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Natural disasters: Earthquakes
Supported by
2Natural disasters: earthquakes – Index
Index
Cover photos, top to bottom © Palani Mohan/IFRC, © Carl Whetham/IFRC, © Sailendra Kharel/IFRC, © Carlo Heathcote/IFRC. Photo on page 2 © Palani Mohan/IFRC.
Introduction 4
Contents 5-6
Curriculum Mapping 7-17 - KS3 7-9 - GCSE 10-13 - ‘A’ Level 14-17
Session 1: Natural Disasters 18-45 - Session 1 introduction 18 - Introductory activities 19-20
- Activities for key stages 3-5 21-26 KS3: Natural disasters washing line 22-23 KS4: Hazard classification 24 KS5: Defining disaster hotspots 25-26
- Session 1 resources 27-45 Natural hazard silent starter 28 Hazard classification guide (PPT) 29 Hazard or disaster? (PPT) 30 Let’s ask Nathan – teacher guidance sheet 31-32 Let’s ask Nathan – student introduction 33-34 Blank world map 1 35 Blank world map 2 36 Natural hazards cards 37-38 Washing line questions (PPT) 39 Rachel Hay - account of the days after the earthquake 40 Natural hazards list 41 Hazard classification Venn 42 Benjamin Hennig’s earthquake risk map 43 Disaster hotspots (PPT) 44 Multiple hazards ID card 45
Session 2: Earthquakes 47-71 - Session 2 introduction 47 - Introductory activities 48-49
- Activities for key stages 3-5 50-58 KS3: Exploring the tectonic situation in Nepal 51-53 KS4: The Nepal earthquake – why did it happen where it did? 54-55 KS5: Earthquake prediction – is it possible? 56-58
- Session 2 resources 59-71 Nepal population with shake intensity map 60 Traffic camera questions sheet 61 Modified Mercalli Scale Intensity 62 Nepal factsheet 63 Nepal map and flag 64 Nepal earthquake factsheet 65 Explaining the Nepal earthquake – answer sheet 66-69 What’s in a name? 70 Earthquake prediction opinion line (PPT) 71
3Natural disasters: earthquakes – Index
Index continued
Session 3: The impact of a natural disaster 73-104 - Session 3 introduction 73 - Introductory activities 74-75
- Activities for key stages 3-5 76-81 KS3: Reporting the impacts of the Nepal earthquake 77 KS4: Actions and emotions 78-79 KS5: The Role of Mapping 80-81
- Session 3 resources 82-104 Vimeo question sheet 83-84 Vimeo answer sheet 85 Person outline 86 Nepal earthquake infographic 87 Reporter’s cards 88 Script guidance document 89 Photos of the aftermath 90-91 Description of the earthquake – sequencing activity 92-94 Actions and emotions worksheet 95-97 Nepal emotion line (PPT) 98 Tweet activity 99 Twitter template (PPT) 100 SitRep map 101 IDP camps map 102 Logistics map 103 Logistical challenge 104
Session 4: Recovery and resilience 106-130 - Session 4 introduction 106 - Introductory activities 107-109
- Activities for key stages 3-5 110-117 KS3: School disaster plan 111-114 KS4: Modelling responses to disasters 115-116 KS5: Resilient behaviour after an earthquake 117
- Session 4 resources 118-129 School disaster frame 119 School disaster plan 120 Park model (PPT) 121 Living graph (PPT) 122 Steve in Nepal tweets 123-125 Steve in Nepal tweet ordering sheet 126 Living graph recording sheet 127 Degg disaster model (PPT) 128 Final prompt questions (PPT) 129
Video resource list 130
4Natural disasters: earthquakes – Introduction
Introduction
Photo © Palani Mohan/IFRC.
Natural disasters: earthquakes is a curriculum-led geography teaching package designed for use with students aged 11 to 19.
Resources have been differentiated for KS3, GCSE and A level and will help students:
- learn about the physical geography, hazards and risks which can cause a natural disaster such as an earthquake
- explain and analyse the varied impacts an earthquake may have on individuals and communities, with a particular focus on their humanitarian impacts
- gain insight into the role of the Red Cross in disaster preparedness, response and recovery
- explore the concept of resilience and what might make a community more able to cope in a crisis.
Natural disasters: earthquakes was commissioned by the British Red Cross, authored by award-winning Geography teacher Alan Parkinson and developed with the support of the Geographical Association.
The Nepal earthquake of 2015 is used as a case study throughout to support geographical and humanitarian learning.
Case study introduction: Nepal earthquake
On Saturday 25 April 2015, the streets of the Nepalese capital: Kathmandu were busy with residents and tourists meeting friends, selling their produce in the markets or preparing for lunch.
Traffic flowed along the streets into and out of the city, bustling with motorised and horse-drawn vehicles and bicycles.
In the villages further up and down the valley, farmers tended their crops, and the sun shone on stupas and temples.
A crowd of people started to climb the stairs up the famous Dharhara tower, a World Heritage site.
At 11:56 am everything changed. The earth started to shake as a magnitude 7.8 earthquake struck the Kathmandu Valley. It was the biggest earthquake in Nepal for over 80 years, since a large earthquake in 1934.
The epicentre of the quake was Barpak village, around 75 km north-west of Kathmandu in the Gorkha region.
The seismic focus lay at a depth of 10 km, close to the surface. The million-strong population of Kathmandu had their lives thrown into chaos, along with the residents of the many villages within a 100km radius of the quake.
The devastated city of Bhaktapur, Nepal. April 2015
5Natural disasters: earthquakes – Contents
Contents
Photo © Hler Gudjonsson/IFRC.
Session 1: Natural disastersThis session sets the scene by introducing the topic of natural disasters alongside general ideas of risk and hazard.
This first session provides a useful set of activities for those wanting to explore the nature of risk associated with any type of natural disaster.
Session 2: EarthquakesAfter a general introduction to natural disasters, session 2 moves on to look more specifically at earthquakes, with a focus on tectonic hazards.
The Nepal earthquake of April 2015 is used in examples and activities throughout to contextualize the learning for students.
Session 3: The impact of a natural disaster
Session 3 focuses on the immediate aftermath of an earthquake and the work of local and international Red Cross teams to support people affected by natural disasters.
It features eye-witness accounts from the Nepal earthquake and utilises a range of engaging multimedia resources.
Session 4: Recovery and resilienceAfter a natural disaster the Red Cross supports affected individuals as they start to recover and rebuild their lives.
By reflecting upon and applying learning from past experiences, communities can increase their resilience and ability to cope with disasters.
This final session focusses on themes of recovery and resilience and concludes by bringing the learning back to a local context for students.
The resource is divided into four sessions, which you can tackle as a whole or by taking elements from one or two and combining them.
The resource is designed to be worked through in order, as it builds a narrative which is one way of investigating events of this nature.
A collapsed house in Mashiki town, Kumamoto prefecture, Japan. April 2016
6Natural disasters: earthquakes – Contents
Photo © Carl Whetham/IFRC.
Curriculum-led contextual learning
A curriculum mapping document is provided to support educators with aligning resource content to the UK curricula in England, Scotland, Wales and Northern Ireland.
Case studies, maps, graphs and eyewitness accounts from the Nepal earthquake bring the geography curricular to life.
Common themes and pathways through the resources are provided. These ensure the resource can be adapted for use when teaching about more recent earthquakes or a whole range of other natural disasters.
A humanitarian perspective
After a natural disaster, the humanitarian response is varied in scale and timing, and includes a number of aspects, which this resource explores in detail.
Drawing on Red Cross knowledge, experience and perspectives, activities support learners to consider the humanitarian impact of an earthquake on individuals and communities.
Supporting resources include eyewitness accounts from people who were in Nepal during the 2015 earthquake and those who helped in the immediate aftermath. These resources help learners appreciate the impact of the event and the scale of the humanitarian response.
Author’s acknowledgements
My main thanks go to Rachel Hay for sharing her experiences on the day of the Nepal earthquake and the days that followed. She was very generous in her help, with ideas of activities and links that I followed up further. This resource has been shaped by her experiences.
Thanks to colleagues, particularly Claire Kyndt for some of the ideas that fed into the resource.
Thanks to Tony Cassidy for inspiration for the emotion line resource idea that was adapted for one of the sessions.
Thanks also Ben Hennig for use of his cartography, particularly the earthquake risk map.
Thanks to Helen Davis and Lucy Tutton from the British Red Cross for support and feedback on drafts.
Finally my thanks to Geographical Association colleagues for involving me in the project and for their support in reviewing draft chapters.
Kathmandu, Nepal April 2015
7Natural disasters: earthquakes – Curriculum Mapping, KS3
Curriculum Mapping
KS3
England
Purpose of Study Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
Aims Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
Human and Physical Geography Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
Understand how human and physical processes interact to influence, and change landscapes, environments and the climate
Source: DfE, September 2013 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239087/SECONDARY_national_curriculum_-_Geography.pdf
This section explores links between the activities in the resource, and relevant curriculum documents.
Natural disasters are featured in a range of locations and at different scales. This document suggests some opportunities to use the activities in this resource to align with these documents.
The new National Curriculum from 2013 is now familiar to schools. As many schools are released from the requirement to follow the National Curriculum, there may also be more freedom to teach the topics covered in this resource.
Links with natural hazards and other important themes are emboldened.
8
Wales
Skills Pupils should be given opportunities to:
1. describe and explain physical and human features, e.g. the features of a river
2. explain the causes and effects of physical and human processes and how the processes interrelate, e.g. causes and consequences of tectonic activity
3. explain how and why places and environments change and identify trends and future implications
Pupils should be given opportunities to study: the hazardous world: global distribution, causes, and impacts of extreme tectonic and other hazardous events – threatened environments
Welsh Government, 2008 http://learning.gov.wales/docs/learningwales/publications/130424-geography-in-the-national-curriculum-en.pdf
Consultation is ongoing for a new curriculum in Wales.
Scotland
Curriculum for Excellence There was no specific reference to earthquakes or other natural hazards in the document, but the following sections could be used as opportunities to explore the use of the resource.
Social Studies Experiences and Outcomes: People, Place and Environment (please note that this relates to second and fourth year students)
I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape. SOC 2-07b
I can explain how the interaction of physical systems shaped and continue to shape the Earth’s surface by assessing their impact on contrasting landscape types. SOC 4-07a
I can use specialised maps and geographical information systems to identify patterns of human activity and physical processes. SOC 4-14a
Source: Social Studies Experiences and Outcomes: https://education.gov.scot/Documents/social-studies-eo.pdf
9Natural disasters: earthquakes – Curriculum Mapping, KS3
Northern Ireland
Geography comes into an area of learning called Environment and Society, and has thematic units.
Developing pupils’ Knowledge, Understanding and Skills Developing pupils as Individuals
Developing pupils as Contributors to Society
Developing pupils as Contributors to the Economy and Environment
Young people should have opportunities, through the contexts opposite, to:- develop geographical skills to interpret spatial patterns including
atlas and map-work skills;- develop enquiry and fieldwork skills: questioning, planning,
collecting, recording, presenting, analysing, interpreting information and drawing conclusions relating to a range of primary and secondary sources in order to develop an understanding of:
- physical processes of landscape development- the interrelationships between physical and human environments.
Investigate the physical and human factors that result in people having to make life-changing decisions.
Investigate the causes andconsequences of an environmental event making the news andevaluate how it is reported in the media.Create a video/news-bulletin to inform about an earthquake, volcano etc.
Investigate how physical processes operate to create distinct and diverse environments.
Source: CCEA http://ccea.org.uk/curriculum/key_stage_3/areas_learning/environment_and_society http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/environement_society/ks3_geography.pdf
10Natural disasters: earthquakes – Curriculum Mapping, GCSE
GCSE
Specifications are changing from September 2016.
At the time of writing, these are the curriculum references in the available documents.
Specification Reference Content
AQA 3.1.1.1 Natural HazardsDefinition of a natural hazard. Types of natural hazard. Factors affecting hazard risk.
3.1.1.2 Tectonic Hazards Plate tectonics theory. Global distribution of earthquakes and volcanic eruptions and their relationship to plate margins. Physical processes taking place at different types of plate margin (constructive, destructive and conservative) that lead to earthquakes and volcanic activity. Primary and secondary effects of a tectonic hazard. Immediate and long-term responses to a tectonic hazard. Use named examples to show how the effects and responses to a tectonic hazard vary between two areas of contrasting levels of wealth.Use named examples to show how the effects and responses to a tectonic hazard vary between two areas of contrasting levels of wealth.Reasons why people continue to live in areas at risk from a tectonic hazard.How monitoring, prediction, protection and planning can reduce the risks from a tectonic hazard
3.1.1.3 Weather HazardsPrimary and secondary effects of tropical storms. Immediate and long-term responses to tropical storms. Use a named example of a tropical storm to show its effects and responses. How monitoring, prediction, protection and planning can reduce the effects of tropical storms.An overview of types of weather hazard experienced in the UK.An example of a recent extreme weather event in the UK to illustrate: - causes - social, economic and environmental impacts - how management strategies can reduce risk. Evidence that weather is becoming more extreme in the UK.
Edexcel Spec A Topic 22.5
Weather Hazards and Climate ChangeTropical cyclones are extreme weather events that develop under specific conditions and in certain locations.Reasons why tropical cyclones are natural weather hazards (high winds, intense rainfall, storm surges, coastal flooding and landslides).Different responses to tropical cyclones of individuals, organisations and governments in a named developed and a named emerging or developing country.
11Natural disasters: earthquakes – Curriculum Mapping, GCSE
2.6 There are various impacts of and responses to natural hazards caused by tropical cyclones depending on a country’s level of development.
2.8 DroughtReasons why droughts are hazardous.How the impacts of drought on people and ecosystems can vary for a named developed and emerging or developing country.Different responses to drought from individuals, organisations and governments in a named developed and an emerging or developing country.
Spec B Topic 1 Hazardous EarthEnquiry question: How are extreme weather events increasingly hazardous for people?
1.5 Tropical cyclones present major natural hazards to people and places.Physical hazards of tropical cyclones (high winds, intense rainfall, storm surges, coastal flooding, landslides) and their impact on people and environments. Why some countries are more vulnerable (physically, socially and economically) than others to the impacts of tropical cyclones.
1.6 The impacts of tropical cyclones are linked to a country’s ability to prepare and respond to them.How countries can prepare for, and respond to, tropical cyclones: weather forecasting, satellite technology, warning and evacuation strategies, storm-surge defences. b. The effectiveness of these methods of preparation and response in one developed country and in one developing or emerging country
Enquiry question: Why do the causes and impacts of tectonic activity and management of tectonic hazards vary with location?
1.8 There are different plate boundaries, each with characteristic volcanic and earthquake hazards.Distribution and characteristics of the three plate boundary types (conservative, convergent and divergent) and hotspots. Causes of contrasting volcanic (volcano type, magma type/lava flows and explosivity) and earthquake hazards, including tsunami (shallow/deep, magnitude).
1.9 Tectonic hazards affect people, and are managed, differently at contrasting locationsPrimary and secondary impacts of earthquakes or volcanoes on property and people in a developed and emerging or developing country.Management of volcanic or earthquake hazards, in a developed and emerging or developing country including short-term relief (shelter and supplies) and long-term planning (trained and funded emergency services), preparation (warning and evacuation; building design) and prediction.
Integrated Skills Use and interpretation of world map showing distribution of plate boundaries and platesUse of Richter Scale to compare magnitude of earthquake eventsUse of social media sources, satellite images and socio-economic data to assess impact.
12Natural disasters: earthquakes – Curriculum Mapping, GCSE
Eduqas A Theme 3 Tectonic Landscapes and Hazards
Key Idea 3.2: Vulnerability and hazard reduction
Impacts of earthquakes, tsunami and volcanic activity on health, infrastructure, and economy. Physical and human factors that increase vulnerability to tectonic hazards: Physical factors to include the magnitude of volcanic eruptions and earthquakes. The characteristics and scale of pyroclastic flows, lava flows, lahars and ash clouds. Social and economic factors that can increase vulnerability of communities in tectonic zones in countries at different levels of economic development. Coverage must include one located example of a volcanic hazard and one located earthquake event. How monitoring, hazard mapping, new building technology and improved emergency planning may be used to reduce the risks associated with earthquakes, tsunamis and volcanic eruptions.
Key Idea 4.2: Managing coastal hazards
The reasons for increased vulnerability of some coastal communities in the future and why some coastlines are at greater risk than others. The specific challenges faced by Small Island States as sea levels rise. How and why sea level rise may lead to environmental refugees in the future. How governments in countries at different levels of economic development are facing this issue.
Key Idea 5.2: Weather patterns and process
An overview of global circulation of the atmosphere. How global circulation creates areas of low and high pressure. How these different pressure systems each lead to weather hazards.Detailed study of a least one located low pressure hazard to include its causes and consequences for people, environment and economy and responses to this hazard (for example, early warning systems/emergency aid).Detailed study of a least one located high pressure hazard to include its causes and consequences for people, environment and economy and responses to this hazard (for example, improved water security).
Eduqas B Theme 2How are weather hazards distributed at a global scale and how does this pattern change over time?
Typical weather patterns and extreme weather hazards associated with high and low pressure systems.Coverage should include the use of weather charts.Temporal and spatial changes in extreme weather to include seasonal and longer term changes in the tropics which result in drought.
Describe and interpret geo-spatial data presented in a GIS framework.
OCR A 1.3 UK Environmental Challenges
Extreme flood hazard events are becoming more commonplace in the UKCase study of one UK flood event caused by extreme weather conditions including: causes of the flood event, including the extreme weather conditions which led to the event effects of the flood event on people and the environment the management of the flood event at a variety of scales.
13Natural disasters: earthquakes – Curriculum Mapping, GCSE
2.3 Environmental Threats to the Planet
Extreme weather conditions cause different natural weather hazards.- Outline the causes of the extreme weather conditions that are associated with the hazards of tropical storms and drought. - The distribution and frequency of tropical storms and drought, and whether these have changed over time.Drought can be devastating for people and the environment.Case study of one drought event caused by El Niño/La Niña: how the extreme weather conditions of El Niño/La Niña develop and can lead to drought effects of the drought event on people and the environment ways in which people have adapted to drought in the case study area.
OCR B Topic 1 – Global Hazards1.1. How can weather be hazardous?
The distribution and frequency of tropical storms and drought, and whether these have changed over time. - Outline the causes of the extreme weather conditions associated with tropical storms. - Outline the causes of the extreme weather conditions of El Niño/La Niña leading to drought.When does extreme weather become a hazard?Case studies of two contrasting natural weather hazard events arising from extreme weather conditions. The case studies must include a natural weather hazard from each bullet point below: flash flooding or tropical storms heat wave or drought. There must be one UK based and one non-UK based natural weather hazard event. - For each chosen hazard event, study the place specific causes (including the extreme weather conditions which led to the event), consequences of and responses to the hazard.
1.2. How do plate tectonics shape our world?
What processes occur at plate boundaries? The structure of the Earth and how it is linked to the processes of plate tectonics including convection currents. - The processes that take place at constructive, destructive, conservative and collision plate boundaries as well as hotspots. - How the movement of tectonic plates causes earthquakes, including shallow and deep focus, and volcanoes, including shield and composite.How can tectonic movement be hazardous? A case study of a tectonic event that has been hazardous for people, including specific causes, consequences of and responses to the event.How does technology have the potential to save lives in hazard zones?How technological developments can have a positive impact on mitigation (such as building design, prediction, early warning systems) in areas prone to a tectonic hazard of your choice.
14Natural disasters: earthquakes – Curriculum Mapping, ‘A’ level
‘A’ level
Specifications are changing from September 2016.
At the time of writing, these are the curriculum references in the available documents.
Specification Reference Content
AQA Section 3.1.5 Hazards
3.1.5.1 The concept of hazard in geographical contexts
Nature, forms and potential impacts of natural hazards (geophysical, atmospheric and hydrological). Hazard perception and its economic and cultural determinants. Characteristic human responses – fatalism, prediction, adjustment/adaptation, mitigation, management, risk sharing – and their relationship to hazard incidence, intensity, magnitude, distribution and level of development. The Park model of human response to hazards. The Hazard Management Cycle.
3.1.5.4 Seismic Hazards
The nature of seismicity and its relation to plate tectonics: forms of seismic hazard: earthquakes, shockwaves, tsunamis, liquefaction, landslides. Spatial distribution, randomness, magnitude, frequency, regularity, predictability of hazard events. Impacts: primary/secondary; environmental, social, economic, political. Short and long-term responses; risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation. Impacts and human responses as evidenced by a recent seismic event.
3.1.5.5 Storm Hazards
The nature of tropical storms and their underlying causes. Forms of storm hazard: high winds, storm surges, coastal flooding, river flooding and landslides. Spatial distribution, magnitude, frequency, regularity, predictability of hazard events. Impacts: primary/secondary, environmental, social, economic, political. Short and long-term responses: risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation. Impacts and human responses as evidenced by two recent tropical storms in contrasting areas of the world.
Edexcel Topic 1: Tectonic Processes and Hazards Enquiry question 1: Why are some locations more at risk from tectonic hazards?
The global distribution of tectonic hazards can be explained by plate boundary and other tectonic processes. a. The global distribution and causes of earthquakes, volcanic eruptions and tsunamis. b. The distribution of plate boundaries resulting from divergent, convergent and conservative plate movements
(oceanic, continental and combined situations).c. The causes of intra-plate earthquakes, and volcanoes associated with hot spots from mantle plumes.
15Natural disasters: earthquakes – Curriculum Mapping, ‘A’ level
Enquiry question 2: Why do some tectonic hazards develop into disasters?
Disaster occurrence can be explained by the relationship between hazards, vulnerability, resilience and disaster.Tectonic hazard profiles are important to an understanding of contrasting hazard impacts, vulnerability and resilience.Profiles of earthquake, volcano and tsunami events showing the severity of social and economic impact in developed, emerging and developing countries.Development and governance are important in understanding disaster impact and vulnerability and resilienceInequality of access to education, housing, healthcare and income opportunities can influence vulnerability and resilience. Governance (Local and national government) and geographical factors (population density, isolation and accessibility, degree of urbanisation) influence vulnerability and a community’s resilience. Contrasting hazard events in developed, emerging and developing countries to show the interaction of physical factors and the significance of context in influencing the scale of disaster.
Enquiry question 3: How successful is the management of tectonic hazards and disasters?
Understanding the complex trends and patterns for tectonic disasters helps explain differential impacts.The concept of a multiple-hazard zone and how linked hydrometeorological hazards sometimes contribute to a tectonic disaster.Theoretical frameworks can be used to understand the predication, impact and management of tectonic hazards.Prediction and forecasting (Role of scientists) accuracy depend on the type and location of the tectonic hazard. The importance of different stages in the hazard management cycle (response, recovery, mitigation, preparedness). (Role of emergency planners) Use of Park’s Model to compare the response curve of hazard events, comparing areas at different stages of development.Tectonic hazard impacts can be managed by a variety of mitigation and adaptation strategies, which vary in their effectiveness.Strategies to modify loss include emergency, short and longer term aid and insurance (Role of NGOs and insurers) and the actions of affected communities themselves.
Eduqas SECTION B – Tectonic Hazards
1.3.4 Volcanoes and their impacts - Environmental, demographic, economic and social impacts of volcanic hazards on people and the built environment including primary and secondary effects - Local scale, regional scale and global scale impacts of volcanic activity - Use examples of at least two contrasting contexts to demonstrate the varied degree of risk and impacts of volcanic activity 1.3.5 Earthquakes, processes and hazards - Earthquake characteristics to include P and S waves, focus, depth and epicentre - Earthquake processes and the production of associated hazards including ground shaking, liquefaction, landslides and tsunami
1.3.6 Earthquakes and tsunamis and their impacts - Environmental, demographic, economic and social impacts of earthquake and tsunami activity on people and the built environment including primary and secondary effects - Local scale, regional scale and global scale impacts of earthquake and tsunami activity - Use examples of at least two contrasting contexts to demonstrate the varied degree of risk and impacts of earthquake activity - Use examples of at least two contrasting contexts to demonstrate the varied degree of risk and impacts of tsunami activity 1.3.7 Human factors affecting risk and vulnerability - Economic factors including level of development and level of technology - Social factors including the population density, population profile (age, gender) and levels of education - Political factors including the quality of governance - Geographical factors including rural / urban location, time of day and degree of isolation
16Natural disasters: earthquakes – Curriculum Mapping, ‘A’ level
1.3.8 Responses to volcanic hazards - Monitoring, predicting and warnings of volcanic eruptions, and - Mitigating volcanic hazards and modifying the event, vulnerability, and loss - Short-term and long-term responses to the effects of volcanic hazards (the hazard management cycle) 1.3.9 Responses to earthquakes and tsunamis - Monitoring, predicting and warnings of volcanic eruptions, earthquakes and tsunami - Mitigating earthquake and tsunami hazards and modifying the event, vulnerability, and loss - Short-term and long-term responses to the effects of earthquake and tsunami hazards (the hazard management cycle)
OCR Topic 3.2 – Disease Dilemmas
Natural hazards can influence the outbreak and spread of diseaseCase study of one country which has experienced a natural hazard, such as an earthquake, drought or monsoon rains, and the implications this has on a named disease, such as cholera or typhoid; geographical area covered by the hazard and its influence on the risk and outbreak of disease; environmental factors affecting the spread of disease such as climate, sanitation, water supply and food; human factors affecting the spread of the disease such as population density, access to clean water, immunisation programmes; impacts of the disease on resident populations; strategies used to minimise the impacts of the disease at national and international scales.
Topic 3.3 Exploring Oceans
Oceans present hazardous obstacles to human activities.
Topic 3.5: Hazardous EarthWhat are the main hazards generated by volcanic activity?
There is a variety of volcanic activity and resultant landforms and landscapes.Volcanic eruptions generate distinctive hazards.
What are the main hazards generated by seismic activity?
Earthquake characteristics to investigate their causes and features including: shallow-focus earthquakes; deep-focus earthquakes; the different measures of assessing earthquake magnitude (Richter, moment magnitude scale, modified Mercalli intensity scale); the effects earthquakes have on landforms and landscapes including the development of escarpments and rift valleys.Earthquakes generate distinctive hazards.Hazards generated by earthquakes, including: ground shaking and ground displacement; liquefaction; landslides and avalanches; tsunamis associated with sea-bed uplift and underwater landslides; flooding.
What are the implications of living in tectonically active locations?
There are a range of impacts people experience as a result of volcanic eruptions.Case studies of two countries at contrasting levels of economic development to illustrate: reasons why people choose to live in tectonically active locations; the impacts people experience as a result of volcanic eruptions; economic, environmental and political impacts on the country.There are a range of impacts people experience as a result of earthquake activityCase studies of two countries at contrasting levels of economic development to illustrate: reasons why people choose to live in tectonically active locations; the impacts people experience as a result of earthquake activity; economic, environmental and political impacts on the country.
17Natural disasters: earthquakes – Curriculum Mapping, ‘A’ level
There are various strategies to manage hazards from earthquakes.
Case studies of two countries at contrasting levels of economic development to illustrate strategies used to cope with hazards from earthquakes including: attempts to mitigate against the event such as land-use zoning; attempts to mitigate against vulnerability such as building design; attempts to mitigate against losses such as insurance.
OCR The exposure of people to risks and their ability to cope with tectonic hazards changes over time.
How and why have the risks from tectonic hazards changed over time including: changes in the frequency and impacts of tectonic hazards over time; the degree of risk posed by a hazard and the probability of the hazard event occurring (the disaster risk equation); possible future strategies to cope with risks from tectonic hazards. The relationship between disaster and response including the Park model.
The specification documents can be downloaded in full from the following locations:
AQA: http://www.aqa.org.uk/
Edexcel: http://qualifications.pearson.com/
Eduqas: http://www.eduqas.co.uk/
OCR: http://www.ocr.org.uk/
A note on case studies
The case study is a unit of study in many exam specifications. Some specification documents distinguish between the case study and the located example.
The location that is being mentioned is a starting point, but will need to have some level of detail, explanation, a suitable map or diagram, some context within the unit that is being studied, and ideally a reference to something that happened at that location which makes it worthy of further study or focus.
We have a strong focus on the Nepal earthquake in this unit and also refer to the work of the Red Cross.
1818Natural disasters: earthquakes – Session 1: Natural disasters
Session 1: Natural disastersSession 1 is an introduction to the Natural disasters: earthquakes resource. It sets the scene by introducing the topic of natural disasters alongside general ideas of risk and hazard. Students should be made aware of the differences between hazard events and those which are classed as natural disasters.
While the resource as a whole uses the 2015 Nepal earthquake to contextualize learning this first session provides a useful set of activities for those wanting to explore the nature of risk associated with any type of natural disaster.
Contents
Introductory activities (all ages)
1. Silent starter 2. Think-Pair-Share 3. Hazard or disaster? 4. Locating hazards and disasters
Activities for Key Stages 3-5
KS3: Natural disasters washing line KS4: Hazard classification KS5: Defining disaster hotspots
Learning objectives
Young people are able to: - Locate and contextualize specific places in
regional and wider scales.
- Recognise the interconnections between processes which operate in specific places, to produce a hazard risk or natural disaster.
- Start to identify the humanitarian impacts of natural hazards and disasters.
Key questions
- What do we mean by natural hazards and disasters and how can they be classified?
- Which natural hazards are the most common?
- What impacts will different natural disasters have on individuals and communities?
Key vocabulary
Hazard: a natural phenomenon which has the potential to cause loss of life, injury or damage to property and infrastructure.
Event: the occurrence of a hazard.
Disaster: a major event that causes widespread disruption on a significant scale.
Photo © Nobuyuki Kobayashi/Japanese Red Cross.
Minamisanriku, Miyagi Prefecture, Japan March 2011
1919
Introductory activities Natural disasters: earthquakes – Session 1: Natural disasters
1. Silent starter
2. Think-Pair-ShareAfter a few minutes ask them to pair with a neighbour, and identify the words which they have in common. Ask them to underline these and then share them with the group, or with another pair.
Try to collate words which crop up lots of times, and highlight those in a separate colour.
Classification activity
Students should spend a little time classifying the resulting word list into words which are:
- adjectives describing natural hazards
- actual examples of natural hazards
- impacts of natural hazards
- places which are prone to natural hazards
- connected with the humanitarian responseto disasters.
The actual examples of natural hazards can then be classified into the following categories:
- meteorological
- hydrological
- climatological
- geophysical (tectonic).
3. Hazard or disaster?A discussion can be had on the differences between natural hazards and disasters.
The discussion should focus on the scale, nature and severity, and length of time over which the impacts of the hazard event last. These factors will make the difference when it comes to defining the event.
Students should be asked to use the word lists which they have produced to come up with their own definitions of a natural hazard and a natural disaster.
The definitions on the Hazard or disaster? (PPT)can support with this.
You will need:
- Natural hazard silent starter (PDF)- Hazard classification guide (PPT)- Hazard or disaster? (PPT)- Let’s ask Nathan teacher guidance sheet
(PDF)- Let’s ask Nathan student introduction (PDF)- Blank world maps (PDF)
You can display the Hazard classification guide (PPT) on the screen to help students categorise their examples.
Discussion questions
- What are the key differences between a hazardand disaster?
- Which events might be hazardous but not beclassified as natural disasters?
- At what point does a hazard event become anatural disaster?
Explain that having thought about the what, students are going to move on to the where of natural hazards and disasters.
In terms of natural disasters, where the dangerous places are in the world and how dangerous is the place where your school is located?
Before students arrive, place printed copies of the Natural hazard silent starter (PDF) face down in the middle of each desk, along with marker pens and sticky notes.
Once all students have arrived, ask them to turn the piece of paper over and to spend a few minutes writing down words which they associate with this phrase in silence.
They can write their words around the outside of the central image or by adding sticky notes to the desk.
Natural Hazards
2020Natural disasters: earthquakes – Session 1: Natural disasters
4. Locating hazards and disasters
Demonstrating the ‘Ask Nathan’ resource
You may demonstrate this tool at the front of the class but students would also benefit from access to an ICT room, or perhaps a class set of tablets to explore it themselves.
There are also opportunities to ask students who are confident in the use of this technology to model its use with others within the group as a way to develop confidence in these skills, which are of increasing importance.
You could also use an atlas if required (or preferred) to work with students to revisit some basic geographical locations, e.g. continents and oceans, and countries involved if necessary as they work through this unit.
Identifying countries at risk of hazards
Ask students to identify countries which are currently experiencing, or have recently experienced hazards or natural disasters. Students could identify countries using print or digital news stories from the last few weeks or months.
The International Federation of the Red Cross and Red Crescent Societies website may also be a good source of information for students: http://www.ifrc.org/.
Alternatively, you could place recent hazard stories into an app such as Flipboard to curate these events for students to view digitally during the lesson.
Hand out the ‘Let’s Ask Nathan’ student task sheet (PDF).
The ‘Let’s ask Nathan’ teacher guidance sheet (PDF) will help you prepare the activity.
The ‘Let’s ask Nathan’ student introduction sheet (PDF) also supports this activity.
To locate hazard events, including natural disasters, requires a map. This activity uses Munich Re’s interactive mapping “Ask Nathan” resource: http://nathanlight.munichre.com/.
Nathan stands for the National Hazards Assessment Network. Munich Re is one of the world’s leading reinsurers, and therefore need to know a lot about risk if their insurance is going to be effective and their policies set appropriately. They employ geographers to help them keep track of natural hazard trends.
In this activity you will demonstrate the mapping tool, encourage students to explore the resource and complete a number of tasks to develop their competence in locating hazards.
Provide around 30 minutes for students to complete the task, which could also be continued as homework. An extension activity is also provided within the task sheet.
There may be a focus just on earthquakes at this stage, or students could take the opportunity to look at other natural hazards as well.
Explain that there are many factors which can interconnect to create other hazards or indeed a natural disaster. At the end of this task students should have a good idea of where vulnerable places are if they have multiple vulnerabilities.
The Events tool in NATHAN allows students to plot significant events around the world dating from 1980 to the present day, and identify these according to the categories as well.
While using the tool and noting their responses encourage students to mark and identify countries which have significant vulnerability to natural hazards using one of the blank world maps (PDF) provided.
21Natural disasters: earthquakes – Session 1: Natural disasters
Activities for key stages 3-5
Students should now be asked to complete an age-appropriate activity from the following list.
NB: Elements of younger (or older) age group activities may still be used with particular age groups. Don’t feel confined to the age bracket. You are welcome to adopt or adapt these ideas.
2222Natural disasters: earthquakes – Session 1: Natural disasters
Photos on page 20, top to bottom © Icelandic Red Cross/IFRC, © Sri Lanka Red Cross Society, © Afghan Red Crescent Society, © Alanah Torraldo/IFRC, © Marjo Leppanen/Finnish Red Cross. Photos on page 21 © Minna Passi/Finnish Red Cross, © Paula Bronstein/IFRC.
1. The impacts of a natural disasterFirst, ask students to discuss or write down some of the potential impacts of a natural disaster on the people affected.
Examples might include:
- loss of life or limb
- need for shelter
- lack of food or water
- need for medical care
- loss of income
- disruption to education.
Encourage students to share their ideas with the wider group.
2. Washing line activity Ask students to organise the events from the cards into a sequence or continuum of which they feel would have had the greatest impact on people.
Ask students to pin, peg or tie labels onto an actual washing line (or piece of string) stretched across the classroom to show the relative positions of events.
Alternatively, the software accompanying most interactive whiteboards also provides the option to create labels, which can be dragged and dropped into place or classified into groups.
3. Discuss and debate
During the activity, encourage students to discuss the placement of labels with at least one other person as they put them on the line.
- What are their main reasons for choosing a placement on the line?
- How important is the impact on people in influencing the event’s position on the line?
In this activity: students will consider the nature of hazardous events and the relative importance of earthquakes in a hierarchy of such events.
You will need:
- Natural hazard silent starter (PDF) - Washing line questions (PPT) - Rachel Hay - account of the days after the
earthquake (PDF)
Print out examples of some of the significant events from the last three years from the Natural hazards cards (PDF) in advance of the lesson or provide them in another format.
Teachers could also add further examples to these cards based on previous case studies taught at the school, or by adding in more recent events that have happened since this resource was created.
KS3: Natural disasters washing line
Discussion could be had about any alterations to the placement of particular events.
Teachers could also encourage consideration of man-made hazards, with some initial discussion about the nature of hazards and how far people are involved in ‘creating’ them.
Have earthquakes ever been triggered by human activity, for example?
Questions to assist with this are available on the Washing line questions (PPT).
2323Natural disasters: earthquakes – Session 1: Natural disasters
Photo © Mirva Helenius/Finnish Red Cross.
Remember that everyone reacts differently to stressful situations. In later sessions we will look at how a humanitarian organisation like the Red Cross supports people before, during and after natural disasters – helping them to cope with the practical and emotional impact of the event.
4. Extension: an account of the Nepal earthquake
Rachel Hay is a geographer who was in Nepal when the 2015 earthquake struck. We shall come back to learn more about Rachel’s experience in Nepal in later sessions.
Rachel wrote an article about the first few days after the earthquake had struck. She was fortunate to survive, but we will discover more about that later too.
Hand out, or display and read the resource: Account of the days after the earthquake (PDF).
Discussion questions
- If you were in a place that was at risk of earthquakes, how might the need to be constantly alert affect you?
- Think about how you might feel if you were caught up in a natural disaster – how might you have been affected? How might you want to help others?
I was on edge all the time! A quick rinse in the shower and clothes nearby to grab, and get dressed quickly, all the time saying in your head, ‘please don’t start shaking now…’
2424
KS4: Hazard classificationNatural disasters: earthquakes – Session 1: Natural disasters
You will need:
- Natural hazards cards (PDF) - Natural hazards list (PDF) - Hazard classification Venn (PDF) - Blank world map (PDF)
Print out examples of some of the significant events from the last three years from the Natural hazards cards (PDF) in advance of the lesson (or provide them in another format).
Ask students to classify these events into three main types of natural hazards:
1. hydro-meteorological, 2. climatological 3. geophysical.
Students could be asked to enter these hazards onto an A3 copy of the Hazard classification Venn (PDF) to check that they are aware of the main categories of natural hazard that can affect places around the world.
Ask students to research some of the different impacts of the events and then organise the events on the cards into a sequence of significance. They can also plot them onto a blank world map to reinforce the location aspect of the work.
The sequence of significance could be based on the:
- scale of the event (geographical area)
- nature of disruption
- severity of the disruption
- number of people involved
- amount of property and infrastructure affected
- scale of assistance required by humanitarian agencies and others.
Hand out the list of hazards shown on the Natural hazards list (PDF).
Let students know that the British Red Cross was involved in providing humanitarian aid following some of these events, and that they can find out more about their work by visiting http://www.redcross.org.uk/Where-we-work/Overseas
A Red Cross volunteer talks with firefighters taking a break from battling the Harris Fire, which covered approximately 75,000 acres. San Diego County.July 2008
In this activity: students will begin to locate and classify some recent hazards.
Definitions
- Hydro-meteorological refers to short-term weather hazards, particularly those relating to water.
- Climatological hazards are longer term, such as drought.
- Geophysical refers to natural process involving the earth’s surface.
Photo © Talia Frenkel/American Red Cross.
2525
KS5: Defining disaster hotspotsNatural disasters: earthquakes – Session 1: Natural disasters
You will need:
- Benjamin Hennig’s earthquake risk map(PDF)
- Disaster hotspots (PDF) - Multiple hazards ID card (PDF) - Nepal factsheet (PDF)
Introduce students to Benjamin Hennig’s earthquake risk map (PDF) by displaying it on screen or handing out a printed copy.
1. Introduction to disaster hotspotsSome places in the world can be described as a ‘disaster hotspot’.
What can students identify from this map with respect to the factors leading to risk in particular areas of the world?
These are places, which may be regions, states or entire countries, which have a vulnerability to two or more types of natural hazard. They may also be referred to as multiple hazard zones (MHZs).
Using appropriate research, can students suggest which particular combinations of natural hazards may be present in these locations?
As part of this activity, encourage students to consider some of the possible connections that could exist between hazards. Examples might be that:
- earthquakes weaken the structure of slopes, leading to landslides
- earthquakes can dislodge large volumes of snow leading to avalanches
- volcanic eruptions can cause nearby ice caps to melt, causing floods
- drought can lead to dry vegetation, which increases the risk of wildfires
- tropical cyclones can bring strong winds, but also storm surges which cause coastal flooding.
Work with students to identify other possible connections.
Discuss the challenges and impacts combining events might present for local residents and humanitarian agencies.
The hazards they are exposed to may include a combination of hydro-meteorological, climatic and geomorphic events. The combination of these events provides additional problems for local residents, meaning they may require additional support from humanitarian agencies.
This idea is included in many of the new specifications for first teaching from September 2016.
Identification of these hotspot areas or MHZs involves looking at data on previous events, combined with an assessment of vulnerability based on population size and also the level of economic development.
2. Exploring disaster hotspots
Explore disaster hotspots with students using the Disaster hotspots (PPT), which could be a basis for discussion, and a resource for the tasks that follow.
The following three places are amongst those that have been suggested as possible disaster hotspots:
- Nepal
- California, USA
- The Philippines
In this activity: students will explore the idea of places as ‘disaster hotspots’ and will have the chance to research one of these in some detail.
2626Natural disasters: earthquakes – Session 1: Natural disasters
3. Multiple hazards ID cards
Students should provide text and images of at least three hazards which may interact in these areas. This could be completed with respect to the Nepal earthquake in the first instance. The Nepal ID card can be completed using information from the Nepal factsheet (PDF).
A good ID card will include:
- three related hazards for the chosen area
- suggestions for connections between the hazards
- some data to quantify the scale or nature of the hazard
- a link to a striking image or useful video clip sourced online.
Discussion questions
- What might the impact on the people who live in there hotspots be?
- Are humanitarian agencies particularly active in these hotspot zones?
- Could an awareness of the vulnerability of these areas mean that more resources are focused on them?
Ask students to fill in a copy of the Multiple hazards ID card (PDF) for one disaster hotspot, using appropriate information from the available resources.
Photo © Mithila Jariwala/IFRC.
The town of Chautara was hit by the first earthquake on 25th April. It was then devastated by the May 12th earthquake as the epicentre was very close by.Sindhupalchok province, NepalMay 2015
27Natural disasters: earthquakes – Session 1: Natural disasters
Supporting resources for Session 1
Natural hazard silent starter 28 Hazard classification guide (PPT) 29 Hazard or disaster? (PPT) 30 Let’s ask Nathan – Teacher guidance sheet 31-32 Let’s ask Nathan – Student introduction 33-34 Blank world map 1 35 Blank world map 2 36 Natural hazards cards 37-38 Washing line questions (PPT) 39 Rachel Hay - account of the days after the earthquake 40 Natural hazards list 41 Hazard classification Venn 42 Benjamin Hennig’s earthquake risk map 43 Disaster hotspots (PPT) 44 Multiple hazards ID card 45
28
Natural hazards
Natural hazard silent starterNatural hazard silent starter
< Back to activity
29
MeteorologicalEvents
Hydrological Events
Climatological Events
Geophysical (Tectonic) Events
Storms, including tropical storms, mid latitude depressions
Flooding, including flash floods, river flooding and storm surge
Drought Earthquake
TornadoMass movement, including landslide and avalanche
Extreme heat Volcanic eruption
Lightning strike, or local hailstorm associated with convection
SubsidenceWildfire, triggered by lightning
Mass movemente.g. landslide or rockfall
Tsunami
Hazard classification guide
Hazard classification guide (PPT)
Download PPT here < Back to activity
30
Hazard or disaster?
> Event: the occurrence of a hazard.
> Hazard: a natural phenomenon which has the potential to cause loss of life, injury or damage to property and infrastructure.
> Disaster: a major event that causes widespread disruption on a significant scale.
Hazard or disaster? (PPT)
Download PPT here < Back to activity
31
You
can
acce
ss th
is d
emon
stra
tion
vers
ion
of a
full
suite
of t
ools
on
the
Mun
ich
Re
web
site
her
e:
http
://n
atha
nlig
ht.m
unic
hre.
com
/
Mun
ich
Re
need
to b
e aw
are
of g
loba
l ris
ks, s
o th
at th
ey c
an s
et th
eir p
olic
ies
appr
opria
tely
for d
iffer
ent
busi
ness
es a
roun
d th
e w
orld
. Thi
s to
ol is
use
d to
ass
ess
the
vuln
erab
ility
of a
reas
to p
artic
ular
haz
ards
.
This
tool
will
disp
lay
the
risk
of p
artic
ular
haz
ards
aro
und
the
wor
ld, u
sing
inte
ract
ive
map
ping
.
Dire
ct s
tude
nts
to .
The
y w
ill ne
ed to
acc
ept t
he te
rms
and
cond
ition
s to
gai
n ac
cess
.
A w
orld
map
is d
ispl
ayed
.
NAT
HA
N s
tand
s fo
r N
atio
nal H
azar
ds A
sses
smen
t Net
wor
k.
Ther
e ar
e fo
ur o
ptio
ns d
ispl
ayed
alo
ng th
e bo
ttom
of t
he
map
(fro
m a
wid
er c
hoic
e in
the
full
vers
ion)
of h
azar
d m
aps
avai
labl
e to
dis
play
. You
can
sel
ect f
rom
:
- Ea
rthq
uake
-
Wild
fire
- Ex
trat
ropi
cal s
torm
- Fl
ash
flood
Clic
king
on
a lo
catio
n al
so g
ener
ates
a s
impl
ified
ver
sion
of
the
repo
rts
that
are
ava
ilabl
e in
the
full
vers
ion.
Her
e is
the
repo
rt fo
r the
UK
for e
xam
ple:
lo
w ri
sk o
f ear
thqu
akes
you
’ll b
e gl
ad to
kno
w.
Use
the
Zoom
+ /
- in
the
top
right
(or t
he m
ouse
scr
oll w
heel
), an
d th
e ‘z
oom
to fu
ll ex
tent
’ ico
n to
nav
igat
e. Y
ou m
ay w
ant t
o di
rect
stu
dent
s to
find
par
ticul
ar c
ount
ries
to c
heck
that
they
ar
e co
mfo
rtab
le w
ith th
e to
ols.
31Le
t’s
ask
Nat
han
tea
cher
gu
idan
ce s
hee
t P
age
1 of
2
“Let
’s a
sk N
atha
n” –
te
ache
r gu
idan
ce s
heet
32
Expl
ore
the
leve
l of r
isk
for t
hese
diff
eren
t haz
ards
in lo
catio
ns a
roun
d th
e w
orld
.
- W
hich
loca
tions
hav
e a
high
risk
of m
ore
than
one
haz
ard?
- W
hich
cou
ntrie
s or
regi
ons
have
the
high
est e
arth
quak
e ris
k (c
an s
tude
nts
com
pare
this
to w
ork
they
may
ha
ve d
one
on th
e lo
catio
n of
tect
onic
pla
te m
argi
ns?)
Imag
e cr
edits
:A
ll sc
reen
shot
s ©
Cop
yrig
ht 2
000–
2015
Mün
chen
er R
ückv
ersi
cher
ungs
-Ges
ells
chaf
t Akt
ieng
esel
lsch
aft i
n M
ünch
en (“
Mun
ich
Re”
). A
ll rig
hts
rese
rved
.S
ourc
es fo
r im
ages
use
d fro
m N
atha
n Li
ght t
ool:
Esri,
DeL
orm
e, N
GA
, US
GS
| Ea
rths
tar G
eogr
aphi
cs |
Esri,
DeL
orm
e, N
GA
, US
GS
, Mun
ich
Re.
Ext
ensi
on
You
may
wan
t to
ask
stud
ents
to in
vest
igat
e th
e po
tent
ial r
isks
of t
hose
nat
ural
haz
ards
whi
ch a
re n
ot in
clud
ed
in th
is d
emo
vers
ion,
suc
h as
trop
ical
cyc
lone
s, v
olca
noes
or t
orna
does
.
You
can
also
cho
ose
to d
ispl
ay a
nu
mbe
r of e
vent
s:
> Ea
rthq
uake
eve
nts
> C
limat
olog
ical
eve
nts
> Fl
ood
even
ts
> H
azar
d al
erts
Thes
e da
te fr
om 1
980
to th
e pr
esen
t day
.
Use
the
map
s an
d ev
ents
to e
xplo
re th
e ha
zard
risk
face
d by
a n
umbe
r of c
ount
ries.
- In
vest
igat
e w
heth
er s
ome
plac
es a
ppea
r to
be s
ubje
ct to
mor
e ris
ks th
an th
ey w
ere
in 1
980,
or 2
000?
You
may
wan
t to
allo
cate
cou
ntrie
s to
indi
vidu
als
or p
airs
of s
tude
nts,
but
ens
ure
that
Nep
al is
incl
uded
on
the
list (
alon
g w
ith o
ther
loca
tions
of r
ecen
t ear
thqu
akes
or o
ther
haz
ards
– s
ee th
e K
S3
disa
ster
line
act
ivity
fo
r som
e su
gges
tions
).
As
a fin
al a
ctiv
ity, y
ou m
ay w
ant t
o as
k st
uden
ts to
sug
gest
four
str
ateg
ic lo
catio
ns a
roun
d th
e gl
obe
whe
re h
uman
itaria
n ai
d ag
enci
es c
ould
pos
ition
war
ehou
ses
of a
id s
o th
at s
uppl
ies
can
be s
ent t
o ‘a
t ris
k’
area
s qu
ickl
y. S
houl
d on
e of
them
be
in th
e U
K?
32Le
t’s
ask
Nat
han
tea
cher
gu
idan
ce s
hee
t P
age
2 of
2
< B
ack
to a
ctiv
ity
33
“Let
’s a
sk N
atha
n” –
st
uden
t in
trod
uctio
nYo
u ca
n ac
cess
this
dem
onst
ratio
n ve
rsio
n of
a fu
ll su
ite o
f too
ls o
n th
e M
unic
h R
e w
ebsi
te h
ere:
ht
tp:/
/nat
hanl
ight
.mun
ichr
e.co
m/
Mun
ich
Re
need
to b
e aw
are
of g
loba
l ris
ks, s
o th
at th
ey c
an s
et th
eir p
olic
ies
appr
opria
tely
for d
iffer
ent
busi
ness
es a
roun
d th
e w
orld
. Thi
s to
ol is
use
d to
ass
ess
the
vuln
erab
ility
of a
reas
to p
artic
ular
haz
ards
.
This
tool
will
disp
lay
the
risk
of p
artic
ular
haz
ards
aro
und
the
wor
ld, u
sing
inte
ract
ive
map
ping
.
Go
to th
e w
ebsi
te a
bove
, and
acc
ept t
he te
rms
and
cond
ition
s.
A w
orld
map
is d
ispl
ayed
. The
re a
re
four
opt
ions
of h
azar
d m
aps
to d
ispl
ay.
Sel
ect f
rom
:
- Ea
rthq
uake
- Ex
trat
ropi
cal s
torm
- W
ildfir
e
- Fl
ash
flood
You
can
also
cho
ose
to d
ispl
ay a
nu
mbe
r of e
vent
s:
- Ea
rthq
uake
eve
nts
- C
limat
olog
ical
eve
nts
- Fl
ood
even
ts
- H
azar
d al
erts
Thes
e da
te fr
om 1
980
to th
e pr
esen
t day
.
Expl
ore
the
leve
l of r
isk
for t
hese
diff
eren
t haz
ards
in d
iffer
ent l
ocat
ions
aro
und
the
wor
ld.
Whi
ch lo
catio
ns h
ave
a hi
gh ri
sk o
f mor
e th
an o
ne h
azar
d?
Rec
ord
your
find
ings
and
the
resp
onse
s to
the
task
s th
at y
ou a
re s
et in
the
spac
es o
verle
af.
33Le
t’s
ask
Nat
han
stu
den
t ta
sk s
hee
t P
age
1 of
2
NAT
HA
N s
tand
s fo
r N
atio
nal H
azar
ds A
sses
smen
t Net
wor
k.
33
34
Imag
e cr
edits
:A
ll sc
reen
shot
s ©
Cop
yrig
ht 2
000–
2015
Mün
chen
er R
ückv
ersi
cher
ungs
-Ges
ells
chaf
t Akt
ieng
esel
lsch
aft i
n M
ünch
en (“
Mun
ich
Re”
). A
ll rig
hts
rese
rved
.S
ourc
es fo
r im
ages
use
d fro
m N
atha
n Li
ght t
ool:
Esri,
DeL
orm
e, N
GA
, US
GS
| Ea
rths
tar G
eogr
aphi
cs |
Esri,
DeL
orm
e, N
GA
, US
GS
, Mun
ich
Re.
Ext
ensi
on
Sug
gest
the
othe
r pot
entia
l ris
ks o
f tho
se n
atur
al h
azar
ds w
hich
are
not
incl
uded
in th
is d
emo
vers
ion,
suc
h as
tro
pica
l cyc
lone
s, v
olca
noes
or t
orna
does
.
Whi
ch lo
catio
ns h
ave
a hi
gh ri
sk o
f mor
e th
an o
ne h
azar
d?
Whi
ch c
ount
ries
or re
gion
s ha
ve th
e hi
ghes
t ear
thqu
ake
risk
(can
you
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35Blank world map 1
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January 2015North American blizzard
Snow emergency declared in six states and thousands of cancelled flights, also known as winter storm Juno.
November 2013Typhoon Haiyan
Over 6,000 people were killed, and more than 4 million people were made homeless by a strong storm which hit the Philippines. Recovery is still ongoing.
May 2015Heatwave in India
Record breaking temperatures of almost 120 degrees Fahrenheit affect the city of Hyderabad. 2,000 people die as a result of problems caused by heat.
April 2015Nepal earthquake
A major earthquake causes damage in a region near the capital. Buildings collapse, over 8,000 people are killed and more than 22,000 are injured.
2014-16California drought
Record breaking drought causes problems with water supply, and wildfires break out.
October 2015Drought in Ethiopia
Crop failures are the result of below average rainfall, and over 8 million people need food assistance. Children suffer severe malnutrition.
Natural hazards cards Page 1 of 2
38
September 2014Iceland volcano
The Bardarbunga volcano starts erupting in Iceland. Unlike the Eyjafjallajokull volcano in 2010, there is no disruption to flights. The eruption lasts several months.
November 2015Indian rainfall
The ‘rains of the century’ flood the city of Chennai in India. Around 400 people are killed, and crops are damaged. Humanitarian aid is provided in large quantities.
May 2014Afghanistan landslide
A huge landslide hits the village of Abi Barik in NE Afghanistan, killing hundreds of people.
October 2014Eruption in Japan
A sudden eruption of Mount Ontake in central Japan occurs as a group of walkers are near the summit. 54 people were confirmed as being killed by the localised eruption.
April 2014Chile earthquake
A huge earthquake of 8.2 magnitude hits Chile, triggering a tsunami, but only a handful of fatalities are recorded.
Natural hazards cards Page 2 of 2
< Back to activity
39
Download PPT here
Washing line questions (PPT)
Washing line questions
Some questions to consider on the placement of events
> How much did the scale of the event influence your decision?
> How important was the impact on people on your decision?
> Did you think about whether events were short or long term?
> Did you think about how difficult it might be for communities to recover from the event?
> Which events do you think might mean people need more urgent humanitarian aid, or longer term support?
> How difficult might it be for humanitarian aid to reach the area affected?
> Which events could potentially affect you during your life?
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40
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Earthquake, Volcanic eruption, Rock fall, Landslide, Subsidence (including sink-holes), Tropical storm,Extratropical storm, Tornado,
River flood, Flash flood, Storm surge, Avalanche, Heatwave, Freeze,
Ice storm, Drought, Wildfire, Hailstorm
Natural hazards
Natural hazards list
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42
Climatological Hydro-meteorological
Geophysical
Hazard classification Venn
< Back to activity
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© Benjamin Hennig.
Benjamin Hennig’s earthquake risk map
< Back to activity
44
Download PPT here
Disaster hotspots (PPT)
Disasterhotspots
Defining disaster hotspotsNepal is becoming a disaster hotspot, with natural hazards increasing over the past two decades, according to aid agencies.Floods, landslides, fire, cyclonic winds, hailstorms, drought and famine are among the disasters gripping the Himalayan nation with increasing ferocity.In addition, there is a serious threat of an earthquake, particularly in the capital, Kathmandu. Records show that a quake occurs every 75 years in the city, with the last one in 1934 when 3,400 people died.
IRIN Report, 2008
Nepal is becoming a disaster hotspot, with natural hazards increasing over the past two decades, according to aid agencies.Floods, landslides, fire, cyclonic winds, hailstorms, drought and famine are among the disasters gripping the Himalayan nation with increasing ferocity.In addition, there is a serious threat of an earthquake, particularly in the capital, Kathmandu. Records show that a quake occurs every 75 years in the city, with the last one in 1934 when 3,400 people died.
IRIN Report, 2008
Why do you think thisis a disaster hotspot?
Defining disaster hotspots Disaster hotspots are places (which may be regions, states or entire countries) which have a vulnerability to two or more types of natural hazard. They may also be referred to as multiple hazard zones (MHZs).The hazards they are exposed tomay include a combination ofhydro-meteorological, climaticand geomorphic.
< Back to activity
Following a disaster, there is a need for humanitarian aid, which is where the International Red Cross andRed Crescent movement would actto support individuals and communities affected.
Identification involves looking at data on previous events, combined with an assessment of vulnerability based on population size and alsothe level of economic development.
45
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46
4747Natural disasters: earthquakes – Session 2: Earthquakes
Session 2: Earthquakes
Contents
Introductory activities (all ages)
1. Tectonic background 2. Earthquake introduction 3. An introduction to the role of the Red Cross
in earthquake preparedness
4. A grab bag
Activities for Key Stages 3-5
KS3: Exploring the tectonic situation in Nepal KS4: The Nepal earthquake – why did it happen
where it did? KS5: Earthquake prediction – is it possible?
Learning objectives
Young people are able to: - Understand the physical geography behind a
specific natural disaster. The Nepal earthquake is the one used in exemplars but schools could select their own.
- Appreciate that there are a range of factors influencing the impact that an earthquake has on communities.
- Begin to compare and contrast the impacts of hazards in different locations and the nature of the humanitarian response to them.
- Start to communicate those impacts in the short and long term and understand the role of the Red Cross within this.
Key questions
- Where do earthquakes happen, and why?
- What were the causes of the Nepal earthquake?
- How can people who live in areas prone to natural hazards prepare themselves for future events?
- Could the Nepal earthquake have been predicted?
Photo © Mirva Helenius / Finnish Red Cross.
Chitra Kumari Khatri, 75, sits on the ruins of her house in the city of Singati in Dolakha area, Nepal. The house collapsed during the earthquake in May 2015.
After a general introduction to natural hazards and disasters, this session moves on to look more specifically at earthquakes, with a focus on tectonic hazards.
The Nepal earthquake of April 2015 is used in activities to contextualize learning for students.
Some of the activities could be adapted to other natural hazards. This is a useful session for those teaching new GCSE and ‘A’ level specifications from September 2016, and who require a case study of an event of this kind.
4848
Introductory activities Natural disasters: earthquakes – Session 2: Earthquakes
1. Tectonic backgroundThe session starts with an exploration of the background to earthquakes.
As people around the world continue to flock towards urban centres such as Tokyo, Istanbul and San Francisco, how can they prepare for the looming threat of a direct seismic strike?
Discussion questions
- What are the reasons why the settlement shown is at risk?
- What is happening deep beneath the ground below the settlement?
- What happens when the fault line slips?
- How are the buildings on the surface affected?
- Why were different buildings affected differently?
- What factors influence the number of casualties?
- What might the short and long term impact be on people affected by the earthquake?
- How might we prepare our cities and communities against earthquakes for the future?
Discuss this comment: “Earthquakes don’t kill people, buildings do…”
Suggested extension for KS5 students
Following a viewing of this video, KS5 pupils may want to investigate aspects of seismology further:
- How are the magnitudes of earthquakes measured?
- How do the different seismic waves travel through the earth?
- How are they shown on a seismometer trace?
You will need:
- Access to YouTube to show a short NERC film and video from the British Red Cross.
Show a short film (around 6 minutes long) made by Professor Iain Stewart, Director of the Sustainable Earth Institute at Plymouth University.
This is a Natural Environment Research Council (NERC) film exploring the anatomy of an earthquake. It explores what happens when a seismic hazard deep beneath the Earth’s surface meets a vulnerable population above.
Photo © Sailendra Kharel/IFRC.
Rescue operation at Kolache-2, following the earthquake. Bhaktapur district, Nepal April 2015
4949Natural disasters: earthquakes – Session 2: Earthquakes
2. Earthquake introductionThe session starts with an exploration of the background to earthquakes.
Explain that you are going to be looking at the Nepal earthquake as a case study. Read out the text below which describes what happened when the earthquake struck.
3. An introduction to the role of the Red Cross in earthquake preparedness
The International Red Cross and Red Crescent Movement helps communities prepare for disasters all over the world.
Show students the American Red Cross video (2:21 mins) which explains how the Red Cross Movement supports disaster preparedness in countries most affected by earthquakes.
You may also show students the British Red Cross emergency preparedness app which is free to download and aims to help people deal with emergencies if disaster strikes. For example, with emergency alerts for an area, such as severe weather warnings; a personal alarm and location finder.
Encourage young people to reflect on the difference this preparedness work may have made in reducing the humanitarian impact of the 2015 earthquake.
In session 3 we will hear from a Red Cross volunteer who responded to the earthquake and learn more about the difference this work made.
Ask young people to discuss the preparations they might make if they lived in a disaster prone area. Ask them to make a plan of what they would need to do to protect themselves and their community.
On Saturday 25 April 2015, the streets of the Nepalese capital: Kathmandu were busy with residents and tourists meeting friends, selling their produce in the markets or preparing for lunch.
Traffic flowed along the streets into and out of the city, bustling with motorised and horse-drawn vehicles and bicycles.
In the villages further up and down the valley, farmers tended their crops, and the sun shone on stupas and temples.
A crowd of people started to climb the stairs up the famous Dharhara tower, a World Heritage site.
At 11:56 am everything changed. The earth started to shake as a magnitude 7.8 earthquake struck the Kathmandu Valley. It was the biggest earthquake in Nepal for over 80 years, since a large earthquake in 1934.
The epicentre of the quake was Barpak village, around 75 km north-west of Kathmandu in the Gorkha region.
The seismic focus lay at a depth of 10 km, close to the surface. The million-strong population of Kathmandu had their lives thrown into chaos, along with the residents of the many villages within a 100km radius of the quake.
4. A grab bagBefore starting the main activity, ask students to imagine that they are going to be visiting an area that is at risk of earthquakes.
For people living in, and visiting, earthquake prone countries it’s a good idea to have an emergency bag that you can grab and take with you in the event of an earthquake.
Ask students: What would you pack in your grab bag if you lived in an earthquake-prone area?
Why not draw this bag, and add in some of the most important equipment that would be of use to you?
You could also pack a bag containing some of the items that you think might be useful and bring it in to school to show students.
Photo © Bart Verweij/IFRC.
A member of the Village Disaster Protection Unit announces evacuation warnings during a simulation. Khammouane Province, Laos 2015
50
Activities for key stages 3-5
Students should now be asked to complete an age-appropriate activity from the following list.
NB: Elements of younger (or older) age group activities may still be used with particular age groups. Don’t feel confined to the age bracket. You are welcome to adopt or adapt these ideas.
Nepal
Natural disasters: earthquakes – Session 2: Earthquakes
5151
KS3: Exploring the tectonic situation in Nepal
Some plates are mostly continental, and others are more oceanic. The boundaries between the plates are where the activity mostly happens.
The plates are slowly moving (usually this is described as the same rate that your fingernails grow – so quite slow) and the tension and pressure this creates builds up beneath the ground until it gives way, rock fractures and shock waves are released.
Depending on the area of rock that breaks apart, and the depth at which this happens, the shock waves result in more movements, whether vertical or side-to-side or both. The shock waves are sent
In this activity: students will identify the earth’s tectonic plates and discuss the reasons for earthquakes. They will also identify the impacts of the movement that occurs when an earthquake happens.
You will need:
- Nepal population with shake intensity map(PDF)
- Traffic camera questions sheet (PDF) - Modified Mercalli Scale intensity sheet (PDF)
Introduce the context of this activity: investigating the reason for earthquakes in certain parts of the world.
Explain that what causes earthquakes has been known for some time, and we will explore it in this activity.
Natural disasters: earthquakes – Session 2: Earthquakes
1. BackgroundRead the following statement to the class. Every day, there are thousands of earthquakes that happen somewhere in the world, about fifty of which are significant enough to be noted by the National Earthquake Information Centre (NEIC) of the United States Geological Survey (USGS) - http://earthquake.usgs.gov/
The earth’s crust is split into large pieces called plates, some of which are thousands of kilometres across.
Photos on page 48, top to bottom © Gianluca Fortunato/Italian Red Cross, © Emil Helotie/IFRC,© Japanese Red Cross, © Emil Helotie/IFRC.
out from the focus or hypocentre. The point on the surface immediately above the focus is called the epicentre.
The energy in these shock waves cause the ground to move in particular ways, and start to impact people and property on the surface. The nature of geology and surface materials can influence how severely the waves are felt.
If we were to plot earthquake locations over a reasonable period of time (perhaps a few weeks), we would see a good match between the lines along the boundaries between plates and where earthquakes happen.
Nepal
52
2. Where do earthquakes occur?Ask students to write a short description of where earthquakes occur and add an explanation of why there are found there.
Students could also be asked to mark recent earthquakes on a paper copy of a world map which has the tectonic plates marked on it.
Different groups could be asked to share information about one particular tectonic plate, and discuss which countries have been most affected by movement of that plate.
3. Mapping activity
If you have Google Earth installed on your computer, you can use the USGS’s Google Earth files to visualise recent earthquakes to see how they fit into this pattern.
You may want to share copies of the Nepal population with shake intensity map (PDF), which shows the affected population within earthquake intensity contours. We will look at this in more detail in session 3.
Once students have filled out the worksheets, they can discuss:
- What were the main hazards they noted?
- How might the people shown in the video have felt?
- What might have been going through their minds as the ground started moving?
- What do people do to make themselves more safe?
Natural disasters: earthquakes – Session 2: Earthquakes
Of course, there is rarely just one earthquake in isolation. Small quakes will often occur either side of the main earthquake, and this is what happened with the Nepal earthquake.
There are similar impacts with other hazards: the main event is often not the only event that affects people.
Click this link to go to the page, where you can download an Automatic Feed file, and then open it in Google Earth. http://earthquake.usgs.gov/earthquakes/feed/v1.0/kml.php
4. Traffic cameraShow students a short video which was captured by a traffic camera, which was filming a street in Kathmandu when the 2015 earthquake happened.
Ask students to note down the hazards that they see as they watch the video. Pause after each minute of the video and discuss what you’ve seen and suggested as hazards.
Students can enter the impacts that they have noted on the Traffic camera question sheet (PDF)
Students may also be issued with a copy of the Modified Mercalli scale intensity sheet (PDF) to help them identify / estimate the level of shaking at this location.
53
5. Extension: compare and contrastEarthquakes are not all the same, and even two earthquakes of a similar size can have very different effects.
The Red Cross was active following earthquakes in Haiti in 2010 and Nepal in 2015.
What do young people know about these two earthquakes?
Encourage them to investigate more about the two events including how different the impacts were and some of the reasons for these differences.
The following two links detail the varied response of the Red Cross to the earthquakes in Haiti and Nepal. Students will find useful information and powerful imagery to support their research here.
- Haiti – the big picture
- Nepal rebuild and restore
Haiti and Nepal
- Discuss the events, what happened, what was the scale, where were they?
- What was similar or different about the two events?
- Discuss the impact on people, how were individuals and communities affected in each case?
- What were some of the short and longer term impacts?
- What support did the Red Cross give in each case? What was their role?
Students could create two mind maps or tables to compare and contrast the two events.
Natural disasters: earthquakes – Session 2: Earthquakes
Haiti – the big picture
Nepal rebuild and restore
54
1. One week in: the Nepal earthquake video
A week on from the earthquake, Professor Iain Stewart, Director of the Sustainable Earth Institute at Plymouth University, produced a short video exploring what was known about the earthquake at that stage, and the unfolding impact it was having in Nepal.
You will need:
- Nepal factsheet (PDF) - Nepal earthquake factsheet (PDF) - Explaining the earthquake answer sheet
(PDF) - ‘What’s in a name’ worksheet (PDF)
Hand out copies of the factsheets that have been produced for the resource: Nepal factsheet (PDF) and Nepal earthquake factsheet (PDF).
Natural disasters: earthquakes – Session 2: Earthquakes
NB: the video is 17 minutes in full but just showing the first five minutes will help develop young people’s understanding around the Nepal earthquake.
It may be possible to show the video to the whole class, but it would be preferable to have a computer room, or tablets with headphones so that students could look through this at their own pace.
Encourage students to pause as required and replay certain sections – the whole video lasts for 17’36” so requires some concentration.
After watching the video, students should be able to explain why Nepal is prone to earthquakes, and the names of the particular plates involved.
Professor Stewart is well known from a number of BBC series on the “power of the planet”, and the forces that shape it. He works in the area of communicating geosciences, and has a good understanding of the interaction between natural disasters and people.
KS4: The Nepal earthquake – why did it happen where it did?
Encourage them to complete print copies of the Explaining the earthquake answer sheet (PDF) to record their responses to the video.
In this activity: students will investigate the causes of the Nepal earthquake and start to explore the humanitarian response to the disaster.
Key question
What was it about the location and intensity of the Nepal earthquake that meant the humanitarian impact, in terms of people killed, injured and displaced from their homes, was so significant?
It may also be possible to set this as a homework task, and students could come back and discuss what they have found in the following lesson.
55Natural disasters: earthquakes – Session 2: Earthquakes
Supporting resources: 2 . The Red Cross’ global response to the Nepal earthquakes
Show students the Nepal earthquake appeal: The Red Cross’ global response video.
This video draws attention to the severity of the situation in Nepal after a secondary 7.3 magnitude earthquake hit just weeks after a 7.8 magnitude earthquake.
Regions already struggling to cope with the initial impact were hit hard by the second quake. It shows how the power of the International Red Cross and Red Crescent Movement was mobilised to support the Nepal Red Cross with provision of emergency medical assistance, first aid, shelter, clean water and search and rescue operations.
Discussion questions
- What were the impacts of the earthquakes on survivors and how did the Red Cross act to get help to those who most needed it?
- When was the Nepal Red Cross able to start helping people after the disaster?
- What images and phrases stand out in the video and show the humanitarian impact of this natural disaster?
Teachers may find it helpful to make some of these available for students to refer to.
- Article by Andrew Revkin referred to in the article: http://dotearth.blogs.nytimes.com/2015/04/29/dire-prospects-seen-when-the-full-nepal-earthquake-death-toll-is-tallied/?_r=1
- Earthquakes without Frontiers organisation: http://ewf.nerc.ac.uk/
- David Petley’s Landslide blog: http://blogs.agu.org/landslideblog/ (particularly helpful for KS5 students)
- Short 16” animation showing the creation of the Himalayas: http://www.tectonics.caltech.edu/outreach/animations/himalayas_small.html
- Detailed information on the earthquake: https://www.youtube.com/watch?v=jfwhatz12Uk
A Pinterest board of relevant images has been provided for your assistance with this activity (and others) and can be viewed following this link: https://uk.pinterest.com/geoblogs/ natural-disasters-earthquakes/
You may also note that there are lots of acronyms in this resource. These relate to organisations involved in supporting people after hazard events.
If students are finding that there are too many of these to remember, you could hand them a copy of the ‘What’s in a name’ sheet (PDF) to keep track of them.
Photo © Palani Mohan/IFRC.
Nepalese Red Cross Voluntaries help unload a shipment of canned food. Kathmandu, Nepal May 2015
56
Ask students to add their opinions onto the Earthquake prediction opinion line (PPT)
1. Earthquake prediction opinion line“There is as yet no reliable way of predicting in the short term (days to weeks or months) when an earthquake of a given size will occur in a specific location” European Geosciences Union
Every day, we can access several weather forecasts from various agencies, including the Met Office. Computer models predict what the weather is likely to do for the next few hours, based on wind directions, temperature readings and satellite pictures. The atmosphere is very complex, but the forecasts are reasonably accurate. Unfortunately, predicting earthquakes is not as easy. It is the ultimate goal of seismologists, as it could result in the saving of many thousands of lives, and would also ensure that humanitarian agencies could prepare and target their response more effectively.
You will need:
- Earthquake prediction opinion line (PPT)
KS5 students could start their activity by watching the video used in the KS4 resource.
Natural disasters: earthquakes – Session 2: Earthquakes
Where would they place themselves with regards to the statements?
Discuss the factors which influence their decision.
Question: What would be your advice for those living in an earthquake prone area?
Task: Produce a Flipboard magazine of relevant articles to refer to for those living in earthquake prone areas. The magazine should include details on the steps that can be taken to prepare for an earthquake. It should include advice from humanitarian organisations, who are involved in this mitigation activity.
Students may also choose to include information about early warning signs and precursors in their magazine.
Supporting information: There are some signs which people may notice just before an earthquake, but these may offer at best a few seconds warning. Volcanoes are more helpful in providing signs that an eruption is imminent, and many volcanoes have an array of sensors installed on them for this purpose.
Students will need to login to an account, which could be provided for them in advance.
KS5: Earthquake prediction – is it possible?
In this activity: students will consider the possibility of earthquake prediction in the future. They will also discuss the advice given to people living in earthquake prone areas and whether this could be improved.
2. Flipboard magazineStudents should be given access to a tablet or computer which has access to the Flipboard app or website. Flipboard allows students to collect materials from a range of websites and insert it into a ‘magazine’ which can be flipped through and read on the screen.
Earthquake prediction opinion line
We will never be ableto predict
Prediction is possible
We will soon be able
to predict
57
Any ‘false alarm’ is likely to mean that future warnings go unheeded: the very ones that may be the most dangerous events.
This was not helped by a famous case involved an earthquake in Italy, where scientists had failed to predict an earthquake in 2009, and were initially convicted of manslaughter. They had been accused of providing “approximate, generic and ineffective” advice about whether small tremors in the area in the weeks prior to the 6.3-magnitude quake should have alerted them to the probability of a major seismic event. However, as we have explored, the connections are not definite, and the scientists were eventually acquitted.
3. Risk mapping and earthquake prediction
One strategy to reduce the impact of earthquakes is to carefully map the route of faults and ensure that buildings are not placed directly on them.
These earthquake risk maps are an important part of current thinking about earthquake preparation.
Ask young people to research:
- Were risk maps prepared for Nepal?
- Are they being prepared for vulnerable cities in places like Japan and the USA?
- How would these risk maps be helpful to aid agencies both before and after a hazard event? Ask students to consider how they would influence the position of storage depots, schools and medical facilities for example.
There have also been many reports of unusual behaviour by animals and birds in advance of earthquakes. These warnings are called precursors.
Some suggested indications that an earthquake might be imminent include:
- Foreshocks: Earthquakes don’t usually act alone. They work in clusters as the rock below the ground starts to give way under the strain of pressures built up by plate movement. The main shock is the largest tremor, but it may be accompanied by dozens of a similar size, and these may carry on as aftershocks. Until the sequence is over, there is no way to tell which quake is the big one. If you are shaken by a small quake, should you assume a bigger one is on its way?
- Radon gas emissions: this has been noted by some scientists, but is not always connected with tremors.
- Changes in levels of groundwater: pressures placed on rocks may affect the flow of phreatic water (water stored in the saturated area below the water table).
- Animal behaviour: there have been lots of reports, going back centuries of animals leaving an area, but this could be anecdotal, and wouldn’t be enough to base a prediction on.
Considerations
A major issue with prediction is that of public confidence in the warnings.
Evacuating an area would be a massive upheaval, possibly result in other deaths in the process, and may leave areas open to looting and criminal activity.
Natural disasters: earthquakes – Session 2: Earthquakes
4. ConclusionTo conclude, ask students: How might more precise prediction of earthquakes change the nature of the work of humanitarian organisations like the Red Cross?
Encourage them to consider the impact better prediction might have on disaster preparedness, response and recovery activities. Prompt them to also think about the potential impact reduction in terms of the numbers of people affected and the ways in which they might be affected.
Photo © Rob Few/IFRC.
A Philippine National Red Cross volunteer with a hazard map in a village near the town of Roxas. Hazard mapping, using everything from the latest global positioning system technology to lengths of string, is a key part of disaster risk reduction in the Philippines. Palawan island, Philippines
58
Final written taskResearch and write an answer to one of the following ‘A’ level style questions:
Assess the reasons why earthquakes are so difficult to predict, and discuss how more accurate predictions might reduce the impact of such events? (15 marks)
“If we could predict earthquakes with any certainty, they would stop being a hazard”. Discuss this statement, with reference to current hazard management methods. (15 marks)
Students should include material from the following British Red Cross webpages: https://www.redcross.org.uk/about-us/ what-we-do/international/emergencies and https://www.redcross.org.uk/get-help/prepare-for-emergencies/five-tips-to-plan- for-emergencies
They should also refer to earthquake risk mapping, and the work of mapping agencies.
5. Extension activitiesOne additional extension activity would be for teachers or older students to create an account for Pinterest and start to curate their own collection of images during the completion of the activities in this resource.
Natural disasters: earthquakes – Session 2: Earthquakes
Once students have completed all the activities in this session ask them to review the position of their opinions on the Earthquake prediction opinion line (PPT). Has their position changed as a result of what they have learned?
Photo © Merlijn Stoffels/IFRC.
This village near the mountainous epicentre of the Nepal earthquakes was almost completely destroyed. Of the 200 houses, hardly any walls were left standing. Sathi Ghar, Kavre province, NepalApril 2015
59Natural disasters: earthquakes – Session 2: Earthquakes
Supporting resources for Session 2
Nepal population with shake intensity map 60 Traffic camera questions sheet 61 Modified Mercalli Scale Intensity 62 Nepal factsheet 63 Nepal map and flag 64 Nepal earthquake factsheet 65 Explaining the Nepal earthquake – answer sheet 66-69 What’s in a name? 70 Earthquake prediction opinion line (PPT) 71
6060N
epal
pop
ulat
ion
wit
h sh
ake
inte
nsit
y m
ap
< B
ack
to a
ctiv
ity
6161Tr
affic
cam
era
ques
tion
s sh
eet
Tim
ing
Haz
ard
sH
ow
do
peo
ple
act
/rea
ct t
o t
he h
azar
ds?
0.00
-1’0
0”Th
e tr
affic
is q
uite
bus
y.M
ost p
eopl
e se
em to
be
driv
ing
appr
opria
tely
.
1’00
”-2’
00”
2’00
”- 3
’00”
3’00
”- 4
’00”
Wat
ch t
he t
raffi
c ca
mer
a vi
deo,
and
ans
wer
the
que
stio
ns b
elow
:
Use
the
Mod
ified
Mer
calli
Inte
nsi
ty s
hee
t to
est
imat
e th
e le
vel o
f sha
king
that
you
can
see
dur
ing
the
vide
o.
Traf
fic c
amer
a qu
estio
ns s
heet
< B
ack
to a
ctiv
ity
62Modified Mercalli Scale intensity sheet
Level Degree of shaking Description / exemplification
I Not felt - instrumental Only felt by a very few people under very favourable conditions.
II
Weak
Only felt by a few people, perhaps on the upper flood of buildings, and if sat down or in bed.
IIIStarts to be felt noticeably indoors, especially on upper floors, but may not be recognised as an earthquake. Cars may rock slightly. Feels like a passing truck vibrating the windows etc.
IV LightFelt indoors by many, and outdoors by a few people. May awaken some if sleeping. Dishes and doors shaken. Sensation of vehicles striking building. Parked cars rock more obviously.
V ModerateFelt by nearly everyone, and most awakened if at night. Loose objects will fall to the floor, and windows may break. Unstable objects will fall or overturn.
VI StrongFelt by all and starts to create fear or panic. Heavy furniture moved from its position, and plaster may fall. Some slight damage to buildings.
VII Very strongDamage will vary depending on the quality of construction of buildings. Considerable damage in poorly built structures, with some minor collapses.
VIII SevereDamage slight in well built buildings, but partial or full collapse of those built less well. Partial collapse of substantial buildings. Chimneys fall and columns and monuments damaged. Walls collapse and heavy furniture thrown around the room.
IX ViolentConsiderable damage, even in well built structures. Frame structures will be thrown out of shape. Buildings may be shifted off foundations. Major collapses, blocking infrastructure.
X
Extreme
Most masonry and wood frame buildings destroyed, along with their foundations. Train tracks bent.
XI Few structures remain standing. Bridges destroyed and fissures open up in the ground, which means underground pipelines are fractured. Slumps and land slips on slopes. Train tracks bent considerably.
XIIDamage is total and few buildings remain standing. Ground moves in waves, which are visible on the surface. Lines of sight distorted, and objects such as vehicles may be thrown up into the air.
Modified Mercalli Scale IntensityAfter Wood and Neumann
< Back to activity
6363N
epal
fac
tshe
et
Nep
al fa
ctsh
eet
Nam
e: F
eder
al D
emoc
ratic
Rep
ublic
of N
epal
Pop
ulat
ion:
31.
3 m
illion
(est
imat
e 20
15)
Bir
th r
ate:
20.
64/1
000
Dea
th R
ate:
6.5
6/10
00
Are
a: 1
47 0
00 s
quar
e ki
lom
etre
s
Bor
deri
ng: C
hina
and
Indi
a
Land
lock
ed
Maj
or c
ities
: Kat
hman
du (c
apita
l, w
ith a
pop
ulat
ion
of a
roun
d 1.
2 m
illion
)
Geo
grap
hy: M
ount
aino
us, w
ith a
mea
n el
evat
ion
of 2
565m
, and
with
its
high
est p
oint
taki
ng in
Mou
nt E
vere
st
at 8
850m
. Con
tain
s 8
of th
e w
orld
’s 1
0 hi
ghes
t pea
ks.
Tim
e di
ffer
ence
: 5 h
ours
and
45
min
utes
ahe
ad o
f GM
T
Eco
nom
y: A
mon
gst t
he p
oore
st a
nd le
ast d
evel
oped
cou
ntrie
s in
the
wor
ld, w
ith a
bout
a q
uart
er o
f its
pop
ulat
ion
livin
g be
low
the
pove
rty
line.
Clim
ate:
Var
iabl
e, w
ith c
ool s
umm
ers
and
seve
re w
inte
rs in
the
nort
h, w
hich
cha
nges
to w
arm
er s
umm
ers
and
mild
er w
inte
rs fu
rthe
r sou
th. V
aria
ble
with
alti
tude
.
Nat
ural
res
ourc
es: W
ater
, tim
ber,
hydr
o-el
ectr
ic p
ower
, tou
rism
due
to s
ceni
c be
auty
, a fe
w d
epos
its o
f min
eral
s.
Mai
n la
nd u
ses:
agr
icul
ture
(29%
) and
fore
st (2
5%).
Haz
ards
: sev
ere
thun
ders
torm
s, fl
oodi
ng, l
ands
lides
, dro
ught
, mon
soon
rain
s, e
arth
quak
es
Maj
ority
rel
igio
n: H
indu
(81%
), B
uddh
ist (
9%)
Inte
rnet
use
rs: a
roun
d 12
% o
f the
pop
ulat
ion
Sou
rce:
CIA
Wor
ld F
actb
ook,
Col
lins
Long
man
Wor
ld A
tlasNep
al
Kat
hman
du
< B
ack
to S
essi
on
1 ac
tivi
ty
< B
ack
to S
essi
on
2 ac
tivi
ty
64Nepal map and flag
Nepal
Kathmandu
65
Dat
e: 2
5th
Apr
il 20
15
Tim
e: 1
1.56
am lo
cal t
ime
Mag
nitu
de: 7
.8
Loca
tion
- Th
e ea
rthq
uake
occ
urre
d in
the
Gor
kha
dist
rict o
f Nep
al n
ear t
he v
illage
of B
arpa
k, w
hich
was
des
troye
d by
the
eart
hqua
ke a
s it
was
the
clos
est s
ettle
men
t to
the
epic
entre
.
- La
t: 28
.147
N 8
5.70
8E
- Th
e gr
ound
mov
ed b
y up
to 3
m in
the
area
clo
se to
the
epic
entre
.
- Th
ere
wer
e ov
er 1
00 a
fters
hock
s w
ith a
mag
nitu
de g
reat
er th
an 4
- A
sec
ond
eart
hqua
ke w
ith 7
.3 m
agni
tude
str
uck
on 1
2 M
ay 2
015,
just
two
wee
ks a
fter t
he in
itial
qua
ke.
Peo
ple
affe
cted
- 8,
856
peop
le k
illed.
- 22
,309
peo
ple
inju
red.
- 5.
6 m
illion
peo
ple
affe
cted
.
Dam
age
to b
uild
ings
and
infr
astr
uctu
re
- Fa
mou
s bu
ildin
gs a
nd te
mpl
es d
estro
yed,
incl
udin
g bu
ildin
gs in
Dur
bar S
quar
e su
ch a
s th
e D
harh
ara
tow
er:
a W
orld
Her
itage
site
.
- O
ver 6
00 0
00 h
omes
des
troye
d an
d ov
er 2
85,0
00 d
amag
ed.
- O
ver 3
0,00
0 cl
assr
oom
s de
stro
yed
or d
amag
ed.
- M
any
heal
th c
are
faci
litie
s ou
tsid
e m
ajor
citi
es w
ere
unab
le to
ope
rate
.
- Ex
tens
ive
dam
age
to in
frast
ruct
ure
incl
udin
g tr
ansp
ort,
ener
gy a
nd u
tiliti
es.
- A
maj
or a
vala
nche
trig
gere
d on
Mou
nt E
vere
st, w
hich
hit
the
base
cam
p.
Res
pons
e
- Th
e N
epal
Red
Cro
ss re
spon
ded
imm
edia
tely
to d
isas
ter t
akin
g pa
rt in
sea
rch
and
resc
ue a
nd fi
rst a
id
activ
ities
as
wel
l as
dist
ribut
ing
tem
pora
ry s
helte
r and
ess
entia
l ite
ms
to p
eopl
e w
ho h
ad b
een
disp
lace
d fro
m th
eir h
omes
.
- Em
erge
ncy
appe
al la
unch
ed im
med
iate
ly a
nd h
ad a
n im
med
iate
inte
rnat
iona
l res
pons
e w
ith m
any
coun
trie
s of
ferin
g so
me
sort
of s
uppo
rt o
r aid
.
Eco
nom
ic c
ost
- Es
timat
ed to
be
arou
nd $
7 bi
llion,
and
rebu
ildin
g co
uld
cost
a s
imila
r am
ount
.
Nep
al e
arth
qu
ake
fact
shee
t65
Nep
al e
arth
quak
e fa
ctsh
eet
< B
ack
to a
ctiv
ity
66E
xpla
inin
g t
he
Nep
al e
arth
qu
ake
answ
er s
hee
t P
age
1 of
466
Exp
lain
ing
the
Nep
al e
arth
quak
e –
answ
er s
heet
A w
eek
on fr
om th
e ea
rthq
uake
, Pro
fess
or Ia
in S
tew
art,
Dire
ctor
of t
he S
usta
inab
le E
arth
Inst
itute
at P
lym
outh
U
nive
rsity
, pro
duce
d a
vide
o ex
plor
ing
wha
t was
kno
wn
abou
t the
ear
thqu
ake
at th
at s
tage
, and
the
unfo
ldin
g im
pact
it w
as h
avin
g in
Nep
al. P
rofe
ssor
Ste
war
t is
wel
l kno
wn
from
a n
umbe
r of B
BC
ser
ies
on th
e po
wer
of
the
plan
et, a
nd th
e fo
rces
that
sha
pe it
. He
wor
ks in
the
area
of c
omm
unic
atin
g ge
osci
ence
s, a
nd h
as a
goo
d un
ders
tand
ing
of th
e in
tera
ctio
n be
twee
n na
tura
l dis
aste
rs a
nd p
eopl
e.
Wat
ch th
e vi
deo
here
: htt
ps:/
/ww
w.y
outu
be.c
om/w
atch
?v=r
fJ7W
Em
UX
1s
Pau
se a
nd re
play
cer
tain
sec
tions
as
requ
ired
– th
e w
hole
vid
eo la
sts
for a
roun
d 17
min
utes
.
1. W
hy d
oes
Nep
al e
xper
ienc
e ea
rthq
uake
s?
Des
crib
e, a
nd t
hen
star
t to
exp
lain
the
tec
toni
c si
tuat
ion
in t
he r
egio
n
2. D
raw
a d
iagr
am h
ere
to r
epre
sent
the
tec
toni
c si
tuat
ion
(you
may
nee
d to
do
a lit
tle m
ore
rese
arch
on
this
are
a) –
mak
e it
as c
ompl
ex a
s yo
u ca
n
3. W
hy a
re e
arth
quak
es s
tron
g in
thi
s pa
rt o
f the
wor
ld?
67E
xpla
inin
g t
he
Nep
al e
arth
qu
ake
answ
er s
hee
t P
age
2 of
467
4. W
hat
are
the
rece
nt e
arth
quak
es in
the
reg
ion?
U
se t
he U
SG
S E
arth
qu
ake
Fin
der
to
expl
ore
this
: htt
p://
eart
hqua
ke.u
sgs.
gov/
5. H
ow d
id t
he K
athm
andu
are
a m
ove
as a
res
ult
of t
he e
arth
quak
e, a
nd w
hat
was
the
res
ult
of t
his
mov
emen
t?
6. W
hich
are
as s
uffe
red
the
mos
t ca
sual
ties
as a
res
ult
of t
he e
arth
quak
e –
expl
ain
the
reas
ons
for
thes
e ca
sual
ties?
7. W
hat
wer
e th
e im
plic
atio
ns o
f the
fact
tha
t vi
sitin
g to
uris
ts w
ere
caug
ht u
p in
the
ear
thqu
ake?
Dat
eS
tren
gth
No
tes
68E
xpla
inin
g t
he
Nep
al e
arth
qu
ake
answ
er s
hee
t P
age
3 of
468
8. W
hy a
re e
arly
cas
ualty
fore
cast
s us
ually
muc
h sm
alle
r th
an t
he la
ter
figur
es?
9. W
hy w
as t
he s
haki
ng n
ot t
he s
tron
gest
at
the
epic
entr
e of
the
ear
thqu
ake?
10. H
ow d
id t
he c
onst
ruct
ion
of t
he b
uild
ings
in p
lace
s lik
e K
athm
andu
aff
ect
the
casu
alty
rat
es?
Wha
t w
ork
is d
one
by h
uman
itari
an a
genc
ies
to p
rom
ote
appr
opri
ate
prep
arat
ions
by
resi
dent
s of
vul
nera
ble
plac
es?
11. W
hat i
s P
rofe
ssor
Iain
Ste
war
t abl
e to
inte
rpre
t fro
m th
e vi
deo
foot
age
and
imag
es th
at h
e lo
oks
at?
69E
xpla
inin
g t
he
Nep
al e
arth
qu
ake
answ
er s
hee
t P
age
4 of
469
Wha
t ad
ditio
nal s
ourc
es c
ould
Pro
fess
or S
tew
art
have
ref
erre
d to
?
How
cou
ld h
uman
itari
an a
genc
ies
such
as
the
Bri
tish
Red
Cro
ss u
se t
he a
naly
sis
in t
his
reso
urce
to
ass
ist
thei
r w
ork?
Wha
t ex
tra
ques
tion
wou
ld y
ou li
ke t
o as
k P
rofe
ssor
Ste
war
t if
you
had
the
chan
ce?
< B
ack
to a
ctiv
ity
70W
hat
’s in
a n
ame?
70
Wha
t’s in
a n
ame?
Ther
e ar
e lo
ts o
f acr
onym
s th
at s
tude
nts
may
enc
ount
er d
urin
g th
is u
nit o
f wor
k. Y
ou m
ay w
ant t
hem
to n
ote
them
dow
n as
they
com
e ac
ross
them
, and
pro
vide
an
expl
anat
ion
of w
hat t
hey
mea
n.
Acr
ony
mM
eani
ng –
and
fur
ther
info
rmat
ion
< B
ack
to a
ctiv
ity
71
Earthquake prediction opinion line
We will never be ableto predict
Prediction is possible
We will soon be able
to predict
Download PPT here
Earthquake prediction opinion line (PPT)
< Back to activity
This page is intentionally left blank
72
73
Session 3: The impact of a natural disaster
Natural disasters: earthquakes – Session 3: The impact of a natural disaster
Session 3 focuses on the immediate aftermath of a natural disaster, like an earthquake and the work of local and international Red Cross teams to support people affected.
It features eye-witness accounts from the Nepal earthquake and utilises a range of engaging resources to help students better understand the humanitarian impact of a natural disaster.
Contents
Introductory activities (all ages)
1. How did Red Cross volunteers support people affected by the Nepal earthquake? 2. Build a picture of a volunteer
Activities for Key Stages 3-5
KS3: Reporting the impacts of the Nepal earthquake KS4: Actions and emotions KS5: The role of mapping
Learning objectives
Young people are able to: - Explain and analyse the impact a natural disaster
might have on individuals and local communities.
- Explore the role of volunteers in the preparation for, and recovery after, a natural disaster.
- Develop an understanding of the role of the Red Cross in responding to humanitarian needs after an earthquake.
Key questions
- What was the immediate impact of the Nepal earthquake?
- What was the immediate humanitarian response to the earthquake?
- How were local and international communities involved in this response?
Photo © Carl Whetham / IFRC.
Kathmandu, Nepal. 25 April 2015.
NB: The Nepal earthquake was just one example of a major natural disaster that happened. You can use more recent natural disasters to supplement learning and encourage young people to compare and contrast the unique impacts, response, recovery and resilience to different natural disasters when teaching about this topic.
Session 3 focuses on the immediate aftermath of a natural disaster, like an earthquake and the work of local and international Red Cross teams to support people affected.
It features eyewitness accounts from the Nepal earthquake and utilises a range of engaging resources to help students better understand the humanitarian impact of a natural disaster.
7474
Introductory activities
1. How did Red Cross volunteers support people affected by the Nepal earthquake?
When creating this resource an interview was filmed with a Nepal Red Cross volunteer Sameer Bajracharya.
Sameer was one of many volunteers who worked in Nepal before, during and after the 2015 earthquake. He was based in one of the areas affected by the earthquake.
Show the film, and pause and ‘rewind’ as necessary to allow students time to identify the answers to the questions below.
- How did the Nepal Red Cross help people to prepare for the disaster?
- How did they help people cope when the earthquake struck?
- How did they help people to recover after the earthquake?
- How are people recovering?
Get the interview ready to show on the screen and issue students with a copy of the resource Vimeo question sheet (PDF).
You will need:
- Access to YouTube to show a shortinterview film from the Red Cross
- Vimeo question sheet (PDF) - Vimeo answer sheet (PDF) - Nepal earthquake infographic (PDF) - Person outline (PDF)
“before the earthquake ...[people] didn’t talk to each other, but after the earthquake, they were there to help: neighbours and community members were actively participating in rescuing people…” Sameer Bajracharya
Further questions
- Why do students think it is important that the Red Cross has local volunteers working at the community level across the world?
- What difference might volunteers make when a disaster happens?
- How do they change the speed of the response?
- What role does language, local knowledge and community cohesion play in response and recovery?
Encourage students’ responses to the film and explain that local Red Cross volunteers are ready to help communities during and after a disaster – wherever and whenever they happen, including the UK.
Natural disasters: earthquakes – Session 3: The impact of a natural disaster
Use the Vimeo answer sheet (PDF) to suggest potential answers to the task.
Discuss answers given by students.
In the case of the Nepal earthquake, local volunteers played a vital part in the emergency response operations. Having first aid and emergency response trained volunteers with local knowledge made a huge difference when local infrastructure and transportation was disrupted and other response organisations such as the army weren’t able to immediately reach people in need.
Hand out the Nepal earthquake infographic (PDF) to help students understand the scale of the event and the humanitarian response. Encourage students to discuss the ‘disaster’ and ‘emergency response’ sections.
7575
2. Build a picture of a volunteer
You will also find cardboard outlines of people in many discount stores if you prefer students to have a physical shape to draw on instead. These figures could form part of a useful display as part of the process of working through this unit.
Encourage students to add in the skills and other characteristics they think a volunteer might need to help people before, during and after a disaster.
For example, Sameer who is shown in the video:
- can support people practically and emotionally to help them prepare for and cope with an emergency situation
- has first aid skills
- can communicate well and prioritise activities
- can deal with stressful situations
- knows what to do to keep himself and others safe in an emergency
- has compassion and wants to help people recover from a disaster.
Consider the training and support that the volunteers will also need.
Once students have completed their volunteer profile outlines, encourage them to think about the skills and characteristics they have that would help them be able to better cope with and respond to an emergency situation.
Natural disasters: earthquakes – Session 3: The impact of a natural disaster
Ask students to use the Person outline (PDF) to start to build a picture of a volunteer who is trained to help after a disaster.
Photos © Aapo Huhta/Finnish Red Cross, © Benoit Matsha-Carpentier/IFRC, © Ibrahim Malla/IFRC, © Percy Dean/British Red Cross, © Sam Smith/IFRC
Sainte A volunteer from the Central African Red Cross.
Amani A volunteer from the Jordan Red Crescent.
Nazia A volunteer from the British Red Cross.
Marciana A volunteer from the Timor Leste Red Cross.
Narayan A volunteer from the Nepal Red Cross.
76Natural disasters: earthquakes – Session 3: The impact of a natural disaster 76
Activities for key stages 3-5
Students should now be asked to complete an age-appropriate activity from the following list.
NB: Elements of younger (or older) age group activities may still be used with particular age groups. Don’t feel confined to the age bracket. You are welcome to adopt or adapt these ideas.
7777
KS3: Reporting the impacts of the Nepal earthquake
You will need:
- Reporters cards (PDF) - Script guidance sheet (PDF) - Photos of the aftermath (PDF)
Lay out the resources for this task, which will involve students playing the role of reporters on the ground after an earthquake has happened.
Resources include the Reporters cards resource (PDF) and Script guidance sheet (PDF), along with some photographs of the aftermath of the earthquake printed out, some blank paper, sticky notes and marker pens.
Read the context of the activity once students have arrived and sat down:
You are a news journalist. You are on the scene in a local community near to the epicentre of the 2015 Nepal earthquake.
You had been working on another news story, but you have now been caught up in the events and decide to tell the story of those people affected by the natural disaster.
You have your portable recording equipment with you, which allows you to make video and editing equipment and software with you, which means that you can work on some visuals to match the sound recording.
You also have your trusty notebook to write down notes, or scribble thoughts, and a plastic folder in which you can place relevant documents.
Using the script guidance sheet, students are asked to use the contents of the reporter’s cards to put together the running order for a four minute long news broadcast. This will be shown on the news back in the UK to report the immediate effects of the earthquake on a local community in Nepal.
Natural disasters: earthquakes – Session 3: The impact of a natural disaster
Their broadcast should cover:
- The immediate impact of the earthquake – who has been affected and in what way?
- What the survivors might need in the short term.
It could also include details about:
- How local Red Cross volunteers are engaging in search and rescue, first aid, emotional support and logistics operations to help people who have been trapped, injured or who have lost their homes in the disaster.
Students could draw on their learning from watching Sameer’s interview.
This could take students anything from one to two hours to produce properly.
Additional resources
It may also be worth showing a few short news clips from after the earthquake to remind students of the format of this sort of reporting.
If you want to know some of the other terms involved in making videos, check out the very useful list here: https://vimeo.com/blog/post/glossary-of-common-video-terms
Photos on page 71, top to bottom © Carl Whetham/IFRC, © Palani Mohan /IFRC, © Carl Whetham/IFRC, © Kouji Matsumoto, © Carl Whetham/IFRC
In this activity: students will create their own media report about a natural disaster.
78
You will need:
- Description of the earthquake (PDF) - Twitter template (PPT) - Actions and emotions worksheet (PDF) - Tweet activity (PDF) - Nepal emotion line (PPT)
KS4: Actions and emotions
1. Sequencing taskIn pairs or small groups, students start by sequencing the paragraphs to tell the story of the earthquake, as Rachel experienced it in the correct order. You may wish to print out a couple of copies of the description in its original form, so that students can compare their answers.
Ask them to explain the clues that they used to identify the relative position of each paragraph in the response.
2. Identifying actions and emotionsOnce students have sequenced the events, ask them to identify the parts of the story where an action or emotion happens.This could build on the KS3 task, or the resources here could be used with
KS3 students too.
Rachel Hay, who was in Pokhara with her partner Pete Buckley at the time of the earthquake, wrote an account of the first few hours after the earthquake. She was having her lunch when the restaurant she was sitting in started to shake. As a former geography teacher, working for the Royal Scottish Geographical Society at the time, she understood what was happening straight away and left the building.
Print off copies of the Description of the earthquake (PDF) in advance of the lesson. Cut out each paragraph and place in an envelope so that the order of the account of the earthquake is mixed up and not in any sort of order. Issue students with the envelopes containing the segments of Rachel’s account of what happened in during the earthquake.
Stage of the story Actions Emotions
Realisation: "It's an earthquake. Run!"
E.g. communicate what’s happening
E.g. fear, confusion
Initial response: “We grabbed our bags and ran into the street.”
E.g. get to safety E.g. relief, fear
During the earthquake: “The whole structure was unstable.”
E.g. assess situation E.g. concern for others
After the earthquake: “What to do next.”
E.g. talking to others E.g. worry about family, friends and others, shock, concern.
Natural disasters: earthquakes – Session 3: The impact of a natural disaster
Ask them to record their observations in a table, using the template in the Actions and emotions worksheet (PDF).
In this activity: students will review a first-hand account of the Nepal earthquake, consider the sequence of events and plot reactions and emotions over time.
79
4. Extension: communicating the impacts
Many tweets were sent by people who were caught up in the activity, including a few sent by Rachel Hay. Humanitarian agencies also sent tweets as part of their work.
Think for a moment: what sort of tweets do you think were sent following the event and why?
Reasons for sending tweets might include:
a) Information – updates on what is happening.
b) Advice for people – where to find help, which roads are closed, what the weather forecast is going to be etc.
c) Requests for help – charitable details, phone numbers etc.
d) RTs (retweeting) other messages from related accounts
e) Sharing media (images / short videos etc.) so that people could see the impacts.
f) People letting others know that they are safe.
Students could create their own example tweets informing people of a hazard situation as it develops.
3. Plotting emotions over time Further information
Third party publishing, Tweets and other social media can be collated during an event and used to analyse the situation from various points of view. Here is an interesting article on the recovery after Nepal, published by Medium: https://medium.com/@BritishRedCross/ nepal-on-the-road-to-recovery-22e78f08dd3a
The next time a major event of this kind happens, why not use Storify yourself, or task students with the job of collating a number of tweets and other social media information.
This could then act as a resource for students to interact with. Another way to do this would be to use an app called Flipboard, which works on tablets and other mobile devices as well as computers and was used in an earlier session. This similarly allows news stories to be collated.
Natural disasters: earthquakes – Session 3: The impact of a natural disaster
Use the Nepal emotion line (PPT) to draw together student’s ideas and plot the ways Rachel’s emotions changed over time.
A twitter template has been provided to support with this.
Ask students to complete the Tweet activity to introduce this idea of information about a hazard event being provided by a short social media communication.
- What do the tweets tell us about how people were feeling?
- What do they tell us about the impact of the earthquake?
- What particular support do you think they would need, judging by the things they are mentioning?
Once these have been discussed and explored, ask students to consider how might the messages change over time, as the response developed?
We’ll explore longer term recovery in Session 4.
Image © Carl Whetham/IFRC.
80
1. IntroductionFollowing a disaster such as the one in Nepal, a major priority is access to spatial information. It is vital that humanitarian aid agencies, like the Red Cross have access to accurate maps so that they can organise, and co-ordinate their response.
Often infrastructure and key facilities are heavily affected by a disaster, which is challenging for the transportation of aid. There is a need to coordinate personnel in a fast-paced and confusing situation. If an area is remote and maps are not available, which is often the case in countries in which the Red Cross works, this can cause problems for this coordination. One option to make good quality maps available is to use OpenStreetMap, which can be described as the ‘Wikipedia of maps’.
KS5: The role of mapping
“OpenStreetMap is key to our work, and we engage with the data produced through Missing Maps (http://www.missingmaps.org/) for crises preparedness and emergency response.” Paul Knight, British Red Cross
2. Nepal earthquake mapsThe British Red Cross has a Geographic Information Systems (GIS) team who create a range of maps which can be used to support humanitarian response work.
Students can access some of the maps that were used by the Red Cross after the Nepal earthquake to gain insight into how data and maps were used to support the humanitarian response.
- A SitRep map was kept updated throughout the earthquake response to show the numbers of dead, injured and missing people; damage to homes and displacement of families; items distributed and teams deployed to different areas. Maps are layered so that users can quickly find the information that is most relevant to them.
- An IDP camps map was produced when the OpenStreetMap community traced around tarpaulins immediately after the earthquake. This shows the areas in Kathmandu where internally displaced people (IDP) were no longer living in their homes and needed Red Cross support.
- A logistics map was used by the Red Cross teams to identify obstacles which might exist in getting items both into, and around the country. It also shows the locations of warehouses.
3. Why is mapping important?Using the maps as reference sources, ask students to research and present answers to the following questions:
- What help do people need immediately after a disaster?
- What types of information do humanitarian agencies need in order to be able to provide assistance to those who need it?
- Why is it important that maps are kept updated during the response to a natural disaster?
A number of acronyms appear in this map. Definitions appear below:
FA First aid
CADRE Community Action for Disaster Response
NDRT National Disaster Response Team
PSS Psycho-Social Support
WASH Water, Sanitation and Hygiene
RFL/DBM
Restoring Family Links/ Dead Body Management
DDRT District Disaster Response Teams
Natural disasters: earthquakes – Session 3: The impact of a natural disaster
You will need:
- Sit rep map (PDF) - IDP camps map (PDF) - Logistics map (PDF) - Logistical challenge (PDF)
In this activity: students will explore some of the maps which were produced following the Nepal earthquake. They will consider how maps are used to help co-ordinate humanitarian response operations. We also introduce the importance of logistics in emergency response situations.
81
4. The importance of logistics in emergency responseLogistics can be defined as follows:
Logistics is the management of the flow of things between the point of origin and the point of consumption. Logistics requires careful planning while transportation is the mechanism for moving things.
Natural disasters: earthquakes – Session 3: The impact of a natural disaster
Supply students with a copy of the Logistical challenge (PDF).
Ask students to choose one of the situations in the logistical challenge table, each of which requires logistical support. Encourage them to assess the nature of the need.
Identify an appropriate map, which would be used to help in the chosen situation, and explain why this map would be of particular use.
Think carefully about the following things:
- How difficult might it be to get things to people when roads or transport links are damaged.
- Why did the Red Cross map the particular data that they did, e.g. casualties, deaths, injured, number of people displaced from homes, areas where buildings fully collapsed, partially collapsed?
Present to the group a brief report on your chosen scenario and map.
5. Further readinghttps://reliefweb.int/report/nepal/map-team-joins-race-reach-earthquake-survivors
Learn more about the team creating maps that bring vital help to earthquake-hit families.
http://www.wired.co.uk/article/mapping-nepal-after-the-earthquake
This shows the tremendous speed at which this sort of community mapping can take shape, which is vital for the speedy distribution of humanitarian aid to those most in need of it.
6. Get involvedThe MapSwipe app is an easy way for students to participate in mapping on their smartphone and help the work of Missing Maps.
It is available to download from different app stores, and was produced by Médecins Sans Frontières (MSF)
Students could be set a challenge to map a particular area of land each week to support the work of aid agencies.
See http://mapswipe.org/ and @TheMissingMaps for more details.
© BRC
82Natural disasters: earthquakes – Session 3: The impact of a natural disaster
Supporting resources for Session 3
Vimeo question sheet 83-84 Vimeo answer sheet 85 Person outline 86 Nepal earthquake infographic 87 Reporter’s cards 88 Script guidance document 89 Photos of the aftermath 90-91 Description of the earthquake – sequencing activity 92-94 Actions and emotions worksheet 95-97 Nepal emotion line (PPT) 98 Tweet activity 99 Twitter template (PPT) 100 SitRep map 101 IDP camps map 102 Logistics map 103 Logistical challenge 104
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Ar
= A
rtef
act –
som
ethi
ng p
hysi
cal w
hich
you
hav
e pi
cked
up
and
coul
d ha
ve a
n im
age
of, o
r be
hand
ling
whi
le ta
lkin
g to
the
cam
era
(a p
iece
to c
amer
a as
it’s
cal
led)
Vt: C
olla
psed
bui
ldin
gs –
a p
an
acro
ss a
stre
et w
hich
has
rubb
le
stre
wn
acro
ss it
, mak
ing
it ve
ry
diffi
cult
for a
ny v
ehic
les
to g
et
thro
ugh
with
out i
t bei
ng
clea
red.
(30”
)
Vt:
Chi
ld’s
sho
e in
the
rubb
le.
(5”)
Au:
Whi
stle
s of
resc
uers
ca
lling
for
sile
nce,
so
that
th
ey c
an li
sten
for
sign
s th
at
som
eone
is tr
appe
d un
der
the
build
ing
they
are
wor
king
on
. (8”
)
Vt &
Au:
Inte
rvie
w w
ith a
R
ed C
ross
vol
unte
er fr
om
the
villa
ge, w
ho h
as b
een
help
ing
to c
oord
inat
e th
e lo
cal r
espo
nse.
(1’3
0”)
Au:
Sou
nds
of p
eopl
e in
de
spai
r as
they
wai
t for
ne
ws
of th
eir
rela
tives
. (15
”)
N: A
list
of q
uest
ions
whi
ch
you
will
ask
a su
rviv
or, a
loca
l re
scue
wor
ker,
and
a lo
cal
polit
icia
n if
you
get t
he
chan
ce to
mee
t the
m.
Ar:
A p
ostc
ard
to s
how
w
hat a
bui
ldin
g lo
oked
like
be
fore
it w
as d
estr
oyed
in
the
eart
hqua
ke.
Ar:
A h
and-
writ
ten
list o
f pe
ople
who
are
thou
ght t
o be
mis
sing
from
a s
choo
l th
at w
as d
emol
ishe
d by
th
e ea
rthq
uake
.
Vt:
Sho
rt c
lip o
f peo
ple
taki
ng
selfi
es w
ith d
amag
ed b
uild
ings
be
hind
them
.
Au:
The
sou
nd o
f a b
uild
ing
colla
psin
g w
ith a
war
ning
sh
out s
econ
ds b
efor
e. (1
0”)
Ar:
A p
ictu
re o
f a c
hild
ha
nded
to y
ou b
y a
pare
nt.
They
are
mis
sing
.
Ar:
A m
obile
pho
ne w
ith a
sm
ashe
d sc
reen
.
Vt &
Au:
Fin
ding
a m
obile
ph
one
in th
e ru
bble
, sho
win
g a
text
mes
sage
ask
ing
som
eone
cal
led
Rav
i to
get
in to
uch.
N: A
list
of t
imin
gs o
f eve
nts
that
hav
e ha
ppen
ed s
ince
th
e ea
rthq
uake
.
Ar:
A p
last
ic w
ater
bot
tle fu
ll of
wat
er –
you
r on
ly w
ater
that
yo
u ha
ve le
ft.
< B
ack
to a
ctiv
ity
89K
S3
scri
pt
gu
idan
ce89
Scr
ipt
guid
ance
doc
umen
t
Ther
e ar
e op
port
uniti
es fo
r st
uden
ts to
pro
duce
a p
odca
st, o
r so
me
othe
r fo
rmat
of r
epor
t. Th
is
coul
d in
volv
e th
e us
e of
an
appr
opria
te a
pp o
n a
tabl
et, o
r a
piec
e of
sof
twar
e su
ch a
s A
udac
ity.
Gui
danc
e on
the
form
at o
f new
s ite
ms
You
will
need
an
‘anc
hor
intr
o’.
An
anch
or in
tro
quic
kly
sets
up
the
stor
y yo
u ar
e go
ing
to te
ll, a
nd
puts
it in
con
text
, with
out g
ivin
g aw
ay to
o m
uch.
It s
houl
d al
so in
trod
uce
you
as th
e re
port
er, a
nd
perh
aps
prov
ide
a sh
ort d
escr
iptio
n of
whe
re y
ou a
re s
tand
ing,
the
time
of d
ay e
tc. a
nd w
hat h
as
just
hap
pene
d.
Thin
k of
the
‘nar
rativ
e’ o
r st
ory
you
wan
t to
tel
l.
As
you
writ
e yo
ur n
arra
tion,
try
to te
ll a
stor
y w
ith a
beg
inni
ng, m
iddl
e, a
nd e
nd. D
raw
list
ener
s in
to
the
stor
y by
set
ting
the
scen
e, in
trod
ucin
g so
me
ques
tions
, som
e of
whi
ch y
ou w
ill go
on
to a
nsw
er.
Use
nar
rativ
e el
emen
ts a
nd c
hang
e lo
catio
n at
leas
t onc
e. U
se s
ound
effe
ctiv
ely
e.g.
the
wai
ling
of a
si
ren
– or
per
haps
it is
the
abse
nce
of th
e no
ises
that
are
usu
ally
ther
e th
at te
lls th
e st
ory.
Hav
e so
me
diff
eren
t ‘v
oice
s’ o
ther
tha
n yo
urs
This
cou
ld b
e a
brie
f int
ervi
ew w
ith s
omeo
ne.
The
focu
s fo
r yo
ur b
road
cast
sho
uld
be o
n
1. T
he im
med
iate
impa
ct o
f the
ear
thqu
ake
– w
ho h
as b
een
affe
cted
and
in w
hat w
ay?
2. W
hat t
he s
urvi
vors
mig
ht n
eed
in th
e sh
ort t
erm
.
3. H
ow lo
cal R
ed C
ross
vol
unte
ers
are
enga
ging
in s
earc
h an
d re
scue
, firs
t aid
, em
otio
nal s
uppo
rt
and
logi
stic
s op
erat
ions
to h
elp
peop
le w
ho h
ave
been
trap
ped,
inju
red,
or
who
hav
e lo
st th
eir
hom
es in
the
disa
ster
.
Sim
ple
tip
s
- B
e co
nver
satio
nal i
n yo
ur s
tyle
.
- D
on’t
use
too
man
y di
fficu
lt w
ords
.
- If
you
are
usi
ng in
itial
s of
org
anis
atio
ns, y
ou n
eed
to e
xpla
in th
em fi
rst.
Ad
dit
iona
l res
our
ce
The
BB
C S
choo
l Rep
ort p
age
has
a se
ries
of u
sefu
l res
ourc
es fo
r st
uden
ts a
nd te
ache
rs.
http
://w
ww
.bbc
.co.
uk/s
choo
lrep
ort/
teac
her_
reso
urce
s
This
act
ivity
ask
s st
uden
ts to
imag
ine
them
selv
es a
s ne
ws
repo
rter
s, a
nd to
pro
duce
a re
port
on
the
Nep
al e
arth
quak
e. It
sho
uld
last
abo
ut f
our
min
utes
.
< B
ack
to a
ctiv
ity
90Photos of the aftermath Page 1 of 2
Photo © Carl Whetam/IFRC. Photo © Carl Whetam/IFRC.
Photo © Carl Whetam/IFRC. Photo © Palani Mohan/IFRC.
91Photos of the aftermath Page 2 of 2
Photo © Palani Mohan/IFRC. Photo © Sailendra Kharel/IFRC.
Photo © Palani Mohan/IFRC. Photo © Carl Whetham/IFRC.
< Back to activity
9292D
escr
ipti
on o
f th
e ea
rth
qu
ake
Page
1 o
f 3
Seq
uenc
ing
activ
ity
Rac
hel H
ay, w
ho w
as in
Pok
hara
with
her
par
tner
Pet
e B
uckl
ey a
t the
tim
e of
the
eart
hqua
ke, w
rote
this
ac
coun
t of t
he fi
rst f
ew h
ours
afte
r th
e ea
rthq
uake
.
Prin
t off
and
cut e
ach
para
grap
h in
to s
trip
s. A
s an
initi
al a
ctiv
ity, s
tude
nts
can
then
be
aske
d to
sor
t eve
nts
into
thei
r co
rrec
t seq
uenc
e.
Des
crip
tion
of t
he e
arth
quak
e
Ther
e w
as th
e be
ep o
f a h
orn
and
a fu
tile
look
dow
n th
e st
reet
for
the
truc
k th
at w
as c
ausi
ng th
e vi
brat
ion.
W
e se
arch
ed fo
r th
e an
swer
on
each
oth
er’s
face
s, b
ut w
e al
read
y kn
ew. T
he fl
ower
pot
s ne
xt to
us
wer
e w
obbl
ing
unco
ntro
llabl
y, s
igns
on
the
stre
et w
ere
shak
ing…
the
trem
ors
wer
e in
tens
ifyin
g.
We
jum
ped
to o
ur fe
et a
nd m
omen
taril
y gl
ance
d ar
ound
at t
he o
ther
peo
ple
who
, mom
ents
bef
ore,
had
bee
n ca
lmly
drin
king
tea
and
eatin
g ci
nnam
on ro
lls o
r mas
ala
omel
ette
s. P
ete
voic
ed th
e re
ality
: “It’
s an
ear
thqu
ake.
R
un!”
The
re w
as th
e su
dden
sou
nd o
f cha
irs s
crap
ing
the
floor
, and
the
cont
inui
ng lo
w ru
mbl
e of
the
trem
ors.
W
e gr
abbe
d ou
r bag
s an
d ra
n ou
t int
o th
e st
reet
, rel
ieve
d th
at w
e w
ere
on th
e gr
ound
floo
r.
Onc
e ou
tsid
e, I
look
ed u
p to
my
right
and
saw
bric
ks fa
lling
from
a c
onst
ruct
ion
site
furt
her
alon
g th
e st
reet
. Th
e w
hole
str
uctu
re w
as u
nsta
ble
and
it se
emed
cer
tain
that
it w
ould
cru
mbl
e. I
star
ed a
ghas
t at a
lone
co
nstr
uctio
n w
orke
r w
ho s
tood
tran
sfixe
d at
the
top
of th
e bu
ildin
g, n
ear
whe
re th
e br
icks
wer
e di
slod
ging
th
emse
lves
, clin
ging
to th
e ru
dim
enta
ry b
ambo
o sc
affo
ldin
g. W
hy w
asn’
t he
runn
ing
to s
ave
him
self?
I k
new
the
answ
er: u
p th
ere,
the
shak
ing
wou
ld m
ake
mov
emen
t alm
ost i
mpo
ssib
le.
A fr
ight
ened
sol
o tr
avel
ler,
Fran
zisk
a, fo
llow
ed u
s ou
t of T
he B
lack
& W
hite
caf
é, s
till c
lingi
ng to
her
hal
f-fu
ll gl
ass
of la
ssi,
and
aske
d, “
I’m tr
avel
ling
on m
y ow
n. C
an I
stay
with
you
guy
s?”
The
thre
e of
us
ran
acro
ss
the
road
to g
et a
way
from
the
build
ings
, and
wai
ted
for
the
seem
ingl
y en
dles
s tr
emor
s to
sto
p. It
was
as
if w
e w
ere
stan
ding
on
wat
er a
nd w
e fe
lt di
zzy
and
terr
ified
.
It to
ok o
ver
one
min
ute
for
the
shak
ing
to s
ubsi
de, t
hen
we
atte
mpt
ed to
cha
t to
Fran
zisk
a (w
hile
the
geog
raph
er in
me
cont
empl
ated
epi
cent
er, m
agni
tude
, im
pact
s an
d ai
d). I
thou
ght o
f Kat
hman
du a
nd o
ur
frien
ds th
ere,
and
of a
ll th
e sm
all v
illage
s an
d ra
msh
ackl
e bu
ildin
gs th
at w
e ha
d pa
ssed
on
our
eigh
t-ho
ur
bus
jour
ney
to P
okha
ra fr
om K
athm
andu
the
prev
ious
day
. Had
the
peop
le w
e ha
d se
en a
nd m
et a
long
th
e w
ay s
urvi
ved?
Whe
n w
ould
we
be a
ble
to le
t our
frie
nds
and
fam
ily k
now
that
we
wer
e sa
fe, a
nd s
top
them
from
wor
ryin
g?
It w
as d
ifficu
lt to
asc
erta
in w
hen
the
trem
ors
actu
ally
sto
pped
, as
our
legs
kep
t sha
king
for
a w
hile
long
er.
A fe
w p
eopl
e, in
clud
ing
the
wai
ters
from
The
Bla
ck &
Whi
te C
afé,
cro
ssed
the
road
and
wen
t bac
k in
door
s so
on a
fter
the
trem
ors
stop
ped,
but
the
maj
ority
rem
aine
d on
the
lake
sid
e of
the
stre
et fo
r a
whi
le lo
nger
. It
felt
quite
abs
urd
whe
n w
e ev
entu
ally
retu
rned
to th
e ca
fé a
nd re
ques
ted
our
bill!
Lik
e us
, the
wai
ters
w
ere
of c
ours
e in
sho
ck, a
nd s
aid
that
whi
le th
ere
had
been
ver
y sm
all t
rem
ors
for
the
prev
ious
two
wee
ks,
this
was
the
bigg
est a
nd lo
nges
t ear
thqu
ake
they
had
eve
r ex
perie
nced
. The
y w
ere
rem
arka
bly
mat
ter-
of-f
act a
bout
it a
nd re
mai
ned
prof
essi
onal
, eve
n th
ough
they
mus
t hav
e be
en in
cred
ibly
con
cern
ed a
bout
fa
mily
mem
bers
and
frie
nds.
9393D
escr
ipti
on o
f th
e ea
rth
qu
ake
Page
2 o
f 3
I fel
t sca
red
as F
ranz
iska
and
I cl
imbe
d th
e st
airs
to h
er ro
om o
n th
e se
cond
floo
r, w
hile
eve
ryon
e el
se
wai
ted
outs
ide.
The
ner
vous
tens
ion
was
pal
pabl
e an
d I w
as k
een
to s
pend
as
little
tim
e as
pos
sibl
e on
th
e se
cond
floo
r of
the
hote
l. W
hile
Fra
nzis
ka q
uick
ly c
olle
cted
a fe
w o
f her
bel
ongi
ngs,
and
pic
ked
up th
e tw
o la
rge
bott
les
of w
ater
that
had
falle
n fro
m th
e ch
est o
f dra
wer
s du
ring
the
quak
e, I
used
the
bath
room
(p
rayi
ng th
at a
n af
ters
hock
wou
ldn’
t str
ike!
). I w
aite
d ou
tsid
e th
e ro
om fo
r Fr
anzi
ska,
and
anx
ious
ly lo
oked
ac
ross
at t
he re
d-br
ick
build
ing,
and
als
o at
the
hote
l dire
ctly
acr
oss
from
me,
won
derin
g if
the
larg
e cr
ack
was
new
, or
had
exis
ted
befo
re th
e ea
rthq
uake
. I n
ervo
usly
look
ed d
own
at th
e st
reet
two
floor
s be
low
, an
d sa
w P
ete
wai
ting
anxi
ousl
y fo
r us
. At t
hat m
omen
t, ev
eryt
hing
beg
an to
sha
ke in
tens
ely
agai
n. I
felt
torn
: wai
t for
Fra
nzis
ka o
r ru
n fo
r it?
I ch
ose
the
latt
er, w
hile
scr
eam
ing
Fran
zisk
a’s
nam
e. T
he s
tairs
se
emed
to je
rk a
nd s
hift
as I
ran,
and
I fe
lt su
re th
at th
e ce
iling
wou
ld c
ave
in o
n to
p of
me.
How
wou
ld
Pet
e ex
plai
n to
my
pare
nts
that
afte
r su
rviv
ing
the
mai
n sh
ock,
and
aga
inst
my
bett
er ju
dgem
ent,
I was
ki
lled
on th
e se
cond
floo
r of
som
eone
els
e’s
hote
l, ju
st b
ecau
se I
need
ed th
e lo
o!?
Pet
e w
as y
ellin
g m
y na
me
and
the
hote
l ow
ner
was
yel
ling
for
Fran
zisk
a. I
ran
to P
ete
then
, alo
ng w
ith th
e ho
tel o
wne
r, ra
n pa
st th
e re
d-br
ick
build
ing.
For
tuna
tely
, Fra
nzis
ka w
as n
ot fa
r be
hind
us.
I w
as s
udde
nly
terr
ified
that
the
two
eart
hqua
kes
we
had
expe
rienc
ed s
o fa
r ha
d ac
tual
ly b
een
fore
shoc
ks in
the
build
up
to a
n ev
en
bigg
er e
vent
.
We
wai
ted
for
a w
hile
in th
e st
reet
with
a g
roup
of l
ocal
s w
ho w
ere
frant
ical
ly tr
ying
to g
et h
old
of th
eir
rela
tives
and
frie
nds
in o
ther
par
ts o
f Nep
al, a
nd w
ith o
ther
tour
ists
who
wer
e tr
ying
to a
cces
s w
i-fi to
re
assu
re th
eir
love
d on
es b
ack
hom
e. M
ahim
a, a
frie
nd in
Kat
hman
du, p
hone
d us
to a
sk if
we
wer
e sa
fe.
We
aske
d he
r to
con
tact
a m
utua
l frie
nd, c
urre
ntly
livi
ng in
Hon
dura
s, to
ask
her
to p
ost a
mes
sage
on
Face
book
on
our
beha
lf to
let o
ur fr
iend
s an
d fa
mily
kno
w th
at w
e w
ere
safe
. Afte
r a
love
-hat
e re
latio
nshi
p w
ith F
aceb
ook,
its
huge
val
ue d
urin
g a
natu
ral d
isas
ter
was
imm
edia
tely
app
aren
t. It
was
suc
h a
relie
f to
get a
mes
sage
out
and
redu
ce th
e st
ress
and
wor
ry th
at o
ur fa
milie
s ba
ck in
the
UK
wou
ld c
erta
inly
feel
w
hen
they
wok
e up
to th
e he
adlin
es.
Unb
elie
vabl
y, T
he S
now
Leo
pard
Hot
el’s
wi-fi
was
stil
l wor
king
and
whe
n w
e ve
ntur
ed c
lose
eno
ugh
to u
se
it, it
was
am
azin
g to
see
that
the
eart
hqua
ke a
lread
y fe
atur
ed o
n th
e B
BC
New
s w
ebsi
te. T
witt
er s
eem
ed
to lo
ad m
ore
effe
ctiv
ely
than
any
oth
er w
ebsi
tes,
so
we
relie
d on
it fo
r up
date
s. T
witt
er h
as b
een
inva
luab
le
for
keep
ing
in to
uch
with
the
outs
ide
wor
ld, a
nd fo
r ac
cess
ing
usef
ul in
form
atio
n ab
out t
he o
n-go
ing
cris
is.
One
of m
y co
ntac
ts jo
ked
that
I w
as in
‘one
hel
luva
[sic
] Geo
grap
hy le
sson
!’
Sur
pris
ingl
y qu
ickl
y, m
obile
pho
nes
and
soci
al m
edia
wer
e br
ingi
ng u
s sn
ippe
ts o
f inf
orm
atio
n fro
m th
e ca
pita
l, K
athm
andu
. We
hear
d th
at th
e D
hara
hara
Tow
er, w
hich
we
had
seen
onl
y th
e w
eek
befo
re, a
nd
had
cons
ider
ed c
limbi
ng, h
ad c
olla
psed
. I fe
lt si
ck th
inki
ng o
f all
the
peop
le w
ho w
ould
hav
e be
en tr
appe
d on
it a
s it
fell.
I la
ter
read
that
one
man
lost
six
fam
ily m
embe
rs, i
nclu
ding
his
dau
ghte
r, in
the
colla
pse.
H
ow c
an o
ne p
erso
n co
pe w
ith th
e im
men
se s
tres
s of
that
? W
e th
en h
eard
that
Kat
hman
du a
nd P
atan
D
urba
r S
quar
es h
ad b
een
seve
rely
dam
aged
. With
Sat
urda
y be
ing
the
holy
day
in N
epal
, the
re w
ere
sure
to
be
man
y H
indu
s an
d B
uddh
ists
wor
ship
ping
in th
e ol
d te
mpl
es. D
id th
ey a
ll ge
t to
safe
ty?
I dre
ad to
th
ink
wha
t the
impa
ct w
ould
hav
e be
en h
ad th
e ea
rthq
uake
str
uck
eith
er o
n a
scho
ol-d
ay, o
r at
nig
ht,
whe
n m
ore
peop
le w
ould
hav
e be
en a
t ris
k of
bei
ng in
door
s w
hen
build
ings
col
laps
ed. A
noth
er s
icke
ning
re
alis
atio
n w
as th
at if
the
eart
hqua
ke h
ad s
truc
k at
exa
ctly
the
sam
e tim
e th
e pr
evio
us S
atur
day,
Pet
e an
d I w
ould
hav
e be
en in
am
ongs
t the
tem
ples
of K
athm
andu
Dur
bar
Squ
are,
in th
e w
rong
pla
ce a
t the
wro
ng
time,
and
our
fam
ilies
mig
ht s
till b
e w
aitin
g fo
r ne
ws
on o
ur w
here
abou
ts. T
rekk
ing
in th
e La
ngta
ng a
rea
was
als
o on
the
card
s fo
r S
atur
day
25th
Apr
il…
9494D
escr
ipti
on o
f th
e ea
rth
qu
ake
Page
3 o
f 3
Orig
inal
ly p
ublis
hed
at: h
ttp:
//rs
gs.o
rg/fi
rst-
hand
-acc
ount
-of-
the-
nepa
l-ea
rthq
uake
-rac
hel-
hay-
rsgs
-ed
ucat
ion-
offic
er/
Now
, five
day
s af
ter t
he M
7.8
eart
hqua
ke, w
e ha
ve e
xper
ienc
ed n
umer
ous
afte
rsho
cks,
rang
ing
from
bar
ely
perc
eptib
le to
M6.
7, a
nd h
ave
been
read
y to
run
at a
ny m
omen
t, w
ith a
bag
of s
uppl
ies
alw
ays
to h
and.
Th
e fe
ar a
nd u
ncer
tain
ty, c
ombi
ned
with
the
unen
ding
flow
of i
mag
es a
nd s
ound
bite
s fro
m K
athm
andu
, ar
e ex
haus
ting,
eve
n th
ough
we
are
in a
rela
tivel
y sa
fe a
rea,
and
do
not h
ave
fam
ily o
r pro
pert
y he
re. W
e ca
n on
ly im
agin
e th
e st
ress
and
suf
ferin
g of
thos
e in
the
wor
st h
it ar
eas
in K
athm
andu
who
are
livi
ng in
m
ake-
shift
cam
ps, w
ith v
ery
limite
d su
pplie
s of
wat
er, f
ood
and
med
icin
e. I
won
der w
heth
er th
e m
edia
hav
e co
mm
unic
ated
the
curr
ent s
ituat
ion
acro
ss th
e co
untr
y ac
cura
tely
, inc
ludi
ng th
e ge
ogra
phic
al v
aria
tions
of
the
impa
cts.
The
foot
age
of th
e de
ath
and
dest
ruct
ion
in K
athm
andu
is a
com
plet
e co
ntra
st to
con
ditio
ns
here
in P
okha
ra, w
here
no
build
ings
col
laps
ed a
nd w
here
sho
ps, c
afes
and
rest
aura
nts
have
ope
rate
d as
no
rmal
(pro
babl
y m
ore
thro
ugh
econ
omic
nec
essi
ty a
nd th
e ne
ed fo
r rou
tine
than
any
thin
g el
se) s
ince
the
day
afte
r the
ear
thqu
ake.
Whe
n w
e te
ll ou
r frie
nds
and
fam
ily a
bout
wha
t it i
s lik
e he
re in
Pok
hara
, the
y ca
n ba
rely
bel
ieve
it, g
iven
the
depr
essi
ng im
ages
they
are
con
stan
tly s
eein
g on
thei
r scr
eens
.
We
are
incr
edib
ly fo
rtun
ate
that
, all
bein
g w
ell,
we
can
boar
d a
plan
e to
Edi
nbur
gh w
ithin
the
next
few
da
ys a
nd le
ave
this
terr
ible
and
unc
erta
in s
ituat
ion
behi
nd. B
ut w
hat w
ill ha
ppen
to N
epal
and
its
peop
le
whe
n th
e m
edia
’s le
ns m
oves
on,
as
it in
evita
bly
will?
Nep
al w
as a
lread
y on
e of
the
poor
est c
ount
ries
in
the
wor
ld, r
anke
d 14
5th
out o
f 187
cou
ntrie
s on
the
Uni
ted
Nat
ion’
s 20
13 H
uman
Dev
elop
men
t Ind
ex.
Wha
t will
the
inte
rnat
iona
l com
mun
ity d
o to
hel
p to
alle
viat
e th
e su
fferin
g he
re?
Will
ther
e be
a c
oord
inat
ed
plan
to e
nsur
e th
at r
igor
ous
build
ing
code
s ar
e en
forc
ed, a
nd w
ill ot
her
cruc
ial l
esso
ns b
e le
arne
d fro
m
this
dis
aste
r th
at c
an in
crea
se N
epal
’s re
silie
nce
to e
arth
quak
es in
the
futu
re?
One
thin
g is
cer
tain
: S
atur
day’
s ea
rthq
uake
and
the
afte
rsho
cks
last
ed ju
st m
inut
es, b
ut th
e pe
ople
of N
epal
will
need
sup
port
fro
m o
ther
nat
ions
for
a lo
ng ti
me
to c
ome.
< B
ack
to a
ctiv
ity
9595A
ctio
ns
and
em
otio
ns
wor
ksh
eet
Page
1 o
f 3
Sta
ge o
f the
sto
ryA
ctio
nsE
mot
ions
Rea
lisat
ion:
“It
’s a
n ea
rthq
uake
. Run
!”E
.g. c
omm
unic
ate
wha
t’s
happ
enin
gE
.g. f
ear,
conf
usio
n
Initi
al r
espo
nse:
“W
e gr
abbe
d ou
r bag
s an
d ra
n in
to th
e st
reet
”
Dur
ing
the
eart
hqua
ke:
“The
who
le s
truc
ture
w
as u
nsta
ble”
Aft
er t
he e
arth
quak
e:
“Wha
t to
do n
ext”
Act
ions
and
em
otio
ns w
orks
heet
Iden
tify
the
key
poin
ts in
the
acco
unt o
f the
ear
thqu
ake
whe
re a
n em
otio
n, o
r an
act
ion
linke
d to
an
emot
ion
is id
entifi
ed. N
ote
thes
e do
wn
in th
e ta
ble
belo
w.
9696A
ctio
ns
and
em
otio
ns
wor
ksh
eet
Page
2 o
f 3
Ther
e w
as th
e be
ep o
f a h
orn
and
a fu
tile
look
do
wn
the
stre
et fo
r th
e tr
uck
that
was
cau
sing
the
vibr
atio
n. W
e se
arch
ed fo
r th
e an
swer
on
each
ot
her’s
face
s, b
ut w
e al
read
y kn
ew. T
he fl
ower
pot
s ne
xt to
us
wer
e w
obbl
ing
unco
ntro
llabl
y, s
igns
on
the
stre
et w
ere
shak
ing…
the
trem
ors
wer
e in
tens
ifyin
g.
We
jum
ped
to o
ur fe
et a
nd m
omen
taril
y gl
ance
d ar
ound
at t
he o
ther
peo
ple
who
, mom
ents
bef
ore,
ha
d be
en c
alm
ly d
rinki
ng te
a an
d ea
ting
cinn
amon
ro
lls o
r m
asal
a om
elet
tes.
Pet
e vo
iced
the
real
ity:
“It’s
an
eart
hqua
ke. R
un!”
The
re w
as th
e su
dden
so
und
of c
hairs
scr
apin
g th
e flo
or, a
nd th
e co
ntin
uing
lo
w r
umbl
e of
the
trem
ors.
We
grab
bed
our
bags
an
d ra
n ou
t int
o th
e st
reet
, rel
ieve
d th
at w
e w
ere
on
the
grou
nd fl
oor.
Onc
e ou
tsid
e, I
look
ed u
p to
my
right
and
saw
br
icks
fallin
g fro
m a
con
stru
ctio
n si
te fu
rthe
r al
ong
the
stre
et. T
he w
hole
str
uctu
re w
as u
nsta
ble
and
it se
emed
cer
tain
that
it w
ould
cru
mbl
e. I
star
ed
agha
st a
t a lo
ne c
onst
ruct
ion
wor
ker
who
sto
od
tran
sfixe
d at
the
top
of th
e bu
ildin
g, n
ear
whe
re th
e br
icks
wer
e di
slod
ging
them
selv
es, c
lingi
ng to
the
rudi
men
tary
bam
boo
scaf
fold
ing.
Why
was
n’t h
e ru
nnin
g to
sav
e hi
mse
lf? I
knew
the
answ
er:
up th
ere,
the
shak
ing
wou
ld m
ake
mov
emen
t al
mos
t im
poss
ible
.
A fr
ight
ened
sol
o tr
avel
ler,
Fran
zisk
a, fo
llow
ed u
s ou
t of
The
Bla
ck &
Whi
te c
afé,
stil
l clin
ging
to h
er h
alf-
full
glas
s of
lass
i, an
d as
ked,
“I’m
trav
ellin
g on
my
own.
Can
I st
ay w
ith y
ou g
uys?
” Th
e th
ree
of u
s ra
n ac
ross
the
road
to g
et a
way
from
the
build
ings
, and
w
aite
d fo
r th
e se
emin
gly
endl
ess
trem
ors
to s
top.
It
was
as
if w
e w
ere
stan
ding
on
wat
er a
nd w
e fe
lt di
zzy
and
terr
ified
.
It to
ok o
ver
one
min
ute
for
the
shak
ing
to s
ubsi
de,
then
we
atte
mpt
ed to
cha
t to
Fran
zisk
a (w
hile
th
e ge
ogra
pher
in m
e co
ntem
plat
ed e
pice
nter
, m
agni
tude
, im
pact
s an
d ai
d). I
thou
ght o
f K
athm
andu
and
our
frie
nds
ther
e, a
nd o
f all
the
smal
l villa
ges
and
ram
shac
kle
build
ings
that
we
had
pass
ed o
n ou
r ei
ght-
hour
bus
jour
ney
to P
okha
ra
from
Kat
hman
du th
e pr
evio
us d
ay. H
ad th
e pe
ople
w
e ha
d se
en a
nd m
et a
long
the
way
sur
vive
d?W
hen
wou
ld w
e be
abl
e to
let o
ur fr
iend
s an
d fa
mily
kno
w
that
we
wer
e sa
fe, a
nd s
top
them
from
wor
ryin
g?
It w
as d
ifficu
lt to
asc
erta
in w
hen
the
trem
ors
actu
ally
st
oppe
d, a
s ou
r le
gs k
ept s
haki
ng fo
r a
whi
le lo
nger
. A
few
peo
ple,
incl
udin
g th
e w
aite
rs fr
om T
he B
lack
&
Whi
te C
afé,
cro
ssed
the
road
and
wen
t bac
k in
door
s so
on a
fter
the
trem
ors
stop
ped,
but
the
maj
ority
rem
aine
d on
the
lake
sid
e of
the
stre
et fo
r a
whi
le lo
nger
. It f
elt q
uite
abs
urd
whe
n w
e ev
entu
ally
re
turn
ed to
the
café
and
requ
este
d ou
r bi
ll! L
ike
us, t
he w
aite
rs w
ere
of c
ours
e in
sho
ck, a
nd s
aid
that
whi
le th
ere
had
been
ver
y sm
all t
rem
ors
for
the
prev
ious
two
wee
ks, t
his
was
the
bigg
est a
nd
long
est e
arth
quak
e th
ey h
ad e
ver
expe
rienc
ed.
They
wer
e re
mar
kabl
y m
atte
r-of
-fac
t abo
ut it
and
re
mai
ned
prof
essi
onal
, eve
n th
ough
they
mus
t hav
e be
en in
cred
ibly
con
cern
ed a
bout
fam
ily m
embe
rs
and
frien
ds.
I fel
t sca
red
as F
ranz
iska
and
I cl
imbe
d th
e st
airs
to
her
room
on
the
seco
nd fl
oor,
whi
le e
very
one
else
w
aite
d ou
tsid
e. T
he n
ervo
us te
nsio
n w
as p
alpa
ble
and
I was
kee
n to
spe
nd a
s lit
tle ti
me
as p
ossi
ble
on th
e se
cond
floo
r of
the
hote
l. W
hile
Fra
nzis
ka
quic
kly
colle
cted
a fe
w o
f her
bel
ongi
ngs,
and
pic
ked
up th
e tw
o la
rge
bott
les
of w
ater
that
had
falle
n fro
m th
e ch
est o
f dra
wer
s du
ring
the
quak
e, I
used
th
e ba
thro
om (p
rayi
ng th
at a
n af
ters
hock
wou
ldn’
t st
rike!
). I w
aite
d ou
tsid
e th
e ro
om fo
r Fr
anzi
ska,
and
an
xiou
sly
look
ed a
cros
s at
the
red-
bric
k bu
ildin
g,
and
also
at t
he h
otel
dire
ctly
acr
oss
from
me,
w
onde
ring
if th
e la
rge
crac
k w
as n
ew, o
r ha
d ex
iste
d be
fore
the
eart
hqua
ke. I
ner
vous
ly lo
oked
dow
n at
th
e st
reet
two
floor
s be
low
, and
saw
Pet
e w
aitin
g an
xiou
sly
for
us. A
t tha
t mom
ent,
ever
ythi
ng b
egan
to
sha
ke in
tens
ely
agai
n. I
felt
torn
: wai
t for
Fra
nzis
ka
or r
un fo
r it?
I ch
ose
the
latt
er, w
hile
scr
eam
ing
Fran
zisk
a’s
nam
e. T
he s
tairs
see
med
to je
rk a
nd s
hift
as I
ran,
and
I fe
lt su
re th
at th
e ce
iling
wou
ld c
ave
in
on to
p of
me.
How
wou
ld P
ete
expl
ain
to m
y pa
rent
s th
at a
fter
surv
ivin
g th
e m
ain
shoc
k, a
nd a
gain
st m
y be
tter
judg
emen
t, I w
as k
illed
on th
e se
cond
floo
r of
som
eone
els
e’s
hote
l, ju
st b
ecau
se I
need
ed th
e lo
o!?
Pet
e w
as y
ellin
g m
y na
me
and
the
hote
l ow
ner
was
yel
ling
for
Fran
zisk
a. I
ran
to P
ete
then
, alo
ng
with
the
hote
l ow
ner,
ran
past
the
red-
bric
k bu
ildin
g.
Fort
unat
ely,
Fra
nzis
ka w
as n
ot fa
r be
hind
us.
I w
as
sudd
enly
terr
ified
that
the
two
eart
hqua
kes
we
had
expe
rienc
ed s
o fa
r ha
d ac
tual
ly b
een
fore
shoc
ks in
th
e bu
ild u
p to
an
even
big
ger
even
t.
We
wai
ted
for a
whi
le in
the
stre
et w
ith a
gro
up o
f lo
cals
who
wer
e fra
ntic
ally
tryi
ng to
get
hol
d of
thei
r re
lativ
es a
nd fr
iend
s in
oth
er p
arts
of N
epal
, and
w
ith o
ther
tour
ists
who
wer
e try
ing
to a
cces
s w
i-fi to
re
assu
re th
eir l
oved
one
s ba
ck h
ome.
Mah
ima,
a fr
iend
in
Kat
hman
du, p
hone
d us
to a
sk if
we
wer
e sa
fe.
We
aske
d he
r to
cont
act a
mut
ual f
riend
, cur
rent
ly
livin
g in
Hon
dura
s, to
ask
her
to p
ost a
mes
sage
on
Face
book
on
our b
ehal
f to
let o
ur fr
iend
s an
d fa
mily
kn
ow th
at w
e w
ere
safe
. Afte
r a lo
ve-h
ate
rela
tions
hip
with
Fac
eboo
k, it
s hu
ge v
alue
dur
ing
a na
tura
l dis
aste
r
Des
crip
tion
of t
he e
arth
quak
e –
Rac
hel H
ay
9797A
ctio
ns
and
em
otio
ns
wor
ksh
eet
Page
3 o
f 3
was
imm
edia
tely
app
aren
t. It
was
suc
h a
relie
f to
get a
m
essa
ge o
ut a
nd re
duce
the
stre
ss a
nd w
orry
that
our
fa
milie
s ba
ck in
the
UK
wou
ld c
erta
inly
feel
whe
n th
ey
wok
e up
to th
e he
adlin
es.
Unb
elie
vabl
y, T
he S
now
Leo
pard
Hot
el’s
wi-fi
was
st
ill w
orki
ng a
nd w
hen
we
vent
ured
clo
se e
noug
h to
use
it, i
t was
am
azin
g to
see
that
the
eart
hqua
ke
alre
ady
feat
ured
on
the
BB
C N
ews
web
site
. Tw
itter
se
emed
to lo
ad m
ore
effe
ctiv
ely
than
any
oth
er
web
site
s, s
o w
e re
lied
on it
for
upda
tes.
Tw
itter
has
be
en in
valu
able
for
keep
ing
in to
uch
with
the
outs
ide
wor
ld, a
nd fo
r ac
cess
ing
usef
ul in
form
atio
n ab
out t
he
on-g
oing
cris
is. O
ne o
f my
cont
acts
joke
d th
at I
was
in
‘one
hel
luva
[sic
] Geo
grap
hy le
sson
!’ S
urpr
isin
gly
quic
kly,
mob
ile p
hone
s an
d so
cial
med
ia
wer
e br
ingi
ng u
s sn
ippe
ts o
f inf
orm
atio
n fro
m th
eca
pita
l, K
athm
andu
. We
hear
d th
at th
e D
hara
hara
To
wer
, whi
ch w
e ha
d se
en o
nly
the
wee
k be
fore
, and
had
cons
ider
ed c
limbi
ng, h
ad c
olla
psed
. I fe
lt si
ck
thin
king
of a
ll th
e pe
ople
who
wou
ld h
ave
been
tr
appe
d on
it a
s it
fell.
I la
ter
read
that
one
man
lo
st s
ix fa
mily
mem
bers
, inc
ludi
ng h
is d
augh
ter,
in th
e co
llaps
e. H
ow c
an o
ne p
erso
n co
pe w
ith
the
imm
ense
str
ess
of th
at?
We
then
hea
rd th
at
Kat
hman
du a
nd P
atan
Dur
bar
Squ
ares
had
bee
n se
vere
ly d
amag
ed. W
ith S
atur
day
bein
g th
e ho
ly d
ay
in N
epal
, the
re w
ere
sure
to b
e m
any
Hin
dus
and
Bud
dhis
ts w
orsh
ippi
ng in
the
old
tem
ples
. Did
they
al
l get
to s
afet
y? I
drea
d to
thin
k w
hat t
he im
pact
w
ould
hav
e be
en h
ad th
e ea
rthq
uake
str
uck
eith
er
on a
sch
ool-d
ay, o
r at
nig
ht, w
hen
mor
e pe
ople
w
ould
hav
e be
en a
t ris
k of
bei
ng in
door
s w
hen
build
ings
col
laps
ed. A
noth
er s
icke
ning
real
isat
ion
was
that
if th
e ea
rthq
uake
had
str
uck
at e
xact
ly th
e sa
me
time
the
prev
ious
Sat
urda
y, P
ete
and
I wou
ld h
ave
been
in a
mon
gst t
he te
mpl
es o
f K
athm
andu
Dur
bar
Squ
are,
in th
e w
rong
pla
ce a
t the
w
rong
tim
e, a
nd o
ur fa
milie
s m
ight
stil
l be
wai
ting
for
new
s on
our
whe
reab
outs
. Tre
kkin
g in
the
Lang
tang
ar
ea w
as a
lso
on th
e ca
rds
for
Sat
urda
y 25
th A
pril…
Now
, five
day
s af
ter
the
M7.
8 ea
rthq
uake
, we
have
ex
perie
nced
num
erou
s af
ters
hock
s, r
angi
ng fr
om
bare
ly p
erce
ptib
le to
M6.
7, a
nd h
ave
been
read
y to
ru
n at
any
mom
ent,
with
a b
ag o
f sup
plie
s al
way
s to
han
d. T
he fe
ar a
nd u
ncer
tain
ty, c
ombi
ned
with
th
e un
endi
ng fl
ow o
f im
ages
and
sou
ndbi
tes
from
K
athm
andu
, are
exh
aust
ing,
eve
n th
ough
we
are
in a
rela
tivel
y sa
fe a
rea,
and
do
not h
ave
fam
ily
or p
rope
rty
here
. We
can
only
imag
ine
the
stre
ss
and
suffe
ring
of th
ose
in th
e w
orst
hit
area
s in
K
athm
andu
who
are
livi
ng in
mak
e-sh
ift c
amps
, with
ve
ry li
mite
d su
pplie
s of
wat
er, f
ood
and
med
icin
e.
I won
der
whe
ther
the
med
ia h
ave
com
mun
icat
ed
the
curr
ent s
ituat
ion
acro
ss th
e co
untr
y ac
cura
tely
, in
clud
ing
the
geog
raph
ical
var
iatio
ns o
f the
impa
cts.
Th
e fo
otag
e of
the
deat
h an
d de
stru
ctio
n in
K
athm
andu
is a
com
plet
e co
ntra
st to
con
ditio
ns h
ere
in P
okha
ra, w
here
no
build
ings
col
laps
ed a
nd w
here
sh
ops,
caf
es a
nd re
stau
rant
s ha
ve o
pera
ted
as
norm
al (p
roba
bly
mor
e th
roug
h ec
onom
ic n
eces
sity
an
d th
e ne
ed fo
r ro
utin
e th
an a
nyth
ing
else
) sin
ce th
e da
y af
ter
the
eart
hqua
ke. W
hen
we
tell
our
frien
ds
and
fam
ily a
bout
wha
t it i
s lik
e he
re in
Pok
hara
, the
y ca
n ba
rely
bel
ieve
it, g
iven
the
depr
essi
ng im
ages
th
ey a
re c
onst
antly
see
ing
on th
eir
scre
ens.
We
are
incr
edib
ly fo
rtun
ate
that
, all
bein
g w
ell,
we
can
boar
d a
plan
e to
Edi
nbur
gh w
ithin
the
next
few
da
ys a
nd le
ave
this
terr
ible
and
unc
erta
in s
ituat
ion
behi
nd. B
ut w
hat w
ill ha
ppen
to N
epal
and
its
peop
le
whe
n th
e m
edia
’s le
ns m
oves
on,
as
it in
evita
bly
will?
Nep
al w
as a
lread
y on
e of
the
poor
est c
ount
ries
in th
e w
orld
, ran
ked
145t
h ou
t of 1
87 c
ount
ries
on th
e U
nite
d N
atio
n’s
2013
Hum
an D
evel
opm
ent
Inde
x. W
hat w
ill th
e in
tern
atio
nal c
omm
unity
do
to
help
to a
llevi
ate
the
suffe
ring
here
? W
ill th
ere
be a
co
ordi
nate
d pl
an to
ens
ure
that
rig
orou
s bu
ildin
g co
des
are
enfo
rced
, and
will
othe
r cr
ucia
l les
sons
be
lear
ned
from
this
dis
aste
r th
at c
an in
crea
se N
epal
’s
resi
lienc
e to
ear
thqu
akes
in th
e fu
ture
? O
ne th
ing
is
cert
ain:
Sat
urda
y’s
eart
hqua
ke a
nd th
e af
ters
hock
s la
sted
just
min
utes
, but
the
peop
le o
f Nep
al w
ill ne
ed
supp
ort f
rom
oth
er n
atio
ns fo
r a
long
tim
e to
com
e.
Orig
inal
ly p
ublis
hed
at: h
ttp
://r
sgs.
org
/firs
t-ha
nd-
acco
unt-
of-
the-
nep
al-e
arth
qua
ke-r
ache
l-ha
y-rs
gs-
educ
atio
n-o
ffice
r/
< B
ack
to a
ctiv
ity
98
Download PPT here
Nepal emotion line (PPT)
< Back to activity
9999Tw
eet
acti
vity
Wha
t in
form
atio
n ca
n yo
u g
ain
fro
m t
his
twee
t?
Wha
t ad
dit
iona
l que
stio
ns d
oes
it le
ad t
o?
Whe
re w
oul
d /
co
uld
yo
u g
o t
o fi
nd t
he a
nsw
ers
to t
hese
que
stio
ns?
Twee
t ac
tivity
< B
ack
to a
ctiv
ity
100
Download PPT here
Twitter template (PPT)
To do
Twitter template
< Back to activity
101SitRep map
< Back to activity
10210
2ID
P c
amp
s m
ap
< B
ack
to a
ctiv
ity
103Logistics map
< Back to activity
104
Assess where you should send emergency tarpaulins which can be used to provide temporary shelter for those whose houses have been damaged.
Identify which roads have been damaged as a large shipment of medical aid needs to be sent by road.
Identify suitable landing areas for a helicopter carrying trained rescue personnel to badly affected areas.
Suggest the best locations for a mobile communications unit, which offers free calls for people to let their relatives know they are safe.
Identify a safe evacuation route for a group of school children who are going to be travelling in a school bus.
Work out which roads might be at risk of being closed by landslides if heavy rain falls soon after the earthquake.
Logistical challenge (PDF)
< Back to activity
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105
106
Session 4: Recovery and resilience
Natural disasters: earthquakes – Session 4: Recovery and resilience
Contents
Introductory activities (all ages)
1. Introducing resilience 2. The role of the Red Cross in recovery
Activities for Key Stages 3-5
KS3: School disaster plan KS4: Modelling responses to disasters KS5: Resilient behaviour after an earthquake
Learning objectives
Young people are able to: - Develop their use of geography specific language
in written and verbal work, and develop the capacity to ‘think like a geographer’.
- Develop their understanding of the role of the Red Cross in supporting people to recover after a natural disaster.
- Understand the concept of resilience, and how it applies to a specific context.
- Consider how they might apply this learning to their own lives.
Key questions
- What are the longer term impacts of a natural disaster and how do people recover?
- How did individuals and communities in Nepal build their resilience before the earthquake?
- How can communities increase their resilience – what about the school community? What might make a community more or less resilient?
- What lessons can be learned from each event so people are better prepared for them in future?
Photo © Rosemarie North / IFRC.
People from Jyamdi Mandan village development committee in Nepal. After doing a vulnerability and capacity assessment (VCA) and mapping the village, the groups will establish a community disaster management committee with responsibilities for hazard mitigation, preparedness, response and prevention, livelihoods, water, sanitation and hygiene promotion (WASH) and health.
After a natural disaster the Red Cross supports the people affected as they start to recover and rebuild their lives.
By reflecting upon and applying learning from past experiences, communities can increase their resilience and ability to cope with disasters.
This final session focusses on themes of recovery and resilience and concludes by bringing the learning back to a local context for students encouraging them to reflect on how they could apply this learning to their own lives.
107107
Introductory activities
1. Introducing resilienceA key element of the response to any natural disaster is the way that communities and the people in them are able to recover, and to learn from the experience if possible so that they are better prepared for the next time something happens.
This can be part of all of our lives but the changes that the Nepal earthquake brought about were on a huge scale. Many people would have been trying to cope with the loss of family members, friends and the destruction of their homes and livelihoods.
The ability to cope in challenging circumstances can be called resilience. This is a term that all geographers should be aware of and be able to explore. It has also been introduced into a lot of schools as a characteristic for students to develop.
Humanitarian agencies try to build resilience in the communities they work with both before, during and after hazard events. The work that the Red Cross carries out across the world with the help of their staff and volunteers on the ground, supports communities to be more resilient, as we saw during Sameer’s interview in Session 3.
Ask students to suggest what they understand by the term resilience.
Resilience could be defined as: “Having the ability, skills, behaviours and coping strategies, to support yourself and others during times of change or a sudden shift in circumstances, such as a crisis caused by a disaster or emergency.”
Or more simply: “Having the capacity to recover quickly from difficulties.”
The resilience of an area following a disaster can be explored using the Park Model.
You will need:
- Access to YouTube to show films from the Red Cross - Nepal infographic (PDF)
Improvement
Normality
Deterioration
After Park, 1991
The Hazard event
Reco
very
Qua
lity
of L
ife.
Leve
l of E
cono
mic
Act
ivity
. S
ocia
l Sta
bilit
y C
omm
unic
atio
ns /
ser
vice
leve
l
Pre-disaster Relief Rehabilitation Reconstruction
Hours – Days Days – Weeks Weeks – Years
Disruption
Search Rescue Care Temporary housing services Rebuild
Relief and rehabilitation often with the help of outside agencies
This illustrates the reaction of a community to an event which causes disruption, and how long it takes to “bounce back” or recover.
There are various options for exploring this aspect of disaster recovery. KS4 activities will focus on the Park Model, while KS5 activities will introduce students to the Degg Model.
Natural disasters: earthquakes – Session 4: Recovery and resilience
108108
2. The role of the Red Cross in recoveryThree short videos supplemented with questions help students learn more about how the Red Cross was involved in helping people recover and rebuild stronger after the earthquake.
This video shows the numbers affected by the earthquake, and how in the days, weeks and months following the disaster, the Red Cross was there to support those affected.
Efforts were focussed on providing relief, shelter, medical care and safe water to communities in the worst affected districts.
Questions
1. What were the five areas of priority for the Red Cross response?
2. What was the impact of a second earthquake on people in Nepal?
3. How did the Red Cross support survivors of the earthquake?
VIDEO 2: Water: communities help water flow again after Nepal earthquake
VIDEO 1: Nepal three months on
Water supplies and sanitation systems for thousands of communities in Nepal were disrupted by earthquakes, leaving people at risk of water-borne diseases.
Water, sanitation and hygiene promotion (WASH) is one of the main elements of the Red Cross’ earthquake response plan.
As well as installing water tanks for cooking and washing, the Red Cross trains communities to maintain the pipes, and promotes hygiene through radio shows, community meetings and training for school children.
Questions
1. How was access to clean water affected by the earthquake?
2. What risks does lack of clean water pose for a community?
3. What everyday activities is water needed for?
4. How did the Red Cross support with bringing clean water to communities after the earthquake?
The Nepal earthquake infographic can also support with students’ understanding of the changing needs of communities as they move from the response to recovery phase.
Natural disasters: earthquakes – Session 4: Recovery and resilience
109109
The earthquakes damaged or destroyed more than 900,000 homes leaving people without shelter against monsoon rains, summer heat and winter cold.
Questions:
1. What are the consequences for communities when we talk about “lack of shelter”? What have people lost? What support might they need?
2. How is the Red Cross supporting people to be better prepared for future hazard events like earthquakes?
3. What might this mean for the potential impact of such events on people in the future?
VIDEO 3: Shelter: Nepal communities learn earthquake resistant building
Nepal infographic
Encourage students to discuss the progress from ‘disaster’ and ‘emergency response’ stages through to ‘early recovery’ and ‘recovery priorities’.
Discussion questions:
- What are the differences between the response and recovery phases?
- How does the support given to communities change over time?
- How does the recovery phase incorporate activities that will build communities’ resilience to future events?
Hand out the Nepal earthquake infographic (PDF).
Natural disasters: earthquakes – Session 4: Recovery and resilience
Photo © Emil Helotie/Finnish Red Cross.
Families together with their neighbours are helping each other to rebuild their homes after the earthquake in 2015. Singati, Dolakha, Nepal. 2016
110110
Activities for key stages 3-5
Students should now be asked to complete an age-appropriate activity from the following list.
NB: Elements of younger (or older) age group activities may still be used with particular age groups. Don’t feel confined to the age bracket. You are welcome to adopt or adapt these ideas.
Natural disasters: earthquakes – Session 4: Recovery and resilience
111111
KS3: School disaster plan
2. Student briefingAsk students to imagine that their school is sitting in a disaster zone.
A fault line runs directly beneath the school building. This could be ‘pointed out’ to them through the window if you want them to suspend disbelief. The fault moves from time to time, triggering shaking and seismic movement.
Explain that the students’ job is to inspect the school for potential problems that might occur if an earthquake was to happen.
This is something that needs doing from time to time to assess risks and reduce the impact so that the school can recover more quickly if a disaster strikes.
They will be looking out for how the building, people and contents could be affected by an earthquake.
There are five main areas which students need to investigate during this activity:
1. Furniture
2. Equipment
3. Walls and windows
4. Building structure
5. Other items
You will need:
- School disaster frame (PPT) - School disaster plan template (PDF)
1. Background informationExplain that even in some areas where earthquakes are common, people need help to learn how to keep themselves safe and react quickly.
Regular practice drills for the ‘Drop, Cover and Hold’ routine are held along with the usual fire drills, so that everyone knows what to do in case of an earthquake.
People living in areas prone to natural hazards like earthquakes can plan for what to do. They may also look for opportunities to retro-fit their buildings, making modifications to improve them, or ensuring that the contents can be secured.
The Red Cross offers support to vulnerable communities in this task, through education and other events for residents.
Photos on page 110, top to bottom © Poul Henning Nielsen/Danish Red Cross, © Carlo Heathcote/IFRC, © Poul Henning Nielsen/Danish Red Cross, © Niki Clark/American Red Cross, © Niki Clark/American Red Cross, © Carlo Heathcote/IFRC. Photo on this page © Rob Few / IFRC.
Children crouch beneath their desks as part of an earthquake training programme. Palawan, Philippines. February 2009.
In this activity: students will investigate the school site for possible risks. There will be some internal and possibly external fieldwork.
Natural disasters: earthquakes – Session 4: Recovery and resilience
112
4. School disaster frame3. Before leaving the roomAsk students to imagine what would happen if the room that you are teaching this lesson in was to be hit by an earthquake.
- What items would move around?
- Where are the danger spots?
- Where would be the safest places in the classroom?
- What should the students do in this situation? (some students may mention the idea of Drop, Cover and Hold - https://www.youtube.com/watch?v=nANnUNauD1c)
There are a few videos of shaking during the Nepal (and other) earthquake(s), which can be sourced online and could be shown at this point. Some of these videos show the impact on school classrooms e.g. suspended ceilings collapsing, or filing cabinets tipping over.
5. Visualising the impact Support students to identify locations at risk on the school site.
You may want students to visit certain parts of the school building, or direct them yourself on a guided walk visiting certain locations.
Each student needs a copy of the disaster frame for each location that they visit.
At each location, ask students to visualise the impact of shaking and write down the possible results in the boxes down the right hand side.
Print duplicate copies of the frame out on card, and then cut out the central section so that it forms a frame for students to hold up and see through.
Furniture
Equipment
Walls and windows
Building structure
Other items
School Disaster Frame
Location:
Take some images with a camera or tablet at each location.
Cut this bit out
Students could also take an image of each location using a tablet, and annotate the place with an app such as Skitch to show the issues that they have spotted. This could also be used to create a video simulating an earthquake if time permits.
Share and report back when the students return, before moving onto the critical questions.
Explain to students that they are going to use the School Disaster Frame (PDF) to identify some potential problems by holding it up at locations around the school site. Model this for the classroom.
Natural disasters: earthquakes – Session 4: Recovery and resilience
Photo © Rob Few / IFRC.
Children crouch beneath their desks as part of an earthquake training programme. Palawan, Philippines. February 2009.
113
6. Critical questions- How could this activity help people prepare for
an emergency?
- How resilient do you think the school would be if an earthquake was to happen?
- How long do you think it might take for the school to recover?
- How would you feel if you lived if an earthquake zone?
- How might it change the way you prepared for school, and moved around the site?
- What training or equipment might the school staff need to be better prepared to help themselves and students during an earthquake?
7. School disaster planProduce a school disaster plan, which takes into account what would happen in the case of an earthquake, and how you need to prepare, based on what was observed during the field visits.
Use the School Disaster plan template as a framework for your final plan. This could be set as a literacy task, or as a homework task.
Photo © Jarkko Mikkonen / Finnish Red Cross.
Photo © Layton Thompson / BRC.
Pupils learn how to take shelter from earthquake, how to mitigate the effects of landslides and how to give first aid. Bhanu Higher Secondary School Danda Bazar, Dhankuta, Nepal November 2014
Natural disasters: earthquakes – Session 4: Recovery and resilience
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Photos clockwise from top left © iStock, © Howie Laws/BRC, © Jason Bye/UNP
8. Extension: creating a local planThink about what risks your school might be affected by. This could include events like winter storms or flooding.
Start by doing some research into how likely these events are within your home area.
Create a disaster plan for one of those events and share the results with your family, if you also live within the same area as the school.
Consider how you could improve your individual or community resilience.
- Is creating a local plan sufficient?
- Would opportunities to practise be of benefit?
- What qualities do you have that might make you better able to cope with a local hazard event?
- What skills would you like to develop?
Natural disasters: earthquakes – Session 4: Recovery and resilience
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KS4: Modelling responses to disasters
The line on the model shows how people respond following a hazard event. This response changes over time as the recovery starts, and life starts to return to normal.
The more resilient a country is, the faster this will take place, but it will still be many years, even in the case of a rich country for this to happen in full.
Even then, the psychological trauma may still mean that some people require ongoing support.
Immediately after the earthquake
A few days after the earthquake
In the weeks following the earthquake
In the following months and years
You will need:
- Park Model (PPT) - Living graph (PPT) - Living graph recording sheet (PDF) - Steve in Nepal tweet ordering sheet (PDF)- Steve in Nepal tweets (PDF)
This would be a good opportunity for educators to draw in elements for young people to compare and contrast the impact, response and recovery to earthquakes that have happened in different countries.
Students could research earthquakes that have happened for example in Ecuador, Japan, Haiti, Italy or New Zealand and plot the different impacts over time.
Look at the details on the Park Model of disaster response using the Park Model (PPT). Talk through how the model works with students (see info below).
1. Impact mappingConsider what the impacts of an earthquake might be in the area under the four headings in the table below. Discuss, and note down student ideas, perhaps on sticky notes so that they can be re-arranged as required.
Natural disasters: earthquakes – Session 4: Recovery and resilience
In this activity: students will consider the longer term impacts of an earthquake, using the Park Model to structure their thinking.
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2. Living graph activityExplain to students that they will now look at some tweets that were sent by someone who was caught up in the earthquake: a person called Steve.
He has a Twitter account called @SteveinNepal which he set up before he set off, so that he could keep people up to date with his travels.
Unfortunately he was caught out in the earthquake, but survived and was able to send ten tweets, partly to let people know that he was safe.
NB: @SteveinNepal is a fictional account which was created for this resource.
Following any natural disaster, Twitter becomes active with thousands of tweets reporting the situation. Students should be ready to watch twitter for the next time there is a major event that they are studying.
It is up to the teacher to choose a time to talk through this information.
Students should read the tweets, and start by sequencing them in order. As they do this, they need to place the relevant number of the tweet onto the graph, to show which stage of the Park Model is being described, and where it fits in the event timeline.
Answers for Tweet sequencing order: 5, 1, 2, 10, 7, 3, 4, 6, 8, 9.
This is a living graph activity. It is so called, as the comments are added to a graph to bring it to life, by adding the context for the changes that are shown on the graph.
Hand out the following resources:
- Tweets from Steve in Nepal (PDF) – 10 tweets in total
- Steve in Nepal tweet ordering sheet (PDF)
- Living graph recording sheet (PDF)
Use the Living graph presentation (PPT) to lead the session. It includes some starter tweets from Rachel Hay to get students thinking about the timeline of events. The PowerPoint provides the structure for the activities that students should complete. This will take a reasonable amount of time to do.
Conclusion
How did Steve seem to cope with the earthquake? What did he do? What might have contributed to his resilience?
Now think about your own resilience, what skills and qualities do you have that could help you cope in an unexpected event? What might you need to develop?
Consider how the longer term recovery will be reflected in people’s comments on social media. At what stage will the earthquake have less priority in what they are discussing?
Photo © Carl Whetham/IFRC.
Kathmandu, Nepal April 2015
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KS5: Resilient behaviour after an earthquake
The Degg model was developed by Martin Degg of the University of Chester. Like the Park model, this is used at ‘A’ level to explore the response of communities to hazardous events.
Talk through the model and its Venn diagram structure.
The second slide shows some possible responses that vulnerable populations might have to the hazards. Ask students to consider what their reaction to living in a dangerous place would be.
Ask: How did people in Nepal prepare, respond and recover? Reflect on learning from earlier sessions.
One of the impacts of the earthquake was the destruction of many houses. Efforts are now being made to design and rebuild homes in different designs.
How is their learning from the earthquake ensuring the people of Nepal are better prepared for future hazard events?
Think about daily activities that we take for granted, and how they might be carried out differently in different circumstances. How many of these activities are actually luxuries rather than essentials?
Students could write their ideas on sticky notes and then organise them into ‘needs’ and ‘wants’, discussing what is essential and what is not.
A resilient UK
Students are now ready to tackle the final activity in the unit.
Pose the question: How can you apply the learning you have gained about how people prepare for, respond to and recover from disasters to improve your personal resilience?
Display or hand out a copy of the Final prompt questions and encourage a discussion that brings students’ learning back to situations that are relevant to their lives.
- What risks do we have here in the UK?
- How do we prepare for them?
- How could we become more resilient?
Hand students a printout of the two slides on the Degg Disaster Model (PPT) which show the Degg Model and some possible responses of people following a natural disaster.
Natural disasters: earthquakes – Session 4: Recovery and resilience
You will need:
- Degg Disaster Model (PPT) - Final prompt questions (PPT)
In this activity: students will consider the Degg Disaster Model and reflect on how they could apply learning from the unit to their own lives.
118Natural disasters: earthquakes – Session 4: Recovery and resilience
Supporting resources for Session 4
School disaster frame 119 School disaster plan 120 Park model (PPT) 121 Living graph (PPT) 122 Steve in Nepal tweets 123-125 Steve in Nepal tweet ordering sheet 126 Living graph recording sheet 127 Degg disaster model (PPT) 128 Final prompt questions (PPT) 129
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Furniture
Equipment
Walls and windows
Building structure
Other items
School Disaster Frame
Location:
Take some images with a camera or tablet at each location.
Cut this bit out
School disaster frame (PPT)
< Back to activity Download PPT here
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121Park model (PPT)
Download PPT here
Improvement
Normality
Deterioration
After Park, 1991
The Hazard event
Reco
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Qua
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of L
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Leve
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Pre-disaster Relief Rehabilitation Reconstruction
Hours – Days Days – Weeks Weeks – Years
Disruption
Search Rescue Care Temporary housing services Rebuild
Relief and rehabilitation often with the help of outside agencies
< Back to activity
122Living graph (PPT)
Download PPT here < Back to activity
12312
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127Living graph recording sheet
After Park, 1991MARK THE NUMBERS 1 to 10 on the GRAPH to match the timing of the tweets
< Back to activity
128Degg disaster model (PPT)
Download PPT here
< Back to activity
129
What risks do we have here in the UK?
How do we prepare for them?
How could we becomemore resilient?
Download PPT here
FInal prompt questions (PPT)
< Back to activity
130
Video resource listNatural disasters: earthquakes – Video resource list
The British Red Cross Society, incorporated by Royal Charter 1908, is a charity registered in England and Wales (220949), Scotland (SC037738) and Isle of Man (0752).
Session 2: Earthquakes
Introductory activities: 1. Tectonic background - p48
Anatomy of an earthquake - Professor Iain Stewart https://www.youtube.com/watch?v=8QNigxTN384
Introductory activities: 3. An introduction to the role of the Red Cross in earthquake preparedness - p49
3 Easy Steps To Prepare For An Emergency | American Red Cross https://youtu.be/MzaGbHkndts
KS3: Exploring the tectonic situation in the Nepal: 4. Traffic camera - p52
Nepal Earthquake Disaster 2015 Hindi Documentary https://www.youtube-nocookie.com/embed/btc020siGBo
KS4: The Nepal Earthquake – why did it happen where it did? 1. One week in: the Nepal earthquake video - p54
Nepal earthquake https://www.youtube.com/watch?v=rfJ7WEmUX1s
KS4: The Nepal Earthquake – why did it happen where it did? 2. The Red Cross’ global response to the Nepal earthquakes - p55
Nepal Earthquake appeal | The Red Cross’ Global Response https://www.youtube.com/watch?v=WXVwy8vyuTc
Session 3: The impact of a natural disaster
Introductory activities: 1. How did Red Cross volunteers support people affected by the Nepal earthquake? - p74
Nepal Red Cross Volunteer Sameer Bajracharya https://vimeo.com/162543449/c5030159ea
KS3: Reporting the impacts of the Nepal earthquake: Additional resources - p77
Glossary of Common Video Terms https://vimeo.com/blog/post/glossary-of-common-video-terms
Session 4: Recovery and resilience
Introductory activities: 2. The role of the Red Cross in recovery - p108/109
Nepal earthquake: Three months on https://www.youtube.com/watch?v=D1v1KCt-H6M
Water: Communities help water flow again after Nepal earthquake https://www.youtube.com/watch?v=Nn801SrkMMA&list= UUZ8xf9ZrTOv7SeYK7U5eKVg&index=159
Shelter: Nepal communities learn earth-quake resistant building https://www.youtube.com/watch?v=CIxT_2vjF0c& index=160&list=UUZ8xf9ZrTOv7SeYK7U5eKVg