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Transcript
LESSON PLAN 5 Tsunamis Earthquakes 3–5 Earthquake Safety Earthquakes can cause tsunamis, and if children live near the water, they should be prepared to go inland and uphill to high ground. Key Terms and Concepts coast earthquake high ground inland Ring of Fire sea level seiche (SAYSH) tsunami (harbor wave) Purposes To give the students and their families an understanding of when and where a tsunami might occur To help the students and their families know what to do if a tsunami is expected Objectives The students will— Visit the American Red Cross Web site at www.redcross.org/disaster/masters • Define and describe waves. • Experiment with, demonstrate and discuss characteristics of waves. • Use information from the Background in this module or online resources or both to classify and gather information on tsunami science. • Read The Big Wave by Pearl S. Buck to learn about the culture in areas where tsunamis occur and write character studies based on the book. (Linking Across the Curriculum) • Research to find and share information about past tsunamis. (Linking Across the Curriculum) • Compare a Japanese woodcut of a tsunami, “The Great Wave,” to an actual tsunami. (Linking Across the Curriculum) • Use a map or globe to identify the Ring of Fire and point out areas in the United States and its territories that are at risk for a tsunami. • Determine whether or not they live in a tsunami-risk zone. • Read and discuss articles about safe escapes from tsunamis to determine what is necessary for public education. • Use Is It Tsunami Safety? to identify and determine safe and unsafe actions during a tsunami and why. • Help families discuss safe actions in case of a tsunami WARNING, reading Is It Tsunami Safety? as a guide. (Home Connection) Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 1 • Explain the adage “Better safe than sorry” and identify situations that could prove the adage true. (Linking Across the Curriculum) • Use the Internet to research tsunami devastation. (Linking Across the Curriculum) Activities Earthquakes 3–5 “What Is a Tsunami?” “Go to High Ground” LESSON PLAN 5 Tsunamis Visit the American Red Cross Web site at www.redcross.org/disaster/masters Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 2 “What Is a Tsunami?” SET UP 15 minutes CONDUCT 60 minutes, plus research and presentation Science: Earth Science; Language Arts: Reading and Research Earthquakes 3–5 TEACHING NOTE Elect to accomplish this activity either with all the students working in small groups to complete each of these experiments, or with each experiment performed by one or more demonstration groups. LESSON PLAN 5 Tsunamis 1. Talk with the students about waves: Where have you seen waves? What do waves do? How do you know they are powerful? What do you believe causes waves? Materials • Making Waves, 1 copy per group For each group of students or each demonstration group: Ocean Wave Simulation • 2-liter clear plastic bottle 2. Distribute Making Waves to small groups of students (or to selected demonstration groups). After the students work through the experiments, they should be ready to present their observations. Answers to Making Waves Ocean Wave Simulation What do you observe about the changing size of waves? The wave grows larger as it flows from one end of the bottle to the other. • Measuring cup • 5 ounces (150 ml) water • 5 ounces (150 ml) vegetable oil • 3–4 drops blue food coloring Wave Formation • Bucket, two-thirds full of water • Pebble • Baseball bat or stick • The Big Wave by Pearl S. Buck (HarperCollins 1947, 1976) (Linking Across the Curriculum) The Seiche • 9” x 13” (23 cm x 33 cm) cake pan or plastic container, half-full with water • Tsunami Science (in the Background to this module), 1 copy per group Visit the American Red Cross Web site at www.redcross.org/disaster/masters Wave Formation What happens as the waves spread from the point where the pebble is dropped? Why? As the waves flow away from the pebble [the epicenter of the disturbance], they decrease in height and the ripples [troughs] are spaced further apart. As the energy spreads over a larger area and a longer time, it dissipates. Are the ripples smaller or larger on the side where you struck the bucket? Why? Once again, the waves decrease as they move away from the initial cause of the disturbance in the water and the energy dissipates. Challenge: In an actual pool, the waves increase in size as they approach the shore because the energy is confined to a smaller (shallower) area. The Seiche When the student walks, waves begin to slosh back and forth in the pan. The waves continue even when the student stops and stands still. The waves go to every side of the pan, and it is impossible to control or stop them. The energy first generated by the initial movement continues as the waves hit the sides of the pan and push back and forth. Challenge: A seiche is not a tsunami. It is similar because it is generated by a localized disturbance, but different because it occurs in an enclosed water area—pools, lakes or ponds—rather than moving across the open ocean. Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 3 3. After “making waves” with the class, have the students describe what they learned. Listen for student understanding that— • An ocean wave is formed and grows larger. • From small beginnings, a wave can grow very big. • Waves move quickly and cannot be stopped. Now, write the word “tsunami” on the chalkboard and ask the students to describe what they know about the science of tsunamis. Write all ideas on the chalkboard. Some points to include in the discussion: Earthquakes 3–5 4. LESSON PLAN 5 Tsunamis In Japanese, tsunami means “harbor wave,” even though the waves travel across oceans. Other common terms are “seismic sea wave” (an accurate description) and “tidal waves” (incorrect, because tsunamis have nothing to do with the tides). A tsunami is a series of gigantic waves over large bodies of water. Tsunamis are most often caused by earthquakes, but they could be caused by a landslide, an erupting volcano or even a large meteor, similar to the pebble in the bucket demonstration. Tsunamis can leave death and destruction in their paths; the death toll of the Indian Ocean tsunami in 2004 was more than 225,000. 5. As a class, classify the answers they contributed to the chalkboard list. (Possible categories include—historic tsunamis, causes of tsunamis, how tsunamis travel and where they occur.) What further information do students need to find or verify in each category? Wrap-Up Divide the class into small groups and assign one of the designated tsunami categories to each. Distribute Tsunami Science from the Background in this module to the groups. Have the groups read the information that applies to their category and be ready to share. TEACHING NOTE Older students may have many questions that are not included in the information in the Background. Consider directing them to the following sources to research and share their answers. • The U.S. Geological Survey’s tsunami site with many resources and explanations of the science of tsunamis, and animations of real or hypothetical tsunamis at http://walrus.wr.usgs.gov/tsunami/index.html • Two-page Tsunami Fact Sheet from the U.S. Geological Survey at http://walrus.wr.usgs.gov/infobank/programs/html/factsheets/pdfs/ 2006_3023.pdf Visit the American Red Cross Web site at www.redcross.org/disaster/masters Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 4 Have student groups present their information on tsunamis. Do the groups’ wave experiments apply to tsunamis? Why and why not? (The general information gleaned about waves applies: waves grow larger as they travel, and waves are powerful and move quickly. However, only the experiment that used the pebble or a stick to start a wave illustrates how displacement of water causes a tsunami.) Linking Across the Curriculum Earthquakes 3–5 LESSON PLAN 5 Tsunamis Language Arts: Reading and Writing Either read to the class, or assign the students to read, The Big Wave by Pearl S. Buck. This short book about a tsunami that destroys a village in Japan provides an excellent view of culture and coping with a natural disaster. Have the students write character studies for the people in the story. Challenge some students to treat the volcano and the tsunami as important characters, as well. TEACHING NOTE Points to include in a character study: • • • Introduction to the main points about the character—name, physical attributes, family, etc. Ways the character developed or changed throughout the story Personal viewpoint of the character, supported by examples of actions or quotes Science: Earth Science; Social Studies: History • • • • Have small groups research past tsunamis to better understand these natural phenomena. Tsunamis to consider: Chile, 1960; Alaska, 1964; New Guinea, 1998; and Indonesia, 2004. Questions to answer: Where and how did the tsunami originate? How did the wave travel? Was there warning? What was the damage? Science: Earth Science; Fine Arts: Visual Arts The Japanese woodcut “The Great Wave” by Katsushika Hokusai (1760–1849), showing a tsunami with Mount Fuji in the background, is often used to illustrate tsunamis. The artwork, produced in 1831, is in the public domain and can be accessed at many Web sites, including http://www.ibiblio.org/wm/paint/auth/hokusai/ great-wave.jpg. Although the woodcut portrays the power of the wave, a real tsunami is very different. Have the students discuss what’s wrong with the picture. (Tsunamis do not break like the wave in the picture. They come on shore more like a rapidly rising, very high tide. Tsunamis are huge, but would not dwarf a mountain. Boats at sea would not experience the tsunami in this way. A tsunami at sea may appear only as a light swell.) Visit the American Red Cross Web site at www.redcross.org/disaster/masters Is this picture effective? Why or why not? (Answers will vary.) Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 5 “Go to High Ground” SET UP 5 minutes CONDUCT 60 minutes, plus research time Science: Health; Social Studies: Geography; Language Arts: Reading and Discussion Earthquakes 3–5 TEACHING NOTE Tsunamis can occur in the United States and its territories in the following coastal areas: California, Oregon, Washington, Alaska, Hawaii, and the Pacific Basin territories of Guam, Northern Marianas and American Samoa. Even if your students do not live in tsunami-prone areas, they may visit them. LESSON PLAN 5 Tsunamis Although tsunamis can occur in the Atlantic Ocean, they are very rare because there is far less geologic activity. The Indian Ocean had not had a tsunami since the 1800s, until the devastating 2004 tsunami hit Indonesia and surrounding areas. With this occurrence, however, people are beginning to work toward a global warning system for tsunamis, not just a Pacific Basin system. Materials • World map or globe • Internet access or copies of news printouts 1. Write the list on the chalkboard of U.S. states and territories that could be threatened by a tsunami. When the students have found each on a large world map or globe, draw a circle that encompasses the Ring of Fire. (An excellent map from the U.S. Geological Survey can be found at http://pubs.usgs.gov/gip/dynamic/fire.html.) • Is It Tsunami Safety? 1 copy per student 2. Next, have the students explain whether or not they live within the Ring of Fire. If so, you are in a tsunami-risk zone. Visit the American Red Cross Web site at www.redcross.org/disaster/masters Image courtesy of the U.S.Geological Survey. Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 6 3. Tsunamis can be devastating, but you can stay safe. Divide the class into two groups. Have one group read and discuss “10-Year-Old Honored For Saving Lives In Tsunami” from KPIX TV at http://cbs5.com/topstories/local_story_307175210.html. Have the other read and discuss “Knowledge can save many lives—Disaster lessons” from Medical News Today at www.medicalnewstoday.com/ printerfriendlynews.php?newsid=32174. Earthquakes 3–5 LESSON PLAN 5 Tsunamis 4. Come together as a whole group to discuss the articles. • What do the two stories have in common? (In both instances, lives were saved because of acquired knowledge. Both the young British girl, Tilly Smith, and the Simuelue villagers read the “clues” about what was coming and knew to run immediately to high ground.) • How were the stories different? (Tilly Smith had learned about the warning signs and safety steps for a tsunami in a formal geography class. The Simuelue villagers had the story, and how to stay safe, passed down to them by survivors of the 1907 earthquake-induced tsunami.) • Why did so many others die all around the Indian Ocean? (There was no official warning system. When warning calls were made, many were ignored or people did not know what to do or where to go to stay safe. Many people did not know that a large earthquake could be followed by a tsunami.) • What can be learned from these stories? (There needs to be a better system for detecting and warning people about possible tsunamis. People need to be better educated about warning signals and what to do in case of a tsunami. People should not worry about “false alarms,” but be willing to go to high ground immediately if they live in a tsunami-risk zone AND if there’s been a large local earthquake or an official warning of a distantsource tsunami.) 5. Distribute Is It Tsunami Safety? Ask the students to circle the safe actions to take in case of a tsunami WARNING and put an X over the unsafe actions. Wrap-Up As a class, review the pictures and captions to discuss the safe actions to take if you live or visit where a tsunami is possible. Have the students explain their reasons for identifying both safe and unsafe actions. Visit the American Red Cross Web site at www.redcross.org/disaster/masters Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 7 Answers to Is It Tsunami Safety? 1. Safe. If you live in an area where tsunamis are possible, an earthquake longer than 20 seconds could trigger a locally generated tsunami. This type of tsunami could arrive minutes after a strong earthquake has been felt and you must evacuate for high ground immediately after you have Dropped, Covered and Held On during the earthquake. Earthquakes 3–5 LESSON PLAN 5 Tsunamis 2. Safe. The first indication of an approaching tsunami could be water suddenly receding from the shore. You must go to high ground—at least 100 feet above sea level—immediately. 3. Safe. The first indication of an approaching tsunami could be an unusual rise in the water along the shore. You must head inland and up to high ground immediately. 4. Safe. Stay at your safe evacuation spot until you hear the All-Clear Signal. Tsunamis are a series of waves that could last over a period of several hours—the first wave is not usually the largest. 5. Unsafe. If the water recedes unexpectedly, a tsunami that has been generated by a distant source could be following immediately. The coming wave is incorporating, or swallowing, the receding water. 6. Unsafe. Tsunamis move quickly. You may have as little as 15 minutes to reach your place of safety. Often, there are so many cars trying to cross bridges that it’s imperative to be able to evacuate on foot to a location about 100 feet above sea level within 15 minutes. TEACHING NOTE If your school is in a tsunami-risk area, conduct a drill of Drop, Cover and Hold On, followed by a tsunami evacuation. Follow the school’s planned route or other predesignated evacuation route. Remind students that in case of a real tsunami they might be waiting several hours in their safe place. Home Connection Send Is It Tsunami Safety? home with the students. Ask them to review the answers and the reasoning with their parents. Have them identify the signs that tell them where and how to evacuate in case of a tsunami WARNING and practice walking to high ground. Linking Across the Curriculum Language Arts: Writing; Science: Health; Fine Arts: Visual Arts Visit the American Red Cross Web site at www.redcross.org/disaster/masters Tsunami WATCHES and WARNINGS are not perfect. Often, one beach experiences a tsunami, while another nearby does not. A locally generated tsunami could occur after a 20-second earthquake, or 5 minutes of quaking. Have the students explain how the adage “Better safe than sorry” applies to tsunamis. As a class, create a list of occasions when the adage could prove true. Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 8 Earthquakes 3–5 LESSON PLAN 5 Tsunamis For example: • Not studying for a spelling test because it might snow tomorrow. • Not taking your raincoat or an umbrella because the weather forecast is not always right. • Not getting your flu shot this year because you didn’t catch the flu last year. • Not looking carefully when you cross the alley because cars don’t usually come that way. • Not testing your smoke alarm because you just put in a new battery a couple of months ago. Have the students illustrate warning signs based on statements from the class list and entitled “Better Safe Than Sorry.” Science: Earth Science; Language Arts: Discussion The devastation from the 2004 tsunami in the Indian Ocean was incredible. Use the global positioning maps at the Web site below to illustrate just how powerful a tsunami can be. Have the students discuss what the “before” and “after” pictures reveal about the immediate losses and the future of these areas, from the College of Earth and Mineral Science at http://homepage.mac.com/ demark/tsunami/. Visit the American Red Cross Web site at www.redcross.org/disaster/masters Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross 9 Making Waves Page 1 of 2 Name ________________________________________________________________________ Directions: Waves have specific characteristics, whether on the ocean or in a bottle. Select and complete one of the experiments below to illustrate how waves work. Ocean Wave Simulation Materials: • 2-liter clear plastic bottle • Measuring cup • 5 oz. (150 ml) water • 5 oz. (150 ml) vegetable oil • 3–4 drops blue food coloring Procedure: Measure about 5 ounces (150 milliliters) of water and pour it into the plastic bottle. Measure about 5 ounces (150 milliliters) of oil. Place several drops of food coloring into the oil and pour the mixture into the plastic bottle. The oil will float on top of the water. Shift the bottle left to right, simulating an ocean wave. What do you observe about the changing size of waves? Wave Formation Materials: • Bucket, two-thirds full of water • Pebble • Baseball bat or stick Visit the American Red Cross Web site at www.redcross.org/disaster/masters MAKING WAVES Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross Making Waves Page 2 of 2 Procedure: Fill the bucket about three-quarters full of water. Set the bucket on a flat surface and wait while the water becomes still. Drop a pebble in the middle of the water. Watch the waves form. Describe what happens to the waves farther from the where the pebble was dropped. Why? Now, let the water become still once more. Then, strike the bottom side of the bucket to see how the ripples form. Are the ripples smaller or larger on the side where you struck the bucket? Challenge: If you could conduct this experiment in a pool of water where the depth becomes gradually shallower near the shore, what would happen to the waves as they approached the land? The Seiche Materials: 9″ x 13″ (23 cm x 33 cm) cake pan or plastic container, half-filled with water Procedure: Fill the 9″ x 13″ cake pan or plastic container three-quarters full of water. Walk a few steps. What happens? Now, stand still. What happens? Why do the waves form? What are their characteristics? Challenge: Do you think a seiche is the same as a tsunami? Why or why not? Visit the American Red Cross Web site at www.redcross.org/disaster/masters MAKING WAVES Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross Is It Tsunami Safety? Page 1 of 2 Name ________________________________________________________________________ Directions: If you are in a tsunami-risk zone, you need to know the safe actions to take in case there is a tsunami. What should you do? Circle each safe action. Place an X across each unsafe action or statement. 1. “If you feel an earthquake that lasts for 20 seconds or more, go uphill and inland as soon as the shaking stops.” 2. “If the sea level suddenly drops, go to high ground.” 3. “If the sea suddenly rises, go to high ground.” Visit the American Red Cross Web site at www.redcross.org/disaster/masters IS IT TSUNAMI SAFETY? Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross Is It Tsunami Safety? Page 2 of 2 4. “Stay in your safe place until the All-Clear announcement or more than an hour after the last wave.” 5. “Walking on the beach when the water is so far away is really safe.” 6. “There’s plenty of time to get to high ground when the tsunami WARNING sounds.” Visit the American Red Cross Web site at www.redcross.org/disaster/masters IS IT TSUNAMI SAFETY? Masters of Disaster® Earthquakes, Earthquake Safety, Lesson Plan 5/Tsunamis Copyright 2007 The American National Red Cross