SCIENCE. Natural Disasters ARTHUR P. SCHALICK HIGH SCHOOL CURRICULUM PITTSGROVE TOWNSHIP SCHOOL DISTRICT PITTSGROVE, NJ

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1 SCIENCE Natural Disasters ARTHUR P. SCHALICK HIGH SCHOOL CURRICULUM PITTSGROVE TOWNSHIP SCHOOL DISTRICT PITTSGROVE, NJ 2013

2 PITTSGROVE BOARD OF EDUCATION Melissa Conover Cheryl Berwick William H. Rumpp Guenter Schmidt Patricia Schneider Marlene Smith Patricia M. Snyder Tracey Hayman Joseph E. Wentzell Dominick J. Miletta, III DISTRICT ADMINISTRATION Henry Bermann, Superintendent of Schools Yvette Du Bois, Assistant Superintendent of Curriculum & Instruction Suzanne Fox, Business Administrator Supervisor of Instruction John Kidd MEMBERS OF SCIENCE CURRICULUM COMMITTEE, GRADES 9-12 CURRICULUM DEVELOPER: Jim Hughes 2 of 9

3 Course Description: In Natural Disasters, students briefly explore various categories of natural disasters. They learn the scientific concepts underlying the cause and the general effects of each disaster, as well as locations in the U.S. and around the world where each type of disaster is most likely to strike. The students do activities to demonstrate both the scientific concepts and methods of measuring and tracking the process New Jersey Science Standards (2009): 5.1 Science Practices A. Understand Scientific Explanations B. Generate Scientific Evidence Through Active Investigations C. Reflect on Scientific Knowledge D. Participate Productively in Science 5.4 Earth Systems Science B. History of Earth D. Tectonics E. Energy in Earth Systems F. Climate and Weather. Course Evaluation: Students will be evaluated by multiple criteria, which may include: Ø Chapter/Unit Tests & Quizzes Ø Class work assignments/investigations Ø Hands-On Laboratory Experiences Ø Models Ø Notebooks- specific criteria will be determined by the teacher and will include note taking and homework Ø Out-of-Class graded assignments Ø Research and/or enrichment projects Ø Class participation as determined by teacher 3 of 9

4 Unit and Lesson Outline with Timeline: Intro. To Natural Disasters- (3 days) Course syllabus, procedures, grading, notebooks, lab reports Defining natural vs man made disasters, natural hazards UNIT 1: Earthquakes and tsunamis ( 18 days ) Why are there earthquakes? How do we know where they are likely to occur? How is it measured? What force drives plate movements? What are faults? How is the strength of an earthquake measured? What is a seismograph? What are seismic waves? Are earthquakes more common in some locations on earth? Can earthquakes be predicted? What is a tsunami? Describe the earth in Pangaea state Use indirect evidence to support the theory of plate tectonics Name the major plates of earth Identify the variables that effect how plates move Name the types of plates Describe the landforms created by plate movement Identify plate movement by surface features Illustrate the types of faults Read a topographical map Describe the Richter and Mercalli scales Demonstrate the various seismic wave types and their speeds Plot graphs of isolines showing subsurface temperature Describe the warning process for tsunamis 4 of 9

5 UNIT 2 Volcanoes ( 13 days ) How can a volcano form? What are the parts of a volcano? How is the shape of a volcano related to its explosive force? Are there different types of lava? Are there active volcanoes in the U.S.? Can an eruption be predicted? How long ahead of time? Is there a pattern of volcanic mountains? Are the locations of earthquakes and volcanoes related? What effects did the eruption of Mt St. Helens have on people? Do volcanoes erupt with various forces? Made a diagram of the parts of a volcano Name the types of volcano Describe the lava types Locate on a map the recent volcanoes and earthquakes Distinguish between shield and cinder cone volcanoes Determine the recovery period of an area after a volcanic eruption Rate Volcanoes by their pyroclastic power Unit 3: Landslides, Avalanches, Floods- (10 days) What is the relationship between volcanoes earthquakes and landslides? How does increasing the rainfall lead to floods? What is Newton s third law of motion? What can engineers do to lessen the effect of a landslide? What is an avalanche? How can flood damage be avoided? What can people do to survive a flood? Why is there a need for water during a flood? What is a floodplain? 5 of 9

6 Explain the meaning of force of rushing water or snow or rocks Show how force is required to change the motion of an object Use a graph draw the local flood plain Explain and discuss where rain water goes Describe how changing the direction of rushing water changes its force Demonstrate qualitatively how engineers can aid in diverting water Explain water contamination in flooded areas Identify action for avoiding avalanches Recognize how to post warnings of potential flood areas. UNIT 4: Hurricanes- (8 days) How do hurricanes form? How does a hurricane differ from a cyclone? Where do hurricanes form? Is there a season for hurricanes? How and why are these storms named? What is the strength rating scale based on? Do hurricanes have predictable paths? What types of damage do people hit by hurricanes incur? Describe the conditions for hurricane formation Apply the concepts of low pressure wind circulation to its path Determine the strength of a storm Construct a map projecting where the storm will be several days ahead Design a plan for the people likely to be hit Calculate the potential strength as it hit land Recognize the three types of storms Describe the demise of these storms Describe the naming sequence 6 of 9

7 Unit 5: Tornados ( 8 days ) What happens to form a tornado? What is its energy and how does it behave? Where did the energy go? How are tornados rated? Do they have predictable formations and paths? How can engineers design structures more stable in tornado prone areas? Where do tornados usually strike and when and why? What should a person in the impending area do to seek safety? What is a derecho? Explain formation of mesocycles Use charts to plot route of a tornado Analyze the effects of temperature and wind shear on formation Use the Fujita scale to assess damage Describe a waterspout Discuss a derecho formation and damage potential Explain a hook echo Give reason why tornado numbers have increased in recent years 7 of 9

8 UNIT 6: Wild fires, Droughts Ice storms, Blizzards (13 days) Why do wildfires form Where are these fires most damaging and why What is done to prevent their spreading? What is a drought? What conditions cause a drought? What problems to sudden rains bring? What problems do droughts cause? Are droughts seasonal? How are blizzards different from normal snowstorms? What conditions lead to a natural disaster? What creates an ice storm? Why are ice storms dangerous? Describe the conditions for wildfires to start Trace their paths Explain why the fires are nearly impossible to put out Draw a diagram to show how reverse fires are set by firefighters Explain how a drought begins Identify problems of extended drought conditions Decide what problems arise as a drought ends with heavy rain Identify areas where a blizzard may occur List the conditions to be classified as a blizzard Describe the forces of nature at work Describe how ice storms form Name the problems that ice storms cause that lead to a disaster Exam end of year (2 days) 8 of 9

9 Resources: 1. Course Textbook: Foundations of Physical Science with Earth and Space Science. CPO Calculators: TI-34II or TI-83/84 Graphing Calculators 3. Software: a. Foundations of Physical Science with Earth and Space Science- Exam View Test Bank. b. Foundations of Physical Science with Earth and Space Science- ProPlanner. c. Foundations of Physical Science with Earth and Space Science- Teacher s Resource CD. 4. Additional Print Resources: a. Foundations of Physical Science with Earth and Space Science- Student Lab Manual. b. Foundations of Physical Science with Earth and Space Science- Teacher s Reference Guide. 5. On-Line Learning and Teaching Tools: a. b. c. 9 of 9

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