Directed Study Task 4 – Week 8

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DISASTERS

For this task, we were going to do some micro-teaching to the rest of our peers. Our focus was on the topic of fire with regards to disasters. I was extremely apprehensive and nervous, but it worked better than I thought. We were also up first to present. However, in the end, it was better to get it over and done with.

 

For me, this activity developed a lot of my skills such as:

  • confidence
  • time-keeping
  • working as a group
  • collecting information
  • speaking without notes
  • researching effectively
  • the tone of my voice
  • projection/volume of my voice
  • eye contact

As you can see this task has developed me and gave me more courage and the skills I need to be an effective teacher. Here was our finished PowerPoint as a group. The slides I mainly focused on were,

FIRE

FIRE-MICROTEACHING-LAYOUT-FINAL

(my slides = Scientific Background and Facts/Figures)

Some of the main points I got from the other topics included:

TSUNAMIS

  • Ocean waves travel like a train
  • Long as 100km
  • 10ft high
  • can travel at 5000 km/hr
  • Can cross the whole of the Indian Ocean in one day
  • An earthquake lasting 20 seconds can cause a devastating tsunami
  • There is a warning and watch team who monitor the possibility and rate of earthquakes to determine the rate of tsunamis and their severity
  • You should always have your own warning system where if an earthquake hits, the probability of a tsunami is very high
  • Assemble a ready-made disaster kit, watch on family and friends, secure property in the best way possible and spread the word where others may not know if such things as an evacuation has started. These will help you be more prepared in the event of a tsunami
  • Advanced technology as there are now warning systems located in the sea if a tsunami is about to hit or has started
  • Pressure sensors are now below the sea level and of the sea surface to record any significant changes so warnings can be put in place
  • A rise or drop in the sea level is a good indication to show if a tsunami has started
  • Example: Indian Ocean 2004
    • 26th December 2004
    • 4th largest tsunami in the world
    • Affected 12 countries
    • Devastated many people and towns
  • A real-life context that this was put into was if Ayr was to be hit by a tsunami:

Before

    • Unknown as no warning systems
    • Main way of contacting any changes would be through social media sites
    • Try to follow instructions of expertise as never experienced before

During

    • Head away from the sea as quickly as sensibly as possible
    • Try to stay calm
    • Follow any evacuation plans given
    • Buildings are more stable here so can survive a tough bash

After

    • House damage
    • Costs
    • Injuries
    • Work/school life affected

Teaching this theme:

    • Best to keep it on the second level
    • Can be a very sensitive subject
    • Good resources online that can be used for activities/explanations
    • Watch when doing research tasks as some internet sources are very graphic and inappropriate

 

TORNADOS

  • Can reach over 300mph
  • can be 1 mile to 500 miles long
  • warm air is consumed turning inside
  • Identify safe room when a tornado is about to hit
  • have an energy kit
  • have an item that makes noise in case you become trapped
  • stay away from damaged buildings/places
  • Help anyone prepare or in the after-math possible
Example:26th April 1989
Bangladesh
Deadliest Tornado
Wiped out 3 towns completely
Killed 13,000 people
  • Typhoons:

100mph

Tropical thunder storms

Winds reach over 73mph

Mainly common in China, Thailand…

Example:
8th November 2013
190mph
Cost – 83 billion dollars
  • Hurricane

Characterised by low pressure

Tend to travel around the Caribbean

Example:
Hurricane Matthew 2016
Over 1000 people died

 

FLOODS

  • A much calmer disaster when happening but can still be as disruptive and damaging
  • 2 million homes are on a flood plane
  • Costs more than £1 million of damages each year
  • Using science can help
    • Flooding houses having flood barriers made
  • Lesson
    • Make floating houses on water
    • Make their own instrument to create a whole class rainstorm

 

EARTHQUAKES

  • Lesson
    • Have a class quiz to see what the children already know
    • Earth roughly has 20 plates which are the causes of earthquakes
    • We have to think about the impact earthquakes can have and can we do anything to stop them being as disruptive/devastating

VOLCANOES

  • 3 types: active, dormant and extinct
  • Super volcanoes = 1000km3
  • Normal volcanoes = 1km3
  • Different parts of a volcano
    • Magma chamber
    • Lava
    • Creator
    • Main event
    • Secondary cones
    • Secondary vents
    • Ash, steam and gas
    • Volcanic stems
  • Ring of fire, countries most prone to an earthquake
  • Lateral blasts
  • De-forestation after lateral blast
  • Mudflows can cause devastation after a volcanic eruption
  • Example = Tenerife is the most visited volcano due to the picturesque scenery
  • After a volcanic eruption, it provides fertile grass, which is of excellent quality
  • Lessons:
    • Baking soda experiment
    • Building an emergency supply
    • Paper mache volcano making
    • Wax experiment used last week in science lab
    • Make a paper volcano diagram to give knowledge of all the different parts/features of a volcano

 

REFERENCES

Here are all the references we used in all our slides (some interesting reads here):

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