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Project GLADWashoe County School District NV

H/M Theme 6 Nature, Friend and FoeLevel 4

By Jeana Milligan and Jennifer ClementsIdea Pages

I. Unit Theme Nature is unpredictable and can be helpful or harmful. Natural phenomena can change the physical environment and

the way humans interact with it. Adaptation: Living things adapt to survive as their

environments change. Evolution: Given time everything in nature changes.

II. Focusing /Motivation (Launching the theme) Observation charts on different natural disasters Inquiry chart: What did you know about nature as a friend or

foe? What do you want to know about nature as a friend or foe?

Launching the Theme- see teacher manual page 626M Teacher-made Big Book – Important Book Super Geologist Awards Golden Pen Awards Cognitive Content Dictionary Personal Interaction: Which natural disasters are you most

interested in and why? Poetry and chants

III. Closure Team poster report or media report on geological phenomena or

natural disaster Team or individual narrative, “Ask a Tree” exercise – see

teacher manual page 657Q Individual multi-paragraph expository research report Individual big picture project – build model of topic covered in

research report or address solutions to limit the environmental impact by the natural disaster

Nature, Friend and Foe an HMR Theme 6 Level 4 NV 1Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

IV. Concepts: Taken from WCSD Science and Social Studies Standards

ScienceLIFE SCIENCEStructure and Function6.5.2 Investigate, compare, and contrast the different structures of organisms that serve

different functions for growth, reproduction, and survival.

Internal and External Influences on Organisms7.5.3 Investigate and describe how some environmental conditions are more favorable

than others to living things.

EARTH SCIENCERocks and Minerals12.5.1 Explain that the surface of the Earth changes due to a variety of factors (e.g.,

some are abrupt volcanoes and earthquakes, and others happen very slowly, such as the wearing down of mountains).

Weather13.4.2 Identify and describe various meteorological phenomena (e.g. floods, drought) 13.5.2 Investigate and describe various meteorological phenomena (e.g., flooding,

thunderstorms, and drought). 13.5.3 Investigate and describe the factors which affect the processes such as

evaporation and condensation. 13.5.5 Investigate and describe how change is an ongoing process that can be seen

throughout the natural world. NEVADAEarth Structures and Models11.5.1 Identify compass directions on a map. 11.5.3 Explain how many things can be represented by two-dimensional maps and three-

dimensional models.

Natural Resources16.5.4 Explain that humans tend to use resources to meet more than their minimal needs

for food, shelter and warmth.17.5.1 Investigate and describe how consumptive patterns of people vary in different

places.

BASIC & INTEGRATED SCIENCE PROCESS SKILLSThe following are essential to developing the content knowledge of science and have applications across the curriculum. The process skills are often referred to as the “hands-on” or “inquiry” approach to science and should be used as a teaching strategy with the previous Benchmarks.


18.4.4 Exchange scientific observations and ideas. 18.5.6 Explain that science is an ongoing process of investigation (inquiry). 19.5.4 Explain that claims must be supported by evidence and logical argument. 20.5.1 Develop a physical model to explain how something works or how something is

constructed. 20.5.2 Predict that some events are more likely to happen than others. 21.4.1 Conduct fair tests to make observations. 21.5.1 Keep records of investigations and observations, without changing those records

later. 21.5.3 Offer reasons for findings and consider the reasons suggested by others. 22.5.1 Give written or oral instructions that others are able to follow. 22.5.2 Organize information into charts, tables, and graphs. 22.5.3 Collaborate on a group project. 23.5.1 Explain that sometimes changing one thing causes changes in another. 24.5.4 Label measurements and diagrams properly.


Social Studies

GeographyContent Standard 1.0: The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

1.4.1 Identify and use intermediate directions on a compass rose to locate places on a map.

1.4.7 Recognize that states are divided into counties or their equivalents and identify their county of residence in Nevada.

1.4.8 Locate and name the major mountains, rivers, and lakes on a map of the United States such as the Sierras, Rockies, and Appalachians; the Columbia, Colorado, Missouri, Rio Grande, Mississippi, and Ohio; and the Great Salt Lake and Great Lakes.

Content Standard 2.0: Places and Regions: Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.

2.4.3 Describe the characteristics of another culture from their own point of view.

Content Standard 3.0: Physical Systems: Students understand how physical processes shape Earth’s surface patterns and ecosystems.

3.4.1 Diagram and explain the water cycle.3.4.2 Describe the effects of various natural hazards on the physical environment.3.4.3 Generate examples of major ecosystems found in Nevada and the United States,

such as mountains, deserts, and forests.

Content Standard 4.0: Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

4.4.1 Define and illustrate population density.4.4.2 List reasons why people move to or from a particular place.4.4.3 Describe changes in how people move from one place to another.4.4.4 Locate and list examples of rural, suburban, and urban communities.

Content Standard 5.0: Environment and Society: Students understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.

5.4.1 Describe a change that has taken place in their local environment.


5.4.3 Describe places in Nevada where the physical environment has been altered by technology.

5.4.4 Use maps or photographs to document human modification of the physical environment.

Content Standard 6.0: Geographic Applications: Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.

6.4.1 Describe the physical setting of an historical event.6.4.2 Describe the physical setting of a current event.6.4.3 Describe a contemporary issue from a spatial or ecological perspective.

Content Standard 7.0: Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

7.4.5 Incorporate a visual display into a report about a geographic topic.

V. Vocabularyfoe nature abundance cause effect

scavengers flood drought wildfire volcanothunderstorm earthquake hurricane geology geologistlevee saturate seismic eruption magmalava dry El Nino global warmingmoisture lightning thunder fueltectonic plates faults Richter Scale landforms flashfloodstorm chasers flammable consumed ablazewater cycle structures condensation evaporation precipitationspecies deprived flourished hazards landslideerosion surface warn corral coyoteprairie grassland phonograph paddock barrelslumped sharply trembling timbers galerain belt density sleet fix pucker bush

timberline frantic stunned scrub courseridge awestruck debris cinders reactmass warily compare main idea helpfulsupporting detail describe temperature low pressure reservoirshigh pressure gases map unstable dormantharmful current events historical eventsnatural resources tsunami oxygen chemical reactiondependent fertilize climate dams active


English/Language Arts

Reading:Content Standard 1.0: Students know and use word analysis skills and strategies to comprehend new words encountered in text.

1.4.2 Use knowledge of phonics, structural elements, and syntax to read and to determine the meaning of unfamiliar multisyllabic words in and out of context.

1.4.3 Identify and use knowledge of common Greek- and Latin- derived roots and affixes, synonyms, antonyms, homophones, and homographs to determine the meaning of words in context.

1.4.4 Determine the meanings and other features of unknown words and derivations of words, using dictionaries, thesauruses, CD Roms, encyclopedias, atlases, almanacs and glossaries.

1.4.5 Use knowledge of vocabulary, word substitutions, and context clues to determine meanings of unknown words.

Content Standard 2.0: Students use reading process skills and strategies to build comprehension.

2.4.1 Identify pre-reading strategies such as accessing prior knowledge, predicting, previewing, and setting a purpose to improve comprehension.

2.4.2 Select and use self-correcting strategies to gain meaning from text.2.4.3 Apply skills and strategies of summarizing, making inferences, paraphrasing, and

drawing conclusions to aid comprehension.2.4.4 Use note taking, outlining, and summarizing to organize and understand

information from text.2.4.5 Adjust reading rate to suit difficulty and type of text.

Content Standard 3.0: Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.

3.4.1 Use knowledge of character, setting, plot, conflict, and resolution to comprehend a variety of works.

3.4.2 Make inferences about and compare character traits; make predictions about conflicts and resolutions; check text for verification.

3.4.3 Identify cultural influences in literature.3.4.4 Identify themes in a variety of reading selections.3.4.5 Locate figurative language, including simile, metaphor, personification, idioms

and onomatopoeia in text.3.4.7 Identify and explain structures of stories, plays, poetry, and non-fiction selections

with attention to author's style.


Content Standard 4.0: Students read to comprehend, interpret, and evaluate informational texts for specific purposes.

4.4.1 Use information from titles, tables of contents, chapter headings, glossaries, indexes, illustrations, diagrams, charts, and maps to comprehend text.

4.4.2 Compare and contrast main ideas and important concepts of various texts.4.4.3 Develop hypotheses based upon prior knowledge and information from a text.4.4.4 Draw conclusions about text and support them with evidence from a variety of

sources, focusing on main ideas and details.4.4.5 Identify authors’ purposes for writing.4.4.6 Read and follow multi-step directions to complete a task.

Writing:Content Standard 5.0: Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.

5.4.1 Write informative papers with a clear focus using a variety of sources.5.4.4 Write responses to literary selections, using supporting details from the selection.5.4.5 Write compositions with a main idea and supporting details.5.4.6 Write short expository texts with supporting details to illuminate the main idea.

Content Standard 6.0: Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.

6.4.1 Generate ideas for writing through discussions and individual activities such as brainstorming, clustering, and listing.

6.4.2 Organize ideas through activities that draw upon sequencing and classifying skills such as listing, webbing, and mapping.

6.4.3 Write compositions of at least one paragraph with a main idea and supporting details.

6.4.4 Revise drafts to improve meaning and focus of writing by adding and deleting words, sentences, and ideas.

6.4.5 Edit for use of standard English.6.4.6 Produce writing with a voice that shows awareness of an intended audience and

purpose.6.4.7 Share drafts with others and consider making revisions based upon written

responses and peer feedback.

Content Standard 7.0: Students write using standard English grammar, usage, punctuation, capitalization, and spelling.

7.4.1 Identify and correctly use pronoun/antecedent agreement, subject/verb agreement, and verb tenses in writing simple, compound, and complex sentences.

7.4.2 Write compound and complex sentences.


7.4.3 Use correct punctuation in compound sentences, commas in a series, dates, locations and addresses; use apostrophes in irregular and plural possessives and contractions.

7.4.4 Use rules of capitalization.7.4.5 Use correct spelling of frequently used words, applying various spelling strategies

and high-frequency spelling rules.

Listening and Speaking:Content Standard 8.0: Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.

8.4.1 Interpret speaker’s verbal and non-verbal messages and distinguish fact from opinion.

8.4.2 Listen to identify how speaking techniques are used to convey a message.8.4.4 Follow spoken directions to complete a complex task.

Content Standard 9.0: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.

9.4.1 Select and use varied vocabulary and apply standard English to communicate ideas.

9.4.2 Select and use appropriate public speaking techniques such as rate, pace, and enunciation.

9.4.3 Give organized presentations that demonstrate a clear viewpoint.9.4.4 Read aloud and recite literary, dramatic, and original works.9.4.5 Give clear and concise directions to complete a task.

Content Standard 10.0: Students participate in discussions to offer information, clarify ideas, and support a position.

10.4.1 Contribute to and listen attentively in conversations and group discussions.10.4.2 Ask and answer questions with relevant details to clarify ideas.10.4.3 Share ideas, opinions, and information clearly and effectively.10.4.4 Identify and express opinions and state facts.

Research:Content Standard 11.0: Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.

11.4.1 Formulate research questions and establish a focus and purpose for inquiry.11.4.2 Use a variety of library resources, media, and technology to find information on a

topic.11.4.3 Give credit for others’ ideas, images, and information by listing sources used in

research.11.4.4 Organize and record information, using note taking from print and non-print

resources.


ESL Performance Standards

Reading:1.0 Students know and use word analysis skills and strategies to comprehend new

words encountered in text in English.2.0 Students use reading process skills and strategies to build comprehension in

English.3.0 Students read to comprehend, interpret, and evaluate literature from a variety of

authors, cultures, and times.4.0 Students read to comprehend, interpret, and evaluate informational texts in English for specific purposes.

Writing:4.0 Students write a variety of texts that inform, persuade, describe, evaluate, or tell a

story in English, appropriate to purpose and audience.5.0 Students write with a clear focus and logical development, evaluating, revising, and

editing for organization, style, tone, and word choice.6.0 Students write using standard English grammar, usage, punctuation, capitalization,

and spelling.7.0 Listening and Speaking:8.0 Students listen to and evaluate oral communications for content, style, speaker’s

purpose and audience appropriateness.9.0 Students speak English using organization, style, tone, voice, and media aids

appropriate to audience and purpose.10.0 Students participate in discussions to offer information, clarify ideas, and support

a position in English.

VI. Resources and Materials

Nonfiction Children of the Dust Bowl: The true Story of the School at Weedpatch Camp

by Jerry Stanley Disaster! Droughts by Dennis Brindell Fradin Lighting by Seymour Simon A True Book: Thunderstorms by Paul P. and Diane M. Sipiera Natural Wonders and Disasters by Billy Goodman Earthquakes by Seymour Simon A True Book: Earthquakes by Paul P. Sipiera Volcanoes by Seymour Simon Hurricanes by Seymour Simon Flash, Crash, Rumble, and Roll by Barbara and Ed Emberley Storms by Seymour Simon Natural Disasters: Tsunamis by Samantha Bonar


A New True Book: Tornadoes by Arlene Erlbach

Fiction Houghton Mifflin Reading Series, Level 4, Theme 6


Project GLADWashoe County School District

H/M Theme 6 Nature, Friend and FoeLevel 4

By Jeana Milligan and Jennifer ClementsUnit Planning Pages

I. FOCUSING/MOTIVATION (Launching the Theme) Teacher-made Big Book Read alouds – variety of sources, HM Poetry and Chants Observation Charts Inquiry Chart World Map of Natural Phenomena Super Scientist Awards Golden Pen Awards

II. INPUT Read aloud 10/2 lecture ESL preview/review Pictorial Input – World Map Pictorial Input – “Skylark” Characters,

introduce key vocabulary Narrative Input – “Skylark” from HM Expert groups

III. GUIDED ORAL PRACTICE T-Graph for social skills Poetry and chants Choral reading


Farmer-in-the-Dell (Sentence Patterning Chart)

Numbered Heads Together Picture File Cards Personal interactions 10/2s Author’s Chair Expert groups

IV. READING/WRITINGA. Whole Group

Process Grid Cooperative Strip Paragraph – Natural

Disasters Poetry frame – “Here, there” frame Story map – “Skylark” by Patricia

MacLachlanB. Small Group/Cooperative Group/ Flexible

Group ELD Group frame – “Skylark” narrative

retell Leveled reading groups Clunkers and Links for at or above grade

level readers with SQ3R Cooperative Strip Paragraph for just

below grade level readers Expert groups 1-4 Team tasks (during leveled reading time) Team project

C. Individual Choices/Portfolios/Tasks Learning logs Research report Interactive journal writing Cognitive Content Dictionary


Independent readingD. Writer’s Workshop

Mini-lessons Plan, share, write, revise, edit, publish Conferencing Author’s chair

V. EXTENDED ACTIVITIES FOR INTEGRATION View movie, “Skylark” Poster report to inform about a natural

disaster Video report – news story on a natural

disaster Present a play or skit about a natural

disaster Model of a geological phenomena

VI. CLOSURE Group presentations of projects Individual presentations of research report Teacher-made unit test HM Test Running records Process charts and inquiry chart


GLAD Component Week 1 Week 2 Week 3 Week 4 Week 5Focusing/

Motivation Cognitive Content

Dictionary (CCD) daily

Super Scientist Awards

Observation Charts Launching the

Theme pages 626M-626N

Inquiry Chart: What do you know and want to know about natural disasters?

Teacher-made big book

----------CCD daily--------------

----Super Scientist Awards----

Introduce Golden Pen Awards

-----------CCD daily-------------

-----Super Scientist Awards---

------------CCD daily------------

----Super Scientist Awards----

-----------CCD daily-----------

-----Super Scientist Awards---

Input World Map Pictorial of Natural Disasters

Read alouds from a variety of sources (daily)

Comparative Pictorial: wildfires vs. droughts



Add tectonic plates to the world map of natural disasters

Narrative Input: Skylark



Guided Oral Practice

Shared Reading “Nature” chant, do a 3 syllable word hunt

Review world map w/ word cards

Shared Reading “I’m a wildfire”

Review comparative w/ word cards

Shared Reading “I Know a Dry Land” and walking the process grid

Farmer-in –the Dell- use wildfires as the plural noun

Process Grid Game

Shared Reading: review all charts w/ word cards, poems, farmer-in-the-dell, and walk the process grid.

Shared Reading: review all charts w/ word cards, poems, farmer-in-the-dell, and walk the process grid.

Reading Whole Group Salmon Summer

Small Group Guided

Reading/Leveled readers

Expert Groups 1&2

Whole Group Wildfires

Small Group Guided


Expert Groups 3&4

Whole Group Skylark (Narrative)

Small Group Guided


Whole Group Lost on a Mountain

in Maine & The Volcano Disaster

Small Group Guided Reading/

Leveled readers, ELD Group Frame-retell Skylark, Coop Strip Paragraph for struggling readers

Small Group Guided

Reading/Leveled readers, ELD Group Frame-retell Skylark


Writing Whole Group IAW/IAE How-to

paragraph 653K Writing Prompt How-to prepare yourself for a natural disaster

Small Group Team Tasks-world

map pictorial, CCD, team How-to paragraph, team 3-syllable word hunt

Individual Learning Logs Independent

paragraph using practice book page 200 to write own How-to paragraph

Whole Group IAW/IAE Prompt:

Wildfires as a friend and foe

Small Group Team Tasks:

practice book page 186 Nature: Friend and Foe, comparative input pictorial, suffix word hunt

Individual Learning Logs Interactive Journals Write a magazine

article that informs and describes the Yellowstone fire focusing in on how it was a friend and how it was a foe

Whole Group Coop Strip

Paragraph: Class report on a natural disaster-use process grid to help, read alouds, and pictorials as resources

Small Group Team Tasks:

process grid, farmer w/ adverbs, Here, There chant adding in adverbs, coop strip paragraph

Individual Multiple paragraph

report on a natural disaster taken through the writing process-use process grid to help, read alouds, and pictorials as resources

Whole Group Complete class

coop strip paragraph

Small Group Team Project:

poster report to inform about a natural disaster, video report or news story on a natural disaster, write play about a natural disaster

Individual Multiple paragraph

report on a natural disaster taken through the writing process

Narrative retell of Skylark

Poetry- Here,there chant or free choice

Small Group Complete team

projectsIndividual

Complete report, narrative retell, and poetry

Closure/Assessment

Process inquiry chart





Teacher-made test Team and

individual presentations


Superscientist text (just add pictures):

Lightning bolts travel at speeds up to 60,000 miles per hour.

Lightning is a flash of electricity traveling through the air. A lightning bolt travels in twisted paths about as wide as one of your fingers and six to ten miles long.

Thunderstorms happen when warm, moist air currents rise from the ground that meet very cold air currents. Rain, hail, thunder and lightning can occur.

Thunderstorms provide rain in dry seasons.

Sometimes power outages, flash floods, strong winds, hail and tornadoes can happen when there are thunderstorms. Many times people lose their lives.

Wildfires need three ingredients Wildfires destroy the homes of plants,to happen: fuel, oxygen and heat. animals and humans. Sometimes

humans lose their lives.

Some wild fires occur because dried plantsaccumulate on the forest floor.


By not allowing small fires to burn, fuels growon the forest floors, and wildfires result.

After wildfires occur, new plant life begins to grow.

Sequoias and other trees only release their seeds after the heat of a fire.

During and after fires, scavengers like bears, coyotes, foxes, hawks, falcons, and ravens feast on animals driven from their homes.

Floods are too much water than is needed or expected. They can be only inches of water or may cover a house to the rooftop.

Flooding destroys vegetables, fruits, and grains. Animal life is threatened and some die. In urban areas, homes, businesses, schools, and parks are damaged or destroyed. Diseases like cholera and malaria can spread.

Some people are fortunate and are rescued during floods, while others lose their lives.

Floods sometimes occur after heavy, intense rain or hurricanes. The soil becomes over-saturated with water, and runs over drainage ditches and protective barriers.


Urbanization or building cities over wetland areas cause floods because excess water has no place to collect.

Earthquakes happen along fault lines in the Earth’s crust.

Earthquakes cause the ground to shake, buildings to crack or crumble, and trigger landslides. Many people have lost their lives during earthquakes or just afterwards because the buildings and soils are unstable.

When earthquakes happen, some landforms change. Mountains,lakes and ponds have been formed because of earthquakes.

When the earth’s tectonic plates move, earthquakes occur in weak spots where two plates meet. The movement is called seismic activity.

Most scientists use the Richter scale to measure earthquakes. The Richter scale measures the magnitude or size of an earthquake, beginning with the number l. The higher the number the greater damage an earthquake has caused.


Volcanic eruptions occur when cracks or holes that poke through the earth’s crust allow magma to push its way up through the cracks. When the magma comes to the surface it is called lava.

A volcano can be two things: a hole in the ground that lava comes through, or a hill or mountain formed by the lava.

Volcanic eruptions actually help us on Earth. The ashes carry minerals and nutrients that fertilize the soil, which encourages new plant growth, and abundant harvests of fruits, grains and vegetables.

Hot gases, rocks and ashes Hot Spot volcanoes have lava that is explode with incredible force thin and flows quickly like a river. from the mouth of the volcano.

Volcanic eruptions occur when the tectonic plates move, and hot magma rises to the surface through weak areas of the Earth’s crust. Lava, smoke and ashes are spewed from the mouth of the volcano.

Pyroclastic flow volcanoes cause more death and destruction because theyspew avalanches of hot rock, gas and ash that race down the volcano slopes.


Big BookTextNature: Friend and Foe

By Jennifer Clements & Jeana Milligan

The important thing about natural disasters is they usually bring people together, and renew nature’s balance while causing significant destruction and grief. (top of every page)

But, the important thing about natural disasters is they can be a friend and foe. (bottom of every page)

Volcanic eruptions have been known to wipe-out complete villages that are in the lava flow path, however mountains can be formed and volcanic ash fertilizes the soil. (page 1)

Farmers grow crops near rivers and streams knowing that flooding is inevitable. The silt from flood waters replaces nutrients that have been removed from years of farming. The enriched soil can lead to abundant harvests for the following years. Flood waters destroy crops and often delay replanting for a period of time. The temporary effects are loss of income for the farmer, lower food production, and higher prices at the grocery store. (page 2)

Wildfires are a natural part of the forest life cycle. For example, some trees are dependent on cycles of fire to grow and release seeds for new plant life. Contrary to what we believe, most animals are able to flee the burning area and find new places to live or return later. Wildfires can consume homes within the fire range and some people lose their lives. When plants and trees are destroyed it leads to soil erosion and the chances of flooding increases. (page 3)


When earthquakes occur, the movement of Earth’s plates changes the surface. Mountains are pushed up, volcanoes are born, and valleys widen. All add to the beauty of our world. However, when large earthquakes shake near largely populated areas buildings collapse, fires ignite from leaking gas lines, power outages occur, and some people lose their lives. (page 4)


Poetry Booklet

Name ________________________


Nature Nature here, nature there,

Nature’s a friend or foe everywhere!

Fierce hurricanes roaring,Gentle snow falling,

Aggressive wildfires burning,And dormant volcanoes sleeping.

Earthquakes trembling across the city,Wildfires renewing life throughout the

forest, Floods surging through the wetlands,And rainstorms moistening over the

thirsty land.

Nature here, nature there,Nature’s a friend or foe everywhere!

Nature! Nature! Nature!By Jeana Milligan and Jennifer Clements


I’m a WildfireI’m a wildfire, hot and bright,

Chemical reactions release heat and light,There are three things I need:

Fuel, oxygen and heat.

I’m a WILDFIRE!I’m a WILDFIRE!

Sometimes I’m helpful did you know?People think I’m just a foe.

Renewing forests, releasing seeds,I’m part of a cycle that’s a fact of life.


Small fires are natural for me,Eliminates dead wood and leaves don’t you see?

Excess fuel makes me get out of hand,Then a major disaster destroys homes and land.


By Jennifer Clements and Jeana Milligan


I Know a Dry Land

I know a dry land,An abnormally dry land,An abnormally, prolonged dry land,

Where a drought is occurring.

Agriculture declines greatly,Water quality suffers,Bushfires and dust storms increase.Everyone feels the impact.

I know a dry land,An abnormally dry land,An abnormally, prolonged dry land,

Where a drought is occurring.By Jeana Milligan and Jennifer Clements


Nature: Friend and FoeLevel 4

Expert Group: Floods

Floods are the most common natural disaster and are best described as too much water in areas where it isn’t needed or wanted. Floods can either be a few inches of water or can cover an entire house. They are a natural part of the way the world works.

Floods happen wherever there are rivers and coastal regions. Rivers will always overflow their banks and high tides and winds will combine to push the ocean up over coastal regions.


There are many causes that lead to floods. Heavy intense rain from storms like hurricanes cause ocean waves to surge over the beach areas and riverbanks. Urbanization, the removal of natural plant life and soil, adding parking lots and buildings, causes water to collect and rush to the rivers where flooding occurs. On mountainsides, deforestation or removing groves of trees, takes away a natural sponge which keeps water from filling the rivers rapidly and overflowing their banks.

The effects or results of floods can be helpful. The rich soil draws people to the flood-prone areas for farming. When flooding occurs, silt or fine, mineral-rich particles replace nutrients that have been removed from the soil due to years of intensive farming. Soon after a flood, people rebuild their homes and replant their crops in the newly enriched soil.


The harmful effects of flooding are many and can be catastrophic. A torrential flood can sink and wash away homes as well as damage various other properties such as electrical goods and vehicles. This is a great loss for residents. Public property damage to roads, buildings, telephone and electrical infrastructures is a great loss to all. Crops die in the prolonged accumulation of flood waters in the plantation areas. Many crops cannot survive in such conditions and is a devastating loss for farmers. The worst effect of floods is on one’s health. Human waste accumulates in flood waters resulting in diseases such as cholera and malaria. Loss of life can be great depending upon the size of the effected flood zone.



Expert Group: Earthquakes

Have you ever felt an earthquake? An earthquake is a sudden shock of the Earth’s crust which causes shaking, rattling, and rolling. They usually happen along fault lines and last no longer than a minute. Earthquakes have different levels of intensity ranging from major to minor. Their intensity is measured using a Richter Scale. A 3.0 earthquake on the Richter Scale is a minor earthquake and may not be felt by most people. A 6.5 quake is considered a major earthquake and can result in great destruction and loss of life. Earthquakes that happen in an urban area are more devastating than those which occur in a rural area due to population density.

The Earth has three layers. The crust, where we live, is broken into big section called plates. They fit together like pieces of a puzzle and are like rafts floating on the ocean. The second layer, the mantle, contains hot magma which circulates below the plates causing them to move. The third layer is the core or the center of the Earth. Faults are weak spots where the plates meet in the Earth’s surface. Earthquakes occur when the plates move and they are mostly felt along the fault lines.


Earthquakes shake, rattle, and roll wherever plates meet. There are 10 large plates and 20 smaller ones. We live on the North American Plate. (show map of plates)

Although earthquakes can be disastrous, they remind us that the Earth is always changing and evolving. Even though we build buildings to withstand large quakes, man cannot always overcome the powers of nature. Changing landforms are not always a bad thing. In fact, they add to the beauty of our Earth. Mountains and valleys are formed by plate movement.

Earthquakes can result in massive destruction and loss of life. They are more harmful in a densely populated area than in a less populated area. The power of earthquake causes damage to both populated and unpopulated areas. When buildings are built on loose gravel or sand they suffer the greatest damage because the ground is not hard or stable. Also poorly constructed buildings collapse more easily and cause greater loss of life. In urban areas, gas lines and water pipes break, fires start, and there’s little or no water to put out fires. Earthquakes that take place below the ocean may cause tsunamis which are huge walls of sea water that travel at speeds of 300-600 miles per hour. If they hit land, it is mass devastation for the people in their paths.



Expert Group: Volcanic Eruptions

Volcanoes can be two things: holes in the ground that lava comes through, or hills or mountains formed by the lava. Earth scientists have divided volcanoes into four groups. Strato-volcanoes are built up in layers of fiery liquid rock known as lava and solid debris blown out of the craters. Cinder cone volcanoes look like upside-down ice cream cones. When they erupt, the ashes and cinders build up to form the cone shape. Shield volcanoes form when runny lava flows quietly out of a vent and spreads a long way forming a large, gently sloping volcano. Last, caldera volcanoes eject so much lava that the upper slopes collapse inward creating a huge crater.

There are more than 1,300 volcanoes worldwide. 600 are classified as active. The others are either dormant, quiet for centuries, but could become active again, or dead meaning they are not expected to erupt.


Volcano eruptions don’t just happen anyplace. The Earth’s crust is broken into huge sections like a giant cracked eggshell. These pieces are called tectonic plates. The layer under the Earth’s crust is like a river of hot liquid rock called magma. Most volcanic eruptions take place where two plates meet, when hot magma rises to the earth’s surface through a weak area.

Volcanic eruptions happen on all continents and in the oceans, but most occur along the edges of the Pacific plate. As a result, the shoreline of the Pacific Ocean is called the “Ring of Fire.”

Volcanic eruptions cause what appears at first, to be severe damage. But in a few short months life renews itself. Plants start growing, and insects and animals return. New mountains, new islands and new soil are brought from the fiery explosions.


Volcanic eruptions damage or wipe out animal and plant life in the path of the lava flow. Most animals and humans have some warning and are able to escape with their lives. However, some eruptions have occurred so quickly humans and animals have tragically lost their lives. After an eruption happens, flooding often results because the rivers, lakes, and streams are filled with debris that clog the water flow. The smoke and ash from eruptions cause changes in weather patterns, and create hazards for commuters because they have difficulty operating machinery or seeing when driving or flying.



Expert Group: Severe Thunderstorms

One of nature’s most powerful creations is a thunderstorm. Thunderstorms are storms resulting from warm. Moist, rising air currents and are accompanied by rain or hail along with thunder and lightning. They usually last 30 minutes and are about 15 miles in diameter, but sometimes are much larger. They generally occur in the spring and summer mostly in the afternoon when the ground temperature is hottest.

Weather changes can cause thunderstorms to form. There are some basic ingredients needed for a severe thunderstorm to develop. The first ingredient is warm, moist air from the equator. The second, is a cold front from the cool, dry polar regions. A cold front is the edge of a huge mass of cold air that pushes warm air out of the way. A strong upward movement of air, an updraft, is created by the cold front and clouds form. Severe thunderstorms develop along, or in front of an approaching cold front. These storms can bring strong winds, hail, tornadoes, heavy rain, and lightning.


Thunderstorms occur in every U.S. state and approximately 1800 thunderstorms are happening at any moment around the world. One of the best places in the United States to watch a thunderstorm is the Grand Canyon in Arizona. From the top of the canyon, you can see for miles. You can hear the thunder boom and echo through the canyon and see flashes of lightning all around.

Thunderstorms can be helpful to us. Lightning strikes during a thunderstorm may cause a forest fire. Many scientists agree that fires caused by lightning can be good for the forest. Some forest fires “clean” the forest to make room for the new plants and trees. Thunderstorms can also bring rain to a region during a dry, hot season.


The effects of thunderstorms can be very dangerous and cause serious damage. Strong winds can damage crops, knock down trees and power lines. Heavy rains often cause flash floods and if large hail stones fall, they can destroy crops and damage automobiles by denting them. Windows of houses and cars can be broken, people can be hurt, and sometimes animals are killed by large hail. Lightning can strike and kill people. It actually takes about 100 peoples’ lives each year. Lightning may also cause forest fires which can get out of control and threaten many lives and property. Tornadoes may also happen, causing great destruction of property and loss of life.


Natural Disaster Description Geographical Locations

Causes Effects (Friend) Effects (Foe)

Flood Too much water than needed or expected

Can be only a few inches of water or may cover a house to the rooftop

Most common natural disaster

Every U.S. state and territory

Deforestation El Nino Ice/rock/soil/tree

jams Heavy, intense rain

hurricanes Over-saturated soil Frozen soil High river, stream,

reservoir urbanization

silt from water replaces nutrients in soil that have been removed from years of farming

new lakes and ponds form

animal life threatened

agriculture- destroys fruit, veg, grain

urban devastation-cities, businesses, homes

disease-chlorera, malaria

Drought prolonged, abnormally dry period where there is not enough water for users’ normal needs

Southwestern U.S. Texas

El Nino Changes in global

climate patterns Global warming Rise in ocean

temps

Agriculture suffers greatly- then everyone feels the impact

Soil erosion Water quality

suffers – toxic algae outbreaks

Bushfires and dust storms increase

Grasslands change to deserts

Thunderstorms Has lightning and thunder

15 miles in diameter

Lasts 30 minutes Dangerous Occur in spring

and summer in the afternoon

every state 1800 are

happening at any moment around the world

Moisture- to form clouds and rain

Unstable air – relatively warm air that rises rapidly

Lift – fronts, sea breezes, & mtns are capable of lifting air to help form thunderstorms

Provide rain in a dry season

Kills more people than tornadoes each year

Power outages Flash floods,

strong winds, hail, tornadoes

Lightning can strike people and buildings

Wildfire Chemical reaction 3 things to burn:

fuel, oxygen, & heat

Hot enough to melt steel

Energy is released as heat & light –so hot and bright

Forests Yellowstone

National Park

Caused by heat – burning match, lightning, glowing ember

Not allowing small fires to burn

Accumulation of fuel on forest floor

Doesn’t kill as many animals as we think

Forest can renew itself

Young plants begin growing

Helps trees (sequoias) release

Can destroy hundreds of homes

Costs human lives


When done nothing but ash

seeds Some trees are

dependent on cycles of fires to grow

Some plants come back healthier

Volcanic Eruptions

Geological phenomenon

Hear the explosion, see the fire, smell the gases

Tells us about Earth’s interior

Subduction zone Volcanic chain –

hot spots

All 7 continents Tectonic plate movement

Hot magma rises to surface through weak area of Earth’s crust

Ashes actually fertilize soil for crops, growers

New plant growth

damages or wipes out animal & plant life in flow path

flooding often results

ash/smoke creates hazards for commuters, workers

changes in weather

Earthquake shaking, rolling, or sudden shock of the earth

happen along fault lines in the Earth’s crust (tectonic plates)

usually last less than 1 min.

intensity is measured on a Richter Scale

Earth’s crust Near fault lines San Andreas Fault Epicenter

plate tectonics as plates move,

blocks of crust shift along the faults

shaking or seismic activity occurs

landforms change ground shaking topple buildings trigger landslides liquefaction –

looses moist sand or soil is shaken so hard that individual grains separate turning the earth soft – swallowing buildings, people etc.

Natural Disaster Description Geographical Locations

Causes Effects (Friend) Effects (Foe)

Flood

Drought

Thunderstorms


Wildfire

Volcanic Eruptions

Earthquakes


project glad · web viewthe earth’s crust is broken into huge sections like a giant cracked...

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