TEACHING CLUES & CUES
You may want to video-
tape the presentations
by setting the camera up
on a tripod very close to
4. Challenge students to explain how a wave that is only one meter
high in the ocean can grow so high as to overwhelm the land. Again
direct their attention to the lower half of 2.4i, and point out the energy
involved. (As the wave nears shore, in shallow water, the energy is
forced upward, or refracted. See Master 2.4f for more detail.)
5. Invite students to do some research on actual tsunami drawn from
the table of Notable Tsunami (below) or from other sources. Hand out
one Seismic Sea Waves Research and Report Form (Master 2.4k) to
every two students, explaining that each team is to research a specific
topic and report what they learn to the class. Two students will report
on tsunami warning systems; the others will report on a particular
tsunami drawn from the list below. Set a due date and establish how
you are going to evaluate the report. If you will use the matrix
provided, explain it now.
the presenters. If you film your first
class, you can use the footage to
show other classes what you are
looking for.
Notable Tsunami by Place Reported
November 1, 1755
Lisbon, Portugal
April 2, 1868
Hilo, Hawaii
June 15, 1896
Sanriku, Japan
August 13, 1868
Arica, Peru
August 27, 1883
Java, eruption of Krakatau
(also spelled Krakatoa)
March 2, 1933
Sanriku, Japan
April 1, 1946
Hilo, Hawaii
March 9, 1957
Hilo, Hawaii
May 23, 1960
Southern California
March 28, 1964
Crescent City, California
November 29, 1975
Hilo, Hawaii
May 26, 1983
Minehama, Honshu, Japan
July 12, 1993
Aonae, Japan
6. Invite discussion of preventive measures that can be taken to
minimize seismic sea wave damage. As students progress in their
research, they may be able to suggest guidelines. The presentations on
early warning systems will address this topic directly.
7. When the due date for presentations is near, review how you will
evaluate the presentations and specify the time limit for each. Provide
poster board or chart paper and markers, overhead transparencies and
pens, and slide or video apparatus if available.
C. Conclusion
Have the students present their reports. Before each presentation,
distribute copies of the grading matrix. Ask students to use one matrix
sheet for each presentation, taking notes in the space allotted and
evaluating their peers’ presentations on the same criteria by which
theirs will be graded. A respectful classroom atmosphere will ensure
the success of these presentations.
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