Introduction to natural hazards

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Introduction to natural hazards

• Learning intention
• To understand what a natural hazard is.

Success criteria To be able to give some examples
of natural hazards.
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What is a natural hazard?

• Activity 1
• Read this statement
• Natural hazards are sudden events that occur in
  nature.
• Placemat activity
• Take an A3 sheet of paper. Draw a circle in the
  middle and write Natural hazards in the centre.
• Now split your page into four.

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Natural hazards
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What are natural hazards?

• Each person must now write down some examples of
  what they think are natural hazards.
• After 1 minute spin the page round and look at
  what each person has written.
• You can then share your ideas as a class.
• One person from each group will write some
  examples on the board.

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What are natural hazards?

• How many natural hazards did you find as a class?
  Did you miss any out? Watch the next slide to
  find out.

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Volcanoes Earthquakes Tsunamis Hurricanes,
cyclones and typhoons Forest fires Ice Landslides
Tornados Floods Snow storms Avalanches Hail
stones
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Natural disasters

• The worst natural hazards are called natural
  disasters.
• An earthquake in a very remote area will not
  affect many people.
• An earthquake in a large city will affect many
  people.

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Natural disasters

• Activity 2 Worksheets 1 and 2
• Graph activity
• Look at your list of the top 10 worse natural
  disasters.
• Complete the graph.

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Table 1 Top 10 natural disasters
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(No Transcript)
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Introduction to natural hazards

• Learning intention
• To understand what a natural hazard is.

Success criteria To be able to give some examples
of natural hazards.
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Structure of the Earth

• Learning intention
• To understand the internal structure of the
  earth.
• Success criteria
• Can identify and name the different layers that
  make up the Earth.
• Can show how the different layers differ in
  thickness from each other.

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• Activity 1 Partners
• Draw the inside of the Earth.
• (Worksheet 3)

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• Activity 2 Class (share and discuss)
• Who do you think is correct?
• Why?
• Would you make changes to your diagram?

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Activity 3 Class (website)

• Structure of the Earth

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• Activity 4

Inner core
1.
Outer core
2.
Mantle
3.
4.
Crust
Can you name the different layers of the
Earth? Write them down on your whiteboard.
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Activity 5 Worksheet 4

• Structure of the Earth

Crust (540 km) 50 400 Hampden Parks
Mantle (2885 km) Hollybrook to Tripoli, Libya
Outer core (2270 km) Hollybrook to
Podgorica, Montenegro
Inner core (1216 km) Hollybrook to
Lappeenranta, Finland
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• Activity 6 Partners
• Use the plasticine to make a model of the Earth.
• You must include the inner core, outer core,
  mantle and crust.
• Show the different thicknesses of each layer.

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Structure of the Earth

• Learning intention
• To understand the internal structure of the
  earth.
• Success criteria
• Can identify and name the different layers that
  make up the Earth.
• Can show how the different layers differ in
  thickness from each other.

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Plate tectonics

• Learning intention
• To understand how plate tectonics caused
  continental drifting.
• Success criteria
• Can explain what plate tectonics is.
• Can show how the Earths crust plates moved and
  caused the continents to drift apart.

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• Activity 1 Worksheet 5
• What is plate tectonics?
• The Earth's crust consists of a number of moving
  pieces or plates that are always colliding or
  pulling apart.
• These plates float on a partially molten mantle
  beneath. The molten layer is driven by heat from
  the Earth's inner core.
• Plate tectonics video

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• Activity 2 Class (website)
• Continental drift
• The drift of the plates across the surface of the
  Earth has been going on over millions of years,
  and is still changing the outward appearance of
  the Earth. When you look at the map of the world,
  you see how well the east coast of North and
  South America fits into the west coast of Europe
  and Africa. Over millions of years these
  continents have slowly drifted apart.
• Continental Drift Example 1

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• Activity 3 Class (website and game)
• Naming the continents
• Game

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• Activity 4 Worksheet 6

Use the map above to check you have correctly
labelled the continents. Correct any that you
need to.
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• Activity 5 Worksheet 7
• When placing the different continents together
  think about what shapes fit together and where
  they are currently situated.

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Plate tectonics

• Learning intention
• To understand how plate tectonics caused
  continental drifting.
• Success criteria
• Can explain what plate tectonics is.
• Can show how the Earths crust plates moved and
  caused the continents to drift apart.

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Volcanoes

• Learning intention
• To find out what causes volcanoes and to compare
  the hazards and benefits they present.
• Success criteria
• Can explain what causes them.
• Can identify where they are most likely to be
  located and explain why.
• Can compare the hazards and benefits of living
  near a volcano.

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• Activity 1
• Interesting fact
• The word volcano comes from the name of the
  Roman God of fire, Vulcan. Vulcan was said to
  have had a forge (a place to melt and shape iron)
  on Vulcano, an active volcano on the Lipari
  Islands in Italy.

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• Activity 2 Think, pair and share
• 1. What is a volcano?
• 2. Discuss what you think causes volcanoes.

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• Activity 3 Worksheet 8
• Your guess/reasoning about what causes volcanoes
  is your theory!
• Write down your theory in Worksheet 8.

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• Activity 4
• Now we are going to research your theory and see
  if it is true.
• This website will tell you a bit more about
  volcanoes.
• Volcanoes

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• Activity 5
• What is a volcano?
• A volcano is a conical hill or mountain formed by
  material from the mantle being forced through an
  opening or vent in the Earth's crust.

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• Activity 6 Worksheet 8

Vent
Ash cloud
Lava
Side vent
Conduit
Crust
Magma chamber
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• Activity 7
• Lets recap!
• Volcanoes

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• Activity 8 Group work
• In groups of four make a cartoon strip to show
  how a volcano erupts. Remember to show the
  different stages.
• Key words
• lava volcano surface plates
• mantle hot crust erupt
• magma

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• Activity 9 Worksheet 9
• As a group assess how you worked as a group and
  complete the grid in Worksheet 9.

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• Activity 10 Peer assessment
• Swap your poster with another groups.
• Peer assess their poster using Three stars and a
  wish on Post-it notes.
• When peer assessing link back to the task
• Do they correctly and clearly explain how a
  volcano erupts?
• Do they show the different stages?
• Does their cartoon strip contain all the key
  words?
• Does their cartoon strip contain relevant
  diagrams?

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• Activity 11
• There are three different ways to classify a
  volcano
• Active volcano one that is erupting or likely
  to erupt at any time.
• Dormant volcano one that is temporarily
  inactive, but could erupt in the future. The word
  dormant means sleeping.
• Extinct volcano one that is unlikely to erupt
  again.

Eruption the release of lava, rocks and gases
from a volcano.
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• Activity 12 Worksheets 10 and 11
• Task To find out where active volcanoes are
  most likely to be located.
• Carousel activity
• Organise class into groups of seven.
• Within each group give each member one of the
  following areas (write down your area on a label
  and wear it).
• 1. Oceans 2. North America 3. South America
• 4. Europe 5. Africa 6. Asia 7. Australia
• Go and find your partners that have the same
  label.
• With your partners find out if your area has
  active volcanoes. Complete Worksheet 10.
• Go back to your main group and share your
  findings so you can complete your maps in
  Worksheet 11.

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• Activity 13
• Most volcanoes are found along a belt, called the
  Ring of Fire, that encircles the Pacific Ocean.
  Volcanic activity also occurs in such places as
  Hawaii, Iceland, southern Europe and at the
  bottom of the sea.

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• Activity 14 Worksheet 12
• Most of the world's volcanoes lie along the Ring
  of Fire, a zone of volcano and earthquake
  activity along the rim of the Pacific Ocean.
• Although the Ring of Fire covers only about 1 of
  the Earth's surface, it has more than half the
  world's active volcanoes.
• There are about 350 historically active volcanoes
  in this zone.

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• Activity 15
• What causes volcanoes? Answer
• Plate tectonics theory
• Interactive view of tectonic plates
• Links between plates and volcanoes
• Scientists have developed a theory, called plate
  tectonics, that explains why most volcanoes -- as
  well as most earthquakes and mountains -- occur
  only in certain places.
• The Earths crust is split into seven pieces
  called plates.
• Most volcanoes are formed where two plates
  collide.
• Volcanoes can also be formed when two plates
  spread apart. This usually takes place on the
  ocean floor. As the plates move apart, magma
  below the crust moves up between the plates.
• Magma theory
• A number of volcanoes -- for example those in
  Hawaii -- lie far from plate boundaries.
• Some scientists believe such volcanoes develop
  when a huge column of magma rises from inside the
  Earth up to the surface. Part of this magma
  breaks through the crust and forms a volcano.
  This is sometimes called a hot spot.
• Quiz

Plates colliding
Hot spot
Plates move apart
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• Activity 16 Worksheet 13 Section A
• What are the dangers of a volcano?
• Video of volcano erupting
• Video of lava flow
• Video of volcano erupting in Chile
• Hot lava
• Rock falls
• Mud flows
• Tsunamis (if volcano erupts under the sea)
• Clouds of ash
• Poisonous gases
• Dark skies, severe winds and heavy rains may
  follow an eruption for months afterwards.
• Effects on people and the environment
• Buildings are destroyed and people are made
  homeless.
• People are killed.
• Clouds of ash cover plants, making them inedible.
• Poisonous gases kill people and animals.
• Dust causes lung disease and illnesses to the
  survivors.

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Activity 17 Lava destroys everything it
engulfs but, because it usually flows quite
slowly, it rarely kills people. There is more
danger from the hot gas and volcanic bombs of
rock and ash, which can sweep down a volcanos
slopes at speeds of 120 mph. How fast is that?
120 mph video
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Activity 18 Worksheet 13 Section B One in 10
people in the world live within danger range of
an active volcano.

• So what are the benefits of living near a
  volcano?
• The ash from volcanoes contains minerals which
  make soil very fertile. This makes the soil very
  good for farming and growing things.
• A big economical advantage of volcanoes is that
  they generate tourism, which gives locals jobs at
  hotels, etc. A country such as Hawaii gets a lot
  of income from tourists.
• Volcanoes provide spectacular scenery.
• Volcanoes form precious stones, therefore mining
  is carried out, which also gives locals jobs.

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Activity 19 Worksheet 14 Diamond 9 Activity In
groups sort out the cards into a diamond shape by
putting the most important statement at the top
and the least at the bottom. Question What are
the benefits of living near a volcano?
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Activity 20 Game Despite the danger that active
volcanoes present, many people choose to live on
their slopes. Scientists are sometimes able to
predict eruptions and warn those at risk. Watch
this video Predicting eruptions Try this game
Responding to volcano game
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Volcanoes

• Learning intention
• To find out what causes volcanoes and to compare
  the hazards and benefits they present.
• Success criteria
• Can explain what causes them.
• Can identify where they are most likely to be
  located and explain why.
• Can compare the hazards and benefits of living
  near a volcano.

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Earthquakes

• Learning intention
• To find out what causes earthquakes and to
  compare how we respond to them.
• Success criteria
• Can explain what causes them.
• Can identify where they are most likely to be
  located and explain why.
• Can compare how developed and developing
  countries respond to them.

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• Activity 1 Think, pair and share
• 1. What is an earthquake?
• 2. Discuss what you think causes earthquakes.

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• Activity 2 Worksheet 15
• Your guess/reasoning about what causes
  earthquakes is your theory!
• Write down your theory in Worksheet 15.
• (Only complete Q1 of worksheet.)

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• Activity 3
• Now we are going to research your theory and see
  if it is true.
• This film will show you an earthquake.
• Earthquake video

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• Activity 4 Worksheet 15
• What causes earthquakes? Answer
• (Complete Q2 and Q3 of worksheet.)

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• Activity 5 Worksheet 16
• A useful way of measuring earthquakes is by
  measuring the amount of damage they cause.
• The scale used to measure the damage caused by
  earthquakes is called the Mercalli scale. There
  are 12 ratings in the Mercalli scale.
• In groups of three put the 12 stages in the
  correct order.

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Not felt.
Chimneys broken, people run outside.
People in cars stop, partial collapse of
buildings.
Felt when at rest.
Ground surface opens up, pipes burst.
Vibrations like the passing of a lorry.
Landslides, buildings destroyed.
Cars rock and loose objects move.
Bridges and dams collapse, railway lines bend.
Broken crockery, everyone feels it.
Slight external damage.
Objects hurled into the air, areas devastated.
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• Activity 6 Worksheet 17
• Mapping from memory
• In groups of four complete your map to show
  where earthquakes have taken place this week.
• Each member of the group will take a turn to
  look at the map showing earthquake locations.
  They must then return to the group and fill in
  your blank map while trying to remember where the
  locations should be marked.
• Answer

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Activity 7 Worksheet 18 In your group look at
your completed map. Discuss why you think the
earthquakes are located at these points. Write
your theory in your worksheet. Answer Because
they are near plate boundaries. Movement of
plates against each other can cause fault lines
(cracks in the Earths crust), which can lead to
earthquakes.
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• Activity 8 Worksheets 18 and 19
• We are now going to look at how developed and
  developing countries respond to earthquakes.

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• Activity 9 Worksheet 20 and Information sheet A
• We will do this by comparing the three Ps of the
  earthquakes in Haiti in 2010 and San Francisco in
  1989
• Preparation How well had they prepared
  (evacuation plans, emergency services etc.) ?
• Prediction Did they predict the earthquake?
• Protection Were there buildings designed to
  withstand an earthquake?
• Video from Haiti
• Video of San Francisco earthquake

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• Activity 10 Think, pair and share
• Discuss why you think there were differences in
  the injury/death tolls and the damage caused to
  buildings between the Haiti earthquake and the
  San Francisco earthquake.

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• Activity 11 Worksheet 21
• Diamond 9 Activity
• In groups sort out the cards into a diamond shape
  by putting the most important statement at the
  top and the least at the bottom.
• Question What are the important factors to
  increase the survival rates during and following
  an earthquake?

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Earthquakes

• Learning intention
• To find out what causes earthquakes and to
  compare how we respond to them.
• Success criteria
• Can explain what causes them.
• Can identify where they are most likely to be
  located and explain why.
• Can compare how developed and developing
  countries respond to them.

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Tsunamis

• Activity 1 Lesson starter

Inner core
1.
Outer core
2.
Mantle
3.
4.
Crust
Can you name the different layers of the
Earth? Write them down on your whiteboard.
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Tsunamis

• Learning intention
• To understand how tsunamis are made
• Success criteria
• Can research and select relevant information.
• Can explain what a tsunami is.
• Can describe what causes a tsunami.
• Can successfully work in a group.

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• Activity 2
• The start
• Video

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• Activity 3 Worksheet 22
• In groups make a poster to describe
• 1. what tsunamis are
• 2. how they are made.
• Important You will have to present your
  completed poster to the class.
• Your poster must include a diagram.

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• Activity 4 Worksheet 23
• The explanation!
• Video
• You should now use Worksheet 23 to assess your
  groups performance.

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• Activity 5
• Why is learning important?
• Answer

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• Activity 6 Walkabout talkabout
• Instructions
• 1. Split into three groups.
• 2. Each group should choose a scribe and have
  a different coloured pen.
• 3. Each group should add as many answers to
  their poster in the time given.
• 4. Each group should then move on to the next
  poster. Before you start adding your own answers
  you should read the previous groups and add a
  cross, tick or question mark to show if you
  agree, dont agree or need the other group to
  explain their answer.
• The poster titles are
• 1. What are tsunamis?
• 2. What are the effects of tsunamis?
• 3. Why is it important to learn about tsunamis?

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Tsunamis

• Learning intention
• To understand how tsunamis are made
• Success criteria
• Can research and select relevant information.
• Can explain what a tsunami is.
• Can describe what causes a tsunami.
• Can successfully work in a group.

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Mini topic booklet

• Congratulations, you are now ready to start your
  mini topic.

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TV broadcast

• For the remainder of the topic your classroom
  will become a TV newsroom.
• Your task is to work in groups to produce a news
  report on a recent natural disaster.
• Your broadcasts will be filmed!

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TV news report on a natural disaster

• Learning intention
• To produce a TV news report on a natural
  disaster.

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TV news report on a natural disaster

• Success criteria
• You should be able to clearly explain two reasons
  for investigating your mini topic.
• You should use the words location and change
  when explaining your reasons. (For example I
  chose to investigate the Haiti earthquake to
  understand more about why it happened, its
  location and how the country changed after this.)
• Your report should make a contrast. (For example,
  you may wish to contrast why so many people died
  in Haiti compared to the San Francisco
  earthquake.)

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Activity 1 What makes a good broadcast?

• As a class we must decide on the criteria for a
  good broadcast.
• Think, pair and share
• Think on your own, think about what makes a
  good news story.
• Pair with your partner discuss your ideas and
  write them below.
• Share share these ideas as a class.

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The roles

• Newsreader
• Will read the news report to the whole of the
  class. Will also help to decide on what
  information the report should contain.
• Writer
• Will produce a script for the newsreader. Will
  also help to decide on what information the
  report should contain.

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The roles

• Director
• Will be responsible for ensuring that the news
  report is produced on time. Will make sure the
  report is of the correct length and contains the
  required information. Will be responsible for
  rehearsals and making sure everyone is working
  together. Will also help to decide on what
  information the report should contain.
• Runner
• The runners job is very important. They will
  make sure everyone in the news team has the
  materials they need for working, for example
  paper, pens, information. The runner will also
  count in the newsreader during the live report.
  The runner will also help to decide on what
  information the report should contain.

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Some ideas

• Introduction of presenter
• Headline story with newsflash, eg Bridges
  collapse!
• Location of event
• Time of event
• Description of what happened
• Key facts and figures
• Eyewitness accounts
• Clear voice
• It should make sense
• It should be informative
• Be creative!

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• Activity 2
• The following should be completed and handed to
  the station manager (teacher)
• group name (TV station name), group roles
  (director, newsreader, writer, runner)

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Activity 3 You are under pressure to write a
newsflash. There has been a major incident
somewhere in the world and your news team will be
going live in 1 hours time! In the next 10
minutes you must do the following Complete a
spider diagram (mind map) of ideas for your
script and presentation. Place your headline in
the circle to begin your diagram.
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TV news report on a natural disaster

• Learning intention
• To produce a TV news report on a natural
  disaster.

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TV news report on a natural disaster

• Success criteria
• You should be able to clearly explain two reasons
  for investigating your mini topic.
• You can use the words location and change
  when explaining your reasons. (For example I
  chose to investigate the Haiti earthquake to
  understand more about why it happened, its
  location and how the country changed after this.)
• Your report should make a contrast. (For example,
  you may wish to contrast why so many people died
  in Haiti compared to another earthquake in a rich
  country.)

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Plenary

• What new thing did you learn today?
• How could your learning help you?
• How did you learn today?
• What helped you learn today?
• Could you use this learning in another subject?
• What capacity did you develop today SCRE?
• What do you want to learn more about?
• Where could you learn more about this?