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This CNNfyi.com lesson plan is supplemented with material from Lesson plan: Aftershocks continue to rock IndiaLesson Plans by monthLesson Plans by subject Editor's note: If you are planning to use the news story that this lesson plan is based on for a homework assignment, please write the URL on the board and have your students copy it. CNNfyi.com updates the site in the early evening, so students may have difficulty finding it without the URL. You can find the lesson plan by going to the Subject Areas page and clicking PREVIOUS in the square for Today's Lesson Plan. Objectives Students will be able to:
Standards National Council for the Social Studies III. Social studies programs should include experiences that provide for the study of people, places and environments. IX. Social studies programs should include experiences that provide for the study of global connections and interdependence. National Science Education Content Standards, grades nine-12 Students will learn that normal adjustments of the Earth may be hazardous for humans. Humans live at the interface between the atmosphere driven by solar energy and the upper mantle, where convection creates changes in the Earth's solid crust. As societies have grown, become stable and come to value aspects of the environment, vulnerability to natural processes of change has increased Materials
CNNfyi.com article, "Rescue teams plan to cease work in India quake" Suggested time One to two class periods Procedures 1. Ask students if they have been keeping track of the recent earthquake in India and what they know about it. Have them locate Bhuj, Bhachau and Gujarat on a map of India. 2. Have students read the CNNfyi.com article "Rescue teams plan to cease work in India quake," then ask the following:
3. Have students brainstorm about natural disasters that can potentially endanger their own community. These may include hurricanes, tornadoes, earthquakes, blizzards, severe electrical storms, fires and floods. Also ask them to consider if there are certain times of the year when their communities are more susceptible to natural disasters. List these elements on the board. Also list any local agencies (such as the police department, fire department, hospital, local chapter of the Red Cross, etc.) that assist during such emergencies. Assessment Direct students to contact a local agency that assists the community during a natural disaster. You may want students to pick a particular group or person to contact during class so that you can ensure a variety of resources will be used. Have students talk with someone involved in disaster or emergency relief to find out what procedures must be taken, how the organization manages to help when a great number of people need assistance, what they recommend that families do to take care of themselves, etc. Students can present what they learned to the class. In a class discussion, ask students to evaluate information from each agency or organization, asking the following: How well do you think that these procedures would work? Do you think anything is missing from the procedures? How, if at all, would you improve the plan? Accommodation Interpersonal skills: Students can create procedural charts for their families to follow during a specific kind of natural disaster. Ask students to go over the procedures with their families and to place the chart somewhere prominent in the house where it can easily be reviewed. Challenge Community service: Students can research emergency relief organizations on the Internet or call these organizations to find out what they can do to help earthquake victims in India. Once they discover some options, they can organize a relief effort in their school or community and deliver their collection to that agency. Science: Students can choose a component of earthquake research to explore and report by using Riverdeep's earthquake lab. RELATED STORIES: Lesson plan: Devastation of Indian quake RELATED SITES: Global Earthquake Response Center |
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