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.
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.
Natural
hazards
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.
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.
Volcanoes
Earthquakes
Tsunamis
Hurricanes, cyclones and typhoons
Forest fires
Ice
Landslides
Tornados
Floods
Snow storms
Avalanches
Hail stones
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.
Natural disasters
Activity 2: Worksheets 1 and 2
Graph activity
• Look at your list of the top 10 worse
natural disasters.
• Complete the graph.
Table 1: Top 10 natural disasters
Rank
Natural disaster
type
Location
Year
Deaths
1
Floods
China
1931
4,000,000
2
Floods
China
1887
2,000,000
3
Earthquake
China
1556
850,000
4
Cyclone
Pakistan
1970
500,000
5
Cyclone
India
1839
300,000
6
Earthquake
Turkey
526
250,000
7
Earthquake
China
1976
240,000
8
Earthquake
China
1920
230,000
9
Earthquake
Haiti
2010
220,000
10
Earthquake
(Tsunami)
Indian
Ocean
2004
210,000
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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.
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.
Activity 1: Partners
Draw the inside of the Earth.
(Worksheet 3)
Activity 2: Class (share and discuss)
Who do you think is correct?
Why?
Would you make changes to your diagram?
Activity 3: Class (website)
Structure of the Earth
Activity 4
1 Inner core
.
2. Outer core
3. Mantle
4. Crust
Can you name the different layers of the Earth?
Write them down on your whiteboard.
Activity 5: Worksheet 4
Structure of the Earth
Crust (5–40 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
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.
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.
Plate tectonics
Learning intention
To understand how plate tectonics caused
continental drifting.
Success criteria
- Can explain what plate tectonics is.
- Can show how the Earth’s crust plates
moved and caused the continents to
drift apart.
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
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
Activity 3: Class (website and game)
Naming the continents
Game
Activity 4: Worksheet 6
Use the map above to check you have correctly labelled the continents.
Correct any that you need to.
Activity 5: Worksheet 7
When placing the different continents together think about
what shapes fit together and where they are currently
situated.
Plate tectonics
Learning intention
To understand how plate tectonics caused
continental drifting.
Success criteria
- Can explain what plate tectonics is.
- Can show how the Earth’s crust plates
moved and caused the continents to
drift apart.
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.
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.
Activity 2: Think, pair and share
1.
2.
What is a volcano?
Discuss what you think causes
volcanoes.
Activity 3: Worksheet 8
Your guess/reasoning about what causes
volcanoes is your theory!
Write down your theory in Worksheet 8.
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
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.
Activity 6: Worksheet 8
Vent
Ash
cloud
Side vent
Lava
Conduit
Crust
Magma
chamber
Activity 7
Let’s recap!
Volcanoes
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
Activity 9: Worksheet 9
As a group assess how you worked as a
group and complete the grid in Worksheet 9.
Activity 10: Peer assessment
Swap your poster with another group’s.
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?
Activity 11
There are three different ways to classify a
volcano:
1. Active volcano – one that is erupting or likely to
erupt at any time.
2. Dormant volcano – one that is temporarily
inactive, but could erupt in the future. The word
‘dormant’ means sleeping.
3. Extinct volcano – one that is unlikely to erupt
again.
Eruption = the release of lava, rocks and gases from a volcano.
Activity 12: Worksheets 10 and 11
Task: To find out where ‘active’ volcanoes are most
likely to be located.
Carousel activity
1. Organise class into groups of seven.
2. Within each group give each member one of the
following areas (write down your area on a label
and wear it).
1. Oceans
4. Europe
3.
4.
5.
2. North America
3. South America
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.
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.
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.
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 Earth’s 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
Plates move apart
Hot spot
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
1.
2.
3.
4.
5.
6.
7.
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
1.
Buildings are destroyed and people are made homeless.
2.
People are killed.
3.
Clouds of ash cover plants, making them inedible.
4.
Poisonous gases kill people and animals.
5.
Dust causes lung disease and illnesses to the survivors.
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
volcano’s slopes at speeds of 120 mph.
How fast is that? 120 mph video
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.
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?
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
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.
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.
Activity 1: Think, pair and share
1. What is an earthquake?
2. Discuss what you think causes
earthquakes.
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.)
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
Activity 4: Worksheet 15
What causes earthquakes? Answer
(Complete Q2 and Q3 of worksheet.)
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.
Not felt.
Chimneys broken, people
run outside.
Felt when at rest.
People in cars stop,
partial collapse of
buildings.
Vibrations like the
passing of a lorry.
Ground surface opens up,
pipes burst.
Cars rock and loose
objects move.
Landslides, buildings
destroyed.
Broken crockery,
everyone feels it.
Bridges and dams
collapse, railway lines
bend.
Slight external damage.
Objects hurled into the
air, areas devastated.
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
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 Earth’s crust), which can
lead to earthquakes.
Activity 8: Worksheets 18 and 19
We are now going to look at how developed and
developing countries respond to earthquakes.
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
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.
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?
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.
Tsunamis
Activity 1: Lesson starter
1 Inner core
.
2. Outer core
3. Mantle
4. Crust
Can you name the different layers of the Earth?
Write them down on your whiteboard.
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.
Activity 2
The start
Video
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.
Activity 4: Worksheet 23
The explanation!
Video
You should now use Worksheet 23 to
assess your group’s performance.
Activity 5
Why is learning important?
Answer
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
group’s and add a cross, tick or question mark to show if you
agree, don’t 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?
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.
Mini topic booklet
Congratulations, you are now
ready to start your mini topic.
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!
TV news report on a natural disaster
Learning intention
• To produce a TV news report on a natural
disaster.
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.)
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.
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.
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 runner’s 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.
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!
• 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)
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
hour’s 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.
TV news report on a natural disaster
Learning intention
• To produce a TV news report on a natural
disaster.
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.)
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?