WORK IN LOWER FOURTH

1

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

2

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

3

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

4

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

5

6

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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8

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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

13

REMEMBER TITLE AND DATE LESSON 1

14

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.

15

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.

17

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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;

21

22

23

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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25

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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;

31

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

32

Earthquake in California;

33

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?

� � �

34

35

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:

36

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

37

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.

38

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

39

Two earthquakes compared;

40

41

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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45

46

47

48

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:

60

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.

63

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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69

70

71

72

73

74

75

76

REMEMBER TITLE AND DATE LESSON 1

77

REMEMBER TITLE AND DATE LESSON 1

78

79

80

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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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