45 - Weebly



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|i|Students will understand the following: | | | |

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|]|A volcano can act as a giant cooling vent for Earth’s inner core. | | | |

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|i|Each group will need the following materials: | | |i| | | | |

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|]|Newspaper | | |]| | | | |

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| |Smocks or lab coats for all group members | | | | | | | |

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| |Modeling clay, salt dough, or soil | | | | | | | |

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| |Small empty plastic soda bottle | | | | | | | |

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| |Baking pan | | | | | | | |

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| |Red food coloring | | | | | | | |

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| |Liquid detergent | | | | | | | |

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| |Two tablespoons (25 milliliters) baking soda | | | | | | | |

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| |Funnel | | | | | | | |

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| |Vinegar | | | | | | | |

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|c|Review with your students what they have learned about volcanoes. In discussing what they know about volcanoes, bring out the | |c|

|]|following background information: | |]|

| |At Earth’s center is a core of hot liquid iron and nickel. | | |

| |Earth is made up of interlocking pieces of land calledtectonic plates. | | |

| |Heat from Earth’s core can escape to the outside through a gap between tectonic plates, or heat can “punch” through the middle of a| | |

| |tectonic plate, releasing pressure and heat to the outside. | | |

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| |2. | | |

| |Tell students they are going to create model volcanoes that will help them visualize what a real volcanic eruption is like. | | |

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| |3. | | |

| |Divide your class into groups, distributing materials to each group. | | |

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| |4. | | |

| |Have students in each group line their work area with newspaper and put on smocks or lab coats to prevent staining desktops or | | |

| |clothing. | | |

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| |5. | | |

| |Instruct students in each group to place the soda bottle in the baking pan, and mold the clay, dough, or soil into a “mountain” | | |

| |around the bottle. Students should be sure not to cover the bottle opening or to allow any material to get inside the bottle. | | |

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| |6. | | |

| |Tell students to fill the bottle almost to the top with warm water mixed with a little red food coloring. | | |

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| |7. | | |

| |Next, students should add 6 drops of liquid detergent to the bottle. | | |

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| |8. | | |

| |Have students add the baking soda to the bottle, using the funnel. | | |

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| |9. | | |

| |Also using the funnel, have students pour the vinegar slowly into the bottle. | | |

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| |10. | | |

| |Once the vinegar is added, students should see a red, foamy mixture rise over the top of the “volcano” and flow down its slopes. | | |

| |Tell students that the mixture represents thelavathat flows down the sides of a real volcano. | | |

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| |11. | | |

| |Either explain to students how their models resemble a real volcano, or challenge them to do research to come up with their own | | |

| |explanations. Here is an explanation you might give: | | |

| |The molten metal that makes up Earth’s core is calledmagma. Extreme heat can cause bubbles of carbon dioxide gas in magma to | | |

| |expand. The expanding gas pushes the magma into thevent,or opening, of a volcano and up to Earth’s surface. A volcanic eruption | | |

| |occurs when the magma overflows. The overflowing magma is calledlava. Vinegar and baking soda, when mixed together, react | | |

| |chemically to create carbon dioxide gas. The gas bubbles build up inside the bottle, forcing the liquid out of the bottle. In this | | |

| |way, the model is similar to a real volcano. | | |

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|i|Create the model yourself, and have children watch your “erupting volcano.” Then explain to them, in simpler terms, the causes of a|] |i|

|c|real volcanic eruption. | |c|

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|c|Describe the positive and negative aspects of the job of a volcanologist. Contact the National Geographic Society for more | |c|

|]|information on this occupation. | |]|

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| |2. | | |

| |Some instruments such as seismographs and chemical analysis equipment help scientists predict volcanic activity. Discuss the | | |

| |accuracy of these predictions. How safe would you feel living near a potentially violent volcano? What kinds of precautions and | | |

| |emergency procedures would a community that lives near a volcano need to consider? | | |

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|i|Evaluate groups on their projects on the basis of how well they follow instructions and work together. |] |i|

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|i|Volcano World |] |i|

|c|Have your students research volcanoes in the continental United States (e.g., Mount Saint Helens), and discuss their past and | |c|

|]|present activity levels. Students might contact local city or state governments for information on how these areas are being | |]|

| |monitored. | | |

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| |Who Wants to Be a Volcanologist? | | |

| |Have students contact the National Geographic Society for information on volcanologists and what they do. Have them describe the | | |

| |positive and negative aspects of a job as a volcanologist. | | |

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|i|Volcanoes : Crucibles of Change |] |i|

|c|Richard V. Fisher, Grant Heiken, and Jeffrey B. Hulen, Princeton, N.J. : Princeton University Press, 1997. | |c|

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|i|Volcano World |] |i|

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|i|Click on any of the vocabulary words below to hear them pronounced and used in a sentence. |] |i|

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|]|   core | |]|

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| |Definition:The central portion of the Earth below the mantle, consisting of iron and nickel. | | |

| |Context:In the center is the yellow core of the planet, a mass of hot liquid iron and nickel. | | |

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| |   mantle | | |

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| |Definition:The layer of the Earth between the crust and the core. | | |

| |Context:The white of the egg represents a layer of hot rock called the mantle. | | |

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| |   crust | | |

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| |Definition:The exterior portion of the Earth that lies above the Mohorovicic discontinuity. | | |

| |Context:The eggshell is the earth’s crust. | | |

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| |   tectonic plates | | |

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| |Definition:Structural features that construct the Earth, consisting of interlocking pieces of land. | | |

| |Context:The Earth is made up of interlocking pieces of land, called tectonic plates. | | |

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|i|This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A | | |

|c|Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research| | |

|]|for Education and Learningin Aurora, Colorado. | | |

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| |Grade level:K-2, 3-5, 6-8 | | |

| |Subject area:science | | |

| |Standard: | | |

| |Understands basic features of the Earth. | | |

| |Benchmarks: | | |

| |(K-2)Knows that Earth materials consist of solid rocks and soils, liquid water and the gases of the atmosphere. | | |

| |(3-5)Knows that when liquid water disappears, it turns into gas (vapor) in the air and can reappear as a liquid when cooled. | | |

| |(6-8)Knows that the solid Earth is layered with a thin brittle crust, hot convecting mantle and dense metallic core. | | |

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| |Grade level:3-5, 6-8 | | |

| |Subject area:science | | |

| |Standard: | | |

| |Understands basic Earth processes. | | |

| |Benchmarks: | | |

| |(3-5)Knows that smaller rocks come from the breakage and weathering of bedrock and larger rocks. | | |

| |(3-5)Knows that rock is composed of different combinations of minerals. | | |

| |(3-5)Knows that the surface of the Earth changes; some changes are due to slow processes (e.g., erosion, weathering), and some | | |

| |changes are due to rapid processes (e.g., landslides, volcanoes, earthquakes). | | |

| |(6-8)Knows how land forms are created through a combination of constructive and destructive forces: constructive forces include | | |

| |crustal deformation, volcanoes and deposition of sediment; destructive forces include weathering and erosion. | | |

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| |Grade level:6-8 | | |

| |Subject area:geography | | |

| |Standard: | | |

| |Knows the physical processes that shape patterns on Earth’s surface. | | |

| |Benchmarks: | | |

| |1Knows the major processes that shape patterns in the physical environment (e.g., the erosional agents such as water and ice, | | |

| |earthquake zones and volcanic activity, the ocean circulation system). | | |

| |2Knows the consequences of a specific physical process operating on Earth’s surface (e.g., effects of an extreme weather phenomenon| | |

| |such as a hurricane’s impact on a coastal ecosystem; effects of heavy rainfall on hillslopes; effects of the continued movement of | | |

| |Earth’s tectonic plates). | | |

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Disaster!

Outline of Procedure:

1.        Teacher models thinking during a shared reading lesson using the National Geographic Expedition Book: Weather and Climate ISBN 0-7922-8876-9. The students learn how to determine importance in text. During reading block students are immersed in books about natural disasters. As they read students collect information about their research topic.

2.        Students decide what disaster they are interested in researching.

They write their 3 inquiry questions:

Initial Student Inquiry Questions:

What is a ___________?

(volcano, hurricane, typhoon, or tsunami)

How is a ___________ formed?

(volcano, hurricane, typhoon, or tsunami)

Students choose a third question of their choice to investigate.

3.        Each day during writing workshop, the teacher models for students how to research and write a research report. During reading block, students are immersed in expository text about the disasters of volcanoes, typhoons, tsunamis, and earthquakes.

Reading

Students will be reading materials of their own choice as well as meeting with the teacher for guided strategy lessons on determining importance. For more information on determining importance, read Mosaic of Thought by Ellen Keene, Stategies That Work, Harvey & Gouvis, and Reading with Meaning, Debbie Miller. Students will also be accessing information from the internet.

Session 1 – Introduces the strategy of Determining Importance:

Book Introduction: Using a weather related reading text - Weather and Climate – Reading Expeditions, together look at the text features: Title and Cover of the book, Table of Contents, Glossary, and Index. Give the students 5-10 minutes to scan for other text features such as maps, comparisons, cutaways, close-ups, graphs, etc. and ask them to write their predictions on Post-its. Read the introduction Weather and Climate page 4-5 and discuss student’s predictions.

Writing

Day One - Writing Workshop

Mini Lesson- You are going to be writing a research report on a disaster of your choice – volcano, typhoon, tsunami, or earthquake. Yesterday your group reading discussed tornadoes. I got really interested and decided I wanted to learn about tornadoes. I went to the World Book Online and printed an entry on Tornado. I’m going to share with you how I take notes and record them to write a research report.

(Using the overhead and chart paper, model for students how to take notes by highlighting on the overhead words and phrases and recording on the chart paper-example below of 1st inquiry question – What are Tornadoes?)

|Most violent of all storms |Tornado Alley – Texas, Oklahoma |

| |Kansas, Nebraska, and Iowa |

|Rapidly rotating column of air |Occur spring, and early summer |

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|US has the highest incident of tornadoes |Occur late afternoon and early evening |

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|Winds 300 miles per hour |Small intense cyclones |

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During write time students go to computer lab to print out their disaster choice -encyclopedia entry.

 

 

What are Tornadoes?

Let’s take a gander at these wild, whirling winds. Just what are tornadoes? Tornadoes are the most violent of all storms. The winds inside a tornado rotate rapidly at 300 miles per hour. The United States is the world’s leader in the incident of tornadoes. The most tornadoes occur in an area of Midwest called Tornado Alley. This includes the states of Texas, Oklahoma, Kansas, Nebraska, and Iowa. These severe storms occur in the spring and early summer. They tend to happen in the late afternoon or early evening.

Write Time - Students continue writing their notes or begin their first inquiry question draft.

Day Six: Writing Workshop

Mini Lesson - Teacher models how notes are used to write answer to second inquiry question.

How Do Tornadoes Form?

What is the recipe for a tornado? The ingredients are: a big thunderstorm; winds blowing from opposite directions; rain and hail, and a strong updraft. A tornado forms when a layer of warm moist air near the ground mixes with a layer of much cooler air above. These two different layers form a wide horizontal tube of swirling air that looks like a funnel falling out of the sky. As the tornado forms it may start out as light rain at first, and then get heavier. Then the rain becomes mixed with hail sometimes the size of golf balls or baseballs. After hail, a tornado may strike.

Write Time - Students continue writing their notes or begin their first or second inquiry question draft.

Day Seven : Writing Workshop:

Mini Lesson - Teacher shares third inquiry question model

Who Studies Tornadoes?

Scientists who study tornadoes are called meteorologists. They study tornadoes in the laboratory and in the out of doors. In the laboratory they make computer models and develop instruments to learn about tornadoes. Storm chasers are teams of scientists that chase tornadoes. It is difficult to study tornadoes because they form very fast and then disappear. It is very difficult to be at the right place at the right time. When the scientists chase a storm, they measure its wind, temperature, and air pressure. They may record the flying debris. They also may drop instruments in or near the paths of tornadoes.

Write Time – Students continue writing their drafts.

Day Eight: Writing Workshop:

Mini Lesson - Share Lead Paragraph and Title. Remind students of how writers choose titles and write leads that has been taught previously in Writing Workshop

Racing Across the Sky

Twisters are one of the most fascinating storms on Earth. A twister isn’t likely to take you to Munchkinland, as it did in the “Wizard of Oz,” but a strong one can definitely create awe and respect of nature in the people who see it. Tornadoes can destroy buildings and create a damage path a mile wide.

Write Time - Students continue writing their draft.

Assessment

1.      Writing Rubric

2.      Oral Presentation of Power Point

Resources

Curriculum Resource:

Curriculum Guide Earth 2U, Exploring Geography

National Geographic Society – To order phone: 202-775-6701 begin_of_the_skype_highlighting              202-775-6701      end_of_the_skype_highlighting or check



Mosaic of Thought - Ellen Keene Heinemann Publishers ISBN: 0435072374

Strategies That Work - Harvey and Goudvis 2001 Stenhouse Publishers ISBN: 1571103104

Reading for Meaning – Debbie Miller Stenhouse Publishers ISBN: 1-57110-307-4

 

Reading Materials:

National Geographic

Weather and Climate KF41270

Watch the Sky KF41022 Level 4

Weather Today KF41117 Level 11

Volcanoes KF41341 Level 24

Storms KF41335 Level 22

Volcanoes and Earthquakes KF41268

Geo Kit – Dynamic Earth KF90560

Videos:

Killer Wave – Power of the Tsunami KF51904

Volcano – KF51411

Volcano – Nature’s Inferno KF51901

Ring of Fire

Harcourt Brace ISBN 0-15-323158-0

Tornadoes

by Seymour Simon

Natural Disaster (Fast Forward Series)

by Jenny Vaughn, Nick Hewitson (Illustrator), N. J. Hewetson (Illustrator), Jenny Vaughan

Earthquakes and Volcanoes (Reader's Digest Pathfinders)

by Lin Sutherland

Do Tornadoes Really Twist?: Questions and Answers About Tornadoes and Hurricanes (Scholastic Q & A)

by Melvin Berger

DK Readers: Twisters! (Level 2: Beginning to Read Alone)

Hurricanes (Natural Disasters)

by Kris Hirschmann (Hardcover - June 2001)

Earthquakes (Natural Disasters)

by Allison Lassieur (Hardcover - January 2002)

Volcanoes (Natural Disasters)

by Allison Lassieur (Hardcover - September 2001)

See More Readers: Super Storms -Level 2

by Seymour Simon (Paperback - April 2002)

Tsunamis (Natural Disasters)

by Luke Thompson (Paperback - September 2000)

Natural Disasters: Quick & Easy Internet Activities for the One-Computer Classroom

by Jordan D. Brown, Ivy Rutzky (Illustrator) (Paperback - January 2002)

Secret Worlds Tornadoes and other Dramatic Weather Systems

By Michael Allaby ISBN 0-7894-7980-X

 Magic School Bus Series

 Volcanoes Mountains of Fire ISBN 0-679-88641-9

Magic Treehouse Series

Earthquake in the Morning ISBN 0-679-89070-X

Vacation Under the Volcano ISBN 0-679-89050-5

 

Websites:

Tsunami











Volcanoes



(within Volcano World there is a listing of many more sites to visit)

Earthquakes





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Typhoons or Hurricanes









 

Teacher Model

Racing Across the Sky

Twisters are one of the most fascinating storms on Earth. A twister isn’t likely to take you to Munchkinland, as it did in the “Wizard of Oz,” but a strong one can definitely create awe and respect of nature in the people who see it. Tornadoes can destroy buildings and create a damage path a mile wide.

What are Tornadoes?

Let’s take a gander at these wild, whirling winds. Just what are tornadoes? Tornadoes are the most violent of all storms. The winds inside a tornado rotate rapidly at 300 miles per hour. The United States is the world’s leader in the incident of tornadoes. The most tornadoes occur in an area of Midwest called Tornado Alley. This includes the states of Texas, Oklahoma, Kansas, Nebraska, and Iowa. These severe storms occur in the spring and early summer. They tend to happen in the late afternoon or early evening.

How Do Tornadoes Form?

What is the recipe for a tornado? The ingredients are: a big thunderstorm; winds blowing from opposite directions; rain and hail, and a strong updraft. A tornado forms when a layer of warm moist air near the ground mixes with a layer of much cooler air above. These two different layers form a wide horizontal tube of swirling air that looks like a funnel falling out of the sky. As the tornado forms it may start out as light rain at first, and then get heavier. Then the rain becomes mixed with hail sometimes the size of golf balls or baseballs. After hail, a tornado may strike.

Who Studies Tornadoes?

Scientists who study tornadoes are called meteorologists. They study tornadoes in the laboratory and in the out of doors. In the laboratory they make computer models and develop instruments to learn about tornadoes. Storm chasers are teams of scientists that chase tornadoes. It is difficult to study tornadoes because they form very fast and then disappear. It is very difficult to be at the right place at the right time. When the scientists chase a storm, they measure its wind, temperature, and air pressure. They may record the flying debris. They also may drop instruments in or near the paths of tornadoes.

Name _______________________________________    Topic _________________________________

Inquiry Question: ____________________________________________________________________

Notetaking

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Model of Student's Power Point

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Natural Disasters

Grade:

4-5

Subjects:

Science

Prep Time:

less than 30 minutes

Duration:

Multiple Class Sessions

There are 2 assets for this resource.

Summary:

Students will identify and characterize the natural disasters and then present a safety plan.

Materials:

Blank maps, computers, books, colored pencils, presentation software

Goals:

To create awareness and safety publication for the most popular natural disasters in the United States.

Resource Instructions

1. Brainstorm the types of natural disasters students have heard of on the news or in stories. Which of these natural disasters have taken place in the United States? How are they different? Any similarities?

2. Divide the groups up into natural disasters teams. Each team will be responsible for one natural disaster.

3. Research Time.

• Research where your natural disaster is most likely to occur. What conditions are necessary? Why are these regional areas more prone to your team's natural disaster?

• Color in a blank country map of the United States to show where your natural disaster has already occurred or expected to occur in the future. If possible, identify how many of those natural disasters have already occurred in each area.

• Use a graphic organizer to show characteristics of the natural disaster.

• Brainstorm how someone should stay safe before, during, and after the natural disaster.

• Create an awareness campaign to share your safety tips.

• Write a report summarizing what you have learned about your natural disaster.

• Share your presentation with the class. Include any historical information that might draw the class in, regional information, characteristics, and then the presentation.

4. Class Presentations.

Extensions:

• Keep a map tracking the various natural disasters as they occur in the United States.

• Find out what other natural disasters occur in the world.

Assessment:

Students will be graded by their team members for cooperation skills. The teacher will use a rubric to grade the project presentation, maps, and characteristics.

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|Themes or Keywords : Natural Disasters, Creative | |

|Story Writing | |

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|Objectives : | |

|To enable students to be able to produce a | |

|creative writing story about Natural Disasters, | |

|following the concepts of a beginning, | |

|complication and an end. | |

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|Materials : | |

|Paper for Students | |

|4 types of creative writing cards - 1. location(eg| |

|Beach, Park, Jungle) 2. object (surfboard, shovel,| |

|piano), 3. character (clown, vet, dentist), 4. | |

|Natural disaster (flood, cyclone, mud slide) - | |

|teacher to design and make. | |

|4 containers to put each of the 4 types of cards | |

|in | |

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|Introductory Questions : | |

|What are the parts of a story? | |

|How can we make stories that we write | |

|entertaining? | |

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|Introductory Activity : |

|1. Teacher to discuss concepts and structure of stories - can use examples of previous texts shown to students - beginning, middle and an end. |

|2. Introduce that students are to write a creative story with a twist! Show them the 4 containers, one with each card placed in to it (eg container 1 holds all the cards with the|

|location of the student's story in it etc). |

|Body : |

|3. Students to come up and randomly pick a card from each of the containers, therefore been given a location for their story, an object that must be included in their story, a |

|character that they can name if they like, but has to be in the story somehow and a natural disaster that can be part of their complication. |

|4. Give students an example of what it might be like eg: A BALLERINA(character) was going to get her PIANO (object) fixed when a CYCLONE (natural disaster) hit and sent her to |

|the HOSPITAL (location). Obviously, students stories will be expected to be more elaborate and exciting! |

|5. Students to go and write their stories. |

|Conclusion Activity : |

|6. Allow students to be able to edit their stories once they have finished - spelling mistakes, punctuation etc |

|7. Get some of your students to read out their stories to the rest of the class - You often get the most crazy and far fetched situations, but it is great for a laugh! Students |

|that I have had in the past have loved doing this activity and have begged to do it for more than one occassion - it is an easy solution for those students who have difficulty |

|trying to get a complication, character or location for their creative writing story and enables students to produce amazing work! |

|Evaluation Activity : |

|Can use a checklist to see how the students are going with certain aspects of story writing - if they are able to create a structured story or not. Also allows you to see if they|

|are having trouble with their English skills and see if they have been listening to you about natural disasters and their effects. |

Lesson: Naturally Disastrous

San Francisco City Hall after 1906 earthquake.

Summary

Students are introduced to natural disasters, and learn the difference between natural hazards and natural

disasters. They discover the many types of natural hazards — avalanche, earthquake, flood, forest fire,

hurricane, landslide, thunderstorm, tornado, tsunami and volcano — as well as specific examples of

natural disasters. Students also explore why understanding these natural events is important to engineers

and everyone's survival on our planet.

Engineering Connection

Engineers learn about our planet so that humans can exist with and survive its natural events. Engineers

must be aware of natural hazards and potential natural disasters in order to prevent or minimize their

harmful effects on people and property. They create devices that detect natural disasters, build structures

to withstand them, and invent devices to study natural hazards. Our homes must withstand the powerful

forces of wind, snow, water, fire and moving earth. Specialty items to help people in natural disasters

include avalanche beacons and airbags, lightning rods and all kinds of environmental sensors. Engineers

also design special equipment to fight fires on the ground and from the air.

Contents

1. Learning Objectives

2. Introduction/Motivation

3. Background

4. Vocabulary

5. Associated Activities

6. Lesson Closure

7. Assessment

8. Extensions

9. References

Grade Level: 4 (3-5) Lesson #: 1 of 8

Time Required: 20 minutes Lesson Dependency :None

Keywords: Disaster, earthquake, flood, hazard, hurricane, landslide, natural disaster, natural hazard,

tornado, tsunami, volcano

Related Curriculum

subject areas Earth and Space

curricular units Natural Disasters

activities Save Our City!

Educational Standards

• Colorado Science

4.1 Students know and understand the composition of Earth, its history, and the natural processes that

shape it. (Grades 0 - 12) [1995]

•

Standard 5:

Students know and understand interrelationships among science, technology, and human activity and

how they can affect the world. (Grades 0 - 12) [1995]

•

4.2 Students know and understand the general characteristics of the atmosphere and fundamental

processes of weather. (Grades 0 - 12) [1995]

•

Learning Objectives (Return to Contents)

After this lesson, students should be able to:

• Differentiate between a natural disaster and a natural hazard.

• Be able to name at least three different natural hazards.

• Describe why engineers care about natural disasters.

Introduction/Motivation (Return to Contents)

Does anyone know what a natural disaster is? Can give me an example of a natural disaster? (Students

might mention natural forces that cause destruction such as volcanoes, earthquakes, tsunamis, floods,

hurricanes, tornados, landslides, etc. As they give you examples, write them on the board.) If a volcano

erupts in Antarctica, where no human is affected, is it a natural disaster? What about an earthquake that

no one feels? Well, these are actually considered natural hazards, but not natural disasters. The difference

between a natural disaster and a natural hazard is that a natural hazard has the potential to cause damage

to people, but doesn't necessarily, while a natural disaster is a natural hazard that affects human

populations. For example: Volcanoes are natural hazards because they have the potential to erupt and

affect humans. Mt. Pinatubo was a volcano that erupted in the Philippians in 1991 destroying

communities and taking the lives of 300 people, making Mt. Pinatubo a natural disaster.

Why do engineers care about natural hazards? Well, engineers need to understand natural hazards in order

to understand their effects on the things they create. They also need to know where natural hazards are

likely to occur, so they can prepare for keeping people safe from them. Engineers work to design

communities that can either survive or minimize the impact of a natural disaster. Engineers design

structures such as buildings and bridges so they do not fall down in an earthquake, they build channels to

deflect lava flows from volcanoes, and they even put buildings on stilts to avoid tsunamis. Engineers also

design special instruments to predict natural hazards like hurricanes, earthquakes, tsunamis and floods.

Engineers develop tracking devices for thunderstorms and tornados. Engineers even work on the special

devices for helping rescuers find people buried in avalanches. Engineers do a lot with natural hazards and

natural disasters.

Lesson Background & Concepts for Teachers

An avalanche in the

Cascade Mountains, WA.

Natural Hazards: What is a natural hazard? A natural hazard is any naturally-occurring event that poses

a danger to human life or property. "Natural hazards" is a general term for events such as volcanoes,

earthquakes and tsunamis. Types of natural hazards include: avalanche, earthquake, flood, forest fire,

hurricane/typhoon/cyclone, landslide, thunderstorm/blizzard/ice storm, tornado, tsunami and volcano.

Below are short descriptions of these natural hazards. In later lessons of this unit, many of these natural

hazards are examined in more detail.

Engineering students at the

University of Colorado at

Boulder designed and

created a jacket avalanche

airbag that can be rapidly

inflated to keep a person

closer to the surface of an

avalanche, and thus more

likely to survive.

An avalanche is a large mass of snow, ice and/or rock that is carried down a slope by gravity. Typically,

the term avalanche refers to snow sliding down a mountain. Of several different kinds of avalanches, the

most common and most dangerous is a slab avalanche. A slab avalanche occurs when a large section of

snow can no longer stick to the side of a slope and is overcome by the force of gravity. These typically

form on slopes that have an incline between 25 and 60 degrees. Most avalanche victims are backcountry

skiers, but avalanches can sometimes destroy human settlements. One example is the mountain town of

Montroc in France, which was hit by an avalanche in 1999 killing 12 people. Predicting and preventing

avalanches can be difficult, but engineers use several methods to mitigate the impact of avalanches.

- Free resources for K-12 3/

Passive methods include snow fences and retarding structures that hold the snow on the slope or redirect

or slow the avalanche so that it does not damage structures. Active techniques typically involve triggering

small avalanches with explosives in order to prevent larger avalanches from forming. Engineers also

design devices such as beacons and airbags that people can wear in the backcountry to help them survive

an avalanche. A beacon is an electronic transmitter that helps rescuers find a buried person, while airbags

inflate during an avalanche, keeping the victim buoyant as well as providing breathing room once the

avalanche stops.

Earthquakes are potentially devastating natural hazards. Earthquakes are formed as the tectonic plates

that make up the crust of the Earth rub against each other. While there are approximately 8,000

earthquakes every day worldwide, almost all of these are too small to feel. Occasionally one is large and

close enough to a populated area to create significant damage. Engineers work to design devices such as

seismometers and lasers that can help predict earthquakes. Engineers also consider the powerful forces of

earthquakes when designing structures and bridges.

Flood of Clarksville, MO, by the

Mississippi River in 2001.

Floods are natural hazards that involve an overflow of water that submerges usually dry land. Of the

many different types and causes of floods, the most common are periodic river flooding and flash

flooding. Periodic river flooding is caused by melting snow and spring rain increasing a river's water

level. Even though this type of flooding is easy to predict since the water level rises at a slow rate, these

floods can still be disastrous because sometimes the amount of water is unexpected or just too much

water. Flash floods occur when there is suddenly too much water for streams and rivers to contain.

Usually this type of flood is brought about by rainstorms. Engineers design river gauges and weather

monitoring devices to predict floods. They also design dams and levees that prevent and minimize the

impact of flooding.

Forest fires are natural hazards that can be tremendously destructive. Forest fires occur in heavily

forested areas during the dry season. They are usually started by lightning or by human activities such as

campfires. Periodic forest fires are good for the forest because they help to thin the forest and allow for

new growth. Forest fires also have the potential to destroy houses and towns in or near forested areas. To

minimize the impact of forest fires, engineers design special tractors that cut and clear fire lanes (forest

strips in which all vegetation is removed) to halt the spread of a forest fire. Engineers also design special

aircraft that drop water or chemical retardants on the fire.

Hurricane Elena, as seen from space.

Hurricanes are powerful tropical storms with wind speeds in excess of 74 mph (119 kph). Hurricanes

form in the warm ocean waters near the equator. A hurricane has an organized rotation with a central

"eye" where the winds are calm. The eye is typically between 20 and 40 miles (32-64 k) in diameter.

Surrounding the eye is the eye wall — where the winds are usually the strongest and are accompanied by

heavy rain. Beyond the eye wall are rain bands, which are long thunderstorms that curve out away from

the center of the storm. Damage from hurricanes is caused by the high winds, a powerful storm surge as

the storm makes land fall, and inland flooding as an area is saturated with heavy rain. Hurricanes are

known as typhoons in the Pacific Ocean and as cyclones in the Indian Ocean. Engineers confront

hurricanes by designing specialized weather instruments and satellites to detect hurricanes and predict

their paths. Engineers also design structures and sea walls to survive the storm and minimize their

impacts.

Landslides are similar to avalanches in that they involve gravity pulling material down a slope. Of the

wide variety of types and causes of landslides, the most common are caused by heavy rains and erosion.

Engineers create monitoring devices to help predict landslides, as well as design special nets, anchors and

walls that support slopes and prevent landslides.

Lightning from a thunderstorm.

A thunderstorm is a severe storm characterized by thunder and lightning. Thunderstorms are often

accompanied by heavy rain, hail or (rarely) snow. The term thunderstorm comes from the thunder that

accompanies the lightning. Thunder is the sound of the shockwave caused by the lightning heating and

expanding the air around it. Lightning is the discharge of electrical energy that is formed as particles in

the cloud rub against each other. This is similar to the static electricity that forms when you rub a balloon

on your hair. Each bolt of lightning transfers 500 megajoules of electricity, which is enough to light a

100-Watt bulb for two months. Thunderstorms are dangerous and damaging because of the risk of being

struck by lightning, the destruction caused by hail, the possibility of flash flooding, and the potential for

tornados. Engineers design special radar to track storms and warn residents in their path. They also design

lightning rods, which provide a safe path for lightning to reach the ground.

Tornadoes are powerful, funnel-shaped windstorms. Tornadoes usually start as vigorous thunderstorms

that form supercells. A supercell is a thunderstorm with a rotating core. This rotation is called a

mesocyclone. As the mesocyclone descends, it forms a funnel cloud. Once the swirling funnel cloud

reaches the ground it is called a tornado. With wind speeds of up to 300 mph (483 kph), tornadoes can be

incredibly destructive. Tornadoes that form over water are called waterspouts. Engineers track tornadoes

in the same way they track thunderstorms since they are usually associated.

Tsunamis are large waves caused by displacement in the sea floor, typically caused by landslides or

earthquakes under the ocean. The huge waves can move far inland, threatening coastal areas and

wrecking havoc on communities. Engineers design special ocean buoys to detect the tsunami when it is

still far out in the ocean so that people can be given advance warning to evacuate coastal areas.

Kanaga stratovolcano in Alaska.

Volcanoes are formed when liquid magma located under the crust of the Earth finds a way to the surface.

When it reaches the surface it is known as lava. Volcanoes can erupt violently with a huge explosion,

spreading lava, ash and rock over a large area. Or, they can erupt more calmly, as when lava oozes out of

the ground. The three basic types of volcanoes are shield volcanoes, stratovolcanoes and cinder cones.

Shield volcanoes form when lava flows like a liquid creating a low and wide (shield-like) dome.

Stratovolcanoes are large conical shaped volcanoes are formed by layers of deposit from explosive

eruptions. Cinder cones are usually smaller and form from the scoria of a single eruption. Scoria is

solidified chunks of magma. Engineers create special devices, such as tiltmeters, that monitor mountains

to provide warnings of possible eruptions to the surrounding inhabitants.

Natural Disasters: What is a natural disaster? A natural disaster is any natural hazard that affects human

lives or property. A natural hazard, such as an earthquake that occurs at the bottom of the sea and that no

one feels, is not a natural disaster, while an earthquake such as the one in Pakistan in 2005 that killed

nearly 100,000 people and destroyed many and roads was a terrible natural disaster.

Table 1: Examples of natural disasters in recent human history.

Engineers must study and understand natural hazards and natural disasters to be able to create structures

that can survive and protect people from their powerful forces. Engineers also design devices and tools

that people use to detect the powerful and natural forces of our planet, as well as methods for avoiding or

diverting natural events that might become natural disasters.

Vocabulary/Definitions (Return to Contents)

Avalanche: A large slide of snow, ice or earth down a slope.

Earthquake: Shaking of the ground caused by friction between the tectonic plates.

Engineer: A person who applies his/her understanding of science and mathematics to creating

things for the benefit of humanity and our planet.

Flood: When normally dry land is submerged with water.

Forest fire: An uncontrolled fire in a forested area.

Hurricane: An organized rotating storm that forms in or near the tropics.

Landslide: A large movement of earth down a slope.

Natural

disaster:

A specific disaster effecting humans that is caused by a natural hazard.

Natural hazard: A natural event that has the ability to cause destruction.

Thunderstorm: A powerful storm that includes lightning and thunder.

Tornado: A tunnel-shaped storm characterized by high winds.

Tsunami: A large ocean wave caused by the displacement of the sea floor.

Volcano: An opening in the Earth's crust through which molten lava, ash and gases are ejected.

Associated Activities

Save Our City! - Students learn about some of the basic methods that engineers use for detecting

and preventing natural disasters and are challenged to decide where to place these devices on a

map of an imaginary city.

•

Lesson Closure

What is a natural hazard? (Answer: A natural event that has the power to damage or destroy property as

well as injure or take lives.) We discussed that volcanoes, earthquakes, tsunamis, floods, hurricanes,

tornados and landslides are examples of natural hazards. What is the difference between a natural disaster

and a natural hazard? (Answer: Natural hazards are natural events that pose danger to human settlements

and lives, while a natural disaster is a specific event that harmed people.) Can anyone tell us about a

specific natural disaster? What natural hazards occur in the area where we live? Why are studying and

understanding the natural events of our planet important for engineers? (Answer: Engineers need to

understand hazards and disasters in order to create devices that can predict, prevent or minimize the

impact of a natural hazard as well as design structures so people can survive them.)

Assessment (Return to Contents)

Pre-Lesson Assessment

Discussion Questions: Solicit answers to the following questions and explain to the students that we will

answer these questions as we explore the lesson.

• What is a natural disaster?

• Name a specific example of a natural disaster.

• Can we prevent or predict natural disasters?

Post-Introduction Assessment

Voting: Have students vote on the following true/false questions and then explain the answers.

•

True or False: The 1906 San Francisco earthquake that left nearly 300,000 people homeless was a

natural disaster. (True: This earthquake was a specific event that caused lots of destruction to the

people and property in the city of San Francisco).

•

True or False: A nuclear power plant meltdown is a natural hazard. (False: A nuclear power plant

is created by humans and is therefore not natural.)

•

True or False: A fire that started by a burning candle and destroyed the personal belongings of all

the people who live in an apartment building is a natural disaster. (False: This fire sounds like a

disaster, but it was caused by humans and is therefore not considered a natural disaster.)

•

Lesson Summary Assessment

Drawing: Have students make a drawing that illustrates one type of natural hazard and label it. To make it

into a drawing of a natural disaster, have them show the hazard affecting people and communities. Have

students discuss how an engineer might help track or predict this event. As an extension, have them act as

engineers and draw a device or structure with the purpose of protecting people, warning people or

predicting the timing or location of a natural hazard.

Summary Questions: Ask the students and discuss as a class:

What is a natural hazard? (Answer: A natural event that has the power to damage or destroy

property as well as injure or take lives.)

•

What is an example of a natural hazard? (Answers: Avalanche, volcano, earthquake, hurricane,

tornado, landslide, thunderstorm, flood, forest fire.)

•

What is a natural disaster? (Answer: A specific event in which a natural hazard did damage to a

human population.)

•

• What is an example of a natural disaster? (Answer: See Table 1.)

Why do engineers care about natural hazards and natural disasters? (Answer: Engineers care

because they must first understand hazards and disasters before they can create devices that

predict, prevent or minimize the impact of a natural hazard, as well as design structures so that

can survive a natural hazard and protect people.)

•

Lesson Extension Activities (Return to Contents)

Have students research a specific natural disaster, making a poster that describes it. Have them talk about

what natural hazard caused the disaster as well as the effects and what might have been done to prevent or

minimize the impact of the disaster.

As a side activity, have students learn more about potential and kinetic energy as they design and build a

way to safely and accurately deliver relief goods (represented by an egg) to people in a natural disaster

area with no road access. Similar to real-world engineering design teams, students must design their

devices with constraints such as limited materials. Activity for grade 6, but may be suitable for grades

4-8. See the TeachEngineering Bombs Away! activity.

Ask students to think about the types of natural disasters that might occur in the area in which they live.

Then, imagining that a natural disaster occurs in their community, what have engineers created that would

help students survive the dangerous situation? For example, if you are safe during a blizzard, what keeps

you safe? Engineering examples might include: Strong roof, insulated walls, heating system, lighting,

communication devices (radio, television, phones), indoor plumbing and electricity, stoves and

refrigerators, warm clothing made with modern fabrics, weather predicting and warning devices, safe vehicle, etc. Have them summarize in a one-page paper.

|Subject: Library Media/Science |Grade: 4 |Teacher Name: Melanie Byers |

|Lesson Title: Natural Disaster Acrostic Poems |

Overview: Students will practice taking notes while learning about a natural disaster. Their final product will be an acrostic poem written and printed in MS PowerPoint.

Curriculum Connections:

Locate Information: Students will be able to use resources in a variety of formats, to locate information to meet an identified need: Students will use encyclopedias, online age appropriate resources and nonfiction books to locate information about a natural disaster.

Share Findings and Conclusions: Students will be able to communicate findings/conclusions by producing materials in appropriate format to support written, oral and multi-media presentations: Students will use information they have researched to create acrostic poems about a natural disaster.

Technology Standards:

Technology Standards 5.0 Information Technology - Students will use technology to conduct research, derive new meaning, and report their findings/results.

B1a: Gather relevant information from web-based resources.Technology

Standards 4.0 Communications Technology: Students will use technology effectively to communicate information and ideas using various media and formats for multiple purposes.

A1c: Communicate ideas or information using technology.

Daily Posted Objective(s): The student will be able to gain facts about a natural disaster using resources in the library (encyclopedias, nonfiction books, Internet). The student will use that information to write an acrostic poem using MS PowerPoint.

Materials:

• Sets of encyclopedias

• Assortment of nonfiction books about different natural disasters.

• Access to computers with Internet for research.

• Access to computers with MS PowerPoint for typing poems.

• Computer and projection device for teacher to demonstrate locating information on Internet and using PowerPoint to create acrostic poem.

• Printers to print final product.

Assessment/Evaluation:

Observation of students researching topics.

Notes taken while researching.

Final product created in MS PowerPoint.

Time Frame: Two 50-minute classes in the media center - one for research and one for completing poems.

Activities or Procedure:

• Brainstorm a list of natural disasters with students.

• Explain that today they are going to choose one of them to learn about and then write an acrostic poem.

• Open MS PowerPoint and demonstrate to class how to open a blank slide, insert Word Art, making it vertical, and then adding a text box to type in a sentence for each letter in the word. For instance, students would type in the Word Art "Tornado" and then use each word to create a sentence with a fact about tornadoes.

• Make resources available for research, with paper for taking notes. You can have students write out their acrostic first and show it to you before going to computers to type. You can have students work individually or with partners for this project.

• When students have finished poems, if time allows, you can teach them to insert clipart to decorate their poems. Students who finish early can also be assistants, helping others with computer problems.

Considerations for Differentiation

Use students who complete projects early to help others.

Partner students with different abilities to create projects.

Choose simple words for acrostic poems (i.e. "wind")

Make easier level encyclopedias and nonfiction books available.

Day 5 & 6

Human Changes to the Environment

Humans can change the environment in many ways. Some of these changes can be helpful and some can be harmful to humans and other organisms. The following section will show how harmful humans can be to trier environment.

Oil Spills

People today are extremely dependent on oil. Refined petroleum becomes gasoline for cars and trucks. Oil can be converted into heating fuel. Oil can also be used to produce plastics and asphalt for roads and roofs. Some oil seeps through the earth naturally. In 1859 prospectors drilled the first modern oil wells. Today large amounts of oil enter the environment because of accidents. On March 24,1989, in the upper part of Prince William Sound, the tanker Exxon Valdez grounded on Bligh Reef. There were approximately 53 million gallons of crude oil on the tanker. Almost 11 million gallons of them spilled into Prince William Sound within a few days. This was the largest tanker spill in United States history. It is estimated that at least 33,000 sea birds, 980 otters, and 136 bald eagles may have died from the accident. Six years after the Exxon Valdez oil spill, restoration efforts are still underway.

Science Activity # 5

Clean up an oil spill.

Objective  To have a better understanding of why oil spilled in water is so difficult to remove.

Materials needed

1. Shallow rectangular baking pan.

2. Cooking oil.

3. Cold water.

4. Baking soda, cotton balls, dish washing liquid, towels, and sponges.

Procedure

1. Pour water into the pan so that it is half full.

2. Pour a small amount of oil into the water and notice the slick that form on the surface.

3.Try to clean the spill with the different cleaning materials.

4. Rate the effectiveness of the different materials.

Form your conclusions.

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Day 7

Nuclear Power

Nuclear power stations are located throughout the world. There are 428 nuclear power plants operating in 26 countries to meet our heavy energy demands. There are 110 nuclear power plants in the United States.

Nuclear power plants provide electricity to heat, cool and light our environment. Nuclear power can generate electricity without emitting soot or other polluting by-products. Nuclear power sounds like a great idea! So what is the big deal about nuclear power? Nuclear power stations produce a very deadly poison called radioactive waste which is extremely toxic and is so poisonous that it can affect people 1,000 years into the future. No one is sure how to safely store radioactive waste.

In 1979 an accident occurred at the Three Mile Island nuclear plant near Harrisburg, Pennsylvania. The accident was caused by a combination of equipment failure and plant operators not having enough knowledge about what to do when equipment fails. The accident caused the release of a small amount of radioactive material. During the accident 700,000 gallons of radioactive cooling water spilled onto the floor of the reactor building, contaminating it. Radioactive material was also released through a stack into the atmosphere. It was luck that the Three Mile Island accident caused no injuries or deaths Studies have shown that there was no increase of cancer as a result of the accident. They did, however, find evidence of psychological stress. Immediately following the accident authorities ordered the evacuation of all pregnant women and preschool children within 5 miles of the plant site. All other residents were advised to stay indoors. The federal government and the nuclear industry took swift action after the TMI accident . The Institute of Nuclear Power Operations (INPO) has changed the way nuclear power plants are managed and operated. An increased improvement of plant performance over the past fourteen years has been reported.

Nine years after the Three Mile Island accident, on April 26, 1986 the meltdown of a nuclear reactor occurred at Chernobyl in the Soviet Union. The release of radioactive waste at the Chernobyl plant in the Northern Ukraine caused more than 300,000 deaths. Chernobyl released 200 times more radiation than the combined radiation from the atomic bombs dropped on Hiroshima and Nagasaki, Japan, in 1945.

Activity # 6

Discuss with students alternative sources of energy such as the wind and sun. Use the library to research wind and solar energy use in the United States.

Activity # 7

Provide students with a blank map of the United States. Have them use resources in the library to plot the location of nuclear power plants. Discuss findings and graph them.

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Day 8

Hazardous Waste Hazardous waste are products that could pose short or long term threats to your health or the environment if they are not disposed of properly. The disposal of hazardous waste can be very dangerous. Hazardous disposal sites have become a serious environmental problem. For many decades , hazardous industrial wastes were improperly disposed of on land, and eventually the toxic wastes seeped into ground water and drinking water. In 1980 the Superfund Act was installed to provide more than ten billion dollars for the detection and cleanup of problem hazardous waste sites.

Love Canal has become a symbol of the hazardous waste problem in our country, In a period of ten years the Hooker Chemical and Plastic Corporation dumped 22,000 tons of toxic waste in steel drums into an old canal. The covered the canal with topsoil and the property was then turned over to the Niagara Falls Public School District. Many homes, recreational fields, and a school were built on the site. In 1976 residents became concerned.They began to notice odd smells. The steel drums were leaking toxic waste into sewers, lawns and even the basements of some homes . Due to the actions of concerned citizen, Lois Gibbs,0 the state performed many health studies on the area and by 1978 the federal government declared Love Canal a disaster area. It cost the taxpayers 275 million dollars to clean up the site.

Today the EPA has identified more than 30,000 contaminated waste sites.

Science Activity # 8

Have students create alternatives to the toxins we use in our homes.

Have the students make and try the following alternative cleaning products. * Borax or hydrogen peroxide for bleach. * One cup white wine vinegar to each quart of warm water for floor cleaners

* Baking soda for scouring powder.

* Baking soda and a heavy brush for general cleaner.

* Worcestershire sauce for brass cleaner.

* Lemon juice and salt for copper cleaner.

* Olive oil and lemon for indoor wood cleaner.

Rate the effectiveness of the alternative cleaners and take note of the harmful ingredients on the labels of cleaners being replaced.

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Day 9

Environmental Health Hazards and Children

The following section is designed to encourage children to take a closer look at their environments and how it affects them directly. We have discussed the food chain and how everything relates to one another. People are an important part of the chain and what we do to our environment can affect our health. By protecting our environment we are going to be healthier. This portion of the unit will be a guide for students to see what they can do in their homes , schools and communities to ensure better health and safer environments.

Toxic Chemicals

Toxic chemicals are found in all our homes. The most dangerous toxic chemicals found in your home are cleaners, pesticides, and solvents. The best alternative is to use non-toxic substitutes that will be safer to our environment and cause fewer health problems.

1) Read the labels of these product in your home with your parents. Discuss with them the best way to store and dispose these products. Try to use as many alternative non-toxic substances. (See alternatives mentioned earlier) If you have younger brothers or sisters, it is extremely important to keep these products out of their reach.

2) Post telephone numbers of your local poison control center near you phone in case of an emergency.

3) Always were long sleeved latex gloves when using toxic chemicals and before removing them wash them with soap and water.

Pesticides Pesticides are poisons used to kill pests. Many farmers use pesticides on their crops. Most pesticides disappear but the traces of pesticides that remain on crops are called pesticide residue. (Remember Rachel Carson). What can you do about pesticides?

1) Always wash your fruits and vegetables before eating.

2) If purchasing pesticides at home, buy only EPA registered products.

3) Before using pesticides outside, remove children’s toys.

4) When using pesticides outside, children and pets should stay inside, with windows shut.

5) Remove all clothing after applying pesticides and wash separately.

Pesticides are graded according to their toxicity .

Caution  Least harmful, but can be lethal to small children.

Warning  Use extreme caution.

Danger  Should be use only by professionals.

Finally, if an accident should happen, call your poison control number.

Smoke detectors

Most smoke detectors contain the radioactive element americium. When purchasing a new smoke detector get an ionization detector. It contains no hazardous radioactive material.

Batteries

Reduce your use of batteries whenever possible. Batteries contain mercury, a chemical that is toxic. Use rechargeable batteries.

Unbleached paper products

Recycled paper is made pure white by a bleaching process.This process produces hazardous waste. Dioxin is a toxic chemical created during the bleaching process. When possible use unbleached paper products because they are less harmful to the environment.

Lead

Lead is a highly toxic trace mineral and can be very hazardous to your health. When lead enters the body it can cause permanent damage. Lead is more damaging to children than it is to adults. Lead can be found in drinking water, lead-based paints, pottery, motor vehicle exhaust, dust and in the soil around your home. The only way to know if you have lead in your drinking water is to have it tested.

You can avoid lead in your drinking water by never using the hot water to prepare food , instant soup, hot cocoa or other beverages. Always use cold water for drinking and cooking. Be sure to let the water run for several seconds before using.

If your home was built before 1950 there is a good chance that lead from the exterior paint has seeped into the soil. Keep your yard well vegetated to minimize exposure to the dust. Clean floors , window sills and other surfaces regularly. Make sure that there are no old toys or pieces of furniture that may contain lead paint. Always practice good hygiene, especially frequent hand washing.

Activity # 9

Have students write a letter to their local health department to find out what is being done to address the issue of health risks which may be caused by lead in their environment. Provide students with appropriate addresses.

East Shore Waste Water Treatment Plant

345 East Shore Parkway

New Haven, Ct.

New Haven Regional Water Authority

90 Sargent Drive

New Haven, Ct. 06511

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Scientific Method

Scientists are performing experiments everyday on the effects environmental hazards have on humans and their environments. All experiments, no matter how simple or complex, follow basic steps. These steps are known as the scientific method. Teach your students to follow this method when they do science experiments.

Scientific Method

1. Identify the problem. What do you want to find out?

2. Form a hypothesis. Make an educated guess as to what you think the answer to step one might be.

3. Perform the experiment. Do the experiment, make observations, and record and collect data.

4. Form a conclusion. Study the data collected, form a conclusion and compare it to your hypothesis.



















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