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WORK IN LOWER FOURTH
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Acid lava – thick, viscous lava with a high silica content which flows short distances forming steep sided volcanoes Active volcano – a volcano that has erupted recently and is likely to erupt again Ash – fine material thrown out by an erupting volcano Basic lava – thin runny lava with low silica content that flows long distances crating gentle slopes Collision/convergent plate boundary (margin) – two plates move into each other creating Fold Mountains Constructive/divergent plate boundary (margin) – where two plates are moving side by side Conservative/transform plate boundary (margin) - where two plates are moving apart Continental drift – the movement of the earth’s tectonic plates Continental plate – under land
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Convection currents – changes in the flow and pressure of the earths mantle affecting plate movement Core – the centre of the earth Crater – bowl-shaped depression, usually round and with steep sides formed by explosive events such as the eruption of a volcano Crust – the thin layer at the earth’s surface Destructive plate boundary (margin) where two plates are moving together Dormant volcano – a volcano that has erupted within historic times but not recently Earthquake – a sudden movement of the earth’s crust Epicentre – the point on the earth’s surface directly above the focus of an earthquake Extinct volcano – a volcano that has not erupted in historic times and is not expected to erupt ever Focus – the point within the earth’s crust where the earthquake occurred Fold mountains – mountains formed by the movement of the earths crust lifting the rock, tectonic plate movement Lava – the name given to molten magma when it erupts at the surface Magma – molten rock before it leaves a volcano, after it leaves called lava Magma chamber – where molten lava is found deep below the earth’s surface Mantle – the molten rock surrounding the earth’s core
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Natural hazard – a great force of nature, such as an earthquake or volcano, which threatens to endanger people Oceanic plate – under ocean Plate boundary, margin, and fault line – a place where plates meet Plates – sections of the earth’s crust Primary effects (of an earthquake) – the direct effects of an earthquake e.g. buildings collapsing Richter scale – measure the strength of an earthquake Ring of fire – ring of activity in the Pacific Ocean Secondary effects (of an earthquake) – the indirect effects e.g. fire, tidal waves, disease etc. Seismograph – a sensitive instrument that records shock waves during an earthquake Subduction zone – where a plate is sinking and melting Tectonic plate – large sections of the earth’s crust Tsunami – large waves caused by earthquakes and landslides Vent – the opening through which the lava flows in a volcano Volcanic bomb – large rock fragments thrown out by an erupting volcano Volcano – a cone shaped mountain made from ash and lava Zone of activity – area with lots of volcanic or earthquake activity
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Use this sheet to help you to do activity 1 on page2 of the Pupil’s Book.
avalanche – a mass of material (usually snow orice) sliding very fast down a slope. This mayhappen when the weight of snow can no longer besupported by the slope.
drought – a long continuous period of dryweather. In Britain, a drought is 15 days or morewith less than 0.2 mm of rain, but in other partsof the world it could be much longer. Drought canlead to crop failure and to famine.
epidemic – the rapid spread of disease amongpeople living in one area. In Britain, we sometimeshave flu epidemics. Epidemics of more seriousdiseases (such as cholera, tuberculosis or AIDS)can lead to widespread deaths.
earthquake – a sudden violent movement of rockwithin the Earth’s crust. This can happen alongfaults or cracks in the Earth’s crust where the rockis under pressure.
famine – a serious shortage of food, leading to thedeath of many people from starvation over a widearea. The main causes of famine are drought andwar.
flood – the overflow of water from a river or fromthe sea. One of the most dangerous types of floodis a flash flood. They occur after sudden heavyrain in dry areas and are very difficult to predict.
hurricane – an intense storm that usually occursover tropical areas, sometimes called a cyclone.Warm air rises and is made to spin by the Earthgoing round. This produces violent winds andtorrential rain.
landslide – a rapid movement of soil and/or rockdown a slope. This can happen when the rockbecomes very wet or the base of the slope is cutaway.
tornado – an extremely violent whirlwind thatforms as a dark funnel beneath a storm cloud.Winds can reach up to 400 km per hour, but it ison a much smaller scale than a hurricane.
tsunami – also known as a tidal wave or harbourwave. This is a huge wave caused by anearthquake below the sea floor. The wave travelsat high speed until it reaches the coastline.
volcanic eruption – the appearance of lava, ashand gas from a volcano. Eruptions can be violentor gentle depending on the type of lava thevolcano produces. The most dangerous volcanoeserupt occasionally but violently.
Fault
EARTHQUAKES AND VOLCANOES WORKSHEET PUPIL’S BOOK PAGE 2
Disaster dictionaryName ________________________________________________________________________________
28 earthworks 3 teacher’s resource book © JOHN MURRAY
1.2
Earthworks unit 1 04/05/2000 2:18 pm Page 28
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LESSON 1; Poster; research a natural disaster; title, 2 maps (world and local) and pictures – where, when, why, what damage and how people coped. DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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REMEMBER TITLE AND DATE LESSON 1
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The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 90–91
The earth’s continental plates
5.4
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006138
The outer layer of the earth is like a jigsaw. It is
broken into huge pieces called plates. Each plate
moves in its own direction. A massive earthquake
off the coast of Sumatra produced the Indian
Ocean tsunami. Two plates colliding with each
other caused the earthquake.
Cut out the shapes below. Then fit them together
to make the plates of the earth’s crust.
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 92–93
Eye-witness accounts of the tsunami
5.5
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006139
As a newspaper reporter, you must now interview
people affected by the tsunami.
In turn, imagine that you are each of the people
mentioned below. Complete each sentence as if
you were being interviewed.
Homeowner: I have lost everything I own
Mother: I was preparing breakfast when
Fisherman: I was mending my nets on the shoreline as the sea suddenly retreated
Government representative: I have been sent by the Prime Minister to see for myself
Nurse: Hospitals are prepared for disasters but the number of casualties overwhelmed me
Rescued victim: I was trapped in the mud and calling for help
International Rescue worker: My team arrived on the scene within one day. We saw people digging,
using bare hands in search for survivors
‘Sniffer’ dog handler: My dog is specially trained but found it difficult to find buried victims trapped
under the debris
TV reporter: This must be one of the most terrible sights I have filmed. The devastation is incredible
UN Disaster Relief worker: This is one of the worst natural disasters in living memory. I shall be
reporting to the UN that
Backpacker: I was lazing on the beach writing a postcard when
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REMEMBER TITLE AND DATE LESSON 1
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2. Draw arrows on your map to show the direction that the different plates are
moving in.
3. Mark on your map the following; Atlas mountains, Rocky mountains, Andes
mountains, Alps, Himalayas.
4. Explain the connection between the location of these mountain ranges and the
plate boundaries.
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LESSON 2; Pack p13/14/15; The Earth’s Plate’s jigsaw DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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Volcanoes and earthquakes NEW KEY GEOGRAPHY Interactions pages 30–31
How do volcanoes and earthquakes happen?
2.4
NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 200758
The earth’s surface is made up of several huge plates that are moving in
different directions. These plates move at about the same rate as our
fingernails grow! Volcanoes and earthquakes are most likely to occur in
areas where the plates collide.
�1 Carefully read the statements below. Shade in red those that are to
do with the distribution of earthquakes and volcanoes.
�2 Colour in green those statements that are to do with plate
boundaries and zones of activity.
�3 Choose a red statement with a fact about earthquakes and volcanoes.
Find a green statement with a fact about plate boundaries and zones of
activity that can be linked to it. Use Activity Sheet 2.2 to help you.
�4 Using your pairs of statements, describe how volcanoes and earthquakes
are most likely to occur in zones of activity where plates meet.
Volcanoes and earthquakes often occur in thesame places and are usually found in long,narrow belts.
The main zone of activity lies along the westcoast of the Americas and among the islandsof the Pacific and Indian Oceans.
Volcanoes and earthquakes happen along thewest coast of North America.
There is a lot of volcanic activity on Iceland.
A belt of volcanoes and earthquakes is locatedalong the west coast of South America.
Australia is located in the middle of the Indo-Australian Plate; volcanoes and earthquakesare not found here.
The east coasts of North and South Americaare not close to zones of activity.
The Eurasian and Indo-Australian Plates aremoving towards each other.
Another belt runs through the islands of theIndian Ocean.
Volcanoes are found in the middle of theAtlantic Ocean forming a line running fromnorth to south.
Another narrow belt goes down the middle ofthe Atlantic Ocean.
On the west coast of South America, the NazcaPlate and the South American Plate movetogether.
One belt runs all the way round the PacificOcean and is called the ‘Ring of Fire’.
The North American and Eurasian Plates aremoving away from each other.
Zones of activity are found around the edges ofmany of the world’s plates.
Many earthquakes happen in the HimalayanMountains to the north of India.
No volcanoes or earthquakes are found on theeast coasts of North or South America.
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© JOHN MURRAY earthworks 2 teacher’s resource book 211
6.7INDIA WORKSHEET PUPIL’S BOOK PAGE 116
Continental collisionName ________________________________________________________________________________
The Himalayas to the north of India are the highest mountain rangein the world. They have been formed by the collision of two hugeplates – the Eurasian Plate, on which most of Europe and Asia lie,and the Indo-Australian Plate on which India and Australia lie. TheIndo-Australian Plate is slowly moving northwards and collidingwith the Eurasian Plate.
Your task1 Look at the four diagrams below. They show how the Himalayas have
been formed.
2 Complete the passage below each diagram to describe what hashappened. Use the words in the box on the right to help you.
3 Find a map of Europe in your atlas.The African and Eurasian Plates are also colliding. Suggest what majorphysical feature in Europe this has formed, and what may happen to theMediterranean Sea over millions of years. Write your answer in yourworkbook.
0 100 km
N
Key
Plate boundary
Asia 70 Indian sedimentdisappeared Himalayas ocean
narrower Ganges Plain mountain range
About ___________ million years ago, an
___________ lay between India and the rest of
___________.
The ocean became ___________ as the
___________ Plate moved. ___________ collected
on the ocean floor forming new rock.
Where the plates met, pressure caused the rocks to
be folded. The ocean finally ___________. Folded
sediments were forced up to form a new
___________.
India and Asia continue to collide. The ___________
have been weathered and eroded to form deep
valleys. Rivers have carried sediment to form the
___________.
About 10 millionyears ago
Today
India
Asia
Himalayas
GangesPlain
Mountainrange
About 70 millionyears ago
IndianPlate
OceanTrench
AsianPlate
Crust
About 40 millionyears ago
Rivers carrysediment
Sedimentcollects
EARTHWORKS TRB2 (B2 (F) TP) 12/8/00 6:44 pm Page 211
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Tracing Plate Boundaries;
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LESSON 3; Pack p22/23; Types of plate movement DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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LESSON 4; 1. Doddle; Plate Tectonics mini and super quiz and Plate Boundaries mini quiz
2. Extra Credit; test your skills; http://www.learner.org/interactives/dynamicearth/testskills.html
DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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EARTHQUAKES AND VOLCANOES WORKSHEET PUPIL’S BOOK PAGE 4
Measuring earthquakesName ________________________________________________________________________________
© JOHN MURRAY earthworks 3 teacher’s resource book 31
1.5
There are about 500,000 earthquakes around the world each year,but less than 1,000 cause serious damage. Each of these majorearthquakes is millions of times stronger than a minor earthquake.Such wide variation creates problems when you try to measure thestrength of earthquakes.
The problems were overcome by an Americanseismologist, Charles Richter. He devised theRichter scale, which measures the strength ofearthquakes on a scale of 0 to 9. The smallestearthquake it is possible to measure is at 0 and thelargest earthquake is at 9. The scale is logarithmic– that means that each number on the scalerepresents an earthquake ten times stronger thanthe number below it.
Earthquakes are measured with seismometers.They are able to record the strength of the seismicwaves (shock waves) that come from theearthquake. The size of the waves decreases with distance away from the focus of the earthquake – if the position of the focus is known, it is possible to work out the strength of the earthquake thatproduced the waves.
Equal to 100 atom bombs. Will
cause serious damage over a wide
area. Could be recorded on
seismometers all around the world.
AToo small to be felt bypeople on the ground.Can only be recorded byseismometers close to theearthquake.
BNo earthquake this size hasever been recorded, althougha few have come close. Thiswould cause total destructionover a wide area.
C
About 100,000 earthquakes of this strength arerecorded each year. People can only feel theearthquake if it is nearby.
D
About the same strength as a small atom bomb.Can cause limited damage over a small area.
E
Richter scale 0 1 2 3 4 5 6 7 8 9
Strength compared to 0on Richter scale 0 10
Smallearthquake
21
345678
78
654321
Normalrecording (noearthquake)
Minortremor
Majorearthquake
Richterscale
A recording of earthquakes on a seismometer. The size ofthe waves shows the strength of the earthquake
Your task1 Read the information above.
2 a) Complete the table below to show how the strength of earthquakesvaries on the Richter scale. Multiply the previous number by 10 towork out the strength.
b) Why is it impossible to show this on an ordinary graph?
3 a) Read the statements about earthquakes below.b) Put them in order from weakest to strongest. Match them with the
odd numbers on the Richter scale. Write the scale vertically in yourworkbook and copy or stick each statement by it at the correctplace.
Earthworks unit 1 04/05/2000 2:18 pm Page 31
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Measuring earthquakes;
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EARTHQUAKES AND VOLCANOES WORKSHEET PUPIL’S BOOK PAGE 17
Earthquakes in CaliforniaName ________________________________________________________________________________
© JOHN MURRAY earthworks 3 teacher’s resource book 45
1.19
California, on the west coast of the USA, has a long history ofearthquakes. It lies on one of the world’s major plate boundariesbetween the American Plate and the Pacific Plate. The San AndreasFault is the main fault in a complex network of faults that followsthe boundary for hundreds of kilometres. Earthquakes could occuron any one of them. The map below shows the main faults inCalifornia and the location of major earthquakes that have occurredover the past 200 years.
Your task1 Look at the map. It shows the location of major earthquakes in
California over the past 200 years.a) Along which faults have the three largest sudden movements
occurred? b) Which city appears to have suffered the most earthquakes? In which
years? c) Along which section of the San Andreas Fault have few earthquakes
occurred? Why?
2 Look at the graph showing earthquakes above 5.5 on the Richter scale in Northern California (the area in the box on the map).a) When did the largest earthquake occur? b) During which period did no major earthquakes occur? c) Describe the pattern shown by the graph.d) What predictions for future earthquakes might the graph help
geologists to make?
Garlock
Fault
Los Angeles
SanFrancisco
1899192219231920
19911992
18381989
18361868
19401979
San Jacinto Fault
BanningFault
19921812
1927
Ow
en's Valley Fault
19521857
0 100km
1906San Andreas Fault
Key
Segment where there has beensudden movement along a faultMain faultSegment where there is gradualmovement along a fault(fault creep)Epicentre of earthquake over 7on Richter scaleCity
1906
1850
5.5
19501900Year
6.0
6.5
7.0
7.5
8.0R
icht
er s
cale 19
06
1989
1990
Earthworks unit 1 04/05/2000 2:19 pm Page 45
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Earthquake in California;
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NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 200774
Complete the diagram below by adding specific strategies to help predict,
prepare for and protect against earthquakes in California. The terms in the
box at the bottom may help you.
Volcanoes and earthquakes NEW KEY GEOGRAPHY Interactions pages 40–41
Prediction, preparation, protection
2.17 A
Seismograph Radon gas Rubber shock absorbers Cross-bracingDisaster plans Emergency supplies
Prediction Preparation Protection
How can the earthquake danger be reduced?
� � �
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LESSON 5; How can earthquake danger be
reduced? 1. Interactions p40/41 Ex 3b Poster 2. Pack p 34 Prediction, Preparation, Protection
DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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Volcanoes and earthquakes NEW KEY GEOGRAPHY Interactions pages 42–43
Comparing two earthquakes
2.19a
NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 200776
Complete the Venn diagram below by writing the letter of each
statement from Activity Sheet 2.19b in the appropriate place. Place
those statements that relate to both earthquakes in the overlapping
section of the diagram.
A
San Francisco, USA, 1989 Gujarat, India, 2001
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Comparing two earthquakes
NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 200777
AVolcanoes and earthquakes NEW KEY GEOGRAPHY Interactions pages 42–432.19b A
A Local rescue workers were poorly prepared and arrived too late to save many lives.
G Badly designed and poorly built houses collapsed, crushing people inside.
M £10 billion was spent on repairing damage and preparing for the next earthquake.
N Hospitals were put on red alert and saved many lives.
O Roads were blocked, hampering the rescue effort.
L Emergency electricity supplies and telephone links failed to work.
J People were injured by pieces of debris hitting them.
K Many people died of their injuries due to limited medical facilities.
I People lost their lives.
H Lack of food and unhealthy living conditions caused further deaths by starvation and disease.
B Several huge fires were quickly brought under control by well-trained fire crews.
E Helicopters were used to transport rescuers and evacuate the injured.
F Highly trained rescue teams reached the disaster area within minutes.
D Collapsed bridges and blocked roads hindered rescue teams.
C Trying to reconnect electricity and telephone lines was one of the first reconstruction plans.
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Volcanoes and earthquakes NEW KEY GEOGRAPHY Interactions pages 42–43
Two earthquakes compared
2.18
MEDCs (more economically developed
countries) are usually better able to cope
with a natural disaster than LEDCs (less
economically developed countries). Even so,
it is a struggle for all people and places to get
back to ‘normality’ after an earthquake.
�1 Study the photos A and C on pages 42 and 43 in your
New Interactions textbook.
�2 Working with a partner, carefully read each of the
statements below. Use two different highlighter pens
– one for MEDCs and the other for LEDCs – to
colour code them appropriately. Be careful: you may
have to use both colours on the same statement!
�3 Use your colour-coded statements to help you
write two or three paragraphs explaining why
MEDCs are often able to cope better than
LEDCs with earthquakes. Good presentation
of your work is important so, if possible, use
a word-processing program to make your
work look more professional.
�4 In the USA, the internet is used as a means of
helping people to prepare for an earthquake.
Go to www.nelsonthornes.com/keygeography
to find two weblinks for the area around San
Francisco. Why would the development of
websites giving advice about preparing for
earthquakes be of limited use in countries
such as India?
NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 200775
There are limited foodsupplies for large
numbers of victims
Country has enoughmoney to pay for
supplies and help withrebuilding programmes
People homeless withno shelter, warmclothing or food
Communities lackradio/TV contact –
difficulty in warning oflikely damage
Communities are readyand prepared to search for
victims, but lack equip-ment such as heavy liftingcranes to start the work
Earthquake evacuationprocedures are tested
regularly – people knowwhat to do
Airfields to bring inrescuers and
emergency supplies areoften many miles away
Roads and railways arenot always of a goodstandard – difficult to
reach victims
Hospitals put on redalert are well preparedfor treating victims and
many lives saved
Some buildings areearthquake proof, butmany are poorly builtand badly designed
Computers to helpmanage relief operation
Counselling foremotionally distressed
children
Emergency rescue teamsreach disaster areas within
minutes with ‘sniffer’dogs, pneumatic drills andheat-seeking equipment
Emergency health kitswith a shelf life of
5 years
Unemployment whereoffices and factories
were destroyed
Huge fires quicklybrought under control
by well-trained firecrews
The government slowto get help to peopleimmediately after the
earthquake
People evacuatedquickly and secondary
damage is limited
Instant communicationabout damage and
problems
Psychological andemotional damage to
those involved
Helicopters used totransport rescue teams
and evacuate theinjured
Faulty emergencyelectricity supplies and
telephone lines
Collapsed bridges andblocked roads
hindering rescue teams
Economic damage asgovernment spendsbillions on rebuilding
Most electrical and gassupplies reconnected
within hours
Lack of food andunhealthy living
conditions cause furtherdeaths by starvation
and disease
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Two earthquakes compared;
40
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NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 200773
Many people live in areas of the world that may be
affected by natural disasters. More economically
developed countries (MEDCs) are often able to
cope a little better with these disasters than less
economically developed countries (LEDCs). But it
is a struggle for anyone to get back to ‘normality’
and the routine of life after a catastrophic event.
�1 Read the statements below. Using a red pencil
for MEDCs and a green pencil for LEDCs,
colour code each statement correctly. Be
careful: you may have to use both colours on
some of the statements.
�2 Using the information above, explain why the 2005 Asian earthquake, in
a remote area of Pakistan and India, killed so many people and caused
many more casualties than the severe earthquake that hit San
Francisco in the USA in 1989. Use a word-processing program to draft
and redraft your thoughts.
Volcanoes and earthquakes NEW KEY GEOGRAPHY Interactions pages 40–41
How can the earthquake danger be reduced?
2.16
Massive disruption topower lines, transportand communications
Makeshift hospitalstreating survivors in the
open air
Local services, e.g. fire,police and ambulance,are well trained to cope
with disaster
Hospitals are wellprepared for treatingvictims and survivors
New buildings mustcomply with strict
earthquake planningregulations
Roads and railways arenot always built to a
high standard –difficulty in reaching
victims
Evacuation centres areset up in safe areas
Buildings, roads andbridges are improved
and strengthened
Monitoring movementsin the earth’s crust
helps to informscientists of likely
danger
Airfields to bring inrescue teams and
emergency supplies areoften many miles away
Earthquake-proofbuildings are safe andprotect people ratherthan cause danger in
an earthquake
Country looks tointernational aid and
world charities for help
Open areas outsidebuildings allowpedestrians to
assemble if evacuated
Some buildings areearthquake-proof, but
poorly built
People are educated onwhat to expect in the
event of an earthquake
Community is ready andwilling to search for
victims and survivors,but lacks equipment likeheavy lifting equipment
InternationalEmergency ResponseTeam assembled and
ready to help in under24 hours
Many households havean emergency
earthquake kit packed
There is limited accessto computers whichwould help manage
relief operations
Visible identificationnumbers on roofs helphelicopters assess the
damage after anearthquake
Some people lack radioor TV contact that
would allow time forpeople to evacuate
danger zones
Disaster plans areprepared and regular
earthquake drillspractised every month
There are very limitedsupplies for a largenumber of victims
Counselling is availablefor emotionally
distressed children
Country has limitedmoney to help pay forsupplies and rebuilding
programmes
Automatic shutterscome down over thewindows to preventpedestrians beingshowered in glass
Need to cremate thethousands of dead toprevent the spread of
disease
42
TSUNAMIS
43
EARTHQUAKES AND VOLCANOES WORKSHEET PUPIL’S BOOK PAGE 3
TsunamiName ________________________________________________________________________________
© JOHN MURRAY earthworks 3 teacher’s resource book 29
1.3
Tsunami – or harbour wave – is a Japanese word used to describe ahuge wave caused by an earthquake beneath the ocean floor. It issometimes also called a tidal wave, though it has nothing to do withtides.
A tsunami begins with a jolt on the sea bed when an earthquakeoccurs, sometimes caused by the eruption of an underwater volcano.This sends out a huge wave that travels in increasing circles fromthe epicentre of the earthquake (similar to the ripples caused bydropping a pebble into a pond). The deeper the ocean, the moreenergy it creates and the faster the wave can travel. Tsunamis havebeen known to cross the ocean at 800km per hour – as fast as a jetplane!
A tsunami that hit Java in Indonesia in 1883 killed 36,000people, wrecked some 5,000 boats and stranded a ship more than akilometre inland!
Most tsunamis occur in the Pacific Ocean where there arethousands of low-lying islands and many countries with denselypopulated coastlines.
Waves slow down as they approachthe coast and wave height increases
Epicentre of earthquakebeneath the ocean floor
Wave hits coast withterrific force causingmass destruction
Initial wave caused by earthquake moves very fastbut does not rise much above normal sea level
Your task1 Study the information on this sheet and answer the
questions in your workbook.
2 Look at the map. It shows tsunamis from anearthquake off the coast of Alaska in 1964.a) Find a map of the Pacific Ocean in your atlas.b) Name five countries that might have been
affected by these tsunamis. How long did it takethe waves to reach each country?
3 Find a map showing world population density inyour atlas. Where are the most people under thegreatest threat from tsunamis?
0
N
4,000km
1
2345678910
1112
131415
19
1617
1820 21
Key
Number of hoursafter earthquake
5
Earthworks unit 1 04/05/2000 2:18 pm Page 29
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How did the tsunami affect different countries?;
49
How did the tsunami affect different countries?;
50
LESSON 6; Pack p47/48/49,50 How did the
Tsunami affect different countries? Ex 1, 2 and 3
DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006150 NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006151
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 98–99
Reducing the effects of tsunamis
5.12a A
Cut out the dominoes below and study the
phrases written on them. Set the dominoes out in
a straight line. Now arrange the dominoes in the
correct order. You may only put a domino in place
if you can explain to your group the link between
the phrases you are putting together. There is only
one correct order!
START Bangladeshprediction.
Scientists usea sensitiveinstrument
called aseismometer
START Bangladeshaffect the sizeand speed ofthe waves.
Sensors senddata from the
sea bedSTART Bangladeshhowl.
Sri Lankanelephants and
leopards
START Bangladeshto a buoy
floating out atsea.
The buoy thensends data
to aSTART BangladeshSTART
The first methodthat can be
used to reducethe effects of a
tsunami is
START Bangladeshcrawl out oftheir holes. Dogs
START Bangladeshsatellite.
Wheninformation is
received by thetsunami centre
from the satellite
START Bangladeshit issues alert
warnings.
The fact thatscientists can
predict atsunami isimportant
START Bangladeshwere reporteddead after theAsian tsunami.
FINISH
START Bangladeshto measureshockwaves.
The size of theshockwaves START Bangladesh
Pacific Oceanhas been
successful foryears.
Scientists arenot the onlyones who
START Bangladeshtime to
prepare for adisaster.
The earlywarning
system in the
START Bangladeshcan predict a
tsunami.
Animals likesnakes and
ratsSTART Bangladesh
because itgives people
and emergencyservices START Bangladesh
were seen toleave the
danger area.Few animals
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 98–995.12b AReducing the effects of tsunamis
START Bangladeshdisaster plan.A good
disaster planwill
START Bangladeshpreparation. This is whereyou prepare START Bangladesh
avoid the hugewaves.
A youngBritish girl in
Thailand saved
START Bangladeshlocal peopleand the
emergencyservices
START Bangladeshso that they
are ready for adisaster.
Most countriesprepare bywriting a
START Bangladeshtime toescape. FINISH
START BangladeshThey can then run for highground and START BangladeshSTART
The secondmethod that
can be used toreduce theeffects of atsunami is
START Bangladeshinvolve localauthorities,
emergencyservices and
START Bangladeshflooding.The best wayto stop this is
toSTART Bangladesheducatepeople
about thesigns of atsunami.
START Bangladeshlocal people in
the area.Most deaths
are caused by
START Bangladeshreceded.
She warnedpeople on the
beach andgave them
START Bangladesh100s ofpeople
by noticingthat the sea
had
Predicting a tsunami
Preparing for a tsunami
54
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006150 NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006151
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 98–99
Reducing the effects of tsunamis
5.12a A
Cut out the dominoes below and study the
phrases written on them. Set the dominoes out in
a straight line. Now arrange the dominoes in the
correct order. You may only put a domino in place
if you can explain to your group the link between
the phrases you are putting together. There is only
one correct order!
START Bangladeshprediction.
Scientists usea sensitiveinstrument
called aseismometer
START Bangladeshaffect the sizeand speed ofthe waves.
Sensors senddata from the
sea bedSTART Bangladeshhowl.
Sri Lankanelephants and
leopards
START Bangladeshto a buoy
floating out atsea.
The buoy thensends data
to aSTART BangladeshSTART
The first methodthat can be
used to reducethe effects of a
tsunami is
START Bangladeshcrawl out oftheir holes. Dogs
START Bangladeshsatellite.
Wheninformation is
received by thetsunami centre
from the satellite
START Bangladeshit issues alert
warnings.
The fact thatscientists can
predict atsunami isimportant
START Bangladeshwere reporteddead after theAsian tsunami.
FINISH
START Bangladeshto measureshockwaves.
The size of theshockwaves START Bangladesh
Pacific Oceanhas been
successful foryears.
Scientists arenot the onlyones who
START Bangladeshtime to
prepare for adisaster.
The earlywarning
system in the
START Bangladeshcan predict a
tsunami.
Animals likesnakes and
ratsSTART Bangladesh
because itgives people
and emergencyservices START Bangladesh
were seen toleave the
danger area.Few animals
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 98–995.12b AReducing the effects of tsunamis
START Bangladeshdisaster plan.A good
disaster planwill
START Bangladeshpreparation. This is whereyou prepare START Bangladesh
avoid the hugewaves.
A youngBritish girl in
Thailand saved
START Bangladeshlocal peopleand the
emergencyservices
START Bangladeshso that they
are ready for adisaster.
Most countriesprepare bywriting a
START Bangladeshtime toescape. FINISH
START BangladeshThey can then run for highground and START BangladeshSTART
The secondmethod that
can be used toreduce theeffects of atsunami is
START Bangladeshinvolve localauthorities,
emergencyservices and
START Bangladeshflooding.The best wayto stop this is
toSTART Bangladesheducatepeople
about thesigns of atsunami.
START Bangladeshlocal people in
the area.Most deaths
are caused by
START Bangladeshreceded.
She warnedpeople on the
beach andgave them
START Bangladesh100s ofpeople
by noticingthat the sea
had
Predicting a tsunami
Preparing for a tsunami
55
56
57
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006144
Copy and complete the table below using the statements on
Activity Sheet 5.9b. Statements relating to:
u how the tsunami happened are causes
u the results of the tsunami are effects
u what the authorities did to help the people affected are
examples of management.
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 90–97
The causes, effects and management of the tsunami
5.9a A
Causes Effects Management
Indian plateIndian plateIndian plate
Eurasian plateEurasian plateEurasian plate
Indian Ocean
EarthquakeEarthquakeEarthquake
EpicentreSUMATRA
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 90–97
The causes, effects and management of the tsunami
5.9b A
Local authorities are developing disaster plans
Plate movement causes earthquake
Two million jobs lost
1.7 million people made homeless
Coastal roads and railwayswere wrecked
Indian plate moves towardsEurasian plate
Over 310,000 people dead ormissing
12 countries were seriouslyaffected by the waves
Over 650,000 peopleseriously injured
Coastal rice fields of Sumatradestroyed by sea water
Governments provided trainedpersonnel, helicopters and heavy
machineryGovernments promised money
for rebuilding schools andhospitals and to restart
industries destroyed
Tsunami waves travel at up to800 km/h in deep water
Sea above the earthquake isforced upwards
A tsunami early warning system is to beimplemented in the Indian Ocean
Many people donated money after TV,radio, newspaper and
internet appeals
Thailand’s tourist industry badlyhit as hotels and facilities were
damaged
70% of Indonesian fishing boatsdestroyed meaning people lost
their livelihoodInternational relief
organisations flew blankets,tents, clean water, food and
medical supplies into the areasaffected
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006145
58
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006144
Copy and complete the table below using the statements on
Activity Sheet 5.9b. Statements relating to:
u how the tsunami happened are causes
u the results of the tsunami are effects
u what the authorities did to help the people affected are
examples of management.
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 90–97
The causes, effects and management of the tsunami
5.9a A
Causes Effects Management
Indian plateIndian plateIndian plate
Eurasian plateEurasian plateEurasian plate
Indian Ocean
EarthquakeEarthquakeEarthquake
EpicentreSUMATRA
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 90–97
The causes, effects and management of the tsunami
5.9b A
Local authorities are developing disaster plans
Plate movement causes earthquake
Two million jobs lost
1.7 million people made homeless
Coastal roads and railwayswere wrecked
Indian plate moves towardsEurasian plate
Over 310,000 people dead ormissing
12 countries were seriouslyaffected by the waves
Over 650,000 peopleseriously injured
Coastal rice fields of Sumatradestroyed by sea water
Governments provided trainedpersonnel, helicopters and heavy
machineryGovernments promised money
for rebuilding schools andhospitals and to restart
industries destroyed
Tsunami waves travel at up to800 km/h in deep water
Sea above the earthquake isforced upwards
A tsunami early warning system is to beimplemented in the Indian Ocean
Many people donated money after TV,radio, newspaper and
internet appeals
Thailand’s tourist industry badlyhit as hotels and facilities were
damaged
70% of Indonesian fishing boatsdestroyed meaning people lost
their livelihoodInternational relief
organisations flew blankets,tents, clean water, food and
medical supplies into the areasaffected
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006145
59
LESSON 7; Pack p58/9; Causes, effects and management of tsunamis DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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VOLCANOES
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10 LARGEST VOLCANOES
1. Mount Mazama/Crater Lake, Oregon-Over 6,000
years ago Mount Mazama (posthumously named)
erupted. Before the explosion the mountain was 12,000 feet high; when it was over it had been replaced by a
1,900-foot deep crater. Crater Lake, famed for its intense blue waters, was made a National Park in 1902.
Volcanic activity occurred sometime after the Mount Mazama explosion, creating Wizard Island in the middle
of the lake.
2. Mount Etna, Sicily-Although Mount Etna (or Aetna) is
the highest active volcano in Europe, its renown comes
from its role in Greek legends and in ancient works by
writers such as Hesiod, Pindar and Aeschylus. According to Greco-Roman mythology, the giants -- the enemies of the
gods -- were buried beneath Mount Etna. In their efforts to break free, the Giants caused frequent earthquakes
around the mountain. The most recent eruption, in the Bove Valley section of Etna Volcano Park, occurred in
December 1991.
3. Mount Vesuvius, Italy-Vesuvius' eruption in 79 A.D. covered the cities of Pompeii and Herculaneum, preserving
them for generations to come. But this eruption also holds a
place in history because of its documentation. Pliny the Younger left a detailed description of the event in two letters
to Tacitus. A type of eruption -- the Plinian type -- is named for Pliny the Elder who died in the catastrophe. The volcano
is still active and has had several eruptions -- the most deadly being in 1631.
4. Mount Tambora, Indonesia-The largest eruption
during the last two centuries, as well as the deadliest volcano in recorded history, Mount Tambora exploded
April 10-11, 1815. It killed an estimated 92,000 people.
Almost 80,000 of the victims died of starvation brought on by the agricultural devastation in the volcano's
wake. The eruption and the resulting massive clouds of dust and ash affected most of the Northern
Hemisphere, causing unusually cool temperatures and failed crops in 1816 -- sometimes referred to as "the year without a summer."
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5. Mount Krakatau, Indonesia-On August 27, 1883,
Mount Krakatau exploded with such force that it was heard in Australia, over 2,000 miles away. The force of
the eruption triggered a series of tsunamis that reached the Hawaiian Islands and the coast of South America,
killing more than 36,000 people. The five cubic miles of ejecta covered the surrounding areas in darkness for over two days and
caused a series of dramatic sunsets around the world throughout the following year. The explosion and subsequent collapse of the volcano left
only a remnant of the island above sea level. By 1928, another small
island had emerged from a rising volcanic cone.
6. Mount Pelee, Martinique-The eruption on May 8, 1902, killed 29,000, destroying the port town of Saint-Pierre four
miles away. Almost all the deaths were caused by the resulting pyroclastic flow -- a deadly, fast-moving cloud of
hot gas and dense liquidized volcanic particles. Only two residents of the town survived the flow. Volcanology (also
called Volcanism) was at best a primitive science in 1902, and the existence of pyroclastic flows was unknown. After
this disaster a "new" type of eruption was named after Mount Pelee - the
Pelean-type eruption..
7. Parícutin, Mexico-In February 1943, a pile of ash began to rise from a corn field near the town of
Parícutin, Mexico. A mountain began to emerge from the earth, reaching a height of 1,200 feet in one year.
Although the ensuing nine-year eruption resulted in the destruction of the town of Parícutin, it presented the
modern world with a remarkable opportunity to see the birth of a volcano. Only three people died, all by lightning associated with the eruption.
8. Mount St. Helens, Washington-One of the more
highly publicized and studied volcanic explosions, Mount
St. Helens erupted on May 18, 1980. The volcano, which had been dormant since 1857, began erupting steam after
a series of earthquakes in March 1980. The 1978 prediction of the U.S. Geological Survey that violent and
intermittent volcanic activity would begin, "within the next 100 years, and perhaps even before the end of this
century," had come true. Luckily, close study of St. Helens prevented a major loss of life. Even so, 60 deaths resulted from the May 18 eruption.
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9. Nevada del Ruiz, Colombia-Although the eruption
of Nevado del Ruiz (or Mount Ruiz) on November 13, 1985, was relatively small, the ensuing mudslides
caused by melting ice and snow resulted in the death of
23,000 people and the destruction of the town of Armero. Most of the residents would have survived had
they moved to higher ground. This eruption brought attention to the fact that growing numbers of people live within the danger zones of the
world's volcanoes. A larger eruption of Ruiz in 1845 killed about 700 people.
10. Mount Pinatubo, Philippines-Killing almost 800 and leaving an estimated 100,000 homeless, Mount Pinatubo's
eruption in June 1991 was 10 times larger than the Mount
St. Helens' eruption and one of the biggest of the 20th century. It emitted a cloud of smoke and ash over 19 miles
high. The evacuation of more than 70,000 people and the volcanic event were broadcast worldwide, making Pinatubo
(in)famous throughout the world.
64
Volcanoes and earthquakes NEW KEY GEOGRAPHY Interactions pages 32–33
What are volcanoes?
2.6
NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 200761
The diagram below is a cross-section through a volcano.
�1 Cut out and stick the statements below to label the diagram. Use arrows
to show each feature of an erupting volcano.
�2 Draw a flow diagram to describe the sequence of a volcanic eruption.
Secondary cones formif the main vent isblocked and the magmais forced to the surfaceby another route
Molten rock is called lavawhen it comes out of theground and it flows downthe mountainside as alava flow
Magma chamber – astore of molten rock deepinside the earth forces itsway to the surface
Falling ash – smallpieces of shattered rockthrown from thevolcano which mayblock out the sunlight
Layers of ash and lavafrom previous eruptions
Crater – a funnel-shaped hollow at thetop of a volcanic cone
Volcanic bombs –lumps of molten rockthat solidify as they fall
When a volcano erupts,the magma from belowthe earth’s surface risesup the main vent
Steam, gas, lava anddust
65
Volcanoes and earthquakes NEW KEY GEOGRAPHY Interactions pages 32–33
Most likely to ...
2.8 A
Read each statement in the table below. For each statement choose
the most likely answer. Then provide some evidence for your answer
in the final column.
NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 200763
Statement Most likely ... Evidence and explanation
1 crater/vent/chamber
2 chimney/funnel/vent
3 explosive/constant/expected
4 moisture/debris/ash
5 fire/lava/water
6 heat/ash/moisture
7 noise/lava flows/dust
8 a secondary crater/fire/floods
Volcanoes occurbecause of a build-upof pressure deepbeneath the earth’scrust in a magma ...
Lava rises through a ...
The release of lavafrom the volcano is ...
The air will be filledwith ...
The ground will becovered in...
It is hard to breathebecause of the ...
People are scared ofthe ...
To one side of thevolcano you can see ...
66
LESSON 8; Pack p65/6; Inside a volcano DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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70
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72
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74
75
76
REMEMBER TITLE AND DATE LESSON 1
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REMEMBER TITLE AND DATE LESSON 1
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LESSON 9; Pack p76-81; Newspaper report Mt St Helen’s DATE MARKED: GRADE: A B C D MERIT: 1 2 ORDER MARK: DETENTION: COMMENT: TARGET:
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58 earthworks 3 teacher’s resource book © JOHN MURRAY
EARTHQUAKES/VOLCANOES SELF-ASSESSMENT SHEET PUPIL’S BOOK PAGES 1–22
Earthquakes and volcanoes self-assessmentName ________________________________________________________________________________
When you have completed the Earthquakes and Volcanoes unit,assess how well you are able to do the following things.
Not at all With help Quite well Very well
– distinguish natural hazards from other hazards
– describe what happens during an earthquake and/orvolcanic eruption
– explain the causes of an earthquake and/or volcaniceruption
– describe and explain the effects of an earthquake and/orvolcanic eruption
– locate earthquakes and volcanoes on a world map usinglatitude and longitude
– research recent earthquakes and volcanic eruptions usingthe Internet
– explain the global distribution of earthquakes andvolcanoes
– explain why volcanoes are found in the Caribbean and/orexplain why earthquakes occur in California
– describe how geologists are able to forecast volcaniceruptions and/or predict earthquakes
– draw a map to show how the dangers from an eruptioncan be reduced and/or how the dangers from anearthquake can be reduced
What have you enjoyed in this unit? _______________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What have you found easy in this unit? _____________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What have you found difficult in this unit? __________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What do you need to improve on in the next unit? ___________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Earthworks unit 1 04/05/2000 2:19 pm Page 58
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TECTONICS AND VOLCANOES
HOMEWORK
Lesson 1; Poster; research a natural disaster; title, 2 maps (world and local) and pictures – where, when, why, what damage and how people coped
Lesson 2; Pack p13/14/15; The Earth’s plate’s jigsaw Lesson 3; Pack p22/23; Types of plate movement Lesson 4; 1). Doddle; Plate Tectonics mini and super quiz and Plate Boundaries mini quiz 2). Extra credit; test your skills; www.learner.org/interactives/dynamicearth/testskills.html
Lesson 5; How can earthquake danger be reduced? 1). Interactions p40/1 Ex 3b poster 2). Pack p34; Prediction, Preparation, Protection Lesson 6; Pack p47/48/49/50; How did the tsunami affect different countries? Ex 1, 2 and 3
Lesson 7; Pack p58/9; Causes, effects and management of tsunamis Lesson 8; Pack p65/6; Inside a volcano Lesson 9; Pack p76-81; Newspaper report Mt St Helen’s Extra extension work/independent learning; Doddle -browse in all resources for energy and resources; https://www.doddlelearn.co.uk
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