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Natural Disasters Learning Log.
Natural accidents are only considered to be disasters when human life is impacted. Three main factors of impact are; Social disruption Material damage Loss of life Historically, these accidents were only described as being disasters when the damage cost over one million dollars or caused more than one hundred deaths (Burton et al, 1978). Hazards include …
Natural accidents are only considered to be disasters when human life is impacted. Three main factors of impact are;
- Social disruption
- Material damage
- Loss of life
Historically, these accidents were only described as being disasters when the damage cost over one million dollars or caused more than one hundred deaths (Burton et al, 1978). Hazards include several acts of nature including;
- Earthquakes
- Volcanic eruptions
- Tsunamis
- Hurricanes
- Floods
- Drought
- Tornados etc.
IFRC describe a disaster in the following way,
“A disaster is a sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material, and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources. Though often caused by nature, disasters can have human origins” (IFRC, n.d).
The above table allows the reader to understand how frequent differing types of natural disasters happen, alongside the duration of the impact and length of forewarning.
There are several human factors which can contribute toward the occurrence of natural disasters such as urbanisation, global warming and land use.
We considered several factors with regards to what the community and government can do when a disaster strikes and different prevention strategies. After reading the document written by D. Satterthwaite, the following elements are recommended for governments and communities to take into consideration in the event of a natural disaster;
- Governments should create agendas for what will happen when a disaster strikes and base this off of how they tackled previous disasters.
- National governments should have legislation in place with regard to funding and support for local communities. Furthermore, should be aware of institutions who help with responding to disaster risk. Governments should also be informed of changes in risk due to climate change.
- Supporting agencies need to work with the local governments in disaster prone regions to build better relationships.
- Evacuations should be avoided due to the harmful response which can arise from this.
- Survivors should be included in rebuilding strategies.
(Satterthwaite, 2011).
In preparation for a natural disaster there are several risk assessments which should be carried out such as; composite hazards (disasters which may occur as a knock on effect from a different disaster); scientific forecasts using past data; population growth; impact (where in the world it took place and preparedness).
Halocha (2015) believes that learning about disasters allows for children to explore the wider world around them and delve out of their immediate surroundings. There are several outcomes that directly relate to teaching natural disasters;
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I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area SOC 2-13a
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Having explored the landscape of my local area, I can describe the various ways in which land has been used SOC 1-13a
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By exploring a natural environment different from my own, I can discover how the physical features influence the variety of living things SOC 1-13b
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I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape SOC 2-07b (Scottish Government, 2018).
During one of our workshops, we completed two different activities. I will personally use these activities when teaching natural disasters as i believe they were an excellent way of exploring these disasters. The first of the two was using clay and toy dinosaurs to create our own fossils, by doing so this allows the children to understand how fossils are formed. Afterwards, we were provided with hammers and rocks, the lecturer had asked us to hammer away at the rock. This was done to deepen our understanding of how archeologists discover fossils and the processes they go through. Our second activity of the day was an experiment, where in which we used fairy liquid, baking soda, water, red food dye and vinegar to create our own ‘volcanic eruptions’. This activity can be used in the classroom for children to gain a deeper knowledge on how volcanoes explode. Both activities provided experiences which were easy to understand and were not too difficult to conduct.
Finally, we were asked to carry out ‘micro teaching’, this is where my group and I were asked to present and teach our class of our findings. The particular disaster we chose was Earthquakes. The presentation was to be ten minutes long and as there was five in our group, we presented for two minutes each. We considered what an earthquake is, the richter scale, prediction & preparation, charities and the case study of Haiti. I found this to be very informational and I feel prepared to teach this as a subject in school. Other groups included several experiments to show earthquakes and tornados (see pictures and videos).
References
Burton, I., Kates, R.W., and White, G.F. (1978) The Environment as Hazard New York: Oxford University Press.
IFRC (n.d) What is a disaster? [Online] Available from: https://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/what-is-a-disaster/ [Accessed: 6 November 2018].
Satterthwaite, D (2011) Why is community action needed for disaster risk reduction and climate change adaptation? [Online] Available from: http://www.eldis.org/document/A59354 [Accessed: 6 November 208].
Scottish Government (2018) Experiences and Outcomes[Online] Available from: https://education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed: 6 November 2018].
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