|
Overview:
In this lesson, students will gain a better understanding of natural events and consider the dangers that natural hazards and natural disasters pose to humans. Through writing, and by gathering and comparing data, students will examine factors that make hazards a threat to people. This lesson, which can be adapted for older students, is a good accompaniment to giant screen film, Forces of Nature. [Note: It is suggested that this lesson be conducted before students see the film.]
Connections to the Curriculum:
Geography, earth science, language arts
Connections to the National Geography Standards:
Standard 7: "The physical processes that shape the patterns of Earth's surface"
Standard 15: "How physical systems affect human systems"
[Note: This lesson also conforms to National Science Education Content Standard D (Earth and Space Science: Structure of the earth system) and Standard F (Science in Personal and Social Perspectives: Natural hazards) for grades 5-8.]
Time:
Two to three hours (possibly more)
Materials Required:
- Computer with Internet access
- Pencils, color markers
- Chart paper or poster board
- Blank Xpeditions outline maps of the world and of the U.S., one of each for each student
Objectives:
Students will
- describe aspects of natural events that pose threats to humans and impacts of these events on people, in writing and through discussion;
- use scientific vocabulary to summarize research about natural hazards; and
- compare and discuss the relative dangers posed by tornadoes, volcanoes, and earthquakes (and, possibly, other natural hazards).
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Introduce the lesson by asking for a show of hands to the question, "Have you ever been in a severe thunderstorm?" Have each student write 1) words or phrases that describe the storm (e.g., dark, loud, windy, rainy), and 2) words or phrases that describe how it made them feel (e.g., scared, soaked, vulnerable, happy to be indoors). Students might compare their answers briefly with a neighbor and then share with the class, either orally or by writing a class list on the board.
Explain that scientists might describe their feelings about natural hazards much as students did about thunderstorms, but scientists use special words and phrases to accurately describe and measure hazards. Tell students they're going to learn about natural events that pose hazards to people.
Development:
Clarify the terms "natural hazard" and "natural disaster".
With a partner, students should—based on their existing knowledge—list types of natural events (only those generated by physical processes) that harm people, homes, or possessions. They can also list actual events, such as a recent earthquake. Ask students to decide which hazard they consider the "worst" and jot down their reasons.
Make a class list of the hazards. Have students vote with a show of hands for the "worst" type of event. Each student should be prepared to defend his or her choice. Have the class rank the events in order of severity. (Save the list.) Students could also construct bar charts of the natural hazards and the number of students who voted each as "worst."
In small groups, have students research a natural hazard, perhaps only those featured in the Forces of Nature film (e.g., tornadoes, volcanoes, and earthquakes) or others (e.g., blizzards, drought, floods, forest fires, hurricanes). (The same hazard can be researched by more than one group.) Some Web sites for research are listed under Related Links. Ask students to save any compelling first-person descriptions of natural disasters they find.
Research focus questions might include:
- Why is this natural event hazardous for people? (For example, consider the frequency and severity of the event, the number of people affected, or whether or not the event can be predicted.)
- In what states, countries, or regions does this natural event occur? Is there a spatial pattern to the event? Have students map incidents of the event on maps of the world and of the U.S.
- What words and phrases are used when studying, describing, and measuring the event? For example:
- Terms for scientists who study the event (e.g., volcanologist, seismologist, meteorologist)
- How the intensity of, or damage from, the event is measured (e.g., Modified Mercalli Intensity scale, Fujita scale)
- Different types of the same event (e.g., tornadoes, waterspouts)
- How many human casualties (injuries or deaths) are caused annually by the hazard? What amount of property damage does the hazard cause?
- What do scientists understand about this natural event? What do they not yet understand?
On chart paper or poster board, via a computer presentation, or in a short report, ask each small group to summarize their findings to the class. They should describe and illustrate the events as scientists would. Groups should answer as many of the focus questions as possible. Students may also want to read aloud first-person accounts.
Closing:
Ask the class to vote again for the "worst" natural hazard, and to defend or debate their decisions. Discussion could also focus on common aspects of the various natural hazards.
In addition, discuss careers related to natural hazards. If students will see the film Forces of Nature, mention that it profiles volcanologist Dr. Marie Edmonds, geophysicist Dr. Ross Stein, and meteorologist Dr. Josh Wurman, who are at the cutting edge of the science surrounding volcanoes, earthquakes, and tornadoes. Students can also learn about these scientists at National Geographic: Forces of Nature.
Suggested Student Assessment:
Ask students to generate a list of all the things that the natural hazards discussed in class have in common (e.g., all can damage property and endanger people's lives). Ask them to generate another list of things that are different (or perhaps unique) about the hazards (e.g., methods of study and prediction or locations where events are likely to occur).
Write a paragraph describing which of the particular natural hazards discussed would be the most challenging to study or predict and why.
Evaluate students' work based on the amount of detail and accuracy in oral and written presentations and on their use of research to:
- describe aspects of a natural event that pose a threat to humans;
- describe impacts of natural hazards on people;
- use scientific vocabulary to summarize research about natural hazards; and
- generate a list of characteristics that natural hazards have in common and characteristics that are different, identifying the most challenging hazard to study and why.
Extending the Lesson:
- Have students draw or sketch a first-person account of one of the natural hazards researched.
- After students see the film Forces of Nature, ask them to vote again for the "worst" type of disaster. Did the movie change their perceptions? Ask them to recall scientific terms or phrases they recognized in the movie.
Related Links:
|
Check out:
