EARTHQUAKE & HURRICANE 1

Natural Disasters: Earthquakes and Hurricanes

Ashley Westman

EDU 625.30 Integrating Learning and Technology

Kathy Milhauser
EARTHQUAKE & HURRICANE 2

Natural Disasters: Earthquakes

The third grade students of Deep River Elementary School in Deep River, CT will be

conducting a unit about natural disasters. They will be looking at six different natural disasters

which include hurricanes, tsunamis, volcanoes, earthquakes, tornadoes, and blizzards. The

students tasks will be to research what each natural disaster is, how it forms, where it can be

found, and any safety precautions that should be taken when one occurs. After learning about

each individually, the students will compare all six to determine their similarities and differences

as well as why they are all considered to be a natural disaster.

Subtopic

The second subtopic to be explored in the category of natural disasters are earthquakes.

Earthquakes happen all over the world, and there is a lot that can studied about them from the

actual disaster to the tectonic plates in the earths surface. The students will be researching what

this type of disaster is, why and how it occurs, and any safety precautions humans should take

during an earthquake. The students will be looking at real time data to determine where

earthquakes most often happen, and why that may be. As Barrett & Woods (2012) point out,

Science and education literature are clear that students learn most during active learning and

when they are engaged in the scientific process (p. 322). Even if students dont seem interested

in the topic at first, real time data helps to engage them more. Students must use a computer,

which all kids love, and they must really pay attention to the data. Real time data occurs right in

front of their eyes compared to reading a book of information. The students need to be aware of

what is happening, and gather the data as it happens in front of them.

Real time data is being used to learn about earthquakes over the other natural disasters

because they happen all around the world, so theres a lot of data available. Also, students need
EARTHQUAKE & HURRICANE 3

to be able to understand more about the earth, and determining the geography of where

earthquakes mostly happen will help with their understanding. When looking for real time data

on earthquakes, students can use all different factors and data such as seismic waves, tectonic

plates, or the actual location of earthquakes themselves. Students will spend time every day for

two straight weeks when observing the data. Specific emphasis was placed on repeated

interrogation of real-time observational data to help students better understand the physical

processes in the atmosphere (Barrett & Woods, 2012, p. 316). Students will repeat the same

process over and over each day to become experts on how to look at and talk about real time

data. They will also place stickers on a classroom world map anytime they find a location where

an earthquake has happened so all students can observe where they are around the world at the

current time.

Real time data is also the best tool to use for earthquakes because students can take all

their new knowledge and data, and work on creating tables and line graphs. They can use the

data they have discovered as well as what their classmates have found. Blagdanic & Chinnappan

(2013) even mention, Beyond that the students should be able to look at their graph and unearth

visible patterns that convey something about the context (p. 5). Line graphs are a skill taught in

third grade, and students can take their data to practice creating them. They will be looking at

where in the world the earthquakes have occurred as well as the magnitude of each one. From

there, students should use their own data, the tables, and graphs to draw conclusions about what

they see. This will allow students to have conversations with their classmates about the data that

was collected, and what it means in term of earthquakes.

Objectives

1. Students will be able to describe at least five different attributes of an earthquake.

EARTHQUAKE & HURRICANE 4

2. Students will be able to locate the places on a map where earthquakes occur

throughout the world and explain how they are formed in their environment.

3. Students will be able to construct safety tips on how humans and animals can stay

safe during an earthquake.

4. Students will be able to compare earthquakes to the definition of natural disasters to

determine how and why it fits into that category.

5. Students will be able to observe real time data of where earthquakes occur with its

magnitude in order to plot points on a world map and discuss their findings.

6. Students will be able to graph different data sets into a table as well as a line plot.

Instructions

Below you will find step by step instructions on what students must do in order to

complete this task with their first subtopic of earthquakes.

1. The first step is to research the topic of earthquakes in order to learn more about

them. You will use some books provided in the classroom, but most of the research

will be completed online. Since you each have your own iPad, you will use different

applications as well as websites to conduct the research.

2. You will work together in small groups to read books on natural disasters and

earthquakes on the iPads using the application Epic! This application outlines all

different nonfiction books, and you will continue to create libraries, this time on

earthquakes. I have also created some libraries ahead of time so you will know

directly where to look.

3. You can also use your iPads to conduct research on different websites such as

National Geographic to gain information on earthquakes. Remember all the lessons

EARTHQUAKE & HURRICANE 5

on how to properly use the iPad as well as how to determine if a website is credible

for use.

4. As you are researching, youll take notes on each of the four categories including

what an earthquake is, how its formed, where it can be found, and any safety tips to

staying safe. The notes will all be written as bullet points on the Earthquake Note

Taking Sheet (attached below). This will help to outline your notes so you know

what you will be looking at in the activity. Each section should have between five

and ten facts each before moving on.

5. After all the notes are gathered, you will be given a partner to work on the activity.

Along with a partner, you will be given a part of the world you and your partner will

be responsible for watching.

6. With your partner, you will use your iPad to find the following website:

http://ds.iris.edu/seismon/zoom/index.phtml?rgn=N_America . Once on the website,

select the location on the right side of the map I have given you to follow. Each

partner may use their own iPad, or you may share one.

7. On top of the next worksheet where it states, My Part of the World Is ____, you

will write your section of the world. This will be the worksheet to record any

earthquakes that occur in your area.

8. With your partner, you will analyze any recent earthquakes that have occurred just in

your location. Any place you see a yellow, orange, or red circle, you may click on. It

will then bring you to a chart which states the exact date, location, and magnitude of

the earthquake. Then, click on the date and time tab at the top of the chart to organize

the earthquakes by the most recent.

EARTHQUAKE & HURRICANE 6

9. For day one, you may not record any earthquakes more than four days previous.

When you do discover an earthquake, you will write the number earthquake on your

chart (this should just increase 1, 2, 3, etc. for each one) on the left side of your chart.

On the right side, write down the exact location and date as well as the magnitude

number of each earthquake.

10. Anytime an earthquake is discovered and it has been written on your chart, you may

come get a white sticker dot. On the back bulletin board you will see a giant map of

the world. You will place the white dot on the exact location of your earthquake on

that map. Also, before placing the dot, you will color it according to the magnitude of

the earthquake. If it was a 1.0-1.9 youll color it brown, a 2.0-3.9 will be pink, 4.0-

4.0 green, 5.0-5.9 blue, 6.0-6.9 red, 7.0-7.9 purple, and 8.0-9.9 yellow.

11. You will be given about 20 minutes to complete both parts of the activity each day.

Dont forget to place each earthquake on the classroom map as well.

12. At the end of each lesson the class will gather back together to discuss their findings

for the day.

13. This process will continue in the same manner each day for two weeks. You may

notice some days there are only a couple earthquakes that occur, or none at all. Just

keep watching and check the dates to see if any were missed.

14. At the end of the two weeks we will use the class data map to complete the final

activities. First, you will use the map, and your own data, to count up the number of

earthquakes that occurred on each continent of the world and record it in that chart.

15. Then, using that data in the chart, you will create a line plot to show how many

occurred in each location on a graph.

EARTHQUAKE & HURRICANE 7

16. Looking at the map again you will count up the total number of each magnitude

group based on the colors, and record those numbers in your second chart.

17. You will then create another line plot to show in a graph the number of how many

earthquakes occurred in a certain magnitude.

18. Finally, you will need to draw conclusions about why and where earthquakes occur.

Think about which continent the most occurred on this time of year. Compare the

magnitude of each based on the most and least, and even where each magnitude

occurred most throughout the world.

EARTHQUAKE & HURRICANE 8

Name: __________________________________ Date: ________________

Earthquake Note Taking Sheet

What is an Earthquake? How are Earthquakes formed?

Where are Earthquakes found? Safety tips for an Earthquake

EARTHQUAKE & HURRICANE 9

Name: __________________________________ Date: ________________

My Part of the World Is: ___________________________

Earthquake # Where? When? Magnitude?

EARTHQUAKE & HURRICANE 10
 EARTHQUAKE & HURRICANE 11

Where Earthquakes Have Occurred Data

Continent Number of Earthquakes

North America

South America

Europe

Africa

Asia

Australia

Antarctica

Where Earthquakes Have Occurred Line Plot

North South Europe Africa Asia Australia Antarctica

America America
 EARTHQUAKE & HURRICANE 12

Magnitude of Earthquakes Data

Magnitude Number of Earthquakes

1.0-1.9 (Micro)

2.0-3.9 (Minor)

4.0-4.9 (Light)

5.0-5.9 (Moderate)

6.0-6.9 (Strong)

7.0-7.9 (Major)

8.0-9.9 (Great)

Magnitude of Earthquakes Line Plot

1.0-1.9 2.0-3.9 4.0-4.9 5.0-5.9 6.0-6.9 7.0-7.9 8.0-9.9

EARTHQUAKE & HURRICANE 13

Natural Disasters: Hurricanes

Subtopic

The next subtopic to be explored in the category of natural disasters are hurricanes.

Hurricanes are another disaster that have many different components to them when it comes to

how they form and why they even happen. There are many different ways to stay safe before,

during, and after hurricanes, and thankfully they are one of those disasters where warning can be

given days in advance if one is about to hit. One big difference though with hurricanes and the

rest of natural disasters is there location is very centralized in one place, not around the world. It

is for these reasons that having students create a presentation to learn about hurricanes would be

the best option. The presentation format will be different than the standard Microsoft

PowerPoint though. Some people find creating and viewing PowerPoint presentations to be

tedious or not very engaging (Boris, 2013, para. 1). It is for this reason students will be using

the website PowToons to create their presentation in order to add more engaging aspects.

Technology is a huge part of the century today, and students excitement to learn

increases when they are able to use a computer. In this project, students will work in groups to

create their presentation with each group focusing on a different aspect of hurricanes whether it

be their location, formation, safety tips, or attributes. This is the best tool because there is a lot

of information on each section, so each group will become responsible for becoming an expert in

their category. When creating the presentation, students will be allowed to show their creativity.

As Frazel (2010) states, these types of presentations have the, Potential to motivate and engage

students, and to demonstrate to them the complexity of project management and the importance

of audience (p. 11). Students will be engaged with the work since they will be allowed to

design the presentation any way they choose. They can add in as much text, pictures, audio,
EARTHQUAKE & HURRICANE 14

color, and even videos as they choose. In the end, each group will split up into a jigsaw, and

share their own presentation with the rest of their groups. Knowing this ahead of time, students

will need to be sure their presentation is appropriate for their audience, and still makes sense

with all the designs they add.

Finally, a presentation is the best learning tool for hurricanes because it can help to spread

out the information a little bit. Hurricanes have a lot of focus on the eye which can be tricky

for young students. These presentations will help them learn the information better by having to

create one themselves, and will help when listening and watching their classmates rather than the

teacher. Morgan (2014) talks a lot about how digital presentations can help to improve students

skills in the classroom. She mentions how their auditory skills improve by having to listen to

any audio presentations. Students reading and writing skills have also been known to show

improvement by making sure their own presentation looks and sounds professional. These can

even help with research skills because students need to ensure any information they add is

accurate. Students motivation is highly increased with digital presentations which enhances

their learning when they care enough to want to learn.

Objectives

1. Students will be able to describe at least five different attributes of a hurricane.

2. Students will be able to locate the places on a map where hurricanes occur throughout

the world and explain how they are formed in their environment.

3. Students will be able to construct safety tips on how humans and animals can stay

safe during a hurricane.

4. Students will be able to compare hurricanes to the definition of natural disasters to

determine how and why it fits into that category.

EARTHQUAKE & HURRICANE 15

5. Students will be able to work together to gather information on their given section

about hurricanes.

6. Students will be able to create a one to two minute presentation in groups about their

particular topic using PowToons.

Instructions

1. Before conducting any research about hurricanes, you will be split up into four

different groups. Each group will be given a section of their note taking sheet to

focus on. One group will be given what is a hurricane, one on how they are formed,

another group will get where are they found, and the last group will get safety tips.

Once given a topic, put a star next to it on your note taking sheet as to not forget

which one you will be looking at.

2. Once in groups, you will work to research just your one section. You will use some

books provided in the classroom, but most of the research will be completed online.

Since you each have your own iPad, you will use different applications as well as

websites to conduct the research.

3. You will work together in your groups and on your own to read books on natural

disasters and hurricanes on the iPads using the application Epic! This application

outlines all different nonfiction books, and you will continue to create libraries, this

time on hurricanes. I have also created some libraries ahead of time so you will know

directly where to look. Be sure to share any facts you do find within your group.

4. You can also use your iPads to conduct research on different websites such as

National Geographic to gain information on hurricanes. Remember all the lessons on

how to properly use the iPad as well as how to determine if a website is credible for
EARTHQUAKE & HURRICANE 16

use. You should be able to find at least 10 facts about your particular section to

become an expert on that part of hurricanes.

5. Once the research is completed, you will need to choose one students iPad to use for

the next section which will be creating a presentation.

6. You and your group members will work together to create a presentation using

PowToons. The presentation will just be on your section of hurricanes you spent time

researching.

7. The presentation can look however your group would like it to. Add as much

information as possible, but its up to you how that part is done. Think about the

colors you want the presentation to have while still making sure any text is easy to

read.

8. You may add in as many pictures or videos you would like to. As a group you may

even add in audio where one of you is talking over a slide.

9. Although this is all about creativity, remember you will be sharing these with your

other classmates, so make sure it is still school appropriate, easy to read, not too

overdone with pictures, and that your information is organized. Also remember the

goal is to present and share the information you learned about hurricanes, and your

main goal is to teach these to the class.

10. There will also be a rubric handed out to each group. Make sure to follow the rubric

as a checklist to know what should and should not be included in the presentation.

11. At the end, I will help each group to share their presentation among their classmates

so it will be on each group members iPad now, not just the one.

12. Once all presentations are completed, we are going to share the information in a
EARTHQUAKE & HURRICANE 17

jigsaw formation. You will still be working in groups, but they will be switched up

where one person from each hurricane section will be placed with one another. For

example, each group will now have one person from the formation group, one from

where theyre found, one from how they are formed, and one from safety.

13. Once in the new groups, students will take turns one at a time sharing their

presentation. You will use their iPad to share, and all other group members will be

watching. As youre watching, the other group members should also be taking notes

in the appropriate section of their Hurricane Note Taking Sheet based on what they

are learning. At the end of the presentation, the presenter may take a couple questions

or comments from the other group members.

14. Then, the next group member will share their presentation following the same

directions. This will continue until all four members have shared, and all four

sections of the note taking sheet are completed.

EARTHQUAKE & HURRICANE 18

Name: __________________________________ Date: ________________

Hurricane Note Taking Sheet

What is a Hurricane? How are Hurricanes formed?

Where are Hurricanes found? Safety tips for a Hurricane

EARTHQUAKE & HURRICANE 19

Rubric

_______ My presentation is done through PowToons

_______ I have at least 5-8 slides

My presentation contains at least 3 out of the following 5:

_______ Audio (whether added in or talking)

_______ Colorful Design

_______ Pictures

_______ Videos

_______ Text

_______ My presentation is school appropriate

_______ My classmates can read the text on each slide

_______ The presentation is at least 1 minute long, but no more

than 2:30

_______ My design is unique and creative

_______ I worked with my group to complete the presentation

EARTHQUAKE & HURRICANE 20

References:

Barrett, B. S., & Woods, J. E. (March, 2012). Using the amazing atmosphere to foster student

learning and interest in meteorology. American Meteorological Society, 315-323.

Blagdanic, C., & Chinnappan, M. (2013). Supporting students to make judgements using real-life

data. Australian Mathematics Teacher, 69(2), 4-12

Boris, C. (May 10, 2013). 3 simple and creative alternatives to using powerpoint for

presentations. Retrieved from https://www.entrepreneur.com/article/226612

Frazel, M. (2010). Digital storytelling guide for educators. Eugene, Or: International Society for

Technology in Education.

Morgan, H. (2014). Using digital story projects to help students improve in reading and

writing. Reading Improvement,51(1), 20-26.