Grade level: Grade 11.
Provincial curriculum links: Ontario.
Subject: Geography.
Keywords: Weather, natural disasters, flooding, floodplains, volcanoes, earthquakes, forest fires, risk.
In this activity, students will research and debate natural disasters that have occurred in their community. They will assess whether these natural disasters were avoidable or if they happened "by chance". Students will investigate the extent of insurance coverage for natural disasters. In addition, they will learn who is responsible in the local municipality for granting permission to build and live in a hazardous zone and what precautionary measures can be taken.
This lesson is linked directly to the learning expectations described in the Ontario Curriculum for Grade 11 Physical Geography (CGF 3M).
The learning expectations are also broadly applicable to other Canadian curricula.
Strand: Human-Environment Interactions
Specific Lesson Goals:
demonstrate an understanding of the trade-offs for humans living in areas subject to natural disruptions (e.g. coastal zones, slopes of active volcanoes, regions of tectonic activity such as California and Japan);
analyze the effects of environmental hazards (e.g. earthquakes, hurricanes, landslides) on human activities;
analyze damage and casualty risks related to flooding in selected areas and identify factors that increase risk.
Brainstorm with the class examples of natural disasters that have occurred both locally and globally (e.g. flooding, tornadoes, ice storms, earthquakes, faulting, tsunamis, landslides, mudslides, quick clay (or "leda clay", a silty marine clay with a high water content - when it loses water, it shrinks and doesn't regain its previous volume), seacliff retreats, forest fires and health-related (e.g. disease).
Select one natural disaster and introduce with either a newspaper or magazine article, a video clip or a case study. Discuss the cause(s) and whether it was completely unavoidable. Elaborate on the extent of damage, the impact on human life, and identify the measures taken or proposed to prevent the reoccurrence or lessen the impact of a repeat event. Discuss why people continue to live in areas that are at high risk for natural disasters.
Briefly discuss the components of landscape evaluation and land use planning and the role of geologists in landscape evaluation. Review your municipality's planning by-laws for the multi-use development in risk or hazardous zones.
If time permits, invite a representative from the insurance industry to describe "risk" and how they handle risks and perceive disasters.
If time and opportunity permits, conduct a field trip to one or more sites that illustrate examples of former and/or potential risks of property damage and casualties from natural processes. Assess or propose preventative measures to reduce the impact of the specified natural risk(s).
Organize students into research groups of two members, and discuss the assignment requirements. Each research group is to select a different local natural disaster and prepare an attractive, well-organized poster or display. As part of each group's presentation, they will conduct a brief debate on about the natural disaster. One member should take the side that the disaster was completely unavoidable while the other member will point out ways to avoid similar problems in the future by planning ahead. The posters should include the following information:
State the date(s), location, and history of similar events.
Describe the cause(s).
Provide arguments to support the viewpoint the disaster was completely unavoidable.
Provide arguments to support the viewpoint the disaster was completely avoidable through preventative measures.
Describe the extent of damage or loss of property and the natural environment and casualties to humans and wildlife.
Summarize any support provided by insurance companies, outside communities and different levels of government.
If you were an insurance broker, would you insure against such loss? How much would you insure? Justify your position.
Evaluate the actions taken to announce warnings and updates to the community, clean-up procedures and follow-up measures to prevent or lessen the impact of future reoccurrences of this disaster.
Add any other interesting information you come across.
Conduct a whole-class discussion around the questions: Should disasters caused by human error or the poor judgment of city planners be classified as "natural" disasters? Would you, as an insurer, insure against such loss? What should be the value of the insurance coverage?
Poster and class presentations
Peer and self-evaluation
Research the cause, effect and preventative measures for any of the following environmental issues and processes:
Climate change;
Permafrost melting;
Soil erosion or degradation;
Damage to the environment caused by seashore replenishment (in Florida and South Carolina);
The placement of sea barriers resulting in the buildup of sand in one area and robbing of sand from other areas;
Salt water intrusion;
Building homes/cities in areas well known for recurrent dangerous weather conditions (e.g. "Tornado Alley" in the American Mid-West);
Droughts, dust storms or desertification;
Subsidence due to ground water removal or removal of oil/natural gas;
Volcanic eruptions;
Exceptional weather such as El Niño or El Niña
The construction and location of dams;
National recommendations for disaster preparedness.
Natural disasters are sometimes made more horrific by what humans do by putting themselves in harm's way, that is, not building suitably for the local environment. Disasters in an urban setting can be caused by poor judgment or ignorance.
People generally do not perceive the full significance of natural processes which periodically cause loss of life and property. The causal attitude toward natural hazards is a complex manifestation of optimism people have about their life and homes, combined with a lack of understanding of physical relations that control the magnitude and frequency of hazardous earth processes. These events include flooding, landslides, mudflows, earthquakes, volcanic eruptions, and coastal processes (e.g. tropical cyclones, coastal erosion, tsunamis).
The basic elements of land use planning are: development of a statement defining a plan that includes objectives, issues and goals; analysis and summary of pertinent data; a land classification map; and a report discussing appropriate developments.
Landscape evaluation includes land use planning, site selection, evaluation of landscape intangibles and environmental impact analysis.
The role of the geologist in landscape evaluation is to provide information and analysis before planning, designing or construction of projects such as reservoirs, large buildings, housing developments, tunnels, pipelines and parks.
Invite a spokesperson from the insurance industry to describe "risk" insurance coverage and how they handle risks and perceive disasters such as the 1998 Quebec ice storm or severe flooding (e.g. the flooding of the Red River in Manitoba or significant rainstorms such as the Peterborough storm in 2004).
Contact the local municipal offices to obtain copies of planning by-laws for development in risk or hazardous zones.
Case studies, videos, newspaper and magazine articles that feature a natural disaster involving damage or loss of property or life can provide an effective mental set to introduce the lesson.
Scout the school grounds and local area for field trip sites that illustrate examples of potential property damage and casualty risks from natural processes attributed to poor planning and development (e.g. building a house too close to the edge of an eroding cliff). Also look for examples of preventative and correction measures (e.g. building of groins, jetties, breakwaters, artificial dunes and other coastal structures).
SAFETY NOTE: Consult your school board's policy regarding safety precautions for outdoor excursions and plan your trip accordingly. Be aware of any students with allergies to insect bites and plants and ensure they carry the required medications. Students should wash their hands after handling soil, plants and equipment. Encourage students to wear sunscreen and appropriate clothing (e.g. hat, long-sleeved shirt) to minimize the damaging effects of sun exposure.
For information on Natural Disasters on the Rise, visit: http://www.ec.gc.ca/science/sandefeb03/a3_e.html
For information on the Natural Disaster Reduction Plan and the insurance industry, visit: http://www.ibc.ca/ii_natural.asp
For information on the Frank Slide, visit: http://www.frankslide.com/
For information on "Natural" Disasters - CBC Archive, lesson plans etc, visit: http://archives.cbc.ca/294p.asp?ActProf=526&IDLan=1&Nav=AvPr
For information on major landslides in Canada, visit: http://atlas.gc.ca/site/english/maps/environment/naturalhazards/majorlandslides/landslides_stats_new.html
For information on the Red River Valley, visit: http://www.und.nodak.edu/instruct/eng/fkarner/pages/agassiz.htm
For information on the historical perspective of Canadian Natural Disasters, visit: http://www.ott.igs.net/~jonesb/DisasterPaper/disasterpaper.html
For information on lake -effect snowfalls visit: http://www.islandnet.com/~see/weather/elements/lkefsnw1.htm
For information on lake-effect snow climatology in the Great Lakes Region visit: http://www.islandnet.com/~see/weather/elements/lkefsnw3.htm
For information on winter storms the deceptive killers visit: http://www.nws.noaa.gov/om/brochures/wntrstm.htm
For questions about winter weather visit: http://www.professorbeaker.com/snow.html
For information on "strong winds leave 100,000 Ontario homes in the dark" visit: http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/1068726080767_45/?hub=TopStories
For information on tsunamis, go to the Pacific Tsunami Museum web site at: http://www.tsunami.org or the "Tsunami!" site, at: http://www.ess.washington.edu/tsunami/index.html