HWA CHONG INSTITUTION
IHE GEOGRAPHY
CURRICULUM OF CONNECTIONS : SYSTEMS
Climate Disaster and Hazard Management : Discussion
and ACE
Name: ______________ (
)
Class: _______
Date: _________
GEOGRAPHERS at Work : Discussion :
A.
1.
Instructions :
Get into pairs.
2.
Within each pair, choose among the both of you, who would take Hurricane
Katrina and Cyclone Sidr.
Your task is to produce a storyboard for a TCS News ‘Weather Watch”
programme on the impact of Hurricane Katrina / Cyclone Sidr.
The TCS News has provided you an outline storyboard covering the areas
that they require in the programme.
A more detailed outline is provided on the right. Whether your programme is
commissioned will be dependent on the quality of geographical knowledge
and the skill that you use to choose and annotate images, which are related
to the narrative.
You should consider the assessment criteria on the first slide of the
storyboard.
3.
4.
5.
6.
B.
1.
2.
3.
4.
5.
C.
Points to consider while doing this assignment :
The impact of tropical storms in More Economically Developed Countries like
the USA versus Less Economically Developed Countries like Bangladesh
Could the disaster have been avoided?
Would better flood defences have made a difference?
Could the city have been evacuated before the storm?
Could Government aid have reached the affected areas sooner?
Submission
Each of you submit your own presentation. All presentation to be in
Powerpoint Slides.
Assignment to be submitted by Term 2 Week 3.
1
Suggested Layout :
Slide
Title
Content required.
1
Title slide

Name of the producer.
2
Location : Florida, USA /
Bangladesh
3
Hurricane Katrina /
Cyclone Sidr





Location of :
The USA compared to Bangladesh /
Bangladesh compared to the USA
How the cyclone formed.
When the cyclone hit
USA/Bangladesh.
The strength of the cyclone and its
impact on the weather and sea levels.
Physical factors that make
USA/Bangladesh at a greater risk
from the impact of cyclones.
Impacts on the population.
Short/long-term.
Impacts on the infrastructure.
Short/long-term.
Impacts in the environment.
Short/long-term.
What people did before/after the
cyclone?
Positive/Negative responses.
Will USA/ Bangladesh be able to
recover quickly from the cyclone?
Reference to development statistics is
required.
Should USA/Bangladesh expect more
devastating cyclone events in the
future?
Reference to Global warming is
needed.
A list of the resources you have used
is needed.

4
Why USA / Bangladesh is
at risk?

5
Impacts on the
population
Impacts on the
infrastructure.
Impacts on the
environment.
Reponses to the event.



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6
7
8
9
10
11
How will USA /
Bangladesh cope?



Will USA/ Bangladesh be
at greater risk in the
future?

Bibliography


2
Assessment Criteria: USA Hurricane Katrina / Bangladesh Cyclone
Sidr.
Level
Example
4-5
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
2-3

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
1



Knowledge
As level 4-5, has clearly
researched beyond the material
provided.
Excellent understanding of the
causes, impacts and responses
to the cyclone.
Differentiates between
short/long-term impacts and
positive/negative responses.
Offers fully justified reasons as
to why the recovery of
USA/Bangladesh will be slow,
using development statistics.
Offers fully justified reasons as
to why USA/Bangladesh will be
at greater risk in the future.
A coherent case study is
produced.
Sound understanding of the
causes, impacts and responses
to the cyclone.
Is able to offer reasons to why
the recovery of
USA/Bangladesh will be slow,
using development statistics.
Is able to offer reasons why
USA/Bangladesh will be at
greater risk in the future.
A sound case study is
produced.
Limited understanding of the
causes, impacts and responses
to the cyclone.
Struggles to explain why the
recovery of USA/Bangladesh
will be slow.
Struggles to explain why
USA/Bangladesh will be at
greater risk in the future.
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Skills
As level 4-5, but adapts the
template to their own
needs.
Additional ICT skills will be
utilised, including video,
audio narrative and
animation.
Images are chosen that are
relevant and represent a
variety of perspectives.
Images are annotated with
detailed comments.
Good sense of audience.
Bibliography is present and
represents a range of
source.
Spelling and grammar is
faultless.
Images are chosen that are
relevant to the event.
Images begin to be
annotated with appropriate
comments.
Developing sense of
audience.
Bibliography is present.
Spelling and grammar is
largely appropriate.
Images are chosen that do
not relate to the text or the
event.
May be struggling to
complete the work.
No sense of audience.
Bibliography may be absent.
More care is need with
spelling and grammar.
3