UAB TED Masters Degree
M. Morales, 2010
Marta Aulinas & Francisca Galmés
(2010)
Natural disastersNatural disastersNatural disastersNatural disasters StudentStudentStudentStudent’s booklets booklets booklets booklet
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ACKNOWLEDGMENTS
This unit would not have been possible
without the unconditional support of Oriol
Pallarés and Núria Ramos, whose involvement
and support have been crucial for its design
and implementation.
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TABLE OF CONTENT Introduction ...................................................................................................................... 3
How to Use the Moodle ................................................................................................... 1
VolcanoES ......................................................................................................................... 5
Doing experiments… ......................................................................................................... 8
Earthquakes .................................................................................................................... 12
Tsunamis ......................................................................................................................... 18
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WorksheetWorksheetWorksheetWorksheet
IntroductionIntroductionIntroductionIntroduction
1. What is the name of the topic?
Look at the PowerPoint presentation and guess the name of topic we are.
2. What is the name of this Natural Disaster?
Look at the PowerPoint presentation and guess the name of topic we are.
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Our objectives Look at the PowerPoint presentation, your teachers are going to show you how you
are going to be assessed. You will find this information in the Moodle. Keep it!
3. Which natural disaster is it?
Watch the video, discuss with the members of your group which natural disaster it
is, write its name on the board and arise it. The first group that arises the board will
receive one point.
Go to the Moodle, download the video and include it in your digital book.
4. What do you know about Natural Disasters?
Complete the mind-map following the model you have on the screen.
Discuss with your group what you would do if this particular hazard happened and
answer the four questions.
Write the name of your natural disaster.
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Vocabulary: Look at the Powerpoint to get some more ideas, ask your teacher
and use the following online dictionaries:
www.wordreference.com
www.macmillandictionary.com
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5. Write a short composition about your Natural Disaster
Look at the text you have on the board and write a short composition about your
natural disaster. Use the vocabulary you used.
Language tips: You have some useful expressions on the board.
Include the composition in your digital book.
6. Guess the name of my natural disaster
a) Go in front of the class, you and the members of your group have to present
your hazard. You cannot tell the name of the natural disaster
b) Guess the name of the natural disaster that your classmates present.
If you guess the natural disaster, you will receive a point. If your classmates guess
your natural disaster, you will receive a point as well.
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7. Match the name with the definition (I)
Your teachers will give you a set of names and definitions. Discuss the meaning of
the names with the rest of your group. Write them in your notebook.
Remember to include them in your digital portfolio.
8. Match the name with the definition (Review)
Go to the Moodle. You will find three activities in the Introduction folder. Complete
the definitions. Your teacher will look at your punctuation.
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WorksheetWorksheetWorksheetWorksheet
How to UseHow to UseHow to UseHow to Use thethethethe MoodMoodMoodMoodlelelele
1. How to use the Moodle and how to create an e-book
In this unit, everything we do in class will be posted on the Moodle. Do you
remember how to use it? Now we are going to refresh your memory! It’s really
easy!
Match the snapshots (letters) with the text (numbers) and you will find out how to
access our Space!
A
B
C
D
E
OUR SPACE
STEPS
1. ____ Go to the Salvador Espriu Web.
2. ____ Click on Moodle de l'insti!!
3. ____ Type your user name to log in
4. ____ Click on NURIA'S VIRTUAL CLASSROOM
5. ____ Find your instructions under MARTA AND XISCA'S SPACE
ENJOY OUR SPACE!!!
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2. Digital book
During this unit, you will have to create a digital book, which will be the 50% of your
final mark. Do you know what a digital text is?
First of all, you have to go to: www.myebook.com. Once you are in the website, you
have to follow these steps:
1. Sign up
2. Register
3. Once you have signed up you can log in to your account and start your
ebook!
A digital book, also known as an e-book, is the same as a conventional printed
book. However, this book is published on the Internet.
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4. Create your ebook
5. Create your ebook from scratch
6. Go to settings and tick the following options
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7. Once you have finished, copy the following address and paste it in the “our
e-book” Wiki you’ll find in the Moodle.
Create your personal libraries with as many videos and photos as you like, and
remember that everyday you will have to write a brief summary of what we have
done in class. You do not need to write everything we have seen during the lesson.
You should only write what you liked the most. Make it colourful and visual.
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WORKSHEETWORKSHEETWORKSHEETWORKSHEET
VolcanoVolcanoVolcanoVolcanoESESESES
1. Warming up activity
Your teacher is going to show you a photo. Is this just a mountain?
Discuss with your partner what it is. Write down your partner’s ideas in your
notebook and include them in your digital book.
I think that it is... because...
He/She thinks that...
I can see...
There is/ There are...
I agree with...
I disagree with...
Discuss it with the rest of the class.
Look at this other photo and answer the question your teacher is going to ask you.
2. Review
Tell the rest of the class what you remember from the last session.
Language tips: An earthquake /volcano/ tsunami is...
LANGUAGE
TIPS:
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3. Watch the video and order the following photos:
4. Watch the video and order the following sentences:
5. Choose the correct answer:
The “cinder cone”, the “stratovolcano” and the “shield volcano” are:
a) Three different islands.
b) Three kinds of mountains.
c) The most common kinds of volcanic formation.
d) The most common kinds of hills.
_____a) You have volcanic activity where you have hotspots of seismic activity.
_____b) Volcano eruptions form mountains and islands and other geological formations.
_____c) The Pacific Ring of Fire is around the Pacific Ocean.
_____d) A volcano erupts when Magma or an amount of lava finds a fissure or an opening in
the Earth and shoots out.
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6. fill-in-the-gaps In groups of five, read the text your teachers are going to give you. Look for three
key words and copy the sentences without these words in a separate sheet of
paper. Prepare a question about the video you have watched.
Your teacher will collect the sheet of paper and will give it to another group.
BE CAREFUL! You have to choose KEY words, your teacher is going to supervise the
activity.
Write your names on the sheet of paper.
7. TYPES OF VOLCANOES
Read the definitions from the PowerPoint and discuss their meaning with the rest of
the class. Your teacher will help you with the vocabulary.
I think that a dormant volcano is/ an eruption...
A volcano is alive or dead if it...
If a volcano erupts, you have to...
I remember that after an explosion you have to...
An erupting volcano is...
I agree with...
I disagree with...
Go to the Moodle. You will find an activity in the volcanoes section called “TYPES OF
VOLCANOES”. Match the draw with the definition.
LANGUAGE
TIPS:
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WORKSHEETWORKSHEETWORKSHEETWORKSHEET
Doing experimentsDoing experimentsDoing experimentsDoing experiments…
Let’s create a volcano Your teachers are going to do an experiment in front of you. You are going to see
how a volcano erupts. You have to listen to your teachers carefully and watch what
they do because you are going to complete a guide.
Answer these questions:
A. A. A. A. BeforeBeforeBeforeBefore…
1. Write the names of the definitions or pictures using the words from the left.
1. Food
colouring
2. Dishwashing
detergent
3. Baking soda
4. Funnel
5. Tablespoon
a) ___________________
b) ___________________
c) a substance that you add to change the colour of something. ______________
d) a large spoon that you use for serving food. ___________________
e) a white powder used in cooking for making cakes rise while they are baking and also as a medicine for an upset stomach. _____________
2. What do I think will happen when doing this experiment?
□ The lava will be hot □ Our volcano will erupt
□ It will make a noise □ The bottle will explode
□ Nothing □ The funnel will melt
□ The vinegar will become blue □ The vinegar will react with the baking soda
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B. B. B. B. During the experimentDuring the experimentDuring the experimentDuring the experiment…………
3. Materials
Add a tick next to the materials your teachers are using.
a) 1 plastic bottle □ b) Oregano □
c) 3 oranges □
d) paprika □
e) 4 tablespoons cooking oil □ f) 2 tablespoons of baking soda □
g) food color □ h) one teaspoon of salt □
i) red plasticine □ j) dishwashing detergent □
k) Champagne □ l) a newspaper □
m) Vinegar □ n) warm water □
o) The teacher’s pencil □ p) Funnel □
q) Water □ r) the English book □
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4. Order the following steps writing a number before the sentence:
Compare and discuss the answers with your partner.
First, you ...
Then, you add...
After that, you...
You need the spoon to...
Finally,...
X and Y react...
__ a) Add about a half cup of water.
__ b) Using the funnel (make sure it's dry), put 3 to 4
tablespoons of baking soda into the bottle.
__ c) Then quickly remove the funnel.
__ d) Put a few drops of red food colouring into about half cup of
vinegar.
__ e) Using the funnel, pour the vinegar mixture into the bottle
__ f) Add a few drops of liquid dishwashing detergent
LANGUAGE
TIPS:
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C. ConclusionC. ConclusionC. ConclusionC. Conclusion
5. Chemical reaction
Do you know the reason why the volcano reacts? It is a CHEMICAL REACTION! Try to
guess the ingredients that reacted.
When the ___________ reacts with the baking ___________, carbon dioxide gas is formed and the bubbles push the "lava" out the "volcano."
An acid (___________) and a base (baking ___________) interact.
Chemically, the acid and base neutralize each other, producing ___________ dioxide gas as a by product. The exact reaction is:
HC2H3O2 (vinegar = acetic acid) + NaHCO3 (baking soda = sodium bicarbonate) =
CO2 (carbon dioxide gas) + NaC2H3O2 (sodium acetate) + H2O (water)
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WORKSHEETWORKSHEETWORKSHEETWORKSHEET
EEEEarthquakesarthquakesarthquakesarthquakes Do you know why Earthquakes occur? Now you are going to discover it!
1. Working with words
Do you know the meaning of these words?
Look at the PowerPoint and try to guess the meaning of the images.
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2. Jigsaw reading
1. In groups of three, assign yourselves a number from
1 to 4.
2. Make “experts” groups.
3. Read the text and try to understand it and memorize
as much as you can. You need to become real
experts, so use as many strategies as you can to
become more and more familiar with the content of
the card: one explains, the others listen and help, ask
each other questions...
4. Now work in pairs with someone from your “expert”
group. Take turns explaining the text to each other without looking at it.
5. Now go back to your original team of four and explain what you have
already practiced to the rest of your team mates.
2.1 True or false?
Write a T if it is true or an F if it is false.
a) When an Earthquake occurs, the Earth releases stress.
b) We can know when an Earthquake will occur beforehand.
c) Plates are always in movement.
d) Plates movement can only cause Earthquakes, not other Natural Disasters.
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2.2. Use some of these words to complete the sentences:
Earthquakes usually last ______ than one minute.
When the plates force is large enough, the crust is forced to ______.
When the crust breaks, the stress is released as _____ which moves through the
Earth in the form of ______ , which we feel and call an earthquake.
Earthquakes, Tsunamis, and _________ are all results of the plates moving.
The earth's crust and upper mantle are composed of several large, thin, relatively
______ plates that move relative to one another.
When the plates ______ together, pull apart or sideswipe each other, it commonly
results in earthquakes.
The strongest waves are in the ________.
Discuss the answers with the rest of your group
energy more break movement
crash directions volcanoes rigid
pencil epicentre hypocenter waves
quickly tsunami slowly less
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3. Reading comprehension
Go to the Moodle, there you’ll find a quiz. It is the same text you have already read.
Fill in the blanks. Good Luck!
WE ARE THE WORLD 25 FOR HAITI You are going to listen to “We are the world” remake song. It was
originally written by Michael Jackson Lionel Richie in 1985. It was part of
the "Do They Know It's Christmas?" project in the UK. This project was
aimed at creating an American benefit single for African famine relief.
After the earthquake in Haiti on January 12, 2010, a remake of the song
was recorded. The proceeds from this song entitled "We Are the World
25 for Haiti" will aid survivors in the impoverished country. "We Are the
World" has demonstrated that diverse musicians can productively work
together, and has further influenced the movement within pop music to create songs that
address humane concerns.
(Adapted from wikipedia)
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4. How do people from Haiti feel?
Read the song lyrics in groups and underline the words that describe the situation
that Haiti is living. Discuss your answers with the rest of your group.
We are the world 25 for Haiti: There comes a time
when we head a certain call
when the world must come
together as one
There are people dying
oh, and it’s time to lend a
hand
to life, the greatest gift of all
We can’t go on pretending day by day
that someone somehow will soon make a change
we’re all a part of God’s great big family Dios
and the truth, you know love is all we need
We are the world, we are the children
we are the ones who make a brighter day
so let’s start giving
There’s a choice we’re making.
We’re saving our own lives
it’s true we’ll make a better day
just you and me
Well, send them you your heart
so they will know that someone cares
so there cries for help
will not be in vain
We can´t let them suffer
no we can´t turn away
right now they need a helping hand
nou se mond la, we are the children
we are the ones who make a brighter day
so let’s start giving
There’s a choice we’re making
we’re saving our own lives
it’s true we’ll make a better day.
Just you and me
When you’re down and out
there seems no hope at all
but if you just believe
there’s no way we can fall.
Well, well, well, let’s realize
that one change can only come
when we stand together as one
We are the world...
We all need somebody
that we can lean on
when you wake up look around
and see that y88our dreams gone
when the earthquakes
we’ll help you make it
through the storm
when the floor breaks
a magic carpet to stand on
we are the world united
by love so strong when the radio isn’t
on you can hear the songs
a guided light on the dark
road your walking on
a sign post to find the dreams
you thought was gone someone to help you move
the obstacles you stumbled on
someone to help you rebuild
after the rubble’s gone
We are the world connected by a common bond
love the whole planet
sing it along
We are the world...
Everyday citizens
everybody pitching in
Nou se mond la
nou se timoun yo
You and I, you and I
Uh, 12 days no water
What is your will to live?
we amplified the love
we watching multiply
feeling like the worlds end
we can make the world win like Katrina, Africa,
Indonesia
and now Haiti needs us
the need us, they need us
URL: http://www.youtube.com/watch?v=PuKbBgXTUTg&feature=related
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It means that...
I think that...
They feel as if they had lost...
They need...
They lost...
We can help them by doing...
We can send them...
5. How do you feel?
Where does the song say that Haiti needs help?
How does this song make you feel?
Write your answers in your notebook. Include them in your digital book.
I am
I feel
If I was them I would feel
Happy sad angry disgraced loved lucky
unlucky worried confused scared
6. Let’s sing
Take one piece of paper, there are one or more sentences written on it. Read the
sentence you have aloud. Now we are going to make some room in the classroom.
You are going to listen to the song and as soon as you hear your sentence; you have
to place your piece of paper on the floor. Be quick and listen to it carefully because
we have to complete all the song. Your teachers will play with you.
Have funHave funHave funHave fun!!!
LANGUAGE
TIPS:
USEFUL
VOCABULARY:
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WORKSHEEWORKSHEEWORKSHEEWORKSHEET T T T
TsunamisTsunamisTsunamisTsunamis
Review Tell the rest of the class what you remember from the first day. What did we say
about tsunamis?
I think that a tsunami is...
If a tsunami occurs, ...
When a tsunami occurs you have to...
I agree with...
I disagree with...
1. Watch the video and order the following sentences
______ a) When two tectonic plates push together, the resulting
earthquake sends an enormous burst (=amount) of energy up through the
ocean.
______ b) The advice is simple: move to higher ground and wait for news that the
Tsunami has passed.
______ c) The warnings are few. The signs are sudden.
______ d) Most tsunamis have multiple waves each arriving anywhere from 10 to
60 minutes after the first strike, just when survivors think the danger is over.
______ e) Earthquakes are the principal cause of tsunamis.
LANGUAGE
TIPS:
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2. True or false?
According to the National Geographic video recording, are the following sentences
true or false?
Write a T if it is true or an F if it is false.
1. When a Tsunami occurs, nothing is left.
2. The word in Japanese means Harbour wave.
3. Earthquakes and tsunamis never occur in Japan.
4. A tsunami wave is small.
5. Most tsunamis have only one wave.
6. The deadliest Tsunami ever recorded occurred in December of 1950
7. There is a Tsunami Warning Centre in Honolulu.
8. When a Tsunami occurs, people have to swim.
3. Playing with words:
− Write three columns in a separate piece of paper. Write Earthquake for
the first column, Volcano for the second column and Tsunami’s Video
for the third column.
− Your teachers are going to give you some words. Discuss with the
members of your group which words you heard and place them under
“video”.
− There are some other words which are related to the other Natural
Disasters we have studied. Place them under the Natural Disaster you
think they belong to.
− Write a sentence using one (or more) of these words.
_________________________________________________________________
_________________________________________________________________
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4. Create a story
Let’s create a fantastic story about Tsunamis, Earthquakes or Volcanoes!!! You have
the first sentence written. Now each of you has to write a sentence in order to invent
your own story.
Instructions:
1. The teacher gives you the first sentence.
2. One person writes a sentence and passes the paper to the student next to him
or her (clockwise or counter-clockwise, but always following the same
direction).
3. The last person of the group has to finish the story.
4. Here you have the first sentence:
Your teacher is going to give you a sheet of paper like the one you have
on the next page. You can use that words to write your story.
TSUNAMI, EARTHQUAKE OR VOLCANO
Last night I had a dreadful dream.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
_______________________________________________________
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-First,
-Secondly,
-Then,
-After that,
-So,
-Later
-Finally,
-When
-And
- I
-my brother/ sister/
mum/ dad/ parents
- the streets
- the cars
- my house
- the mountain
- the temperature
- the sea
- the beach
- was
- were
- heard
- saw
- had
- hadn’t
- lost
- roes (past of risen)
- thought that…
- sleeping
- a noise
- shaking
- full of water
- an ash cloud
- cold
- a river of lava
- floating
- flooded
- electricity
- a big wave
- my toys
- my books
- my television.
- it was my imagination
Example: First, I heard a noise in the street.