Tsunami Week - Final Project

Downtown Kodiak after 1964 Event from http://www.tanignak.com/Tidal%20Wave%20Memories%201964.htm

In 1964 the village of Old Harbor was almost obliterated when the Great Alaskan Quake hit.  The church was left without a drop of water inside but the rest of the town was demolished.  Thankfully, the entire village survived with no causalities.  This is a week of activities to educate the students and community on the threat of tsunamis and helping us all think about being prepared.

Satellite of Old Harbor from ATEP website and Google Earth.

The 1964 Tsunami is a major part of Old Harbor's history.  Many of the elders who lived through the event are no longer around.  So preserving the history and preparing for future disasters is a goal of this week long event.

Objective:
Students will be able to tell a story about a Tsunami in Alaska, explain the science behind a tsunami and make a disaster plan by the end of the week. 
The community will share stories of past experiences with Tsunami and help the students prepare for a future disaster.

Kodiak before the 1964 Event from http://www.drgeorgepc.com/Tsunami1964GreatGulf.html

Kodiak after the 1964 Event from http://www.drgeorgepc.com/Tsunami1964GreatGulf.html

Overview:
As a joint school and community effort, the village of Old Harbor will spend a week remembering the 1964 Tsunami and preparing for future disasters.  This year the focus will be on preserving the stories of survivors.  Each day of the week will have a topic which will lead to activities within the classroom.  The culminating event will be a village wide Tsunami drill and reflections from the students.  For the first year of this hopefully annual event, the activities will be divided into Elementary and Secondary Activities.  In future years, the hope is to create 4 levels of activities to build upon prior experiences.  The activities should take approximately 30 minutes. 

Daily Warm-Up:
Students will meet a survivor from the 1964 Event and listen to their story.  Secondary students will record the meeting on video and follow up with an interview.  Students will share pictures gathered from their families that show the before and after 1964.  Pictures will be put in a display for the community to view.

Activities:
Day 1: What is a Tsunami
Elementary: Watch and listen to "Tsunami Story" in Alutiiq and in English.  Students will begin a  brainstorm on Tsunamis. (Upper Elementary students will start reading "The Big Wave" by Pearl S. Buck.
Secondary:  Watch the video "Ocean Fury".  Students will discuss what they already know about Tsunamis.

Day 2: History of Tsunamis in Alaska
Elementary: Complete the  Aluetian Legends Activity from the ATEP website.
Secondary: Students will use the internet to research Tsunamis and Earthquakes in Alaska.  Each team will create a visual project for the school time line. Introduce activity by showing Alaska Tsunami from Teacher's Domain.  Students can also go to The Pacific Tsunami Museum to hear stories form survivors.

Day 3: Science of Tsunamis
Elementary: Watch the Tsunami Education Video  from YouTube.  After the video have students simulate a mini Tsunami in the classroom by using the Dynamic Earth lesson plan from Discovery Education.
Secondary: Anatomy of a Tsunami from Teacher's Domain will give students in introduction to the various aspects of a Tsunami.  Physics of Tsunamis is a reading that will help them understand the motion of the wave. Show the ATEP multimedia Generation of Tsunami by Subduction Zone Earthquake to help student visualize the wave.

Day 4: Preparing for a Tsunami
Elementary: Read the Tsuanmi Warning Book from the NOAA.  Then brainstorm things they would need to bring in the event of a tsunami.

Secondary: Read Surviving a Tsunami - Lessons from Chili, Hawaii and Japan.  Create a disaster plan for your family. Give students the booklet Are you prepared for the next big Earthquake in Alaska? 

from the ATEP website.

Day 5: Surviving a Tsunami - Community wide Tsunami drill with sirens

Elementary: Read  "Tsunami: Helping Each Other" from Millbrook press.  Then give the student Tommy Tsunami coloring book from the West Coast Tsunami Warning Center in the books and brochures link.

Secondary: Have student share their family plans and brainstorm ways they can help the community.  Play the Get to High Ground game from the ATEP website.  

Resources:

There are many resources on tsunamis but the following were the most useful to me outside of the Explore Alaska Blog.

West Coast and Alaska  Tsunami Warning Center  

Alaska Tsunami Education Program

The Pacific Tsunami Museum

 

Terrestrial Cryosphere

Cryosphere:VIII

The Cryosphere on Earth from Wikipedia

I love water!  This is a module is all about the water, especially the frozen water.  Have you ever heard of the Cryosphere?  It is a new term for me but yet one many of us are familiar with.  To my the Cryosphere is so similar to the Hydrosphere it is hard to tell the difference.  There is so much overlap between the two.  But if you remember the cryos means ice in Ancient Greek it may help to determine the difference between the two.  The Crosphere is the area on earth covered by the solid form of water.

Explore:
Boy, this module has taught me so much more about water!  So exciting.  I had never really thought about the Arctic as just a lot of floating ice.  For some reason in my head, it was just like Antarctica.

I was in awe of the strength of the people of the village Shishmaref.  They are truly feeling the impact of Global Warming.   The erosion there is very similar to what coastal towns in California are facing.  But the rate of devastation in Shishmaref is incredible and their resources are so limited.

The people of the north are truly feeling the impact of Global Warming.  The loss of habitat and the change in the ecosystems will change our world.  I did not realize how specific the organisms in the Arctic were creating such small food webs.  But when you think about the extreme environments not many organisms will survive.  The slightest change in temperature will impact the food webs and can have a devastating effect.  I wonder how in the Inuit people will survive as their food sources disappear?

The Old Harbor Culvert. You can see the sea water entrance in the left of the photograph.

The sea ice really made me take a look at the Culvert here in Old Harbor.  I am amazed at how much of the Culvert is not frozen.  This year we are seeing a thin covering over a lot of the Culvert.  But then it must not be that thin if the kids are riding their 4 wheelers on it.  It is interesting to see the daily changes to the Culvert. 


Extend:
The Inuit Circumpolar Council is a very interesting organization.  I believe the research and collaboration will help strengthen our understanding of the impact of climate change especially in the Arctic region.  I enjoyed personally reading about what they are doing and about their organization.  Yet, I do not believe I would use this resource in the classroom.  I may mention it as an organization and what it is doing but it would not really be part of a lesson.

The videos in the culture connections show a glimpse of life on in the northern regions of the world.  These videos help us see the impact Climate Change.  All of the videos in this unit help create a clear picture of the impacts of our actions.

I love the Watching Ice Melt lab.  I wonder how many of my students will make the right prediction?  I can't to try it with my students.  

Evaluate:
The labs in this module will be fun to incorporate into my classroom.  The material in this module was a review of the science I already teach.  The videos will help me bring the concepts to life for the students. 
 

3 Colleagues:
Matt relates this module well to historical events as well as his own experiences.  His blog helps bring the concepts together through real life examples students can relate to.

Eric relate this module to what he can learn from his students.  I appreciate the use of such a valuable resource.

Kris uses this module to bring cultural understanding to her students.  It was an insightful lesson for her.  She also reflects on how students could loose hope.

Climate Change: VII

Can we really escape from the effects of climate change?  It is hard to imagine that we know we are damamging the Earth but several people are doing nothing.  Those who are trying to make a change, is it enough?  If we look at history global climate change is how many animals and people were able to migrate around the world.  So is global climate change bad?  I believe, the rate we are causing the climate to change will haunt us in the near future.

Explain:
Did you know it takes 100 years for CO2 to decompose?  I didn't.  This module really made me think about the dump here.   Recycling was a part of daily life in California.  I think I went through withdrawals when I came here and I did not have to seperate my trash.  Then I took everything to the dump.  There is so much waste.  I am learning the many of the students see no reason to recycle it is just easier to get a new one.  So when I looked at the carbon cycle I wondered what kind of damage we are doing in my small little village of Old Harbor.  Will my recycling program really make a difference?

Bear cubs at the Old Harbor Dump. 

This lesson really made think about how the changes are effecting the people of Alaska.  I would like to see the tribe here brainstorm the climate change and the impact on our community.   I really appreciated seeing the Inuit people discuss their observations.  I hope to see more scientists gather information from Native Observations. 

Explore:
There is so much to explore and apply in this lesson.  There is biology, chemistry, astronomy, physics, a little bit of everything.  I will definitely use the interactive media to  help the students understand the science behind Carbon.  Especially the periodic table media.  I would have loved to use that particular activity when my students did their element project.  The mystery element is a great way to help student understand the organization of the periodic table. 

I would like to use the Inuit Video to help students create their own brainstorm about changes in our environment here on Kodiak Island.  This video would give them examples of the types of observations they need to think about, then the students can apply them to our local area. 


Extend:
Currently, I use FOSS to teach science.  I could see the Chemistry section of this module being combined with the Chemical Interactions Unit of FOSS.  The videos are a prefect connection to the activities in the unit.  The Population and Ecosystems Unit studies the Coral Reef Ecosytems of Puerto Rico and Florida.  The video on the Coral Reef helps students see the delicate balance we need on Earth and connects to FOSS unit.  Last year, my students struggled with understanding of the spectrum when looking out into the night sky.  The spectrum videos and interactive media would really support this activity so they can understand what they are seeing in the colored bands of light.  This would help bring the students toward the understanding of Universe and lead to discussion on creation. 

I really appreciated the various theories on creation.  Evolution is a hard topic for student to understand the videos in this module can show another perspective to them based on science.


3 Colleagues:
Ernestine always seems to relate the science back to the culture.  I love her closing line about learning.

If you want to check out additional teacher resources; be sure so read Janet's Post. 

Kathy shares incredible pictures and insight about how she personally saw the impact of Global Climate Change. 

Atomspheric Systems

As the wind gusts up around the island in ways I never dreamed possible, so many questions come to my mind about the wind and the air above me.  This module introduces the various layers of the atmosphere and how it impacts our lives.

Clouds like these found in Cold Bay, AK make me think.

Explain:
"We're like lobsters living at the bottom of an immense ocean of air."  This line make me think about the complexity of the air around us.  I like the image of the ocean of air.  Too often, we leave out studies about the air and the atmosphere yet it is complex just like the many habitats and systems we teach.


I am saddened to learn more about the arctic haze and the damage we are doing to the regions of the north.  One of the biggest reasons I came to Alaska was to breathe clean air.  But did I really get away from the pollutants of big cities?  The science of the currents of the Earth and pollution are not two topics I ever thought about together. Now I may teach them together.  I think the arctic haze really helps paint the picture about how we are all connected and what we do does impact others.

I have always enjoyed dreaming in the clouds and making silly shapes out of them in my mind but I never stopped to really think about what were telling me unless they were dark rain clouds.  The compare and contrast interactive media on warm and cold fronts made me think about clouds in a new way.  The clouds are more than cute shapes; they are telling me about the weather that is coming.  The cute fluffy clouds are those Cumulonimbus clouds that come with a cold front.  While a warm front brings a variety of clouds at various levels of the atmosphere.  I can imagine this being crucial to a pilot understand the air above us.

What are these clouds over Dutch Harbor, AK telling us?

Explore:
Atmospheric systems are a tough topic for students to understand.  There are so many great resources in this unit to help students visualize what is happening above us.  I specifically like the interactive media that shows the various layers of the atmosphere and students can change between them.  I can see this being helpful for students to see the layers like a cake.  I would use this specific media to create atmospheric flip book showing the layers of the atmosphere and what is in them.

The Google Earth activity adding the weather layer would be fun to use with students to compare weather in various locations on the Earth.  Then they could use the Jet Stream media to see what impact the Jet Stream had on the weather at various locations.  This would be a fun discovery tool for students rather than just talking about the weather. 


Evaluate:
The videos in this module are very  informative and useful when teaching about weather and the atmosphere.  I would have really liked to see the Six Principals of Weather video but I could never get it to work.  It is so helpful to have them gathered by topics.  Having the standards connected to them in the Teachers Domain makes planning so easy.

I felt the interactive medias in this module did a good job at illustrating tough concepts.  This will help the students visualize the concepts and support discussions. 

I found the Phun Physics of Phase Change interesting although I do not see me using it much in my classroom.  The Vacuum video was interesting but at the middle school level I could see if confusing some students.  I would have to do more background teaching before I used some of the material in this area.  For a high school class, this is a great introduction to latent heat and the physics of pressure. 

3 Colleagues:
Konrad shares some wonderful resources to highlight topics in this module.   I especially liked the book recommendation, one we need to check out.

Cheryl recommends the use of the Google Time-line feature.  This is a great connection to the weather layer.

I appreciate how Jesse used other student's blogs to discuss the topics of this module.  This was not a lesson I saw a lot of history tied into but he still found a way to do.  Plus the cartoon is great.

Ocean Systems

Living on an island brings the ocean into our daily lives.  I watch for changes in the tides and the migration of the animals in the area.  Life in Old Harbor revolves around life in the ocean.  Fishing is the primary economy here.  The more I understand the ocean, the more I can understand my community. 

Explain:  
The videos in the cultural section of this module help me understand the seasonal changes in the people of my community and those around Alaska.  It is so strange for the kids to be released from school to go hunting or to miss a few weeks of school for fishing.  So seeing the video "Living from the Land and Sea" helped me see the deep roots of these actions.  


The You Tube video "Air vs Water Heat Capacity" gave me such a great visual about how the ocean retains so much heat.  I have discussed this topic and it usually flies over my 6th grade students heads.  But the balloon demonstration is such a great way to show the difference between the air and water.  I also appreciated the introduction to Global Warming.  I never knew how much of the ocean absorbed our heat.

I had never seen the El Nino and La Nina shown as a visual trend.  I remember the 1997-1998 El Nino and all the flooding that came.  But it had never really been explained clearly to me.  Seeing it with the currents helped me understand the concept better.  This topic tied to the currents helped me create a clearer picture in my mind so I can teach it better.



Extend: 
I immediately put the ocean facts into my classroom.  I began a "Did yon know....?" wall in my classroom.  About twice a week I put a new fact on the wall to peak students curiosity.  Even through I am not teaching about oceans it relates to our environment and  makes the students think.  I post a questions and if they come to me with the correct answer I give them a little bonus.  It has been fun to stump them for a few days especially since they are "fishermen" and know the ocean well. 

The video about Dolly Garza is a great place to get students thinking about careers connected to nature.  I would show her story during career week and when we discuss life local wildlife.  I appreciate how she began her career in one direction, home economics, and ended up a biologist with a PhD.  As a voice of the people she is a valuable resource and a role model for students.

The lab "Does a Watched Kettle Boil"  is a great place to introduce young students to temperature.   This same lab could be used in higher grades to introduce heat transfer.  It  would be a great demonstration to start a unit. Combine that with the You tube video on Air vs Water Heat Capacity and you have the perfect unit introduction.

I would use the Ignite video about the seasons after I did some in class activities with the globe and a sun.  In my science class, students discover why it happens before I explain it.  This video would be a good summary of the labs I already do.

Evaluate:
While much of the material was a review, the videos and interactive sites were very relevant to the topic.  I would not use the sunrise and sunset video because it could lead to misconceptions especially where the sun rises and falls.  The video implies that it is in the same place.  The You Tube video on "The Broken Legend of Water Rotation in the Sink"  was interesting to watch but not something I would use in the classroom unless I was introducing myths in science.  (Now that could lead into a whole new unit to explore.)  Overall, it was a lot of text to read and the sink visual was not clear.  The media on the currents density different are very relevant and easy for students to understand.  I believe these give the students a clear picture of the currents. 



3 Colleagues: 
Look for the great climate change resources on Martha's Blog.

Carolyn reminds us of the Great Pacific Garbage Patch and to use the videos to engage and excite the students.

I love how Tracy brings the science into the kitchen.  The cultural connection she makes to the science in her home economics classes is exciting.   I never really thought about farming in Alaska.

Earthquake, Volcanos and Tsunami's! Oh My!

Three Saints Church as it stands now in Old Harbor, AK.

So far this is the most exciting lesson to me.  I love teaching about the natural disasters.  As a former medic, I want my students to understand the importance of being prepared not afraid when disaster strikes.   Plus I live in a village that was virtually destroyed by the '64 Event.  This is juicy stuff.  I have been teaching Earth Science for years in California.  We spent a lot of time on Earthquakes.  Now that I am in Alaska, the relevance of earthquakes, tsunamis and volcanoes tie to every day life.  So this is a unit that hits home to me.  I am so thankful for our church that survived without a drop of water inside.  Without it's survival Old Harbor may not be here today.



Explain:
I learned about the controversy in Hawaii.  As a teacher, I see that desire to create better resources there to study.  But I also understand the peoples' desire to leave the land as a sacred place.  That balance between science and the land is delicate.  Coming to a common ground so both can be respected is the end goal.  Is it really possible?  I see similar debates here in Alaska with the oil in the North Slope.  How do we preserve yet still utilize the resources.  Can we?


Extend:
The resources in this module are invaluable to the Earth Science teacher.  I will use many of the resources like the interactive videos with my science students when as a tool to help students understand the need to go through "all these silly drills".  The visuals these resources create can help build understanding within the students.    I will use the cultural connections to help the students internalize how people around the globe are affects.  I can also see the possibility of using some of the Hawaii videos to help the students see the similarities and differences between our island cultures.

Google Earth is a wonderful tool to use to show the vast areas that are affected by such tragic events.  Using the ruler tool can also help students with scale projects and calculating distances between places.  For many of my students, it is just in the next bay or over hill.  So helping them use the tool to see actually how far apart things are.  It would be fun to see if the measurements they have in their head are accurate.  For example, I have heard people tell the local airline we have 2 miles of visibility.    So using Google Earth we could test that distance and see where the visibility lines are.

The West Coast and Alaska Tsunami Center is a wonderful place to go to get recent statistics on tsunamis and earthquakes.  The USGS site offers up to date information on active volcanoes around the world.

Evaluate:
This module presents the science behind earthquakes, volcanoes and tsunami's.  The cultural connections found within this module bring me the most insight.  I have been teaching Earth Science for many years so the science was a review.  But the stories that tie the natural events to the people bring me understanding of the true impact of these events.  I appreciate that there are so many people that have decided to stay in their land even after disaster has struck.  Surviving A Tsunami - Lessons from Chili, Hawaii and Japan is another link that has stories from survivors.  You can listen to the stories of Alaskan survivors Hawaii Museum link.



3 Colleagues:
Matt's Blog offers a couple of additional resources to help students visualize the science behind Earthquakes.  He also explains the ties of the culture to the surrounding geography.

Sabrina's Blog  shares a nice story about how the islands are truly connected even if we are so far apart.

Alice's Blog brings the perspective of a new teacher to me. She discusses possibilities of bringing the science into her reading classes.  I like her reflection on how a small village would be effected by a natural disaster.