Preparing for the BIG ONE

Preparing for the BIG ONE—

Developing a community tsunami-response plan

Grade Level: intermediate/middle school

Time: 2 class periods

National Science Education Standards:

Primarily: Content Standards F: Science in Personal and Social Perspectives

Natural Hazards
Risks and Benefits

Secondarily: Content Standard B: Physical Science

Motion and forces
Transfer of energy

Content Standards D: Earth and Space Science

Structure of the Earth System

Other Standards Areas:

Communication
Geography

Learner Objectives:

Students will …

analyze the risks associated with tsunamis
identify and present concerns based on specific community roles
suggest appropriate responses based on scientific information
examine and interpret geographic features and human resources using a map
practice skills to acquire information (reading and listening) and communicate effectively (verbal presentation and written summaries)

Materials/Setup:

Tsunami Planning Scenario
Roles Chart – large table to post jobs and student names
Job Descriptions -- information on students’ jobs, responsibilities, and background knowledge
Message pad – for city hall receptionist
Street map of coastal community (e.g., Seaside) -- should also identify the specific location of each students’ assumed role for this activity (use numbered labels and a key)
Topographical maps of a coastal community for identifying elevation
Inundation zone maps
Tsunami response information (USGS -- Surviving a Tsunami …) & computer access
Designate areas of the room for “City Hall” (mayor, city department heads, USGS scientist) and “City Library” (tsunami information & computer access)
Student Tsunami Response Forms

Introduction to Activity:

The devastation that results from a tsunami can far exceed the damage that resulted from the trigger event that initiated these large ocean waves. The consequences will be both immediate (due to the size and force of the waves) and long term (due to the loss of essential services, buildings, and economy). In this activity, students assume different roles, representing specific positions within a coastal community. Each student must consider the potential consequences of a tsunami and how it would affect a person in their position.

Procedures:

The activity can be preceded by a reading activity*, video(s), or discussion on causes and consequences of a tsunami. (See resources listed below.)
*Oregon Earthquake and Tsunami Curriculum (2000) includes a description of a tsunami that hit Arica, Chile on August 8, 1868 by Lieutenant L. G. Billings of the ship U.S.S. Wateree. Citation of original source: The Great Waves – Tsunami by Douglas Myles
The students are presented with a potential community tsunami planning scenario for a coastal community (e.g. Seaside, OR)
Students randomly select roles. For each of the roles, students are provided background information (their responsibilities, knowledge relevant to their positions), the location of their facility/job/activity within the town, and resources available to them.
Students should study & evaluate their city maps and come to some conclusions based on their knowledge of the situation, their location, and their positions. They should develop a preliminary assessment based on this information. They may also visit the “City Library” to examine additional information sources.
Additional information (warning time, earthquake magnitude, wave height, topographic maps for the city, …), beyond that provided in the initial description of their role, can be distributed through the specific roles (e.g., scientist  city officials  hotel owners  guests) or handed out prior to or during the town hall meeting (e.g., evacuation brochures & inundation zone maps).
Town hall meeting – Students gather to share their concerns and preliminary response plans. Other students may ask questions or offer suggestions in order to help the student refine their plan.

Outcome:

Students will conduct research and communicate with others in order to gain information on how to respond in preparation for and in response to an earthquake/tsunami event. As a result of this process, students will complete an initial assessment and a finalized emergency response plan. This plan will identify their job, their responsibilities, and their recommended course of actions. Their responses will be based on their role, the background information provided, independent research, and a simulated town hall meeting. The responses should reflect actions and priorities that will help save lives and minimize physical, economic and social damage to the community.

Tsunami Preparation & Response Scenario

“Seaside is considered Oregon’s most vulnerable community to a tsunami disaster due to its summer crowds and low-lying geography. It has a residential population of 6,000, however, during the summer months, the population can increase to 40,000 from the influx of tourists. Most of Seaside is located in the tsunami inundation zone. Two river systems run through the city parallel to the ocean, forming barriers to high ground. The majority of Seaside’s population is located on the west side of the Necanicum River. This presents a critical evacuation problem, because in a local tsunami event people would have to cross one or more bridges and travel up to a mile within 30 minutes to get beyond the inundation zone.”

From the Introduction to “The City of Seaside’s Tsunami Awareness Program – Outreach Assessment …,” written by Darci Connor, 2005. (

In this activity, you will take the role of a resident or visitor to one of Oregon’s favorite coastal communities. Each role has a specific set of responsibilities, background information, and a location within the city. Based on your role, you are to develop a tsunami response plan. This plan will be presented to your classmates in the form of a town hall meeting, and a written summary will be submitted to your teacher.

In order to fulfill your responsibilities, you will need to use a variety of resources. Begin with your “Job Sheet,” which describes your role, and the “Street Map,” to find your location within the city. In addition, some of the other roles that have been assigned may have information that will be useful to you. However, you may not be able to contact some of these people directly – after all, they are very busy people and can’t talk to everyone individually. For example, you cannot contact the USGS geologist directly -- only the city officials (and the news reporter?) are able to communicate with this individual. And, the mayor and other city department heads are only available by appointment or through messages relayed through the city receptionist….

You may also examine information from the city library or use the library’s computer(s) to access online information regarding tsunamis in developing your response plan.

For this activity, you should make preparations for a Cascadia great subduction earthquake (M9+) that is forecast to happen sometime in the future. Such an earthquake could generate a tsunami that reaches the coast in minutes. (Other tsunami scenarios are also possible, with similar consequences. However, if the earthquake occurs elsewhere in the Pacific it is possible that hours of advanced warning would be available, rather than just minutes.) These great waves are large (tens of feet high as they reach the shore) and powerful (capable of washing away houses and automobiles). There may be several waves that reach shore over a period of hours and, depending on the local geography, they can wash up to a mile inland. There are both immediate concerns (avoiding the waves) and long-term consequences (isolation; lack of food, potable water, and shelter; destruction of homes, business, and city utilities) that will need to be addressed in your preparations.

Your response plan should describe how you would keep yourself and those in your care safe during a megaquake/tsunami event. Include in your planning specific actions that will be taken before, during, and after such an event.
City Map

A black & white (photocopied) city map will be required that shows streets and the locations in which each of the individuals might be located. The locations can be shown on the map with numbered labels, and a legend indicating the associated roles. Sufficient detail should be shown that students can determine their relative locations to intersections, landmarks, and/or beach. It is hoped that they will be able to use this information to locate themselves on a topographical map (made accessible through the City Library) and, eventually, on a map showing the inundation zones for the city. Finally, they will need to use information from this map to describe a specific evacuation route

Tsunami Preparation: Student Roles

More detailed and specific information will need to be developed for the various roles (and additional roles may be created). In order to add an additional layer of authenticity and to encourage more communication between students (establishing the students as the knowledge holders, rather than just the teacher), a hierarchy has been suggested in the communication process. Finally, some of the community member roles can be duplicated to accommodate larger class sizes.

Teacher (State Governor)

Teacher provides direction, support, and information to the mayor and USGS scientist, as needed.
Limit the assistance and information given directly to students. Rather, ask them where they might go for answers.

USGS scientist

Given additional, specific information regarding the characteristics and consequences of tsunamis (epicenter of earthquake, distance to shore, speed of wave -- used to calculate time of wave arrival; possible height of waves)
Has access to USGS topographical maps
Responsible for communicating important tsunami information to the city departments: time until arrival of wave; inundation zone (elevation and distance for which tsunami waves can travel), duration of the waves, consequences of a major subduction earthquake (destruction of roads, downed power poles, damaged bridges, toppled buildings, …)
Able to communicate with Governor (teacher) for additional direction and information
Except for the town hall meeting, communicates information only to mayor or city department managers

Mayor/town leader

sets up and facilitates a meeting with the USGS scientist and city department heads

facilitates town hall discussion & responsible for developing consensus on priorities
presents questions and requests to teacher; relays information back to city department managers

Emergency Planning Coordinator

instructs other city department heads about limitations and difficulties in the event of a disaster
distribute tsunami response brochures

Utilities Manager (power, water, sewer, …)

informs others that there will be disruption in serves due to a major earthquake and subsequent tsunami, including but not limited to loss of power, water, sewage treatment, garbage collection, ….
informs people of the need to turn off water, gas, ….
Mentions to others the need for after event planning – getting essential services working again
Need to preserve as much equipment as possible so that it will be available after an event for resue and salvage operations

Transportation Director

Reminds others of potential transportations issues as the result of a major earthquake and subsequent tsunami -- roads will be damaged or clogged and people will not be able to drive to a safe location
Knowledge of evacuation routes, carrying capacity of roads, and public transportation resources
Information on how far and how fast people would be able to travel in different parts of the city
Conserve available transportation capacity for emergency vehicles and for transportation of others unable to walk

Police Chief

Concern with protecting lives and property
Limited number of officers
How to deal with inmates, staff, and citizens
Provide direction and order preceding and during event
Rescue and recovery of lives and property after event

National guard leader

Often times the national guard are called in to offer aide in the event of a natural disaster
National guard maintains equipment that is useful in recovery efforts
National guard members may have special skills for dealing with emergency situations

City Hall receptionist

contact person for citizens interested in communicating with city officials
takes messages from the city residents and visitors & forwards requests to appropriate departments
Sets up individual appointments for meetings between officials and community members
liaison between city and the public
develop plan for warning the community

Librarian

responsible for the “Tsunami Collection” – printed resources on tsunami response
allocates and monitors computer time use
provided with a list of websites to assist students
USGS map or websites with topographic information should be available
would be responsible for evacuating library of patrons and staff

Television news reporter

on the beach filming activities related to a sand castle building contest
has a direct feed to the television station
job of a reporter is to present stories and events that are of interest and inform the viewing public
reporters have access to a variety of communication resources
optional: reporters may be given special access to government officials and other news sources (USGS scientist, Governor/teacher)

Elementary School Administrator

Responsible for the safety of students and staff
½ of the student are bussed to school, the rest walk or are driven

High School teacher

Responsible for the safety of students and staff
½ the students are bussed to school, the rest walk or drive themselves

Preschool teacher/administrator

Children are very young
Unable to walk long distances
Parents are working or unable to pickup children

Police Officer

Provide security and support during and after an event
In your squad car, near the beach, during an event

Hospital Administrator

Responsible for the safety of patients and staff (doctors, nurses, administrative/financial, custodial, …)
Many patients have limited mobility and critical care needs
Two story building. Each floor is approximately 10 ft in height
Provide medical support and services following an event
Have access to emergency transportation vehicles – ambulances, helicopter services

Harbor master (not found at Seaside, but associated with many other coast communities)

Approximately 100 boats, both commercial and private are moored at your facility in the bay

Fisherman

Aboard his/her boat maintaining equipment
Family is in the community and the kids are at school
Your boat is your primary source of family income

Bank manager

Customers and staff
Financial records, safety deposit boxes, on-site case

Grocery store owner

store patrons and personnel
store contains food and supplies

Souvenir Shop manager

small staff (2 employees on duty during the day)
most patrons are out-of-town visitors with little or no knowledge of tsunamis
your home and family are across town
you take public transportation or ride your bike to work

Motel (along beachfront) owner

Responsible for hotel occupants (200 guests) and 12 staff members
Motel has 3 floors; each floor is approximately 10 ft in height
Overnight rates reflect the motels position: Best views of the beach and ocean in town!

Hotel (inland) owner

The hotel is near the highway, 8 blocks away from the beach
Responsible for hotel occupants and staff
Hotel has 3 floors. Each floor is approximately 10 ft in height.

Tourist

Tourist is in town on vacation and is enjoying a day on the beach with the family (& dog), flying kites, wading in the surf
Staying at beach front motel with car parked in the underground garage
All your belongs are in your motel room
Your feel the ground shake, but don’t hear and warning signals

Other Roles … to be identified and developed

Sample Job Assignments:

Job / Student
USGS Scientist
Mayor
Transportation Director
Utilities Manager
Police/Fire Chief
City Hall receptionist
Librarian
Store Owner
Tourist

Pre & Post Quiz

Tsunamis are extraordinarily large waves caused by storms in the ocean -- often so far away that you can’t even see the storms that formed them. T or F

You are on an ocean beach and feel an earth quake. The ocean is calm and the tsunami sirens have not gone off. You are safe and don’t need to worry. T or F
You’re on the beach and see a large wave (tsunami) approaching. You’ll be okay if you run as fast as you can to reach a safe location. T or F
Like hurricanes, coastal communities will generally have at least one days notice to prepare for the arrival of a tsunami. T or F
If your family lives (or is visiting) a coast community, and the tsunami warning sirens go off, your family should get in a car and drive as fast as possible to high ground? T or F
Once a tsunami has washed up on the shore, it is safe to return to the beach. T or F

Student Response/Summary

Student Name:

Preliminary Assessment:

Job:

Responsibilities:

Where are you located in the city? (describe by intersection, proximity to landmarks, …)

What is the elevation at which you are located? What is your distance from the ocean?

How safe is this location? How do you know? (compare to inundation map, or refer to description of tsunami wave height/runup, …)

How far would you need to travel (using existing road routes – not as the bird flies) to reach a safe location?

What will you need to do to make yourself and others safe? (These are generalized goals – you will identify specific actions to reach these goals in your finalized response plan.)

Finalized Response Plan:

Develop a tsunami response plan: (Include at least 5 specific actions you would take to make yourself and/or those for whom you are responsible safe. How do you plan to make yourself and those you are responsible for safe from a possible tsunami? (These should reflect before, during, and after event activities.) Justify your actions based on information that has been presented or researched.