Reproductions supplied by EDRS are the best that …DOCUMENT RESUME ED 437 265 SE 062 313 TITLE Earthquakes and Tsunamis. Pre-Elementary School Teacher's Guidebook [and] Pre-Elementary

DOCUMENT RESUME

ED 437 265 SE 062 313

TITLE Earthquakes and Tsunamis. Pre-Elementary School Teacher'sGuidebook [and] Pre-Elementary School Textbook.

INSTITUTION United Nations Educational, Scientific, and CulturalOrganization, Paris (France). IntergovernmentalOceanographic Commission.

REPORT NO SC-96/WS/16; SC-96-WS/17PUB DATE 1996-00-00NOTE 79p.; For other documents in series, see SE 062 307, SE 062

309, and SE 062 311.AVAILABLE FROM UNESCO, 1, rue Miollis, 75732 Paris Cedex 15, France.PUB TYPE Guides Classroom Learner (051) -- Guides - Classroom -

Teacher (052)EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Earth Science; *Earthquakes; Environmental Education;

Natural Disasters; Oceanography; Preschool Education; RiskManagement; *Safety Education; Science Activities; Scienceand Society; Science Instruction; Teaching Guides;*Volcanoes; *Water

IDENTIFIERS *Tidal Waves

ABSTRACTThis teacher's guide and student text present basic

information about the causes and effects of earthquakes and tsunamis. Theteacher's guide contains suggested activities, materials, and educationalobjectives for the text. Chapters in both texts are: (1) "Shapes andMovements of the Water"; (2) "Permeability and Buoyancy"; (3) "Life Styles atDifferent Settings"; (4) "Earthquakes and Tsunamis"; and (5) "Hazards

Prevention." (WRM)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

NN

ic) Earthquakes and TsunamisPre-Elementary School Teacher's

Guidebook[and]

Pre-Elementary School Textbook

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATION

1

CENTER (ERIC)AS This document has been reproduced as

received from the person or organizationoriginating it. 1

Minor changes have been made to I

Iimprove reproduction quality.

i

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy. 1

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

01.1ov1,1114

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

BEST COPY AVAILABLE

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TSUNAMITEACHER'S GUIDEBOOKPRE-ELEMENTARY SCHOOL

SERVICIO HIDROGRAFICO Y OCEANOGRAFICO DE IA ARMADA DE CHILE

INTERGOVERNMENTAL OCEANOGRAPHIC COMMISSION

INTERNATIONAL TSUNAMI INFORMATION CENTER

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EARTHQUAKES AND TSUNAMIS

TEACHER'S GUIDEBOOK

PRE-ELEMENTARY SCHOOL

GENERAL REMARKS

OBJECTIVES: The enunciated objectives in the teacher's guidebook arethe minimum to achieve for each content.

CONTENTS: The worked chapters in the guidebook are five. Each onenumbered with romans; the text has been graduated accordingly.For chapters I and II it is suggested to work with direct experiences, usingconcrete materials, before developing the text.

ACTIVITIES: The enunciated activities are the minimum for each objecti-ve. It is suggested that the teacher wides this range of activities.

2 PRE-ELEMENTARY SCHOOL - GUIDE BOOK

INTRODUCTION

OBJECTIVES:

Recognize the characters of the textbook.Describe their characteristics.Dress the characters with your country's national costume.

Learn by heart and dramatize the poem "Shaking and Tsumi"

ACTIVITIES:

- Teacher introduces the text book describing its chapters.- Teacher introduces the characters Johnny Shaking and Tommy

Tsumi.- Let the student watch Johnny Shaking associating him with the

world.- Guide through questions the description of the characters.

Name the characters, identify and show them.- Color the characters.- Listen to the reading of the poem "Shaking and Tsumi"; comment,

answer questions, dramatize, repeat first strophe.Description of the drawings, watch the earth globe, watch the wa-ter and land parts of it.

- Invite students to dress the characters with your country's natio-nal dress.

COMMENTS:

How are earthquakes and tsunamis produced?What is a tsunami?Listen to the children, answer their questions.Look for reactions to these natural hazards.The teacher tells the studens about one known tsunami in thearea.

MATERIALS:

Textbook Drawings 1 and 2 Scissors Sheets of paper GlueColored pencils Annex 1, poem "Shaking and Tsumi".

PRE-ELEMENTARY SCHOOL - GUIDE BOOK 3

I SHAPE AND MOVEMENTS OF THE WATER

OBJECTIVES:

- Identify objects.- Relate experiences with objects.

Discriminate water shapes.

SUGGESTED ACTIVITIES:

Teacher will perform a previous work with trays and pans of diffe-rent shapes.Invite students to comment on the different shapes water takes inthe different containers, and on the different water stages: liquid,gas, solid (ice).The cause effect phenomenon.1) What happens with the ice and the heat? Watch.2) What does happen when you shake a bottle with soda water?Watch1) water from a faucet2) water pouring from a pan to another one.3) water through a straw.4) water in a tray.5) blowing over the water surface.6) water circulating through a water hose.Color

Homework: Pour water in the sink and blow. What happens?

MATERIALS:

- TextbookDrawing 3

- Colored pencils

OBJECTIVES:

Comment on the drawingsFollow the dashed linesIdentify various modes of water transportation

6


ACTIVITIES:

Take a walk to the beach watching the movements of the water.Teacher introduces drawing to the students.Direct students through specific questions.Invite the students to join the dashed lines.Watch the students doing their drawingDescribe the wave patternsInvite the students to comment (e.g. describe each wave pattern)and relate their own experiences.Comment on tranportation means used at sea.Reinforce poem and dramatize.

MATERIALS:

- Textbook- Drawings 4 and 5- Colored pencils

OBJECTIVES:

Watch and describe the drawings.Comment the drawings.

- Relate with own experiences.


Teacher introduces drawing.Invite students to comment and describe each drawing, indivi-dually, recalling their own experiences. As a group, commentthe positive and negative effects of water.Color.

MATERIALS

TextbookDrawing 6Colored pencils


II PERMEABILITY AND BUOYANCY

OBJECTIVES:

Cut out the figures of drawings 7 and 8.Classify waterproof and permeable elements.Stick the waterproof and permeable objects in the proper places.

- Classify floating and non-floating elements.- Stick the floating and non-floating objects in the proper places.

SUGGESTED ACTIVITIES

Teacher will ask students to comment on the subject, describingthe objects of the drawing.

I.- Permeability.

Group observation:What is a water-proof element? Listen to students answers.

1) Afterward, put in a tray with water the following objects: sponge,toilet paper, inflated balloon with a piece of paper in its interior,wool piece of cloth. What elements do "suck" water?

2) Wet an umbrella and a raincoat. Which one of those objects do"suck" water?

H.- Buoyancy.

- Put in a pan with water the following objects: an empty and clo-sed bottle, an empty and closed box, a piece of wood, nails, met-al and plastic forks and knive, tree leaves, inflated balloon, andstones.Watch and comment when the bottle is uncapped or when thebox is full of water.Determine if the spoon, fork and knife of the picture is metallicor plastic and stick them in the proper places.

MATERIALS:

Textbook - Drawings 7 and 8 Scissors Glue Colored pencilsBalloon Sponge Paper - Tree leaves Piece of wood StonesUmbretla - Raincoat Bottle - Nails - Cork - Fork, spoon.


III LIVE STYLES AT DIFFERENT SETTINGS

OBJECTIVES

Watch and comment on the students drawings.- Draw the line- Choose shortest way to the hill and mark.

Color.


- Teacher introduces the drawing.Invite students to comment on the drawing.Mark the shortest route to reach the hill.Draw yourself running away from the wave to the hill.Color.

MATERIALS:

- TextbookDrawings 9, 10, and 11

- Colored pencils

OBJECTIVES:

Examine and describe the drawings and characters.Order the drawings in a logical sequence.Invent a tale.Complete unfinished tale.


Teacher invite students to comment on the drawings.Cut out and order the drawings in sequence.Invent a tale.Color.Teacher will tell the tale "The Presumptuous Mouse".Teacher will read "Unfinished Tales" and the students will complete it.The students should circle the correct object, according to re-adings of the unfinished tales of drawings 14 and 15.

MATERIALS:

- Textbook, Colored pencils, Scissors- Drawings 12, 13, 14 and 15, Annex 2, tale "The Presumptuous

Mouse"


IV EARTHQUAKES AND TSUNAMIS

OBJECTIVES:

Examine and describe each drawing.Name characters and surroundings.Discriminate notions over-under.

- Talk about the importance of protecting ourselves during anearthquake.Mark dashed lines (waves in drawing 18).


Teacher introduces drawings.Students comment about drawings.In a practical way concepts over-under are worked.Students place themselves under the table at a signal (start andend of an earthquake).Comment with the students: safe places during an earthquakewhen they are at the school and at home:Drawing 16. What parts of our body are to be protected and why?Listen and comment the answers.Shall I stand up close to a window, mirror or tall furniture?Drawing 17. Why is Shaking standing up under the frame of thedoor?Drawing 18. Why the child is in the hill? What elements does hehave and why? Where is Shaking going and who is followinghim? What does Shaking have in his hand?Color.Mark dashed lines.Students express themselves with their bodies.

MATERIALS:

TextbookDrawings 1 6,1 7,and 18FurnitureColored pencils


V HAZARDS PREVENTION

OBJECTIVES

Identify drawing characterDescribe drawing elementsComment on the importance of these objects if a big earthquakeoccursName elements of a first-aid kitMark dashed lifiesColorInvent a tale about Johnny Shaking


Teacher introduces drawing.Invite students to describe drawing.Handle introduced objects directly.Show objects usefulness. Comment first-aid elements to take incase of a tsunami.Mark dashed lines.Color.

MATERIALS:

- Textbook- Drawing 18- Flashlight

Portable radio- First-aid kit

OBJECTIVES:

Look at and describe the drawings.Comment on the circumstances of each drawing.Comment about what must be done in case of a big earthquake.Look for solutions to potentially dangerous situations.Identify characteristics of a tsunami: perils, personal behavior,practical routes to take in case of a tsunami.



Teacher introduces drawings to students.Comment on drawings.Cut out figures.Stick figures showing safe locations and what must be done incase of a big earthquake.Talk about tsunami characteristics: water withdrawal and waves.Mark dashed lines (drawing 22).Circle children who are reacting correctly.Color.Mark shortest route to the hill.

MATERIALS:

Drawings 20, 21, 22, 23 and 24Colored pencilsSheets of paper and glueScissors

10


ANNEX 1 POEM

"SHAKING AND TSUMI"

I

I'M JOHNNY SHAKINGNEIGHBOR OF THIS PLACE,WHEN I TAP DANCE ON THE EARTHA LOT OF DUST IS RELEASED.

BY GOD! THE EARTH SHAKESCAUSE HOW HEAVY I AM,FROM HERE NOBODY ORDERS ME ABOUTBECAUSE I LEAVE BY MYSELF.

ONCE JOHNNY SHAKING LEAVESI COME QUICKLY AFTER HIM,WITH ALL MY FRIENDS THE WAVESI GET ONTO THE LAND.

TOMMY TSUMI IS MY NAMEAND WHEN YOU SEE ME COMINGYOU HAD BETTER RUN AWAY.


ANNEX 2

THE PRESUMPTUOUS MOUSE

SITTING ON A ROCKTHERE WAS A MOUSE

THINKING ABOUT HIS FUTURE,AND HE DIDN'T FIND ANY SOLUTION.

The very presumptuous mouse wanted to get married, but he didn't wantto marry an ordinary female mouse. He wanted to marry the most power-ful being of the earth.He walked up and down and thought, who would be the most powerfulbeing on earth:

MOUSE Who would it be?, who would it be?, ...I know, it's the sun be-cause he gives us heat; he is the king star, I will go to him.Sun, you are the most powerful being of the earth. Wouldyou marry me?

SUN No, I'm not the most powerful being on the earth. Most po-werful than me is the cloud, because when she comes I'mcovered and my rays are filtered.

MOUSE Cloud, you are the most powerful being on earth. Wouldyou marry me?

CLOUD No, I'm not the most powerful being on the earth. Most po-werful than me is the wind, because when she blows shepushes me far away.

MOUSE Wind, listen to me, you are the most powerful being on theearth, please marry me.

WIND No, I'm not the most powerful being on the earth. Most po-werful than me is the volcano, because I move clouds, treesand leaves, but I strike a volcano and I can not move it.

MOUSE Volcano, you are the most powerful beingon earth. Wouldyou marry me?

VOLCANO No, I'm not the most powerful being on the earth. Most po-werful than me is a beautiful female mouse that gnaws andgnaws my feet and doesn't leave alone.

MOUSE How presumptuous I've been! Me, despising the little mouseand she is the most powerful 1:3ing_on earth. I will go see her.Beautiful, beautiful Miss Mouse. Do you want to marry me?

MISS MOUSE I will think it over, well ....well, yes I will marry you.

AFTER SO MUCH THINKING AND TRAVELING OVERTHE EARTH, THE PRESUMPTUOUS MOUSE FOUND HISHAPPINESS.

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