Section 1
INTRODUCTION
This unit comprises two tasks. In Task 1, pupils are asked to explain why so many people
died in the earthquake in Kobe, Japan, while in Task 2, they try to identify connections
between the factors affecting the impact of earthquakes in countries in different states of
development. The tasks are designed to be used towards the end of a unit of work on plate
tectonics and earthquakes.
Prior learning
Before undertaking the tasks, pupils will need to have been taught:



about the global distribution of earthquakes and volcanoes and their relationship with the
boundaries of the crustal plates (PoS 7a);
about the nature, causes and effects of earthquakes, the variety of human responses
and the factors affecting the responses to this hazard (PoS 7b,c);
about differences in developed and their effect on the quality of peoples’ lives (PoS 14b).
Pupils should also have been taught about the physical and human features of the
countries/regions selected for this unit and have undertaken a case study of an earthquake
in a less economically development country (LEDC).
Assessment objectives
This unit will provide information about pupils’ abilities in two aspects of geographical
knowledge, understanding and skill development identified in the programme of study and
level descriptions:
i.
ii.
knowledge and understanding of patterns and processes;
the ability to undertake geographical enquiry and to use skills.
The two tasks provide opportunities for pupils to:
i.
show knowledge and understanding of:




ii.
the causes and effects of earthquakes (PoS 7b);
how the effects of an earthquake may have different effects on people in different
places (PoS 7b, 14b);
how humans respond to the earthquakes hazard (PoS 7c);
how the effects of earthquakes and the human response to them differ in
countries in different states of development (PoS 14b) (Task 2 only);
select, analyse and evaluate evidence and draw conclusions (PoS 2c) (Task 1 only).
KS3 - Geography
Unit 2 : Earthquakes
Section 2
NOTES FOR TEACHERS
The tasks, which are targeted at the levels normally associated with Key Stage 3, are
intended for use as part of normal classroom work. You may, therefore, provide support to
help pupils complete the tasks to the best of their ability. Indeed, contact with pupils while
they are working will also provide information about their attainment. Some of the materials
may need adapting, for example, to match the reading abilities of some pupils. You may
need to consider adding more stimulus material, changing the data, or altering the questions.
Pupils may work in groups to discuss the stimulus material, to draw upon other sources of
knowledge and to begin to formulate their responses. Groups may also give their initial
responses to the rest of the class. This approach may help lower attaining pupils to
understand the material and the more able to go beyond simple answers.
Although the first task is about the 1995 earthquake in Kobe in Japan, it may adapted to
focus on any other earthquake in a more economically developed country (MEDC). The
case study of an earthquake in an LEDC (needed for Task 2) is at the discretion of the
teacher.
Photocopiable sheets for use by pupils are provided at the end of the booklet.
KS3 - Geography
Unit 2 : Earthquakes
Section 3
THE TASKS
TASK 1: THE KOBE EARTHQUAKE
In this task, pupils attempt to explain why so many people died in the earthquake that took
place in Kobe, Japan in 1995.
Preparing for the task
You will first need to decide on the groupings to be used. Groups of four are suitable
although smaller groups may encourage full participation. It is a good idea to ensure that a
good reader is included in each group. The evidence for the activity (Pupil Sheets 1 and 2)
should be enlarged, copied on to card, cut up and the pieces put in envelopes. Each group
should be given an envelope containing all of the evidence cards.
Undertaking the task
1.
Pupils should be reminded about the Kobe earthquake in January 1995.
introduction to the task may be along the lines of:
The
“There was an elderly couple living in Kobe, Japan, Mr and Mrs Endo. One of
them died in the earthquake disaster. Your task is to find out which one died
and why”.
The pupils will use the evidence they are given and their own knowledge about
earthquakes and Japan to carry out the task.
2.
The pupils open their group’s envelope and share the pieces of information evenly.
You may need to allow around five minutes reading time. Groups can consult over
any individual items that they do not understand and the teacher can assist the
process. It is a good idea to offer pupils an opportunity to ask questions in order to
clarify any information about which they are unsure.
You may wish to tell the class that there is no one correct answer, although there
may be better and worse theories. They need to consider all the information carefully
and be encouraged to go beyond their first simple answer, using any extra
knowledge that they have. A first step may be to make two piles of cards - one of the
evidence that has some relevance and the other of evidence that appears to have
nothing to do with answering the question. A further stage may be for pupils to divide
the pieces of relevant information into groups. They may be given one heading, eg:
‘emergency services’ to start them off. It can be helpful to follow this with a whole
class discussion so that the good ideas of some pupils can stimulate the rest.
Listening to group discussions can be useful in making assessments; some pupils do
not transfer the understanding shown in oral contributions to their subsequent writing.
By listening to group discussions, it may be possible to note oral contributions for
assessment purposes and this can lead to a more accurate evaluation of
performance for some pupils.
3.
One group may then be chosen to explain its answer to the class. Other groups may
question, clarify, extend or give alternative explanations. Pupils often overlook
information relating to the physical causes of the earthquake and some prompting
may be necessary.
KS3 - Geography
Unit 2 : Earthquakes
4.
For assessment purposes, an individual written outcome is often necessary.
Differentiation is likely to be improved by reframing the original question. An
appropriate question for the written task is:
“Why did so many people die in the Kobe earthquake?”.
This question encourages pupils to address some important generalisations about
the effects of and responses to earthquakes.
It may be helpful to provide each pupil with a copy of the evidence for the activity
(Pupil Sheets 1 and 2) to assist them in the written activity.
Timing
The task can be undertaken in about 70 minutes of class time and a homework.
A general mode for this type of task
1.
Arrange groups.
2.
Provide stimulus to challenge and involve pupils.
3.
Pose question and give out materials.
4.
Clarification - allow pupils five minutes to read data and then ask any
questions.
5.
Activity based around initial question. With some groups you may wish to
break this up to assist the pupils to order and sequence the information.
6.
Class discussion to access the best reasoning and interpretation and to
synthesise ideas from different sources.
7.
Individual writing task possibly finished at home. You should allow around
40 minutes for the written task.
KS3 - Geography
Unit 2 : Earthquakes
TASK 2: THE IMPACT OF EARTHQUAKES
Task 2 explores the connections between the factors that affect the impact of earthquakes.
The pupils’ task is to identify and describe links - in diagrammatic form - between the factors
involved in their studies of earthquakes in Japan (or another MEDC) and an LEDC. The task
- sometimes referred to as ‘concept mapping’ - requires pupils to represent their
understanding in diagrammatic form. The main factors are defined and the links or
relationships between them are identified and explored. This can be seen in the example of
a pupil’s work on an earthquake in the USA (Figure 1).
The resulting diagrams are used to explore the comparison between the effects of
earthquakes on the two contrasting countries. Before undertaking Task 2, pupils should
know about earthquakes in the two countries and be familiar with the characteristics of the
places in which they occurred.
Preparing for the task
The task is likely to be more effective if pupils have prior experience of this sort of approach.
If it is new to the class, it is sensible to go through an example. Figure 2 provides an
example which demonstrates the links involved in work on shops; in this case, the links
explored are between the different elements involved, rather than between factors. It is
worth stressing that it is not necessary to make a link between every pair of elements or
factors, but that there should be sufficient detail on any link to explain the nature of the
connection. It is a very common failing when pupils start doing this sort of task that they
write ‘ Vehicles drive on roads’ or ‘People buy things in shops’. These simple descriptive
links are labelled (A) on Figure 2. Pupils should be encouraged always to add something
about why or how (or even when or where), as in the more complex explanatory links
labelled (B) on Figure 2.
The class is best divided into groups of three pupils of varying ability and confidence.
Groups of two or four may also be used.
Factors affecting the impact of and immediate responses to, earthquakes should be written
onto cards which are given to each group. A list of factors is provided on Pupil Sheet 3. You
may enlarge the list before copying it onto card. However, the list is not definitive or
exhaustive. You may wish to amend the list or rephrase some of the factors before using
them.
It is a good idea for pupils to do the task for the earthquake studied in Task 1 first, because
they are likely to have greater knowledge of the country in which it occurred. It may be
better to start the task by giving out only five or six cards, along with a piece of A3 or
sugar/display paper.
KS3 - Geography
Unit 2 : Earthquakes
KS3 - Geography
Unit 2 : Earthquakes
KS3 - Geography
Unit 2 : Earthquakes
Undertaking the task
1.
Each group writes a description of the factor or some facts about it on the card. How
this may be done is shown in Figure 1. A maximum of 12-15 words is sensible. This
provides a good way into the activity as it brings factual knowledge to the forefront of
pupils’ memories. It also forms a useful written record both for assessment and
revision. Five minutes may suffice for this part of the exercise.
2.
Groups arrange the cards on the paper in a roughly circular shape with the death
and damage card in the centre.
3.
Each group writes in links between factors. It can be helpful to take the class through
one or two links to ensure that they have got the feel for the task and are going
beyond simple links. So, for example, you may establish a link between building
design and construction and wealth along the lines that ‘Japan is a wealthy
country so buildings can be built to stand up to earthquakes’. For emergency
services and death and damage the link might be that ‘emergency services have
equipment and can rescue many people’.
It is a good idea to write in the initial links in pencil to allow for changes and
redrafting. Groups operate independently but you may intervene if a group
encounters difficulties. For groups that quickly master the first five or six cards, you
can differentiate by giving them another two or four cards. For able groups, further
differentiation can be achieved by issuing two blank cards, on which they can write
their own factors. On these they should, as with those provided, clarify (in 12-15
words) the factor that they have identified.
15-20 minutes may be sufficient for this stage.
4.
All groups should refer back to their earlier case study of an earthquake in an LEDC.
Additional stimulus material, such as video material or a newspaper article, may be
introduced at this point.
5.
Each group repeats stages 1-3 for the earthquake in an LEDC.
6.
A possible extension activity is to use a Venn diagram to compare the impact of, and
responses to, earthquakes. Two overlapping circles are drawn. In the overlapping
part, pupils write some statements about the impact of and responses to earthquakes
that are common on the two areas. In the non-overlapping parts they write
statements that are specific to the MEDC in one and to the LEDC in the other.
Timing
The task can be undertaken in about 70 minutes of class time and a homework. If pupils are
unfamiliar with this kind of task, the timings may need to be increased, in which case about
two hours may be necessary.
KS3 - Geography
Unit 2 : Earthquakes
Section 4
ASSESSMENT
Assessment criteria
The assessment criteria are designed to assist you in recognising pupils’ performance from
their work on each task. Although the criteria require pupils to show their knowledge,
understanding and skills, they describe the general quality of the response rather than what
particular items of information should be included. Reference is made in the criteria for Task
1 to examples of pupils’ work which exemplify the criteria; these are included below the
criteria.
The assessment criteria do not dictate any particular method of making or recording the
outcome. This allows you to use the unit in conjunction with your existing marking and
recording systems.
The right-hand columns of the tables link elements of pupils’ responses to these tasks to
performance described in level descriptions, by indicating the sort of qualities that might be
identified in pupils’ work.
Some responses may reveal evidence of performance
characteristic of levels lower or higher than those shown. However, levels cannot be
assigned to single pieces of work because level descriptions relate to characteristic
performance rather than single outcomes. These tasks and others like them, provide
information about pupils’ knowledge, understanding and skills that will help you make
judgements about pupils’ characteristic performance in geography at the end of the key
stage.
TASK 1
Assessment criteria for this task
Links with level descriptions
The written response consists largely of
statements from the cards, with little
apparent sequencing, eg: Pupil X. There
may be some rudimentary linkage and some
inference (going beyond the given data,
especially in the case of the named
characters), eg: Pupil Y’s reference to Mrs
Endo going without food and water and the
difficulty of the paramedics in reaching her.
The meaning or implication of many data
items is not clear from their use for they are
frequently just copied. There may be some
misinterpretation of the data items.
Pupils’ work may show some of the
characteristic features of Levels 3 and 4.
KS3 - Geography
Performance characteristic of Level 3
includes describing and making comparisons
between physical and human features.
Where pupils are recognising and describing
physical and human processes and
beginning to describe geographical patterns,
they are showing attributes characteristic of
Level 4.
Unit 2 : Earthquakes
Assessment criteria for this task
Links with level descriptions
The linkage between the information is
generally good; there is some sequencing
and direction to the narrative, eg: Pupils J
and K.
Words and phrases such as
because, so, then, which meant, as and this
caused become more frequent, indicating
that one piece of data is being linked to
another and relationships are being
understood. Quantification and qualification
begin to appear making the explanation
more specific and detailed and there may be
some speculation.
Levels 5 and 6 place greater emphasis on
explanation.
Pupils’
work
may
show
features
characteristic of Level 5 performance.
Pupils describe geographical patterns and
human and physical processes and begin to
offer explanations for them.
Level 6 is characterised by explanation of
physical and human processes and
description of the ways in which processes
create geographical patterns.
However, the narrative is largely at the level
of the trigger or more superficial causes of
the death and destruction, eg: the
earthquake struck, the construction of the
house was inadequate, the emergency
services had problems and there were many
fires. Some misinterpretation of the data is
to be expected.
Pupils’ answers are more specific and give
more detail drawn from their geographical
knowledge.
Misinterpretations are less
common.
There are more frequent
generalisations as pupils begin to go beyond
sequencing of information and group data
together to isolate contributory background
factors, rather than largely giving a narrative.
There is more inference (going beyond the
given data) and speculation - often indicating
how processes interact, eg: connecting the
frequency of earthquakes in Japan and the
introduction of regulations to improve the
ability of buildings to withstand earthquakes.
This indicates that they are making more
connections with their existing knowledge
and
therefore
demonstrating
deeper
understanding, eg: Pupils P and Q.
KS3 - Geography
Pupils are likely to show evidence of
performance characteristic of Level 7.
They describe the interactions within and
between physical and human processes and
show how these interactions create
geographical patterns and contribute to
change in places and patterns.
Unit 2 : Earthquakes
Examples of pupils’ work
Pupil X. Mrs Endo lived for 36 hours trapped in the rubble. The earthquake struck at
5.40am on Tuesday 17 January. The earthquake measured 7.2 on the Richter scale. The
roof of their houses was made of heavy concrete tiles. It was an old building. Japan is a
rich country.
Pupil Y. The disaster struck Kobe on Tuesday 17 January. Mrs Endo was trapped for 36
hours without food or water and probably suffered suffocation (inference). The earthquake
measured 7.2 on the Richter scale. The paramedics probably couldn’t get to her simply
because (linkage) motorways snapped (inference). Their house could have been next to the
plates but their house was very old … they were living in a dangerous place but they thought
it was a safe place to live but definitely not a good place to live next to the plates.
Pupil J. They both died because Mr and Mrs Endo were in the same house together. The
house was built before 1960, so (linkage) it was a very old house. Their roof was made up
of heavy concrete tiles, so (linkage) this may be another reason. Mr Endo was trapped for
three days under the rubble. Mrs Endo was killed instantly under tonnes of rubble. Their
home was not computer controlled so (linkage) they will have had a more hectic time
because (linkage) if they are computer controlled they do not get such a big rubble.
The earth’s plates moved so fast that the Richter scale measured up to 7.2.
With Mr and Mrs Endo being old (qualification) they probably (speculation) could not get out
of the house quick enough so this is another reason. At 5.40am they would have still been
asleep in bed so (linkage) they would not have noticed until it woke them up. Large areas of
Kobe were blacked out so (linkage) Mr and Mrs Endo could not see very well to run out of
the house.
They thought (speculation) that there was a low risk of earthquakes in Kobe and if (linkage
and speculation) they had never moved there they still might be here today.
Japan has an enormous population. It is 124 million so (linkage) this is why some people
were just left to die because (linkage) there were not enough (qualification) hospitals for the
people.
KS3 - Geography
Unit 2 : Earthquakes
Pupil K. On Tuesday 17th January at 5.40 in the morning a terrible earthquake hit Kobe in
Japan. The earthquake measured 7.2 on the Richter scale. This was a terrible experience
for everybody in Kobe. An old couple Mr and Mrs Endo were living in a house which was
built before 1960 and so (linkage) the roof of the house was made from very heavy concrete
tiles. When (linkage) the earthquake occurred the roof of the house came falling down and
hit Mrs Endo killing her instantly. Mr Endo got trapped under the rubble for three days with
very serious injuries (specific) so (linkage) he was in great need of some help. (Well
sequenced.)
There was a problem with the emergency services (some generalisation), the fire engines
ran out of water and there was a very short supply of ambulances, so (linkage) there wasn’t
much hope for Mr Endo. Many of the people who were killed (specific) were either the
elderly or very young children (generalisation). Very large areas of Kobe were blacked out
and so this combined with smoke from the fires and made it very hard for the emergency
services to find people underneath all of the rubble….
(The work of pupils J and K are responses to an earlier version in which Mrs Endo was killed
instantly and Mr Endo died after three days trapped in the rubble. The responses therefore
differ slightly from those that will result from this later version of the task.)
Pupil P. This is what I think happened to Mr and Mrs Endo. The reason for this earthquake
was that the Pacific and the Phillippines plates build up stress against the Eurasian plate,
which causes these plates to give way. This is when the earthquake is released. This time
the epicentre was extremely close to Kobe (specific).
This earthquake struck at 5.40am on Tuesday 17 January which meant that most people
would have been asleep at this time (generalisation). Most peoples’ houses would have
probably collapsed on them with them being inside their house (generalisation). Mr and Mrs
Endo’s house was built before 1960 but Japanese designs to encourage the building of
earthquake proof structures was not enforced until 1981. This means that their house would
not be able to cope well in an earthquake with such power (inference).
Mr and Mrs Endo moved from … when they retired from their jobs and moved to Kobe. This
area where they lived had not experienced a major tremor since September 5th 1596. The
area that they moved to was meant to be safe (generalisation) so I think that is why they did
not buy a modern house (speculation). Most of the buildings are computer controlled and
adjust to earth movements (generalisation).
KS3 - Geography
Unit 2 : Earthquakes
Pupil Q. Because Japan has experienced many earthquakes in the past (generalisation),
design codes were developed to encourage the building of earthquake proof structures in
1981 (consequences). However Mr and Mrs Endo lived in Nishinomiya, the older residential
part of Kobe which is largely inhabited by older people. The houses here were built before
1960 when there were no regulations regarding structure of building in case of earthquake.
The old buildings are mainly made of wood (inference) with roofs built of heavy concrete tiles
(generalisation).
Japan has a population of 124 million and a population density of 310 per sq. km. This
means that there are a lot of buildings tightly packed together (inference). The earthquake
broke gas pipes causing fires. Because the buildings are so close together the fire spread
quickly and easily (inference). Because of this and large areas of damaged infrastructure,
ambulances and fire engines were unable to reach some areas (generalisation).
A complete annotated response showing evidence of performance indicative of Levels 7 and
8 is included in Appendix 2.
KS3 - Geography
Unit 2 : Earthquakes
TASK 2
Assessment criteria for this task
Links with level descriptions
The linkages are based on simple,
descriptive relationships, using the form X
is/needs Y. Some of the links may be
erroneous or inappropriate and lack depth or
detail. In most cases a relatively small
number of links will have been made.
Pupils are likely to show evidence of
attainment characteristic of Level 4. They
are beginning to describe geographical
patterns. They also recognise and describe
physical and human processes.
The descriptive facts are adequate but not
detailed. The linkages show understanding
but tend to be expressed as simple
relationships with words like is, means and to
used as connectors, eg: quick response
means more lives are save, not enough
money to buy ways of communicating.
Increased use of the link because indicates
an increasing concern with explanation, eg:
many people died because weak buildings
collapsed.
Pupils’ work may show attributes which are
characteristic of Levels 5 and 6.
Level 5 is characterised by pupils describing
and beginning to offer explanations for a
range of physical and human processes.
Performance characteristic of Level 6
includes the explanation of a range of
physical and human processes.
Although all factors might be expected to
have one link, an increasing number of
linkages, to the point where many have two
or more, indicates a greater depth of
understanding of the impact of earthquakes.
The descriptive facts are more detailed and
include locational and more specific detail.
The linkages indicate more sophisticated
multiple relationships, eg: as people have a
good amount of money, good buildings can
be built and not many will fall down,
speculation, eg: if they knew where was
worst affected they would go there first, and
qualification of statements, eg: thanks to
good planning and strong buildings, not
many people were killed, although many
were injured.
The Venn diagram (extension activity)
comparing the impact of the earthquakes in
an LEDC and an MEDC reveals an
understanding of how and why the countries
have differing capacities to deal with the
earthquake hazard.
KS3 - Geography
Pupils’ work may show some of the
characteristic features of Levels 7 and 8.
At Level 7, pupils’ work includes description
of the interactions within and between
physical and human processes. Their work
also shows how these interactions create
geographical patterns.
Where pupils also offer explanations for
interactions within and between physical and
human processes, their work shows
attributes more characteristic of Level 8. A
further characteristic of Level 8 performance
- beginning to account for disparities in
development
and
showing
some
understanding of the range and complexity of
factors that contribute to the quality of life in
different places - may also be shown in the
extension activity.
Unit 2 : Earthquakes
APPENDIX 1: DESIGNING SIMILAR TASKS
These tasks represent a flexible teaching and assessment technique. They help pupils
develop problem solving, question posing and analytical skills. With practice they are
straightforward to design.
They can be used at the beginning or end of a topic. The task on the Kobe earthquake
needs to come towards the end of a unit of work because pupils need to have specific
information to underpin their explanations. Others may rely less on specific knowledge of a
topic and could be used early in a unit of work to raise questions and issues to be explored.
Design principles
1.
A central question is needed that provides the stimulus to pupils to tackle a
demanding task. The people, place and circumstances do not have to be real; they
can be an amalgam that represents important relationships and generalisations, but
closeness to reality is to be preferred.
2.
It is important that people feature strongly. They help to give a narrative thread to the
task and they engage the attention of pupils, particularly lower attainers. The
presence of people also provides a focus on people-environment relationships.
3.
Between 15 and 30 pieces of data should be provided. Below 15 items does not
allow a situation to be portrayed in any detail, while more than 30 makes it too
complicated.
4.
Between two and six items should give some biographical detail about the people
featured.
5.
Between two and six items should give some space/time context about the place.
6.
Between four and eight pieces should give details of background factors contributing
to the event.
7.
Between three and six pieces should relate to the trigger factors which made the
event happen in the time frame.
8.
Between three and six pieces should be ambiguous information, or even red
herrings, so that pupils have to decide whether they need to be incorporated in any
explanation.
There can be overlap between context and background factors and it is important overall to
construct an exercise that feels balanced and right for your pupils. Furthermore, it is
important to be clear about the learning and assessment objectives of the activity - what do
you want the pupils to understand or be able to do?
KS3 - Geography
Unit 2 : Earthquakes
APPENDIX
2:
A
COMPLETE
RESPONSE
PERFORMANCE INDICATIVE OF LEVELS 7 AND 8
SHOWING
Mr and Mrs Endo both died in this tragic natural disaster. The earthquake occurred as
Japan is situated on the boundary of three tectonic (moving) plates of the earth’s crust, it is
also part of the ‘Pacific ring of fire’. However, the earthquake occurred because of the
pressure caused by the Philippine and Pacific plates pressing against and forcing under the
Eurasian plate which Japan lies on. Volcanos are also present on the plate boundary.
Mount Fuji is in Japan. The earthquake was strongest at the focus and worst on the surface
at the epicentre (above the focus) where the most damage will have been sustained (giving
very specific and detailed knowledge and understanding of a range of places at different
scales). Kobe, where Mr and Mrs Endo lived is extremely close to the epicentre so the
quake was felt very badly there and caused widespread destruction (describing interactions
between physical and human processes - Level 7).
Both of the Endos’ death can be blamed to some extent on a lack of preparation as the
earthquake was completely unexpected in Kobe. This was considered a ‘low risk’ area and
this worsened the tragedy as many people here did not learn what to do in an earthquake.
Also, Kobe being an attractive city and considered ‘safe’, this led to extensive overpopulation
and it was overpopulated already due to the overall lack of low flat land in Japan. During the
earthquake the overpopulation helped massive fires to spread under bad weather conditions
(ie: wind) (clear explanation for the interactions within and between physical and human
processes).
Buildings in the area were older than in other parts of Japan and even the newer buildings
were weaker due to the fact that nobody expected them to suffer an earthquake, after all, it
had been nearly 400 years since the last earthquake in this area of Japan.
Mr Endo’s long and painful death can be blamed on unreadiness. The emergency services
weren’t ready and could not cope with the disaster, fire engines ran out of water,
ambulances had short supplies and the conditions made it almost impossible to find the
victims (selecting and using effectively and accurately a wide range of … evidence, to reach
substantiated conclusions - Level 8).
(This work is also a response to the earlier version in which Mrs Endo is killed instantly and
Mr Endo died after three days trapped in the rubble.)
KS3 - Geography
Unit 2 : Earthquakes
GEOGRAPHY UNIT 2 PUPIL SHEET 1
Earthquake evidence
Many survivors were taken immediately
to a central building with stockpiles of
food, water and blankets.
Volunteers dug through the rubble with
their bare hands to search for victims.
5,000 people died in the earthquake
and 350,000 were made homeless.
Mrs Endo was trapped under the rubble
of her home and died of suffocation
after 36 hours.
Gas pipes exploded and fires burnt all
over the city.
The port of Kobe, the world’s largest
container port, was destroyed.
The earthquake struck at 5.40am on
Tuesday 17th January 1995.
Mr & Mrs Endo lived in the older
residential part of Kobe called
Nishinomiya. Most of the people who
lived here were old.
Some buildings in central Kobe have
structures
which
are
computer
controlled and adjust to earth
movements.
The Endos’ son, Kazuo, lives in a new
apartment block in central Kobe.
The roof of the Endos’ house was
made of heavy concrete tiles.
Underground water pipes were broken
by the tremors.
Southern Japan, where
located, has not had
earthquake since 1596.
Kobe is
a major
The Endos’ house was built before
1960.
Japan is a rich country. It is one of the
most
technologically
advanced
countries in the world.
Mr Endo visited his son on the evening
of 16th January and spent the night
there.
KS3 - Geography
Unit 2 : Earthquakes
GEOGRAPHY UNIT 2 PUPIL SHEET 2
Earthquake evidence (cont.)
Kobe was very close to the epicentre of
the earthquake.
Stress builds up in the rocks of the
Pacific and Philippines plates.
Many fire engines ran out of water
before the fires were put out.
Since 1981 Japanese houses have
been built to be earthquake proof.
Several hospitals in the old part of
Kobe
were
destroyed
in
the
earthquake.
Kazuo, helped by friends, found his
mother’s body at 1.20pm on 19th
January.
When the ground moved some of the
buildings did not follow and collapsed.
Ambulances and fire engines were
unable to reach damaged areas
because the roads were blocked by
collapsed buildings.
Large areas of Kobe were blacked out
because electricity lines were cut. With
the smoke from the fires the search for
survivors was difficult.
When stress is released from rocks at
plate boundaries by moving, waves
travel through the earth’s crust.
There is a Japanese saying - ‘The devil
will pass over a house with a good roof
and move on to the next one’.
The Japanese government and people
were greatly shocked by the death and
disaster.
More than 600 aftershocks followed the
earthquake.
Japan has a population of 124 million
and a population density of about 310
per square kilometre.
KS3 - Geography
Unit 2 : Earthquakes
GEOGRAPHY UNIT 2 PUPIL SHEET 3
Factors affecting earthquakes
DEATH AND DAMAGE
SIZE OF EARTHQUAKE
TIME OF DAY
ACCESSIBILITY OF AREA
BUILDING
DESIGN
CONSTRUCTION
AND
PEOPLE’S KNOWLEDGE OF WHAT TO
DO IN AN EARTHQUAKE
EMERGENCY SERVICES
EDUCATION
WEALTH/GROSS NATIONAL PRODUCT
(GNP)
RELIEF/PHYSICAL LANDSCAPE
KS3 - Geography
Unit 2 : Earthquakes