1. Jordan Kilduff & Patrick Durocher Essc311 - Kovacs

2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).] MS-ESS3-2

3. Engage What is a natural disaster? Can you give me an example of a natural disaster? If a volcano erupts in Antarctica, where no human is affected, is it a natural disaster? What about an earthquake that no one feels? These are actually considered natural hazards. The difference between a natural disaster and a natural hazard is that a natural hazard has the potential to cause damage to people, but doesn't necessarily, while a natural disaster does cause damage. Types of natural hazards include: avalanche, earthquake, flood, forest fire, hurricane/typhoon/cyclone, landslide, thunderstorm/blizzard/ice storm, tornado, tsunami and volcano.

4. Research Assignment Students must choose one of the following to research on their own at home or in class: Hurricanes Tornadoes Tsunamis Students will research how to predict and forecast the natural disaster that they choose by making a brochure on how to forecast their event. Students must also list ways to help prevent these events from becoming a natural disaster. Explore

5. ‘Save Our City!’ activity Everyone group should get: Cut out sheet Map of Unawaria Students will be required to answer the following questions on the back of the map: Why did you place the instruments where you did? What functions do each of these instruments have? Explore (cont.)

6. Students will read the Natural Disaster Research book by Lydia Bjornlund about natural disasters and how knowledge of them can help engineers with the development of warning systems and mitigation strategies. Explain

7. Avalauncher: A device used to launch explosives (an avalanche mortar) onto avalanche-prone slopes in order to trigger small avalanches so that large avalanches do not form. Buoy: A floating device. DART: (deep-ocean assessment and reporting of tsunamis system) A collection of sensors and buoys that detect potential tsunamis and warn people in coastal areas. Doppler radar: A type of weather radar that is used to detect precipitation and track the speed and direction of a storm. Engineer: A person who applies her/his understanding of science and mathematics to creating things for the benefit of humanity and our planet. Seismometer: A device for detecting and measuring the intensity of an earthquake. Also known as a seismograph. Tiltmeter: A device placed on a volcano that can detect changes in the size of the volcano due to increased magma volume. Used to help predict impending eruptions. Explain (cont.)

8. For this activity, students will think about the importance of preventative measures in their state (Michigan) and how they differ from preventative measures in other parts of the country (West Coast, South East, Plains, Midwest). In groups, make a larger venn diagram and DRAW in different and alike types of natural hazards for both Michigan and your assigned area to present to the class. Then individually write a paragraph (can discuss with group first) explaining what types of devices would be expected to be used to prevent these hazards for both areas. Elaborate

9. Students will look at a map of ‘Unawaria’. This map will already have the instruments placed on the map. The students will be instructed to look at each of the instruments and explain why they are or are not in the correct place on the map. Students will also list one mitigation for each natural disaster represented on the map. Evaluate

10. Students will turn in their brochure on forecasting to ensure that the information is correct. Students will then present their brochure to the class. Evaluate (cont.)

11. Content: http://www.teachengineering.org/view_lesson.php?url=c ollection/cub_/lessons/cub_natdis/cub_natdis_lesson01.x ml Save Our City! Activity http://www.teachengineering.org/view_activity.php?url=c ollection/cub_/activities/cub_natdis/cub_natdis_lesson01 _activity1.xml Other References