Natural Hazards:

Science Literacy

Where do natural hazards

happen, and how do we
prepare for them?

Teacher Guide

GRADE 6 Core Knowledge Science®

Storms, floods, tsunamis
 Natural Hazards:
Where do natural hazards happen,
and how do we prepare for them?
Teacher Guide
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 Natural Hazards:
Where do natural hazards happen, and how do we prepare for them?
Table of Contents
Unit Introduction Reading Collection 3: Minimizing Damage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson 8: Which emergency communication systems are
Unit Storyline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 the most reliable in a hazard? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Teacher Background Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson 9: How can we model the systems put into place to protect
Learning Plans communities?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Reading: Science Literacy Routine, Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson 10: H ow can we effectively prepare our communities
Lesson 1: What happens to a community when a tsunami occurs? . . . . . . . . . . 23 for a natural hazard? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Lesson 2: Where do tsunamis happen and what causes them? . . . . . . . . . . . . . 46 Reading Collection 4: Communities and Cooperation . . . . . . . . . . . . . . . . . . . . 222
Reading Collection 1: Types and Frequencies of Hazards. . . . . . . . . . . . . . . . . . . 65 Teacher Resources
Lesson 3: What causes a tsunami to form and move? . . . . . . . . . . . . . . . . . . . . . 72 Teacher Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Lesson 4: How can we forecast where and when tsunamis will happen and Lesson-Specific Teacher Materials. . . . . . . . . . . . . . . . . . . . . . . . . 239
which communities are at risk? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Acknowledgments
Reading Collection 2: Forecasting the Unpreventable . . . . . . . . . . . . . . . . . . . 105
Lesson 5: How can we reduce damage from a tsunami wave?. . . . . . . . . . . . . 112
Lesson 6: How are tsunamis detected and warning signals sent? . . . . . . . . . . 141
Lesson 7: What are ways we can communicate with people before and
during a tsunami? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Natural Hazards
Teacher Guide
Core Knowledge Science™ 6
BEFORE YOU BEGIN

anchoring phenomenon, students think about ways to detect tsunamis, warn

Before introducing the unit, please become fully acquainted with the people, and reduce damage from the wave. As students design solutions to
program instructional model and classroom routines by reading the online solve this problem, they begin to wonder about the natural hazard itself: what
resource Teacher Handbook: Overview of the Core Knowledge Middle causes it, where it happens, and how it causes damage.
School Science Program.
The first part of the unit focuses on identifying where tsunamis occur, how they
Online Use this link to download the CKSci Online Resources form, how they move across the ocean, and what happens as they approach
Resources Guide for this unit, which includes specific links to: shore. Students investigate these ideas using maps, graphs, physical models,
videos, and simulations. They use these science ideas to forecast which
• the unit’s comprehensive materials list
communities are most at risk for a tsunami and why.
• a full unit pacing snapshot
The second part of the unit transitions students to consider combinations
• lesson guidance slides of engineering design solutions and technologies to mitigate the effects of
• all other recommended resources. tsunamis. Students evaluate different design solutions and technologies by
www.coreknowledge.org/cksci-online-resources identifying criteria and constraints and using a systematic process to rate
the solutions and identify trade-offs. Realizing that design solutions can
Student Work All student handouts and exercise pages are included in
Pages sometimes fail, as they did during the 2011 earthquake, students recognize the
the consumable Student Work Pages book so that there
need to prepare for these events. As such, students consider communication
is no need to print copies of these resources.
and education systems that prepare community stakeholders so that they can
respond appropriately when the tsunami approaches.
Finally, students apply these science ideas to consider how to communicate
Student Books All student handouts and exercise pages are included in about another natural hazard to stakeholders in a community. In this unit,
the consumable Student Work Pages book so that there students develop an understanding of the following science ideas:
is no need to print copies of these resources. Students
also will use the Student Procedure Guide and the • Data about where hazards have occurred in the past can determine where
Science Literacy Student Reader throughout the unit. hazards may happen in the future and which communities are at risk.
• Impacts of natural hazards can be mitigated by knowing how quickly a
hazard develops and moves, and how large and intense it can become.
• Engineering design solutions include structural solutions and technologies
UNIT OVERVIEW to detect hazards, warn people, and reduce damage.
• Design solutions and technologies can be evaluated using a systematic
process that accounts for an understanding of the science of the hazard
Where do natural hazards happen and how do we prepare for and the needs of the people at risk.
them? • Communication strategies include educating the community before a
This unit begins with students experiencing, through text and video, a natural hazard happens and alerting people when the hazard is happening.
devastating natural event that caused major flooding in coastal towns of Japan. • Knowledge about hazards (the causes of the hazard, locations at risk, how
This event was the 2011 Great Sendai or Tōhoku earthquake and subsequent to design solutions, and how to respond when it happens) can empower us
tsunami that caused major loss of life and property in Japan. Through this and others to design safer communities and save lives.

UNIT OVERVIEW NATURAL HAZARDS | 1

Focal Disciplinary Core Ideas (DCIs): ESS3.B, ETS1.A, ETS1.B
Focal Science and Engineering Practices (SEPs): Analyzing and Interpreting
Data; Using Mathematics and Computational Thinking; Constructing
Explanations and Designing Solutions; Engaging in Argument from Evidence;
and Obtaining, Evaluating, and Communicating Information
Focal Crosscutting Concepts (CCCs): Cause and Effect; Systems and System
Models; Stability and Change

Building Toward NGSS Performance Expectations

MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future
catastrophic events and inform the development of technologies to mitigate
their effects.
MS-ETS1-1: Define the criteria and constraints of a design problem with
sufficient precision to ensure a successful solution, taking into account
relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to
determine how well they meet the criteria and constraints of the problem.

UNIT OVERVIEW NATURAL HAZARDS | 2

 How students will engage with each of the phenomena

UNIT STORYLINE
HANDS-ON/ VIDEOS OR COMPUTER
DATA SETS READINGS
Where do natural hazards happen, and how do we prepare for them? LAB ACTIVITIES IMAGES INTERACTIVES

Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 1 We read about and watch the 2011 tsunami triggered
3 days by an earthquake off the eastern coast of Japan, causing
devastating loss of life and structural damage. We develop
What happens to a
initial engineering ideas intended to detect tsunamis, provide
community when
warning of their approach, and reduce their impact. We think
a tsunami occurs?
about what makes some engineering ideas more promising or
Anchoring Phenomenon challenging than others. We brainstorm related natural hazards
and ask questions to generate a list of data and information we
need to better understand where these hazards occur and how
Triggered by a strong earthquake in we can prepare for them. We figure out:
the Pacific Ocean in 2011, a massive • A tsunami is a large wave that results from movement of
tsunami caused loss of life and the ocean floor.
damage to structures along Japan’s
• Tsunamis cause major flooding that damages homes and
entire east coast.
property and harms people in the community.
• Proposed solutions include a system of detection sensors,
warning plans, and design solutions to reduce damage.
Navigation to Next Lesson: We are wondering where tsunamis happen in the world, because knowing this can help us understand how those
communities can prepare for them.

UNIT STORYLINE NATURAL HAZARDS | 3

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 2 We investigate historical tsunami data and figure out spatial Tsunami Predictions
2 days patterns for where tsunamis occur and that most are caused
by earthquakes. We use digital tools, analyze maps and
Where do graphs, and notice that only certain types of earthquakes
tsunamis happen cause tsunamis. We establish a cause-and-effect relationship
and what causes between types of earthquakes and tsunami formation. We
them? use this relationship to forecast the locations that may be at
Investigation risk for future tsunamis. We figure out these things:
• Tsunamis form as a result of earthquakes, volcanic
eruptions, and landslides.
Data reveal patterns in the locations • Stronger, shallow earthquakes tend to be most related to
and causes of tsunamis. tsunami formation.
• Almost all tsunamis occur along plate boundaries where
the plates are colliding.
• Data about where tsunamis have occurred in the past help
to forecast where they might happen in the future.
Navigation to Next Lesson: We figured out that most tsunamis form because of strong, shallow earthquakes along colliding plate boundaries, but we
wonder how these types of earthquakes form a tsunami.
LESSON 3 We analyze three wave models to make sense of how an
3 days earthquake-driven tsunami forms and moves to shore. We use
different perspectives to understand various aspects of the
What causes a phenomena, and then we identify benefits and limitations of
tsunami to form each model. We figure out these things:
and move?
• Physical waves form from a single point of movement, and
Investigation
then move outward in a circular pattern.
Analyze and evaluate different wave
• The bigger the movement of the ocean floor, the greater
models.
the movement of the water above it.
• When a wave approaches shore, it gets taller until it reaches the
shore, where it collapses and flows, or runs up onto the shore.
• The bigger the wave is when it reaches shore, the farther
onto the land the water will flow.
• As waves move and interact with surrounding land at the
shore and in the ocean, they transfer energy to the land
and reflect off its surface. As this continues, the waves get
smaller and smaller due to losing energy that has been
transferred to their surroundings.
Navigation to Next Lesson: We want to know what happens to communities as a tsunami meets the shore so we can find ways to protect them.
UNIT STORYLINE NATURAL HAZARDS | 4
 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 4 Using the Tsunami Chain of Events poster as evidence from
1 day previous lessons, we construct an explanation that describes
the geologic changes that cause a tsunami. Then we use
How can we what we know about tsunamis—where they happen and
forecast where what causes them—to consider how to protect people and
and when property from their effects. We revisit the DQB to determine
tsunamis will which questions we are now able to answer and document
happen and which responses for each question. We figure out these things:
communities are
at risk? • Places with more people, closer to water, or at low
An earthquake occurs that could
elevations have greater risk for a tsunami to cause damage.
Putting Pieces Together affect communities around the
Pacific Ocean. • We can use science ideas to forecast tsunamis and predict
which areas will experience damage to people and
property.
Navigation to Next Lesson: Now that we understand what causes tsunamis, where they happen, how they move, and how they impact coastal
communities, we are wondering about solutions to protect communities.
LESSON 5 We revisit the coastal communities of Japan that were
3 days affected by the 2011 tsunami to evaluate existing solutions.
We define our problem, identify criteria and constraints,
How can we
and evaluate each solution using a systematic process. We
reduce damage
consider what it means for a solution to be promising for one
from a tsunami
community versus another. We figure out:
wave?
• Engineers account for relevant scientific principles and
Investigation
Many design solutions exist to reduce potential impacts on people and the natural environment
the damage from tsunami waves. when designing and evaluating solutions.
• Clearly identifying the design problem, criteria, and
constraints allows for the evaluation of solutions and
increases the likelihood that a solution will meet the needs of
communities at risk.
• Effective solutions to reduce damage from tsunamis need
to not only dissipate the energy of the wave and deflect the
water, but also meet the needs of communities at risk.
Navigation to Next Lesson: Sometimes tsunami solutions fail, so we are wondering what else we can do to protect communities when a tsunami happens.

UNIT STORYLINE NATURAL HAZARDS | 5

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 6 We read about how tsunamis are detected using a complex A complex system with many
1 day system of instruments set up on land (seismometers), on the parts (some on land, some in
ocean surface (surface buoys), on the ocean floor (tsunameters), space, and some on the ocean
How are tsunamis
and in space (satellites). We read that tsunami warnings are sent surface and ocean floor) is
detected and
only when specific sets of criteria are met, first regarding the designed to detect tsunamis,
warning signals
location, strength, and depth of the earthquake that is detected, predict whether they will reach
sent?
and then regarding whether the tsunami is expected to reach land, and then send a warning.
Investigation
land. We figure out these things:
• Tsunamis happen suddenly and can travel at high speeds
over great distances. Depending on where the tsunami
A complex system exists to detect forms, communities have more or less time to respond.
and warn people of tsunamis. NOAA • To help prevent or reduce loss of life, we need to detect a
tsunami quickly and accurately in order to provide timely
information to an at-risk community.
• Criteria and constraints for a tsunami detection system
must consider the available scientific information
(earthquake data) and design limitations (signal
transmission through air and water).
Navigation to Next Lesson: We are wondering what people do when a tsunami is detected and the warning signal is sent. How do they respond?

UNIT STORYLINE NATURAL HAZARDS | 6

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 7 We listen to a tsunami warning signal and read accounts of
2 days tsunami survivors from Japan. We identify stakeholders who
the warning signal must work for, and then develop criteria and
What are ways we
constraints for tsunami communication. We evaluate different
can communicate
communication options based on stakeholder needs. From
with people
this we learn that there are many ways to communicate with
before and during
different stakeholders before and during a tsunami event. We
a tsunami?
Communication systems warn figure out the following:
Investigation
people to respond when a tsunami • Groups of people can be affected by hazards in different
approaches. ways. People particularly at-risk during a hazard are older
people, children, people who speak a different language,
and those who are sick or need assistance.
• Effective plans account for the people living in a place and
the resources communities have to respond.
• A variety of communication strategies and modalities
are necessary to ensure that all people at risk receive the
warning.
• Communication strategies include educating the
community before a natural hazard happens.
Navigation to Next Lesson: All the coastal towns in Japan had different systems in place. We are wondering how they all work together to protect
communities.
LESSON 8 We consider the ways in which people are alerted during a
1 day hazard and what would make a warning system reliable. We
read about analog and digital signals and discuss what forms
Which emergency
of communication best meet the needs and are most reliable
communication
for multiple stakeholder groups. We figure out:
systems are the
most reliable in a • Communication technologies use different equipment and
hazard? signals to transmit and receive information during a hazard.
Investigation • Digital signals use technology that makes them more
reliable means of communication than analog signals.
Different communication systems • A combination of communication technologies are
and signals have advantages and important to use during a hazard to ensure as many people
disadvantages in how they alert receive the warning messages as possible.
people.
Navigation to Next Lesson: We figured out that we need a combination of communication technologies to warn people during a hazard, but how does
this system of communication work within the larger hazard response system?

UNIT STORYLINE NATURAL HAZARDS | 7

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 9 We develop a tsunami system model. We analyze the model
1 day to determine the importance and interactions of the various
subsystems. We develop a process engineers use to solve
How can we
problems and determine we can use our ideas to prepare for
model the
a hazard that is important to us. We figure out the following:
systems put into
• Engineers can design a system for responding to hazards
place to protect
that includes design solutions to forecast, detect, warn and
communities? Tsunami systems consist of many communicate with people, and reduce damage.
Putting Pieces Together subsystems working together to meet • Each part of the system is dependent on another part of
the overall criteria of the community. the system; subsystems work together to meet the criteria
for the overall system.
• Engineers engage in a generalized process to define
problems, develop solutions, and optimize those solutions.
Navigation to Next Lesson: We have learned about systems in place to protect against tsunamis. Can we use this same approach to prepare for a natural
hazard important to us?
LESSON 10 We investigate the general patterns of risk of other natural
2 days hazards in the United States and determine our local level of risk
for each hazard. We choose a natural hazard, gather information,
How can we
and plan for communication to an identified stakeholder
effectively
community at risk for the hazard. We evaluate our final plans
prepare our
and products using constraints and criteria for effective
communities for a
communication with our stakeholder groups. We figure out:
natural hazard?
• All communities are impacted by natural hazards with
Putting Pieces Together
different levels of risk, and these hazards often require
different ways to detect risk, warn people, and reduce
Local communities are at risk of other
damage.
types of natural hazards.
• Knowledge about hazards (the causes of the hazard,
locations at greater or lesser risk, how to design solutions,
and how to respond when it happens) can empower us
and others to design solutions to save lives.
• Effective communication and response plans account for
the needs of people living in a place and the available
resources to respond.
• Communication strategies include educating the
community before a natural hazard happens and alerting
people when the hazard is happening.
LESSONS 1–10
19 days total
UNIT STORYLINE NATURAL HAZARDS | 8
TEACHER BACKGROUND KNOWLEDGE

Lab Safety Requirements for Science Investigations 3. Follow your Teacher Guide for instructions on disposing of waste materials
and/or storage of materials.
It is important to adopt and follow appropriate safety practices within the
context of hands-on investigations and demonstration, whether this is in 4. Secure loose clothing, remove loose jewelry, wear closed-toe shoes, and
a traditional science laboratory or in the field. In this way, teachers need to tie back long hair.
be aware of any school or district safety policies, legal safety standards, and 5. Wash your hands with soap and water immediately after completing this
better professional practices that are applicable to hands-on science activities activity.
being undertaken. 6. Never eat any food items used in a lab activity.
Science safety practices in laboratories or classrooms require engineering 7. Never taste any substance or chemical in the lab.
controls and personal protective equipment (e.g. wearing safety goggles,
non latex aprons and gloves, eyewash/shower station, fume hood, and fire  Specific safety precautions are called out within the lesson using this
extinguishers). Science investigations should always be directly supervised by icon and a callout box.
qualified adults and safety procedures should be reviewed annually prior to
initiating any hands-on activities or demonstration. Prior to each investigation, What is the anchoring phenomenon and why was it chosen?
students should also be reminded specifically of the safety procedures that For the anchoring phenomenon, students read text and watch videos of
need to be followed. Each of the lessons within the units includes teacher the 2011 Great Sendai or Tōhoku earthquake and tsunami that occurred
guidelines for applicable safety procedures for setting up and running an off the east coast of Japan. This natural hazard caused great devastation to
investigation, as well as taking down, disposing of, and storing materials. Japan’s coastal communities despite the occurrence of tsunamis in this area
Prior to the first science investigation of the year, a safety acknowledgement throughout Japan’s history and the engineering preparation that had been
form for students and parents or guardians should be provided and signed. done in the area to protect communities. It provides a rich context in which
You can access a model safety acknowledgement form for middle school to investigate our abilities to forecast hazards and use engineering design
activities online. (see the Online Resources Guide for a link to this item) solutions and technologies to mitigate the effects of hazards. Importantly,
Disclaimer: The safety precautions of each activity are based in part on this phenomenon also highlights the importance of education and
use of the specifically recommended materials and instructions, legal communication with people for how to prepare and respond during a natural
safety standards, and better professional safety practices. Be aware that hazard.
the selection of alternative materials or procedures for these activities may Each unit’s anchoring phenomenon is chosen from a group of possible
jeopardize the level of safety and therefore is at the user’s own risk. phenomena after analyzing student interest survey results and consulting
with several external advisory panels. The tsunami hazard for this unit was
Please follow these lab safety recommendations for any lesson chosen for three reasons:
with an investigation: • Tsunami hazards build directly upon Disciplinary Core Ideas (DCIs) from
1. Wear safety goggles (specifically, indirectly vented chemical splash 4th grade in which students learned about physical waves. It advances
goggles), a non latex apron, and non latex gloves during the set-up, their understanding of mechanical waves by providing a much larger scale
hands-on investigation, and take down segments of the activity. phenomenon to investigate.
2. Immediately wipe up any spilled water and/or granules on the floor, as • Tsunami hazards also directly build upon Disciplinary Core Ideas from
this is a slip and fall hazard. grades 6-8 regarding geologic processes and changes in Earth’s surface in
Unit 6.4: What causes Earth’s surface to change? (Everest Unit), which comes

TEACHER BACKGROUND KNOWLEDGE NATURAL HAZARDS | 9

 just prior to this unit in the Scope and Sequence. Students leverage their First, students use maps, graphs, physical models, videos, and simulations to
ideas about movement of Earth’s plates to develop a causal mechanism for identify the causal mechanism for where and how tsunamis form, how they
how tsunamis form. move across the ocean, and what happens as they approach shore. Students
• Tsunamis have not had a direct impact on US communities in recent years then use these science ideas to forecast which communities are most likely at
and students in the US have likely not experienced one directly. This is future risk of a tsunami hazard and why.
an important consideration in choosing a natural hazard for in depth Students then work to identify criteria and constraints across different
investigation since a distal hazard is least likely to elicit direct emotional aspects of a hazard response system: (1) structural design solutions to
response from students who may have experienced direct devastation reduce damage, (2) technologies to detect and send warning signals and
from other types of hazards, such as floodings, tornadoes, earthquakes, communication, and (3) communication and education plans that target
and/or hurricanes. stakeholders in the communities that will be impacted by a natural hazard.
They also use a systematic process to evaluate different design solutions,
What are the NGSS Dimensions developed in this context?
technologies, and communication options. Finally, students develop a
The anchoring lesson introduces students to the idea that there are ways representation of how all these components of subsystems work together
to mitigate the effects of natural hazards by detecting when they are in a more complex hazard response system to protect communities, and
happening, warning people, and designing solutions to reduce damage. they also reflect on the engineering design process they used to evaluate
Students develop initial design solutions, but realize they need to know more those subsystems. In the final assessment, students apply these ideas and
about where, when, and why tsunamis happen in order to evaluate design principles to develop a communication plan and final product for a natural
solutions and choose the best ones for the communities at risk. hazard of interest to them.

This unit builds toward these performance expectations:

MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate
their effects.
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant
scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Focal DCIs* Focal Science and Engineering Practices Focal Crosscutting Concepts
ESS3.B: Mapping the history of natural Analyzing and Interpreting Data: Students construct and/or use Cause and Effect: Students will
hazards in a region, combined with an multiple graphical displays (e.g., maps, scatter plots) of large data sets build a Tsunami Chain of Events
understanding of related geologic forces to identify linear relationship and distinguish between correlation and diagram that links together
can help forecast the locations and causation. cause-and-effect relationships
likelihoods of future events. Students use Mathematics and Computation Thinking: This is the first time in 6th across science and engineering
historical tsunami data, videos, simulations, grade that students use digital tools to build their own scatter plots with ideas from the unit. These science
and physical models to investigate where large data sets and look for patterns and trends between multiple variables. and engineering ideas are
and why tsunamis form, how they move developed in Lessons 2-7.
across the ocean, and what happens as Constructing Explanations and Designing Solutions: Students
the wave approaches shore. They also use construct written explanations during the mid-point (Lesson 4) and
historical data for nine other natural hazards summative (Lesson 9) assessments to apply science ideas and evidence to
to determine general patterns of risk and identify areas of risk and why, and to use relationships between variables
their own local level of risk for each hazard. to support a prediction of risk for tsunami and local natural hazards.

TEACHER BACKGROUND KNOWLEDGE NATURAL HAZARDS | 10

 Focal DCIs* Focal Science and Engineering Practices Focal Crosscutting Concepts
ETS1.A: The more precisely a design Engaging in Argument from Evidence: For the first time in 6th grade System and System Models:
task’s criteria and constraints can be students are evaluating competing design solutions based on jointly Integrated with the Tsunami
defined, the more likely it is that the developed and agreed-upon design criteria. Initial students are given Chain of Events is a Hazard
designed solution will be successful. some criteria for the tsunami design solutions, but later in the unit, System Model that links
Specification of constraints includes they develop their own jointly agreed-upon criteria for natural hazards components of subsystems with
consideration of scientific principles communication systems. This scaffolding allows students to practice those science and engineering
and other relevant knowledge that are developing criteria and constraints as a class and then apply them to ideas about tsunamis. These
likely to limit possible solutions. Students design solutions. components and subsystems are
use criteria and constraints, based on the Obtaining, Evaluating, and Communicating Information: Throughout developed in Lessons 5-7 and
science and engineering ideas developed the unit students are gathering, reading, synthesizing and evaluating integrated in Lesson 9.
in the unit, to evaluate design solutions and information from multiple sources (e.g., text, data, maps, graphs, images). Stability and Change:
technologies that work together to mitigate The scaffolding around this practice lessens so that by the final project Throughout the unit, students
the effects of natural hazards. in Lesson 9, students are gathering, evaluating, and communicating often consider the rate of onset
ETS1.B: There are systematic processes information independently with a guiding framework for the kinds of of hazards and how quickly a
for evaluating solutions with respect information they need, but flexibility to allow them to determine the “sudden event” can disrupt the
to how well they meet the criteria and sources of some of the information and how they will communicate it. stability of a system. This aspect
constraints of a problem. Students Asking Questions and Defining Problems and Developing and Using of the crosscutting concept is
systematically evaluate structure design Models occur in this unit; however, no new elements are being used to consider how people will
solutions and technologies to determine how developed. This unit does not provide opportunities to practice need to respond in such an event.
well they meet criteria and constraints for Planning and Carrying Out Investigations. The unit also includes
communities and stakeholder groups. opportunities to practice using
Patterns; Scale, Proportion, &
Quantity; Energy and Matter; and
Structure and Function.
“Disciplinary Core Ideas” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. (See the
Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources). National Research Council; Division of Behavioral and
Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National
Academies Press, Washington, DC. This material may be reproduced and used by other parties with this attribution. If the original material is altered in any way,
the attribution must state that the material is adapted from the original.

How is the unit structured? where, when, and why tsunamis happen and how they pose risk to certain
communities more so than others. Lessons 5-9 transition to focusing on
The unit is organized into two main lesson sets, each of which help make
engineering design solutions (structural, technological, and communication &
progress on a sub-question related to the driving question for the entire
education based systems) to mitigate the effects of tsunamis. Students apply
unit. Lessons 1-4 focus on developing science ideas about tsunamis, and
these ideas in a culminating project on another natural hazard event in
in particular focuses on developing key aspects of science ideas related to
Lesson 10.

TEACHER BACKGROUND KNOWLEDGE NATURAL HAZARDS | 11

 Driving question: Where do natural hazards happen and how do we prepare for them?

Lesson Set 2: How can we design systems to detect,

Lesson Set 1: What causes tsunamis and other natural hazards to form,
warn communities, and reduce damage from tsunamis
and how can we predict which communities are at risk?
and other natural hazards?

Lesson 1 Lessons 2-4 Problematize Lessons 5-8 Lesson 9

Students watch, Students Now that we know Students investigate Students apply
read, and discuss investigate where who is at risk, what structural, science and
the 2011 Japan tsunamis happen, can we do to mitigate technological, and engineering ideas
tsunami and how they form, the effects of communication in a culminating
brainstorm how they move, tsunamis? systems designed to project on
ways to protect and who is at risk. protect communities. another hazard.
people and
property.

Where does this unit fall within the Scope and Sequence? Finally, this unit is also designed to be taught after Unit 6.2: How can
containers keep stuff from warming up or cooling down? (Cup Design Unit),
This unit is designed to be taught just after Everest Unit in the Scope and
which means ideas about energy and energy transfer developed in that unit
Sequence. As such, it can leverage ideas about earth system processes that
can be leveraged in Lessons 3 and 5 of this unit. Lesson 2 of this unit also
cause motion in Earth’s crust and thus generate the release of energy to form
leverages prior ideas about causation and correlation that are developed in
a tsunami wave. The focal DCI for this unit pulls together ideas about where
the Everest Unit.
natural hazards are likely to occur based on “related geologic processes,”
which is the focus of the Everest Unit. What additional ideas will my students have or know from
Additionally, another prior unit, Unit 6.3: Why does a lot of hail, rain, or snow earlier grades or units?
fall at some times and not others? (Storms Unit), can provide science ideas for
students as they investigate other natural hazards in Lesson 9. Many of the In planning this unit, it builds upon ideas from earlier grades and units
hazards that affect US communities are meteorologically-driven hazards, such while also preparing students for ideas they will encounter in high
as hurricanes, flooding, storms, hail, droughts, and tornadoes. Students can school. As stated previously, the tsunami hazard was purposefully
bring forward ideas about air temperatures and precipitation patterns from chosen for this unit to leverage ideas from grades 3-5 and the previous
Storms Unit to bolster their final projects for the unit. Everest Unit.

TEACHER BACKGROUND KNOWLEDGE NATURAL HAZARDS | 12

 Previous grade or unit DCIs How it is leveraged in this unit
Building upon Waves. Tsunami hazards build directly upon Disciplinary Core Students will directly apply these DCIs to the tsunami hazard in Lessons
Ideas from 4th grade in which students learned about physical waves: 3-5 as they explain how the waves form and move across the ocean floor,
• PS4.A: Waves, which are regular patterns of motion, can be made in water what happens as they approach shore, and what engineering design
by disturbing the surface. When waves move across the surface of deep solutions need to do to protect communities.
water, the water goes up and down in place; there is no net motion in the Note: This unit does not build upon any new grade 6-8 DCIs for Waves and
direction of the wave except when the water meets a beach. Wave Properties. Those DCIs are developed in Unit 8.2: How can a sound
• PS4.A: Waves of the same type can differ in amplitude (height of the wave) make something move? (Sound Unit).
and wavelength (spacing between the wave peaks).
Building upon the distribution and impact of natural hazards. Tsunami hazards Students will use these DCIs to build a more sophisticated understanding
build directly upon the grades 3-5 Disciplinary Core Ideas regarding the of where natural hazards occur and why in those places versus other
present and impact of natural hazards: places. This allows them to forecast future risk of hazards for specific
• ESS3.B: A variety of natural hazards result from natural processes. Humans communities.
cannot eliminate natural hazards, but can take steps to reduce their Students also investigate a large system of engineering design
impacts. solutions, technologies, communication systems, and education
programs that work together to mitigate the effects of natural hazards
on communities.
Building upon Defining Problems and Developing Solutions. This unit builds upon Students use this DCI from earlier grades but will build in sophistication
ideas from the 3-5 grade band for Engineering Design, but most specifically: by developing a systematic evaluation process to compare designs to one
• ETS1.A: Possible solutions to a problem are limited by available materials another. They will also develop new ideas that criteria and constraints
and resources (constraints). The success of a designed solution is are often influenced by those affected by the design solution (i.e.,
determined by considering the desired features of a solution (criteria). stakeholders), and that evaluating design solutions against stakeholder
Different proposals for solutions can be compared on the basis of how well needs is an important aspect of the process.
each one meets the specified criteria for success or how well each takes the
constraints into account.
Building upon geologic processes. Tsunami hazards also directly build upon Students will use ideas about motion in the ocean flood along colliding
Disciplinary Core Ideas from grades 6-8 regarding geologic processes and plate boundaries as the primary causal mechanism for the tsunami
changes in Earth’s surface: hazard. While specific earthquake events cannot be predicted, we can
• ESS1.C: Tectonic processes continually generate new ocean sea floor at use historical data of earthquake activity to narrow our forecast to which
ridges and destroy old seafloor at trenches. places in the world are most at risk for the tsunami hazard based on these
DCIs.
• ESS2.B: Maps of ancient land and water patterns, based on investigations of
rocks and fossils, make clear how Earth’s plates have moved great distances,
collided, and spread apart.

TEACHER BACKGROUND KNOWLEDGE NATURAL HAZARDS | 13

In addition to these specific DCIs, students will likely have ideas about the • Finally, developing a model with multiple subsystems is highly scaffolded
kinds of natural hazards that might impact their community, but may not across the sixth grade units, so less support is provided in this unit as it is
bring with them ideas about the magnitude, intensity, seasonality, or causal the fifth unit in sixth grade. If taught earlier in the Scope and Sequence,
mechanisms (i.e., related geologic or meteorological processes) for why more support for modeling in Lessons 3 and 9 will be needed.
and how these natural hazards occur where and when they do. They will
likely know of natural hazards that can get “really bad” or “really strong” How do I shorten or condense the unit if needed? How can I
or “really big”—these incoming student ideas will be useful in helping extend the unit if needed?
students develop ideas about the magnitude, intensity, and size of natural
The following are example options to shorten or condense parts of the unit
hazards. Students will also likely bring with them ideas about natural hazards
without eliminating important sensemaking for students:
happening “really fast” (e.g., an earthquake or tornado), but some that are
not as fast, like an approaching hurricane. This idea can be leveraged to help • Lesson 2: Conduct mapping and graphing exercises as a whole class.
students build an understanding that some natural hazards give people more Project maps and graphs onto a whiteboard and ask students to volunteer
or less time to respond when they are happening. to annotate a shared class map or graph using a dry erase marker.
• Lesson 2 & 3: Wait to build Tsunami Chain of Events in one pass at the end
How will I need to modify the unit if taught out of sequence? of Lesson 3 or beginning of Lesson 4.
This is the fifth unit in 6th grade in the Scope and Sequence, and it is • Lesson 5: Use the prefilled design matrix with the rankings already
intentionally planned to come just after the Everest Unit. Given this placement, provided instead of having students make one from scratch.
several modifications would need to be made if teaching this unit earlier or • Lesson 10: Exchange communication project to a individual written
later in the middle school curriculum. These include: explanation that includes information about the hazard (what it is, where
• If this unit is not taught after Everest Unit, then students will need it happens, what time of year does it happen, why it happens), information
to develop some ideas around geologic processes related to plate about the community and stakeholders at risk, and at least three design
movements and the release of energy that we feel as earthquakes. This is solutions or technologies that can be used to help protect and prepare
the main causal mechanism for tsunami formation and are prerequisite communities.
ideas for Lessons 2 and 3 in this unit, and also an important idea if students To extend or enhance the unit, consider the following:
investigate earthquakes as a hazard in Lesson 10. • Lesson 3: If the unit is taught after Sound Unit, consider bringing in
• If this unit is taught before Unit 6.2: How can containers keep stuff from middle school level DCIs on waves (MS-PS4.A) and model the wavelength,
warming up or cooling down? (Cup Design Unit), more support will need to amplitude, and frequency of tsunamis based on stronger or weaker
be included for helping students identify a design problem and defining precipitating events (e.g., earthquakes).
criteria and constraints. The current unit assumes students have already • Lesson 5: Have students jigsaw the different design solutions and research
done some initial work in this area during the Cup Design Unit. more about them and how they are used in Japan.
• If this unit is taught before Cup Design Unit or Storms Unit, additional • Lesson 10: Have students present their projects to community members
support may be needed in Lesson 3 in developing ideas about energy and for feedback and revision prior to releasing the final product to the
energy transfer as the tsunami forms, moves, and interacts with the shore community.
and/or structural design solutions.
• All lessons: Remove scaffolds provided with Science and Engineering
• If this unit is taught before Unit 6.1: Why do we sometimes see different things Practices as a way to give students more independent work with the
when looking at the same object? (One-way Mirror Unit), support will need elements of these practices.
to be provided for developing science classroom norms and formulating
investigable questions.

TEACHER BACKGROUND KNOWLEDGE NATURAL HAZARDS | 14

What mathematics is required to fully access the unit’s learning “Supporting Emerging Multilingual Learners” or “Supporting Universal
experiences? Design for Learning.” Other callout boxes with strategies are found as
“Additional Guidance”, “Alternate Activity,” and “Key Ideas” and various
This unit requires students to triangulate data across different units of discussion callouts. Finally, each unit includes the development of a Word
measurement and symbology as they work with a series of maps and graphs Wall as part of students’ routines to “earning” or “encountering” scientific
in Lesson 2. It also references units of measurement throughout the unit, such language.
as magnitude or wave height. There are no required math concepts for this
unit. However, prerequisite math concepts that may be helpful include: For more information about each of these different strategies with example
artifacts, please see the Teacher Handbook.
• CCSS.Math.Content.4.MD.A.1 Know relative sizes of measurement units
within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, Supporting Empathy and Emotions
sec. Within a single system of measurement, express measurements in a
larger unit in terms of a smaller unit. Record measurement equivalents in a This unit has an intentional effort to support students’ empathy and
two-column table. emotional responses as they relate to natural hazards. Many students may
have directly experienced a natural hazard in their lifetime, and in some cases,
• CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to
these students may have been scared or lost valuable property, their homes,
thousandths.
or even a loved one. For other students, they may not have experienced
• CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round a natural hazard directly, but they will feel empathy for the people who
decimals to any place. experienced the 2011 tsunami in Japan. They may have some level of anxiety
It is important to note that this unit is reinforcing some elementary or sadness associated with knowing the tsunami hurt and killed people, and
mathematics standards in a new context and at scales which students may destroyed homes and even entire towns.
have not considered before; thus, we anticipate that while some of the It is important to recognize for students that this is a very natural and normal
mathematics in this unit is aligned to upper elementary, it may be a new response. No one wants to see others hurt during a natural hazard. Equally
challenging context for students to apply these mathematics ideas. important is to emphasize for students that learning about natural hazards
and how to protect communities can help save lives in the future. Indeed,
What additional strategies are available to support equitable this is the desire that drives engineers who focus on hazard mitigation; these
science learning in this unit? individuals use their knowledge about natural hazards to design systems
Units are designed to promote equitable access to high-quality science that can protect communities from future loss. The goal of this unit is to help
learning experiences for all students. Each unit includes strategies which are students use science and engineering ideas and practices to empower them
integrated throughout the routines and are intended to increase relevance to prepare for and respond during a natural hazard that may impact them
and provide access to science learning for all students. Units support these and their community.
equity goals through several specific strategies such as: 1) integrating In particular, be prepared to support students in the following lessons:
Universal Design for Learning (UDL) Principles during the unit design process
• Lesson 1: The videos and text of the anchoring phenomenon are likely
to reduce potential barriers and provide more accessible ways in which
to elicit an emotional or empathetic response from students as they view
students can engage in learning experiences; 2) developing and supporting
the destruction of the 2011 tsunami. The text and videos were purposely
classroom norms that provide a safe learning culture, 3) supporting classroom
edited to avoid any viewing of people struggling in the tsunami or any
discourse to promote students in developing, sharing, and revising their
audio of scared people. There are many videos of tsunamis and other
ideas, and 4) specific strategies to supporting emerging multilingual students
natural hazards online, and the majority include people screaming,
in science classrooms.
running, or being injured by the hazard. We recommend avoiding these
Many of these strategies are discussed in the teacher guides in sidebar videos as they will not add to the goal of the unit and can unnecessarily
callout boxes titled “Attending to Equity” and subheadings such as raise anxiety in students.

TEACHER BACKGROUND KNOWLEDGE NATURAL HAZARDS | 15

• Lesson 7: Students will hear an audio clip with tsunami alarm systems. students are assessing their own risk of a natural hazard and planning for
This will raise anxiety in students as they listen to the sounds. This lesson how they and their loved ones might respond. Emphasize for students
purposely introduces the sounds to help students understand what it is that while it is scary to plan for a natural hazard that might impact their
like when a community member receives a natural hazard warning signal. community, it is important to be prepared and respond appropriately if it
They are intended to alert people to action. Prepare students prior to does happen.
playing the clips, and do not play the clip if you have students who could If you have students who have traumatic experiences from natural hazards,
be affected by loud, alarming noises. a recommended source to read is: the CDC’s Caring for Children in a Disaster
• Lesson 10: Students will investigate a local hazard and develop a website. (See the Online Resources Guide for a link to this item. www.
communication plan for stakeholders in their community. At this point, coreknowledge.org/cksci-online-resources)

GUIDANCE FOR DEVELOPING YOUR WORD WALL

This unit refers to two categories of academic language (i.e., vocabulary). Most the posted meaning of the word, students “own” the word—it honors their
often in this unit, students will have experiences with and discussions about use of language and connects their specific experiences to the vocabulary
science ideas before they know the specific vocabulary word that names that idea. of science beyond their classroom. It is especially important for emergent
After students have developed a deep understanding of a science idea through multilingual students to have a reference for this important vocabulary, which
these experiences, and sometimes because they are looking for a more efficient includes an accessible definition and visual support.
way to express that idea, they have “earned” that word and can add the specific Sometimes creating Word Wall cards in the moment is a challenge. The
term to the class Word Wall. These “words we earn” should be recorded on the teacher guide provides a suggested definition for each term to support
Word Wall using the students’ own definition whenever possible. On the other you in helping your class develop a student-friendly definition that is also
hand, “words we encounter” are “given” to students in the course of a reading, scientifically accurate. If you keep one Word Wall in your classroom for several
video, or other activity, often with a definition clearly stated in the text. Sometimes, sections of students, you might choose to record each class’s definition
words we encounter are helpful just in that lesson and need not be recorded on separately, and then propose an “official” definition to post the next day that
the Word Wall. However, if a word we encounter will be frequently referred to captures the collected meaning.
throughout the unit, it should be added to the Word Wall. As such, the Word Wall
becomes an ongoing collection of words we will continue to use, including all the The words we earn and words we encounter in this unit are listed in this
words we earn in the unit and possibly a few key words we encounter. document and in each lesson to help prepare and to avoid introducing a word
before students have earned it. They are not intended as a vocabulary list for
It is best for students if you create cards for the Word Wall in the moment, students to study before a lesson, as that would undermine the authentic
using definitions and pictorial representations that the class develops and lasting connection students can make with these words when they are
together as they discuss their experiences in the lesson. When they co-create allowed to experience them first as ideas they’re trying to figure out.

Guidance for Developing Your Word Wall NATURAL HAZARDS | 16

 Lesson Words we earn Words we encounter Words from previous unit
L1 Varies; these will emerge from the text and be
different for various classes.
L2 magnitude, correlation, causation
L3 amplitude epicenter
L4
L5 primary criteria, secondary criteria, trade-offs criteria, constraints
L6 seismometer, tsunameter, buoy, satellite, sonar
L7 stakeholders, systems
L8 reliability, transmitter, digital, analog, many additional
words in the reading
L9 subsystem
L10 Varies; depends on the natural hazard and the text
and media that students consult.

Guidance for Developing Your Word Wall NATURAL HAZARDS | 17

TEACHING SCIENCE LITERACY students with short reading selections in a variety of styles, all related to the
unit in which students are engaged. Each reading selection is accompanied
How does the Core Knowledge Science Literacy routine by a brief but thoughtful writing exercise.
integrate with the unit investigations? The subject matter of the reading selections ties back to the unit, but the
timing for the assigned readings is such that students do not read about
The Core Knowledge Science Literacy Student Reader and the weekly Science
specific facets of the subject before they have completed the lessons to
Literacy routine layer varied reading opportunities into the science unit. In
investigate that content. In other words, the reading enhances and reinforces
their lives after graduating from high school, most students will not become
the knowledge that students have built in previous lessons; the reading does
scientists. They will no longer routinely participate in guided investigations to
not reveal beforehand the key takeaways that students are intended to learn
figure out how phenomena work. They will, however, read text about science
through lesson interactions.
and scientific claims, day in and day out. The ability to learn and think about
science through reading is a skill unto itself and is important in tandem with When is it done within a unit?
investigative learning. It is natural to primarily associate emerging literacy with
reading and writing instruction at the elementary level, but middle school is The Core Knowledge Science Literacy Student Reader includes one reading
an important time to hone literacy skills—specifically in science in the era of collection per week for every week of the unit. A week’s reading collection
politicization of science topics, polarization among adults, and proliferation of relates to the lessons completed in the previous week. The reading is assigned
misinformation on social media. Detection and construction of well-reasoned at the beginning of the week with the accompanying writing exercise due at
explanations are important not just in science, but throughout everyday life. the end of the week.
Using claims and evidence in reasoning is the way that thoughtful people The reading and writing exercises are designed to be completed by students
think about things, and writing is thinking in print. Students become voters independently, with brief, supporting, teacher-facilitated discussions at the
as they emerge from high school, so it is important that they acquire skills for beginning, midpoint, and end of the week.
detection of faulty information and practice legitimate communication about
scientific issues in the years leading up to that civic benchmark. How do students typically represent their thinking as part of
Throughout the course of the unit’s investigative lessons, students write the routine?
in their science notebooks in some fashion almost daily, and significant Students generate a written product associated with each reading selection.
emphasis is placed on the speaking and listening communication threads The products are varied in form, and include graphic organizers, concept
of the CCSS. The instructional design of the investigations is deliberately maps, cartoons, memes, infographics, storyboards, outlines, and paragraphs.
light on having students access disciplinary core content through text. NGSS The complexity of the products increases from week to week, with the
emphasis is on students investigating phenomena along the storyline, so final product for the unit being a single, thoughtfully reasoned, and well-
students’ interaction with text within lessons is minimal and in service to the constructed paragraph.
unit’s storyline. The Science Literacy routine is integrated to exercise students’
ability to interact with text about science topics. The routine presents

Teaching Science Literacy NATURAL HAZARDS | 18

SCIENCE LITERACY: PREFACE Standards and Dimensions
NGSS

Put Yourself in This Scene Disciplinary Core Ideas ESS3.B: Mapping

the history of natural hazards in a region,
combined with an understanding of related
geologic forces can help forecast the locations
and likelihoods of future events.
Literacy Objectives Instructional Resources
ETS1.B: There are systematic processes for
✓✓ Initiate thinking about the need to evaluate Student Reader Science Literacy Student evaluating solutions with respect to how well they
information in text and images. Reader, Preface meet the criteria and constraints of a problem.
“Put Yourself in This Scene” Science and Engineering Practice: Asking
Literacy Activities Preface Questions and Defining Problems
Crosscutting Concept: Stability and Change
• Read a brief scenario to pique interest, launch No Prerequisite Investigations
discussion, and begin to frame expectations. CCSS
The reading of the Preface is appropriate during English Language Arts
the first week of unit instruction. The reading RST.6-8.2: Determine the central ideas or
does not preemptively tell students facts conclusions of a text; provide an accurate
about the topic that they are intended to learn summary of the text distinct from prior
throughout the course of their investigations. knowledge or opinions.
RST.6-8.4: Determine the meaning of
symbols, key terms, and other domain-specific
words and phrases as they are used in a
specific scientific or technical context relevant
to grades 6-8 texts and topics.
Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts in this
repeatedly to these terms. No Core Vocabulary exercise. Students will benefit from your modeling
terms are highlighted in the Preface. the use of these words without the expectation that
students will use or explain the words themselves.
natural hazards social media
science literacy tropical storm
sea level rise wildfire
SCIENCE LITERACY: PREFACE NATURAL HAZARDS | 19
1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the Science Literacy
Student Reader.
• Friday: Set aside time at the end of the week to facilitate a brief discussion about the reading.
You’ll proceed with the in-class lesson investigations during this week.

2. Preview the assignment and set expectations. (Monday)

• Let students know that for the Science Literacy routine, they will read independently and then complete short
writing assignments. The reading selections relate to topics they will be exploring in their Natural Hazards unit
science investigations.
• The reading and writing will typically be completed outside of class (unless you have available class time to allocate).
• The first week’s reading is a short introductory segment in the book, and there is no accompanying writing exercise
as the unit is getting started.
• The class will discuss the reading together at the end of the week.

SUPPORT—The Preface with a scenario about a family deciding which of two cities to move to is written at
approximately Lexile 1100–1200, which leans toward the high end of the expected text complexity band for middle
school. You may wish to introduce a word identification and comprehension convention into your routine to support
struggling readers. Hang an envelope near the door with the label, “When we talk about the next reading selection,
I could use a little more help understanding the word(s). . . “ Encourage students, as they are reading, to jot words,
phrases, or sentences that they are unclear about onto small scraps of paper and tuck them into the envelope at any
time preceding the discussion of the reading. Whenever you facilitate class discussion about a reading selection, check
the envelope first, and layer in added examples and repeat definitions to help students build comprehension and
fluency for terms or complex sentences about which they have revealed they are uncertain.

SCIENCE LITERACY: PREFACE NATURAL HAZARDS | 20

3. Facilitate discussion. (Friday)

Facilitate a brief class discussion about the Science Literacy Student Reader Preface, entitled “Put Yourself in This Scene.”
Student Reader

Pages 2–3
Suggested prompts Sample student responses
Preface
How would you summarize the “scene” referred to in the There is a family of four considering natural hazards and other
title? factors when deciding where to relocate.
A family lives in Chicago now and is discussing what factors should
influence a decision to move to Portland, OR, or Charleston, SC.
Restate the situation as an engineering problem to Which city is best for a family to move to, Portland, OR, or SUPPORT—If you are using the
solve. This means, reword it as a question. Charleston, SC? recommended word envelope
convention, check the envelope
What criteria did the family use to make their decision? winter climate to see if it contains any words,
food phrases, or sentences that students
risk to humans from natural hazards need help understanding. Read
key sentences aloud, and provide
pro sports teams concise explanation.
How could a U.S. map showing risk levels of several If they can find Portland, OR, and Charleston, SC, on the map,
natural hazards by county help the family make their they can compare the risk data for each kind of hazard. They
decision? could use these data to decide which city has fewer risks.
Dan and Emma mention “sea level rise.” How is it Sea level is rising because Earth’s climate is warming. Warmer
related to climate change? air means ice on land is melting and flowing into the ocean.
Also, warmer water takes up more space than colder water.
Is sea level rise a sudden event or gradual change? What Both. It is a slow or gradual change due to warming, but when
could be the risks to people? there is a very high tide or a tropical storm, that is a sudden
change.
Flooding affects homes and people’s ability to use roadways.
What other questions do you have about this scenario? Are there other natural hazards that the family has not
thought of?
Are there differences in risk depending on where in each city
they find a place to live?
Are there differences in risk depending on the type of structure
they move into?
What are the natural hazard risks in Chicago, where they live
now, compared to the other two cities?

SCIENCE LITERACY: PREFACE NATURAL HAZARDS | 21

 Pages 2–3
Suggested prompts Sample student responses
When they move, this family will need a new apartment not very reliable, because the purpose of real estate
or house and will likely check real estate websites. How websites is to sell you homes, not warn you of the risks of
reliable would real estate sites be for learning about natural certain neighborhoods or types of homes
hazards in a particular neighborhood or for a particular
type of home?
How could this family research how a city prepares for They could read the city government websites.
natural hazards such as wildfires or tropical storms? They could ask people who live there how well the city was
prepared during the last hazardous event.
They could contact a local university to ask a professor who
studies natural hazards.
In general, why is understanding how a search engine lists because many people just read the top result without
search results important to scientific literacy? knowing how it made it to the top spot
because sometimes the top results are ads
Just because a website is popular does not mean it is
scientifically accurate,
Think about evaluating social media sources. When might If you follow the social media of people who are scientists
they be useful for gathering scientific data about natural or governments that prepare for natural disasters, they
hazards? could be useful.

KEY IDEA—Point out that, without a thorough analysis of scientific data from reputable sources on the likelihood of
natural hazards and learning how a community prepares for them, there isn’t really a way for this family to make an
informed decision about which of two cities will be the best one to relocate to. Both the investigations and the reading
selections in the unit ahead will help students advance to a place where they have more knowledge to apply to the
scenario, and they will circle back to the topic of how to make decisions about risks associated with natural hazards at
the end of the unit.

SCIENCE LITERACY: PREFACE NATURAL HAZARDS | 22

LESSON 1

What happens to a community when a tsunami occurs?

Previous Lesson There is no previous lesson.

This Lesson In this lesson, we read about an earthquake in 2011 that occurred off the eastern coast of
Anchoring Phenomenon
Japan and triggered a tsunami. From the reading and photographs, we learn that when
a tsunami reaches land, it may result in catastrophic loss of life and property. Two video
3 days clips help us further explore how this phenomenon impacts people and structures. We
brainstorm and develop several engineering ideas to help detect tsunamis, provide
advance warning of their approach, and reduce their impact. While evaluating our
   initial ideas, we notice patterns about what makes some engineering solutions more
promising or challenging than others. Finally, we brainstorm related phenomena (local
natural hazards) and ask questions to generate a list of data and information we need to
better understand where natural hazards occur and how we can prepare for them.
A tsunami just reaching Miyako, Japan.

Next Lesson We will investigate patterns in historical tsunami data and figure out that most tsunamis are caused by strong, shallow earthquakes on
colliding plate boundaries. We will establish a cause-and-effect relationship and use it to forecast locations at risk for future tsunamis.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 1.A Ask questions that arise from careful observations of a sudden natural event that causes damage to communities.
1.B Apply scientific ideas to design an object, tool, process, or system that detects a tsunami when it starts (cause) and warns
people or reduces damage to communities (effect).

What Students Will Figure Out

We will figure out these ideas about tsunamis:
• A tsunami is a large wave or surge of water that results from the movement of the ocean floor (e.g., an earthquake).
• Tsunamis cause damage to communities through major flooding of low-lying areas, impacting homes and property and
making it hard for people to live there.

LESSON 1 NATURAL HAZARDS | 23

 We will figure out these ideas about designing engineering solutions:
• Proposed engineering solutions for tsunami response include a system of detection sensors, warning plans, and solutions
for reducing damage.
• Though communities may be impacted by different kinds of natural hazards, a response to most hazards often requires
engineers to design technologies that can detect, warn people, and reduce damage.

Lesson 1 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 7 min INTRODUCE THE TSUNAMI PHENOMENON A-B Tsunami: Japan 2011, World Map (from Everest Unit)
Introduce the tsunami phenomenon through a brief reading and a series
of photographs. Record noticings and wonderings.
2 8 min WATCH TSUNAMI VIDEO C computer, projector, 6.5 - Lesson 1 Japan Coast
Watch short video clips about the anchor phenomenon: a tsunami Guard Tsunami Footage (See the Online Resources
that impacted the eastern coast of Japan in 2011. Record noticings and Guide for a link to this item. www.coreknowledge.
wonderings. org/cksci-online-resources)

3 10 min SHARE NOTICINGS AND WONDERINGS D Notice and Wonder poster, markers
The class shares noticings and wonderings from the reading,
photographs, and video clips.
4 10 min INITIAL ENGINEERING IDEAS E-F Tsunami: Japan 2011
Brainstorm ideas around technologies for detecting tsunamis, warning
people, and reducing damage due to tsunamis.
5 15 min SHARE INITIAL IDEAS AND NAVIGATION G-I Tsunami: Japan 2011
Through a series of paired Initial Ideas Discussions, students each share
one developed engineering idea to detect tsunamis, warn people, or
reduce the damage caused.
End of day 1
6 1 min NAVIGATION J Tsunami: Japan 2011
Gather in a Scientists Circle to share initial ideas for detecting tsunamis,
warning people, or reducing damage.
7 10 min SHARE INITIAL ENGINEERING IDEAS J Tsunami: Japan 2011, Detect Tsunamis poster, Warn
Share and record students’ initial engineering ideas, classifying them as People poster, Reduce Damage poster, markers
designs intended to detect tsunamis, warn people about their approach,
or reduce the damage they cause.
LESSON 1 NATURAL HAZARDS | 24
Part Duration Summary Slide Materials
8 20 min EVALUATE INITIAL ENGINEERING IDEAS K Tsunami: Japan 2011, Detect Tsunamis poster, Warn
Individually and in class discussion, identify engineering ideas that show People poster, Reduce Damage poster, markers,
promise or may be challenging to implement. optional: small stickers, sticky notes

9 8 min NAVIGATE TO RELATED PHENOMENA L Tsunami: Japan 2011, World Map (from Everest Unit)
Consider related phenomena and connect the anchoring phenomenon
to local natural hazards. Begin thinking about how we might design and
evaluate engineering solutions for natural hazards in general.
10 10 min DISCUSS RELATED PHENOMENA M-N Tsunami: Japan 2011, Local Hazards poster,
Share examples of local natural hazards and discuss examples of technologies Technologies or Related Solutions poster, markers
used to detect, warn people, or reduce the damage of those hazards.
11 2 min ASSIGN HOME LEARNING O
Assign students to learn more about their family’s experience and
knowledge around natural hazards.
End of day 2
12 5 min NAVIGATION TO STUDYING NATURAL HAZARDS P Tsunami: Japan 2011, Local Hazards poster,
Briefly review the home learning in partners and as a class to preface a Technologies or Related Solutions poster, markers
discussion of how we study natural hazards and design solutions.
13 10 min CONNECT STUDYING NATURAL HAZARDS TO DESIGNING SOLUTIONS Q Tsunami: Japan 2011, Local Hazards poster,
Revisit related phenomena to generate ideas for how we might study Technologies or Related Solutions poster, markers
natural hazards and design solutions.
14 8 min DEVELOP QUESTIONS FOR THE DRIVING QUESTION BOARD R 2-3 sticky notes, markers, Tsunami: Japan 2011,
Develop questions for the DQB about the 2011 Japan tsunami, related Detect Tsunamis poster, Warn People poster, Reduce
phenomena, and ways to reduce the impacts of these natural hazards. Damage poster, Local Hazards poster, Technologies
or Related Solutions poster
15 25 min DEVELOP THE DRIVING QUESTION BOARD S-T questions written on sticky notes, Tsunami: Japan 2011,
Convene a Scientists Circle to construct the DQB around students’ questions, Detect Tsunamis poster, Warn People poster, Reduce
organized into categories. Develop the unit question through class discussion. Damage poster, Local Hazards poster, Technologies or
Related Solutions poster, DQB, markers
16 10 min BRAINSTORM IDEAS FOR INVESTIGATION AND INFORMATION WE NEED U Ideas for Investigation and Information We Need
As a class, create an Ideas for Investigation and Information We Need poster, DQB, markers
poster and record thoughts on how to figure out the answers to our initial
questions as we move forward.
LESSON 1 NATURAL HAZARDS | 25
Part Duration Summary Slide Materials
17 2 min NAVIGATION DQB
As students reflect on the DQB, offer a suggestion for the next step.
End of day 3

Lesson 1 • Materials List

per student per group per class

Lesson materials • Tsunami: Japan 2011 • World Map (from Everest Unit)
Student Procedure Guide Student Work Pages • science notebook • computer
• 2-3 sticky notes • projector
• markers • 6.5 - Lesson 1 Japan Coast Guard Tsunami Footage. (See
• questions written on sticky the Online Resources Guide for a link to this item. www.
notes coreknowledge.org/cksci-online-resources)
• Notice and Wonder poster
• markers
• Detect Tsunamis poster
• Warn People poster
• Reduce Damage poster
• optional: small stickers
• sticky notes
• Local Hazards poster
• Technologies or Related Solutions poster
• DQB
• Ideas for Investigation and Information We Need poster

Materials preparation (30 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Test the Japan Coast Guard Tsunami Footage video. (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources)

LESSON 1 NATURAL HAZARDS | 26

Prepare a space for your Word Wall to include “words we encounter,” “words we earn,” and “words from previous
units.” Not every vocabulary word should be placed on the Word Wall. A helpful distinction is whether the term
is earned or encountered. A word we earn is one we work together to understand through investigation and
collaborative sensemaking, thus we celebrate our growing understanding by adding it to the wall. A word we
encounter may be introduced through text or other media and is often defined for us. If our understanding of this
word grows during the lesson or unit, we can then consider it to be a word that we earn. During day 1, add words we
encounter from the reading. This unit will also include words from previous units as students revisit some words from
the Unit 6.4: What causes Earth’s surface to change? (Everest Unit), which might be helpful to put back on the Word Wall
so students can apply them in another context.
Prepare all posters using chart paper and markers:
• day 1 - Notice and Wonder poster
• day 2 - Detect Tsunamis poster, Warn People poster, Reduce Damage poster, Local Hazards poster, Technologies and
Related Solutions poster
• day 3 - Driving Question Board (DQB) poster(s), Ideas for Investigation and Information We Need poster
Poster guidance: Determine where to set up the DQB prior to day 3. Also, several posters can be combined into one to
save space if necessary; for example, on day 2, the Detect Tsunamis, Warn People, and Reduce Damage posters could
be combined.
Optional: For day 1, position the World Map from the Everest Unit where everyone can view it. This is used before the
reading to locate Japan, Indonesia, and the Indian Ocean. The map serves not only as a way to locate natural hazards
around the world but also to help connect the occurrence of certain natural hazards (i.e., tsunamis) with Earth’s
geologic processes explored in the Everest Unit. Alternatively, you can project a world map without any reference to
other geologic processes (e.g., earthquakes). Students will have an opportunity to observe the connections between
earthquakes and tsunamis using maps during Lesson 2.
To encourage productive discussions throughout this unit, display the Communicating in Scientific Ways poster in a
place where students can reference it.

Lesson 1 • Where We Are Going and NOT Going

Where We Are Going
Students engage with the anchor phenomenon through a brief informational reading, several photographs, and two
video clips showing a rapid surge of water, triggered by an earthquake, overtaking the eastern coast of Japan. They
are then motivated to brainstorm and develop several engineering ideas to help detect tsunamis, provide advance
warning of their approach, and reduce their impact. The purpose of the anchor is to probe students’ understanding of
how Earth’s natural processes are related to specific natural hazards. It leverages their ideas about geologic processes
(i.e., earthquakes) and other natural hazards (i.e., floods, wildfires). The anchor then encourages students to use their
observations to develop engineering solutions to reduce a tsunami’s impact. As they think more deeply about their
proposed solutions, they notice patterns in what makes some more promising or challenging than others. Finally, as
students consider related phenomena, the anchor motivates them to think more broadly about how scientists forecast
which areas are most at risk for natural hazards and how engineers evaluate proposed solutions to reduce their impact.

LESSON 1 NATURAL HAZARDS | 27

Where We Are NOT Going
As students share their ideas, they may mention what they already know about earthquakes, tsunamis, tidal waves,
and tsunami barriers. In terms of geologic forces, specifically earthquakes, encourage them to use their knowledge
from the Everest Unit. Similarly, when discussing related phenomena, encourage students to discuss any personal
experiences with other natural hazards. In both cases, however, avoid giving too much away at this point in the unit
(for example, do not discuss in detail the connection between earthquakes and tsunamis as these ideas will emerge in
subsequent lessons).
Lessons 2-5 will draw upon these particular areas of students’ prior knowledge:
• Earthquakes that occur along specific plate boundaries often cause the ocean floor to shift, triggering tsunamis.
• The energy of a tsunami can be described in terms of wave speed and wave height. Many tsunami-specific
engineering solutions involve dissipating the energy of the wave.
• As engineers decide upon criteria and constraints in their design process, they consider factors such as what
knowledge is available, what technology is available, and what the affected communities need and value.

LESSON 1 NATURAL HAZARDS | 28

LEARNING PLAN FOR LESSON 1

1. Introduce the tsunami phenomenon. 7 min

Materials: Tsunami: Japan 2011, science notebook, World Map (from Everest Unit) *Attending to Equity
Introduce the phenomenon. Say something like, I want to share some Supporting Universal Design for
information with you about a phenomenon that impacts places where Learning: In this unit, Constructing
many people live. When it happens, structures can be damaged and people Explanations and Designing
can be hurt, or even die, as a result. This phenomenon is called a tsunami. Solutions is a focal SEP. Therefore,
Has anyone heard of this before? numerous scaffolds exist to
Let students share a few initial ideas with the class. support students in this practice
in the context of natural hazards.
Introduce the reading and photographs. Project slide A. Tell If you believe your students are
students that the slide shows a tsunami wave reaching the eastern ready to proceed with less support,
coast of Japan in 2011. Say, We have a reading that talks about events that we recommend first removing
occurred in Japan and Indonesia. It might be helpful to know where these scaffolding related to practices
places are. Can someone show us Japan and Indonesia on the map? that are not focal in this unit. For
Have a volunteer point out the approximate locations of Japan and example, though modeling is
Indonesia on the World Map. Use sticky notes or some other method to used in many activities, it is likely
mark them for reference throughout the unit (see reference map with a familiar practice, as students
arrows showing Japanese and Indonesian islands). have engaged with it in previous
units. Therefore, consider asking
Distribute a copy of Tsunami: Japan 2011 to each student.
students to generate their own
models without offering them
Additional Guidance supplemental image starters
or handouts (often provided
Supporting empathy and emotions: A unit on natural hazards is likely to elicit emotional stress from some students, throughout this unit). However,
whether from their empathy for those affected or from experiencing a natural hazard directly or through the take caution when removing
experiences of family and friends. scaffolding, as it is designed to
Emotional stress from a disaster can often be great in students who feel they do not understand the situation or have ensure greater access and to help
no control over it. Although natural hazards often bring impacts that students cannot control, the aim of this unit is to remove barriers to understanding
help students consider what is happening before, during, and after such events, and to empower them to use what complex phenomena.
they learn to respond in ways that can keep them and their loved ones safe in the event of a disaster.
If you have students who have traumatic experiences from natural hazards, a recommended source is the CDC’s Caring
for Children in a Disaster website. (See the Online Resources Guide for a link to this item. www.coreknowledge.org/
cksci-online-resources)

Read text and examine photos. Give students 5 minutes to complete Part 1 of their handout individually by
reading the text, examining the photographs, and marking things they notice or wonder about.*

LESSON 1 NATURAL HAZARDS | 29

For the reading, ask students to mark the text using your typical classroom annotation Name: Date:
*Attending to Equity
protocol, such as underlining or circling. Remind them to take notes or write questions
Tsunami: Japan 2011

Supporting Universal Design

about any unfamiliar words on their handout.* for Learning: Previewing or
For the photos, ask students to circle or use arrows to point out parts of the images pausing to discuss technical terms
that attract their attention. At this point, let them select things they find interesting in the text can be particularly
without guiding them to compare or look for certain details. Some details may be helpful for emergent multilingual
obscure as the images are taken from video footage, but the interaction between land learners, students with dyslexia,
A tsunami reaches Miyako, Japan.

Part 1: Read about a natural hazard

and water should be clear. and students who read below

On March 11, 2011, a 9.0-magnitude earthquake struck underwater off the eastern coast of Japan. This was felt on
land at 2:45 p.m. local time. There were multiple aftershocks and at 3:14 p.m., a tsunami warning was announced for
coastal areas along the Pacific Ocean, predicting water waves of up to 33 feet high (10 m). Some people living near
the coast had only 8 minutes of warning before the waves hit their city, while residents in other areas had more time.

grade level. These words include:

Low-lying cities closer to the earthquake experienced taller waves than those farther away.
The tsunami had a major impact on the people who lived in the affected cities across Japan:

Set up a Notice and Wonder chart. Present slide B. Have students find a blank page • Over 10,000 people died, many of them carried away by fast-moving water.
• Over 100,000 buildings totally collapsed.

magnitude, aftershocks, and

• Over 4 million households in Japan were left without electricity for over a week.

on the left side of their science notebooks and title the page, “Tsunami Phenomenon.”
• Over 1 million households were left without fresh water for over a week.
Prior to the 2011 tsunami in Japan, Indonesia experienced a tsunami on December 26, 2004, triggered by a
9.2-magnitude earthquake in the Indian Ocean. The Indonesian tsunami generated waves as high as 100 feet (30 m)

Then, have them make a two-column chart to record their noticings (left column) and
and killed approximately 227,000 people in 14 different countries along the shorelines of the Indian Ocean, including
more than 126,000 in Indonesia.
tsunami. At this point, the term
wonderings (right column) from the reading and photographs. magnitude should be included on
the Word Wall as a “word from a
Give students 1-2 minutes to record in this chart what they noticed and wondered
1

previous unit.”
about from the reading and photographs. Tell them we will share noticings and
CKSci_G6U5_SWP.indd 1 25/10/22 10:52 AM

wonderings later, after we view video footage from this event.

Additional Guidance

The reading contains technical words that you may want to discuss with your students before they begin reading, or
pause to discuss as they encounter them in the text. A word we earn is one we work together to understand through
investigation and collaborative sensemaking, thus we celebrate our growing understanding by adding it to the wall. A
word we encounter may be introduced through text or other media and is often defined for us. If our understanding of
this word grows during the lesson or unit, we can then consider that word one that we earn. This unit will also include
words from previous units as students revisit some words from the Everest Unit, which might be helpful to put back on
the Word Wall so students can apply them in another context.

Science Notebook

This is the unit’s first use of the science notebook. Students may need time to organize a new section. The
setup will vary depending on how you’ve structured the notebook’s components. It is recommended to
have students do the following:
• Reserve a blank page at the start of the unit, to be titled with the unit question on day 3 of this lesson.
• After the title page, reserve 2 pages (4 pages front-to-back) for the table of contents (unless all tables of
contents are at the front of the notebook).
• Reserve 10 pages (20 pages front-to-back) for the Progress Tracker. (This is optional for this unit.)
• Number the pages so everyone begins the unit on the same page number.
Remind students that the notebook is their tool for recording their observations, evidence, and ideas to share with the
classroom community. They should see it as a space to brainstorm and record their thinking, as well as a place to show
how their thinking changes as they learn more.
LESSON 1 NATURAL HAZARDS | 30
2. Watch tsunami video. 8 min

Materials: science notebook, computer, projector, 6.5 - Lesson 1 Japan Coast Guard Tsunami Footage (See the Online
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)

Additional Guidance

Supporting empathy and emotions: We have elected to present information and photos from the 2011 Japan
tsunami before showing actual video footage as a way to prepare students for viewing a potentially disturbing natural
event. Though many people were killed during this event, we have taken care to select footage that does not show
any people suffering or in visible distress. We do not feel it is necessary to show sensitive footage of human death and
suffering for students to engage with the unit’s goals.
However, some students may have experienced this type of hazard firsthand or have a relative or friend who has
experienced a tsunami. The videos might also elicit negative emotions from students who have experienced loss
from other natural hazards. If students would prefer not to watch the videos, it will not take away from their learning
experience. It might also be helpful to encourage students by pointing out that we can improve how well we protect
people by learning more about how these events happen.
Prepare students to see tsunami videos. Project slide C. Before presenting the tsunami videos, prepare your
students by reminding them of the information in their prior reading about how this event caused devastating loss of
life and physical damage.
Although your students may not have experienced a tsunami, point out that some of them may have experienced
other natural hazards or have close family or friends who have been affected by such events. Explain that, though we
may not be able to stop these events, we can use science to understand them better, predict when they may occur,
and make more informed decisions about what to do when they happen.
For further guidance on what to say to your students before viewing this phenomenon, please refer to the Guidance
callout; for guidance on supporting student reactions and experiences with natural hazards, see the Guidance callout.

Additional Guidance

Supporting empathy and emotions: Viewing natural hazard events may cause anxiety for some students, as they
feel helpless in the face of devastating natural events. To help prepare your students to view natural hazards, such as
the tsunami, consider how you may use aspects of the following script:
In previous units we’ve thought a lot about natural processes that occur on Earth. By looking at data, we’ve been able to
better understand why certain events occur and even predict, to some degree, when and how they will happen in the future.
However, because our models are not perfect, they cannot yet account for every natural event. Sometimes, unforeseen events
are devastating for those who live through them, as they may lose loved ones and experience dramatic changes in their daily
lives. It’s also important to realize that for some, just watching or reading about these events can be equally difficult. Even
without experiencing a natural hazard, we can imagine what it might feel like to live through something so powerful and
seemingly unpredictable, or to lose someone close. It’s easy to feel scared or worried.

LESSON 1 NATURAL HAZARDS | 31

One thing we can do as scientists in this class is to understand our world a little better by uncovering more information,
examining more data, and thinking of new ideas or ways to solve problems. With every natural event that occurs, we gain
valuable new information that allows us to revise our models and make them more accurate. So, although we cannot control
whether these events occur, we can get better at knowing what happens before, during, and afterward. We can then use our
new knowledge to make better decisions so we can keep our communities safer and be more prepared for future hazards.
Watch the video. Explain to students that you will play the video twice, and recommend that they simply watch
during the first playthrough. Play the video 6.5 - Lesson 1 Japan Coast Guard Tsunami Footage. (See the Online
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) Consider pausing on
video transitions so students can orient themselves to the map locations of where the video was taken.
Before playing the video a second time, instruct students to draw a line in their notebook beneath their noticings and
wonderings from the reading and photographs, and to record their noticings and wonderings from the videos below
this line during the second playthrough.

Additional Guidance

The video clips document the 2011 Japan tsunami. We want students to understand how a particular event affected
specific locations. We also want students to notice that a tsunami involves not only a large wave, but more importantly,
a dramatic increase in water flow, resulting in flooding. Finally, we want students to consider how the event could be
predicted or damage be reduced.
There are many other video clips of global tsunamis available. You may consider whether to show other tsunami
events at a later date should students have questions about how tsunamis behave more generally and need to explore
further evidence. However, we recommend selecting video clips that highlight the tsunami event itself without
showing people suffering bodily harm.
Give students 1-2 minutes to make notes in their Notice and Wonder chart. For 1 minute, have students turn and talk
with a partner about their noticings and wonderings from the videos.

3. Share noticings and wonderings. 10 min

Materials: science notebook, Notice and Wonder poster, markers

Share noticings and wonderings as a class. Show slide D. For 10 minutes, facilitate a whole-class discussion by
calling on student volunteers to share their noticings and wonderings from the reading, photos, and videos. Be sure
to record what is shared on the class Notice and Wonder poster. After 5 minutes, ask students whether they notice
any commonalities in what was shared, and ask them to name the categories or themes. For example, observations or
questions regarding what happens as the tsunami contacts structures on land could be categorized as “tsunami and
structures”, while those about how it impacts people could be grouped together under “tsunami and people”.
Keep this Notice and Wonder poster visible to reference as you transition into an Initial Ideas Discussion. Tell the class
we will revisit it during the lesson so more students can share their observations and questions.

LESSON 1 NATURAL HAZARDS | 32

 Assessment Opportunity

Building towards: 1.A Ask questions that arise from careful observations of a sudden natural event that causes
damage to communities.
This is the first point in this lesson that you can assess students on this lesson-level performance expectation. You can
also assess students’ initial questions on day 2 as the class constructs the Local Hazards poster and the Technologies or
Related Solutions poster, or on day 3 as the class constructs the DQB.
What to look for/listen for: Observations or questions about (1) size or speed of tsunamis or type of damage to
communities, (2) disagreement or uncertainty about what causes tsunamis, (3) disagreement or uncertainty about why
a tsunami possesses such destructive power, and (4) how communities could be protected from tsunamis.
What to do: Encourage students to share their observations and related questions from the reading and videos.
Prompt them by asking Where did you see that happen? and What kinds of questions do you have about ____?

4. Initial Engineering Ideas 10 min

Materials: Tsunami: Japan 2011, science notebook

Brainstorm initial ideas individually. Explain to students that because natural hazards like tsunamis affect people
and communities frequently, scientists and engineers want to come up with solutions to help protect them. Say, We
saw that this natural event can do a lot of damage to land, buildings, other property, and sometimes even human lives.
Devastating events like tsunamis motivate people to study why they occur, how they work, and also how to reduce their
effects. As scientists understand these events better, engineers can use that knowledge to help design solutions to protect or
warn us. Therefore, in this unit, we will think like both scientists and engineers.
Display slide E. Explain that we will now think about the tsunami again, but from an engineering perspective. Prompt
students to come up with ideas to detect tsunamis, warn people of their approach, and reduce the damage they cause.
Say, You’ve all noticed some interesting things from the reading, photos, and videos. As you brainstorm engineering ideas,
use what you already recorded in your notebook about what you noticed during the tsunami to help you think about how
people and communities could be protected and warned in the future. Give students 5 minutes to brainstorm and record
their ideas in Part 2 of their handout. Encourage them to think of at least one idea for each column.
Develop initial ideas. Display slide F. Ask students to pick one idea from their initial brainstorm to model and explain
more thoroughly in their handout. Say, Pick one of your ideas. Show how it would work using a diagram and then write a
short explanation. Remember to label your diagram so someone else could understand how your design works.
After 5 minutes, ask students to pick an idea from a different category to model and explain more thoroughly. Give
students 5 minutes to model and explain their second idea in greater detail. Tell them to be prepared to share their
ideas with a partner.

LESSON 1 NATURAL HAZARDS | 33

5. Share initial ideas and navigation. 15 min

Materials: Tsunami: Japan 2011

*Strategies for This Initial Ideas
Promote collaboration. Display slide G. Transition to initial ideas discussion by reminding students of classroom norms. Discussion
Explain to students that it’s important to look at each other’s ideas so we can see things from other perspectives. Say, During these partner discussions,
Just as scientists do not work in isolation, engineers often collaborate. How might this help engineers and scientists when do not correct students’ misuse
they are trying to figure out how things work and then how to design solutions? Have a few students share their ideas for of language. An Initial Ideas
why collaboration is important in science. Discussion is used to encourage
students to share their prior
Say, Right! Collaboration is important in science because then we can use many diverse ideas and see things from different
knowledge on a topic and
points of view, which is important as we try to design systems that address a variety of needs or criteria and can help as many
generate divergent thinking.
people as possible.
Some students may refer to
Share initial ideas in pairs.* Display slide H. Tell students that in order to share ideas and be inspired by the ideas of wave amplitude, wavelength,
others, they will pair up with a fellow classmate/engineer three times. seismometers, tsunameters,
Explain that in each pairing, students will decide who speaks first. The speaker has 1 minute to describe one of their wave breaks, or tsunami barriers.
developed ideas. The listener writes notes about the idea in Part 3 of their own handout and identifies whether Rather than stopping them from
the idea is meant to help detect, warn people, or reduce damage. Emphasize that this is not the time to ask a lot of using these terms, you might
questions about the design; it is simply time to record their peer’s idea. Then students will switch roles after 1 minute ask them to briefly offer an
so each partner has the opportunity to share their idea. Give students approximately 10 minutes to engage in 3 explanation. Avoid pushing for
pairings. For further guidance on running this activity, see the Guidance callout. clear, developed definitions; it may
be more effective to simply note
Additional Guidance any new terms that emerge as
ones the class needs to learn more
While students share, walk around the room and listen to as many pairs as possible. As they have very limited about. Students will refine their
time to learn about each other’s ideas, this is not the ideal time to interrupt with clarifying questions. There will be understanding of these terms as
opportunities later to probe for understanding and for students to explain their ideas in greater detail. Instead, use this they progress through the unit.
time to note any patterns that emerged from the proposed ideas. For example, are students mainly sharing ideas for
detecting tsunamis rather than reducing damage? Or, perhaps many of the ideas for detecting tsunamis also involve
simultaneously warning people, so these ideas are often intertwined.
To help ensure that the activity goes smoothly, consider using your own watch or timer. Tell students to find their first
partner, then call “start” for the first partner to share. After one minute, say “switch roles” so the second partner can
share. After another minute, say “find a new partner. Repeat the “start”, “switch roles”, and “find a new partner” steps
again for approximately 10 minutes, or until three pairings of students have shared.
Navigate to close day 1. Display slide I. Say, As I walked around, I noticed lots of different ideas for detecting tsunamis,
warning people about them, and reducing the damage they cause. Interestingly, I also noticed similarities across many of
these ideas. Does anyone want to share any similarities they noticed? Call on a few students to share.
Close the class with, In our next class, let’s look at the ideas we came up with and consider how we could organize them so
we can begin to think about which solutions might be better than others. Remind students to leave their handouts in the
classroom so you can look at their developed ideas before the next class period.

LESSON 1 NATURAL HAZARDS | 34

 Assessment Opportunity

Building towards: 1.B Apply scientific ideas to design an object, tool, process, or system that detects a tsunami when
it starts (cause) and warns people, or reduces damage to communities (effect).
This is the first point in this lesson that you can assess students on this lesson-level performance expectation. You can
also assess students on day 2 as they discuss promising and challenging aspects of designs, and on day 3 when the
class discusses how to design solutions to reduce the impact of natural hazards on communities.
What to look for/listen for (in the initial designs):
• At least one drawing or written description of an idea to either help detect tsunamis, give people more advance
warning, or help reduce the damage caused by tsunamis.
• Ideas that indicate a characteristic of the tsunami wave that would be important to consider in the design, such as
the start of the hazard (e.g., earthquake); or how fast, big, or intense the wave becomes; or a method for blocking
the wave from reaching a community.
Throughout Lesson 1, look for/listen for these things: (1) agreement that though tsunamis may cause devastation,
their effects can be reduced by solutions that detect, warn people, and reduce damage; (2) agreement that some
engineering solutions may be more promising or challenging than others; and (3) uncertainty or disagreement about
what makes one solution more promising or challenging than another.
What to do: If your students struggle to think of engineering ideas, ask them to consider what might be dangerous
about the giant waves reaching land. Use a physical analogy to help them recognize the weight of water: Ask whether
they think water is heavy or light. Fill a 5-gallon bucket or similar container with water and ask a student to pick it up.
Ask them what it might feel like to get hit by that much water. Remind them that a tsunami wave carries millions of
times more water than the bucket. Remind them of the cars, airplanes, and helicopters they saw swept away during
the second video clip.

 End of day 1

6. Navigation 1 min

Materials: Tsunami: Japan 2011

Arrange students in a Scientists Circle. Display slide J. Return the students’ collected handouts. Say, Yesterday, we
brainstormed ideas for how to better detect tsunamis, how to better warn people of an approaching tsunami, and how
to reduce the damage caused by a tsunami. Then, you picked two ideas to develop further. Finally, you shared one of your
ideas and heard ideas from other students. Let’s list those ideas now. Have students bring their handout and a chair to a
Scientists Circle.

LESSON 1 NATURAL HAZARDS | 35

 Scientists Circle

All the activities on day 2 can be completed in a Scientists Circle. Day 2 gives students opportunities to not only share
ideas but also begin evaluating ideas—an integral part of engineering. As students may be new to this process, it is
important for them to practice this together in a public format that positions their ideas at the center of the discussion.
When students need to complete activities with partners, they can work with a classmate sitting next to them in the
circle to minimize the moving of chairs and desks.

7. Share initial engineering ideas. 10 min

Materials: Tsunami: Japan 2011, Detect Tsunamis poster, Warn People poster, Reduce Damage poster, markers
Elicit ideas and record on class posters. Keep slide J displayed. Say, Last class you shared ideas with each other about
how to protect people and communities from tsunamis. Refer to what
you recorded in Parts 2 and 3 of your handout as we collect these ideas Technologies to help detect Technologies to give people Technologies that could
a tsunami more advance warning that a help reduce the damage
on a class poster. Think back to one that you got really excited about. It tsunami is approaching from a tsunami

could be your own or someone else’s.

Ask, Would someone share an idea to get us started? Have a volunteer
stand and share an idea with the class. Say, First, describe your idea.
Then, tell us how it could either detect, warn people, or reduce damage.
After the student shares, ask them to select another volunteer, or
say, Did anyone have a similar idea? For the next 10 minutes, record
all shared ideas on the corresponding poster (alternatively, one
three-column poster could be used if wall space is limited).
Do not discard these posters, as they will be referenced at various points throughout the unit, in particular during
Lesson 5 when students explore different types of tsunami barriers, and again in Lesson 6 when students read about a
tsunami detection system currently in place.

8. Evaluate initial engineering ideas. 20 min

Materials: Tsunami: Japan 2011, Detect Tsunamis poster, Warn People poster, Reduce Damage poster, markers,
*Supporting Students in
optional: small stickers, sticky notes
Engaging in Argument from
Shift to evaluating engineering ideas. Display only the first two prompts on slide K. Say, Part of engineering is Evidence
coming up with new ideas to solve problems. However, engineers also use their expertise to evaluate a plan that’s already This is an opportunity to support
being used or one that has been proposed. As part of their evaluation, they ask, “Does this idea show promise?” or “Does this students in developing productive
idea seem challenging?” So, let’s try that with our ideas. argumentation practices. Remind
Prompt students to turn to Part 4 of their handout. Tell them to individually write down the idea they think shows the them of classroom norms
most promise and explain their rationale; then, to write down the idea that seems most challenging to implement and around discussing or critiquing a
explain why. Give students 5 minutes to complete these prompts. classmate’s idea. Emphasize that

LESSON 1 NATURAL HAZARDS | 36

Prepare for whole-class discussion. Students are now ready to develop criteria and constraints that could be used to critiquing the idea is not the same
evaluate the engineering solutions they proposed on day 1. To help them build toward these concepts, tell them that thing as criticizing the person
we will now share our rationales and evaluate the ideas as a class. Say, In this discussion we will try to identify any patterns who came up with it. Encourage
for promising ideas and those that may be more challenging. We are not identifying “good” and “bad” ideas because we students to use language such as,
don’t know yet what makes one idea good and another bad. Instead, let’s start with our own first impressions about whether I agree with the idea that ______
an idea seems easier or more difficult to implement.* shared or I disagree with this
Facilitate discussion to evaluate engineering ideas. Ask a volunteer to share one idea they identified as most idea because ______. It may be
promising or most challenging and then to explain their reasoning. After the student shares, say to the class, helpful to remind them to use the
Did anyone else think something similar about that idea? If at least 3 students agree, use markers or stickers on the Communicating in Scientific Ways
appropriate poster to clearly indicate the idea as either promising (i.e., green dot), or challenging (i.e., red dot). For the poster.
next 10 minutes, continue this process by asking other students to share ideas and polling the class for agreement.

Additional Guidance

During this discussion, when students disagree on an idea, ask for clarification on why some think an idea is
promising and why others think it may be challenging. You can add notes on the posters to help students notice how
complicated the evaluation process can be and how it’s important to consider multiple perspectives. Say, What may
seem promising to one person may seem challenging to another. So it’s critical that we understand the “why” in these cases
especially. I’ll write some notes on the poster to indicate which ideas we may need to think about more. Maybe we’ll need
more information in order to determine whether that idea is promising or challenging.
Also, a student may feel bad if their idea is considered a “challenging” solution by their peers. It’s important in these
cases for both sides to explain their reasoning. However, allowing the student who came up with the idea to have
the last word may be effective, as they have a chance to acknowledge the perspectives of their peers as well as an
opportunity to ask for clarification of anything said.
This is an important moment to highlight why it’s so important to hear multiple perspectives when it comes to
engineering design and that real engineers go through a similar process. Push your students to think that variety in
ideas is what we strive for, because if everyone has similar solutions for such a complex problem, then it’s likely that
certain needs or limitations will get overlooked. For example, if we all like the idea of building a massive tsunami wall
to protect the shoreline, what happens when there aren’t enough resources to build the wall?
For the next 5 minutes, ask students if they notice any patterns in the evaluated ideas. Say, Do you notice any patterns
when you look at all the promising ideas? What if we look at only the challenging ideas? Do any patterns emerge?

LESSON 1 NATURAL HAZARDS | 37

Suggested prompts Sample student responses Follow-up questions
Do you notice any patterns They don’t seem to require inventing any new What makes an idea promising?
if we look at all the technology, like cell phones, so we can already Does this help us figure out something
promising ideas? communicate and warn people quickly. we think all tsunami-related solutions
It seems like we could make some of these should take into account?
happen really quickly because we will use existing Does this help us figure out what a
technology, like GPS and satellite dishes. tsunami-related solution should be
Some probably won’t make people change their able to do?
daily habits, like move out of their homes, so that
makes them easier.
Do you notice any patterns They involve making new things, and that takes What makes an idea challenging?
if we look at all the lots of time and money.
challenging ideas? We may not know how to build something new
because we’ve never done it before and it’ll need to
be tested.
These plans all make people do something they
don’t want to do, like move away from the ocean.

Key Ideas

Purpose of this discussion: To identify patterns in what makes some engineering ideas more promising or
challenging than others. As students may be unfamiliar with tsunamis or with evaluating engineering designs by
considering criteria and constraints, responses during this discussion will vary. Listed below are some patterns which
students may notice. However, it’s important at this point not to point these out. They will likely emerge as students
progress through the storyline in this unit. At the end of the discussion, return to the ideas that we reached consensus
around (e.g., this group of solutions may be easier to deploy quickly, these may be cheaper, these may save more lives
or protect more property, and so forth). Take this opportunity to introduce the terms criteria and constraints that can be
used to evaluate solutions for tsunamis and related phenomena. This will encourage students to think about tsunamis
from an engineering perspective, and may support them in asking more engineering-related questions when they
construct the DQB.
Listen for these ideas:
• Most of the promising ideas involved warning people of an approaching tsunami because these solutions seem to
cost less money or use fewer resources.
• Many of the ideas around detecting tsunamis seem promising because they use technologies that already exist, like
using tools to detect earthquakes.
• It seems like reducing the damage caused by a tsunami will be challenging because that involves building
something new, and that requires lots of time and money.
LESSON 1 NATURAL HAZARDS | 38
Discuss the need for more information. Say, Sometimes deciding whether an idea is promising or challenging is difficult,
as we see with our list. Take a moment to turn and talk with a partner about the question on the slide: “What do we still need
to know about these designs or the hazard itself?”
Display the third prompt on slide K. Read it aloud and ask students to think about what additional information we
may need to further evaluate these designs. Give them 1 minute to think alone before sharing with a partner 1 minute.
Finally, give students 3 minutes to share their ideas with the class. Say, If we can understand more about the process
engineers use to design and evaluate their plans, then perhaps we can apply a similar process when examining natural
hazards that happen closer to us. To help us do this, whenever we come up with an idea or research a possible solution, let’s
continue to ask what makes this solution promising or challenging.

9. Navigate to related phenomenon. 8 min

Materials: Tsunami: Japan 2011, World Map (from Everest Unit) *Attending to Equity
Transition to related phenomena. Display slide L. Explain to students that although the focus of this unit has been a Supporting Emergent
tsunami in Japan, scientists and engineers study other natural hazards and design ways to better detect, warn people, Multilingual Students: Asking
and reduce damage. Say, Now that we’ve spent a few days looking at and analyzing information about tsunamis, let’s think students to consider related natural
about what other types of natural hazards can affect people and places too. And then let’s think about whether we know hazards may help you situate
of any technologies for detecting local hazards, or for warning people that a hazard is about to occur. What other natural the anchor in a local context. By
hazards have you heard of or experienced? helping to make connections
between the tsunami and events
Connect to related phenomena.* Ask students to turn and talk to a neighbor about natural hazards they’ve
your students are likely to have
experienced, been affected by, have read or heard about, or are simply interested in. Give them 2 minutes to discuss.
experienced, or could experience in
Prompt students to individually list other natural hazards in Part 5 of their handout. Give them 2 minutes to complete their own community, you provide
their response. opportunities for them to engage
Connect to local hazards. Display slide M. Say, In the last unit we noticed that earthquakes tend to happen more in more meaningful sensemaking,
frequently in certain places. Does anyone remember where? Call on a volunteer to show the locations on the World Map especially if they are permitted to
and explain that earthquakes tend to occur most frequently along the boundaries of plates on Earth’s surface. Say, This demonstrate their understanding
means that communities in those areas are more at risk for experiencing an earthquake. in a language of their choosing. As
you do this, keep in mind students’
Ask students to think about which natural hazards are more likely to happen in their communities, and whether there cultures and languages, as this will
are things they know about those hazards that may help us think about designing solutions for the tsunami hazard. help make the experience more
Give them 4 minutes to individually complete the remaining prompts in Part 5. Remind them to be prepared to share accessible to your students.
these ideas and examples with the class.

10. Discuss related phenomena. 10 min

Materials: Tsunami: Japan 2011, Local Hazards poster, Technologies or Related Solutions poster, markers
Construct Local Hazards poster and Technologies or Related Solutions poster. Display slide N. Remind students
of what we have done in this lesson so far. Say, So far, we’ve learned about a tsunami that occurred in Japan in 2011. Then,
we brainstormed ideas to detect tsunamis, warn people, and reduce the damage caused by tsunamis. We evaluated some

LESSON 1 NATURAL HAZARDS | 39

of these ideas and discussed what made some promising and others challenging. Now, as we continue thinking about local
natural hazards, let’s see if we know about any technologies used in our communities that might help us design solutions for
the tsunami hazard.
Point out that slide N is related to Part 5 of the handout. Read the slide’s first prompt aloud, then give students 3
minutes to share their responses with the class. Repeat for the remaining prompts. As students share, record their
responses on two posters: Local Hazards (Experienced or At Risk For) and Technologies or Related Solutions.

Additional Guidance

Students’ responses about local hazards and examples of technologies will vary widely by location. Within the time
permitted, accept as many responses as possible without probing too much for specificity. Even if a response seems
vague, incomplete, or only partially accurate, record it. This is a moment to engage prior knowledge and experiences,
not to evaluate students’ ideas. Students will have opportunities to rethink some of these ideas in light of new
information later in the unit.

11. Assign home learning. 2 min

Materials: None
*Attending to Equity
Assign home learning to connect with family resources. Display slide O. Invite students to think more about This home learning opportunity
natural hazards when they go home. Prompt them to talk with family members (preferably older ones, who are more will help students broaden their
likely to have experienced a natural hazard) to learn more about the hazards they have experienced.* thinking to related phenomena
Say, For home learning, share what we’ve learned about tsunamis with your family, and then ask if they have heard of or beyond the case of the 2011 Japan
experienced any other natural hazards. It will be helpful to hear about their experiences and what they learned from them. tsunami. Even if family members
Ask your family members if they remember when they first experienced the hazard and how they learned about what to live far away and have experienced
do when it happened. Hearing from different people may give us more ideas about how to help people and communities very different natural hazards, it is
prepare and then act when a hazard occurs. important that students hear from
people they know and trust about
how they learned about these
hazards and what to do when they
occur. This broadening to related
phenomena will give students
an opportunity to leverage their
family’s resources to augment
their classroom learning, making
the anchoring phenomenon more
personally meaningful. There is an
additional opportunity to add to this
home learning as part of Lesson 2.
 End of day 2

LESSON 1 NATURAL HAZARDS | 40

12. Navigation to Studying Natural Hazards 5 min

Materials: Tsunami: Japan 2011, Local Hazards poster, Technologies or Related Solutions poster, markers
Turn and talk about the home learning assignment. Display slide P. Give students 2 minutes to talk with a partner
about the slide’s home learning prompts. Meanwhile, display the Local Hazards poster and Technologies or Related
Solutions poster where all students can view them.
Frame the discussion about studying natural hazards and designing solutions. Remind students that after
learning about the 2011 Japan tsunami, they brainstormed ideas to help people and communities affected by natural
hazards. Say, Now that we’ve asked other people about their experiences with natural hazards, we can use what they shared
to help us think about how to design ways to protect people and places in the future. Let’s take a few minutes and hear what
some of you learned from talking with your families.
Ask for a few volunteers and give them 3 minutes to share their home learning experiences with the class.

Additional Guidance

Record students’ ideas on the appropriate posters using a different color marker than previously (to highlight the new
additions from home learning). These posters can be used later in the unit to motivate discussions around the criteria
and constraints for engineering solutions. Specifically, during Lesson 5, students can think more about criteria and
constraints for solutions to other hazards based on how they were discussed in the context of tsunamis. Also, during
Lesson 10, students can revisit this discussion to think about which hazard they want to study more deeply.

13. Connect studying natural hazards to designing solutions. 10 min

Materials: Tsunami: Japan 2011, Local Hazards poster, Technologies or Related Solutions poster, markers
Facilitate whole-class discussion about studying natural hazards and designing solutions. Briefly revisit
the Local Hazards poster and Technologies or Related Solutions poster to remind the class of what was discussed
previously.
Display slide Q. Give students 3 minutes to discuss the prompts on the slide with their neighbor.
For the next 7 minutes, prompt students to share their responses with the class. Remind them to draw from their home
learning when appropriate.
The idea here is for students to connect their thinking around tsunamis specifically to natural hazards more broadly.
It’s important to help them connect why and how we might study the 2011 Japan tsunami with how we might study
natural hazards that affect other communities in order to develop a method for evaluating solutions designed to
reduce their impact.

LESSON 1 NATURAL HAZARDS | 41

 Suggested prompts Sample student responses
How do you think people determine which places are Maybe look at some maps that show where natural hazards have
at risk for a natural hazard? occurred in the past.
We could talk to more people who have experienced natural
hazards to see how often they happen.
We could compare everywhere that natural hazards have occurred
and see if lots of them happen in certain places.
How do you think people compare and evaluate We need to know how the natural hazard impacts people.
solutions for reducing the impact of a natural hazard? We need to know what the natural hazard actually does when it
occurs.
Maybe we could see what solutions places have tried, and how
they worked for a particular natural hazard.
Should the conversation stop with only a few ideas shared, transition to the next activity, which is developing
questions for the DQB. Students will have more time to consider ideas for further investigation after building the DQB.

14. Develop questions for the Driving Question Board. 8 min

Materials: 2-3 sticky notes, markers, science notebook, Tsunami: Japan 2011, Detect Tsunamis poster, Warn People *Supporting Students in
poster, Reduce Damage poster, Local Hazards poster, Technologies or Related Solutions poster Engaging in Asking Questions
Prepare to set up the DQB. Display slide R. Say, We have lots of questions about tsunamis and we have ideas about how and Defining Problems
to reduce their impact. We also have ideas and questions about other natural hazards, including the things we learned from Initial questions about a
our families. To set up our DQB for this unit, it may be useful to have two categories for our questions. One category is questions phenomenon are intended to
about tsunamis or other natural hazards. The second category is questions about engineering designs for any of those hazards. clarify what information is known
You can generate questions in both categories. Record them on sticky notes with a marker—one question per sticky note. After and not known; there are often
a few minutes, we’ll quickly review our questions in partners and then get together in a Scientists Circle to create our DQB. more questions than answers
Write questions individually.* Pass out 2-3 sticky notes to each student and give them 4 minutes to review their when scientists begin their
notebooks and handouts to generate questions. Remind them that questions can be related to tsunamis or the investigations. Develop a safe and
engineering solutions designed to reduce their impact as well as to other natural hazards or how engineers design and supportive space for students’
evaluate solutions for those. uncertainty, and focus on the need
to ask and answer questions in
order to address this uncertainty,
Additional Guidance which may require the entire unit
to resolve.
Encourage students to generate at least one question related to tsunamis or a local natural hazard and at least one
question about engineering designs for natural hazards so their questions will be represented on both aspects of
the DQB. It might be helpful to take two passes through the DQB (see Alternate Activity callout in next step) to first
generate questions about hazards and then generate questions about engineering designs, encouraging students to
participate during each pass.

LESSON 1 NATURAL HAZARDS | 42

Share questions with a partner. Have students turn and talk for 2 minutes with a partner to ensure that their questions
for the DQB are clear and productive. Remind them that partners should act as critical peers and ask clarifying questions if
they don’t understand a question. Students can edit their questions before sharing with the class in the Scientists Circle.

15. Develop the Driving Question Board. 25 min

Materials: questions written on sticky notes, Tsunami: Japan 2011, science notebook, Detect Tsunamis poster, Warn *Supporting Students in
People poster, Reduce Damage poster, Local Hazards poster, Technologies or Related Solutions poster, DQB, markers Engaging in Asking Questions
Gather in a Scientists Circle. Display slide S. Instruct students that when their questions are ready, they and Defining Problems
need to bring them along with their handout, science notebook, and a chair to meet in a Scientists Circle Students share and organize
around the DQB. their questions, look/listen for
Explain to students how you will create the DQB: questions about the tsunami in
Japan specifically, about tsunamis
• The first student reads their question aloud to the class, then posts it in general, and about other
on the DQB, near the part of the model the question most relates to. natural hazards occurring around
• Students who are listening should raise their hand if one of their the world. Similarly, students
questions relates to the question that was just read aloud. will likely generate questions
• The first student selects the next student whose hand is raised. about engineering solutions that
involve detecting, warning people,
• The second student reads their question, says why or how it relates,
and reducing damage caused
and posts it near the question it most relates to on the DQB.
by tsunamis and other natural
• The student selects the next student, who may have a related hazards.
question or a new question.
Look/listen for questions that are
• We will continue until everyone has at least one question on the DQB. Example format. open-ended (e.g., why, how) and
focus on either tsunamis specifically
Alternate Activity (e.g., How does the wave form?
What happens when it reaches
This activity asks students to consider tsunamis, other natural hazards, and engineering solutions related to both, but a community?) or other hazards
it may be difficult for students to develop questions for these categories simultaneously. However, as they will make more generally (e.g., Do all hazards
sense of information regarding natural hazards in order to design or evaluate engineering solutions in this unit, it is happen that fast? How do people
important that they have opportunities to practice thinking about and developing questions for each category. know when a hazard is about to
To support students in this, we suggest two options for building the DQB. impact their community?). If you
notice close-ended questions,
Option A - Single-pass DQB:
encourage the student to rephrase
• Students focus on questions about tsunamis and other natural hazards. the question so that it cannot be
• Then, students focus on questions about engineering solutions for those natural hazards. answered with a simple yes or no.
• Finally, students bring all their questions to build the DQB.
Option B - Double-pass DQB:
• Students focus on questions about tsunamis and other natural hazards.
• Then, students build the first half of the DQB using the tsunami and natural hazards questions (first pass).
LESSON 1 NATURAL HAZARDS | 43
• Students focus on questions about engineering solutions for tsunamis and other natural hazards.
• Finally, students build the second half of the DQB around the engineering solutions questions (second pass).
In either approach, the aim is to support students as they consider a complex phenomenon from multiple
perspectives.
Build the DQB and organize questions into categories. Display slide T, which shows the suggested format for
the DQB. As students share, questions will naturally start clustering into groups such as (but not limited to) science
questions related to hazards’ causes, locations, and frequency of occurrence, as well as engineering questions related
to cost, available resources, and what solutions are already being used. Give students approximately 20 minutes to
share and add questions to the DQB.*
When students finish sharing and placing questions on the DQB, have them look at the board for any additional
organization that can be done. Once all the questions have been organized, ask students to consider the relationship
between the “Science” and “Engineering” categories. Say, If we look at our questions, what link do we notice between our
science and engineering questions? How will figuring out our questions about the hazards (science) help us design (engineer)
ways to protect people and places? How would you describe the connection between science and engineering?
After a number of students share and agree on at least one connection between the science and engineering
questions, draw a thick arrow connecting “Science” to “Engineering.” Label the arrow with one or two agreed-upon
connections. Explain that we will return to what this arrow represents in future lessons.

Additional Guidance

In the suggested DQB format, the thick arrow pointing from “Science” to “Engineering” represents the notion
that ideas developed by scientists often inform designs developed by engineers. This is not meant to indicate a
unidirectional path; engineering design can also drive the need to develop new or different understandings in science.
As students begin exploring engineering solutions in greater depth in Lesson 5, they may revisit this arrow on the DQB.
Develop the unit question. Ask students to come up with an overarching question that could drive the whole unit.
Say, We first looked closely at one tsunami that devastated Japan in 2011, and we thought about solutions to help people
who may experience a tsunami in the future. Then we began to think about other natural hazards—ones that may happen
close to us, ones we have heard about, and ones our family members experienced. Based on our thinking around tsunamis,
we began thinking about how we can detect when other hazards occur, how we can warn people about them, and what we
can do to reduce the damage. Can anyone share an idea for a main question that puts all our questions together? What is a
question that will help us capture this?
Call upon several students to share their ideas. Listen for any question similar to Where do natural hazards happen and how
do we prepare for them? and then repeat it aloud, asking the class if that sounds like a useful main question for the unit. When
there is general agreement, write that question as the title at the top of the DQB, using the wording the class came up with.

Additional Guidance

The DQB can be referred to at any point during the unit. Often new ideas are considered and added to a classroom
consensus model during the “putting the pieces together” lessons within a unit (Lessons 5 and 9 in this unit); these
LESSON 1 NATURAL HAZARDS | 44
moments offer ideal opportunities for students to consider new questions and document them on the DQB. However,
they may also articulate questions at other times (e.g., when completing individual Progress Trackers). To help recenter
each unit as an experience driven by student questions, it’s important to record any new questions on the DQB as they
come up. Additionally, consider revisiting the DQB as the class reaches consensus in answering one or more questions.
This helps students visualize the progress made in finding answers.

16. Brainstorm ideas for investigation and information we need. 10 min

Materials: science notebook, Ideas for Investigation and Information We Need poster, DQB, markers
Brainstorm ideas for investigation or additional information needed. Display slide U. Stay in a Scientists Circle
to brainstorm the types of information or investigations that may help to answer the questions on the DQB. Say, Let’s
look back at our questions and figure out what information we still need. Whether we are thinking about tsunamis or other
hazards, what kinds of information do we need to better understand them and to evaluate technologies designed to reduce
their impact?
Arrange students into small groups of 3 or 4, and assign each group one category of questions on the DQB (“Science
of tsunamis”, “Science of other hazards”, “Engineering solutions for tsunamis” or “Engineering solutions for other
hazards”). Tell students to focus on their category of questions and generate ideas for the best data and information
that would help answer them. For the next 2 minutes, have the groups discuss their ideas and record them on a new
page in their notebooks.
Give each group about 1 minute to report out. Create a poster listing Ideas for Investigation and Information We Need
that will remain public throughout the unit. Make sure all groups get to share at least one idea.

17. Navigation 2 min

Materials: DQB
Decide where to go next. Suggest to students that before we can tackle the engineering aspects of this unit, the part
about how to prepare for a hazard, we need to know more about where they happen. Point to the questions on the
DQB related to tsunami location or geography. Say, We have a lot of great ideas for ways to investigate natural hazards
so we can design ways to protect the people and communities they affect. Let’s start with the questions we have about the
tsunami. We seem to have questions about where they occur. Maybe we can use what we figure out about the locations of
tsunamis to help us figure out more about other hazards.

ADDITIONAL LESSON 1 TEACHER GUIDANCE

Supporting Students in Making Connections in ELA
The readings in this lesson encourage students to:
CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.

LESSON 1 NATURAL HAZARDS | 45

LESSON 2

Where do tsunamis happen and what causes them?

Previous Lesson We read about and watched video clips of a 2011 tsunami triggered by an earthquake off the eastern coast of Japan, which caused
devastating loss of life and structural damage. We developed and modeled several engineering ideas to detect tsunamis, provide
advance warning of their approach, and reduce their impact. We thought about what made some engineering solutions more
promising or challenging than others. We brainstormed related phenomena and generated a list of data and information we need
to better understand where natural hazards occur and how we can prepare for them.

This Lesson In this lesson, we investigate global patterns in tsunami occurrences and in particular, patterns
Investigation
related to the causes of tsunamis. We study historical data and figure out that most tsunamis
are caused by earthquakes. Through analyzing data, we notice that only certain types of
2 days earthquakes cause most tsunamis: strong and shallow earthquakes along colliding plate
boundaries. We establish a cause-and-effect relationship between those types of earthquakes
and tsunami formation. We use this relationship to forecast locations that may be at risk for
future tsunamis.

Next Lesson We will analyze three different wave models to make sense of how an earthquake-driven tsunami forms and moves to shore. We will
use different perspectives to understand various aspects of the phenomena, and then we will identify the benefits and limitations of
each model.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 2.A Use graphical displays (maps) of large data sets to identify spatial and temporal patterns in historical tsunami occurrence.
2.B Use digital tools, including maps and graphs, to analyze large data sets to identify cause-and-effect relationships
between characteristics of related geologic forces and resulting tsunamis.
2.C Integrate quantitative and qualitative scientific information to connect cause-and-effect relationships to predict
communities at risk for future tsunami occurrence.

What Students Will Figure Out

• Tsunamis form as a result of earthquakes, volcanic eruptions, and landslides.
• Not all earthquakes lead to tsunamis; stronger, shallow earthquakes tend to be related to tsunami formation.
• Almost all tsunamis occur along plate boundaries where the plates are colliding.
• Data about where tsunamis have occurred in the past help to forecast where they might happen in the future.
LESSON 2 NATURAL HAZARDS | 46
Lesson 2 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 10 min NAVIGATION AND PREDICTION A-B colored pencil, Tsunami Predictions, Ideas for
Revisit the Ideas for Data and Information We Need poster and make Data and Information We Need poster
predictions about what historical tsunami data might show.
2 12 min INVESTIGATING TSUNAMI PATTERNS C-E Where do tsunamis happen? (See the Online
Using a map, analyze the occurrences and causes of historical tsunamis Resources Guide for a link to this item.
around the globe. Talk about this in a Building Understandings Discussion. www.coreknowledge.org/cksci-online-
resources), computer, projector, tape
3 10 min COMPARE EARTHQUAKE DATA TO TSUNAMI DATA F-G Comparing All Earthquakes to Earthquakes
Using a swipe map, compare data sets on all recent earthquakes and that Cause Tsunamis (See the Online
historical tsunami-generating earthquakes. Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources),
computer, projector, chart paper, markers
4 10 min BUILD CONSENSUS ABOUT PATTERNS H Tsunami Predictions, Where do tsunamis
Conduct a Consensus Discussion about patterns in tsunami occurrence and happen?, Comparing All Earthquakes to
earthquake location and how these might relate to tsunami prediction. Earthquakes that Cause Tsunamis (See the
Distinguish between correlation and causation. Online Resources Guide for a link to
these items. www.coreknowledge.org/
ckscionline-resources), computer, projector
5 3 min EXIT TICKET I index card
Consider why certain earthquakes cause tsunamis but others do not.
End of day 1
6 3 min SHARE IDEAS CONNECTING EARTHQUAKES AND TSUNAMIS I index cards from day 1
Share initial ideas about how some earthquakes, but not all, are related to
tsunamis.
7 15 min EXAMINE TSUNAMIS MORE CLOSELY J Connecting Earthquakes and Tsunamis, Tuva
Investigate the tsunami data more closely to further develop cause-and- Graphing Instructions, www.openscied.org/
effect relationships between characteristics of earthquakes and tsunami tsunami-data-set, computer
formation.
8 12 min SHARE CONNECTIONS BETWEEN EARTHQUAKES AND TSUNAMIS K Where do tsunamis happen?, Comparing All
Come to agreement about what types of earthquakes cause tsunamis. Earthquakes to Earthquakes that Cause Tsunamis,
Connecting Earthquakes and Tsunamis, chart
paper, markers, large sticky notes
LESSON 2 NATURAL HAZARDS | 47
Part Duration Summary Slide Materials
9 5 min UPDATE PREDICTIONS K Tsunami Predictions, chart paper, markers
Use cause and effect to refine predictions of where tsunamis are likely to
happen.
10 8 min TRACK SCIENCE AND ENGINEERING THINKING L Science Ideas chart
Track the science ideas figured out so far, and consider how engineers can
apply them to protect communities.
11 2 min PROBLEMATIZE THE CONNECTION TO EARTHQUAKES M
Use the cause-and-effect relationship to problematize how an earthquake
can cause a tsunami to form.
End of day 2
SCIENCE LITERACY ROUTINE Student Reader Collection 1: Types and
Upon completion of Lesson 2, students are ready to read Student Reader Frequencies of Hazards
Collection 1 and then respond to the writing exercise.

Lesson 2 • Materials List

per student per group per class

Lesson materials • science notebook • www.openscied.org/ • Ideas for Data and Information We Need poster
• colored pencil tsunami-data-set • Where do tsunamis happen? (See the Online
Student Procedure Guide Student Work Pages
• Tsunami Predictions • computer Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources)
• Where do tsunamis happen?
• computer
• Comparing All Earthquakes to
Earthquakes that Cause Tsunamis • projector
• index card • tape
• index cards from day 1 • Comparing All Earthquakes to Earthquakes
that Cause Tsunamis (See the Online
• Connecting Earthquakes and
Resources Guide for a link to this item. www.
Tsunamis
coreknowledge.org/cksci-online-resources)
• Tuva Graphing Instructions
• chart paper
• markers
• large sticky notes
• Science Ideas chart

LESSON 2 NATURAL HAZARDS | 48

Materials preparation (20 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Add an image of the Driving Question Board (DQB) and the Ideas for Data and Information We Need poster onto slide A.
Decide if you will use a whiteboard or chart paper for the Tsunami Chain of Events. This will stay visible for the duration
of the unit. See How to Build the Tsunami Chain of Events Poster for information about how this will build over the unit.
Prepare other charts:
• Science Ideas chart
• Optional: Patterns We Notice chart
Test the following map and graph links to ensure that computers or tablets can load them:
• day 1: StoryMap viewer and Swipe map. (See the Online Resources Guide for links to these items. www.
coreknowledge.org/cksci-online-resources)
• day 2: Tuva graphs. (See the Online Resources Guide for links to these items. www.coreknowledge.org/cksci-
online-resources)
Watch the following videos to orient to using StoryMaps and TuvaLabs interface:
• Orientation to StoryMaps. (See the Online Resources Guide for a link to this item. www.coreknowledge.org/
cksci-online-resources)
• Orientation to Tuva Interface. (See the Online Resources Guide for a link to this item. www.coreknowledge.org/
cksci-online-resources)
This is a map- and graph-intensive lesson that introduces students to sophisticated data analysis, mathematics, and
computational thinking practices. The lesson is heavily scaffolded, as some ideas are new. Consider removing scaffolds
if your students are ready for an added challenge.
Decide ahead of time whether to display any or all of the maps and graphs to the whole class or within small groups of
students. The lesson is written to have the maps on day 1 displayed to the whole class and the graphs on day 2 in small
groups. Change this configuration as needed for your classroom. Small-group work is best done with 2-3 students per
computer or working together with their own devices. If computers are not available, or the maps or graphs will not
load, printed versions have been provided in the student edition.
Be sure you have materials ready to add magnitude, correlation, causation, and epicenter to your Word Wall. These
words will be familiar if students have done the Everest Unit. However, if they have not done that unit, do not post
these words on the wall until after your class has developed a shared understanding of their meaning.

Lesson 2 • Where We Are Going and NOT Going

Where We Are Going
This lesson supports students in noticing an overall global pattern in where tsunamis occur (using historical data) and
also in considering how their occurrence is connected to certain geologic processes. Strong, shallow earthquakes

LESSON 2 NATURAL HAZARDS | 49

are the primary precipitating geologic force that causes tsunamis to form. Tsunamis can also form from volcanic
eruptions, landslides, rare meteorological events, and a combination of these, but the vast majority result from strong
underwater earthquakes along colliding plate boundaries, such as the Pacific Rim.
It is important for students to notice a new pattern from each map or graph to drill into a cause-and-effect
relationship:
• The first map supports students in identifying the overall historical, global pattern in where tsunamis occur and the
primary geologic force that causes them (earthquakes).
• The second map allows students to compare the location of all recent earthquakes to tsunami-generating
earthquakes. This enables them to determine that while a relationship exists between earthquakes and tsunamis
(correlation), only certain types of earthquakes cause tsunamis to form.
• The third set of graphs allows students to investigate different characteristics of earthquakes that cause tsunamis.
From this data, they can glean that shallow (near the surface), stronger (higher-magnitude) earthquakes along
colliding plate boundaries cause tsunamis. Earthquakes without these characteristics typically do not cause
tsunamis.
This lesson is intentionally tied to students’ work in the Everest Unit, drawing closely upon ideas related to earthquake
patterns. Because earthquakes are the dominant cause of tsunamis (the related geologic force), students can use this
information to establish a cause-and-effect relationship between certain types of earthquakes and tsunami formation
(and rule out types of earthquakes that do not form tsunamis). This is used to better forecast areas at risk.
Where We Are NOT Going
If students have not figured out the various ways plates move, you need to provide additional support, as plate
movement is the primary cause of tsunamis and thus knowing about it is necessary to forecast locations at risk.
Specifically, students need to know that Earth’s surface is made of plates that move in different directions, causing
earthquakes that shift the land or ocean floor.
Also, for this lesson, students should focus on how patterns in data can be used to establish a cause-and-effect
relationship between certain types of earthquakes and tsunami formation. Students will build on this to model how
these earthquake characteristics lead to tsunami formation in Lesson 3. Because of this, avoid giving away any ideas
related to wave formation by the release of energy during an earthquake. Across Lessons 2 and 3, students will figure
out that higher-magnitude earthquakes release more energy than lower-magnitude earthquakes. A tsunami wave
forms when energy of sufficient magnitude is transferred from the ocean floor to the water above it. The depth of the
earthquake is also important because the shift in the crust displaces the water to form a tsunami. Deep earthquakes do
not shift the ocean floor like shallow earthquakes do. However, both causal mechanisms will be more fully explored in
Lesson 3, so it is not necessary for students to explain this in Lesson 2.

LESSON 2 NATURAL HAZARDS | 50

LEARNING PLAN FOR LESSON 2

1. Navigation and Prediction 10 min

Materials: science notebook, colored pencil, Tsunami Predictions, Ideas for Data and Information We Need poster *Attending to Equity
Motivate the need to explore tsunami data. Display slide A. Revisit the Ideas for Data and Information We Need Supporting Emerging
poster from Lesson 1 and ask a few students to share their thinking for items they added to the list. It will likely include Multilingual Students: Before
students’ ideas related to these things: students engage in whole-class
• where tsunamis happen in the world discussion, it can be helpful to

CKSci_G6U5_SWP.indd 7
Tsunami Predictions
provide an opportunity to work
• how earthquakes are related to tsunamis in pairs, triads, or small groups on
• places that have experienced a tsunami ideas related to their reasoning.
• why tsunamis happen in some places but not others These smaller group structures
can be especially beneficial for
Use these ideas to motivate the need to look at tsunami data. Say, Last time we were Explain your predictions.

emerging multilingual students

wondering where tsunamis happen in the world. Scientists have been tracking tsunamis for
as a chance to engage in
a while, and we are going to look at that data today. So our question is, “Where do tsunamis
sensemaking with their peers and
happen and what causes them?”

25/10/22 10:52 AM

7
a space to use their linguistic and
Make predictions. Display slide B. Say, Before we look at any data, what ideas do you have about where tsunamis nonlinguistic resources to express
happen? Why do you think they happen there?* Have students turn and talk to a neighbor about the slide’s questions. As their ideas (and learn from other
they discuss their initial ideas, distribute Tsunami Predictions to each student and have them tape it into their science students’ uses of these resources).
notebook. Give them a moment to color in places on their map where they think tsunamis occur and explain why they
made their predictions in the box below the map. Encourage a few students to share their initial ideas with the class.

Suggested prompt Sample student responses Follow-up questions

Where do you think tsunamis happen? where earthquakes happen Why do you think so?
along the coasts Can you say more about why you think
in the ocean they happen along the coast/in the
ocean?

2. Investigating Tsunami Patterns 12 min

Materials: science notebook, Where do tsunamis happen? StoryMap (See the Online Resources Guide for a link to this
item. www.coreknowledge.org/cksci-online-resources), computer, projector, tape
Analyze patterns in global tsunami data. Say, We just made some predictions about where we think tsunamis happen.
Let’s analyze some data from past tsunamis and see if it can support our predictions. Why would looking at historical data

LESSON 2 NATURAL HAZARDS | 51

help us figure out if our predictions are on track? Ask several students to share their *Supporting Students in Three-
ideas. Distribute a copy of Where do tsunamis happen? to each student. Display Dimensional Learning
slide C to show them how to add it to their science notebook. Encourage students to use the
Introduce the first data set. Display slide D and project the first map. (See the crosscutting concept of patterns to
Online Resources Guide for a link to this item. www.coreknowledge.org/ analyze different data sets about
cksci-online-resources) Orient students to the map and have them consider the historical occurrences of a
the questions on Part 1 of the handout. Instruct them to view and analyze the natural hazard. The maps include
map title, text, and legend, and explain what each symbol represents. Ask, Why historical data of tsunamis caused
would it be important to collect this type of data? Let a few students respond, and by earthquakes, volcanic eruptions,
listen for ideas about the importance of knowing where these natural hazards or landslides. Students can change
have happened, what caused them, and how they have affected people. the data represented on the map
by toggling between the different
Additional Guidance types of geologic forces. Students
can identify spatial patterns in
Maps are tools used to display data to reveal important spatial patterns. This first map provides an overall indication tsunamis as well as patterns in the
of where tsunamis happen (and where they don’t) and information about related causal geologic forces. Consider frequency of tsunami occurrence
students’ familiarity with map reading and orient them to the map so they can interpret it appropriately. Use slide D to by related geologic force.
help scaffold this. The map denotes different causes for tsunamis with colors and shapes, allowing students to access
the categories of data in different formats. Here are some helpful prompts: *Strategies for This Building
Understandings Discussion
• What is the title of this map? A Building Understandings
• What do the symbols mean? Discussion is useful following an
• How would you describe the pattern for where most tsunamis occur? investigation because the purpose
• What about where they do not occur? Could we describe that too? is to focus students on drawing
conclusions based on evidence.
As students work with the maps in this lesson, allow them to move closer to view different features or provide them Your role is to invite students to
with the links to study the maps more closely on their own. share conclusions and claims and
Examine spatial patterns in tsunami occurrence. Give students time to read the text with the map and to push them to support those with
study the patterns closely. Ask them to record any spatial patterns they observe in Part 2 of their handout, evidence. Students can disagree
by circling or lightly sketching the areas where tsunamis have occurred. They should also write any patterns and the class does not need to reach
they notice in the box.* consensus on all ideas shared, as
Interpret the relationship between geologic forces and tsunamis. The data reveal three primary geologic forces areas of disagreement can motivate
that lead to tsunamis: earthquakes, volcanic eruptions, and landslides. Navigate to each pre-filtered map and have future investigations. The class may
students study the patterns found for each of these forces that can lead to a tsunami forming. Then ask them to rank reach consensus that earthquakes
the forces by which ones cause the most to least tsunamis. cause the most tsunamis. Here are
examples of helpful prompts during
Discuss ideas about the spatial patterns and causes of tsunamis. Display slide E. Lead a short Building this kind of discussion:
Understandings Discussion about why these data are important.* • What can we conclude?
• How did you arrive at that
conclusion?
• What’s your evidence?

LESSON 2 NATURAL HAZARDS | 52

Suggested prompts Sample student responses
What patterns did you notice about where tsunamis I noticed there were a lot along the edge of the Pacific
occurred? Ocean.
This looks similar to our earthquake data from the Everest
Unit.
Where do they not occur? on land
in parts of the ocean
From the data, what causes the most tsunamis? How do you Earthquakes, because there are way more circles on the map
know? than triangles and diamonds.
How does investigating the causes of tsunamis help us If we know what causes a tsunami to start, then we can find
understand where tsunamis happen? out where that happens to know where tsunamis happen.
After looking at this data, do you have any new questions? Why are there so many tsunamis along the Pacific Ocean?
Do they only happen in oceans?
Do all earthquakes cause tsunamis?

Assessment Opportunity

Building towards: 2.A Use graphical displays of large data sets to identify spatial and temporal patterns in historical
tsunami occurrence.
What to look for/listen for: Students should notice that the locations of tsunamis are similar to the locations of
earthquakes shown in the Everest Unit. They all occur in oceans or other large bodies of water, but not all parts of the
ocean have tsunamis. Tsunamis occur along some coasts and are most frequently caused by earthquakes.
What to do: Some students may struggle with interpreting spatial patterns of historical tsunami occurrence or may
be confused by symbols on the map. Use the sketch on Where do tsunamis happen? to help them record the spatial
pattern they notice. Ask, What parts of the world have had tsunamis in the past? Encourage them to point to parts of the
map that provide evidence for their thinking and then sketch that onto their handout. Support their interpretation
of the symbols by saying, And what did that circle (triangle, square) on the map represent again? This will support all
students in developing a shared understanding of the data representation.
Also challenge students by asking, Where do we not see tsunamis? This is an important perspective to help develop their
forecasting ideas by identifying places (e.g., land and parts of the oceans) that do not have tsunamis.
Motivate the transition to the next map by saying, We noticed that most tsunamis are caused by earthquakes. And we are
wondering if all earthquakes cause tsunamis. We’ve seen earthquake data before in the Everest Unit. Let’s look at that data
again and compare it to where tsunamis happen.

LESSON 2 NATURAL HAZARDS | 53

3. Compare earthquake data to tsunami data. 10 min

Materials: Comparing All Earthquakes to Earthquakes that Cause Tsunamis weblink (See the Online Resources Guide
for a link to this item. www.coreknowledge.org/cksci-online-resources), computer, projector, chart paper, markers *Supporting Students in
Compare earthquake data sets. Display slide F and prepare students to view the next set of data. Project the swipe Engaging in Using Mathematics
map. (See the Online Resources Guide for a link to this item. www. and Computational Thinking
coreknowledge.org/cksci-online-resources) Give students a moment The digital tools (maps, graphs)
to orient to the new map, including the text and legend. This map in the large data sets allow
provides data on all earthquakes around the world for the last few years students to look for patterns and
(left) and all tsunami-generating earthquakes for the last 100 years (right). trends between earthquakes and
Swipe back and forth to notice where the two data sets do and do not tsunamis, and in particular, spatial
overlap. and linear relationships. To support
development of this practice with
As the class explores the swipe map, distribute Comparing All Earthquakes digital tools, use prompts like
to Earthquakes that Cause Tsunamis to each student, and have them capture these:
and describe 1-2 patterns they notice using their handout. Once they have
done this, ask whether they see any difference between all earthquakes • As ____ changes, does ____
and tsunami-generating earthquakes in terms of the type of nearby plate change?
boundary. They should record these observations on the handout as well. • Are there places where ____ occur
together? Are there places where
Additional Guidance they don’t occur together?
• What does the data show us
The swipe map can be projected for the whole class or explored individually or in small groups if computers are available. about ____?
A swipe map allows students to compare two side-by-side data sets in order to notice similarities and differences. This • What evidence from the data
swipe map includes earthquakes around the world in the last few years along with earthquakes related specifically to supports your idea?
tsunami events in the last 100 years. The purpose of this comparison is to either notice or confirm these facts:
• There are far fewer tsunamis than earthquakes, so not all earthquakes cause tsunamis.
• Some areas where earthquakes cause tsunamis match where a lot of earthquakes happen, such as the Pacific Rim.
• There are also places, such as the mid-ocean ridges, that have many earthquakes but do not have tsunamis.
• Earthquakes that cause tsunamis usually occur on plate boundaries that are colliding under the oceans; other
earthquakes that do not cause tsunamis happen along spreading boundaries and on land.
These observations will motivate why it is important to learn more about the types of earthquakes that cause
tsunamis, which happens on day 2.
If this is the first time that students are seeing and/or using a swipe map, orient them to how it functions by
demonstrating the data on each side and then using the “swipe bar” to compare. It might be helpful to pick an
earthquake pattern from the left side (such as the small earthquakes along the mid-Atlantic ridge) and compare it to
the earthquakes related to tsunamis on the right side.
Share patterns in the data. Display slide G. Ask students to share patterns they noticed when comparing the
earthquake and tsunami data. Optionally, chart their ideas on a whiteboard or chart paper titled “Patterns We Notice.”

LESSON 2 NATURAL HAZARDS | 54

Suggested prompts Sample student responses
Are there places in the world where earthquakes and the Pacific Ocean
tsunamis occur together? the Mediterranean
Are there places in the world that have earthquakes the Atlantic Ocean, except for maybe near Europe
but no tsunamis? The earthquakes that happen on land.
Did you notice anything about where tsunamis occur There were lots of tsunamis associated with earthquakes that
and the type of plate boundary near them? occurred on colliding plate boundaries, but not with earthquakes
that occurred on boundaries where plates are moving away from
each other
Here are examples of patterns that might emerge from this discussion:
• Lots of tsunamis happen along the Pacific Ocean where a lot of earthquakes happen, but not in the Atlantic even
though there are lots of earthquakes there.
• There are earthquakes in other parts of the ocean, like the mid-Atlantic ridge, but those earthquakes are not related
to tsunamis (or tsunamis do not happen there).
• There are fewer tsunamis than there are earthquakes around the world.
• Earthquakes that cause tsunamis seem to occur on colliding boundaries, but other earthquakes are on all boundary
types.

4. Build consensus about patterns. 10 min

Materials: science notebook, Tsunami Predictions, Where do tsunamis happen?, Comparing All Earthquakes to *Supporting Students in Three-
Earthquakes that Cause Tsunamis weblink (See the Online Resources Guide for links to these item. www. Dimensional Learning
coreknowledge.org/cksci-online-resources), computer, projector Assessment opportunities for
Build consensus about the relationship between historical tsunami occurrence, earthquake location, three-dimensional learning on
and tsunami prediction.* Display slide H. Remind students of the question we are figuring out, “Where day 1 of this lesson are focused on
do tsunamis happen and what causes them?” Conduct a Consensus Discussion, eliciting students’ students analyzing and interpreting
observations of the patterns they have noticed and their ideas about areas at risk of tsunamis. data and using mathematics and
computational thinking to make
At this point, students have three types of evidence to consider as they build consensus:
sense of patterns in historical
• their initial predictions of where tsunamis occur, based on prior understandings of where earthquakes occur tsunami occurrence, while also
(Tsunami Predictions) building the case for a cause-
• the historical data of tsunamis and their causes (earthquakes, volcanic eruptions, and landslides; Where do tsunamis and-effect relationships between
happen?) certain types of earthquakes and
tsunami formation, which will be
• the comparison between all global earthquake data and tsunami-generating earthquake data (Comparing All
developed on day 2.
Earthquakes to Earthquakes that Cause Tsunamis)

LESSON 2 NATURAL HAZARDS | 55

Suggested prompts Sample student responses Follow-up questions *Supporting Students in
Engaging in Analyzing and
Based on the data we analyzed, what They happen in some of the same places And where did we see evidence Interpreting Data
can we say about where tsunamis where earthquakes (and volcanoes, of that? Although it is not the focal element
happen in the world? landslides) happen. of this practice for this lesson,
They happen in the oceans. this is a good opportunity to
distinguish between causal and
What can we say about what causes Earthquakes, but sometimes volcanoes or correlational relationships in data.
tsunamis? landslides. At this point, students know that
So if earthquakes cause tsunamis, then Maybe if it is the type of earthquake that earthquakes and tsunamis are
when an earthquake happens, can we causes tsunamis. correlated and some earthquakes
predict a tsunami will happen? seem to cause tsunamis, but they
Only some earthquakes cause tsunamis. have not figured out the entire
No, because there are lots of places that have causal relationship. This happens
earthquakes but no tsunamis. on day 2 when they explore the
data more fully.
What parts of the world are most at risk Along the coast of the Pacific Ocean and also Can we narrow down parts of the
for tsunamis? part of the Indian Ocean. coasts of the Pacific Ocean that
also, between Africa and Europe. have more or less tsunami risk?
*Supporting Students in
Are there places that are not really at Most places along the Atlantic Ocean are not And what evidence from the map Developing and Using Cause
risk for a tsunami? at risk. supports that? and Effect
This is a good place to highlight
So why do we think more tsunamis Maybe because there are more earthquakes that correlation does not always
happen in _______ (fill in part of the there. mean causation. In a real sense,
world) but not in these other places? Maybe there is something about the just because an earthquake
earthquakes there connected to tsunamis. happens does not mean a tsunami
will form. Ask students, If an
earthquake happens anywhere in
Key Ideas the world, can we predict whether
a tsunami will form? What evidence
Purpose: To motivate the need to understand the cause-and-effect relationships between earthquakes and tsunamis
can support our ideas?
and where tsunamis happen and what causes them.
Look for/listen for:
• related incidences of earthquakes and tsunamis, but not all earthquakes cause tsunamis
• uncertainty about why some earthquakes are related to tsunamis while others are not
• wonderings about characteristics of earthquakes that can cause tsunamis
• ideas about how understanding more about earthquakes can help to understand why some communities are more
at risk than others

LESSON 2 NATURAL HAZARDS | 56

 Assessment Opportunity

Building towards: 2.B Use maps (digital tools) to analyze large data sets to identify cause-and-effect relationships
between related geologic forces and resulting tsunamis.
What to look for/listen for:
• On the first map, students gather evidence that tsunamis occur in only certain parts of the world, in the oceans, and
are mostly caused by earthquakes.
• On the second swipe map, students compare recent earthquake data to earthquakes historically related to
tsunamis. Interpretations should include the idea that tsunamis occur in the same place as some earthquakes, but
earthquakes also occur in places where tsunamis do not.
These observed patterns motivate looking more closely at earthquake types to understand where tsunamis occur and
why. On day 2, students will use a series of graphs about earthquake characteristics to determine which specific kinds
of earthquakes are related to (and might cause) tsunamis.
What to do: If students struggle with the swipe map, point them to specific familiar locations (e.g., mid-Atlantic ridge,
west coast of South America) and ask if earthquakes occur there or not, and also if tsunamis occur there or not. This
will help them notice that not all earthquakes cause tsunamis. This key idea motivates the next investigation of the
earthquakes that do cause tsunamis.
Revisit how we talk about apparent relationships between things or events.** Remind students of previous
words they earned in the Everest Unit: correlation, or when two things seem to be related to each other, and causation,
when one thing causes another thing to happen. Place these words on the Word Wall if they are not there.
At this point, students have figured out that earthquakes and tsunamis are related, but they must keep in mind that
correlation does not always mean causation. Although not all earthquakes are associated with tsunamis, it seems that
some are. The next step is to investigate the causal link between earthquakes and tsunamis. Similarly, tsunamis seem to
occur on colliding plate boundaries, but we have not established a causal relationship, so this is also only a correlation.

Additional Guidance

If you have not taught the Everest Unit, you might need to introduce the word correlation at this point. Tell students that
when two things or events seem to be related, such as earthquakes and tsunamis, we call that correlation. Emphasize
that this does not necessarily mean that one causes the other to happen, but rather that there is some relationship
worth investigating further.

5. Exit Ticket 3 min

Materials: index card

Narrow down ideas about the earthquakes that cause tsunamis. Display slide I and read its questions aloud: What
do you think is unique or special about the earthquakes that cause tsunamis? What data would you need to see if you are
right? Give an index card to each student and have them write their initial ideas in response to these questions.
LESSON 2 NATURAL HAZARDS | 57
Gather the exit tickets for the next class to formatively assess students’ current thinking. Students will share their
thinking at the beginning of day 2.

 End of day 1

6. Share ideas connecting earthquakes and tsunamis. 3 min

Materials: index cards from day 1 *Attending to Equity

Share ideas from exit tickets. Display slide I again. Ask students to share with the class their initial ideas for why Supporting Emergent
some earthquakes cause tsunamis, but not all earthquakes cause tsunamis. Here are some potential student responses: Multilingual Students: Cognates
are words that are similar in
• Only earthquakes occurring underwater cause tsunamis, so earthquakes on land can’t.
both spelling and meaning in
• Only earthquakes on a colliding boundary can cause tsunamis. different languages. Many science
• Earthquakes have to be really big or strong or have high magnitude to cause a tsunami. vocabulary terms have cognates
• The earthquake has to move the ground a lot to make the water move. across romance languages (e.g.,
magnitude in English = magnitud
in Spanish). Using cognates,
Additional Guidance
teachers can support emerging
If students have just completed the Everest Unit, they have ideas related to plate boundary types, the strength multilingual students in making
(magnitude*) of earthquakes, and possibly the depth of earthquakes. If not, those ideas will be developed using the connections between new science
series of graphs in the next activity. vocabulary and their native
language(s). This can reduce
If magnitude comes up at this point, remind students that magnitude represents a measure of how strong (or intense) the vocabulary overload that
an earthquake is, or how much energy is released in an earthquake. Add magnitude to the Word Wall if it is not there they may experience in science.
already. If it does not come up, wait and add it in the next step when students start working with the graphs. Teachers can display cognates
on the Word Wall alongside their
corresponding vocabulary terms or
include cognates in writing using
parentheticals.

7. Examine tsunamis more closely. 15 min

Materials: Connecting Earthquakes and Tsunamis, Tuva Graphing Instructions (See the Online Resources Guide for a
link to this item. www.coreknowledge.org/cksci-online-resources), computer
Prepare to analyze data. Set the stage for analyzing additional tsunami data by
saying, We are trying to figure out why some earthquakes cause tsunamis while others
do not. So, we are going to dig into some additional data using new tools to see if we
can figure this out. Give each student a copy of Connecting Earthquakes and Tsunamis.
Display slide J and have students gather in groups of 2-3 per computer to begin their
investigation.*

LESSON 2 NATURAL HAZARDS | 58

Students will explore a Tuva dataset of tsunamis. (See the Online Resources Guide for a link to this item. www. *Attending to Equity
coreknowledge.org/cksci-online-resources) that displays tsunami wave height data by different variables. Supporting Emergent
Specifically, students will look for patterns in earthquakes’ strength (magnitude) and depth to see how they influence Multilingual Students: Depending
the formation and wave height of a tsunami. on the goals for an aspect of a
The handout, Connecting Earthquakes and Tsunamis, has scaffolded questions to guide student construction and lesson, it is helpful to intentionally
analysis of the graphs, particularly focused on choosing independent and dependent variables, and then to guide group emerging multilingual
observation and interpretation of the results. It might be helpful to read Step 1’s instructions aloud as a whole class so students with certain peers.
students are clear about the analysis task. Detailed instructions with screenshots from the Tuva dataset are provided in Sometimes this could be peers who
Tuva Graphing Instructions. know the same languages they do;
other times it could be peers whose
Additional Guidance English language development
is slightly more advanced. It is
Students worked with independent and dependent variables in both the Cup Design Unit and Storms Unit units, so important that this grouping be
this should not be their first time considering which variable is independent or on the x-axis and which is dependent thoughtful and varied during
or on the y-axis. Nevertheless, the handout provides scaffolding to help create the graphs. For students who already the unit so students benefit from
understand independent and dependent variables, consider removing the scaffolds. For students who might struggle working with different peers.
with this work, consider providing two colors of highlighters or pencils so they can circle or highlight the x-axis variable
in one color and the y-axis variable in the other as part of Step 1 on the handout, as illustrated below. *Supporting Students in
Developing and Using Patterns
How does ______ (independent variable on x-axis) affect _________ (dependent variable on y-axis)?
To support students in using patterns
• How does the magnitude (strength) of an earthquake affect tsunami formation? to establish cause-and-effect
• How does the depth (how near or far from the surface) of an earthquake affect tsunami formation? relationships, consider these prompts:
It might also be helpful to model constructing and interpreting one graph together as a class. • What patterns do you observe in
the data presented in the graph?
As students work with the graphs, it might also be important to point out the amount of missing data and/or the use of
filtered data to exclude outliers. Tsunami wave height is used in this activity because it is the most complete data set. • Does the pattern in the data
support the conclusion that higher
As students work through the set of graphs and their handout, encourage them through prompts and questions wave heights are caused by higher
to describe the patterns they notice and their interpretations of these patterns. This will help develop their magnitudes ? Why or why not?
understanding of the cause-and-effect relationship between certain types of earthquake and tsunamis.* Here are
• Are there ways you can use
example prompts:
mathematics to summarize
• As magnitude increases, what happens to wave height? (Does it increase? Decrease? Stay the same?) the data that might help you
• As depth is shallower or nearer to the surface (or deeper), what happens to wave height? see patterns in the data more
• What can we say about earthquakes that cause higher wave heights? clearly, to determine whether
higher magnitudes cause higher
• What can we say about earthquakes that cause smaller wave heights? wave heights?
• We know that only some kinds of earthquakes cause tsunamis. Can we use this data to say more about which kinds of These and other useful prompts can
earthquakes those are? be found online. (See the Online
Resources Guide for a link to this
item. www.coreknowledge.org/
cksci-online-resources)

LESSON 2 NATURAL HAZARDS | 59

 Alternate Activity

Tuva allows students to annotate graphs digitally and/or download screenshots of the graphs they make. Alternatively, the
handout provides space to quickly sketch the graph pattern (it does not need to be perfect) and then annotate it. Based
on your classroom technology, either annotating digitally or on the handout is acceptable. What matters is that either
method provides a way for students to annotate their observations and then make sense of them to interpret the data.

8. Share connections between earthquakes and tsunamis. 12 min

Materials: science notebook, Where do tsunamis happen?, Comparing All Earthquakes to Earthquakes that Cause *Attending to Equity
Tsunamis, Connecting Earthquakes and Tsunamis, chart paper, markers, large sticky notes Supporting Universal Design
Share noticings and patterns from the graph investigation.* Title a piece of chart paper or a whiteboard for Learning: It might be helpful
“Tsunami Chain of Events.” Keep slide K projected. Use this Consensus Discussion share out to develop a to continue to project the graphs
cause-and-effect diagram to explain the relationship between geologic forces (earthquakes) and the and maps for the class during this
formation of tsunamis.* This will help students use evidence from their data analysis to refine their discussion so students can walk up
predictions for where tsunamis happen. to the media and point out patterns
in the data. This allows students
Additional Guidance to express their noticings through
physical action, and can also help
The Tsunami Chain of Events poster will be used throughout the unit, so make sure it is visible to students for the to highlight the patterns and critical
remaining lessons. Use large sticky notes to track cause-and-effect relationships for this lesson and here on, moving features through representation.
them around as needed.
Connect tsunamis and earthquake strength. Ask, When you investigated how strong the earthquake is and the maximum
wave height, did you notice any pattern? Does the strength of the earthquake matter? Ask students to share what they noticed.

Suggested prompt Sample student responses *Supporting Students in

Developing and Using Cause and
What can we say about how strong (what magnitude) an Wave height is usually smaller when the magnitude is smaller. Effect
earthquake is related to a tsunami wave? The really big earthquakes have higher and higher wave heights. The class begins building a cause-
and-effect diagram in service of
Record patterns onto the Tsunami Chain of Events poster to show a cause-and-effect relationship between magnitude
identifying locations and causes
and high wave height.
of tsunamis in order to refine their
Connect tsunamis and earthquake depth. Similarly, have students share their noticings about the depth of the predictions and improve their
earthquake and the wave height that results. Add their ideas to the poster. forecasting of which communities
are at risk for tsunami damage.
Suggested prompt Sample student responses This causal chain will continue to
What does it mean for an earthquake to be at 0 km or 70 km It means where it happens in the crust. build throughout the unit as more
in depth? science and engineering ideas are
How deep into the crust. integrated.
Where the epicenter of the earthquake happens.
LESSON 2 NATURAL HAZARDS | 60
Suggested prompts Sample student responses
Is there any relationship between how deep an earthquake It looks like most tsunamis happen with earthquakes that
happens in Earth’s crust and the tsunami that forms as a are 70 km or less.
result? And wave heights get a little higher if the earthquake is
closer to 0 km.
So what can we say about shallow earthquakes The shallower ones are more likely to be related to tsunamis
(earthquakes that happen near the surface of the crust) with higher wave height.
versus deeper earthquakes?
Why do you think shallow earthquakes cause bigger waves? Maybe because the earthquake is closer to the water and so
it moves more?

Additional Guidance

Some students may struggle with “shallow” or “near the surface” versus “deep,” thinking these refer to the depth of
the water instead of the depth inside Earth’s crust. Prompt students to consider ideas built in the Everest Unit around
the plates and depth of the crust. The reason earthquake depth is important for tsunami formation is that deeper
earthquakes (>70 km) do not cause as much shift in the ocean floor; shallow earthquakes cause more movement in the
ocean floor and are thus more likely to generate tsunamis. The important idea to develop here is that earthquakes closer
to the surface of the crust are related to tsunamis. Students will build out the mechanism for this relationship in Lesson 3.
Combine factors and modify the diagram. Say, OK, we know that strong earthquakes cause tsunamis and shallow
earthquakes cause tsunamis. What if you have a strong, shallow earthquake? What do you think would happen? Students are
likely to respond that the tsunami wave height would be even bigger. Say, OK, let’s put these ideas together and modify
our diagram. Add a plus sign between the causes and combine the effects into one sticky note for higher wave heights.

LESSON 2 NATURAL HAZARDS | 61

9. Update predictions. 5 min

Materials: science notebook, Tsunami Predictions, chart paper, markers

Summarize the causal relationships we figured out so far. Ask students, OK, now that we have seen all this data,
what can we say about what causes tsunamis to happen? Refer to slide K again. Listen for these ideas:
• Strong or high-magnitude earthquakes cause them (because as strength or magnitude increases, wave height
increases).
• Shallow earthquakes cause them (because as they get shallower, wave height increases).
• Earthquakes need to be in the ocean or underwater to cause them (because there has to be water to form a wave—
earthquakes on land won’t make a tsunami).
• Earthquakes near colliding plate boundaries seem to cause them more than earthquakes at other plate boundaries
(because this is where we see that the most tsunamis have occurred).
Then ask, What can we say about earthquakes that won’t cause a tsunami? Give us your reasoning. Listen for these ideas:
• weak or low-magnitude earthquakes (because the wave heights are small or nothing)
• really deep earthquakes (because the wave heights are small or nothing)
• earthquakes on spreading boundaries (because they don’t usually happen there)
Use cause and effect to refine predictions. Say, Now that we understand where tsunamis happen and what causes
them, let’s use this information to revisit our initial predictions and maybe refine our thinking.
Ask students to use a different colored pencil to revise the map they made their predictions on Tsunami Predictions to
include what they have now figured out about where tsunamis occur. Then, have students write a quick explanation
for why they made changes to their initial predictions.

Assessment Opportunity

Building towards: 2.C Integrate quantitative and qualitative scientific information to connect cause-and-effect
relationships to predict communities at risk for future tsunami occurrence.
What to look for/listen for:
• ideas about a causal relationship between shallow, strong earthquakes along colliding boundaries and the
formation of tsunamis (and specifically, tsunami wave height increasing)
• predictions that communities in regions where these types of earthquakes occur are most at risk, and that
communities in regions that don’t have these earthquakes are not likely to experience tsunamis
What to do: Students’ revised predictions are a good indicator of how well they have incorporated the new ideas
about cause-and-effect relationships between earthquakes and tsunamis. If students struggle with updating
predictions, ask these questions:
• Are communities along the Atlantic coast at risk for tsunamis? Why not? (Tsunamis haven’t happened there; they don’t
have high-magnitude earthquakes; it is a spreading boundary in the middle of the Atlantic.)

LESSON 2 NATURAL HAZARDS | 62

• Where would we find earthquakes that are strong enough and shallow enough to possibly form a tsunami? Let’s look
back at the data again...
Another option to help students piece together the evidence from all three data sources is to include a cause-and-
effect diagram during the day 2 whole-class share out, to make the relationship more visible.

10. Track science and engineering thinking. 8 min

Materials: science notebook, Science Ideas chart

Introduce the class Science Ideas chart. Display slide L. Explain that for this unit, it is important to not only track
what we figure out about tsunamis, but also think about how these ideas can be used to protect communities. Create
a three-column chart with these headings:

What was our question? What science ideas did we figure out? How can engineers use these ideas?

Ask students to share what they figured out about where tsunamis happen. Here are some possible student responses:
• Tsunamis are related to earthquakes, volcanoes, and landslides.
• Almost all tsunamis occur along plate boundaries where the plates are colliding.
• Not all earthquakes are related to tsunamis.
• Stronger, shallow earthquakes cause bigger tsunamis to form.
Now ask students how engineers might use this information to protect communities. Here are some possible student
responses:
• Knowing where tsunamis (or hazards) have happened before lets us know where they might happen again.
• Knowing what causes a tsunami to form lets us know when it might happen.
• If an earthquake that is strong and shallow happens, then we can warn people.
• We can identify the places in the world that are most at risk of tsunamis because of the types of earthquakes that
happen there.

Additional Guidance

There is not always a one-for-one connection between science ideas and engineering applications, but the purpose
of this poster is to help students make explicit connections between the science ideas and how those can be applied
when appropriate.
LESSON 2 NATURAL HAZARDS | 63
11. Problematize the connection to earthquakes. 2 min

Materials: None
Problematize how an earthquake makes a tsunami wave. Display slide M. Ask students to turn and talk briefly
about their thinking for how a strong, shallow earthquake can cause the formation of a tsunami. If time allows, have a
few students share their initial ideas.

Home Learning Opportunity

E ncourage students to ask their family or friends what natural hazards have happened in their local area in recent
years (or any area the students have lived in previously, if they are new to the community). If this investigation
already occurred during Lesson 1, it does not need to be repeated.
Importantly, students can ask their friends, family, and/or caregivers what caused those local hazards to happen.
If students have high interest, they can also investigate locations in the world where active hazards are happening
using the PDC Disaster Alert interactive map. (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources) This map displays recent hazards.

ADDITIONAL LESSON 2 TEACHER GUIDANCE

Supporting Students in Making Connections in ELA
CCSS.ELA-LITERACY.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
This lesson engages students in interpretation of text and data from interactive maps to determine the pattern of
tsunami occurrence and establish a cause-and-effect relationship between related geologic forces and the resulting
hazard.

Supporting Students in Making Connections in Math

CCSS.MATH.CONTENT.6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and
box plots.
CCSS.MATH.CONTENT.6.SP.B.5.B: Describing the nature of the attribute under investigation, including how it was
measured and its units of measurement.
Students display and interpret data on scatter plots and are asked what is represented by the “magnitude” and “depth”
of an earthquake, as well as the “wave height” that results.

LESSON 2 NATURAL HAZARDS | 64

SCIENCE LITERACY: READING COLLECTION 1 Standards and Dimensions
NGSS

Types and Frequencies of Hazards Disciplinary Core Idea ESS3.B: Mapping

the history of natural hazards in a region,
combined with an understanding of related
1 Natural Hazards, Visualized geologic forces can help forecast the locations
2 Hazards Depicted in Art and Literature and likelihoods of future events.
Science and Engineering Practices:
Analyzing and Interpreting Data; Obtaining,
Evaluating, and Communicating Information
Crosscutting Concepts: Patterns; Stability and
Literacy Objectives Instructional Resources Change
✓✓ Summarize key points related to natural Science Literacy Student CCSS
Student Reader
hazards. Reader, Collection 1 English Language Arts
“Types and Frequencies of RST.6-8.6: Analyze the author’s purpose
✓✓ Distinguish cause(s) and effect(s) related to in providing an explanation, describing a
the human impacts of natural hazards. Hazards”
Collection 1 procedure, or discussing an experiment in a
✓✓ Organize related details about one natural text.
disaster to develop a news report. RST.6-8.7: Integrate quantitative or technical
Exercise Page Science Literacy Exercise
information expressed in words in a text with a
Page
Literacy Exercises EP 1
version of that information expressed visually
(e.g., in a flowchart, diagram, model, graph, or
• Read varied text selections related to the table).
topics explored in Lessons 1 and 2. EP 1
WHST.6-8.4: Produce clear and coherent
• Evaluate the reading selections according to writing in which the development,
provided prompts and criteria. Prerequisite Investigations organization, and style are appropriate to task,
• Compare and contrast information gained purpose, and audience.
Assign the Science Literacy reading and writing
from reading text with information gained RL.6.9: Compare and contrast texts in
exercise after class completion of this lesson
from class investigation. different forms or genres (e.g., stories and
group:
• Prepare a video script for a one-minute news poems; historical novels and fantasy stories)
segment in response to the reading. • Lesson 1: What happens to a community when in terms of their approaches to similar themes
a tsunami occurs? and topics.
• Lesson 2: Where do tsunamis happen and what
causes them?

SCIENCE LITERACY: READING COLLECTION 1 NATURAL HAZARDS | 65

 Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts
repeatedly to these terms. However, these in this exercise. Students will benefit from your
terms are not intended for isolated drill or modeling the use of these words without the
memorization. expectation that students will use or explain the
natural hazard words themselves.
gale pandemic
gradient storm surge
index waterspout
magnitude wildfire

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the assignment.
• Wednesday: Plan to touch base briefly with students in the middle of the week to answer questions about the
reading, to clarify expectations about the writing exercise, and to help students stay on track.
• Friday: Set aside time at the end of the week to facilitate a discussion about the reading and the writing exercise.
You’ll proceed with the in-class lesson investigations during this week.

2. Preview the assignment and set expectations. (Monday)

• Let students know they will read independently and then complete a short writing assignment. The reading
selection relates to topics they are presently exploring in their Natural Hazards unit science investigations.
• The reading and writing will be completed outside of class (unless you have available class time to allocate).
• Preview the reading. Share a short summary of what students can expect.
There are two reading selections in Collection 1.
In the first, you will interpret data about natural hazards on graphs, charts, and maps, looking for patterns related to
location and time.

SCIENCE LITERACY: READING COLLECTION 1 NATURAL HAZARDS | 66

 In the second selection, you’ll see how artists and writers interpret events caused by natural hazards to create lasting
works of literature and art.
Exercise Page
• Distribute Exercise Page 1. Preview the writing exercise. Share a summary of what students will be expected to
deliver. Emphasize that Science Literacy exercises are brief. The focus is on thoughtful quality of a small product, not
on the assignment being big and complex.
For this assignment you will be expected to generate a script for a one-minute video news segment related to a natural EP 1
hazard event.
• Remind students of helpful strategies they can employ during independent reading. Offer the following advice:
The reading should take approximately 30 minutes to complete. (Encourage students to break reading into smaller
sections over multiple short sittings if their attention wanders.)
A good reading strategy is to scan through the collection first to see the titles, section headers, graphics, and images to
see what the selections are going to be about before fully reading.
Next, “cold read” the selections without yet thinking about the writing assignment that will follow.
Then, carefully read the Exercise Page to understand the expectations for the writing part of the assignment.
Revisit the reading selections to complete the writing exercise.
Jot down any questions for the midweek progress check in class. (Be sure students know, though, that they are not
limited to that time to ask you for clarification or answers to questions.)

3. Touch base to provide clarification and address questions. (Wednesday)

Touch base midweek with students to make sure they are on track while working independently. You may choose to
administer a midweek minute-quiz to give students a concrete reason not to postpone completing the reading until
the last minute. Ask questions such as these, and have students jot answers on a half sheet of paper:

Suggested prompts Sample student responses

What types of graphic displays in this collection color-coded maps, a multi-bar graph, double-line graphs, and a
provide quantitative data about natural hazards? table
What effects did the volcanic eruption, as People fled in terror and were likely to trample one another.
described by Pliny the Younger, have on people? They left their houses for the open fields.
Stones and ash fell on them.
Some died of suffocation from poison gases.
Their chariots fell over.
What is a waterspout? It’s a natural hazard that occurs at sea, like a tornado on the sea surface.

Ask a few brief discussion questions related to the reading that will help students tie the text content to students’
classroom investigations.

SCIENCE LITERACY: READING COLLECTION 1 NATURAL HAZARDS | 67

 Suggested prompts Sample student responses
How do the places on Earth at risk from a tsunami compare Tsunami risks are high along some ocean coasts. But
to the places at risk from an earthquake? people who live inland from the coast AND in the middle of
a continent can be at risk from earthquakes.
What clues were there in the letter from Pliny the Younger He wrote how the waves were extremely high and about
that a tsunami could have been involved in the disaster he how the sea water “seemed to roll back upon itself” from
described? the shore.
What clues in the lyrics of “The Wreck of the Edmund It refers to the “gales of November” meaning that strong,
Fitzgerald” suggest that the storm was not entirely scary winds can be expected in November.
unexpected?

• Refer students to the Exercise Page 1. Provide more specific guidance about expectations for students’ deliverables Exercise Page
due at the end of the week.
The writing expectation for this assignment is to develop a script for a one-minute news video about one of the events
depicted in literature or art in the second reading.
EP 1
The tone of your news report should be objective, meaning you keep your opinions out.
Do be respectful of the people involved, especially those who died or were injured.
Start with a sentence that explains the point of the video—where you are and what just happened.
Write directly to the audience.
Read your script aloud, and make changes to get it to sound natural.
• Explain that a well-organized script must be clear enough for another person to produce the video.
• Answer any questions students may have relative to the reading content or the exercise expectations.

SCIENCE LITERACY: READING COLLECTION 1 NATURAL HAZARDS | 68

4. Facilitate discussion. (Friday)

Facilitate class discussion about the reading collection and writing exercise. While this OpenSciEd unit focuses on one Student Reader
type of natural hazard—tsunamis—the first reading in Collection 1 introduces students to several other examples, each
with a different type of graphic data display to explore. The second reading demonstrates how writers and visual artists of
the past have responded to natural hazard events and preserved impactful records of their effects on humans. Collection 1

Pages 4–9 SUPPORT—If you are using the

Suggested prompts Sample student responses recommended word envelope
What is the general purpose of the first selection, “Natural It identifies several natural hazards and explains how to convention, check the envelope
Hazards, Visualized”? read graphical data displays about them, such as maps, to see if it contains any words,
graphs, and charts. phrases, or sentences that students
need help understanding. Read
What kinds of data on these displays can community Some displays show how frequently a hazard occurs in key sentences aloud, and provide
leaders use to make decisions about how to deal with their community. Knowing this, leaders can decide how concise explanation.
natural hazards? important it is to develop warning systems.
Some displays show locations where the hazard occurs.
One display, the pandemic line graph, shows which SUPPORT—Students with color
members of a community are affected more than others. vision deficiency (CVD)—about
1 in 12 males and 1 in 200
Another display, for drought, shows both the frequency and females—may have a difficult time
severity of the hazard for a local community. interpreting some of the graphics,
Take a look at the display and caption under “Storm Surge I think the “surge” is water coming from the ocean onto the for example, distinguishing reds
and Hurricane Graphs” What do you know about storm land. from greens (the most common
surges, and where could you find out more about them? deficiency) and blues from yellows.
Not much. Maybe hurricanes cause storm surges? As a teacher, knowing a student
What about the surge of water from the tsunami in Japan? has CVD is important so that you
Is that related? can avoid giving these students
We can search for this term online and look for videos or assessment tasks that require color
articles from the weather services that will explain it. vision.

The Wildland Fire Potential Index takes some time to Answers will depend on the geographic region.
interpret. How would you explain the wildfire forecast for Where we live near Los Angeles, California, the colors on the SUPPORT—The strength of the
the region where you live on July 13, 2021? map are orange and red. That means the index was in the song’s lyrics and rhythms will be
range from 100 to 247. Those are high numbers and warm more apparent if students listen to
colors, so the risk was very high. the original musical recording as
they read.
What can you infer the numbers on the color gradient I don’t think they mean that the risk of wildfire is greater
mean when they are 249 and higher? because the colors are cool grays and greens. And the gradient
uses light blue for water, where it’s impossible to have a
wildfire.

SCIENCE LITERACY: READING COLLECTION 1 NATURAL HAZARDS | 69

 Pages 6–12
Suggested prompts Sample student responses
Volcanic eruptions can be very dangerous to people and The land around this town is color coded light brown, and
wildlife. Interpret the volcano map to describe the risk the key shows that means there can be lava flows there
to living things in and near the community called Battle from a volcanic vent other than the one on top of Mount
Ground, WA. St. Helens. That means that somewhere near the town is
another volcano.
Looking at the two line graphs about the COVID-19 What characteristics of males make them more likely to die
pandemic, what kinds of questions do you think scientists of COVID-19?
should ask to try to explain the male-female differences? Does the difference in deaths hold true for all ages of
people or just certain ages?
Is the difference related to behavior and not physical traits?
Is the difference the same in all states?
Is the difference the same in other countries, or does the
difference only exist in the United States?
Are the natural hazards described in this reading sudden or Both. Earthquakes, hurricanes, storm surges, wildfires, and
gradual in their timing? some kinds of volcanic eruptions happen pretty fast.
Smog, lava flows, pandemics, and droughts seem to take
place over longer periods of time.
What is the general purpose of the second selection, It shows examples of literature and art that communicate
“Hazards Depicted in Art and Literature”? information about historic natural disasters.
How does the second selection help you build knowledge The first article reveals mostly where and when hazards
on top of what you learned in the first selection? occur. The second article details the effects on people and
gets you emotionally involved.
Let’s say you chose to write your news video script about I looked for details that explained how the mountain, sky,
the eruption of Mt. Vesuvius in 79 CE. What details did you houses, roads, and boats may have looked a few days later.
look for in the letters that could be described by a reporter I also looked for details that might tell what happened to
shortly after the disaster? people, such as the uncle who died along the shoreline.
Which of the two paintings did you react to more strongly? the one called Gulf Stream, because the boat was close
Explain. enough to see that the man on it could no longer sail or
steer his boat and the sharks swimming around his boat
were terrifying
the one called Great Wave, because the three boats look so
tiny next to the big wave that I know the sailors are doomed

SCIENCE LITERACY: READING COLLECTION 1 NATURAL HAZARDS | 70

 Page 13
Suggested prompts Sample student responses
According to the song “The Wreck of the Edmund Fitzgerald,” It was a time of year when strong winds blew from the
what conditions contributed to the sinking of the boat? north, causing tall waves on the lake.
What were the human impacts of the storm that wrecked Twenty-nine men died, the families of the dead mourned
the Edmund Fitzgerald? their loss, and the searchers may have been in danger
looking for survivors.

5. Check for understanding.

Evaluate and Provide Feedback Online Resources

For Exercise 1, students should, from a template provided, write a script for a one-minute news report about one of the
natural hazard events depicted in the second reading selection—the eruption of Mt. Vesuvius in 79 CE, a hurricane or
great wave off the coast of Japan, a storm and waterspout in the Atlantic Ocean, or an early November storm on Lake
Superior. Scripts should describe the natural conditions and their effect on humans and human-made structures.
EXTEND—After writing their own
Look for evidence that the science content in the scripts is based on details in the work of art or literature and that the scripts, students may be interested
science about the natural hazard is stated accurately. to see how the “pros” did it for
some of the events (and related
events) described in the readings.
Have students watch videos of
news reports of natural disasters,
and then invite them to read
their own scripted reports of the
historical events described in the
art and literature in this collection.

SCIENCE LITERACY: READING COLLECTION 1 NATURAL HAZARDS | 71

LESSON 3

What causes a tsunami to form and move?

Previous Lesson We investigated patterns in historical tsunami data and figured out that most tsunamis are caused by strong, shallow earthquakes on
colliding plate boundaries. We established a cause-and-effect relationship and used it to forecast locations at risk for future tsunamis.

This Lesson We analyze three different wave models to make sense of how an earthquake-driven
Investigation
tsunami forms and moves to shore. We use different perspectives to understand
various aspects of the phenomena, and then we identify the benefits and limitations
3 days of each model. We add new science and engineering ideas to our Tsunami Chain of
Events poster.

NOAA

Next Lesson We will use the Tsunami Chain of Events poster to construct an explanation of the related geologic forces that cause a tsunami to
form, and we will also forecast impact for communities at risk. We will consider how to protect communities from the effects of a
tsunami. We will revisit the Driving Question Board and document responses to questions we can answer.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 3.A Analyze and interpret data from different wave models to identify patterns in how the tsunami wave forms and moves
toward shore, changing height (amplitude) as it interacts with the ocean floor.
3.B Evaluate the limitations and benefits of different wave models for explaining how tsunamis form from a movement in the
ocean floor (cause), and how they move and change as they approach the shore (effect).

What Students Will Figure Out

• Physical waves form from a single point of disturbance or movement, and then move outward in a circular pattern from that point.
• The bigger the movement of the ocean floor, the greater the disturbance of the water above it.
• When a wave approaches shore, it gets taller until it reaches the shore, where it collapses and flows, or runs up onto the shore.
• The bigger the wave is when it reaches shore, the farther onto the land the water will flow.
• As water waves move and interact with surrounding land at the shore and in the ocean, they transfer energy to the
land and reflect off its surface. As this continues, the waves get smaller and smaller due to losing energy that has been
transferred to their surroundings.
LESSON 3 NATURAL HAZARDS | 72
Lesson 3 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 5 min NAVIGATION A
Brainstorm ideas for how an earthquake under the ocean can result in a
tsunami.
2 20 min ANALYZE THE FOIL PAN MODEL B-D Wave Investigations, 6.5 - Lesson 3 Foil
Watch how water behaves in a foil pan system when the bottom of the pan Pan Model (See the Online Resources
is moved abruptly. Record and share observations and interpretations, and Guide for a link to this item. www.
connect them to tsunamis in a Building Understandings Discussion. coreknowledge.org/cksci-online-
resources), computer, projector
3 20 min ANALYZE THE NOAA TSUNAMI MODEL E-G Wave Investigations, 6.5 - Lesson 3
Watch a computer-generated visualization model of data collected about the NOAA Tsunami Model (See the Online
2011 Japan tsunami that models how the water in the Pacific Ocean behaved. Resources Guide for a link to this item.
Record and share observations and interpretations and connect them to www.coreknowledge.org/cksci-online-
tsunamis in general. resources), computer, projector

End of day 1
4 5 min NAVIGATION H Wave Investigations
Reflect on what we have learned from the first two wave models about how an
earthquake causes a tsunami. Identify what we still want to figure out.
5 25 min ANALYZE THE TSUNAMI WAVE MODEL I-K Wave Investigations, 6.5 - Lesson 3
Watch a computer-generated visualization model of data that models Tsunami Wave Model (See the Online
how water behaves after an earthquake occurs underneath the ocean and Resources Guide for a link to this item.
the resulting wave reaches the shore. Record and share observations and www.coreknowledge.org/cksci-online-
interpretations and connect them to tsunamis in general. resources), computer, projector

6 15 min REFLECT ON THE BENEFITS AND LIMITATIONS OF THE THREE WAVE L-M Wave Investigations, Comparing Different
MODELS Wave Models chart
Use our recorded observations and analyses to create a chart comparing the
benefits and limitations of each wave model.
End of day 2
7 15 min REFLECT ON NEW SCIENCE IDEAS N Science Ideas chart
In a Scientists Circle, discuss and record the science ideas figured out so far to
help answer our questions about tsunamis.

LESSON 3 NATURAL HAZARDS | 73

Part Duration Summary Slide Materials
8 20 min UPDATE THE TSUNAMI CHAIN OF EVENTS AND CONSIDER O Tsunami Chain of Events poster, large
ENGINEERING IDEAS sticky notes, markers, Science Ideas chart
Use our observations and analyses of the three wave models in a Consensus
Discussion to explain how an earthquake causes a tsunami to form and move.
Reflect on how this information could be useful to engineers for protecting
communities from tsunamis.
9 10 min NAVIGATION P Science Ideas chart, Local Hazards poster
Brainstorm whether the key pieces of data for tsunami hazards would also and Technologies or Related Solutions
apply to predicting and protecting against other natural hazards. poster

End of day 3

Lesson 3 • Materials List

per student per group per class

Lesson materials • Wave Investigations • 6.5 - Lesson 3 Foil Pan Model (See the Online Resources Guide
• science notebook for a link to this item. www.coreknowledge.org/cksci-online-
Student Procedure Guide Student Work Pages
resources)
• computer
• projector
• 6.5 - Lesson 3 NOAA Tsunami Model (See the Online Resources
Guide for a link to this item. www.coreknowledge.org/cksci-
online-resources)
• 6.5 - Lesson 3 Tsunami Wave Model (See the Online Resources
Guide for a link to this item. www.coreknowledge.org/cksci-
online-resources)
• Comparing Different Wave Models chart
• Science Ideas chart
• Tsunami Chain of Events poster
• large sticky notes
• markers
• Local Hazards poster and Technologies or Related Solutions poster

LESSON 3 NATURAL HAZARDS | 74

Materials preparation (20 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
If you taught the Unit 6.4: What causes Earth’s surface to change? (Everest Unit) prior to this unit, you may want to keep
some of its words up on your Word Wall to support students in continuing to use scientific language they have worked
with already. In this lesson, epicenter (earned in the Everest Unit) and amplitude will be used in analyzing tsunami wave
behavior. Although students should have had experience with using these words by now, it is necessary to put them
on the Word Wall due to their importance when modeling how earthquakes cause tsunamis.
Alternative option: For day 1, the class analyzed a video of a physical wave model using a foil roasting pan. If you have
the time and supplies, demonstrate this model live in your classroom. Place a large disposable foil roasting pan on
top of two bricks or thick books so you can access the pan from underneath without moving it around. Fill the pan
¼ full with water. After the water stops moving, use a solid thin object, such as a metal butter knife or the handle of
a large metal spoon, to push up slowly on the bottom of the pan in one spot. Hold this for a few seconds until the
water stops moving. Instruct students to watch what happens to the water. Then release this quickly to simulate an
earthquake and the resulting water movement. It can be helpful to have a student capture a slow-motion video of this
demonstration so the class can watch what happens to the water several times.
For day 2, make a Comparing Different Wave Models chart ahead of time to be completed with the class. You may
need more than one piece of chart paper for this chart. There is an example of what this poster might look like later in
the teacher guide.
For day 3, have the Tsunami Chain of Events poster from Lesson 2, markers, large sticky notes; the Science Ideas chart
from Lesson 2 ready to add new ideas; and the Local Hazards poster and Technologies or Related Solutions poster.

Lesson 3 • Where We Are Going and NOT Going

Where We Are Going
In the previous lesson, students figured out that certain types of earthquakes result in tsunamis. Now, we want
to figure out how this happens. We analyze three wave models that highlight different aspects of wave behavior,
then synthesize this information to develop a conceptual model for how a tsunami forms, moves across the ocean,
and interacts with the shore. Students build on what they learned in the Unit 6.2: How can containers keep stuff from
warming up or cooling down? (Cup Design Unit) and Unit 6.3: Why does a lot of hail, rain, or snow fall at some times and
not others? (Storms Unit) about how energy can transfer from one object to another. Using this conceptual model, we
figure out that a tsunami that is really tall, moving pretty fast, and originating in close proximity to a community will
more likely cause significant damage to that community. We identify key data needed to determine how to detect
future tsunamis, such as an earthquake’s strength and distance from shore. We consider generalizing these types of
data (how big the causal event is, how fast the hazard is happening, and how far from a community it is occurring) to
consider whether they could be used to forecast and minimize damage from other types of natural hazards.

LESSON 3 NATURAL HAZARDS | 75

Where We Are NOT Going
Though we analyze what happens when waves interact with one another and notice that their energy seems to
change when doing so, we only make sense of what happens when waves interact with and reflect off land, like
the shore or ocean floor. Beyond recognizing that waves reflect off other types of matter, we are not figuring out
additional properties of waves, such as the superposition of wave interference, as these are above the grade-band.
Importantly, fully developing the middle school DCIs for waves is the focus of another unit, the Unit 8.2: How can a
sound make something move? (Sound Unit). In the present unit, we leverage student understanding from Grade 4 about
water waves and build on that to link them to a causal mechanism (a geologic force) and also how their movement
impacts communities once a wave interacts with a shoreline. These science ideas are used as a context to build
more generalized ideas about how to forecast hazards and mitigate the effects on communities. This lesson is not
intended to build more sophisticated ideas about waves; rather, students are applying previous ideas to a new, more
sophisticated context.

LESSON 3 NATURAL HAZARDS | 76

LEARNING PLAN FOR LESSON 3

1. Navigation 5 min

Materials: None *Supporting Students in

Recall conclusions from the previous lesson. Display slide A and say, Last class, we figured out that a major cause of Developing and Using Systems
tsunamis are certain types of earthquakes that happen under the ocean. So what are your predictions for the answer to our and System Models
next lesson question, “What causes a tsunami to form and move?” Students will analyze data from
Have students turn and talk with a partner about possible reasons why a tsunami can result from an earthquake. Then, different models of waves to figure
ask a few partners to share their ideas and support students in recalling what they learned about the connection out how a tsunami forms and
between earthquakes and tsunamis in Lesson 2. moves. Each model is limited in
what it can represent. On the last
day of the lesson, students use
Suggested prompts Sample student responses what they have figured out from
What did we figure out was the primary cause of We found that earthquakes happen when plates interact at each model to evaluate its benefits
earthquakes? their boundaries or edges. and limitations in answering the
lesson question.
And when we looked at where plate boundaries are found
on Earth, we saw earthquakes occurring where the plates
are colliding and where they are spreading apart.
Do earthquakes under the ocean always result in a tsunami? No, only certain types of earthquakes.
For a tsunami to occur, the plates have to move toward each
other and collide.
Which types of these earthquakes are likely to cause We figured out that earthquakes that are strong (high
tsunamis? Which types of these earthquakes are less likely to magnitude) and shallow can cause a tsunami.
cause a tsunami? Earthquakes that are weaker (lower magnitude) or deeper
under the surface don’t usually lead to tsunamis.
Tsunamis are more likely to occur at a boundary where
plates are colliding than where plates are moving apart or
past each other.
Say, Now that we have more information about what types of earthquakes cause a tsunami, let’s see if we can figure out how
this happens.
Recall prior experiences with water waves. Prompt student ideas with, Let’s begin by thinking about our own
experiences with water. Think about a time when you were using or playing with a large amount of water, like in a bathtub,
kitchen sink, pool, or lake. Imagine the water is calm and not moving, but then something enters the water, like a boat going
across the lake, a bar of soap falling into the bathtub, or a dish being put into the sink. What happens to the water? What

LESSON 3 NATURAL HAZARDS | 77

are some ways the water moves after it is disturbed by these objects? Accept all students’ reflections from what they
remember seeing happen, but listen for these ideas:
• The water moves back and forth in waves within the container or across the surface when something disturbs it.
• If something drops into the water, little waves move away from the spot where the item was dropped.
• If something moves through the water, the water moves with it and seems to bunch up around the item. When the
item stops, the water keeps moving back and forth in waves.
• If someone jumps in a pool, it splatters all over, away from the spot where they jumped in.
Say, All of these examples involve something moving the water from above or from the side. However, we know that tsunamis
form from strong, shallow earthquakes occurring below the water, on the ocean floor. Now, let’s imagine what would
happen if instead of the water being moved by something from above, you could move a spot on the bottom of a container
of water to mimic the motion of an earthquake disturbing the ocean floor. What do you predict you would see happen to the
water? How would the water move?
Introduce the use of wave models.* Tell students that we will analyze three different wave models to collect data
about how waves form and move. Note that with the third model, we will also see what happens when a tsunami
reaches shore.
Say, Before we look at these models, let’s think about what kinds of wave data we want to collect from them to help us
answer our questions about tsunamis. Elicit students’ initial ideas with prompts like those below.

Suggested prompts Sample student responses

What are some things we want to figure out about waves in How waves start.
general that we could then use to figure out how tsunamis How waves move.
form and move?
What happens to make waves slow down or get smaller.
What happens to make waves get bigger.
What happens when waves reach the shore.
What happens with waves far out in the ocean.
Now that we know tsunamis happen when plates collide Does the ocean floor move?
and cause an earthquake under the ocean, what are some What happens to the ocean floor that causes the water to
things we might want to figure out about what happens at start moving?
the ocean floor when the plates collide?
Does the ocean floor break or crack open like we saw
happen with other earthquakes?
Say, Let’s be thinking about these ideas for collecting data as we investigate the wave models.

LESSON 3 NATURAL HAZARDS | 78

2. Analyze the foil pan model. 20 min

Materials: Wave Investigations, 6.5 - Lesson 3 Foil Pan Model (See the Online Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-resources), computer, projector *Supporting Students in
Engaging in Analyzing and
Orient students to the handout. Distribute a copy of the Wave Investigations handout to each student and take a
Interpreting Data
moment to orient them to the rows and columns where they will record their observations and interpretations.*
Students will make “What I see”
Introduce the Foil Pan Model. Display slide B to present the first model of the foil pan filled with water and raised and “What it means” statements
on two bricks, allowing access underneath the bottom of the pan. Say, Let’s begin by making observations of how water for each model used in this lesson.
behaves when the surface below it is disturbed. After you watch the video of this first model, you’ll use your handout to keep This is similar to the Identify and
track of what you saw happening with the water. Interpret (I2) sensemaking strategy
Project 6.5 - Lesson 3 Foil Pan Model (See the Online Resources Guide for a link to this item. www.coreknowledge. (used for numeric data and graphs)
org/cksci-online-resources) for the class. Play the video at least twice, pausing after each viewing to have students in helping students break down
record their noticings in the “What I see” column of their handout.* information-rich data into smaller
pieces to interpret, enabling them
Alternate Activity to use the data to provide evidence
for a phenomenon.
If you have the time and supplies, demonstrate this model live in your classroom. Place a large disposable foil roasting
pan on top of two bricks or thick books so you can access the pan from underneath without moving it around. Fill the *Attending to Equity
pan ¼ full with water. After the water stops moving, use a solid thin object, such as a metal butter knife or the handle Supporting Universal Design
of a large metal spoon, to push up slowly on the bottom of the pan in one spot. Hold this for a few seconds until the for Learning: As students hear
water stops moving. Instruct students to watch what happens to the water. Then release this quickly to simulate an one another’s observations from
earthquake and the resulting water movement. It can be helpful to have a student capture a slow-motion video of this the Foil Pan Model or respond
demonstration so the class can watch what happens to the water several times. to your questions, they may
ask to watch the video again.
Share observations and connect the model to the real world. Say, Remember, we are trying to figure out how an Be prepared to show it again to
earthquake causes a tsunami to form and move. So as we share what we saw happening with the water in this investigation, ensure that all students have a
let’s also think about how the different parts in the foil pan model relate to an actual tsunami. For example, what would the common understanding of the
water in the pan represent in the real world? Students should say the ocean. phenomenon. For some students,
Continue this brief discussion, using prompts like those below to talk through how the water moved and how the the task of watching and recording
model relates to the real world. observations can be challenging;
offering another viewing supports
Suggested prompts Sample student responses Follow-up question engagement by providing a new
purpose for rewatching it to
What were some of the things you When the pan moved up, the water If we want to use this to help us figure focus on different aspects of the
noticed happening in the foil pan? seemed to move up and out of the way out tsunamis, then what does the phenomenon.
What happened when the bottom of from the space where the pan moved bottom of the pan in this investigation
the pan was moved? up. Then when the pan moved back represent in the real world? In this lesson, there will be two
down in place, the water moved back other videos to watch and make
(The ocean floor.) sense of, so this strategy will be
toward the center.
useful for those as well.

LESSON 3 NATURAL HAZARDS | 79

 Suggested prompts Sample student responses Follow-up questions *Supporting Students in
Developing and Using Energy
What did you notice the water do as it It moved in circles away from that spot How might this be similar to a tsunami? and Matter
moved away from the part of the pan until it reached the edge of the pan. This is a good opportunity to
that was moved? Then it seemed to bounce off the side highlight and encourage students
of the pan, or reflect off in a different to consider the crosscutting
direction. concept of Energy and Matter
What caused the water to move in When the pan was let go and moved as they analyze data from the
circles or ripples away in all directions? downward, the water moved that way different wave models. It is
too and then continued to move away important to understand that
from this spot until it reached the edge the wave forms from a transfer
of the pan. of energy from the ocean floor,
and that how the wave moves
When the water waves reached the The water reflected off the edge and What does the edge of the pan is connected to energy transfer
edge of the pan, what happened next? moved back toward where it came represent in the real world? as it approaches shore. Students
from. (Maybe the shore or an island or other will reconsider these ideas later in
things the ocean collides with.) the unit as they evaluate design
solutions.
What did you notice happening with By the end of the video the water was
the waves over time? moving much less.
It seemed like the size and speed of the *Supporting Students in
waves was less over time. Engaging in Developing and
Using Models
I saw that too. So if the waves are There was less energy after it hit the The purpose of using the Wave
decreasing in size and speed, then how wall of the container. Investigations handout is to
do you think the wave’s energy after it I am not sure, but since the waves support students in making
hit the edge of the pan compared to its were smaller and moving less over connections between the large-
energy before it hit the edge? time, maybe some of the energy was scale, real-world phenomenon of
transferred to the edge of the pan. a tsunami and the models used
in the classroom. Students often
Highlight energy transfer in the wave models. Tell students, When waves interact with and reflect off an object, some struggle to connect a simulation or
of their energy is transferred to that object, just as we noticed when the waves interacted with the edge of the pan. So with less physical model with the real-world
energy, the waves get smaller over time. As you analyze the next two models, watch for what happens as the waves interact phenomenon being investigated.
with other objects to see whether there is evidence of energy transfer.* This analysis tool provides the
space for students to consider the
models’ different components and
how these components can help
them figure out what is occurring
in an actual tsunami.

LESSON 3 NATURAL HAZARDS | 80

 Additional Guidance

Prior to this unit in the sequence, students have learned that all matter is made of particles (smaller pieces) and that
these particles move and transfer energy to other particles. In the Cup Design Unit, when students investigate why
drinks cool down over time and why some cups keep drinks cool longer, they figure out that particles are arranged
close to each other in a solid, with some space between them in a liquid, or with a lot of space between them in a gas.
Students also figure out that these moving particles transfer energy when they collide; we see evidence of this energy
transfer through temperature changes. If your students have not gone through the Cup Design Unit, you may need to
support them when explaining how the energy within the wave decreases as energy is transferred to particles in the
water and the land/pan.
Keep in mind that ideas about energy transfer and waves will be revisited more fully in the Collisions Unit and Sound
Unit later in the program.
Share interpretations to make sense of the model.* Display slide C. Say, Now let’s pause and reflect on how what we
saw happen with the waves in the pan can help us understand how tsunamis form and move. We’ll do this for each of our
three models. Give students 5 minutes to work with a partner to complete the first row of Wave Investigations with their
interpretations of the model.

Assessment Opportunity

Building towards: 3.A.1 Analyze and interpret data from different wave models to identify patterns in how the wave
forms initially and moves toward shore, changing the height (amplitude) of the wave as it interacts with the ocean
floor.
What to look for: Students use three different wave models in this lesson. After analyzing each model, the class
pauses to share what has been figured out about the waves in the model and real-life tsunamis in the ocean. From the
Foil Pan Model, listen for students to identify the following key ideas:
• The up-and-down motion of the pan bottom (or ocean floor) causes the water above it to move in a similar pattern
(up and down), causing large waves to form.
• Waves form above the spot where the pan bottom is disturbed (moved). These waves move outward in a circular or
ripple pattern from that location.
• These waves continue to move out in all directions until they reach the edge of the pan.
• At the edge of the pan, the waves collide with the pan wall and then reflect back away from the wall.
• The waves get smaller over time. Waves seem to transfer energy to the pan wall.
What to do: Some students may struggle with recording observations while watching the video of this model. Make
the video available to students to watch repeatedly on their own outside of class, so they have enough time to make
sense of what they are observing and can find patterns of cause and effect to explain how a tsunami forms and moves.
Another option, if the technology is available in your classroom, is to watch the video once as a class and then have
students play it again in small groups to make their observations. As they rewatch the video, encourage them to focus
on the interactions between the waves and the sides of the pan. Also, encourage them to think about the movement

LESSON 3 NATURAL HAZARDS | 81

of the bottom of the pan as the earthquake. This will help them make stronger connections between an earthquake
on the ocean floor and a tsunami forming and moving.
In addition to these ideas, if time is available and you have the materials, this model can be shown as a live
demonstration in the classroom, where students would gather around the pan and make observations in small groups
or as a class. This demonstration could be repeated multiple times.
Combine analyses of the model and connect to tsunamis. Display slide D. Say, I heard some of you mention that
the waves in the foil pan are many times smaller than a tsunami in the ocean, but I also heard some of you describe how
analyzing the waves in this model can help us figure out more about tsunamis. Let’s share our thinking. Facilitate a Building
Understandings Discussion using prompts like those below. Remind students that they can add notes to their handout
about each other’s observations and interpretations.

Suggested prompts Sample student responses

What were some connections that you and your The wave began when the bottom of the pan was moved.
partner captured about how the wave moved in the Once it started, the wave continued until it reached the edge of the
Foil Pan Model? pan.
The wave moved out in all directions from the point where it started.
When the wave reached the edge, it collided and reflected back
toward the middle.
And, how does this compare to a tsunami? What We think tsunamis also move like these waves, but are much bigger
can this tell us about how tsunamis form and move? because the ocean is so big.
The tsunami also probably starts where the ocean floor is moved by
the earthquake.
The tsunami probably moves away from this spot in all directions like
the wave in the pan, until it reaches the shore or an island.
In the pan, we saw the waves reach the edge and Maybe when the wave reaches the shore, it transfers energy to the
then reflect back, and over time get smaller and shore.
smaller. We also thought the wave transferred some Yeah…like waves on the shore of the ocean or lake, they move back
energy to the pan edge. How might a tsunami be and forth…maybe that is like the waves reflecting off the edge of the
similar to this? pan.

Key Ideas

Purpose of the discussion: This brief discussion supports students in thinking about what we can figure out about a
real-world phenomenon from a small-scale model. As students work to make sense of what is represented in the Foil
Pan Model, support them in making connections to what they have already experienced with water waves in their own
life, what they see happening in the pan, and what this helps us figure out about tsunamis.

LESSON 3 NATURAL HAZARDS | 82

Listen for these ideas:
• Waves can occur when there is a disturbance or movement of the surface above or below the water. For a tsunami,
the disturbance happens at the ocean floor when a strong, shallow earthquake happens.
• Waves continue to move in all directions until they collide or interact with other matter, like the shore.
• When waves collide with other matter, they transfer energy and reflect away from that matter in the opposite
direction.
Reflect on the model’s usefulness. Say, It seems like we found some connections between what we saw happening in
the pan and what we think happens when a tsunami occurs, but we still have some questions. Would you say this is a useful
model to use as we try to figure out aspects of the tsunami, or is it too different from the real world? Students should suggest
limitations like these:
• This model is only somewhat helpful because it is missing parts of a tsunami in the ocean.
There is no shore.
It is way too small of an amount of water compared to the ocean.
The ocean isn’t all the same depth of water like in the pan.
Identify questions to investigate with additional models. Ask students, Okay, what are some questions we still have
about tsunamis that we would want to model and analyze more closely? Students should suggest questions like these:
• What happens when a tsunami reaches land?
• What does a tsunami look like right when it begins out in the ocean?
• If the ocean is deep where an earthquake happens, is the tsunami as big?
• How does the wave change as it moves in the ocean?

3. Analyze the NOAA Tsunami Model. 20 min

Materials: Wave Investigations, 6.5 - Lesson 3 NOAA Tsunami Model (See the Online Resources Guide for a link to this *Attending to Equity
item. www.coreknowledge.org/cksci-online-resources), computer, projector Supporting Universal Design
Introduce the NOAA Tsunami Model. Display slide E. Say, I have another model to share with you. This is a computer- for Learning: The NOAA Tsunami
generated visualization model created by scientists at the National Oceanic and Atmospheric Administration, or NOAA, Model is somewhat complicated.
using data collected about the 2011 Japan tsunami that we investigated in Lesson 1. To create this model, the scientists take It is important to take time to help
a whole bunch of data, including measurements of wave height and put this data in a form that allows us to see and make students make sense of what the
sense of changes over time. Tell them they will use their same Wave Investigations handout to record observations and different keys and colors represent.
interpretations. Play the video a few times and
Project 6.5 - Lesson 3 NOAA Tsunami Model (See the Online Resources Guide for a link to this item. www. pause it periodically. It can be
coreknowledge.org/cksci-online-resources). Remind students to simply watch the video the first time through and helpful to have students share
then make initial observations on their handout afterward. Play the video several times to elicit new observations.* different things they notice and
describe what they represent. For
example, someone might notice

LESSON 3 NATURAL HAZARDS | 83

 Additional Guidance the colorful bar with numbers on
the left side, titled “Tsunami Wave
In this visualization model, the key for amplitude on the bottom left shows a scale ranging from 0 to 10+ feet high. Amplitude.” Ask this student to
Point out to students, or ask students what 10+ feet is referring to. In Lesson 1 we read that when the 2011 tsunami come up, point to the bar, and
reached Japan, the waves that hit the shore were up to 30 feet high. It is important for students to realize that the dark explain what it is so everyone
red color signifies all waves that are 10 feet or greater, not only 10 feet. understands what is being
referred to.
Share observations and interpretations to make sense of the second model. After watching the visualization
several times, pause to make sense of the data that is being represented. Use prompts like those below to guide
this discussion. As you work on sensemaking as a class, it can be helpful to have volunteers come up and point out
what they are explaining or referring to in the computational model. Encourage students to continue to add to Wave
Investigations as they hear observations that they may not have recorded.

Suggested prompts Sample student responses

What part of the world is represented in the video? We can see all of the Pacific Ocean and the land and
countries around it.
The colored key on the side says, “Tsunami Wave Amplitude.” How tall a wave is.
Does anyone know what amplitude means? The height of a wave from the surface of the water, or
waterline (lowest point).
What are some things you noticed about the amplitude of Well…the darker red, or taller waves, were closer to where
the waves that reached the different shores? the earthquake occurred, but there were still pretty big
waves even across the ocean, on the shore of the west coast
or South America.
It looked like the waves that reached the west coast were light
red and orangish, so it seems like they were still pretty big.
Near Japan, the color was very dark red, which is an
amplitude of over 10 feet, and we read that some areas of
Japan had waves over 30 feet!
So what happened right at the beginning of the video? The earthquake that happened near Japan caused the
tsunami.
What is that place called where an earthquake occurs? the epicenter
And then what happened? We saw the way the water, or waves, moved from that spot
where the earthquake happened. And they moved out
across the ocean.
Did anyone notice how much time passed in the over a day
visualization model? like 35 hours or so

LESSON 3 NATURAL HAZARDS | 84

Suggested prompts Sample student responses
Over the 35 hours, what can we summarize happened It took the wave that long to move across the ocean!
during this time? The wave started near Japan, and it looked like it kept
moving across the ocean until it collided with something
else, like an island or something. Then it would reflect off
that island and keep moving.
Some of you thought you saw that the wave generated near Yes!
Japan moved across the whole Pacific. Did the waves make I saw it reach the west coast of the United States and even
it across the whole ocean? down near the Andes in South America!

Additional Guidance

The discussion about the NOAA model uses words students should bring into this unit from previous experiences.
Amplitude is a term they should have learned in Grade 4, 4-PS4-1: “Waves of the same type can differ in amplitude
(height of the wave) and wavelength (spacing between wave peaks)”. This term is helpful for referring to the height of
water waves formed by earthquakes. In the Everest Unit prior to this one, students encountered and made sense of the
word epicenter as they figured out how earthquakes are related to changes in Earth’s surface. They encounter this word
again with the NOAA model in describing the location where the earthquake occurs, causing waves to travel away
from that point in all directions.
If you taught the Everest Unit, you may wish to keep epicenter up on your Word Wall. If these two words are not on your
wall at this time, you may wish to add them to support conceptualizing what they refer to, as they will be used again in
this unit. Here is an example of how these words might look on the Word Wall:

Display slide F. Give students a few minutes to work with their partner to complete the second row in their handout.

LESSON 3 NATURAL HAZARDS | 85

 Assessment Opportunity

Building towards: 3.A.2 Analyze and interpret data from different wave models to identify patterns in how the wave
forms initially and moves toward shore, changing height (amplitude) as it interacts with the ocean floor.
What to look for/listen for: After analyzing the NOAA Tsunami Model, listen for students to identify the following key
ideas:
• These waves move out from the location where the plates move and collide with one another (the earthquake’s
epicenter) in all directions.
• The waves farther out in the ocean where the earthquake first happens (nearer to the epicenter) are not as big as
the ones near the shore.
• As the waves move toward the shore, their height (amplitude) changes (based on the color scale in the model), in
most cases getting taller as they get closer to land.
• The waves that reach land closer to where the earthquake happens are taller than those that reach land farther from
the epicenter.
• Waves reflect off (or bounce off) things they collide with in the ocean, like shorelines and islands.
What to do: This visualization model is complex due to the amount of different measurements being represented.
Some students may struggle with recording observations while watching. Watch the visualization several times
so they have enough time to make sense of what they are observing and are able to find patterns of cause and
effect. If possible, watch the video once as a class and then have students play it again in small groups to make their
observations. If students do not develop all the ideas listed above, their engagement with the two other wave models
may support the development of these ideas from a different perspective.
Combine analyses of the second model and connect to tsunamis. Show slide G. Say, What were some connections
you and your partner made between the model we analyzed and how a tsunami behaves? Ask different pairs to share
what they discussed, and encourage students to add to their handout if they hear ideas they agree with but had not
recorded yet.

Key Ideas

Purpose of the discussion: As students work to make sense of what is represented in the NOAA Tsunami Model,
support them in connecting what they have seen in this model to what they learned about the 2011 Japan tsunami from
Lesson 1. The goal is for students to continue to develop their conceptual model for how and why a tsunami occurs.
Listen for these ideas:
• Tsunamis can move pretty fast.
• Tsunamis keep going until they run into land. We think that when this happens, they transfer energy to the land
before they reflect away from it.
• Larger tsunamis would have more water that reaches the shore, which could mean more energy is transferred to the
land. Maybe this is why they are so damaging to some areas?

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• The waves out in the ocean are smaller in height (amplitude) than the waves near the shore. We wonder why the waves
get taller as they move closer to land.
Summarize the big ideas developed so far. Ask, How can we sum up what we figured out so far today about tsunamis? Let
a few students share ideas from either the Foil Pan Model or the NOAA Tsunami Model. Tell students we will investigate
one more model during the next class.

 End of day 1

4. Navigation 5 min

Materials: Wave Investigations

Reflect on the second model’s usefulness. Display slide H. Say, Okay, let’s think about the two models we analyzed
in our last class. After we analyzed the foil pan model, we still had questions about how a tsunami forms and moves across
the ocean. Did the NOAA model help us figure out any more about that? Encourage students to look back at Wave
Investigations if needed.
Here are some examples of student responses:
• The NOAA model helped us see that the wave does move across the whole ocean, like the water in the foil pan.
• We saw that waves continue across the ocean until they interact with any land, even land in the ocean, like islands.
• The NOAA model helped us see that the height (amplitude) of the wave is less out in the ocean and greater
closer to land.
Identify questions for further investigation. Say, So the second model helped us figure out a little bit more about
tsunamis, but we still have some unanswered questions. What are some things we’re still wondering about? Students should
suggest things like these:
• We still don’t know what happens when a tsunami gets closer to the shore and interacts with the land.
• We still don’t know why tsunamis look like they are taller near the shore than out in the ocean where they
first begin.

5. Analyze the tsunami wave model. 25 min

Materials: Wave Investigations, 6.5 - Lesson 3 Tsunami Wave Model (See the Online Resources Guide for a link to this
item. www.coreknowledge.org/cksci-online-resources), computer, projector
Introduce the Tsunami Wave Model. Display slide I and prepare students to investigate the final model. Say, This is a
computer-generated simulation model that scientists designed using data from tsunamis caused by earthquakes. In the first
two models we analyzed, we saw the water wave movement from above, as if we were looking down on the ocean. In this
model, we will shift perspective, seeing most of the model from a side view.
Play the simulation model 6.5 - Lesson 3 Tsunami Wave Model (See the Online Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-resources). As before, you will show the video repeatedly, so encourage

LESSON 3 NATURAL HAZARDS | 87

students to simply watch it the first time through before recording observations in the last row of their Wave
Investigations handout in the “What I see” column.

Additional Guidance

It may be challenging for students to make sense of this computer-generated simulation model of what happens when
an earthquake occurs under the ocean. The simulation begins at the shifting ocean floor and follows the movement
of water all the way to shore. Students may need support in figuring out what they are looking at in this model. If the
technology is available, you may wish to provide access to the video for students to watch in small groups, or on their
own outside of class.
Share observations and interpretations to make sense of the model. After watching the simulation model several
times, pause to make sense of it as a class. Use prompts like those below to help guide this discussion.

Suggested prompts Sample student responses Follow-up questions

What are some things you saw We saw what happened from the side at
happening with the water wave in the location of the earthquake. Later, it
this model? shifted to show the wave from above.
In the far distance, we could see something
that looked like the shore.
Then we looked at the wave from the side
again, all the way until it reached the shore.
In the first part of the video, what is We saw the ocean floor break and one And what does the breaking ocean
being represented? What did we see part moved upward, causing the water floor represent in the real world?
happening? to move upward and form a wave almost (The plates colliding under the ocean,
immediately. causing an earthquake.)
This model showed the ocean floor When the ocean floor broke, it moved What does this movement of the water
breaking when the plates collided upward. This movement upward looked like upward in the model represent in the
and caused an earthquake. How did it made the water move upward too. real world?
this movement of the ocean floor (The water moves and a tsunami starts.)
affect the water?
What seems to be happening The ocean floor transfers energy to the
between the ocean floor and the water, which makes it move.
water to cause the water to move?
So, if the ocean floor transfers The waves move out in ripples away from What does this movement of the wave
energy to the water, causing waves, this spot. from the spot the ocean floor broke
what happens next? to the shore represent in a real-world
tsunami? (When the tsunami moves
fast toward the land.)

LESSON 3 NATURAL HAZARDS | 88

 Key Ideas

Purpose of the discussion: The Tsunami Wave Model has many components that map nicely to the real-world
phenomena. After this brief discussion about the different aspects of the model, students work again with a partner
to reflect on how what they saw in this model helps us make sense of what is happening with the ocean floor and the
movement of the wave when a tsunami forms.
Listen for these ideas:
• As the ocean floor moves upward, it transfers some of its energy to the water, causing the water to move.
• The wave moves away from where the earthquake happened and toward the shore.
• The wave changes over time; it gets bigger.
• The height (amplitude) of the wave seems small until the middle to the end of the video, when the water above the
ocean floor becomes shallower. Then the wave gets much bigger.
Display slide J. Give students a few minutes to work with their partner to complete the third row in their handout.

Assessment Opportunity

Building towards: 3.A.3 Analyze and interpret data from different wave models to identify patterns in how the wave
forms initially and moves toward shore, changing height (amplitude) as it interacts with the ocean floor.
What to look for/listen for: After analyzing the Tsunami Wave Model, listen for students to identify the following key
ideas:
• When a strong, shallow earthquake happens and causes part of the ocean floor to move up and another part to
move down (vertically), a tsunami can happen.
• These waves move out from the location where the ocean floor moves.
• The height (amplitude) of the waves that are farther out in the ocean (closer to the epicenter) is less than the ones
that reach the shore.
• As the waves move toward the shore where the water above the ocean floor is shallower, the amplitude increases.
• When the wave reaches shore, it seems to fall over itself and spread out or run up onto the land.
• The bigger the wave that reaches the shore, the more it will move onto land.
What to do: Some students may struggle with recording observations while watching, as this visualization model
changes perspectives and location of what is being represented. It may help to play the video once all the way
through, telling students to simply watch and not take notes. Then play it a second and perhaps a third time, pausing
at incremental places to allow students to reflect on three segments of the model as they record their observations:
The beginning of the video shows the ocean floor snapping and breaking, then a flyover shows the wave moving out
from the epicenter. The next part shifts to show how the wave amplitude changes as the water above the ocean floor
becomes shallower. The last part shows the wave reaching the shore. Another option, if the technology is available, is
to watch the video once as a class and then have students play it again in small groups to make observations.

LESSON 3 NATURAL HAZARDS | 89

Combine analyses of the third model and connect to tsunamis. Show slide K. Say, What were some connections
you and your partner made between the model and how an actual tsunami behaves? Ask a few pairs to share what they
discussed and encourage students to add to their handout if they hear ideas they agree with but have not recorded.
Some students may wish to have you play the Tsunami Wave Model again so they can come up and point out things
they discussed with their partner.

Key Ideas

Purpose of the discussion: As students work to make sense of what is represented in the Tsunami Wave Simulation,
support them in making connections to what they see happening from the point when the ocean floor moves until
the wave reaches land. The goal is for students to continue to develop their conceptual model for how tsunamis form
and move.
Listen for these ideas:
• When the ocean floor moved, it immediately pushed the water up with it. We think this is how a tsunami happens in
the real world when the plates collide and there is an earthquake.
• When the ocean floor pushed the water up, energy was transferred from the movement to the water.
• At first the wave was not very big, but as the water above the ocean floor became shallower, the wave’s height
(amplitude) increased. This happened closer to shore.
• The amplitude of the wave was much higher by the time it reached the shore.
• Once the wave reached the shore, it crashed onto the land—like it was falling over. Say, Okay, wow! We have
analyzed three different wave models. Let’s take stock of how we can use each model to help us explain how an
earthquake could cause a tsunami.

6. Reflect on the benefits and limitations of the three wave models. 15 min

Materials: Wave Investigations, Comparing Different Wave Models chart *Supporting Students in
Gather in a Scientists Circle. Ask students to bring Wave Investigations along with a chair to a Scientists Circle. Display Engaging in Developing and
slide L. Once together, have them turn and talk, saying, Share with a partner what you think was helpful about each Using Models
model to help us explain a tsunami and what was incomplete (or limiting) about each model. This lesson uses three different
After partners have had a few minutes to share, display slide M. Tell the class that we will revisit each wave model ways to model the generation
and talk about what we figured out from each one, and also any limitations of the model—in other words, what was and movement of water waves,
incomplete about the model for helping us explain what happens when a tsunami forms and moves. Encourage including tsunamis. Each one
students to use what they discussed with their partner and wrote on their handout.* allows students to learn something
new about the phenomenon, while
Discuss the models’ benefits and limitations and record what is shared on the Comparing Different Wave it also has limitations that do not
Models chart. An example of a completed chart is below.

LESSON 3 NATURAL HAZARDS | 90

Model Benefits of this model Limitations of this model fully represent the phenomenon.
Comparing multiple ways to model
Foil Pan Model Shows waves forming and rippling out The water was all at the same depth, so it achieves two purposes:
from the part of the pan that is moved. doesn’t model how these waves affect the • Students develop a critical lens
Shows how waves reflect off the pan walls. land when the depth changes. for evaluating the limitations
We could only see what happens when the of models and can see those
Shows what happens to the energy of the
water collides with a vertical wall of the limitations across different
wave when it collides with the side of the
pan, not a shallower shoreline. ways of modeling the same
foil pan--the wave transfers energy and
phenomenon.
reflects back. The waves are very small compared to a
tsunami. • It prepares students to think like
an engineer by using multiple
NOAA Tsunami Model We can see that water in the ocean moves We can use this to see how the wave models to study a phenomenon
like the water in the pan and that a tsunami moved across the ocean and how intense in order to fully understand
that begins far away from the United States the waves were that hit shore all along the how it works and how to design
can still affect the shores of the west coast. Pacific, but we don’t see any effects on the solutions necessary to address
We can also see how strong the waves are land beyond the shore. an identified problem.
along all the shorelines of the Pacific. We can’t clearly see how the depth of the
This model is made from actual data of the water might have been different, like at
2011 Japan tsunami. different shorelines, and how this might
have affected the waves.
Tsunami Wave Model We can use this to get an idea of what It is only computer-generated and not real.
happens when a large wave reaches shore The different views make it difficult to
but without anyone getting hurt and see everything that is happening at once.
without any houses being damaged. We have to analyze and put together the
We can see the ocean floor breaking, like in different pieces to try to make sense of
an earthquake, and how the water moves what is happening with the wave.
outward from this point toward the shore.
Data of real waves were used to make this
model.
Once the chart is complete, have students look back over what was recorded. Ask them to look for any similarities
between the parts of each model that are mentioned in the chart. For example, it will likely include an entry for each
model about the movement of the waves. Also, ask them to look for any similarities between the limitations of each
model.* For example, the Foil Pan Model and the Tsunami Wave Model are at much smaller scales than the ocean, which
may affect what we are seeing the waves do in those models.
Conclude class by asking, How did looking at more than one model help us in our analysis of an earthquake-driven tsunami?
Students should say something about how each model helped us figure out some things about water waves and how
they move, but that we were able to get a more complete understanding of the behavior of water waves when we
considered all three models.

LESSON 3 NATURAL HAZARDS | 91

 Assessment Opportunity

Building towards: 3.B Evaluate the limitations and benefits of different wave models for explaining how tsunamis
form from a movement in the ocean floor (causes), and how they move and change as they approach the shore
(effect).
What to look for/listen for: Students’ ability to identify the benefits and limitations of the three wave models used to
explain how an earthquake can cause a tsunami. Students work with a partner initially to look back through what they
have recorded about waves, earthquakes, and tsunamis from the models analyzed on days 1 and 2, and they identify
benefits and limitations in partners and as a class. See the example Comparing Different Wave Models chart in this
Teacher Guide.
What to do: Students may struggle to identify limitations, as this term may be unfamiliar in this context. Encourage
them to revisit what they observed and recorded in Wave Investigations to help them realize that the word limitations
refers to the models’ inability to give us a complete picture of what happens during a tsunami. Provide example(s) to
help them see that none of these models alone is a full explanation, but if they put together the pieces they observed
in each simulation, they have a more complete picture of how a tsunami forms and moves.

 End of day 2

7. Reflect on new science ideas. 15 min

Materials: science notebook, Science Ideas chart

Convene a Scientists Circle. Have students bring their science notebook and a chair to a Scientists Circle. Display the
Science Ideas chart where everyone can see it, and write the lesson question in the first column. Display slide N and
give students a few minutes to think about the prompts on the slide. Encourage them to write their ideas into their
science notebook.
Ask students to share some ideas for how earthquakes on the ocean floor cause tsunamis. As students share, record
their ideas in the second column of the Science Ideas chart. Here are some examples:
• The movement of the ocean floor up and down, during an earthquake, causes the water above it to move.
• Waves are formed when this water movement happens.
• The bigger the movement of the ocean floor, the greater the disturbance of the water above it.
Then, ask students to share some ideas for how the wave moves and what happens as it nears the shore. Continue to
record these on the chart. Here are some examples:
• These waves move out like ripples from the epicenter in all directions.
• As the waves move toward the shore where the water is shallower, their height (amplitude) increases.
• When the wave reaches the shore, it crashes onto the shore and then spreads up onto the land.
• When this happens, it transfers energy to the land.
• The bigger the wave that reaches the shore, the more water will move onto the land and transfer its energy.
LESSON 3 NATURAL HAZARDS | 92
 Additional Guidance

Wait to update the engineering column of the Science Ideas chart until after updating the Tsunami Chain of Events
poster.

8. Update the Tsunami Chain of Events and consider engineering ideas. 20 min

Materials: Tsunami Chain of Events poster, large sticky notes, markers, Science Ideas chart
Facilitate a Consensus Discussion to update the Tsunami Chain of Events poster. Display slide O. Say, Let’s return
to our Tsunami Chain of Events. In our last lesson we figured out that higher-magnitude, shallow earthquakes lead to higher
waves and then a tsunami can happen. Now, we know more about how a wave forms from this kind of earthquake. So let’s
add that to the poster. Using prompts like those below, guide students to identify the motion of the ocean floor and the
water above it.

Additional Guidance

The Tsunami Chain of Events poster was started in Lesson 2, using large sticky notes as steps in the chain to show
cause-and-effect relationships. Some of the sticky notes from Lesson 2 may need to be shifted as the class comes to
consensus. For example, students previously figured out that higher-magnitude, shallow earthquakes cause greater
wave heights, leading to tsunamis. At this point, it is important to add the new ideas that this type of earthquake
causes the ocean floor to move, which causes water to be displaced above it, which then causes a tsunami to form.

Suggested prompts Sample student responses

What happens to the ocean floor when this kind of The ocean floor moves.
earthquake occurs?
When the ocean floor moves, how does this affect the water? The water moves too.
For a tsunami to form, how is the ocean floor moved? up and down
One part of the land moves up and the other moves down.
Say, Okay, so let’s update our Tsunami Chain of Events to capture what is happening to the ocean floor. Modify or add large
sticky notes on the poster accordingly. See example below. Continue the discussion by saying, We also have figured out
more about what happens with the wave after the tsunami forms. Use prompts like those below to elicit the rest of the
tsunami chain of events.

LESSON 3 NATURAL HAZARDS | 93

Suggested prompts Sample student responses
Once the ocean floor cracks and moves, causing the water The wave moves away from the spot where the earthquake
above it to move and form a tsunami, what happens with happened in a circular or ripple pattern until it reaches the
the water waves? shore.
Does this happen fast or slow? Fast!
What happens to the wave as it gets closer and closer to As the wave gets closer to land, it gets taller when it reaches
shore or land? the shore where the water is shallower. The water that is part
of the wave gets pushed up higher.
When it reaches the shore, what happens to the wave? The wave crashes onto the shore and transfers its energy to
whatever it collides with. This can lead to flooding and to
communities being hurt.
Say, Okay, so let’s add more to our Tsunami Chain of Events to capture what is happening with the tsunami as it moves toward
the shore. Add large sticky notes to complete the poster. See example here:

Update the Science Ideas chart to include engineering applications. Brainstorm how these science ideas could be
useful to engineers. Say, Now that we have figured out all these science ideas about how tsunamis form and what happens
when they reach the shore, let’s think about how these ideas can help engineers develop ways to protect communities.
Ask students how engineers might use this information to protect communities. As ideas are shared and the class agrees,
add them to the third column of the Science Ideas chart. Here are some example ideas:
• Knowing the types of earthquakes that cause tsunamis will help us to monitor for those earthquakes so we can warn
communities when one occurs.
• Knowing the location of a strong, shallow earthquake in relation to communities will help to determine who needs to
be warned and when.

LESSON 3 NATURAL HAZARDS | 94

• Knowing the locations where this type of earthquake has happened in the past will help to develop different ways to
stop or block the tsunami before it affects people and communities.
• If we know how fast a wave is moving, we can determine who needs to be warned first.
• If we know what the land looks like where a tsunami will come to shore, we can determine where would be best to
build new buildings so they won’t be affected by tsunamis.

9. Navigation 10 min

Materials: Science Ideas chart, Local Hazards poster and Technologies or Related Solutions poster
Consider the use of tsunami science ideas for other natural hazards. Draw the class’s attention to the Local
Hazards poster and Technologies or Related Solutions poster from Lesson 1. Display slide P and read the question
aloud: If we could get these same key pieces of data about a different natural hazard, do you think they could be used to
predict where that hazard will occur and to figure out ways to protect communities? Have students turn and talk about that
question with a partner for a minute or two.
After a few minutes, help students consider how to generalize the tsunami science and engineering ideas to other
hazards with prompts like these:
• Why is it important to know where these things happen and when they happen?
• Do you think knowing how big the hazard is, how fast it is moving, and how close it is to communities would all be
important pieces of data to consider for other hazards?
• What similar types of data for other hazards do you think we could use to help predict where these hazards might occur in
the future?
Let a few students share their ideas. Then tell the class that throughout the unit, we will continue to work on the
tsunami hazard, but it is important to keep in mind how the tsunami ideas might be helpful to consider for other
hazards.

LESSON 3 NATURAL HAZARDS | 95

LESSON 4

How can we forecast where and when tsunamis will happen

and which communities are at risk?
Previous Lesson We analyzed three different wave models to make sense of how an earthquake-driven tsunami forms and moves to shore.
We used different perspectives to understand various aspects of the phenomena, and then we identified the benefits and
limitations of each model.

This Lesson Using the Tsunami Chain of Events poster as evidence from previous lessons, we construct
an explanation of the related geologic forces that cause a tsunami to form, and we
Putting Pieces Together
forecast impact for communities at risk. Then we use what we know about tsunamis—
1 day where they happen and how they form and move—to consider how to protect people
and property from their effects. We revisit the Driving Question Board to determine which
questions we can answer.

Next Lesson We will revisit the coastal communities of Japan to evaluate existing solutions designed to protect them from tsunamis. We will
define our problem and identify criteria and constraints for evaluating solutions. We will use a systematic process to determine
which solutions might be promising for these communities. We will consider how needs vary from one community to another and
what is needed if a solution fails.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 4.A Apply scientific ideas to construct an explanation for how sudden changes in the ocean floor during an earthquake lead
to the formation of a tsunami.
4.B Construct an explanation that includes qualitative relationships between variables (distance to epicenter, shoreline
topography) that predicts which communities are most at risk for damage as a result of a sudden change.

What Students Will Figure Out

• Tsunamis happen suddenly and can travel at high speeds over great distances; depending on where the tsunami forms,
communities have more or less time to respond.
• Locations close to water, at lower elevation, and with high population have greater risk for
LESSON 4 tsunami damage. NATURAL HAZARDS | 96
Lesson 4 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 5 min NAVIGATION: FORECAST RISK TO COMMUNITIES A Forecasting Risk to Communities,
Use the Tsunami Chain of Events to forecast risk of damage to people Tsunami Chain of Events poster, marker
and property by tsunamis.
2 20 min USE EXPLANATIONS TO FORECAST RISK OF TSUNAMIS B Explaining and Forecasting Tsunami Risk
Use ideas from previous lessons to construct explanations about how
geologic forces, such as earthquakes, can cause tsunamis to form.

3 10 min REVISIT THE DRIVING QUESTION BOARD C-D sticky dots, black markers, 5-x-8 index
Revisit the Driving Question Board (DQB) and determine which cards, tape, pushpins (optional)
questions can now be answered. Work in partners or small groups to
document answers to those questions.

4 5 min NAVIGATION: MOTIVATE THE NEED TO REVISIT ENGINEERING E Tsunami: Japan 2011, sticky dots
DESIGN
Revisit initial ideas and designs from Lesson 1 for detecting, warning,
and reducing damage caused by a tsunami. Motivate the need to
evaluate existing solutions.
End of day 1

SCIENCE LITERACY ROUTINE Student Reader Collection 2:

Upon completion of Lesson 4, students are ready to read Student Forecasting the Unpreventable
Reader Collection 2 and then respond to the writing exercise.

LESSON 4 NATURAL HAZARDS | 97

Lesson 4 • Materials List

per student per group per class

Lesson materials • Forecasting Risk to Communities • black markers • Tsunami Chain of Events
• Explaining and Forecasting Tsunami • 5-x-8 index cards poster
Student Procedure Guide Student Work Pages
Risk • tape • marker
• sticky dots • pushpins (optional)
• science notebook
• Tsunami: Japan 2011
Materials preparation (20 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.

Lesson 4 • Where We Are Going and NOT Going

Where We Are Going
This lesson focuses on students checking their understanding of the geologic forces that cause tsunamis to form, and
using their new understandings about how tsunamis form and move across the ocean to predict which communities
are most at risk for damage and why.
Where We Are NOT Going
Although the student assessment deals with warning signals being sent to areas at risk for a tsunami, the details of
those systems and how much warning time they give are not addressed here. Those systems will be explored more
fully in Lessons 5-7.

LESSON 4 NATURAL HAZARDS | 98

LEARNING PLAN FOR LESSON 4

1. Navigation: Forecast Risk to Communities 5 min

Materials: Forecasting Risk to Communities, Tsunami Chain of Events poster, marker

Revisit the Tsunami Chain of Events. Point to the Tsunami Chain of Events poster and say, In the last few days, we’ve
figured out how tsunamis form. Now that we understand the Tsunami Chain of Events, we can use what we know to forecast
which communities are most at risk for tsunamis. Distribute a copy of Forecasting Risk to Communities to each student.
Show slide A and say, A high-magnitude, shallow earthquake has occurred at a colliding plate boundary in the Pacific
Ocean, which has formed a tsunami. Turn and talk with a partner to brainstorm these questions:
• Where are people and property at risk for damage from tsunamis?
• What other pieces of information do you want to know to better determine which places are at risk?
• How will that extra information help you forecast which places are at risk?
Pause to allow students to brainstorm with their partners. Ask, From what we know now—that this type of earthquake
occurred and a tsunami formed—which places are potentially at risk for damage from tsunamis? Listen for student
responses such as this:
• It could be anywhere!
• Tsunamis seem to happen more often near ______.
Anywhere? So, a tsunami from this earthquake could damage people and property in Europe? Point to where Europe is
located on the map in the handout. Listen for student responses such as this:
• Well, not anywhere…places with land touching the Pacific Ocean, because that’s where the earthquake happened
and the tsunami formed.
Circle the sticky notes on the poster that say “Higher-magnitude earthquakes” and “Shallow earthquakes.” Write
“Places with land touching a body of water that has these kinds of earthquakes are at risk” on the chart paper next
to the circle. Say, So, do all the places that touch the Pacific Ocean need to be ready for a tsunami to arrive? What other
information do you want to know about the earthquake to help you decide which places are at risk?
Listen for student responses such as these:
• We want to know where the earthquake happened.
• We want to know what the land is like at the shore.
Ask, How does knowing where the earthquake happened help us forecast which places are at risk for tsunami damage?
Listen for student responses such as these:
• The wave moves outward in a circular pattern, so places that are closer will get the tsunami first.
• The wave loses energy as it travels, so places that are farther away are less at risk for damage.

LESSON 4 NATURAL HAZARDS | 99

Circle the sticky note that says “Moves fast and outward in a circular pattern.” Write “Areas closer to the epicenter are
impacted first and more severely” on the chart paper next to the circle.
Ask, How does knowing what the land is like at the shore help us understand which people and communities are at risk?
• We know that flat or low-lying places will get flooded the most in a tsunami, so people and property in those areas
are most at risk for damage.
Circle the sticky note that says “When it reaches shore, it floods over the land/hurts communities.” Write “Flat or low-
lying places are flooded the most” on the chart paper next to the circle.
The Tsunami Chain of Events poster might now look like this:

2. Use explanations to forecast risk of tsunamis. 20 min

Materials: Explaining and Forecasting Tsunami Risk * Supporting Students in

Introduce the assessment. Say, Now that we have used the Tsunami Chain of Events to identify characteristics Developing and Using Stability
of areas at risk for damage from tsunamis, we are going to apply it to forecast risk for tsunami damage in a and Change
new situation. Use resources from your notebook and the Tsunami Chain of Events to help you work through In this assessment, students
this scenario individually. This is an opportunity to use what we have learned about tsunamis to construct incorporate ideas about how sudden
explanations for a tsunami event.* events, such as a high-magnitude,
shallow, ocean floor earthquake, can
suddenly disrupt the stability of a
region. Depending on proximity to

LESSON 4 NATURAL HAZARDS | 100

Distribute a copy of Explaining and Forecasting Tsunami Risk to each student. Give students a few moments to orient the earthquake, communities will
themselves to the assessment, then show slide B and say, Imagine that a shallow earthquake of 7.6 magnitude occurs have more or less time to respond.
along a colliding plate boundary in the Pacific Ocean. Should tsunami warning signals be sent out to countries along the This is a key crosscutting concept for
Pacific Ocean? Use what we know about tsunamis and how they affect places along coastlines to do these things: understanding why we forecast which
• Explain whether this type of earthquake could cause a tsunami to form and how it happens. communities are at risk for tsunami
• Rate the level of risk for damage and how quickly each of the four different locations will be impacted.* hazards and develop different
mitigation strategies to protect those
• Determine which place is most at risk for damage from a tsunami and explain why you think so.
communities from damage.
• Determine which location should be prioritized for resources to protect against future tsunamis.*
Complete and collect the assessment. Give students about 20 minutes to complete the assessment. Collect their * Supporting Students in Engaging
work as they finish. in Constructing Explanations and
Designing Solutions
Assessment Opportunity Students have had multiple
opportunities to construct
Building towards: 4.A Apply scientific ideas to construct an explanation for how sudden changes in the ocean floor explanations using evidence and
during an earthquake lead to the formation of a tsunami. reasoning throughout the grade
6 units. This explanation task
4.B Construct an explanation that includes qualitative relationships between variables (distance to epicenter, shoreline introduces the new challenge of
topography) that predicts which communities are most at risk for damage as a result of a sudden change. ranking places at risk and using key
What to look for/listen for: Students should make connections that when sudden shifts in the ocean floor form a science ideas to develop a rationale
tsunami, it can move quickly across the ocean and cause damage when it reaches the coastlines. They should use for communities’ varying risk based
scientific ideas of how waves move and qualitative variables such as relative distance to the epicenter and local on community characteristics and
shoreline topography to rank order the risk of four places, determine which place needs immediate action, and what they have learned about how
determine where tsunami-mitigation funds should be prioritized. tsunami waves form and move.
What to do: If students struggle in developing explanations and/or ranking the risk of different places, call attention
* Attending to Equity
to supports embedded in the assessment, such as pictures and descriptions. Also consider these prompts to help their
Supporting Empathy and
sensemaking:
Emotions: Make sure that students
• Remind students to support their claims with evidence from their Tsunami Chain of Events poster and observations develop an understanding that the
made during the first 3 lessons of the unit. triggering event for natural hazards
• Provide sentence stems (on a sheet of chart paper) to help students write a claim supported by evidence. For is often out of people’s control.
example, “Place.________ is most at risk for damage from a tsunami. I know this because__________”. Natural processes occur on Earth all
• Remind students that damage resulting from a tsunami is associated with the loss of lives and properties; they the time, such as the earthquakes in
should consider the potential people and property that might be impacted in each place. the Pacific Ocean in the anchoring
lesson (Lesson 1) and again in this
Use Scoring Guidance for Explaining and Forecasting Tsunami Risk to help you assess students’ ability to construct an
assessment task. These events are
explanation that describes how sudden geologic forces (i.e., an earthquake) in the ocean floor can cause a tsunami,
hazardous because the outcomes
how different communities may be at varying risk of damage, and which communities should be prioritized for
impact people and property; but
tsunami mitigation resources.
through forecasting and assessing
risk, we can prepare people and
respond quickly. This assessment

LESSON 4 NATURAL HAZARDS | 101

 Alternate Activity task may bring up negative emotions
from students who have experienced
Instead of completing Explaining and Forecasting Tsunami Risk individually, students can work in small groups on parts a hazard. Encourage students by
of the assessment. Utilize this option if students have struggled with constructing explanations in previous units or if letting them know that we can assess
you want to promote discourse within small groups or peer review of explanations. If you select this option, encourage risk for different communities and
students to use the Communicating in Scientific Ways poster to practice developing and coming to group consensus better protect them from damage by
on their explanation. using data and science ideas.
Also, consider providing the option of completing the assessment orally for students who may need this modification.
* Attending to Equity
Additional Guidance Supporting Emerging
Multilingual Students:
This is an individual Assessment Opportunity for the DCI element ESS3.B Natural Hazards (Mapping the history of When students are tasked with
natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and expressing their ideas, allow
likelihoods of future events). Tsunami forecasting is a combination of using historical data to know which communities them to do so through linguistic
are at risk, using real-time earthquake data to know whether a tsunami could result, and then studying how waves (oral and written language) and
form and move to understand how quickly and severely they may damage communities. If students are struggling nonlinguistic (e.g., drawings,
with ideas related to this DCI, consider making connections to forecasting experiences they have likely experienced in graphs, symbols, gestures) modes.
their local community, such as these: Providing emerging multilingual
students with such opportunities
• Weather forecasts for severe storms: Ask students how they think weather forecasters know that a storm is allows them to use all of their
approaching—what conditions might exist? (Link back to ideas in the Unit 6.3: Why does a lot of hail, rain, or snow fall resources to express meaning.
at some times and not others? (Storms Unit).)
It is also helpful to intentionally group
• Predicting high fire danger: Students living in places prone to fires likely have experiences with “high fire danger”
emerging multilingual students. This
signs or forecasts. Ask students what data scientists use to know the fire danger is high (e.g., high temperatures, dry
could be peers who know the same
fuel, high winds).
language, or it could be peers whose
Use these local examples to help students make connections to the data that tsunami forecasters use to predict English language development
whether a tsunami will form, and if it does, which communities will be affected. Students will also revisit risk and is slightly more advanced. It is
forecasting of other hazards on day 1 of Lesson 10. important that these groupings be
thoughtful so that they benefit from
working in pairs or small groups.

3. Revisit the Driving Question Board. 10 min

Materials: sticky dots, black markers, 5-x-8 index cards, tape, pushpins (optional)
Review questions on the DQB. Show slide C and say, Now, let’s revisit the DQB. Take a few minutes to look through the
questions on the board, and put sticky dots on those that you think we can now answer based on what we have learned
about tsunamis up to this point. We will then work in partners or small groups to document answers to those questions.
Ask students to gather around the DQB, then give them 2-3 minutes to individually place sticky dots on questions they
feel they can answer. Have them step back and review the selected questions. After a minute or two, ask students to
share their selections.

LESSON 4 NATURAL HAZARDS | 102

 Suggested prompt Sample student responses
Under which categories did we find questions that we can Some of the questions we tagged are under the category of
now answer? “Causes of Tsunamis.”
Some of the questions that ask “Where Tsunamis Happen.”
Some are about the “Kind of Damage Tsunamis Cause”
when they hit a coastline.
Some questions that ask about the “Size and Strength of
Tsunamis.”

Document and post answers to selected questions.* Show slide D and have students work either in pairs or in
groups of 3 to select a question with a sticky dot and return to their desks. They should tape their selected question to
the upper-left hand corner of a large (5-x-8) index card, then use a black marker to write the answer on the index card.
While students work, write the category titles on large index cards, and use tape (or pushpins) to post these cards near
the DQB. Leave room under each category card for answered questions. As students finish, have them use tape (or
a pushpin) to post their answered question (that is, their taped-together question and index card answer) under the
appropriate category. All unanswered questions will remain on the DQB.

Additional Guidance

The categories on your DQB and the questions selected may differ slightly from those in the sample responses here.
However, students should select questions that focus on the geologic forces that trigger tsunamis, the motion (or
energy) that occurs as tsunamis move across the ocean and onto land, and the effects of tsunamis on coastlines and
coastal communities.

LESSON 4 NATURAL HAZARDS | 103

 Alternate Activity

Please note that this activity may take more than the allotted 10 minutes, especially if students have little or no
experience documenting answers to questions from the DQB. If you do not have enough time to complete this
activity in class, each student can select a question and tape it to an index card to take with them as a home learning
assignment. They can document the answer to their assigned question at home and return the completed card at the
beginning of the next class period.

4. Navigation: Motivate the Need to Revisit Engineering Design 5 min

Materials: science notebook, Tsunami: Japan 2011, sticky dots * Supporting Students in
Motivate the need to revisit engineering designs with new science ideas in mind. Say, We have a pretty good Engaging in Constructing
understanding of what causes tsunamis, where they happen, how they move, and the types of places where they impact Explanations and Designing
people and property. If we can forecast where tsunamis are more likely to cause damage, then we can do something about Solutions
it—we can try to prepare and protect people and property from this natural hazard. This lesson prepares students for
Show slide E and ask students to turn back in their notebooks to Tsunami: Japan 2011 from Lesson 1. Give them a the engineering evaluation portion
minute to find the handout, then say, Take a few moments to look back at your own ideas and the ideas you recorded of this unit. Students have had
from others for tsunami detection, warning, and reducing damage. Think about what we now know about tsunamis. Which engineering design experience
designs for detection, warning, and reducing damage do you think are still promising? Place a sticky dot next to any ideas you in the Unit 6.2: How can containers
think might be worth investing time and resources into. keep stuff from warming up or
cooling down? (Cup Design Unit).
Give students a minute or two to work individually. Then say, Turn to a partner and share one idea you marked with a Use that previous experience
sticky dot in your handout. to remind them that engineers
As students finish sharing, summarize the lesson by saying, Our next steps will include examining and evaluating existing design solutions to mitigate the
solutions to determine how well they protect people and property during a tsunami. effects of natural hazards using
scientific principles, and that those
design solutions must go through
rigorous evaluation to determine
how well they meet criteria and
constraints. Beginning in Lesson 5,
students will use criteria and
constraints to evaluate a variety
of tsunami detection, warning, and
mitigation systems designed by
engineers to protect people and
property.

LESSON 4 NATURAL HAZARDS | 104

SCIENCE LITERACY: READING COLLECTION 2 Standards and Dimensions
NGSS

Forecasting the Unpreventable Disciplinary Core Ideas ESS3.B: Mapping

the history of natural hazards in a region,
combined with an understanding of related
1 Tsunami Models geologic forces can help forecast the locations
2 Dear Scientist Column and likelihoods of future events.
3 Cranky Yankee Blog ETS1.C: Optimizing the Design Solution
4 The Cascadia Subduction Zone Although one design may not perform
the best across all tests, identifying the
5 COVID Forecasts
characteristics of the design that performed
the best in each test can provide useful
information for the redesign process—that
Literacy Objectives Instructional Resources is, some of the characteristics may be
incorporated into the new design.
✓✓ Summarize key points related to forecasting Student Reader Science Literacy Student Science and Engineering Practices:
natural hazards. Reader, Collection 2 Analyzing and Interpreting Data; Using
✓✓ Organize related details about mathematics “Forecasting the Unpreventable” Mathematics and Computational Thinking;
related to natural hazards in a visual Collection 2
Obtaining, Evaluating, and Communicating
presentation. Information
✓✓ Distinguish between credible and Exercise Page Science Literacy Exercise Crosscutting Concepts: Systems and System
noncredible sources. Page Models; Stability and Change
EP 2
✓✓ Translate text to visual/graphic representation CCSS
of ideas.
English Language Arts
EP 2
RST.6-8.6: Analyze the author’s purpose
Literacy Exercises in providing an explanation, describing a
Prerequisite Investigations procedure, or discussing an experiment in a text.
• Read varied text selections related to the
Assign the Science Literacy reading and writing RST.6-8.8: Distinguish among facts, reasoned
topics explored in Lessons 3 and 4.
exercise after class completion of this lesson judgment based on research findings, and
• Evaluate the reading selections according to speculation in a text.
group:
provided prompts and criteria.
• Lesson 3: What causes a tsunami to form and WHST.6-8.2.D: Use precise language and
• Compare and contrast information gained domain-specific vocabulary to inform about or
from reading text with information gained move?
explain the topic.
from class investigation. • Lesson 4: How can we forecast where and
• Prepare an infographic in response to the when tsunamis will happen, and which
reading. communities are at risk?

SCIENCE LITERACY: READING COLLECTION 2 NATURAL HAZARDS | 105

 Math
CONTENT.7.SP.C.5: Understand that the
probability of a chance event is a number
between 0 and 1 that expresses the likelihood
of the event occurring. Larger numbers indicate
greater likelihood. A probability near 0 indicates
an unlikely event, a probability around 1/2
indicates an event that is neither unlikely nor likely,
and a probability near 1 indicates a likely event.

Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts
repeatedly to these terms. However, these in this exercise. Students will benefit from your
terms are not intended for isolated drill or modeling the use of these words without the
memorization. expectation that students will use or explain the
pandemic words themselves.

probability accurate epidemiologist

amplitude subduction zone
anthropology

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the assignment.
• Wednesday: Plan to touch base briefly with students in the middle of the week to answer questions about the
reading, to clarify expectations about the writing exercise, and to help students stay on track.
• Friday: Set aside time at the end of the week to facilitate a discussion about the reading and the writing exercise.
You’ll proceed with the in-class lesson investigations during this week.

SCIENCE LITERACY: READING COLLECTION 2 NATURAL HAZARDS | 106

2. Preview the assignment and set expectations.  (Monday)

• Let students know they will read independently and then complete a short writing assignment. The reading
selection relates to topics they are presently exploring in their Natural Hazards unit science investigations.
• The reading and writing will be completed outside of class (unless you have available class time to allocate).
• Preview the reading. Share a short summary of what students can expect.
First, you will read how scientists build models to predict how much time it will take a tsunami to travel from its source
to shorelines around the world.
Next, you’ll read a mock ask-a-scientist newspaper feature to learn how the shapes of tsunamis differ from other water
waves.
Then, you’ll read a fictitious blog post from a person who complains that all bad weather is blamed on climate change
and that this shouldn’t be so. Then someone posts a comment to present another viewpoint.
You’ll also read an article about an earthquake fault zone right along the coast of California, Oregon, and Washington.
The author presents evidence to support the claim that the fault is the source of strong earthquakes and tsunamis
about every 243 years.
Finally, you’ll take a close look at some graphs produced by epidemiologists that attempt to forecast the impact of a
pandemic.
• Distribute Exercise Page 2. Preview the writing exercise. Share a summary of what students will be expected to Exercise Page
deliver. Emphasize that Science Literacy exercises are brief. The focus is on thoughtful quality of a small product, not
on the assignment being big and complex.
For this assignment you will be expected to generate an infographic highlighting several mathematical ideas presented
in this collection. EP 2

• Remind students of helpful strategies they can employ during independent reading. Offer the following advice:
The reading should take approximately 30 minutes to complete. (Encourage students to break reading into smaller
sections over multiple short sittings if their attention wanders.)
A good reading strategy is to scan through the collection first to see the titles, section headers, graphics, and images to
see what the selections are going to be about before fully reading.
Next, “cold read” the selections without yet thinking about the writing assignment that will follow.
Then, carefully read the Exercise Page to understand the expectations for the writing part of the assignment.
Revisit the reading selections to complete the writing exercise.
Jot down any questions for the midweek progress check in class. (Be sure students know, though, that they are not
limited to that time to ask you for clarification or answers to questions.)

SCIENCE LITERACY: READING COLLECTION 2 NATURAL HAZARDS | 107

3. Touch base to provide clarification and address questions.  (Wednesday)

Touch base midweek with students to make sure they are on track while working independently. You may choose to
administer a midweek minute-quiz to give students a concrete reason not to postpone completing the reading until
the last minute. Ask questions such as these, and have students jot answers on a half sheet of paper:

Suggested prompts Sample student responses

What factors do scientists use to estimate when a tsunami the speed of the wave through the water, the shape of the
wave will hit a particular coastline? ocean floor, and where landmasses are located
What kinds of evidence can scientists use to learn when in physical evidence, by looking at the changes in the land
the past tsunamis have struck land? and plants
historical evidence, by comparing records of the same event
from different countries
anthropological evidence, such as stories passed down
from one generation to the next
How can governments use epidemiologists’ pandemic to make decisions about which businesses can be open and
forecasts? whether people need to wear masks in public

Ask a few brief discussion questions related to the reading that will help students tie the text content to students’
classroom investigations.

Suggested prompts Sample student responses

How does understanding the movement of a water They know that a wave starts from a single point and then
wave inform scientists who are trying to forecast where a moves outward in a circular pattern. So, a tsunami wave
tsunami will hit land? would move outward from the epicenter of the earthquake
in all directions and can hit land on any side of the ocean.
Why do tsunami waves increase in amplitude before they When a tsunami wave gets closer to shore, the ocean floor
strike land? is shallower, slowing down the lower levels of the water to
cause a wave to crest.
When scientists predict the damage of the next Cascadia They should look for low-lying, flat land along the ocean
subduction zone tsunami, what characteristics of the land shore. These are areas that will have the most flooding.
should they look at? Narrow inlets and harbors will have the greatest wave
height.

SCIENCE LITERACY: READING COLLECTION 2 NATURAL HAZARDS | 108

• Refer students to the Exercise Page 2. Provide more specific guidance about expectations for students’ deliverables Exercise Page
due at the end of the week.
As you know from your work in Unit 2, an infographic shows a nicely arranged and limited number of important ideas.
This time, you’ll find four or five mathematical ideas in the readings to highlight.
EP 2
Try to choose ideas related to using numbers from at least three different reading selections.
Again, don’t worry about your infographic having the perfect layout or perfect drawings. Consider it a draft that you
want to share before creating a polished final product.
The important criteria for your work are in the evaluation checklist. Refer to them as you plan, write, and use color in
your design.
• Explain that a well-organized infographic has a theme described in the title, interesting data, and usually a simple
color scheme.
• Answer any questions students may have relative to the reading content or the exercise expectations.

4. Facilitate discussion.  (Friday)

Facilitate class discussion about the reading collection and writing exercise. Students begin the reading activity with an
article explaining how scientists use and improve models to forecast when a tsunami will strike specific land areas. Two Student Reader
other selections in the collection are related to tsunamis. The remaining two explore forecasts of storms and pandemics.

Pages 14–17
Collection 2
Suggested prompts Sample student responses
What is the general purpose of the first selection, It describes models that are used to predict the arrival times of
“Tsunami Models”? tsunamis and shows how to graph their accuracy. SUPPORT—If you are using the
recommended word envelope
According to the image that shows the arrival times clear across the Pacific Ocean and even around the tip of South convention, check the envelope
of the first wave how far can a tsunami wave travel? Africa to reach coasts along the Atlantic Ocean to see if it contains any words,
How would scientists determine the accuracy of the They would need to compare the arrival time values on the model phrases, or sentences that students
simulation of first wave arrival times? with the actual arrival times for that tsunami. need help understanding. Read
key sentences aloud, and provide
What is the general purpose of the second selection, It uses an ask-a-scientist format to explain why the height of a concise explanation.
“Dear Scientist Column”? tsunami depends on where it hits the shore.
How does the second selection help you build The first article explains how scientists predict the time when a
Online Resources
knowledge on top of what you learned in the first tsunami wave will arrive at different coastlines. The second article
selection? focuses on the height and shape of the tsunami when it hits
different coastlines.
After reading the definition of amplitude in the probably at sea level where the water is flat
“Word to Know” box, explain where the resting
point of a tsunami wave is located.

SCIENCE LITERACY: READING COLLECTION 2 NATURAL HAZARDS | 109

 Pages 18–23 SUPPORT—Some students
Suggested prompts Sample student responses will need to refresh their
understanding from studying
What is the general purpose of the third article, The first part is a blog post that tries to persuade the audience that waves in Grade 4 of the Core
“Cranky Yankee Blog”? blizzards and hurricanes have nothing to do with climate change. Vocabulary term amplitude. Allow
The second part is a comment to the blog explaining why the these students to play with the
original post is misleading. “Waves on a String” simulation
Take a look at the “Spot the BS” box. Can you list The blogger is saying that some people are saying ALL hurricanes on the PhET website. If they
the ways this cranky blogger misrepresents facts? and blizzards are caused by climate change. choose the setting for “No End,”
How does the blogger try to convince readers that it may help them in relating the
The blogger also says, “The climate has always been changing.” amplitude of a wave on a string to
climate change is not a real threat? That is true, but it is the rate of change that is a threat. a side view of a wave in water.
Look at the “Consider the Source” box. What The commenter says he is a scientist and gives his education level—
information does the commenter provide that PhD—and says he teaches in a college chemistry department.
makes him seem like a credible source?
SUPPORT—Point students to
How is understanding the explanation of the word The scientist’s argument depends on it. The blogger needs to videos with animations that make
probabilities in this reading important? understand that global warming affects the temperature of sea the motions of the Cascadia
water, and because of this, more frequent and more severe storms subduction zone easier to see and
will probably occur. understand. After listening, have
students turn off the sound and
What is the general purpose of the fourth article, It describes three sources of evidence that support the claim that narrate the animations themselves.
“The Cascadia Subduction Zone”? there was a really big tsunami in the Pacific Ocean on January 26,
1700.
Look at the “Dig into Data” box. What data in the I think the physical evidence about the trees all dying at the same
article most strongly support the argument that the time is the most convincing evidence.
oceanic Juan de Fuca plate is, in fact, subducting?
How is the anthropological evidence from the H ­ uu- Both are forms of history, one recorded in writing and the other a
ay-aht First Nation similar to the historical evidence spoken (oral) history.
from Japan?
How do you think the scientists know there is a They must have found evidence that there was an earthquake and
pattern of earthquakes and tsunamis every 243 tsunami before the one in 1700. Maybe it was physical evidence
years? because the Japanese record only goes back 500 years. But the oral
history of the First Nation might go back further.
What is the general purpose of the fifth article, It shows how graphs can be used to display both actual data and
“Covid Forecasts”? predictions of how a pandemic will affect people.

SCIENCE LITERACY: READING COLLECTION 2 NATURAL HAZARDS | 110

 Page 23
Suggested prompts Sample student responses
On the “National Forecast” graphs, which parts show Actual deaths are the black data points and lines. The dark red
actual deaths, and which show forecasted deaths? points and lines are forecasts.
On the “National Forecast” graphs, why are the No, they are different widths because the scales of the graphs’
tan shaded areas very wide in the first graph and y-axes differ.
very narrow in the second graph? Is there more
uncertainly about the weekly numbers?

5. Check for understanding.

Evaluate and Provide Feedback
For Exercise 2, students should design and develop text and illustrations for an infographic that highlights how
mathematical ideas support the science of forecasting natural hazard events. All of the reading selections in Online Resources
Collection 2 have mathematical references, but students may choose to refer to only three of the readings.
Look for evidence that students have accurately identified mathematical concepts or facts, have expressed their ideas
with clearly worded text, and have used care in designing their layouts. An exemplary example of an infographic is
shown below, but keep in mind that the checklist on the Exercise Page indicates that only four examples are required.

EXTEND—For students who wish

to use an online tool to design
their infographics, point them
to appropriate design apps or
websites. Most of these tools have
templates from which to choose
layouts, design text, and colors
and can be used with tablets or
computers. Check the privacy
policy of any tool to make sure
it conforms with your school’s
internet-use policies. Or, instead
of online tools, any drawing or
presentation app on students’
devices can also be used to design
infographics.

Use the checklist provided on the Exercise Page to supply feedback to each student.
SCIENCE LITERACY: READING COLLECTION 2 NATURAL HAZARDS | 111
LESSON 5

How can we reduce damage from a tsunami wave?

Previous Lesson We used the Tsunami Chain of Events poster to construct an explanation of the related geologic forces that cause a tsunami to form,
and we forecasted impact for communities at risk. We considered how to protect communities from the effects of a tsunami. We
revisited the Driving Question Board and documented responses to questions we could answer.

This Lesson We revisit the coastal communities of Japan affected by the 2011 tsunami to see
what solutions were used to protect them and what other existing solutions could be
Investigation
evaluated for future use. We define our problem and identify criteria and constraints for
3 days the solutions based on community needs. We evaluate each solution using a systematic
process to determine which ones might be most promising for these communities.
We consider what it means for a solution to be promising for one community versus
another, and what technologies are needed if the solution in place fails.

Next Lesson We will read about a complex system of instruments used to detect tsunamis. We will learn that tsunami warnings are only sent when
specific criteria are met regarding the triggering earthquake event and whether the resulting tsunami is predicted to reach land.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 5.A Make an oral argument based on a systematic evaluation process using relevant scientific principles to support or
refute the ability of different existing solutions (structure) to mitigate the effects of tsunamis and meet the needs of at-risk
communities (function).

What Students Will Figure Out

• Engineers account for relevant scientific principles and potential impacts on people and the natural environment when
designing and evaluating solutions.
• Clearly identifying the design problem, criteria, and constraints allows for the evaluation of solutions and increases the
likelihood that a solution will meet the needs of communities at risk.
• Effective solutions to reduce damage from tsunamis need to not only dissipate the energy of the wave and deflect the
water, but also meet the needs of communities at risk.

LESSON 5 NATURAL HAZARDS | 112

Lesson 5 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 4 min REVISIT STUDENT-CREATED DESIGNS FOR TSUNAMI MITIGATION A Tsunami: Japan 2011
Consider initial designs from the anchoring phenomenon. Note similar
structures among students’ ideas and consider additional data needed to
improve or evaluate designs.
2 8 min LEARN ABOUT THE RYOISHI SEAWALL B-D What happened in Ryoishi Bay?, computer,
Read a case study about Ryoishi, Japan, and listen to a resident’s story. Consider projector, 6.5 - Lesson 5 Fisherman’s
why residents rebuilt the village in the same area affected by the 1930s tsunami Experience (See the Online Resources
and what caused the seawall to fail again. Guide for a link to this item. www.
coreknowledge.org/cksci-online-
resources), Tsunami Chain of Events poster
3 10 min DETERMINE RYOISHI’S PROBLEM AND POSSIBLE CRITERIA FOR SOLUTIONS E Evaluating Solutions to Protect Communities
Use the Ryoishi case study to determine the problem we are trying to solve and from Tsunamis, chart paper, markers
the criteria for any solution.
4 15 min WATCH AN ENGINEERING TEST VIDEO AND EVALUATE SOLUTIONS F-H Evaluating Solutions to Protect
AGAINST OUR CRITERIA Communities from Tsunamis, computer,
Watch a video of an engineer testing common tsunami solutions, and assess projector, 6.5 - Lesson 5 Testing Wave
its credibility. Record and analyze data gathered by the engineer. Rank the Blocking Designs (See the Online
solutions according to our criteria. Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-
resources), Evaluating Existing Solutions
chart, markers, Oysters Clean the Bay!
(Filtration Time-Lapse) (See the Online
Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-
resources) optional
5 8 min DETERMINE A RATING SCALE AND IDENTIFY THE NEED FOR MORE I-J index card or science notebook,
INFORMATION Evaluating Existing Solutions chart,
Choose a rating scale and use it to compare the tsunami-mitigation solutions. markers
Think about other possible considerations for evaluating these solutions.
End of day 1

LESSON 5 NATURAL HAZARDS | 113

 Part Duration Summary Slide Materials
6 3 min SURFACE IDEAS FOR ADDITIONAL CONSIDERATIONS J
Share students’ ideas from the previous class’s exit ticket.
7 10 min IDENTIFY CONSTRAINTS OF EXISTING SOLUTIONS K-L Evaluating Solutions to Protect
Read more about Ryoishi and the surrounding area. Identify constraints on Communities from Tsunamis, Comparing
which existing solutions might work for Ryoishi. Ryoishi to Nearby Communities, chart
paper, markers, (See the Online
Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-
resources) optional
8 10 min READ ABOUT EXISTING SOLUTIONS M-N Existing Solutions for Coastal Communities
Read about the features of existing solutions and their criteria and constraint
ratings.
9 5 min REVISIT OUR CRITERIA AND CONSTRAINTS Existing Solutions for Coastal Communities,
Review our criteria and constraints charts and consider whether to add Criteria for Solutions chart, Constraints for
constraints from the reading to help us assess which solutions make the most Solutions chart, markers
sense.
10 10 min RANK EXISTING SOLUTIONS ACCORDING TO RATINGS O Tsunami Solution Ranking Cards
Use solution ranking cards to order the solutions from best to worst, based
upon how well they meet each criterion and constraint.
11 7 min INTRODUCE THE DECISION MATRIX P-Q Tsunami Solution Ranking Cards, Decision
Introduce the decision matrix to better organize and compare solutions Matrix
based upon how well they meet the criterion and constraints. Begin entering
information into the matrix.
End of day 2

12 8 min ORGANIZE INFORMATION INTO THE DECISION MATRIX Q-R Tsunami Solution Ranking Cards, Decision
Use the matrix to reorganize useful information for evaluating the solutions and Matrix OR Completed Decision Matrix
decide which one(s) may be best for Ryoishi.

LESSON 5 NATURAL HAZARDS | 114

 Part Duration Summary Slide Materials
13 2 min MAKE AN INITIAL DECISION S one sticky dot, Evaluating Existing
Use a sticky dot to show which solution may work best for Ryoishi. Solutions chart

14 10 min ENGAGE IN A CONSENSUS DISCUSSION T Decision Matrix OR Completed Decision

Engage in a Consensus Discussion to determine which solution best fits Matrix, Comparing Ryoishi to Nearby
Ryoishi’s needs. Determine that the choice of solution is dependent upon Communities, Evaluating Existing
prioritized criteria and constraints, and that trade-offs must be made for each Solutions chart, chart paper, markers
solution.
15 10 min DETERMINE CRITERIA AND CONSTRAINTS VALUED BY RYOISHI U-V Comparing Ryoishi to Nearby Communities,
Review Ryoishi’s needs. Designate primary and secondary criteria and Decision Matrix OR Completed Decision
constraints on the decision matrix. Matrix, Evaluating Existing Solutions
chart, markers
16 8 min REFINE SOLUTION CHOICES AS A CLASS V Decision Matrix OR Completed Decision
Discuss updated decisions based upon new priorities. Determine that the Matrix
answer is still not clear, but has been narrowed down. Compare the process to
the decisions and trade-offs made by actual engineers.
17 5 min REFLECT ON THE TSUNAMI CHAIN OF EVENTS W Tsunami Chain of Events poster, large
Consider and discuss how engineers can help to mitigate the effects of a sticky notes, markers
tsunami on a community. Add engineering ideas and solutions to the Tsunami
Chain of Events poster.
18 2 min DETERMINE NEXT STEPS X Tsunami: Japan 2011
Brainstorm what else can be done to protect people from a tsunami in case of a
structure failure.
End of day 3

LESSON 5 NATURAL HAZARDS | 115

Lesson 5 • Materials List

per student per group per class

Lesson materials • science notebook • Tsunami Solution Ranking • computer
• Tsunami: Japan 2011 Cards • projector
Student Procedure Guide Student Work Pages
• What happened in Ryoishi • 6.5 - Lesson 5 Fisherman’s Experience (See
Bay? the Online Resources Guide for a link to
• Evaluating Solutions to this item. www.coreknowledge.org/cksci-
Protect Communities from online-resources)
Tsunamis • Tsunami Chain of Events poster
• index card or science • chart paper
notebook • markers
• Comparing Ryoishi to • 6.5 - Lesson 5 Testing Wave Blocking Designs
Nearby Communities (See the Online Resources Guide for a link to
• Existing Solutions for this item. www.coreknowledge.org/cksci-
Coastal Communities online-resources)
• Tsunami Solution Ranking • Evaluating Existing Solutions chart
Cards • Oysters Clean the Bay! (Filtration Time-Lapse)
• Decision Matrix (See the Online Resources Guide for a link to
• Decision Matrix OR this item. www.coreknowledge.org/cksci-
Completed Decision Matrix online-resources) optional
• one sticky dot • Japan Revives a Sea Barrier article (See the
Online Resources Guide for a link to this
item. www.coreknowledge.org/cksci-
online-resources), optional
• Criteria for Solutions chart
• Constraints for Solutions chart
• large sticky notes

Materials preparation (30 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Ensure that you can play the following videos:
• Fisherman’s Story. 6.5 - Lesson 5 Fisherman’s Experience (See the Online Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-resources)

LESSON 5 NATURAL HAZARDS | 116

• JBA Wave Tank Testing. 6.5 - Lesson 5 Testing Wave Blocking Designs (See the Online Resources Guide for a link to
this item. www.coreknowledge.org/cksci-online-resources)
• Optional Mangrove Testing at either Oysters Clean the Bay! (Filtration Time-Lapse) or Mangrove Forest: Coastal
Erosion Mitigation (See the Online Resources Guide for links to these item. www.coreknowledge.org/cksci-
online-resources)
Print per student: UPDATE MINI
• Evaluating Solutions to Protect Communities from Tsunamis
• Existing Solutions for Coastal Communities
• Decision Matrix OR Completed Decision Matrix (see Alternate callout later in this guide)
• What happened in Ryoishi Bay?
• Comparing Ryoishi to Nearby Communities
Print per group:
• Tsunami Solution Ranking Cards, cut out a set of cards for each group
Prepare a chart titled “Evaluating Existing Solutions” with a row for each of the 8 discussed solutions,
organized by category, and leaving space at the bottom of the chart for additional notes on constraints
and complications (described later in this guide):
• Walls: Seawall, Levee/sea dike, Recurved wall
• Breakwaters: Tetrapod, Rock armor, Submerged breakwater
• Natural vegetation: Mangrove forest, Pine forest
Practice pronouncing Ryoishi, Japan (it is similar to “ree-o-i-shee”). You can listen to online pronunciation
tools or watch 6.5 - Lesson 5 Fisherman’s Experience (See the Online Resources Guide for a link to this
item. www.coreknowledge.org/cksci-online-resources) for pronunciation.
IMPORTANT NOTE: Levees or sea dikes are commonly used worldwide to reduce flooding from waves
and storm surges. The video refers to them using both terms. Please be cognizant that there is a
homonym that is offensive and may bother some students. We suggest that you say “levee or sea dike” in combination
when talking about the structure, or just “levee.” Levee is the word used by Japanese tsunami survivors in Lesson 7, so it
is important now for students to associate that word with this structure.
Be sure you have materials ready to add the following words to the Word Wall: criteria, constraints, primary criteria/
constraints, secondary criteria/constraints, and trade-offs. Do not post any of these words on the wall until your class has
developed a shared understanding of its meaning.

LESSON 5 NATURAL HAZARDS | 117

Lesson 5 • Where We Are Going and NOT Going
Where We Are Going
This lesson presents a variety of existing solutions designed to reduce the damage from a tsunami wave. These are real
solutions used along coastlines and waterways around the world. The purpose of the lesson is for students to clearly
define the problem that the solution will address, and use clearly defined criteria and constraints to evaluate each
solution. After learning about Ryoishi and surrounding areas in Japan through a reading, What happened in Ryoishi
Bay? (Lexile estimate: 810L-1000L), students use Ryoishi as the community context for evaluating the appropriateness
of each solution through a handout, Existing Solutions for Coastal Communities (Lexile estimate: 810L-1000L), and then
make an oral argument to support which one best meets the community’s criteria and constraints. It is important
for students to understand that each design solution has its own benefits and challenges, and what works for one
community may not work for another (based on community constraints, such as the area’s physical geography or
societal needs).
Where We Are NOT Going
For each criterion and constraint, students qualitatively rate each tsunami-mitigation solution. Much of the
quantitative data for each solution is above grade level or not publicly available. For the purpose of this lesson,
a relative ranking of the solutions is sufficient and grade-appropriate, as it is more important that students use a
systematic process to justify their rankings.

LESSON 5 NATURAL HAZARDS | 118

LEARNING PLAN FOR LESSON 5

1. Revisit student created designs for tsunami mitigation. 4 min

Materials: science notebook, Tsunami: Japan 2011

Revisit designs from Lesson 1. Say, Last class, on Tsunami: Japan 2011, you marked designs and ideas you had from
Lesson 1 for protecting communities from tsunamis. Then you shared these with a partner.
Project slide A. Ask a few students to share out the designs that they felt were most promising to protect communities
from tsunamis. Point out that building walls or some other type of barrier seems to be a common design idea.
Ask students what additional information we might need to help us decide between design solutions or identify
features that are important to include in our designs. Tell the class that we have data on a variety of solutions, which
we could use to learn more about how different features perform in a tsunami. Ask, If we compare the performance of
existing tsunami solutions, like walls or barriers, how could that help us figure this out? Potential responses are below.

Suggested prompt Sample student responses

If we compare the performance of existing tsunami We could see what kinds of walls or barriers people have
solutions, like walls or barriers, how could that help us built and compare them to our ideas.
figure this out? We might be able to see what kinds of walls or barriers
worked the best. And we can see which types didn’t work as
well so we can avoid those.
We can identify features of walls or barriers that worked
well and incorporate them into our designs.

2. Learn about the Ryoishi seawall.  8 min

Materials: What happened in Ryoishi Bay?, computer, projector, 6.5 - Lesson 5 Fisherman’s Experience (See the Online * Attending to Equity
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources), Tsunami Chain of Events Supporting Emerging
poster Multilingual Learners:
Revisit tsunami pictures and introduce Ryoishi. Display slide B. Remind students that we viewed pictures of The Lexile estimate of this
tsunami locations with seawalls in Lesson 1. Tell them that the images on the slide are of a different place in Japan that reading is 810L-1000L. Provide
was also struck by the tsunami in 2011. Point out the green crane and explain that this picture is from near Ryoishi, a opportunities for emerging
small fishing village on the coast of Japan. Say, In this village, it was believed that the seawall should have been able to multilingual students to break
withstand a tsunami, but it unfortunately failed. Because we are interested in some type of barrier or wall as a solution, let’s down the meaning of scientific
read a short case study and then watch a video to learn about what happened in Ryoishi. words used in the lesson. Provide

LESSON 5 NATURAL HAZARDS | 119

Display slide C. Explain to students that this set of images is of the village of Ryoishi. This image set shows Ryoishi an opportunity to discuss any
before and after the 2011 tsunami. Allow students to share some noticings they have about the pictures, spending no preconceptions about the meaning
more than 1 minute on this step. of the word(s) and draw upon their
Read a Ryoishi case study. Display slide D. Distribute What happened in Ryoishi Bay? to each student. Make sure personal experiences to make
students read the slide and ask any clarifying questions before reading the case study. Ask them to consider the sense of them.
Tsunami Chain of Events as they think about their answers to the slide’s questions:
• What are some general characteristics of a tsunami?
• What characteristics must the 2011 tsunami wave have had in order to cause this damage? * Attending to Equity
• Why would people continue to live in Ryoishi after it was struck by a bad tsunami in the 1930s? Supporting Empathy and
Emotions: The interview is an
• Why would it be important to consider other solutions to reduce or prevent future tsunami damage? emotional first-person account
Give students 5 minutes to read the case study and discuss with their partners how they might use what they’ve read of how this fisherman has been
to answer the questions on the slide. affected by a tsunami more than
Watch an interview of a Ryoishi resident.* Tell students that we will now watch an interview of a Ryoishi resident once. Some students may feel
that was recorded shortly after the tsunami. As they watch the video, they should consider how they might use what upset by what he experienced;
they learn in responding to the questions on slide C. Show 6.5 - Lesson 5 Fisherman’s Experience (See the Online they may have experienced a
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) similar loss of home, or know
someone who has. The interview
Discuss the Ryoishi seawall questions. As a class, discuss the questions on the slide. Students should note that was chosen to draw out ideas
Ryoishi’s residents felt safe to rebuild because they trusted the government’s solution to the problem. They should about how people assess their risk
also note that the reason the seawall failed in the 2011 tsunami was because it wasn’t able to dissipate the waves’ in light of engineered solutions
energy. Example prompts and responses are below. designed to keep them safe, such
as the Ryoishi seawall. Bring to the
Suggested prompt Sample student responses forefront that the fisherman and
his family responded appropriately
Look back to the Tsunami Chain of Events we built. What We learned that big tsunamis are caused by strong
by evacuating, which saved their
are some of the characteristics of a tsunami wave? earthquakes near the surface of the ocean floor.
lives. The key idea from the video
We learned that tsunami waves are taller than normal is to highlight the importance
waves. of engineers considering for
We learned that the waves can move quickly and that they “whom” (the stakeholders) they
cause more damage in areas that are shallower or have are designing solutions, as well
land that easily washes out to sea. as the importance of ensuring
that people understand their risk
We learned that the waves have a lot of energy, and when a
for hazard(s) and how to respond
wave strikes something, some of the energy transfers to the
when they occur.
object.

LESSON 5 NATURAL HAZARDS | 120

 Suggested prompts Sample student responses
What characteristics must the 2011 tsunami have had in It must have been tall and have hit that wall with a lot of
order to cause this damage? force.
Maybe the energy was too much for the wall and it broke.
The wave must have had more energy than the wall could
take.
Our article said that Ryoishi had been struck by a bad The government used data from other tsunamis to design
tsunami in the 1930s. Why would people continue to live in the seawall, so they felt it should have been safe.
the area after that happened? The seawall was improved, so it should have been able to
protect the residents.
The fisherman said that he felt safe, so they had moved
there from the hillside.
Why would it be important for engineers to consider other Maybe there was something other than a seawall that
solutions to reduce or prevent tsunami damage? could have better protected Ryoishi.
There may be more than one solution that could work for
some problems.
Walls and barriers can break, like we saw in Ryoishi, so it
could be important to have other solutions in case that
happens.
We had a lot of designs that we considered in Lesson 1.
Maybe one of them would have worked better.

Additional Guidance

At this point, students should be able to identify relevant characteristics of a tsunami that they need to account for
when evaluating solutions. These characteristics come from the Tsunami Chain of Events poster built across Lessons
2-4. If students need assistance, reference the poster to help them make connections between the science ideas
they learned and what occurred in Ryoishi. Help students pull out the specifics they have learned about wave height,
energy, earthquake depth and magnitude, and location.

LESSON 5 NATURAL HAZARDS | 121

3. Determine Ryoishi’s problem and possible criteria for solutions. 10 min

Materials: Evaluating Solutions to Protect Communities from Tsunamis, chart paper, markers * Supporting Students in
Consider how to evaluate existing solutions for Ryoishi. Say, We know that Ryoishi had a seawall that failed. There Engaging in Argument from
may be other options for protecting communities like Ryoshi from tsunamis in the future. When examining these solutions, Evidence
maybe we can create something like a rubric or checklist to determine which might be a better solution for this community. To evaluate competing solutions,
Ask students the following questions: the class needs to agree on what
the problem is and identify the
• What would a solution need to be able to do to reduce damage in Ryoishi? criteria and constraints they will
• Why would it be helpful to create a rubric or checklist to help us evaluate different solutions? need to consider in order to solve
Let a few students share initial ideas. Support them in determining that a rubric or checklist could be used to the problem. An important aspect
evaluate how well each design meets the needs of the community and then use the findings as evidence for future of developing the practice of
recommendations. argumentation is developing and
sharing their initial ideas, so that
Define the problem and considerations for a solution. Display slide E. Distribute Evaluating Solutions to Protect the class can consider differing
Communities from Tsunamis to each student. Explain that the handout will help us decide what to consider when perspectives and priorities across
evaluating potential solutions for Ryoishi. Give students 3 minutes to record their answers to the questions in Part 1 the class, work toward agreement
of the handout. Then ask the class to share what ideas they have proposed. The class should work toward agreement on defining key criteria and
on defining the problem and what the solution needs to do.* Sample prompts and responses for this discussion are constraints, and then analyze the
below. solutions to determine whether
they meet the relevant criteria and
Suggested prompts Sample student responses
constraints.
What do we know about Ryoishi that helps us understand It is right on the bay.
why the community is at risk for tsunamis? The area has been hit by a tsunami before and people have
rebuilt in the same area.
What is the problem we are trying to solve? Ryoishi’s seawall failed during the 2011 tsunami, even
though everyone thought it was safe. We need to consider
other potential solutions for Ryoishi.
What is something we think our solution should do during We need it to block waves from hitting the village.
the tsunami to protect Ryoishi? We need a solution that pushes the wave back out to the
ocean.
We need a solution that is really tall and can block really
high waves.
Waves of that magnitude have a lot of energy—we need a
solution that will reduce the energy.

LESSON 5 NATURAL HAZARDS | 122

Transition to identifying criteria. Say, OK, so we now have some ideas about what we need this solution to be able to do
to protect Ryoishi from a tsunami. Remember when we defined the criteria for what our cup had to do in the Unit 6.2: How can
containers keep stuff from warming up or cooling down? (Cup Design Unit)? It had to keep a liquid cold at a certain temperature.
Let’s use that same thinking to define how we will know if these solutions will work to protect a community from a tsunami
wave. What would we expect it to be able to do? Give students a moment to write some ideas onto Part 2 of the handout.
Then, ask students to share their ideas for criteria and highlight areas of agreement across those ideas. Students might
suggest the following ideas:
• The solution would need to break up the wave before it reaches the shore.
• The solution would need to block the wave.
• The solution would need to not allow water to get to the shore.
Track ideas of agreement on a class chart titled “Criteria for Solutions”. Press students to provide a rationale for each
criterion based on the science ideas they have learned so far. Add criteria to the Word Wall.

Additional Guidance

During Lesson 1, students implicitly used criteria and constraints to guide the development and evaluation of their
initial designs. They have also previously developed and tested designs using predefined criteria and constraints in the
Cup Design Unit. In this lesson, we use language to make these criteria and constraints explicit when talking about the
existing solutions. At this point, we talk about the specific criteria that a solution must meet, such as not letting water
from a wave get past it. Later in the lesson, we will identify constraints that limit the types of solutions that can be used
in a particular community. If students have not done Cup Design Unit prior to this unit, you will need to provide additional
time to develop their understanding of criteria.
Now that the class has a better idea of the criteria to consider when evaluating solutions, explain that we can evaluate
and compare these solutions to see how well they meet these criteria.

4. Watch an engineering test video and evaluate solutions against our criteria. 15 min

Materials: Evaluating Solutions to Protect Communities from Tsunamis, computer, projector, 6.5 - Lesson 5 Testing Wave
Blocking Designs (See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online- * Supporting Students in
resources), Evaluating Existing Solutions chart, markers, Oysters Clean the Bay! (Filtration Time-Lapse) (See the Online Developing and Using Scale,
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) (optional) Proportion, and Quantity
Although scale models were used
Introduce the video of an engineer testing solutions. Say, So we know our goal for a solution for Ryoishi is to keep
in Unit 6.4: What causes Earth’s
both the people and the village safe. There are several solutions advertised by engineers to reduce the impacts of a tsunami.
surface to change? (Everest Unit),
We have a video of an engineer we can watch testing scale models of each solution to see how effective they are.** We can
this can be a great opportunity to
then use this data to compare the designs.
remind students that scale models
Assess the source of the information. Project slide F and have students read the text in Part 3 of Evaluating help us observe and investigate
Solutions to Protect Communities from Tsunamis to learn about the source of the video. Ask students these questions to systems that are normally too large
determine whether the source is providing reliable information:

LESSON 5 NATURAL HAZARDS | 123

• Who made the video? or small to examine in other ways.
• Why did they make the video? It may be beneficial to ask students
• Who is the speaker? why we are looking at scale
models, and not building actual
• Do we think this is a reliable source of information? Why?
walls to test. These scale models
Through this conversation, the class should come to agreement that the video is a credible source for learning more can be used to analyze how certain
about the existing solutions. Evidence to support this conclusion includes that it comes from an engineering group structures reduce the energy of
and the speaker is an engineer, which means that they have knowledge and experience to teach others about tsunami a tsunami and prevent the water
solutions.* from reaching the shore. Using
Identify the test parameters and review solution criteria. Project slide G. Use the picture to explain how the models enables us to investigate
engineer will use the wave tank to show how the tsunami solutions work. Point out where the “shoreline” is and the how these solutions work on a
reservoir where the excess tsunami water will end up, so the water can be measured once it has passed the shoreline. smaller, more accessible scale.
Project slide H. Before viewing the video, have students quickly recall what they are looking for in the tests. Prompts
and example responses are below. * Supporting Students in
Engaging in Argument from
Suggested prompts Sample student responses Evidence
Over the course of this lesson,
What criteria are we using to evaluate these solutions? How well a solution blocks the wave from hitting the shore students evaluate the performance
or community. of man-made and natural structures
that are recommended by
How will we know if one of these solutions is more effective The solution is better if it keeps most of the water from
engineers and advertised to be a
than another one? reaching the shore.
potential solution for tsunamis for
The solution is better if it reduces the energy of the wave different communities. At this point,
more than another one, letting less water up on the students evaluate the solutions and
shoreline. their performance by analyzing
The solution is better if it doesn’t break when the waves a video of tests in a wave tank.
hit it. Later, students further critique
the performance and suitability
Watch the video and record observations. Prepare students to take notes about each solution in Part 3 of their of these solutions based upon the
handout. Tell them that in the video, the water that passes the shoreline and reaches the reservoir will be measured constraints of the communities
using a 125mL beaker; instruct them to figure out and write down this amount of water in their notes about each where they may be placed.
solution. Students build an understanding
that although these solutions are
Point out that we cannot rank the solutions until after we learn about each one, so we will not write in that column of advertised as reducing the impact of
the table until after we finish our video analysis. a tsunami, the constraints of a given
Show Testing Wave Block Designs (See the Online Resources Guide for a link to this item. www.coreknowledge. community and the structures’
org/cksci-online-resources) pausing after each test for notetaking. If you also want to show how well mangroves ability to reduce the amount of
work against waves, use one of these videos. (See the Online Resources Guide for a link to this item. www. energy reaching the shore cause
coreknowledge.org/cksci-online-resources.) certain solutions to function better
for some communities than others.

LESSON 5 NATURAL HAZARDS | 124

Analyze the video and chart the data. After watching and recording observations for all the tests, say, How do we * Supporting Students in
know whether these solutions work? Students will point out that some solutions let water pass to the reservoir. They Engaging in Obtaining,
should suggest that we will know which solution will work better based on whether any water gets past the shoreline. Evaluating, and Communicating
Ask a few students to report the amounts of water that got past the “beach” and into the reservoir in each test, and Information
how parts of each solution block, break up, or lower the energy of the tsunami wave.* Record the water measurements This lesson provides multiple
publicly on the Evaluating Existing Solutions chart for students to reference. They should identify the following opportunities to challenge
amounts: students to critically consider a
• Beach - 125 mL source of information and whether
it is reliable. This can help them
• Sea wall - 50 mL develop the following element
• Levee/sea dike - 125 mL of this practice: gather, read,
• Recurved wall - 0 mL and synthesize information from
multiple appropriate sources and
• Rock armor - 5 mL
assess the credibility, accuracy, and
• Submerged breakwater - 0 mL possible bias of each publication and
• Mangrove forest - 0ml (qualitatively determined based on wave movement observed on the other side of the methods used, and describe how
mangroves) they are supported or not supported
Rank solutions based on the criteria. Using data from Part 3 of the handout and the Evaluating Existing Solutions by evidence.
chart, ask students how they would rank the solutions based on the agreed-upon criteria, starting with the water that
got past them. Students will likely rank them as follows:
• 0 mL: Recurved wall, Submerged breakwater, Mangrove forest (but doesn’t seem very sturdy like the others) * Supporting Students in
Developing and Using Structure
• Rock armor - 5 mL
and Function
• Seawall - 50 mL The structures of the existing
• 125 mL: Beach and Levee/sea dike tsunami solutions have specific
Once the ranking is complete, ask, So, based on what we saw happen with each of the suggested solutions, what should we features that lead to the
recommend to Ryoishi and why? In addition to the amount of water that made it past each type of solution, are there other dissipation of energy from a wave.
criteria we need to account for? Let students share some ideas and explain why they would choose one solution over the A wave striking any structure
other. will inherently have some of its
energy dissipated in the collision,
Additional Guidance but some design solutions also
function to direct the remaining
Students may disagree on the overall best solution because some solutions are tied. The purpose at this point is not energy in all different directions
to choose the “best” solution, but to be able to say that some are “better performing” when compared to others using (including toward the shoreline).
the criterion, and that using data allows for a more systematic comparison. Students should identify which
structures are shaped in ways that
direct this energy back out to the
ocean or dissipate enough energy
to reduce the impact on the shore.

LESSON 5 NATURAL HAZARDS | 125

5. Determine a rating and identify the need for more information. 8 min

Materials: index card or science notebook, Evaluating Existing Solutions chart, markers * Attending to Equity
Discuss a rating scale to compare existing solutions. Display slide I. Say, We have observed several different solutions. Support for Universal Design for
How could we rate them in a way that clearly communicates to others how well they meet the criteria? From your experience, Learning:
what rating systems do other individuals and companies use that can be easily understood and shared with others? The five-star rating scale was
Students will respond with a variety of ideas but will likely identify the five-star rating system used by many retailers purposely chosen for this lesson
and consumers, with 5 being best and 1 being worst.* If not, prompt them with, When you or someone you know buys a because it is widely used and likely
product, have you ever seen a star rating scale? What would a five-star rating indicate? What would a one-star rating indicate? familiar to students. For students
Compare the solutions’ performance using a five-star rating scale. Work with the class to determine ratings out who may struggle with language
of 5 for each solution and record them on the Evaluating Existing Solutions chart. These ratings will allow for a relative or symbolism, they may benefit
comparison of each solution on each criterion. from a visual reminder in class
that describes one-star versus
Project slide J. Give each student an index card, or have them use their science notebook, to write their thinking in five-star, such as “Did not perform
response to this exit ticket: Is keeping water from getting to the community the only criterion we need to consider? Is there well” or “Worst performance” and
anything else we need to consider when determining which solution would work better than others for Ryoishi? “Performed very well” or “Best
• If yes, explain why. performance,” respectively. This
• If no, list other ideas for consideration. rating scale can be modified as
desired to use another symbol,
format, or text to provide
Additional Guidance
greater accessibility through
representation.
Use this exit ticket to analyze students’ thinking regarding additional criteria or constraints that we should consider.
This thinking will be used to start day 2.

End of day 1

6. Surface Ideas for Additional Considerations 3 min

Materials: None
Surface additional considerations in choosing a solution. Display slide J again. Refer to the exit tickets from day
1 and ask students to share some of their ideas for additional things that need to be considered before making a
decision for Ryoishi. Students will likely bring up ideas such as these:
• Ryoishi residents might prefer one solution over another, or be able to afford one but not another.
• Ryoishi residents might need a solution that can protect them while maintaining their ability to access the water,
because they are a fishing community.
• Ryoishi might have some other issue that might impact how a solution functions in the area.

LESSON 5 NATURAL HAZARDS | 126

7. Identify constraints of existing solutions. 10 min

Materials: Evaluating Solutions to Protect Communities from Tsunamis, Comparing Ryoishi to Nearby Communities, chart
paper, markers, (See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-
resources) Where did people live in Ryoishi
before the tsunami?

Consider issues that might limit possible solutions for Ryoishi. Display slide K. Ask students to turn and talk
The following pictures show how Ryoishi
grew after the 1933 tsunami, and how the
housing changed from 1948 to 2010. The

briefly about this question: If we only consider our own criteria when evaluating solutions, will we be picking the best overall
red line shows where floodwaters settled
after the 1933 tsunami occurred. once
the seawall was constructed (shown by

solution for Ryoishi? Why or why not? Record these onto Part 4 of the handout.
the dotted line) in 1977, people moved
closer to the ocean. The people of Ryoishi
assumed the area would be safe from
future tsunami events.

Have students share their ideas. They should respond that while we might pick the best device based upon our criteria, Ryoishi and the 2011 tsunami
In 2011, the village was struck by another tsunami. The tsunami traveled at speeds of up to 500

it might not work for the people who live there, and might impact their lives and jobs as fishermen. Tell the class that
miles per hour, but slowed down as it approached the shore. The seawall was hit by 60-65 foot
waves, which went up and over the structure. The seawall broke under the weight and force of
the water, causing water to rush into the community. Ninety-six percent of all the boats in the

we have another reading about Ryoishi and the surrounding areas that might help us understand more about the
area were destroyed. Most homes in the red area (see the image above) were wiped out by the
water. After the 2011 tsunami, people eventually started to build in the red area again (as seen in
the images on slide C).

community’s needs when choosing the best solution.

Read about the needs of Ryoishi and Kamaishi, and note potential constraints. Distribute Comparing Ryoishi
to Nearby Communities to each student. Project slide L. Say, This reading might help us make a more informed decision
about the best solution for the area. Once we have more information, we can look closer to determine which solution best
meets the criteria, while also meeting the needs of the land and the people who live and work there.
As students read through Comparing Ryoishi to Nearby Communities with a partner, have them record other potential
considerations they may think of in Part 4 of Evaluating Solutions to Protect Communities from Tsunamis. They should
Close-up of the broken seawall after the 2011 tsunami.

also note anything that might affect which solution would work best for Ryoishi’s residents.
READING | What haPPEnED in RyoiShi Bay? 97

CKSci_G6U5_SPG.indb 97 25/10/22 11:56 AM

Additional Guidance

If time allows, show students this video about the breakwater in Kamaishi. (See the Online Resources Guide for a link
to this item. www.coreknowledge.org/cksci-online-resources.)
Reintroduce the word “constraints.” Remind students that back in our Cup Design Unit, we used the term
“constraints,” and that today we have been brainstorming constraints. Say, Alright, we have identified some additional
features of any potential solution that might narrow down which solution is possible for Ryoishi. We call these additional
features you have identified “constraints” because they constrain or limit what solution is possible for the community. Some
of these constraints may also affect how well the proposed solutions could function.
Add constraints to the Word Wall.
Chart student ideas. Write the title “Constraints for Solutions” on a blank sheet of chart paper and post it alongside
the day 1 Criteria for Solutions chart. Ask students to share out some of the potential constraints they listed in their
handout while you record them on the chart—these can be formed as questions or statements (not all of these will
come up initially):
• Will it affect fishing? (impact on boat traffic for fishing)
• Can the residents afford it? (cost)
• Does it block their access to the ocean? (economy—fishing or tourism)

LESSON 5 NATURAL HAZARDS | 127

• Does it block their view of the ocean? (maintaining the beauty of the coast or ocean)
• How long will it take to build? (timeline to build)
• Will it hold up over time? (maintenance)
• Will it hurt marine life? (environmental impact)
• Will this solution impact any other communities? (unintended consequences of diverting water or energy)
• Will it cause things to be better or worse for the areas surrounding it? (impacting the land or organisms in a positive
or negative manner)
Tell students that having now identified some constraints, we need to do a little more investigating into the existing
solutions to see how well each one meets the constraints, and functions under the constraints, before we make a
decision for Ryoishi.

8. Read about existing solutions. 10 min

Materials: Existing Solutions for Coastal Communities

Provide detailed information on eight solutions. Distribute Existing Solutions for Coastal Communities to each
student. A full-color version of this handout is also provided in the student edition. Tell the class that the text in the
handout explains more about how these solutions work and how well they meet the criterion we’ve identified as well
as a set of various constraints, which are similar to the constraints we just developed.
Explain the handout’s rating scale. Project slide M. Point out the five-star rating scale that is applied to the list of
criteria and constraints used to evaluate each solution. Explain that the first row in this sample rating scale shows our
criterion, and the rest of the rows list potential constraints.
Highlight the use of stars to represent the score on the rating scale. The more stars a solution has, the better it meets
the given criteria or constraint. Draw students’ attention to cost on the example rating chart. Explain that 5 stars means
that a solution meets the cost constraint well, so this particular solution is very affordable—it isn’t rated as the most
affordable, but it is still reasonably priced compared to some others, as it has a rating of 4 out of 5 stars.
Read about design solutions. Project slide N. Review with students the questions that we need to try to answer from
our reading:
• What are the key features of each type of solution?
• How well does the solution meet our criteria?
• How well does the solution perform when considering other constraints?
Have students read the text 2 times with a partner. Encourage them to underline, highlight, and annotate the text with
notes on important features that will help us figure out which solution would be the best at protecting Ryoishi from a
tsunami.

LESSON 5 NATURAL HAZARDS | 128

9. Revisit our criteria and constraints.  5 min

Materials: Existing Solutions for Coastal Communities, Criteria for Solutions chart, Constraints for Solutions chart, markers
Revisit criteria and constraints on class charts. Remind students that we have developed a class Criteria for
Solutions chart and Constraints for Solutions chart. Revisit these charts and ask students if they want to add any other
constraints that were referenced in the reading.

Additional Guidance

Building a strong list of criteria and constraints, based on scientific principles and community needs, is important for
students to evaluate the existing solutions, and, in particular, how well they might work for Ryoishi. Direct students to
look back at Existing Solutions for Coastal Communities if they are struggling to find something to add. If students are
not able to bring out these ideas, elicit them with prompts like these:
• Cost: Some of these solutions seem expensive. Can any community afford them, or do we need to consider
something else?
• Time to build: We know tsunamis in the area happened without much warning. Do we know if we have a lot of
time to build these structures?
• Maintenance: Some of these structures seem to require upkeep. Is that important for these communities to consider?
• Environmental impact: As we were looking at the solutions, we saw mangroves. Why are we considering
mangroves if they don’t seem to do as well against a tsunami? What are the specific characteristics of that solution
that may be important criteria?
• Blocking ocean views: We looked at the breakwater idea in the last class. Why do some people not like it? Should
that be an important criterion too?
• Impact on boats and traffic: We learned that breakwaters can block entry to ports. Is that an important
consideration for solutions in some communities?

10. Rank existing solutions according to ratings. 10 min

Materials: Tsunami Solution Ranking Cards

Introduce the solution ranking cards. Now that students have identified criteria and constraints for evaluating
tsunami-mitigation solutions, suggest that we use them to compare the solutions with the needs of Ryoishi. Say, We
have some informational cards that summarize how each solution did with the criterion and constraints from our readings.
Let’s use these cards to rank the solutions by their ratings.
Assign students to small groups of 3-4 and distribute a set of pre-cut solution ranking cards from Tsunami Solution
Ranking Cards to each group. Give them 1-2 minutes to orient to the information on the cards. Point out that each card
lists all of that solution’s ratings on the criterion and constraints, along with explanations, for easy comparison and
reference.

LESSON 5 NATURAL HAZARDS | 129

If students previously included additional constraints on their handout or the class chart, we can address them later on
when we make judgments on which solution best meets the needs of a community. But for now, focus on the criteria
and constraints on these cards because we have ratings data for them for each of the eight solutions.
Organize the solutions from best to worst. Project slide O. Explain to students that they will physically move the
cards around on their desks to identify how well each solution meets the identified criterion and constraints, and
put them in order from best solution to worst solution for the community of Ryoishi. Give groups a few minutes to
try to order the cards from best solution to worst solution. Encourage them to identify a common way of referencing
performance with the cards’ location—for example, cards at the top of the desk = the better-performing solutions.
Some students may disagree as they try to order the cards. Visit these groups and ask why they are having
disagreements. Listen, but do not offer any suggestions for solving their disagreement.
Discuss why this sorting task is difficult. After a couple of minutes of indecision and problem solving from groups,
bring the class together again. Say, It seems that we have run into some problems sorting our cards. What are some of the
issues we are seeing?
Here are some examples of student responses:
• The rating scores are sometimes the same—one solution isn’t always better than another for the criterion or certain
constraints.
• We had to rank some solutions the same and we can’t tell which one is better.
• Some solutions were rated really well for the criterion, but not so well on constraints. There isn’t just one clear
solution that works well.
• The cards keep moving around based upon the criterion and constraints—it’s hard to determine how they should
be ranked.
Say, Interesting. It’s like you’re saying that the designs can’t be cleanly organized by comparing each solution to one another,
and that their ranking seems to depend on which certain criteria and constraints we are sorting by at that moment. We need
a better way to rate these.

11. Introduce the Decision Matrix.  7 min

Materials: Tsunami Solution Ranking Cards, Decision Matrix

Name: Date:

Community Stakeholders
Part 1. Identify the stakeholders and their needs.
Consider the following:

Orient students to the decision matrix. Project slide P. Distribute a copy of Decision Matrix to each student. Explain
• Who are the people that live in places where tsunamis might happen?
• Will they need special help during a tsunami? Describe those needs.
• Who can help them?

Who is this Will they Describe their needs. Who can help them?

that this tool, called a decision matrix, will help us better evaluate the existing solutions by providing a way to
community need special
member? help during a
(Stakeholders) tsunami?

☐ yes ☐ no

systematically rank each solution by its scores on our criterion and constraints—which will help us better determine
☐ yes ☐ no

☐ yes ☐ no

☐ yes ☐ no

the best solution for Ryoishi. Part 2. Define the problem and the goals of a tsunami communication system.
What is the problem that engineers are trying to solve in developing a tsunami communication system?

Complete matrix examples as a class. Project slide Q. Tell students that we will use the solution ranking cards to add
all the ratings for each solution to the matrix. After we have added all of the solution cards to the chart, we can more What would that system need to do to address all the needs of the community members?

easily see how the criterion and individual constraints compare across the solutions. Explain that we will practice filling
in the matrix by doing a few examples together.
41

CKSci_G6U5_SWP.indd 41 25/10/22 10:52 AM

LESSON 5 NATURAL HAZARDS | 130

Have students return to their small groups and take out their solution ranking cards. Say, Grab the card for solution
A, seawall, and look at it with your team. We have this solution’s criterion and constraint ratings on the card. Let’s start by
recording our criterion, ability to break or block waves, in the green box that says “Criterion” at the top of the column.
After a moment, ask, What rating does seawall have for ability to break or block waves? Students should respond that it has
a star rating of 3 out of 5. Say, Let’s write that rating in the box where the seawall row and the criterion column meet. Explain
that little stars can be hard to draw, so instead of drawing stars, we can just write the number of stars, 3, in that box.
Say, Now, let’s look at the first constraint, impact on boats/ocean traffic. Write that in the green box for “Constraint 1.” What
rating was seawall given for this constraint? Students should respond that it has a star rating of 5 out of 5. Give them a
moment to write 5 in the appropriate box. Then have the groups finish writing the constraints in the column headers
and recording the rest of the rating data for seawall in the matrix.
Tell students that with the time left today, and at the start of the next class, we will continue this process until all the
solutions’ criterion and constraint ratings are filled in. Remind them that if they have extra criteria and constraints to
consider, such as the impact of the solution on other communities, they can add more columns and come up with
ratings for each solution based upon our science ideas of how waves interact with it.

Alternate Activity

If time is projected to be short on day 3, a prefilled matrix is completed on the alternate handout, Completed Decision
Matrix. The column headers currently reflect the criteria and constraints from the solution cards, but should be
adapted between day 2 and day 3 to include any additional class-agreed-upon criteria and constraints, along with
changing any wording to reflect what students think the headers should be based upon the class charts from day 2. To
allow for additional time on day 3, this modified and completed chart can be distributed at the beginning of class on
day 3. Although it may feel convenient to skip using Decision Matrix on day 2, it is still recommended to complete part
of the matrix with students to help build their understanding of what each row and column means and should look
like before they presented with a completed matrix on day 3.
Explain to students that in the next class, we will continue the process of evaluating the solutions by comparing their
ratings in our matrix.

End of day 2

12. Organize information into the Decision Matrix. 8 min

Materials: Tsunami Solution Ranking Cards, Decision Matrix OR Completed Decision Matrix
Revisit the task from the previous class. Project slide Q again. Ask students what we were doing at the end of the
last class, and what our next steps are. They should say that we need to add the rest of our solutions’ ratings to our
decision matrix. Have students gather in their small groups.

LESSON 5 NATURAL HAZARDS | 131

 Completed Decision Matrix

If a version of Completed Decision Matrix was constructed as an Evaluating the solution against our criterion and constraints:

Solution Criterion Constraint 1 Constraint 2 Constraint 3 Constraint 4 Constraint 5 Constraint 6 * Supporting Students in
alternative to completing Decision Matrix, distribute the handout A. Wall-
Break waves

3
Impact on boats Impact on

5
marine life
4
Impact on
ocean view
1
Cost

3
Time to build

3
Maintenance

3 Engaging in Argument from

to each student at this time and skip the instructions in the next Seawall
B. Wall- 2 5 3 4 5 4 4 Evidence
paragraph.
Levee or sea dike
C. Wall-
Recurved wall
5 5 4 2 2 3 3
While students are discussing each
D. Breakwater-

existing solution, they are working

4 3 2 4 4 4 3

Finish filling in the matrix in small groups. Instruct groups to Tetrapod

E. Breakwater- 3 3 3 4 5 4 3

take out their solution cards and their copy of Decision Matrix and on developing the practice of
Rock armor
F. Breakwater- 4 4 2 5 1 2 4
Submerged

complete the matrix. Remind them that the higher the rating, the breakwater
G. Natural 3 5 5 4 4 1 4 argumentation. They are weighing
vegetation-

better the solution meets that criterion or constraint. Mangrove forest

H. Natural 2 5 5 3 5 1 4
the evidence for each solution and
comparing the evidence across
vegetation-

Consider which solutions might work for Ryoishi. Project

Pine forest

slide R. The slide provides guidance on how to navigate making solutions to figure out which
a group decision about which solution(s) would best protect Ryoishi. Ask students to talk within their groups about solution may or may not be most
which solution seems best by looking from column to column in the matrix and comparing the solutions’ criterion and appropriate for this community.
They will struggle to come to
TEACHER RESOURCES NATURAL HAZARDS | 253

constraints ratings against each other. CKSci_G6U5_TG.indb 253 15/06/22 11:17 AM

agreement and may ultimately
As students work, ask them about which existing solutions that they think are better for Ryoishi. For detailed guidance disagree on which solution is a
on how to push their thinking in general, as well as questions to ask about the individual solutions, see Questions for better or worse fit for a community
Solution Reasoning.* Students may disagree on which solution would work best, and some may argue that certain based on the evidence. Remind
criteria or constraints are more important than others. Some may also argue that what works best for Ryoishi may not students of the classroom norms
work well for the surrounding communities, such as when Kamaishi’s seawall directed more water toward Ryoishi in as well as the sentence starters on
the last tsunami. the Communicating in Scientific
Discuss disagreements and initial decisions as a class. Some groups may come to a consensus, while others may Ways poster. These are two
struggle to identify a single top solution, even after discussing their individual reasonings with each other. Bring the helpful resources for students
whole class back together to share groups’ current initial decisions. Leverage any disagreement and uncertainty to to draw upon as they engage in
help students see that this decision is more complex than considering only one column of the matrix. Validate their argumentation.
experiences by stating that these decisions are not easy, and that engineers must make these difficult decisions based
upon the identified needs of the group or community. Examples of student scenarios and responses to them are below.

Example scenario Example questions to ask students

Students argue that the solution that is the highest Are all the criteria and constraints equally important?
rated overall is the best for the town. Would that solution best meet the needs of Ryoishi and its
residents?
Would that solution have any ripple effects that might
cause more damage to other communities? Would the
solution work well for Ryoishi, but possibly do more harm to
other communities?

LESSON 5 NATURAL HAZARDS | 132

 Example scenario Example questions to ask students
Students argue that one constraint is more important to Are some constraints more important than others in this
consider than another constraint. decision? How do we know?
Are there other constraints that also need to be considered?
Should we consider more than one as more important than
the rest? How do those constraints impact your decision?
Groups disagree on deciding between two or more What would make one solution better than the other?
solutions. How did the rankings change or justify your choices?
What are you valuing when making this decision?
Is there a solution that can work well for Ryoishi and also
limit the tsunami’s impact on the surrounding areas at the
same time?
Students agree on one solution quickly. What made you select this choice? Do you think every
resident of Ryoishi would agree with you? Why or why not?
Are there other things that the residents of Ryoishi may
believe are more important than what you are valuing in
your matrix? Why or why not?
If this solution is installed at Ryoishi, will it negatively
impact any other areas, causing them to have a tsunami
experience worse than it would have been without the
solution at Ryoishi? Why or why not?

13. Make an initial decision.  2 min

Materials: one sticky dot, Evaluating Existing Solutions chart

Place sticky dots chart. Project slide S. Say, It seems that we have made progress, but after listening to our groups, it
doesn’t seem like all groups, or even all individuals in each group, agree on which solution may work better for Ryoishi. Let’s
take stock to see what solutions we are thinking will work better, and consider our choices.
Pass out a sticky dot to each student. Go over the directions on the slide with students:
• Place a sticky dot on the chart next to the solution you think will work best for Ryoishi.
• As you place your sticky dot, consider this question: Why do you think that solution will work better than others?

LESSON 5 NATURAL HAZARDS | 133

14. Engage in a consensus discussion. 10 min

Materials: Decision Matrix OR Completed Decision Matrix, Comparing Ryoishi to Nearby Communities, Evaluating Existing * Supporting Students in
Solutions chart, chart paper, markers Engaging in Argument from
Convene a Scientists Circle. Have students bring their completed matrix handout to the circle, and sit next to Evidence
someone from another group if possible; this will allow rankings from best to worst to be shared across multiple In the practice of argumentation,
groups in the next step. Ask students to look at the Evaluating Existing Solutions chart and make initial observations students evaluate the evidence
regarding the sticky dots’ distribution. Reflect on the point that not everyone agreed on the same solution. Wonder at hand and decide whether it
aloud with students why this happened. supports or refutes one or more
Turn and talk to compare initial decisions for Ryoishi.* Project slide T. Have students turn and talk to a partner claims. This practice is particularly
about the following prompts: beneficial for students to develop
as they are evaluating competing
• Looking at your matrix, which solution did you or your group think would work best for Ryoishi? solutions. It is not important that
• Why do you think that is the best solution? they come to the “one correct
Share chosen solutions as a class. Elicit responses from the circle. Remind answer,” but rather that they sort
students that even though we are trying to pick the best solution for the through and weigh the evidence
area, each solution was designed to help reduce the impacts of a tsunami. As and reasoning from their data
the first student shares their chosen solution and their reasoning, record their and their peers, to consider why
solution and reasoning on the chart paper. If they have trouble identifying certain solutions hold more or less
or remembering their reasoning from the previous class, direct them to look promise for one community versus
back at their matrix to determine how they made their choice. another.
Ask if anyone else identified a different solution that they think would work
to meet Ryoishi’s needs, or chose the same solution but for a different reason.
Have additional students also share their choice and their reasoning, and
record these on the chart paper. Then ask, Why would we identify different
solutions to protect Ryoishi if we were all using the same ratings?
Discuss why the chosen solutions differ. Engage students in a discussion of what could have led to
selecting different solutions, even though we all have the same ratings in our matrices. Ask guiding
questions such as these:
• What did you consider as you made your choice?
• I heard group ________ say that they chose _________ as the best fitting solution. Why would that have been different
than group _______?
• Group ____ also debated two solutions. Did any other groups debate a different solution? Why was there any debate if we
all have the same ratings?
• Did any groups have trouble coming to a consensus? What made your decision difficult to make?
Establish the importance of valuing different constraints. Facilitate a brief discussion to help students realize that
they were placing more or less value on certain constraints than others, which led to different decisions about which
solution might best fit Ryoishi. If students do not immediately point this out, redirect them to look at the chart that
was just made and consider what reasoning was given for the different answers.
LESSON 5 NATURAL HAZARDS | 134
Consider why choosing a solution can be challenging in real life. Explain that engineers make these value
decisions when considering potential solutions to problems. Push students to consider why not settling on one
solution can be challenging for engineers. Example prompts and responses are below.

Suggested prompts Sample student responses

Why could it be challenging for engineers to come to We had problems deciding what was important, so
consensus on a solution? engineers may pick different criteria or constraints that they
think are important too.
Engineers may not know which solution to go with!
Each solution has different building requirements and
impacts—we have to know what to build before we start to
build it.
How can we make sure that we are making the best The right decision would be based on criteria and
decision for the community? constraints that Ryoishi wants and needs the most.
We need to really base the decision around Ryoishi’s
biggest needs.
The best solution will be based on the needs of Ryoishi. We
have to rank solutions like Ryoishi would.

Assessment Opportunity

Building towards: 5.A Make an oral argument based on a systematic evaluation process using relevant scientific
principles, to support or refute the ability of different existing solutions (structure) to mitigate the effects of tsunamis
and meet the needs of at-risk communities (function).
What to look for/listen for: Listen for students to use criteria and constraints to evaluate existing tsunami-mitigation
solutions using a systematic process that accounts for community needs and the stated performance of the design
solutions. Important ideas include:
1. The design solution must account for relevant scientific principles (e.g., it dissipates the wave’s energy), the needs of
the community (e.g., economic activity), how well the structure would function for surrounding communities (how
well it will function in this scenario vs. its proposed functionality), and its environmental impacts (e.g., on marine life).
2. Clearly defining and prioritizing criteria and constraints is necessary when evaluating and choosing a solution for a
given community.
3. Communities have different criteria and constraints, so the evaluation process should also consider impacts on
neighboring communities. Students should realize that the proposed performance of a structure in one area may
affect other areas in ways that might negate the intended result, such as the seawall at Kamaishi having a negative
effect on Ryoishi.

LESSON 5 NATURAL HAZARDS | 135

What to do: There are multiple opportunities on day 3 to assess this lesson-level performance expectation. This
Consensus Discussion is the first opportunity to press students to use evidence and reasoning from the investigations
on days 1 and 2 to support their claims about which solutions might be most effective. Through argumentation,
students refine their thinking about which solutions are more or less effective for Ryoishi and the surrounding areas.
However, it is not important to come to agreement on one particular solution; rather, the purpose is to develop an
understanding that engineers use systematic processes to decide which solutions might be most promising and
must also consider their broader effects on surrounding areas. Throughout day 3, as students argue for their chosen
solutions, press them with questions such as, “What is your reasoning for that?” “Why do you think that criterion or
constraint is more important than others?” and “How might that solution work for Ryoishi and what would be the
trade-offs, either for Ryoishi or the surrounding communities?”

15. Determine criteria and constraints valued by Ryoishi. 10 min

Materials: Comparing Ryoishi to Nearby Communities, Decision Matrix OR Completed Decision Matrix, Evaluating Existing
Solutions chart, markers
Remind ourselves of Ryoishi’s needs with a partner reading. Redistribute Comparing Ryoishi to Nearby Communities
to each student. Say, We still don’t seem to be in agreement about what solution might work the best for the area. Last class,
we learned more about Ryoishi and considered what the community’s criteria and constraints might be. Let’s reread this text
with a partner to think critically about what criteria and constraints might be more important for Ryoishi than others.
Project slide U. While partners are reading, draw a vertical line on the bottom of the Evaluating Existing Solutions
chart, and label the left section “Criteria/constraints important to Ryoishi” and the right section “Possible
complications.”
After 3 minutes, lead a class discussion to determine what criteria might be most important to Ryoishi, and if any other
factors make the Ryoishi problem more complicated than simply ranking criteria and constraints. As students offer
criteria, list them on the left side of the chart. Record possible complications on the right side. Example prompts and
responses are below:

Suggested prompt Sample student responses

What important things did we discover as we read about We learned that Ryoishi was very close to Kamaishi.
Ryoishi and Kamaishi? Ryoishi was a small fishing village, compared to Kamaishi.
Big workplaces and more people seemed to be in Kamaishi.
Ryoishi was more rural and was a home for smaller
fisherman operations.
Kamaishi has tourism, bigger fishing operations, and some
steel.
That breakwater off of Kamaishi could have led to a bigger
wave hitting Ryoishi than Kamaishi.

LESSON 5 NATURAL HAZARDS | 136

 Suggested prompts Sample student responses
After reading about Ryoishi, what criteria or constraints It seems like the tsunami was way worse in Ryoishi Bay than
seem more important now than other criteria or in Kamaishi. The biggest problem is safety.
constraints? The criteria we identified should be really important,
especially since people are living there again.
I don’t think that views of the beach are as important in
Ryoishi, since ecotourism is more in Kamaishi.
They definitely need easy access for their boats. That’s an
important thing for a fishing village.
As we think about what works for Ryoishi, we have to make
sure that the solution won’t make the tsunami worse for
another community.
Does anything make this situation more complicated than Kamaishi needs protection, but protecting it can make
just looking at criteria and constraints for Ryoishi? things worse for Ryoishi. Maybe we need to consider the
other towns around it and how each solution will affect the
other towns.
Some criteria and constraints will be more important than
other criteria and constraints, but how do we rank them?

Introduce primary and secondary criteria and constraints. Say, When engineers work on these problems, they need
to prioritize their criteria and constraints for different communities, just like we did. We can define primary and secondary
criteria and constraints to help us determine which are most important and should be given more weight when evaluating
solutions. Primary criteria or constraints are the most important things to consider, while secondary criteria or constraints are
still important, but should be considered after the most important ones.
Add primary criteria/constraints and secondary criteria/constraints to the Word Wall.
Assign primary and secondary criteria and constraints. Project slide V. Instruct students to look at their decision
matrix and to star or circle the most important criteria and constraints for Ryoishi.

16. Refine solution choices as a class.  8 min

Materials: Decision Matrix OR Completed Decision Matrix

Poll students on their priorities. Bring students back together and ask what criteria and constraints they listed
as primary. Quickly take a class poll by reading each criterion and constraint aloud, and have students raise their
hand when the one they selected as primary is read. Point out that not all students designated the same criteria and
constraints as primary. Do a second pass through the list, and ask students to raise their hands for what they think is
the one most important primary criterion and constraint. Acknowledge the difference in students’ priorities. Do not
spend more than 2-3 minutes on this step.
LESSON 5 NATURAL HAZARDS | 137
Share solution choices based upon criteria and constraints. Ask students to look back at the decision matrix
with a partner and consider which solutions seem to be a better fit for Ryoishi based upon the primary criteria and
constraints we have identified. The questions on slide V can be used as a guide.
Once students have had a few moments to reanalyze the solutions, ask them to share their updated choice and their
reasoning. After the first student shares, ask the class if they agree with that choice. Point out that we may not agree on
a solution, but that is OK as we are still working toward coming to consensus by narrowing down to a few solutions.
Introduce trade-off thinking. Help students to figure out that the existing solutions still don’t perfectly fit all of our
criteria and constraints, and that engineers deal with decisions like these every day. These decisions and considerations
are called trade-offs. Sometimes we need to compare criteria and constraints against each other to determine
which are more important in making an informed decision about what solution to recommend for a given problem.
Sometimes these choices also have effects on other criteria, systems, or groups, and we must weigh those effects as
well to determine what is most appropriate for the situation. Even with primary criteria and constraints identified, we
will still have trade-offs, and that is OK.
Add trade-offs to the Word Wall.

17. Reflect on the tsunami chain of events.  5 min

Materials: Tsunami Chain of Events poster, large sticky notes, markers

Reflect on our Tsunami Chain of Events. Project slide W. Ask students to consider what we have done as engineers
over the course of this lesson, and what we have learned that we could do as engineers to help communities. Example
prompts and responses are below:

Suggested prompts Sample student responses

We started this lesson by thinking about a problem that We knew Ryoishi had a seawall that failed, and we needed
certain communities have. What is the problem we have to find a better solution for protecting the community from
been trying to solve? tsunamis.
What did we think the criteria would be for the solution? It would need to break up the wave.
It would need to reduce the wave’s energy.
(This response will depend on how students have explained
the energy reduction of a tsunami wave on the Criteria for
Solutions chart.)

LESSON 5 NATURAL HAZARDS | 138

 Suggested prompts Sample student responses
So as engineers, what can we do to help lessen, or mitigate, We can build a solution that can break up or reduce the
the effects of a tsunami on communities? energy of the wave before it reaches the shore.
Great. Let’s look at our chain of events. Where would All of the solutions are built close to the shoreline, so maybe
this idea fit in the chain? Where would this solution be under the shoreline box.
constructed? The solution that we would build would hopefully reduce
the amplitude of the wave. We should add it there.

Add engineering ideas and solutions to the Tsunami Chain of Events poster. Point out that so far, we have used
one sticky note color on the poster to represent what we know as scientists. Because we are adding what we can do
as engineers, we should indicate that with a different color sticky note. Add an item to the key that denotes the color
change for a new section of sticky notes titled, “What we can do as engineers.”
Add a sticky note of the new color that says “Build structures that break up and/or blocks the wave” under the sticky
note that says “As wave nears the shore, its height (amplitude) builds.” Draw an arrow from the old note to the new one
to represent that this engineering idea and science idea are connected. The Tsunami Chain of Events poster may now
look like this:

LESSON 5 NATURAL HAZARDS | 139

18. Determine next steps. 2 min

Materials: Tsunami: Japan 2011

Determine next steps. Project slide X. Bring students back together and have them discuss the following prompts
with a partner:
• We looked at 8 different solutions for Ryoishi. Each solution seemed like it would work, but both the seawall and
breakwater failed to fully protect the towns in past tsunamis.
• If a solution fails, like if a seawall breaks, what else can be done to protect the people in the community from the
tsunami?
• Are there other design features we brainstormed from the tsunami phenomenon in Lesson 1 that we could look into?
Connect to the anchoring phenomenon. Allow students to share from their initial ideas for protecting people on
Lesson 1’s Tsunami: Japan 2011. Many of these will include a warning system to let people know about an impending
tsunami. Use those ideas to navigate by saying, So, it sounds like we have some ideas of how we can still detect and warn
people in case a solution fails to protect a community. Let’s look at that next.

ADDITIONAL LESSON 5 TEACHER GUIDANCE

Supporting Students In Making Connections in ELA
The texts in this lesson supports students in developing the following reading standards:
• CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
• CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
• CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

LESSON 5 NATURAL HAZARDS | 140

LESSON 6

How are tsunamis detected and warning signals sent?

Previous Lesson We revisited the coastal communities of Japan to evaluate existing solutions designed to protect them from tsunamis. We defined our
problem and identified criteria and constraints. We used a systematic process to evaluate solutions and determine which ones might be
promising for these communities. We considered how needs vary from one community to another and what is needed if a solution fails.

This Lesson In this lesson, we read about how tsunamis are detected using a complex system of
instruments set up on land (seismometers), the ocean surface (surface buoys), and the ocean
Investigation
floor (tsunameters), as well as in space (satellites). We read that tsunami warnings are sent
only when specific sets of criteria are met. The first set involves the location, strength, and
1 day
depth of the detected earthquake. The second involves whether the tsunami is expected to
reach land.

NOAA

Next Lesson We will listen to tsunami warning signals and read accounts of tsunami survivors from Japan and what they did when an
earthquake and tsunami occurred. We will identify community stakeholders, develop criteria and constraints for tsunami
communication solutions, and evaluate different ways tsunami preparation and response are communicated. We will read a case
study about a school in Kamaishi that included education as part of their plan. From this we will learn that there are many ways to
communicate with community stakeholders before and during a tsunami event.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 6.A Critically read scientific text to understand how a system designed to detect tsunamis follows specific criteria (related to
earthquake activity) and constraints (related to signal transmission).

What Students Will Figure Out

• Tsunamis happen suddenly and can travel at high speeds over great distances. Depending on where the tsunami forms,
communities may have more or less time to respond.
• To help prevent or reduce loss of life, we need to detect a tsunami quickly and accurately in order to provide timely
information to an at-risk community.
• Criteria and constraints for a tsunami detection system must consider the available scientific information (earthquake data)
and design limitations (signal transmission through air and water).
Lesson 6 NATURAL HAZARDS | 141
Lesson 6 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 5 min NAVIGATION A Tsunami: Japan 2011 (from Lesson 1), Detect
Recall how the 2011 tsunami impacted Ryoishi. Revisit why tsunami plans Tsunamis poster, Warn People poster, Reduce
sometimes do not involve building large-scale structures such as seawalls Damage poster (all from Lesson 1)
or breakwaters.
2 25 min DO A CLOSE READING ON HOW TSUNAMIS ARE DETECTED AND B-C Reading: How are tsunamis detected and warning
WARNING SIGNALS SENT signals sent?
Read an article about how the DART II system works to detect tsunamis and
send warnings. Consider design constraints for such a system.
3 8 min SUMMARIZE IDEAS FROM THE READING D Reading: How are tsunamis detected and warning
Summarize ideas from the reading in partners and class discussion. Identify signals sent?
the criteria for a tsunami detection system.
4 5 min UPDATE THE TSUNAMI CHAIN OF EVENTS POSTER E Tsunami Chain of Events poster, markers, large
Update the Tsunami Chain of Events poster with what we have figured out sticky notes
about how tsunami detection and warning systems work.
5 2 min NAVIGATION F
Wonder about what happens once a tsunami is accurately predicted to
reach land. How is a tsunami warning communicated?
End of day 1

Lesson 6 • Materials List

per student per group per class

Lesson materials • science notebook • Detect Tsunamis poster
Student Procedure Guide Student Work Pages • Tsunami: Japan 2011 (from Lesson 1) • Warn People poster
• Reading: How are tsunamis detected • Reduce Damage poster (all from Lesson 1)
and warning signals sent? • Tsunami Chain of Events poster
• markers
• large sticky notes

Lesson 6 NATURAL HAZARDS | 142

Materials preparation (10 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Display posters from Lesson 1:
• Detect Tsunamis poster
• Warn People poster
• Reduce Damage poster
Students also need to retrieve Lesson 1’s handout, Tsunami: Japan 2011, from their science notebook.
Be sure you have materials ready to add words to the Word Wall. After the reading, add or review the following terms:
• Words we encounter: seismometer, tsunameter, buoy, satellite, sonar
• Words we apply from previous lessons or units: epicenter, magnitude

Lesson 6 • Where We Are Going and NOT Going

Where We Are Going
The purpose of this lesson is to provide students with information about the systems designed to detect tsunamis and
send warnings. Tsunami detection systems are complex, with many parts (some on land, some in space, and some
on the ocean surface and ocean floor). These systems are designed not only to detect tsunamis but also to predict
whether they will reach land. If certain criteria are met, the system sends out a warning. The Lexile reading estimate of
the reading is 810L-1000L.
Where We Are NOT Going
Though the idea of signal transmission comes up during the reading, this unit does not address how signal
transmission occurs or why certain types of transmission (analog and digital) may be beneficial under different
circumstances.

Lesson 6 NATURAL HAZARDS | 143

LEARNING PLAN FOR LESSON 6

1. Navigation 5 min

Materials: science notebook, Tsunami: Japan 2011 (from Lesson 1), Detect Tsunamis poster, Warn People poster,
Reduce Damage poster (all from Lesson 1)
Recall the Ryoishi case study. Project slide A. Have students revisit What happened in Ryoishi Bay? from Lesson 5.
Ask them to recall what they found out about how the tsunami impacted Ryoishi. Prompts and examples of student
responses are below.

Suggested prompts Sample student responses

What happened in Ryoishi during the 2011 The seawall failed during the tsunami. Water poured over the wall and
tsunami? flooded the town.
If people want to stay in Ryoishi, what do we We need to make sure that the seawall is strong enough to withstand
need to think about in order to prepare for stronger and taller tsunamis than the one that hit in 2011.
future tsunamis? Like we saw in Ryoishi, we may need to think of other solutions besides a
seawall.
If a seawall fails, then we still need other plans to prevent people from
dying and protect places where people live and work.
Revisit our initial non-seawall engineering ideas. Display the Detect Tsunamis poster, Warn People poster, and
Reduce Damage poster from Lesson 1. Prompt students to think specifically about their ideas that did not involve
building large structures. Say, Back in Lesson 1, when we first thought about preparing for a tsunami, we came up with
some designs that did not involve building seawalls or any similarly large structures or barriers. What were some of those
ideas? Examples of student responses to this prompt are below.

Suggested prompt Sample student responses

What were some of those ideas? We thought about ways to better detect tsunamis so people have more
time to evacuate.
We thought about more effective ways to warn people about a tsunami.
Discuss our promising design solutions. Guide students to reexamine the green dots used on the posters during
Lesson 1 to indicate the design solutions that showed promise. Say, Let’s look back at how we evaluated some of our
original ideas from Lesson 1. Ask them to think about which ideas from Lesson 1 they originally classified as promising,
and explain what made them promising. Prompts and examples of responses are below.

Lesson 6 NATURAL HAZARDS | 144

 Additional Guidance

If students struggle to recall their thinking around which ideas were promising and which were challenging, prompt
them to review Part 4 in Tsunami: Japan 2011 from Lesson 1, day 2. This handout instructed students to select one idea
as promising and one as challenging, and to explain their rationale. For further guidance, prompt them to look back
at the Criteria for Solutions chart and Constraints for Solutions chart from Lesson 5, which explored the criteria and
constraints of several design solutions.

Suggested prompts Sample student responses

Why did we think some of our design solutions were They involve technology that we already have, such as
especially promising? satellites and GPS.
What else made those ideas promising as compared to They seem cheaper because they don’t need as many
others? materials.
They could be set up quicker because we might not need to
build any large structures.
Foreshadow the close reading. Tell students that we will now consider the ideas we had related to detecting
tsunamis and sending warnings. Say, From the posters and our discussion, it looks like we have a few ideas involving how
we can detect tsunamis and how we can warn people to evacuate. I have an article that will help us understand how one
commonly used tsunami detection system works.

2. Do a close reading on how tsunamis are detected and warning signals sent. 25 min

Materials: Reading: How are tsunamis detected and warning signals sent? *Attending to Equity
Introduce the reading. Distribute Reading: How are tsunamis detected and warning signals sent? to each student. The Supporting Universal Design for
Lexile reading estimate of this passage is 810L-1000L. A full-color version of the reading and a close-up of the map are Learning: Teachers can support
also included in the student edition. Project slide B. As a class, use 5 minutes to set the purpose for this activity. Say, all students in forming a deeper
Let’s make sure we know what our purpose is for reading the article. Prompts and examples of responses are below. understanding of newly “earned”
vocabulary by representing the
Suggested prompt Sample student responses new term in several ways. For
example, students can (1) write the
What do we want to know more about? What might this We want to know more about ways to prepare for tsunamis
term, (2) draw a representation of
reading help us figure out? that do not involve building large seawalls.
the term, (3) use their own words
We want to know more about how we detect tsunamis so to write an explanation for what
we can warn people. the term means, and (4) use the
Have students write the purpose for reading the article at the top of their handout, as follows: How are tsunamis new term in a sentence.
detected and warning signals sent? This strategy is particularly helpful for
emerging multilingual students.

Lesson 6 NATURAL HAZARDS | 145

Review the close reading strategies. Remind students that close reading requires reading more than once with
different purposes and using strategies to interact with the text. Review the steps listed on slide C. Then give students
20 minutes to read the article with a partner.
Students who finish the reading early should discuss with their partner which terms from the reading can be added to
the Word Wall.*
Say, This article uses a number of technical terms, some of which we know and some which may be new to some of us. Let’s
take a moment to see which terms we can add to our Word Wall. Ask for volunteers to offer terms to add to the Word Wall.
Encourage them to share why they feel these words are useful to add and how they would define them.

Additional Guidance

After the reading, ask students which terms they would like to add to the Word Wall. If the term is new for students,
categorize it as a “word we encounter.” If it was used in a previous unit, list it under “words from a previous lesson or
unit”. For the term to be considered a “word we earn”, students should be able to connect its meaning to the larger
ideas discussed in the unit thus far.
Terms you might consider adding during this lesson include:
• Words we encounter: seismometer, tsunameter, buoy, satellite, sonar
• Words from a previous lesson or unit: epicenter, magnitude
Many of the terms in this reading are specific parts of a tsunami warning system. It is more important for students to
understand the system overall, and to see that each piece is designed to fulfill certain criteria. Because these specific
terms will likely not apply to many other hazards, it is not essential to remember them, and thus they may remain as
words we encounter. However, if students begin to discuss and use the terminology around the specific instruments
later in the lesson, consider shifting these words to be words we earn.
The term epicenter was encountered in Unit 6.4: What causes Earth’s surface to change? (Everest Unit), and magnitude in
Lessons 2 and 3 of this unit. In this lesson, students add to their understanding of these terms in the context of tsunamis.

Alternate Activity

The reading introduces several devices and technologies involved in tsunami detection. Although students may
have limited firsthand experience with such instruments, they can access simplified versions of them through free
applications on digital devices.
For example, “Hamm Seismograph” (freely available on iOS and Android devices) can be used to graphically display
vibrations associated with seismic waves caused by earthquakes. By holding and moving a digital device in multiple
directions and at different frequencies, students can mimic earthquakes of varying magnitudes.
Observing how the energy associated with an earthquake is translated into a visual display gives students a more
concrete sense of what a seismometer measures and the role it plays in the tsunami detection system discussed in the
reading. Alternatively, some local science museums display examples of seismometers which detect vibrations in the
floor as patrons walk, run, or jump nearby.

Lesson 6 NATURAL HAZARDS | 146

Consider design constraints. Ask students to share their thoughts regarding the “Stop to Wonder” prompt near
the end of the reading. Say, What might be some constraints that engineers need to consider when designing a tsunami
detection system like the one in the reading?
After allowing for student responses, follow by saying, Engineers decided that the tsunameters needed to be located near
the ocean floor in order to detect large waves. They also decided to keep the tsunameters in “sleep” mode much of the time.
Why do you think the tsunameters are sometimes in “sleep” mode and not always in “active” mode? Why might engineers
consider this a worthwhile trade-off?
If students struggle with these ideas, guide them to think about this in terms of constraints on a designed system.
Remind them about the term constraints from Lesson 5. Say, When engineers design a system to perform a certain
function, sometimes they need to think about certain limitations or constraints. Thinking back to the last lesson, what was
one of the constraints that engineers had to consider when designing a system to detect and warn tsunamis? Prompts and
examples of student responses are below.

Suggested prompts Sample student responses

What might be some constraints that engineers They need to know how much everything costs to see if they have the
need to consider when designing a tsunami money and people to run everything.
detection system, like the one in the reading? They need to figure out if some locations are inaccessible or difficult to
reach.
Why do you think the tsunameters are sometimes The tsunameter doesn’t always need to be on, like when there isn’t an
in “sleep” mode and not always in “active” mode? earthquake.
So it doesn’t run out of power as frequently.
Why might engineers consider this a worthwhile The ocean floor is very far down, and it’s difficult and expensive to keep
trade-off? going down there to replace batteries.
It’s too difficult and time consuming to keep bringing up tsunameters
from the ocean floor to replace them or change their batteries.

Key Ideas

Purpose of this discussion: Help students identify one design idea and potential trade-offs in the detection and
signaling technologies used for tsunamis.
Look for/listen for these ideas: Keeping the tsunameter in “sleep” mode vs. “active” mode is a design feature with
these trade-offs:
• Keeping the tsunameter in “sleep” mode when not needed prolongs the lifespan of the instrument’s power source.
• Changing batteries in the tsunameter entails bringing the instrument to the surface, which is a difficult, long, and
expensive process.
• Changing batteries in the tsunameter by sending a person or submersible down to the ocean floor is costly and
very dangerous.
Lesson 6 NATURAL HAZARDS | 147
3. Summarize ideas from the reading. 8 min

Materials: Reading: How are tsunamis detected and warning signals sent? *Supporting Students in Three-
Summarize ideas from the reading.* Project slide D. Prompt students to think about the main pieces of Dimensional Learning
information presented in the reading. Guide them to first look back at their annotated text and briefly discuss This text represents an opportunity
the three questions on the slide with their partner. Tell them we will then discuss these questions as a class. to integrate aspects of the
Say, Remember, because we saw that big structures like seawalls don’t always protect people from a tsunami, we wanted three dimensions of the NGSS.
to know more about how we detect tsunamis so that we could warn people in case one is coming. What do people need to Students obtain and communicate
know in order to prepare for a tsunami? Examples of student responses to this prompt are below. information from the text about
a system (the overall network
Suggested prompt Sample student responses of sensors across land, space,
and sea), and subsystems (the
What do people need to know in order to They need to know if an earthquake that may cause a tsunami has tsunameter and how it operates on
prepare for a tsunami? occurred. the ocean floor) that are focused
They need to know if a tsunami is getting closer. on detection and warning of
earthquakes and tsunamis. These
They need to know when a tsunami may arrive so they know how much
systems have their own criteria
time we have to evacuate.
and trade-offs that impact how
They need to know how bad the tsunami will be, so they know if we need well they work. Through critically
to evacuate. reading about the system and its
They need to know how tall and fast the tsunami is to determine how parts, students can gain a better
and when to warn people. understanding of how the system
works to protect communities.
Prompt students to read and think about the second question on slide D. Say, What must a tsunami detection and
warning system be able to do? Examples of student responses are below.

Suggested prompt Sample student responses

What must a tsunami detection and warning It must accurately detect the location, depth, and strength of an
system be able to do? earthquake.
It must quickly signal to the buoy system to wake up the tsunameters.
It must accurately detect the presence of a large wave on the surface.
It must quickly alert scientists of an incoming tsunami.
It must accurately forecast the tsunami’s arrival time and wave height
before it reaches shore.
Present the third question on slide D. Say, How can we make a diagram of a tsunami detection and warning system
working together?
This question summarizes the main parts of the detection system from the reading, including the parts on land, in
space, and in the ocean. It may be easier for students to answer by making a diagram. However, encourage them to

Lesson 6 NATURAL HAZARDS | 148

spend less time on the artwork and copying pictures from the reading by modeling how to make a schematic diagram
instead, with symbols or shapes representing parts of the system (for example, use boxes to represent parts that send
signals and use arrows to represent signals).
Ask students if there’s a term that describes the list of what the detection and warning system should do. Say, In the
previous lesson, we found out that in designing or evaluating systems, engineers sometimes refer to a list of requirements, or
things that a design must be able to do to be considered successful. What do we call those things?
Students should recall that engineers use sets of criteria to help evaluate the success of a particular design. If they
struggle to recall this term, guide them to look at the Word Wall or the Criteria for Solutions poster from Lesson 5. Say,
An engineer designing a tsunami detection and warning system must be sure that it meets these criteria.

Assessment Opportunity

Building towards: 6.A Critically read scientific text to understand how a system designed to detect tsunamis follows
specific criteria (related to earthquake activity) and constraints (related to signal transmission).
What to look for/listen for: After the third paragraph in the reading, students should understand that this tsunami
detection system is only triggered if an earthquake meets specific criteria (the earthquake must be underwater, strong,
and shallow). After the fifth paragraph, they should identify one constraint of the system, as the signals must be able to
travel through air, water, and space, thus requiring the use of both satellite and sonar signals. Finally, in the “How does
a tsunameter work” paragraph, students should offer a range of explanations for why the tsunameter is designed to
have both “sleep” and “active” modes, including that the instrument uses more power while active, which may reduce
its effective lifetime. They should identify this as a constraint on the system.
What to do: If students struggle to identify criteria and constraints in the tsunami detection system, pause and reflect
on how these have been discussed up to this point. To help specifically with the tsunameter in “sleep” and “active”
mode, make the analogy to whether a person requires more energy when they are asleep or when they are active. If
they struggle to see why energy consumption is problematic, have them consider where the instrument gets energy
to function: First, ask where most appliances or machines get their energy. Then, ask how getting energy down to the
tsunameter many thousands of meters below the ocean surface may be problematic (i.e., its location is completely
dark, freezing, and under immense pressure). Finally, ask students to think about this in terms of cost and danger (i.e.,
Why might extending the life of a tsunameter be better than having one that is always in active mode? Why is it not safe to
send people down to replace the batteries?).

4. Update the Tsunami Chain of Events poster. 5 min

Materials: science notebook, Tsunami Chain of Events poster, markers, large sticky notes
Update the Tsunami Chain of Events poster. Project slide E. Explain that we will add new information from the
reading to the Tsunami Chain of Events poster.
Say, Remember that this unit is not just about the 2011 tsunami, but also about designing ways to protect communities from
tsunamis. Therefore, understanding the connection between science and engineering is critical. One way to keep track of

Lesson 6 NATURAL HAZARDS | 149

these connections is to add information from the reading to our Tsunami Chain of Events poster. This will help to show how *Supporting Students in
engineers use science ideas, in this case about tsunami formation, to inform their engineering designs. Developing and Using Cause
Recall that after Lesson 5, the chain of events looked like this: and Effect
Connecting systems to cause
and effect: The cause-and-
effect diagram may also be
used to highlight that tsunami
mitigation strategies often involve
subsystems working together.
For example, to help protect
at-risk communities, engineers
may elect to build structures
to block the wave and also use
seismometers and tsunameters to
detect a tsunami ahead of time so
they can warn a local population
to evacuate. The combination
of these smaller subsystems
(represented by orange sticky
notes) may contribute to a more
robust and effective overall system
of mitigation.

After displaying the Tsunami Chain of Events poster, ask, As we look back at this chain of events, at which points do you
think a tsunami detection and warning system might play an important role? Are there certain parts of the tsunami detection
and warning system that you think connect to more than one part of this diagram?
Ask students to share their ideas for possible connections. Record ideas onto the chart using large sticky notes—be
sure to use the same color sticky notes as those added in Lesson 5 to indicate that these connections involve aspects
of engineering designs. Prompts and examples of student responses are below.

Lesson 6 NATURAL HAZARDS | 150

Suggested prompts Sample student responses
As we look back at this chain of events, at which The seismometer on land detects and measures earthquake
points do you think a tsunami detection and warning magnitude, which helps determine whether a tsunami-causing
system might play an important role? earthquake may have occurred.
The tsunameter underwater measures the movement of water in
the ocean, which helps determine whether a high enough wave
has been generated by an earthquake.
The sophisticated computers back on land use data from the
tsunameters to predict if and when a tsunami may reach the shore.
Are there certain parts of the tsunami detection and I think the seismometer from the system could connect to the
warning system that you think connect to more than earthquakes or to the movement of the ocean floor, since those
one part of this diagram? may be related.
Perhaps the detection system connects to the movement of water
or the moment a tsunami forms because of the tsunameter.
Following this discussion, the cause-and-effect diagram may look like this:*

Lesson 6 NATURAL HAZARDS | 151

 Additional Guidance

Regarding the diagram, keep in mind that the number and types of connections shared by students may vary. It is not
essential for the class chart to look exactly like the example provided. It is more important that students be able to
identify a moment (or moments) within the chain of events when the use of a tsunami detection and warning system
may be most useful in protecting communities.

5. Navigation 2 min

Materials: None
Motivate the next step. Display slide F. Guide students to think about what happens once a tsunami is detected and
predicted to impact land. Say, So, an earthquake has occurred in the ocean, and the DART II system has accurately and
quickly signaled that a tsunami is approaching. The local government is about to issue a tsunami warning to people nearby.
What should we be concerned with at this step?
Focus on responses associated with the communication of the warning. For example, how soon should the warning be
sent? Do they wait for more information? How do they send out the message? What is in the message? All these ideas
set students up to think more about the technologies, criteria, and constraints involved in communicating before and
during a tsunami.

ADDITIONAL LESSON 6 TEACHER GUIDANCE

Supporting Students in Making Connections in ELA
The science text that is the focal activity of this lesson supports the following English Language Arts standards:
• CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
• CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
• CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
• CCSS.ELA-LITERACY.RST.6-8.10: By the end of grade 8, read and comprehend science/technical texts in the grades
6-8 text complexity band independently and proficiently.

Lesson 6 NATURAL HAZARDS | 152

LESSON 7

What are ways we can communicate with people before

and during a tsunami?
Previous Lesson We read about a complex system of instruments that detects tsunamis, and we learned that tsunami warnings are sent when
specific criteria are met regarding the triggering earthquake event and whether the resulting tsunami is predicted to reach land.

This Lesson We listen to what a tsunami warning signal sounds like and notice and wonder about
how people know what to do when they hear it. We read real accounts of tsunami
Investigation
survivors from Japan and what they did when the earthquake and tsunami occurred.
We identify the stakeholders who the warning signal must work for, and then develop
2 days
criteria and constraints for tsunami communication solutions. We evaluate different
ways tsunami preparation and response are communicated to stakeholders and also
read a case study about a school in Kamaishi that included education as part of their
plan. From this, we learn that there are many ways to communicate with community
stakeholders before and during a tsunami event.

Next Lesson We will develop a system model to represent what we’ve learned about detecting, warning people, and reducing damage from
tsunamis. We will analyze the importance and purpose of the subsystems and generalize the process engineers use to develop
systems and solutions to address a local hazard.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 7.A Integrate written text with multimedia displays of tsunami warning and preparedness systems to clarify additional ways
communities at-risk of tsunami can mitigate potential future effects.
7.B Evaluate communication systems, using a systematic process and agreed-upon criteria and constraints, to determine how
well the system (structure) communicates with stakeholders (function).

What Students Will Figure Out

• Groups of people can be affected by hazards in different ways, depending on their access to (1) early warning information,
(2) resources to protect themselves and property, and (3) ability to evacuate when necessary.
• Groups particularly at-risk during a hazard are older people, children, people who speak a different language, and those
who are sick or require assistance.

Lesson 7 NATURAL HAZARDS | 153

 • Effective plans account for the people living in a place and the resources communities need to respond appropriately.
• Communication strategies include educating the community before a natural hazard happens and alerting people when
the hazard is happening.
• A variety of communication strategies (e.g., signs and symbols, warning sounds, multiple languages) are necessary to
ensure that all people at risk understand how to respond quickly and safely in the event of a hazard.

Lesson 7 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 8 min BUILDING UNDERSTANDINGS DISCUSSION ABOUT WARNING SIGNALS A 6.5 - Lesson 7 Audio Alerts for Tsunami
Listen to real tsunami warning signals and notice and wonder about the Warning (See the Online Resources Guide for a
next steps to respond. link to this item. www.coreknowledge.org/cksci-
online-resources)
2 8 min READ STORIES FROM JAPAN B Voices from Japan Tsunami Survivors
Read quotes and stories from survivors of the Japanese tsunami about how
they felt when the earthquake struck and tsunami warning signals were
sent.
3 12 min IDENTIFY COMMUNITY STAKEHOLDERS B-C Voices from Japan Tsunami Survivors, Community
Using stories from the community residents of Japan, students identify Stakeholders, chart paper, markers
stakeholders and their needs.
4 12 min IDENTIFY CRITERIA AND CONSTRAINTS FOR COMMUNICATION D-F Community Stakeholders
SYSTEMS
Identify criteria and constraints for communication systems designed to
warn people of a hazard.
5 1 min HOME LEARNING G
Assign home learning for students to notice all the ways they receive
communication outside of school
End of day 1
6 10 min AGREE UPON CRITERIA AND CONSTRAINTS H Evaluation Matrix
Share criteria and constraints from day 1 and incorporate any new ideas
that surfaced during the Home Learning.

Lesson 7 NATURAL HAZARDS | 154

Part Duration Summary Slide Materials
7 15 min EVALUATE COMMUNICATION CASE STUDIES I-K Evaluation Matrix, Tsunami Communication
Evaluate different communication options and come to consensus on how Examples, 6.5 - Lesson 7 Audio Public Service
well they meet agreed-upon criteria and constraints. Announcement (See the Online Resources Guide
for a link to this item. www.coreknowledge.org/
cksci-online-resources) chart paper, markers
8 12 min READ ABOUT KAMAISHI SCHOOL CASE STUDY L Reading: Kamaishi East Junior High School
Evaluate the value of having a preparedness plan in place when a natural
hazard occurs.
9 5 min UPDATE TSUNAMI CHAIN OF EVENTS M Tsunami Chain of Events, large sticky notes,
Update Tsunami Chain of Events to include new ideas. markers

10 3 min NAVIGATION N index card

Motivate the need to take stock in all the different systems to protect
communities from tsunamis.
End of day 2
SCIENCE LITERACY ROUTINE Student Reader Collection 3: Minimizing Damage
Upon completion of Lesson 7, students are ready to read Student Reader
Collection 3 and then respond to the writing exercise.

Lesson 7 • Materials List

per student per group per class

Lesson materials • science notebook • 6.5 - Lesson 7 Audio Alerts for Tsunami
• Voices from Japan Tsunami Survivors Warning (See the Online Resources Guide for
Student Procedure Guide Student Work Pages
a link to this item. www.coreknowledge.org/
• Community Stakeholders
cksci-online-resources)
• Evaluation Matrix
• chart paper
• Tsunami Communication Examples
• markers
• 6.5 - Lesson 7 Audio Public Service
• Tsunami Chain of Events
Announcement (See the Online Resources
Guide for a link to this item. www. • large sticky notes
coreknowledge.org/cksci-online-
resources)
• Reading: Kamaishi East Junior High School
• index card
Lesson 7 NATURAL HAZARDS | 155
Materials preparation (15 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Make sure the audio can play for 6.5 - Lesson 7 Audio Alerts for Tsunami Warning. (See the Online Resources Guide
for a link to this item. www.coreknowledge.org/cksci-online-resources)
Between day 1 and day 2, modify slide H to reflect student ideas that are generated on Community Stakeholders.
Several communication examples are provided for students to analyze, including multiple cell phone apps, flyers,
infographics, and an audio Public Service Announcement at 6.5 - Lesson 7 Audio Public Service Announcement (See
the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) Consider
supplementing these options with any local resources for your community.
Be sure you have materials ready to add the following words to the Word Wall: stakeholder and system. Do not post
these word(s) on the wall until after your class has developed a shared understanding of their meaning.

Lesson 7 NATURAL HAZARDS | 156

Lesson 7 • Where We Are Going and NOT Going
Where We Are Going
The focus of this lesson is helping students understand the communication systems (i.e., education, preparation, and
warning systems) in place to help people prepare and respond when a natural hazard is imminent. Preparing residents
to respond is a critical aspect of mitigating the effects of natural hazards. This preparation includes helping people
understand their risk for a natural hazard, recognize warning messages and sounds, know when to shelter and when
to evacuate, and know where to go and how to get there calmly and safely. The lesson supports students in thinking
through the criteria and constraints associated with designing and evaluating communication systems for tsunamis.
They will apply their ideas to a local hazard in Lesson 10.
Where We Are NOT Going
Equity of access to resources and the ability to prepare, evacuate, and recover from natural hazards are very important
issues for communities to address in a comprehensive, effective communication plan. However, this lesson only
focuses on a few groups of people with special needs (e.g., elderly, sick, children, and non-dominant language
speakers). If instructional time allows, it is important to address issues of inequity related to hazards by acknowledging
that different groups of people are affected disproportionately by hazards. While not included beyond the groups
previously identified, this lesson could be expanded to discuss places and/or groups of people within a community
that are at risk of being adversely affected by a hazard.

Lesson 7 NATURAL HAZARDS | 157

LEARNING PLAN FOR LESSON 7

1. Building Understandings Discussion About Warning Signals 8 min

Materials: science notebook, 6.5 - Lesson 7 Audio Alerts for Tsunami Warning (See the Online Resources Guide for a *Attending to Equity
link to this item. www.coreknowledge.org/cksci-online-resources) Supporting Empathy and
Emotions: Listening to sirens and
Additional Guidance alarming alerts can trigger a stress
response in students. They are
Supporting emotions and empathy: This lesson integrates the alarm system sounds and the experiences and purposely designed that way to
feelings tsunami survivors had as they received the warning signals of an approaching tsunami. The tales include alert people to danger. However,
grief at the loss of homes and people and feelings of being scared. Students might experience similar emotions as it is important for students to
they learn about how people responded in the tsunami event and why education and communication solutions are experience the sounds they can
key parts of a system designed to protect communities. Be prepared for students to struggle with fright or grief after expect to hear in a dangerous
hearing or reading about natural hazard damage. event, so that they can respond
Prepare students for what they will hear.* Display slide A. This lesson begins with an audio clip of Japan tsunami appropriately when they hear
warning signals, including alerts from cell phones, TVs, loudspeaker announcers, and sirens. Say, We are about to listen the sound. If students don’t have
to the signals that people receive after a tsunami is detected. As we listen, think about what the community residents might experience hearing warning
be feeling, seeing, or hearing during the moments before a tsunami arrives. We will listen one time through without writing— signals, they could become scared
just close your eyes and listen. The second time through, we will make notes about what we Notice and Wonder. Consider as or panicked during the event. The
you listen: Who are the people hearing this warning? What will they do next? Kamaishi case study on day 2 is a
good example of how practicing
Play the audio clip at 6.5 - Lesson 7 Audio Alerts for Tsunami Warning. (See the Online Resources Guide for a link to
listening to and responding to
this item. www.coreknowledge.org/cksci-online-resources) Ask students to close their eyes, put their heads down,
warning signals can help students
and just listen to the alarm signals being sent to residents. The clip is 1:30 long. Once it has been played, ask students
be prepared in the event a natural
to take out their notebooks, and as the clip is played a second time, ask students to record what they Notice and
hazard event occurs.
Wonder about in their science notebooks.
Support for Universal Design
After the students have listened twice through the clip, say, Last class, we found out that warnings are sent after a
for Learning: Consider how some
tsunami that will reach land is detected. We just heard some of those warnings. What did you Notice and Wonder as you
students may react to loud or
listened to the audio clip?
alarming noises. If needed, the clip
Suggested prompt Sample student responses has lower tones starting at 1:08
through the end of the clip, where
What did you notice about the sounds we heard? The sounds were a little scary. there is an announcer with very low
They had a lot of different sounds. sirens heard in the background.
This section of the audio might
I couldn’t understand what the person was saying.
be more appropriate to play for
It sounds like some were on cell phones but others were loudspeakers. students who are sensitive to loud
or alarming noises.

Lesson 7 NATURAL HAZARDS | 158

Suggested prompt Sample student responses
What do you wonder about? I am wondering whether everyone knows what the sound means.
I wonder how they get the sound to people in all those different ways.
I wonder about the people who don’t have cell phones or can’t hear.
I wonder how they know what to do, especially if they don’t speak the
language.
Acknowledge that alarm and warning signals can be scary. Let students know these signals are often loud and
scary, and that they are designed that way so that people are alerted to potential danger. Say, It can be a scary thing
to get a warning signal like that. Have you ever experienced that before? Let students share their experiences to surface-
related phenomena, such as
• tornado warnings on the TV;
• “Amber alerts” on the phone; and
• fire/tornado/active shooter drills in the school.

2. Read stories from Japan. 8 min

Materials: Voices from Japan Tsunami Survivors

*Supporting Students in
Transition students to consider accounts from the Japanese tsunami. Display Tsunamis. When the seismometers on land detect an earthquake that might cause a tsunami, Engaging in Obtaining,
slide B. Say, On March 11, 2011, when the earthquake and tsunami struck Japan, people
they send a signal to a satellite that is orbiting Earth. The satellite then sends signals to several

Evaluating, and Communicating

floating buoys on the surface of the ocean near the earthquake’s epicenter.
Next, each surface buoy sends a signal to wake up an instrument down on the ocean floor called a
tsunameter. You might be wondering why we don’t send the signal from the satellite directly to the

had to react to the warning signals. We have some stories from some of those people about tsunameter—it turns out that satellite signals do not
travel well through water. Fortunately, sound travels very
quickly through water. So, sound waves, or sonar, are
used to send and receive signals from the tsunameter.
Information
what they did and how they felt as it was happening. how does a tsunameter work?
A tsunameter is anchored to the ocean floor. It has Use this text as an opportunity to
several devices attached to it that float upward. As

Divide students into groups. Each group will read at least three accounts using Voices
a wave moves across the ocean’s surface, the water
underneath the wave gets pushed down deeper
into the ocean. If a large wave occurs, more water
support students in developing
the element of: Integrate qualitative
is pushed down, which also pushes down on the

from Japan Tsunami Survivors. If time allows, they can read more. Ensure that groups
floating devices attached to the tsunameter. The
tsunameter records the height and movement of
these floating devices every 15 minutes when it is in

and/or quantitative scientific and/

“sleep” mode. When an earthquake occurs nearby and

choose different accounts to read about so that all stories are read by one or more
the tsunameter is switched to “active” mode, it takes
measurements every minute.
Stop to Wonder: Why do you think the tsunameter is NoAA

pairs of students in the classroom. As students read, ask them to pay close attention to
sometimes in sleep mode and not always in active mode?
When a tsunami occurs, a huge wave moves across the ocean’s surface, pushing large amounts
of water down on the devices attached to the tsunameter. once the devices sink to a certain
or technical information in written
the following:
depth, the tsunameter sends a signal back up to the surface buoy telling it that a tsunami was
just detected on the ocean surface.

When is a tsunami warning sent?

text with that contained in media
on the ocean surface, the surface buoy sends a signal to the satellite. The satellite then sends a
and visual displays to clarify claims
• Who is this person?
final message back to the scientists on land. The scientists use computers to predict whether the
tsunami will reach the shore. If they think the tsunami will reach shore, then they work to figure

and findings. Students will draw

out the answers to these questions: (1) how long will it be until the tsunami hits, and (2) how tall
will the wave be when it hits? The answers to these questions can be used to help save lives.
Sources:

• What was their experience like? •

•
US National oceanic and Atmospheric Association (NoAA). Retrieved from: https://
www.noaa.gov/explainers/ustsunami- warning-system
Bureau of Meteorology, Australia. Retrieved from: http://www.bom.gov.au/tsunami/
on text, media, and visual displays
about/detection_buoys.shtml

• What else would you like to know about their experience?* 100 NATURAL HAZARDS
to better understand the criteria
Let students read quietly for 3–5 minutes and then talk about these questions with
CKSci_G6U5_SPG.indb 100 25/10/22 11:56 AM
and constraints for effective
their partner and be ready to share what they learned with the class. communication systems. At this
point, students are drawing on
qualitative information from
survivor stories (written text) about
how they responded.

Lesson 7 NATURAL HAZARDS | 159

3. Identify community stakeholders. 12 min

Materials: Voices from Japan Tsunami Survivors, Community Stakeholders, chart paper, markers *Attending to Equity
Identify characteristics of community members from the stories. Continue to display slide B. Ask partners to Supporting Emergent
share stories from Voices from Japan Tsunami Survivors with the class. Use the questions on the slides to help focus Multilingual Students: Teachers
students’ sharing with the whole class. can support all students,
particularly emerging multilingual
Suggested prompts Sample student responses students, in forming a deeper
understanding of newly “earned”
Who is this person? a grandmother
vocabulary by representing the
a student new term in multiple ways. For
a teacher example, students can (1) write the
term, (2) draw a representation of
a business owner
the term, (3) use their own words
What was their experience like? She saw water coming and it just kept coming. to write an explanation for what
the term means, or (4) use the new
The student knew that a tsunami was coming and planned to go to
term in a sentence.
the hills as soon as the shaking stopped.
She couldn’t understand the announcements. The representation for
stakeholders (people who have an
He knew they needed to evacuate right away. interest or concern or investment
What else would you like to know about their I’m wondering if the grandma was safe where she was on the hill. in something) should mostly
experience? illustrate the people who will be
I’m wondering how the students knew what to do. impacted by the design solution
I’m wondering if the teacher was able to figure out what the (in this case, a warning system that
announcement meant. communicates to people how and
I’m wondering if the business owner and his employees made it to when to respond).
safety.

Alternate Activity

Consider creating a table or graphic organizer to track student ideas to these questions to compare similarities and
differences in how people might receive and respond to warning signals.
Define stakeholders. Say, It sounds like most of these people either knew what was happening, or someone warned them.
However, there were some people that didn’t quite know what was happening. They all survived the tsunami in Japan, but
they had different experiences based on who they are and what they knew about tsunamis.
Take a moment with students to define “stakeholders” for students. First, ask students, As we work together to figure out
ways to protect and warn communities about tsunamis, how might we use these first-hand accounts to evaluate different

Lesson 7 NATURAL HAZARDS | 160

solutions? Let students share some ideas, such as how the designs need
to work for all people in the community.
Say something like, Engineers who design solutions, such as seawalls and
communication systems, want to make sure solutions work for all the people
affected. These people are called stakeholders because they all have a “stake”
in what design solutions might work best for them and their community. And
some stakeholders have certain needs while others need something else.
Add “stakeholders” to the Word Wall.*
Identify stakeholders for tsunami warning signals. Display slide C and distribute Community Stakeholders. In
partners, using Part 1 on the handout, have students identify individuals or groups of people that are represented by
the stories they read about. Challenge students to think about any special assistance the stakeholders might need
during an emergency. Give partners about five minutes to work on this.
Share stakeholders as a class. Bring students back together to share their list of stakeholders and needs as a class.
Title a T-chart with “Stakeholders” on the left column and “Assistance?” on the right column. Allow partners to share
their ideas. To avoid duplicate ideas, use questions like:
• Did anyone else identify that stakeholder group?
• Did you have the same needs?
• Would you add something to what ______ already identified?
Identify special needs for consideration. Once you have generated a list of stakeholders and their needs, ask students:
Are there individuals or groups that have special considerations that we should think about? Are there groups of people we
haven’t identified? For example, are there groups of people in the community that might have trouble evacuating quickly?
Add a star to those stakeholders to identify them as a higher at-risk group during an evacuation and note the reason
using a different color marker. Examples include the following:
• Younger children (might not know where to go or how to get there; Who is this community
member?
Will they need
special help during
Describe their need Who can help
them?
(Stakeholders) a tsunami?
cannot drive).
Business Owner ❍ yes  ✔ no
• People who might not be able to evacuate quickly (elderly or ill
Grandparent ✔ yes  ❍ no Helping evacuating to high family, neighbers
people may not be able to move quickly enough for an evacuation; ground quickly

may not be strong enough to climb onto objects). Young Student ✔ yes  ❍ no Help knowing where to go Teachers, older
and get there safely students
• People who don’t have technology (they may not see or hear
the signal). Salesperson ❍ yes  ✔ no

• People who are traveling and do not know the area and/or local
language (they won’t know where to go or might not be able to interpret the language).
Transition students to now consider what a communication system needs to do to protect the most people.
Say, Now that we know who needs to know a tsunami is coming, let’s consider what communication solutions we need to
protect as many people as possible.

Lesson 7 NATURAL HAZARDS | 161

4. Identity criteria and constraints for communication systems. 12 min

Materials: Community Stakeholders

Identify the potential problems and goals of an effective
communication system. Display slide D. Using Part 2 of Community
Stakeholders have students consider what design problem engineers
are trying to address when they put together communication systems
for natural hazards and also the goals of an effective system. It might be
helpful to frame these two questions in this way:
• What is the problem that engineers are trying to solve when they
develop hazard communication systems?
• What would that system need to be able to do to address the
community stakeholders’ needs?
Pause here to discuss the use of the word “system.” Students have used this word before in previous units, but it takes
on a new meaning at this point when referring to hazard communication systems. Ask students to come to a shared
understanding of how the word “system” is being used. An example might be: “A system is a set of parts that work
together to perform a particular function/job. And sometimes larger systems have smaller subsystems that work
together.”
In this case, a hazard communication system includes ways to both alert people to what is happening and also help
them respond in the safest possible way. Add “system” to the Word Wall.
Let students discuss with a partner the answers to the questions for a few minutes. Then, ask students to share with
the whole class.

Suggested prompts Sample student responses

What is the problem that engineers are trying to They are trying to save as many people as they can.
solve when they develop hazard communication They are trying to make sure as many people know what to do as
systems? possible.
What would that system need to do to address all It would need to have different ways of communicating with different
the needs of the community stakeholders? groups of people.
It would need to reach the largest number of people possible.
People would need to know what to do before the tsunami happens
too.

Define criteria and constraints for the communication system. Say, OK, now that we have an idea of what the
problem is and the goals of the system, let’s figure out what the system has to do to work and what potential limitations or

Lesson 7 NATURAL HAZARDS | 162

constraints we might need to consider. Let’s think about one criteria and one constraint together, and then you and your
partner can brainstorm one or two more.
Display slide E. Together, brainstorm one possible criteria for a communication system. For example:

Identify Criteria Why is this an important criterion?

What must the system be able to do to work?
It must reach as many people as possible. By alerting as many people as possible, we can save more lives.
Then, brainstorm one possible constraint for a communication system. For example:
Identify Constraints Why is this constraint important to consider?
What might limit the system that is put into Is there a particular stakeholder group that we should
place? consider?
The communication of the warning signal should By having different modes of communication, it is more likely
include multiple modes of communication (audio, to reach a larger group of people, including those people
visual, and haptic warnings). who need additional audio, visual, or vibration options.
The technology used for the warning signals should Community members who are not able to hear, see, or feel
reach all areas within the community. the signals will be in more danger.
To help facilitate student thinking about possible criteria or constraints for a system, display slide F. This slide provides
students with ideas for what might be a criteria or a constraint for communication. However, it is fine for students to
think outside of this list. Below are some possible ideas that might emerge from the students’ brainstorm.
Question to consider from handout Criteria and Constraints that students might identify (these may also
include limitations on the technology itself)
Who gets alerted? Possible Criteria: All people in the affected area are notified of the hazard.
Possible Constraints: Georeferenced alerts are sent to all cell phone users
within the tsunami zone, but users might opt-out of alerts, or those without
cell phones might not receive an alert.
What media options should be Possible Criteria: Offer as many ways to hear, see, or feel a warning signal.
available to send a signal? Possible Constraint: Warning signal should use at least 3 different forms of
media, such as cell phone alerts, sirens, and TV announcements. But there
are limitations on the technology: some people do not use media; distance
from a siren might be too great to hear.
Can all people hear, see, or feel some Possible Criteria: Communication systems must include a warning signal
kind of warning signal or alert? that can be seen, heard, and felt (haptic) to reach as many people as
possible.
Possible Constraint: Some people have limited access to media and may
not receive the signal.

Lesson 7 NATURAL HAZARDS | 163

Question to consider from handout Criteria and Constraints that students might identify (these may also
include limitations on the technology itself)
What languages or symbols should Possible Criteria: At least two widely spoken languages are used in the
be used in this kind of system? announcements; recognizable symbols clearly mark evacuation routes.
Possible Constraint: Visitors may not speak or read either of the two widely
used languages in the region. Also, the symbols used in a particular region
may be culturally relevant and therefore unrecognizable as visitors to a
region may not recognize the same symbols or may interpret their meaning
differently.
What does the message need to say Possible Criteria: Communicates warning in everyday language so people
to warn people? understand.
Possible Constraint: All world languages cannot be communicated at
once—some subgroups may be left out. Signals may take too long to
transmit to a different language (maybe there is a loop time for messages). If
only audio, those with hearing issues would not be alerted and if only visual,
those with vision impairments might struggle.
What are the evacuation routes and Possible Criteria: Evacuation routes are well-marked with signs that have
places for people to shelter? How are words and symbols.
these routes marked? Possible Constraint: Safe evacuation sites might not be quickly accessible
for all people depending on the distance. Some people may not understand
the signage or know where to look for it if from out of the area.
How will people know what to do Possible Criteria: Education programs, pamphlets, maps, and signs are used
when the warning signal goes off? to spread the message of what to do.
Possible Constraint: Formal educational systems may not be available to all
populations in a tsunami-prone region.
Gather student handouts and use the students’ brainstormed criteria and constraints to pose a list of them for the
evaluation process on day 2, using an edited version of slide H. Scan the student responses and find at least three
common criteria that will be used to consider communication options on day 2. Choose criteria that might be focused
on the type or amount of text, language of text, clearness of symbols, and the use of multi-modes of communication
(e.g., combinating symbols with text).

Assessment Opportunity

Building towards: 7.A Integrate written text with multimedia displays of tsunami warning and preparedness systems
to clarify additional ways communities at-risk of tsunami can mitigate potential future effects.
What to look for/listen for: Look for clearly identified stakeholders with particular needs for emergency
communication, and then look for corresponding criteria and constraints that address those needs but might limit

Lesson 7 NATURAL HAZARDS | 164

what can be used to develop or evaluate potential solutions. Use the previous example table to see specific example
student responses.
What to do: If students are struggling to connect stakeholder needs with criteria and constraints of communication
systems, use a local or relevant example to walk them through the process. For example, ask students: If there is a fire
in our school, how do we, the stakeholders, receive the warning? Would all people in our class receive the alert? What might
prevent someone from receiving it? Is there only one alert style or more than one (e.g., sound, lights, vibrations, others)?
Using an example familiar to students might help access their knowledge about different criteria and constraints
for communication systems. Other examples could be Amber alerts or tornado warnings; consider also using non-
emergency communications, such as the school announcements or announcements at sporting events or theme parks.

5. Home Learning 1 min

Materials: None
Assign Home Learning. Display slide G. Say, As you experience communication outside the classroom between now and
the next class, pay attention to all the ways you send and receive communication. Think about whether there are any ideas
from your experience that we should consider. Jot these down and bring these ideas with you to class next time.

 End of day 1

6. Agree upon criteria and constraints. 10 min

Materials: Evaluation Matrix *Attending to Equity

Share a list of criteria and constraints. Introduce a shared set of criteria and constraints from student ideas Supporting Universal Design for
developed at the end of day 1. Say, I looked through your ideas from our handout where you brainstormed possible criteria Learning: As you gather students
and constraints. I condensed the list for us to use for our work today. Take a look and see if I left off something that we should ideas about communication, be
include. mindful of different ways students
Display slide H. Give students a moment to look through the list of criteria chosen from their work on day 1. Then ask access communication based on
students if they have any clarifying questions or criteria to add that were not captured. their needs. Some students might
receive more communication
Add new ideas from Home Learning. Remind students of their home learning assignment and ask them if they through auditory processes,
noticed any new information we should consider regarding ways we send or receive communication. Ask, Did you whereas others might connect
notice where you send and receive communication outside of school? For example, what information did you notice on signs, with visual processes. Ask for
through talking, or on an app?* contributions of ideas that include
Ideas that might surface include the following: multiple means of perception and
representation.
• Visual communication: billboards, signs, TV ads
• Audio communication: streaming radio or music channels, alerts on phones or smartwatches, smart home devices,
radio, loudspeakers, announcement systems
• Haptic communication (this might not come up): touch or tapping feelings from devices such as smart watches,
tablets, cell phones
Lesson 7 NATURAL HAZARDS | 165
As students share, ask them to see if their new ideas about how they communicate are represented already on the list
on slide H or if they want to add something that is missing.
Pass out Evaluation Matrix. Ask students to record the agreed-upon criteria and constraints or limitations from the slide
onto the first row of the matrix on the handout so they are ready to evaluate different communication systems.

7. Evaluate communication case studies. 15 min

Materials: Evaluation Matrix, Tsunami Communication Examples, 6.5 - Lesson 7 Audio Public Service Announcement *Supporting Students in
(See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources), chart Engaging in Argument from
paper, markers Evidence
Evaluate different communication options using criteria and constraints. Display slide I. Divide As groups engage in this
the class into 10 groups of students (2–3 per group). There are multiple communication options that discussion, center their focus
will be evaluated using a jigsaw method with at least two groups evaluating each option. Students can on how their evidence can be
use Tsunami Communication Examples in the student edition or supplement with additional or alternate useful for evaluating claims and
examples as needed. One example in another language is included in the selection, and an audio Public persuading others about the
Service Announcement (PSA) is also available at 6.5 - Lesson 7 Audio Public Service Announcement (See the Online validity of their ideas. When
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) A variety of examples students are engaged in the work
allows students to evaluate the affordances and constraints of different modes of communication. of argumentation, they should
explicitly build from evidence,
Alternate Activity past experiences, and/or shared
observations to support their
Choose groupings that fit your class size and context. However, having more than one group evaluate each conclusions.
communication option will provide the opportunity for students to build consensus on their ratings of each option.
If only one group reviews an option, offer additional support to help build consensus within the group. For example,
encourage students to use the Communicating in Scientific Ways chart and evidence from the images to support their
ratings of each option against the criteria and constraints.
Groups will work separately at first to review the resource and rate it against the criteria. Groups will also list possible
community constraints that might limit how the solutions could work for the community, or students might even list
constraints of the technology itself. Give students 5 minutes to do this initial pass. They will rate only the options on
their assigned row.

Lesson 7 NATURAL HAZARDS | 166

 List the Criteria 1 Criteria 2 Criteria 3 List possible constraints
Communication Reach all Use everyday Help people
System Solution people language respond

Flyer ●●● ●●● ●●●●● Uses limited language, requires lots of

reading, only 1 form of information

Infographic ●●●●● ●●●●● ●●●●● Only seen where posted, small text

Pamphlet ●●●●● ●●● ●●●●● Really small text, only in one format

Cell Phone App 1 ●●● ●●● ●●●●● Limited cell phone access, some people
might have difficulty with app

Cell Phone App 2 ●●● ●●●●● ●●●●● Limited cell phone access

Display slide J with new instructions. The two groups assigned to the same communication options will need to meet
together and come to consensus on how they rated the option and what constraints the communication option might have.*
Share ratings across groups. Once groups have shared agreement on their assigned communication option,
reconvene the class to share the results. Title a chart as “Communication Options” (or project a blank Evaluation Matrix
onto a whiteboard). Ask the groups to share their ratings and record their thinking for the class.
Ask students if they notice any patterns in the ratings, and whether they think one option is better than the others. For
example, ask, Does one of these options seem to do everything really well? Why or why not?

Assessment Opportunity

Building towards: 7.B Evaluate communication options using a systematic process and agreed-upon criteria and
constraints to determine how well the design (structure) serves to communicate to stakeholders (function).
What to look for/listen for: Listen for agreement within the jigsaw groups about what their assigned communication
option does well and what are its limitations. Then, across all groups, as a whole class, listen for ideas about how some
communication options meet some criteria very well, while others meet other criteria well. The purpose of this work is to
better understand that by combining multiple forms of communication, systems can address multiple stakeholder needs.
What to do: If students struggle to come to an agreement within the group, ask students, Does that fit the criteria we
laid out? How do you know? Or, Does it fit some criteria well, but not others? When combining work across the groups,
encourage students to consider patterns in what they are noticing, such as, Which of these options does ____ well?
Which of these options does not do ______ well?
Discuss the benefits of having multiple options available. Come back together as a whole class and pose this
question using slide K: Why would it be important to have multiple modes of communication in the event of a hazard?
Would you know what to do when you hear a warning signal?

Lesson 7 NATURAL HAZARDS | 167

Suggested prompts Sample student responses
Why would it be important to have multiple modes of to reach the largest number of people
communication in the event of a hazard? to have a backup in case one thing fails
Would you know what to do when you hear a warning Maybe if I had heard it before and knew where to go.
signal? I am not sure if I would know what to do. Stay here or leave?
I don’t know.
Transition to the next reading. Say, We have great communication options, and they do some things well and other
things not as well. Having multiple options in place provides a backup, especially when one thing fails. We are going to read
about some students’ experiences during the tsunami when their warning system broke, and we are going to see what back
up plan they had in place.

8. Read about Kamaishi School case study. 12 min

Materials: Reading: Kamaishi East Junior High School

Introduce students to the Kamaishi Junior High School. Display slide L. Say, We know that having multiple options
in place is a good idea so that we can reach as many people as possible and also in case something fails. Let’s see how some
kids dealt with this same situation.
Have students first read and mark up a copy of Reading: Kamaishi East Junior High School. There is a full color version of
the story in the student edition. As they read, have students consider the following:
• What communication plans did this school have in place?
• What worked well or didn’t work well?
• Is there anything about this case that we haven’t thought of yet?
Give students 5–8 minutes to read about Kamaishi. Then, reconvene the whole class to discuss the Kamaishi
experience.

Suggested prompts Sample student responses

What communication plans did this school have in place? They had an announcement system.
They knew where to evacuate.
What worked well or didn’t work well? The announcement system broke, so that didn’t work well.
But then the kids started shouting to each other and helped
the younger kids and some elderly people too.
They knew they needed to evacuate quickly and help
others, so that is what they did.
Is there anything about this case that we haven’t thought of yet? They worked with an expert beforehand to know what to do.

Lesson 7 NATURAL HAZARDS | 168

Highlight the importance of knowing how to respond in a hazard. Say, It looks like the students in Kamaishi were
still able to remain safe, even when one part of the system designed to protect them failed! Some of the ideas you mentioned
about how they stayed safe made it sound like they had a plan for what to do if a tsunami warning sounded.

Suggested prompt Sample student responses

How could having a plan help in the event of a natural We’ve seen things break when hazards happen, so you need to
hazard? know how to protect yourself if that happens.
They happen suddenly, and sometimes you might not know what
to do, so having a plan ahead of time makes it easy to do the right
thing when you need to.

9. Update Tsunami Chain of Events. 5 min

Materials: science notebook, Tsunami Chain of Events, large sticky notes, markers
Update Tsunami Chain of Events. Display slide M and prompt students to add new ideas to the Tsunami Chain of
Events. Ask students, What new ideas could we add that engineers consider as part of communicating before and during
tsunamis? Ideas can include the following:
• Communicating before a hazard by letting people know they are at risk and how they should respond.
• Communicating during a hazard to warn people quickly and tell them how to respond or act in the moment.
• Providing different means of communication to alert as many people as possible.
Summarize student ideas and add them to the Tsunami Chain of Events by adding a large sticky note (or several) about
communicating and educating people to prepare and respond. Importantly, connect these ideas to the sections of the
chart that were highlighted in Lesson 4. These “purple” ideas were added to forecast who is at risk in Lesson 4. Now we
are connecting to those ideas by communicating with those communities at risk.

Lesson 7 NATURAL HAZARDS | 169

10. Navigation 3 min

Materials: index card

Motivate the reason to take stock of ideas. Say, It looks like many coastal regions in Japan use more than one of these
systems simultaneously. For example, Ryoishi had a seawall and warning system, and so did Kamaishi. It had breakwaters,
sirens, and the schools did hazard education training. I wonder what it looks like when all these systems are put together.
How do you think they work together?
Display slide N. Give each student a notecard and give them a few minutes to consider:
• How do all these systems work together to protect communities from tsunamis?
Collect these cards to use as navigation of ideas into Lesson 9.

Lesson 7 NATURAL HAZARDS | 170

ADDITIONAL LESSON 7 TEACHER GUIDANCE
Supporting Students in Making Connections in ELA
The texts in this lesson supports students in developing the following reading standards:
• CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
• CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
• CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Lesson 7 NATURAL HAZARDS | 171

SCIENCE LITERACY: READING COLLECTION 3 Standards and Dimensions
NGSS

Minimizing Damage Disciplinary Core Idea ESS3.B: Natural

Hazards: Mapping the history of natural
hazards in a region, combined with an
1 Contrasting Natural Hazards understanding of related geologic forces can
2 Natural Hazard Survival 101 help forecast the locations and likelihoods of
future events. (MS-ESS3-2)
3 Disaster Domino Effect
Science and Engineering Practice:
4 Tsunami Measurements Obtaining, Evaluating, and Communicating
Information
Crosscutting Concepts: Patterns; Systems and
System Models; Stability and Change; Scale,
Literacy Objectives Instructional Resources Proportion, and Quantity
CCSS
✓✓ Summarize key points related to minimizing Student Reader Science Literacy Student English Language Arts
the damage of natural hazards. Reader, Collection 3 RST.6-8.1: Cite specific textual evidence to
✓✓ Organize related main ideas about minimizing “Minimizing Damage” support analysis of science and technical texts.
earthquake and tsunami damage. Collection 3 RST.6-8.2: Determine the central ideas or
✓✓ Analyze visual/graphic representations and conclusions of a text; provide an accurate
describe them verbally. Exercise Page Science Literacy Exercise summary of the text distinct from prior
Page knowledge or opinions.
EP 3 RST.6-8.4: Determine the meaning of
Literacy Exercises
symbols, key terms, and other domain-specific
• Read varied text selections related to the EP 3 words and phrases as they are used in a
topics explored in Lessons 5–7. specific scientific or technical context relevant
to grades 6-8 texts and topics.
• Evaluate the reading selections according to Prerequisite Investigations
provided prompts and criteria. RST.6-8.6: Analyze the author’s purpose
Assign the Science Literacy reading and writing in providing an explanation, describing a
• Compare and contrast information gained
exercise after class completion of this lesson group: procedure, or discussing an experiment in a text
from reading text with information gained
from class investigation. • Lesson 5: How can we reduce damage from a Language.6.5: Demonstrate understanding
• Prepare a summarizing outline in response to tsunami wave? of figurative language, word relationships, and
the reading. • Lesson 6: How are tsunamis detected and nuances in word meanings.
warning signals sent? Math
• Lesson 7: What are ways we can communicate CONTENT.6.EE.A.1: Write and evaluate
with people before and during a tsunami? numerical expressions involving whole-
number exponents.

SCIENCE LITERACY: READING COLLECTION 3 NATURAL HAZARDS | 172

 Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts
repeatedly to these terms. However, these in this exercise. Students will benefit from your
terms are not intended for isolated drill or modeling the use of these words without the
memorization. expectation that students will use or explain the
magnitude words themselves.
accurate radiation
contagious reactors
density-dependent tsunameter
infectious

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the assignment.
• Wednesday: Plan to touch base briefly with students in the middle of the week to answer questions about the
reading, to clarify expectations about the writing exercise, and to help students stay on track.
• Friday: Set aside time at the end of the week to facilitate a discussion about the reading and the writing exercise.
You’ll proceed with the in-class lesson investigations during this week.

2. Preview the assignment and set expectations.  (Monday)

• Let students know they will read independently and then complete a short writing assignment. The reading
selection relates to topics they are presently exploring in their Natural Hazards unit science investigations.
• The reading and writing will be completed outside of class (unless you have available class time to allocate).
• Preview the reading. Share a short summary of what students can expect.
First, you will read how the severity of a natural hazard event changes with the scale of the event. In the first example,
you’ll learn how the density of a population affects the spreading of contagious diseases. In a second example, you’ll
learn how an earthquake magnitude scale changes from one level to the next.

SCIENCE LITERACY: READING COLLECTION 3 NATURAL HAZARDS | 173

 Next, you’ll read an infographic to learn four things people can do to prepare for a natural hazard event.
Then, you’ll read a timeline showing the cause-and-effect relationships that were triggered by the earthquake off the
coast of Japan on March 11, 2011.
Finally, you’ll read an article explaining how NOAA (U.S. National Oceanic and Atmospheric Administration) scientists
use, collect, record, and interpret data about tsunami waves.
Exercise Page
• Distribute Exercise Page 3. Preview the writing exercise. Share a summary of what students will be expected to
deliver. Emphasize that Science Literacy exercises are brief. The focus is on thoughtful quality of a small product, not
on the assignment being big and complex.
For this assignment you will be expected to write the missing main ideas in an outline summarizing this collection.
EP 3
• Remind students of helpful strategies they can employ during independent reading. Offer the following advice:
The reading should take approximately 30 minutes to complete. (Encourage students to break reading into smaller
sections over multiple short sittings if their attention wanders.)
A good reading strategy is to scan through the collection first to see the titles, section headers, graphics, and images to
see what the selections are going to be about before fully reading.
Next, “cold read” the selections without yet thinking about the writing assignment that will follow.
Then, carefully read the Exercise Page to understand the expectations for the writing part of the assignment.
Revisit the reading selections to complete the writing exercise.
Jot down any questions for the midweek progress check in class. (Be sure students know, though, that they are not
limited to that time to ask you for clarification or answers to questions.)

3. Touch base to provide clarification and address questions.  (Wednesday)

Touch base midweek with students to make sure they are on track while working independently. You may choose to
administer a midweek minute-quiz to give students a concrete reason not to postpone completing the reading until
the last minute. Ask questions such as these, and have students jot answers on a half sheet of paper:

Suggested prompts Sample student responses

What does it mean when an infectious disease is It means that there is a greater danger to people when they live close
described as “density-dependent”? together, as in many cities.
What kinds of information should be in a natural where the people in your family/home can meet, a map of a safety
hazard safety plan? route, emergency phone numbers, and a paper road map
According to the timeline, what were two of the The tsunami caused flooding, and radiation was released into the air.
many effects of the 2011 tsunami on Japanese The tsunami caused the power plants to stop producing electrical
nuclear power plants? energy and the roof to blow off of one power plant.

SCIENCE LITERACY: READING COLLECTION 3 NATURAL HAZARDS | 174

 Suggested prompt Sample student response
What is a tsunameter network? It is made up of buoys in the ocean that have instruments that detect
changes in sea level and, using satellites, send the data to scientists’
computers.

Ask a few brief discussion questions related to the reading that will help students tie the text content to students’
classroom investigations.

Suggested prompts Sample student responses

How does the infographic about preparing for natural An infographic or poster is but one of many ways to
hazard events fit into the communications system we communicate with people before, during, and after a natural
explored in Lesson 7? disaster. Other ways have to be used to reach all stakeholders,
such as young children, the elderly, people who do not have
technology, and people who speak other languages.
How is a tsunameter network a kind of system? It has several parts, and the parts interact.
The third reading about the domino effect and the chain of They both represent how one event led to another during the
events poster we used in class both use metaphors. What 2011 tsunami. I like the domino metaphor because it reminds
are they metaphors for? Which one works best for you, and me of the action and sounds I hear when I set up dominoes
why? and watch them hit one another until they all fall over.
I like the chain metaphor because I can think about how
the links in a chain are all connected.
What kind of data display does the reading about It has line graphs showing the changes in the water column
tsunameters in Collection 3 have that the reading from (sea level) height from two different buoy stations.
Lesson 6, “How are tsunamis detected and warning signals
sent?” does not have?

• Refer students to the Exercise Page 3. Provide more specific guidance about expectations for students’ deliverables Exercise Page
due at the end of the week.
The writing expectation is to complete an outline that summarizes main ideas from all the readings in Collection 3.
When you work on the outline is up to you. You could begin it as you preview the selections, as you read for
understanding, or afterward to review them. EP 3
When you copy the outline, leave a couple of lines of space for each main idea you will fill in.
Make sure the main ideas are in the same order the author presented them.
Don’t forget to use the same style and write complete sentences.
Spend a couple of minutes reading your completed outline to make sure it is in your own words.
• Answer any questions students may have relative to the reading content or the exercise expectations.

SCIENCE LITERACY: READING COLLECTION 3 NATURAL HAZARDS | 175

4. Facilitate discussion.  (Friday)

Facilitate class discussion about the reading collection and writing exercise. Several NGSS Crosscutting Concepts are
Student Reader
prominent themes in this collection. In the first reading, Scale, Proportion, and Quantity inform the discussion of
density-dependence and earthquake magnitude. The second reading encourages students to think about Systems
and System Models. The third focuses on Cause and Effect, and the fourth develops Patterns by showing students how
graphs can be interpreted to find patterns in data. Collection 3

Pages 24–31
Suggested prompts Sample student responses
SUPPORT—If you are using the
What is the general purpose of the first selection, It explains that some natural hazards, such as contagious recommended word envelope
“Contrasting Natural Hazards”? diseases, are made worse where there are lots of people convention, check the envelope
close together and that some earthquake hazards are to see if it contains any words,
worse because they release more energy. phrases, or sentences that students
What do the black boxes on John Snow’s map represent? places where people who were sick with cholera lived need help understanding. Read
key sentences aloud, and provide
Take a look at the “Dig into Data” box. About how many of the around 1,670 concise explanation.
more than a million earthquakes in a year are of a magnitude
that can cause minor to catastrophic property damage?
SUPPORT—The earthquake
What is the general purpose of the second selection, It describes things people can do to reduce damage and magnitude scale is a logarithmic
“Natural Hazard Survival 101”? injuries from earthquakes, tsunamis, wildfires, and floods. scale, chosen to make it easier to
Which of the four precautions may be the most difficult for probably the first one, to move away from hazard zones, compare a wide range in severity
families to follow? Why? because people may not be able to leave their jobs and of earthquakes. However, it is not
family members who live nearby easy to understand because it
involves thinking about exponents.
Look at the photo of the Tsunami Hazard Zone marker. You It can remind the people who live in that neighborhood to Students can get a feel for what
can see homes all around. So, how would such a post be be prepared for the next tsunami so they can escape being the numbers in the magnitude
helpful? hurt. scale represent by playing with
What advice would you give your family members about They should stick to following government agencies, the USGS’s online “How Much
using social media sites to get accurate alerts about natural such as the National Weather Service, NOAA, and the US. Bigger. . . ?” calculator. Encourage
hazards? Geological Survey. These will have the most up-to-date and them to begin by entering
accurate information. Also, they should avoid social media sequential numbers (e.g., 4 and 5)
posts that are from individuals or organizations they have into the calculator and noticing the
never heard of. difference in the magnitude (the
degree of motion or amplitude of
What is the general purpose of the third article, “Disaster It describes the timeline of effects caused by the March 11, the waves) versus the difference
Domino Effect”? 2011, tsunami in Japan. in energy release of those two
earthquakes.

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 Pages 30–33 CHALLENGE—If they have not
Suggested prompts Sample student responses already learned how, have students
apply their understanding of
If you are not sure what the concerns are related to the release I could look it up in an online encyclopedia or dictionary. exponents to expressing and
of radiation from nuclear reactors, how could you find out? comparing these numbers using
scientific notation. Have students
Nuclear power plants produce electricity. They also need floods, earthquakes, tornadoes, hurricanes
move the decimal point to after
electricity from outside sources to keep their cooling
the first digit and then count the
systems running safely. What kinds of natural hazards
number of places it moved. That
might affect the electricity supply into a power plant?
number is the exponent following
What is the general purpose of the fourth article, “Tsunami It explains how to interpret graphs showing changes in 10 in the equations below:
Measurements”? the height of sea level before and during earthquakes and 1,800,000,000,000 = 1.8 x 1011
tsunamis.
56,000 = 5.6 x 104
Which part of this article shows how smaller systems The map of the Pacific Ocean shows the locations of
interact to make a larger system? individual buoys, each of which is a system with parts. But, EXTEND—There is a wealth of
if you look at the map as a whole, you realize that all these online videos related to tsunamis,
small systems have to work together for scientists to map DART and other tsunami warning
the direction and speed of tsunamis. systems, and the 2011 tsunami
Look again at the “Dig into Data” box. DART Buoy 21418 Maybe there were smaller earthquakes after the first big in particular. Using an “At first
detected numerous 1-meter drops in sea level after the one. I thought/Now I think” writing
earthquake. What do you think this data set suggests? prompt, have students record
how their thinking about the topic
Take a look at the “Consider the Source” box. How might It makes NOAA very credible and a reliable source of changed as a result of watching
this affect NOAA’s credibility as an organization? information for early tsunami warnings. and reflecting on one of the videos.

5. Check for understanding.

Evaluate and Provide Feedback
For Exercise 3, students should complete the outline framework provided to describe two or more main ideas for each
of the four readings in Collection 3. Look for evidence that the main ideas are in the sequence the reading presented
them and that they are important ideas related to the overall topic of minimizing the damage of natural hazards.
Minimizing Damage
I. Contrasting Natural Hazards
A. Some natural hazards are more dangerous if there are more people in the area.
B. On the earthquake magnitude scale, the severity of the earthquake increases by 10 times from one whole
number on the scale to the next.

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II. Natural Hazard Survival 101
A Try to live in areas that are not prone to natural disasters.
B. Stay connected to reputable sources of disaster information.
C. Make an evacuation plan with the people you live with.
D. Make sure your home has extra food and water and a backup way to heat them.
III. Disaster Domino Effect
A. Close to where the tsunami hit, thousands of people died, a nuclear power plant exploded, and radiation was
released into the air.
B. Far from where the tsunami hit, 4 million people in Tokyo lost electrical power.
IV. Tsunami Measurements
A. Instruments in the ocean measure and send scientists changes in the ocean depth and pressure.
B. By comparing data from instruments spread throughout the ocean, scientists can predict when a tsunami will
strike a coastline.

Use the rubric provided on the Exercise Page to supply feedback to each student.

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LESSON 8

Which emergency communication systems are the most

reliable in a hazard?

Previous Lesson We listened to tsunami warning signals and read accounts of tsunami survivors from Japan and what they did when an earthquake
and tsunami occurred. We identified community stakeholders, developed criteria and constraints for tsunami communication
solutions, and evaluated different ways tsunami preparation and response are communicated. We read a case study about a school
in Kamaishi that included education as part of their plan. From this we learned that there are many ways to communicate with
community stakeholders before and during a tsunami event.

This Lesson We discuss the importance of having reliable communication systems during a hazard and
Investigation then gather information using digital tools and mathematics concepts to compare different
communication systems to one another over time. We develop a shared understanding that
1 day communication technologies use different types of signals to send and receive messages. Some
signals and technologies are more reliable means of communication. However, a combination of
different ways of communicating during a hazard is better than using only one technology alone.

Next Lesson We will develop a system model to represent what we’ve learned about detecting, warning people, and reducing damage from
tsunamis. We will analyze the importance and purpose of the subsystems and generalize the process engineers use to develop
systems and solutions to address a local hazard.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2, 8.A Use digital tools and/or mathematical concepts to integrate and synthesize information to compare the reliability of
MS-PS4-3 emergency communication systems.

What Students Will Figure Out

• Communication technologies use different equipment and signals to transmit and receive information during a hazard.
• Digital signals use technology that makes them more reliable means of communication than analog signals.
• A combination of communication technologies are important to use during a hazard to ensure as many people receive the
warning messages as possible.

LESSON 8 NATURAL HAZARDS | 179

Lesson 8 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 5 min NAVIGATION A chart paper or whiteboard, markers
Brainstorm which communication systems are more or less reliable and
why or why not.
2 20 min GATHER INFORMATION ABOUT EMERGENCY SYSTEMS AND SIGNALS B–C Obtaining Information Notetaking Guide, Computer,
Gather information from text, audio, and visual resources to better Sending Warning Signals (See the Online Resources
understand different types of signals used in communication systems. Guide for a link to this item. www.coreknowledge.
org/cksci-online-resources)
3 15 min BUILDING UNDERSTANDINGS ABOUT RELIABILITY OF SIGNALS IN D–E chart paper or whiteboard, pre-generated list of
AN EMERGENCY stakeholder groups (optional)
Share ideas as a whole class and develop new ideas about how different
communication technologies are more or less reliable in an emergency.
4 3 min NAVIGATION F index card
Motivate the need to take stock in all the different systems to protect
communities from tsunamis.
End of day 1

Lesson 8 • Materials List

per student per group per class

Lesson materials • Obtaining Information • Computer • chart paper or whiteboard
Notetaking Guide • internet access to Sending • markers
Student Procedure Guide Student Work Pages
• index card Warning Signals • pre-generated list of stakeholder groups
(optional)

Materials preparation (20 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
If you have access to computers or tablets for students in groups of 2-3, practice opening the StoryMap, Sending Warning
Signals. (See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)
Review the StoryMaps so that you know how to help students navigate them and the embedded videos, texts, and maps.
LESSON 8 NATURAL HAZARDS | 180
Depending on how much class time you have, consider breaking this reading up into parts so students only read a
section of it and then share information across groups.
If you do not have access to computers or tablets, consider the following options or a combination of them:
1. Have students use their personal devices to view their assigned StoryMap.
2. Use the print-based alternative: Sending Warning Signals. A color copy of this reading is also located in the Reading
section of the Student Edition and can be printed as handouts for students to annotate and attach to their science
notebooks. If using the print-based versions, students can watch videos here:
a. The Telegraph
b. Bell Telephone Operators
c. Tornado Sirens
d. Comparing Analog and Digital Signals
(See the Online Resources Guide for links to these items. www.coreknowledge.org/cksci-online-resources)

Lesson 8 • Where We Are Going and NOT Going

Where We Are Going
This lesson is focused on helping students develop ideas about the development of different emergency
communication systems and the reliability of those systems. In particular, systems that use digital signals produce a
more reliable means of communication, which is important during a hazard. This lesson is specifically designed to
build students’ understanding of PS4.C: Information Technologies and Instrumentation. Digitized signals (sent as
wave pulses) are a more reliable way to encode and transmit information.
Students first learn about the evolution of different communication technologies. They learn about digital and analog
signals as part of this work, including how reliable these signals are for communication. Importantly, students develop
ideas about how a variety of systems all have a variety of advantages and disadvantages, but when combining
different technologies and systems, the more people can reliably get the warning messages.
Where We Are NOT Going
As designed, this lesson does not include ideas about waves or the electromagnetic spectrum, even though this is a
critical underlying idea necessary to understand the technologies used for communication. These ideas are developed
more fully in OpenSciEd Unit 8.2: How can a sound make something move? (Sound Unit) and OpenSciEd Unit 8.3: How can
a magnet move another object without touching it? (Magnets Unit), and will also be addressed with more sophistication
and depth in high school. Since this unit is designed to come before those two units in the OpenSciEd Scope and
Sequence, the emphasis of the PS4.C is focused on the reliability of the technology based on the type of signal. This
lesson does not fully address the wave aspects of these different technologies.

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LEARNING PLAN FOR LESSON 8

1. Navigation 5 min

Materials: chart paper or whiteboard, markers

Recall the need for multiple types of communication systems. Project slide A. Say, Remember last time we read
about the Kamaishi students who, because of their hazard education, knew what to do during the tsunami, even when the
announcement broke during the earthquake. We were curious about which systems work better or are more reliable in an
emergency. What would some ideas we had? Allow students to recall some ideas they shared at the end of Lesson 7.
Transition to considering reliability of communication systems during an emergency. Say, We want our system
to be “reliable,” but what does that word really mean? Give students time to think before responding. Sample ideas
students might share include:
• It always works
• It lets people know with enough time to react, and doesn’t happen after the hazard
• It does what it is supposed to do
Wait to post the word to Word Wall until after students complete the StoryMap activity. Instead, ask, So, what makes
one communication system more reliable or “better” in emergencies? How do we know the system is more reliable? Capture
student ideas on a chart paper or whiteboard. It is also OK for students to be uncertain as to what makes certain
communication systems more reliable in emergency situations.

Suggested prompt Sample student response

What makes one communication system more reliable or It uses a communication system that most people have, like
“better” in emergencies? cell phones.
It uses newer or better technology.
It can reach everyone that needs the alert and doesn’t fail
or glitch.
It doesn’t easily break like the warning system did in
Kamaishi.
How do we know the system is more reliable? It has been tested during a hazard and worked.
I don’t really know.

LESSON 8 NATURAL HAZARDS | 182

2. Gather information about emergency systems and signals. 20 min

Materials: Obtaining Information Notetaking Guide, Computer, https://arcg.is/1GymW0

* Attending to Equity
Set the purpose for gathering information. Say, It sounds like we need to learn more about what makes a warning Supporting Universal Design
system or signal reliable. Project slide B and pass out handout, Obtaining Information Notetaking Guide. Have students for Learning: The reading in the
write the question they are trying to answer at the top of their handout, as follows: “Which emergency communication StoryMap is long and includes
systems are the most reliable in a hazard?” several embedded audio-visual
Review strategies for gathering information from text and media. Remind students that close reading requires assets to help depict concepts
reading more than once with different purposes and using strategies to interact with the text. Review the different presented in the map. The
strategies listed on the slide. combinations of text, audio, and
visual information can assist
Introduce the StoryMap. Project slide C. Have students gather in small groups, either with one device or each
students in perceiving information
individually with a device. Say, This StoryMap uses a number of technical terms, some of which we know and some which
through multiple means of
may be new to some of us. As you read, record those terms on your handouts so we can add them to our Word Wall.
representation.

Additional Guidance However, some students may

benefit from using the paper
Consider reading the first paragraph together. Ask for volunteers to offer terms to add to the Word Wall. Encourage version of the reading in order
them to share why they feel these words are useful to add and how they would define them. Also encourage students to write or highlight different
who finish the StoryMap early should discuss with their partner which terms from the reading can be added to the aspects that are important or
Word Wall. There is an opportunity to add them to the Word Wall during the discussion as well. that they have questions about. If
they use the paper version of the
reading, be sure to play the audio
Alternate Activity
portions from the StoryMap map
to augment their understanding
If you do not have enough computers or devices for students to work in groups, there are two alternative ways to
of the concepts presented in the
facilitate this activity: (1) have students use their personal phones or other internet-connected devices to view their
reading.
StoryMap, or (2) use the text-based versions of the materials. See the preparation section of this lesson for more
information.
View StoryMaps in groups. Give students 10-15 minutes to access to the Sending Warning Signals StoryMap at https:// * Supporting Students in
arcg.is/1GymW0. They should read the text and listen to the audio and video in the StoryMap and record noticings on Developing and Using Systems
their handout. It is often beneficial for students to read through it twice to gather more details.* and System Models
As students work, circulate among groups to check on their progress. Use prompts like the following to help students Some useful prompts to help focus
focus on important information about different technologies and the reliability of signals they use to communicate.** student thinking as they work
through the text include:
Share and synthesize information about the reliability of different communication technologies.*
After 10-15 minutes of reading and listening, give students 5-10 minutes to work as a group to synthesize • What are the different
the important ideas about they learned from the StoryMap by taking notes on Obtaining Information components of this system (e.g.,
Notetaking Guide. the telegraph, the radio).
• How does the person receiving the
message interact with the system?

LESSON 8 NATURAL HAZARDS | 183

 Assessment Opportunity • What might prevent the person
from receiving a message from
Building towards: 8.A.1 Use digital tools and/or mathematical concepts to integrate and synthesize information to this system?
compare the reliability of emergency communication systems.
What to look/listen for: Use students’ individual handouts and small group discussions: * Supporting Students in
Engaging in Using Mathematics
• Ideas of how technologies have changed over time, but some technologies are still used today to alert people in a and Computational Thinking
hazard. As students work through the
• Ideas about how technologies use different systems for communication. StoryMap and figure out ideas
Wired v. Wireless from the text and media, they
are working on the following
Broadcast to each individual household v. broadcast across an entire area
element: Use digital tools and/
• Ideas for why some signals (i.e. digital) are more reliable than others. or mathematical concepts and
• Ideas for what causes some communication technologies to be limited in their ability to warn people. arguments to test and compare
What to do: The reading contains sophisticated ideas and concepts for students, and many students will not have proposed solutions to an engineering
developed middle school ideas about different waves and technologies that use waves to transmit signals. That is OK. design problem. Prompt students
Students will build additional ideas in later OpenSciEd units and in high school about different waves and technologies with questions such as:
that use waves to send signals. For now, focus students’ noticings and ideas about how different technologies • How does _____ technology
have evolved and improved over time. In particular, the use of digital signals allows for a more reliable means of compare to ____. What
communication, which is the goal of an emergency communication system. evidence in the reading
supports that idea?
• How did ____ technology
3. Building Understandings About Reliability of Signals in an Emergency 15 min
sound compared to _____? Why
do you think one is more clear
Materials: chart paper or whiteboard, pre-generated list of stakeholder groups (optional)
than the other?
Add new words to the Word Wall as needed during this discussion.* If needed, take a moment for students to
• Which type of signal or
share and clarify the meaning of words from the reading. Add words throughout this discussion to the Word Wall.
technology would be the most
Facilitate a Building Understandings Discussion comparing different signals. Project slide D. Ask students reliable in an emergency?
to share what new ideas they have about analog and digital signals and their reliability. Determine that modes of • If you were designing an
communication can vary based upon signal type and that digital signals are generally more reliable than analog emergency communication
signals. Keep track of student ideas about analog and digital signals as they share them and record them somewhere system, how could you use
visible in the room, such as on a piece of chart paper or whiteboard. Example prompts, responses, and an example some ideas from this reading
chart are below. to make sure your system alerts
the most people?
Suggested prompt Sample student response
In our reading we learned about two different types of Analog and digital.
signals. What were they?

LESSON 8 NATURAL HAZARDS | 184

 Suggested prompts Sample student responses * Attending to Equity
Supporting Universal Design for
What type of signals did we learn about that were analog? hitting something like a drum Learning: Teachers can support
using smoke or a flame all students in forming a deeper
understanding of newly “earned”
morse code
or “encountered” vocabulary
ringing bells or setting off a siren by representing the new term
telephones with a phone line in the past in several ways. For example,
students can (1) write the term, (2)
analog radio signals
draw a representation of the term,
What type of signals were digital? phone apps and alerts (3) use their own words to write
an explanation for what the term
digital radio signals
means, and (4) use the new term in
loudspeakers a sentence.
What were some of the pros and cons of each signal type? Analog signals aren’t generally as expensive as digital This strategy is particularly helpful
signals. It’s cheaper to make a fire to alert someone than to for emerging multilingual
make a radio station. students.
Digital signals can be received further away than analog
signals.
Digital signals stay clearer and easier to understand from
further away.
We mentioned that digital signals are clearer further away If we were to have a natural hazard occur we could let
than analog signals. Why would that be an important people know further away.
difference? Sometimes we can’t hear analog signals that far away, so
having a digital signal can help save more people.
Sometimes, like in Kamaishi, the analog siren that alerts
the whole town may fail. The digital signal can be sent to
everyone individually.
Why might we want some form of a digital signal to be sent The digital signal can reach a lot of people far away quickly.
during a natural hazard?
Say, Interesting. We’ve learned a lot about analog and digital signals. Which type of signal might be the best way to inform
all of our stakeholders about a hazard?
Ask students to share out any of the stakeholders that they identified in Lesson 7. Create a list of the stakeholders
next to the analog and digital signals chart. Go down the list of stakeholders with students to determine which type
of signal might work better for some stakeholder groups and what signal types/communication methods aren’t as
promising, and that reliability matters in a natural hazard.* Example prompts and responses are below.

LESSON 8 NATURAL HAZARDS | 185

 Alternate Activity

In Lesson 7, students generated a list of stakeholders on Part 1 of Community Stakeholders. If students cannot
remember specific stakeholders, ask students to reference this handout. Alternatively, a list of common stakeholders
can be made before this lesson begins based on the stakeholders students have identified on Community Stakeholders
and placed by the analog and digital chart at this time.

Suggested prompts Sample student responses Follow-up questions

Let’s look at one of our stakeholder Most kids are in schools during the Do loudspeakers always work? Why
groups—younger children. What day, so maybe a digital signal like a might we want to consider if the type
methods of communication would loudspeaker to let them know what is of signal works consistently?
work best for them, analog or digital? happening. Is this the only type of signal or
Kamaishi still needed the analog method of communication that they
signal of people yelling at each other. should receive?
Most kids and their parents or
teachers these days have phones. I
think a digital signal may reach a lot
of younger people.
What about those that do not speak Those people would need something Would a traditional analog signal
the common language of the location translated. such as a siren make sense to this
they are in? They would need a digital signal that group?
is translated. An analog signal like a What pros and cons would an
tornado siren would let them know analog vs. digital signal have for this
that something is happening, but stakeholder group?
they wouldn’t know exactly what the What methods could provide them
hazard or instructions are. with information and directions
during a hazard in the language they
are comfortable with?
What about business people or those They may not be able to hear an Is it still beneficial to have an analog
that work inside? analog or digital radio signal if they signal of some kind for this group?
don’t have their radios on, but a digital Why?
signal like a push alert might go to But does everyone have a phone to
their phones. get a push alert?
What about those that live in a remote We definitely need to have a signal What type of signal is more reliable in
location? that can reach them far away. a remote area? Why?
Why does reliability matter?

LESSON 8 NATURAL HAZARDS | 186

 Assessment Opportunity

Building towards: 8.A.2 Use digital tools and/or mathematical concepts to integrate and synthesize information to
compare the reliability of emergency communication systems.
What to look/listen for:
• Ideas of how technologies have changed over time, but some technologies are still used today to alert people in a
hazard.
• Ideas about how technologies use different systems for communication.
Wired v. Wireless
Broadcast to each individual household v. broadcast across an entire area
• Ideas for why some signals (i.e. digital) are more reliable than others.
• Ideas for what causes some communication technologies to be limited in their ability to warn people.
What to do: If students are struggling comparing communication systems, ask students about very specific
communication systems, such as morse code versus push notifications. Ask students about how they are similar or
different, and their benefits and drawbacks for each stakeholder group. If students are struggling with comparing
analog and digital signals, have students focus on the types of technologies that use each type of signal. Ask
students to compare their reliability and utility in a natural hazard. If students are struggling with what system may
be more reliable for certain stakeholder groups versus others, ask students how that stakeholder group generally
receives their information, and what type of information that stakeholder group would need. Consider if that form of
communication is analog or digital, and then ask students the pros and cons of it being in that form. Ask students to
then determine how reliable that would be in a hazard, and if that is the only method of communication needed for
that stakeholder group. If students are struggling with identifying digital as a more reliable method of communication,
focus students back on the storymap. Ask students to consider those that live in remote locations or those that are not
in a place to hear sirens or others and determine which method is more likely to reach that stakeholder group with a
clean signal.
Turn and talk about communication types (optional). Say, It sounds like there are a variety of warnings that would
work during a hazard, both analog and digital. Project slide E. Ask students to turn and talk to a partner about the
question on the slide. If your students have already arrived at the conclusions below, proceed on to the navigation into
the next lesson.
• What type(s) of signals should we use during a natural hazard?
• Should we use only one method, analog or digital?
• Why or why not?
Allow students to respond. Guide students to determine that a digital signal is an option that meets the needs of
many stakeholders, but multiple methods of communication are a good idea during a natural hazard. Students should
suggest that we need a variety of communication methods, both analog and digital, to alert people during a natural
hazard such as a tsunami. Students should also conclude that while we have the ability to use both analog and digital
signals, digital signals tend to be the most reliable and reach the most people in a short period of time.

LESSON 8 NATURAL HAZARDS | 187

4. Navigation 3 min

Materials: index card

Motivate the reason to take stock of ideas. Say, It looks like many coastal regions in Japan use some systems of
communication and ways to reduce damage simultaneously. For example, Ryoishi had a seawall and warning system, and so
did Kamaishi. It had breakwaters, sirens, and the schools did hazard education training. I wonder what it looks like when all
these systems are put together. How do you think they work together?
Display slide F. Give each student a notecard and give them a few minutes to consider: How do all these systems
work together to protect communities from tsunamis? Collect these cards from students. Review the cards and look for
common ideas across students. These ideas will be revisited during the navigation into Lesson 9.

ADDITIONAL LESSON 8 TEACHER GUIDANCE

Supporting Students in Making Connections in ELA
The texts in this lesson supports students in developing the following reading standards:
• CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
• CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Supporting Students in Making Connections in Math

• CCSS.MATH.CONTENT.6.SP.B.5.B: Summarize numerical data sets in relation to their context, such as by describing
the nature of the attribute under investigation, including how it was measured and its units of measurement.
As students read about different signal technologies, they encounter real-world representations of how signals are
mathematically represented on graphs as either waves or points. For many students this might be the first time they’ve
made mathematical connections to communication and information technologies. While not a key focus of the lesson,
this does provide an opportunity to encourage students to notice how we can represent these science ideas using
mathematical representations.

LESSON 8 NATURAL HAZARDS | 188

LESSON 9

How can we model the systems put into place to protect

communities?

Previous Lesson We discussed the importance of having reliable communication systems during a hazard and then gathered information using
digital tools and mathematics concepts to compare different communication systems to one another over time. We developed a
shared understanding that communication technologies use different types of signals to send and receive messages. Some signals
and technologies are more reliable means of communication. However, a combination of different ways of communicating during a
hazard is better than using only one technology alone.

This Lesson We revisit past lessons to categorize and organize what we have learned about the systems
Putting Pieces Together and subsystems involved in detecting, warning people, and reducing damage from tsunamis.
We work together in a Scientists Circle to develop a systems model that identifies the
1 day relationships within and between subsystems and understand how they work together to
meet the goals of a community. We generalize the process that engineers engage in to solve
problems and use what we have learned to develop a plan to address a local natural hazard.

Next Lesson We will investigate the general patterns of risk of other natural hazards in the United States and determine our local level of risk
for each hazard. We will choose a natural hazard, obtain and evaluate information from a variety of sources, and develop a
plan and final communication product. We will evaluate our final plans and products using constraints and criteria for effective
communication with our stakeholder groups.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 8.A Construct a system model to represent the interactions of subsystems designed to detect, warn communities, and
reduce damage from a tsunami hazard.

What Students Will Figure Out

• Engineers can design a system for responding to hazards that includes design solutions to forecast, detect, warn and
communicate with people and reduce damage.
• Each part of the system is dependent on another part of the system; subsystems work together to meet the criteria for the
overall system.
• Engineers engage in a generalized process to define problems, develop solutions, and optimize those solutions.
LESSON 9 NATURAL HAZARDS | 189
Lesson 9 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 12 min LOOK BACK AT WAYS TO PROTECT PEOPLE AND PROPERTY A-B Ways to Protect People and Property chart
Turn and Talk to a partner about ways to protect people and property.
Create a chart and organize ideas into categories.
2 15 min CREATE TSUNAMI SYSTEM CONSENSUS MODEL C-D Tsunami Chain of Events, Ways to Protect People
Transfer the components of each subsystem into a consensus model to and Property chart, markers, large sticky notes
show how the subsystems interact across a larger, more complex system.
3 8 min CREATE WHAT WE DO AS ENGINEERS CHART “What We Do as Engineers” sticky notes, What We
Create a process diagram to illustrate how the class used engineering Do as Engineers poster, markers
ideas and practices to evaluate parts of the system.
4 5 min CONDUCT ENGINEERING SELF-ASSESSMENT E Engineering Self-Assessment
Complete engineering self-assessment.
5 5 min LOOK BACK AT RELATED PHENOMENA F Related Phenomena poster from Lesson 1
Look back at related phenomena from Lesson 1 and determine what
students can do to help with natural hazards.
End of day 1

Lesson 9 • Materials List

per student per group per class

Lesson materials • science notebook • Ways to Protect People and Property chart
Student Procedure Guide Student Work Pages • Engineering Self-Assessment • Tsunami Chain of Events
• markers
• large sticky notes
• “What We Do as Engineers” sticky notes
• What We Do as Engineers poster
• Related Phenomena poster from Lesson 1

LESSON 9 NATURAL HAZARDS | 190

Materials preparation (10 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Create a three-column chart titled, “Ways to Protect People and Property”
• Detect and Forecast
• Warn and Communicate
• Reduce Damage
Decide which option you will use to build a System Model to represent the larger system for tsunami protection.
• Option 1: Add the System Model directly to the Tsunami Chain of Events. Add sticky notes and arrows as needed to
map the different subsystems (design solutions and technologies) onto different aspects of the Tsunami Chain of
Events.
• Option 2: Build a System Model representation on a separate chart next to the Tsunami Chain of Events. Continue
to facilitate a conversation about which point in the Chain of Events each design solution and technology is present
to protect communities.
Option 1 is represented on the left below; There are pictorial and conceptual examples for Option 2 in the center and
on the right.

LESSON 9 NATURAL HAZARDS | 191

Create a subsystem Word Wall card.
Create a chart titled, “What We Do as Engineers.”
Construct large 6x8 stickies or large notecards with the following phrases for “What We Do as
Engineers” chart:
• We evaluate and compare solutions among one another.
• We identify trade-offs when choosing one solution over another.
• We define our problem.
• We identify criteria and constraints.
• We identify our stakeholders.
Have the Related Phenomena poster from Lesson 1 available.

Lesson 9 • Where We Are Going and NOT Going

Where We Are Going
This lesson will focus on helping students develop a model that will illustrate how the subsystems they have been
learning about in Lessons 5–7 work together to protect communities. The lesson centers on taking stock of the science
and engineering ideas students have been learning to create a model that students can then apply to other natural
hazards. Equally important is making the engineering process explicit for students and giving students an opportunity
to assess their engagement in the engineering process.
Where We Are NOT Going
The model will be used to explain the interactions of the subsystems, but the overall system model will not be used
to predict or explain the behavior of the overall system. Students will not be assessing the reliability of the system nor
testing the system. Students will also not identify the iterative testing cycle within the engineering process.

LESSON 9 NATURAL HAZARDS | 192

LEARNING PLAN FOR LESSON 9

1. Look back at ways to protect people and property. 12 min

Materials: science notebook, Ways to Protect People and Property chart

Revisit ways to detect, warn, and reduce damage. Remind students that we have been working to understand what
can be done to protect people and property during tsunamis and other natural hazards. Say, We’ve figured out a lot
about tsunamis and different systems that are used to detect, warn, and reduce damage related to tsunamis. Before we look
at local hazards that impact us, we need to take a moment to put all these ideas together.
Display slide A. Direct students to draw and label the 3 columns on the next clean left-hand page in their notebooks.
Explain that we will reuse the categories from Lesson 1 to take stock of the components of the different systems. The
three columns should have similar labels that were used in Lesson 1 with some additional ideas picked up along the
way related to predicting/forecasting and preparing and communicating.
• Detect and Forecast (when and where a tsunami might happen)
• Warn and Communicate (to prepare and respond when it happens)
• Reduce Damage (structures to break up or block the wave)

Additional Guidance

You can streamline the headings to “Detect,” “Warn People,” and “Reduce Damage” if that is easier for students to
align with Lesson 1, but be sure that predicting/forecasting where and when these events happen and preparing and
communicating risk and how to respond are parts of these bigger categories.

Brainstorm design solutions and technologies. Ask students to work in partners or small groups to brainstorm
as many different design solutions and/or technologies that they encountered across the unit that would be part
of one of these categories. Do one example together first. Say, We looked at the use of seawalls in Lesson 5. Which
of these categories does a seawall fit? (Reducing damage.) Give students a few minutes to brainstorm where they
would fit different solutions.
Generate a public list of system components. Project slide B. Ask students to share out what parts they identified
from our past lessons. Chart their ideas using the same columns as slide A. As students share, ask which category they
placed each part of the system into and why. Possible ideas are as follows:

LESSON 9 NATURAL HAZARDS | 193

 Detect and Forecast Warn and Communicate Reduce Damage
The DART II System Warn Design solutions such as
• seismometers • send warnings when it happens • breakwaters, like tetrapods
• buoys (sirens, text, TV) • walls
• tsunameter • follow evacuations routes • natural vegetation
• satellites • help others (elderly, children)
safely
• scientists
Communicate
Looking at data to know where and
when it might happen • education programs
• communication plans
• infographics and other public
materials
• mark evacuation routes

Additional Guidance

If possible, leverage students’ prior experience with systems and subsystems from the previous units: Unit 6.1: Why do
we sometimes see different things when looking at the same object? (One-way Mirror Unit), Unit 6.2: How can containers
keep stuff from warming up or cooling down? (Cup Design Unit), and Unit 6.3: Why does a lot of hail, rain, or snow fall at
some times and not others? (Storms Unit).
Students should develop a list of the components of the system in the previous chart. If students are missing
components on the class chart, use the following prompts to help guide students to include more components (not all
of these need to be listed, but try to elicit as many as you can):
Detect and Forecast
• Think back to Lesson 6. How do we know a tsunami is coming? What system is already in place to detect tsunamis?
• What are the parts of the DART II system that we read about?
• How did we know where and when these things might happen? What data did we use for detection or to forecast
where and when it might happen?
Warn and Communicate
• In our last lesson, we learned how people felt and responded during a tsunami. What warned them that a tsunami
was coming?
• What do we need to do ahead of time to make sure we are safe during the event?
• When people are alerted of a tsunami, what should they do?

LESSON 9 NATURAL HAZARDS | 194

Reduce Damage
• What did we learn about in Lesson 5 that helps reduce damage?
• What type of design solutions did we look at? What were the main categories?
Revisit systems and subsystems. Say, Throughout this unit, we have been
analyzing and investigating these three areas of a tsunami protection system
and figured out how different parts work. Why do you think it is called a system?
Students might say because it is made of parts that work together to protect
people.
Say, We know that these areas we identified from Lesson 1 are systems. These
systems are all part of our larger tsunami protection system. When we have these
smaller systems that are part of a larger system, we call them subsystems. These
subsystems interact to help meet the overall criteria for the larger system.
Add the term subsystem to the Word Wall. Say, Let’s see if we can explain how these subsystems work together to protect
communities when tsunamis happen.

2. Create tsunami system consensus model. 15 min

Materials: science notebook, Tsunami Chain of Events, Ways to Protect People and Property chart, markers, large *Supporting Students in
sticky notes Developing and Using Systems
Gather in a Scientists Circle to build a Systems Model. Gather around the Tsunami Chain of Events and the Ways and System Models
to Protect People and Property chart. Project slide C.* Set the purpose of building a Systems Model to identify the Across Lessons 5–7, students
different components of the engineering subsystems and, importantly, with how they are connected and function have been figuring out how
together to detect, warn, and reduce damage as part of the Tsunami Chain of Events. Say, We’ve been learning about different subsystems function
all these subsystems, and we are ready to connect them all together to better understand how we can protect people and independently. This is the moment
property when tsunamis happen. in the unit where students will
The Tsunami Chain of Events currently has science ideas about where tsunamis happen, why there, how they form, build a larger, more complex
and how they move. It also has different approaches that engineers can take to mitigate the effects of tsunamis. At this system that connects the functions
point, students will add the different components of the subsystems to the chain of events so that they can then focus of the subsystems to show how
on interactions between the subsystems. they interact within one another
to protect communities at certain
points in the Tsunami Chain of
Events.
Later in this lesson, the systems
analysis helps students determine
the connectivity between
subsystems to support the goals
of a larger system. By analyzing
the subsystems and their larger

LESSON 9 NATURAL HAZARDS | 195

The current Tsunami Chain of Events looks like this: contributions to the overall system,
students can begin to see the
interconnectivity of the tsunami
subsystems to meet the overall
criteria for the larger system.

*Supporting Students in
Engaging in Developing and
Using Models
Students gain experience with
this practice through multiple
opportunities to construct a model
of a system and its interactions,
including first categorizing the
parts of the subsystems and then
working together as a class to
develop a consensus system model
Map subsystems onto a larger System Model.* Point to the Ways to Protect People and Property chart. Say, Now of the whole system.
that we have all of the basic components of our system, let’s see if we can arrange them into a larger system representation to
show how they are connected. We will use the Tsunami Chain of Events to guide our work so that we can see how this system
works at different points during a tsunami. We will use a different color to represent the subsystems.*
Start with Detection and Forecasting subsystems. Using the “Detect and Forecast” column on the “Ways to Protect
People and Properties” chart, map the different design solutions and technologies onto the Tsunami Chain of Events.
Remind students that tsunamis don’t happen every day, and for the system to be used, it has to start with an event.
Start the process by asking students what the first event is that has to occur for a tsunami to form. Students should say
that an earthquake has to occur and reference the starting point on the Tsunami Chain of Events. Ask students which
subsystems (e.g., design solutions) would be activated or used when that occurs. Add these design solutions on sticky
notes to the Tsunami Chain of Events.
Say, OK, so we’ve mapped different design solutions that are important at this point of a tsunami. What happens next? Which
design solutions come into play in the next part of a tsunami?
Repeat these steps for the different subsystems in the “Warn and Communicate” and “Reduce Damage” columns of the
chart. As the class does this work, encourage students to communicate with one another about what each sticky note
says and where to place it on the Tsunami Chain of Events.
If mapped to the Tsunami Chain of Events, it will look similar to this, with the new yellow sticky notes presenting design
solutions that work at different points in the chain:

LESSON 9 NATURAL HAZARDS | 196

 *Attending to Equity
Universal Design for Learning:
Boxes have been color-coded to
make explicit the representation
of the subsystems that interact
within the bigger system along
the Tsunami Chain of Events.
While color coding is a useful way
to quickly reference the parts of
the model, you can also use letter
or number coding to label the
boxes in the system model to help
ensure accessibility for all students.
Whichever representation is used,
create a key to track what colors,
symbols, or letter or number codes
represent different parts of the
system.

Make connections between all the subsystems working together.* Have a Consensus Building Discussion to
come to an agreement about how the larger system works together to protect communities. Say, We’ve got all these
subsystems that work at different points when a tsunami happens. Let’s talk through how they are connected together.

Key Ideas

Purpose of the discussion: To come to an agreement that there are many different subsystems (e.g., design solutions
and technologies) that work together at different points during a tsunami event.
Look for/listen for the following:
• Ideas about how subsystems connect to one another along the Tsunami Chain of Events, such as the following:
Using data, we know where tsunamis might happen, so we put sensors in those places.
Those sensors pick up movement of the ocean floor or water and send satellite signals.
Those signals alert scientists who may issue tsunami warnings.
Tsunami warnings alert community members to respond.

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 Community members know how to respond because they have been educated on how to prepare and respond.
They evacuate to safe places while structures in the community are in place to protect people and property for
when the tsunami arrives.
• Ideas for how having multiple subsystems allows us to protect and warn as many people as we can.

Suggested prompt Sample student responses

How are the subsystems connected to one The data helps us know where to put sensors. It also helps us know where
another in a larger system? to build structures to protect people. The structures that we built are there
to break up the wave and protect property and people, but we still have to
detect and warn when it will happen.
When the movement happens, the sensors send warning signals. Those
signals then help us alert people that something is coming. The faster the
signal, the more time people have to respond.
All the communications systems then send out the alerts and because people
know they are at risk, they can know what to do.
Transition to discuss why having multiple systems is important. Project slide D. Allow the students a moment to
turn and talk to a neighbor about the questions on the slide. Then, lead a discussion regarding the questions on the
slide to understand the complexities of the subsystems and the criteria of the overall system.

Suggested prompts Sample student responses Follow-up questions

Look at each piece of the system. Because one part of the system can’t do Why can’t you just have a single part of
Why does this system have so many everything. You can’t just detect it or build the system functioning on its own?
components and interactions? a design solution and that’s it. What do you think would happen if we
The components of the system have to removed a part of the system, such as
talk to each other so they can figure out the DART II subsystem or even just the
the threat and let people know. They all buoys in the DART II system?
rely on each other.
We would lose a connection within the Do you think there is even more to the
system and we may have more false system that we didn’t learn about?
alarms, or people may not get warned in
time. It could be bad.
Each piece of the system had to meet To keep people safe from a tsunami. Does a particular component of a
certain criteria. What would you say To prevent or minimize damage from a system need to meet the criteria, or
the main, number one criterion of tsunami. does the whole system need to meet
the entire system is? the criteria? Why?
No, the parts have to work together as
parts of a whole system.

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Suggested prompts Sample student responses Follow-up questions
What would happen if a component Some subsystems might not work as well. Can you give an example and predict
of a subsystem was removed? Would I think it depends on the component of the what it would do to the overall system?
it affect the overall system? Why or subsystem. Different components have Why would the specific component
why not? different effects. matter? Why would they have different
Maybe it depends on the component. Like, effects?
if you got rid of something, then added How would you have to assess if that
something back in. For example, if you change was for better or worse? What
swapped out a wall for a breakwater, would you use to evaluate the change
it wouldn’t affect the system too much, in the system?
but if you changed the way you warned
people, that could be better or worse.
We learned about Ryoishi, and Maybe they would want to have more Why would that be a trade-off?
considered specific trade-offs when public education because they can’t put
looking at design solutions. What up a big seawall, which could put more
trade-offs do you think different people at risk.
communities would make when Not having a seawall, like a recurved wall, Are there other trade-offs that might
choosing components within is tricky, but if they have a recurved wall have to be weighed with this system?
this system designed to minimize and not easy access to the beach, they
damage from a tsunami? miss out on tourism money to live.

Assessment Opportunity

Building towards: 8.A Construct a system model to represent the interactions of subsystems designed to detect,
warn communities, and reduce damage from a tsunami hazard.
What to look for/listen for: Connections should be determined between various parts of the subsystem. Students
should be able to articulate: (1) systems are comprised of subsystems that work together as a system, (2) parts of
the subsystem cannot fully protect a community on their own, and some rely on feedback from other parts of the
system, and (3) while the system works to meet the needs of the individual community, the system components and
interactions may have to be altered when applied to other communities or situations.

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What to do: If students are struggling with:
1. Subsystems working together as a system to meet the needs of the community, press students to explain how the
system would be affected if the larger subsystem was taken out of the system and if the system could still meet the
criteria of the community as effectively.
2. Considering the importance of the subsystems to meet the goals of the larger system, place a hand or a sticky note
over a single component of a subsystem. Ask students how the subsystem would change if the component was
removed and what effects it would have on the larger system.
3. Seeing the potential changes to the system to address the needs of other communities, push students to consider a
change in location, like a crowded tourist destination. Ask students what new constraints would be prioritized, if the
system would have new constraints based upon the location, and what parts of the system would most likely have
to be altered to meet the constraints of the community.

3. Create What We Do as Engineers chart. 8 min

Materials: “What We Do as Engineers” sticky notes, What We Do as Engineers poster, markers

Continue in the Scientists Circle and transition to reflecting on the process. Say, We have learned some pretty
interesting things about these systems put into place to protect people. The systems and how they are constructed seem to
depend on criteria specific to the event and the communities. They also seem like they have parts that are dependent on other
parts to provide protection. Let’s talk about how we think this system came about.

Suggested prompts Sample student responses

How do you think engineers develop systems like this? I think the system took a long time.
It was definitely developed by a lot of people who knew what
they were doing and knew the science behind it.
The system was developed according to the criteria and
constraints.
It must have taken a lot of planning.
What process did we have to go through to figure out We had to learn about the tsunami first.
what would work best for the tsunami hazard? We had to learn about how it worked and how it impacted
people.
We had to learn about design solutions and how they met the
criteria and constraints of the people who lived there.
We had to learn about other ways to protect people, like early
warning systems and detection.

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Display “What We Do as Engineers” cards. As
students are explaining the process, display any
matching “What We Do as Engineers” cards for
students to see. Say, We have gone through quite the
process to figure out how to best protect from tsunamis.
We have had to learn a lot, and in each lesson we went
through a process to figure out the best solutions.
These are things that all engineers do when they design
solutions.
Say, If we were to try and represent what we did as
engineers, do you think we could organize the process we
went through to optimize our thinking?
Create a “What We Do as Engineers” chart. Start
by asking students about the first thing we did as
engineers—we learned about the problem. Pull this
card out of the group and place it at the top of the
chart paper. Ask students if any other cards would be
a part of the process of defining a problem. Students
might identify the following cards that go into this
category:
• We defined our problem.
• We identified our criteria and constraints.
• We identified our stakeholders.
Ask students what we did after we learned all we could about our problem. Lead students to identify that we
evaluated and compared existing design solutions. Pull that card and place it in a different area of the board. Remind
students that we thought about those parts of the existing designs and how they work to help reduce energy but also
considered other constraints. Ask students if any other cards go with that. Students should select the last remaining
card, identifying trade-offs in choosing one solution over another. At this point, these two cards should be placed
together in a separate area of the chart paper:
• We evaluate and compare solutions to each other.
• We identify trade-offs in choosing one solution over another.
Remind students that at this point we started to look at parts of the system and did not get to continue with designing
a solution. Instead, we went back and looked at our stakeholders and criteria one more time to evaluate how well
the system met the needs of the community. Ask students if we currently have a step like that on the cards. Students
should identify that we already have an area for defining a problem.

LESSON 9 NATURAL HAZARDS | 201

Say, It seems that we already have an area for this. Are they connected? Is it OK to go back to this step and check our work?
Give students a moment to verify that it is OK to go back and confirm the effectiveness of the solution against the
criteria and constraints and needs of stakeholders.
Work with students to determine that 2 arrows should be added between the design process areas as seen in the
diagram. Label the two sections “Define a Problem” and “Evaluate Solutions.”
Say, We know the process engineers went through to design and analyze this system. Let’s see how well we did working
through the same process!

Alternate Activity

There are many options for how to represent how engineering design was accomplished in this unit. Students might
want to represent it linearly or in another format. All representations are welcome; the more important idea is that
students understand different aspects of the design process and that moving back and forth between those aspects is
a natural way engineering design works.

4. Conduct engineering self-assessment. 5 min

Materials: Engineering Self-Assessment

Conduct the self-assessment. Project slide E. Distribute Engineering Self-Assessment. Explain to students that this
handout has broken down the notecards on the “What We Do as Engineers” chart into smaller, easier to assess pieces.
Tell students we can use these areas to check our individual progress on using these engineering ideas to develop a
system of solutions. Show students how to use the 1–3 scale to evaluate themselves.
Point out that all students should explain their ratings using the last question on the handout. If students are stuck
between two ratings, tell the students to pick one and give their reasoning in this space. Tell students they will hand
this in when they are finished, and they will be given teacher feedback on the same form.
Give students time to complete the handout. Have students turn in the self-assessment when they are finished.

Assessment Opportunity

Self-assessments are valuable tools to gauge student understanding. Students rely on a feedback loop involving
the student and teacher for personal academic growth. Use this assessment to determine any perceived areas of
challenges and successes from a student’s perspective, and provide timely feedback for the students (either on the
front or back of this paper) regarding their perceptions and reality. Remember to give some positive feedback for every
critique to help build the student’s self-efficacy in the engineering process.

Alternate Activity

This self-assessment can be done digitally using an online survey tool. A Google form example is included with the
online unit materials. Make a copy and customize this for your classroom.
LESSON 9 NATURAL HAZARDS | 202
5. Look back at related phenomena. 5 min

Materials: Related Phenomena poster from Lesson 1

Look back at related phenomena. Project slide F. Bring the class back together once all self-assessments have been
completed. Ask students to Turn and Talk regarding the questions on the slide. Have students share their ideas with
the class. Example prompts and student responses are below.

Suggested prompts Sample student responses

In this unit, we studied a natural hazard that was really Tornadoes happen here pretty often.
important to one community. Think back to what we Hurricanes hit here a lot—like every summer.
gathered for related phenomena. What other natural
hazards could affect us? We get a lot of really bad snow storms every winter.
We have really big thunderstorms and high winds and hail.
Flooding happens since we are so close to the river.
We get fires every summer/fall, and so we are always really
cautious not to cause one.
What systems are in place like the Tsunami System? Well, we do tornado drills and have shelters to protect us. Plus
there are sirens that go off too.
We have big levees along the river to keep it from flooding.
We get weather forecasts and warnings when a bad storm is
coming.
What can we do to help our community prepare for a We can make a plan and share it with others.
natural hazard? We can teach people how to assess their risk and look for
warning signs.
We can help people prepare and take steps to protect
themselves.

Additional Guidance

If students are having trouble coming up with ways they can help prepare for a natural hazard, remind students that
we have read about students who helped their community of Kamaishi during the 2011 tsunami. Ask students the
following:
• What is something that others your age did that we learned about to help before and during the natural hazard?
Say, Next class maybe we can use all the ideas we have figured out to prepare our own communities or other communities for
hazards that might affect them.

LESSON 9 NATURAL HAZARDS | 203

LESSON 10

How can we effectively prepare our communities for

a natural hazard?
Previous Lesson We used what we learned to develop a system model that identifies the components and processes involved in detecting, warning
people, and reducing damage from tsunamis. We generalized the process engineers use to solve problems and determined that we
should use what we’ve learned to address a local natural hazard.

This Lesson In this lesson, we investigate the general patterns of risk of other natural hazards in
the United States. We determine our local level of risk for each hazard. We then choose
Putting Pieces Together
a natural hazard, gather information, and plan for communication to an identified
2 days stakeholder community at risk for the hazard. We obtain and evaluate information from
a variety of sources, including agencies and organizations that focus on hazards and
emergencies, and then develop a plan and final communication product. We evaluate
our final plans and products using constraints and criteria for effective communication
with our stakeholder groups.

Next Lesson There is no next lesson.

Building Toward NGSS What Students Will Do

MS-ESS3-2, MS-ETS1-1, MS-ETS1-2 9.A Use digital tools to analyze patterns in large data sets (maps) of the history of natural hazards in regions and use this
information to forecast future risk.
9.B Critically read scientific texts adapted for classroom use to obtain scientific and technical information related to
predicting the locations and severity of a hazard and understanding the response systems designed to mitigate the effects.
9.C Communicate scientific and technical information in writing and/or oral presentations about a system designed to meet
the criteria and constraints for communicating with identified stakeholder groups about a natural hazard.

What Students Will Figure Out

• All communities are impacted by natural hazards with different levels of risk, and these hazards often require different
ways to detect risk, warn people, and reduce damage.
• Knowledge about hazards (the causes of the hazard, locations at greater or lesser risk, how to design solutions, and how to
respond when it happens) can empower us and others to design solutions to save lives.
Lesson 10 NATURAL HAZARDS | 204
 • Effective communication and response plans account for the needs of people living in a place and the available resources
to respond.
• Communication strategies include educating the community before a natural hazard happens and alerting people when
the hazard is happening.

Lesson 10 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 5 min REVISIT RELATED PHENOMENA POSTER A Related Phenomena poster
Look back at related phenomena from Lesson 1, and
use the list to brainstorm how to communicate a plan to
members of the community.
2 15 min ASSESS RISK USING HISTORICAL DATA B-C Assessing Hazard Risk, Hazard Risk Maps, (See the Online
Assess general patterns of regional risk of natural hazards Resources Guide for a link. www.coreknowledge.org/cksci-
as well as local community risk. online-resources), computer, projector

3 10 min BUILD CONSENSUS ABOUT GENERAL PATTERNS OF C Assessing Hazard Risk, Assessing Risk chart, markers
RISK VERSUS LOCAL RISK FOR NATURAL HAZARDS
Build consensus about general patterns of natural hazard
occurrence versus local risk for natural hazards.
4 10 min EXPLAIN RISK D Assessing Hazard Risk
Choose a hazard and use data to explain local risk of the
natural hazard occurrence.
5 5 min COMPLETE EXIT TICKET E Assessing Hazard Risk, chart paper, markers
Brainstorm ideas for additional information and data
needed to investigate other natural hazards further.
End of day 1
6 5 min REVISIT IDEAS FOR SCIENCE AND ENGINEERING F-G
INFORMATION
Revisit student ideas generated at the end of day 1.

Lesson 10 NATURAL HAZARDS | 205

Part Duration Summary Slide Materials
7 8 min DETERMINE WHERE STUDENTS CAN MAKE AN IMPACT Ways to Protect People and Property chart
ON THE SYSTEM
Revisit Ways to Protect People and Property chart from
Lesson 9 and determine what parts of the system students
can contribute to in order to make an impact on a community.
8 15 min CONSIDER SCIENCE IDEAS AND COMMUNITY NEEDS H-J Determining Stakeholder Needs, Project Options, chart paper,
Consider what stakeholder groups to share hazard markers
communication plans with and how to effectively
communicate with those groups.
9 10 min DETERMINE HAZARD INFORMATION AND BEGIN K-N Determining Stakeholder Needs, Hazard Communication Planning,
COMMUNICATION PLAN Project Options, Natural Hazards Around the World
Organize relevant information about the selected natural
hazard, and develop a plan to effectively communicate
with the selected stakeholder group(s).
10 85 min BEGIN NATURAL HAZARDS COMMUNICATION PLAN O Determining Stakeholder Needs, Hazard Communication Planning,
Develop a project to effectively communicate natural Stakeholder Criteria and Constraints Peer Feedback Form, Self-
hazard information to selected community stakeholder Assessment: Giving and Receiving Feedback, Peer Feedback
groups. Guidelines, Obtaining and Communicating Information about
Natural Hazards, computer, variable project materials
11 15 min EVALUATE OUR DQB QUESTIONS AND CELEBRATE P-Q 5 sticky dots, Family Hazard Plan, Family Hazard Plan: Hazard-
Gather around the Driving Question Board and place sticky specific Information
dots on the questions we think we have made progress on.
End of day 2
SCIENCE LITERACY ROUTINE Student Reader Collection 4: Communities and Cooperation
Upon completion of Lesson 10, students are ready to read
Student Reader Collection 4 and then respond to the
writing exercise.

Lesson 10 NATURAL HAZARDS | 206

Lesson 10 • Materials List

per student per group per class

Lesson materials • Assessing Hazard Risk • Natural Hazard Risk Map (See • Related Phenomena
• Hazard Risk Maps the Online Resources Guide poster
Student Procedure Guide Student Work Pages
for a link to this item. www. • computer
• Determining Stakeholder Needs
coreknowledge.org/cksci-
• Project Options • projector
online-resources)
• Hazard Communication Planning • Assessing Risk chart
• computer
• Natural Hazards Around the World • markers
• variable project materials
• Stakeholder Criteria and Constraints Peer • chart paper
Feedback Form • Ways to Protect People
• Self-Assessment: Giving and Receiving Feedback and Property chart
• Peer Feedback Guidelines
• Obtaining and Communicating Information
about Natural Hazards
• science notebook
• 5 sticky dots
• Family Hazard Plan
• Family Hazard Plan: Hazard-specific Information

Materials preparation (30 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and
procedures are available.
Test the digital maps. (See the Online Resources Guide for a link to this item. www.coreknowledge.org/
cksci-online-resources) or make available the color printed maps in the student reference section of the
student edition.
Create an Assessing Risk chart listing all natural hazards with columns for a general pattern, local risk, and
wonderings.
Use Hazard Communication Project Choice and Platform Information to learn about digital tool options
and modify the student handout, Project Options to account for any acceptable use policy or classroom
limitations.
Gather any materials that students will need (chart paper, markers, pencils, etc.) and ensure the class has
computer access for the duration of this lesson if they pursue a digital choice.

Lesson 10 NATURAL HAZARDS | 207

Use Potential Accompanying Standards to identify possible accompanying project standards. Adjust as necessary for
your classroom.
Display the Lesson 1 Related Phenomena poster and Lesson 9 Ways to Protect People and Property chart.

Lesson 10 • Where We Are Going and NOT Going

Where We Are Going
The focus of this lesson is for students to use and apply ideas figured out while investigating the tsunami hazard to
a hazard that affects their community or a community of interest. The lesson is intended to help them understand
more about the hazard, the community’s general and local risk for the hazard, and how they (and others) will need to
respond if it happens.
Where We Are NOT Going
Students will not have time to investigate and evaluate all the existing design solutions to detect risk, warn people,
and reduce damage from a local hazard like they did for the tsunami hazard. However, this opportunity could be
provided as an extension for high interest students.

Lesson 10 NATURAL HAZARDS | 208

LEARNING PLAN FOR LESSON 10

1. Revisit related phenomena poster. 5 min

Materials: Related Phenomena poster *Attending to Equity

Transition to hazards that students have experienced or are curious about.* Say, Last class we ended by thinking Supporting Empathy and
about other natural hazards that worry us. We know tsunamis may not happen to our community, but there are other Emotions: At this point in the unit,
hazards that we are concerned about. students will transition to focusing
on local hazards or hazards that
Additional Guidance spark interest or curiosity. If your
community has experienced
The intention of this lesson is to have students investigate local hazards that their own community is at risk for or a any recent hazards, be mindful
natural hazard that sparks their interest or curiosity. While it is important for students to understand how to prepare that some students might have
for and respond to a hazard in their own community, some students might have high interest in other natural hazards traumatic experiences that may
that they hear about on the news or that have affected their family or friends. Students may also have past experiences surface, particularly those that
with learning about and preparing for their local hazards and may already know what to do and how to respond in the caused damage and deaths. One
event that a hazard strikes. The lesson is written as though the hazard is a local hazard, but this lesson can be modified option would be to have them
to include other hazards that impact other communities in the United States (based on students’ experiences and/or research the hazard because
interests). creating a communication plan
might empower them and help
Direct students to look back at the Related Phenomena poster from Lesson 1. Ask students if they would like to add
them feel less anxious, because
any additional natural hazards they are concerned or curious about. Add in any new suggestions from students.
they’ll know how to respond in the
Turn and Talk about local natural hazards.* Project slide A. Have students Turn and Talk to a partner about these future. It might be better for some
questions: students to choose another hazard
• What natural hazards can affect our community? with less emotional connections.
Opening the opportunity to
• How do we know our level of risk for these hazards?
explore other hazards that might
Ask students to share their ideas. not be local can still allow them
to prepare for hazards they may
Suggested prompts Sample student responses experience in the future.
What natural hazards can affect our community? Accept all relevant responses.
How do we know our level of risk for these hazards? Because it happens here a lot. (student experience)
We can look at data to see what our risk is for a hazard, just
like we looked at tsunami data. (look at data)

Lesson 10 NATURAL HAZARDS | 209

2. Assess risk using historical data. 15 min

Materials: Assessing Hazard Risk, Natural Hazard Risk Maps interactive (See the Online Resources Guide for a link to *Supporting Students in
this item. www.coreknowledge.org/cksci-online-resources), computer, projector Engaging in Using Mathematics
Elicit ideas about data we need. Display slide B. Ask students, Think back. What data did we use to determine which and Computational Thinking
places in the world were most at risk for tsunamis? Students should mention the maps and graphs used in Lesson 2. Ask, Orient students to the data
How could we use a similar type of data to assess our risk for other natural hazards? Student ideas may include: provided within the digital tool
• Analyzing data on maps to see where hazards happen. and the expectations for analyzing
the large data set. Model one
• Analyzing data on graphs or in other text to see how often they happen, how severe they can get, or if they happen hazard together as a class to help
at certain times of year. students understand how they can
Distribute Part 1 of Assessing Hazard Risk. Display or provide copies of Hazard Risk Maps. (See the Online Resources use the large data set to identify
Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) Orient students to the maps using a general regional patterns of risk
few prompts: as well as their local level of risk. If
• What is the data we are looking at? How do you know? students have worked with many
large data sets, less orientation and
• What does the legend say about the maps?
scaffolding may be necessary.
• What is our handout asking us to do with this data?*
Display slide C. Once students are oriented to the maps and the handout, have students work in groups for *Attending to Equity
approximately 15–20 minutes to assess general patterns of occurrence in the listed natural hazards.* They should also Supporting Universal Design
assess their local level of risk of each hazard and note any questions or curiosities about the hazard. Groups should for Learning: Work through one
complete Question 1 together. They will complete Questions 2 & 3 later in the lesson. hazard as a whole class to model
collaboration and expectations for
group work to enhance student
engagement with the data. Ask
students prompts, such as: What are
we looking for in the data? How might
we capture our ideas as a group?
How can we ensure everyone can
participate in working with this data?

Lesson 10 NATURAL HAZARDS | 210

3. Build consensus about general patterns of risk versus local risk for natural hazards. 10 min

Materials: Assessing Hazard Risk, Assessing Risk chart, markers *Supporting Students in
Build consensus about patterns of risk.* Continue to display slide C. Once students have completed Question 1 on Developing and Using Patterns
the handout, pause to build consensus across their findings as a class. Use the premade Assessing Risk chart to record Use this opportunity to emphasize
the patterns of regional and local risk for each natural hazard. Ask students: how maps can be used to see
general overall patterns of risk for a
• How would you describe the general pattern of risk for _____ hazard? Do others agree? Did you notice anything natural hazard and also identify the
different? level of risk for a local community.
• What about our local risk? What level is it? (Very High, High, Moderate, Low, Little to None) This allows students to see that
• What wonderings do you have about this hazard? Have you had prior experiences with this hazard? levels of risk for different hazards
vary for communities across the US.
Work through each hazard, and record areas of agreement, disagreement, or questions.

4. Explain risk. 10 min

Materials: Assessing Hazard Risk *Supporting Students in Three-

Transition to individual explanations.* Display slide D. When students have completed assessing Dimensional Learning
patterns of risk for the provided natural hazards, come to general agreement about these patterns of Encourage students to identify
risk as a class and have them work individually to answer Question 2 and 3 on Assessing Hazard Risk. Give and use patterns and trends they
students 10 minutes to write their ideas on their own. obtained from the digital tools
of large data sets (i.e., hazard risk
Assessment Opportunity maps) as part of their explanations
about likely future risk of a hazard
Building towards: 9.A Use digital tools to analyze patterns in large data sets (maps) of the history of natural hazards in for their communities and other
regions and use this information to forecast future risk. communities.
What to look for/listen for:
• Students identify general regional patterns in different natural hazards.
Example: A general pattern for coastal flooding would be limited to places along the coast only (and not
anywhere interior to the United States), whereas thunderstorms show a pattern of greater risk in the eastern/
central portion of the United States and Florida.
• Students assess their local risk for various natural hazards.
Will vary based on your local community.
• Students identify future risk for a local hazard.
Response should include level of risk of a hazard, their ideas or experiences with severity or frequency of a
hazard, and ideas for additional data they would need (e.g., how big or intense it could be, how fast it might
happen, how well can people respond).
• Students should justify why it is important to communicate to a community about a natural hazard.

Lesson 10 NATURAL HAZARDS | 211

Use Assessing Hazard Risk as an example for student ideas to look and listen for.
What to do: For Question 1, model one hazard as a whole class to set the expectations for how groups should work
through the remaining hazards. Talk aloud the general regional pattern you notice related to the hazard, including
where it doesn’t happen often. For Questions 2 and 3, if students struggle to identify one hazard that their community
is at risk for (or choose one from several natural hazards), have students group the hazards into high-, medium-, and
low-risk categories (to help them prioritize higher risk hazards or tell them to highlight the natural hazards where
the risk is moderate to very high for their community). Then, prompt students to consider their own experiences or
wonderings about a hazard with which they are at higher risk for Question 2. For Question 3, students may choose
any natural hazard but must identify a community at moderate to high risk and why a communication plan would be
important based on the data.

5. Complete exit ticket. 5 min

Materials: Assessing Hazard Risk, chart paper, markers

Share interest in investigating other hazards. Display slide E. Ask a few students to share their responses to
Question 3 from Assessing Hazard Risk. After they share their answers to what natural hazards they would want to
investigate, prompt students to generate a list of data or information they would like to have to further investigate the
natural hazards. Document these ideas on chart paper or a whiteboard.

Additional Guidance

If time allows, make one chart with science-related ideas, such as what causes the hazard, how often they happen, how
intense or big it can get, etc. Then make a second chart with engineering-related ideas, such as what communities
can do to protect themselves from a hazard (e.g., structures, technologies, communication plans, education). If time is
short, have students jot down a few ideas onto an index card or scrap paper and turn it in before they leave.
Use this generation of ideas to gather supplemental materials and resources to help students investigate other
hazards. Collect Assessing Hazard Risk from students to gather their ideas for which hazards they are interested in
investigating, what data or information they might need, and plan for the next few days of instruction.

Additional Guidance

After class, review the chart to look for what data students might need for each identified hazard. Between days 1 and
2, look over the cards for each hazard and determine if students will need any supplemental materials to enhance their
investigations. Websites, such as the NOAA and USGS sites, are accessible and include student-friendly language and
resources, if needed, for different hazards.

 End of day 1

Lesson 10 NATURAL HAZARDS | 212

6. Revisit ideas for science and engineering information. 5 min

Materials: None
Revisit chart from day 1. Display slide F. Refer students back to the chart of science and engineering ideas completed
on day 1. Ask students to look over the list and add any additional ideas or data they might need to the chart. As
students wrap up adding to the chart, share the summary of the main hazards students would like to know more
about and the data or information that they would need to learn more about these hazards.
Turn and Talk about the use of the hazards information. Display slide G. Say, OK. We have now identified hazards
of interest. We also know what data we would like to have to learn more about them. But what are we going to do with this
information?
Allow students a moment to turn and talk to a partner about the prompt on the slide.
• What should we do with this information about our hazards once it is collected?
• What do scientists and engineers do with their hazards information?
Students should identify a variety of things we can do with the information, including presenting to someone about
that hazard. When discussing what scientists and engineers do with the hazards information, remind students that in
Lesson 9 we had spent some time considering what scientists and engineers did as part of the overall system and that
we might find some ideas by looking back at our class chart.

7. Determine where students can make an impact on the system. 8 min

Materials: Ways to Protect People and Property chart

Revisit the Ways to Protect People and Property chart from Lesson 9. Direct students to look back at the Ways
to Protect People and Property chart. Lead a discussion to identify the ways in which students could share the
information they gathered to impact the community. Guide students to determining that they can make an impact by
focusing on the Warn and Communicate section, specifically by communicating with communities about the hazard.
Example prompts and responses follow.

Suggested prompt Sample student responses

Let’s look at our Ways to Protect People and Property The data we want is about the hazard, so maybe the Detect and
chart. We are collecting a lot of data. What areas do Forecast section.
we think this data comes from? We have already collected data on when and where it might
happen, so we have data from the Detect and Forecast section.

Lesson 10 NATURAL HAZARDS | 213

Suggested prompts Sample student responses
Since we have information from the Detect and Engineers design solutions to the problem, like making tetrapods
Forecast section, what do scientists and engineers in some areas at risk for tsunamis.
generally do with this data? Scientists use the data to monitor for if and when a hazard will
start.
Engineers use what we know to create monitoring and sensing
devices for the hazard.
Engineers and scientists also use the information to communicate
with those at risk.
After looking at what scientists and engineers do with Well, we can’t actually build something that will reduce damage.
the information, is there one area that we, as students, We don’t have the budget for it.
can also contribute? We could maybe focus on the Warn and Communicate section.
We can communicate with people about the hazard, like the
students did in Kamaishi.
Why is warning and communication an important Because if people know what to do when a hazard is happening,
part of what scientists and engineers also do with then all the systems that scientists and engineers design can help
hazards? save them or protect them.
If people don’t know what to do, like when sirens go off, then it is
harder to protect them.

8. Consider science ideas and community needs. 15 min

Materials: Determining Stakeholder Needs, Project Options, chart paper, markers

Determine who to share information with. Project slide H. Say, So far, we have determined that we should
communicate with communities that are most at risk from our chosen hazard. Who in the community should we
communicate our information to?
Give students a moment to turn and talk to a partner about the questions on slide H.
• Who in a community might need to know about hazards?
• Should we also consider any people outside of the community?
• Are there any specific groups of people that are in every community at any given time?
Allow students to share their responses to the first two questions. Students should determine that anyone who lives in
the community should know more about the hazard, as well as anyone else that might be visiting the community or
live in the area of risk.

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Create a community stakeholder chart. Focus on the last question on the slide by creating a chart of groups of
people that are present in every community. Students should be able to identify a list of people similar to the following
list. This list is not all-inclusive and could be expanded depending on student experiences with varied members of the
community.
• Elderly or older citizens
• Ill citizens
• Young children
• Adults or parents
• Travelers/tourists
• Those who do not speak the dominant language
• Those without vehicles or means of transportation
• People without technology
After students share, ask students if we have a term for the people who are directly affected by this hazard and might
benefit from this information. Remind students that we have called this group of people our stakeholders. Add the
title, Community Stakeholders, to the top of the chart.
Identify stakeholder criteria and constraints. Project slide I. Ask students to turn and talk about the questions on
the slide.
• Do all people need to know the same information about a hazard?
• Are there specific instructions or considerations for different groups of stakeholders?
• Do all stakeholders use the same methods for getting information?
Allow students to share their ideas with the class.

Suggested prompt Sample student responses

Do we think that all people need to know the same Yeah, the community will need to know what the warning signs
information about a hazard? are so they can be safe during the hazard.
They need to know if they are at a place where they may be at risk.
They need to know how bad the hazard is going to be to know
where to go or what to do.
They have to know it’s coming and be alerted to respond.
All people need to know the basics, like where it strikes and what
to do.
Maybe different people need to know specific information to be
safe.

Lesson 10 NATURAL HAZARDS | 215

Suggested prompts Sample student responses
Would an adult need to know the same information No, the adult would need to know specifically what to do, but the
as a kindergartener about what to do and how to kindergartener would probably need to know to look for an adult
respond to a hazard? or for someone who can help them.
So are there things that we need to consider that are Yeah, like little kids would need different instructions and
different for each stakeholder group? information about a hazard than an adult.
Some people might need more detailed information.
Some stakeholder groups like those that don’t speak the language
would have to get their information differently than those that
speak the language.
The elderly might have different needs than others depending on
the hazard.
If different stakeholders need to know different things I think we have to reach different people in different ways, just like
about their hazard, does that also mean that they they do for tsunamis in Japan. We have to use different methods
might need to hear the information from different because not everyone will pay attention to the exact same
sources or methods? method.
Maybe we need two different methods, like a commercial or
a newspaper article or something. My grandma trusts the
newspaper, but my sister is super into TV and commercials.
Maybe it could be through a video that can be shared on social
media. I know a lot of people my age get their information from
social media.
I think we have to use methods that people are comfortable using
and that they trust. People have to trust the information they are
receiving to use it.

Additional Guidance

For this discussion, consider using charts from previous lessons to help draw out ideas from students. If students are
uncertain if each group would need different information or different methods of communication, compare two
different stakeholder groups from the Community Stakeholders chart to help spur the discussion about stakeholder
needs. For example, you might say, Let’s compare the elderly and children. How might they get information that they listen
to and trust? Are those methods of communication similar or different? Would they need to know the same information?
Introduce Determining Stakeholder Needs. Project slide J. Say, It sounds like we have to consider how we communicate
with our stakeholders and what their needs are. Distribute Determining Stakeholder Needs. Direct students to look at the
top of the chart as a class. Emphasize that the handout is intended to help determine what needs to be considered

Lesson 10 NATURAL HAZARDS | 216

when communicating with certain stakeholder groups. Ask students to think about the stakeholder group(s) that they
would want to communicate with about their hazard and identify them using the first column of the first table.
Determine how to communicate with stakeholders. Explain to students that they will have the rest of the class
period to consider the needs of their stakeholders. Allow students to complete the handout in partner pairs.
As students are working, distribute Project Options. Explain to students that some common methods of communication
can be found on this handout that might be relevant for their projects, along with ways that students could create
the project and what those projects would require. Tell students that they are welcome to consider these methods
listed on Project Options as methods of communication for their project, or they can propose another method that
works well for their stakeholder group. Instruct students that if they pick something that is not on the list or previously
approved to check with the teacher about their selected method of communication.

9. Determine hazard information and begin communication plan. 10 min

Materials: Determining Stakeholder Needs, Hazard Communication Planning, Project Options, Natural Hazards Around the World *Supporting Students in
Say, Yesterday we analyzed what needs our stakeholders had for a communication plan and what type of plan to develop for Engaging in Obtaining,
them. But, we also have a lot of information that we need to communicate. We know that our communication method will Evaluating, and Communicating
depend on the stakeholders, and what we are communicating will depend on the hazard we have each chosen. Let’s take a Information
few minutes to look at another tool that can help us determine what might be important to share with our stakeholders. At this point in this final lesson,
Explain part 1 of Hazard Communication Planning. Display slide K. Distribute Hazard Communication Planning to students will focus on critically
students. Explain to students that this handout will guide them through collecting information about their hazards obtaining important information
based upon the areas we identified in our systems model from Lesson 9. from a text adapted for classroom
use, alongside some additional
Explain part 2 of Hazard Communication Planning. Display slide L. Show students part 2 of the handout. In part resources. They will need to
2, students will consider how to present the information that is relevant to stakeholders in their communication plan. integrate that information and
Remind students that there are suggestions for what to use to create different types of communication plans on decide how to communicate it to
Project Options that they can think about as they are filling out part 2. others in a relevant, effective, and/
Go over available reference materials.* Project slide M. Show students the natural hazard resources using Natural or engaging way. To support this
Hazards Around the World in the student edition. Explain that most, if not all, of the information they need for the practice, use questions like: What
natural hazard will be in the reference deck. Point out that each hazard is organized into different subcategories to is the main idea about how this
make it easier to find information. hazard impacts people? Or, What
are the three most critical pieces of
• About the ____ hazard: This section provides students with an overview of the natural hazard, when the hazard
information to communicate about
tends to strike (if seasonality exists), hazard levels, and what kind of damage can result from the hazard.
______.
• Forecast and Detect: This section gives information about how the hazards are/can be forecasted and detected.
• Warn and Communicate: This section explains how the community can be warned of a hazard and how information
is communicated with the community.
• Reduce Damage: This section explains what can be done before the hazard by members of the community to
reduce damage from the hazard.
• Helpful Resources: The resources found in this section have additional information for students to explore to gather
more information about the hazard.

Lesson 10 NATURAL HAZARDS | 217

Consider available resources and additional resources needed. Display slide N. Give students a list of all the
resources available to them as they work on their hazards projects. Some students may be creating a communication
plan over the same hazard or for the same stakeholder group. It may be beneficial to allow these students to share
ideas as they work on their hazards. Some students may also benefit from developing their communication plan
collaboratively in a larger group. Use teacher discretion to determine the best option for students in the classroom.

10. Begin natural hazards communication plan. 85 min

Materials: Determining Stakeholder Needs, Hazard Communication Planning, Stakeholder Criteria and Constraints Peer *Supporting Students in
Feedback Form, Self-Assessment: Giving and Receiving Feedback, Peer Feedback Guidelines, Obtaining and Communicating Developing and Using Stability
Information about Natural Hazards, computer, variable project materials and Change
Begin compiling information for the communication plan. After orienting students to the handout and resources While students work on obtaining
available, give students time to work through their Hazard Communication Planning.* Some students may request information about a hazard,
extra resources to complete their handouts. One option to help students process information can be found in the take this opportunity to support
“additional resources” section of the Natural Hazards Around the World. In addition to this, many states have state- students in understanding what
specific disaster information readily available online. Here are some easy-to-access national sites for student-driven parts of the system are in place
research: to protect communities while it is
• CDC Disasters Resource Page stable and what parts of the system
are in place to detect and respond
• EPA Disasters Resource Page to sudden changes, such as the
• Ready.gov rapid onset of a natural hazard. In
• Ready.gov for Kids some hazards, communities have
more time to prepare and respond.
• National Weather Service
In other natural hazards, such
• (See the Online Resources Guide for links to these items. www.coreknowledge.org/cksci-online-resources) as earthquakes, the onset of the
Students may need to investigate additional resources and websites beyond this list to obtain information on their hazard is sudden with no warning.
hazard. Emphasize to students that one aspect of this project is gathering reliable information from credible sources. Depending on the hazard under
Take a moment to discuss the initial list of sources that have been provided to them and aspects that make those investigation, students should
sources reliable (i.e., many are government agencies that collect data and monitor hazards around the country). consider how much time people
Provide work time and review student work.* Once students are finished with both parts of Hazard Communication have to prepare and respond with
Planning, have students bring the handout to you. Review the handout with students and ask clarifying questions warning.
about any areas that seem to be lacking information or are incomplete.
Approve an appropriate project format. Look specifically at the project option chosen by each student. Ask
students what method they are going to use to present the information and why they are choosing that method. If
students need additional ideas, the teacher reference, Hazard Communication Project Choice and Platform Information,
can be used by the teacher to help students identify which communication platform or method would help them best
communicate their hazard information based upon their personal strengths and classroom limitations. This reference
can also be used to gain general information about different popular project platforms that may be used during this
project by any student.

Lesson 10 NATURAL HAZARDS | 218

Provide students with information about how their project will be assessed. Give students a copy *Attending to Equity
of Obtaining and Communicating Information about Natural Hazards, which provides guidance on the Supporting Universal Design for
important considerations for assessing their final product.* Learning: This project provides
multiple opportunities to support
Assessment Opportunity the principles of Universal Design
for Learning, including the
Building towards: following:
9.B Critically read scientific texts adapted for classroom use to obtain scientific and technical information related to • Multiple means of engagement
predicting the locations and severity of a hazard and understanding the response systems designed to mitigate the by recruiting interest through
effects. student choice and autonomy
(i.e., which hazard they
9.C Communicate scientific and technical information in writing and/or oral presentations about a system designed to
investigate; choosing the format
meet the criteria and constraints for communicating with identified stakeholder groups about a natural hazard.
for the communication plan);
Students are working on these two lesson-level performance expectations over the course of days 1–3. sustaining effort and persistence
What to look for/listen for: through collaboration and
community work together
• Ideas about obtaining information and communicating about hazards (the causes of the hazard, locations at risk, to develop their projects
how to design solutions, and how to respond when it happens). and provide peer feedback;
• Ideas about how effective communication and response plans account for the people living in their community and self-regulation through
the resources the community has to respond. selfassessment of one’s ability to
• Ideas about how different communication strategies include educating the community before a natural hazard provide feedback to peers.
happens and then also alerting people when the hazard is happening with a variety of different modes of • Multiple means of action
communication. and expression by: providing
What to do: Use the Progress Tracker to help students recall ideas figured out from previous lessons, and then apply options for expression and
those ideas to a new hazard and a new community. Use Obtaining and Communicating Information about Natural communication through student
Hazards to help students understand the expectations for their final project. choice of multiple media for
communication; and promoting
Prepare for feedback on communication criteria and constraints. When projects have been completed,
executive function by providing
distribute a copy of Stakeholder Criteria and Constraints Peer Feedback Form to students. Direct students to look back
support for planning and
at Determining Stakeholder Needs and focus on the second and third columns. Remind students that in those two
strategy development.
columns they identified their criteria and constraints for communication with their stakeholder group(s). Explain that
students will be given a chance to get feedback on how well their communication plans have met the needs of their
stakeholder groups.
Project slide O. Point out the column headers to students. Explain that students will use their previously identified
criteria and constraints to complete the first column on Stakeholder Criteria and Constraints Peer Feedback Form by
adding each separate criteria or constraint to its own row on the handout.

Lesson 10 NATURAL HAZARDS | 219

Engage in peer feedback using the Stakeholder Criteria and Constraints Peer Feedback Form handout. Move on *Supporting Students in Three-
to column 2 with students and explain that this column will be used to cite specific places where the communication Dimensional Learning
plan addressed that criteria or constraint. Partners will look through the communication plan and record on the This project is designed to integrate
handout where they see evidence of the communication plan clearly using or addressing the criteria or constraint. elements of obtaining, evaluating,
Explain that column 3 is where students will give feedback about the use of the criteria and constraints within the and communicating information
communication plan, and also provide ideas for how to either incorporate or enhance the criteria and constraints used about the likelihood of hazard in
in the communication plan. a community and using criteria
Place students in partner pairs and ask students to trade their Stakeholder Criteria and Constraints Peer Feedback and constraints identified for the
Form handouts. Direct students to share their communication plan with their partners. Give time for each partner to community. This project uses a lens
complete the peer feedback and instruct students to present that feedback to their partners. Give students time to of systems and system models as
make any needed enhancements or changes to their projects after the peer feedback has been reviewed. students consider different aspects
Share Communication Plans. If time allows, provide students time to present their communication plans to another to forecast, warn, and communicate
audience. Audiences can include community members, school administrators, and peers. with stakeholders. As students
develop their projects, facilitate
As students communicate their projects, peers can use guidance in Peer Feedback Guidelines to provide overall three-dimensional learning by
feedback on one another’s communication plans. Use Teacher Instructions for Peer Feedback and student-facing material encouraging students to seek
Self-Assessment: Giving and Receiving Feedback to allow students to self-assess how well they give and receive feedback out information from different
during and after student presentations. sources, evaluate the quality of
the information, and decide how
Alternate Activity best to communicate about levels
of risk of a hazard and the systems
Plan for additional time, as needed, for project communication to ensure that students who might need additional in place to mitigate the effects.
time for obtaining information, developing their communication plan, and communicating their project to others Students should use criteria and
have an appropriate amount of time to do so. Additionally, it might be helpful to offer students different modalities for constraints for stakeholders to
communicating their projects to others, such as silent gallery walks with sticky note feedback, pre-recording audio or refine the information they choose
video presentations, or live presentations in small groups. to communicate.

11. Evaluate our DQB questions and celebrate. 15 min

Materials: science notebook, 5 sticky dots, Family Hazard Plan, Family Hazard Plan: Hazard-specific Information *Attending to Equity
Gather at the DQB and mark questions we figured out. Present slide P and have students place sticky dots on the It is important to revisit the DQB
class DQB next to the questions that they think we have made progress on.* Then, look for patterns in the sticky dots. to ensure students feel as though
Display slide Q if needed. Have the class discuss the answers to these questions as a group. If you have space, make their questions are valued and
a Takeaways board to record the answers the class comes up with.* Importantly, encourage students to celebrate recognized. While not all questions
their accomplishments as they figured out their questions about the anchoring phenomenon, and other related will have been addressed (it’s
phenomena. Importantly, students might notice that some questions were never figured out. Emphasize for students more likely that most will be at
that sometimes not all questions get answered through initial investigations, and often those questions can be least partially answered), this helps
pursued in later units, grades, or on our own. students see that they have done
hard work to help answer many of
their own questions.

Lesson 10 NATURAL HAZARDS | 220

 Alternate Activity *Supporting Students in
Engaging in Asking Questions
Another option is to have students work either individually or in pairs to answer the questions they posed. This can be and Defining Problems
done by asking them to write their questions on a sheet of paper and answer the questions in words and/or pictures. Revisiting the DQB at the end of
To help students feel like they made progress answering their own questions, create a focus on the questions that we the unit helps students see the
have not answered but now feel we could (or partially could) using the ideas we have developed. progress they have made toward
As another option, some teachers may start a Wonder board on which questions that have not yet been answered but answering the questions that were
students are still interested in pursuing are housed. These questions are available for students to pursue important to them at the onset
independently or as time allows. of the unit. At that time, students
asked questions “that required
If time allows at the end of the unit, provide students with Family Hazard Plan as a way for them to create
sufficient and appropriate evidence
a family or home-specific plan to prepare and respond to a local hazard. This is a good opportunity
to answer”. Through investigations
to get caregivers involved as well by planning for hazards that might impact them as well. Additional
and individual and whole-group
information about each natural hazard is also included in the student reference section as Family Hazard
sensemaking, they can now answer
Plan: Hazard-specific Information.
many of their initial questions.
This final visit to the DQB also
allows students to see how their
work toward a shared learning
ADDITIONAL LESSON 10 TEACHER GUIDANCE goal can help them figure out the
phenomenon and also explain
See Potential Accompanying Standards for a complete list of possible connections to ELA and Technology standards.
other phenomena in the world.
ELA and Technology standard connections will vary based on students’ choice of communication plans.

Lesson 10 NATURAL HAZARDS | 221

SCIENCE LITERACY: READING COLLECTION 4 Standards and Dimensions
NGSS

Communities and Cooperation Disciplinary Core Idea ESS3.B: Natural

Hazards: Mapping the history of natural
hazards in a region, combined with an
1 Radiation from Fukushima! Or Something Else? understanding of related geologic forces can
2 Hazard Map Comparison help forecast the locations and likelihoods of
future events. (MS-ESS3-2)
3 Katrina’s Aftermath
Science and Engineering Practices:
4 Hazards on Hawaii’s Islands
Analyzing and Interpreting Data; Obtaining,
Evaluating, and Communicating Information
Crosscutting Concepts: Cause and Effect;
Literacy Objectives Instructional Resources Systems and System Models
CCSS
✓✓ Argue a position on the issue of where a Student Reader Science Literacy Student
family should move to avoid natural hazards. Reader, Collection 4 English Language Arts
“Communities and Cooperation” RST.6-8.1: Cite specific textual evidence to
✓✓ Distinguish between credible and
support analysis of science and technical texts.
noncredible sources. Collection 4
✓✓ Differentiate fact, reasoned judgment, RST.6-8.6: Analyze the author’s purpose
speculation, and opinion. Exercise Page Science Literacy Exercise in providing an explanation, describing a
Page procedure, or discussing an experiment in a text.
EP 4 RST.6-8.7: Integrate quantitative or technical
Literacy Exercises
information expressed in words in a text with a
• Read varied text selections related to the EP 4 version of that information expressed visually
topics explored in Lessons 8–10. (e.g., in a flowchart, diagram, model, graph, or
Prerequisite Investigations table).
• Evaluate the reading selections according to
provided prompts and criteria. RST.6-8.8: Distinguish among facts, reasoned
Assign the Science Literacy reading and writing judgment based on research findings, and
• Compare and contrast information gained
exercise after class completion of this lesson speculation in a text.
from reading text with information gained
group:
from class investigation.
• Lesson 8: Which emergency communication
• Prepare a well-reasoned paragraph in response
systems are the most reliable in a hazard?
to the reading.
• Lesson 9: How can we model the systems put
into place to protect communities?
• Lesson 10: How can we effectively prepare our
communities for a natural hazard?

SCIENCE LITERACY: READING COLLECTION 4 NATURAL HAZARDS | 222

 Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts
repeatedly to these terms. However, these in this exercise. Students will benefit from your
terms are not intended for isolated drill or modeling the use of these words without the
memorization. No Core Vocabulary terms are expectation that students will use or explain the
highlighted in the text of Collection 4. words themselves.
landslide  radiation  topography

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the assignment.
• Wednesday: Plan to touch base briefly with students in the middle of the week to answer questions about the
reading, to clarify expectations about the writing exercise, and to help students stay on track.
• Friday: Set aside time at the end of the week to facilitate a discussion about the reading and the writing exercise.
You’ll proceed with the in-class lesson investigations during this week.

2. Preview the assignment and set expectations.  (Monday)

• Let students know they will read independently and then complete a short writing assignment. The reading
selection relates to topics they are presently exploring in their Natural Hazards unit science investigations.
• The reading and writing will be completed outside of class (unless you have available class time to allocate).
• Preview the reading. Share a short summary of what students can expect.
First, you will read two mock transcripts from online sources. The first consists of a couple of social media posts about
radiation coming from Fukushima nuclear reactors. The second is a myth-busting article
Next, you’ll take a close look at some natural hazard maps and read a series of text messages about what city to live in.
If this sounds familiar, it should. The texters are members of the fictitious family you met in the Preface to this unit.
Then, you’ll read a simulated journal entry from a FEMA contractor, who describes the damage to homes done by
Hurricane Katrina in 2005.

SCIENCE LITERACY: READING COLLECTION 4 NATURAL HAZARDS | 223

 Finally, you’ll read an article about how residents of Hawaii deal with tsunamis and other hazards.
• Distribute Exercise Page 4. Preview the writing exercise. Share a summary of what students will be expected to Exercise Page

deliver. Emphasize that Science Literacy exercises are brief. The focus is on thoughtful quality of a small product, not
on the assignment being big and complex.
For this assignment you will be expected to generate a well-reasoned paragraph addressed to the family introduced in
the Preface of this unit. You’ll give the family your best advice about how to solve their problem of deciding where their EP 4

next home should be.

• Remind students of helpful strategies they can employ during independent reading. Offer the following advice:
The reading should take approximately 30 minutes to complete. (Encourage students to break reading into smaller
sections over multiple short sittings if their attention wanders.)
A good reading strategy is to scan through the collection first to see the titles, section headers, graphics, and images to
see what the selections are going to be about before fully reading.
Next, “cold read” the selections without yet thinking about the writing assignment that will follow.
Then, carefully read the Exercise Page to understand the expectations for the writing part of the assignment.
Revisit the reading selections to complete the writing exercise.
Jot down any questions for the midweek progress check in class. (Be sure students know, though, that they are not
limited to that time to ask you for clarification or answers to questions.)

3. Touch base to provide clarification and address questions.  (Wednesday)

Touch base midweek with students to make sure they are on track while working independently. You may choose to
administer a midweek minute-quiz to give students a concrete reason not to postpone completing the reading until
the last minute. Ask questions such as these, and have students jot answers on a half sheet of paper:

Suggested prompts Sample student responses

What did the myth-busting article say about the map used that it was actually the NOAA map showing tsunameter
to support a claim that radiation was traveling buoys
toward California?
What are two kinds of natural hazards that people moving earthquakes and landslides
to Portland, Oregon, should think about?
What are the problems the FEMA inspector found in the The wood frames of houses were rotting, drywall was
parts of New Orleans that were flooded during Hurricane moldy, flooring was wet and buckled, and there was the
Katrina in 2005? danger of breathing spores and bacteria.
How are roadways an important factor in Hawaiian People need to take certain roadways to reach higher
emergency management? ground that is outside of tsunami evacuation zones.

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Ask a few brief discussion questions related to the reading that will help students tie the text content to students’
classroom investigations.

Suggested prompts Sample student responses

What other kinds of natural hazards should the family wildfires, winter weather, extreme heat, droughts
choosing to move to Charleston, SC, or Portland, OR, think
about?
What could the FEMA contractors who inspected the Gulf They could have told homeowners what parts of their
Coast area have done if they had come BEFORE Hurricane homes were likely to be damaged and steps they could take
Katrina? to prevent hurricane damage.
At what point in the “Tsunami Chain of Events” model we at the endpoint, where the tsunami reaches a shore and
developed in earlier lessons would the Hawaiian map of floods low-lying communities
roadways be useful?

• Refer students to the Exercise Page 4. Provide more specific guidance about expectations for students’ deliverables Exercise Page
due at the end of the week.
The writing expectation for this assignment is to develop a well-reasoned paragraph that states a claim about what the
family introduced in the Preface should do to reduce their risks related to natural hazards.
EP 4
Use what you know about Claims-Evidence-Reasoning to help you plan what you will say.
You may want to refresh your memory of the scenario by rereading the Preface to this unit, called “Put Yourself in This
Scene.”
Also, pay special attention to the reading in Collection 4 that features the same characters and situation.
But don’t overlook evidence from other readings, as well as Lessons 8, 9, and 10, that will help you give the best advice
to the family.
The important criteria for your work are that you write a clear claim to answer the question “Where should the family
move, and what can they do after they move to reduce the risks related to natural hazards?” and support it with
reasoning that uses evidence from this unit.
• Answer any questions students may have relative to the reading content or the exercise expectations.

4. Facilitate discussion.  (Friday)

Facilitate class discussion about the reading collection and writing exercise. Students begin the reading activity by Student Reader
thinking critically about online claims related to radiation leaks that might—or might not—have been carried across
the Pacific Ocean.
Collection 4

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 Pages 34–43 SUPPORT—If you are using the
Suggested prompts Sample student responses recommended word envelope
convention, check the envelope
What is the general purpose of the first selection, It has three online posts. Two of them try to persuade readers to see if it contains any words,
“Radiation from Fukushima! Or Something Else?” that radiation from the Fukushima nuclear reactors was about phrases, or sentences that students
to reach or had already reached the United States. The third post need help understanding. Read
tries to persuade readers that the first two are fake information. key sentences aloud, and provide
What could you say to the commenter on the first When they saw a dead dolphin at the same time as radiation MAY concise explanation.
post about causes, effects, and correlations? be in the ocean, it does not mean that the radiation caused the
dolphin to die. It could have been old or had a disease.
Check out the “Spot the BS” box. Can you detect what They play to people’s emotions by writing about “poor” marine SUPPORT—For students who are
kinds of tactics the social media writer is using to organisms. not aware of online “myth-busting”
influence readers? websites, show them a few that are
They suggest a conspiracy to hide a danger from the public. reliable sources for fact-checking
They also use an image without saying where it came from. urban legends, rumors, fake
news, and the sort. Some focus
Take a look at the “Consider the Source” box. Which the final post because the writer gives reputable sources for the
on science and politics, including
post do you have more confidence in? scientific information
facts about pandemics and climate
What is the general purpose of the second selection, It continues the story introduced in the unit Preface and shows change. Others are more general
“Hazard Map Comparison”? how people use reliable data to make decisions. and include science myths and
rumors.
What did the Charleston map data reveal about that some parts of the city have a higher risk than other parts but
home locations and flooding risk? that any part of the city has some flooding risk
If the family decided to live in Portland, should they They should find a wood-framed home since these are more likely
EXTEND—Have students compare
find a brick home or a wood-framed home? Explain. to stay standing during an earthquake. Just make sure the house
the data on the three maps and
is firmly attached to the foundation.
make some inferences about which
What questions about landslides in Portland should Where in the city have landslides occurred? evacuation routes have the highest
the family investigate? chance of being blocked due to
How often do they occur?
lava flow hazards. For example, if a
What type of house construction is safer in a landslide? family lives in Hilo and heads west
Can a landslide be predicted so that people can evacuate? on the road that goes near volcano
Mauna Kea, they would travel
What is the general purpose of the third article, It compares the damage from wind to homes made of different through a lava flow hazard Zone 2.
“Katrina’s Aftermath”? materials.
It also describes the hurricane damage to homes from flooding.

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 Pages 34–43
Suggested prompts Sample student responses
What information provided by the FEMA inspector The upper parts of homes should be anchored to a concrete
can be used to design safer homes in the future? foundation or slab.
Homes in flood zones should be built on concrete or brick-and
mortar piers.
Roofs should be attached to houses with heavy-duty straps and
anchors.
When hurricane winds blow a home away, the family Families should know that moving back in may be dangerous to
that lived there cannot go back. What about homes their health because of mold, bacteria, and heavy metals.
that are still standing but were flooded? What do the Workers who clean up wet homes also have to know about
stakeholders have to know about them? dangers to their health.
What is the general purpose of the fourth article, It explains how maps are used to plan for evacuations when the
“Hazards on Hawaii’s Islands”? island of Hawaii is threatened by tsunamis and volcanic eruptions.
What in the article would lead you to infer that it will It says that the airport is partly in the evacuation zone. So, if a
be difficult to bring in emergency and rescue workers tsunami caused a lot of damage at the airport, planes carrying
in the event of a tsunami? emergency workers and equipment might not be able to land on
the island.
How is the topography of the island of Hawaii an There is plenty of high ground not far from the coast that people
advantage when dealing with tsunamis? can evacuate to.
Take a look at the “Connection” box. Why would it because if a roadway is blocked by a lava flow, it cannot be used to
be important to know the lava flow hazard zones on evacuate in the event of a tsunami warning
this map if a tsunami is approaching?

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5. Check for understanding.
Evaluate and Provide Feedback
For Exercise 4, students should write a well-constructed paragraph to make and support a claim answering the
question “Where should the family move and what can they do after they move to reduce the risks related to natural
hazards?” Students should support their claims with logical reasoning, using evidence from the Preface, the readings in
Collection 4, and the activities in Lessons 8, 9, and 10. Look for claims such as:
• The family should move to Charleston but needs to plan for flooding, hurricanes, and heat waves.
• The family should move to Portland but needs to plan for earthquakes, landslides, wildfires, and heat waves.
• The family should move wherever it wants for other reasons, because there are natural hazards everywhere.
Use the rubric provided on the Exercise Page to supply feedback to each student.

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 Teacher Resources
Table of Contents
Assessment System Overview���������������������������������������������������������������������� 230 Lesson 10: Teacher Reference 1��������������������������������������������������������������������� 261
Lesson 2: Teacher Reference 1����������������������������������������������������������������������� 239 Lesson 10: Assessing Hazard Risk ����������������������������������������������������������������� 267
Lesson 4: Explaining and Forecasting Tsunami Risk ���������������������������������� 246 Lesson 10: Teacher Reference 2 ������������������������������������������������������������������� 269
Lesson 4: Answer Key ����������������������������������������������������������������������������������� 249 Lesson 10: Teacher Reference 3 ������������������������������������������������������������������� 271
Lesson 5: Completed Decision Matrix����������������������������������������������������������� 253 Lesson 10: Rubric ����������������������������������������������������������������������������������������� 274
Lesson 5: Teacher Reference ������������������������������������������������������������������������� 255 Lesson 10: Obtaining and Communicating Information
Lesson 9: Engineering Self-Assessment ���������������������������������������������������� 258 about Natural Hazards ��������������������������������������������������������������������������������� 276
Lesson 9: Engineering Self-Assessment Rubric ����������������������������������������� 259 Lesson 10: Answer Key 1 ������������������������������������������������������������������������������� 277
Assessment System Overview
Each unit includes an assessment system that offers many opportunities for different types of assessments throughout the lessons, including pre-assessment,
formative assessment, summative assessment, and student self assessment. Formative assessments are embedded and called out directly in the lesson plans.
Please look for the “Assessment Icon” in the teacher support boxes to identify places for assessments. In addition, the table below outlines where each type of
assessment can be found in the unit.

Overall Unit Assessment

Assessment and Scoring

When Guidance Purpose of Assessment
Lesson 1 Initial design solutions in Pre-Assessment: The student work in Lesson 1 should be considered a pre-assessment, as it is an
science notebooks opportunity to learn more about the ideas your students bring to this unit. Surfacing these ideas early on
Driving Question Board can help you to be strategic in building upon and leveraging student ideas across the unit.
Students will spend time in Lesson 1 developing their ideas around initial design solutions for detecting
tsunamis, warning people, and reducing damage. This is a good place to assess their thinking about what
a design solution would need to be able to do to protect communities. You can leverage these ideas when
they begin to evaluate design solutions in Lessons 5-7.
The Driving Question Board is another opportunity for pre-assessment. Encourage students to generate
open-ended questions, such as how and why questions. However, any questions students share, even
if they are close-ended questions, can be valuable. Make note of any close-ended questions and use
navigation time throughout the unit to have your students practice turning these questions into open-
ended questions that can be tested through lesson investigations.
Lesson 4 Explaining and Forecasting Midpoint Formative: This formative assessment can be used to understand how well students
Tsunami Risk & Scoring have developed ideas about (1) how tsunamis form, (2) how tsunamis move, and (3) which coastal
Guidance communities might be at risk for damage. It also introduces students to their first experience
evaluating the risk of different communities based on their characteristics. These initial ideas that
students have for rating risk can be used and developed as they evaluate design solutions and
community risk in Lessons 5-7.
Lesson 10 Assessing Hazard Risk & Key Summative: The final task for the unit challenges students to first investigate general regional patterns
for Assessing Hazard Risk in risk for other natural hazards, as well as the risk of each natural hazard for their local community.
Determining Stakeholder Using this data and their wonderings about how other natural hazards impact communities, students
Needs make decisions about which natural hazards to investigate further to develop education and
communication plans.

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 Assessment and Scoring
When Guidance Purpose of Assessment
Hazard Communication Groups then develop a communication plan for a hazard in order to prepare a community to respond
Planning & Final in the event of the hazard. Through this work, students will focus on obtaining and communicating
Group Product information to community stakeholders using science ideas from Lessons 2-9. They will identify (1) critical
Stakeholder Criteria and information about how the natural hazard forms, moves, and impacts communities, (2) methods to detect,
Constraints Peer Feedback warn people, and reduce damage, and (3) how people in the community can prepare for, respond during,
Form & Rubric for Obtaining and recover after a natural hazard.
and Communicating This final assessment serves two broad purposes. The first is to determine how well students can apply
Information about science ideas from the unit to another hazard that impacts communities in the US. Use Obtaining and
Natural Hazards Communicating Information about Natural Hazards to assess the final student product. The second purpose
is to prepare students themselves to understand which hazards they are at risk for and how they, their family
and/or friends, or other communities can prepare and respond in the event the natural hazard occurs in
their community. It is important that students see this final product for the unit as not just a “grade” but
rather as an opportunity to empower students with a communicating strategy that can protect people and
save lives.
After each Lesson Performance Ongoing Formative Assessment: Use the lesson-level performance expectation table below in this
lesson Expectation Assessment document to see which parts of lessons or student activity sheets can be used as embedded formative
Guidance assessments.
Anytime after Student Self Assessment Student Self Assessment: The student self-assessment discussion rubric can be used anytime after
a discussion Discussion Rubric a discussion to help students reflect on their participation in the class that day. Choose to use this at
Engineering Self-Assessment least once a week or once every other week. Initially, you might give students ideas for what they can
try to improve for the next time, such as sentence starters for discussions. As students gain practice and
proficiency with discussions, ask for their ideas about how the classroom and small group discussions can be
more productive.
This is not required in any particular lesson for this unit, but it is recommended for use in Lessons 2 or 3,
and again in Lessons 5 or 9.
Additionally, this unit integrates an Engineering Self-Assessment Tool in Lesson 9 to help students reflect
on the aspects of the engineering process they engaged in during Lessons 5-9.
After Peer Feedback Facilitation: Peer Feedback: There will be times in your classroom when facilitating students to give each other
Students A Guide feedback will be very valuable for their three-dimensional learning and for learning to give and receive
Complete feedback from others. Peer feedback is most useful when there are complex and diverse ideas visible in
Substantial, student work and not all work is the same. Student models or explanations are good contexts for using a
Meaningful peer feedback protocol. They do not need to be final pieces of student work, rather, peer feedback will be
Work more valuable to students if they have time to revise after receiving peer feedback.

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 Assessment and Scoring
When Guidance Purpose of Assessment
Peer feedback is usually a formative, not summative, type of assessment. It is also necessary for students to
have experience with past investigations, observations, and activities to use as evidence for their feedback.
We suggest that peer review happen at least two times per unit. For this unit, peer feedback works best for
Lesson 10 as students present the ideas before or during the communication of their final unit products.
Ideally, this feedback could be used to revise communication plans, if time allows. Peer feedback can
also be used in either Lessons 5 or 7, after students complete their evaluation of design solutions and
communication options, respectively.
The Peer Feedback Guidelines, located in the “Additional Lesson References” section of the Teacher Edition,
is designed to give you options for how to support this in your classroom. It also includes student-facing
materials to support giving and receiving feedback along with self-assessment rubrics where students can
reflect on their experience with the process.

For more information about the approach to assessment and general program rubrics, visit the Teacher Handbook.
Lesson-by-Lesson Assessment Opportunities
Every lesson includes one or more lesson-level performance expectations (LLPEs). The structure of every LLPE is
designed to be a three-dimensional learning, combining elements of science and engineering practices, disciplinary
core ideas and cross cutting concepts. The font used in the LLPE indicates the source/alignment of each piece of the
text used in the statement as it relates to the NGSS dimensions: alignment to Science and Engineering Practice(s),
alignment to Cross-Cutting Concept(s), and alignment to the Disciplinary Core Ideas.
The table below summarizes opportunities in each lesson for assessing every lesson-level performance expectation
(LLPE). Examples of these opportunities include student handouts, home learning assignments, progress trackers, or
student discussions. Most LLPEs are recommended as potential formative assessments. Assessing every LLPE listed can
be logistically difficult. Strategically picking which LLPEs to assess and how to provide timely and informative feedback
to students on their progress toward meeting these is left to the teacher’s discretion.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 1 1.A Ask questions that arise 1.A Asking Questions; Stability and Change
from careful observations When to check for understanding: Day 1, after students read about and watch videos of the 2011 Japan
of a sudden natural event tsunami and brainstorm engineering ideas; day 2, when the class discusses related hazards; and day 3,
that causes damage to when the class develops the Driving Question Board (DQB). It may be helpful to have students turn in their
communities. handouts after day 1 for you to quickly assess their developed engineering designs and then return the
1.B Apply scientific ideas handouts on day 2.
to design an object, tool, What to look for/listen for: (1) Identification of tsunamis as large waves that cause damage to
process, or system that communities, (2) disagreement or uncertainty about what causes a tsunami, (3) disagreement or
detects a tsunami when uncertainty about why a tsunami possesses such destructive power, and (4) proposed engineering
it starts (cause) and warns solutions involving technology to mitigate the effects (detect the tsunami, warn of its approach to give
people or reduces damage to people more time to get away from it, and reduce the damage).
communities (effect).
1.B Designing Solutions; Cause and Effect
When to check for understanding: Day 1, after students compare their initial engineering designs; day
2, when the class evaluates their engineering designs; and day 3, when the class discusses how to design
solutions to reduce the impact of natural hazards on communities. It may be helpful to have students turn
in their science notebooks after day 1 and day 3 for you to quickly examine their ideas.
What to look for/listen for: (1) Agreement that though tsunamis may cause devastation, their
effects can be reduced by systems that detect, warn people, and reduce damage; (2) agreement that
some engineering designs may be more promising or challenging than others; and (3) uncertainty or
disagreement about what makes one engineering design more promising or challenging than another.
Lesson 2 2.A Use graphical displays 2.A Analyzing and Interpreting Data; Patterns
(maps) of large data sets to When to check for understanding: Day 1, as students interpret the first map showing the spatial
identify spatial and temporal distribution of historical tsunami occurrence and related geologic events.
patterns in historical tsunami
occurrence. What to look for/listen for: Students may notice that the locations of tsunamis are similar to the locations
of earthquakes in data from the Unit 6.4: What causes Earth’s surface to change? (Everest Unit). They should
2.B Use digital tools, notice that tsunamis occur in oceans or other large bodies of water, and that more have occurred in the
including maps and graphs, Pacific Ocean than elsewhere. Tsunamis are most frequently caused by earthquakes.
to analyze large data sets to
identify cause-and-effect 2.B Mathematics and Computational Thinking; Patterns
relationships between When to check for understanding: Day 1 as students use the maps and graphs.
characteristics of related
What to look for/listen for: As students compare recent earthquake data to tsunami-generating
geologic forces and resulting
earthquakes, their interpretations should include the pattern that earthquakes and tsunamis are related
tsunamis.
but only some earthquakes cause tsunamis. This helps to motivate looking more closely at what types of
earthquakes cause tsunamis.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
2.C Integrate quantitative 2.C Obtaining, Evaluating, and Communicating Information; Cause and Effect
and qualitative scientific When to check for understanding: Day 2, during consensus building for the cause-and-effect
information to connect relationship between earthquakes and tsunamis.
cause- and-effect
relationships to predict What to look for/listen for: Students integrate information across text, maps, and graphs to establish
communities at risk for future a cause-and-effect relationship between specific earthquake characteristics and tsunamis (i.e., shallow,
tsunami occurrence. strong earthquakes along colliding boundaries cause most tsunamis). They use this information to update
predictions for identifying communities most at risk for tsunamis.
Lesson 3 3.A Analyze and interpret 3.A Analyze and Interpret Data; Patterns
data from different wave When to check for understanding: On days 1 and 2 when students look at three different wave models
models to identify patterns in from top-view and side-view perspectives.
how the tsunami wave forms
and moves toward shore, What to look for: After examining each model, the class pauses to share what has been figured out about
changing height (amplitude) waves and tsunamis. After analyzing all three models, students should be able to identify key ideas, such
as it interacts with the ocean as how the initial wave forms, moves across the ocean, and then builds as it approaches land. See the
floor. Teacher Guide for detailed guidance on more specific ideas.
3.B Evaluate the limitations 3.B Develop and Use Models; Cause and Effect
and benefits of different When to check for understanding: On day 2 while developing the Comparing Different Wave Models
wave models for explaining chart; on day 3 as students add new science and engineering ideas to the Tsunami Chain of Events poster
how tsunamis form from a and Science Ideas chart.
movement in the ocean floor
What to look for: The class develops a chart to capture what was beneficial or helpful and what were the
(cause), and how they move
limitations of the wave models. Students should be able to identify the benefits and limitations of each
and change as they approach
model for explaining how an earthquake causes a tsunami and how the wave moves toward shore. By
the shore (effect).
the end of the lesson, on day 3, students should be able to explain through the class model the chain of
events that need to occur for a tsunami to form.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 4 4.A Apply scientific ideas 4.A and 4.B Constructing Explanations; Stability and Change
to construct an explanation When to check for understanding: Use Explaining and Forecasting Tsunami Risk during the forecasting
for how sudden changes and resource-prioritization explanation task.
in the ocean floor during
an earthquake lead to the What to look for/listen for: Students should make connections that a sudden shift in the ocean floor
formation of a tsunami. can form a tsunami, which can move quickly across large parts of the ocean and cause damage when it
reaches the coastlines. Students should use scientific ideas of how waves move and qualitative variables
4.B Construct an explanation such as relative distance to the epicenter and local shoreline topography to rank order the risk of four
that includes qualitative places, determine which place needs immediate action, and determine where tsunami-mitigation funds
relationships between should be prioritized.
variables (distance to
epicenter, shoreline
topography) that predicts
which communities are most
at risk for damage as a result
of a sudden change.
Lesson 5 5.A Make an oral argument 5.A Engaging in Argument from Evidence; Structure and Function
based on a systematic When to check for understanding: On day 3, as students build consensus in a Scientists Circle.
evaluation process using
relevant scientific principles What to look for/listen for: Listen for students to use criteria and constraints to evaluate existing
to support or refute the tsunami-mitigation solutions using a systematic process that accounts for community needs and the
ability of different existing stated performance of the design solutions. Important ideas include:
solutions (structure) to 1. The design solution must account for relevant scientific principles (e.g., it dissipates the wave’s energy),
mitigate the effects of the needs of the community (e.g., economic activity), how well the structure would function for
tsunamis and meet the surrounding communities (how well it will function in this scenario vs. its proposed functionality), and
needs of at-risk communities its environmental impacts (e.g., on marine life).
(function). 2. Clearly defining and prioritizing criteria and constraints is necessary when evaluating and choosing a
solution for a given community.
3. Communities have different criteria and constraints, so the evaluation process should also consider
impacts on neighboring communities. Students should realize that the proposed performance of a
structure in one area may affect other areas in ways that might negate the intended result, such as the
seawall at Kamaishi having a negative effect on Ryoishi.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 6 6.A Critically read scientific 6.A Obtain, Evaluate, and Communicate Information; Systems and System Models
text to understand how When to check for understanding: In this lesson, students read with a partner about how tsunamis
a system designed to are detected and how warning signals are sent. By detailing the individual parts of the detection system,
detect tsunamis follows students have an opportunity to understand how the parts operate in concert with one another, and how
specific criteria (related to specific criteria must be met before a tsunami warning can be sent.
earthquake activity) and
constraints (related to signal What to look for/listen for: Using the scientific text, students are able to identify and communicate
transmission). criteria related to a tsunami detection and warning system (e.g., types of earthquakes and wave
movement that trigger the system) and also constraints to the system (e.g., related to signal transmission
and maintenance and battery life of sensors).
Lesson 7 7.A Integrate written text 7.A Obtaining, Evaluating, and Communicating Information; Systems and System Models
with multimedia displays When to check for understanding: On day 1, using Part 3 of Community Stakeholders.
of tsunami warning and
preparedness systems to What to look for/listen for: Look for clearly identified stakeholders with particular needs for emergency
clarify additional ways communication, and then look for corresponding criteria and constraints to address those needs.
communities at-risk of 7.B Arguing from Evidence; Structure and Function
tsunami can mitigate
When to check for understanding: On day 2, when students complete Evaluation Matrix in small
potential future effects.
groups and then as a class. What to look for/listen for: Listen for agreement about what their assigned
7.B Evaluate communication communication solution does well and its limitations. Across all groups and as a whole class, listen
systems, using a systematic for ideas about how some communication solutions meet some criteria very well, while others meet
process and agreed-upon other criteria well. The purpose of this work is to better understand how combining multiple forms of
criteria and constraints, communication can address multiple stakeholder needs.
to determine how well
the system (structure)
communicates with
stakeholders (function).

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 8 8.A Use digital tools and/ 8.A Mathematics and Computational Thinking: Obtaining, Evaluating, and Communicating
or mathematical concepts Information; Systems and System Models
to integrate and synthesize When to check for understanding: As small groups share their ideas on Obtaining Information
information to compare Notetaking Guide and during the Building Understandings Discussion.
the reliability of emergency
communication systems. What to look/listen xfor:
• Ideas of how technologies have changed over time, but some technologies are still used today to alert
people in a hazard.
• Ideas about how technologies use different systems for communication.
wired versus wireless systems
broadcast mechanisms to each individual household versus across an entire area
• Ideas for why some signals (i.e. digital) are more reliable than others.
• Ideas for what causes some communication technologies to be limited in their ability to warn people.
Lesson 9 9.A Construct a system 9.A Developing and Using Models; System and System Models
model to represent the When to check for understanding: During the Consensus Building Discuss with the System Model.
interactions of subsystems
designed to detect, warn What to look for/listen for:
communities, and reduce • Parts of a subsystem work together to achieve a particular function and are connected to other parts of
damage from a tsunami the system.
hazard. • Subsystems are part of a larger system that interact together to meet the goals of the community.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 10 10.A Use digital tools to 10.A Mathematics and Computational Thinking; Patterns
analyze patterns in large data When to check for understanding: Day 1, as students complete risk analysis on Assessing Hazard Risk.
sets (maps) of the history of
natural hazards in regions What to look for/listen for:
and use this information to • Students identify general regional patterns for different natural hazards.
forecast future risk. • Students assess their risk for various natural hazards.
10.B Critically read scientific • Students identify future risks for local hazards.
texts adapted for classroom
• Students provide a rationale for why communicating with a community at risk for a natural hazard is
use to obtain scientific and
important.
technical information related
to predicting the locations 10.B & 10.C Obtaining, Evaluating, and Communicating Information; Systems and System Models
and severity of a hazard and When to check for understanding: Formatively, on days 2 and 3 when students are working on
understanding the response Determining Stakeholder Needs and on day 4 as students complete their final project.
systems designed to mitigate
What to look for/listen for:
the effects.
• Students obtain key information about a local hazard, including where it happens, how severe it can
10.C Communicate
be, how long it can last, and what the major impacts are on people and property (ideas developed in
scientific and technical
Lessons 1–4).
information in writing and/
or oral presentations about • Students consider how the hazard is detected and ways damage can be reduced (ideas developed in
a system designed to meet Lessons 5–6 & 9).
the criteria and constraints • Students consider criteria and constraints for developing communication and education plans (ideas
for communicating with developed in Lessons 7–10).
identified stakeholder groups
about a natural hazard.

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LESSON 2: TEACHER REFERENCE 1

How to Build the Tsunami Chain of Events Poster

The Tsunami Chain of Events poster will be a public representation of different aspects of the unit and will help students pull together science and engineering
ideas from Lessons 2-9. Use this guidance to build the poster for each lesson. This is only one example for how to build this causal chain.

Lesson 2
Build the first causal link between the type of earthquakes that cause tsunamis.

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Lesson 3
Add new science ideas to the causal chain. First, remove “Wave Height” and replace it with two new ideas: “Moves the Ocean Floor” and “Moves the Water
Above the Ocean Floor.” Exchange “Tsunami happens!” for “Tsunami forms” as now students know how it forms. Then add new ideas for how the tsunami
travels and comes onto shore.

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Lesson 4
In a new color, add new ideas about how we can use data to forecast which communities are most at risk of the tsunami hazard.

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Lesson 5
Start a sticky note in a new color to map on engineering ideas that connect to this Tsunami Chain of Events. Add a new idea about how design solutions are
focused on breaking up or blocking the wave.

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Lesson 6
Add new engineering design ideas for how tsunamis are detected and warning signals sent.

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Lesson 7
Add new engineering design ideas for how to communicate warnings during a tsunami, but also how to educate people ahead of time to prepare and respond
during a tsunami.

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Lesson 9
Add the various design solutions and technologies to the Tsunami Chain of Events to help students see how many different subsystems work together to
protect communities.

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Name: Date:
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Explaining and Forecasting Tsunami Risk

Part 1. A shallow earthquake of 7.6 magnitude occurs along a colliding plate boundary in the Pacific Ocean. Should
authorities immediately send tsunami warning signals to countries that touch the Pacific Ocean? Be sure to explain
why you would or would not send the signal to those countries, using the science ideas we figured out about
earthquakes and how tsunamis form.
Part 2. When tsunami warnings are issued, they are sent to all the places that could be affected, even though some
places are at higher risk than others. The map below shows the location of the earthquake and four places where the
tsunami warning will be sent.
2a. U
 se the map and think about what we know about tsunamis and how they affect places along the coasts. You can
take notes and write on this map to show your thinking.

TEACHER RESOURCES
2b. Use the descriptions of each location to rate which places are most at risk for damage to people and property by
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this tsunami, and how quickly each place will be impacted.

Risk for damage How quickly impacted
Rank the places by their risk Rank the places by how
Location and description Image of location for damage to people and quickly they will be
property. impacted by the tsunami.
(1 highest - 4 lowest) (1 first - 4 last)
Place A: This is a busy fishing
community on the coast. It is
flat and right on the water’s
edge with lots of boats and
businesses.
Place B: This is a large city
near the ocean. Most homes
and buildings are in the
higher elevations of the hills
nearby.
Place C: This is a rural area
with not many people along
a hilly coast.
Place D: This is a popular
tourist town with hotels on
the flat beach and lots of
people.
2c. Based on your rankings in the table, which place do you predict would need to take action the fastest to protect
people and property from this tsunami? Explain your choice, considering both the time to impact and possible risk
of damage.

TEACHER RESOURCES
Part 3. Using what we understand about forecasting which types of places and communities are most at risk for
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damage from tsunamis, let’s think about the coast of Japan. The map below shows an area called Fudai. This is a hilly
region, and the darker areas on the map mean there is a steep incline and higher elevation, while the lighter areas are
lower elevations or flatter.
If Japan has limited resources for the next year to help keep people and property safe from tsunami damage, which
part of the coast would you predict would be most at risk and prioritize sending resources to? Circle that area on the
map and then explain your reasoning.
TEACHER RESOURCES
LESSON 4: ANSWER KEY

Scoring Guidance for Explaining and Forecasting Tsunami Risk

Scoring Guidance: The scoring guidance provided below uses a + and ++ notation that can help you identify different ideas that students should (or could)
include in their responses.
• If several of the ideas marked with a + are missing from a student’s response, this may indicate the student has not mastered the science ideas or may be
struggling to bring those ideas together in a written explanation or model. Additional probing of their thinking can provide insight about whether they are
struggling with a science practice, science idea, or both.
• If all or almost all of the ideas marked with a + are present in a student’s response, this may indicate the student has mastered the science ideas and is able
to use them in a written explanation or explanatory model.
• If the ideas marked with a ++ are present in a student’s response, this indicates that they are bringing a deeper understanding of the science ideas or a
deeper engagement with the practice to their response. Responses should not be marked off if ideas marked with a ++ are not present in their response.
This assessment can be used to evaluate student progress on the LLPEs. The LLPEs are an integration of elements from the three dimensions, so look for these
three aspects working together across the students’ explanations.

4.A Apply scientific ideas to construct an explanation for how sudden changes in the ocean floor during an earthquake lead to the formation of a tsunami.
4.B Construct an explanation that includes qualitative relationships between variables (distance to epicenter, shoreline topography) to predict which
communities are most at risk for damage as a result of a sudden change.
SEPs DCIs CCCs
Apply scientific ideas, principles, and/or evidence to construct, revise and/or Mapping the history of natural hazards in Stability might be disturbed
use an explanation for real-world phenomena, examples, or events. a region, combined with an understanding either by sudden events
Construct an explanation that includes qualitative or quantitative relationships of related geologic forces can help forecast or gradual changes that
between variables that predict(s) and/or describe(s) phenomena. the locations and likelihoods of future accumulate over time.
events. (MS- ESS3.B) The primary crosscutting
Across the written (or oral) tasks, look for students applying ideas and
evidence from Lessons 2 and 3 about: The tasks on the assessment require concept lens on this
students to use ideas about related assessment is that of stability
• the characteristics of earthquakes likely to cause tsunamis and why, geologic forces (e.g., earthquakes) and the and change, and specifically,
• the point of formation of the tsunami (e.g., the earthquake epicenter), formation of tsunamis. how a sudden event can
• distance between the origin and the shoreline, and Additionally, students weigh the risks of disturb the stability of a
different locations based on distance and region. Look for students to
• the topography of the shoreline and the local communities there.
topography. include ideas about which
Look for how students apply science ideas to support their explanations. communities are most at risk
Are there patterns in science ideas present or missing from all students’ Finally, look for students to consider how to for a tsunami, particularly as
explanations? Students may also bring evidence from the classroom or their plan for future protection along the coast it relates to how quickly they
experiences to bolster their explanations. of Fudai, Japan, by using those same ideas. must respond and why.

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Optional Student Choice: Allow your students to choose the modality for communicating their thinking. They can explain the phenomenon through written
explanation or orally. Guidance is provided based upon a written explanation; however, these same ideas could be communicated orally.
Part 1. A shallow earthquake of 7.6 magnitude occurs along a colliding plate boundary in the Pacific Ocean. Should authorities immediately send tsunami
warning signals to countries that touch the Pacific Ocean? Be sure to explain why you would or would not send the signal to those countries, using the science
ideas we figured out about earthquakes and how tsunamis form.
Student responses should include:
+ A claim responding to the question, such as: The tsunami warning should
be sent out because the types of earthquakes that tend to cause tsunamis
are shallow and occur along a colliding plate boundary.
+ An explanatory chain of events that links the type of earthquake to how a
tsunami forms, including:
+ When an underwater earthquake at a colliding plate boundary occurs,
the ocean floor physically moves, which causes the water above it to move.
This movement causes a wave to form in the ocean water above where the
earthquake happens. As the wave approaches land and the depth of the
ocean decreases, the height of the wave increases. When this large wave
reaches the shore, it spreads out onto the land farther than a typical wave
would. The bigger the movement of the ocean floor, the bigger the wave
that results.
+ These shallow and strong earthquakes tend to cause tsunamis because
they can cause greater movement in the ocean floor.
Part 2. When tsunami warnings are issued, they are sent to all the places
that could be affected even though some places are at higher risk than
others. The map below shows the location of the earthquake and four
places where the tsunami warning will be sent.
2a. Use the map and think about what we know about tsunamis and how they affect places along the coasts. You can take notes and write on this map to show
your thinking.
2b. Use the descriptions of each location to rate which places are most at risk for damage to people and property by this tsunami, and how quickly each place
will be impacted.
There are multiple ways a student could complete the table below. Student responses should be consistent with the following ideas:
+ The higher the elevation of a location or farther from the shoreline, the less likely the waves will reach that location with high impact.
+ Place D and Place A should rank higher risk than Place B and Place C based on elevation and the likelihood of people and property damage at that location.
+ The places closer to the earthquake will be impacted more quickly by the tsunami.
+ Ideal response order is Place D or Place C, Place B, Place A.
+ Damage can be damage to property, or people, or both.

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 Location and description Risk for damage How quickly impacted
Rank the places by their risk for Rank the places by how quickly
damage to people and property. they will be impacted by the
(1 highest - 4 lowest) tsunami. (1 first - 4 last)
Place A: This is a busy fishing community on the coast. It is flat and right on the 2 4
water’s edge with lots of boats and businesses.
Place B: This is a larger city near the ocean. Most homes and buildings are in 3 or 4 3
the higher elevations of the hills nearby.
Place C: This is a rural area with not many people along a hilly coast. 3 or 4 1 or 2
Place D: This is a popular tourist town with hotels on the flat beach and lots of 1 1 or 2
people.
2c. Based on your rankings in the table, which place do you predict would need to take action the fastest to protect people and property from this tsunami?
Explain your choice, considering both the time to impact and possible risk of damage.
Student responses will vary, but their reasoning should include the following key ideas:
+ The place that is closest to the earthquake location will have the least amount of warning time and therefore the least amount of time to evacuate and put
protective measures in place.
+ The place with low elevation (or flatter, near to water) and high people activity is likely to experience damage to both people and the surrounding
property.
+ Ideal student response: Place D would need to take action the fastest to protect people and property because it is flat and near the water, and lots of people
are there. Place A has more warning time to evacuate people and secure property. Place B has lots of people, but they have more warning time, and the homes
are higher in elevation. Place C doesn’t have many people so fewer people could be injured.
Part 3. Using what we understand about forecasting which types of places and communities are most at risk for damage from tsunamis, let’s think about
the coast of Japan. The map below shows an area called Fudai. This is a hilly
region, and the darker areas on the map mean there is a steep incline and
higher elevation, while the lighter areas are lower elevations or flatter.
If Japan has limited resources for the next year to help keep people and
property safe from tsunami damage, which part of the coast would you
predict would be most at risk and prioritize sending resources to? Circle that
area on the map and then explain your reasoning.

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Student responses will vary, but their reasoning should include the following key ideas:
+ We need to put tsunami-protecting resources in places that are low, flat, and have people and property, but not in places that are mountainous and where
the population isn’t at the shore.
+ An ideal student response: We should put resources into protecting the part of the coast where the river goes into the ocean. The area inland from there is
flat and has lots of people, so there is a high risk to people and property during a tsunami. There are also people to the east of the town, by the observation
deck. We do not need to send resources to protect that part of the coast, though, because the people and property are up on a cliff and a tsunami wouldn’t
reach them.

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Completed Decision Matrix

Evaluating the solution against our criterion and constraints:

Solution Criterion Constraint 1 Constraint 2 Constraint 3 Constraint 4 Constraint 5 Constraint 6

Break waves Impact on boats Impact on Impact on Cost Time to build Maintenance
marine life ocean view
A. Wall- 3 5 4 1 3 3 3
Seawall
B. Wall- 2 5 3 4 5 4 4
Levee or sea dike
C. Wall- 5 5 4 2 2 3 3
Recurved wall
D. Breakwater- 4 3 2 4 4 4 3
Tetrapod
E. Breakwater- 3 3 3 4 5 4 3
Rock armor
F. Breakwater- 4 4 2 5 1 2 4
Submerged
breakwater
G. Natural 3 5 5 4 4 1 4
vegetation-
Mangrove forest
H. Natural 2 5 5 3 5 1 4
vegetation-
Pine forest

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LESSON 5: TEACHER REFERENCE

Questions for Solution Reasoning

Students may be considering different existing tsunami-mitigating solutions as “the best” for a variety of reasons. Here is a set of generic questions to push
students’ thinking:
• What makes this solution better or worse than the others?
Does this solution meet our criterion? How well does it meet our constraints?
Is this solution feasible for the people of Ryoishi?
• Are there criteria and constraints that you feel are especially important in choosing the best solution for Ryoishi? Why are the ratings for those criterion or constraints
more important to consider than others?
Do you think the criterion and constraints you are valuing would also be the ones most valued by the people of Ryoishi?
What constraints would be important for Ryoishi, and how well does this solution meet those constraints?
• When thinking about certain criteria and constraints being more important than others for Ryoishi, does that change your decision about the best solution for that
community?
Questions about specific design solutions:
This table shows some ways to help students evaluate choices for specific solutions. The questions below can help them compare and evaluate the solutions
and develop an argument using evidence to support which solution best meets the relevant criteria and constraints. This table is not exhaustive; it gives
examples of what sorts of questions might lead students to consider alternatives to their chosen solution.

Design solution Student considerations Questions to extend students’ thinking Target observations or ideas
Seawall Ocean views may not We think the view may not be important, but are Seawalls are rated lower than other solutions in the
be important to the any other criteria or constraints more important ability to break waves. The waves at Ryoishi were
residents. than others? high, so Ryoishi may need a design that can break
Rated higher on other waves more effectively.
things than most other Reevaluate the criterion and constraints based
solutions. upon Ryoishi’s needs.
Levee or sea dike Highest-rated overall. Even though this is the highest-rated solution Reevaluate the notes considering Ryoishi’s needs,
Doesn’t cost much overall, Ryoishi experienced higher-than-predicted because a levee/sea dike performs worse with
compared to the others. waves during the 2011 tsunami. Does this solution higher waves.
meet the potential wave heights of future tsunamis
Doesn’t require much that might reach Ryoishi?
maintenance.
How well does a levee or sea dike meet the need to Determine that a levee/sea dike does not meet the
break up the waves? criteria for the community’s needs as well as other
solutions do.

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 Design solution Student considerations Questions to extend students’ thinking Target observations or ideas
Recurved wall Highest-rated in ability to In the overall ratings, it is the same as a tetrapod. Assess which criteria and constraints to prioritize,
break waves and in having Why would a recurved wall be better than a and whether the community of Ryoishi would also
a low impact on boats. tetrapod? What makes it better at meeting the value them.
criterion and constraints for Ryoishi?
Do you think anything in the description that you Reevaluate the description, because the cost is
read would make a recurved wall less appealing to high and most recurved walls block marine life’s
Ryoishi’s residents? access to the beach. Consider the needs of the
community.
Tetrapods Sounds like it looks cool. Its rating for impact on marine life is lower than Reevaluate the constraints that are important
Only one rating for most of the other solutions. Is that rating important for the community, because the health of the
tetrapods was below a 3. for Ryoishi’s fishermen? environment and having easy paths for boats to
access fish are both important for fishermen.
Are some criteria or constraints more important Revisit the other constraints to determine whether
than others? Although tetrapods several 4 ratings, some should have higher priority than others.
does that make it better than another solution
overall? Should we value certain criteria or
constraints over others?
Rock armor Breaks waves better than Do other solutions score better than rock armor Reconsider the criterion and constraints, because
a levee/sea dike, and has on certain criteria or constraints that Ryoishi may rock armor does not meet the criterion as well as
a decent score on ocean value? other designs.
view and cost.
Submerged Does OK breaking waves A submerged breakwater performs decently on the Reconsider the criteria and constraints based upon
breakwater and keeps the ocean view. ability to break waves, but doesn’t score as well as the needs of the community, because Ryoishi may
Doesn’t have a high most other solutions on impact on marine life. Is need a design that doesn’t harm marine life.
impact on boats and that important for the people of Ryoishi?
doesn’t require a ton of The submerged breakwater scored really well on Reconsider the criteria and constraints based upon
maintenance. ocean view. Is that the most important constraint the needs of the community, because ocean view
for Ryoishi? may not be as important to Ryoishi as it is other
communities.

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 Design solution Student considerations Questions to extend students’ thinking Target observations or ideas
Mangrove forest Scored very highly for low How well does a mangrove forest protect against Reevaluate their materials to determine that this
impact on marine life and large tsunami waves? solution only works well for small waves.
low impact on boats—
What would make a mangrove forest better or Reevaluate their materials to determine that
very important to the
worse than the other natural solution, a pine mangrove forests cannot grow well in the region,
fishermen of Ryoishi.
forest? but pine forests can; however, a pine forest does
Does OK with wave not meet the criteria as well as a mangrove forest.
protection in smaller
tsunamis. Reevaluate the criteria and constraints based upon
the needs of the community.
A natural solution.
Pine forest A natural solution that can The pine forest’s overall score is tied with rock Compare the criteria and constraints of both
grow in the area. armor. What makes it better or worse than rock solutions with the needs of the community.
Very environmentally armor?
friendly and doesn’t What would make this solution better or worse Reevaluate the description to determine that
impact boats at all than a mangrove forest? mangrove forests cannot grow well in the region,
because it’s on land. but pine forests can; however, a pine forest does
Has a very low cost and is not meet the criteria as well as a mangrove forest.
more friendly to marine
life than a levee/sea dike.

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Name: Date:
NATURAL HAZARDS | 258

Engineering Self-Assessment
Read each statement and circle how well you did it:
1 - I need to work on this, or I did not do it.
2 - OK—this is an area that you did well on but could improve your work.
3 - GREAT—this is an area that you really did well on.
In this unit, I. . . Student Teacher
identified a set of criteria for a given problem. 123 123
identified a set of constraints for a given problem in a given context. 123 123
considered positive and negative consequences on people when solving a 123 123
given problem.
considered positive and negative consequences on the environment when 123 123
solving a given problem.
considered how impacts on people and the environment could limit 123 123
possible solutions.
used a defined process to evaluate a design solution with respect to both 123 123
criteria and constraints.
prioritized criteria and constraints when evaluating design solutions and 123 123
identified what tradeoffs are made when choosing one design solution
over another.
identified and considered potential stakeholder needs related to each part 123 123
of the design solution.
Explain your ratings and how you think you may change or improve your engineering work in the future:

TEACHER RESOURCES
LESSON 9: RUBRIC

Engineering Self-Assessment Rubric

Directions: This rubric provides more scoring detail to help give feedback to students using Engineering Self-Assessment. The descriptions in the rubric below
offer more detailed descriptions of what a “3” versus a “2” versus a “1” score might look like on the different self-assessment components.

Category Beginning 1 Developing 2 Mastery 3

Identify criteria Describe a given problem. Describe some criteria for an Document a complete set of criteria for an effective
effective design solution. solution focused on a given problem.
Identify constraints Describe the context where a given Describe some constraints for a Document a complete set of constraints for an
problem is relevant. given context. effective solution to a given problem in a given
context.
Consequences to Share ideas for how the problem Describe some of the possible Document positive and negative consequences
people of a design might impact people. positive and/or negative impacts on on people of solving a given problem, including
solution people in this problem context. how some solutions positively impact some while
negatively impacting others.
Environmental Share ideas for how the problem Describe some of the possible Clearly document positive and negative
consequences of a might impact the environment. positive and/or negative impacts consequences on the environment of solving a
design solution on the environment in this problem given problem, including how some solutions
context. positively impact parts of the environment while
negatively impacting other parts.
Impacts on Share ideas about how impacts on Identify and describe how impacts Clearly document how specific impacts on people
people and the people and the environment might on people and/or the environment and/or the environment might serve as a constraint
environment limit influence a possible design solution. might serve as a constraint to for potential solutions, but these impacts might
possible solutions possible solutions. be prioritized when choosing one solution over
another.
Using a defined Design solution was not evaluated Design solution was evaluated using Design solution was evaluated using a design
process to evaluate using a design matrix. a design matrix that includes some testing matrix that included all specific criteria and
design solutions criteria and constraints or non- constraints.
specific criteria and constraints. Design solution evaluation includes a full analysis
of how well the design will detect, warn, or
communicate to people and/or reduce the impact
of a tsunami wave.

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 Category Beginning 1 Developing 2 Mastery 3
Prioritizing criteria The criteria and constraints are not The criteria and constraints are The criteria and constraints are prioritized and
and constraints prioritized. prioritized in order to produce or weighted in order to produce or evaluate a design
and identifying evaluate a design solution. solution for use in a particular context.
tradeoffs There is a rationale for the priority Tradeoffs are identified. There is a clearly stated
order. rationale, including science ideas for the priority
and weighing decisions.
Identify and Stakeholders have not been Some relevant stakeholders and Relevant stakeholders and their needs have been
consider the needs identified, or their needs have not their needs have been identified and considered and incorporated into the evaluation
of stakeholders been included in the evaluation partially included in the evaluation process.
process. process.

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LESSON 10: TEACHER REFERENCE 1

Hazard Communication Project Choice and Platform Information

Project Choice Considerations
Below is a list of considerations for each type of project. Think about these options when allowing your students to select their project choice. Consider your
devices available, space in your room, and other factors, such as how students are expected to turn in work. Remove any options from the student handout if
they do not fall in line with your privacy policies or student expectations. Student privacy policies vary widely by school and district. Remember to check with
your student privacy school policies before approving the use of any specific projects, sites, or apps.

Project type Considerations

Posters, Brochures, Flyers, • This more traditional option can be done without any digital tools
Billboards, Children’s • Paper can easily be lost by students without a paper management system
Book, Comic Strip
• Can be done on a variety of digital platforms as well
• Different digital tools have different sharing settings and capabilities
Commercials, Podcasts, • Some recording options are easier than others—help students find an appropriate tool based upon their
Newscasts, Mock Social individual strengths
Media, Jingles, Songs • Make sure all students have permission to be recorded if their voices or bodies end up on the project
• Recorded items could be shared—check student privacy policies
Infographic, Newspaper • Are more susceptible to copying and pasting
Article • Might require additional sources of data
Website • Can be done on a variety of platforms
• Check sharing settings of any blogs or sites
• Check student privacy policies before any sites go live
App • Could be a draft on paper or an actual app
• If students create an actual app, monitor student privacy
• Creating an actual app could take more time than a more traditional project format

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Potential Project Platforms
Below is an alphabetical list of some widely used project creation platforms along with their pros and cons. This list is not all-inclusive, but it will give an idea
of different ways students can demonstrate their learning. Each platform is linked to the Commonsense.org review when available, if you would like further
information regarding the digital tool.

Platform Use Pros Cons

Adobe Spark Adobe Suite has many different applications and • Very versatile • Meant for ages 13 and up if no school
uses. • Many different presentation options login is available
Can be used to create the following: • Looks professional • Check sharing settings against school
policies
• Billboards • Web-based platform
• Choices could be overwhelming to
• Flyers
some students
• Posters
• Steeper learning curve than Google
• Charts platforms
• Websites
• Children’s books
• Comic strips
• Mock apps and social media pages
Anamaker Versatile creation tool • Web-based platform • Check sharing settings against school
Can be used to create the following: • Easy to navigate policies
• Create a variety of projects • Only lite version is free with limited
• Posters
features
• Billboards
• Need to create login or use Google
• Pages in children’s books credentials
• Flyers
• Social media pages
• Commercials
• YouTube videos
• Instagram stories
• WhatsApp stories
Anchor Simplistic platform used to make podcasts • Record an actual podcast • Available on Androids, iPhones, and
• Has basic editing functions web based application
• Up to 10 can work together on the • Must be 13 years old
same podcast • Can only share publicly
• Can import music

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 Platform Use Pros Cons
Auxy studio Music creation app • A variety of tools to create sounds, • Only available as an iOS app
Can be used to create the following: beats, and loop tracks • Has features to upload content to
• Can create current-age sounding music social media
• Songs
• Jingles
• Podcasts
Book Creator Digital storybook creation website • Free to register for the site • Some features require a subscription
• Large selection of graphics to choose upgrade
from • Compatible only with iPad and Chrome
• Easy to use
• Sharing options available
Clips Video recording and sharing platform • Captions are available in many • Requires an Apple ID login
Can be used to create the following: different languages • Very easy for students to share work—
• Can be easier to use than GarageBand check with student privacy policies
• Commercials
• Can upload any videos or pictures on • Only available with iOS apps
• YouTube videos
your iOS device for use • No classroom-specific templates
• Newscasts
• Children’s books read aloud
• Mock TikTok
Flipgrid Video recording and sharing platform • Teacher can create an account and • Not a lot of editing is available with
Can be used to create the following: control accessibility, sharing features Flipgrid
• Single videos can be recorded • Teacher has to create a class site and
• Commercials
• Web-based platform distribute codes to students
• YouTube videos
• Newscasts
GarageBand Video recording and sharing platform • Various audio editing options • Can be too complex for some students
Can be used to create the following: • Easy to trim music and audio files • Learning curve involved
• Podcasts • Some background music has to be
purchased
• Songs
• Only available on iOS

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 Platform Use Pros Cons
Google Docs More traditional word processing application • Easy to use • Limited ability to reformat pages
Can be used to create the following: • Familiar to most students • Charts can be hard to layout or
• Web-based platform organize in different ways
• Articles
• Different layouts exist on the Google • Text direction cannot be changed
• Create comic strip layout to print and draw
suite for a variety of purposes
• Write lyrics to a song
• Can be shared with select stakeholders
• Write up a script
• Brochures
Google Online drawing tool similar to Microsoft paint • Easy to use • Has limited tools to utilize
Drawings application • Integrates with other Google • No pre-made templates or layouts
Can be used to create the following: applications • Simplistic look vs. a more sophisticated
• Billboards • Can import images from search look achieved with Adobe tools
features
• Posters
• Can be shared with select stakeholders
• Charts
• Flyers
• Any other simplistic visual product
Google Tool traditionally used to create presentations • Easy to use • Hard to create detailed drawings
Slides Can be used to create the following: • Familiar to most students • Harder to export as a JPG if needed
• Posters • Web-based platform
• Billboards • Multiple premade layouts and color
schemes
• Pages in children’s books
• Can be shared with select stakeholders
• Flyers
• Social media pages
Movie Tool traditionally used for creating and editing • Easy to use • Available only on iOS platforms
videos • Templates and layouts available • Limited video editing available
Can be used to create the following: • Allows for voice overs
• Commercials • Would need a webcam or camera to
• YouTube videos create mock TikTok
• Newscasts
• Children’s books read aloud
• Mock TikTok

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 Platform Use Pros Cons
Keynote Tool traditionally used to create presentations • Similar to Google slides • Available only on iOS platforms
Can be used to create the following: • Has more features than Google slides • Harder to share with classmates and
• Basic graphics and layouts available stakeholders
• Posters
• Billboards • Voiceovers can be added but are more
difficult to integrate
• Pages in children’s books
• Flyers
• Social media pages
Microsoft Tool traditionally used to create presentations • Similar to Google slides • Harder to share with classmates and
Powerpoint Can be used to create the following: • Has more features than Google slides stakeholders
• Basic graphics and layouts available • School needs Microsoft Office license
• Posters
to utilize
• Billboards • Easy to record and play audio over
slides • Does not function as well on iOS
• Pages in children’s books devices
• Flyers
• Social media pages
Pikto chart Application typically used to create infographics • Students can create professional • Basic features are limited
Can be used to create the following: looking graphs and charts • Does require a free login
• Templates available
• Infographics
• Controlled sharing settings available
• Posters
• Flyers
• Billboards
Pixton Comic creation tool • Easy to use • Mostly human figures—upgrade is
• Has a lot of graphics to choose from needed for additional characters
• Can create multiple frames • Teacher has to create a class site and
distribute codes to students
• Many options to share work
• Available for Android and iOS

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 Platform Use Pros Cons
Powtoon Tool traditionally used to create presentations • Many different presentation formats • Students can add pictures and videos
Can be used to create the following: • Premade templates from a variety of sources, including
Flickr, which may not be supported by
• Posters • Many different ways to share the
some schools
product
• Pages in children’s books • Check with student privacy policies if
• A multitude of images and videos are
• Flyers students use images or likenesses due
available to use
• Commercials to the shareability of Powtoon
• Easy to use
• YouTube videos
• May need recording device if doing a
• Newscasts newscast
• Can upload and use your own videos
• Web-based platform
QuickTime Traditional recording, video editing, and • Easy to use • Microsoft version is no longer
playback software included on Mac devices. • Can upload or modify any videos supported by Apple
Can be used to create the following: • Can be used to record audio • Comes with macOS
• Commercials • Does not have a lot of standard
templates or music to utilize
• YouTube videos
• Newscasts
• Children’s books read aloud
• Mock TikTok
• Podcasts
• Songs
Scratch or Coding application designed to introduce K–8 • Unique way to create a children’s book • Involves a coding learning curve for
ScratchJr students to basic coding language or commercial some students
Can be used to create the following: • Interesting for students who like to • Can take more time than other options
code • All text—no voice-over option
• Animated commercials
• Can easily be shared with others via • Only available on Chrome, iOS, and
• Interactive children’s stories
email Amazon
• ScratchJr is very simplistic—easy to use

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Name: Date:

Assessing Hazard Risk

1. Determine the general pattern for places that are most at risk for each hazard and how at risk your local community is. Use this key to circle the risk for your
local community. Very High Risk (VH); High Risk (H); Moderate Risk (M); Low Risk (L); Little to no risk (NR)

Describe the general patterns of risk

Level of risk of this hazard for my Notes: My experiences with or
Hazard for this natural hazard in the United
community wonderings about this hazard
States.

Wildfires VH H M L NR

Thunderstorms VH H M L NR

Winter Storms VH H M L NR

Hurricanes VH H M L NR

Extreme Heat VH H M L NR

Droughts VH H M L NR

Coastal Flooding VH H M L NR

River Flooding VH H M L NR

Earthquakes VH H M L NR

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2. Explain which hazard you and your community are at most risk. Use evidence from the maps to support your explanation. If there are additional sources of
data that you would want to study, include those ideas in your explanation.

3. Identify a natural hazard that impacts you in some way or that you feel would be important to investigate. It could be one that affects your community, a
community that you are familiar with, or a place you have always wanted to visit. Use evidence from the maps to identify the area at risk for this hazard and
explain why the communities in that area need to understand and prepare for this natural hazard.

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LESSON 10: TEACHER REFERENCE 2

Potential Accompanying Standards

Different projects will lend themselves to potential standards for ELA, Mathematics, and Technology based upon their modality and presentation style. Use the
tables below to help develop any accompanying rubrics or materials for students in your classroom. Consider discussing these standards with colleagues who
may also teach these content areas to develop a cross-curricular connection. The list below is not exhaustive and are suggestions, not recommendations. Some
states that do not use Common Core standards have similar areas such as reading, writing, speaking, and listening that can be cross-referenced. Consult your
own state adopted standards when deciding on any potential additional standards.
ELA Common Core College and Career Readiness Standards Connections
Consider the following Common Core ELA standards for student use. Many standards are applicable to more than one project. Depending on state, this
alignment may vary. Consult your state standards documents for further guidance.

Standard Indicator Statement

Reading
Integration of Knowledge and Ideas CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
Writing
Text Types and Purposes CCSS.ELA-LITERACY.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
Production and Distribution of CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and
Writing style are appropriate to task, purpose, and audience.
Production and Distribution of CCSS.ELA-LITERACY.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to
Writing interact and collaborate with others.
Research to Build and Present CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the
Knowledge credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
Speaking and Listening
Comprehension and Collaboration CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally.

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 Standard Indicator Statement
Presentation of Knowledge and Ideas CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
Presentation of Knowledge and Ideas CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.

ISTE Standard Connection

Consider the following technology standards for student use. Many ISTE standards are applicable to more than one project. Depending on the state, this
alignment may vary. Consult your state standards documents for further guidance.

Standard Indicator Statement

Knowledge Constructor 3b Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
Computational Thinker 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decision-making.
Creative Communicator 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
Creative Communicator 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects
such as visualizations, models or simulations.
Creative Communicator 6d Students publish or present content that customizes the message and medium for their intended audiences.
Global Collaborator 7a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging
with them in ways that broaden mutual understanding and learning.
Global Collaborator 7c Students contribute constructively to project teams, assuming various roles and responsibilities to work
effectively toward a common goal.

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LESSON 10: TEACHER REFERENCE 3

Teacher Instructions for Peer Feedback

There will be times when helping students give each other feedback will be very valuable for their three-dimensional learning and for learning to give and
receive feedback. We suggest that peer review happen at least once, but preferably two times, per unit. This document provides options on how to support
this in your classroom. It also includes student materials to support giving and receiving feedback, along with self-assessment rubrics with which students can
reflect on their experience with the process.
When is a good time to facilitate peer review?
Peer feedback is most useful when complex and diverse ideas are visible in student work and not all work is the same. Student models or explanations are
good opportunities to use a peer feedback protocol. They do not need to be final pieces of student work; rather, peer feedback will be more valuable to
students if they have time to revise their work after receiving the feedback. It should be a formative, not summative, type of assessment. It is also necessary for
students to have experience with past investigations, observations, and activities so they can use these experiences as evidence for their feedback.
What classroom structures can I use for peer review?
Below are three examples of ways to organize peer review in your classroom. You may choose to use all of them as your time or material constraints allow, or
you may choose to always use the same structure so your students get familiar with it and become better at it over time.
Sticky Note Peer Review: In this protocol—shared on Tools for Ambitious Science Teaching—students use sticky notes to leave questions and comments on
posted student work. Time is built in for students to respond to the feedback. Use the self-assessment rubrics in this document at the end of the class period to
have students reflect on their experience in this feedback session.
Peer Review with Unit Rubrics: Each unit—and the curriculum overall—has Science and Engineering Practice (SEP)-specific rubrics for teachers to assess
student work. You can also use these as a way for students to assess each other’s work and give feedback on how to improve. For example, in the first lesson
set of Unit 8.2: How can a sound make something move? (Sound Waves Unit), students develop models of how objects vibrate to produce sound. We suggest
having students use the rubric to give each other specific feedback. You can use this in a gallery walk context or have students exchange models.
Group Review: Ask students to form groups of four and bring their individual models or explanations (or other work) to their group. Review the peer feedback
guidelines as a class, giving examples of productive and nonproductive feedback. Then, in pairs, have students provide feedback on the other two pieces of
student work. They can use sticky notes or write directly on the work. Make sure to allow time after feedback is exchanged for students to individually revise
their models and complete the self-assessment rubrics.

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Giving Feedback to Peers
This tool was inspired by the Sticky Note Feedback resource originally developed by Ambitious Science Teaching at: https://ambitiousscienceteaching.org/
sticky-note-student-feedback/.
Feedback needs to be specific and actionable.
For feedback to be productive, it needs to be related to science ideas and provide suggestions for improvement.
Here are some examples of productive feedback:
• “Your model shows that the sound source changes position when it is hit. I think you should add detail about how the sound source moves back and forth
after it is hit.”
• “You said that the drum moves when it makes a sound, but the table doesn’t move when it makes a sound. We disagree and suggest reviewing the
observation data from the laser investigation.”
Here are some examples of nonproductive feedback that does not help other students improve:
• “I like your drawing.”
• “Your poster is really pretty.”
• “I agree with everything you said.”
How to Give Feedback
Your feedback should give ideas for specific changes or additions the person or group can make. Use the sentence starters below if you need help writing
feedback.
• “The poster said . We disagree because . We think you should change .”
• “I like how you . It would be more complete if you added .”
• “We agree that . We think you should add more evidence from the investigation.”
• “We agree/disagree with your claim that . However, we do not think the (evidence) you used matches
your claim.”

Receiving Feedback from Peers

The purpose of receiving feedback is to get ideas from your peers about things you might improve or change to make your work more clear, more accurate, or
better supported by evidence. It can also help you to communicate your ideas more effectively to others.
When you receive feedback, you should take these steps:
• Read it (or listen to it) carefully. Ask someone else to help you understand it, if necessary.
• Decide if you agree or disagree with the feedback, and say why you agree or disagree.
• Revise your work to address the feedback as needed.

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Self-Assessment: Giving Feedback
How well did you give feedback today?

Today, I ... YES NO

Gave feedback that was specific and about science ideas.
Shared a suggestion to help improve my peer’s work.
Used evidence from investigations, observations, activities, or
readings to support the feedback or suggestions 1 gave.

One thing I can do better the next time I give feedback is:

Self-Assessment: Receiving Feedback

How well did you receive feedback today?

Today, I ... YES NO

Read the feedback I received carefully.
Asked follow-up questions to better understand the feedback I received.
Said or wrote why I agreed or disagreed with the feedback.
Revised my work based on the feedback.

What is one piece of feedback you received?

What did you add or change to address this feedback?

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LESSON 10: RUBRIC

Obtaining and Communicating Information about Natural Hazards

This assessment can be used to assess student progress on the LLPEs. The LLPEs are an integration of elements from the three dimensions, so look for these
three aspects working together across the student explanations. The rubric is designed to integrate aspects of the elements of these dimensions to ensure the
task is three-dimensional.

9.B Critically read scientific texts adapted for classroom use to obtain scientific and technical information related to predicting the locations and severity of
a hazard and understanding the response systems designed to mitigate the effects.
9.C Communicate scientific and technical information in writing and/or oral presentations about a system designed to meet the criteria and constraints for
communicating with identified stakeholder groups about a natural hazard.
SEPs DCIs CCCs
8.1 Critically read scientific texts adapted for ETS1.A: The more precisely a design task’s Systems may interact with other systems; they
classroom use to determine the central ideas and/ criteria and constraints can be defined, the more may have sub-systems and be a part of larger
or obtain scientific and/or technical information likely it is that the designed solution will be complex systems.
to describe patterns in and/or evidence about the successful. Specification of constraints includes The primary crosscutting concept lens on this
natural and designed world(s). consideration of scientific principles and other assessment is system and system models. As
8.5 Communicate scientific and/or technical relevant knowledge that are likely to limit students develop a communication plan and final
information (e.g., about a proposed object, tool, possible solutions. product, they will communicate different aspects
process, system) in writing and/or through oral ETS1.B: There are systematic processes for of a hazard system designed to prepare, warn,
presentations. evaluating solutions with respect to how well and help people respond in a hazard.
In this final summative task, students will apply they meet the criteria and constraints of a
multiple aspects of SEP 8 Obtaining, Evaluating, problem.
and Communicating information. They should: Students will develop stakeholder criteria and
• identify key science ideas relevant to their constraints for an effective communication
chosen hazard, plan and then apply those ideas to their final
product. The more precisely they define the
• cross-check science and technical ideas and criteria and constraints, the more effective their
evidence across multiple sources, communication plan is likely to be. Scientific
• integrate data and evidence from multiple principles about the hazard and how the system
forms of media, and is designed to prepare, warn, and help people
• demonstrate evidence of careful respond will be a key aspect to look for in student
communication of these ideas to an identified products. The rubric below can then be used by
stakeholder group. students as part of a systematic peer feedback
process to evaluate student products for how well
they meet criteria and constraints.

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Optional Student Choice: Allow your students to choose the modality to communicate their thinking. Some students may benefit from silent gallery walks
with sticky note feedback, small group live presentations, or pre-recorded audio or video presentations.

Category 1 2 3
Obtain information about Identifies where the hazard Identifies where the hazard Identifies where the hazard happens, who
the natural hazard. happens and possible damage that happens, the possible damage that is at risk, possible damage that might result,
can result. can result, and who could be at risk. and how different locations and populations
may be affected differently.
Obtain information about Identifies general information Identifies how some of the Identifies in detail the specific components
components of a system about the detection and warning components of the system work of the system and describes how each
designed to detect, warn, system, and/or solutions to reduce together to detect, warn about, and/ component works together to detect, warn,
and reduce damage. damage. or reduce damage to communities. and reduce damage.
Obtain information about Identifies a general group of Identifies different stakeholder Identifies different stakeholder groups and
community stakeholders community stakeholders for the groups and 1–2 criteria and/or clearly outlines criteria and constraints and
criteria and constraints. communication plan. constraints and/or addresses them addresses those in the plan.
in the plan.
Obtain information from No sources are included. Sources are included, but little to no Sources and evidence of their credibility are
reliable sources and evaluate information is provided about the included.
its credibility. credibility of the source.
Communicate information Shares information about Shares detailed information about Shares detailed information about the natural
to stakeholders about the the natural hazard and some the natural hazard and some hazard and tailors information about how to
natural hazard and how information about how to prepare. information about how to prepare prepare for the hazard to specific stakeholder
to prepare for the natural for the hazard. group(s).
hazard.
Communicate information to Shares some information about Shares information about how to Shares level of detail appropriate to the
stakeholders about how to what to do during a natural hazard. respond during and after a natural project type about what to do during and
respond during and after a hazard. after a natural hazard with options for action
natural hazard. tailored to specific stakeholder groups.
Information is accessible Final product communicates basic Final product uses everyday Final product thoughtfully pairs symbols,
to a targeted group of information to stakeholders. language along with symbols images, and text in a way that communicates
stakeholders. and images to communicate important ideas to stakeholder group(s) in
information. everyday or easy-to-understand language.
Additional category:
Additional category:

TEACHER RESOURCES NATURAL HAZARDS | 275

Name: Date:

 btaining and Communicating Information about

O
Natural Hazards
Category 1 2 3
Obtain information about the Identifies where the hazard Identifies where the hazard Identifies where the hazard happens, who is
natural hazard. happens and possible damage happens, the possible damage that at risk, possible damage that might result, and
that can result. can result, and who could be at risk. how different locations and populations may
be affected differently.
Obtain information about Identifies general information Identifies how some of the Identifies in detail the specific components
components of a system about the detection and components of the system work of the system and describes how each
designed to detect, warn, and warning system, and/or together to detect, warn about, and/ component works together to detect, warn,
reduce damage. solutions to reduce damage. or reduce damage to communities. and reduce damage.
Obtain information about Identifies a general group of Identifies different stakeholder groups Identifies different stakeholder groups and
community stakeholders criteria community stakeholders for and 1–2 criteria and/or constraints clearly outlines criteria and constraints and
and constraints. the communication plan. and/or addresses them in the plan. addresses those in the plan.
Obtain information from No sources are included. Sources are included, but little to no Sources and evidence of their credibility are
reliable sources and evaluate its information is provided about the included.
credibility. credibility of the source.
Communicate information to Shares information about Shares detailed information about Shares detailed information about the natural
stakeholders about the natural the natural hazard and some the natural hazard and some hazard and tailors information about how to
hazard and how to prepare for information about how to information about how to prepare prepare for the hazard to specific stakeholder
the natural hazard. prepare. for the hazard. group(s).
Communicate information to Shares some information Shares information about how to Shares level of detail appropriate to the project
stakeholders about how to about what to do during a respond during and after a natural type about what to do during and after a
respond during and after a natural hazard. hazard. natural hazard with options for action tailored
natural hazard. to specific stakeholder groups.
Information is accessible to a Final product communicates Final product uses everyday Final product thoughtfully pairs symbols,
targeted group of stakeholders. basic information to language along with symbols images, and text in a way that communicates
stakeholders. and images to communicate important ideas to stakeholder group(s) in
information. everyday or easy-to-understand language.
Additional category:
Additional category:

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LESSON 10: ANSWER KEY 1

Assessing Hazard Risk

Scoring Guidance: The scoring guidance provided below uses a + and ++ notation that can help you identify different ideas that students should (or could)
include in their responses.
• If several of the ideas marked with a + are missing from a student’s response, this may indicate the student has not mastered the science ideas or that the
student may be struggling to bring those ideas together in a written explanation or model. Additional probing of their thinking can provide insight about
whether the student is struggling with a science practice or science idea, or both.
• If all or almost all of the ideas marked with a + are present in a student’s response, this may indicate the student has mastered the science ideas and is able
to use them in a written explanation or explanatory model.
• If the ideas marked with a ++ are present in a student’s response, this indicates that the student is bringing a deeper understanding of the science ideas or a
deeper engagement with the practice to their response. Students should not be marked off if ideas marked with a ++ are not present in their response.
This assessment can be used to assess student progress on the following LLPE. The LLPE is an integration of elements from the three dimensions, so looking for
these three aspects working together across the student work.

9.A Use digital tools to analyze patterns in large data sets (maps) of the history of natural hazards in regions and use this information to forecast future risk.
SEP DCI CCC
5.1 Use digital tools (e.g., computers) to analyze Mapping the history of natural hazards in a 1.4 Graphs, charts, and images can be used to
very large data sets for patterns and trends. region, combined with an understanding of identify patterns in data.
related geologic forces can help forecast the
locations and likelihoods of future events (MS-
ESS3.B).
Students use digital interactive maps to explore The focus of this assessment task is on Look for how students use maps to identify
hazard risk data across nine different hazards that comparing the varying historical levels of risk general regional patterns in risk as well as their
affect the United States. Students will use the of nine different hazards to determine which own local pattern of risk. Regional patterns of risk
digital tool to look at the larger pattern of risk for locations are more or less at risk. Students use include identifying places at greater and lesser
a hazard (e.g., what parts of the United States are this risk evidence to explain which hazards they risk.
most or less at risk). Then they can zoom into their are at risk for and provide a rationale for why
local county level to assess localized levels of risk communication to certain communities at risk is
for each hazard. important.

TEACHER RESOURCES NATURAL HAZARDS | 277

1. Determine the general pattern for which places are most at risk for each hazard and how at risk your local community is.

Hazard Describe the general patterns of risk for this natural hazard in the Level of risk of Notes: My experiences
United States this hazard for my with or wonderings
community about this hazard
Wildfires Places in the western half of the United States are more at risk than the eastern This column varies based This column varies based
half of the United States, except for Florida, which has higher levels of risk. There on location. Check the on student experiences
are some smaller pockets of risk, but the highest risk is generally in the west. level of risk for your or wonderings. Look
communities to create for how students
Thunderstorms Communities in the midwestern and southern United States are most at risk,
a localized key for this incorporate these
from Texas to Chicago and then to Florida. The western and northernmost parts
column. experiences or curiosities
of the United States are not really at risk.
into their responses for
Winter Storms The western and northern part of the United States are most at risk, and some Questions 2 and 3 below.
places in the Rocky Mountains, Appalachian, and Sierra Nevada mountains. The
southern part of the United States is not really at risk for winter storms.
Hurricanes Communities along the Gulf Coast and Atlantic Ocean are most at risk of
hurricanes, but communities in the rest of the United States are not at risk for
this hazard.
Extreme Heat Places at highest risk are around the center of the United States near Missouri,
Kansas, Arkansas, and Oklahoma, and the southwest around Arizona, and a
small area near Philadelphia. Most of the west and northeast is at a lower risk.
Droughts Most of the western United States is at a very high risk of drought, except for
the northwest corner. There is also an area in Georgia at higher risk, but most of
the eastern United States is at a lower risk.
Coastal Flooding All counties along the Pacific and Atlantic Coasts are at moderate to very high
risk of coastal flood. Counties not on the coast are not at risk.
River Flooding Places in the northeast, central, and southwest are all at risk for river flooding.
There are places all over the United States that are at risk though. The lowest
risk is found in the northwestern United States.
Earthquakes The western United States is most at risk, and also the area between St. Louis,
Memphis, and Nashville in the center of the United States. There is some risk in
the northeastern parts of the United States. The rest of the United States is at
little or no risk of earthquakes.

TEACHER RESOURCES NATURAL HAZARDS | 278

2. Explain which hazard you are at most risk for in your local community. Use evidence from the maps to support your
explanation. If there are additional sources of data that you would want to study, also include those ideas in your
explanation.
+ Student identifies all hazards that have moderate to high levels of risk. Students cite the exact level of risk for their
local county based on the data from the map (answers will vary based on location).
+ Student asks for additional data, such as: frequency of the hazard in their area, how severe or strong or fast it can
happen, or more details about time of year it may occur.
++ Student asks questions about the integrity or source of data on the maps, such as: where did the data come from, is
it a reliable source, what time period does the data represent, etc.
3. Identify a natural hazard that impacts you in some way or that you feel would be important to investigate. It could
be one that affects your community, a community that you are familiar with, or a place you have always wanted to
visit. Use evidence from the maps to explain the area that is at risk for this hazard and provide a rationale for why you
think the communities in that area need to understand and prepare for this natural hazard.
+ Students clearly identify a natural hazard from the data set.
+ Student clearly identifies a community matched to a moderate or high level of risk and provides information for why
this place is chosen.
+ Student clearly identifies the level of risk that warrants a communication plan for a community. Communities at
moderate risk to very high levels of risk need communication plans. Communities at little or no risk do not necessarily
need communication plans.

TEACHER RESOURCES NATURAL HAZARDS | 279

 CK Sci™
Core Knowledge Science™

Editorial Director
Daniel H. Franck
Source Material Attribution OpenSciEd Oklahoma Kate Schulz
The development of the original material in this unit (Copyright © 2021 James Ryan, Executive Director Tiffany Neill Erin Escher
OpenSciEd) was supported by the Bill & Melinda Gates Foundation, Carnegie Sarah Delaney, Director of Science Susan Wray Washington
Corporation of New York, Charles and Lynn Schusterman Family Foundation, Rhode Island Ellen Ebert
Matt Krehbeil, Director of Outreach
and William and Flora Hewlett Foundation.
The OpenSciEd name is subject to the Creative Commons license and may Developers Consortium Leadership Field Test Teachers
not be used without the prior and express written consent of OpenSciEd. Daniel C. Edelson, Director California Rachel Harris
This curriculum includes images that are public domain, openly licensed, Audrey Mohan, Associate Director Dawn Arbogast Charles (Chuck) Hickey
or used by explicit agreement with their owners. See the attribution Michelle Baptista Mary Holland
information with each image for ownership details and any restrictions Professional Learning Center at Boston College
on its use. Unless otherwise noted in the image attribution information, Katherine McNeill, Director Monica Cordisco Johanna Mendillo
all images are licensed for distribution under the terms of the Creative Renee Affolter, Assoc. Director Sarah Couris Jennifer Nissley
Commons Attribution License (CC BY 4.0) by OpenSciEd or by their respective Instructional Materials Center at BSCS Science Learning Kia Gregory Ron Puerta
owners, or they are in the public domain. Bruce Hansen New Jersey
Daniel C. Edelson, Director
Unit Development Team Audrey Mohan, Associate Director Bruce Jennings Thomas Clayton
Audrey Mohan, Unit Lead, BSCS Science Learning Field Test Implementation and Evaluation Center at Charles A. Anya Pierre Ian Levine
Whitney Smith, Unit Lead, BSCS Science Learning Dana Center, The University of Texas at Austin Gilly Ryan Kim Tota
Ari Jamshidi, Writer, University of California, Berkeley Carolyn Landel, Director Robert Seagraves Oklahoma
Natalie Keigher, Writer, Lisle Junior High School Sara Spiegel, Assoc. Director, Implementation Robert Sherriff Brandy Criminger
Dawn Novak, Writer, BSCS Science Learning Carol Pazera, Assoc. Director, Evaluation Destiny Westbrooks Susan McClarty
Tracey Ramirez, Writer, The Charles A. Dana Center, The University of Texas Field Test Evaluation Center at Digital Promise Louisiana Rhode Island
at Austin Taylor Garrett Linda Grandchamp
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 Core Knowledge Curriculum Series™

CK Sci™
Core Knowledge Science™
Natural Hazards
Core Knowledge Science 6

What is the Core Knowledge Sequence?

The Core Knowledge Sequence is a detailed guide to specific
content and skills to be taught in Grades K–8 in language arts,
history, geography, mathematics, science, and the fine arts. In
the domains of science, including Earth and space, physical, and
life sciences, the Core Knowledge Sequence outlines topics that
build systematically grade by grade to support student learning
progressions coherently and comprehensively over time.

Unit 5 Unit 5
For which grade levels are these books intended?
Natural Hazards:
Science
Natural Hazards:
In general, the content and presentation are appropriate for
Science Literacy

CK Sci™ ™
pics from
Natural Hazards: Where Coredo natural
Knowledge Sciencehazards happen, and

how do we prepare for them?

A comprehensive program in science, integrating topics from
Where do natural hazards happen,
and how do we prepare for them?
ith
uence
Where do natural hazards Earth and Space, Life, and Physical Sciences with
concepts specified in the Core Knowledge Sequence

students in middle school, Grades 6–8. For teachers and schools

.
happen, and how do we (content and skill guidelines for Grades K–8).
Student Work Pages
Student Procedure Guide
prepare for them?
CK Sci™ ™
Natural Hazards
Natural Hazards

Core Knowledge Science

Science Literacy Student Reader
A comprehensive program in science, integrating
Core Knowledge Science™

following the Core Knowledge Sequence, these books are intended

topics from Earth and Space, Life, and Physical Sciences with
•

concepts specified in the Core Knowledge Sequence units at this level include:
•

Procedure Guide
Student Reader

(content and skill guidelines for Grades K–8).

Storms, floods, tsunamis Light and Matter
Thermal Energy
Weather, Climate, and Water Cycling
Plate Tectonics and Rock Cycling
Core Knowledge Science™
GRADE 6 Core Knowledge Science®

for Grade 6 and are part of a series of Core Knowledge SCIENCE

GRADE 6 Core Knowledge Science®

units at this level include: Natural Hazards

Cells and Systems
Light and Matter
Thermal Energy www.coreknowledge.org
Weather, Climate, and Water Cycling
Plate Tectonics and Rock Cycling
Natural Hazards

units of study.
Cells and Systems

www.coreknowledge.org
ISBN: 978-1-68380-708-7

Core Knowledge Curriculum Series™

CKSci™

CKSci™

ISBN: 978-1-68380-706-3

Core Knowledge Curriculum Series™

CKSci_G6U5_SWP_Covers.indd 1 25/10/22 12:08CKSci_G6U5_SPG_Covers.indd

PM 1 25/10/22 10:50 AM 25/10/22 11:25 AM

For a complete listing of resources in the

Core Knowledge SCIENCE series,
visit www.coreknowledge.org.
 CK Sci™
Core Knowledge Science™
A comprehensive program in science, integrating
topics from Earth and Space, Life, and Physical Sciences with
concepts specified in the Core Knowledge Sequence
(content and skill guidelines for Grades K–8).

Core Knowledge Science™

units at this level include:

Light and Matter

Thermal Energy
Weather, Climate, and Water Cycling
Plate Tectonics and Rock Cycling
Natural Hazards
Cells and Systems

www.coreknowledge.org

ISBN: 978-1-68380-793-3
Core Knowledge Curriculum Series™