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| NYS Performance Indicators | Objectives | Text Resources | Resources (Suggested Activities) | Cross-Curriculum Connections | Assessment Items |
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UNIT 1: Intro to Natural Disasters |
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Standard 1: Scientific Inquiry: KI 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process | ||||
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1. Comprehend the difference between a disaster and a catastrophe. | Keller & Blodgett Chapter 1 | Internet scavenger hunt |
MATH Calculating rist assessments |
How would you use the scienctific method to test the hypothesis that sand on the beach comes from the nearby mountains? |
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Standard 2 : Information Systems: KI 1 Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. |
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2. Know the components and processes of the geologic rock cycle | Compare population density map with hazardous regions |
SOCIAL Study historical significance and economic impact on societies as a result of a disaster |
It has been argued that we must control human population because otherwise we won't be able to feed everyone. Even if we could feed 10-15 billion people, would we still want a smaller population? Why or why not? | |
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Standard 2: Information Systems: KI 2 Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. |
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3. Understand the scientific method | Build a bulletin board of newspaper clipping to be collected throughout the course. |
ELA Write a comprehensive emergency action plan for a location |
Considering the events we call natural hazards are natural processes that have been occurring on Earth for millions of years, how fdo you think we should go about trying to prevent the loss of life from these events ? Think about the choices society has from attempting to control and prevent hazards to attempting to keep people out of harm's way. | |
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Standard 2: Information Systems : KI 3 Information technology can have positive and negative impacts on society, depending upon how it is used. |
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4. Understand the basics of risk assessment | Case Study 1.1 - Human Population through History | |||
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Standard 6: Interconnectedness Common Themes: Patterns of Change; KI 5 Identifying patterns of change is necessary for making predictions about future behavior and conditions |
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5. Recognize that natural hazards are commonly high-energy events, caused by natural Earth processes. | Case Study 1.2 The Magnitude Frequency Concept | |||
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Standard 7: Interdisciplinary Problem Solving : Strategies: KI 2 Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results. |
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6. Understand the concept that the magnitude of a hazardous event is inversly related to its frequency |
www.fema.gov, www.usgs.gov/hazards/#realtime_info, www.unisdr.com, www.cdc.gov, www.ngdc.noaa.gov/seg/hazard/ |
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Standard 4: KI 2 Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land |
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7. Recognize how natural hazards may be linked to one another | ||||
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8. Recognize that increasing human population and poor land-use practices compund the effects of natural hazards and can turn disasters into catastrophies | ||||
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UNIT 2: Earthquakes |
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Standard 1: Scientific Inquiry: KI 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process | ||||
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1. Understand how scientists measure and compare earthquakes | Keller & Blodgett Chapter 2 | Create a poster that shows the similarities and differences in emergency preparedness between two different geographic and cultural areas. |
MATH Compare probabilities of earthquake risks and damages between the east coast and the west coast. Determine arrival time of P and S waves, distance traveled, and triangulation methods. |
You live in an area that has a significant earthquake hazard. Public officials, the news media, and citizens are debating whether an earthquake warning system should be developed. Some people are worried that false alarms will cause a lot of problems, and others point out that the response time may be very long. What are your views on this? Should public funds be used to finance an earthquake warning system, assuming such a system is feasible? What are potential implications if a warning system is not developed and a large earthquake results in damage that could have been partially avoided with a warning system in place. |
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Standard 2 : Information Systems: KI 1 Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. |
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2. Be familiar with earthquake processes such as faulting, tectonic creep, and the formation of seismic waves | Produce a news cast that immediately follows an earthquake. |
SOCIAL Study historical significance and economic impact on societies as a result of Earthquakes |
You are considering buying a home in California. You are well aware that earthquakes are common in the area. What questions would you ask before purchaisng the home? Consider the effects of earthquakes, the relationship of shaking to earth material, and the age of the structure. What might you do to protct yourself (both financially and physically) if you decide to buy the house. | |
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Standard 2: Information Systems: KI 2 Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. |
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3. Know which global regions are most at risk for earthquakes and why they are at risk | Critique a movie on earthquakes. |
ELA Write an estimation of the percentage of dwellings that would be rendered uninhabitable and the number of persons requiring emergency shelter if an earthquake produces IX (Modified Mercalli Intensity Scale) effects in Hazard City. |
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Standard 2: Information Systems : KI 3 Information technology can have positive and negative impacts on society, depending upon how it is used. |
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4. Know and understand the effects of earthquakes such as shaking, ground rupture, and liquefaction | Investigate past earthquake events (case studies). | |||
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Standard 6: Interconnectedness Common Themes: Patterns of Change; KI 5 Identifying patterns of change is necessary for making predictions about future behavior and conditions |
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5. Identify how earthquakes are linked to other natural hazards such as landslides, fires, and tsunamis | Case Study 2.1 The 1989 "World Series By the Bay" | |||
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Standard 7: Interdisciplinary Problem Solving : Strategies: KI 2 Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results. |
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6. Know the important natural service functions of earthquakes | Case Study 2.2 The Denali Fault Earthquak: Estimating Potential Ground Rupture Pays Off | |||
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Standard 4: PI 2.1l: (Earth Science) The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system. • These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges. • Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid- ocean ridges. • Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness. |
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7. Know how human beings interact with and affect the earthquake hazard | Case Study 2.3 Andrea Donnellan, Earthquake Forecaster | |||
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8. Understand how we can minimize seismic risk, and recognize adjustment we can make to protect ourselves | Hazard City Activity - "Earthquake Damage Assessment" | |||
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9. Recognize that increasing human population and poor land-use practices compund the effects of natural hazards and can turn disasters into catastrophies |
www.fema.gov, earthquake.usgs.gov/, www.exploratorium.edu/faultline/, www.abag.ca.gov/bayarea/eqmaps/eqmaps.html, www.scec.rg, pubs.usgs.gov/gip/earthq1/, www.fema.gov/hazard/earthquake/, www.iris.edu/quakes/quakes.htm |
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UNIT 3: Tsunamis |
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Standard 1: Scientific Inquiry: KI 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process | ||||
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1. Understand the process of tsunami formation and development | Keller & Blodgett Chapter 3 | Case Study 3.1 Tsunami in the Lowest Country on Earth |
MATH Calculate surface area of affected tsunami damage. Calculate travel speeds of tsunamis. |
You are placed in charge of developing an education program with the objective of raising a communitys understanding of tsunami. What sort of program would you develop and what would it be based on? |
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Standard 2 : Information Systems: KI 1 Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. |
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2. Understand the effects of tsunamis and the hazards they pose to coastal regions | Case Study 3.2 Jose Borrero - Tsunami Scientist |
SOCIAL Study historical significance and economic impact on societies as a result of Tsunamis |
What do you think the role of the media should be in helping to make people more aware of the tsunami hazard? How should scientists be involved in increasing the perception of this hazard? | |
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Standard 2: Information Systems: KI 2 Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. |
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3. Know what geographic regions are at risk for tsunamis | Hazard City Activity - "Tsunami/Storm Surge" |
ELA Prepare an educational presentation for a future meeting of the "Ocean Village Council." This presentation will illustrate basic information about the tsunami and storm surge hazards at a coastline community. |
You live on a coastal area that is subject to large, but infrequent, tsunami. You are working with the planning department of the community to develop tsunami ready status. What issues do you think are the most important in obtaining this status and how could you convince the community that it is necessary or in their best interestto develop tsunami-ready status. | |
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Standard 2: Information Systems : KI 3 Information technology can have positive and negative impacts on society, depending upon how it is used. |
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4. Recognize the linkages between tsunamis and other natural hazards |
www.ess.washington.edu/tsunami/ www.tsunamiwave.info/ pubs.usgs.gov/circ/c1187/index.html , walrus.wr.usgs.gov/tsunami , www.tsunami.noaa.gov/ , nthmp.tsunami.gov/ , www.benfieldhrc.org/tsunamis/ |
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Standard 6: Interconnectedness Common Themes: Patterns of Change; KI 5 Identifying patterns of change is necessary for making predictions about future behavior and conditions |
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5. Know what nations, communities, and individuals can do to minimize the tsunami hazard | ||||
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Standard 7: Interdisciplinary Problem Solving : Strategies: KI 2 Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results. |
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Standard 4: PI 2.1l: (Earth Science) The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system. • These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges. • Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges. • Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness. |