Earth Science: Geology, the Environment, and the Universe

Unit 5: The Dynamic Earth

WebQuest Projects 2

Killer Waves Strike the Coast

Introduction

In this WebQuest, students write a series of three articles which could appear in a local newspaper. The articles are designed to educate coastal residents about tsunamis. Students conduct Internet research to learn about the topic and gain information for the articles. By answering a series of questions about the characteristics and causes of these devastating waves, students learn how individuals and communities are affected by and can prepare for them. This WebQuest requires students to use research, organizational, and writing skills to educate others about a natural phenomenon which claimed the lives of more than 50,000 people in the last century.

Task

Students will answer a set of six questions which will help guide them through Internet research about tsunamis. Each Web site has some of the answers, but none of the Web sites alone will address all of the questions. Students should be able to compile information to answer the questions as they examine each Web site.

In the process of searching for answers to the questions, students will gather information about the characteristics, causes, and effects of tsunamis, as well as systems that are in place to warn coastal residents of a possible event. Students will use this information to write a series of three articles that could be published in a local newspaper. The purpose of these articles is to educate coastal residents about this natural phenomenon, and how to protect themselves when a tsunami warning is posted.

Objectives

• Define the term tsunami.
• Compare the characteristics of tsunamis and normal water waves.
• Describe how specific natural events can cause a tsunami to be generated.
• Identify world locations where tsunamis are most likely.
• Explain why tsunamis are more common in certain parts of the world than others.
• Discuss specific tsunami events in terms of number of lives lost, extent of property damage, and world locations affected.
• Identify warning systems in place to alert coastal residents to a potential tsunami event, and explain how warning centers disseminate information.
• Write a newspaper article which educates readers about issues related to tsunamis.

Resources

Students will use the Internet links provided to gather information about tsunamis. The Web sites listed identify the characteristics of tsunamis, and describe natural events that can cause them to be generated. Some of the sites provide information in the form of answers to frequently asked questions. Many of the sites offer photographs, stories, and eyewitness accounts of specific tsunami events. Through studying this information, students learn the devastating impact a tsunami can have on a local community. They also understand the critical role played by tsunami warning centers in specific parts of the world, and the importance of heeding warnings issued by these organizations.

Students will demonstrate their understanding of the information included in these resources by answering a series of questions about tsunamis. Answers to questions concerning the nature of these awesome waves should not be difficult to find. Students are also asked, however, to create a list identifying the characteristics of some of the most destructive tsunamis of the last and current century. Developing this list will require students to compile information from multiple sites. Research will ultimately provide the background and content necessary for students to write newspaper articles focusing on the nature and consequences of tsunamis, and how to best prepare for such an event.

Time

1 week to conduct research, answer the question set, and write the newspaper articles

Process

As students conduct Internet research, be available to discuss any of the six questions they may have difficulty answering. These questions are designed to help students gain sufficient understanding about tsunamis to write a series of newspaper articles educating readers about this destructive natural phenomenon. The answers to these questions will help to form the basis for informative articles. It is important, therefore, for students to have a clear understanding of the nature, causes, and effects of tsunamis prior to beginning the writing process.

Students would benefit from a brief discussion of the characteristics of a well-written newspaper article. Encourage them to write concisely, and to relate pertinent, accurate, and interesting facts. Have students consider incorporating a photograph or other visual element into an article when appropriate, and remind them that sources for any photographs or diagrams used in the articles must be referenced. Help students understand that articles which relay actual stories of how individuals survive interactions with the environment are typically interesting to readers.

Students should identify the focus of each of the three articles before they begin to write. While suggestions are given in the student information, students can organize the articles as they choose. Remind students that they are writing for a local newspaper rather than a scientific journal. The writing voice utilized should be suitable for the intended audience. Finally, establish and communicate general guidelines about the length of an article, and be available to answer questions and offer suggestions during the writing process.

Have students review the rubric to understand how the final product will be evaluated.

Encourage students to share completed articles with classmates, school staff, and family members. If possible, a small number of articles could be printed in the school newspaper, particularly if the school is located in a coastal area.

Evaluation

You may assign ten points to each of the six questions for a total of 60 possible points. The answers to the questions are given below. Rate the answer to each question using the following scale: Excellent - 9-10 points; Very Good - 7-8 points; Good - 5-6 points; Satisfactory - 3-4 points; Poor - 1-2 points; and Unsatisfactory - 0 points.

Answers to Questions About Tsunamis

1. A tsunami is a wave train, or a series of waves, that is generated in a body of water when some disturbance vertically displaces a column of water. Tsunamis differ from other water waves in several key ways. Normal water waves are generated by wind rather than a vertical displacement of water. Normal water waves generally have short periods and wavelengths, while tsunamis can have wavelengths greater than 100 kilometers and periods of about one hour.
2. Natural events including earthquakes, landslides, volcanic eruptions, and meteorite impacts can generate a tsunami.
3. Tsunamis are sometimes incorrectly referred to as "tidal waves." Tsunamis are not related to tides, which are caused by the gravitational force exerted by the Moon and Sun on the Earth. The term "seismic sea wave" is also somewhat misleading. While tsunamis are most often caused by earthquakes, which are seismic events, they can also be caused by landslides and meteorite impacts, which are not seismic events.
4. The "Ring of Fire" is an area of intense geologic activity. Around the edges of the Pacific Ocean, oceanic plates are subducted beneath continental plates. The incidence of volcanic activity and earthquakes is relatively high in this area. These seismic events can result in the generation of tsunamis.
5. Answers will vary based on student research. Lists may include the Lituya Bay, Alaska tsunami of 1958, the Chilean tsunami of 1960, the tsunami which followed a deadly earthquake in Turkey in 1999, and tsunamis which struck the Japanese islands of Hokkaido and Okushiri in 1993 and 2003.
6. The Alaska Tsunami Warning Center, located in Palmer, Alaska, serves Alaska, British Columbia, Washington, Oregon, and California. The Pacific Tsunami Warning Center, located in Ewa Beach, Hawaii, serves Hawaii and the countries of the Pacific rim. Scientists at these centers monitor earthquake activity throughout the world. When a sizable earthquake occurs in a location that might cause a tsunami to be generated, scientists use computer models to predict locations that could be affected, and how high the water could be in those locations. Based on the level of threat, a warning could be issued. The warning centers disseminate information to emergency officials and the media. Both rely on commercial radio and television to relay information to coastal residents. Warnings are also broadcast on radio frequencies including VHF and MF for individuals who have marine radios.

Evaluating the Newspaper Articles

Use the evaluation rubric or other means to assess the newspaper articles. Evaluation of the articles should include both self-assessment and teacher assessment. If time permits, students could work in pairs to provide feedback about the writing.

Conclusion

As students conduct Internet research and answer questions, they will gain knowledge about the nature of tsunamis. Students should be able to explain how tsunamis form, and the characteristics that make them different from normal water waves. They should be able to identify world locations that are most at risk for tsunamis, and discuss tsunami events throughout recent history that have affected coastal populations. Students should be able to explain how warning systems work to keep residents informed of potential danger, and should be able to describe appropriate actions to take to increase the odds of surviving a tsunami. Students should be able to use the knowledge gained to develop three newspaper articles which take varying angles on the topic of tsunamis. They should understand the importance of educating coastal residents, particularly those who live in areas that are most likely to be affected by a tsunami, about the dangers of this devastating natural phenomenon.

Newspaper Article Rubric

Rate each category according to the following scale:
Excellent - 9-10 points; Very Good - 7-8 points; Good - 5-6 points; Satisfactory - 3-4 points; Poor - 1-2 points; and Unsatisfactory - 0 points.