“We do need a new category because we’re extending so far into Category 5 on the Saffir–Simpson scale that it’s misleading to call it a Category 5.” — Dr. Tom Matthews, King’s College London1
Lesson Introduction
Begin by displaying the quote above and asking students:
What do you think it means for a hurricane to be “so powerful that our current system for classifying them is no longer fit for purpose”?
Show this time-lapse video of Hurricane Milton from space to set the scene:
Lesson Objectives
- Understand why scientists are proposing a new hurricane category.
- Explore how climate change is affecting hurricane strength.
- Critically analyze the effectiveness of current hurricane classification systems.
Comprehension Questions
- What is the current highest category on the Saffir–Simpson hurricane scale, and why do some experts believe it is no longer sufficient?
- How has climate change contributed to the need for a new hurricane category?
- What are some of the limitations of the Saffir–Simpson scale as discussed in the article?
- According to the article, how have hurricanes changed in recent years?
- What is one potential benefit of introducing a new hurricane category, according to scientists?
Related Articles and Further Questions
- The arrival of mega-hurricanes will show us nature’s darkest side. BBC Science Focus
- Deadly, unpredictable hurricanes are changing speed around the world, and scientists are worried. BBC Science Focus
- Proposal would add a “Category 6” as hurricanes get stronger, Axios
From “The arrival of mega-hurricanes will show us nature’s darkest side” (BBC Science Focus):
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How does ocean warming contribute to the increased frequency and intensity of mega-hurricanes1?
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What did Evans and Kowaleski’s study reveal about the maximum potential intensity of hurricanes, and how does this differ from previous research?
From “Deadly, unpredictable hurricanes are changing speed around the world, and scientists are worried” (BBC Science Focus):
- Why is the depth of warm water in the ocean important for hurricane strength and rapid intensification?
- What role does ocean heat content play in the recent trend of hurricanes undergoing rapid intensification just before landfall?
From “Proposal would add a ‘Category 6’ as hurricanes get stronger” (Axios):
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What reasons do scientists give for proposing a new “Category 6” for hurricanes, and what examples of storms have exceeded the current scale’s theoretical limits?
Essay Questions
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1. Do you agree with the proposal to add a new category for hurricanes (Category 6)? Use evidence from the articles to support your answer.
Consider the arguments for and against the proposal:-
Proponents argue that as hurricanes become more intense due to rising ocean temperatures and climate change, the current Saffir–Simpson scale (which tops out at Category 5) no longer accurately communicates the true risk of the most powerful storms.
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Critics contend that Category 5 already represents catastrophic damage and that adding a new category may not improve public safety or preparedness, as the scale only measures wind speed and not other deadly hazards like storm surge and flooding.
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Reference specific examples, such as recent storms that would have qualified as Category 6, and discuss whether a new category would improve risk communication and disaster response.
2. Discuss how changes in hurricane intensity—such as the emergence of mega-hurricanes and the potential for a Category 6—might affect coastal communities and disaster preparedness strategies.
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- Analyze how more powerful hurricanes could require updates to building codes, infrastructure, and emergency planning.
- Consider the implications for risk messaging, insurance, evacuation procedures, and long-term community resilience.
- Reflect on the need for improved communication tools and whether expanding the scale could help communities better understand and prepare for escalating threats.
- Use evidence from the articles to illustrate how climate change is increasing the frequency and severity of extreme hurricanes, and what steps might be necessary to adapt.
Lesson Wrap-Up
Conclude by revisiting the opening quote and asking students to reflect on how scientific classifications must adapt as our understanding of natural phenomena—and the phenomena themselves—change. Encourage students to consider the real-world impacts of these changes on society and the environment.
