Title |
Desastres naturales en las noticias |
Unit/Activity No. |
Natural Disasters/Activity 9 |
Geographic Topic |
natural disasters |
Language Topic |
weather |
Language Function |
Describe, report events |
Language Standard |
1.1, 1.3, 3.1 |
Geography Standard |
1, 3, 4, 7, 15 |
Step 1. | Before class prepare the transparency. Copy the situations on different colors by the 1a role, 1b role, 1c role, 1d role. Arrange the 4 different roles by numbers 1a,b,c,d, etc. Their roles will be 4 different colors per panel situation. |
Step 2. |
Form students in panels of 4. Have a member of each group randomly select a situation packet of 4 and distribute the roles to each member. |
Handout 1
Transparency 1
You work for the mayor’s office and during a press conference you are informing reporters about what the disaster plans are for the city. Ask clarification of the reporter’s questions.
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You are the publicity director for a hotel that has just suffered a fire. Explain to the reporters how policy will change as a result of this disaster. Ask clarification of the reporter’s questions. |
As part of its effort to improve student safety in case of an earthquake, the student council has devised a plan. You are talking to a meeting of administrators about your plan. Ask for clarification of some of the questions and verify that they have understood your answers.
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You work for OMSI (Oregon Museum of Science and Industry) and are explaining to a group of school children about tsunamis and what people can do to protect themselves during such a natural disaster. Verify that the students understood some of your instructions. |
You have just spent the summer in the mid-west with a team of scientists studying tornados. You are making a report to the committee that sponsored your trip. Verify and clarify some of the committee’s questions.
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You are an expert on volcanoes and were among the scientists who dealt with Mount St. Helens. You are talking to the city council about the importance of a plan in case Mount Hood erupts. Verify that your plan is understood and ask for clarification of some of the questions.
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At a press conference given by the mayor’s office, you are a reporter who is concerned about whether the city is prepared for potential floods. Make sure you find out as much as you can about the city’s plan. There are other reporters who have their own agendas.
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After a hotel fire, the publicity director is holding a press conference for damage control to the hotel’s reputation. You are an investigative reporter who has found some information about the hotel’s culpability in the number of injuries and deaths. |
You are a member of the school board who is hearing a report on a student’s plan for dealing with earthquakes. Even though the plan is basically sound, you are trying to find out as much as you can about it.
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You are a school child on tour of OMSI (Oregon Museum of Science and Industry) and are hearing a report on tsunamis. You like to ask a lot of questions. |
You are a committee member that sponsored a student to go to the mid-west to spend the summer studying tornados with a group of scientists. You want to make sure that your money was well spent.
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You are a city council member meeting with an expert on volcanoes. You are curious about what s/he has to say but want to defend the plan that is already in place. |
At a press conference given by the mayor’s office, you are a reporter who is concerned about whether the city is prepared for potential earthquakes. Make sure that you find out as much as you can about the city’s plan. There are other reporters who have their own agendas.
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After a hotel fire, the publicity director is holding a press conference for damage control to the hotel’s reputation. You are a reporter who suspects that the hotel is hiding some information. Be persistent about confirming your suspicions. |
You are a member of the school board who is hearing a report on a student’s plan for dealing with earthquakes. Even though the plan is basically sound, you are concerned about costs. Find out whether the plan has considered this angle.
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You are a school child on a tour of OMSI (Oregon Museum of Science and Industry) and are hearing a report on tsunamis. You already know a lot about tsunamis and want your classmates as well as the speaker to recognize this. |
You are a committee member that sponsored a student to go to the mid-west to spend the summer studying tornados. You were the one person who disagreed about how the money should have been spent. Find out if the student can convince you that your reticence was unfounded.
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You are a city council member meeting with an expert on volcanoes. You feel that the city needs to do more and are seeking support of your opinion. |
At a press conference given by the mayor’s office, you are a reporter who is concerned about whether the city is prepared for fires as a result of earthquakes. Find out about the plan. There are other reporters with their own concerns.
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After a hotel fire, the publicity director is holding a press conference for damage control to the hotel’s reputation. You are a reporter who wants to know more about the victims and the circumstances surrounding their deaths or injuries.
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You are the building administrator for the school that the student giving the report attends. You are very proud of his/her effort and want to make sure that s/he gives all the information in the plan.
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You are the teacher of the class that is touring OMSI (Oregon Museum of Science and Industry) and is hearing about tsunamis. You want to make sure that the students get all the information you want them to have. Prompt the presenter by asking pointed questions.
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You are part of the committee that sponsored a student to spend the summer learning about tornados. You are interested in the student’s personal experiences.
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You are the mayor and are at a city council meeting with an expert on volcanoes. Since this is an election year, you want the expert to confirm that your plan is sound. Prompt the speaker with questions that will support your plan. |