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Review with students the general background and features of Hurricane Hazel gained from their initial browsing of the site, or have them browse the site now to gather information. Tell students they will be working in small groups to complete a geographic profile of Hazel’s destructive path and to gather information about Hazel’s impact on the communities in its path.

Provide students with an outline map of North America, including the Caribbean. Have them use the information in the Hurricane Hazel topic to map the path of the hurricane from its birth near the Bahamas to its arrival in southern Ontario. Students should write profiles of the damage caused and impact on 5 communities along the route, including Toronto. The profiles should accompany their map.

Have each group present its work briefly. If possible, post the results on the classroom wall. What appear to be the major results of hurricanes? How should people prepare for them? What can be done to minimize their impact?

Suggest that students visit the following Web site (www.theweathernetwork.com) to check on current weather warnings. How can the Internet and advanced methods of communication play a role in dealing with the impact of extreme weather?