Natural Disasters by Teacher Superstore

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

w ww

. te

m . u

o c . che e r o t r s super

Ready-Ed

Acknowledgements i. I-stock Photos. ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Publications

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

w ww

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

. te

Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 838 5 2

m . u

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Contents Teachers' Notes Australian Curriculum Links

4 4

Section One: Introducing Disasters Teaching Ideas Finding Out About Disasters Disaster Watch

5 6 7 8

Teac he r

Section Two: Earthquakes The Four Layers Of The Earth Make A Model Of The Earth Tectonic Plates 1 Tectonic Plates 2 Seismic Waves Earthquake Shocks Measuring Earthquakes 1 Measuring Earthquakes 2 The Most Damaging Earthquakes Make It Quake Proof Earthquakes Create Tsunamis

Section Three: Volcanoes What Is A Volcano? 1 What Is A Volcano? 2 Types Of Volcanoes Hotspots And The Pacific Ring of Fire Useful Volcanoes The Effects Of A Volcano

10 11 12 13 14 15 16 17 18 19 20

ew i ev Pr

r o e t s Bo r e p ok u S

Section Five: Cyclones What Is A Cyclone? What's The Damage? First Hand Accounts Preparing For A Cyclone Disasters What’s The Difference? The Impact Of Cyclones

. te

29 30 31 32

m . u

w ww

Section Four: Tsunamis Tsunamis Are Terrible Waves Tsunamis Around the World The Speed And Power Of Tsunamis Being Prepared

22 23 24 25 26 27

o c . che e r o t r s super

34 35 36 37 38 39 40

Section Six: The Four Disasters The Exposure Of Disasters Extreme Jobs – Who Does What? Having A Plan Extreme Weather Myths And Legends The Ripple Effect Disaster Box Memory Game Homework Tasks Natural Disaster Vocabulary

42 43 44 45 46 47 48 49-50 51

Answers

52-55 3

Teachers’ Notes Our world is a volatile and amazing place. The ground beneath our feet is constantly on the move even though we might not be aware of it. This movement can trigger natural disasters, such as earthquakes, volcanoes, tsunamis and cyclones. Understanding how our natural world works helps us to make better decisions when faced with life threatening events. This book will take your students on a journey to unlock the secrets of our planet and explain why nature is capable of creating such carnage.

r o e t s Bo r e p ok u S

Suggested ways to use this resource: • • • • •

You could work your way through the book chronologically. Dip in and out of the topic pages to suit your lesson plans. Use it as a reference book. Set activities for homework. Give activities to fast finishers.

ew i ev Pr

Teac he r

Natural Disasters is written for students in Year 6, however the activities may also suit students in Years 5 and 7.

w ww

Earth and Space Sciences Science Understanding

. te

m . u

Year 6 - Science

Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)

o c . che e r o t r s super

Nature and Development of Science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098)

Use and Influence of Science

Scientific understandings, discoveries and inventions are used to solve problems that directly affect people's lives (ACSHE100) Scientific knowledge is used to inform personal and community decisions (ACSHE220)

Teac he r

Introducing Disasters

ew i ev Pr

r o e t s Bo r e p ok u S Section One:

w ww

. te

m . u

o c . che e r o t r s super

www.istock.com/erlucho

Teaching Ideas Below are some ideas to help you introduce the topic of natural disasters to your class. Create a Word Wall Using coloured paper, ask students to write words that they associate with natural disasters and display these words on a wall in the classroom. Towards the end of this topic, students can add definitions to the Word Wall.

Paint a Word Picture Ask students to close their eyes and describe the situation during or after a natural disaster – help them to imagine what the scene might be like.

ew i ev Pr

r o e t s Bo r e p ok u S

Start a Curiosity Corner Ask the class to bring in news articles, books, photographs, songs – anything that connects to the topic for the class to explore and share.

Teac he r

Imaginary Interview Ask your students to imagine that they are a reporter interviewing an expert on natural disasters – they can list what questions they would like to ask. Students could use the questions to ask parents, neighbours and family what they think about disasters. Students can write down important quotations and display them in the classroom.

The Top Three Game Students should think of three things that they already know about disasters. They should pair up with another student and exchange their three points of information. Students should then choose another student to pair up with and exchange points.

. te

Science BLOG Instead of keeping a science journal for this topic, show your kids how to keep their own blog; an online journal. Give them time to update it weekly and keep a track of their learning. Check out these sites for blogging ideas: www.blogspot. com www.classblogmeister.com and www.edublogs.org

o c . che e r o t r s super

Headline Fun Students can use the internet to find and print off headlines about natural disasters – they can cut them out to add to a groovy class collage.

Hear From an Expert Contact your local SES service and ask an expert to visit your class. Hearing from someone in the natural disaster field is a great way to get everyone interested. If you can’t find a kind volunteer, look for videos on the web or old BTN stories www.abc.net.au/btn/ 6

Contact the CSIRO Scientists in Schools Program – they might be able to help run an investigation in your classroom www. csiro.au

m . u

w ww

Each student can create their own KWL chart to map out what they know already, what they want to learn about and later they can detail what they have learned.

Introducing Disasters

Finding Out About Disasters

 Disasters happen around the world at any time of the day or night.

Some disasters include: floods, cyclones, fires and earthquakes.

r o e t s Bo r e p ok u S

1. Name as many other types of disasters as you can.

___________________________________________________

ew i ev Pr

Teac he r

___________________________________________________ ___________________________________________________ 2. Discuss your list with your partner. In your own words

define a disaster.

_________________________________________________ _________________________________________________

__________________________________________________________________________________

m . u

__________________________________________________________________________________

w ww

__________________________________________________________________________________ 4. Organise the types of disasters from your list under the headings.

. te

Natural Disasters

Human Disasters

o c . che e r o t r s super

_______________________________________

_____________________________________

_______________________________________

_____________________________________

_______________________________________

_____________________________________

_______________________________________

_____________________________________

5. You, or someone you know, may have experienced a personal disaster.

Provide a brief outline of it. __________________________________________________________________________________ __________________________________________________________________________________ 7

Introducing Disasters

Disaster Watch

Over the next few weeks collect information on any disasters that happen around the world. Create a wall chart or collect the articles in a scrap book. Use newspapers, magazines and the internet as sources of information.  Record each disaster in the table below and classify it according to its location. Make a tally of the newspaper articles related to each disaster.

International r o e t s Bo r e p ok u S

Tally

National

Tally

ew i ev Pr

Teac he r

Local

 What type of disaster was most frequently reported? ________________________

____________________________________________________________________

 Why do you think this was the case? ______________________________________

____________________________________________________________________  On the world map below use different colours to show where different types of disasters have occured.

w ww

. te

Volcano Flood

__________ _________

m . u

Cyclone Earthquake

o c . che e r o t r s super

 Which of these disasters do you think is the most devastating? __________________  Give reasons for your answer. ____________________________________________

____________________________________________________________________ 8

Teac he r

Earthquakes

ew i ev Pr

r o e t s Bo r e p ok u S Section Two:

w ww

. te

m . u

o c . che e r o t r s super

www.istock.com/erlucho

The Four Layers Of The Earth It is essential to know about the four layers of the Earth in order to understand how earthquakes happen. Read Get The Facts then complete the questions and label the diagram.

Questions

r o e t s Bo r e p ok u S

Teac he r

 The mantle is beneath the crust and is over 2,800 kilometres thick. It is made of a thick layer of hotter, heavier rocks. Parts of this layer are so hot that rocks have melted. This molten rock or lava, called magma, is what the Earth's crust floats on. Plates float on top of the magma. The plates rub together and collide and these movements cause cracks and slips in the Earth. These cracks and slips release huge amounts of energy in the Earth and this energy results in an earthquake.

1. What can happen to the Earth's crust which causes earthquakes? ________________________________ ________________________________

ew i ev Pr

 The crust is the rocky outer thin layer of the Earth. It varies in thickness from 5-60 kilometres. It is made up of hard rock which is mainly granite. Sometimes earthquakes happen when the rocks in the Earth's crust bend and break causing shockwaves to travel on the Earth's surface.

________________________________ 2. Where are plates found?

________________________________

3. How do the plates cause earthquakes? ________________________________

© ReadyEdP________________________________ ubl i cat i ons ________________________________ •f orr evi ew pur posesonl y• ________________________________  The Earth’s core (centre) is made of two layers

w ww

Label the four layers of the Earth.

. te

________________________________ ________________________________

m . u

and is extremely hot, possibly over 2,000 degrees. The outer core is liquid and the inner core is solid iron and nickel.

magma (molten rock lava)

o c . che e r o t r s super

Make A Model Of The Earth You will need four different colours of modelling clay or Plasticine for this activity. Each colour will represent a layer of the Earth.

Step 1: Inner core

Sam

r o e t s Bo r e p ok u S

Step 2: Outer core

With a different coloured clay, roll out a thick layer. Place the inner core into the middle and pull the second layer around the inner core. Compare the thickness to that of the inner core.

ew i ev Pr

Teac he r

Make the inner core (a ball) about two centimetres in diameter.

w ww

Repeat Step 2 using a third colour.

. te

m . u

Step 3: Mantle

o c . che e r o t r s uper Step 4: Crust s

The outer layer must be rolled very thin to represent the crust. When complete, cut with a knife to see the cross-section.

Tectonic Plates 1 The theory that the Earth’s crust is broken up into parts called plates, is known as tectonic plates. It is believed that the movement of these plates (they can rub together and collide) causes slips and cracks in the Earth which releases a lot of built up energy and causes earthquakes. Earthquakes usually occur where two plates meet, called faults. When the pressure between two plates is too great for them to be held in place, the rocks snap causing shockwaves (a release of energy). Look at how the plates fit together on the map below.

r o e t s Bo r e p ok u S

Key

List of the Earth's Plates

Teac he r

North America Plate IndoAustralian Plate Cocos Plate Eurasian Plate Philippine Plate

6. Juan de Fuca Plate 7. Pacific Plate 8. Arabian Plate 9. Indian Plate 10. Antarctic Plate

11. South America Plate 12. Scotia Plate 13. Nazca Plate 14. Caribbean Plate 15. African Plate

Fault lines Quake zones

ew i ev Pr

1. 2. 3. 4. 5.

Lightly colour each plate a different colour and match the plate names by writing the correct number in the boxes.

w ww

. te

m . u

o c . che e r o t r s super

Use the back of the sheet to answer these questions. 1. Where do most earthquakes occur?

2. Is Australia considered to be in an earthquake prone area? Explain. 3. Name two countries most likely to be affected by earthquakes in: Asia, South America, North America, Europe and Africa. 4. Name a country (other than your own) where you would like to live. Why? 5. Write down the names of the seven largest plates. 12

Tectonic Plates 2 Read Get The Facts then complete the tasks below.

 Faults are cracks in the Earth where plates are moving in different directions. These areas experience constant pressure and tension.

r o e t s Bo r e p ok u S -

 Any sudden plate movement causes an earthquake.  Tectonic plates move in different ways at boundaries or fault lines.

A normal fault is when pieces of the Earth's surface are pulled apart. A reverse fault is when the plate is being compressed so one part of the Earth's surface is pushed up and one is pushed down. In a strike-slip fault, pieces of the Earth's surface move in opposite horizontal directions. A thrust fault is similar to a reverse fault. The plates are compressed, but the pieces of the Earth's surface are pushed up lifting the Earth.

ew i ev Pr

 There is a correspondence between the earthquake zones of the world and the boundaries of the tectonic plates.

Teac he r

 There are four types of earthquake faults:

After reading Get The Facts, label and describe in your own words the four different earthquake fault types below.

w ww

m . u

Fault type: _________________________ Fault type: _________________________

. te

o c . che e r 4 s o t r super

Description: ________________________ Description: ________________________ ___________________________________ ___________________________________

Fault type: _________________________ Fault type: _________________________ Description: ________________________ Description: ________________________ ___________________________________ ___________________________________ 13

Seismic Waves When the plates that cover the Earth's crust, slip or fracture, energy is released as seismic waves. These waves cause damage. Read Get The Facts, then answer the questions.

Get The Facts

Questions

r o e t s Bo r e p ok u S

1. Which type of seismic wave causes the most devastation?

Body waves move through the inside of the Earth. There are two types of body waves: primary and secondary.

_______________________________________

Primary waves move the fastest so they reach the Earth first and are therefore the first to be felt. They can pass through solids, liquids and gases easily. They arrive at the Earth's surface with a large thud which shakes and rattles the Earth.

_______________________________________

2. In what order do the waves hit the Earth? _______________________________________

ew i ev Pr

Teac he r

There are two types of seismic waves: body waves and surface waves.

3. Describe the kind of damage which could be caused by: primary waves:

_______________________________________

w ww

Surface waves move along the surface of the Earth and are to blame for most of the devastation caused by earthquakes. They move up and down the surface of the Earth rocking the foundations of structures. They are the slowest moving waves and are the last waves to be felt. This is why the most intense shaking happens at the end of the main earthquake.

. te

_______________________________________ _______________________________________ surface waves:

m . u

Secondary waves arrive on Earth after the primary waves. As they pass through rocks they cause them to change and vibrate making the Earth shake vertically and horizontally. They damage the structure of buildings, etc.

_______________________________________ _______________________________________

o c . che e r o t r s super Click IT

To find out more information about measuring earthquakes go to: http://earthquake.usgs.gov/

To play some online geology games go to: www.kidsgeo.com

The scientist is not a person who gives the right answers, he’s one who asks the right questions. ~ Claude Lévi-Strauss, Le Cru et le cuit

Earthquake Shocks Read Get The Facts then complete the questions.

Questions The largest, main earthquake is called the mainshock.

r o e t s Bo r e p ok u S mainshock

________________________________________ ________________________________________ aftershock

ew i ev Pr

Sometimes an earthquake has foreshocks. These are smaller earthquakes that happen before the larger earthquake that follows. Some scientists have tried to predict earthquakes using foreshocks but have found this difficult. Foreshocks are unpredictable; they can occur minutes, days or even years before the mainshock. Some earthquakes have no foreshock.

Teac he r

1. Order the events correctly by placing a number in each box and describe each type of shock in your own words.

________________________________________ ________________________________________ foreshock

________________________________________ Aftershocks follow the mainshock of an earthquake. ________________________________________ They are smaller earthquakes 2. Why do you think most casualties occur during that occur in the same place. aftershocks? Aftershocks can continue for weeks, months or years. _________________________________________ Aftershocks are dangerous _________________________________________ because they are unpredictable and can cause buildings _________________________________________ to collapse that have been _________________________________________ weakened by the mainshock. Usually the larger the earthquake, 3. Why is it difficult to use foreshocks to predict the greater the aftershock. mainshocks?

w ww

. te

Hold On!

m . u

o c . che e r o t r s super

Doorways are one of the safest places to be during an earthquake because they are usually reinforced and will be the best protection from falling debris. Hold on until the quake is completely over (most casualties occur during aftershocks).

_________________________________________ _________________________________________ _________________________________________

Click IT To find out more information about earthquakes go to:

 www.weatherwizkids.com/weather-earthquake.htm

Measuring Earthquakes 1 Read about the Richter scale and the Mercalli scale which are used to measure the power of earthquakes, then answer the questions.

Mercalli Scale

 In 1935, Two American Geologists',Beno Gutenberg and Charles Richter developed the Richter scale, which is used to compare the intensity of earthquakes. By measuring the speed or acceleration of the ground when it suddenly moves, they devised a scale that reflects the 'magnitude' of the shock. The scale is a measure of force (the amount of energy it releases) but can’t determine damage. Earthquakes measuring less than three on the scale aren't felt by humans. Earthquakes measuring seven or over are considered major. You will not see much damage from an earthquake measuring four on the scale.

 The Mercalli scale measures the actual damage of earthquakes. The Mercalli scale is a set of observations based on what people in the earthquake area feel and see and so it is a fairly subjective report. Results of the Mercalli scale are not as immediate as the results of the Richter scale because information has to be gathered together after the event and this can take time.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Richter Scale

ii. What does the Mercalli scale measure?

w ww

m . u

____________________________________________________________________________

. te

iii. Which measurement is likely to be released soon after an earthquake strikes?

o c . che e r o t r s super

____________________________________________________________________________ iv. Which measurement is likely to released sometime after an earthquake strikes? ____________________________________________________________________________ v. Which scale do you think is more useful and why?

____________________________________________________________________________ ____________________________________________________________________________

Click IT 16

For tips on how to protect yourself during an earthquake go to:

 www.fema.gov/kids/quake.htm

Measuring Earthquakes 2 Complete the Mercalli scale by cutting out the descriptions below and pasting them into the correct sections. Mercalli scale 1-4 Instrumental – moderate

Level of damage

Teac he r

5 Rather Strong

Damage slight. Windows, dishes, glassware broken. Furniture moved or overturned. Weak plaster and masonry cracked.

7 Very Strong 8 Destructive

0-4.3

4.4-4.8

ew i ev Pr

6 Strong

r o e t s Bo r e p ok u S

Richter scale

4.9-5.4

5.5-6.1

Structure damage considerable, particularly to poorly built structures. Chimneys, monuments, towers, elevated tanks may fail. Frame houses moved. Trees damaged. Cracks in wet ground and steep slopes.

6.2-6.5

© ReadyEdPubl i cat i ons 6.6-6.9 Most masonry and frame structures/foundations destroyed. Some • f o r r e v i e w p u r p o s e s o n l y• 10 well-built wooden structures and bridges destroyed. Serious

9 Ruinous

damage to dams, dikes, embankments. Sand and mud shifting on beaches and flat land.

w ww

11 Very Disastrous

. te

7.0-7.3

m . u

Disastrous

7.4-8.1

12 Damage nearly total. Large rock masses displaces. Lines of sight Catastrophic and level distorted.

o c . che e r o t r s super

>8.1

Damage negligible. Small, unstable objects displaced or upset; some dishes and glassware broken. Few or no masonry structures remain standing. Bridges destroyed. Broad fissures in ground. Underground pipelines completely out of service. Rails bent. Widespread earth slumps and landslides.

Structural damage severe; some will collapse. General damage to foundations. Serious damage to reservoirs. Underground pipes broken. Conspicuous cracks in ground; liquefaction. Damage slight-moderate in well-built structures; considerable in poorly-built structures. Furniture and weak chimneys broken. Masonry damaged. Loose bricks, tiles, plaster, and stones will fall. No Damage.

The Most Damaging Earthquakes

Earthquakes are common, There are around 500,000 detectable earthquakes in the world each year. Less than 100,000 of those can be felt and less than 100 cause damage to human settlement. Sadly there have been some very large earthquakes across the world, but large earthquakes don’t happen very often.

r o e t s Bo r e p ok u S The World’s Most Damaging Earthquakes

ew i ev Pr

Teac he r

Look at the list of the world’s most damaging earthquakes. Create a bar graph from this information.

Location

Date

Richter Reading

Northern Sumatra, Indonesia Off western coast of Sumatra, Indonesia Prince William Sound, Alaska Andreanof Islands, Aleutian Islands Offshore Maule, Chile Japan Kamchatka Chile Off the coast of Ecuador Rat Islands, Aleutian Islands

March 28, 2005 Dec. 26, 2004 March 28, 1964 March 9, 1957 Feb. 27, 2010 March 11, 2011 Nov. 4, 1952 May 22, 1960 Jan. 31, 1906 Feb. 4, 1965

8.7 9.0 9.2 9.1 8.8 9.0 9.0 9.5 8.8 8.7

Richter Scale Reading

w ww

. te

m . u

o c . che e r o t r s super

Earthquake

Make It Quake Proof Read Get The Facts then complete the tasks on the back of this sheet or in your exercise book and carry out the experiment.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Because earthquakes are so unpredictable and big earthquakes can cause so much damage, scientists are working on ways to make our infrastructure stronger so that the damage caused by earthquakes can be reduced. Earthquakes generate different forces that buildings aren’t used to enduring. Buildings are rocked from the ground and need to have strong and secure foundations to hold them together. Tokyo in Japan stands on a meeting point of three tectonic plates and has experienced a few big earthquakes. The Japanese are very clever at devising new technology to support their buildings, to alleviate earthquake damage.

Experiment Aim: To make a quake proof structure. Materials: paper, tape, scissors, scrap cardboard, straws, tray of set gelatin.

w ww

2. Start to create your structure to withstand a quake. HINT: Think about reinforcing the frame. Structures that have flexibility, have solid footings and aren't too tall have the best chance of remaining intact.

. te

3. Place your structure on a thin piece of cardboard resting on the gelatin tray.

m . u

structure to stand on.

o c . che e r o t r s super Tasks

4. Shake the tray and test each of the structures.

5. Discuss which features make stronger buildings?

 Earthquakes happen during both the day and the night. There is no pattern.  There is no such a thing as "earthquake weather".  We can’t prevent earthquakes from happening but we can take protective measures.

1. Write definitions of the following words: infrastructure, unpredictable and quake proof. 2. Explain why Tokyo has experienced big earthquakes.

Earthquakes Create Tsunamis Read Get The Facts then complete the experiment.

When an earthquake occurs along the edge of two plates, the plates can buckle or slide beneath each other. This is known as subduction. Earthquakes can also happen along faults which are breaks in the Earth’s crust that are away from plate boundaries.

r o e t s Bo r e p ok u S

Experiment: Quake making Waves Aim: To test how an earthquake triggers a tsunami.

Materials: ice cream container, water, cling wrap, tape, scissors.

ew i ev Pr

Teac he r

Many earthquakes occur in the sea as the Earth’s crust is thinner than it is below landmass. Undersea earthquakes sometime generate tsunamis, waves that are pushed along by the initial disturbance and can travel hundreds of kilometers at great speeds.

1. Cut a hole about six centimetres wide in the base of the container. using tape. Make sure it is water tight.

w ww

4. Tap the wraped hole with your finger and simulate an earthquake on the sea floor. 5. Observe what happens if you vary the strength of your 'earthquake' taps.

. te

m . u

3. Fill the container with water.

o c . che e r o t r s super

6. Try changing the water level and repeating the experiment. The speed that a tsunami travels is related to water depth. If the water is deep, the tsunami waves will travel more slowly.

Click IT  Find out if we have any faults in Australia.  Find out when the last major earthquake was in Australia.

Earthquake animation  http://news.bbc.co.uk/2/hi/4126809.stm

Teac he r

Volcanoes

ew i ev Pr

r o e t s Bo r e p ok u SSection Three:

w ww

. te

m . u

o c . che e r o t r s super

www.istock.com/erlucho

What Is A Volcano? 1 Read Get The Facts then label lava, magma and the Earth's crust on the diagram. Complete the experiment and questions.

r o e t s Bo r e p ok u S

Experiment

ew i ev Pr

Teac he r

A volcano happens when hot magma from the inside of the Earth breaks through the surface (crust) of the Earth. Magma starts off as mantle. Mantle is the layer of Earth below the surface. When the mantle melts it forms hot magma. When hot magma bursts through the surface of the Earth it is known as lava.

Process:

w ww

2. Gently unscrew the top and put balloon over the bottle. 3. Hold the balloon on and shake the bottle.

. te

4. Watch what happens.

o c . che e r o t r s super

5. The soft drink should explode into the balloon. Questions:

m . u

1. Don’t shake the soft drink bottle.

i. What does the soft drink in the bottle represent? _____________________________ ii. Which layer of the Earth is the balloon?

Amazing Fact 22

_____________________________

 Lava forms volcanic rock when it cools. Basalt is the most common, and over millions of years it can break down into soil, stained red by the iron content.

What Is A Volcano? 2 Read Get The Facts then label the diagrams below either convergent or divergent and explain in your own words what is happening in each diagram. The surface of the Earth is divided up into plates. When these plates pull apart (divergent plates) or push together (convergent plates) it causes the mantle to melt into magma and the magma will then break through the surface (crust) of the Earth causing a volcano.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

When two plates collide or push together (convergent plates), one plate will slip under the other. This process is known as subduction. The plate that slips will plunge into the mantle and cause the mantle to melt into magma which bursts through the surface of the Earth. If two plates collide but subduction does not take place, the Earth is instead pushed up and mountains are formed. This can develop later into a subduction zone.

When two plates pull apart (divergent plates), the surface (crust) of the Earth thins causing a weak spot. This causes the mantle to melt into magma and the magma will break through the weak spot. Some divergent plates happen at the bottom of the ocean so the volcano will happen underwater. This is called a submarine volcano.

When plates move against each other, a volcano does not usually occur. These plates are known as transform plates.

w ww

. te

Plate: __________________________

m . u

Plate: __________________________

o c . che e r o t 4 r s super

Description: _____________________

________________________________

Plate: __________________________

Description: _____________________

________________________________

________________________________ 23

Types Of Volcanoes Read Get The Facts then label the volcanoes and write one interesting fact under each type of volcano.

r o e t s Bo r e p ok u S

Active volcanoes are volcanoes which continuously erupt. Dormant volcanoes are those that "sleep" for a long time and then suddenly erupt. Extinct volcanoes are those that have been inactive for thousands of years. There is however still a possibility of an extinct volcano erupting again.

ew i ev Pr

Teac he r

Volcanoes can also be categorised according to their shape, the way that they erupt and the material that the eruption is made from. Composite volcanoes (or stato volcanoes) are made of layers of lava and rock fragments, thus the name composite. They form large conical snow-capped peaks and between eruptions they are so still that they can seem extinct. They occur when subduction happens and explode in spectacular fashion. They can look symmetrical. A shield volcano is broad and slopes gently; it is not steep. It is made up of lava. Its explosions are tame. They are the product of hot spots and subduction.

w ww

. te

m . u

A cinder volcano forms a steep cone-shaped hill. It is made up of lava fragments called cinders. It usually has one bowl shaped crater at the top.

o c . che e r o t r s super

______________

Thebestwaytohaveagoodidea is to have a lot of ideas. — Linus Pauling

Click IT This website includes some great pictures which help explain volcanoes:  http://kids.discovery.com/tell-me/ earth/natural-disasters

Hotspots And The Pacific Ring Of Fire Most of our most violent and explosive volcanoes are located on the Pacific Ring of Fire, highlighted below. This is where the majority of plates meet and move.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

 Can you mark some volcanoes on the map that have occurred on the Pacific Ring of Fire?

w ww

 Hotspots are places where plates don't have to meet and move for volcanoes to occur. Experts believe that the mantle underneath hotspots is exceptionally hot compared to the mantle elsewhere. Australia has over 10 extinct hotspot volcanoes and hundreds of extinct plume volcanoes. They are found mainly along the east coast.

. te

m . u

o c . che e r o t r s super

 Find a map of Australia and locate the following extinct hotspots: • Cape Hillsborough • Main Range • Mt Nebo

• Peak Range • Mt Warning • Springsure

• Mt Macedon • Glasshouse Mountains • Bunya Mountains

Click IT Check out this great video:  www.video.nationalgeographic.com/video/player/kids/forces-of-nature-kids/volcanoes-101-kids.html 25

Useful Volcanoes Volcanoes have many positive benefits. Read Get The Facts then complete the tasks below.

Tasks

r o e t s Bo r e p ok u S

 Volcanoes generate electricity from geysers by using steam to drive generators.

Teac he r

ysegeys _______________________________ ______________________________________ ______________________________________

ew i ev Pr

 Volcanoes make quarries for road building materials – basalt is particularly useful for roads and scoria is used as a gravel.

 Unscramble the words and then write your own explanation for each word:

 Volcanic craters formed by a steam explosion millions of years later are often lakes.

cepmui _______________________________

 Some of the most beautiful and popular areas to holiday in are volcanic sites.

______________________________________

hsa lvoncica ___________________________

 Volcanic ash makes soil very rich and fertile for growing crops.

w ww

. te

rraesiqu _______________________________ ______________________________________

m . u

 Pumice is a bubbly light rock and is often used to exfoliate skin as a beauty aid. Pumice is developed from active volcanoes.

______________________________________

Amazing Fact

Design a Brochure

o c . che e r o t r s super

 Diamonds that form under the Earth's crust are sometimes brought to the surface by a hotspot or rising plume. The Argyle Diamond mine in Western Australia finds diamonds that were brought to the surface by an ancient volcano over 1000 million years ago.

 Design a travel posture encouraging people to visit Hawaii - one of the world's most beautiful volcanic islands. Outline the benefits of tourism.

There are more things in Heaven and Earth, Horatio, than are dreamt of in your philosophies. William Shakespeare

The Effects Of A Volcano Read Get The Facts then complete the tasks.  Match the causes and effects by drawing lines.

r o e t s Bo r e p ok u S

Ash from volcanoes can cause respiratory problems for people in areas where the ash has spread to. Ash can also disrupt airlines by reducing visibility in the skies and preventing aeroplanes from taking off and landing.

Cause

Effect

Ash spews from the volcano.

Dangerous for people to touch.

Intensive storm activity that might accompany an eruption leads to mudslides.

Poor visibility and breathing difficulties for people.

Molten lava can reach very high temperatures.

ew i ev Pr

Teac he r

Explosive volcanoes are hazardous to people and communities. They can kill people and the ash often spreads for hundreds of kilometres which can affect farms, aeroplanes and other systems.

Communities living close to the slope are at risk of landslides and must evacuate.

. te

m . u

Avoid areas downwind and river valleys downstream of the volcano. Close all windows and doors. Bring animals and livestock into closed shelters. Wear long-sleeved shirts and long pants. Wear goggles. Turn off car and truck engines. Follow emergency officials’ instructions. If you see the water level of a stream begin to rise, quickly move to high ground.

w ww

• • • • • • • •

o c . che e r o t r s super

 Once the magma has emptied as lava, the volcano may collapse forming a caldera, a deep hollow.  Yellowstone National Park is a giant hot spot with over 1000 hot springs and geysers in the park – this is more than in the rest of the world.

Click IT

Safety information site  http://nilesema.com/volcanosafety.htm

 Are there any volcanoes overdue for an eruption? Where are they located?

Teac he r

Tsunamis

ew i ev Pr

r o e t s Bo r e p ok u SSection Four:

w ww

. te

www.istock.com/erlucho

m . u

o c . che e r o t r s super

Tsunamis Are Terrible Waves Read Get The Facts then complete the questions.

Questions 1. Write down four differences between tsunamis and tidal waves.

r o e t s Bo r e p ok u S

__________________________________ __________________________________ __________________________________ __________________________________

ew i ev Pr

Teac he r

 A tsunami is a series of water waves caused by the displacement of a large body of water.  A tsunami is not the same as a tidal wave. Although tsunamis and tidal waves both move inland, tsunamis move inland more quickly and for longer periods of time than tidal waves.  Tsunamis are not generated in the same way as tidal waves. Tsunamis are started by earthquakes, landslides, volcanic eruptions, underwater explosions (such as nuclear detonations), meteorites and any other underwater disturbance.  A tidal wave is caused by the gravitational interactions between the Sun, Moon, and Earth.  When a body of water is displaced, it is pushed upwards above normal sea level, but gravity acts on it making it move in a horizontal direction and away from the disturbance.  A tsunami can move under the surface of the water at great speeds and therefore can remain undetected until it nears the shoreline where it takes on a wave-like form and becomes deadly.  Tsunami is a Japanese word that means 'harbour wave'.

__________________________________ __________________________________ __________________________________ __________________________________ 2. What does the word tsunami mean?

© ReadyEdPu bl i cat i ons __________________________________ 3. Why do you think boats and ships at •f orr evi ew pur p o sesonl y• sea don't notice tsunamis very much? __________________________________

m . u

w ww

. te

__________________________________

Click IT

o c . che e r o t r s super

 Ocean currents affect our weather and climate – they are amazing systems that vary in temperature, depth, salt content and density. They are also big carbon sponges, soaking up large amounts of carbon dioxide.

Watch this science movie about tsunamis:  www.brainpop.com/science/theearthsystem/ tsunami/preview.weml

 Create a PowerPoint that explains how ocean currents work, for your classmates.  Grab an atlas, write a list of the world’s oceans and seas.

Anyone who has never made a mistake has never tried anything new. — Albert Einstein

Tsunamis Around The World Read the information, then complete the tasks and questions.

Teac he r

On the 26th January 2004, an undersea earthquake triggered one of the largest tsunamis to date. The Boxing Day disaster caused over 200,000 people to lose their lives with waves up to 15 metres high reported in Indonesia and Thailand. Economic losses of over AU$10 billion resulted from this disaster and the recovery was internationally supported. The tsunami took between 15 minutes to seven hours to reach the coastlines of different countries.

r o e t s Bo r e p ok u S

ew i ev Pr

Read these amazing stories. Highlight the parts you think would be the hardest to face if it were you.

Nanandhuga was delighted to see her mother. They were separated while escaping the tsunami on Sri Lanka's coast. For several days Nanandhuga thought her family were gone. Luckily, they had found shelter and returned to find her when it was safe. Joe worked on a dive boat taking tourists on adventures with his dad. On the day of the tsunami, no one had booked in so he wasn't working. The tsunami destroyed the harbour and all of the boats. He knew many people who lost their lives. Joe is busy helping to fix up his town and get his boats up and running again.

[adapted from World Vision]

m . u

Visit this site to see locations and images of tsunami affected areas  www.usc.edu/dept/tsunamis/worldmappage.htm Place

Richter Scale

Latitude

Longitude

Casualties

8 Oct 1995

Mexico

8.0

19 degrees North

104 degrees West

17 July 1998

Papua New Guinea

7.1

4 degrees South

144 degrees East

2182

Vanuatu

7.6

16 degrees South

168 degrees East

Peru

8.4

16 degrees South

73 degrees West

100

Java

7.7

9 degrees South

107 degrees East

800

w ww

Date

26 Nov 1999

23 June 2001 17 July 2006

. te

o c . che e r o t r s super

The table above shows when and where tsunamis have been triggered around the world.

i. Which tsunami caused the most casualties? ___________________________________________ ii. Which tsunami caused the least casualties? ___________________________________________ In the deep ocean, tsunami waves can travel at more than 700km per hour!! 30

 Find some newspaper reports and headlines for tsunamis.

The Speed And Power Of Tsunamis Read Get The Facts then complete the questions.

 Tsunamis can strike with little warning and can strip away coastlines and drag everything that they reach, back out to sea.

 Tsunamis move faster in deeper water and can travel hundreds of kilometres per hour under the surface of the water. They are so quick they can outrun a commercial jet.

 Any area that is within 1.6 kilometres of the shoreline is most at risk of tsunami damage.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

 To calculate the actual speed of a tsunami you must measure the water depth at the time that the tsunami passes.

 If you are standing on a beach when a tsunami is about to strike you will see  A typical tsunami which is approaching a rise and fall of the water levels. When the tsunami is about to arrive all of the land slows down to 50 kilometres an coastal water may drain way. hour and has wave heights of up to 30 metres above sea level.  Scientists are working on developing

 A large vertical wave known as a bore, usually strikes the land first, followed by rapid floods of water. Waves can then follow between 5-90 minutes after the initial strike.

more sensitive early warning systems that use sensors to detect activity that might trigger a tsunami.

m . u

Questions

w ww

i. When are tsunamis at their fastest? ____________________________________________ ii. When do tsunamis slow down? _______________________________________________

. te

iii. How do you measure the speed of a tsunami? ___________________________________

o c . che e r o t r s super

____________________________________________________________________________ iv. What is a bore? ____________________________________________________________ ____________________________________________________________________________ v. What could prevent the damage caused by a tsunami? ____________________________ ____________________________________________________________________________ vi. To a person standing on a beach what are typical signs that a tsunami may be arriving? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 31

Being Prepared Read Get The Facts then design a comic strip or an informative poster telling people how to be prepared for a tsunami. Include words and images.

Here are some ways that you can prepare for a tsunami:

r o e t s Bo r e p ok u S

 They have built huge concrete sea walls on coastlines and constructed buildings with wide paths and marked escape routes. Drills and safety skills are regularly taught in schools.

 Tsunamis can cause lots of damage to buildings, washing away factories and power lines.

 Plan an evacuation route leading to higher ground.  Make sure that you know what your family plan is.

ew i ev Pr

Teac he r

 The Japanese are no strangers to tsunamis – they have invested lots of money to help their citizens be more prepared for a tsunami and to strengthen their country against such a disaster.

 When on the coast, stay alert for tsunami warnings.

 Learn the warning signs of a tsunami - rapidly rising or falling coastal waters and the rumblings of an offshore earthquake. During a tsunami:

u Don't stay and watch on the shore to © ReadyEdP b l i c a t i o n s see a tsunami come in. •f orr evi ew pu r p ose on l y•  A tsunami is s a series of waves. Only

w ww

Click IT

. te

m . u

return when the authorities say it is safe to do so.

o c . che e r o t r s super

A tricky read on the Pacific Tsunami Warning system:  www.ess.washington.edu/tsunami/general/ warning/warning.html Movie time – know what to do:  www.youtube.com/watch?v=UzR0Rt3i4kc

 You are the Chief Minister for Disaster Management – what is your 10 point plan for emergencies?  Find out what non-government organisations like the Red Cross do to help in an emergency.

The universe is simple; it's the explanation that's complex.

Teac he r

Cyclones

ew i ev Pr

r o e t s Bo r e p ok u S Section Five:

w ww

. te

m . u

o c . che e r o t r s super

www.istock.com/erlucho

What Is A Cyclone? Read Get The Facts then complete the questions and tasks on the back of this sheet or in your exercise book.

Questions  Cyclones are tropical storms characterised by high winds moving in a circular direction.

r o e t s Bo r e p ok u S

Teac he r

 There are three parts to a cyclone.  At the centre of a cyclone is a low pressure section called the eye. Within the eye the air sinks, the skies are clear and all seems calm.

2. What is a storm surge and when does it occur? 3. Explain the three parts of a cyclone. 4. Look at the globe below. Shade the area where cyclones usually form and explain why.

ew i ev Pr

 They get their energy from the heat that is released when water vapour condenses, and so they only form over warm oceans, where the air is warm and moist, between the Tropic of Cancer and the Tropic of Capricorn.

1. Why are cyclones tropical?

5. Do you (or anybody you know) live in a cyclone zone?

6. Every cyclone is given a unique name by the Bureau of Meteorology to eliminate any confusion. Brainstorm 10 cyclone names.

 Storm surge, an abnormal rise in sea level after the cyclone hits, is usually the most dangerous part of a cyclone. Surges can cause beach erosion, wash out roads, and decimate homes.

. te

Click IT

The Tropics

o c . che e r o t r s super

More on naming cyclones:  www.bom.gov.au/cyclone/about/names.shtml Build your own tropical cyclone at:  www.nationalgeographic.com/forcesofnature/index.html Track cyclones at the following two sites:  www.miamisci.org/hurricane/killerstormsmenu.html  http://reg.bom.gov.au/cyclone/about/plotting.shtml

Tropic of Cancer

m . u

w ww

It is within the eye wall that the wind speed and rainfall are most extreme. The eye wall acts much like a whirlpool does. Winds circle rapidly around the eye and are finally deflected upwards.

Tropic of Capricorn

 How are cyclones named in Australia?  How does air pressure help to create a cyclone?

What's The Damage? Read Get The Facts then complete the task.

Task  Write a warning to your school about the imminent arrival of a cyclone …

r o e t s Bo r e p ok u S

 Cyclone season is between November and April each year. There have been a few cyclones occur either side of this time, however.

______________________________ ______________________________ ______________________________

ew i ev Pr

Teac he r

 The Bureau of Meteorology (BOM) provides advice and warnings about our weather. The BOM issues warnings, monitors storms and makes predictions about the path of cyclones to help us prepare for cyclones and alleviate the damage they cause.

______________________________ ______________________________

Complete the table by drawing lines from the boxes to the columns under the heading Damage. Structural damage to the roofs of buildings. Power failures are likely.

Significant damage. Minor house damage. Severe damage to signs and trees. Heavy damage to crops.

Almost total destruction and extremely dangerous. Houses flattened, cars over-turned.

Slight damage. Trees and farmland damaged.

Significant roofing and structural damage. Airborne debris, widespread power failure.

Up to 125km/hr Gales

1.2 – 1.6m

w ww 1

. te

126 – 169km/hr Destructive

1.7 – 2.5m

170 – 224km/hr Very Destructive

2.6 – 3.7m

225 – 279km/hr Very Destructive

3.8 – 5.4m

Winds above 280km/hr Very Destructive

More than 5.5m

2 3

Damage

m . u

Wind Gusts

Category

o c . che e r o t r s super

Click IT Play the Stormwatchers game:  www.bom.gov.au/storm_watchers_game/

 Which cyclone was Australia’s most destructive?  Find a cyclone for each of the five cyclone categories above. 35

First Hand Accounts Read the stories then complete the questions.

r o e t s Bo r e p ok u S Story 2

Story 1

Teac he r

Ray and Lynne Scafidi's Mission Beach home became a makeshift Noah's Ark as Cyclone Yasi lashed their town. Mr Scafidi said the couple's horse Jazz waited out the cyclone from the safety of their garage. “We've put hay down, Jazz is under control, happily eating away for most of the night," he said. Meanwhile, 10 chickens and a rooster bunkered down in the bathroom. "It makes you realise how important people in your life are," he said. "We've had 30 calls overnight from people worried about us." (Channel 10 - 4th February 2011)

Story 3

ew i ev Pr

On Saturday, 4th March 1899, a category five cyclone caused one of Australia’s worst natural disasters. Winds reached 260 kilometres an hour. A pearling fleet was smashed and over 400 people lost their lives. Most were Asian and Islander crew members. Only a handful of white men died. Some of the estimated 100 Aboriginal people killed were swept away at Cape Melville while they were assisting shipwrecked sailors. Sharks and dolphins were left hanging from trees and cliffs. Condolences came from around the world but few people today know of the disaster. Anna Haebich, Curator (State Library of Queensland)

Mother-of-two Nicky Smith, who took shelter with nine people in her powerless home, described the fury of the height of the storm. "It's very noisy. It's like a train all around us. We can't see anything. We opened the door a while ago and could just see leaves and everything flying everywhere. It's so dark. That's the worst bit." (Channel 10 - 3rd February 2011)

m . u

f _____________ i. What do you think the people in Story 2 and Story 3 have been told to do to stay safe?

w ww

____________________________________________________________________________ ii. How do we know the people in Story 1 did not have any warning about the cyclone? _______________

. te

o c . che e r o t r s super

____________________________________________________________________________ ____________________________________________________________________________

Click IT

Find out about tropical cyclones in Queensland:  http://blogs.slq.qld.gov.au/jol/2011/02/01/ tropical-cyclones-in-queensland/

 Find out where the Tropical Cyclone Warning Centres (TCWC) are located in Perth, Darwin or Brisbane. Would it be useful to have another one in Adelaide or Melbourne?

The worst hurricane in the world occurred in Bangladesh in November, 1970. Nearly 300,000 people died in the storm.

Preparing For A Cyclone Cyclones are a way of life for Australians living in the north. Being prepared for extreme weather is so important. Read Get The Facts then complete the tasks on the back of this sheet or in your exercise book.

Tasks

r o e t s Bo r e p ok u S

Teac he r

 Which would be better to have during a cyclone? Explain your answer. radio mobile phone internet access  Does your school have a disaster plan? What does it say? Make a poster for display in the classroom entitled 'What To Do During A Cyclone'.

ew i ev Pr

 Australia has around 13 cyclones a year. What to do in case of a cyclone: - Disconnect all electrical appliances. - Listen to your battery radio for updates. - Stay inside, away from windows and in the strongest part of the building (e.g. the cellar, internal hallway or bathroom). - Keep evacuation and emergency kits with you. - Protect yourself with mattresses, rugs or blankets under a strong table. - Listen out for the 'eye'. If the wind drops, don't assume the cyclone is over.

 Draw a map of your home, identify the potential hazards in the event of a cyclone. Which room in your house would be the best one to stay in during a cyclone?  Prepare a presentation that tells people what to do in an emergency.

Complete a cyclone emergency plan below.

w ww

My Emergency Cyclone Plan

. te

1. What important phone numbers do I need?

m . u

o c . che e r o t r s super

_______________________________________________________________________

2. If I have to leave, where will I go? _________________________________________ 3. What do I need in my emergency kit?

_______________________________________________________________________ 4. What do I need to be careful of after the cyclone has passed?

_______________________________________________________________________

Lightning is a major danger during storms. Each year many people receive electric shocks, burns and hearing loss from using a telephone when lightning struck the telephone lines in their area. 37

Disasters Cyclones are frightening experiences because they are unpredictable and largely out of our control. To minimise their impact, we can keep identifying ways that we can reduce damage and protect people during a cyclone. Complete the tasks below.

Tasks

 Can you explain how some of these new inventions might work and be useful during and after a cyclone?

r o e t s Bo r e p ok u S

Inflatable shelters: __________________________________________________________ _________________________________________________________________________

ew i ev Pr

Teac he r

Portable battery chargers: ____________________________________________________ _________________________________________________________________________

Disaster clean up vehicles: ____________________________________________________

_________________________________________________________________________

Water purifying: ___________________________________________________________

_________________________________________________________________________

 Cyclones consist of gale force winds, driving rain, storm surges and can often cause debris to be lifted into the air. If you were to build a 'cyclone-resistant' house what features would it have?

w ww

. te

m . u

Draw and label your design.

o c . che e r o t r s super

To judge how far away lightning is - count the number of seconds between a thunderclap and a lightning flash. If the lightning is ten seconds after the thunderclap it is about three kilometres away. If you count less than ten seconds, then it is time to get indoors. 38

What’s The Difference? Cyclones, typhoons and hurricanes are all rotating tropical storms with fierce winds. The difference lies in where they develop. Read Get The Facts then complete the task.

r o e t s Bo r e p ok u S

 Hurricanes: develop over the Atlantic or eastern Pacific Oceans.

 Cyclones: form over the Bay of Bengal and the northern Indian Ocean.

Shade hurricane areas blue, cyclone areas red and typhoon areas yellow.

ew i ev Pr

Teac he r

 Typhoons: develop in the western Pacific.

Western © ReadyEdPubl i cat i ons Pacific Ocean Northern •f orr evi ew pur pos esonl y• Indian Ocean Bay of Bengal

w ww

m . u

East Pacific Ocean

. te Facts Amazing o c . che e r o t r s super

 A tropical storm becomes a hurricane when the speed of its winds goes over 74 mph.  Thunder is the sound produced by the explosive expansion of air heated by a lighting strike to temperatures as high as 20,000 degrees Celsius.

Click IT These animations are great to help you understand more about cyclones:  http://news.bbc.co.uk/2/hi/science/ nature/4588149.stm

 Find the top three worst disasters for each type of tropical storm and create a fact file for each one. Include date, location, current day status and interesting fact.

The Impact Of Cyclones After a cyclone there must also be a plan to deal with its impact. Read Get The Facts then complete the tasks.

 Emergency management is about dealing with disasters. There are four phases: impact, emergency response, recovery and reconstruction.

r o e t s Bo r e p ok u S

Teac he r

 Immediately after a cyclone, there is the recovery phase which ensures that the area affected is safe, water and food supplies are available and services like electricity and sewage are working.

ew i ev Pr

 If deemed safe, people can return to their homes and assess the damage. Often decisions need to be made about rebuilding in a safer manner to prepare for any future disasters.

 Over the past decade, about 258 million people have been affected every year by natural disasters worldwide.

Tasks

© ReadyEdPubl i cat i ons Impact_______________________________________________________________________ •f orr evi ew pur posesonl y• Emergency response ____________________________________________________________

 Provide a definition for each of the following:

m . u

Recovery _____________________________________________________________________

w ww

Reconstruction ________________________________________________________________

 Imagine that you are the Mayor of a small town that has experienced a cyclone. Address the town and media detailing a plan for reconstruction.

. te

o c . che e r o t r s super

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Amazing Fact

 In Sydney during a 1998 cyclone, hailstones the size of oranges caused severe damage to buildings, cars, trees and power lines. The total cost of the damage was approximately AU$550 million.

 Do you think climate change is affecting the number of cyclones that occur? Check this out and explain your findings.

Teac he r

The Four Disasters

ew i ev Pr

r o e t s Bo r e p ok u S Section Six:

w ww

. te

m . u

o c . che e r o t r s super

www.istock.com/erlucho

The Four Disasters

The Exposure Of Disasters We are the most connected generation in history – we have television, radio, print and internet news. All of these help to keep people informed during natural disasters and make them feel safe. Read the article then complete the task.

Recent disasters a social media wake-up call

r o e t s Bo r e p ok u S

Teac he r

Record the pros and cons of Facebook, Twitter and the internet during disasters.

ew i ev Pr

The Queensland floods and recent natural disasters such as Cyclone Yasi have been a “wake-up call” to emergency services and government authorities on the power of using social media during crises. Twitter and Facebook played a crucial role in disseminating information during January’s floods. “These natural disasters have been a wake-up call for us. It’s been a clear pointer to the value of social media during crises and how we should use it for future events,” Professor Bruns said, “We need to find the next steps to further develop some of these platforms and how we can use tools such as Facebook and Twitter more effectively to map and share information.” An analysis of Twitter by Professor Bruns and Dr Burgess found the Queensland Police Service was the public’s top source of information during the floods, with up to 1,800 ‘retweets’ of QPS media information between January 11th and 14th. “It helped reduce fear. People felt like they were engaged and informed.” said Dr Burgess. “We realised this was easily the fastest, most effective way to get information to people in Queensland and also to our media stakeholders.” www.unisaustralia.com/2011/04/24/recent-disasters-a-social-media-wake-up-call/

w ww

Write some possible captions for this photo from the perspective of a survivor, business owner, tourist or journalist.

. te

m . u

Positives

o c . che e r o t r s super

__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

Click IT At any one time there are many disasters or recovery phases occurring around the world. Visit the website below to see what is going on then answer the questions on the back of this sheet. http://reliefweb.int/ 42

   

Which ones receive most newspaper space? How are techniques, such as persuasive language, used? Why might some disasters receive more coverage than others? Is it easy to find out how people have recovered 12 months after a disaster?

The Four Disasters

Extreme Jobs – Who Does What?

rmB o to e nsr t ai Br s r e oo p u k S

ew i ev Pr

Teac he r

When a disaster occurs everyone pulls together to help, but there are some jobs that take on extra importance during a disaster. Can you think of some? Brainstorm in pairs.

Select two jobs from the brainstorm. Put yourself in the shoes of two people who do these jobs and write a profile for each person.

© ReadyEdPubl i cat i ons Job: _______________________________ Job: _______________________________ • f o r r e v i e w p u r posesonl y• Job description: _______________________ Job description: _______________________ __________________________________

__________________________________

Training: ___________________________

__________________________________

. te

Pros:

m . u

__________________________________

w ww

__________________________________

o c . che e r o t r s super Cons:

Pros:

Cons:

Hurricane Katrina in the USA was the most expensive disaster in history Click IT causing more than AU$84 billion To find job descriptions and ideas:  www.myfuture.edu.au dollars worth of damage.

The Four Disasters

Having A Plan

When any disaster happens, be it a cyclone, earthquake, volcano or tsunami if you have a plan and know what to do then you will minimise your chances of being hurt. If you don't have a plan, you can quickly become worried and stressed and not able to think clearly and you can put yourself in danger. If you know what to do in a crisis you will feel in control.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Look at the pictures and write down what you think the people's plans are. Say whether the action is taking place before, during or after a natural disaster. Use the back of this sheet.

w ww

. te

m . u

o c . c e her r Keep your cool o t s super

On the back of this sheet make an outline around your hand. Write five ways to keep calm during an emergency, one in each finger.

It is more difficult to find clean water than food after a waterrelated disaster because water supplies become contaminated.

Click IT For more information on how to stay safe during a disaster go to:  www.whatstheplanstan. govt.nz/

Extreme Weather Myths And Legends

The Four Disasters

Examine these ancient beliefs from the past about extreme weather. Write down the type of extreme weather they describe and offer some explanations based on what you know. Ancient Beliefs

Your Explanation

r o e t s Bo r e p ok u S Type of extreme weather:

Typhoeus was a storm-giant who was defeated and imprisoned by Zeus, king of the Greek Gods. Because of his anger, he continued to create strong winds and storms.

Type of extreme weather:

Your explanation:

ew i ev Pr

Teac he r

In West Africa it was believed that the Earth was a flat disk and that it was held up on one side by a mountain and on the other by a giant. It was also believed that the giant's wife held up the sky and the Earth trembled when he stopped to hug her.

Your explanation:

w ww

Romanians believed that the world rested on the divine pillars of faith, hope and charity. When the deeds of human beings make one of the pillars weak, the Earth shakes.

Type of extreme weather:

According to William Shakespeare's play Henry IV, strong, wild winds are trapped and held in caverns under the ground. They struggle to escape, and shakes are the result of their struggle.

Type of extreme weather:

. te

Extra

Your explanation:

m . u

A great catfish, or namazu, lies curled up under the sea, with the islands of Japan resting on his back. A demi-god holds a heavy stone over his head to keep him from moving. Once in a while he is distracted and the catfish moves, and the Earth trembles.

o c . che e r o t r s super Your explanation:

Dream up your own legend that explains extreme weather.

Click IT To kick start your ideas, develop creativity and get thoughts flowing go to:  www.bbc.co.uk/scotland/pinball/ 45

The Ripple Effect Write the natural disaster that is caused by the actions described.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Heat is released from an oceanic body.

A large under-water explosion causes a huge body of water to be displaced.

w ww

. te

Plates collide and energy is released, sending shockwaves through the Earth's surface.

o c . che e r o t r s super

Hot magma breaks through the Earth's crust.

m . u

Disaster Box

r o e t s Bo r e p ok u S

Disaster Box

ew i ev Pr

Teac he r

Follow the numbered steps to create a Disaster Box.

w ww

2. Draw the huge wave of a tsunami. 3. Write down the name of a place that has been severely affected by a natural disaster.

. te

m . u

1. Draw a cross section of the four layers of the Earth.

o c . che5 e r o t r s super

4. Write down one important thing to do if in a natural disaster.

5. Draw an exploding volcano.

Once you have decorated your box … •

Cut out the box and fold tabs along the dashed lines.

•

Glue the sides together.

r o e t s Bo r e p ok u S Tropic of Cancer

The Tropics

Tropic of Capricorn

ew i ev Pr

Teac he r

Memory Game In pairs, cut out the cards and turn them face down. Take turns turning each card over to create a pair. You can create your own cards to add to these.

w ww

. te Tropic of Cancer

o c . che e r o t r s super

The Tropics

Tropic of Capricorn

m . u

Homework Tasks

Crazy Questions

r o e t s Bo r e p ok u S

At Home Interview your parents and find out what they know about natural disasters. Maybe they have experienced one, or been a volunteer.

ew i ev Pr

Teac he r

No one has all of the answers and finding out is half the fun. Think back to all the activities that you have done in class so far and make a list of questions you have that are unanswered. There are NO silly questions. Asking questions is how we have discovered so much about the world. Start your list!

•

Take your recording to school and play it to your class.

•

w ww

. te

m . u

60 Minutes here you come!

o c . che e r o t r s super

In the News

Document some recent natural disasters that have happened around the world. There may be a story about a natural disaster in the news today.

Cut out the articles and take them to school to discuss.

Homework Tasks

Explain It – Be The Expert

r o e t s Bo r e p ok u S

Invention You know about some of the problems that natural disasters like cyclones and earthquakes can cause. It’s time for solutions. Can you come up with an invention that would solve one of the problems? It doesn’t have to be big, maybe a device that cleans water quickly, a warning system or a design for a cyclone proof school. Get on the computer or use a notepad and create!

ew i ev Pr

Teac he r

The best way to strengthen what you know is to try and explain it to someone else. Choose one of the topics that you have learnt about and write out 10 key points from memory. Next, get your audience ready. Ask a friend or parent to listen and ask questions at the end. Take a deep breath and tell them all about it!

w ww

m . u

. teThe Word Spreading o c . che e r o t r s super We are lucky that we have wonderful professionals who can help when a disaster happens so we can get back on our feet fast. There are some things that you can do to be prepared for a natural disaster that may affect your neighbourhood. Keep an emergency kit, a family plan and know important phone numbers. Come up with a presentation, a quick movie, a song or a poster that tells kids what they can do to prepare for natural disasters.

Natural Disaster Vocabulary Corewords aftershock

gravity

source

affect

fault

landslide

failure

effect

core

movement

difficult

equipment

crust

stress

intense

fuel

percent

shock

environment

special

trial

metal

Ring of Fire

disaster

electricity

slip

management

scientist

soil

planning

consumption

tsunami

weathering

hot spot

lava

dust

vent

plates

rift

volcano

earthquake

cyclone

storm

drill

fault

tourism

supply

ash

extreme

support

system

bedrock rock brittle geology

ew i ev Pr

Teac he r

epicentre

r o e t s Bo r e p ok u S

A little tricky

cinder

experiment

displacement

tectonic plates

dormant

investigate

frequency

wave length

basalt

seismology

velocity

extinct

richter scale

generator

intensity

evacuation

. te

m . u

acceleration

w ww

hazard

quantities Pompeii

eruption

o c . che e r o t r s super alluvium

crater lake

pedogenic

vesicular rock

Trachytes

rupture velocity

maar

obsidian

stochastic

scoria

tephra

slickensides

aseismic

pahoehoe

pumice

subduction

fountaining

caldera

composite cone

Word Wizard pleistocene teleseismic

tsunamigenic

explosive

Click IT Clever animations explaining tricky terms:  www.earthquake.usgs.gov/learn/animations/ 51

Answers

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Page 7: Finding Out About Disasters 1. Possible answers: tornadoes, hurricanes, tsunamis, volcanoes, heat waves, landslides, blizzards, droughts and hailstorms. 3. A natural disaster occurs without human interference or involvement and is the result of the Earth’s forces. A human-made disaster is directly caused by human activity, for example, lighting a fire which burns out of control and becomes a wild fire. Page 10: The Four Layers Of The Earth 1. The rocks in the Earth's crust can bend and break causing shockwaves to travel on the Earth's surface. 2. The Earth’s plates float on top of the molten rock outer core lava. inner core 3. The plates can rub together and collide and mantle these movements can cause cracks and slips in The Earth's crust the Earth which release huge amounts of energy resulting in an earthquake. Page 12: Tectonic Plates 1

5 7

w ww 1

. te

31 13

m . u

o c . che e r o t r s super

1. Most earthquakes occur along the edge of the oceanic and continental plates, sometimes called fault lines. 2. Australia is not on the edge of a tectonic plate and so is less likely to have large earthquakes. Adelaide has the highest risk for earthquakes. Students can learn more at: http://www.ga.gov.au/ earthquakes/ 3. Asia: Japan and Indonesia South America: Argentina and Chile North America: Mexico and Alaska Europe: Spain and Italy Africa: Iran and Morocco 5. Antarctic plate, Eurasian plate, African plate, South American plate, Indo-Australian plate, Pacific plate and North American plate. 52

Answers

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Page 13: Tectonic Plates 2 1. Fault type: A thrust fault. 2. Fault type: A strike-slip fault. 3. Fault type: A reverse fault. 4. Fault type: A normal fault. Page 14: Seismic Waves 1. Surface waves cause the most devastation. 2. Primary waves hit the Earth first, then secondary waves, then surface waves. 3. Primary waves: damage to contents inside houses, some windows or glass smashed. Secondary waves: structural damage to poorly built structures. Roof damage, chimneys dislodged, trees damaged and uprooted. Surface waves: can cause the collapse of infrastructure, damage to dams, dikes, embankments. Page 15: Earthquake Shocks 1. 2 = mainshock, 3 = aftershock, 1 = foreshock. 2. Aftershocks are very unpredictable taking people by surprise and can bring down infrastructure weakened by the initial shock. 3. Foreshocks are unpredictable; they can occur minutes, days or even years before the mainshock. Some earthquakes have no foreshock. Page 16: Measuring Earthquakes 1 i. The Richter scale is a measure of force (the amount of energy it releases) but can’t determine damage. ii. The Mercalli scale measures the actual damage of earthquakes. iii. The Richter scale. iv. The Mercalli scale. Page 17: Measuring Earthquakes 2

Damage negligible. Small, unstable objects displaced or upset; some dishes and glassware broken. Damage slight. Windows, dishes, glassware broken. Furniture moved or overturned. Weak plaster and masonry cracked. Damage slight-moderate in well-built structures; considerable in poorly-built structures. Furniture and weak chimneys broken. Masonry damaged. Loose bricks, tiles, plaster, and stones will fall. Structure damage considerable, particularly to poorly built structures. Chimneys, monuments, towers, elevated tanks may fail. Frame houses moved. Trees damaged. Cracks in wet ground and steep slopes. Structural damage severe; some will collapse. General damage to foundations. Serious damage to reservoirs. Underground pipes broken. Conspicuous cracks in ground; liquefaction. Most masonry and frame structures/foundations destroyed. Some well-built wooden structures and bridges destroyed. Serious damage to dams, dikes, embankments. Sand and mud shifting on beaches and flat land. Few or no masonry structures remain standing. Bridges destroyed. Broad fissures in ground. Underground pipelines completely out of service. Rails bent. Widespread earth slumps and landslides.

w ww 6 7

11 12

0-4.3

No Damage.

. te

4.4-4.8

m . u

1-4

o c . che e r o t r s super

Damage nearly total. Large rock masses displaces. Lines of sight and level distorted.

4.9-5.4 5.5-6.1 6.2-6.5 6.6-6.9

7.0-7.3

7.4-8.1 >8.1

Answers Page 25: Hotspots And The Pacific Ring Of Fire

r o e t s Bo r e p ok u S

Page 26: Useful Volcanoes Unscramble terms: Geysers Pumice Volcanic ash Quarries Page 27: The Effects Of A Volcano Ash spews from a volcano = poor visibility and breathing difficulties for people. Intensive storm activity that might accompany an eruption leads to mud slides = communities living close to the slope are at risk of landslides and must evacuate. Molten lava can reach very high temperatures = dangerous for people to touch. Page 29: Tsunamis Are Terrible Waves 2. Harbour wave. 3. A tsunami can move under the surface of the water at great speeds and therefore can remain undetected until it nears the shoreline where it takes on a wave-like form. Page 30: Tsunamis Around The World i. Papua New Guinea. ii. Vanuatu. Page 31: The Speed And Power Of Tsunamis i.Tsunamis are at their fastest when moving through deep water. ii.Tsunamis slow down on approaching land. iii.By measuring the water depth at the time the tsunami passes. iv.A large vertical wave. v.More sensitive early warning systems that use sensors to detect activity that might trigger a tsunami. vi.A rise and fall of the water followed by the coastal water completely draining away.

ew i ev Pr

Teac he r

Page 19: Make It Quake Proof 1. Infrastructure: the base and foundations. Unpredictable: not able to be predicted or foretold. Quake proof: able to withstand damage from an earthquake. 2. Tokyo has experienced big earthquakes because it stands on a meeting point of three tectonic plates. Page 20: Earthquakes Create Tsunamis Research Yes, Australia has numerous fault lines across the continent but no major ones. There are several near the Queensland and New South Wales coasts and in the centre of the country. Students can lean more at Geoscience Australia: http://cooberpedyregionaltimes. wordpress.com/2008/09/26/fault-linesweaving-their-way-across-southern-australia/ Page 22: What Is A Volcano? 1 lava

w ww

i. The soft drink bottle represents the layers below the Earth’s crust. ii. The balloon would represent the Earth’s crust and the area above it. Page 23: What Is A Volcano? 2 1. Plate: Divergent plate. 2. Plate: Convergent plate. 3. Plate: Convergent plate. 4. Plate: Divergent plate. Page 24: Types Of Volcanoes 1 = composite volcano. 2 = shield volcano. 3 = cinder volcano.

. te

m . u

o c . che e r o t r s super

Answers Page 35: What’s The Damage? Category 1 2

Damage Slight damage. Trees and farmland damaged. Significant damage. Minor house damage. Severe damage to signs and trees. Heavy damage to crops.

r o e t s Bo r e p ok u S Tropic of Cancer

The Tropics

3 4

Structural damage to the roofs of buildings. Power failures are likely. Significant roofing and structural damage. Airborne debris, widespread power failure. Almost total destruction and extremely dangerous. Houses flattened, cars over-turned.

ew i ev Pr

Teac he r

Page 34: What Is A Cyclone? 1. They only form over warm oceans, where the air is warm and moist, between the Tropic of Cancer and the Tropic of Capricorn. 2. A storm surge is an abnormal rise in sea level after the cyclone hits. It is usually the most dangerous part of a cyclone. 3. The centre of a cyclone is referred to as the eye. The air sinks, the skies are clear and everything seems calm. The eye wall surrounds the eye of a cyclone. The wind, speed and rainfall are most extreme. The storm surge is the most dangerous part of a cyclone and causes the most damage.

Research . Cyclone Tracey in 1974 was Australia's most destructive cyclone. . Possible answers: Category 1: Cyclone Anthony (2011) Category 2: Cyclone Justin (1997) Category 3: Cyclone Winifred (1986) Category 4: Cyclone Larry (2006) Category 5: Cyclone George (2007) Page 36: First Hand Accounts i. Stay inside and put all pets inside. ii. Because no-body had taken shelter indoors. Many people were still out on their boats at the time. Research The TCWCs are located in the Bureau of Meteorology's headquarters in each city. Students can learn more about them at: http:// www.bom.gov.au/cyclone/about/warnings/ Page 30: What’s The Difference? Students should shade the Atlantic and eastern Pacific Oceans blue, the Bay of Bengal and the northern Indian Ocean red, and the Western Pacific Ocean yellow. Page 46: The Ripple Effect Heat is released from an oceanic body = cyclone. A large under-water explosion causes a huge body of water to be displaced = tsunami. Hot magma breaks through the Earth’s crust = volcano. Plates collide and energy is released, sending shockwaves through the Earth’s surface = earthquake.

Tropic of Capricorn

The Bureau of Meteorology chooses the next name on a list of 104. If a cyclone makes landfall, the name will not be used again.

w ww

Low air pressure, where the clouds are forming over a warm ocean, helps pull the clouds in and the Earth's rotation causes the cyclone's clouds to spin and develop.

. te

m . u

o c . che e r o t r s super

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

w ww

. te

m . u

o c . che e r o t r s super