1. Use reference materials.
2. Form hypotheses.
3. Weigh evidence.
4. Understand the role of technology in the process of science.
5. Know science terms and facts.
6. Construct graphs and summarize data.

GRAPHING DISASTERS IN HISTORY

Category: Skill builder (graphing), research

Learning Objectives:

1. Students will perform basic mathematical calculations.
2. Students will construct graphs using a data table.
3. Students will make inferences and draw conclusions using constructed graphs.
4. Students will become familiar with the following terms: cyclone, tsunami, mud flow, hurricane, natural disaster.
5. Students will understand disasters in terms of fatalities and the likelihood of a country having one.

Materials, equipment and/or facilities:

• Handout: Disasters in History
• Student work sheet
• Graph paper
• Rulers
• Colored pencils
• Calculator (optional)

Sequence and duration of each part of lesson:

BACKGROUND INFORMATION:

1. Read the following to the students:
   "Vancouver! Vancouver! This is it!" It was 8:32 a.m. on Sunday, May 18th, 1980 when those fearful and now famous words were heard over a Forest Service radio. It was a quiet, sunny morning when the eruption of Mount St. Helens demonstrated the truly awesome internal forces that could no longer be contained within the mountain, Two strong earthquakes triggered the explosive eruption of Mount St. Helens. The blast was comparable to a hydrogen bomb. The death and devastation that this catastrophic event caused will be evident throughout the surrounding area for many generations to come. Within minutes of the explosion, the 156-square-mile area surrounding Mount St. Helens seemed more like a moon landscape than the pristine forest that had previously existed. The blast lowered the once rounded mountain top of the volcano by 1,300 feet. Floods and mud flows raced down both forks of the nearby Toutle river, leaving behind an area of total devastation. The morning sky of Eastern Washington turned to black as the plume of ash rose 11 miles into the sky and rolled eastward. Ash falling from the sky for days to come closed roads, schools, and airports.

   Left in the wake of the eruption were the fatalities. Countless animals were lost, roasted by the searing gases and buried by the ash. The toll was taken on human life as well. Some were in the immediate region of Mount St. Helens despite orders to remain out of the area. Scientists, campers, loggers, and sightseers were all among the victims. Many suffocated in clouds of hot gas and ashes. Some victims drowned in the floods and mud flows. Authorities found one man "frozen" in the seat of his car, aiming his camera at his source of death, the volcano.

   Those who survived told of harrowing experiences. David Crokett Jr., a Seattle television cameraman recorded the terrify experience on video tape. As he stumbled through the blackened sky, he gasped, "The road just exploded in front of me. I've got ash in my eyes. It's hard to breath. Oh dear God.. Right at this moment I believe I am dead." His thoughts must have reflected many of those who did not escape the hell of Mount St. Helens. (source: STS Physical / Earth Science - Utah State Office of Education.)

2. Tell the students that the eruption of Mount St. Helens was one of the biggest disasters in terms of destruction of the surrounding area that has occurred in North America in recorded history. The eruption did cause human fatalities as well, but only a few dozen people were killed by the volcano. Other disasters throughout history have caused a much, much, larger death toll both to humans and other plant and animal species.

3. Answers to student hand out.
   

1. Tell students that in this activity they will determine what natural disasters have been responsible for the greatest loss of life in this century. They will also learn which countries experience the most fatalities from natural disasters and what years have been particularly devastating in terms of human deaths.

2. Brainstorm with students and list on board the types of natural disasters that cause loss of life.

3. Orally elicit opinions from students for the following:
   
   a. fatality type vs. disaster type .
   b. countries vs. natural disaster deaths natural disasters than others
   c. time periods vs. loss of life

4. INDIVIDUAL OR SMALL GROUP ACTIVITY (1-2 class periods):
   Distribute "Disasters In History" data table and student work sheet. Instruct students to use the data chart to prepare graphs as stated on the student hand out.
   Allow the students to decide which type of graph would be the best for each of the following:
   a. Disaster type vs. number of fatalities
   b. Country vs. number of fatalities
   c. Year of occurrence vs. number of fatalities
   d. Disaster type vs. year
   e. Other graphs as appropriate
   

5. Review types of graphs (ie. bar, pie, line) and graphing do's.
6. Allow students time to make calculations, graph and complete the handout worksheet.

EXTENSION:
In cooperative learning groups instruct the students to perform further research and report on one of the listed disasters or another natural disaster from the past.

RELATED RESOURCES
Obtain related information from the library or internet sites.

Evaluation: Student assessment will be evaluated by the accuracy and quality of the student's work.

DISASTERS IN HISTORY STUDENT WORKSHEET

Directions: Prepare and label graphs from the data table for each of the following. Remember -- you must decide which type of graph (i.e. pie, bar, line) is best for the data you are plotting.

Data to be graphed and labeled:

A. Disaster type vs. number of fatalities
B. Country vs. number of fatalities
C. Year of occurrence vs. number of fatalities
D. Disaster type vs. year
E. Extra credit for other graphs using the chart

Summarize the findings of each graph below.
A.






B.






C.






D.






E. (Extra credit)




Write a 50 word summary of what you learned about disasters from doing this activity.

DISASTERS IN HISTORY STUDENT WORKSHEET KEY

Directions: Prepare and label graphs from the data table for each of the following. Remember -- you must decide which type of graph (i.e. pie, bar, line) is best for the data you are plotting.

Data to be graphed and labeled:

A. Disaster type vs. number of fatalities
B. Country vs. number of fatalities
C. Decade of occurrence vs. number of fatalities
D. Extra credit for other graphs using the chart

Summarize the findings of each graph below.

A. Floods are responsible for more deaths in the 20th century than any other type of disaster. Earthquakes are second, followed by cyclones, tsunamis, volcanoes, and mudflows.

B. There are more deaths in China than any other country, both from flooding of the Yellow River, and devastating earthquakes.

C. The 1930's were the most devastating decade to human life. The 1970's were the second most devastating.

D. (Extra credit)

Write a 50 word summary of what you learned about disasters from doing this activity.