Earthquake DME

1Preparing for the Next Big One: What would you do? You are the Mayor of a US State in an Earthquake zone. Major quakes have occurred in the recent past in your State. You have to prepare for the worst... 21 You have been provided with a list of possible actions you could take to help reduce prepare your State for the next quake. Arrange the ideas in order of priority (highest to lowest) in a pyramid shape 342 Decide which items on the shopping list would be useful Before, During and After an earthquake (some may overlap). Complete the Venn Diagram.5BEFOREDURINGAFTER63 You have a budget of 110 EP to invest in preparing your State for a quake. Decide what you are going to buy, and then write a short speech explaining what you have decided to do, and why.78

Using case studies of earthquakes in rich and poor parts of the world, explain the factors that cause differences in numbers of people killed (8 marks) On Jan 12 2010, a magnitude 7 earthquake struck Haiti, one of the poorest countries in the world. On March 3 2011, a more powerful magnitude 9 quake struck near the east coast of Japan. The shallow depth of the Haitian quake meant that the seismic waves maintain more of their energy, and the epicentre was close to the most densely populated area of the country, the capital city, Port-Au-Prince. The death toll was estimated at 250,000. By comparison, the Japan quake was offshore, and nearly all of the deaths were not a direct result of the earthquake, but the huge tsunami wave it triggered. The tsunami devastated the low lying coastal city of Sendai, and critically damaged nuclear power stations at Fukushima. Although tens

1PLATE TECTONICS, EARTHQUAKES & VOLCANOESSTARTERS, PLENARIES & REVISION TOOLS© Teachable and James Yeoman. Some rights reserved. http://teachable.net/res.asp?r=84912Restless EarthGCSE GeographyRestless Earth DoodlesTeaching Instructions: Students work in pairs. One student faces the whiteboard, the other faces away from the board Round 1 - Students have a time limit (say 4-5 minutes) to doodle the key terms in the grid (15 key terms in total). They cannot use numbers or letters in the doodles they draw. Their partners have to guess what the doodles are. There are levels of difficulty for the doodles attempted (one point for easy, three points for hard). There is a strict time limit set. Round 2 - students can swap roles and repeat the task (the second grid contains different set of key words). Students can compare top scores. For terms that many students found difficult to doodle (or they were not familiar with them so could not doodle), ask volunteers who did guess these correctly to come to the front of the class and draw the doodles on the board for other students to see, and then explain what they have drawn.