CLIMATE AND NATURAL
HAZARDS
8th Grade Science
8th Grade Science 11/05/2014
• Essential Question – How can we predict if a
natural disaster is going to happen?
• Objective – I can…
• Complete a knowledge check over climate and
natural hazards
• Complete a reflection sheet over climate and
natural hazards
• Bell Ringer – take out your bell ringer sheet and
copy the and answer the following questions.
1. What is a natural disaster?
2. How would you prepare for a natural disaster?
Agenda for Today
1. Leadership Binder – Put in your resources
2.
3.
4.
5.
reflection sheet, knowledge check, quiz
and test.
Natural Hazards and Climate pre – test
Peer grade pre-test
Natural Hazards and Climate reflection
sheet
Vocabulary and Targets sheet
Leadership Binder
• Take out your resources pre-test, quiz and test.
• Take out your resources reflection sheet
• Put these items into the academic excellence section of
your binder.
• Complete your table of contents
Natural Hazards and Climate Knowledge
Check
• Put everything on the floor except for a
writing utensil.
• Make sure to write your name, and
class period on your test sheet.
Finished?
• Turn your knowledge check into the red box on
the side table.
• Take out a sheet of paper and write “Unit 4
Natural Hazards and Climate” on the center of
the top line.
• Skip a line write “Learning Targets”
• Copy the learning targets from the board.
• Skip a line and write “vocabulary”
• Copy the vocabulary words from the board.
Peer Grading
• Sign your name at the bottom of the
knowledge check.
• Only mark the answers that are incorrect.
• Put the total number correct over the
number 20.
Complete Unit 4 Reflection Sheet
1. Match the learning goal total with the
K.C. column on your sheet.
2. Fill in the number.
3. If you scored a “3 or less” then you
must circle the roman numerals
under your chart.
4. Put both the KC and the reflection
sheet in your folder
Unit 4: Natural Hazards and Climate
Learning Goals:
I. I can analyze the factors that contribute to
weather, climate, and natural disasters.
II. Describe various risks that natural
disasters pose.
III. Investigate the location, magnitudes and
frequencies of natural hazards
IV. Explain the various ways people prevent,
survive, and recover from natural
disasters.
Unit 4:Natural Hazards and Climate
Vocabulary:
Climate
Weather
Natural Hazard
Magnitude
Frequency
Catastrophe
Volcano
Tsunami
Tornado
Earthquake
Mass Wasting
Conduction
Convection
Radiation
Solar Energy
8th Grade Science 11/06/2014
• Essential Question – How does the sun interact
with the earth to produce weather and climate?
• Objective – I can…
• Analyze the factors that contribute to weather,
climate, and natural disasters.
• Bell Ringer – take out your bell ringer sheet and
copy the and answer the following questions.
1. What do you think causes our weather?
8th Grade 2nd pd Science 11/07/2014
• Essential Question – How does the sun interact
with the earth to produce weather and climate?
• Objective – I can…
• Analyze the factors that contribute to weather,
climate, and natural disasters.
• Bell Ringer – take out your bell ringer sheet and
copy the and answer the following question.
1. What factors do you think contribute to
weather?
Agenda for Today:
1. Create a Weather and Climate KWL
chart
2. Complete K and W portions of the
chart
3. Watch video and take notes
4. Complete the L portion of the chart
5. Weather and Climate activity
KWL Chart
• Take out a piece of paper.
• Fold it into a tri – fold
• Label each part as K – W – L
K – What I Know
W – What I want to
Climate
Weather
Know
L – What I
learned
K – What I Know…
• Weather:
• Write down one to two things that
you already know about weather.
• Climate:
• Write down one to two things that
you would like to know about climate.
W – What I WANT to know:
• Weather –
• Write down one or two things that
you want to know about weather.
• Climate –
• Write down one or two things that
you want to know about climate.
Video – Climate and Weather
• Watch the video about weather and
climate.
• Be sure to write in your answers as
the video is playing.
• Weather vs. Climate
• ESSD2 - Weather and Climate
Summary
L – What I have Learned:
• In the L column, under each heading
(weather and climate) write 1-2 things
you learned about weather and
climate that you did not know before.
• You can use your notes from your
weather and climate notes to complete
this activity.
Weather or Climate:
Read each statement below and identify whether it is referring to weather (W) or climate (C).
Write a ( W or C) to the left of the statement to record your answer.
__________ 1. Usually it is sunny in Florida.
__________ 2. This can change from day to day.
__________ 3. This can remain about the same over a number of years.
__________ 4. Conditions outside on a daily basis.
__________ 5. The typical or usual conditions for an area.
__________ 6. Yesterday it was sunny but today we have storms.
__________ 7. Every year, we have mild winters and it rarely snows.
__________ 8. It is normal for New York to have a lot of snow each year.
__________ 9. Florida is a popular vacation spot because of consistent sunny days and warm
temperatures.
__________ 10. Our state is on tornado watch today.
Weather or Climate:
Read each statement below and identify whether it is referring to weather (W) or climate (C).
Write a ( W or C) to the left of the statement to record your answer.
_C_ 1. Usually it is sunny in Florida.
_W_ 2. This can change from day to day.
_C_ 3. This can remain about the same over a number of years.
_W_ 4. Conditions outside on a daily basis.
_C _ 5. The typical or usual conditions for an area.
_W_ 6. Yesterday it was sunny but today we have storms.
_C _ 7. Every year, we have mild winters and it rarely snows.
__C_ 8. It is normal for New York to have a lot of snow each year.
__C_ 9. Florida is a popular vacation spot because of consistent sunny days and warm
temperatures.
_W_ 10. Our state is on tornado watch today.
8th Grade Science 11/07/2014
• Essential Question – How does the sun interact
with the earth to produce weather and climate?
• Objective – I can…
• Analyze the factors that contribute to weather,
climate, and natural disasters.
• Bell Ringer – take out your bell ringer sheet and
copy the and answer the following question.
1. What is the difference between weather and
climate?
4th and 5th Period Agenda
1. Watch video on weather and climate.
2. Continue with notes
3. Watch Bill Nye video and complete
worksheet
7th Period Agenda
1. Complete Knowledge Check
Reflection sheet
2. Watch Bill Nye video and complete
worksheet.
3. Complete Review
Video – Climate and Weather
• Watch the video about weather and
climate.
• Weather vs. Climate
• Write notes in the appropriate column.
Bill Nye Climate Video
• Bill Nye Climate
• Complete the worksheet as the video
is playing.
Bill Nye Climate
• Go over worksheet
Let’s Review:
• Take out a sheet of paper and write Weather and Climate
Review on the center of the top line.
• Write your name, date, and class period on the upper right
hand side.
• Answer the following questions in complete sentences:
1. What is the difference between weather
and climate?
2. What factors contribute to climate?
3. What factors contribute to weather?
8th Grade Science 11/11/14
• Essential Question - What combinations of factors
cause different kinds natural hazards?
• Objectives – I can…
I. analyze the factors that contribute to weather,
climate, and natural disasters.
II. Describe various risks that natural disasters
pose.
III. Investigate the location, magnitudes and
frequencies of natural hazards
• Bell Ringer – Take out your bell ringer paper. Copy
and answer the following question.
1. How do tornadoes form?
Agenda for today:
1. Complete questions from yesterday.
2. Go over questions
3. Begin Video on Severe Weather
4. Complete Exploring Weather: Severe Weather mini quiz
Severe Weather Assessment Questions
1.
What makes one thunderstorm more severe than
another?
• The increasing instability of the air increases the
strength of a storm’s updrafts and downdrafts, which
makes the storm severe.
2. Describe Two characteristics of thunderstorm that lead
to hail formation.
• One characteristic – Water droplets enter the cloud where
temperatures are below freezing. When the water droplets are super
cooled they hit ice pellets. The water droplets form layers around the
ice pellets to grow larger.
• The second characteristic is strong updrafts and downdrafts, so that
the ice pellets constantly encounter more super cooled water droplets.
They keep growing until they are too heavy for even the strongest
updraft to carry them back up into the clouds.
Explain how some hail can become
baseball sized.
3.
• Hail can become baseball sized if the wind is strong
enough to push the ice pellets back up into the clouds
to form new layers of ice over and over again until it
becomes baseball sized.
4. Compare and contrast a macroburst and
a microburst.
• Macroburst can cause a path of destruction up to 5km
wide. They have wind speed up to 200km/hr and can
last up to 30 minutes.
• Microbursts can cause a path of destruction 3km wide.
They have wind speeds up to 250km/hr and can last up
to 10 minutes on average.
Identify the steps that change wind shear
into a tornado.
5.
1. A change in wind direction and speed creates a horizontal rotation
in the lower atmosphere.
2. Strong updrafts tilt the rotating air from a horizontal to a vertical
position.
3. A tornado forms with the rotating winds.
6. Identify the conditions that lead to high
winds, hail, and lightning.
• Instead of dispersing that downward energy ova a large area
underneath the storm, the energy becomes concentrated in local
areas. The resulting winds are exceptionally strong, with speeds of
more than 160 km/hr.
7. Explain why there more tornado – producing
storms in flat plains than in mountainous
areas.
• Large temperature contrasts occur frequently in the United
States, where cold continental polar air collides with maritime
tropical air moving northward form the Gulf of Mexico. These
large temperature contrasts occur most frequently in the
central United States.
8. Analyze the data of the Fujita scale, and
determine why the F5 tornadoes have a
longer path than F1 tornadoes.
• The F5 tornadoes have a longer path than F1 tornadoes
because there is more wind energy to back up the tornado.
The F5 has wind speeds 333 – 512+ km/hr compared to the
F1 which has wind speeds up to 180km/hr.
Exploring Weather: Severe Weather
Video
1. In which layer of the Earth’s atmosphere
do thunderstorms form?
2. True or false: Thunderstorms are more
common in the tropics than polar regions.
3. Thunderstorms occur along a
__________ between two masses of air.
4. Lightning heats up the air causing the air
to expand. This results in
_____________.
8th Grade Science 11/12/2014
• Essential Question - What combinations of factors
cause different kinds natural hazards?
• Objectives – I can…
I. analyze the factors that contribute to weather,
climate, and natural disasters.
II. Describe various risks that natural disasters
pose.
III. Investigate the location, magnitudes and
frequencies of natural hazards
• Bell Ringer – Take out your bell ringer paper. Copy
and answer the following question.
• Where and when do most tornadoes occur?
Agenda for Today:
• Notes over hurricanes
HURRICANES
The History, Structure, Development, and
Destruction
Source: http://www.dc.peachnet.edu/~pgore/students/w97/matheson/hpage.htm
What is a hurricane?
• Violent cyclonic
storm that
develops in the
tropical region
with wind
speeds that are
> 74 mph
Source: http://earthobservatory.nasa.gov/
Newsroom/NewImages/images.php3?img_id=680
Rotation and Pressure
• In which direction does a hurricane
rotate?
COUNTERCLOCKWISE
• Is the barometric pressure inside the
hurricane high or low?
LOW
When is Hurricane Season?
st
1
June
through
November
31st
Watch vs. Warning
• What is the difference between a
Hurricane Watch and a Hurricane
Warning?
• Watch – Tropical storm poses a threat
to coastal areas with 36 hours
• Warning - Tropical storm conditions
are expected in a coastal area within
24 hours
What conditions must be present
for a hurricane to develop?
• Warm ocean
Source: http://lwf.ncdc.noaa.
gov/oa/reports/fran/fran.html
temperatures
• Little to no wind shear
• Low pressure system
at North or South of
Equator
• Rotation caused by
winds
What is the major source of energy
fueling a hurricane?
Heat Energy evaporating from
the ocean surface
Source: http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/evap.rxml
Hurricane Anatomy
Another look at the Structure
Source: http://hurricanes.noaa.gov/prepare/structure.htm
Comparison of Terms
• Tropical Disturbance
Group of thunderstorms in the tropics that are
present for at least 24 hours
• Tropical Wave
lack of circulation, winds <25 mph and every
direction
• Tropical Depression
closed circulation but disorganized, winds at
least 25 mph
Comparison of Terms
Tropical Storm
Shower and thunderstorm moves over closed
circulation, winds greater than 39 mph
Hurricane
Eye is developed, winds > 74 mph
Compare the Following
Source: http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/stages/home.rxml
By what two factors is hurricane strength
measured?
Wind Speed
Barometric Pressure
What is the Scale Used to
Categorize Hurricanes?
Saffir-Simpson Scale
Category
Max Wind Speed
(mph)
Min. Surface
Pressure (mb)
Storm Surge m
(ft)
1
74-96
> 980
1-1.7 (3-5)
2
97-111
979-965
1.8-2.6 (6-8)
3
112-131
964-945
2.7-3.8 (9-12)
4
132-155
944-920
3.9-5.6 (13-18)
5
> 155
< 920
> 5.7 (>19)
Source: http://kids.earth.nasa.gov/archive/hurricane/saffir-simpson.html
What causes the damage in
a hurricane?
•Winds
•Flooding
•Storm Surge
What is a storm surge?
• Large wall or
dome of water
that rushes
into the
coastline as a
result of a
hurricane
making landfall
• To the right are
the areas
affected by
high storm
surges
Souce: http://www.wkrg.com/hurricanecenter/surge/SE.jpg
What destroys a hurricane?
• Strong vertical winds
• Cold water
• Movement over land
• Friction
• Lack of moisture
What are the five costliest hurricanes in
the United States?
1. Hurricane Andrew – 1992
2. Hurricane Hugo – 1989
3. Hurricane Fran – 1996
4. Hurricane Opal – 1995
5. Hurricane Frederic - 1979
Explain why the majority of the costliest
storms are relatively recent
• Damage is a
result of
development
• There are more
developed areas
and possessions
than in the past
Source: http://www.nhc.noaa.gov/1992andrew.html
What are the five deadliest hurricanes in
the United States?
1. Galveston – 1900
2. Southeast Florida – 1928
3. Florida Keys – 1919
4. New England – 1938
5. Florida Keys – 1935
Explain why the deadliest storms
were longer ago.
• Lack of instrumentation to predict and track storms
• People were not warned of the incoming danger
Results of the Galveston Hurricane
Source: http://www.1900storm.com/photographs/photo10.html
How has a hurricane affected you
personally?
• Damage to your house from wind?
• Damage from flooding?
• Destroyed vacation house?
• Damage to family members’ homes?
Protection
• Listen to warnings
• Take all warnings seriously
• Follow evacuations
• Prepare Food and Water for
extensive power outages
8th Grade Science 11/13/14
• Essential Question - What combinations of factors cause
different kinds natural hazards?
• Objectives – I can…
I. analyze the factors that contribute to weather,
climate, and natural disasters.
II. Describe various risks that natural disasters pose.
III. Investigate the location, magnitudes and frequencies
of natural hazards
• Bell Ringer – Take out your bell ringer paper. Copy and
answer the following question.
• Explain why global warming is contributing to
more hurricanes.
Agenda for Today:
• Watch video on Earthquakes and Tsunamis
8th Grade Science 11/14/2014
• Essential Question - What combinations of factors
cause different kinds natural hazards?
• Objectives – I can…
I. analyze the factors that contribute to weather,
climate, and natural disasters.
II. Describe various risks that natural disasters
pose.
III. Investigate the location, magnitudes and
frequencies of natural hazards
• Bell Ringer – Take out your bell ringer paper. Copy
and answer the following question.
Agenda for Today:
• Earthquake Foldable
Earthquakes – What are they?
• Earthquakes are the trembling or shaking
movement of the earth's surface.
• Where do they occur?
• Most earthquakes take place near the edges of
tectonic plates
• What causes earthquakes?
• As tectonic plates push, pull or scrape against
each other, stress builds up along faults near
the plates edges.
Earthquakes
• Are all earthquakes the same?
• Earthquakes differ in strength and in depth at which they
begin.
Plate Motion
Fault type
EQ characteristics
Transform
Strike – Slip fault
Moderate, Shallow
Convergent
Reverse fault
Strong, deep
Divergent
Normal Fault
Weak, Shallow
Fault Lines
Earthquake Effects
• Major factors that determine the
effects of an earthquake are:
• The distance from the focus
(point in the Earth where the
earthquake begins)
• The distance from the
epicenter (the point on the
Earth’s surface directly above
the focus)
• The local geology (what the
rock is made up of)
Earthquakes
• How are they measured?
• The Richter Scale is commonly used to measure
earthquake strength.
Modified Richter Scale
Magnitude
Estimated Effects
2.0
Can be detected only by a
seismograph
3.0
Can be felt at the epicenter
4.0
Felt by most in area
5.0
Causes damage at epicenter
6.0
Causes widespread damage
7.0
Causes great, widespread
damage
Earthquakes
• Where are the highest earthquake hazards in the USA?
Earthquake Forecasting
• The strength of earthquakes(magnitude) is
related to how often they occur (frequency).
Worldwide Earthquake Frequency
(Based on Observation Since 1900)
Magnitude
Average Occurring
Annually
Great
8.0 and Higher
1
Major
7.0 – 7.9
18
Strong
6.0 – 6.9
120
Moderate
5.0 – 5.9
800
Light
4.0 – 4.9
About 6,200
Minor
3.0 – 3.9
About 49,000
Very Minor
2.0 – 2.9
About 365,000
Descriptor
Earthquakes – Are You Prepared?
• Before shaking starts –
• Safeguard your home against earthquakes
• make a plan as to what to do during an earthquake
• When the shaking starts –
• The best thing to do if you are indoors is to crouch or lie face down
under a table or desk in the center of the room.
• If you are outdoors, lie face down away from buildings, power lines,
and trees, and cover your head with your hands.
• After the shaking stops –
• Remove yourself from harm
• Follow the earthquake emergency plan
• Avoid going into buildings because they can be on fire, unstable, or
have broken glass.
Earthquake Video
• Discovery Education - Earth
Science Earthquakes
• earthquakes-101
8th Grade Science 11/17/2014
• Essential Question - What combinations of factors
cause different kinds natural hazards?
• Objectives – I can…
analyze the factors that contribute to weather,
climate, and natural disasters.
II. Describe various risks that natural disasters pose.
III. Investigate the location, magnitudes and frequencies
of natural hazards
I.
• Bell Ringer – Set up your bell ringers for week 14.
Copy and answer the following question.
Explain the relationship between magnitude
and frequency of earthquakes.
Agenda For Today:
• Tsunami Notes
• Tsunami Video
• Unit 4 quiz
Tsunamis
• What are Tsunamis?
• The sudden displacement of huge amounts of water, as a
result of an undersea earthquake.
• How do they occur?
• If the earthquake is powerful enough, the sudden
movement of the ocean floor at a tectonic plate boundary
can cause the water above to surge upwards then fall
back.
• The energy created then races under the surface of the
water and forms the series of waves, known as a wave
train, of a tsunami.
Tsunamis as a result of an Earthquake:
Tsunamis as a result of a volcanic
eruption:
• A volcanic eruption can cause a tsunami.
• The eruption can be either submarine
(underwater) or on land.
• A submarine eruption has a similar effect to an
earthquake, making the ground shake and
sending the water above into ripples that grow
into a tsunami.
• A huge lava flow from a land volcano eruption,
together with all the rock debris from the
explosion, can pour into the ocean and disrupt
the water enough that a tsunami may form.
Tsunamis as a result of a Volcano:
Submarine Volcanic
Eruption
Land Volcanic
Eruption
Tsunamis as a result of landslides:
• A large landslide into the water, or even a meteorite
landing in the ocean, can have the same result.
• Whatever the initial cause, the displacement of the water
is what makes a tsunami.
Where do tsunamis most occur?
• The Pacific “Ring of Fire” is the most common place for
tsunamis to happen, due to the number of volcanic
eruptions and earthquakes.
Tsunami wave behavior
• In deep ocean waters a tsunami wave may only be a foot
•
•
•
•
high, but it can be 60 miles long and it can travel across
the top of the ocean at up to 500 miles an hour.
When the wave reaches shallower water near a coastline,
the water at the bottom of the wave slows down, but water
at the top keeps moving fast.
The energy this produces can create a wave that rapidly
increases in height, sometimes up to 100 feet high, that
crashes into the coast and floods the land.
The water can reach 1000 feet inland and can be strong
enough to destroy houses and trees.
Often the trough, the lowest part of the wave, reaches
land first.
How a Tsunami wave forms:
Can you predict a Tsunami?
• Tsunamis can cause a vacuum effect, sucking the coastal
water back out to sea and exposing the seabed. This is an
important warning sign of an impending tsunami and
understanding what it means can give people valuable time to
get to higher ground.
• Because a tsunami usually arrives as a series of waves, people
should stay on higher ground until told it is safe to return.
• Although it is impossible to predict a tsunami, once one is
formed, early detection systems using seismic equipment and
water level gauges can identify the time a wave will hit land.
• Tsunami warnings can be sent to people living in vulnerable
coastal areas. Systems like these are being built to protect
people living on coasts all around the world.
Monitoring Tsunamis
• The countries that monitor tsunamis are located along the
Pacific Coast.
Tsunamis Video
• Tsunamis 101
Unit 4: Quiz
• Put everything on the floor except for a writing utensil
• When you are finished with the quiz, please turn it into the
purple container on the side counter.
8th Grade Science 11/18/2014
• Essential Question - What combinations of factors
cause different kinds natural hazards?
• Objectives – I can…
analyze the factors that contribute to weather,
climate, and natural disasters.
II. Describe various risks that natural disasters pose.
III. Investigate the location, magnitudes and frequencies
of natural hazards
I.
• Bell Ringer – Set up your bell ringers for week 14.
Copy and answer the following question.
The destructive powers of a Tsunami results
from what force?
Agenda For Today
• Take Quiz (if you didn’t take it yesterday)
• Grade Quiz and Complete Reflection Sheet
• Notes on Volcanoes
• Volcano Video
Unit 4: Quiz
• Put everything on the floor except for a writing utensil
• When you are finished with the quiz, please turn it into the
purple container on the side counter.
Grade Quiz
• Sign your name at the bottom of the quiz
• Only mark the answers incorrect with an “X”
• If the student missed:
Number Missed
Points awarded
0
5 points
1
4 points
2
3 points
3
2 points
4
1 point
• Put the total number of points earned over 20.
Volcanoes
• What are volcanoes?
• A volcano is a mountain that forms when molten rock,
called magma, forced to the Earth’s surface.
• Nonexplosive Eruptions
• Lava is magma that flows onto the Earth’s surface.
• Lava flows come from nonexplosive eruptions.
• Explosive Eruptions
• Clouds of hot debri and gasses shoot out from the
volcano at supersonic speeds.
• Instead of lava flows, molten rock is blown into millions
of pieces that harden in the air.
• Blasts of millions of tons of solid rock.
Volcano Types
Shield Volcanoes
Built out of layers of
lava from repeated non
explosive eruptions.
Cinder Cone
Volcanoes
Small volcanic cones
made entirely of
pyroclastic material
from moderately
explosive eruptions
Volcano Types
Composite
Volcanoes
• Sometimes referred
to as
stratovolcanoes.
• The most common
type of volcano.
• They form by
explosive eruptions
of pyroclastic
material followed by
quieter outpourings
of lava.
Explosive or Non Explosive?
• Why are some volcanic eruptions non explosive and some are
explosive?
• The composition of magma from determines whether a
volcanic eruption is explosive, non explosive, or somewhere in
between.
• Water –
• A volcano will erupt explosively if its magma has a high water content.
• Water turns to gas which expands rapidly (like shaking a can of coke
and opening it immediately)
• Silica –
• Explosive eruptions are also caused by magma that contains large
percentage of silica.
• Silica rich magma has a thick, stiff consistency. (like Honey)
• The silica rich magma clogs vents causing pressure to build.
The Main Process of a Violent Eruption:
• Density differences
within the magma
causes the violent
eruptions.
• The hot magma rises
to the top of the
magma chamber and
has no where to go
but out of the vent.
Ring of Fire
• The Ring of Fire is a
string of volcanoes
and sites of seismic
activity, or
earthquakes, around
the edges of the
Pacific Ocean.
• Most Volcanoes
form where tectonic
plates meet other
plates
Volcano Eruption Prediction
• To help predict volcanic eruptions, scientists classify
•
•
•
•
volcanoes based on their eruptions histories and how
likely it is that they will erupt again.
Active volcanoes usually produce small earthquakes.
Measurements of the slope can help give scientists clues
to predict the next eruption.
Measuring the outflow of volcanic gases from a volcano
can help scientists predict eruptions.
Measuring temperature from satellite images. (infrared
radiation of heat)
What should you do in case of volcanic
eruption?
• In the event of an impending volcanic eruption, you
should evacuate the area and take shelter.
Volcano Video
• Volcanoes 101 National Geographic
8th Grade Science 11/19/2014
• Essential Question – How can I best describe
information about natural hazards?
• Objectives – I can…
analyze the factors that contribute to weather, climate, and
natural disasters.
II. Describe various risks that natural disasters pose.
III. Investigate the location, magnitudes and frequencies of
natural hazards
IV. Explain the various ways people prevent, survive, and
recover from natural disasters.
I.
• Bell Ringer – Set up your bell ringers for week 14. Copy
and answer the following question.
How could a community or city next to a large body of
water or a river can prevent or lessen the effects of
flooding?
Agenda For Today
• Begin Natural Hazards book project
• Assign groups
• Assign natural hazard
• Assign computers
4th Period Partners
1. Chidoze Igwe and Dedra Dixon – Landslides
2. Ashley Grisham and Kaitlyn Gunter– Avalanche
3. Kaelin Ray and Natalie Alverez – Drought
4. Allie Pedigo and Samantha Teasley – Wildfires
5. Chris Self and Amer Mehmedovic – Flood
6. Madina Akhmedova and Jalan Ingram – Tsunami
7. Josh Potter and Erin Caudill – Volcanic Eruptions
8. Landen Lay and Arrion Walker – Tornadoes
9. Jaci Durbin and Eriona Shabani – Earthquakes
10. Xavier Patrick and Cody Runner – Hurricanes
11. Cynclara Cofer and Joseph Stephens – Tsunamis
12. Tyler Gomer and Amina Huseinovic – Floods
13. Katelyn Joiner and Justin King - Tornadoes
5th Period Partners:
1. Melanie Ochoa and Khin Hlaing – Landslides
2. Alexis Murillo and Austin Henderson – Avalanche
3. Tre Pillow and Audrey Oman – Drought
4. Jessica Robison and Ariel Allen – Wildfire
5. Chase Smith, Jules Ruvoyivoyi and Kasey Key – Flood
6. D’Aria Clayborn and Kelechi Ragland – Tsunamis
7. Kenny Sun and Antonio Tidwell – Volcanic Eruptions
8. Lyric Rhodes and Alyssa Westerfield – Tornadoes
9. Damon Johnson and Sara Kun – Earthquakes
10. Kenan Hidic and Sean Campau – Hurricanes
11. Javin Miller and Jerrius Borden – Landslides
7th Period Partners
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Walker Mosley and Jeyda Bays – Landslides
Milton Sarmiento – Sorto and Jessica Rivas – Avalanche
Mackenzie Strode and Warren Steele – Drought
Cin San Dim and Hunter Hightower – Wildfires
Scott Barton and Hana Napier – Floods
Kaw Gay and Kaleb Eppling – Tsunamis
Arsut Ferizi and Zaria Richardson – Volcanic Eruptions
Martina Marinovic and Melea Romines – Tornadoes
Hasan Al Dulaimi and Sara Hardin – Earthquakes
Parick Leonard and Shawn Tedder – Hurricanes
Zach Ditmore and Yamilet Aguilar – Landslides
James Rich and Tanner Perrequet - Wildfires
8th Grade Science 11/20/2014
• Essential Question – How can I best describe
information about natural hazards?
• Objectives – I can…
analyze the factors that contribute to weather, climate, and
natural disasters.
II. Describe various risks that natural disasters pose.
III. Investigate the location, magnitudes and frequencies of
natural hazards
IV. Explain the various ways people prevent, survive, and
recover from natural disasters.
I.
• Bell Ringer - Copy and answer the following question.
• What causes a volcano to have a violent
explosion? (hint – look at your volcano notes)
Agenda for today:
1. Continue to work on your Natural Hazards Book Project
2. Make sure you do all of your research before getting
your picture printed or getting your paper.
3. Work only with your partner.
Your Task: You must complete pages 1 -5
• Cover –
• The name of your natural hazard
• Must include a picture
• Student names
• Page 1
• Table of contents
• Page 2
Answer the following questions
• What is (your natural hazard)?
• What causes (natural hazard)?
• Page 3 and 4
Answer the following and include pictures
• What are some consequences caused by your natural hazard?
• What are some health hazards caused by your natural hazard?
• What is the economic impact of your natural hazard?
• Page 5 and 6
• Popular locations (worldwide and domestic) for the natural hazard to strike
• 3 - 5 historical incidences of natural disasters
• Most significant occurrence (biggest, longest lasting, most devastating)
• 3 – 5 recent occurrences (within the last 2 years)
8th Grade Science 11/21/2014
• Essential Question – How can I best describe
information about natural hazards?
• Objectives – I can…
analyze the factors that contribute to weather, climate, and
natural disasters.
II. Describe various risks that natural disasters pose.
III. Investigate the location, magnitudes and frequencies of
natural hazards
IV. Explain the various ways people prevent, survive, and
recover from natural disasters.
I.
• Bell Ringer - Copy and answer the following question.
• What is the Pacific Ring of Fire? Why is it called
the Pacific ring of fire?
Agenda for today:
• Continue to work on your natural hazards book.
• Make sure to complete pages 6- 10.
• Your book is due on Monday.
• If you are not finished with your book by the end of class today,
you will have to take it home to work on over the weekend to
complete it.
• Reminder – YOUR TEST IS ON MONDAY!!!
• Study guides will be handed out – Answer key will be posted on my
website!
• Use the following to help you study:
•
•
•
•
•
•
weather and climate notes
tornado notes
Tsunami notes
Hurricanes notes
Earthquakes notes
Volcano notes
Your Task for Today:
• Page 5 and 6
•
•
•
•
Popular locations (worldwide and domestic) for the natural hazard to strike
3 - 5 historical incidences of natural disasters
Most significant occurrence (biggest, longest lasting, most devastating)
3 – 5 recent occurrences (within the last 2 years)
• Page 7
• Plot on a map locations of the natural hazards that have occurred in the past 10
years. Make sure to include the magnitude of the hazard (F1 tornado, magnitude
7.0 Earthquake, Category 5 hurricane)
• Page 8
• What is some current technology that can help predict a natural hazard? Include
pictures if possible.
• Have modern methods that help predict natural hazards helped lower the statistics
preserve life and property? Why or why not?
• Page 9
• List and describe humanitarian services that help people in need following a natural
hazard.
• Page 10
• What should a person do in the event of your natural hazard?
• Pictures of safety tips and emergency procedures
• Page 11 – Not necessary
• List helpful websites that relate to your natural hazard