Project GLAD
Project GLAD
ESD 105
MERO Yakima WA
Harrah, Wapato, Mabton, West Valley Team
Natural Disasters Unit
(Level 3 WA)
IDEA PAGES
I. UNIT THEME
• After natural disasters, people from all cultures come together to rebuild communities
• Natural Disasters occur all over the world
II. FOCUS/MOTIVATION
• Content Cognitive dictionary with signal word
• Observation charts
• Inquiry chart
III. CLOSURE
• Process all charts
• Student weather reports
• Student evacuation plans
• Portfolio
o expository: Evacuation plan
o poetry
o student choice
• Team exploration
o create a mural of a before and after of a natural disaster of their choice
o design a weather report on severe weather
• Personal exploration
• Flip story book
• Write a letter to parents describing what you’ve learned
• On-going assessment/logs
• Add to living walls
• Teacher generated tests
• Graffiti wall
IV. CONCEPTS
• How natural disasters affect people and places
o Cause and effects of natural disasters
o Types of natural disasters
o importance of geographical features and natural resources
o Impact and preparation: FEMA, meteorologist, Red Cross
o Harry Truman
• Legends of Natural Disasters
o Parícutin, Hill of Fire
V. VOCABULARY
|atmosphere |mantle |seethed |tsunami |
|spewing |plume |cinders |crust |
|crater |funnel |eruption |jagged |
|lava |rotate |magma |severe |
|molten |sizzling |summit |lightening |
|debris |tornado |devastation |prairies |
|fault |evacuate |impact |vertices |
|stratovolcano |vortex |catastrophic |shutter |
|mainland |undulating |upheaval |blast |
|melted |jolt |prevent |rescue |
|treacherous |splatter |artificial |explosion |
|tremors |composite |interval |shield |
|retrieve |volunteer |caldera |abandon |
|igneous |conduits |meteorologist |pumice |
|lava |overflow |downstream |levy |
|rose |volcanologist |environment |immense |
|ominous |desperate |intensity |magnitude |
|seismometer |geyser |susceptible |fissure |
|cataclysmic |pyrologist |geologist |torrential |
|devastating |urgent |evacuation |stubborn |
|erupted |destruction |seismograph |magnitude |
|moral |natural disaster |tsunami |humanitarian |
|fault |serene |Doppler machine |ignition |
|oxygen |emergency |eye |Richter scale |
|information |investigation |operation |excavation |
|elevation |starvation |striation |alienation |
|precipitation |evaporation |collection |condensation |
|fire |hose |smoke |stoke |
|choke |inhale |exhale |mask |
|task |bask |steam |team |
VI. ORAL LANGUAGE/READING/WRITING SKILLS
Reading Standards-EALRs – Grade 3 (Washington State Standards)
EALR 1: The student understands and uses different skills and strategies to read.
Component 1.1 Use word recognition skills and strategies to read and comprehend text 1.1.4. Apply understanding of phonics.
Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.
1.2.1 Apply reference skills to determine word meanings.
1.2.2 Apply vocabulary strategies in grade-level text.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.2 Apply fluency to enhance comprehension.
1.4.3 Apply different reading rates to match text.
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.
2.1.5 Apply comprehension strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. W
2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions.
2.1.7 Apply comprehension strategies during and after reading: summarize grade-level literary/narrative text and informational/expository text. W
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Understand sequence in informational/expository text and literary/narrative text. W
2.2.2 Apply knowledge of printed and electronic text features to locate and comprehend text. W
2.2.3 Understand story elements. W
2.2.4 Apply understanding of simple text organizational structures.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text. W
2.3.2 Apply understanding of systems for organizing information.
2.3.3 Understand literary/narrative devices.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.
2.4.1 Understand how to draw conclusions and give a response to informational/expository text and literary/narrative text. W
2.4.2 Understand the author’s purpose for and style of writing in both informational/expository text and literary/narrative text. W the difference between fact and opinion. W
2.4.4 Evaluate author’s effectiveness for a chosen audience.
2.4.5 Understand how to generalize from text. W
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Understand how to select and use appropriate resources.
Component 3.2 Read to perform a task.
3.2.1 Understand information gained from reading to perform a specific task.
3.2.2 Understand a variety of functional documents.
Component 3.4 Read for literary experience in a variety of genres.
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
3.4.2 Understand contemporary and traditional literature written in a variety of genres.
3.4.3 Understand a variety of literature representing different cultures and traditions.
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.1 Apply strategies to monitor reading progress.
4.1.2 Understand how to set grade-level appropriate reading goals.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Evaluate authors and books to select favorites.
Writing Standards – EALRs – Grades 3-5 - Washington State
EALR 1: The student writes clearly and effectively.
1.1. Develop concept and design. Develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively.
1.2. Use style appropriate to the audience and purpose. Use voice, word choice, and sentence fluency for intended style and audience.
1.3. Apply writing conventions. Know and apply correct spelling, grammar, sentence structure, punctuation, and capitalization.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
2.1. Write for different audiences.
2.2. Write for different purposes, such as telling stories, presenting analytical responses to literature, persuading, conveying technical information, completing a team project, and explaining concepts and procedures.
2.3. Write in a variety of forms, including narratives, journals, poems, essays, stories, research reports, and technical writing.
2.4. Write for career applications.
EALR 3: The student understands and uses the steps of the writing process.
3.1. Pre-write—generate ideas and gather information.
3.2. Draft—elaborate on a topic and supporting ideas.
3.3. Revise—collect input and enhance text and style.
3.4. Edit—use resources to correct spelling, punctuation, grammar, and usage.
3.5. Publish—select a publishing form and produce a completed writing project to share with chosen audience.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
4.1. Assess own strengths and needs for improvement. Analyze effectiveness of own writing and set goals for improvement.
4.2. Seek and offer feedback.
ELD Standards
ELD Listening/Speaking Standards – Grades 3-5 Washington State
Beginning –
• Very limited understanding of English
• Learns to distinguish and produce English phonemes
• Uses words, gestures, and actions
• Practices repetitive social greetings
• Imitates verbalizations of others to communicate:
• Basic needs
• Participate in discussions and activities
• Respond to simple directions
Advanced Beginning -
• Uses words and/or phrases
• Uses appropriate social greetings
• Participates in social discussions on familiar topics and in academic discussions
• Develops correct word order in phrases
• Begins to use content-related vocabulary
• Retells simple stories and identifies the main points
Intermediate -
• Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement
• Tells a story, informs, explains, entertains, and participates in social and academic discussions
• Begins to use root words, affixes, and cognates to determine the meaning of new words
Advanced -
• Uses descriptive sentences with common grammatical forms with some errors
• Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter
• Tells a story, informs, explains, entertains, and persuades
• Uses simple figurative language and idiomatic expressions in discussions
• Uses root words, affixes, and cognates to determine the meaning of new words
Transitional -
• Speaks clearly and comprehensibly using standard English grammatical forms with random errors
• Applies content-related vocabulary in a variety of contexts and situations
• Gives oral presentations
ELD Reading Standards – Grades 3-5 Washington State
Beginning –
• Expresses self using words, drawings, gestures, and actions:
• Sequences simple text
• Answers literal questions
• Makes simple predictions
• Aware of familiar sounds
• Recognizes and produces rhyming words containing familiar sounds
• Uses and comprehends highly contextualized vocabulary
• Follows simple written directions (e.g., color, cut, glue)
• Reads sight words
• Begins to understand concepts of print
Advanced Beginning –
• Expresses self using words and/or phrases to identify:
• Characters
• Setting
• Main idea and details
• Compare and contrast
• Cause and effect
• Aware of familiar and unfamiliar sounds
• Employs word-meaning strategies
• Applies inflectional endings to words
• Increases sight-word and content-area vocabulary
• Distinguishes between genres
• Reads highly contextualized text composed of simple sentences
• Applies concepts of print
Intermediate –
• Expresses self using simple sentences
• Produces unfamiliar sounds
• Decodes word patterns
• Employs word-meaning strategies
• Begins to read familiar text fluently
• Increases vocabulary through reading across content areas
• Uses text features to:
• Gain meaning
• Monitor for comprehension
• Describe images from text
• Connects text to prior knowledge
• Distinguishes between:
o Fiction/non-fiction
o Fact/opinion
o Fantasy/reality
• Infers and makes generalizations from text
• Reads text at student’s reading level across content areas
Advanced –
• Expresses self using descriptive sentences
• Identifies theme
• Recognizes literary devices
• Compares and contrasts
• Uses a variety of strategies to monitor comprehension
• Recognizes phonemes within multi-syllabic words
• Uses word parts to determine word meanings
• Reads with increasing fluency
• Independently confirms word meanings
• Uses a variety of resources for research
• Follows multi-step written directions
• Text increases in length and complexity
Transitional –
• Adjusts reading rate as needed
• Uses specialized vocabulary, uses multiple meaning words appropriately
• Analyzes literary elements
• Uses comprehension and questioning strategies, summarizes text, analyzes and applies persuasive devices
• Explains cause and effect, citing evidence from text
• Develops research skills
• Follows increasingly complex written directions
• Comprehends grade level text
ELD Writing Standards – Grades 3-5 Washington State
Beginning –
• Draws, labels
• Writes familiar words and sight words
• Writes to name, describe, or complete a list
• Begins to use invented spelling, capital letters, participates in group editing
• Audience may be self, teacher, or known person
• Sequences pictures to assist with organization
• Uses graphic organizers to convey main ideas and details
• Participates in group writing process
Advanced Beginning –
• Writes unfamiliar words and phrases
• Begins to write based on a model or frame
• Demonstrates inconsistent use of:
• Capitals
• Punctuation
• Correct spelling
• Participates in group brainstorming
• Writes rough draft and revises
Intermediate –
• Writes simple sentences
• Demonstrates increasing control of:
• Capitals
• Punctuation
• Correct spelling
• Word order
• Subject/verb agreement
• Develops own voice in writing
• Distinguishes between writing for different audiences and purposes
• Uses basic transitions
• Writes individually and in a group process
• Writes rough draft independently
Advanced –
• Uses descriptive sentences
• Writes for a variety of audiences and purposes
• Uses grade level conventions inconsistently
• Refines voice in writing
• Uses a topic sentence and supporting details
• Follows the five step writing process (with assistance in editing and revising)
Transitional –
• Uses specialized vocabulary across content areas
• Uses standard grammar and conventions with lapses characteristic of ELL students
VII. SCIENCE/SOCIAL STUDIES
Science Standards-Grade 3 - Washington State Standards
EALR 1 Understand that energy comes in many forms. W
Understand physical properties of Earth materials including rocks, soil, water, and air. W
(3) Describe and sort rocks based on physical properties (e.g., color, shape, size, texture).
(3) Describe and sort soils based on physical properties (e.g., color, particle size, ability to retain or drain water, texture, smell, support plant growth, source of mineral nutrients [not food] for plants).
Analyze how the parts of a system go together and how these parts depend on each other. W
(3) Identify the parts of a system (e.g., a device, natural or living thing) and how the parts go together.
(3) Describe the function of a part of a system (e.g., a device, natural or living thing).
Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. W
(3) Identify land masses, bodies of water, and landforms on a globe or a map (e.g., continents, oceans, rivers, mountains).
Understand forces in terms of strength and direction. W
(3) Describe a force that is acting on an object in terms of strength and direction (e.g., electrical force, gravitational force, magnetic force, a push, or a pull).
(3) Measure the force acting on an object with a spring scale calibrated in newtons(N).
Understand that forces can change the motion of common objects. W
(3) Investigate and report how the position and motion of objects can be changed by a force.
Know processes that change the surface of Earth. W
Understand weather indicators and understand how water cycles through the atmosphere. W
(3) Observe, measure, and describe weather indicators (i.e., temperature, wind direction and speed, precipitation), noting changes and patterns of change from day to day and over the year.
(3) Describe the weather patterns of each season.
Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. W
▪ (3) Describe how new scientific facts are established every day (e.g., find examples of new facts in current media).
Understand that science and technology have been practiced by all peoples throughout history.
▪ (3, 4, 5) Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
(3, 4, 5) Describe how advancements in science and technology have developed over time and with contributions from diverse people.
Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. W
▪ (3, 4, 5) Describe how resources can be conserved through reusing, reducing, and recycling.
▪ (3, 5) Describe the effects conservation has on the environment.
▪ (3, 5) Describe the effects of humans on the health of an ecosystem.
▪ (3, 5) Describe how humans can cause changes in the environment that affect the livability of the environment for humans.
▪ (3, 5) Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans.
Social Studies – EALRs - Grades 3-5 - Washington State
• Uses maps and other geographic tools
o Identifies the continents and the oceans on a map
o Uses grids to locate landmarks on a Longview City map
o Labels directions on a compass rose (N, NW, NE, etc.)
• Understands and compared interactions between people, the environment, and culture
Geography Standards – EALRs – Grades 3-5 - Washington State
EALR 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface.
• Use and construct maps, charts, and other resources to gather and interpret geographic information
EALR 2. The student understands the complex physical and human characteristics of places and regions.
• 2.1 Describe the natural characteristics of places and regions and explain the causes of their characteristics
EALR 3. The student observes and analyzes the interaction between people, the environment, and culture.
• 3.1 Identify and examine people’s interaction with and impact on the environment
• 3.2 Analyze how the environment and environmental changes affect people
• 3.3 Examine cultural characteristics, transmission, diffusion and interaction
History Standards – EALRs – Grades 3-5 - Washington State
EALR 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State history.
• Understand and analyze historical time and chronology
• Understand events, trends, individuals, and movements shaping United States, world, and Washington State history
• Examine the influence of culture on United States, world, and Washington State history
EALR 2. The student understands the origin and impact of ideas and technological developments on history.
To meet this standard, the student will:
• 2.1 Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict
• 2.2 Understand how ideas and technological developments influence people, culture, and environment
VIII. RESOURCES AND MATERIALS
Magazines:
(2004, April). National Geographic.
(2006, April). National Geographic .
(2008, July). National Geographic.
Non- Fiction:
Allen, J. (2005). Predicting Natural Disasters. Cengage Gale.
Aylesworth, T. G. (1983). The Mount St. Helens Disaster. New York: Franklin Watts.
Beard, D. (2003). Twister. Farrar, Straus and Giroux.
Boyce, M. P. (2007). Tsunamis and Other Natural Disasters. New York: Scolastic .
Branley, F. (2005). Earthquakes. HarperCollins Publishers.
Branley, F. (2008). Volcanoes: Let’s- Read- And Find –Out. HarperCollins Publishers.
Bruchac, J. (1996). The Circle of Thanks. New York: Bridge Water Books.
Burby, L. N. (1999). Tropical Storms and Huricanes. New York: Rosen Publishing Group.
Caplan, J. (2006). Time for Kids: Volcanoes! Time for Kids.
Collier, B. (2006). Time for Kids: Earthquakes! Time for Kids.
Gibbons, G. (2009). Tornadoes! Holiday House, Inc.
Griffey, H. D.K. Readers: Volcanoes and Other Natural Disasters. DK Publishing Inc.
Lauber, P. (1965). Volcanoes. Champaign, Illinois: Garrard Publishing Company.
Marsh, C. (2008). Nick navigates Natural Disasters! Gallopade International.
McCaffery, D. (2009, 2 20-22). The good side of disasters. USA Weekend , pp. 6-7.
Mount St. Helens National Volcanic Monument. From Ashes, Life Returns. Tacoma, Wa: Smith-Western Co.
Newson, J. (2002). Natural Disasters. Gareth Stevens Publishing.
Overbeck, B. T. (1977). Volcanoes. Minneapolis: Lerner Publication Company.
Robinson, D. Weather. St. Louis, Missouri: Milliken Publishing Co.
Rutland, J. (1980). The Violent Earth. New York: Warwick Press.
Scholastic Banners. (1993). Volcanoes, Earthquakes, and Storms. New York: Scholastic.
Simon, S. (2006). Earthquakes. HarperCollins Publishers.
Simon, S. (2007). Hurricanes. HarperCollins Publishers.
Fiction:
Barret, J. (1978). Cloudy with a chance of meatballs. Atheneum.
Cousins,L. (2006). Maisy’s wonderful weather book. Walker Books.
Degen, J. C. (1995). The Magic School Bus Inside a Hurricane. New York: Scholastic.
McKee,D. (1998). Elmer’s weather. Milet Publishing.
Internet Resources:
FEMA For Kids: A Historty of Big Hurricanes. (n.d.). Retrieved 12 2, 2008, from Hurricanes:
Weather Wiz Kids. (n.d.). Retrieved 12 2, 2008, from Hurricanes:
science/naturalhazards/naturaldisasters
ipka/A0775896.html
ipa/A0001437.html
teachers..au/suel/disaster/disaster.html
bham.wednet.edu/technology/NaturalDisasterkids.htm
kids/guides/techinvention/naturaldisasters.html
Science/Earth_Sciences/Natural_Disasters_and_Hazards
tutorials/course_reader/NATDESCR.HTM
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
• Three Standards
• Super Scientist Awards
• Cognitive Content Dictionary with Signal Word
• Teacher–made Big Book - The Most Important Thing About Natural Disasters
• Observation Charts- Earthquakes, Tornadoes, Wildfires, Hurricanes, Volcanoes, Floods
• Inquiry Chart – What we know about Natural Disasters. What do we want to know about Natural Disasters?
• Picture File cards with realia
II. INPUT
• Input Chart – World Map
• Pictorial Input Chart - Volcano
• Narrative Input Chart– The Story of Parícutin
• Graphic Organizer - Timeline
• Read aloud – The Keeper of the Fire
• 10/2 lecture with primary language
III. GUIDED ORAL PRACTICE
• Head together
• Personal interactions
• T-graph for Social Skills; team points and evaluation (cooperation)
• Process Grid
• Mind Map
• Sentence Patterning Chart
• Exploration Report
• Chants, raps, and poems
• Picture File Card Activity
IV. READING/WRITING
Total Class
• Focused reading (Read the Walls)
• Found Poetry
• DRTA
• Strip book
• Story map
• Coop strip paragraph- read, revise, edit
Teams (small group practice: anything modeled whole group)
• Ear-to-ear reading
• Team worksheet
• Team tasks (anything modeled whole class)
• Expert groups
• Flexible- heterogeneous and homogenous groups
• Leveled reading groups
Individual
• Poetry booklet
• Focused reading with Personal CCD
• Individual Explorations
• Interactive Journals
• Learning logs
• Listen/Sketch move to individual use
• Writing in English and primary language
▪ Expository, narrative, poetry
Writer’s Workshop
Mini-lesson
Write/Plan
Author’s Chair
Conference
Publish
V EXTENDED ACTIVITIES FOR INTEGRATION
• Chants, raps, poems
• Songs and movement
• Science exploration
• Art activities, dioramas for living wall
• Field trip to Mt. St. Helens
VI. CLOSURE
Guest Speaker: Meteorologist, Tribal leader, Red Cross volunteer
• Student generated text
• Portfolio
• Processing inquiry charts
• Songs, poetry
• Home-School connection/daily closure
• Revisit inquiry chart
• Process charts
• Team Jeopardy game
• Evaluate week/portfolio
• Letter to parents
• Assessments
▪ Independent writing to prompt
▪ Complete blank process chart
▪ Student made book
▪ Chant/ poetry writing
▪ Independent research project
SAMPLE DAILY LESSON PAGES
Day 1:
Focus/Motivation
▪ 3 Personal Standards & Super Scientist Awards
▪ Cognitive Content Dictionary with signal word
▪ Observation charts
▪ Inquiry Chart- Things I know about Natural Disasters, Things I want to learn
▪ Big Book – The Most Important Thing About Natural Disasters
▪ Portfolios
Input
▪ Graphic organizer – World Map
o 10/2 lecture with primary language groups
o Learning log
o ELD preview/ review
▪ Graphic organizer – Timeline
o 10/2 lecture with primary language groups
o Learning log
o ELD preview/ review
Guided Oral Practice
▪ T-graph – cooperation, team points
▪ Exploration Report
o Free exploration
o List, group, label
o Picture file cards: Which picture best represents a natural disaster?
▪ Personal interaction
▪ Poetry/Songs/Chants – “Volcanoes Here, Volcanoes There”
Input
▪ Pictorial Input- Volcano
o 10/2 Lecture with primary language groups
o Learning Log – sketch one thing you learned and write a question about volcanoes
o ELD preview/review
Reading/Writing
▪ Interactive Journal
▪ Flexible group reading
▪ Writer’s workshop
o Mini- lesson, write
o Author’s chair
Closure
▪ Interactive Journals
▪ Home-school connection #1- Volcano Description
SAMPLE DAILY LESSON PAGES
Day 2:
Focus/Motivation
▪ Three Personal Standards & Awards
▪ Cognitive Content Dictionary with signal word
▪ Process Home- School Connection
▪ Review input with word and picture cards
▪ Process chants - Highlight, add sketches, and picture file cards
Input
▪ Narrative Input- Hill of Fire by Thomas P. Lewis
o 10/2 lecture with primary language groups
o Learning log
o ELD preview/review
Guided Oral Practice
▪ T-graph processing
▪ Expert Groups
o Team tasks
▪ Poetry/Songs/Chants – Bugaloo
Reading/Writing
▪ Writer’s workshop
o Mini-lesson
o Write/Plan
o Author’s chair
Closure
▪ Interactive Journal
▪ Home/school connection #2- Facts About a Recent Storm
SAMPLE DAILY LESSON PAGES
Day 3:
Focus/Motivation
▪ Three Personal Standards & Awards
▪ Cognitive Content Dictionary with signal word
▪ Process Home- School Connection
▪ Process chants - Highlight, add sketches, and picture file cards
▪ Review Narrative Input
Input
▪ Review input w/word cards and conversation bubbles
Guided Oral Practice
▪ Sentence Patterning Chart – volcanoes (noun)
o Reading Game
o Trading Game
o Flip chant
▪ Poetry/Songs/Chants
▪ Mind Map
▪ Process Grid
Reading & Writing
▪ Cooperative strip paragraph
o Read
o Respond
o Revise
o Edit
▪ Flexible Reading Groups
▪ Read Aloud
Closure
▪ Interactive Journals
▪ Home- School Connection #3- Surviving a Natural Disaster
SAMPLE DAILY LESSON PAGES
Day 4:
Focus/Motivation
▪ Three Personal Standards & Awards
▪ Cognitive Content Dictionary with student self-selected vocabulary
▪ Process Home/ School Connection
▪ Read Aloud
▪ Review Narrative with Story Map
Guided Oral Practice
▪ Poetry/Songs/Chants
▪ Review all
Reading/Writing
▪ Flexible group reading
o Process T-Graph
▪ Oral Evaluation
o Guided Reading
▪ Clunkers and Links, SQ3R –at or above reading group
▪ ELD Group Frame (story retell) –The Hill of Fire
o Team tasks
▪ Finish all tasks
▪ Add to the Wall
▪ Prepare for final presentation
Writer’s Workshop
▪ Mini Lesson
▪ Authors Chair
Closure
▪ Interactive journal
▪ Process charts
▪ Home/school connection #4- Creating an Evacuation Plan
SAMPLE DAILY LESSON PAGES
Day 5:
Focus/Motivation
▪ Three Personal Standards & Awards
▪ Cognitive Content Dictionary with Signal Word – (Team Choice)
▪ Process Home/school connection
▪ Read Aloud
▪ Chants- highlight, sketch and picture file cards
Input
▪ Graphic organizer – Social Action Plan
o fundraiser to raise money for the American Red Cross
o Presentations
▪ Team Tasks
o Evaluations
o Presentations
Guided Oral Practice
▪ Poetry/Songs/Chants – Review all
▪ Team action plan
▪ Multiple Intelligence
o Teams present expert information in poetry/song/chant, illustration, etc, and add to living wall
o Individual – Poetry/Song/Chant
Reading/Writing
▪ Coop Strip Paragraph
o Struggling / Emergent readers
▪ Letter home
▪ Ear to Ear Reading
o Flexible group reading
▪ Listen and sketch
▪ Focused reading with personal CCD
▪ DRTA
▪ Found poetry
Writer’s Workshop
▪ Mini-lesson
▪ Write
▪ Author’s chair
Closure
▪ Interactive journals
▪ Choose personal exploration
▪ Process inquiry
▪ Social action plan
▪ Evaluate week
▪ Jeopardy Game
The Important Thing About Natural Disasters
By, Monica Voelker and Jennifer Powell
The important things about Natural Disasters is that people come together to help rebuild a community.
But the most important things about Natural Disasters is that people come together to help rebuild a community.
Page 1
Tornado
• Yearly communities are flattened in the Mid-Western United States.
• Families burrow into underground cellars to wait out the storm.
• After the storm the family members resurfaced and begin to rebuild what was destroyed.
Page 2
Hurricane
• When hurricane Katrina hit along the Gulf Coast, many structures were destroyed and homes were lost.
• The Red Cross, FEHM and other agencies came in to provide shelter, clothing and food for the people in need.
Page 3
Fire
• When a fire burns out of control devastation occurs to homes, structures and animals.
• Many people are called away from their families and communities to help put out the fires.
• When the fire is uncontrollable huge acres of land and homes are lost.
Page 4
Volcano
• The volcano Mt St Helens erupted on May 18, 1980 spewing ash and molten rock.
• This devastated communities throughout the state of Washington and beyond.
• The ash caused closures of schools and most businesses.
• When the air was deemed safe, community members came together to clean up and dispose of the ash properly.
Page 5
Earthquake
• When the earth rumbles, structural damage cannot be prevented.
• Police and firefighters go to rescue and help those in need.
• Emergency Agencies rally together to sift through the damage caused by the shaking earth.
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Mount St. Helens timeline
1978 -- United States Geological Survey geologists Dwight Crandall and Donal Mullineaux warn that Mount St. Helens has been "more active and more explosive during the last 4,500 years than any other volcano in the contiguous United States."
March 15, 1980 -- After a five-year period in which the mountain had 44 earthquakes, Mount St. Helens enters a week in which more than 100 are recorded.
March 21 -- Seismologists suspect the mountain is about to have its first eruption since 1857 but are reluctant to say so publicly.
March 27 -- Earthquakes become more frequent. Hundreds of loggers, Forest Service employees and residents are evacuated from a 1.5-mile radius.
March 31 -- Cowlitz County Commissioners declare a state of emergency. Cabin owners start complaining about being kept from their retreats.
April 1 -- Explosive plumes of steam and ash reach 20,000 feet.
May 18, 8:32:20 a.m. -- A magnitude 5.1 earthquake takes place one mile beneath the volcano. Rock and ice slide into the crater.
8:32:21 -- The bulging north flank begins to ripple, churn and slide away in blocks. A giant debris avalanche approaches speeds of 180 mph.
8:32:45 -- A huge explosion blasts out from where the north face slid.
8:33 a.m. -- The volcano, which one geologist calls a superheated champagne bottle shaken for two months, is uncorked. A lateral blast of rock, ash and hot gases heads northward.
8:33:20 -- The blast increases to nearly supersonic speed and overtakes the debris avalanche. Within an eight-mile radius, virtually everything is obliterated or carried away.
8:34 a.m. -- Within a 15-mile radius, everything is flattened. Fifty-seven people die, mostly by suffocating on hot ash. They are the first recorded fatalities from volcanic activity in the continental United States.
8:35 a.m. -- Mudflows of volcanic debris and water begin on Pine Creek, Muddy River, Swift Creek, the Kalama River and the South Fork of the Toutle River.
8:47 a.m. -- A vertical column of ash and steam rises in a mushroom cloud 12 miles above the volcano. The cloud generates lightning.
10 a.m. -- Ash cloud has reached Yakima, Washington. Darkness-sensitive street lights turn on.
11:45 a.m. -- Ash cloud has reached Spokane, Washington, 250 miles to the east.
1 p.m. -- Mudflows begin in the North Fork of the Toutle River as water-saturated parts of the avalanche begin to slump and flow. More than 65 million cubic yards of sediment are sent toward the lower Cowlitz and Columbia rivers.
3 p.m. -- Toutle River crests at 21 feet above normal.
5:30 p.m. -- Eruption subsides after ejecting 540 million tons of ash.
May 19 -- Bathtub-ring mud lines across the region show mudflows were on average more than 60 feet deep. Ash cloud arrives in central United States.
June 1 -- After circling the globe many times, most ash settles out. Some of the smallest fragments remain suspended in the upper atmosphere for years.
June 12 -- After several weeks marked by occasional steam and a nighttime glow from its crater, the volcano erupts again and forms a dome of lava on the crater floor.
July 22 -- Several eruptions destroy most of the dome. The volcano continues to have periodic eruptions into 1984, with the dome rising more than 800 feet. At the current rate of growth, it will take a century for Mount St. Helens to reach its former height.
Narrative Input
Adapted from the story – Hill of Fire
By Thomas P Lewis
Once there was a farmer who lived in Mexico. He lived in a little village in a house that had only one room. The farmer was not happy. “Nothing ever happens”, he said. The people in the village thought the farmer was foolish. “We have everything we need”, they said. We have a school, and a market and a church with an old bell that rings on Sundays. The village is the best there is. “But nothing ever happens”, says the farmer.
Every morning for breakfast he ate two flat cakes of ground corn. His wife had made them the night before. He put honey over the cakes and drank cinnamon tea from a clay mug. “Nothing ever happens”, he said.
It was still dark when the farmer got ready to leave for the field. His son Pablo was still asleep. “Perhaps today”, said his wife, “something will happen”. “No”, said the farmer, “nothing will”.
Late in the morning when the sun was high, Pablo came to the field. “Pablo”, said the father, “Why are you not in school”? “We don’t have school today Papa”, said Pablo. “I have come to help you plow”. Pablo helped the farmer plow the field. The ox pulled and the plow turned up the soil. Suddenly the plow stopped. The farmer and his son pushed, and the ox pulled, but the plow did not move. It sank into the Earth. It went down, down, down, into a little hole.
The little hole became a bigger hole. There was a noise that came deep under the ground as if something big had growled. Pablo looked. The farmer looked. The ox turned its head. White smoke came from the hole in the ground. “Run”, said the farmer, “Run”. There was a loud crack and the Earth opened wide. The farmer ran, Pablo ran, and the ox ran too. The farmer ran all the way to the village. He ran inside the church and rang the old bell. The other farmers came from their fields. People came out of their houses. “Look”, said the farmer, “Look there”!
That night, no one slept. Everyone watched the fire in the sky. IT came from where the farmer’s field had been. There was a loud boom, and another, and another. Pieces of burning stone flew in the air. The Earth was coughing. Every time it coughed, the Hill of Fire grew bigger. In a few days, the hill was as big as a mountain. And every few minutes there was a loud BOOM. Squirrels and rabbits ran and birds flew away from the fire. People lead their bulls and oxen to safety. Some of the people went close to the steaming lava. They carried big crosses and prayed for the fire to stop. When the booming stopped and the fires grew smaller the farmer’s house was gone. The school was gone. The market was gone. Half the village was gone.
One day, some men in uniforms came in cars and trucks. “So you are the one with the plow that opened up the Earth”, they said to the farmer. They laughed. “You’re lucky to be alive Amigo”. The soldiers looked at the village. Everyone must go. The captain said, “It is not safe to live here any longer”. The farmer, and his wife, and Pablo, and all of the people of the village went with the soldiers.
The farmer found a new house. It was not far from the old one, but it was safe from El Munstro, which means the monster. That is the name that the people gave to the great volcano.
The people made a new village. They made a new school and a new market. They had a great fiesta because now they were safe.
Now the farmer had a new field. Every morning he woke up early. It was still dark and El Munstro glowed in the sky. Sometimes Pablo brought the children of the village to see the farmer. From the field they could see the volcano smoking, like an old man smoking his pipe. “Can you make another Hill of Fire”, the children said. “No my friends, no, no” said the farmer. He laughed. One hill of fire is enough for me.
Natural Disaster
Poetry Booklet
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Name______________________
Volcanoes Here, Volcanoes There
By Starlet McIntyre, Jen Lee, Teresita Gambito, Monica Voelker, Andrea McCallum,
and Jen Powell
Volcanoes here, volcanoes there.
Volcanoes, volcanoes everywhere.
Roaring volcanoes rumbling,
scary volcanoes exploding,
dangerous volcanoes flowing,
and devastating volcanoes howling.
Volcanoes on the land,
volcanoes by the sea,
volcanoes underground,
and volcanoes around me.
Volcanoes here, volcanoes there.
Volcanoes, volcanoes everywhere.
Volcanoes! Volcanoes! Volcanoes!
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Yes Ma’am
By Andrea McCallum and Jen Lee
Is this a Natural Disaster? Yes Ma’am
Is this a Natural Disaster? Yes Ma’am
How do you know? Clouds darkening the sky
How do you know? Meteorologist giving warning signs
Give me some examples Earthquakes and tsunamis
Give me some examples tornadoes and wild fires
Is this catastrophic? Yes Ma’am
Is this catastrophic? Yes Ma’am
How do you know? Damage on a large scale
How do you know? Losses too large to tell
Give me some examples Hurricanes and floods
Give me some examples Eruptions and mud
Should we always be prepared? Yes Ma’am
Should we always be prepared? Yes Ma’am
What can we do? Have a safety plan
What can we do? Lend a helping hand
Give me some examples? Donate money, clothing, and food
Give me some examples? Being a humanitarian is always good
Is that the right thing to do? Yes Ma’am
Is our yes Ma’am chant through? Yes Ma’am
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Geologist, Meteorologist, Pyrologist Bugaloo
Written by Jennifer Lee
I’m a geologist and I’m here to say,
I study the Earth in many ways.
Sometimes I study fault lines, nothing is a shock,
but usually I investigate what’s recorded in the rocks.
Earthquakes, tsunamis, volcanoes too,
doing the geologist bugaloo!
I’m a Meteorologist and I’m here to say,
I study calm or severe weather everyday.
Rain or shine, lightning or serene,
I report my findings with the Doppler machine.
Tornadoes, thunderstorms, hurricanes too,
doing the meteorologist bugaloo!
I’m a Pyrologist and I’m here to say,
I work with the forest rangers every day.
Watching for ignition, all it takes is a spark.
Wildfires threaten our national parks.
Oxygen, heat and forest fuel too,
doing the Pyrologist bugaloo!
911 Song
By Jennifer Lee
If someone’s in trouble
and you know it dial 911
If someone’s in trouble
and you know it dial 911
You dial a 9 and then a 1 and then a 1
For help to come
If someone’s in trouble
and you know it dial 911
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Harry Truman
Tune of “On Top of Spaghetti”
By Jen Lee and Teresita Gambito
On top of Mt. St. Helens
All covered in green
I heard the volcano rumbling
And we saw it steam.
In a lodge by Spirit Lake,
lived a cranky old man.
His name was Harry Truman
And he lived on the land.
There was an urgent warning,
and an evacuation plan.
But poor Harry Truman,
wanted to make his stand.
Reporters had warned him,
And begged him to go.
But stubborn old Harry,
thought the lava would flow.
On May 18, 1980
At 8:32 a.m.
Mount Saint Helens erupted
And destruction began.
The seismograph recorded
a magnitude of 5.0
and poor Harry Truman
was buried below.
The moral of Harry’s story
Is to have a safety plan in sight
Never know when Mother Nature
is going to strike.
I’m a Hurricane
By Starlet McIntyre, Jen Lee, Teresita Gambito, Monica Voelker, Andrea McCallum,
and Jen Lee
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I form over the ocean when the water is warm,
Sometimes known as a spiraling storm.
My hurricane winds cause the seas to rise,
The calm of the storm is called the eye.
I’m a Hurrrrricane!!!
I’m a Hurrrrricane!!!
Torrential rain and severe winds, too,
In the Pacific I’m called a typhoon.
I’m called a cyclone in the Indian Ocean,
Near the equator spun by the earth’s rotation.
I I’m a Hurrrrricane!!!
I’m a Hurrrrricane!!!
Storm trackers are on the case
It’s the hurricane that they race
Satellites view them from up high
They can’t tell us what’s happening inside.
I’m a Hurrrrricane!!!
I’m a Hurrrrricane!!!
Name______________________________
Natural Disasters Unit
Home School Connection # 1
Imagine a volcano is erupting. Discuss with your parents and family how might you describe a volcano? Sketch and write descriptions of the words to describe the volcano.
Parent Signature____________________________________
Name______________________________
Natural Disasters Unit
Home School Connection # 2
Reporting about a storm is a real challenge. You have to get all the facts and present them in an interesting way. Discuss with your parents and family the facts about a recent storm. Sketch and write your report.
Parent Signature______________________________
Name______________________________
Natural Disasters Unit
Home School Connection # 3
There are many different types of natural disasters. Has anyone in your family been in and survived a natural disaster (for example a flood, a thunder or wind storm etc.) ? Talk with your parents and family. Sketch and write what you talked about.
Parent Signature__________________________________
Name______________________________
Natural Disasters Unit
Home School Connection # 4
Talk with your family about creating an evacuation plan from your house in case of an emergency. Sketch and write about your evacuation plan.
Parent Signature__________________________________
Name______________________________
Natural Disasters Unit
Home School Connection # 5
Earthquakes can occur here in our state of Washington. Talk with you parents and family about ways you can protect yourself if you happen to be in an earthquake. Sketch and write your answer below.
Parent Signature_______________________________
Nombre _________________________ fecha_______________
Conexión de la Escuela y Hogar #1
Desastres Naturales
Español
Imagina que un volcán esta eructando. Habla con sus padres y familia de cómo pueden describir el volcán. Escriba y dibuja palabras que pueden describir el volcán.
Firma de Padres/Guardián _______________ Estudiante _______________
Nombre _________________________ fecha_______________
Conexión de la Escuela y Hogar #2
Desastres Naturales
Español
Reportando sobre una tormenta puede ser dificultoso. Tiene que anotar todo los hechos y presentarlos de una manera interesante. Habla con sus padres y familia de los hechos sobre una tormenta reciente. Escriba y dibuja un reporte abajo.
Firma de Padres/Guardián _______________ Estudiante _______________
Nombre _________________________ fecha_______________
Conexión de la Escuela y Hogar #3
Desastres Naturales
Español
Hay una variedad to desastres naturales. ¿Hay alguien en tu familia que ha sobrevivido un desastre natural (por ejemplo una inundación o huracán, etc.) Habla con tus padres y familia. Escriba y dibuja sobre lo que hablaron.
Firma de Padres/Guardián _______________ Estudiante _______________
Nombre _________________________ fecha_______________
Conexión de la Escuela y Hogar #4
Desastres Naturales
Español
Habla con su familia sobre un plan de evacuación de su casa en caso de una emergencia. Escriba y dibuja un plan de evacuación
Firma de Padres/Guardián _______________ Estudiante _______________
Nombre _________________________ fecha_______________
Conexión de la Escuela y Hogar #5
Desastres Naturales
Español
Los Terremotos pueden ocurrir en nuestro estado de Washington. Habla con sus padres y familia sobre las maneras en cual se pueden proteger por si acaso se encuentra es esta situación. Escriba y dibuja abajo.
Firma de Padres/Guardián _______________ Estudiante _______________
Earthquakes
Description
The study of earthquakes is called seismology. Earthquakes are the shaking, rolling or sudden shock of the earth’s surface. Earthquakes can be felt over large areas although they usually last less than one minute. Earthquakes cannot be predicted -- although scientists are working on it!
Cause
An earthquake is caused by sudden, violent shifting of massive rocks called Tectonic Plates under the earth's surface. This movement of the plates releases stress that accumulates along geologic faults. A fault is a deep crack that marks the boundary between two of these plates.
Effects
The effects of the rumbling produced by earthquakes usually lead to the destruction of structures such as buildings, bridges, dams, and the loss of human life. Besides producing floods and landslides, earthquakes can take place under the ocean and cause tsunamis, or tidal waves. Tsunamis are high and long walls of water which travel at a very rapid rate.
Interesting Facts
The magnitude of most earthquakes is measured on the Richter scale, invented by Charles F. Richter in 1934. It is estimated that there are 500,000 detectable earthquakes in the world each year. 100,000 of those can be felt, and 100 of them cause damage.
Historical Facts
The earthquake and resulting tsunami in the Indian Ocean on December 26th, 2004 had a devastating effect on India. Almost 11,000 people died in the tsunami and over 5,000 are missing and feared dead. It is estimated that 380,000 Indians have been displaced by the disaster and reconstruction is expected to cost more than 1.2 billion dollars.
Wildfires
Description
A wildfire is an uncontrolled fire often occurring in wild land areas, but which can also consume houses or agricultural resources. Wildfires often begin unnoticed, but they spread quickly igniting brush, trees and homes.
Cause
Common causes of wildfires include lightning, human carelessness, arson, volcano eruption, and Pyroclastic Cloud from active volcano. Heat waves, droughts, and cyclical climate changes can also have a dramatic effect on the risk of wildfires.
Effects
Wildfires can damage lands and resources. Timber is burned, although some may be salvageable. Existing forage, for livestock and wildlife, is destroyed. The reduced vegetation can increase erosion; in severe situations, such as southern California, the result can be mudslides when the wet season returns.
Interesting Facts
In order for fire to burn, three elements must be present. Oxygen, fuel and heat combine to make what is called the "Fire Triangle". The hottest and most intense fire is called a Crown Fire. They are often difficult to control, need strong winds, steep slopes and lots of fuel to keep burning. Crown fires burn the top layer of foliage on the tree.
Historical Facts
The October 2007 California wildfires were a series of wildfires that began burning across Southern California. At least 1,500 homes were destroyed and over 500,000 acres of land burned. Nine people died as a direct result of the fires; 85 others were injured, including at least 61 firefighters.
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Hurricanes
Description
Hurricanes are severe tropical storms formed in later summer and early fall in the oceans near the equator. Hurricanes are among the most powerful and deadliest forces in nature, as a hurricane approaches, the skies will begin to darken and winds will grow in strength.
Cause
Hurricanes can develop when the sun’s rays heat tropical waters to at least 82 degrees Fahrenheit. This causes the air to grow warmer and rise. Water rises with it as vapor, and the heat causes the air to rise faster and faster. A wind becomes a hurricane when it reaches speeds of more than 74 miles per hour. Hurricanes rotate in a counter-clockwise direction around an "eye."
Effects
When a powerful hurricane hits land, it can cause more damage to life and property than any other natural disaster. The effects of hurricanes include storm surge, strong wind, inland flooding and tornadoes. Storm surge is the most devastating effect that accounts for 90 percent of the hurricane deaths. It refers to the rapid rise in the level of water that comes ashore, as the hurricane hits land.
Interesting Facts
Every year about 64 hurricanes form in the Atlantic Ocean. Hurricanes are part of a family of weather systems known as "tropical cyclones." The word hurricane is from the West Indian word hurricane, meaning "big wind." When the storm system becomes a hurricane it is given a name by the National Hurricane Center to help us identify storms and track them as they move across the ocean.
Historical Facts
On August 29, 2005 Hurricane Katrina struck the United States, causing death of more than 1,800 people and property damage worth $81billion. When it made landfall, Katrina was a Category Four storm featuring gusts topping 140 miles an hour. It was the costliest hurricane in the history of the US.
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Tornadoes
Description
Tornadoes, also known as cyclones or twisters, appear as a rotating funnel shaped cloud. It extends from a thunderstorm to the ground with whirling winds that can reach 300 miles per hour. Tornadoes occur in spring and summer in a central United States area known as Tornado Alley.
Cause
Tornadoes occur as streams of cool dry air collide with warm wet air. When the two kinds of air hit each other, they often cause severe weather such as tornadoes. Tornadoes can form out of many kinds of storms, but the type most likely to produce tornadoes is the supercell. A supercell has an area of rotation within the storm called a mesocyclone that can spawn a tornado.
Effects
The most violent tornadoes are capable of tremendous destruction with wind speeds of up to 300 mph. They can destroy large buildings, uproot trees and hurl vehicles hundreds of yards. Damage paths can be in excess of one mile wide to 50 miles long. In an average year, 1000 tornadoes are reported nationwide.
Interesting Facts
Tornado is only a tornado if it's in contact with the ground. Otherwise, it's a funnel. Some tornadoes don't have a visible funnel, but if debris is visible at the ground, it is considered a tornado. Tornadoes occur on every continent of the globe, with the exception of Antarctica.
Historical Facts
The famous "Tri-state" tornado of March 18, 1925 is the deadliest tornado in the United States. It killed 695 people and traveled at 60-73 mph over a 219 mile long track across parts of Missouri, Illinois and Indiana.
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Process Grid
| |Descriptions |Causes |Effects |Interesting Facts |Historical |
| | | | | |Facts |
| |Shield, composite, cone |Built up pressure in |Eruptions- clouds of |Lava can get as hot as |Mt. St. Helens eruption|
|Volcanoes |Magma pool, channel, |the earth, plate |ash and cinders in |2,192 degrees |May 18, 1980 |
| |magma. lava |movement |the air (blocking the|Thousands of volcanoes |Colombia eruption Nov. |
| |Active, dormant | |sun), lava and rubble|in the ring of fire |13, 1985 (25,000 died) |
| |*Rotating funnel shaped |*stream of cool air |*destroy large |* tornado is only a |*Tri-state tornado |
| |cloud |collide with warm air|buildings |tornado if it has |March 18, 1925 |
|Tornadoes |*Extends from a |* Supercell is the |*uproot trees |contact with the ground |* killed 695 people |
| |thunderstorm |most |*hurl vehicles |* tornadoes occur on |* 60-73 mph |
| |*Winds reach up to 300 |common storm to |*death |every continent except | |
| |MPH |produce tornadoes | |Antarctica | |
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| |*Severe tropical storm |*sun rays heat |*storm surge |* every year 64 |*August 29, 2005 |
| |*near the equator |tropical waters |* Strong wind |hurricanes form in the |Hurricane Katrina |
|Hurricanes |*powerful and deadliest |* 82 degrees |* inland flooding |Atlantic Ocean |struck |
| |force in nature |Fahrenheit |* tornadoes |* word hurricanes means |* killed 1,800 people |
| | |* wind reaches 74 MPH|* death |“Big Wind” |*property damage worth |
| | |* hurricanes rotate |* destruction | |81 billion |
| | |counter clock-wise | | |Wind was 140 MPH |
| |*Earthquakes are the |*violent sifting of |*destruction of |* measured on the |*December 26, 2004 |
| |shaking, rolling, sudden |massive rocks called |buildings |Richter scale |tsunami in the Indian |
|Earthquakes |shock of the earth’s |tectonic plates |Bridges |*500,000 detectable |Ocean |
| |surface |* movement of plates |Dams |earthquakes in the world|* 11, 000 people died |
| |*study of earthquakes is |release stress |Loss of life |every year |* 5,000 missing feared |
| |called seismology |* fault is a deep |Cause floods, tidal |*100,00 can be felt |dead |
| | |crack in the plates |waves, or tsunamis |90% of all earthquakes |*380, 000 people |
| | | | |take place in the |displaced |
| | | | |Pacific ocean | |
| |*uncontrolled fire |*lightning |*damage land |* need oxygen fuel, and |*October 27, 2007 |
| |* Begin unnoticed |*Human carelessness |* damage resources |heat |California wildfire |
|Wildfires |Spread quickly |*Arson |* reduce vegetation |Intense fire is a crown |*1, 500 homes were |
| | |*Volcano eruption |* increase erosion |fire |destroyed |
| | |*Pyroclastic cloud |* death | |*9 people died |
| | | | | |85 were injured, 61 |
| | | | | |were firefighters |
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| |Types |Causes |Impact |Interesting Facts |
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|Volcanic | | | | |
|Eruptions | | | | |
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|Wildfires | | | | |
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|Earthquakes | | | | |
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|Hurricanes | | | | |
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|Tornadoes | | | | |
Process Grid
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Description
Historical
Facts
Interesting Facts
Effects
Cause
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