Here are the statements coloured as instructed: Red: Volcanoes and earthquakes are most likely to occur in areas where the plates collide. Green: These plates move at about the same rate as our fingernails grow! The red statement with a fact about earthquakes and volcanoes is: "Volcanoes and earthquakes are most likely to occur in areas where the plates collide." The green statement is: "These plates move at about the same rate as our fingernails grow!"

1. WORK IN LOWER
FOURTH
1

2. 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

3. 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

4. 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

5. Use this sheet to help you to do activity 1 on page
2 of the Pupil’s Book.
avalanche – a mass of material (usually snow or
ice) sliding very fast down a slope. This may
happen when the weight of snow can no longer be
supported by the slope.
drought – a long continuous period of dry
weather. In Britain, a drought is 15 days or more
with less than 0.2 mm of rain, but in other parts
of the world it could be much longer. Drought can
lead to crop failure and to famine.
epidemic – the rapid spread of disease among
people living in one area. In Britain, we sometimes
have flu epidemics. Epidemics of more serious
diseases (such as cholera, tuberculosis or AIDS)
can lead to widespread deaths.
earthquake – a sudden violent movement of rock
within the Earth’s crust. This can happen along
faults or cracks in the Earth’s crust where the rock
is under pressure.
famine – a serious shortage of food, leading to the
death of many people from starvation over a wide
area. The main causes of famine are drought and
war.
flood – the overflow of water from a river or from
the sea. One of the most dangerous types of flood
is a flash flood. They occur after sudden heavy
rain in dry areas and are very difficult to predict.
hurricane – an intense storm that usually occurs
over tropical areas, sometimes called a cyclone.
Warm air rises and is made to spin by the Earth
going round. This produces violent winds and
torrential rain.
landslide – a rapid movement of soil and/or rock
down a slope. This can happen when the rock
becomes very wet or the base of the slope is cut
away.
tornado – an extremely violent whirlwind that
forms as a dark funnel beneath a storm cloud.
Winds can reach up to 400 km per hour, but it is
on a much smaller scale than a hurricane.
tsunami – also known as a tidal wave or harbour
wave. This is a huge wave caused by an
earthquake below the sea floor. The wave travels
at high speed until it reaches the coastline.
volcanic eruption – the appearance of lava, ash
and gas from a volcano. Eruptions can be violent
or gentle depending on the type of lava the
volcano produces. The most dangerous volcanoes
erupt occasionally but violently.
Fault
EARTHQUAKES AND VOLCANOES WORKSHEET PUPIL’S BOOK PAGE 2
Disaster dictionary
Name ________________________________________________________________________________
28 earthworks 3 teacher’s resource book © JOHN MURRAY
1.2
Earthworks unit 1 04/05/2000 2:18 pm Page 28
5

6. 6

7. 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:
7

8. 8
KEY;
innercore-yellow
outercore-orange
mantle-red
crust-brown
ocean-blue
magma/lava-red
ACROSS-SECTIONOFEARTH
CRUST-SOLID200°C
MANTLE-SOLIDNEARCRUSTBUTLIQUIDFURTHERDOWN300-4000°C,IRONANDNICKEL
OUTERCORE-LIQUID4400°C,IRONANDNICKELGENERATESMAGNETICFIELD
INNERCORE-SOLIDASUNDERSOMUCHPRESSURE6100°C,IRON
THECOREDRIVESTHEPROCESSOFPLATETECTONICS

9. 9
WORD BANK;
VOLCANOES, MANTLE, PLATES, CENTIMETRES, LIQUID, EARTHQUAKES.
SKIN
GEOGRAPHY MATTERS
If the Earth was the size of an apple, then it's crust would be no thicker than the
apples ..................... Underneath the crust is the ............................, here the
temperature is so high that the rock is not solid, like on the surface, but is
a ............................. The surface of the Earth is divided into several pieces,
called ..................... These float on the surface like a raft on a lake and only move very
slowly, normally only a few ....................................... every year. The plates meet at
plate boundaries that are where most of the world's highest mountain
ranges, ................................ and ................................ can be found, very little activity
happens in the centre of the plates.

10. 10
PANGEA
What is Pangea?

11. 11

12. REMEMBER TITLE AND DATE LESSON 1
12

13. 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
tectonic
1.

14. REMEMBER TITLE AND DATE LESSON 1
14

15. 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

16. 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:
16

17. 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.
១1 Carefully read the statements below. Shade in red those that are to
do with the distribution of earthquakes and volcanoes.
១2 Colour in green those statements that are to do with plate
boundaries and zones of activity.
១3 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.
១4 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 the
same places and are usually found in long,
narrow belts.
The main zone of activity lies along the west
coast of the Americas and among the islands
of the Pacific and Indian Oceans.
Volcanoes and earthquakes happen along the
west coast of North America.
There is a lot of volcanic activity on Iceland.
A belt of volcanoes and earthquakes is located
along the west coast of South America.
Australia is located in the middle of the Indo-
Australian Plate; volcanoes and earthquakes
are not found here.
The east coasts of North and South America
are not close to zones of activity.
The Eurasian and Indo-Australian Plates are
moving towards each other.
Another belt runs through the islands of the
Indian Ocean.
Volcanoes are found in the middle of the
Atlantic Ocean forming a line running from
north to south.
Another narrow belt goes down the middle of
the Atlantic Ocean.
On the west coast of South America, the Nazca
Plate and the South American Plate move
together.
One belt runs all the way round the Pacific
Ocean and is called the ‘Ring of Fire’.
The North American and Eurasian Plates are
moving away from each other.
Zones of activity are found around the edges of
many of the world’s plates.
Many earthquakes happen in the Himalayan
Mountains to the north of India.
No volcanoes or earthquakes are found on the
east coasts of North or South America.
17
discuss

18. 18

19. © JOHN MURRAY earthworks 2 teacher’s resource book 211
6.7
INDIA WORKSHEET PUPIL’S BOOK PAGE 116
Continental collision
Name ________________________________________________________________________________
The Himalayas to the north of India are the highest mountain range
in the world. They have been formed by the collision of two huge
plates – the Eurasian Plate, on which most of Europe and Asia lie,
and the Indo-Australian Plate on which India and Australia lie. The
Indo-Australian Plate is slowly moving northwards and colliding
with the Eurasian Plate.
Your task
1 Look at the four diagrams below. They show how the Himalayas have
been formed.
2 Complete the passage below each diagram to describe what has
happened. 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 major
physical feature in Europe this has formed, and what may happen to the
Mediterranean Sea over millions of years. Write your answer in your
workbook.
0 100 km
N
Key
Plate boundary
Asia 70 Indian sediment
disappeared 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 million
years ago
Today
India
Asia
Himalayas
Ganges
Plain
Mountain
range
About 70 million
years ago
Indian
Plate
Ocean
Trench
Asian
Plate
Crust
About 40 million
years ago
Rivers carry
sediment
Sediment
collects
EARTHWORKS TRB2 (B2 (F) TP) 12/8/00 6:44 pm Page 211
19

20. 20
Decidewhethereaerthquakes,volcanoesor
bothhappenateachboundary.
1.
2.
3.
4.
TracingPlateBoundaries

21. Tracing Plate Boundaries;
21

22. 22

23. 23
New Wider World
colour;
mantle - red
ocean - blue
surface of land - green

24. LESSON 3; Pack p22/23; Types of plate
movement
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
24

25. 25

26. 26

27. 27

28. 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:
28

29. 29

30. EARTHQUAKES AND VOLCANOES WORKSHEET PUPIL’S BOOK PAGE 4
Measuring earthquakes
Name ________________________________________________________________________________
© 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 major
earthquakes is millions of times stronger than a minor earthquake.
Such wide variation creates problems when you try to measure the
strength of earthquakes.
The problems were overcome by an American
seismologist, Charles Richter. He devised the
Richter scale, which measures the strength of
earthquakes on a scale of 0 to 9. The smallest
earthquake it is possible to measure is at 0 and the
largest earthquake is at 9. The scale is logarithmic
– that means that each number on the scale
represents an earthquake ten times stronger than
the number below it.
Earthquakes are measured with seismometers.
They are able to record the strength of the seismic
waves (shock waves) that come from the
earthquake. 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 that
produced the waves.
Equal to 100 atom bombs. Will
cause serious damage over a wide
area. Could be recorded on
seismometers all around the world.
A
Too small to be felt by
people on the ground.
Can only be recorded by
seismometers close to the
earthquake.
B
No 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 are
recorded each year. People can only feel the
earthquake 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 0
on Richter scale 0 10
Small
earthquake
2
1
3
4
5
6
7
8
7
8
6
5
4
3
2
1
Normal
recording (no
earthquake)
Minor
tremor
Major
earthquake
Richter
scale
A recording of earthquakes on a seismometer. The size of
the waves shows the strength of the earthquake
Your task
1 Read the information above.
2 a) Complete the table below to show how the strength of earthquakes
varies on the Richter scale. Multiply the previous number by 10 to
work 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 your
workbook and copy or stick each statement by it at the correct
place.
Earthworks unit 1 04/05/2000 2:18 pm Page 31
30
See Interactions page 39 E

31. Measuring earthquakes;
31

32. EARTHQUAKES AND VOLCANOES WORKSHEET PUPIL’S BOOK PAGE 17
Earthquakes in California
Name ________________________________________________________________________________
© JOHN MURRAY earthworks 3 teacher’s resource book 45
1.19
California, on the west coast of the USA, has a long history of
earthquakes. It lies on one of the world’s major plate boundaries
between the American Plate and the Pacific Plate. The San Andreas
Fault is the main fault in a complex network of faults that follows
the boundary for hundreds of kilometres. Earthquakes could occur
on any one of them. The map below shows the main faults in
California and the location of major earthquakes that have occurred
over the past 200 years.
Your task
1 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
San
Francisco
1899
1922
1923
1920
1991
1992
1838
1989
1836
1868
1940
1979
San
Jacinto
FaultBanning
Fault
19921812
1927
Owen'sValleyFault
1952
1857
0 100km
1906
SanAndreasFault
Key
Segment where there has been
sudden movement along a fault
Main fault
Segment where there is gradual
movement along a fault
(fault creep)
Epicentre of earthquake over 7
on Richter scale
City
1906
1850
5.5
19501900
Year
6.0
6.5
7.0
7.5
8.0
Richterscale
1906
1989
1990
Earthworks unit 1 04/05/2000 2:19 pm Page 45
32
See Interactions pages 36 and 37

33. Earthquake in California;
33

34. 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-bracing
Disaster plans Emergency supplies
Prediction Preparation Protection
How can the earthquake danger be reduced?
N N N
34
See Interactions pages 40 and 41

35. 35
EXAMPLE

36. 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

37. 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
See Interactions pages 38, 39, 42 and 43
pack page 38

38. 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

39. 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.
១1 Study the photos A and C on pages 42 and 43 in your
New Interactions textbook.
១2 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!
១3 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.
១4 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 food
supplies for large
numbers of victims
Country has enough
money to pay for
supplies and help with
rebuilding programmes
People homeless with
no shelter, warm
clothing or food
Communities lack
radio/TV contact –
difficulty in warning of
likely damage
Communities are ready
and prepared to search for
victims, but lack equip-
ment such as heavy lifting
cranes to start the work
Earthquake evacuation
procedures are tested
regularly – people know
what to do
Airfields to bring in
rescuers and
emergency supplies are
often many miles away
Roads and railways are
not always of a good
standard – difficult to
reach victims
Hospitals put on red
alert are well prepared
for treating victims and
many lives saved
Some buildings are
earthquake proof, but
many are poorly built
and badly designed
Computers to help
manage relief operation
Counselling for
emotionally distressed
children
Emergency rescue teams
reach disaster areas within
minutes with ‘sniffer’
dogs, pneumatic drills and
heat-seeking equipment
Emergency health kits
with a shelf life of
5 years
Unemployment where
offices and factories
were destroyed
Huge fires quickly
brought under control
by well-trained fire
crews
The government slow
to get help to people
immediately after the
earthquake
People evacuated
quickly and secondary
damage is limited
Instant communication
about damage and
problems
Psychological and
emotional damage to
those involved
Helicopters used to
transport rescue teams
and evacuate the
injured
Faulty emergency
electricity supplies and
telephone lines
Collapsed bridges and
blocked roads
hindering rescue teams
Economic damage as
government spends
billions on rebuilding
Most electrical and gas
supplies reconnected
within hours
Lack of food and
unhealthy living
conditions cause further
deaths by starvation
and disease
39
1.
2.
Look at Interactions pages 42 and 43

40. Two earthquakes compared;
40

41. 41

42. 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.
១1 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.
១2 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 to
power lines, transport
and communications
Makeshift hospitals
treating survivors in the
open air
Local services, e.g. fire,
police and ambulance,
are well trained to cope
with disaster
Hospitals are well
prepared for treating
victims and survivors
New buildings must
comply with strict
earthquake planning
regulations
Roads and railways are
not always built to a
high standard –
difficulty in reaching
victims
Evacuation centres are
set up in safe areas
Buildings, roads and
bridges are improved
and strengthened
Monitoring movements
in the earth’s crust
helps to inform
scientists of likely
danger
Airfields to bring in
rescue teams and
emergency supplies are
often many miles away
Earthquake-proof
buildings are safe and
protect people rather
than cause danger in
an earthquake
Country looks to
international aid and
world charities for help
Open areas outside
buildings allow
pedestrians to
assemble if evacuated
Some buildings are
earthquake-proof, but
poorly built
People are educated on
what to expect in the
event of an earthquake
Community is ready and
willing to search for
victims and survivors,
but lacks equipment like
heavy lifting equipment
International
Emergency Response
Team assembled and
ready to help in under
24 hours
Many households have
an emergency
earthquake kit packed
There is limited access
to computers which
would help manage
relief operations
Visible identification
numbers on roofs help
helicopters assess the
damage after an
earthquake
Some people lack radio
or TV contact that
would allow time for
people to evacuate
danger zones
Disaster plans are
prepared and regular
earthquake drills
practised every month
There are very limited
supplies for a large
number of victims
Counselling is available
for emotionally
distressed children
Country has limited
money to help pay for
supplies and rebuilding
programmes
Automatic shutters
come down over the
windows to prevent
pedestrians being
showered in glass
Need to cremate the
thousands of dead to
prevent the spread of
disease
42
See Interactions pages 40 and 41

43. TSUNAMIS
43

44. EARTHQUAKES AND VOLCANOES WORKSHEET PUPIL’S BOOK PAGE 3
Tsunami
Name ________________________________________________________________________________
© JOHN MURRAY earthworks 3 teacher’s resource book 29
1.3
Tsunami – or harbour wave – is a Japanese word used to describe a
huge wave caused by an earthquake beneath the ocean floor. It is
sometimes also called a tidal wave, though it has nothing to do with
tides.
A tsunami begins with a jolt on the sea bed when an earthquake
occurs, sometimes caused by the eruption of an underwater volcano.
This sends out a huge wave that travels in increasing circles from
the epicentre of the earthquake (similar to the ripples caused by
dropping a pebble into a pond). The deeper the ocean, the more
energy it creates and the faster the wave can travel. Tsunamis have
been known to cross the ocean at 800km per hour – as fast as a jet
plane!
A tsunami that hit Java in Indonesia in 1883 killed 36,000
people, wrecked some 5,000 boats and stranded a ship more than a
kilometre inland!
Most tsunamis occur in the Pacific Ocean where there are
thousands of low-lying islands and many countries with densely
populated coastlines.
Waves slow down as they approach
the coast and wave height increases
Epicentre of earthquake
beneath the ocean floor
Wave hits coast with
terrific force causing
mass destruction
Initial wave caused by earthquake moves very fast
but does not rise much above normal sea level
Your task
1 Study the information on this sheet and answer the
questions in your workbook.
2 Look at the map. It shows tsunamis from an
earthquake 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 take
the waves to reach each country?
3 Find a map showing world population density in
your atlas. Where are the most people under the
greatest threat from tsunamis?
0
N
4,000km
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
19
16
17
18
20 21
Key
Number of hours
after earthquake
5
Earthworks unit 1 04/05/2000 2:18 pm Page 29
44

45. 45
Foundations

46. 4646

47. 47
Foundations

48. 48

49. How did the tsunami affect different countries?;
49

50. How did the tsunami affect different countries?;
50

51. 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:
51

52. 52
Foundations

53. 53
53

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 use
a sensitive
instrument
called a
seismometer
START Bangladesh
affect the size
and speed of
the waves.
Sensors send
data from the
sea bed
START Bangladeshhowl.
Sri Lankan
elephants and
leopards
START Bangladesh
to a buoy
floating out at
sea.
The buoy then
sends data
to a
START BangladeshSTART
The first method
that can be
used to reduce
the effects of a
tsunami is
START Bangladesh
crawl out of
their holes.
Dogs
START Bangladeshsatellite.
When
information is
received by the
tsunami centre
from the satellite
START Bangladesh
it issues alert
warnings.
The fact that
scientists can
predict a
tsunami is
important
START Bangladesh
were reported
dead after the
Asian tsunami.
FINISH
START Bangladesh
to measure
shockwaves.
The size of the
shockwaves START Bangladesh
Pacific Ocean
has been
successful for
years.
Scientists are
not the only
ones who
START Bangladesh
time to
prepare for a
disaster.
The early
warning
system in the
START Bangladesh
can predict a
tsunami.
Animals like
snakes and
rats
START Bangladesh
because it
gives people
and emergency
services START Bangladesh
were seen to
leave the
danger area.
Few animals
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 98–995.12b A
Reducing the effects of tsunamis
START Bangladeshdisaster plan.
A good
disaster plan
will
START Bangladeshpreparation.
This is where
you prepare START Bangladesh
avoid the huge
waves.
A young
British girl in
Thailand saved
START Bangladeshlocal people
and the
emergency
services
START Bangladesh
so that they
are ready for a
disaster.
Most countries
prepare by
writing a
START Bangladesh
time to
escape.
FINISH
START BangladeshThey can then
run for high
ground and START BangladeshSTART
The second
method that
can be used to
reduce the
effects of a
tsunami is
START Bangladesh
involve local
authorities,
emergency
services and
START Bangladeshflooding.
The best way
to stop this is
to
START Bangladesh
educate
people
about the
signs of a
tsunami.
START Bangladesh
local people in
the area.
Most deaths
are caused by
START Bangladeshreceded.
She warned
people on the
beach and
gave them
START Bangladesh
100s of
people
by noticing
that the sea
had
Predicting a tsunami
Preparing for a tsunami
54
Read
Number them in the correct order

55. 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 use
a sensitive
instrument
called a
seismometer
START Bangladesh
affect the size
and speed of
the waves.
Sensors send
data from the
sea bed
START Bangladeshhowl.
Sri Lankan
elephants and
leopards
START Bangladesh
to a buoy
floating out at
sea.
The buoy then
sends data
to a
START BangladeshSTART
The first method
that can be
used to reduce
the effects of a
tsunami is
START Bangladesh
crawl out of
their holes.
Dogs
START Bangladeshsatellite.
When
information is
received by the
tsunami centre
from the satellite
START Bangladesh
it issues alert
warnings.
The fact that
scientists can
predict a
tsunami is
important
START Bangladesh
were reported
dead after the
Asian tsunami.
FINISH
START Bangladesh
to measure
shockwaves.
The size of the
shockwaves START Bangladesh
Pacific Ocean
has been
successful for
years.
Scientists are
not the only
ones who
START Bangladesh
time to
prepare for a
disaster.
The early
warning
system in the
START Bangladesh
can predict a
tsunami.
Animals like
snakes and
rats
START Bangladesh
because it
gives people
and emergency
services START Bangladesh
were seen to
leave the
danger area.
Few animals
The Indian Ocean tsunami NEW KEY GEOGRAPHY Foundations pages 98–995.12b A
Reducing the effects of tsunamis
START Bangladeshdisaster plan.
A good
disaster plan
will
START Bangladeshpreparation.
This is where
you prepare START Bangladesh
avoid the huge
waves.
A young
British girl in
Thailand saved
START Bangladeshlocal people
and the
emergency
services
START Bangladesh
so that they
are ready for a
disaster.
Most countries
prepare by
writing a
START Bangladesh
time to
escape.
FINISH
START BangladeshThey can then
run for high
ground and START BangladeshSTART
The second
method that
can be used to
reduce the
effects of a
tsunami is
START Bangladesh
involve local
authorities,
emergency
services and
START Bangladeshflooding.
The best way
to stop this is
to
START Bangladesh
educate
people
about the
signs of a
tsunami.
START Bangladesh
local people in
the area.
Most deaths
are caused by
START Bangladeshreceded.
She warned
people on the
beach and
gave them
START Bangladesh
100s of
people
by noticing
that the sea
had
Predicting a tsunami
Preparing for a tsunami
55

56. 56

57. 5757

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
Epicentre
SUMATRA
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 railways
were wrecked
Indian plate moves towards
Eurasian plate
Over 310,000 people dead or
missing
12 countries were seriously
affected by the waves
Over 650,000 people
seriously injured
Coastal rice fields of Sumatra
destroyed by sea water
Governments provided trained
personnel, helicopters and heavy
machinery
Governments promised money
for rebuilding schools and
hospitals and to restart
industries destroyed
Tsunami waves travel at up to
800 km/h in deep water
Sea above the earthquake is
forced upwards
A tsunami early warning system is to be
implemented in the Indian Ocean
Many people donated money after TV,
radio, newspaper and
internet appeals
Thailand’s tourist industry badly
hit as hotels and facilities were
damaged
70% of Indonesian fishing boats
destroyed meaning people lost
their livelihood
International relief
organisations flew blankets,
tents, clean water, food and
medical supplies into the areas
affected
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006145
58
the next page

59. 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
Epicentre
SUMATRA
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 railways
were wrecked
Indian plate moves towards
Eurasian plate
Over 310,000 people dead or
missing
12 countries were seriously
affected by the waves
Over 650,000 people
seriously injured
Coastal rice fields of Sumatra
destroyed by sea water
Governments provided trained
personnel, helicopters and heavy
machinery
Governments promised money
for rebuilding schools and
hospitals and to restart
industries destroyed
Tsunami waves travel at up to
800 km/h in deep water
Sea above the earthquake is
forced upwards
A tsunami early warning system is to be
implemented in the Indian Ocean
Many people donated money after TV,
radio, newspaper and
internet appeals
Thailand’s tourist industry badly
hit as hotels and facilities were
damaged
70% of Indonesian fishing boats
destroyed meaning people lost
their livelihood
International relief
organisations flew blankets,
tents, clean water, food and
medical supplies into the areas
affected
NEW KEY GEOGRAPHY Foundations Teacher’s Resource © Nelson Thornes 2006145
59

60. 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

61. VOLCANOES
61

62. 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."
62

63. 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

64. 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

65. 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.
១1 Cut out and stick the statements below to label the diagram. Use arrows
to show each feature of an erupting volcano.
១2 Draw a flow diagram to describe the sequence of a volcanic eruption.
Secondary cones form
if the main vent is
blocked and the magma
is forced to the surface
by another route
Molten rock is called lava
when it comes out of the
ground and it flows down
the mountainside as a
lava flow
Magma chamber – a
store of molten rock deep
inside the earth forces its
way to the surface
Falling ash – small
pieces of shattered rock
thrown from the
volcano which may
block out the sunlight
Layers of ash and lava
from previous eruptions
Crater – a funnel-
shaped hollow at the
top of a volcanic cone
Volcanic bombs –
lumps of molten rock
that solidify as they fall
When a volcano erupts,
the magma from below
the earth’s surface rises
up the main vent
Steam, gas, lava and
dust
65
Number or colour code the boxes and then show where they go on the diagram

66. 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 occur
because of a build-up
of pressure deep
beneath the earth’s
crust in a magma ...
Lava rises through a ...
The release of lava
from the volcano is ...
The air will be filled
with ...
The ground will be
covered in...
It is hard to breathe
because of the ...
People are scared of
the ...
To one side of the
volcano you can see ...
66

67. LESSON 8; Pack p65/6; Inside a volcano
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
67

68. 68

69. 69

70. 70

71. 71

72. 72

73. 73

74. 74

75. 75

76. 76

77. REMEMBER TITLE AND DATE LESSON 1
77

78. REMEMBER TITLE AND DATE LESSON 1
78

79. 79

80. 80

81. 81
EXAMPLE

82. 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:
82

83. 58 earthworks 3 teacher’s resource book © JOHN MURRAY
EARTHQUAKES/VOLCANOES SELF-ASSESSMENT SHEET PUPIL’S BOOK PAGES 1–22
Earthquakes and volcanoes self-assessment
Name ________________________________________________________________________________
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/or
volcanic eruption
– explain the causes of an earthquake and/or volcanic
eruption
– describe and explain the effects of an earthquake and/or
volcanic eruption
– locate earthquakes and volcanoes on a world map using
latitude and longitude
– research recent earthquakes and volcanic eruptions using
the Internet
– explain the global distribution of earthquakes and
volcanoes
– explain why volcanoes are found in the Caribbean and/or
explain why earthquakes occur in California
– describe how geologists are able to forecast volcanic
eruptions and/or predict earthquakes
– draw a map to show how the dangers from an eruption
can be reduced and/or how the dangers from an
earthquake 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
83

84. 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
84

85. SPARE PAGES
85

86. SPARE PAGES
86

87. SPARE PAGES
87