, 1955 High School, Adult 22. Weather systems in motion. 14 minutes film reel. Coronet/HTI, 1986 High School, Adult

This film explains the formation of mid-latitude weather, the movement of air masses, cyclones and anticyclones, warm and cold fronts.

23. What makes the wind blow? Encyclopedia Brittanica, 12 minutes, film reel. Encyclopedia Britannica Educational Corporation, 1987 High School, Adult

An investigation of the nature of wind by observation and laboratory experiments. Air density, pressure, and temperature are covered.

24. Widger, William K. Coordinating editor: James V. Bernardo. Meteorological satellites. Molt, Reinhart and Winston, 1966 High School, Adult 25. Will, Lawrence B. Okeechobee Hurricane and the Hoover pike. Glades Historical Society, 1978. High School, Adult

Selected Hurricanes Readings for Teachers

1. Allsopp, Jim et. al. "Is it going to rain today? Understanding the weather forecast." Hossier Science Teacher 21, no. 3 (February 1996): 69-81

15 Hurricanes Educators

Designed to help science teachers understand weather forecasting, hurricanes, warnings, watches, advisories, etc.

2. CNN CNN Newsroom Classroom Guides : Hurricanes. Atlanta, Georgia,: Cable News Network, Turner Educational Services, Inc., 1995

This guide includes classroom activities and discussions, student handouts and related news terms concerning hurricanes.

3. Cross, John A. "Natural hazards within the West Indies." Journal of Geography 91, no.5, September 1992 pp.190-199

This article discusses teaching hazards information as part of geography classes, reviewing the geological and meteorological causes and consequences of these hazards. Hurricanes are included in the meteorological hazards.

4. Evans, Beth. "Hurricanes come from Houston" Science and Children 16, no.6, March 1979 pp.54-55

Describes classroom activities for the study of hurricanes. Gifted student level.

5. Floyd, Kathleen L. "Harnessing a hurricane: social studies in action." Social Studies and the Young Learner 3, no.3, January 1991, pp.15-17.

Article describes how a sixth grade class in Ohio became involved in Hurricane Hugo, South Carolina relief action.

6. Kohler, Fred. "Utilizing hurricane data for classroom exercises." Annual Meeting of the National Council for Geographic Education, 39 pages, 1994

Included are exercises to help secondary students understand hurricanes. Incorporated are the use of maps, statistics, and mathematical calculations. A bibliography is also included.

7. MAPS-NET, Maryland Pilot Earth Science and Technology Education Network. Looking at Earth from Space: Teacher's guide with activities for Earth and Space Science. Washington, D.C.: National Aeronautics and Space Administration (NASA), 1995

This project was sponsored by NASA to guide teacher's in using satellite imagery to enhance science education. It includes the following topics: atmosphere, common weather patterns, remote sensing, mid-latitude weather systems, wave motion cyclonic disturbances, and much more.

8. Matthews, Gail and Don Patterson. Learning from your community: folklore and video in the schools. A classroom curriculum for grades 4-8. South Carolina,:

16 Hurricanes Educators

South Carolina Arts Commission, MiKissick Museum, University of South Carolina, Columbia, South Carolina, 1991, 72 pages

Describes a classroom project in creating a video through Hurricane Hugo study and interviews.

9. Mayo, Ned. "A hurricane for physics students." Physics Teacher 32, no.3, March 1994, pp.148-154

Hurricanes are used in teaching a first year college level physics class.

10. Mogil, H. Michael and Thomas H. Collins. "Geography & Weather: Hurricanes." Science and Children 27, no.1, September 1989, pp.37-44.

Hurricane Gilbert is used as a basis for studying geography. Classroom activities are given.

11. National Geographic. Weather in action, National Geographic Kids Network, Washington, D.C.: National Geographic, 1990 Grades 4-6

This is a unit in which students investigate a dramatic local weather event. They discover that weather is made up of different elements. Classes set up weather observation stations and take daily temperature readings, note sky conditions, and cloud formations.

12. Pampe, William R. "A hurricane" Science and Children 24, no.1, September 1986, pp.16-19

Discusses hurricanes, and classroom study of these disasters.

13. Passow, Michael J. "Storm studies: CD-ROMS hold a wealth of weather data." Science Teacher 63, no.3, March 1996, pp.21-23

Article shows how CD-ROMs can be used to teach weather and climate, hurricanes and tropical storms.

Learning about Disasters

Classroom activities or projects focused on learning about disasters and natural phenomena can provide a way of learning and applying math, science, and language

17 Hurricanes Educators skills. Studying the causes and consequences of disasters may also help students understand what may be mysterious or confusing, and provide them with a sense of control.

Here we provide suggestions for projects and activities that teachers can incorporate into their lesson plans. We also provide some examples of curriculum guides that can be useful in the study of disasters.

Curriculum Suggestions

Here are some curriculum suggestions from the Marin County Community Mental Health Services and Santa Cruz County Mental Health. They are adapted and reprinted from:

Lystad, M. (Eds.). (1990). Innovations in Mental Health Services to Disaster Victims (DHHS No. ADM 90-1390). Washington, DC: US Government Printing Office.

Language Arts Have students write about their own experiences in the disaster. Issues as the problems that arise in conveying heavy emotional tone without being overly dramatic might be discussed. Literature Have students report on natural disasters in Greek mythology, in American and English literature, in poetry, or in legends and myths of Native American culture and in cultures around the world. Speech/drama Have students portray some of the emotions that come up in response to a disaster. Have them develop a skit or play on some aspect of the event. Conduct a debate (for example, resolving: "Women are more psychologically prepared to handle stress than men (or vice-versa)". Journalism Have students write stories that cover different aspects of the disaster. These might include community impact, lawsuits that result from the disaster, human interest stories, geological impact, etc. Issues such as accurate reporting of catastrophic events and sensationalism might be discussed. The stories could be compiled into a special student publication Art Have students portray their experiences of the disaster in various art media. This may be done individually or as a group effort (e.g., mural). Psychology Have students apply what they have learned in the course to the emotions, behaviors, and stress reactions they felt or observed during the disaster. Cover post-traumatic stress syndrome. Have a guest speaker from the mental health professions involved in disaster work with victims and emergency workers. Have students discuss (from their own experiences) what has been most helpful in dealing with disaster-related stress. Have students develop educational brochures discussing emotional and behavioral reactions to disaster and things that are

18 Hurricanes Educators

helpful in coping with disaster-related stress. Have students conduct a survey among peers or parents: What was the most difficult or dangerous situation that you faced? How did you react to and cope with this situation? Health Discuss emotional reactions to disaster and the importance of taking care of one's emotional and physical health. Discuss effects of adrenalin on the body during stress and danger. Discuss health and safety implications of the disaster (e.g., water and food contamination, growth of mildew and mold, etc.) and precautions that should be taken. Invite a guest speaker from Public Health and/or the mental health profession. (See health and safety curriculum in Disaster Preparedness, below). Science Topics could include scientific aspects of the disaster (climatic conditions, development of severe weather, geological impact, etc); physiological responses to stress and methods of dealing with it; how birds and animals band together to respond to threatening situations; short and long-range impact of the disaster on the environment. Math Have class solve problems related to the impact of the disaster or the recovery effort. For example, build questions around gallons of water lost, cubic feet of earth that moved in a mud slide, amount of pressure on levees or dams, etc. Social Studies Study governmental agencies responsible for aid to victims, how they work, how effective they are, and the political implications within the community. Examine the community systems and how the disaster has affected them. Have students invite a local official to discuss disaster precautions, warning systems, and emergency management procedures in your area. Have students explore policies or laws regarding disasters that affect your area. History Have students report on natural disasters that have occurred in your community or geographic area and what lessons were learned that can be useful in preparing for future disasters. Have students prepare oral histories by interviewing people who may have experienced an earlier disaster.

HURRICANE CLASSROOM ACTIVITIES

19 Hurricanes Educators

You and your students can follow this year's hurricane activity. On the Internet, you'll be deluged with hurricane-related sites; I've highlighted a few below in the Tracking Hurricanes on the Internet section. Immediately following is a handful of activities that you might include in a hurricane lesson plan or that you might use to supplement a current-events discussion of "hurricane season."

ABC Order. Each year, hurricane names are assigned in alphabetical order. The list of names is recycled every six years. The names of 2003's North Atlantic hurricanes are listed below out of sequence. Invite students to put the list in alphabetical order. (For younger students, you might narrow the list to the first ten (A-J) named hurricanes of the season.) Danny, Isabel, Fabian, Sam, Wanda, Bill, Mindy, Victor, Odette, Erika, Henri, Ana, Rose, Peter, Kate, Grace, Teresa, Juan, Nicholas, Claudette, Larry. (Note: No hurricane names are assigned for the letters Q, U, X, Y, and Z.)

Click here for a complete list of Eastern Pacific hurricanes.

Read aloud. Hurricanes: Earth's Mightiest Storms by Patricia Lauber (Scholastic). Not just another book about "big weather," this is an amazing work that uses narrative very effectively in weaving the story of these powerful storms. Clearly written and relevant text is combined with impressive photographs and informative maps and illustrations that further enhance this excellent work. (Recommendation source: Science and Children, March 1997.)

Hands-On Science. Static electricity is stored in rain clouds. When a cloud is so full of static electricity that there's no room for any more, a spark might leap from the cloud. That spark is called "lightning"! Your students can demonstrate the effects of static electricity. Invite them to try the following simple experiment. (Note: This experiment works best when the weather is dry.)

1. Tear up a sheet of paper into tiny little pieces. 2. Invite students to use a comb to comb their hair. Or rub the comb on a piece of wool or fur. 3. Then hold the comb over the tiny paper pieces. 4. What happens? Why does it happen?

Research. Invite students to learn more about hurricanes. Pose the following questions and see who is the first to come up with the correct answers to all the questions. (You might use this activity as a cooperative group activity.)

1. What's the difference between a hurricane, a cyclone, and a typhoon? (They are all the same kind of storm but hurricanes develop in the Atlantic Ocean, cyclones develop in the Indian Ocean, and typhoons develop in the China Sea.) 2. What is the origin of the word "hurricane"? (The word "hurricane" came from the Mayan culture of Central America. The Mayans called their storm god "Hunraken.")

20 Hurricanes Educators

Critical thinking:

1. What do you notice about the names of hurricanes? (Use the list that students created in the ABC Order activity above.) 2. What special sequence do you see in those names? (The names alternate between male and female names; in 2003 the list starts off with a female name, so in 2004 the list will begin with a male name.)

Science: The Water Cycle. Discuss and draw a simple illustration on a board or chart to demonstrate to students the steps of the water cycle: (1.) Energy from the sun changes water to water vapor. (2.) Water vapor rises. It cools and condenses to form clouds. (3.) Winds blow the clouds over land. (4.) Clouds meet cool air, and rain or snow falls to the ground. (5.) Most of the water returns to large lakes and oceans. Next, invite students to demonstrate the water cycle:

1. Fill a large, glass bottle or jar half full of water. 2. Cover the jar with plastic wrap and secure the plastic wrap in place with an elastic. 3. Place the jar in a sunny window. 4. Observe for a few hours. What happens? Why did it happen? (Water drops form on the underside of the plastic wrap. Energy from the sun turned the water into water vapor (evaporation) which caused water drops to form (condensation) on the plastic wrap.)

Invite students to compare what happened in the jar to the way the water cycle works? Talk about ways they might speed up the process of evaporation and condensation? How would that compare to a hurricane?

Graphing. Invite students to create bar graphs using weather data.* For younger students: More hurricanes strike in September than in any other month. Make a bar graph to show how many hurricanes have struck each month.

June 12 hurricanes July 16 hurricanes August 40 hurricanes September 61 hurricanes October 23 hurricanes November 6 hurricanes

(Data shows totals for 1900-94.)

For older students: The number of deaths caused by hurricanes has dropped

21 Hurricanes Educators dramatically since the turn of the century. Invite students to use the data below to draw a bar graph that will show this trend.

1900-1909 8,100 deaths 1910-1919 1,050 deaths 1920-1929 2,130 deaths 1930-1939 1,050 deaths 1940-1949 220 deaths 1950-1959 750 deaths 1960-1969 570 deaths 1970-1979 226 deaths 1980-1989 161 deaths

* Data source: USA Today.

Art. Invite students to create a cartoon to illustrate the following joke:

Why don't weather forecasters tell each other jokes? (Answer: They don't want to laugh up a storm!)

Geography. Follow the course the next hurricane of the season takes. Invite students to track the hurricane for themselves on their own copies of a U.S. map. They should label cities/towns that are along the hurricane's path and the date and time when the hurricane hit those locations.

Adapted from Education World website: http://www.education- world.com/a_lesson/lesson015.shtml

Classroom Activities to Help Children Express Feelings

22 Hurricanes Educators

Giving children outlets for them to share their experiences and express their concerns and fears can sometimes make them feel better. The process of expressing or diffusing these feelings can be helpful for several reasons:

§ Expressing fears or concerns can sometimes relieve tension or anxiety, § Telling and retelling their story may help children create a sense of order, coherence, or control over events that seem chaotic, confusing, or overwhelming, § Hearing other children's stories may help them realize that they are not alone in their fears or concerns, § The interactions between children and teachers, or between children that come with the sharing or experiences or feelings can build a sense of security and trust.

The Marin County Community Mental Health Services and the Santa Cruz County Mental Health suggest these activities:

Preschool and Elementary School Activities

1. Making toys and materials that encourage play reenactment of children's experiences and observations during a disaster can be helpful to them in integrating experiences. These might include fire, rescue, and dump trucks, ambulances, bulldozers, or building blocks. Play with puppets or dolls could also help children ventilate feelings about what has occurred. (Preschool, Early Elementary) 2. Physical activity can be a good way to relieve tension and anxiety for children as well as adults. Physical contact during times of stress can give them a sense of security. Games that include physical activity and contact may be helpful. Some examples are (Preschool, Early Elementary): · Ring around the Rosie · London Bridge · Duck, Duck, Goose 3. Having a child draw a picture about a disaster is a good way to initiate expression in some children. You can ask children to draw whatever comes to their minds, or you could give them a question or topic to draw about. Talking about the picture later with a teacher or in a small group may allow them to vent their experiences and to discover that others share their fear (See #7 below). (Preschool, Elementary). 4. "Short stories" written (Elementary) or dictated (Preschool, Early Elementary) to an adult about their experience of the disaster can help a child verbalize fears as well as well as get back in touch with previous positive associations about a disruption. 5. A group mural or collage on topics like "what happened to your house (or school or neighborhood)" or "when the big storm hit" followed by small group discussions may also be helpful (see #7 below). (Preschool, Elementary) 6. Help or encourage children to develop skits or puppet shows about what happened in the disaster. Encourage them to include anything positive about the experience as well as those aspects that were frightening or disconcerting. (Elementary)

23 Hurricanes Educators

7. Students can draw, write, or talk about the thing they best remember, or respond to questions or topics such as: · What happened after the storm hit? · How did you help your family during or after the disaster? · How could you help your family if you were in another disaster? · Did anything good or positive happen because of the disaster? Did you learn anything from what happened to you?

Although group discussions are a good vehicle for validating children's feelings about their experiences, it is important to end the discussion on a positive note by focusing on things that promote a sense of security, mastery, or preparedness. This may come from students themselves, and teachers can reinforce or elaborate on these points. Some positive outcomes might include:

· Feeling closer to family and friends · Meeting new friends or caring adults · Learning new skills or getting a sense of responsibility, strength, or mastery · Having the community pull together to deal with the crisis · Seeing that people want to help 8. Encourage class activities in which children can organize or build projects (scrapbooks, replicas, etc.) to give them a sense of mastery and a chance to organize what may be chaotic and confusing events. (Elementary) 9. Encourage "disaster" games in which children set rules and develop outcomes which can allow them to develop feelings of mastery over events. (Elementary) 10. Use coloring books (Preschool, Early Elementary) or other books (Elementary) about disasters to stimulate children's drawing, writing, or talking about their experiences.

The American Red Cross publishes a series of coloring books designed for use by children ages 3 - 10 and an adult or older youth "helper" who can discuss the child's feelings about disasters and the recovery process. Each book is also available in Spanish. Titles include:

· After the Earthquake Coloring Book (ARC 2201) Despues del terremoto Libro de colores (ARC 2201S) · After the Flood Coloring Book (ARC 2204) Despues de la unundacion Libro de colores (ARC 2204S) · After the Storm Coloring Book (ARC 2206) Despues de la tepested Libro de colores (ARC 2206S) · After the Tornado Coloring Book (ARC 2205) Despues del tornado Libro de colores (ARC 2205S)

Adapted from website: http://www.ag.uiuc.edu/~disaster/teacher/csndact2.html

24 Hurricanes Educators

Examples of Activities That Promote the Sharing of Experiences and Expression of Feelings Contents Overview Methods and Techniques The Talking Method The Drawing Method The Writing Method Overview This section was adapted and reprinted from: Federal Emergency Management Agency (FEMA). How to Help Children After a Disaster: A Guidebook for Teachers. FEMA 219/November 1991. The original resource was developed by a team of educators and child mental health professionals from Alameda County, California. Additional material has been developed by Lynne Borden and Aaron T. Ebata, Cooperative Extension Service, University of Illinois at Urbana- Champaign. The Process of Diffusing

Experiencing a disaster might cause some children to show a variety of symptoms of distress or problems. Teachers can help these children by assisting them in expressing their experiences and feelings. This is called DEFUSING.

DEFUSING is a supportive, personalized, safe interactive process between individuals in a small/or large group. The teacher provides clarity and complete expression of the event/experiences. It can be emotional. It can help children to develop coping skills and heal. Why encourage expression?

· Expression often relieves tension, fear, or anxiety · Expression can help children "create a story" or "create meaning" out of an event and may give them a sense of coherence or control over their lives or the events in their lives · Expression allows children to make their needs known to others

The defusing process is most effective when you focus on the disastrous event(s) in this sequence:

1. General events 2. Event-specific experiences 3. Personal experiences

EXAMPLE: If the event was an earthquake, then do the following:

1. General: talk/draw/write about disasters in general: "Earthquakes happen when...," "Floods happen when...", etc. 2. Event-Specific: talk/draw/write about the local disaster you just experienced.

25 Hurricanes Educators

3. Personal: talk/draw/write about each person's personal experience in that disaster.

NOTE: This process needs to conclude with quiet, reflective time.

Remember! You can use this after ANY KIND OF DISASTER.

Methods and Techniques

In using the General to Specific Approach, many methods and activities may be effective. Three suggested methods/techniques to use in your class to help defuse children after a disaster are:

1. THE TALKING METHOD 2. THE DRAWING METHOD 3. THE WRITING METHOD

Examples of each of these methods are presented later in this guide. Questions and Themes

There are some LEADING QUESTIONS and suggested themes you can use to help children to express themselves in the talking method, the drawing method, or the writing method:

§ How have you gotten through rough times before? § What would you do differently if it happened again? § How did you help others? How would you help next time?

As the teacher, you might think of more leading questions to ask the children. Be sure that your questions are OPEN - ENDED, which means that they can not be answered by a "Yes" or "No" only. Open-ended questions facilitate verbal expression. Most of these questions would be helpful at any time after a disaster/event, from one day following, to one or more years later. Remember to use the previous questions as the basis for the activities that follow.

Here are some questions/themes that can be used with either the talking, drawing, or writing methods:

§ Where were you when it (the disaster/event) happened? § What were you doing? § Where were your friends? § Where was your family? § What was your first thought when it happened? § What were you thinking during it? § What did you see?

26 Hurricanes Educators

§ What changed? (Include lifestyle/living conditions!) § What did you hear? § What sound did it make? § What did you smell? § What did you do after it? § What did you "lose"? (Misplaced or broken, destroyed, etc.) § How did you feel? § What did other people around you do (during, after)? § What happened to the animals around you? (Pets, too)What do you do differently since the (disaster/event)? § How do you feel now? § What makes you feel better?

The Talking Method Materials Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst Procedure

1. FIRST, introduce talking as a way of: o expressing thoughts and ideas o letting people know your feelings

Talking should be presented to the child as an OPTION for expression, not as a required activity!

2. Explain that we all have had bad days. Ask students if they have ever had a bad day. 3. Read the story aloud to the students, then discuss using the following questions to get things going. o Why was Alexander's day so very bad? o What could of Alexander done to change his day? o Have you ever had a very bad day? o Can you tell me about your very bad day? o How did your very bad day make you feel? o What is the worst day you can remember? o Can you tell me how you felt that day? o Do you think other people have bad days? o Do adults have bad days? o Why did Alexander want to move to Australia? o Have you ever thought about moving away? o How did you feel when you thought about moving away?

There are no right or wrong answers to these questions. Help students to see that everyone has bad days and some days are just more difficult.

27 Hurricanes Educators

Remember to use previous questions to help lead these activities: A QUESTION CAN BECOME A THEME FOR A DISCUSSION.

Additional Activities

§ Child tells a story - allow metaphors § Puppets "tell" or "live" a story § Have an open discussion - using previous questions; ask for volunteers to begin with. . . talk "general to specific." § Use photos, drawings, etc., to facilitate discussions § Use video prior to discussion to get it going § Create a skit, play, or do role-playing, related to the disaster. (Provide "dress-up" clothes if available, including uniforms if possible to represent emergency workers seen during the disaster, etc.) § Do "show and tell" related to the event § Inform/educate the children about the event to make it less threatening to talk/act about. Make it "familiar." § Other written materials you could use to facilitate discussion: § Magazine articles § Newspaper articles § Picture Books

Cowardly Clyde, by Bill Peet Oh, the Places You'll Go, by Dr. Seuss

§ Novels

Little House on the Prairie, by Laura Ingles Wilder The Cay, by Theodore Taylor

§ Other books that can be used are listed in a bibliography of children's literature on natural disasters.

Remember to keep yourself in a facilitative/guiding role, not in a role of "control" of the discussions/stories, etc. Reassure the children by verbally acknowledging and "normalizing" their experiences.

The Drawing Method Materials Chalk, crayons or oil pastels and two or four 19"x 24" sheets paper per student. Procedure INTRODUCTION:

Introduce drawing as:

28 Hurricanes Educators

§ another way of "talking," (but silently) § a means of expression (Point out that some people express themselves by talking, some by singing, some by dancing. . . some by drawing!)

Drawing should be presented to the child as an OPTION for expression, not as a required activity!

Explain how we begin our first art - our first marks, scribbles, doodles, graffiti and cave paintings. Students are encouraged to think in terms of "warming-up" to do art with these exercises.

WARM-UP (10 minutes) Scribbles Students are asked to remember early scribbling experiences; what and where they scribbled. These stories are shared in the total group with an emphasis on humor and a reminder that despite the outcome, their intentions were good and innocent.

Exercise: (3 minutes) Let students scribble on a full sheet of paper. They are encouraged to try each hand. These are shared with an emphasis upon showing how each student has a different style.

Lines Progression to lines is explained, i.e. lines are scribbles with beginnings and ends. They have intention and require more control than scribbles.

Exercise: (about 30 seconds per line)

1. Select a color that doesn't want to get out of bed in the morning and draw a line with that color. 2. Next select a color that has "it together", that does want to get going and draw that. 3. Draw a line that is afraid. 4. Draw a line that wants to help other lines.

Students may continue selecting colors for different lines, such a line that: has the giggles, has the hiccups, is angry, afraid, scared, having a bad day, doesn't feel good, is feeling good, wants to help other lines, has compassion, loves all the other lines. Have students share their different lines by pointing to the lines. (If time permits, students may either point to lines or verbally share.) Shapes Explanation of the developed line into a shape in which beginning and end meet. This takes more thought, more meaning and can tell a story or become an image.

29 Hurricanes Educators

Exercise: (About 1 minute per shape) Have students draw four shapes - coloring each one.

1. a shape that has never been in a disaster 2. a shape that has been in a disaster 3. a shape that likes to help the above 4. a shape that's prepared, should we have another disaster

Other options: A shape that's had a bad day, a compassion shape, a power shape. VISUALIZATION (5 minutes)

Students are asked to get comfortable, close their eyes, relax, pay attention to their breathing and make their minds very quiet. In this quiet state the instructor says "what comes into your mind when I say disaster?" Students are asked to remain quiet.

DISASTER DRAWING (15 minutes)

Brief comment about how we usually talk about the disaster, but this time we will draw about it, not talking while we draw. On the final sheet of paper each student is asked to draw what he/she remembers about the disaster, or what came into their minds. After a few minutes they are reminded to include themselves in the drawing if that seems appropriate.

PROS (One hour)

Students meet as a group and discuss their drawings. Questions are asked to clarify drawings.

Next, the children are asked to share their pictures. "Let's take a few minutes to tell about our disaster pictures," "Tell me about your drawing."

Here are some points to remember:

§ Try to keep it factual. Content responses and/or specific questions are most helpful in encouraging children to tell their stories. § Ask specific questions about drawings for children who are having difficulty talking. "What's happened here?" "How did that figure get there?" § You might then ask exploratory questions based on content, encouraging them to talk about themselves. "You were with your friend, Michael." "Was anyone else with you or close by?" "How was that for you?" § Don't ask why questions, ask what questions or where questions. Ex. Not "Why aren't you in the picture?", Say, "Where are you in the picture?" § Avoid judgments about drawings or situations. § Help set limits for children who talk a lot by acknowledging they need to talk and letting them know you will meet with them later.

30 Hurricanes Educators

§ It's likely that children will make drawings about things other than the disaster.

Additional Activities

§ Draw/write a book together § Illustrate journals with pictures § Do a collective drawing - a MURAL § Murals tell a "collective story" § Murals develop/support teamwork § They feel "safer" for some children as opposed to individual art § Give the mural a "place of honor" in the classroom § Allow children to tell teacher what to draw § Make it accessible every day for viewing, additions, etc. § Fill it in on an ongoing basis § "Celebrate" it: use it to demonstrate getting through something tough, facilitate discussions about it, etc. § Take photos/slides of it if/when "completed" § Computer graphics § Draw aspects of the event (people, places, activities, etc.) § Suggest lots of options, not specifics, e.g. § Rather than saying, "Draw a fireman helping someone," say, "Draw a person you saw doing something helpful after the [disaster]." § Create a COLLAGE (a combination of "materials") § Using a leading question such as, "Where were you when the [disaster] happened? § Children cut and paste photos, magazine pictures, articles, fabric pieces, etc., around central theme. § They may also want to draw directly onto it § Collages are the "safest" form of "drawing" because child is using other's symbols. § Tell children they may draw what they cannot find in magazines, etc.

Remember when introducing drawing of any sort to clearly say that the goal is not to draw a "pretty picture" but rather, a picture of expression!

You may also want to look at other pictures (drawings, paintings) and talk about what they communicate. Encourage various views.

MORE tips, cautions, principles when using the Drawing Method

§ Allow a full range of expression: some kids draw recognizable "things", others draw "abstracts." Respect all varieties. § Allow children to discard their art work. § Emphasize to the children that their work will not be judged, graded or necessarily shown to others. Don't exhibit the artwork if a child does not want to share it with others.

31 Hurricanes Educators

§ Reassure them that there is NO "RIGHT WAY" to draw § Allow use of various mediums (pastels, crayons, pencils, markers, etc.) § It's preferable to do the drawing method with more than one adult present § Exercise as little control as possible over the artwork

Concluding Drawing Activities

A key element of the Drawing Method is the discussion of the activities, afterwards. This discussion can help to bring CLOSURE to the experience; and important step of the process of expressing feelings.

§ Allow those who want to, to talk about their drawings § Others will "close" by listening to others § Use open-ended questions in this process

The Writing Method Materials

Variety of paper, pens, pencils, markers, crayons, and colored pencils

Procedure INTRODUCTION

Introduce writing as:

· another way of "talking" · a means of expressing thoughts and feelings

Writing should be presented to the child as an OPTION for expression, not as a required activity!

The written method is another way of allowing students to voice their thoughts and feelings. The thoughts and feelings expressed in the student's writing may be very personal. Students may wish to share their work with others, but other students may be uncomfortable sharing their work. Students should not be forced to share their work.

ACTIVITY

Have the students select their choice of paper and writing tools.

Begin by explaining that thoughts and feelings are very important and can be expressed in writing. Students need to be assured that they can express their thoughts and feelings

32 Hurricanes Educators without fear of criticism. Explain that when they have completed their writing they can choose whether or not to share their writing with the group.

Start by practicing a short "free write" activity to help students begin writing. Everyone is instructed to continually write and not put down their pencils for five minutes. There is no topic for this writing exercise; the instructions are to write about whatever they are thinking about. If they run out of ideas then they can write the last word they wrote over and over for the remaining time. The purpose is to keep the pencil moving. The activity concludes at the end of five minutes. Discuss with the class the variety of topics that came up during the five minute period.

1. Tell the class that today's writing activity is going to be "My Favorite Day. . ." or they can write about "My Worst Day. . ." -- the choice is theirs. They will be given time for several days to work on their story. 2. The class can then begin working on their stories. Those who wish can illustrate their stories. 3. After the students have completed their stories, those who wish can share their stories. 4. Questions you might ask during sharing time: o Has anyone else had similar feelings? o Did anyone else have a similar experience? o How did you feel when that was happening? o How do you feel now that is over? o What else happened during that time? o How do you feel about the event today? o What did it look like, feel like, or smell like? ?

Remember to use previous questions to help lead these activities: A QUESTION CAN BECOME A THEME FOR A WRITING ACTIVITY.

5. Some students may want to put their writing together if they have had similar experiences to form a book. 6.

Additional Activities Daily Journaling Keeping a journal is a very effective way for students to express their feelings. Students who have never used this method to communicate their feelings may find it easier to use a combination of words and pictures in their journal to express thoughts and feelings. Journaling can be done on a daily basis for a short period of time. It can be the opening activity everyday for ten minutes. Journals can be dealt with in several ways -- they can be personal journals that students write to themselves only, or the journal can provide a method of correspondence between student and teacher. Questions you might want to consider when responding to the students journals should be open-ended.

33 Hurricanes Educators

Resource Material: The Creative Journal for Teens, by Lucia Capacchione, Ph.D.

Poetry Poetry provides students with a slightly different approach for expressing feelings. The "haiku," for example, require students to provide not only the setting, but the mood as well. The "diamante" can be used to explore opposites. Poetry provides a different type of structure for expression of feelings. You can discuss students' poetry using the kinds of questions presented previously.

Types of poetry to consider:

· How, What, When, Where, and Why Poetry · Acrostic · Cinquain · Free Verse

Each poem can be illustrated, and individually displayed or combined into a book.

Writing Books Writing a picture book for other students about the disaster can also help students express their feelings.

Service Projects

Helping others or contributing to disaster recovery or preparedness work in meaningful ways can be a good way to help overcome feelings of helplessness or frustration that is common among disaster victims. Depending on their ages, there are a variety of things students can do to actively contribute to their family, school, and community. For example, teachers could:

1. Conduct a class discussion or support a class project on how students might contribute to a community recovery or preparedness effort. It is important to help them develop concrete and realistic ways to be of assistance. Depending on their age, try as much as possible to have them come up with ideas and/or work at organizing the effort so that it is "their" project.

For example, eighth graders in Austin Middle School (Texas) surveyed residents who would might additional help in the event the town needed to be evacuated because of flood. They designed a special placard that residents could place into their windows if they needed special assistance to evacuate.

2. Students might also perform some kind of service for younger children in their school, or in area childcare facilities. For example, they could create and perform puppet plays on the themes of coping with disaster.

34 Hurricanes Educators

3. Finally, students can organize projects to support students or communities in other areas who might have been struck by disaster. For example, using lessons learned from their own experience of being helped, students can figure out ways of helping that would be most useful for others their age.

35 Hurricanes Educators

What Children May Be Experiencing

The experiences children have as a result of a disaster depend on the kind of disaster it was, whether there was forewarning and time to prepare, the extent of the impact on a community, and how much direct exposure children or their families might have had. However, there are two basic kinds of experiences that children who live through a disaster have: (1) the trauma of the disaster event itself; and (2) the changes and disruptions in day-to-day living caused by the disaster.

The Trauma of the Event

The most obvious experience that children might have during a disaster is experiencing or witnessing a frightening event or series of events. These might include the destruction of homes, property, or personal possessions; being personally injured or faced with physical danger; or witnessing the death, injury, or pain of others. This is sometimes more common in disasters that are sudden or unanticipated, such as earthquakes, tornadoes, or flash floods. However, even anticipated disasters (e.g., hurricanes) can be frightening for children. These disaster events are often short lived, however, other disasters (e.g., flooding) can often last a long time. In both cases, disasters often set off a chain of events that can cause changes in day-to- day living conditions and result in long- term difficulties.

Disruptions to Daily Life

Life might not return to normal quickly following a disaster. There may be changes in living conditions that cause changes in day-to-day activities -- including strains in the relationships between family members or between friends, changes in expectations that family members have for each other (along with changes in responsibilities) These disruptions in relationships, roles, and routines can make life unfamiliar or unpredictable, which can be unsettling or sometimes frightening for children.

Changes to living conditions that can cause difficulty include:

§ Having a home destroyed § Having to be relocated when a home is destroyed or damaged. This might mean: § Living in temporary housing or with relatives or friends; possible crowding and tensions § Moving to a new community, going to a new school; having to adjust to a new environment and make new friends § Being separated from family members § Financial pressures from unemployment or loss of family farm or business

Changes that disrupt relationships, roles, and routines include:

36 Hurricanes Educators

§ Not having parents physically or emotionally available following the disaster (because they are busy cleaning up or are preoccupied, distracted , or distressed by disaster- related difficulties) § Being expected to take on more adult roles (watch siblings, help with cleanup efforts, listen to parents' concerns and worries, etc.) § Not being able to spend time with friends or participating in activities, groups, hobbies, interests, or routines that children usually have (e.g., summer vacation, trips, etc.)

Pile-up of Stressors and Long-term Strains

The stresses of the disaster and its consequences can begin to "pile up". Little hassles become difficult to deal with when there are other problems that also have to be faced. Difficulties that parents face can sometimes "filter down" and affect children in indirect ways. These pile-ups may lead to strains that continue long after the physical signs of destruction have been cleared away. The changes that can have the biggest effect on children are parental adjustment problems or strains in family relationships that may linger after the disaster, including:

§ Increased alcohol or drug use by family members § Increased conflict or violent behavior between family members, or between family members and others § Decreased physical and emotional availability of parents § Loss of children's social network or the opportunity to participate in normal routines and activities.

Many of the negative effects of a disaster may be due to longer- term strains that were caused or exacerbated by the disaster. These daily strains can have a bigger impact on children's adjustment than the experience of the event itself. In other words, disruptions caused by disasters may:

§ add to difficulties children might have in handling the trauma of a disaster event, § create additional difficulties for children that have nothing to do with the traumatic event, § reduce the kinds of resources children have available to cope with stress.

37 Hurricanes Educators

Children's Responses to Disasters

Children react to stress in different ways, however, there are some common behaviors that you might see in the classroom as a result of a disaster or disaster-related disruptions. Children of different ages respond to stressful circumstances in different ways. For example regressive behavior is more likely among younger children (under 7 years), while acting out and withdrawal is more common among older children. The main thing to remember, however, is that the best indicator of distress is unusual changes in behavior or appearance. Some common responses to disasters include:

Signs of Distress

§ Regressive behavior (acting like a younger child): thumb sucking; loss of toilet training skills; separation difficulties (crying, fussing, or clinging when parents leave); difficulty in making transitions; increased whining, dependency, or "neediness" § disaster-related fears (rain, thunder, wind, etc.) § difficulty sleeping, nightmares § lack of emotional expression § looking sad or depressed, crying § being unusually quiet or withdrawn § apathy, being uninterested in things that were usually enjoyed § complaints of headaches, stomachaches, or other symptoms of illness § acting out, aggression, disobedience, talking back, destructiveness, stealing § outbursts of anger, irritability, sudden changes in mood § distractibility, poor concentration, attention problems, restlessness, daydreaming § lethargy, fatigue, sleeping in class § increased absences or tardiness § declining school performance § changes in relationships with peers (suddenly spending a lot more or a lot less time with friends)

Although symptoms may result from trauma caused by direct exposure to disaster events, they may also be due to disruptions in relationships, roles, and routines caused by the disaster. It is important to note that while symptoms displayed by children may be a response to a disaster or disaster-related disruptions, they may also reflect conditions that were present before the disaster. The stresses and strains caused by a disaster may have revealed or exacerbated pre-existing difficulties.

Who is at Risk?

In general, children who are most likely to be affected by disasters are those who:

§ directly experienced or had the greatest exposure to the disaster (suffered an injury, had a family member die or get injured, felt they were in physical danger; or witnessed a frightening event)

38 Hurricanes Educators

§ experienced major disruptions in relationships (especially within the family), roles, and routines that result in long- term changes and strains § had psychological or academic difficulties prior to the disaster

Identifying Children Who May Need More Help

Although many of the symptoms listed above are considered normal responses to stress, children should be referred to mental health professionals for evaluation if:

§ symptoms signal a very unusual change in behavior or appearance, and persist for more than 2 weeks § several different kinds of symptoms are seen (e.g., appears sad, complains of headaches, and sleeps in class) § symptoms are seen in different settings (in different classes, outside of school, at home, with peers) § the child threatens or actually tries to harm themselves § the child shows signs of abuse or neglect

Any concerns or suspicions should be discussed with others on the school staff before implementing the school's referral procedure.

39 Hurricanes Educators

Implications for Teachers

The disruptions that children experience, and their possible reactions mean that:

§ Some children may not be ready to learn -- emotional distress may get in the way of academic progress. § Certain symptoms or learning difficulties may persist for a long time, especially if children are reacting to long-term family disruptions or strains § Some of the effects of long-term disruptions may not surface immediately; problems may not surface until weeks, months, or even a year following the disaster § Classroom management may be more difficult; teachers may have to deal with regressive, withdrawn, or disruptive behavior § Teachers may experience more than the usual stresses and strains in dealing with distressed children

Teachers may face even greater strains if they are having disaster-related difficulties of their own

What Teachers Can Do

Teachers can help children following a disaster by understanding what children may have experienced, recognizing signs of distress, and knowing when to refer children for additional help. They can also help children cope with difficult situations by providing an atmosphere of safety, security, and support, conducting classroom activities that may facilitate coping, and by taking care of themselves.

Providing Safety, Security, and Support

In times of uncertainty, children need someone, someplace, or something they can rely on for safety, security, and fulfillment. They need a place where they know that they matter and what they do matters; where their actions have consequences; where they can depend on people and count on things happening in predictable ways. Teachers can provide this kind of atmosphere by:

§ Being willing to listen and respond to verbal and nonverbal cues § Noticing and acknowledging things about children, keeping track of and commenting on what's going on in their lives § Giving children extra reassurance, support, and encouragement § Providing structure, stability, and predictability. Having predictable routines, clear expectations, consistent rules, and immediate feedback

40 Hurricanes Educators

Children might need extra understanding and patience, but this does not mean excessively "coddling" children and "letting them get away with murder". In fact, teachers should maintain their expectations for behavior and performance and should not be afraid of using discipline. At the same time, however, they should be prepared to provide extra support and encouragement.

Let children talk about experiences and express fears and concerns. Let them know that it is OK and quite natural to feel angry, sad, or frightened, and that talking about these feelings will make them feel better. You might share your own feelings. Activities that let them hear how others feel will help them realize that their feelings are not bad or unusual.

Providing Classroom Activities that Facilitate Coping

There are some things that you can do in the classroom to help children cope with difficulties. A companion guide, School Activities for Children suggests activities that may help children prepare for or cope with disasters. These suggestions include:

§ Providing activities that encourage children to share experiences and express feelings of fear or concern § Conducting study projects or multidisciplinary units focused on learning about disasters. Students can learn and apply math, science, and language skills in exploring the causes and consequences of natural disasters. § Introducing units on disaster preparedness or health and safety to give students a sense of competence, confidence, and control in being able to handle disasters in the future § Encouraging service projects that provide students with an opportunity to contribute to their family, school, and community.

Taking Care of Yourself

You may find that helping affected children creates stresses for you as well. You may also be dealing with disaster-related difficulties in your own life. It's important for you to recognize your own stresses, strains, and difficulties. You will be a greater help to children (and your colleagues) if you can acknowledge your own experiences and feelings.

§ Acknowledge your own feelings of anger, frustration, fear, sadness, or helplessness § Talk to someone (friends, relatives, or colleagues) about what you are going through. You might also consider joining (or starting) a support group for others who may be going through something similar § Become aware of how you usually cope with stress § Consciously try to manage stress by using relaxation techniques, exercise, "time off" for fun or enjoyable activities, and looking for the positive consequences of the situation.

41 Hurricanes Educators

§ Don't be afraid to seek "professional" help. Therapists and counselors can be very helpful during tough times, even if you don't think you have "serious" problems.

42 Hurricanes Educators

Hurricane

A Coloring Book

43 Hurricanes Educators

Dear Teacher:

The recent hurricane left memories with students that may surface during this school year. You may observe in you students behavior that reflects anxiety or a change from their previous behavior.

It's common to feel shock, disbelief, anger or depression after a disaster. Most children will work through these feelings in time, but some children need adult help in dealing with their hurricane experiences.

Following are some behaviors that children may display. Also listed are some ways you may respond to them.

Reactions:

· overly conscious and fearful of bad weather · constantly looking out the window · hesitating to go outside in stormy weather · repeating questions about hurricane shelters · changing normal activity level · becoming alarmed by loud noises, high winds or heavy rains · showing difficulty concentrating · displaying increased irritability · fear of being alone or of being without parent or adult · displaying separation anxiety when they first return to school · resisting walking home or taking the school bus and demanding that parents collect them at school · showing more childish behavior · maintaining close physical proximity to you during free periods

Suggestions:

· present scientific facts about hurricane formations · include a hurricane weather unit in your ongoing curriculum · ask a weatherman, science teacher or weather reporter to speak to your class · involve the student and yourself in activities with other students · recognize and reinforce the student when you see them acting more independently · find opportunities for students to exercise independence, such as completing special tasks and errands · allow children to express anxiety, although you may be tired of hearing about it · listen when children express their tornado fears and experiences · encourage students to draw pictures of their tornado experiences · share your own feelings and fear with your students

44 Hurricanes Educators

While fear is normal reaction to any danger, you can help prevent permanent emotional damage to your students because you are a key figure in their lives. They need reassurance both in your words and actions.

You should be understanding as well as firm, but, above all, be honest, because hurricanes are a reality.

45 Hurricanes Educators

This book belongs to

Name______

Age______

School______

Teacher______

46 Hurricanes Educators

Draw how you felt during the hurricane.

47 Hurricanes Educators

People cannot start or stop a hurricane.

48 Hurricanes Educators

What causes a hurricane?

49 Hurricanes Educators

Strong winds and heavy rain come with a hurricane.

50 Hurricanes Educators

Listen to the radio or television for warning signals and instructions.

51 Hurricanes Educators

Sometimes you have to leave your home and go to a shelter.

52 Hurricanes Educators

See what the hurricane did!

53 Hurricanes Educators

After a hurricane, you must be careful where you walk!

54 Hurricanes Educators

We must work together to clean up.

55 Hurricanes Educators

Some people must build a new house, and some must move.

56 Hurricanes Educators

At school we can talk about what we did during the hurricane.

57 Hurricanes Educators

We can make new friends and share with people who lost things.

58 Hurricanes Educators

Most of the time wind makes us feel good.

59 Hurricanes Educators

Rain makes the flowers, plants and trees grow.

60 Hurricanes Educators

Talk to your parents or other grownups about your feelings.

61 Hurricanes Educators

Label the Hurricane Name:______

Copyright ©2004-2005 EnchantedLearning.com

62 Hurricanes Educators

Fill in the Letters of Hurricane- Name:______Related Words

Copyright ©2004-2005 EnchantedLearning.com

63 Hurricanes Educators

Unscramble Hurricane Words Name:______

64 Hurricanes Educators

Color Hurricane-Related Words Name:______

65 Hurricanes Educators

Draw and Color Hurricane- Name:______Related Words

66 Hurricanes Educators

Copyright ©2004-2005 EnchantedLearning.com Names of Hurricanes Name:______

67 Hurricanes Educators

Copyright ©2004-2005 EnchantedLearning.com Name the Hurricanes Name:______

If you could name the tropical storms for the season, what names would you give them?

68 Hurricanes Educators

Hurricane Wordsearch Name:______

69 Hurricanes Educators

Copyright ©2004-2005 EnchantedLearning.com

Hurricane Wordsearch Answers

70 Hurricanes Educators

Copyright ©2004-2005 EnchantedLearning.com Hurricane: Cloze Activity EnchantedLearning.com Fill in the blanks below using words from the word bank. Answers

71 Hurricanes Educators

Word Bank: counterclockwise RADAR 74

pressure typhoon tropical

tracked rain hundreds

warm equator eyewall

A hurricane is a powerful, rotating storm that forms over warm oceans near the ______. Another name for a hurricane is a ______cyclone. Hurricanes have strong, rotating winds (at least ______miles per hour or 119 kilometers per hour), a huge amount of rain, low air ______, thunder and lightning.

Hurricane winds blow in a ______spiral around the calm, roughly circular center called the eye. In the eye, which is roughly 20 to 30 miles wide, it is relatively calm and there is little or no rain. The eye is the warmest part of the storm. Surrounding the eye is the ______, a wall of thunderclouds. The eyewall has the most rain and the strongest winds of the storm. In addition to rotating with wind speeds of at least 74 mph, a hurricane travels relatively slowly across the ocean or land, usually at about 20 to 25 mph. Long spiral rainbands (bands of ______clouds) appear to spiral inward to the eyewall. Hurricanes can be ______of miles across.

If this type of storm forms in the western Pacific Ocean, it is called a ______.

The exact location of a hurricane is easily ______by scientists, using satellite photos and ______. Since the direction, speed, and intensity of a storm can change quickly, predicting exactly where a storm will travel in the future is not easy.

Hurricanes can travel from the ocean to the coast and on to land, where the wind, rain, and huge waves may cause extensive destruction. Generally, when a hurricane moves over land (or over cold ocean waters) the storm begins to weaken and quickly dies down because the storm is powered by ______water.

Hurricane: Cloze Activity Answers Fill in the blanks below using words from the word bank.

72 Hurricanes Educators

Word Bank: counterclockwise RADAR 74

pressure typhoon tropical

tracked rain hundreds

warm equator eyewall

A hurricane is a powerful, rotating storm that forms over warm oceans near the equator. Another name for a hurricane is a tropical cyclone. Hurricanes have strong, rotating winds (at least 74 miles per hour or 119 kilometers per hour), a huge amount of rain, low air pressure, thunder and lightning.

Hurricane winds blow in a counterclockwise spiral around the calm, roughly circular center called the eye. In the eye, which is roughly 20 to 30 miles wide, it is relatively calm and there is little or no rain. The eye is the warmest part of the storm. Surrounding the eye is the eyewall, a wall of thunderclouds. The eyewall has the most rain and the strongest winds of the storm. In addition to rotating with wind speeds of at least 74 mph, a hurricane travels relatively slowly across the ocean or land, usually at about 20 to 25 mph. Long spiral rainbands (bands of rain clouds) appear to spiral inward to the eyewall. Hurricanes can be hundreds of miles across.

If this type of storm forms in the western Pacific Ocean, it is called a typhoon.

The exact location of a hurricane is easily tracked by scientists, using satellite photos and RADAR. Since the direction, speed, and intensity of a storm can change quickly, predicting exactly where a storm will travel in the future is not easy.

Hurricanes can travel from the ocean to the coast and on to land, where the wind, rain, and huge waves may cause extensive destruction. Generally, when a hurricane moves over land (or over cold ocean waters) the storm begins to weaken and quickly dies down because the storm is powered by warm water.

Copyright ©2004-2005 EnchantedLearning.com

EnchantedLearning.com Name:______Quiz + Label the Hurricane Diagram

73 Hurricanes Educators

1. Do hurricanes rotate in a clockwise or a counterclockwise direction?______

2. Do hurricanes form over warm or cold water?______

3. Do hurricanes have high or low air pressure? ______

4. To be classified as a hurricane, winds in the storm must be at least ______

5. Another name for a hurricane is a ______.

6. Similar storms in the western Pacific ocean are called______.

7. Is flooding a danger associated with hurricanes? ______

8-10. Read the definitions in the word bank below, then label the hurricane diagram.

Word Bank: Eye - The calm, center of the hurricane. Eyewall - The wall of dense thunderclouds surrounding the eye. The strongest winds of

74 Hurricanes Educators the hurricane are in the eyewall. Spiral Rainbands – A series of long, spiraling bands of rain clouds in a hurricane.

Copyright ©2004-2005 EnchantedLearning.com

EnchantedLearning.com Answers: Label the Hurricane Diagram

75 Hurricanes Educators

1. Do hurricanes rotate in a clockwise or a counterclockwise direction? counterclockwise

2. Do hurricanes form over warm or cold water? warm

3. Do hurricanes have high or low air pressure? low

4. To be classified as a hurricane, winds in the storm must be at least 74 mph

5. Another name for a hurricane is a tropical cyclone.

6. Similar storms in the western Pacific ocean are called typhoons.

7. Is flooding a danger associated with hurricanes? yes

8-10. Read the definitions in the word bank below, then label the hurricane diagram.

Word Bank: Eye - The calm, center of the hurricane. Eyewall - The wall of dense thunderclouds surrounding the eye. The strongest winds of the hurricane are in the eyewall. Spiral Rainbands – A series of long, spiraling bands of rain clouds in a hurricane.

Copyright ©2004-2005 EnchantedLearning.com

76 Hurricanes Educators

Hurricane Tracking Quiz Name:______

Follow the directions and answer the questions below:

77 Hurricanes Educators

1. is the symbol for a ______

2. is the symbol for a ______3. Color Florida orange and Texas yellow. 4. Color Louisiana brown and South Carolina purple. 5. Color Mexico green and Cuba red. 6. Color the 35ºN latitude line green. 7. Color the 55ºW longitude line blue. 8. Plot a hurricane at 35ºN, 55ºW. 9. What is the approximate latitude of Tropical Storm Rob? ______10. What is the approximate longitude of Tropical Storm Rob? ______

Hurricane Tracking Quiz Answers EnchantedLearning.com

78 Hurricanes Educators

1. is the symbol for a hurricane

2. is the symbol for a tropical storm 3. Color Florida orange and Texas yellow. 4. Color Louisiana brown and South Carolina purple. 5. Color Mexico green and Cuba red. 6. Color the 35ºN latitude line green. 7. Color the 55ºW longitude line blue. 8. Plot a hurricane at 35ºN, 55ºW. 9. What is the approximate latitude of Tropical Storm Rob? 15ºN 10. What is the approximate longitude of Tropical Storm Rob? 50ºN

Copyright ©2004-2005 EnchantedLearning.com

Hurricane Tracking Activity Name:______

79 Hurricanes Educators

Track the course of a hurricane over time.

Track a hurricane (the symbol for a hurricane is and the symbol for a tropical storm is

) whose coordinates are:

· 10ºN, 40ºW -- tropical storm · 12ºN, 45ºW -- tropical storm · 15ºN, 50ºW -- tropical storm · 15ºN, 55ºW -- tropical storm · 15ºN, 60ºW -- tropical storm · 18ºN, 65ºW -- hurricane · 20ºN, 70ºW -- hurricane · 23ºN, 75ºW -- hurricane · 25ºN, 80ºW -- hurricane · 30ºN, 82ºW -- hurricane

Copyright ©2004-2005 EnchantedLearning.com

Hurricane Tracking Activity Answers Name:______

80 Hurricanes Educators

Track the course of a hurricane over time.

Track a hurricane (the symbol for a hurricane is and the symbol for a tropical storm is

) whose coordinates are:

· 10ºN, 40ºW -- tropical storm · 12ºN, 45ºW -- tropical storm · 15ºN, 50ºW -- tropical storm · 15ºN, 55ºW -- tropical storm · 15ºN, 60ºW -- tropical storm · 18ºN, 65ºW -- hurricane · 20ºN, 70ºW -- hurricane · 23ºN, 75ºW -- hurricane · 25ºN, 80ºW -- hurricane · 30ºN, 82ºW -- hurricane

Copyright ©2004-2005 EnchantedLearning.com

Hurricane Tracking Activity Name:______

81 Hurricanes Educators

Track the course of a hurricane over time. The name of the storm is ______

Track a hurricane (the symbol for a hurricane is and the symbol for a tropical storm is

). You can get storm coordinates from the National Hurricane Center, at http://www.nhc.noaa.gov/ Category on Location: Time, Direction of Forward Rotational Saffir- Latitude, Date movement Speed Wind Speed Simpson Longitude Scale ______ºN,

______ºW ______ºN,

______ºW ______ºN,

______ºW ______ºN,

______ºW ______ºN,

______ºW ______ºN,

82 Hurricanes Educators

______ºW ______ºN,

______ºW

Copyright ©2004-2005 EnchantedLearning.com

Hurricane Information

83 Hurricanes Educators

A hurricane is a powerful, rotating storm that forms over warm oceans near the Equator. Another name for a hurricane is a tropical cyclone. Hurricanes have strong, rotating winds (at least 74 miles per hour or 119 kilometers per hour), a huge amount of rain, low air pressure, thunder and lightning. The cyclonic winds of a hurricane rotate in a counterclockwise direction around a central, calm eye.

Hurricanes rotate in a counterclockwise direction. If this type of storm forms in the western Pacific Ocean, it is called a typhoon.

Hurricanes often travel from the ocean to the coast and on to land, where the wind, rain, and huge waves can cause extensive destruction.

Generally, when a hurricane moves over land (or over cold ocean waters) the storm begins to weaken and quickly dies down because the storm is fueled by warm water.

On average, there are about 100 tropical cyclones worldwide each year; 12 of these form in the Atlantic Ocean, 15 form in the eastern Pacific Ocean and the rest are in other areas.

The weather symbol for a hurricane is: .

The marine flags that warn of a hurricane are two square red banners, each with a black

square in the middle: .

How Hurricanes Form and Die

Hurricanes need four conditions to form:

· low air pressure · warm temperatures · moist ocean air · tropics winds (near the equator).

Hurricanes form in the tropics, over warm ocean water (over 80ºF or 27ºC) and at latitudes between 8° and 20°, Hurricanes form mostly from June through November (hurricane season). These powerful storms are fueled by the heat energy that is released when water vapor condenses (turns into liquid water -- rain).

84 Hurricanes Educators

A hurricane goes through many stages as it develops.

· It starts as a tropical wave, a westward-moving area of low air pressure. · As the warm, moist air over the ocean rises in the low air pressure area, cold air from above replaces it. This produces strong gusty winds, heavy rain and thunderclouds that is called a tropical disturbance. · As the air pressure drops and there are sustained winds up to 38 miles per hour, it is called a tropical depression. · When the cyclonic winds have sustained speeds from 39 to 73 miles per hour, it is called a tropical storm. · The storm becomes a hurricane when there are sustained winds of over 73 miles per hour.

The End of a Storm: When a hurricane travels over land or cold water its energy source (warm water) is gone, and the storm weakens, quickly dying.

Naming Tropical Storms and Hurricanes

85 Hurricanes Educators

Since a hurricane can last for a week or more, and there can be more than one storm at a time, weather forecasters give each storm a name so there is no confusion when talking about a particular storm. Each year, the first tropical storm of the season is given a name that starts with A, the second storm is given a name that starts with a B, and so on. Women's and men's names are alternated. The name lists are made up by meteorologists at the World Meteorological Organization.

There are different name lists for Name lists for Atlantic tropical storms Atlantic and eastern Pacific tropical storms (storms are named as soon as the winds are 39 mph or more). The names of very destructive storms (like Andrew, Camille and Hugo) are retired (never used again).

Until late in the 1940s, hurricanes were not officially named (hurricane forecasting was then in its infancy). Only the most severe hurricanes were given names, and they were often named for the place they did the most damage (like the Galveston Hurricane of 1900) or the time they hit (like the Labor Day Hurricane of 1935). US meteorologists working in the Pacific Ocean began naming tropical cyclones during World War 2, when they often had to track multiple storms. They gave each storm a name in order to distinguish the cyclones more quickly than listing their positions. The first US named hurricane (unofficially named) was George, which hit in 1947. The next one given a name was Hurricane Bess (named for the First Lady of the USA, Bess Truman, in 1949). Various naming conventions were used until the use of women's names was adopted in 1953; the names used that year were: Alice, Barbara, Carol, Dolly, Edna, Florence, Gilda, Hazel, Irene, Jill, Katherine, Lucy, Mabel, Norma, Orpha, Patsy, Queen, Rachel, Susie, Tina, Una, Vicky, and Wallis.

Between 1953 and 1979, only women's names were used to name tropical storms. Since 1979, men's and women's names are alternated as names.

Hurricane Structure

86 Hurricanes Educators

Hurricane winds blow in a counterclockwise spiral around the calm, roughly circular center called the eye. In the eye, which is roughly 20 to 30 miles wide, it is relatively calm and there is little or no rain. The eye is the warmest part of the storm.

Surrounding the eye is the eyewall, a wall of thunderclouds. The eyewall has the most rain and the strongest winds of the storm, gusting up to 225 mph (360 km/h) in severe storms. The smaller the eye, the stronger the winds. The winds spiral in a counterclockwise direction into the storm's low-pressure center.

Long bands of rain clouds appear to spiral inward to the eyewall -- these are called spiral rainbands. Hurricanes can be hundreds of miles across.

In addition to rotating with wind speeds of at least 74 mph, a hurricane travels relatively slowly across the ocean or land, usually at about 20 to 25 mph.

If you are facing in the direction that the hurricane is traveling, the right side generally has the fastest winds, and the left side usually has the most rain.

Hurricane Classification and Extremes

87 Hurricanes Educators

Hurricanes are classified into five categories based on current maximum wind speed. This rating scale is called the Saffir-Simpson Hurricane Scale, named for Herb Saffir and Robert Simpson, who developed it.

· Category 1 -- Winds 74-95 mph · Category 2 -- Winds 96-110 mph · Category 3 -- Winds 111-130 mph · Category 4 -- Winds 131-155 mph · Category 5 -- Winds over 155 mph (these are VERY rare)

Fortunately, there are very few Category 5 storms; most storms that achieve Category 5 status only hit Category 5 status for a short time, then the winds subside to a less powerful level. Some of the strongest recent hurricanes (Atlantic Ocean tropical cyclones) that hit Category 5 status include:

· Hurricane Gilbert (1998) -- hit Jamaica, Mexico · Hurricane Andrew (1992)-- hit southeastern Florida and southeastern Louisiana · Hurricane Mitch (1988) -- hit Honduras, Nicaragua, El Salvador, and Guatemala · Hurricane Edith (1971) -- hit Nicaragua · Hurricane Camille (1969) -- hit Mississippi, SE Louisiana, and Virginia · Hurricane Janet (1955) -- hit Mexico, the Caribbean · "Labor Day" Hurricane (1935) -- hit the Florida Keys.

Hurricane Tracking and Forecasting

88 Hurricanes Educators

The exact location of a hurricane is easily tracked by scientists, but the direction, speed, and intensity of a storm can change quickly. Predicting exactly where a storm will travel in the future is not easy, though. Weather forecasters can warn people long in advance that a tropical storm approaching, but the storm may change course.

The path of a storm is tracked using satellite photos and RADAR. You can plot the latitude and longitude of the center of the storm as the hurricane travels (lines of latitude run east and west; lines of longitude run north and south). The coordinates of a storm's location look like (20ºN, 75ºW), where the first coordinate is the current latitude of the storm and the second coordinate is the longitude.

The weather symbol for a hurricane is . The weather symbol for a tropical storm is

.

How to Track a Hurricane:

To plot each location of the storm over time, do the following:

1. Determine the latitude of the storm, the first coordinate in the pair, and locate it on the map (usually followed by an N or S). Latitude measures how far north or south a location is from the Equator (on a map, lines of latitude run east and west). 2. Determine the longitude, the second coordinate in the pair (usually followed by a W or E), and locate it on the map. Longitude measures how far east or west a location is from the Prime Meridian (on a map, lines of longitude run north and south).

3. Draw a (for a hurricane) or a (for a tropical storm) on the weather map. 4. Repeat steps 1 to 3 using the next tracked location of the storm.

How to plot a particular hurricane's location:

89 Hurricanes Educators

To plot a hurricane located at the point (20ºN, 75ºW), do the following.

First locate the 20ºN latitude line on the map (it is highlighted in red).

Then locate the 75ºW longitude line on the map (it is highlighted in green).

The storm's location is the intersection of these two lines. Plot the storm's location on the map at that point (over eastern Cuba in this example).

90 Hurricanes Educators

Preparing for a Hurricane

Hurricane watches and warnings are issued by the National Hurricane Center when a hurricane gets close to land. A hurricane watch means that a hurricane is possible within 36 hours in a given area. A hurricane warning means that a hurricane is expected within 24 hours in a given area. Make sure you monitor the weather when a storm is nearby (a battery- powered radio is very useful, since power outages are common in a storm). This These marine marine Make sure that your family has both a disaster plan, including an banners banners evacuation plan (a way to leave a dangerous hurricane-prone signals a signal a area), a disaster supply kit (containing medical supplies, lots of storm hurricane water, food, flashlights, a battery-powered radio and batteries) warning. warning. and a way to protect your home (putting shutters or plywood on large windows, pruning nearby trees, putting loose yard equipment inside, like lawn chairs and barbeques, etc.).

If a very bad storm looks as though it is approaching a low-lying area, officials will tell residents to evacuate to a shelter (this is to avoid possible flooding caused by storm surges).

91 Hurricanes Educators

Hurricane Landfall and Storm Surges

Landfall is when a hurricane reaches the coast and begins to travel over land.

Storm Surge A storm surge is a rise in the ocean as the result of strong winds from a hurricane or other intense storm. This ocean water crashes onto the land in a powerful surge. The storm surge combined with the heavy rain that comes with the hurricane can cause dangerous flooding in low-lying coastal areas, especially when a storm surge coincides with a high tide. This flooding can be the most dangerous part of a hurricane, potentially causing many deaths.

The height of the storm surge is the difference between the level of the ocean and the level that would have occurred normally. A storm surge is usually estimated by subtracting the regular high tide level from the observed storm tide - it can be 15 feet tall or more in a very strong storm. For example, in 1985, Hurricane Opal (a Category 3 storm) caused storm surges up to 24 feet, causing flood damage along the Florida coastline near Fort Walton Beach.

The End of a Storm When a hurricane travels over land or over cold water, its energy source (warm, evaporating water) is no longer available, so the storm weakens, leaving a weak weather system that can produce a lot of rain.

92 Hurricanes Educators

Hurricane Glossary

air pressure Air pressure is the barometer weight of the column of A barometer is a air that extends from the anemometer device that measures ground (or water's An anemometer air (barometric) surface) to the top of the is a weather Atlantic Ocean pressure. It measures atmosphere. Air pressure instrument that The Atlantic Ocean is the weight per square is also called barometric measures wind a large body of salt inch of the column of pressure and measured speed. water that separates air that extends from by a barometer. The air the Americas from the instrument to the pressure is very low in a Europe and Africa. It top of the atmosphere. hurricane. is the second largest ocean.

barometric degree pressure A degree is a Barometric unit of pressure is the measurement of weight of the an angle; a column of air degree is also that extends cyclone written °. There from the A cyclone is a are 360 degrees ground (or closed, rotating in a circle. Each water's surface) wind. Cyclones degree is divided to the top of the rotate into 60 minutes, atmosphere. It counterclockwise counterclockwise written as the is also called Counterclockwise motion goes in in the Northern symbol '. For air pressure. a circle in the opposite direction Hemisphere and example, 10 and Air pressure is from the way a clock moves. clockwise in the a half degrees is measured by a Hurricane winds blow in a Southern written 10° 30'. barometer. The counterclockwise direction. Hemisphere. Latitude and barometric longitude are in pressure is very measured in low in a degrees. hurricane.

93 Hurricanes Educators

eyewall Also called the wall cloud. Surrounding the Equator eye is the The eyewall, a band Equator is of thunder an clouds. The imaginary eyewall has the circle most rain and around the the strongest Earth, winds of the halfway storm, gusting between eye up to 225 mph the North Hurricane winds blow in a spiral around the calm, roughly (360 km/h). The and South circular center called the eye. In the eye, which is about 20 smaller the eye, Poles. - 30 miles wide, it is relatively calm and there is little or no the stronger the rain. The eye is the warmest part of the storm. winds.

hurricane classification Hurricanes are classified into five categories, based on wind speed (using the Saffir-Simpson

scale). hurricane season hurricane Hurricane season A hurricane is a powerful, · Category 1 -- forecast is from June 1 rotating storm that forms Winds 74-95 A forecast is a until November over warm oceans near the mph prediction of 30, when most equator. Hurricanes have · Category 2 -- future weather Atlantic Ocean strong, counterclockwise Winds 96- made by hurricanes occur. winds (at least 74 miles per 110 mph In the eastern meteorologists. hour or 119 kph), a huge · Category 3 -- Pacific Ocean, amount of rain, low air Winds 111- hurricane season is pressure, thunder and 130 mph from May 15 until lightning. · Category 4 -- November 30. Winds 131- 155 mph · Category 5 -- Winds over 155 mph.

94 Hurricanes Educators

International Date Line Hurricane The International Date Line (IDL) Watch is an imaginary north-south line

Hurricane A hurricane (at the 180th meridian), in the Hurricane Warning marine watch means Pacific Ocean, at which the date Warning flags that a hurricane changes. The east side of the IDL A hurricane The marine flags is possible in a is a calendar day earlier than the warning means that warn of a given area west side. The actual IDL used is that a hurricane hurricane are two within 36 hours. not a straight line, but zigzags is expected in the square red flags, around certain populated areas. warning area each with a black within 24 hours square in the or less. middle.

knot isobar jet stream A knot is measure of speed landfall An isobar is a line The jet stream is a equal to one nautical mile per Landfall is on a weather map arrow, powerful wind hour. One nautical mile is one when a that represents that flows high the minute of one degree of hurricane constant atmosphere (in the longitude; this is a bit longer first goes barometric (air) upper troposphere). than one regular mile (1.15 over land. pressure. times a mile).

National latitude longitude Hurricane Center Latitude is the Longitude is the angular meteorology The National angular distance distance east or west from Meteorology is Hurricane Center is north or south from the north-south line that the science that a US government the equator to a passes through Greenwich, deals with organization that particular location. England, to a particular weather. A tracks hurricanes in The Equator has a location. Greenwich, scientist who the Atlantic, latitude of zero England, has a longitude studies weather is Caribbean, Gulf of degrees. The North of zero degrees. The called a Mexico and eastern Pole has a latitude farther east or west of meteorologist. Pacific, and issues of 90 degrees Greenwich you are, the advisories about the North; the South greater your longitude. The storms. Pole has a latitude Midway Islands (in the of 90 degrees Pacific Ocean) have a

95 Hurricanes Educators

South. longitude of 180 degrees (they are on the opposite side of the globe from Greenwich).

nowcast overcast precipitation Northern A nowcast is a prediction When the Precipitation is water in Hemisphere of the weather likely in the sky is all forms that falls from The Northern immediate future (the next overcast, clouds to the earth's Hemisphere is the few hours) made by clouds cover surface, including rain, half of the Earth meteorologists. the sky. snow, sleet, and hail. that is north of the equator.

Saffir-Simpson Hurricane Scale The Saffir-Simpson scale is a scale that rates hurricanes based on their current wind speed.

Prime Meridian RADAR · Category 1 -- The prime meridian (0 degrees Winds 74-95 RADAR is a device that longitude) is the meridian (a mph detects objects at a circular arc or great circle of · Category 2 -- distance (like hurricanes) longitude that meets at the North Winds 96-110 using radio waves. and South Poles and connects all mph RADAR stands for places of the same longitude) that · Category 3 -- "RAdio Detecting And passes through Greenwich, Winds 111-130 Ranging." England. mph · Category 4 -- Winds 131-155 mph · Category 5 -- Winds over 155 mph.

96 Hurricanes Educators

storm surge A storm surge is a rise in the ocean as the result of strong winds from a Southern hurricane or other intense Hemisphere storm. A storm surge can The cause dangerous flooding, Southern especially when a storm Hemisphere surge coincides with a is the half of high tide. The height of the Earth the storm surge waters is that is south the difference between the of the level of the ocean and the equator. spiral rainbands level that would have Spiral rainbands are long bands of rain clouds that seem occurred normally. A to spiral into the eyewall. storm surge is usually estimated by subtracting the regular high tide level from the observed storm tide - it can be 15 feet tall or more.

storm tide Tropic of Cancer Tropic of A storm tide is the The Tropic of Capricorn observed level of sea Cancer is an The Tropic of water. It is a result of Storm Warning imaginary line of Capricorn is an the normal tide plus the marine flag latitude at 23°30' imaginary line of storm surge. The marine flag that N. latitude at 23°30' S. warns of a hurricane is one square red flag with a black square in the middle.

97 Hurricanes Educators

tropical tropical disturbance tropical storm depression A hurricane goes A hurricane A hurricane goes through many stages as tropical cyclone goes through through many it develops. As the many stages as A tropical cyclone is a stages as it warm, moist air over the violent low-pressure it develops. develops. As the ocean rises in the low When the weather system in which air pressure drops air pressure area, cold the central core is warmer cyclonic winds and there are air from above replaces have sustained than the surrounding winds. sustained winds it. This produces strong If it forms in the Atlantic or speeds from 39 up to 38 miles per gusty winds, heavy rain to 73 miles per eastern Pacific Ocean, it is hour, it is called a and thunderclouds that called a hurricane. If it hour, it is tropical is called a tropical called a tropical forms in the western Pacific depression. disturbance. Ocean, it is called a storm. typhoon.

tropical wave tropics updraft A hurricane goes The tropics are the An updraft is through many stages as warm, equatorial a current of it develops. It starts as region between the typhoon air that is a tropical wave, a Tropic of Cancer A typhoon is a tropical flowing westward-moving area and the Tropic of cyclone that forms in the upwards. of low air pressure. Capricorn. Western Pacific Ocean (west of the International Date Line).

waterspout weather map A waterspout is a A weather map is a map that weather satellite tornado that passes shows weather conditions for A weather satellite is vortex over water. It is a a given time. Weather maps an orbiting machine A vortex is funnel-shaped show storms, fronts, that takes pictures of a spinning formation of wind, temperatures, rain, snow, the Earth's surface flow of air. water and ocean spray. sleet, fog, etc. that are used for noting the Earth's weather.

98 Hurricanes Educators

Hurricanes

· Listen to a radio or television for weather updates and stay in touch with your neighbors about evacuation orders.

· Plan a place to meet your family in case you are separated during a disaster. Choose a friend or relative out of state for your family members to call to say they are OK.

· Assemble your disaster supplies kit. Store extra water now! Check to make sure you have enough food.

· Storm shutters are the best protection for windows. If your house does not have them, help an adult board up windows with 5/8" marine plywood. Tape does NOT prevent windows from breaking!

· Bring in outside furniture. An adult should remove roof antennas, if they can do so safely.

· Help an adult shut off your utilities -- water, electricity and gas.

· Make sure there is gas in the car and you are ready to evacuate immediately, if you are told to do so.

· If you don’t need to evacuate, be sure to STAY INDOORS during a hurricane. You could be hit by flying objects. Don’t be fooled if there is a pause in the wind. It could be the eye of the storm, and the winds will come again.

· Avoid using the phone except for an emergency so the phone lines can stay open for others.

· If you do evacuate, do NOT go back home until local officials say it is safe.

· Hurricanes can be very scary. If you are scared, be sure to talk to someone about it.

FEMA.gov | DHS.gov | Important Notices | Site Help

99 Hurricanes Educators

family should have a Disaster Supply Kit in their home. The kit will help you and your family during a disaster. In a hurricane or earthquake, for example, you might be without electricity and the water supply may be polluted. In a heavy winter storm or flood, you may not be able to leave your house for a few days. In times like this, you will need to rely on yourself. Your disaster supply kit will make it easier. Remember, your family will probably never need to use your disaster supply kit, but it's always better to be prepared.

Above is a picture of a Disaster Supply Kit. It is best if these items are kept in a plastic tub or kept together in a cabinet so they will be easy to find. Click on the items in the box to learn more about the supplies you'll need and why they are important!

[ Kids Activity Survival Kit ]

FEMA.gov | DHS.gov | Important Notices | Site Help

100 Hurricanes Educators

Name ______

Disaster Supply Kit Scavenger Hunt

Hey Kids... Ask your parents to help you search your home for the items on this scavenger hunt list. Then add them to your family’s Disaster Supply Kit.

v Water - at least 1 gallon daily per person for 3 to 7 days v Food - at least enough for 3 to 7 days — non-perishable packaged or canned food / juices — snack foods (peanut butter, crackers, trail mix) — non-electric can opener — paper plates / plastic utensils v Blankets / Pillows, etc. v Clothing - seasonal / rain gear / sneakers v First Aid Kit v Special Items - for babies and the elderly v Toiletries / Hygiene items / Moisture wipes v Flashlight / Batteries v Radio - battery operated and NOAA weather radio v Emergency phone numbers - relatives, family friends, and 911 v Money v Toys, Books and Games v Important documents - in a waterproof container v Pet care items — proper identification / pet tags — supply of food and water — carrier or cage — muzzle and leash

101 Hurricanes Educators

Helping Children After a Natural Disaster: Information for Parents and Teachers By Philip J. Lazarus, NCSP, Florida International University Shane R. Jimerson, NCSP, University of California, Santa Barbara Stephen E. Brock, NCSP, California State University, Sacramento

Natural disasters can be especially traumatic for children and youth. Experiencing a dangerous or violent flood, storm, or earthquake is frightening even for adults, and the devastation to the familiar environment (i.e., home and community) can be long lasting and distressing. Often an entire community is impacted, further undermining a child’s sense of security and normalcy. These factors present a variety of unique issues and coping challenges, including issues associated with specific types of natural disasters, the need to relocate when home and/or community have been destroyed, the role of the family in lessening or exacerbating the trauma, emotional reactions, and coping techniques.

Children look to the significant adults in their lives for guidance on how to manage their reactions after the immediate threat is over. Parents, teachers, and other caregivers can help children and youth cope in the aftermath of a natural disaster by remaining calm and reassuring children that they will be all right. Immediate response efforts should emphasize teaching effective coping strategies, fostering supportive relationships, and helping children understand their reactions. Schools can help play an important role is in this process by providing a stable and familiar environment. Through the support of caring adults school personnel can help children return to normal activities and routines (to the extent possible), and provide an opportunity to transform a frightening event into a learning experience.

Issues Associated With Specific Disasters

Hurricanes. Usually hurricanes are predicted days to weeks in advance, giving communities time to prepare. These predictions give families time to gather supplies and prepare. At the same time, however, these activities may generate fear and anxiety. Although communities can be made aware of potential danger, there is always uncertainty about the exact location of where the hurricane will impact. When a hurricane strikes, victims experience intense thunder, rain, lightning, and wind. Consequently, startle reactions to sounds may be acute in the months that follow. Among a few children subsequent storms may trigger panic reactions. Immediate reactions to hurricanes can include emotional and physical exhaustion. In some instances children may experience survivor guilt (e.g., that they were not harmed, while others were injured or killed).

Earthquakes. Aftershocks differentiate earthquakes from other natural disasters. Since there is no clearly defined endpoint, the disruptions caused by continued tremors may increase psychological distress. Unlike other natural disasters (e.g., hurricanes and certain types of floods), earthquakes occur with virtually no warning. This fact limits the ability of disaster victims to make the psychological adjustments that can facilitate coping. This relative lack of predictability also significantly lessens feelings of control. While one can

102 Hurricanes Educators climb to higher ground during a flood, or install storm shutters before a hurricane, there is usually no advance warning or immediate preparation with earthquakes. Survivors may have to cope with reminders of the destruction (e.g., sounds of explosions, and the rumbling of aftershocks; smells of toxic fumes and smoke; and tastes of soot, rubber, and smoke).

Tornadoes. Like earthquakes, tornadoes can bring mass destruction in a matter of minutes, and individuals typically have little time to prepare. Confusion and frustration often follow. Similar to a hurricane, people experience sensations during tornadoes that may generate coping challenges. It can be difficult to cope with the sights and smells of destruction. Given the capricious nature of tornadoes, survivor guilt has been observed to be an especially common coping challenge. For instance, some children may express guilt that they still have a house to live in while their friend next door does not.

Floods. These events are one of the most common natural disasters. Flash floods are the most dangerous as they occur without warning; move at intense speeds; and can tear out trees, destroy roads and bridges, and wreck buildings. In cases of dam failure the water can be especially destructive. Sensations that may generate coping challenges include desolation of the landscape, the smell of sludge and sodden property, coldness and wetness, and vast amounts of mud. Most floods do not recede overnight, and many residents have to wait days or weeks before they can begin the cleanup.

Recovery Can Take Time Although the natural disasters may only last a short period, survivors can be involved with the disaster aftermath for months or even years. Collaboration between the school crisis response team and an assortment of community, state, and federal organizations and agencies is necessary to respond to the many needs of children, families, and communities following a natural disaster. Families are often required to deal with multiple people and agencies (e.g., insurance adjustors, contractors, electricians, roofers, the Red Cross, the Federal Emergency Management Agency (FEMA), and the Salvation Army). Healing in the aftermath of a natural disaster takes time; however, advanced preparation and immediate response will facilitate subsequent coping and healing.

Possible Reactions of Children and Youth to Natural Disasters The severity of children’s reactions will depend on their specific risk factors. These include exposure to the actual event, personal injury or loss of a loved one, level of parental support, dislocation from their home or community, the level of physical destruction, and pre-existing risks, such as a previous traumatic experience or mental illness. Adults should contact a professional if children exhibit significant changes in behavior or any of the following symptoms over an extended period of time.

• Preschoolers—thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, and withdrawal from friends and routines. • Elementary School Children—irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, and withdrawal from activities and friends.

103 Hurricanes Educators

• Adolescents—sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, and poor concentration. A minority of children may be at risk of post-traumatic stress disorder (PTSD). Symptoms can include those listed above as well as re-experiencing the disaster during play and/or dreams; anticipating or feeling that the disaster is happening again; avoiding reminders of the disaster; general numbness to emotional topics; and increased arousal symptoms such as inability to concentrate and startle reactions. Although rare, some adolescents may also be at increased risk of suicide if they suffer from serious mental health problems like PTSD or depression. Again, adults should seek professional mental health help for children exhibiting these symptoms.

Immediately Following a Natural Disaster: Information for Parents and Teachers

Remain calm and reassuring. Children take their cues from you, especially young children. Acknowledge the loss or destruction, but emphasize the community’s efforts to cleanup and rebuild. To the extent it is possible to do so, assure them that family and friends will take care of them and that life will return to normal.

Acknowledge and normalize their feelings. Allow children to discuss their feelings and concerns, and address any questions they may have regarding the event. Listen and empathize. An empathetic listener is very important. Let them know that their reactions are normal and expected.

Encourage children to talk about disaster-related events. Children need an opportunity to discuss their experiences in a safe, accepting environment. Provide activities that enable children to discuss their experiences. This may include a range of methods (both verbal and nonverbal) and incorporate varying projects (e.g., drawing, stories, music, drama, audio and video recording). Seek the help of the school psychologist, counselor, or social worker if you need help with ideas or managing the conversation.

Promote positive coping and problem-solving skills. Activities should teach children how to apply problem-solving skills to disaster-related stressors. Encourage children to develop realistic and positive methods of coping that increase their ability to manage their anxiety and to identify which strategies fit with each situation.

Emphasize children’s resiliency. Focus on their competencies. Help children identify what they have done in the past that helped them cope when they were frightened or upset. Bring their attention to other communities that have experienced natural disasters and recovered (e.g., Miami, FL and Charleston, SC).

Strengthen children’s friendship and peer support. Children with strong emotional support from others are better able to cope with adversity. Children’s relationships with peers can provide suggestions for how to cope and can help decrease isolation. In many disaster situations, friendships may be disrupted because of family relocations. In some cases, parents may be less available to provide support to their children because of their

104 Hurricanes Educators own distress and feelings of being overwhelmed. Activities such as asking children to work cooperatively in small groups can help children strengthen supportive relationships with their peers.

Take care of your own needs. Take time for yourself and try to deal with your own reactions to the situation as fully as possible. You will be better able to help your children if you are coping well. If you are anxious or upset, your children are more likely to feel the same way. Talk to other adults such as family, friends, faith leaders, or counselors. It is important not to dwell on your fears or anxiety by yourself. Sharing feelings with others often makes people feel more connected and secure. Take care of your physical health. Make time, however small, to do things you enjoy. Avoid using drugs or alcohol to feel better.

Immediately Following a Natural Disaster: Specific Information for Schools

Identify children and youth who are high risk and plan interventions. Risk factors are outlined in the above section on children’s reactions. Interventions may include classroom discussions, individual counseling, small group counseling, or family therapy. From classroom discussions, and by maintaining close contact with teachers and parents, the school crisis response team can help determine which students need counseling services. A mechanism also needs to be in place for self-referral and parent-referral of students.

Provide time for students to discuss the disaster. Depending on the situation, teachers may be able to guide this discussion in class, or students can meet with the school psychologist or other mental health professional for a group crisis intervention. Classroom discussions help children to make some sense of the disaster. They also encourage students to develop effective means of coping, discover that their classmates share similar questions, and develop peer support networks. Teachers should not be expected to conduct such discussions if children are severely impacted or if they themselves are distressed.

Allow time for staff to discuss their feelings and share their experiences. Members of your crisis team should also have the opportunity to receive support from a trained mental health professional. Providing crisis intervention is emotionally draining and caregivers will need an opportunity to process their crisis response. This could include teachers and other school staff if they have been serving as crisis caregivers for students.

Secure additional mental health support. Although many caregivers are often willing to provide support during the immediate aftermath of a natural disaster, long-term services may be lacking. School mental health professionals can help provide and coordinate mental health services, but it is important to connect with community resources as well in order to provide such long-term assistance. Ideally these relationships would be established in advance.

105 Hurricanes Educators

Helping Children Adjust to Relocation After a Natural Disaster The frequent need to relocate after a disaster creates unique coping challenges. It may contribute to the social, environmental, and psychological stress experienced by children and their families. Children will be most impacted by the reactions of their parents and other family members, the duration of the relocation, their natural coping style and emotional reactivity, and their ability to stay connected with friends and other familiar people and activities. To the extent possible parents and other caregivers should:

• Provide opportunities for children to see friends. • Bring personal items that the child values when staying in temporary housing. • Establish some daily routines so that the child is able to have a sense of what to expect (including returning to school as soon as possible). • Provide opportunities for children to share their ideas and listen carefully to their concerns or fears. • Be sensitive to the disruption that relocation may cause and be responsive to the child’s needs. • Consider the developmental level and unique experiences of each child; it is important to remember that as children vary, so will their responses to the disruption of relocation, In addition, school personnel should: • Determine the status of every child in the school. Contact each child who is absent and keep a record. Identify the needs of children whose home was destroyed or damaged. • Find out the phone numbers and addresses of every student that had to relocate. Encourage classmates to write notes or make phone calls. • Develop an advisory committee of students to report back to school staff about what resources and changes in routines will help students cope. • Listen to and observe students’ behavior. It takes time for children to understand and adjust to disasters. It is perfectly normal for them to discuss the event over and over again. Provide opportunities for children to discuss how they are coping. Use creative arts (e.g., drama, art, music, photography) to help them express their emotions. • Help connect families to community resources. Bring agencies into the school that can deal with needs related to housing, finances, and insurance. Ensure that children get any necessary medical and emotional assistance. • Increase staffing for before and after school care. If possible, extend the service for additional hours and even on weekends. • Incorporate information about the disaster into related subject areas, as appropriate. Science, math, history, and language arts are especially relevant.

Adapted from Lazarus, P. J., & Jimerson, S. R., Brock, S. E. (2002). Natural Disasters. In S. E. Brock, P. J. Lazarus, & S. R. Jimerson (Eds.), Best Practices in School Crisis Prevention and Intervention (pp. 435-450), Bethesda, MD: National Association of School Psychologists and other crisis information posted on the NASP website at www.nasponline.org. ©2003, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814

106 Hurricanes Educators

Coping with Crisis--Helping Children With Special Needs: Tips for School Personnel and Parents: National Association of School Psychologists

When a crisis event occurs—in school, in the community or at the national level—it can cause strong and deeply felt reactions in adults and children, especially those children with special needs. Many of the available crisis response resources are appropriate for use with students with disabilities, provided that individual consideration is given to the child’s developmental and emotional maturity. Acts of healing such as making drawings, writing letters, attending memorial ceremonies and sending money to relief charities are important for all children.

How adults express their emotions will influence the reactions of children and youth. Further, children with disabilities (e.g., emotional, cognitive, physical, etc.) will react to the trauma and stress based on their past experience and awareness of the current situation. Caregivers and school personnel who know a child well can best predict his or her reactions and behaviors because they have observed the child’s response to stress in the past.

Triggers and Cues: Children with disabilities generally have specific “triggers”—words, images, sounds, etc.-- that signal danger or disruption to their feelings of safety and security. Again, these are specific to each child but come from past experiences, association with traumas, seeing fear in adults, etc. Children tend to develop their own “cues” in response to these trigger events, warning signals that adults can “read” to understand that the child is having difficulty. These cues may include facial expressions or nervous tics, changes in speech patterns, sweating, feeling ill, becoming quiet or withdrawn, complaining or getting irritable, exhibiting a fear or avoidance response, etc.

When adults anticipate these triggers or observe these cues, they should provide assurance, support and attention as quickly as possible. If adults miss these cues, children may escalate their behavior to a point where they completely lose control. If this occurs, adults need to remove the child to the safest place available, allow the child to calm down, and then talk to the child about the triggering fears or situation.

Because parents and teachers see children in different situations, it is essential that they work together to share information about triggers and cues. This is best done on a regular basis, such as during the IEP meeting or a periodic review meeting, rather than in response to a crisis. However, when a crisis occurs, parents, case managers and others who work with the child should meet to briefly discuss specific concerns and how to best address the child’s needs in the current situation.

In the context of prevention and the development of effective IEPs, some children need specific training and interventions to help them to develop self-control and self- management skills and strategies. During the teaching process, these skills and strategies

107 Hurricanes Educators should be taught so they can be demonstrated successfully under stressful conditions (e.g., school crises, terrorism, tornado) so that children can respond appropriately and effectively. Adults should still expect that children will demonstrate their self-control skills with less efficiency when confronted by highly unusual or stressful situations.

Tips for Special Populations

All children benefit from concrete information presented at the proper level of understanding, and maturity. Helping all children to stop and think about their reactions and behavior, especially with regard to anger and fear, is recommended and often necessary in order for them to make “good choices.” For some students with behavioral disorders, training in anger management, coping and conflict resolution skills are important additions to a comprehensive intervention program. The following information addresses specific, additional considerations for children with special needs.

Autism: Children with autism pose very difficult challenges to caregivers. It is difficult to know how much information a nonverbal child is absorbing from television and conversations. It is important to pay close attention to the cues they may provide regarding their fears and feelings and provide them with ways to communicate. Remember that any change in routine may result in additional emotional or behavioral upset. If the child’s environment must be changed (e.g., an evacuation, the absence of a parent), try to maintain as much of the normal routine (e.g., meals, play, bedtime) as possible—even in the new environment. In addition, try to bring concrete elements from the child’s more routine environment (e.g., a toy, blanket, doll, eating utensils) into the new environment to maintain some degree of “sameness” or constancy.

Many students with autism can be helped to comprehend behavior they observe but poorly understand through the use of “social stories.” The parent or teacher’s explanation of what is happening can be reduced to a social story. A storybook can then be kept by the child to help reinforce the information on a concrete, basic level. For further information on the use of social stories visit the Autism Homepage at http://members.spree.com/autism/socialstories.htm.

Verbal children with autism may state a phrase repeatedly, such as, “we are all going to die.” This type of statement will serve to isolate the child socially from his peers and other adults. To help the child avoid such statements, it will be necessary to provide very concrete information about the situation and appropriate ways to react and respond that are within the child’s skill level.

Cognitive Limitations: Children with developmental or cognitive impairments may not understand events or their own reactions to events and images. Teachers and caregivers need to determine the extent to which the child understands and relates to the traumatic event. Some lower functioning children will not be able to understand enough about the event to experience any stress, while some higher functioning children with cognitive impairments may understand the event but respond to it like a younger child without disabilities.

108 Hurricanes Educators

Overall, children with cognitive limitations may respond to traumatic events based more on their observations of adult and peer emotions rather than the verbal explanations that they may receive. Discussions with them need to be specific, concrete and basic; it may be necessary to use pictures in explaining events and images. These children will need concrete information to help them understand that images of suffering and destruction are in the past, far away (if true) and that they are not going to hurt them. A parent may offer words of reassurance such as, “We are lucky to have the Red Cross in our community to help all the families who were hurt by the flood;” “The boys who brought the guns to school are in jail, they can’t hurt anyone else now.”

Learning Disabilities: Students with learning disabilities (LD) may or may not need supports that are different from students without disabilities, depending upon their level of emotional maturity and ability to understand the concepts discussed. Many students with LD are able to process language and apply abstract concepts without difficulty, while others have specific deficits in these skills. In particular, some students with LD interpret very literally; therefore teachers and parents need to choose their words carefully to insure the child will not misinterpret. For example, even referring to terrorism as “acts of war” may confuse some children who interpret language literally; they may envision foreign soldiers, tanks and fighter planes attacking America.

If your child or student appears to have difficulty following the news reports and class discussions of the traumatic events and their aftermath, reinforce verbal explanations with visual materials; use concrete terms in discussion; check for understanding of key vocabulary. Remember that some students with LD have difficulty with time and space concepts, and may be confused by what they see on television-- they may have difficulty understanding what happened when, what is likely to happen next, etc. They may also be uncertain as to where these events took place and might benefit from looking at simple maps.

Some students with LD have difficulties with social skills and self-management, and may need additional instruction in anger control, tolerance of individual differences and self- monitoring. Additionally, some of the tips listed for children with cognitive impairments may be applicable to some students with LD who, despite their higher cognitive ability, have similar difficulties with verbal learning, memory and communication.

Visual, Hearing or Physical Limitations: Children who do not possess developmental or cognitive impairments but who are visually impaired, hearing impaired or physically challenged will understand, at their level of development, what is happening and may become frightened by the limitations their disability poses on them. In your explanations, be honest but reassuring. Safety and mobility are major concerns for students challenged by visual, hearing and physical impairments. As with all children, they need to know that they are going to be safe and that they can find a safe place in an emergency. Review safety plans and measures with them, provide lots of reassurance, and practice with them, if necessary. When explaining plans that may take them into unfamiliar territory, provide very simple and explicit explanations. Students with visual impairments will need to have

109 Hurricanes Educators the area carefully described to them, while the students challenged by physical or hearing impairments may need visual aids as to what they have to do and where they have to go.

· Vision-impaired: The child with a visual impairment cannot pick up on visual cues such as facial expressions. Use verbal cues to reinforce what you are feeling and seeing. Many children have seen video clips of the disaster or traumatic event and are talking about them. The vision-impaired child may need a verbal description to reinforce what they have heard about the events. Ask questions to clarify their understanding of what has happened. Children with visual impairments may have extraordinary concerns about their mobility and ability to move to safety during a crisis. Answer questions and give additional orientation and mobility training if needed.

· Hearing Impaired: Children who are hearing impaired will generally not be able to keep up with the fast talking of adults during traumatic events. Caregivers will need to be aware of the child’s frustration when trying to keep up with the conversation, if the child has sufficient hearing to participate. Children who are unable to hear or lip-read will need interpretation. Not being able to understand will result in greater fear reactions. Children who are hearing impaired may not be familiar with all the new terminology used in describing or explaining the events that are occurring. Be aware of the language you use, be very concrete and check for understanding. Use visual materials in conjunction with any verbal or signed explanations.

· For total communication students it is important to have a signer near them. They need to know that someone will be there for them. For oral communicators distance may be an issue as they may experience difficulty with lip reading. Darkness such as blackouts or disaster drills in areas with poor lighting, presents problems for total and oral communicators. In helping them understand that they are safe, that you are going to keep them safe, be sure and show them a flashlight and let them know where they are going to be kept and that they are a part of the safety plan and available for them in darkness.

Severe Emotional Disturbance/Behavior Disorder: Students who have serious emotional and behavioral problems are at high risk for severe stress reactions following a crisis. Typically these students have limited coping skills with which to handle “normal” daily stress; they are likely to be overwhelmed by unexpected and traumatic events such as a terrorist attack or the loss of family member. Those who suffer from depression and anxiety disorders are likely to exhibit exaggerated symptoms-- greater withdrawal, heightened agitation, increased feelings of worthlessness and despair, increase in nervous behaviors such as thumb sucking, nail biting, pacing, etc. Children with a history of suicidal thinking or behavior are especially prone to increased feelings of hopelessness and need to come to the attention of school personnel following any serious event likely to trigger these feelings. Additional information on preventing suicide in troubled children and youth may be found on the NASP website (www.nasponline.org).

110 Hurricanes Educators

Those children who experience conduct problems, noncompliance and aggression are also likely to exhibit more extreme versions of problem behaviors—higher levels of disruptive and oppositional behaviors, more frequent or more severe acts of aggression, etc. These students thrive on the consistent, predictable routines that are difficult to maintain in an emergency or crisis situation.

Summary

Staff and parents must consider how children with special needs respond to any form of stress and anticipate these and more extreme reactions following a crisis. Strategies that have been effective with these students in the past are the best strategies to implement now, understanding that steps might need to be more concrete and consequences more immediate. Identify the triggers and cues for these students and anticipate rather than react—prepare students for changes in routines; allow time for discussion of the traumatic events in a safe and familiar setting; provide choices in activities to the extent feasible to give these students some sense of control over even a small part of their lives. Some students may need to be more protected or isolated to minimize distractions and sources of agitation during the height of a crisis, and adult supervision may need to be more intense for a while. Expect some regression (increase in problem behaviors) and deal with inappropriate behaviors calmly and consistently—it helps students to understand that despite a lot of other changes and disruptions, there are some constants in class and family rules and expectations, and that they can depend on their support network to be available.

Further Information

Additional information on how children with learning differences cope with tragedy and grief may be found on the Schwab Learning website at www.schwablearning.org. For further information on crisis support and helping children manage anger and strong emotional reactions, visit the NASP website at www.nasponline.org.

Revised from materials posted on the NASP website, September 2001.

©2002, National Association of School Psychologists, 4340 East West Highway, #402, Bethesda, MD 20814

111 Hurricanes Educators

Disaster Services

DONATE ONLINE DONATE BY PHONE DONATE IN-KIND PRODUCTS

DONATE BY MAIL DONATE SPARE CHANGE DONATE STOCK DONATE AIRLINE MILES

Last year was a record year for responding to disasters, large and small. From floods and tornadoes to wildfires and residential fires...from hurricanes that devastated entire communities throughout the southeast U.S. to a catastrophic earthquake and tsunami that caused a giant wave to crash into parts of southern Asia and eastern Africa destroying lives, families, homes and livelihoods.

Because of the public's generous support, the American Red Cross has been able to respond immediately whether the need was around the corner or halfway around the world...

But we continue to need your support as we provide relief for victims of local, national and international disasters. In the southeast, Hurricane Katrina has ripped apart thousands of lives and left thousands homeless. In response, the American Red Cross is launching the largest mobilization of resources for a single natural disaster involving thousands of trained disaster relief workers, tons of supplies and shoulders to lean on.

Additionally, donations from you and other generous supporters will ensure that we meet the demand of collecting and supplying more than 6 million units of blood for over 3,000 hospitals around the country, provide classes to nearly 12 million people annually including CPR, First Aid and other life-saving skills, keep military families around the globe connected and prevent 1.2 million measles – related deaths by vaccinating 200 million children in Africa by the end of 2005.

Financial contributions to the American Red Cross are tax-deductible.

Please Note: -- Due to the overwhelming generosity of the American public, we have received volumes of gift activity not experienced since the events of the recent

112 Hurricanes Educators

received volumes of gift activity not experienced since the events of the recent Tsunami and September 11, 2001. While we have worked to increase capacity, there will be delays in processing gifts received by phone and through the mail. As a result, it may take up to eight weeks for donors to receive acknowledgment letters and tax receipts.

Matching Gifts -- Your gift could be matched dollar for dollar! Many companies offer matching gift programs that will double, even triple a donation's value. If you have questions about your company's matching gift program, please contact your personnel office. Once you have determined that your company matches donations made to the Red Cross, obtain the appropriate form from your personnel/human resources office and send it with a copy of your gift receipt to the address below:

American Red Cross PO Box 37295 Washington, DC 20013 Attn: J. Porter

The American Red Cross Tax Identification Number (also known as Employee Identification Number or EIN) is 53-0196605

Please be sure to complete the entire donor portion of the form and to include a copy of your gift receipt (if available). If you would like to designate the gift to a specific disaster, please indicate that on the form. Last year was a record year for responding to disasters, large and small. From floods and tornadoes to wildfires and residential fires…from hurricanes that devastated entire communities throughout the southeast U.S. to a catastrophic earthquake and the tsunami that roared through southern Asia and eastern Africa countries destroying lives, families, homes and livelihoods.

Because of the public's generous support the American Red Cross has been able to respond immediately whether the need was around the corner or halfway around the world...

But we continue to need your support in the coming months as we provide relief for victims of local, national and international disasters. Additionally, donations from you and other generous supporters will ensure that we meet the demand of collecting and supplying more than 6 million units of blood for over 3,000 hospitals around the country. Provide classes to nearly 12 million people annually including CPR, First Aid and other life-saving skills. Keep military families around the globe connected. And, prevent 1.2 million measles – related deaths by vaccinating 200 million children in Africa by the end of 2005.

Your contribution means we can continue to provide these vital services. Please make

a contribution today... and provide hope and relief for tomorrow. Thank you. © Copyright The American National Red Cross. All Rights Reserved.

113 Hurricanes Educators

***Website for The American Red Cross is: www.redcross.org

114