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Page 1: A Worldwide Look at Natural Disasters A Collaborative ...images.epals.com/gc/projects/Natural Disasters_Key Elements.pdfA Worldwide Look at Natural Disasters A Collaborative Classroom

A Worldwide Look at Natural Disasters A Collaborative Classroom Project Key Elements

Introduction - One 45-60 minute block

Engage: Engage students in the study of natural disasters by reading aloud (or inviting students to read) one of the

following articles that tell the stories of real disasters:

“A Famous Flood”

“Covered in Dust”

Also, consider putting together a learning center that has books and articles on natural disasters and a list of relevant websites. (See our Related Resources section for suggested websites.) Print and post pictures of various natural disasters around the room. Post the essential questions in a prominent place in the classroom. Create separate charts for each of the natural disasters: floods, hurricanes, tornadoes, earthquakes, tsunami wildfires, thunderstorms, and volcanoes. Leave room for students to add comments.

Activate Prior Knowledge: Have students break into groups and assign each group the responsibility of

explaining one natural disaster to the rest of the class and attaching the pertinent chart to the posted pictures. Have your students list what they know about the individual disasters and some questions about what they would like to learn. Keep track on the wall of how many times students use the words describing a particular natural disaster correctly. Be sure to use each of the words daily. Share with your students that they will exchange emails with students that live in another country and that they will learn about natural disasters that occur in their ePals' country. Since students will be working in pairs, pair up students so that they will be ready to begin. Each of your pairs of students will be matched with a pair of students in your ePals' classroom.

Build Context: To help students begin to think about natural disasters, their characteristics and geographic

dependencies, explore with them two child-friendly websites about disasters: Natural Disasters; FEMA for Kids, The Disaster Area; Forces of Nature; Animated Guide to Natural Disasters.

Email #1 - Two 30-45 minute blocks on consecutive days

Identify the types of natural disasters that could happen in the region where their ePals live

Classroom Instruction: Day One:

In this lesson, students build upon what they have learned about the characteristics of natural disasters by identifying which natural disasters could happen where their ePals live. Begin by asking students to examine their ePals location on a map. Prompt them to notice proximity to rivers, oceans which can influence natural disasters (flooding, hurricanes, tsunamis). Then, ask students to list the natural disasters they think could happen in their ePals geographic region and why. To determine if their hypotheses are correct, students can study the weather and physical conditions where their ePals live using climate and physical maps or searching some of the websites about natural disasters. (There is a list of websites in the Related Resources section.)

Climate map examples: http://www.allcountries.org/maps/world_climate_maps.html http://www.geographynetwork.ca/website/ccge_climate/viewer.htm

As a class, discuss what information they can gather about their ePals’ location from looking at the climate map. Record student observations in a highly visible location (wall chart, overhead, LCD projector) as students simultaneously record the observations in their geography journals. Have students discuss what evidence they were able to find to support their hypotheses about which natural disasters could occur where their ePals live.

Page 2: A Worldwide Look at Natural Disasters A Collaborative ...images.epals.com/gc/projects/Natural Disasters_Key Elements.pdfA Worldwide Look at Natural Disasters A Collaborative Classroom

Writing Email: Day Two:

1. Students introduce themselves. 2. Students share their research on natural disasters. Students tell ePals what they have learned about the

natural disasters that could take place in their ePals country. 3. Students ask ePals whether they agree with this information. If not, why not? If so, is there anything else

they would like to add.

Email # 2 - Two 30-45 minute blocks on consecutive days

History of natural disasters in the region where their ePals live

Classroom Instruction: Day One:

Students have identified possible natural disasters that could occur in their ePals’ location by verifying that the weather and physical conditions are consistent with those needed for a natural disaster to occur. Each student now chooses to do further research on one particular natural disaster which could occur in the ePals' region. Invite students to read articles and watch online movies to learn more about their chosen natural disaster. Students should take notes about the main ideas and supporting details presented in each resource.

Hurricanes

Articles:

“The Power of Hurricanes”

“Swallowed By The Sea”

“Hurricane Flight”

Movie: http://magma.nationalgeographic.com/ngexplorer/0409/quickflicks/

Volcanoes Articles:

Into the Volcano

Volcanoes Rock the World

The Ring of Fire

Movie: http://magma.nationalgeographic.com/ngexplorer/0405/quickflicks/

Tornadoes Articles:

Monster Tornado

Terrible Twister

Storm Chaser

Movie: http://magma.nationalgeographic.com/ngexplorer/0401/quickflicks/

Tsunamis

Articles: Quaking Earth Movie: http://www.powertolearn.com/BrainPOP/tsunami/index.shtml

Page 3: A Worldwide Look at Natural Disasters A Collaborative ...images.epals.com/gc/projects/Natural Disasters_Key Elements.pdfA Worldwide Look at Natural Disasters A Collaborative Classroom

Ask students to meet in small groups with their notes to compare the different resources they used to learn about their disaster type. Give students these discussion questions: What new knowledge did you gain from your research today? How was using multiple sources beneficial? Compare the different approaches of the articles and movie – how did each increase your knowledge? Which resource would you give the highest recommendation?

Writing Email: Day Two:

Students respond to their ePals' comments and questions.

Students write to their ePals, identifying the natural disasters on which they will focus. Emails will include student observations and questions about the history of the natural disasters in the ePals’ locations.

Students will also incorporate information and data sent by their email partners. Direct students to study other places and times that the chosen natural disaster has occurred and to share their findings with their ePals in their emails. National Geographic’s website on natural disasters is a great resource. Have your students create timelines, mark the disasters on maps, and put together small charts for analyzing the disasters. Charts may include: date, warning signs, weather conditions, preparation, location, damage, injuries and casualties, unique aspects, time of day, etc. Have students note any patterns.

Email #3 - Two 30-45 minute blocks on consecutive days Identify what can be done to prepare for a natural disaster and what to do if one occurs Classroom Instruction: Day One:

Have your students research the various ways that people can prepare for natural disasters and what they should do when one has occurred. Students should focus on one natural disaster that could occur in their ePals location. If more than one can occur in that region, students may choose amongst them. Students study what warnings, if any, precede the chosen disaster and what residents can do to prepare. FEMA: Get Ready, Get Set (http://www.fema.gov/kids/ready.htm) is an excellent kid-friendly resource on disaster preparedness with links to creating disaster supply kits, recording family disaster plans and how to protect your home from a disaster.

Writing Email: Day Two:

Students respond to their ePals' comments and questions. Students discuss what they have found about preparing for natural disasters and share it with their ePals. In the emails, students ask their ePals questions on what steps, if any, their communities have taken to prepare for natural disasters.

Email #4 - Three 30-45 minute blocks on consecutive days

Culminating Activity

Classroom Instruction: Day One and Two:

Students researching the same natural disaster work in small groups to share the information they have found. Within each small group, students collaborate to prepare a natural disaster preparedness presentation containing the following information:

1. What are characteristics of the natural disaster? 2. What warning does it give? 3. What was the most memorable historical incident involving the natural disaster studied? When did it occur? 4. Where else has the natural disaster occurred? 5. Explain what can be done to prepare for the studied natural disaster. 6. Explain the steps to take if a disaster occurs.

Page 4: A Worldwide Look at Natural Disasters A Collaborative ...images.epals.com/gc/projects/Natural Disasters_Key Elements.pdfA Worldwide Look at Natural Disasters A Collaborative Classroom

Presentations can be in the following formats: a homepage, a PowerPoint slide show, a television advertisement.

Writing Email: Day Three:

Students respond to their ePals' comments and questions. Students share their preparedness presentations with their ePals along with any relevant anecdotes and supporting images.