Look Out! Natural Disasters!
4th Grade STEM Inquiry Unit
Team #: 6
Jeremy Kirchgraber, Brittany Main, Robert McCabe
Fall 2014
Table of Contents
Lesson #
Title of Lesson
Bloom’s
Taxonomy
Gardener’s
Multiple
Intelligences
Additives
Leader of
Lesson
1
“Ladies and
Gentlemen,
You love em, you
hate em, you cannot
live without em:
Natural Disasters!”
Definitions,
Knowledge,
Comprehension
, Application,
Analysis,
Synthesis,
Evaluation
Visual- Spatial,
Interpersonal,
LogicalMathematical
Graphic
organizer,
Bar Graph,
Smart board
Brittany
Main
2
“It’s Gettin’ Hot in
Here!”
Definitions.
Knowledge.
Comprehension
. Analysis.
Evaluation.
LogicalMathematical,
Visual- Spatial
Scavenger
Hunt,
Smart board,
30 Laptops
Jeremy
Kirchgraber
Wildfires
3
“I Lava
Volcanoes!”
Definitions,
Knowledge,
Comprehension
, Application,
Analysis,
Synthesis,
Evaluation
Visual- Spatial,
BodilyKinesthetic
Smartboard,
National
Geographic
Video, Model
Brittany
Main
4
“Shake it up, baby
now!”
by
The Earthquakes
Definitions,
Knowledge,
Comprehension
, Analysis,
Evaluation
Visual- Spatial,
BodilyKinesthetic
Bar Graph,
Model,
Smart board
Jeremy
Kirchgraber
5
“Don’t go chasin’
Tsunamis”
Comprehension
Knowledge,
Evaluation
Logical, VisualSpatial
Smart Board,
Youtube
Video,
Laptop
Robert
McCabe
6
“What’s your
Hurri-cane?”
Analysis,
Evaluation,
and Creation
Interpersonal,
VerbalLinguistic,
Visual- Spatial
Smartboard,
Video,
Laptop, Pie
Graph
Robert
McCabe
“Ladies and Gentlemen,
You love ‘em, you hate ‘em, you cannot live without ‘em:
Natural Disasters”
by Brittany Main
Lesson Plan #1
Blooms Taxonomy: Definitions, Knowledge, Comprehension, Application, Analysis,
Synthesis, Evaluation
Gardner’s Multiple Intelligences): Visual- Spatial, Logical- Mathematical
Children’s Literature: ( Teacher compiled from National Geographic
Website)
Volcano
Earthquakes
Hurricanes
Wildfires: Dry, Hot, and Windy
Tsunami: Killer Waves
NYC Science Scope & Sequence
Inquiry Skills:
1. Communicating – giving oral and written explanations or graphic
representations
of observations
2. Comparing and contrasting – identifying similarities and differences between or
among objects, events, data, systems, etc
3. Gathering and organizing data – collecting information about objects and events
which illustrate a specific situation
4. Interpreting data – analyzing data that have been obtained and organized by
determining apparent patterns or relationships in the data
Process Skills:
1. PS 2. 1 e: .Investigate the negative and positive impact of extreme natural events
on living things:
• Volcanoes
• Hurricanes
• Tornadoes
• Floods
• Fires
• Earthquakes
NCTM Math Skills
Process Standards:
Representation: Use representations to model and interpret physical, social, and
mathematical phenomena
Communication:Communicate their mathematical thinking coherently and clearly to
peers, teachers, and others; Organize and consolidate their mathematical thinking
through communication
Content Standards:
Data Analysis and Probability- collect data using observations, surveys, and
experiments;represent data using tables and graphs such as line plots, bar graphs, and
line graphs; propose and justify conclusions and predictions that are based on data and
design studies to further investigate the conclusions or predictions
ISTE NETs Standards for Literate Students
1. Critical thinking, problem solving, and decision making: Collect and analyze data
to identify solutions and/or make informed decisions
2. Research and information fluency: Students apply digital tools to gather,
evaluate,
and use information
Behavioral Objective(s):
1. To analyze a bar graph demonstrating the increase in occurrences of natural
disasters between 1975 and 2010.
2. To identify what is occurring during each of the five natural disasters covered.
Motivational/ Constructivist Activity:
Students will begin by completing a graphic organizer titled, “Human Response to
Natural Disasters.” We will discuss this as a class after their independent completion.
Time Duration: 90 minutes
Procedures:
1. Call on student to read the behavioral objectives for the class
2. Ask students the following, “How do you define a disaster?” We will create a class
definition.
3. Ask the students the following, “What are some specific types of natural
disasters?” We will create a class list. From the class list, I will place a star next to
the following 5: tsunamis, forest fires, earthquakes, hurricanes and volcanoes. I
will explain that these are the 5 natural disasters that we will be studying in this
unit.
4. Based on what was said about each disaster, and looking at the long class list,
5.
6.
7.
students will be asked to compare and contrast these five different natural
disasters with a partner.
I will distribute a handout with data I complied regarding natural disaster
frequency between the years 1975 and 2010. They will take this data, and create a
bar graph.
Students will seperated into groups of 5- one group per natural disaster. Each
group will be given a non- fiction article regarding that particular natural
disaster. They will be given a worksheet that will ask them to explain what they
learned about their natural disaster, and evaluate the extent to which that natural
disaster impacted life.
They will then stand at their seats and present their findings to the class.
Questions:
I).Closed-Ended Questions:
1. How do you define a disaster?
i. a sudden event, such as an accident or a natural catastrophe, that causes great
damage or loss of life
2.
What are some specific types of natural disasters?
i. flood, fire, earthquake, tornado or twister, volcanic eruption, windstorm,
mudslide
II). Open-Ended Questions:
1. Although the “natural” in natural disasters imply that these events occur as a
result of earth processes, is it possible that humans have a role in their
occurrence? If so, how?
2. What is the difference between “responding to” and “planning for” a
Natural Disaster?
Materials:
● Smartboard
● “Natural disasters reported 1975- 2011 data and analysis questions
● National Geographic Articles and corresponding questions (teacher made)
Assessment:
1. Students will be assessed on their ability to graph data, and determine the trend
in natural disasters reported between 1975 and 2010.
2. Students will be assessed on their ability to synthesize information from National
Geographic articles on one of the 5 natural disasters to be covered in this unit.
Assessment Rubric:
Satisfactory
Unsatisfactory
Target “3”
“2”
“1”
Behavioral
Objective
#1: Bar
Graph
creation
and
Analysis
Students
properly
identified the
various parts of
the graph, i.e.
title, axis names,
time scale,
geographic scale,
and trend.
Students were
able to properly
depict an
increase in
natural disasters
between the
years 1975 and
2000, no change
between 2004
and 2005 and
then a decrease
between the
years 2005 and
2010.
Students were not
able to properly
identified the
various parts of
the graph, i.e.
title, axis names,
time scale,
geographic scale,
and trend.
Students were
able to properly
detect an increase
in natural
disasters between
the years 1975
and 2000, no
change between
2004 and 2005
and then a
decrease between
the years 2005
and 2010.
Students were
neither able to
properly
identified the
various parts of
the graph, i.e.
title, axis
names, time
scale,
geographic
scale, and
trend, nor
properly detect
an increase in
natural
disasters
between the
years 1975 and
2000, no
change between
2004 and 2005
and then a
decrease
between the
years 2005 and
2010.
Behavioral
Objective
#2:
Identify
what is
occurring
during
each of the
five natural
disasters
covered.
Student can
identify what is
occurring during
each of the five
natural disasters
covered.
Student can
identify what is
occurring during
most of the five
natural disasters
covered.
Student can
identify what is
occurring
during two or
three of the five
natural
disasters
covered.
Student
Rating
Do Now: Graphic Organizer
Directions:Choose any one natural disaster and complete this organizer.
Name:
Date:
Natural Disaster data
Directions: Below is data compiled from EM- DAT: The International Disaster
Database. You will be given a blank x and y axis for you to construct a bar graph. Once
you create your graph, you will answer several questions about natural disasters. You
will need to do some mathematical calculations!
Year
Number of Natural Disasters Reported
(2) 1975
80
(3) 1980
140
(4) 1985
190
(5) 1990
210
(6) 1995
300
(7) 2000
400
(8) 2005
400
(9) 2010
380
***Use the following legend when you create your graph- Year 2- 1975, Year 3- 1980,
Year 4-1985, Year 5- 1990, Year 6- 1995, Year 7- 2000, Year 8- 2005, Year 9- 2010
1.What is the title of the graph? _________
2.What type of data is on the x axis? ________
3.What type of data is on the y axis? ______
4. What is the earliest date on the graph? ________________
5.What is the latest date on the graph? _______________
6.What is the range of years covered on this graph? (To find range,we subtract the
highest from the lowest) ________
7.What was the highest number on disasters reported on this graph? What year was it
in? _________
8.What was the lowest number on disasters reported on this graph? What year was it in?
_________
9.What is the range of disasters reported on this graph? (To find range,we subtract the
highest from the lowest) ________
10.Does the data increase, decrease, or stay the same between 1975 and 2004?
____________
11.Does the data increase, decrease, or stay the same between 2004 and 2005?
___________
12.Does the data increase, decrease, or stay the same between 2005 and 2010?
___________
13.In one sentence, describe the trend, or pattern, of natural disasters between 1975 and
2010 in the world?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
“Volcano”
from National Geographic kids
Volcanoes in the News
Families from the small Hawaiian town of
Pahoa are moving to safety as a slow-flowing
river of lava threatens their homes.
The lava is coming from the Kilauea volcano
on the Big Island. This is one of the world's
most active volcanoes and it has been
erupting since 1983.
How Volcanoes Form
In 1980 in Washington, after 123 years of hibernation, Mount St. Helens erupted. The
blast destroyed and scorched 230 square miles (370 square kilometers) of forest within
minutes. The eruption released an avalanche of hot ash, gas, steam, and rocks that
mowed down giant trees up to 15 miles (24
kilometers) away.
When magma finds a way to escape from
beneath the earth's surface, it creates a
volcano.
Volcanoes erupt in different ways. Some, like
Mount St. Helens, explode. Explosive
eruptions are so powerful, they can shoot
particles 20 miles up (32 kilometers), hurl 8ton boulders more than a half mile (0.8 kilometers) away, and cause massive landslides.
Explosive eruptions also create an avalanche of hot volcanic debris, ash, and gas that
bulldozes everything in its path. Explosive volcanoes cause most of the volcano-related
fatalities.
Volcanoes, like Mauna Loa in Hawaii, are effusive. Rather than a violent explosion, lava
pours or flows out. Fatalities from effusive volcanoes are rare because people can usually
outrun the lava. However, some people get too close or become trapped with no escape.
The flowing lava burns, melts, and destroys
everything it touches including farms,
houses, and roads.
A volcanic eruption forever changes the
landscape. Though volcanoes destroy, they
also create mountains, islands, and,
eventually, incredibly fertile land.
Carpet of Ash
Volcanic eruptions can cause damage
hundreds of miles away. Volcanic ash
causes airplane engines to fail, destroys crops, contaminates water, and damages
electronics and machinery. The ash carpets the ground, burying everything, sometimes
even causing buildings to collapse. Mount St. Helens produced more than 490 tons of
ash that fell over a 22,000 square mile (56,980 square kilometer) area and caused
problems in cities 370 miles (600 kilometers) away.
Red-Hot Facts
• The surface of the earth is called the "crust." The crust is cracked or broken into
massive pieces called "plates." Magma flows beneath the crust. Volcanoes often form
along the edges of where the plates meet.
• Most volcanoes and earthquakes, about 80%, happen close to where two (tectonic)
plates meet.
• In the last 200 years, more than 50 volcanoes in the United States have erupted one or
more times.
• The eruption of Mount St. Helens in 1980 created the largest landslide in recorded
history.
• It may be the same hot stuff, but it's called "magma" when it's below the surface. When
it's above the surface, it's called "lava."
“Earthquake”
from National Geographic kids
In Alaska in 1964, a magnitude 9.2 earthquake
jarred the earth so strongly it caused fishing boats
to sink in Louisiana. What causes the ground
tremble like that? The answer is simple. The
Earth's surface is on the move.
The surface of the earth, called the "crust," is not
one solid piece. It's more like a 20 piece puzzle.
Each puzzle piece is called a "plate." The plates
constantly move. Fortunately for us, they don't move fast. Geologists estimate the fastest
plate might shift 6 inches a year (15 centimeters). That's about as fast as your hair
grows.
Earthquakes happen when a plate scrapes, bumps, or drags along another plate. When
does this happen? Constantly. About a half-million quakes rock the Earth every day.
That's millions a year. People don't feel most of them because the quake is too small, too
far below the surface, or deep in the sea. Some, however, are so powerful they can be felt
thousands of miles away.
A powerful earthquake can cause
landslides, tsunamis, flooding, and other
catastrophic events. Most damage and
deaths happen in populated areas. That's
because the shaking can cause windows to
break, structures to collapse, fire, and other
dangers.
Geologists cannot predict earthquakes.
They hope they will in the future through continued research and improved technology.
Earthquakes can happen anytime or anywhere. But you can prepare for the
unpredictable with a family safety plan, emergency kit, and supplies.
FACTS
• Geologists rate earthquakes in magnitude, which is the amount of energy released
during the quake.
• The largest recorded earthquake happened in Chile on May 22, 1960. It was a
magnitude 9.5.
• The deadliest known earthquake happened in China in 1556. It killed about 830,000
people.
• Alaska has the record for the largest U.S. earthquake. On March 28, 1964, a magnitude
9.2 quake occurred and killed 131 people.
• Most earthquakes happen 50 miles (80 kilometers) or less below the Earth's surface.
They can happen as deep as 400 miles (644 kilometers) below the surface.
• Southern California has about 10,000 earthquakes a year. Very few are felt.
• Alaska averages 24,000 earthquakes a year, the most seismic activity in North
America.
• Florida and North Dakota have the fewest earthquakes in the U.S.
• In 1985, the jolt from an 8.1 magnitude earthquake in Michoacán, Mexico caused
water to slosh out of a pool in Tucson, Arizona—1240 miles (2000 kilometers) away!
• Most earthquakes and volcanos—80%—happen close to where two plates meet.
• Depending on the plate, they move between 0.3 to 5.9 inches a year (1 to 15
centimeters) a year.
• Because of moving plates, geologists predict that Los Angeles will meet Alaska ... in 70
million years! (It'll be neighbors with San Francisco in 15 million years.)
“Hurricane”
from National Geographic kids
How Hurricanes Form
Interested in extreme weather events? Then a
hurricane—a swirling mass of wind, rain,
thunder, and chaos—will intrigue you.
Hurricanes begin over tropical and subtropical
ocean water. It starts when warm water, moist
air, and strong winds collide and create a
rotating bundle of thunderstorms and clouds.
A hurricane might last a few hours or several
days.
Some hurricanes roar onto land bringing punishing wind, torrential rain, walls of water,
even tornados. The wind, rain, and water surge wreak havoc on the coastline and
damage hundreds of miles inland.
Violent winds flip cars, sink boats, and rip
houses apart. Hurricane winds range from 74
miles an hour (119 kilometers an hour) to 150
miles an hour (241 kilometers an hour) or
more. Wind creates high waves and pushes
the water onto shore. The water surge can be
30 feet (9 meters) high. That's as high as a 3story building. Storm surges cause most of the
fatalities and damage.
In addition to the storm surge, hurricanes bring rain. Lots of rain. In 2009, a storm
hammered Taiwan with 114 inches (290 centimeters) of rain in only three days.
Hurricane rains cause landslides, flash floods, and long-term floods.
Because meteorologists can predict and track hurricanes, people living in a hurricane's
path can stay safe by advance preparation, including an evacuation plan, creating an
emergency kit with food, water, and other supplies (don't forget your pets), and most
importantly by listening to local authorities on the best ways to stay safe.
Hurricane Parts
Eye: The calm center. The eye can
be 20-40 miles (32-48 kilometers)
wide. In the eye, rather than dark
clouds and rain, one might see
blue sky or a starry night.
Eyewall: The clouds that swirl
around the eye. It has the most
intense rain and winds, sometimes
as fast as 200 miles an hour (321
kilometers an hour).
Rain bands: Thunderstorms and clouds that spiral in toward the eyewall.
“Wildfires: Dry, Cold, and Windy”
from National Geographic
Uncontrolled blazes fueled by weather, wind, and
dry underbrush, wildfires can burn acres of land—
and consume everything in their paths—in mere
minutes.
On average, more than 100,000 wildfires, also
called wildland fires or forest fires, clear 4 million
to 5 million acres (1.6 million to 2 million
hectares) of land in the U.S. every year. In recent
years, wildfires have burned up to 9 million acres
(3.6 million hectares) of land. A wildfire moves at
speeds of up to 14 miles an hour (23 kilometers an hour), consuming everything—trees,
brush, homes, even humans—in its path.
There are three conditions that need to be present in order for a wildfire to burn, which
firefighters refer to as the fire triangle: fuel, oxygen, and a heat source. Fuel is any
flammable material surrounding a fire, including trees, grasses, brush, even homes. The
greater an area's fuel load, the more intense the fire. Air supplies the oxygen a fire needs
to burn. Heat sources help spark the wildfire and bring fuel to temperatures hot enough
to ignite. Lightning, burning campfires or cigarettes, hot winds, and even the sun can all
provide sufficient heat to spark a wildfire.
Although four out of five wildfires are started by people, nature is usually more than
happy to help fan the flames. Dry weather and drought convert green vegetation into
bone-dry, flammable fuel; strong winds spread fire quickly over land; and warm
temperatures encourage combustion. When these factors come together all that's
needed is a spark—in the form of lightning, arson, a downed power line, or a burning
campfire or cigarette—to ignite a blaze that could last for weeks and consume tens of
thousands of acres.
These violent infernos occur around the world and in most of the 50 states, but they are
most common in the U.S. West, where heat, drought, and frequent thunderstorms
create perfect wildfire conditions. Montana,
Idaho, Wyoming, Washington, Colorado,
Oregon, and California experience some of
the worst conflagrations in the U.S. In
California wildfires are often made worse by
the hot, dry Santa Ana winds, which can carry
a spark for miles.
Firefighters fight wildfires by depriving them
of one or more of the fire triangle
fundamentals. Traditional methods include
water dousing and spraying fire retardants to
extinguish existing fires. Clearing vegetation
to create firebreaks starves a fire of fuel and can help slow or contain it. Firefighters also
fight wildfires by deliberately starting fires in a process called controlled burning. These
prescribed fires remove undergrowth, brush, and ground litter from a forest, depriving a
wildfire of fuel.
Although often harmful and destructive to humans, naturally occurring wildfires play an
integral role in nature. They return nutrients to the soil by burning dead or decaying
matter. They also act as a disinfectant, removing disease-ridden plants and harmful
insects from a forest ecosystem. And by burning through thick canopies and brushy
undergrowth, wildfires allow sunlight to reach the forest floor, enabling a new
generation of seedlings to grow.
“Tsunami: Killer Waves”
from National Geographic
A tsunami is a series of ocean waves that sends surges of water, sometimes reaching
heights of over 100 feet (30.5 meters), onto land. These walls of water can cause
widespread destruction when they crash ashore.
These awe-inspiring waves are typically
caused by large, undersea earthquakes at
tectonic plate boundaries. When the ocean
floor at a plate boundary rises or falls
suddenly it displaces the water above it and
launches the rolling waves that will become a
tsunami.
Most tsunamis, about 80 percent, happen
within the Pacific Ocean’s “Ring of Fire,” a
geologically active area where tectonic shifts
make volcanoes and earthquakes common.
Tsunamis may also be caused by underwater
landslides or volcanic eruptions. They may
even be launched, as they frequently were in
Earth’s ancient past, by the impact of a large meteorite plunging into an ocean.
Tsunamis race across the sea at up to 500 miles (805 kilometers) an hour—about as fast
as a jet airplane. At that pace they can cross the entire expanse of the Pacific Ocean in
less than a day. And their long wavelengths mean they lose very little energy along the
way.
In deep ocean, tsunami waves may appear only a foot or so high. But as they approach
shoreline and enter shallower water they slow down and begin to grow in energy and
height. The tops of the waves move faster than
their bottoms do, which causes them to rise
precipitously.
A tsunami’s trough, the low point beneath the
wave’s crest, often reaches shore first. When it
does, it produces a vacuum effect that sucks
coastal water seaward and exposes harbor and
sea floors. This retreating of sea water is an
important warning sign of a tsunami, because
the wave’s crest and its enormous volume of
water typically hit shore five minutes or so
later. Recognizing this phenomenon can save
lives.
A tsunami is usually composed of a series of waves, called a wave train, so its destructive
force may be compounded as successive waves reach shore. People experiencing a
tsunami should remember that the danger may not have passed with the first wave and
should await official word that it is safe to return to vulnerable locations.
Some tsunamis do not appear on shore as massive breaking waves but instead resemble
a quickly surging tide that inundates coastal areas.
The best defense against any tsunami is early warning that allows people to seek higher
ground. The Pacific Tsunami Warning System, a coalition of 26 nations headquartered
in Hawaii, maintains a web of seismic equipment and water level gauges to identify
tsunamis at sea. Similar systems are proposed to protect coastal areas worldwide.
Name:
Date:
Behavioral Objective B: Synthesis of data on natural disasters
Natural Disasters
Comprehension questions
Directions: Read the articles provided and then answer the following questions.
Remember to answer in complete sentences.
1.)What takes place when a volcanic eruption is occurring?
2.)What takes place when a wildfire is occurring?
3.) What takes place when a hurricane is occurring?
4.)What takes place when a tsunami is occurring?
5.)What takes place when an earthquake is occurring?
Behavioral Objective A: Bar graph creation and analysis
Target student work
Legend: Year 2- 1975, Year 3- 1980, Year 4-1985, Year 5- 1990, Year 6- 1995, Year 72000, Year 8- 2005, Year 9- 2010
1.What is the title of the graph? Disasters Reported around the world between 1975 and
2011
2.What type of data is on the x axis? Number of disasters reported
3.What type of data is on the y axis? year
4. What is the earliest date on the graph? 1975
5.What is the latest date on the graph? 2010
6.What is the range of years covered on this graph? (To find range,we subtract the
highest from the lowest) 35 years
7.What was the highest number on disasters reported on this graph? What year was it
in? 400 disasters reported in 2000 and 2005
8.What was the lowest number on disasters reported on this graph? What year was it in?
80 disasters reported in 1975
9.What is the range of disasters reported on this graph? (To find range,we subtract the
highest from the lowest) 320 disasters
10.Does the data increase, decrease, or stay the same between 1975 and 2004? increase
11.Does the data increase, decrease, or stay the same between 2004 and 2005? stay the
same
12.Does the data increase, decrease, or stay the same between 2005 and 2010? decrease
13.In one sentence, describe the trend, or pattern, of natural disasters between 1975 and
2010 in the world? The number of natural disasters around the world between 1975 and
2010 increased from 1975 to 2000, stayed the same from 2000 to 2005, and then
decreased from 2005 to 2010.
Behavioral Objective B: Synthesis of data on natural disasters
Name:
Date:
Natural Disasters
Comprehension questions
Directions: Read the articles provided and then answer the following questions.
Remember to answer in complete sentences.
1.)What takes place when a volcanic eruption is occurring?
The article, “Volcano” was about volcanoes. When volcanoes are erupting, several things
are happening. Firstly, magma is gettimg released from inside the earth to the surface as
lava. Secondly, a variety of gases are being emitted into the atmosphere. Lastly, bits of
rock and other debris is being blasted off off the top of the summit.
2.)What takes place when a wildfire is occurring?
“Wildfire: Dry, Cold, and Windy” is about wildfires. When a wildfire is occurring, miles
of dry brush is being burnt. Typically, the area that is on fire is dry
3.) What takes place when a hurricane is occurring?
“Hurricane” is an article about hurricanes. When a hurricane is taking place there is
large rainfall and very strong winds. Some hurricanes roar onto land bringing punishing
wind, torrential rain, walls of water, even tornados. The wind, rain, and water surge
wreak havoc on the coastline and damage hundreds of miles inland. Violent winds flip
cars, sink boats, and rip houses apart. Hurricane winds range from 74 miles an hour
(119 kilometers an hour) to 150 miles an hour (241 kilometers an hour) or more. Wind
creates high waves and pushes the water onto shore.
4.)What takes place when a tsunami is occurring?
“Tsunamis: Killer Waves” is about tsunamis. Tsunamis are very large waves that travel
acorss the ocean. As a tsunami is occurring waves race across the sea at up to 500 miles
an hour—about as fast as a jet airplane.
5.)What takes place when an earthquake is occurring?
“Earthquakes” is an article about earthquakes. When an earthquake is occurring the
ground and structures are shaking. There are many things being broken and destroyed.
A powerful earthquake can cause landslides, tsunamis, flooding, and other catastrophic
event.
References:
EM- DAT: The International Disaster Database. (2009) Retrieved on December 5, 2014
from:
http://www.emdat.be/natural-disasters-trends
National Geographic kids: Volcanoes (2014). Retrieved on December 5, 2014 from:
http://kids.nationalgeographic.com/content/kids/en_US/explore/science/volca
no/
National Geographic kids: Earthquakes (2014). Retrieved on December 5, 2014 from:
http://kids.nationalgeographic.com/content/kids/en_US/explore/science/earth
quake/
National Geographic kids: Hurricanes (2014). Retrieved on December 5, 2014 from:
http://kids.nationalgeographic.com/explore/science/hurricane/
National Geographic: Wildfires: Dry, Cold, and Windy (2014). Retrieved on December
5, 2014 from:
http://environment.nationalgeographic.com/environment/naturaldisasters/wildfires/
National Geographic: Tsunamis: Killer Waves (2014). Retrieved on December 5, 2014
from:
http://environment.nationalgeographic.com/environment/naturaldisasters/tsunami-profile/
Lesson #4
“It’s Gettin’ Hot in Here!”
Wildfires
by Jeremy Kirchgraber
Team 6, Fall 2014
Blooms Taxonomy: Definitions, Knowledge, Comprehension, Evaluation
Gardner’s Multiple Intelligence(s): Visual- Spatial, Bodily- Kinesthetic
Literature: National Geographic article: “Wildfires: Dry, Cold, and Windy”
Addtional reading: Earth and Fire: Forests Rely on Healthy Soils for a Well-rounded Diet
http://www.firescience.gov/projects/briefs/99-s-01_fsbrief25.pdf
NYC Science Scope & Sequence
Inquiry Skills:
1. Inferring – drawing a conclusion based on prior experiences
2. Communicating – giving oral and written explanations or graphic representations of
observations
3. Observing – becoming aware of an object or event
Process Skills:
PS 2. 1 e: .Investigate the negative and positive impact of extreme natural events on living
things:
• Forest Fires (Wildfires)
NCTM Math Skills
Process Standards:
Problem Solving Standard for Grades 3-5:
Solve problems that arise in mathematics and in other contexts
Content Standards:
Algebra Standard for Grades 3-5:
Analyze change in various contexts; describe qualitative change, such as a
student's growing taller; describe quantitative change, such as a student's
growing two inches in one year.
Number and Operations Standard for Grades 3-5:
Compute fluently and make reasonable estimates; develop fluency with basic
number combinations for multiplication and division and use these combinations
to mentally compute related problems
Connections Standard for Grades 3-5:
Recognize and apply mathematics in contexts outside of mathematics.
ISTE NETs Standards for Literate Students:
Research and information fluency:
Students apply digital tools to gather, evaluate, and use information
Creativity and innovation:
Create original works as a means of personal or group expression
Behavioral Objective(s):
1. To define Wildfires (aka Forest Fires).
2. To identify various causes of wildfires, natural and unnatural.
3. To describe (at least) one positive and one negative impact wildfires have on living
things.
Motivation/Constructivist Activity:
1.
Students will view a video about Forest Fires (Wildfires)
https://www.youtube.com/watch?v=R9tQXY2GNxI
2.
Class will be asked to share their knowledge about wildfires and reflect on the video (10
minutes)
3.
Class read aloud: National Geographic article: “Wildfires: Dry, Cold, and Windy”
Time Duration: 45 minute period (allow 90 for differentiation)
Procedure:
Part 1: (45 minutes)
1.
Paired students will be given laptops to access the interactive website
2.
3.
Students will be given the link to the digital version of the Smokey Bear interactive
Scavenger Hunt worksheet. They will explore the site and answer the questions provided.
The Scavenger Hunt ends by asking students to create a poster. Teacher will offer
students the option of drawing with charcoal on butcher paper (or unfolded and cropped
brown paper shopping bag)
Materials:
Smartboard
10-30 Laptop computers
Paper, pencils, charcoal, brown butcher paper roll or 30 brown shopping bags
Assessments:
Behavioral objective #1,2,3: Attached Worksheet
Behavioral objective #2,3: Scavenger Hunt and Poster
Assessment for Behavioral Objectives #1, 2, and 3:
1. Describe Wildfires (Forest Fires)
2. Identify Causes
3. Describe impact on living things.
Name_____________________________________
Date__________
Natural Disaster: Wildfires
Comprehension questions:
Directions: Read the article, “Wildfires: Dry, Cold, and Windy”, and then answer the
following questions. Remember to answer in complete sentences.
1. What natural disaster did you read about? What takes place when the natural disaster
is occurring?
2.What causes this natural disaster to form?
3.How can wildfires affect human life, animal life, and the surrounding geography? List
at least one positive and one negative.
Name_Teacher__________________________
Date__________
Natural Disaster: Wildfires
Comprehension questions:
Directions: Read the article, “Wildfires: Dry, Cold, and Windy”, and then answer the
following questions. Remember to answer in complete sentences.
1. What natural disaster did you read about? What takes place when the natural disaster
is occurring?
“Wildfire: Dry, Cold, and Windy” is about wildfires. When a wildfire is occurring, miles
of dry brush is being burnt. Typically, the area that is on fire is dry.
2.What causes the natural disaster to form?
There are three conditions that need to be present in order for a wildfire to burn, which
firefighters refer to as the fire triangle: fuel, oxygen, and a heat source. Fuel is any
flammable material surrounding a fire, including trees, grasses, brush, even homes. The
greater an area's fuel load, the more intense the fire. Air supplies the oxygen a fire needs
to burn. Heat sources help spark the wildfire and bring fuel to temperatures hot enough
to ignite. Lightning, burning campfires or cigarettes, debris fires, sparks from trains,
and volcanic eruptions can all provide sufficient heat to spark a wildfire.
3.How can wildfires affect human life, animal life, and the surrounding geography? List
at least one positive and one negative.
Wildfires can be negative in that they can result in the loss of natural habitats for
animals, as well as any humans, such as civilians or firefighters. They can be positive for
the geography in that by burning the land, they return nutrients to the soil by burning
dead or decaying matter. They also act as a disinfectant, removing disease-ridden plants
and harmful insects from a forest ecosystem.
Scavenger Hunt Worksheet
Name________________________
Date______________
Smokey Web Scavenger Hunt
Go to http://www.smokeybear.com/wildfires.asp to learn about wildfires and to complete this
scavenger hunt!
What type of fire is good?
Why?
What type of fire is bad?
Why?
Find at least 3 different ways the wildfires are started.
Sketch the Fire Triangle below. Make sure to label the different sections.
Look at the prevention section of the web site; write down a list of at least 5 ways of preventing
a forest fire. Circle the ones you think might make a good poster.
1. Use caution and common sense before lighting any fire.
2. Understand that any fire I or my friends create could become a wildfire.
3. Understand and practice proper guidelines whenever I or my friends create a fire outdoors.
4. Never, ever leave any fire unattended.
5. Make sure any fire that I or my friends create is properly and completely extinguished before
moving on.
6. Properly extinguish and discard of smoking materials.
7. Be aware of my surroundings and be careful when operating equipment during periods of dry or
hot weather.
8. Speak up and step in when I see someone in danger of starting a wildfire.
Here is a place to make notes about any other neat facts from the web site. Remember you are
looking for facts to use on your poster!
Now that you have found ten ways to prevent forest fires and learned about good and
bad wildfires, brainstorm ideas for a poster you will create.
Remember, you need to include the following items on your poster:
1) At least one drawing that includes Smokey Bear,
2) A slogan like “Only You Can Prevent Forest Fires”
3) At least 5 facts about wildfires.
Use the space below to come up with a plan for your poster.
Scavenger Hunt Worksheet: Completed
Name________________________
Date______________
Smokey Web Scavenger Hunt
Go to http://www.smokeybear.com/wildfires.asp to learn about wildfires and to complete this
scavenger hunt!
What type of fire is good? __Prescribed and natural fires_______________ Why?__They are
useful for eliminating competition for new growth, diversity
What type of fire is bad? __Wildfires caused by unnatural events_________________
Why? ____They can cause more damage
Find 3 different ways the wildfires are started. ___Lightning, burning campfires or cigarettes, debris
fires, sparks from trains, and volcanic eruptions
Sketch the Fire Triangle below. Make sure to label the different sections.
Look at the prevention section of the web site; write down a list of at least 5 ways of preventing
a forest fire. Circle the ones you think might make a good poster.
1. Use caution and common sense before lighting any fire.
2. Understand that any fire I or my friends create could become a wildfire.
3. Understand and practice proper guidelines whenever I or my friends create a fire outdoors.
4. Never, ever leave any fire unattended.
5. Make sure any fire that I or my friends create is properly and completely extinguished before
moving on.
6. Properly extinguish and discard of smoking materials.
7. Be aware of my surroundings and be careful when operating equipment during periods of dry or
hot weather.
8. Speak up and step in when I see someone in danger of starting a wildfire.
Here is a place to make notes about any other neat facts from the web site. Remember you are
looking for facts to use on your poster!
Now that you have found ten ways to prevent forest fires and learned about good and
bad wildfires, brainstorm ideas for a poster you will create.
Remember, you need to include the following items on your poster:
1) At least one drawing that includes Smokey Bear,
2) A slogan like “Only You Can Prevent Forest Fires”
3) At least 5 facts about wildfires. Use the space below to come up with a plan
for your poster.
Assessment Rubric
Student __________________________________ Date ___________
Target
“3”
Behavioral
Objective #1:
To define
Wildfires (Forest
Fires)
Behavioral
Objective #2:
To identify the
causes of
Wildfires?
Behavioral
Objective #3:
To describe the
positive and
negative impact
wildfires have on
living things.
Comments:
Satisfactory
Unsatisfactory
Rating
“2”
“1”
“1 - 3”
Student can
describe
Wildfires (forest
fires). He/she
demonstrates
understanding of
the topic.
Student has an
emerging
understanding of
the cause of
earthquakes and
their effect on
life and land
masses.
Student cannot
describe
Wildfires (forest
fires). He/she
does not
demonstrate
understanding of
the topic.
Student can
identify the
various causes of
Wildfires, both
natural and
unnatural.
Student
identifies some
causes of
Wildfires, both
natural and
unnatural.
Student is
unable to
identify more
than two causes
of Wildfires.
Student was able
to describe one
or more positive
and one or more
negative impact
wildfires have on
living things.
Student was
mostly able to
describe one
positive and one
negative impact
wildfires have on
living things.
Student was
unable to
describe at least
one positive and
one negative
impact wildfires
have on living
things.
References
E-Examples from Principles and Standards for School Mathematics. (n.d.). Retrieved
November 16, 2014, from http://www.nctm.org/eexamples/
Educator Resources. (n.d.). Retrieved November 16, 2014, from
http://schools.nyc.gov/Academics/Science/EducatorResources/NYC Scope and Sequence
for Science.htm
National Geographic: Wildfires: Dry, Cold, and Windy (2014). Retrieved on December
5, 2014 from:
http://environment.nationalgeographic.com/environment/naturaldisasters/wildfires/
“Wildfires: Dry, Cold, and Windy”
from National Geographic
Uncontrolled blazes fueled by weather, wind, and
dry underbrush, wildfires can burn acres of land—
and consume everything in their paths—in mere
minutes.
On average, more than 100,000 wildfires, also
called wildland fires or forest fires, clear 4 million
to 5 million acres (1.6 million to 2 million
hectares) of land in the U.S. every year. In recent years, wildfires have burned up to 9
million acres (3.6 million hectares) of land. A wildfire moves at speeds of up to 14 miles
an hour (23 kilometers an hour), consuming everything—trees, brush, homes, even
humans—in its path.
There are three conditions that need to be present in order for a wildfire to burn, which
firefighters refer to as the fire triangle: fuel, oxygen, and a heat source. Fuel is any
flammable material surrounding a fire, including trees, grasses, brush, even homes. The
greater an area's fuel load, the more intense the fire. Air supplies the oxygen a fire needs
to burn. Heat sources help spark the wildfire and bring fuel to temperatures hot enough
to ignite. Lightning, burning campfires or cigarettes, hot winds, and even the sun can all
provide sufficient heat to spark a wildfire.
Although four out of five wildfires are started by people, nature is usually more than
happy to help fan the flames. Dry weather and drought convert green vegetation into
bone-dry, flammable fuel; strong winds spread fire quickly over land; and warm
temperatures encourage combustion. When these factors come together all that's
needed is a spark—in the form of lightning, arson, a downed power line, or a burning
campfire or cigarette—to ignite a blaze that could last for weeks and consume tens of
thousands of acres.
These violent infernos occur around the world and in most of the 50 states, but they are
most common in the U.S. West, where heat, drought, and frequent thunderstorms
create perfect wildfire conditions. Montana, Idaho, Wyoming, Washington, Colorado,
Oregon, and California experience some of the worst conflagrations in the U.S. In
California wildfires are often made worse by
the hot, dry Santa Ana winds, which can carry
a spark for miles.
Firefighters fight wildfires by depriving them
of one or more of the fire triangle
fundamentals. Traditional methods include
water dousing and spraying fire retardants to
extinguish existing fires. Clearing vegetation
to create firebreaks starves a fire of fuel and can help slow or contain it. Firefighters also
fight wildfires by deliberately starting fires in a process called controlled burning. These
prescribed fires remove undergrowth, brush, and ground litter from a forest, depriving a
wildfire of fuel.
Although often harmful and destructive to humans, naturally occurring wildfires play an
integral role in nature. They return nutrients to the soil by burning dead or decaying
matter. They also act as a disinfectant, removing disease-ridden plants and harmful
insects from a forest ecosystem. And by burning through thick canopies and brushy
undergrowth, wildfires allow sunlight to reach the forest floor, enabling a new
generation of seedlings to grow.
“I Lava Volcanoes!”
by Brittany Main
Lesson Plan #3
Blooms Taxonomy: Definitions, Knowledge, Comprehension, Application, Analysis,
Synthesis, Evaluation
Gardner’s Multiple Intelligence(s): Visual- Spatial, Bodily- Kinesthetic
Children’s Literature:
● Smart Words Reader: Volcanoes
NYC Science Scope & Sequence
Inquiry Skills:
1. Inferring – drawing a conclusion based on prior experiences
2. Communicating – giving oral and written explanations or graphic
representations
of observations
3. Manipulating materials – handling or treating materials and equipment safely,
skillfully, and effectively
4. Measuring – making quantitative observations by comparing to a conventional
or nonconventional standard
5. Observing – becoming aware of an object or event by observing
Process Skills:
PS 2. 1 e: .Investigate the negative and positive impact of extreme natural events on
living things:
• Volcanoes
NCTM Math Skills
Process Standards:
Communication: Communicate their mathematical thinking coherently and clearly to
peers, teachers, and others; Organize and consolidate their mathematical thinking
through communication
Content Standards:
Measurement- apply appropriate techniques, tools and formulas to determine
measurements.
ISTE NETs Standards for Literate Students:
1. Research and information fluency: Students apply digital tools to gather,
evaluate,
and use information
Behavioral Objective(s):
1. To recreate and therefore visualize the process by which volcanoes erupt
2. To infer ways in which a volcanic eruption would impact life.
“Motivation/Constructivist Activity:” Students will be given an entrance ticket
with the following two questions, “What is a volcano?”, and “What is emitted from a
volcano when it erupts?” Students will listen and jot down the answers as I read aloud,
pages 4- 8 in Smart Words Reader: Volcanoes
Time Duration: 90 minutes
Procedure:
1. Call on student to read the behavioral objectives for the class.
2. Introduce students to the Plate Tectonic Cycle, by telling them that the outer part
of the Earth, its skin, is composed of lithospheric plates of rock. Explain that
these plates move, and it is this movement that causes earthquakes and
volcanoes. Visual diagram will accompany explanation.
3.
I will distribute handout listing the materials, measurements, and steps of the
volcanic eruption recreation experiment. These materials will have been
separated and put aside the night before and labeled “group 1 materials, group 2
materials, and so on. The groups of 4 will also have been assigned the day
before.)
4. Groups will begin preparing for their experiment. Students will be instructed to
cover their desk with newspaper.
5. Students will be instructed to use their modeling clay to create a volcano. They
will poke a hole in the top of the volcano.
6. Students will be instructed to put on safety goggles
7.
8.
9.
10.
11.
12.
13.
Students will be instructed to measure, and add one tablespoon of fresh baking
soda to their volcano.
Students will be instructed to add 3 drops of red food coloring to the baking soda.
Students will be instructed to add 3 drops of liquid soap to their volcano.
Students will be instructed to step back, and add the ¼ cup of vinegar to their
volcano.
Students will be instructed to discuss, within their groups the results of their
experiments.
All of the groups will come back together to watch a short Volcano video from
National Geographic, Volcanoes 101. Students will be given a post experiment
reflection assignment that will require them to analyze both the results of their
experiment and the short video.
We will then discuss the results of the experiment as a class, as well as the
questions on the reflection handout.
Questions:
Closed-Ended Questions:
1. Question: What is an a volcano?
i. Answer: Volcanoes are mountain-like structures that emit volcanic lava or other
types of volcanic rocks.
2. Question: What is emitted from a volcano when it erupts?
i. Answer: lava, ash, steam, gas
Open- Ended Questions:
1. How could human life of an area be detrimentally impacted by a volcanic
explosion?
2. How could the animal life of an area be detrimentally impacted by a volcanic
explosion?
3. How could the geography of an area be detrimentally impacted by a volcanic
explosion? Can volcanic explosions have positive effects? If so, what would they
be?
Materials:
1. Computer with access to National Geographic Volcano 101http://video.nationalgeographic.com/video/player/kids/forces-of-naturekids/volcanoes-101-kids
2. Teacher made handout highlighting materials needed, as well as steps for the
experiment
3. newspaper
4.
5.
6.
7.
8.
9.
10.
liquid soap
food dye
baking soda
newspaper
safety goggles
Post experiment reflection questions
Entrance ticket- teacher made
Assessment:
1. Students will be assessed on the proper volcanic eruption carried out through
molding of clay into a mound shape, and exact measurement of materials.
2. Students will be assessed on their inferences about the devastating effect of
volcanic eruptions on humans, animals, and the geography that draws on
information from the video as well as the experiment as evidence.
Assessment Rubric:
Target “3”
Satisfactory
“2”
Unsatisfactory
“1”
Behavioral
Objective
#1:
Volcanic
Eruption
Student properly
measured out
the materials
needed for this
experiment.
Students
properly
followed the
steps as
indicated on the
handout. All
group members
worked
cooperatively.
Students made
slight errors in
measuring and/ or
did not follow steps
accurately,
however, they were
able to reproduce a
volcanic eruption.
Students made
major errors
in measuring
and/ or did
not follow
steps
accurately.
They were not
able to
reproduce a
volcanic
eruption.
Behavioral
Objective
#2: Impact
of eruption
Students
responded to
each of the
following
prompts- How
can a volcanic
eruption affect
human life? How
can a volcanic
eruption affect
geography? How
Students
responded to each
of the following
prompts- How can
a volcanic eruption
affect human life?
How can a volcanic
eruption affect
geography? How
can a volcanic
eruption affect
Students did
not responded
to each of the
prompts. They
may have
responded to
only one or
two but not all
4.
Student
Rating
can a volcanic
eruption affect
animal life? Can
volcanic
eruptions have
positive effects
on either
humans,
animals, or
geography?
Group members
used concrete
evidence/observ
ations from
experiment and
video to support
their claims.
animal life? Can
volcanic eruptions
have positive
effects on either
humans, animals,
or geography?
Group members
did not use
concrete
evidence/observati
ons from
experiment and
video to support
each of their
claims.
Dividing the Earth Into Layers: Plate Tectonics Cycle
From: https://msnucleus.org/membership/html/k-6/pt/plate/5/ptpt5_1a.html
Name
Date:
Entrance Ticket
Directions: You will be listening while I read pages 4-8 of Smart Words Reader:
Volcanoes. You will be given no more than two minutes upon completion of the reading
to finalize your answers. We will go over this entrance ticket as a class.
1.Drawing upon Smart Words Reader: Volcanoes, what is a volcano?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2.Drawing upon Smart Words Reader: Volcanoes, what is emitted from a volcano as it
erupts?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Name:
Date:
Volcanic Eruption Materials and Procedure
These are the materials and the steps for this experiment. Make sure to do exactly what
it says, in the order that it says. Have fun!
Materials:
1 tablespoon baking soda
Modeling clay
Newspaper
3 drops red food dye
¼ cup of vinegar
3 drops liquid soap
Safety goggles
Procedure:
1.Cover your work surface with newspaper.
2.Put on safety goggles
3. Form a volcano shape out of the modeling clay. It should be about 6 inches high.
4. Poke an opening in the volcano
5. Add one tablespoon of fresh baking soda.
6. Add 3 drops of red food coloring to the baking soda
7. Add 3 drops of liquid soap.
8. Add the ¼ cup of vinegar
Post Experimentation and “Volcano 101” Questions
Part I: Put a “check mark” or “X” next to the following statements
A.)I measured out all of the materials properly ______
B.) I followed all of the steps of the experiment in the correct order _______
C.) I worked cooperatively with all of the members of my group
Part II: Sketch a diagram of the volcano before step 8 (the addition of the vinegar) and
after. Be sure to label your diagram.
Part III: Answer each question to the best of your ability. Use concrete
evidence/observations from experiment and video to support their claims.
1.How can a volcanic eruption affect human life?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. How can a volcanic eruption affect geography?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3.How can a volcanic eruption affect animal life?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. Can volcanic eruptions have positive effects on either humans, animals, or
geography?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
“Target” student work:
Behavioral Objective # 1: Volcanic Model & Eruption
from:
http://www.education.com/activity/article/volcano-erupts/
“Target” student work:
Behavioral Objective # 2: Impact of eruption/ Analysis of eruption
Part I: Put a “check mark” or “X” next to the following statements
A.)I measured out all of the materials properly __check___
B.) I followed all of the steps of the experiment in the correct order _ check__
C.) I worked cooperatively with all of the members of my group __check___
Part II: Sketch a diagram of the volcano before step 8 (the addition of the vinegar) and
after. Be sure to label your diagram.
Part III: Answer each question to the best of your ability. Use concrete
evidence/observations from experiment and video to support their claims.
1.How can a volcanic eruption affect human life?
Volcanic eruptions can impact human life in many ways. Firstly, volcanic eruptions can
result in loss of life if towns are not evacuated. Secondly, ash and other gases that are
emitted during an eruption can make breathing extremely difficult or even toxic.
Thirdly, volcanic eruptions can affect the climate. When ash and gases from a large
volcanic eruption spread around the planet, they may absorb and scatter enough
sunlight to cause a temporary decrease in the average global temperature
2. How can a volcanic eruption detrimentally affect the geography of a town?
Volcanic eruptions have pyroclastic flows, which are similar to avalanches of hot ash.
The pyroclastic flows can cover valleys and other geographic features. They can disturb
the physical geography in that the pyroclastic flows can be hot enough to burn and
permanently alter the landscape. It can also disrupt cultural landscapes in the form of
buildings.
3.How can a volcanic eruption affect animal life?
Similar to the effect on human life- volcanic eruptions can result in loss of life of
animals. Secondly, ash and gases can cause respiratory problems in animals.
4. Can volcanic eruptions have positive effects on either humans, animals, or
geography?
Volcanic eruptions can be positive in several ways. Firstly, volcanic eruptions result in
the creation of new island formations. Secondly, the ash adds fertility to the soil around
it, which helps plant life grow including forests and grasslands
References:
Stamper, Judith. (2010) . Smart Word Reader: Volcanoes. U.S. Scholastic
Dividing the Earth Into Layers (n.d.) Retrieved November 16, 2014 from
https://msnucleus.org/membership/html/k-6/pt/plate/5/ptpt5_1a.html
Volcanoes 101. (n.d.). Retrieved November 16, 2014, from
http://video.nationalgeographic.com/video/101-videos/earthquake-101
Volcano Project (2014) Retrived November 16, 2014 from
http://www.education.com/activity/article/volcano-erupts/
Educator Resources. (n.d.). Retrieved November 16, 2014, from
http://schools.nyc.gov/Academics/Science/EducatorResources/NYC Scope and
Sequence for Science.htm
E-Examples from Principles and Standards for School Mathematics. (n.d.). Retrieved
November 16, 2014, from http://www.nctm.org/eexamples/
Lesson #4
“Shake It Up Baby Now!”
EARTHQUAKES
by Jeremy Kirchgraber
Team 6, Fall 2014
Blooms Taxonomy: Definitions, Knowledge, Comprehension, Analysis, Evaluation
Gardner’s Multiple Intelligence(s): Visual- Spatial, Bodily- Kinesthetic
Literature: Earthquakes (Watts Library Series) by Trudi Strain Trueit
NYC Science Scope & Sequence
Inquiry Skills:
1. Inferring – drawing a conclusion based on prior experiences
2. Communicating – giving oral and written explanations or graphic representations
3. of observations
4. Manipulating materials – handling or treating materials and equipment safely,
5. skillfully, and effectively
6. Observing – becoming aware of an object or event
Process Skills:
PS 2. 1 e: .Investigate the negative and positive impact of extreme natural events on living
things:
• Earthquakes
NCTM Math Skills
Process Standards:
Problem Solving Standard for Grades 3-5:
Solve problems that arise in mathematics and in other contexts
Number and Operations Standard for Grades 3-5:
Select and use appropriate statistical methods to analyze data; describe parts of
the data and the set of data as a whole to determine what the data show.
Content Standards:
Algebra Standard for Grades 3-5:
Analyze change in various contexts; describe qualitative change, such as a
student's growing taller; describe quantitative change, such as a student's
growing two inches in one year.
Number and Operations Standard for Grades 3-5:
Compute fluently and make reasonable estimates; develop fluency with basic
number combinations for multiplication and division and use these combinations
to mentally compute related problems
Data Analysis and Probability Standard for Grades 3-5:
Select and use appropriate statistical methods to analyze data;describe parts of
the data and the set of data as a whole to determine what the data show.
Develop and evaluate inferences and predictions that are based on data;discuss
events related to students' experiences as likely or unlikely.
Connections Standard for Grades 3-5:
Recognize and apply mathematics in contexts outside of mathematics.
ISTE NETs Standards for Literate Students:
Research and information fluency:
Students apply digital tools to gather, evaluate, and use information
Creativity and innovation:
Create original works as a means of personal or group expression
Use models and simulations to explore complex systems and issues
Behavioral Objective(s):
1. To describe the cause of earthquakes and their effect on life and land masses.
2. To define new vocabulary: Earthquakes, Plates, Seismic Waves, Faults, Epicenter, Focus
(Hypocenter)
3. To represent data in a bar graph and make appropriate inferences and calculations.
Motivation/Constructivist Activity:
1.
Students will view a video about Earthquakes (1:18):
http://video.nationalgeographic.com/video/101-videos/earthquake-101
2.
Class will be asked to recall details from video and discuss with the class.
Teacher will jot notes on Smartboard. Students will record information in
journals. (10 minutes)
3.
Class will read Earthquakes (Watts Library Series) by Trudi Strain Trueit together to
reinforce facts.
Time Duration: 90 Minute period
Procedure:
Part 1: (45 minutes)
1.
Students will gather around the prepared earthquake model.
2.
Students will be asked to recall previous knowledge about The Plate Tectonic Cycle from
lesson 3: “I Lava Volcanoes”. (The outer part of the Earth is composed of plates. Plates
move and cause earthquakes and volcanoes.)
3.
Students will be given the diagram with labelled parts to analyze the demonstration.
4.
Three students will be chosen to demonstrate the first event. They will each be charged
with push and pulling the “plates” so they cause the soil to move, toppling the model
buildings, people, and animals.
5.
Class will discuss what occurred and why.
6.
Three more students will set up activity and simulate an earthquake while the rest of the
class explores the earthquake sites saved on Filamentality website.
(http://www.kn.att.com/wired/fil/pages/scrapsciencejk.html)
7.
Groups will take turns, each having 3 minutes to conduct the demonstration. (30
minutes for full class)
8.
We will then discuss the results of the experiment, as well as the questions on the
reflection handout.
Part 2: (45 minutes)
1.
Students will be handed:
a. Data sheet to be translated into a bar graph representing earthquake frequency in four
US states.
2.
Students will be asked to analyze data and make inferences based on the graphs.
3.
Results of analysis will be discussed with group and the class.
4.
Teacher will display the earthquake map of the US. Students will be asked prompts to
discuss representations on map
a. What does this map represent? ( Concentrations of earthquake activity in the US.)
b. Where are the highest concentrations of earthquake activity? (In the areas that are red.)
c. Can you hypothesize where the fault lines are in the US based on this map?
5.
Students will be given two graphs with questions attached. They will be expected to
complete the handout during part 2 of the lesson. (Formal Assessment #1)
6.
The class will discuss findings from the graphs.
7.
For homework: Students will complete a worksheet assessing understanding and
knowledge. (Formal Assessment #2)
Questions:
Closed-Ended Questions:
1.
What causes an earthquake to occur?
Answer: Earthquakes are the result of tectonic plates scraping or rubbing
together causing an earthquake on the surface.
2.
Question: What are some results of a major Earthquake?
Answer: Cracks in the crust, building collapse, demolished infrastructure, injury
and death.
Open- Ended Questions:
1.
How could human life be detrimentally impacted by an earthquake?
2.
How could an earthquake detrimentally impact the animal life of an area?
3.
How could the structures and geography of an area be impacted by an earthquake?
Materials:
Smartboard
10-30 Laptop computers
Filamentality site: http://www.kn.att.com/wired/fil/pages/scrapsciencejk.html
Bar Graph and Line Graph handouts
Tennessee Article
“Anatomy of an Earthquake” Infographic
Assessments:
1.
Teacher will ask students to explain the phenomenon at the demonstration table as they
conduct activity. Teacher will take notes.
2.
Students will be given two graphs with questions attached. They will be expected to
complete the handout during part 2 of the lesson. (Formal Assessment #1).
3.
For homework: Students will complete a worksheet assessing understanding and
knowledge. (Formal Assessment #2)
http://science.kqed.org/quest/explainer/earthquakes/
Assessment #1 & #2 (Homework)
Student Name _____________________________Date ______________
Define the following terms:
1.
Earthquakes-
2.
Plates-
3.
Faults-
4.
Epicenter-
5.
Seismic Waves-
6.
Focus (Hypocenter)-
Answer the Following Questions:
7.
What causes an Earthquake?
8.
What are some impacts an earthquake can have on a community?
9.
What are some impacts an earthquake can have on the geography of land masses?
Assessment #1 & #2 (Homework)
Student Name _Teacher Copy________________________Date ______________
Define the following terms: Target answers
2.
Earthquakes- Shaking of the ground caused by sudden motions along faults, or fractures
in the Earth’s crust.
3.
Plates- Massive Rocks that make up the Earth’s surface, and whose movements along
faults triggers earthquakes.
4.
Faults- A fracture in the rocks that make up the Earth’s crust.
5.
Epicenter- The point at the surface of the Earth directly above the focus.
6.
Seismic Waves- Waves that transmit the energy released by an earthquake.
7.
Focus (Hypocenter)- The point within the Earth where an earthquake rupture starts.
Answer the Following Questions:
9.
What causes an Earthquake?
The earth’s crust is broken up into many rocky plates, like pieces of a puzzle. These plates
are constantly moving because of the earth’s molten mantle underneath. As the plates move past
each other, along fault zones, they sometimes get caught and pressure builds up. When the
plates finally give and slip due to the increased pressure, energy is released as seismic waves,
causing the ground to shake.
10.
What are some impacts an earthquake can have on a community?
Earthquakes can cause buildings and structures to collapse, demolish roads and
landscape, and kill or injure humans and animals.
10.
What are some impacts an earthquake can have on the geography of land masses?
They can dramatically and permanently change land mass formations over time by
creating gaps in the crust, landslides, and volcanoes.
Student Name _____________________________Date ______________
Earthquakes across America
The occurrence of earthquakes varies from region to region in the United States. The data below
represents earthquakes in five different states during 2013.
Make a Graph: Using Excel or Google Sheets, make a graph to represent the following data:
Alaska: 1,367
California: 7,151
New York: 22
Florida: 176
Oklahoma: 1248
After you print out your graph, use the graph to answer the following questions:
1. What do you notice about the data represented here?
2. Which state has the highest occurrences of Earthquakes?
3. Why would California have 7,151 Earthquakes in just one year?
Assessment #3
Data from earthquaketrack.com
Assessment for behavioral objective #3
Student Name _____________________________Date ______________
Earthquakes across America
The occurrence of earthquakes varies from region to region in the United States. The data below
represents earthquakes in five different states during 2013.
Make a Graph: Using Excel or Google Sheets, make a graph to represent the following data:
Alaska: 1,367
California: 7,151
New York: 22
Florida: 176
Oklahoma: 1248
After you print out your graph, use the graph to answer the following questions:
Data from earthquaketrack.com
4. What do you notice about the data represented here?
(Many possible answers) California had almost 7200 earthquakes in one year.
5. Which state has the highest occurrences of Earthquakes?
California has significantly more earthquakes than the other states represented.
6. Why would California have 7,151 Earthquakes in just one year?
California is located on a large fault line.
Think living in Tennessee makes you safe from earthquakes?
Think again.
By DAVID GARDNER FOR MAILONLINE
UPDATED: 09:19 EST, 16 March 2011
Amid the outpouring of concern for disaster-ravaged Japan, experts claimed that many more
areas of America are at risk from catastrophic earthquakes than most people realise.
Most Americans associate quakes with the West Coast, the Pacific Northwest and Alaska.
But 39 out of the 50 states – including New York and Tennessee – have moderate to high
seismic hazard risk.
The earthquake map of America: A seismic map shows that living far from the West
Coast is no guarantee of safety from earthquakes. The colour-coordinated map shows a high
probability of earthquakes along the West Coast - but it also shows an alarming patch of red at
the 'New Madrid fault line straddling Tennessee, Arkansas, Missouri, Illinois and Kentucky, in a
dangerous patch that spreads outwards all the way to the South Carolina coast
The 'New Madrid' fault line in the heart of the country is particularly dangerous and
could affect more than 15 million people in eight states – Alabama, Arkansas, Illinois, Indiana,
Kentucky, Mississippi, Missouri and Tennessee.
The roughly one million people living in and around Memphis are said by the U.S.
Geological Survey to be at the greatest risk of a major earthquake of 7.0 or 8.0 on the Richter
scale.
The fault, running from St Louis to Memphis, was the site of some of the worst ever
quakes to hit the U.S. The series of four tremblers in 1811 and 1812 were so powerful they
reportedly caused the Mississippi River to flow backwards.
Assessment Rubric
Student __________________________________ Date ___________
Target
Satisfactory
Unsatisfactory
Rating
“3”
“2”
“1”
“1 - 3”
Behavioral
Objective #1:
Earthquakes:
Cause and Effect
Behavioral
Objective #2:
Vocabulary
Behavioral
Objective #3:
Create & Analyze
Graph
Student can
describe the
cause of
earthquakes and
their effect on
life and land
masses.
Student has an
emerging
understanding of
the cause of
earthquakes and
their effect on
life and land
masses.
Student cannot
describe the
cause of
earthquakes and
their effect on
life and land
masses.
Student is able
to define new
vocabulary:
Earthquakes,
Plates, Seismic
Waves, Faults,
Epicenter, Focus
(Hypocenter)
Student is able
to define most of
the new
vocabulary:
Earthquakes,
Plates, Seismic
Waves, Faults,
Epicenter, Focus
(Hypocenter)
Student is
unable to define
new vocabulary:
Earthquakes,
Plates, Seismic
Waves, Faults,
Epicenter, Focus
(Hypocenter)
Student
successfully
represented and
analyzed data in
the bar graph
and made
appropriate
inferences and
calculations.
Student created
and analyzed an
appropriate the
bar graph and
made some
inferences but
made some
miscalculations.
Student did not
create an
appropriate
graph or made
the wrong type
of graph.
Student could
not analyze data
in graph and
made no
significant
inferences or
calculations.
Comments:
References
Book Web Sampler. (n.d.). Retrieved November 16, 2014, from
http://www.harpercollins.com/web-sampler/
E-Examples from Principles and Standards for School Mathematics. (n.d.). Retrieved
November 16, 2014, from http://www.nctm.org/eexamples/
Earthquake Map. (n.d.). Retrieved November 14, 2014, from
http://www.dailymail.co.uk/news/article-1366603/Earthquake-map-America-make-
think-again.html#ixzz3JGBEh7Pq
Earthquakes 101. (n.d.). Retrieved November 16, 2014, from
http://video.nationalgeographic.com/video/101-videos/earthquake-101
Earthquakes: "Shake It Up Baby Now" (n.d.). Retrieved November 16, 2014, from
http://www.kn.att.com/wired/fil/pages/scrapsciencejk.html
Educator Resources. (n.d.). Retrieved November 16, 2014, from
http://schools.nyc.gov/Academics/Science/EducatorResources/NYC Scope and Sequence
for Science.htm
Explaining Earthquakes. (n.d.). Retrieved November 16, 2014, from
http://science.kqed.org/quest/explainer/earthquakes/
Map of Earthquakes Today. (n.d.). Retrieved November 16, 2014, from
http://earthquaketrack.com/
SUPER VOLCANO! History's Greatest Secret - Metatech. (n.d.). Retrieved November 16,
2014, from http://www.metatech.org/wp/earth-changes/super-volcano-historysgreatest-secret/
Trueit, T. S. (2003). Earthquakes. New York: Franklin Watts.
Title: “Don’t Go Chasin’ Tsunamis”
Lesson # 5
by Robert McCabe, Team 6 Fall 2014
Bloom’s Taxonomy: Comprehension, Knowledge, Evaluation
Gardner’s Multiple Intelligence(s): Logical, Visual-Spatial,
Children’s Literature:
1) http://www.eduplace.com/rdg/gen_act/disaster/monster1.html
2) Tsunami reading handout (from citation #2, condensed by teacher)
NYC Science Scope & Sequence:
Investigate the negative and positive impact of extreme natural events on living things:
• Floods (tsunamis)
PS 2.1 e
Inquiry Skills:
Creating models – displaying information, using multisensory representations
Predicting – making a forecast of future events or conditions expected to exist
Observing – becoming aware of an object or event by using any of the senses
(or extensions of the senses) to identify properties
Process Skills:
iv. Manipulate materials through teacher direction and free discovery.
xiii. Observe, analyze, and report observations of objects and events.
NCTM Math Skills
Content Standards:
Specify locations and describe spatial relationships using coordinate geometry and other
representational systems
- make and use coordinate systems to specify locations and to describe paths
Process Standards:
Communication
Organize and consolidate their mathematical thinking through communication Communicate
their mathematical thinking coherently and clearly to peers, teachers, and others
ISTE NETs Standards for Literate Students:
4. Critical thinking, problem solving,and decision making. Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
Behavioral Objective(s):
1. To express and explain the cause and effect of tsunamis.
2. To recognize the impact of tsunamis on human life.
3. To evaluate whether or not humans should live in places that can be impacted by
tsunami flooding.
Time Duration: One period (45 minutes)
Motivational Constructivist Introductory discussion and video:
5 minutes total
The lesson by explaining to students that we will be learning about a new type of natural
disasters today, Tsunamis.
Start by asking students to raise their hand if they would like to share anything that they already
know about tsunamis. Call on students one at a time to share (accept any answer, explaining
that we will clarify the information during the lesson).
Tell students that they will be conducting a hands-on experiment to gather a better
understanding of what causes certain types of tsunamis.
Tell students that they will now watch a video
(link: https://www.youtube.com/watch?v=Wx9vPv-T51I 3:36) to give them background
knowledge on tsunamis. Tell students that they make take notes on the video.
Procedures:
1) “We are going to use our tsunami worksheets to list definitions of words that we will
need to know about tsunamis.”
vocabulary words: (10 minutes)
a. tsunamis b. fjordsc. surge d. tidal e. tremor-
f.
seismograph-
2) After students have completed copying the vocabulary words onto their handouts, pass
out the reading handout. Taking turns, allow students to read the passage aloud as a
class. (5 minutes)
3) Remind students that there are fjord tsunamis, or tsunamis that occur in fjords when
icebergs cleave or break, causing large chunks of ice to fall into the water which leads to
large waves.
4) Play video showing fjord tsunamis: (https://www.youtube.com/watch?v=KtEDLzszM2o
3:41)
5) Tell children: “We will now move onto the experiment section. Each group will have a
chance to come up to the front of the room to conduct their experiment with the help of
the teacher. While your group is not working on the actual experiment, there are
questions on your handouts to be working on. Have students
6) Experiment: 25 minutes (5 groups, each group gets 5 minutes to do their experiment at
front of room with teacher assistance)
7) Pass out a coordinate grid for students. Tell them that they should draw buildings, a city,
farms, or some other type of human establishment within their coordinate grid. Tell
students to draw lightly enough that they will still be able to see their grid. (5 minutes).
Also have students label the axes of their grids using letters on one axis and numbers on
the other.
8) Tell students that they will now complete an experiment to see how landslides/other
falling things like ice can cause large tsunami waves.
9) Have students come up to the sink, one group at a time. Have students fill their
container (rectangular nearly to the top with water (leaving less than an inch of room).
10) Explain to students that they will use a piece of wood to create a slope that they will slide
gravel down. “This process replicates a landslide or a breaking iceberg.”
11) Have students record hypothesis as whether they think the slide will cause waves big
enough for the water to splash over onto their “land”.
12) The students will go one by one, placing their coordinate grid of “land” at the far end of
the water filled container. Have students take plastic bag (ziploc) filled with gravel and
hold it at the top of their slope. Instruct students to let go of their bag so that it slides
down the wood and into the water.
13) Tell students to watch as the bag hits the water, creating waves that go down the bucket
and over the edge, onto their “land”.
14) After each student of the group has gone, ask them to return to their seats. Call up next
group and repeat process until all groups have seen the experiment.
15) While students are at their desks waiting for their turn/waiting for other students to
complete their turn, have them complete the tsunami worksheet. Let students know that
there are certain parts of their worksheet that they will only be able to complete after
seeing the experiment.
I). Closed-Ended Questions:
1. Using the scale provided on your coordinate grid (1 square = ¼ of a mile), how many
miles in land did your tsunami waves travel?
Answer: The tsunami waves went 5 rows onto my paper. This means that the tsunami
traveled 1 ¼ miles inland.
2. What is the cause of tsunamis?
i. Ocean tsunamis are usually caused by underwater earthquakes, but can also be caused
by underwater landslides, underwater volcanic eruptions, and rarely can be caused by
large meteor impacts.
3. What does sliding the bag of gravel into the water represent? Why does this cause a
tsunami like wave?
Sliding the bag of gravel represents a landslide or a breaking iceberg. The bag shows us
what happens when a large object/portion of the earth hits the water. This causes a wave
because the bag of gravel pushes the water, causing waves to go towards the end of the bucket.
II). Open-Ended Questions:
1. Should people be allowed to live in places where their communities can be affected by
tsunami-caused flooding? Why or Why not? Write your answer in paragraph form.
2. What are some ways or inventions that people could use to protect themselves from
tsunamis (other than living away from the coast)
Materials:
1. Computer/smartboard
2. A rectangular plastic storage unit (about 12 inches long)
3. A ziploc bag filled with fish tank gravel or pebbles
4. 35 copies of tsunami handout
5. 35 copies of blank coordinate grid
6. 35 copies of reading handout (reading from children’s literature link listed above)
Student Rubric
Student Name:
Rating
Date:
3- Target
2-Satisfactory 1- Unsatisfactory
Behavioral
Objective 1:
Cause and effect
of tsunamis
Student can fully
express the
cause and effect
of tsunamis
Student partially
expresses the
cause and effect
of tsunamis, or
can only express
either cause or
effect
Student is
unable to
express the
cause and/or
effect of
tsunamis.
Behavioral
Objective 2:
Recognition of
impact tsunamis
have on humans
Through writing,
student fully
expresses
understanding
that tsunamis
have drastic
impact on
human life
Through writing,
student
expresses only
partial
knowledge of the
impact tsunamis
have on human
life
Through writing,
student is unable
to express the
impact that
tsunamis have
on human life.
Behavioral
Objective 3:
Evaluation of
Student clearly
states their
opinion on topic
Student clearly
states their
opinion on topic
Student does not
clearly state
opinion and does
Score:
whether or not
humans should
live near
tsunami zones
and supports
opinion with
valid reasoning
but does not
support opinion
with valid
reasoning
not provide any
support with
valid reasoning
Lesson Plan Citations:
1) Tremors Behind Tsunamis. (n.d.). Retrieved December 6, 2014, from
http://www.eduplace.com/rdg/gen_act/disaster/monster1.html
2) (n.d.). Retrieved December 6, 2014, from
http://www.pbs.org/wnet/savageearth/tsunami/index.htm
3) (n.d.). Retrieved December 6, 2014, from
http://nctr.pmel.noaa.gov/Mov/DART_04.swf
4) Tsunami Facts for Kids - Interesting Information about Tsunamis. (n.d.).
Retrieved December 6, 2014, from
http://www.sciencekids.co.nz/sciencefacts/earth/tsunamis.html.
5) How tsunamis work - Alex Gendler. (n.d.). Retrieved December 6, 2014,
from https://www.youtube.com/watch?v=Wx9vPv-T51I
6) Calving Glacier causes Mini Tsunami - Scares Penguins (YouTube)
7) https://www.youtube.com/watch?v=KtEDLzszM2o
Tsunami Worksheet
Vocabulary
1) tsunami2) fjord-
3) surge4) tidal5) tremor6) seismographQuestions
What are the causes of tsunamis?
How are tsunamis caused in fjords?
Why is early detection of tsunamis important?
Experiment
Hypothesize: What do you think will happen when we slide the bag of gravel into the
bucket of water? Will any of the water from the bucket end up on your “land” grid? Why
or why not?
After the experiment:
What are your results? Did the waves created splash over the side of the bucket? Did
the waves splash onto the “land” on your coordinate grid?
Using the scale of 1 square = ¼ mile, how many miles did the water travel inland?
If the “land” got hit by waves, how do you think that this would impact people living
there? If your land did not get hit by the water, imagine what it would be like for people
on land being hit by a tsunami. How would that impact the people?
Using the numbers and letters you have filled in on the axes of your coordinate grid,
write down what parts of the grid were affected by the “flooding”. (ex: A3-A8, B4-B7,
and C3-C4 were all flooded).
Now that you have recorded which parts of your grid were flooded, name this section of
the grid (ex: tsunami flood zone) and write 2-3 ideas about laws or plans that could be
put in place to protect people that live in those areas.
If you are finished early: Go on a class computer or take out a class laptop and go on
one of the following sites:
http://www.pbs.org/wnet/savageearth/animations/tsunami/index.html
or
http://nctr.pmel.noaa.gov/Mov/DART_04.swf
After watching the animations, write a summary of the animation for extra credit.
Tsunami Worksheet
Teacher’s copy with answers
Vocabulary
1) tsunami- A long high sea wave caused by an underwater earthquake, submarine
landslide, or other disturbance. “Tsunami” comes from the Japanese word for
“harbor wave”
2) fjord- a long, narrow, deep inlet of the sea between high cliffs, typically formed by
submergence of a glaciated valley
3) surge- an intense wavelike movement
4) tidal- of, relating to, or caused by the tides. (have students note that this is
important because tsunamis are often
5) tremor- movement of earth’s crust (when tremors happen at faults on the ocean
floor, tsunamis occur)
6) seismograph- Instrument used to detect seismic activities (tremors). Scientists
receive data from seismographs and use this data to determine if there will be
tsunamis. They then let port cities know if they need to worry about tsunamis.
Questions
What are the causes of tsunamis in the ocean?
Tsunamis are caused in the ocean when there are underwater earthquakes or tremors
caused by moving of the earth’s crust. The quick movement of the plates causes a lot
of water to be moved at a very fast speed. This results in multiple tsunami waves that
travel away from the site of the earthquake. Tsunamis can also be caused by
landslides, volcanic eruptions, and occasionally by large meteor strikes.
How are tsunamis caused in fjords?
Tsunamis are caused in fjords when large sections of icebergs break off (or cleave) and
fall into the water. The falling of the ice into the fjord causes tsunami waves to flow
away from the impact site.
Why is early detection of tsunamis important?
Early detection of tsunamis is important because many humans live near the ocean.
These people must be warned so that they can evacuate or get to higher ground if there
is time. When there is early detection of tsunamis, less lives are lost when the tsunamis
reach land.
Experiment
Hypothesize: What do you think will happen when we slide the bag of gravel into the
bucket of water? Will any of the water from the bucket end up on your “land” grid? Why
or why not?
Yes, water will come out of the bucket when the bag of gravel slides in. I think it will
create mini-tsunami like waves that will travel through the bucket and splash out.
Yes, I think the water will hit some of the “land” on my grid. I think yes because,
After the experiment:
What are your results? Did the waves created splash over the side of the bucket? Did
the waves splash onto the “land” on your coordinate grid?
Yes, the waves created splashed the “land” on my coordinate grid. This showed me
how landslides or breaking icebergs can create tsunami waves.
Using the scale of 1 square = ¼ mile, how many miles did the water travel inland?
The water traveled 1 ¼ miles inland.
If the “land” got hit by waves, how do you think that this would impact people living
there? If your land did not get hit by the water, imagine what it would be like for people
on land being hit by a tsunami. How would that impact the people?
I think it would be scary for people on land where a tsunami is hitting. People can get
hurt by the waves and maybe die. Also, their homes and cars may get destroyed. A
tsunami might impact people for a long time because it could take them a very long time
to rebuild all of the things that get destroyed.
Using the numbers and letters you have filled in on the axes of your coordinate grid,
write down what parts of the grid were affected by the “flooding”. (ex: A3-A8, B4-B7,
and C3-C4 were all flooded).
All of row A was flooded, and squares B3-B8 were flooded.
Now that you have recorded which parts of your grid were flooded, name this section of
the grid (ex: tsunami flood zone) and write 2-3 ideas about laws or plans that could be
put in place to protect people that live in those areas.
I named the flooded area “Tsunami Flood Area 1”. I would install warning sirens in
these areas so that the people who live there can be warned. I would also create a very
good drainage system that would allow the water to drain once the tsunami was over.
If you are finished early: Go on a class computer or take out a class laptop and go on
one of the following sites:
http://www.pbs.org/wnet/savageearth/animations/tsunami/index.html
or
http://nctr.pmel.noaa.gov/Mov/DART_04.swf
After watching the animations, write a summary of the animation for extra credit.
Tsunami Reading Handout:
A Deadly Force by Daniel Pendick
Though it's true that tsunamis are ocean waves. Triggered by volcanic eruptions, landslides,
earthquakes, and even impacts by asteroids or comets, a tsunami represents a vast volume of
seawater in motion -- the source of its destructive power.
The Japanese characters for tsunami mean "harbor wave," and many people commonly refer to
them as tidal waves, but in reality tsunamis have little to do with tides. They are creatures of the
open ocean, trains of giant waves that can travel for thousands of miles across the sea and still
pack enough energy to smash towns and drown the unwary.
Toss a stone in a pond and you create a series of ripples. A tsunami is just like those ripples,
except the disturbance that sets them in motion is of a much greater magnitude. Undersea
landslides and the collapse of oceanic islands into the sea make tsunamis. Volcanic eruptions
can also do it. In fact, the most deadly tsunami in recorded history followed the eruption and
virtual obliteration of Indonesia's Krakatoa Volcano in 1883. An estimated 36,000 people died as
a result of the eruption, the majority of them from the tsunamis.
Impacts by comets or asteroids can also generate giant tsunamis. No one has actually
witnessed such an event, except perhaps in films like DEEP IMPACT. But computer simulations
show that the giant tsunamis unleashed by Hollywood special effects wizards -- large enough to
swamp the Manhattan skyline -- are possible and have almost certainly happened in the distant
past. Scientists at the Los Alamos National Laboratory in New Mexico calculated that if an
asteroid three miles across hit the middle of the Atlantic Ocean, the tsunami would swamp the
upper East Coast as far inland as the Appalachian Mountains.
By far the most frequent tsunami-maker is the buckling of the seafloor caused by an undersea
earthquake. Tsunami earthquakes happen at subduction zones, places where drifting plates
that make up Earth's outer shell converge, and the heavier oceanic plate dips below the lighter
continents.
As a plate plunges down into Earth's interior, it moves in fits and starts -- sticking for awhile,
then slipping. When it's stuck against the edge of a continental plate, stresses build up. When
the locked zone gives way, parts of the seafloor may snap upward like a diver's springboard as
the tension is released; other areas may sink downward. In the instant after the quake, the
shape of the sea surface mirrors the contours of the seafloor below. But, just as quickly, gravity
acts to return the sea surface to its original shape. As the rumpled sea flattens out, ripples race
outward. A tsunami is born.
On the open ocean, tsunami waves approach speeds of 500 mph, almost fast enough to
keep pace with a jetliner. But gazing out the window of a 747, you wouldn't be able to pick it out
from the wind-driven swells. In deep water, the waves spread out and hunch down, with
hundreds of miles between crests that may be just a few feet high. A passenger on a passing
ship would scarcely detect their passing. But in fact the tsunami crest is just the very tip of a
vast mass of water in motion. Though wind-driven waves and swells are confined to a shallow
layer near the ocean surface, a tsunami extends thousands of feet deep into the ocean.
Because the momentum of the waves is so great, a tsunami can travel great distances with little
loss of energy. The 1960 earthquake off the coast of Chile generated a tsunami that had
enough force to kill 150 people in Japan after a journey of 22 hours and 10,000 miles. The
waves from a trans-Pacific tsunami can reverberate back and forth across the ocean for days,
making it jiggle like a planetary-scale pan of Jell-O.
As the waves in the tsunami reach shore, they slow down due to the shallowing sea floor, and
the loss in speed is often accompanied by a dramatic increase in wave height. The waves
scrunch together like the ribs of an accordion and heave upward. Depending on the geometry of
the seafloor warping that first generated the waves, tsunami attacks can take different forms. In
certain cases, the sea can seem at first to draw a breath and empty harbors, leaving fish
flopping on the mud. Tsunamis also flood in suddenly without warning. Tsunami waves usually
don't curve over and break, like Hawaiian surf waves. Survivors of tsunami attacks describe
them as dark "walls" of water. Impelled by the mass of water behind them, the waves bulldoze
onto the shore and inundate the coast, snapping trees like twigs, toppling stone walls and
lighthouses, and smashing houses and buildings into kindling.
“What’s the Hurri-cane? (an introduction to hurricanes)”
Lesson 6
Bloom’s Taxonomy: Analysis, Evaluation, Create
Gardner’s Multiple Intelligences: Interpersonal, Verbal-Linguistic, and Visual-Spatial
Children’s Literature:
1) http://www.weatherwizkids.com/weather-hurricane.htm
2) http://www.nhc.noaa.gov/outreach/games/canelab.htm
3) http://www.scholastic.com/browse/collection.jsp?id=890
UNIT STEM Activity: This lesson will be used as an introductory/resource lesson to educate
students on hurricanes.
NYC Science Scope and Sequence:
Inquiry Skills:
Communicating – giving oral and written explanations or graphic representations
of observations
Gathering and organizing data – collecting information about objects and events
which illustrate a specific situation
Identifying variables – recognizing the characteristics of objects or factors in
events that are constant or change
Process Skills:
xv. Observe, identify, and communicate cause-and-effect relationships
1.PS 2. 1 e: .Investigate the negative and positive impact of extreme natural events on living
things:
• Hurricanes
Technology: Smartboard, Computers for student use
NCTM Math Skills:
Reasoning and Proof Standard
- apply and adapt a variety of appropriate strategies to solve problems;
-
solve problems that arise in mathematics and in other contexts;
ISTE NETs Standards for Literate Students
1) Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and
processes using technology.
a. Apply existing knowledge to generate new
ideas, products, or processes
c. Use models and simulations to explore complex
systems and issues
2) Communication and collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute
to the learning of others.
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
Behavioral Objective(s):
1. To analyze the formation of hurricanes.
2. To evaluate the effect of hurricanes on coastal communities in the United States of America.
3. To combine statistics of hurricane classification from 2014 Atlantic Hurricane Season in a pie
graph.
Motivation
Lesson will begin with a video from National Geographic website on hurricanes. This video is
visually engaging, and starts students with some basic facts and visualizations on hurricanes.
Video link: http://video.nationalgeographic.com/video/101-videos/hurricanes101?source=relatedvideo
Time Duration: One period (45 minutes)
Procedure:
1) Explain to students that we will be continuing our unit on natural disasters with this
lesson on hurricanes. Start by asking students what they know about hurricanes.
Explain that there are no wrong answers. Use this to gauge prior student knowledge on
topic.
2) After students have had 2-3 minutes to share their prior knowledge on hurricanes, tell
students that we will watch an informative National Geographic video on hurricanes.
3) Play video for students (duration: 2:50)
4) If there are no questions, continue by pulling up weatherwizkids.com page from student
literature section above. Read aloud with students the first three sections, titled ‘What is
a Hurricane’, ‘How Do Hurricanes Form?’, and ‘What is Storm Surge?’
5) Ask close ended questions from section below and have students turn and talk with a
partner to answer. Students will have 3 minutes to discuss. Then call on 2-3 volunteers
to share their answers with the class.
6) After answers have been shared, have students take out class laptops and log on to
‘Create-a-Cane’ website. Explain that through the exploration of this website, they will
be able to find and record the weather conditions that lead to the formation of
hurricanes.
7) Tell students that they are to explore the website, using the “?” sections when they are
confused (though instructor may aid as necessary) to find the best conditions for
hurricane formation. Students have 10 minutes for investigation into this topic. Have
students record what conditions make the strongest hurricanes form.
8) After 10 minutes have passed, have students open science-notebooks and write a
response to open ended question number 1 (found below). Tell students they have 5
minutes to write their response.
9) Allow 2-3 students to share their responses to open ended question number 1.
10) After sharing of response to open ended questions, have students open up Scholastic
webpage on Hurricane Sandy relief. Read the page with the students.
11) After reading the page, explain that the links on the page under the initial article are
articles about various relief efforts for Hurricane Sandy.
12) Have students select an article that they would most like to read. Have students read an
article of their choosing from the list. Give students 10 minutes to read selected article.
13) Give students remainder of the period (about 5 minutes) to write an answer to open
ended questions numbers 2, 3, and 4 (found below).
14) Tell students that they should start these questions in class and finish responses for
homework (to be handed in for assessment).
Questions:
I). Closed-Ended Questions:
1. What is storm surge?
i. Answer: Storm surge is the water that gets collected at the center of a hurricane and pushed up
onto land.
2. Why are storm surges dangerous?
i. Answer : Storm surges are dangerous because as the water gets pushed onto land,
communities near the ocean and other bodies of water start to flood. This can cause damage to
houses, cars, roads, and people.
II). Open-Ended Questions:
1. What conditions aid the formation of hurricanes? Why do you think that these
conditions lead to the formation of hurricanes?
2. Now that you have read about hurricane relief efforts, what is something that you would
like to do to help hurricane victims?
3. What are the effects of hurricanes and storm surges on communities?
4. What are some things that you think might get overlooked when helping victims of
hurricanes?
Materials:
1) Smartboard
2) Computers for each student (or fair pairs of students)
3) Print outs of the first three sections of the weather wiz kids website (first link in
children’s literature section above) in case computers are not accessible. Students may
also take these home for reference and studying.
4) Printout of Hurricane Sandy Recovery Special Report (third link on children’s literature
section).
5) Printouts of 3-4 articles from Hurricane Sandy Recovery Report for student reading in
case computers are not available.
References:
1) Weather Wiz Kids weather information for kids. (n.d.). Retrieved November 20, 2014,
from http://www.weatherwizkids.com/weather-hurricane.htm
2) Create-a-Cane. (n.d.). Retrieved November 20, 2014, from
http://www.nhc.noaa.gov/outreach/games/canelab.htm
3) Hurricane Sandy Recovery Special Report. (n.d.). Retrieved November 20, 2014, from
http://www.scholastic.com/browse/collection.jsp?id=890
4) Fun Hurricane Facts for Kids - Interesting Information about Cyclones & Typhoons.
(n.d.). Retrieved December 7, 2014, from
http://www.sciencekids.co.nz/sciencefacts/weather/hurricane.html
Assessment:
Target “3”
Behavioral
Objective 1:
Analyze the
formation of
hurricanes
Using the
“Create-a-Cane”
website, student
scored above a
55 (out of 80)
“2”
Using the
“Create-a-Cane”
website,
students scored
between a 30
“3”
Using the
“Create-a-Cane”
website, student
scored below a
29 or less and
Student Score
and properly
recorded the
conditions that
lead to the
formation of a
hurricane.
and 55 and
recorded most of
the information
needed for the
formation of a
hurricane.
recorded little to
none of the
weather
conditions that
lead to the
formation of a
hurricane.
Behavioral
Objective 2:
Evaluation of
effect of
hurricanes
After reading the
scholastic article
and selecting an
additional article
to read, student
demonstrated a
total knowledge
of the effect of
hurricanes on
communities, as
well as drew a
connection
between effects
of hurricanes
and potential
relief efforts.
After reading the
scholastic article
and selecting an
additional article
to read, student
demonstrated a
partial
evaluation of the
effect of
hurricanes and
drew some
connection
between the
effect of
hurricanes and
potential relief
efforts.
After reading the
scholastic article
and selecting an
additional article
to read, student
demonstrated
little to no
evaluation of the
effect of
hurricanes and
drew no
connection
between the
effect of
hurricanes and
potential relief
efforts.
Behavioral
Objective 3:
Creation of Pie
Graph
Student correctly
creates pie graph
to show
categorization of
2014 Atlantic
Hurricane
Season.
Student creates a
pie graph to
show
categorization of
2014 Atlantic
Hurricane
Season, but
graph has errors
or is missing
information.
Student failed to
create a pie
graph to show
categorization of
2014 Atlantic
Hurricane
Season.
What’s the Hurri-cane?
Handout
Answers to close-ended questions
1) What is storm surge?
2) Why are storm surges dangerous?
Create-a-Cane website score and write up:
Open Ended Question Response:
2. Now that you have read about hurricane relief efforts, what is something that you would
like to do to help hurricane victims?
3. How do you think hurricanes and storm surges affect communities? Has life ever been
impacted by a hurricane?
What are some things that you think might get overlooked when helping victims of
hurricanes?
Pie Graph Exercise (homework):
Using Microsoft Excel, compile the following statistics to into a Pie Graph that shows the
percentages of how many of each category hurricane there was (based on wind speed) for the
2014 Atlantic Ocean hurricane season (Note: If a computer or Microsoft Excel is not available to
you, it is acceptable to create your pie graph by hand-drawing it):
Name of Hurricane
Category (Tropical Depression,
Tropical Storm, Category 1, 2, 3, 4, 5)
Arthur
Category 2
Unnamed Tropical Depression (TD)
Tropical Depression
Bertha
Category 1
Cristobal
Category 1
Dolly
Tropical Storm
Edouard
Category 3
Fay
Category 1
Gonzalo
Category 4
Unnamed Tropical Depression (TD)
Tropical Depression
Hannah
Tropical Storm
Student Work Sample
What’s the Hurri-cane?
Answers to close-ended questions
1) What is storm surge?
Storm surge is the water that gets collected at the center of a hurricane and pushed up
onto land.
2) Why are storm surges dangerous?
Storm surges are dangerous because as the water gets pushed onto land, communities near the
ocean and other bodies of water start to flood. This can cause damage to houses, cars, roads,
and people.
Create-a-Cane website score and write up:
I got a score of 80 on the create-a-cane website. Based on this website, I know that the
ideal conditions for hurricane formation are as follows:
a. Light to medium upper-level, mid-level, and lower-level winds. These winds must also
be blowing in the same direction. The website states that there is low wind sheer.
b. Very moist middle and lower levels of the atmosphere. The upper layer of the
atmosphere can be dry or moist for the formation of hurricanes.
c. Formation of hurricanes takes place best between 5-30 degrees north (latitude).
d. 26.5 degrees Celsius water temperature is best for hurricane formation.
e. Once the conditions above are in place, a tropical depression is triggered near the coast
of Africa.
f. After a tropical depression has been formed, it develops into a tropical storm.
g. Tropical storms develop into hurricanes.
Open Ended Question Response:
2. Now that you have read about hurricane relief efforts, what is something that you would
like to do to help hurricane victims?
I would like to help hurricane victims by providing a way for families to get fresh water. I know
that there are many ways to filter water. I would like to make water filters available to help
families since water is so important to humans.
3. How do you think hurricanes and storm surges affect communities? Has life ever been
impacted by a hurricane?
Hurricanes and storm surges affect communities in many ways. One way is that they
cause humans to evacuate their homes. Storm surges from hurricanes can also cause people’s
houses to be destroyed.
My life was affected by Hurricane Sandy. My family had to evacuate and the first floor of
our home had 4 feet of water. It took us a long time to rebuild. Some people in my community
have still not moved back into their homes after Hurricane Sandy.
4. What are some things that you think might get overlooked when helping victims of
hurricanes?
I think that people might overlook the lack of clean water for drinking. I also think that people
might overlook that it takes a long time for people to repair their homes after storms. I also
think that people do not consider how hurricanes affect people’s feelings.
Pie Graph Exercise (homework):
Using Microsoft Excel, compile the following statistics to into a Pie Graph that shows the
percentages of how many of each category hurricane there was (based on wind speed) for the
2014 Atlantic Ocean hurricane season (Note: If a computer or Microsoft Excel is not available to
you, it is acceptable to create your pie graph by hand-drawing it):
Name of Hurricane
Category (Tropical Depression,
Tropical Storm, Category 1, 2, 3, 4, 5)
Arthur
Category 2
Unnamed Tropical Depression (TD)
Tropical Depression
Bertha
Category 1
Cristobal
Category 1
Dolly
Tropical Storm
Edouard
Category 3
Fay
Category 1
Gonzalo
Category 4
Unnamed Tropical Depression (TD)
Tropical Depression
Hannah
Tropical Storm
Weather Wiz Kids Reading
What is a hurricane?
A hurricane is a huge storm! It can be up to 600 miles across
and have strong winds spiraling inward and upward at speeds of 75 to
200 mph. Each hurricane usually lasts for over a week, moving 10-20
miles per hour over the open ocean. Hurricanes gather heat and
energy through contact with warm ocean waters. Evaporation from
the seawater increases their power. Hurricanes rotate in a counterclockwise direction around an "eye" in the Northern Hemisphere and
clockwise direction in the Southern Hemisphere. The center of the
storm or "eye" is the calmest part. It has only light winds and fair
weather. When they come onto land, the heavy rain, strong winds and
large waves can damage buildings, trees and cars.
How do hurricanes form?
Hurricanes only form over really warm ocean water of 80°F or
warmer. The atmosphere (the air) must cool off very quickly the
higher you go. Also, the wind must be blowing in the same direction
and at the same speed to force air upward from the ocean surface.
Winds flow outward above the storm allowing the air below to rise.
Hurricanes typically form between 5 to 15 degrees latitude north and
south of the equator. The Coriolis Force is needed to create the spin
in the hurricane and it becomes too weak near the equator, so
hurricanes can never form there.
What is storm surge?
Storm surges are frequently the most devastating element of a
hurricane. As a hurricane’s winds spiral around and around the
storm, they push water into a mound at the storm’s center. This
mound of water becomes dangerous when the storm reaches land
because it causes flooding along the coast. The water piles up,
unable to escape anywhere but on land as the storm carries it
landward. A hurricane will cause more storm surge in areas where the
ocean floor slopes gradually. This causes major flooding.
As you watch the storm-surge animations, notice the effect that
the physical geography of each coastline has on storm surge. Also,
note the waves on top of the ocean's surface. Wind, waves, and sealevel rise all contribute to storm-surge damage.
Hurricane Sandy Recovery Reading:
Hurricane Sandy Recovery Special Report
Hurricane Sandy made landfall on October 29, hitting New York City, Long Island,
coastal New Jersey, and parts of New England very hard. In early 2013, many
communities are still struggling to recover from one of the worst storms to ever
hit the region.
But the residents in the hardest-hit areas aren't alone. Kids and adults from all
over the country have sent aid, assistance, and relief to the victims of Sandy.
Schools have held fundraisers to help other schools, volunteers have traveled to
affected areas to help restore power, and clinics and shelters have helped pets
who were displaced by the storm.
Scholastic News Kid Reporters have found stories of communities across the
nation standing with their east coast neighbors. Find out how kids are helping the
relief effort – and catch up with the Kid Reporters' on-the-ground reporting during
the storm – in this Hurricane Sandy Recovery Special Report.
Do you know of any charities or relief efforts happening in your community that
are helping with the Sandy recovery? If you do, share them with us on the
Scholastic News Kids Press Corps Blog!
Photo: A young volunteer at Hoboken High School pushes a bin of clothing
donations intended for distribution to the public as surrounding neighborhoods
remain without power due to damage caused by Superstorm Sandy, Sunday,
November 4, 2012, in Hoboken, New Jersey. (AP Photo/ John Minchillo)