Jordan Kilduff & Patrick Durocher
Essc311 - Kovacs
MS-ESS3-2
Analyze and interpret data on natural hazards to forecast future
catastrophic events and inform the development of technologies to
mitigate their effects. [Clarification Statement: Emphasis is on how
some natural hazards, such as volcanic eruptions and severe weather,
are preceded by phenomena that allow for reliable predictions, but
others, such as earthquakes, occur suddenly and with no notice, and
thus are not yet predictable. Examples of natural hazards can be taken
from interior processes (such as earthquakes and volcanic eruptions),
surface processes (such as mass wasting and tsunamis), or severe
weather events (such as hurricanes, tornadoes, and floods). Examples of
data can include the locations, magnitudes, and frequencies of the
natural hazards. Examples of technologies can be global (such as
satellite systems to monitor hurricanes or forest fires) or local (such as
building basements in tornado-prone regions or reservoirs to mitigate
droughts).]
Engage
What is a natural disaster? Can you give me an example of a natural disaster?
If a volcano erupts in Antarctica, where no human is affected, is it a natural
disaster? What about an earthquake that no one feels? These are actually
considered natural hazards. The difference between a natural disaster and a
natural hazard is that a natural hazard has the potential to cause damage to
people, but doesn't necessarily, while a natural disaster does cause damage.
Types of natural hazards include: avalanche, earthquake, flood, forest fire,
hurricane/typhoon/cyclone, landslide, thunderstorm/blizzard/ice storm,
tornado, tsunami and volcano.
Explore
Research Assignment
Students must choose one of the following to research on their
own at home or in class:
• Hurricanes
• Tornadoes
• Tsunamis
Students will research how to predict and forecast the
natural disaster that they choose by making a brochure on
how to forecast their event. Students must also list ways
to help prevent these events from becoming a natural
disaster.
Explore (cont.)
‘Save Our City!’ activity
Everyone group should get:
• Cut out sheet
• Map of Unawaria
• Students will be required to answer the following
questions on the back of the map: Why did you place
the instruments where you did? What functions do each
of these instruments have?
Explain
Students will read the Natural Disaster Research book by
Lydia Bjornlund about natural disasters and how
knowledge of them can help engineers with the
development of warning systems and mitigation
strategies.
Explain (cont.)
Avalauncher: A device used to launch explosives (an avalanche mortar) onto
avalanche-prone slopes in order to trigger small avalanches so that large avalanches
do not form.
Buoy: A floating device.
DART: (deep-ocean assessment and reporting of tsunamis system) A collection of
sensors and buoys that detect potential tsunamis and warn people in coastal areas.
Doppler radar: A type of weather radar that is used to detect precipitation and track
the speed and direction of a storm.
Engineer: A person who applies her/his understanding of science and mathematics to
creating things for the benefit of humanity and our planet.
Seismometer: A device for detecting and measuring the intensity of an earthquake.
Also known as a seismograph.
Tiltmeter: A device placed on a volcano that can detect changes in the size of the
volcano due to increased magma volume. Used to help predict impending eruptions.
Elaborate
For this activity, students will think about the importance
of preventative measures in their state (Michigan) and
how they differ from preventative measures in other parts
of the country (West Coast, South East, Plains, Midwest).
In groups, make a larger venn diagram and DRAW in
different and alike types of natural hazards for both
Michigan and your assigned area to present to the class.
Then individually write a paragraph (can discuss with
group first) explaining what types of devices would be
expected to be used to prevent these hazards for both
areas.
Evaluate
• Students will look at a map of ‘Unawaria’. This map will
already have the instruments placed on the map. The
students will be instructed to look at each of the
instruments and explain why they are or are not in the
correct place on the map. Students will also list one
mitigation for each natural disaster represented on the
map.
Evaluate (cont.)
Students will turn in their brochure on forecasting to
ensure that the information is correct. Students will then
present their brochure to the class.
Other References
Content:
http://www.teachengineering.org/view_lesson.php?url=c
ollection/cub_/lessons/cub_natdis/cub_natdis_lesson01.x
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Save Our City! Activity
http://www.teachengineering.org/view_activity.php?url=c
ollection/cub_/activities/cub_natdis/cub_natdis_lesson01
_activity1.xml