8 Geography: Natural Disaster Research Project

Year-8-Geospatial-Natural-Disaster-Research-Project.pdf-(page-1-of-3)

Here are all the details for your new project!

You can download a pretty PDF to save onto your iPad here

…Or click below to read the rest online.

Please add any questions or concerns you may have in the comment section so I can answer them for all to see!

Part A – Group project: Types of disasters

Step  1. 

  • You will be presenting this information to your classmates so keep it interesting with correctly researched information, with 2+ forms, such as media clips, video, emailed handouts, maps etc.
  • Check this with your teacher once your group has decided what form of presentation you will be using – Movie, blog, play, dance, song, poem?
  • Four group members per group
  • You will marked on your group work & presentation and contribution to both!
  • Select ONE of the following natural disasters and ok this with your teacher:
    • Thunderstorms
    • Floods
    • Winds (cyclones and tornadoes)
    • Bushfires
    • Earthquakes
    • Drought
    • Blizzard/snow storms
    • Avalanche
    • Tsunami

You need to include and answer the following questions AS A GROUP, so work out a fair way to share the load.

Questions: 

  1. What causes the disaster?
  2. List 3 factors have to happen or occur or leading up to your natural disaster occurring
  3. Include any specific geological information, such as land form, types using specific geologic language
  4. What occurs or happens during the disaster
  5. Describe in a detailed step by step description what happens DURING the disaster
  6. How does settlements (cities) prepare for the disaster
  7. What can be done to prepare or support people who are affected by these disasters?
  8. How can an individual prepare for the disaster?
  9. Think about buildings and they lay of the land and how people live and change their lives to accommodate and live with a natural disaster.

Part B – Focusing on a Specific Disaster

Step  1. 

  • WORKING ON YOUR OWN you need to select an actual event that has occurred from your select natural disaster choice.
  • You need to present the following information in any form, i.e. booklet, poster, Keynote, Movie, stop-motion, ePub, twitter feed?  – just make sure you check with your teacher first!
  • This section alone should be 500 words minimum (2-3 pages)

Questions:  

  1. Describe what caused your individual event including place/s included and the date/s it occurred
  2. Use diagram/s, statistics and/ OR mapping skills to represent data. E.g. using a range of geographical tools and skills to gather data, for example, weather forecast, topographical maps and charts or satellite images to represent the possible causes within your particular area.
  3. What was or what made the event a natural disaster?
  4. What were the short term effects from the natural disaster, such as deaths, injuries, buildings, costs, damages?
  5. What are the long term effect from the natural disasters including homelessness, sanitary conditions, refugees, rebuilding programs and plans, etc
  6. Describe the short term effect  (the responses e.g. fire brigade, police and public) and long term effect (charities donations, fundraising, aid, and other countries responses/aid)
  7. Propose alternatives, strategies or solutions to the inquiry and make decisions on a course of action for possible further events. E.g. make recommendations, for example, of ways to improve living within the natural disasters context and what changes have occurred as a result of the natural disaster (new building or safety codes and actions taken to safe guard from further events happening?)

You also need to include:

  • You need to include a bibliography of all the materials you have used, including at least 2 books
  • Pictures with annotations
  • Detailed and clear responses well written in sentences and paragraphs.

Natural Disasters Research Project Success Rubric:

Criteria 5 4 3 2 1
Organisation Information is very organised with well constructed paragraphs content follows a logical sequence which adds clarity to reader Information is organised with well constructed paragraphs content flows nicely to add clarity to reader Information is generally organised with only 1 or 2 problems separate ideas discussed in separate paragraphs content is generally clear to reader 2 or 3 problems with organisation of information separate ideas are not discussed in separate paragraphs reader must reread at times for clarity Information is disorganised gaps in content leave reader confused.
Quality of Information Information clearly relates to questions posed in the task sheet with 3 or 4 unique, creative supporting details and/or examples are used which add interest to reader Information clearly relates to questions posed in the task sheet with 1 or 2 supporting details and/or examples are used to add interest. Information clearly relates to the questions posed in the task sheet 1 supporting detail and/or example in provided. Information is not entirely related to questions posed in the task sheet with no supporting details and/or examples provided Information has little to do with the questions posed in the task skeet with no supporting details and/or examples provided.
Diagrams  Diagrams, maps(BOLTSS) and illustrations are neat, accurate and clearly relate to the questions posed in the introduction they provide additional insight to the content Diagrams, maps(BOLTSS) and illustrations are accurate and clearly relate to the questions posed in the introduction they add interest to the content Diagrams, maps(BOLTSS) and illustrations are accurate and are related to the questions posed in the introduction Diagrams, maps(BOLTSS) and illustrations where present are neither neat nor entirely accurate they don’t add much to the content Diagrams, maps(BOLTSS) and illustrations where present are neither neat nor accurate; and they don’t appear to relate to the questions posed in the introduction
Summary of changes/effects caused by Natural Disasters both short and long term Highlights important information conclusions are logical and reasonable and clearly relate to the questions posed in the task sheet Highlights important information conclusions are reasonable and clearly relate to the questions posed in the task sheet Important points indicated conclusions are reasonable and relate to the questions posed in the task sheet Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed in the task sheet Important points not identified conclusion does not relate to questions posed in the task sheet
Grammar     There is no grammatical. Spelling or punctuation errors There are 1 or 2 minor grammatical, spelling or punctuation errors There are 3 or 4 minor errors in punctuation, grammar and/or spelling which do not break the flow for the reader
Sources       All sources are accurately documented and in the desired format. 3 or more sources used including 2 books.

 

All sources are accurately documented and in the desired format. Only 2 sources used including a book.

 

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