Japanese tsunami 11/3/11


Published on

A lesson powerpoint planned to give KS3 students an immediate and supportive lesson on the Japanese Earthquake and Tsunami.

Published in: Technology, News & Politics
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Japanese tsunami 11/3/11

  1. 1. In advance of the lesson you may choose to set up a KML layer on Google Earth for recent earthquake activity to support the lesson with GIS:<br />Real time earth quake layer for GIS (KML)<br />
  2. 2. Maproomblog.com<br />Tokyo times<br />
  3. 3. Japanese Earthquake and Tsunami.<br />11 March 2011<br />5.46 am GMT<br />
  4. 4. Learning Objectives:<br /> To examine our emotional responses to the event and recognise their importance.<br /> To investigate what caused Japans biggest ever earthquake and the subsequent Tsunami waves.<br />
  5. 5. This is Yuuki Honda, Ms Pook’s friend, who lives 20 miles east of Tokyo. What do you think he is thinking and feeling right now. Add your ideas to the thought bubbles on your sheet.<br />
  6. 6. Add your own thoughts and feelings to the sheet and then those of some of your classmates and teachers.<br />
  7. 7.
  8. 8. It is normal and caring during and after big world events to have a strong emotional response.<br /> Anxiety is a feeling which comes from unresolved worries. If this event makes you feel anxious make sure you talk it over with someone.<br />
  9. 9. News clip – up to 20 mins available<br />
  10. 10. Google images<br />
  11. 11. www.hammertech.wikispaces.com<br />
  12. 12. www.terradaily.com<br />
  13. 13. Plate boundary modelling<br /> A5 card with 3 slits<br /> Strips of A4 paper<br />Thread through and model the boundary<br />
  14. 14. Teacher instructions<br />Model of sea floor spreading and destructive plate boundaries.<br />
  15. 15. Alternative activity:<br />Stick the map onto a paper plate;<br />Draw on the plate boundaries;<br />Cut and model their movement;<br />
  16. 16. www.travel.state.gov<br />
  17. 17. Volcanolovers.net<br />
  18. 18. Air-worldwide.com<br />
  19. 19. The Tsunami Wave explained:<br />Most Tsunamis are caused by earthquakes generated in a subduction zone. The friction between the subducting and overiding plates is enormous. The friction prevents a slow and steady rate of movement and the two plates become ‘stuck’<br />
  20. 20. As the stuck plate continues to descend the motion causes a slow distortion of the plate above. The result is an accumulation of energy very similar to the energy stored in a compressed spring. Energy can accumulate in the overriding plate over a long period of time – decades or even centuries.<br />
  21. 21. Energy accumulates in the overriding plate until it exceeds the friction sticking the two plates together. When this happens, the overriding plate snaps forward. This sudden motion is the cause of the tsunami – because it gives and enormous shove to the overlying water. At the same time inland areas of the overriding plate are suddenly lowered.<br />
  22. 22. The Tsunami races away from the epicentre. The moving wave begins travelling out from where the earthquake has occured. Some of the water travels out and across the ocean basin, and, at the same time, water rushes landward to flood the recently lowered shoreline.<br />
  23. 23. There are a number of smart phone apps on the market which locate earthquakes once they have taken place.<br />Blog.radioactiveyak.com<br />
  24. 24. Can you design an app to help people with a Tsunami disaster:<br /> Things you might consider:<br /> Warnings<br /> Social networks to help people find shelter and missing relatives<br /> GIS to help people find medical help, food and supplies.<br /> Describe your app and explain what it does.<br />
  25. 25. Stick the app designs around the room and ask students to peer assess them:<br />Which one would you buy and why?<br />
  26. 26. Addtional suggestions for activities:<br />Use Tony Cassidy’s tectonic hands to model plate boundaries.<br />