Tchws Pae Teacher Resource Kit Final

Teacher Education Resource Kit
Tsunami&OtherCoastalHazardsWarningSystemProject
TsunamiSmartTeacherEducationResourceKit 1|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject2010
ACKNOWLEDGEMENTS
This Tsunami Smart Teacher Education Resource Kit was produced through the Tsunami and Other Coastal Hazards Warning System Project which was implemented by the Caribbean Disaster Emergency Management Agency (CDEMA) [formerlyCDERA]overtheperiod20072010.
ThedocumenthasbeendevelopedbyMsShahibaAli,EducationConsultant,UWISchoolofEducation,incollaborationwith theUniversityoftheWestIndiesSeismicResearchCentre(UWISRC).
SpecialappreciationisextendedtotheTsunamiandOtherCoastalHazardsWarningSystemProjectPublicAwarenessand EducationTechnicalSubCommittee,theUNESCOIOCInternationalTsunamiInformationCentre(ITIC)andMsYemaJaikaran, HillviewCollege,TrinidadandTobago.
ThedevelopmentandpublicationofthisTsunamiSmartTeacherEducationResourceKithavebeenmadepossiblethrough thefinancialsupportoftheUnitedStatesAgencyforInternationalDevelopment/OfficeofU.S.ForeignDisasterAssistance (USAID/OFDA)andtheinkindcontributionsofCDEMAParticipatingStates.
ThisactivityisfundedbytheUnitedStatesAgencyforInternationalDevelopment(USAID).Theviewsexpressedhereinare thoseoftheauthor(s)anddonotnecessarilyreflecttheviewsofthedonoragenciessupportingtheactivityorofCDEMA (formerlyCDERA). 2010
Thisdocumentandanyupdatestoitareavailableatwww.cdema.org,www.weready.organdwww.uwiseismic.com.
CaribbeanDisasterEmergencyManagementAgency(CDEMA) Building#1,ManorLodgeComplex LodgeHill,St.Michael,Barbados,WestIndies
UniversityoftheWestIndiesSeismicResearchCentre St.Augustine,TrinidadandTobago,WestIndies
UnitedStatesAgencyforInternationalDevelopment USEmbassyComplex WildeyBusinessPark,Wildey,St.Michael,Barbados,WestIndies
PrintedbyColesPrintery,Wildey,St.Michael,Barbados,WestIndies.
TsunamiSmartTeacherEducationResourceKit 2|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject,2010
TABLEOFCONTENTS
NOTESTOTEACHERS...............................................................................................................5 RATIONALEFORATEACHERRESOURCEKIT............................................................................................5 HOWTOUSETHISBOOK ....................................................................................................................6 . USEFULWEBSITES.............................................................................................................................7 TEACHERSGUIDE....................................................................................................................8 LESSON1BETSUNAMISMART!............................................................................................8 LESSON1CONTENTBETSUNAMISMART...........................................................................................9 LESSON2EXPERIENCINGATSUNAMI.................................................................................10 LESSON2CONTENTEXPERIENCINGATSUNAMI..................................................................................11 LESSON3TEACHYOURELDERSABOUTTSUNAMIS.............................................................14 LESSON3CONTENTTEACHYOURELDERSABOUTTSUNAMIS.................................................................16 LESSON4PREPARINGFORATSUNAMI...............................................................................24 LESSON4CONTENTPREPARINGFORATSUNAMI...............................................................................25 FREQUENTLYASKEDQUESTIONS...........................................................................................29 TSUNAMIGLOSSARY.............................................................................................................32 GRAPHICORGANIZERS..........................................................................................................35 APPENDIX..............................................................................................................................41 THECHRISTMASANGEL...................................................................................................................41 COLOURS......................................................................................................................................47 MAKINGHEROESOUTOFCHILDRENWITHANEWEMERGENCYPREPAREDNESSPROGRAMME .........................50 . CARIBBEANTSUNAMIS....................................................................................................................51 . STOPDISASTERSANONLINEGAME.............................................................................................54 REFERENCESFORTSUNAMISMARTTEACHINGCHARTS..........................................................................55 TEACHERSINVOLVEDINREVIEWOFTSUNAMISMARTTEACHEREDUCATIONRESOURCEKIT...........................57
ListofAcronyms
CDEMA IOC CaribbeanDisasterManagementAgency IntergovernmentalOceanographicCommission InternationalStrategyforDisasterReduction InternationalTsunamiInformationCenter TheUniversityoftheWestIndiesSeismicResearchCentre TsunamiandOtherCoastalHazardsWarningSystemProject UnitedNationsEducational,ScientificandCulturalOrganization UnitedNationsChildrensFund
ISDR ITIC SRC
TCHWS UNESCO UNICEF
USAID/OFDA TheUnitedStatesAgencyforInternationalDevelopment/OfficeofU.S. ForeignDisasterAssistance
Notes to teachers
RationaleforaTeacherEducationResourceKit
In an effort to increase resilience against tsunamis and other coastal hazards in the Caribbean, the Caribbean Disaster Emergency Management Agency (CDEMA) through funding from the United States Agency for International Development, Office of United StatesForeignDisasterAssistance(USAID/OFDA)hasimplementedTheTsunamiandOther CoastalHazardsWarningSystemProject(TCHWS).OnecomponentoftheProjectinvolves the production and dissemination of public awareness and educational material for the publicandteacherstobeutilizedinCDEMAParticipatingStates. The Tsunami Smart Teacher Education Resource Kit comprises four (4) tsunami lesson planswithclearobjectives,anaccompanyingTsunamiSmartStudentWorkbook,inquiry basedactivities,teachingcharts,aslideshowpresentationandotherresourcesdesignedto supporttheteachingoftsunamiscienceandsafetyintheclassroom.Thelessonplansand activities are aligned to current school curricula for students of lower secondary schools (~1114yrs)intheEnglishspeakingCaribbean. The Teacher Education Resource Kit has been reviewed by regional curriculum officers representingtheirrespectiveMinistriesofEducationatTheTCHWSProjectRegionalPublic AwarenessandEducationWorkshopforCDEMAParticipatingStatesconvenedinPortof Spain,Trinidad&Tobago(October,2009).TheKitalsoincorporatesfeedbackreceivedfrom the TCHWS Project Public Awareness & Education SubCommittee, two Tsunami Smart Teacher Workshops comprising primary and secondary school teachers and principals; lecturers from teachers training colleges and Ministry officials in Antigua & Barbuda (February,2010)andBarbados(March,2010).Onelesson(Lesson1BeTsunamiSmart!) wastestedatHillviewCollegeinTrinidad&TobagoinJanuary2010. Teachingtsunamiscienceandsafetytoyoungchildrenfostersacultureofresponsibilityfor disaster preparedness at an early age. It is hoped that the introduction of this Kit will ensure that a large number of young people in the Caribbean will be exposed to the characteristics and behaviour of tsunamis, their effects and strategies for facing them, shouldtheyoccur.TheoverallgoaloftheTsunamiSmartTeacherEducationResourceKitis thatofpromotingtsunamiawarenessandpreparedness.Assuch,theKitmaybeusedinthe uppersecondaryschoolleveltoenrichmaterialthatisalreadybeingtaught.Itisalsohoped thattheKitbedisseminatedandadaptedbyeducatorsoutsidetheformalschoolsystem.
TsunamiSmartTeacherEducationResourceKit 5|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject2010
Howtousethisbook
ThisTeacherEducationResourceKitcomprises: 1. ATeachersGuideconsistingoffourlessonsontsunamisandresourcestobeusedwitheach lesson. 2. TsunamiGlossary 3. FrequentlyAskedQuestions(FAQ)Section 4. Student worksheets and accompanying activities that focus on teaching essential skills of communication, research, problemsolving , social and cooperative skills; blank maps and graphicorganisers 5. Resourcestoaccompanylessonsare: TsunamiWarning!CartoonBooklet,UNESCOIOCITICadaptedfortheCaribbean TsunamiSmartTeachingCharts,UWISeismicResearchCentre(SRC): TsunamiScience TsunamiSafety TsunamisintheCaribbean TsunamiImpact Understanding Tsunamis PowerPoint presentation, Colours, The Christmas Angel and an article, Making Heroes out of Children with a new emergency preparednessprogramme,fromUNICEF TillySmithvideo 6. Resourcesforfurtherinvestigationontsunamisandotherhazards. TsunamiTeacher(pdf),UNESCOIOCITIC Onlinegamefoundatwww.stopdisasters.orgfromUNISDR(Seetheappendixfora reviewofthislearningtoolthatpromotesdecisionmakinganditseffects). Listofusefultsunamiwebsites 7. Lesson Activities are represented by this symbol and can be found in the TsunamiSmartStudentWorkbook. Teachers are encouraged to modify and adapt the lessons to suit the needs of their students. If there is time to teach only one lesson, it is strongly advised that students are taught Lesson 4 Preparingfortsunamis. Teachersarealsoencouragedtosharethematerialwithotherclassesandteachers,parentsatPTA meetingsandwiththewiderschoolcommunitybydisplayingchartsinaprominentlocationinthe school.
UsefulWebsites
Agency CDEMA(Caribbean DisasterEmergency ManagementAgency) UWISeismicResearch Centre FEMA(FederalEmergency ManagementAgency),US ISDR(International StrategyforDisaster Reduction) IOC(Intergovernmental OceanicCommission) Website http://www.weready.org/ http://www.cdema.org/ http://www.uwiseismic.com/ http://www.fema.gov/kids (FEMAforkids) http://www.stopdisaster.org foronlinegamesimulatingtsunamiandotherhazards. IncludesTillySmithvideo http://ioc3.unesco.org/itic/ http://www.ioc/tsunami.org/ http://ioc3.unesco.org/itic/contents.php?id=332 http://ioc unesco.org/index.php?option=com_oe&task=viewDocumentRecord&docID=4649Five yearsafter:theTsunamiintheIndianOcean,Fromstrategytoimplementation document http://www.ipcc.ch/pdf/assessmentreport/ar4/wg1/ar4wg1spm.pdf http://news.nationalgeographic.com NationalGeographiclinkforaTillySmithstory http://kids.nationalgeographic.com(NationalGeographicforKids)forlesson,games andpuzzles http://www.tsunami.noaa.gov/education.html http://wcatwc.arh.noaa.gov/deadlywaters.pdf http://ioc3.unesco.org/itic/files.php?action=viewfile&fid=424&fcat_id=75 http://ioc3.unesco.org/itic/categories.php?category_no=4 http://ioc3.unesco.org/itic/files/how_smart_family_survived_tsunami.pdf http://walrus.wr.usgs.gov/tsunami/basics.html http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN7GZVAT?OpenDocument http://www.hurricanetrack.com/ncstormsurge/mainpg.html http://www.metoffice.gov.tt/ http://www.mfe.govt.nz/publications/climate/coastalhazardsclimatechange guidancemanual/html/index.html http://www.salemcountyava.org/Tsunamis.htm shorelines.dnr.state.md.us/downloads/Coastal%20Hazards_Intro.ppt http://www.whatstheplanstan.govt.nz/tsunami.html(GovernmentofNewZealand)
IPCC(Intergovernmental PanelonClimateChange) NationalGeographic Society NOAA(NationalOceanic andAtmospheric Administration) UNESCO(UnitedNations EducationalScientificand CulturalOrganisation) USGS(UnitedStates GeologicalService) Otherusefullinks
Teachersareurgedtosearchthesewebsitesforteachingresourcesfortheclassroom.
TEACHERS GUIDE
Lesson 1 Be Tsunami Smart!
Overview
This lesson introduces students to basic information on the nature, causes, effects and preparednessfortsunamis;andhowyoungpersonscansavelives. Teachersarestronglyencouragedtomodifythelessontosuitthedurationandnumberof periods, the range of ability of their students, and the subject discipline into which the lessonistobeintegrated. Agelevel: Duration: Form1/Grade7(1112years) 40minutes(suggested) SocialStudies,Geography,Science,EnglishLanguage,Drama
Subjectareas: Learningobjectives:
Studentsshouldbeableto: Definetheterms,hazard,naturalhazard,tsunami Extract information on the nature, causes, effects and preparedness for tsunamis fromacartoonbookletadaptedfortheCaribbean. Recognisetheimportanceoflearningabouttsunamisanditsvalueinsavinglives. Resources: TsunamiWarning!ACartoonBookletpreparedbyUNESCOIOCITIC andadaptedfor theCaribbeanbyTheUniversityoftheWestIndiesSeismicResearchCentre TillySmithVideo TsunamiSmartTeachingChartsfromSRC Atlases,wallmaps BlankmapsprovidedinStudentWorkbook FrequentlyAskedQuestions(FAQ)provided
Lesson1ContentBeTsunamiSmart
The teacher:
Questions students briefly on their knowledge of natural hazards in the Caribbean and tsunamis in general and asks them to fill in the KWL chart provided on page 5 of the Student Workbook. Asks students to extract information on the nature and effects of tsunamis and ways to prepare for them from the Tsunami Warning! Cartoon Booklet. Mounts Tsunami Smart Teaching Chart series in classroom as reference for actions to take. Shows Tilly Smith Video to underscore the importance of learning about tsunamis.
DEFINITIONS
Hazard:Ahazardisasourceofdangerorthreatthatcancausedamagetopropertyorlives tobelost. Naturalhazard:Anaturalhazardisathreatfromphenomenathatarenotmanmade,such as earthquakes, volcanoes, hurricanes and tsunamis in the natural environment, which posesadangertohumanlifeandproperty. Tsunami:Theword,tsunami,isofJapaneseorigin,pronounced(tsooNAHmee).Thefirst part of the word, tsu means harbour and nami' means wave. Tsunamis are called maremotoinSpanishandrazdemareinFrench.Somepeoplealsorefertotsunamisas seismicseawaves.Tsunamisarenolongercalledtidalwaves. Natural hazards in the Caribbean: earthquakes, tsunamis, volcanic eruptions, hurricanes, floods,drought,landslides,stormsurges,highwinds,andtornadoes.
SuggestedLessonactivities
Activity1:Studentsindicatewhattheyknow,whattheywanttoknowandwhattheyhave learnt about tsunamis, in each of the columns, using the KWL worksheet provided in the StudentWorkbook. Activity2:StudentslocatePortugalandtheCaribbeanfromanatlasorwallmapandinsert onmapprovided. Activity3:ReadaloudordramatisationofTsunamiWarning!CartoonBooklet
Using copies of the Tsunami Warning! cartoon booklet and the Tsunami Smart Teaching Charts from the Teacher Educational Resource Kit, the teacher can read aloud or get studentstodramatisethescenariodepictedinthecartoonbooklet. Activity4: Studentsextractinformationoncauses,effectsandpreparingfortsunamisto answerquestionsprovidedinStudentWorkbookafterreadingTsunamiWarning!Theycan answerthequestionseitherorallyorinwriting. Closure: Teacherreviewsmainpointsoflesson.
Evaluation: Teacher can use Activities 4, 5, 6 and 7 for Lesson 1 in the Student Workbook;byoralquestioningthroughoutthelessonanduseoftheKWLworksheet. Followupactivities: 1. Students research the most recent tsunami event that has taken placeintheworld,byvisitingthewebsiteoftheSeismicResearchCentre(SRC)oranyofthe otherwebsiteslistedintheResourceKit. 2. Students are asked to share their knowledge with their parents/guardiansandprovidefeedbacktoteacherfornextclass. FollowupLesson: Lesson4Preparingfortsunamis
Lesson 2 Experiencing a Tsunami

Overview
The aim of this lesson is to sensitise students to the emotional issues that are faced by childrenwhoaresurvivorsofnaturaldisasters,andtolearnthattheycanassistindisasters. Teachersarestronglyencouragedtomodifythelessontosuitthedurationandnumberof periods, the range of ability of their students, and the subject discipline into which the lessonistobeintegrated. Agelevel: Duration: Form2/Grade8(1213)years 80minutes Social Studies, Geography, Art, English Language and English Literature,Drama
Subjectareas:
Learningobjectives: Studentsshouldbeableto: Describethecharacteristics,causesandeffectsoftsunamis ExplainwhytheycanoccurintheCaribbean Extractinformationonthenatureoftsunamisandthedevastatingeffectstheycanhave onpeopleslivesfromtwopiecesofcreativewritingprovided Locateonamapthecountriesmentionedinthestories Appreciatethatchildrencanbeheroes Resourcesforlesson: TillySmithvideo FrequentlyAskedQuestions(FAQ)provided ColourswrittenbyNarinderDhamiandAChristmasAngelwrittenbyCliffMacNish fromtheUNICEFwebsite. (http://www.unicef.org.uk/tz/resources/assets/pdf/tsunami_story_colours.pdf) Makingheroesoutofchildrenwithanewemergencypreparednessprogrammefound athttp://www.unicef.org/emerg/malaysia_35589.html TsunamiSmartTeachingCharts
Lesson2ContentExperiencingatsunami
Teacher mounts Tsunami Smart Teaching Charts in classroom and uses information from the FAQ section in the Teachers Guide to explain the possibility of a tsunami occurring in the Caribbean. Objectives Describethecharacteristics,causesandeffectsoftsunamis ExplainwhytheycanoccurintheCaribbean Definitionsoftsunamis,theircausesandimpacts,andanexplanationofthelikelihoodofa tsunamiintheCaribbeanaretobetakenfromtheFAQsectionoftheResourceKitandthe TsunamiSmartTeachingCharts. Closure Teacherreviewsmainpointsofthelesson. Evaluation:Activity1forLesson2fromStudentWorkbook
TeacherselectsfromthethreestoriesprovidedinAppendixforstudentstoread.
Objective Extractinformationonthenatureoftsunamisandthedevastatingeffectstheycanhave on peoples lives from two pieces of creative writing and an article from a newsletter publishedbyUNICEF. Theeffectsoftsunamisonpeopleandtheenvironmentaretobetaughtthroughtheuseof two creative writing pieces based on the experiences of two children from different backgrounds from the 2004 Indian Ocean tsunami. The stories, Colours written by Narinder Dhami and A Christmas Angel written by Cliff MacNish were made freely availablefromtheUNICEFwebsite. The story, Colours, is a very emotive one that tells the true story of a girl who lost her familyinthedevastatingtsunamieventof2004intheMaldives.Sheisaskedtodrawwhat shefeelslikedrawinginaclass.Shechosetodrawthepictureofthetsunamidestroying thevillageandherfamily,expressingherselfthroughthechoiceofvariouscolours. Thepieceappealstotheaffectivedomainoflearning,andgivesstudentstheopportunityto exploretheirfeelingsaboutthestoryandtoimaginewhatitwouldfeellikeiftheyhadlost theirparentsthatway.Oftenthetraumaexperiencedbysuchdevastatingnaturaldisasters isnotdealtwithInTeachingAboutHazardsAndDisasters. The Third Story, Making Heroes Out Of Children With A New Emergency Preparedness Programme,isanarticlefromUNICEFaboutayounggirlwhosavedthelivesofhermother and brother during the 2004 tsunami event, and how important it is for schools to teach disasterpreparedness.
Childrensandyoungpeoplescapacitiesinemergencies
Whatchildrenandyoungpeoplehavedoneatdifferentages: Childrenaged510years: Makingtoysforyoungerchildren Childrenaged912years: Providingfirstaid Playingandsupportingchildrenwholostfamilymembers Talkingwithandsupportingfriendswhoweresad Collectingfoodandrationsforoldpeople
Helpingpreparefood Helpingtocleancamps Makingrepresentationtoadults Childrenaged12years: Teachingyoungerchildren Caringforyoungerchildren Workingaspartofemergencytaskgroup Childrenaged1217years: Rescuingandsavingyoungerchildren Caringforyoungerchildren Teachingyoungerchildrenandpeers Treatingwoundsandcaringforinjuredpeople Clearingupafteranemergency Collectingbodies Helpingtotracefamilies Helpingoldpeopletocollectfoodandrations Helpingfamilieswithsmallchildrentocollectfoodandrations Packingfoodfordistribution Providinginformationaboutmilkpowderneeds Cleaningcamps Cleaningandpaintingbuildings Developingbusinesses Youngpeopleaged18andolder: Rescuingandsavingyoungerchildren Organizingentertainment Developingbusinesses
Providingcommunitycommunications Negotiatingwithoutsidersonbehalfofacommunity (Drawnfromseveralsources,especiallyPlanInternational,2005) http://www.unicef.org/adolescence/cypguide/files/theparticipationofchildrenandyoungpeo pleinemergencies.pdf Evaluation:Oral or written answers to questions asked in Activities 2, 3 or 4 and5forLesson2intheStudentWorkbook. FollowupActivities: 1.Teacherasksstudentstowriteapoem,rap,orsongtoreflectthestoryofColours. 2. Christmas Angel is not a true story but it could well be as in real life a tenyear old schoolgirl, Tilly Smith, saved many lives of people who chose to listen to her when she shoutedtorunfromthebeachandintothehighestflooroftheirhotelbuildingduringthe 2004 Indian Ocean tsunami. Students can read more about Tilly Smith and how her geography class taught her to recognize the signs of an approaching tsunami at http://news.nationalgeographic.com . 3.TeachershowsthevideoonTillySmith. FollowupLesson:Lesson4Preparingfortsunamis
Lesson 3 Teach your elders about Tsunamis

Overview
Thelessonprovidesdetailedfactualinformationontsunamisingeneral,andspecificallyon thepossibilityofatsunamiintheCaribbean.Itemphasizestsunamipreparednessandthe sharingofthisinformationwitheldersathomeandincommunities.
Should time be a constraint, teachers are advised to give the main points in the topics, alongwiththeUnderstandingTsunamisPowerpointpresentationandtheTsunamiSmart TeachingCharts,whichcontainavarietyofinformativeillustrations. Teachersarestronglyencouragedtomodifythelessontosuitthenumberanddurationof periods, the range of ability of their students, and the subject discipline into which the lessonistobeintegrated. Topicscovered: 1.Natureoftsunamihazard 2.Characteristicsofatsunami 3. (a)Causesoftsunamis (b)Typesoftsunamis 4.Thebehaviouroftsunamiwavesastheyapproachshallowwater 5.TsunamioccurrenceintheCaribbean 6.LikelihoodofatsunamiintheCaribbean 7.ScientistsandwarningsystemsintheCaribbean 8.WarningInformation Agelevel: Form3/Grade9(1315years) Duration: 80minutes Subjectareas: Learningobjectives: Studentsshouldbeableto: Describethecharacteristics,causesandeffectsoftsunamis ExplainwhytheycanoccurintheCaribbean Locateonamapthecountriesmentionedinthestories. Prepareanevacuationplanfortheirschoolintheeventofatsunami Playtheonlinesimulationgame,ifInternetaccessisavailable Resourcesforlesson: Understanding Tsunamis, a PowerPoint presentation from Seismic Research Centre (SRC) TillySmithvideo FrequentlyAskedQuestions(FAQ)providedinTeachersGuide TsunamiSmartTeachingCharts OnlinegamefromISDRavailableatwww.stopdisasters.org(SeetheAppendixfora reviewofthisinteractivelearningtool.)
SocialStudies,Geography,Art,Science,EnglishLanguage,Drama
PriorknowledgeistobeassessedusingtheKWLchartpresentedforLesson1.
Lesson3ContentTeachyoureldersabouttsunamis
Teacher can start lesson with the Tilly Smith video, and use the KWL chart to assess students prior knowledge and misconceptions that they may have about tsunamis. Teachers are strongly urged to read the FAQ section and the information provided in the Appendix , on Caribbean tsunamigenic events that must accompany Tsunami Smart Teaching Chart #4, Tsunamis in the Caribbean.
1.Natureoftsunamihazard Definitionofthetermtsunami A tsunami is a series of waves caused by a sudden disturbance of the ocean floor that displacesalargeamountofwater.Tsunamiwavesaredifferentfromlargewavesbrought by storms. They usually look like a surge of sea inland rather than breaking waves. Tsunamisbringmanysurgesthatcanlastforhours,arrivingeverytentosixtyminutes.1 Whatisawave?Awaveisamovementofenergythattakesaparticularformofacurve havingapeakorcrestandatrough.Soundwaveformsaredescribedbythesametermsof amplitudeandwavelengthasforatsunami.
Diagramillustratingwavecharacteristics.
PreparingYourCommunityforTsunamis.GeoHazardsInternational(2008)
ThewordtsunamiisofJapaneseorigin,pronounced(tsooNAHmee).Thefirstpartofthe word,"tsu"meansharbourand"namimeanswave.Tsunamisarecalledmaremotoin Spanish and razdemare in French. Some people also refer to tsunamis as seismic sea wavesandtidalwaves. Distinguishbetweentsunamisandtidalwaves Tidalwaveisatermthatwasonceusedtodescribetsunamisasthewaveslookedlikea violenttidalchangewithnocrestingwavesthatpeopleusuallyseeatthebeach.However, since tsunamis are not actually related to tides the term is considered misleading and its usageisdiscouragedbyoceanographers. 2.Characteristicsofatsunami A tsunami is a series of long waves moving as fast as a jet plane, as much as 800 km/hr within the ocean. At the coast they can be as high as 30 metres. Tsunamis become a hazardifpeopleslivesarelostandtheirpropertyisdamaged. Asatsunamiapproachesthecoast,thefirstthingthatmayhappenisthatthewatermay withdrawdrasticallyexposingtheshoremorethanevenatthelowesttides.
Imageofwaveretreatexposingextensiveseaflooratthecoast,SriLanka,December2004
Sourceofimage:www.digitalglobe.com
This major withdrawal of sea water should be taken as a warning that the first of the tsunamiwaveswillarriveshortly.Thisisthetimetomoveimmediatelytohigherground. Anotherwavebeginswhentheleveloftheseawatergrowshigher.Thefirstwaveisoften notthebiggestwave.Itisusuallythesecondorthirdwaveinthetsunamithatisthemost destructive. 3(a)Causesoftsunamis Earthquakes Earthquakes are caused by the movement of plates (huge slabs of rock) making up the surfaceoftheEarth.Theregionwheretwoormoreplatesmeetiscalledaplateboundary. The plates are constantly moving but this plate movement is neither smooth nor continuous,rathertheplatesoftenlocktogetheratplateboundariescausingabuildupof energy. When the plates eventually move out of this locked position the energy that is releasedmaybefeltasanearthquake.Mosttsunamisarecausedbyearthquakes. Atsunamicanbegeneratedbyanydisturbancethatrapidlymovesalargemassofwater. Most tsunamis occur after a large earthquake under the ocean, and are due to vertical changesintheseabottomwheretherearefaultsorcracksintheEarthscrust.Thiswasthe caseforthememorabletsunamidisasterintheIndianOceanonBoxingDayof2004. Volcaniceruption Tsunamis can also be caused by volcanic eruptions, e.g. Krakatau, Indonesia in 1883. A volcanoisanoutpouringoflava,gasesandrockmaterialfromaventintheEarthscrust. Therushofmaterialdownthesidesofavolcano,likealandslide,canalsocauseatsunami whenthismaterialenterstheseaanddisplaceslargevolumesofwater,asinIndonesiain 1883. You can read more about this event in the Tsunami Smart Information Kit for CaribbeanMediaatwww.weready.org. Landslides LandslidesalongthecoastcanalsocausetsunamisaswasthecaseinPapuaNewGuineain 1998.Thiseventledtothedeathofatleast2000people.
Tsunamiscanbegeneratedbysubmarinelandslides,orby landslides on the earths surface that enter the water. CourtesyofLDGFrance.
Landslide 3(b)TypesoftsunamisTherearethreetypesoftsunamis,local,regionalanddistant. Alocaltsunamiisoneinwhichtheaffectedcoastlinesarerelativelyclose(<100km)tothe sourceofthetsunami.Generally,localtsunamismayreachtheshoresofnearbyislandsin lessthantenminuteswhichisinsufficienttimeforlocalauthoritiestoreceiveandissuean officialwarning.Thisisimportanttoknowinpreparingforthetsunamihazard. Aregionaltsunamiisoneinwhichtheaffectedcoastlinesaregenerallymorethan100km butlessthan1000kmawayfromthesourceofthetsunami. Distanttsunamis(orteletsunamis)arethosewhoseeffectsareproducedhoursafterthe earthquakes(orothertsunamitriggeringmechanism)occurrenceinaverydistantlocation, ie. more than 1000 km away from the impacted coastline. The long distances over which thewavestravelcanreducetheirimpactsandallowampletimeforwarningtobereceived and disseminated. A teletsunami was generated following the Chilean Earthquake on February27th,2010. ThetsunamitraveledacrossthePacificOceanandimpactedseveral countriesincludingHawaiiandJapan.
Countries surrounding the Pacific Ocean experienced major earthquakes (red dots) that generated tsunamiscausingdamageorcasualtiesmorethan1000kmaway.Source:PacificTsunamiWarning Center.
4.Thebehaviouroftsunamiwavesastheyapproachshallowwater Asaresultoftheirlongwavelengthsindeepocean,tsunamistendtobesmallinthedeep ocean (you can barely notice them while travelling over open water). As a tsunami approaches shore, it begins to slow down as the wave form comes into contact with the seafloor. The water is drawn back into the sea, and the sea begins to recede abnormally. Thewaterthenrushesontothecoastwithtremendousforce(aboutasfastasajetplane) because the height of the waves increases like a wall of water as they reach the sloping seafloornearlandmasses. Atsunamiisreallyaseriesofwavesandthefirstwavemaynotappeartobelarge.Since tsunamis can travel very far without losing much energy, they can affect places far from theirsource.Therearemorelarge,destructivetsunamisinthePacificOceanbecauseofthe many major earthquakes along its margins and also because parts of the Earths crust in thatregionmoveverticallyratherthanhorizontally.
When the water rushes onshore, it can flood or inundate areas up to 3 km inland going abovethetypicalhigh-waterlevelthatpeopleuseasareferenceforbuildingtoavoidbeing flooded by storm surges. The area experiencing this flood is called the inundation zone. The powerful flow of water associated with the incoming tsunami can crush homes and other coastal structures. Tsunamis can sweep boats onto the shore, drown people and animals,andstripbeachesofsandthatmayhavetakenyearstoaccumulate.Thepowerful wavescanalsoremovetreesandothercoastalvegetation. 5.TsunamioccurrenceintheCaribbean In the Caribbean, tsunamis can be generated from volcanic eruptions, landslides off the sidesofvolcanoesandearthquakes.Tsunamisgeneratedfromearthquakeshaveoccurred mostfrequentlyintheLeewardIslands,Jamaica,Cuba,PuertoRico,Barbados,Antiguaand Dominica.Theseoccurredoveraperiodoftimefrom1690to1969.(SeeTsunamiSmart Teaching Chart on tsunami occurrence in the Caribbean and Caribbean Tsunamis in the Appendix.) TherearetwogroupsofearthquakesthatmaygeneratetsunamisintheCaribbean.These are earthquakes that occur within the region to produce local and regional tsunamis and distant earthquakes occurring outside the region that may generate distant tsunamis or teletsunamis.Aregionaltsunamiisonewhichoccursabout1000kmfromitssource. Fourconditionsusuallyfavourthegenerationofatsunamibyanearthquake: (1)Theearthquakeoccursatshallowdepthlessthan70km. (2)Theearthquakeisgreaterthanmagnitude6.5. (3) The fault is submarine and ruptures the Earths surface or causes material to collapse intotheocean. (4) The earthquake causes vertical movement of the fault and sea floor (up to several metres). In the past 500 years, there have been about 50 local earthquakes that could have generatedtsunamisintheCaribbean,butonly1020%oftheseactuallygeneratedtsunamis that resulted in noticeable flooding of coastal areas. For distant earthquakes, the Great Lisbon earthquake of November 1st 1755 occurred near Portugal and resulted in a tele tsunamithatcrossedtheAtlanticandwasnoticedthroughouttheEasternCaribbean,from CubatoBarbados.Themapbelowshowsthetraveltimeandtheapproximateheightofthe wavesasthetsunamiapproachedBarbados.
Thewaveheightgeneratedwasabout24metres(6.513ft).Nodamageorcasualties werereported.However,tsunamisgeneratedfromearthquakesin1842inHaiti,in1867in the Virgin Islands, in 1918 in Puerto Rico, and in 1946 in the Dominican Republic caused the deaths of some 350 people in total.
Tsunami travel time chart forthe1755Lisbontsunami. Solid ellipse marks position of the earthquake source. Red colour shows the area within 1- hour propagation time. Source: tsun.sscc.ru/TTT_rep.htm
6.LikelihoodofatsunamiintheCaribbean The likelihood for tsunamis in the Caribbean is low, about one destructive tsunami every 100 years for local earthquakes and one destructive tsunami every 200 years for distant earthquakes.They,however,arelikelytooccurintheEasternCaribbeanwheremoderate earthquakeactivityoccurs.Forthistohappentheremustbeshallow(lessthan70kmdepth) earthquakeswithamagnitudegreaterthan6.5. Tsunamiscanalsobetriggeredbylargevolcaniceruptionsatorbelowsealevel.Kickem Jenny, the Caribbeans wellknown submarine volcano, is located 9 km northwest of Grenadaanderuptsaboutevery11years.Twoofthoseeruptions,in1939and1965,are known to have generated small tsunamis that were witnessed on the north coast of Grenada. However, studies on KickemJenny in 2002-2004 show that tsunamis are not likelytooccuranytimesoonbutmaydosoatsometimeinthefuture. 7.ScientistsandwarningsystemsintheCaribbean Atpresent,thereisnocomprehensivetsunamiwarningsystemintheCaribbean.Seismic monitoringandgovernmentagenciesintheCaribbeanandadjacentareas(CentralAmerica, SouthAmerica)areintheprocessofdevelopingatsunamiwarningsystemfortheregion.
In the mean time, if an earthquake occurs that can or has triggered a tsunami that may affecttheCaribbean,thePacificTsunamiWarningCenter(PTWC)willissueawarningtothe Tsunami Warning Focal Point TWFP, the official agency responsible for receipt of the warning message. The TWFPs for Puerto Rico and the Virgin Islands do not receive their warnings from the PTWC. Publicising this warning within countries, however, is the responsibility of key local agencies including the National Disaster Management Organisation. ScientistsattheUWISeismicResearchCentreinTrinidadandTobagomonitoraroundthe clock earthquake events in the Eastern Caribbean while the Puerto Rico Seismic Network monitorsmainlythoseeventsatthenorthernpartoftheCaribbean.TheUWIEarthquake UnitmonitorsearthquakesinJamaicaandtheInstitutdePhysiqueduGlobedeParis(IPGP) monitorsseismicactivityfortheFrenchWestIndies(MartiniqueandGuadeloupe). 8.WarningInformation In the event of a potential or actual tsunami that may impact the Caribbean, the Pacific Tsunami Warning Center may issue the following messages to regional TWFPs. It is important that citizens know the meanings of these terms used for warning about an impendingtsunami. TSUNAMI INFORMATION BULLETIN/STATEMENT advises of major earthquakes and gives generalinformationabouttsunamithreats.Inmostcases,itindicatesthereisnothreatof a destructive tsunami, and is used to prevent unnecessary evacuations as the earthquake mayhavebeenfeltincoastalareas. A TSUNAMI ADVISORY is issued due to the threat of a potential tsunami which may producestrongcurrentsorwavesdangeroustothoseinornearthewater.Thethreatmay continue for several hours after the arrival of the initial wave, but significant widespread inundation(flooding)isnotexpectedforareasunderanadvisory. A TSUNAMI WATCH is the second highest level of alert. Watches are issued based on seismic (earthquake) information without confirmation that a destructive tsunami is underway. It is issued as a means of providing an advance alert to areas that could be impactedbydestructivetsunamiwaves. A TSUNAMI WARNING is the highest level of alert. It is issued where there is imminent threat of a tsunami from a large underwater earthquake or following confirmation that a potentiallydestructivetsunamiisunderway. A CANCELLATION BULLETIN is issued to ensure that the population knows that the wave threatisnolongerthere.
People assume that an early-warning system is the key to preventing damage and loss of livesbutithasbeenfoundthateducationaboutatsunamisnaturalindicatorsorwarning signsstrongearthquake,seawithdrawalin someplaces- hassavedlivesinthepastand willcontinuetosavelivesinthefuture. Closure:Teacherreviewsmainpointsofthelesson. Evaluation: Conducted through questioning and discussion using any of the graphic organisersprovidedintheTeachersGuideandanyofthesuggestedActivities1 4thataregivenforLesson3intheStudentsWorkbook. Followup activities: Students can research the effects of tsunamis on the natural and human environment through case studies and group work, using resources provided with theTeacherEducationResourceKit. Followuplesson:Lesson4Preparingforatsunami
Lesson 4 Preparing for a Tsunami

Overview
This lesson focuses on using ones senses of feeling, hearing and seeing to escape an impending tsunami. The important message is, Let your senses be your own warning system!Italsopresentscommonsenseactionstotakebefore,duringandafteratsunami event. Teachersarestronglyencouragedtomodifythelessontosuitthedurationandnumberof periods, the range of ability of their students, and the subject discipline into which the lessonistobeintegrated. Agelevel: Duration: Allagegroups(11andover) 80minutes SocialStudies,Geography,Art,Science,EnglishLanguage,Drama
Subjectareas:
Learningobjectives: Studentsshouldbeableto: Valuetheimportanceoftrustingtheirsensesindetectingtsunamis Takecommonsenseactionsthatcouldsavelives Listtheactionstotakebefore,duringandafteratsunami Formulateanevacuationplanfortheirfamily. Resourcesforlesson: UnderstandingTsunamis,aPowerPointpresentationfromSRC TillySmithvideo FrequentlyAskedQuestions(FAQ)provided TsunamiSmartTeachingChartsfromSRC PriorknowledgeistobeassessedusingtheKWLchartpresentedinLessonOne.
Lesson4ContentPreparingforaTsunami
Teacher shows Tilly Smith video to sensitise the students to the dangers of a tsunami, followed by the PowerPoint presentation on Understanding Tsunamis to older students. The Tsunami Smart Teaching Charts are to be used to summarise the key points in the lesson.
ImportantTsunamiSmartmessages
1) TsunamishaveoccurredintheCaribbeaninthepastandcanoccurinthefuture. 2) If you are at the coast and you feel a very strong shaking leave immediately and headinlandortohighground. 3) Ifyouareatthebeachandtheseawithdrawsdrasticallyexposingtheseafloor,leave immediatelyandheadinlandortohighground. 4) Recognizingthesenaturalwarningsignscouldsaveyourlife. 5) Do not wait for all natural warning signs to occur before moving inland or to high ground. 6) Do not wait for an official warningbefore evacuating as there may not beenough timetoissueone. 7) IfaTsunamiWarningisissued,NEVERgodowntothebeachtowatchthewaves. 8) Atsunamiisaseriesofwavesthatcancomeashoreforhoursandthefirstwaveis notnecessarilythelargestormostdeadly.
9) After the tsunami, stay out of the danger area until an "allclear" is issued by the competentauthority.
Preparednessactions BeforeaTsunami
Findoutifyourhome,schoolorofficeisinadangerareabyknowingthedistanceit isfromthecoast. Ifyoulive,workorgotoschoolinalowlyingareaforinstanceneartothebeach learn the quickest way to get to high ground. A safe area would be at least 30m (~100feet) above sea level and 3km (~ 2miles) inland. Teach and practice your evacuationplanwithallfamilymembersandworkcolleagues. Ensurethatallfamilymembers,studentsandworkcolleaguesknowhowtodetect naturaltsunamisigns. Discusstsunamiswithyourfamily,friends,studentsandworkcolleagues. Gatherdisastersupplies: oFlashlightandextrabatteries oPortable,batteryoperatedradioandextrabatteries oFirstAidkitandmanual oEmergencyfoodandwater(atleasta3daysupply) oMedicationforchronicconditions oCashandcreditcards Develop an emergency plan in the event that family members are separated (e.g. duringtheworkdaywhenadultsareatworkandchildrenareatschool).Agreeona close friend or relative that should be contacted if children cannot reach their parentsandviceversa.
DuringaTsunami Sensingatsunami
Tsunamis are often accompanied by natural signs that can be sensed by an alert person. Recognizinganyofthesetsunamiwarningsignsatthebeachmaysaveyourlife.
FEEL
DoyouFEELthegroundshakingstrongly? Strongearthquakesatthecoastmaycausetsunamis.Ifyoufeelastrongearthquake RUNtohighgroundaftertheshakingstops.Donotwaitforanofficialwarningtobe issued.Youmayhavelessthan10minutesbeforethefirsttsunamiwavearrives.
SEE
DoyouSEEanabnormalwithdrawalofwater? Asatsunamiapproachesland,theoceanmaypullbackalongwayfromtheshore, exposing the ocean floor, reefs and fish. RUN to high ground if the sea withdraws abnormally.
HEAR
DoyouHEARastrangeroar? Aroaringsoundfromtheoceanissometimesheardbeforeatsunamiarrives.RUN tohighgroundifyouheartheroar. Sometimes tsunamis may occur without the initial withdrawal of the sea. In this case,amassivewallofwatermaybeseen approachingland. Ifyouareunabletomovetohigherground go to an upper floor (3rd storey or higher) orroofofabuilding.Asalastresort,climb astrongtreeiftrappedonlowground. If swept up by a tsunami, look for somethingtouseasaraft. Abandon belongings. Save your life, not yourpossessions. Nevergodowntothebeachtowatchfora tsunami.Ifyoucanseethewave,youarealreadytooclosetooutrunit. A tsunami is not a single wave, but a series of waves that can come ashore for hours. Thefirstwavemaynotbethelargest.Duringthe2004IndianOceantsunamiitwas thesecondwavethatkilledpeople,notthefirst. Heedofficialwarnings.Playitsafe,evenifwarningsseemambiguous oryouthink thedangerhaspassed. Stayoutofdangerzonesuntilanallclearisissuedbyarecognizedauthoritye.g. yourNationalDisasterOrganisation. Ifpossible,listentotheradioforofficialupdatesandinstructions. HavethetelephonenumberforyourNationalDisasterOrganisationathand.
Afteratsunami
Staytunedtoabatteryoperatedradioforthelatestemergencyinformation. Help injured or trapped persons and persons requiring special assistance (infants, elderlypeopleandpersonswithdisabilities). Donotmoveseriouslyinjuredpersonsunlesstheyareinimmediatedangeroffatal injury. Stayoutofdamagedbuildings.Returnhomeonlywhenauthoritiessayitissafeto doso. Shovelmudwhileitisstillmoisttogivewallsandfloorsanopportunitytodry. Checkforelectricalshortsandlivewires.Neverattempttomovelivewires. Checkforgasleaks. Keepoutofstagnantwater. Openwindowsanddoorstohelpdrybuildings. Checkfordamagetosewerandwaterlines. Check food supplies and have tap water tested by the local health department if possible. Fresh food that has come in contact with flood water may be contaminated and shouldbediscarded. Expectthewavestoleavedebris.Atsunamiwillleavebehindsand,theremainsof housesandbodies. Expect earthquakes to lower coastal land. A large earthquake can leave nearby coastalareaslowered,allowingtidalwatertofloodthem.
Closure:Teacherreviewsmainpointsofthelesson. Evaluation: Oral or written presentation of answers to Activities 19 of the StudentsWorkbook. Followupactivities:TeachercanchooseanyoftheActivities16intheAdditionalStudent ActivitiessectionoftheTeachersGuide.
Frequently Asked Questions

Whatisatsunami? Atsunamiisaseriesofwavescausedbyasuddendisturbanceoftheoceanfloorthatdisplacesa largeamountofwater.Tsunamisarecausedgenerallybyearthquakes,lesscommonlybysubmarine landslides,infrequentlybysubmarinevolcaniceruptionsandveryrarelybylargemeteoriteimpacts intheocean. Whyisitcalledatsunami? ThewordtsunamiistakenfromtwoJapanesewordswhichmeanharbour(tsu)wave(nami). Aretsunamisandtidalwavesthesamething? No.Strictlyspeaking,atidalwaveisrelatedtooceantideswhileatsunamiistriggeredby earthquakes,landslidesorvolcanicevents. Howaretsunamisdifferentfromnormaloceanwaves? Oceanwavesarerelatedtochangesintheatmospherewhiletsunamisarerelatedtochanges withintheEarth. Tsunamiwavesaredistinguishedfromordinaryoceanwavesbytheirlongwavelengths(distance betweentwocrestsorhighestpointofthewave),oftenexceeding100kilometersinthedeepocean andbythelongamountoftimebetweenthearrivalsofthesecrests,rangingfromfiveminutestoan hour. Most tsunami waves do not break like normal surf waves at the beach that curl over as they approachshorerathertheycomeinmuchlikeaverystrongandveryfastwallofwater.Thosethat dobreakoftenformverticalwallsofturbulentwatercalledbores. Isitwisetosurfonatsunamiwave? Absolutelynot!Tsunamiwavesshouldnotbesurfedastheypossesstremendousdestructivepower from BOTH the strength and size of the waves. The large amount of seafloor material (mud and sediment)caughtupinthewavemakesthemverydangerousforsurfing. Doallearthquakescausetsunamis? No, all earthquakes do not cause tsunamis. Four conditions usually favour the generation of a tsunamibyanearthquake: (1)Theearthquakeoccursatshallowdepthlessthan70km. (2)Theearthquakeisgreaterthanmagnitude6.5. (3) Thefault issubmarineandrupturesthe Earths surfaceorcausesmaterialtocollapse intothe ocean. (4)Theearthquakecausesverticalmovementofthefaultandseafloor(uptoseveralmetres). TsunamiSmartTeacherEducationResourceKit 29|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject,2010
CananearthquakefromoutsideoftheCaribbeanregioncauseatsunami? Yes,atsunamimaybegeneratedfromearthquakesoccurringbothwithinandoutsideoftheregion. In1755theGreatLisbonearthquakenearPortugalcausedatsunamiashighastheupperstoreys ofhousesontheeastcoastofMartinique.Waves2mhighwerealsoobservedattheeastcoastof Barbados. Howdovolcaniceruptionscausetsunamis? Althoughrelativelyinfrequent,violentvolcaniceruptionsmaydisplacealargevolumeofwaterand generatetsunamiwavesintheimmediatesourcearea.Inthiscase,wavesmaybegeneratedbythe suddendisplacementofwatercausedbylargevolumesofvolcanicmaterialdisplacingtheocean. CananeruptionfromtheKick'emJennysubmarinevolcanocauseatsunami? KickemJennyisasubmarine(underwater)volcanolocated9kmnorthwestofGrenada.Currently, scientistsconsiderthatthereisaverysmallchancethataneruptionofthevolcanowouldtriggera tsunami. Any tsunamis triggered by underwater eruptions are a potential hazard for neighbouring islands. Cantsunamisbepredicted? Current understanding does not allow the date, time, magnitude and precise location of a future earthquake to be specified and so scientists cannot predict when an earthquake or landslide generated tsunami might occur. However, tsunamis that are triggered by volcanic activity (e.g. underwater volcanic eruptions or pyroclastic flows) may be forecast if the volcano is carefully monitoredasisthecasewithvolcanoesintheEasternCaribbean. If a tsunami is detected by scientists how much time will they have to warn the public? Following an earthquake, scientists need 5 20 minutes before a tsunami warning can be issued. However,ifyouliveinJamaicaandalocaltsunamiisgeneratedbyanearthquakenearHaiti,waves couldimpactyourislandinlessthan15minuteswithlittleornotimeforanofficialwarning.This means that coastal residents must be able to recognise a tsunamis natural warning signs. Alternatively,ifanearthquakeweretooccuroffthewestcoastofAfrica,atsunamigeneratedby that earthquake (teletsunami) would take several hours before reaching the Caribbean, allowing ampletimetoissueanofficialwarning. IsthereatsunamiearlywarningsystemintheCaribbean? Currently, there is no Caribbean tsunami early warning system. Seismic monitoring and other technicalagenciesintheCaribbeanandadjacentareas(CentralAmericaandSouthAmerica)arein the process of developing a tsunami warning system for the region but it may be several years beforethisiscomplete.ThissystemisbeingcoordinatedbytheICG/CARIBEtheCaribbeanchapter ofUNESCOsIntergovernmentalOceanographicCommission(IOC). Inthemeantime,ifanearthquakeoccursthatcanorhastriggeredatsunamithatmayaffectthe Caribbean, thePacific Tsunami Warning Center (PTWC), which currently provides interim services,will send a warning to specific government agencies in the Caribbean (except those in Puerto Rico and the Virgin Islands). Although a Caribbean Tsunami Warning Centre with specific responsibility for issuing tsunami bulletins for the Caribbean is to be established, communicating this warning within countries, however, is the responsibility of key local agencies including the NationalDisasterManagementOrganisation. TsunamiSmartTeacherEducationResourceKit 30|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject,2010
IsitpossibleforatsunamiofsimilaramplitudeandstrengthtotheonethatoccurredintheIndian OceantooccurhereintheCaribbean? The magnitude 9.0 earthquake which occurred on December 26th 2004 off the west coast of northernSumatra,wasthefourthlargestearthquakeintheworldsince1900.Thetsunamitriggered bythatearthquakekilledover220,000peopleinatleastelevencountries.Whileitispossiblefora similar tsunami to occur in the Caribbean, scientists currently believe that there is a very small chanceofthishappening.Asfarasweknow,thelargesttsunamitoaffecttheCaribbeaninthepast 500yearswas8minheight. Whatcanwedotoprepareforatsunami? Ifyouliveinalowlyingareamakeyourselffamiliarwiththequickestwaytogettohigherground. Makesureallfamilymembersknowtheevacuationplan.Ifyouareclosetotheseaandthewater retreatsorpullsbackbyanabnormalamount,movetohighgroundatonce. Formore answers tofrequentlyaskedquestions andinformation on tsunamisintheCaribbean, visit: www.weready.org www.cdema.org www.uwiseismic.com
Tsunami Glossary
ARRIVALTIME
Timeofthefirstmaximumofthetsunamiwaves. by a landslide, or a pyroclastic flow from a volcanic eruption.
ESTIMATEDTIMEORARRIVAL(ETA)
Time of tsunami arrival at some fixed location, as estimated from modeling the speed and refraction ofthetsunamiwavesastheytravelfromthesource. ETA is estimated with very good precision if the bathymetry and source are well known (less than a coupleofminutes).
MAGNITUDEOFANEARTHQUAKE
Anumberassignedtoaquantitybymeansofwhich thequantitymaybecomparedwithotherquantities ofthesameclass.
MEANHEIGHT
Average height of a tsunami measured from the troughtothecrestafterremovingthetidalvariation.
HISTORICALTSUNAMI
Atsunamidocumentedtooccurthrougheyewitness or instrumental observation within the historical record.
PALEOTSUNAMI
Tsunami occurring prior to the historical record or for which there are no written observations. Paleotsunami research is based primarily on the identification, mapping, and dating of tsunami depositsfoundincoastalareas,andtheircorrelation with similar sediments found elsewhere locally, regionally, or across ocean basins. As work in this field continues it may provide a significant amount ofnewinformationaboutpasttsunamistoaidinthe assessmentofthetsunamihazard.
INUNDATION
The horizontal distance inland that a tsunami penetrates, generally measured perpendicularly to theshoreline.
INUNDATION(MAXIMUM)
Maximum horizontal penetration of the tsunami from the shoreline. A maximum inundation is measured for each different coast or harbour affectedbythetsunami.
POSTTSUNAMISURVEY
Tsunamisarerelativelyrareeventsandmostoftheir evidence is perishable. Therefore, it is very importantthatreconnaissancesurveysbeorganized and carried out quickly and thoroughly after each tsunamioccurs,tocollectdetaileddatavaluablefor hazard assessment, model validation, and other aspectsoftsunamimitigation.
INUNDATIONAREA
Areafloodedwithwaterbythetsunami.
INUNDATIONLINE
Inland limit of wetting, measured horizontally from the mean sea level (MSL) line. The line between living and dead vegetation is sometimes used as a reference.Intsunamiscience,thelandwardlimitof tsunamirunup.
RECESSION
Withdrawal of sea level prior to tsunami flooding. The shoreline moves seaward, sometimes by a kilometre or more, exposing the sea bottom, rocks, and fish. The recession of the sea is a natural warningsignthatatsunamiisapproaching.
LOCALTSUNAMI
A tsunami from a nearby source for which its destructiveeffectsareconfinedtocoastswithin100 km of the source. A local tsunami is usually generatedbyanearthquake,butcanalsobecaused
REGIONALTSUNAMI
A tsunami capable of destruction in a particular geographic region, generally within about 1,000 km of its source. Regional tsunamis also occasionally

have very limited and localized effects outside the region.
RUNUP
1) Difference between the elevation of maximum tsunami penetration (inundation line) and the sea levelatthetimeofthetsunami. 2)Elevationreachedbyseawatermeasuredrelative tosomestateddatumsuchasmeansealevel,mean low water, sea level at the time of the tsunami attack,etc.,andmeasuredideallyatapointthatisa localmaximumofthehorizontalinundation.
TIDALWAVE
1.Thewavemotionofthetides. 2. Often incorrectly used to describe a tsunami, storm surge, or other unusually high and therefore destructive water levels along a shore that are unrelatedtothetides.
TRAVELTIME
Time required for the first tsunami wave to propagate from its source to a given point on a coastline.
SEICHE
A seiche may be initiated by a standing wave oscillating in a partially or fully enclosed body of water. May be initiated by long period seismic waves(anearthquake),windandwaterwaves,ora tsunami.
TSUNAMIAMPLITUDE
Usuallymeasuredonasealevelrecord,itis: 1) The absolute value of the difference between a particular peak or trough of the tsunami and the undisturbedsealevelatthetime, 2)Halfthedifferencebetweenanadjacentpeakand trough, corrected for the change of tide between thatpeakandtrough.Itisintendedtorepresentthe trueamplitudeofthetsunamiwaveatsomepointin the ocean. However, it is often amplitude modified insomewaybythetidegaugeresponse.
SEISMICSEAWAVES
Tsunamis are sometimes referred to as seismic sea waves because they are most often generated by earthquakes.
TELETSUNAMIORDISTANTTSUNAMI
A tsunami originating from a far away source, generallymorethan1,000kmaway. Less frequent, but more hazardous than regional tsunamis, are oceanwide or distant tsunamis. Usually starting as a local tsunami that causes extensive destruction near the source, these waves continuetotravelacrossanentireoceanbasinwith sufficient energy to cause additional casualties and destructiononshoresmorethana1,000kilometres from the source. In the last 200 years, there have beenatleast21destructiveoceanwidetsunamis. Theworsttsunamicatastropheinhistoryoccurredin the Indian Ocean on 26 December 2004, when a M9.3 earthquake off the northwest coast of Sumatra, Indonesia produced an oceanwide tsunami that hit Thailand and Malaysia to the east, andSriLanka,India,theMaldives,andAfricatothe westasittraversedacrosstheIndianOcean.Nearly 250,000 people lost their lives, and more than 1 million people were displaced, losing their homes, property, and their livelihoods. The magnitude of death and destructiveness caused immediate response by the world's leaders and led to the development of the Indian Ocean tsunami warning andmitigationsystemin2005.
TSUNAMIBORE
A steep, turbulent, rapidly moving tsunami wave front,typicallyoccurringinarivermouthorestuary.
TSUNAMIGENERATION
Tsunamis are most frequently caused by earthquakes, but can also result from landslides, volcanic eruptions, and very infrequently by meteoritesorotherimpactsupontheoceansurface. Tsunamis are generated primarily by tectonic dislocationsundertheseawhicharecausedby shallow focus earthquakes along areas of subduction. The upthrusted and downthrusted crustal blocks impart potential energy into the overlyingwatermasswithdrasticchangesinthesea levelovertheaffectedregion.Theenergyimparted into the water mass results in tsunami generation, i.e.energyradiatingawayfromthesourceregionin theformoflongperiodwaves.
TSUNAMIGENIC
Having generated a tsunami: a tsunamigenic earthquake,atsunamigeniclandslide.
TSUNAMIIMPACT
Although infrequent, tsunamis are among the most terrifying and complex physical phenomena and have been responsible for great loss of life and extensivedestructiontoproperty.Becauseoftheir destructiveness, tsunamis have important impacts on the human, social and economic sectors of societies. Historical records show that enormous destruction of coastal communities throughout the world has taken place and that the socioeconomic impactoftsunamisinthepasthasbeenenormous.
TSUNAMIPREPAREDNESS
Readinessofplans,methods,proceduresandactions takenbygovernmentofficialsandthegeneralpublic for the purpose of minimizing potential risk and mitigating the effects of future tsunamis. The appropriate preparedness for a warning of impending danger from a tsunami requires knowledge of areas that could be flooded (tsunami inundation maps) and knowledge of the warning system to know when to evacuate and when it is safetoreturn.
orwarningmessages,andarebasedontheavailable seismologicalandsealeveldataasevaluatedbythe TWC, or on evaluations received by the TWC from other monitoring agencies. The messages are advisory to the official designated emergency response agencies. Regional TWC monitor and provide tsunami information to Member States on potential oceanwide tsunamis using global data networks, and can often issue messages within 20 minutesoftheearthquake.LocalTWCmonitorand provide tsunami information on potential local tsunamis that will strike within minutes. Local TWC musthaveaccesstocontinuous,realtime,densely spaced data networks in order to characterize the earthquakes within seconds and issue a warning withinminutes. AnexampleofaRegionalTsunamiWarningCentreis the Pacific Tsunami Warning Center which provides internationaltsunamiwarningstothePacific.After the26December2004tsunami,thePTWCandJMA haveactedasanInterimRegionalTWCfortheIndian Ocean. Examples of subregional TWC are the NWPTAC operatedbytheJapanJMA,WC/ATWCoperatedby theUSANOAANWS,andCPPToperatedbyFrance. These centres, along with Russia and Chile, also act asnationalTWCprovidinglocaltsunamiwarningsfor theircountries.
TSUNAMISOURCE
Pointorareaoftsunamiorigin,usuallythesiteofan earthquake, volcanic eruption, or landslide that caused largescale rapid displacement of the water toinitiatethetsunamiwaves.
TSUNAMIWATCH
The second highest level of tsunami alert. Watches are issued by the Tsunami Warning Centres (TWCs) based on seismic information without destructive tsunami confirmation. The watch is issued as a means of alerting the affected populations located, for example, 1 to 3 hours tsunami travel time beyond the warned area. Subsequent text products are issued at least hourly to expand the watch and warningarea,upgradeallareastoawarning,orend the watch and warning. A Tsunami Watch may be included in the text of the message that disseminatesaTsunamiWarning.
TSUNAMIWARNING
The highest level of tsunami alert. Warnings are issued by the TWCs due to confirmation of a destructive tsunami wave or the threat of an imminent tsunami. Initially the warnings are based only on seismic information without tsunami confirmation as a means of providing the earliest possible alert to atrisk populations. Warnings initially place a restricted area in a condition that requires all coastal areas in the region to be prepared for imminent flooding. Subsequent text products are issued at least hourly or as conditions warrant continuing, expand, restrict, or end the warning.Intheeventatsunamihasbeenconfirmed whichcouldcausedamageatdistancesgreaterthan 1000 km from the epicenter, the warning may be extendedtoalargerarea.
TSUNAMIWARNINGCENTRE(TWC)
A Centre that issues timely tsunami information messages.Themessagescanbeinformation,watch,
Graphic Organizers
These are helpful tools that students can use to sequence and summarise information presentedinthelessons.
Appendix
TheChristmasAngel
2005CliffMcNish Storiestakenfromthe'HigherGround'anthology(ed.AnujGoyal) www.highergroundproject.org.uk Christmasonahotsandybeachcanyouimagineanythingbetter?Aclearbluesky,notahintofcloud, andjustenoughbreezetokeepyoucoolwhileyouopenallthosepresents.Perfect. Asaspecialtreat,DadhadbookedthefourofusintoaluxuryresortononeofThailandstopbeaches fortheChristmasholidays.Meandmyfiveyearoldbrother,Jack,werentusedtocomfortlikethis.The hotelwewerestayinginseemedtohaveeverything:notjustpoolsandwaterslides,butsaunas,games rooms,evenaprivatestretchofbeach.Itwassoluxuriousthatwhenwearrivedtherewerelotusflower petalsstrewninthebathsofourrooms.Atfirst,Jackcouldntdecidewhethertoplaywiththepetalsor eatthem. On Christmas day, we all went down to the beach. I still remember everything about that morning, becauseitwassofantastic.Jackmadeusalllaughyouknowthewayyouarewhenyourelittle,so excited about your presents, tearing into the wrapping paper because you just have to know what youvegotstraightaway?Well,hewasdoingexactlythat,butMuminsistedonslappingsuntancream all over him while he was still opening his presents. So theres Jack, squinting in the bright sun, with Mumholdinghisarmstoputonthecream,andhegotsoannoyedwithherthatoutofsheerfrustration he started biting the wrapping paper off his presents. Pretty soon all these tiny bits of paper were blowing all over the beach, with me looking like an idiot, running around picking them up. Dad, meanwhile, stayed entirely cool throughout. I remember that. I can still picture him relaxing in his deckchair,eyeshalfclosed,sippingapinkdrinkwithatitchyumbrellainit,andgazingwithabiggrinout attheseaasifnothingwasgoingonaroundhimatall.
th
Thatwasagoodday.Thenextdaywasthe26 December.
th
MynameisAnn,andbytheendofthe27 Decemberalotofpeoplewerepattingmeonthebackand sayingnicethingsaboutme.Iwashailedasaheroinebysomefriendsofmyparents,whichwasweird considering the first reaction adults on the beach had to me when the tsunami struck. One of them afterwardsevenwentasfarastocallmeTheChristmasAngel.
IttookmeawhiletounderstandwhysomuchfusswasmadeaboutwhatIdidthatday,butIthinkI understandnow.Itwasbecausetheywerestillinshock.Therewasntmuchgoodnewscomingoutfrom Southeast Asia, and my little story was a snippet of happiness people could clutch onto. Over six thousandpeoplewerekilledthatdayinThailand.Itwasterrible.Evenbackathome,thousandsofmiles away,everyonewasdesperateforastorythatwasntaboutpeopledying.Theywantedastoryabout peopleliving.Theywantedastorywherenooneonabeachdiedorwasevenseriouslyhurt.AndIthink adultsalsolikedtheideathatitwasntoneofthem,notsomeclevermanorwoman,notevenatough boydraggingpeopleoffthebeach,butagirlanordinary,eightyearoldgirlwhodsavedthemall. Well,Imthatgirl,butImnoheroine.Iplayedmypart,butsodidmyMumandDad,warningtheother parents, and so did all the staff at the hotel, risking their own lives to run down the beach to get everyone off it as fast as possible. Im no heroine, and Im no angel, either. An angel would have swoopeddownfromthesky,collectedallthosepeopleonitswingsandsweptthemtosafety.Ididnt dothat.Ijustknewsomething.Heresthetruthaboutwhathappened. Wedgotupearlythatmorning,around8a.m.,sowecouldgetanicespotonthebeach.Evenso,there wereaboutahundredothersalreadyonthesand,mostlytouristslikeus,soakinginthesunshine.There wasntacloudinthesky.Itwashumid,though,andthefourofus,usedtocoldwinterweatherback home,weresweatingjustfromthestrollfromthehoteldowntothebeachfront. Irememberthinking:Illletmyselfgetreallyhot,andthengoforadipinthesea. Jack sat there for ages, happily whacking parts of the beach flat with his spade. The rest of us were servedfrosteddrinksorangeforme.Dadsmoothedoutourtowels.Mumunfurledoneofthehotels hugebeigebeachumbrellasanddabbedsomemoresuncreamonmyears.Everythingwaspeacefuland calm.Infact,theseaitselfwasunusuallycalm.Therewasbarelyarippleonit.ItwasonlyafterwardsI realizedthatthiswasthefirstsignthatsomethingwaswrong. Iwaslyingdown,feelinganirritatingtrickleofsweatrunningunderthestrapofmyswimsuit,whenthe wind suddenly shifted. Then I noticed something else: the beach had suddenly become very quiet. Peoplehadbeen talking, but nowtheydstopped. Even Jack,whodbeen chattingmerrilyawaytoan emptyseashell,hadgonesilent. Ishadedmyeyes,andfollowedhisopenmouthedgazeoutoverthewater. Atfirst,IcouldntbelievewhatIwasseeing.Ithoughtourbeachhaddisappeared. ThenIrealizedthatthebeachwasjustbiggerthanbefore. Itwastentimesthesizeithadbeen. Theseawasleavingtheshore. Itwasincredibletowatch.Thewaterretreated,rushingbackwardsamazinglyfasttowardsthehorizon. Foramomentnooneonthebeachsaidaword.Wewereallawestruck.Itwasntjustthatthewater
hadgonebackwards.Itwaswhatwasleftbehind. Dozensofseacreatures werenowexposedonthe beach.Tropicalfishfloppedaround,gaspingforair.Crabsandshellfishscuttledupanddownthesand, lookingforaplacetohide. You might have thought that everyone on the beach would be alarmed, but they werent. What had happenedwasjustsoweirdthatIdontthinkanyoneknewwhattothink.Littlekidsstartedtototter downthebeach.Theadultswereequallymesmerized.Quiteafewofthemheadeddownthebeachas well,toinspectallthelivecreaturesleftbehind. Afterwards, I was told that shortly before the tsunami struck animals all across southern Thailand behaved strangely, as if they knew what was about to occur. Owners of elephants reported them runningforhigherground.Normallyobedientdogsranoutoftheirhomesandrefusedtogoindoors. Flamingoslefttheirlowlyingbreedinggrounds.MillionofotherbirdsallacrossThailand,andIndonesia andeverywhereelsethetsunamistruck,tooktotheskies.Inzoos,animalslockedinsidewentberserk andnothingwouldcalmthemdown. Whatever instinct the animals had, we didnt share it. Everyone was spellbound by the retreating waters. Mum joined several other adults, taking a few steps down the wet, glistening sand. No one seemed to be particularly worried. A few parents kept their children away from the more dangerous lookingstrandedcreatures,butnoonesuggestedleavingthebeach. ItwasthenthatIrememberedadocumentaryIdseen,showingsomeshakyfilmfootageofatsunami that had hit Papua New Guinea a few years back. I couldnt remember the details, but that had definitelystartedjustlikethisthesearetreatingreallyfast. Forafewmoments,Iwastoodazedbyhowsimilarthiswastothedisasterinthefilmtograspwhatwas happening. Then I found my voice, and rasped, Tsunami, tsunami. Jack looked at me and laughed, repeatingthestrangeword.DadmutteredWhat?buthewasntlistening.Mumwastoofardownthe beach to hear me. The air was very still. Then, far out to sea, the water began to swell and rise up. Everyonewatchedit,fascinated.Somepeopleactuallywalkedtowardsit. IstoodupandyelledouttoMumtocomeback. Whatsthematter?sheasked,shieldinghereyes,stillgazingouttosea. Wehavetogetoffthebeach,Ishouted.Itsatsunami. She shook her head, staring at Dad as if he would understand what I was freaking out about. He shrugged,embarrassed.Hespoketoanothermannearus.IsnatchedJackup.Hestartedplayfighting me,thinkingitwasagame. Wehavetogetaway!Isaid,asloudlyaspossible.Wewonthavelong!
All the adults within earshot frowned or glanced sheepishly at each other, expecting one of them to explainwhatthemadgirlonthebeachwassoupsetabout.IrandownthebeachtowardsMum,hauling Jackwithme.Wevegottogetoffthesand,Ishouted.Whyarentyoulisteningtome?Itllkillusall! Whatwill?Mumheldme.Ann,whatswrong?Wedontunderstand. Theseaisrising!Wevegottogetawayfromtheshore!Iwasscreamingatthetopofmyvoicebynow. Jack,crying,slippedfrommyarms.Mumpickedhimup. Thewavewillkillus!Iyelled,overandover.Stillnoonemoved.NoneoftheadultsbelievedIcould know something they did not. I glanced out to sea, and pointed at the distant wave approaching the beach.NooneunderstoodtheJapanesewordtsunami. Tidalwave,Irasped.Tidalwave.Tidalwave. And this time they understood. They knew what tidal wave meant. You should have seen the look of horrorthatcameovertheadultswithinearshot.Mumputherhandtohermouth.Atthesamemoment ayachtwayoutatseawastippedover,suddenly,violently.Itlookedasiftheentireseawascomingout of the water. Most people were still rooted to the spot, but not Mum. She said one word. Ill never forgetthewayshesaidit.Itcameoutlikeascream,andforamomentIfroze. Run! HoldingJacktightagainsthershoulder,shegrabbedmywristandwesprintedfromthebeach.Behind us,Dadshoutedwarningstothosenearby,butthemessagewasntgettingthrough.Insteadofrunning fortheirlives,peoplestartedslowlypackingupputtingawaynapkins,towels,finishingtheirdrinksas if there was all the time in the world! I yelled out more warnings, but most people still didnt understand,orcouldnthearme. Werushedbacktothepoolofthehotel,andDadbreathlesslyexplainedtothestaffwhatwasgoingto happen.Andthisthiswastheheroicpart.Becausethestaff,understandingtherisk,knowingthat thewavemighthitusatanytime,andkillthemiftheywerecaughtonthesand,ranouttothebeach. Theyriskedtheirownlives,rushedoutandcalledoutasloudlyastheycouldinThaiandGermanand Frenchandeveryotherlanguagetheyknew,tellingeveryonetogetbacktothehotel. Mum,determinedtomakesurewewereashighupaspossiblewhenthewavestruck,draggedmeup the hotel steps to the top floor. From there we watched dozens of shouting and frightened people runningfromthebeach.Unbelievably,someoftheadultswerestilltryingtotidythingsawayandpack up. One woman couldnt take her eyes off the ocean. I saw a boy it must have been her son desperatelypullingheracrossthesand. Howhighwillitbe?Dadgasped.Ann,howhighwillthewavebe? Iknewwhathewasasking.Hewantedtoknowifwewouldbesafeonthetopfloor.
Ihadnoidea,butwedidnthavelongtowaittofindout. Thefirstwavestruckthebeachonlysecondsafterthelastpersonmadeittothehotel.Icantbeginto describe to you how terrifying the wave was to watch, not because it was so big it was only about twiceJacksheightbutbecauseitwassofast.Onemomenttherewasthiswallofwaterfrothingand bubblingoutatsea.Thenextthewavehitthebeach.Theboomfromitwasincredible,likeanexploding bomb. Later I discovered the wave struck the shore at around 800 miles per hour faster than a jet aircraft.Assoonaswesawwhathappened tothe beach,weknewanyoneleftout therewouldhave beenkilled.Sunbedswereflippedovertheroofofthehotel.Deckchairswereshredded.Heavytables, yankedfromthesand,crashedintothebuilding.Treesnotlittlebushesbuthuge,maturepalmtrees werethrownintothehotelpools.Carsandvanswerepickedupandcarriedinland.Powercableswere rippedout.Woodenhutsweretorntopiecesasiftheyweremadeofpaper.Wehadnoideawhomight beinsidethosehuts. All of us were frozen with terror, and then a few people ran around to the other side of the hotel to followthewave.Itflowedinland,carryingmassiverocksandtreesandboatsforoveramile.Laterwe discoveredthatmanylocalresidentslivingoutsidethehotelsurvivedthefirstwave,onlytobepulled outtoseaasthewaveretreated,unabletofindanythingtoholdontotosavethemselves.Wewatched the first wave surge inland. Then it suddenly retreated again, almost as fast as it had come in, withdrawinglikeananimalbackouttosea. Is that it? a boy near me asked, and suddenly adults who had not been listening to me before were desperateforreassurance. Idontknow,Isaid.Itdependsonhowbigtheearthquakewas.Thesecondwaveisusuallybigger. Bigger?someonemurmured. Istheretimetogetawayfromtheshore,awayfromhere?awomanasked. No,Isaid.Wecantgobackdown.Wehavetowaititout. Butwhatifthesecondwaveshigherthanthehotel? Ididntanswerthat.Ididntneedto.Weallknewwhatwouldhappenifthewavereachedourfloor. Therewasroughlyhalfanhourbetweenthefirstandsecondwave.Duringthattime,allthehotelstaff andguestshuddledtogetheratthetopofthehotel.Peoplewereinshock,andcopedindifferentways. Somewentcompletelyquiet;otherstalkednonstop.Butwhenwesawthenextwavetakingshapeout atsea,allthetalkingended. Thesecondwavewasntlikethefirstone.Thathadbeencleanbluewater,withawhite,frothingtop, likeasurferswave.Thesecondwasmorethanthreetimesthatsize,anddark.Itreareduplikeacobras headoutoftheocean,almostobliteratingthesky,andflewacrosstheseatowardsthebeach. Itsgoingtokillus,someonewhispered. TsunamiSmartTeacherEducationResourceKit 45|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject,2010
Whyisitsodark?amanasked.Whysoblack? No one knew. We found out afterwards that all the seabed mud from the earthquake zone was suspendedinitswaters.Millionoftonsofmudandsilt.Thewavewassopowerfulthatithadmanaged tocarryallthatdebrisacrossthousandsofmilesofocean. Mostpeople couldntwatchwhathappenednext. Thewavewasalmostasfastasthefirstwaveasit rushedtowardsus,butmuchbigger,theheightofahouse.Bythetimeithitthebeachithadsunka little,butIstillfeltMumsarmclosearoundmeandJackscreamasitslammedintoourhotel.Iveno idea how the walls took the impact. Looking around, the foundations of other buildings were being destroyed,andwesawnotjustcarsbutwholehousesbeingcarriedinlandthistime,andtwiceasfaras thefirstwavehadreached. What could we do? Nothing! We held onto each other, thats all, and prayed the building would not collapse.Therewerehugeblastsasthewavesmashedagainandagainintothewallsandflowedaround them.Thenthesecondwaveretreated,andwebreathedasighofrelief,butitstillwasntover.Forthe next two and a half hours, waves bigger than the first one continued to crash around us, and all we coulddowaswaitandhopethenextwavewasntgoingtobetheonethatkilledus.Duringthattime,it wasweird,butalmostallIcouldthinkaboutwasthehotelwalls.Howstrongwerethey?Weretheybuilt ofcement,likeourwallsathome,orsomethingsofter?Ifonewallgaveway,wouldallofthemcollapse? Ibecameobsessedwiththosewalls. Afteritwasalloverforagesweweretooterrifiedtoleavethetopofthehotel.Westayedthere,hoping nomorewaveswouldcome,andnotdaringtobelieveweweresafe.Belowus,asfarastheeyecould see,thewholeworldhadbeencompletelyflattened.Allthebuildingsexceptforourhotelweregone. Apartfromafewsteelgirdersortelephonepoles,almostnothingwasstillstanding.Everytree,every bush,everyvehicle,every singlehome,layinruins.Wedidntwanttolookoutatthedestructionfor long.Wewereafraidofseeingdeadbodies.Butwecouldnthelplooking,andhopingnottoseethem, andafterawhilesomethingweirdhappened:ourthroatsstartedtofeeldryandticklish,andoureyes stung.Itwasntfromcrying,thoughwedalldoneplentyofthat.Itwasfromsomethingelsewedidnt understanduntilmuchlater.Yousee,thewaveshadcarriedsomuchsoilfromtheoceandepths,and thenthrownitintotheskiesastheyretreated,thatchokingdustfilledtheair.Therewassomuchofit that for several days people had to hold cloths over their mouths to breathe, and for many weeks afterwards the sun, shining though all the dust, left hauntingly dark, beautiful sunsets across the country. Our beach was one of the few places struck by the tsunami in the whole country where no one was killed. Afterwards, my dad discovered tourists from nearby resorts wandering around like zombies. Someofthemhadlostwholefamilies,losteveryone.Justafewmilesaway,onanotherbeachwhere therehadbeennowarningofthetsunami,mostpeoplehaddied. Afterwards,asIvetoldyou,forawhilesomeoftheadultscalledmeTheChristmasAngel.ButIhope youcannowunderstandwhyIneverlikedthatname.Iwasntanangel.Ijusthappenedtoknowapiece ofinformationthathelpedsavesomelives.Ifyouhadknown,youdhavedonethesameasme.WhenI TsunamiSmartTeacherEducationResourceKit 46|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject,2010
arrived back home, and I realized how many in Thailand had died that day, I thought about all those whod been lost. Did you know that more children died than adults? And very young children in particular,becausetheyweresimplynotstrongenoughtoholdontoanythingwhenthewavesstruck, or were just too weak to swim for long. But many older children also died trying to cling onto their youngerbrothersandsisters.Andmanyparentsdiedtoo,needlessly.Theycouldhavesavedthemselves manywerestrongenoughbuttheydiedtryingtosavetheirownchildren,andevenotherpeoples children.Thisstoryisforallthoseangels.
Colours
2005NarinderDhami Storiestakenfromthe'HigherGround'anthology(ed.AnujGoyal) www.highergroundproject.org.uk Aaliya stared down at the large sheet of paper on the desk in front of her. The paper was clean and squareandwhite,invitinghertocoveritwithpictures. Draw whatever you feel like drawing, said the kind lady, who was standing at the front of the classroom,watchingthechildren.ButtherewasonlyonethingAaliyacouldthinkabout.TheBlackDay. Shesattherequitestill.Shedidntreachoutforthecolouredpencilsthatlayinfrontofher. Yesterday, a boat had come across the water from Male, the capital of the Maldives, to the island school, bringing crayons, pencils and drawing books, skippingropes, footballs and bright, striped hula hoops. Aaliya could hear the shouts of the older children out in the playground. She wished she was withthem.Shewishedshewasanywherebuthere. Therewereeightpencilslineduponherdesk.Theywerenew,withneat,sharp,colouredtips.Aaliya hadalwayslovedtodraw.Once,herbedroomwallshadbeencoveredwithherdrawings,burstingwith joyful colours. Now, of course, the drawings were gone, and they had taken her love of colour with them. Aaliyapushedasideherfavouritepinkandgreenpencils.Thosecolourshadnopartinherworldnow. Theonlycoloursroaringinsideherheadwerepurple,blue,redandblack.WhatshallIdraw?sheasked herself.Butshealreadyknewtheanswertoherownquestion. Aaliyapickeduptheblackpencil.Immediatelyshewasgrippedbyafearsocold,sohuge,thatforafew secondsshecoulddonothing.Then,atlast,shebentherheadoverthepaper. TheBlackDayhadstartedlikeanyotherSundaymorning.Theskywasblue,theseawasbluer,thesuna fieryyellowballinthesky.TheweatherhardlychangedintheMaldives.Sometimestherewereheavy showersofrain,butAaliyadidntmindthat.Therainlefttheislandfreshandgreen.Shehadneverseen snow,exceptinapicturebook. Aaliya. Aaliya could still hear her mothers voice clearly inside her head, as the black pencil hovered overthewhitepaper.Andinhermind,shecouldseehermotherspinkshalwarkameez,heroldersister SarasorangeTshirt,herfathersgreenshirt.Weregoingtothemarket.Doyouwanttocome?
No, Aaliya didnt want to go. They went to the market every Sunday morning to buy tunafish and vegetablesitwasnothingspecial.TodayAaliyawantedtostayinherbedroomanddraw. Wellhavebreakfastwhenwegetback,hermothertoldher.Begood! Theclassroomwascool,thefanpurringsoftlyoverhead.Aaliyaputherfingeronthepaper,athirdof thewaydownfromthetop.Then,carefully,shedrewathickblacklinefromherfingertotheotherside ofthepaper.Thiswasthelinewheretheseametthesky. Bye,Mama.Bye,Papa. AaliyatriednottothinkaboutherparentsandSaraleavingthehouseformarketthatBlackDay.They hadbeenlaughingandtalking.Shecouldheartheirvoicesinherdreams.Ifshedknownwhatwasgoing to happen, would she have said something more? She hadnt even said goodbye to Sara. Would she havegonewiththem?Orwouldshehavestayedathome? Whentheydgone,Aaliyahadsatcrossleggedonherbed,abluecolouringpencilinherhand.Illdraw apictureofthesea,shehadthought.Fromthewindowoftheircoralstonehouse,shecouldseethe waterinthedistance.IntheMaldives,withitshundredsofislands,youwereneverfarawayfromthe sea. Aaliya had grown up with water all around her. She wasnt afraid of it. She never even thought aboutit.Itwasjustthere. Aaliyaclutchedtheblackpenciltighter.NowsherealisedthatsittingonherbedthatSundaymorning wasthelasttimeshehadfelthappy.Theverylasttimeherworldhadbeenfullofshiningcolours.Aaliya feltherthroatclosingupasifshecouldntbreathe.Pressingtheblackpenciltothepaperoncemore, she drew the outline of a house. A onestorey, coralstone house with a rusty red iron roof. But she drewitbelowtheblackline,inthesea,underthewater. Imhungry Aaliya remembered the empty, rumbling feeling in her tummy, as she sat on the bed, adding the finishing touches to her picture. The sky and sea were deep blue, birds above and fish below. There were fishing boats on the water and seaplanes in the sky. Palm trees and coralstone houses. The picturewasalmostfinished.AllAaliyahadtodowasaddherselfandherfamilyinfrontoftheirhouse. As Aaliya began to draw her father, she was hoping that they would have mas huni, her favourite breakfastoftunafish,onion,coconutandchiliwithbreadandtea.WherewereherparentsandSara? Theyseemedtohavebeengoneforhours. AndthenAaliyaheardit.ThefirstsoundofBlackDay.Thescreaming. Now, her head bent over the paper on her desk. Aaliya couldnt stop the tears from pouring silently downherface.Shebegantodraw.Boats,seaplanes,houses,palmtrees.Butnowtheywereallunder thesea,swallowedgreedilybythewater.SuddenlyAaliyashandseemedtobeworkingbyitself,almost asifshecouldgoondrawingforeverandeverwithoutthinkingaboutit. TheloudscreaminghadbroughtAaliyatoherbedroomwindowtofindoutwhatwashappening.The firstthingshesawwaspeoplerunninginalldirections.Forasplitsecond,shecouldntunderstandwhy. But, almost at the same moment, she realised that they were running from a solid wall of water. It toweredaboveeverything,tallerthanthehouses,tallerthanthetrees. No,Aaliyahadwhisperedtoherself,shockfreezingherlimbs. Itcouldntbepossible.Theseaandthelandhadtheirownspace.Thewaterdidntbelonghere.
PicturesimprintedthemselvesonAaliyasmindinthosefewbriefseconds,picturesshewouldneverbe abletoerase.Somepeoplehadalreadyclimbedupontotheroofsoftheirhouses.Otherswereclinging to palm trees, trying to stop themselves from being swept away. There were men and women and childreninthewater,beingtossedandhurledthiswayandthat,callingforhelp.Aaliyaknewshewould never forget the identical look of terror on all their faces. And still the menacing wall of water swept ruthlesslyonitsway,straighttowardsAaliyashouse. Itscomingforme,Aaliyagasped.Help,Papa! Therewasnoonetohelp.Aaliyarantowardsthefrontdoor,butbeforeshecouldopenitandescape, there was an earsplitting crash as the wave lunged towards the house. It smacked against the door, batteringitmercilessly,tryingtoforceitswayinside. Aaliyadidntknowiftheroaringinherearswasthethumpthumpthumpofthemonstrouswaveagainst thefrailfrontdoor,orthewildpoundingofherheartinherears.Aswaterbegantoseepmenacingly underneaththedoorandintothehouse,herwholebodywasgrippedwithaterrible,blackfear.Sheran intoherbedroomandslammedthedoor.Shewastrapped Aaliyaputdowntheblackpencilandpickeduparedone.Otherchildrenintheclassroomwerecrying, butshedidnthearthem.Shewassobbingtoomuch.TearsdroppedontothepaperasAaliyadrewtwo stickfigures,onetall,onesmaller,halfaboveandhalfunderthesea.Shecolouredthetophalfofboth figuresred,butleftthebottomhalves,whichwereunderthewater,uncoloured,lifeless. Thewatercontinuedtoswellunderthefrontdoor.Fromherbedroomwindow,Aaliyacouldseewaves rushingpast,carryingawaypeople,treesandcarsasiftheyweretoysandweighednothingatall.Aaliya couldhardlybearthenoisetheroaringwaterandthescreams,andthesoundofhousescollapsingand oftreesbeingtornupbytheirroots. SuddenlyaredmistdancedinfrontofAaliyaseyes. Mama!sheshouted.Sara! Her words were snatched away by the tumbling torrents of water. Aaliya had seen her mother, unmistakableinherbrightclothes,floatingpastthewindow.Shehadherarmswrappedtightlyaround Sara.Theireyeswereclosedandneitherofthemweremoving.TherewasnosignofAaliyasfather Aaliyagulped,tryingtoswallowhersobs.Shechangedtheredpencilfortheblackagain,and,grippingit tightly,begantocolourintheseaunderthelineandaroundthedrownedobjects.Asthewatergrew blackerandblacker,Aaliyafeltherangerandhatredoftheseariseandswell,justasthewaterhadrisen andswolleninsideherhomeonthatBlackDay Soonthewaterhadstartedbatteringatherbedroomdoor,seepingthenpouringunderneathitandinto theroom.Terrified,tearsstreamingdownherface,Aaliyahadcrouchedonherbed.Shehadnowhere togoandnoonetohelpher. Thewaterlevelrosehigher.Soonthebedliftedoffthefloor,takingAaliyawithit.Shewatchedasthe water tore her pictures from the walls, turning them into a soggy, floating mess. Suddenly, and strangely,Aaliyabegantofeelcalmer.Asthebedrosehigher,thewavestossingandbuffetingitaround theroom,shelaybackandclosedhereyes,justlikeSaraandhermother.Thewaterwassohighnowit waslappingoverthetopofthebed,washingoverhershoulders. Mama,Aaliyawhispered.Imcomingtoyou.
Aaliyadidntknowhowlongshelaytheresoakedthrough,eyesclosed,waitingforthewatertocarry heraway.Itcouldhavebeenminutes;itmighthavebeenhours.Atfirstshedidntknowthatthewater, a wave bigger than any building on her island, bigger than any wave shed ever seen before, was washingaway,backintothesea.Then,atlast,asthebedfloatedbackdowntothefloor,sherealised. Theseahadrushedaway,backtoitsrightfulplacebeyondtheland.Andshewasalive. Aaliya had coloured in the sea so hard and so fiercely that not a speck of white paper could be seen underneaththeline.Butstillshecontinuedtomaketheblackthickerandthicker. Leavingthehousethatday,unabletounderstandwhathadhappenedonherislandrightinfrontofher, it was as if all five of her senses were dazed and confused. Outside there was a sickening smell of sodden,drownedbodiesandthedeadfishthatlitteredthestreets.Aaliyacouldtastethethickhumid dust that hung in the air, making her eyes water. After the roaring of the water, there was an eerie silence,brokenonlybythesoundofpeoplecrying.AndAaliyasimplycouldntmakesenseofwhatshe wasseeing.Streetsofhouseshadbeenflattenedintorubble.Treeshadbeensweptaside.Mostofwhat hadstooduprightwasnowdestroyedanddevastated.Desperateandalone,Aaliyahadlongedtofeel hermotherstouch AaliyastareddownatherpictureoftheBlackDay.Shehadntseenherfathersincethatmorning.Her uncleswerestillsearchingforhim.Suddenlyshepressedtheblackpencilsohardagainstthepaper,the tipbrokeoffandthepaperrippedfromsidetoside.Thesoundechoedthroughtheclassroom. Aaliya?Thekindladywhohadbroughtthepencilsandpapertotheschoolcameovertoher.Shehada gentlevoice.Dontyouwanttocolourthesuninthesky? No,Aaliyarepliedflatly,pushingthebrightlycolouredpencilsaway.Therewasnoyellowthatday.
Makingheroesoutofchildrenwitha newemergencypreparedness programme

ByLydiaLubon http://www.unicef.org/emerg/malaysia_35589.html KUALAMUDAKEDAH,Malaysia,1September2006Iwaswatching UNICEF Malaysia/2006/ TVwhenmyneighbourcametomyhousetotellmetolookatthis Nadchatram Siti Syarol Aida and longwhitelineinthesea.WhenIsawthegiantwavesinthedistance Anis Solehin are looking forward to Ithoughttomyself,howbeautiful!Ihadneverseenanythinglikeit learning practical survival tips during the Emergency Preparedness before.ButasIstoodwatchingthewave,Isawboatscapsizinginthe Programmeintheirschool. distance. I had no idea what was happening until a fisherman shouted at me to run, because the wave was coming towards us, recalled 13year old Siti of her terrifyingbrushwithdeath. LikesomanyothervillagersinKualaMudaKedah,Sitihadneverheardthewordtsunamibeforethat dayinDecember2004.Unsureofexactlywhatwashappening,thecourageousyounggirl,whocomes TsunamiSmartTeacherEducationResourceKit 50|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject,2010
fromasingleparenthousehold,helpedherailingmotherandyoungerbrothertosafety.Mostvillages around the Indian Ocean affected by this disaster were coastal fishing communities. Despite their relativelyclosetiestothesea,littlewasknownaboutthekillerwavesorhowtoreactinthefaceofthis typeofdisaster. Practicalguidelinesforsurvival ItwasthislackofawarenessthatpromptedMalaysiasMinistryofEducationandUNICEFtolaunchthe EmergencyPreparednessProgrammeinlocalschools.Theprogrammeofferspracticalguidelinestohelp studentsandteacherssurvivedisasterssuchasflashfloods,drought,earthquakesandlandslides,allof whichoccuryearlyinMalaysia. Schools are an ideal setting to offer protection, education and awareness for children. Early warning systemsarecrucial.So,too,isawellinformedcommunityreadytoprotectitselfwhenadisasterstrikes. All the sophisticated technology wont matter if we dont reach real communities and people, said UNICEFRepresentativetoMalaysia,GayePhillips.Satellites,buoys,datanetworkswillmakeussafer, butwemustinvestinthetraining,theinstitutionbuildingandawarenessontheground.Peoplemust understandhowtoprepareandrespondtoadisaster,aswellashowtodealwiththeaftermath.What betterplacetostartthiseducationthanatschools. Childrenasheroes Recently, officials from the Ministry of Health, Ministry of Defense, Royal Malaysian Police, Fire & Rescue Services Department, and humanitarian relief organisations met for a threeday workshop on implementingemergencypreparedness.Attheendoftheconference,Ms.PhillipsandDirectorGeneral of the Ministry of Education, Dato Dr. Hj Ahamad bin Sipon officially launched the programme in schoolsattheKualaMudaKedahSecondarySchool.InThailand,childrenasyoungas10yearsoldwere heroesduringthe2004tsunamibecausetheyknewtheearlywarningsignsofatsunami,andwereable toalertbeachgoersaroundthemintime.Livesweresaved,including theirs. Thisiswhat wewant to givetoourchildreninMalaysia,thepowertomakeinformeddecisions,saidDatoDr.Hj.Ahamad.
CaribbeanTsunamis
The Caribbean tsunami history is relatively short as it is largely based on historical data (newspapers, libraries,memoirs,Governmentandchurcharchives).Earthquakecatalogs,usuallymentionedwavesor inundations (flooding) only if they were exceptional in some way. More often, information was not included unless great damage was done and services were interrupted. In addition, few islands in the Caribbean were heavily populated. Reports of tsunami events would have been very localized and overshadowed by the triggering phenomena of an earthquake or volcanic eruption. The account of tsunamis provided in the teaching chart illustrate recovered and recorded evidence but may not, however, represent the absolute number of fatalities as the possibility still exists that tsunamis may haveoccurredpriortoEuropeansettlement. 1690April6 Mag7.57.8EarthquakegeneratedtsunamibetweenAntiguaandGuadeloupe.Olsen(1988)quotes, thesearecededsomuchthatonecouldwalkabout9to10Fathoms(1Fathom=1.8meters/6feet)
intotheseaandpickoutfishesondryland.Tsunamisbelievedtohavebeengeneratedbylandslides intotheseainAntiguaandNevis. 1692June7 Mag 7.5 Large waves were reported at St. Anns Bay, north coast Jamaica after the earthquake. TsunamilikewaveswerealsoreportedinKingstonandPortRoyal,howevermostofthedamageinPort Royalresultedfromliquefactionandcoastalsubsidence. 1842May7 Mag 8.3 Tsunami waves reported on the north coast of Hispaniola and Haiti. Reports claim the sea receded60mandthereturningwavecoveredthecityofPortdePaix,Haiti,with5mofwater.About 200300peoplewerekilledbythetsunamiandearthquake.AtHispaniolatherewasdestructiononthe northcoastbywavesof2mhigh. 1867November18 Mag 7.5 Earthquake between St. Thomas and St. Croix, Virgin Islands and associated landslide generatedatsunami.About15minuteslaterthewaterrecedednearly100mandreturnedasa4.5to6 mtsunamiswampingtheharborandinundating76minlandandclaiminglives.AtSt.Croixwavesswept 91 m inland damaging 20 houses. Waves up to 1.5m were alsoobserved in Puerto Rico, British Virgin Islands, Saba, and Saint Martin. At St. Johns, Antigua, the wave had a height of 3 m and 1 m at Guadeloupe.Robson(1964)quotes,awave60feethighand3milesbroadinundatedthebeachesand enteredthehousesinGuadeloupe.Martinique,St.VincentandGrenadaalsoreportedunusuallyhigh water. 1902May5&7 VolcaniceruptionofMtPele,Martiniquegeneratedlocaltsunami~45minheightwhena35mlahar andpyroclasticflowfromtheviolenteruptionenteredthesea.Wavesallegedlyimpactedthetownof St.Pierrekilling100people.OnMay7,submarinecommunicationcablesfromtheislandofMartinique were cut. The cause of which is speculated to be associated with tsunami like waves observed at harboursinGrenada,BarbadosandSaintLucia. 1907January14 Mag 6.5 Earthquake off north coast Jamaica triggered tsunamis possibly associated with submarine landslides.Wavesupto2.5maffectedthenorthcoastfromBuffBaytoSt.AnnsBayandatAnottoBay thesearecededupto93mand69matOchoRios. 1918October11 Mag7.5OneofthemostsevereearthquakesknowntostrikeoffPuertoRicoandDominicanRepublic triggered tsunami waves that lashed the northwest coast where the highest runup of 6.1 m was observed.Observersnotedtheoceanfirstwithdrewfromtheland,exposingreefsneverbeforevisible, andreturnedwithheightshighabovenormal.Thegreatwavewasfollowedbysmallerones,especially inshelteredbays,watercontinuedtoebbandflowforsometime.WesternPuertoRicoexperienced TsunamiSmartTeacherEducationResourceKit 52|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject,2010
extensivedamagewithinundationupto100minland,andclaiming29lives.Wavesreportedlyroseand fellforupto3hoursinVirginIslandsandDominicanRepublic. 1939July24 The first recorded eruption of Kick em Jenny submarine volcano generated numerous tsunamilike waveswith maximum heightsupto2mobserved innorthern Grenada,thesouthern Grenadinesand Barbados. 1946August4 Mag 8.1 Earthquake devastated the Dominican Republic, extending to the Virgin Islands and Haiti generated a 2.5 m tsunami on the northeast coast of Hispaniola. Loss of life occurred at Mantanzas (Matancitas)whereoneauthorityrelatedoffthenorthcoast.Theoceanhadrecededfromthecoast and people went to collect fish exposed. The wave entered a kilometer inland, swept the city and severalvillagesintotheocean. 1997December26 Volcanic eruption of Soufrire Hills Volcano, Montserrat sent debris avalanche of approximately 25 million cubic metres into the ocean, at White River Valley, Montserrat generated tsunami waves that inundatedupto80minland,10kmfromthelandslidesite.Impactmarksupto1mhighcouldbeseen onpalmtreesfacingthesea.RunupwasalsoreportedinGuadeloupe. 2010January12 Mag7.0.Devastatingearthquake25kmSWofPortauPrince,Haiti(~222,570fatalities).4peoplekilled byalocaltsunamiinthePetitParadisareanearLeogane.Recordedwaveheights(peaktotrough)of 12cmatSantoDomingo,DominicanRepublicand2cmatChristiansted,USVirginIslands.Investigations arecontinuingforthisevent.(USGS).
Bibliography
Scenarios for Earthquake Induces Tsunamis in the Caribbean. Report prepared for the Norwegian Ministry of ForeignAffairsbyHilmarBungumandConradLindholm,NorwegianGeotechnicalInstitute,March2009. MercadoIrizarry,AandP.Liu(eds.)(2006):CaribbeanTsunamihazard,WorldScientificPublishing,341pp. OLoughlin, K. and J.F. Lander (2006): Caribbean Tsunamis. A 500Year History from 14981998. Springer, Dordrecht,TheNetherlands. Shepherd,J.B.92001):TsunamiHistoryoftheLesserAntilles,withnotesontherestoftheCaribbeanregion.Paper presented at ITSU, Cartagena, October 411 2001. Seismic Research Unit, The University of the West Indies, St. Augustine,Trinidad. Shepherd,J.B.,L.L.Lynch(1999):SeismichazardinJamaicaandtheCaribbeanregion.Powerpointpresentation, SeismicResearchUnit,TheUniversityoftheWestIndies,St.Augustine,Trinidad.

Shepherd, J.B., L.L. Lynch and J.G. Tanner (1995): An earthquake catalogue for the Caribbean. PanAmerican InstituteofGeographyandHistory. Zahibo,N.andE.N.Pelinovski(2001):EvaluationoftsunamiriskintheLesserAntilles.Nat.Haz.EarthSyst.Sci.,1, 221231.
StopDisastersAnOnlineGame
Publisher:
InternationalStrategyforDisasterReduction(ISDR)
"StopDisasters"Description:
Take charge of an area prone to natural disasters and help them prepare, and hopefully prevent at least some damage."StopDisasters"isagameaimedatchildrentoteachthemaboutpreventionandshowthemwhatcould happen.It'sveryeasytostartplayingandstudentscanprepareformultipletypesofdisasters. Disasterstriggeredbynaturalhazardsdestroylivesandlivelihoods.Theyaffectmillionsofpeopleeveryyear,rich orpoor.Withyourhelp,wecanreducehuman,physicalandfinancialcostofdisastersbyunderstandingtherisks andapplyingthebestmethodsofpreventionandmitigation.Simplemeasuresreallydosavelives! Your role inthis game isto plan and construct a saferenvironment for yourpopulation. Youmust assess the disasterriskandtrytolimitthedamagewhennaturalhazardsstrike.Expectadvicealongthewaybothgood andbad.
RecommendAges:
9to16yearolds
StopDisastersGameReview:
Stop Disasters is a simulation based online game created by the International Strategy for Disaster Reduction (ISDR) andthe Playerthree Company. This game is available online forfree, but requires the use of the most to dateversionofFlashPlayer7orhigher.Itisasingleplayergamewherethegoalistotrytopreventmanynatural disasters include earthquakes, floods, tsunamis, hurricanes and wildfires that effect different areas around the world.Eachofthesefivescenariostakeapproximately20minutestoplay,andthegamescanbeplayedoneasy, medium,andharddifficultylevels.Thegamewasdesignedfortheinterestofchildrenbetweentheagesof916, butitissuitableforallagesbecauseoftheeducationalcontent.Thereisnodistinctendofthegamesoitcanbe played indefinitely, but the end could be considered when each of the five scenarios has been successfully completedoneachofthethreedifficultylevels. OneoftheuniquecharacteristicsofStopDisastersissinceitisononlinebasedgamethewebsitewillsaveyour bestscores,anditallowsyoutoplayagainstpeopleallovertheworld.StopDisastershasalotofeducationalvalue thatitcanoffertoanyonewhoplaysthegame.Thebasicgoalofthegameistoprotecttheareafromthenatural disaster.Thiscanbedonebyprovidingthelocalswithevacuationinstructions,education,shelter,hospitals,and

certaindefensesagainstthestorm.Thishastobedonewhileoperatingwithinthe$35,000budget.Inthegame younotonlyhavetoprotecttheareafromthehazard,buttoalsodeveloptheareatomeetthebasicneedsofthe locals.Thisgamemaybeverybeneficialforaneconomics,science,orasocialstudieslessonthatdealswithnatural disasters. Itdoesagoodjobprovidinginformationongeography,naturaldisasters,budgeting,andmanyotherfactsthatcan beusedforeducationalpurposes.Thisisauserfriendlygamebecauseitgivesalotofkeyfactsandisverysimple format that makes the game easy to understand.Stop Disasters is a game that can provide a lot of educational valuetomanydifferentclassrooms. Source:http://blogs.lib.ncsu.edu/contemporarysocialstudies/entry/stop_disasters_game_review1
ReferencesforTsunamiSmartTeachingCharts
Name of Teaching Chart Chart 1 - Tsunami Safety Chart 2 - Tsunami Science Acknowledgemnt/Reference Illustrations Courtesy: Isiaa Madden Illustrations adapted from; Intergovernmental Oceanic Commission (IOC) of UNESCO International Tsunami Information Centre http://ioc3.unesco.org/itic/categories.php?category_no=75 Coastal Systems and Human Impacts Long Beach Department of Geological Sciences Course http://www.cnsm.csulb.edu/departments/geology/people/bperry/geology303/geo l303text.html
Chart 3 - Tsunami Impact
During a tsunami National Geophysical Data Centre (NGDC) NOAA Satellite and Information Services http://www.ngdc.noaa.gov/nndc/struts/results?eq_1=49&t=101634&s=0&d=4& d=44 After a tsunami Intergovernmental Oceanic Commission (IOC) of UNESCO International Tsunami Information Centre http://ioc3.unesco.org/itic/contents.php?id=641 Ikonos Satellite Image CRISP, NUS (2003, 2004) http://www.crisp.nus.edu.sg

Name of Teaching Chart Acknowledgemnt/Reference
Chart 4 - Caribbean Tsunami
Scenarios for Earthquake Induces Tsunamis in the Caribbean. Report prepared for the Norwegian Ministry of Foreign Affairs by Hilmar Bungum and Conrad Lindholm, Norwegian Geotechnical Institute, March 2009. Mercado-Irizarry, A and P. Liu (eds.) (2006): Caribbean Tsunami hazard, World Scientific Publishing, 341 pp. OLoughlin, K. and J.F. Lander (2006): Caribbean Tsunamis. A 500-Year History from 1498-1998. Springer, Dordrecht, The Netherlands. Shepherd, J.B. 92001): Tsunami History of the Lesser Antilles, with notes on the rest of the Caribbean region. Paper presented at ITSU, Cartagena, October 4-11 2001. Seismic Research Unit, The University of the West Indies, St. Augustine, Trinidad. Shepherd, J.B., L.L. Lynch (1999): Seismic hazard in Jamaica and the Caribbean region. Power-point presentation, Seismic Research Unit, The University of the West Indies, St. Augustine, Trinidad. Shepherd, J.B., L.L. Lynch and J.G. Tanner (1995): An earthquake catalogue for the Caribbean. Pan-American Institute of Geography and History. Zahibo, N. and E.N. Pelinovski (2001): Evaluation of tsunami risk in the Lesser Antilles. Nat. Haz. Earth Syst. Sci., 1, 221-231.
TeachersinvolvedinreviewofTsunamiSmartTeacherEducationResourceKit
BarbadosTsunamiSmartCampaignTeacherTrainingSession,March3rd2010
Name
JoyannInniss FarrahGibbs MariciaMayers DavidIfill TriciaAnnBlades IngridGarrett RebeccaHewitt DionneKing IoneCarter HannahRouseSargeant NicoleDaniel ChristopherLeon ClydeGibson TimothyDavis KishaScantlebury SharonLee NancyMcAllister SamuelLevGittensJr. GaryGoodridge KarenElliott EllenGittens TraceyEdghill RandyWoodroffe MichaelCrawford KarenFordeWalcott
School/Institution
AnnHillSchool QueensCollege QueensCollege St.LucySecondarySchool QueensCollege St.JamesSecondary TheLodgeSchool CombermereSchool SpringerMemorial GarrisonSecondarySchool St.JamesSecondary ParkinsonMemorial PrincessMargaretSecondary St.LucySecondarySchool UrsulineConventSchool PrincessMargaretSecondary St.GeorgeSecondary PrincessMargaretSecondary AllayneSchool GrantleyAdamsMemorial GrantleyAdamsMemorial GrantleyAdamsMemorial ColeridgeandParrySchool TheLodgeSchool TheLesterVaughanSchool
Antigua&BarbudaTsunamiSmartCampaignTeacherTrainingSession,February10th,2010 NAME JanniceNicholas AfeeshaGraham BarbaraCharles KaywanaHampson KenazFrancis CindyJoseph MauraAnthony IsaFrancis MarilynWharton School/Organisation UrlingsJuniorSecondarySchool JenningsPrimarySchool AdeleSchoolforSpecialChildren PottersPrimarySchool SeaviewAcademicFoundation ChristianUnionJuniorAcademy SunnydalePrimarySchool St.PhillipsSouthMinistryofEducation BuckleysPrimarySchool
NAME GwendolynScotland LisaFinch HyacinthC.Matthew PauleneWatts SoynieLewis MichaelM.Scott DianneArchibald SteveMichael LeonaChristopher TamekaRalph Noret EdgarDavis BernardMason MaeHypolite DeniseMills MavreenGordonTeague JuieltaP.Samuel JasonA.Browne JanetAlphonse SandyLewis DonaldJoshua WalterCarter PecheetaSpencer LovetteThomas AliDrakes PatriciaByamJoseph JasminBaptist SusanDeane NiyaFrancis A.AgnesBlaize AndreaWalter StevensonPunter RonaldGreenaway LairyPrince OrdenNicholas Dr.CherylGrigg JasinterAthill AmaryllisWeekes GloriaGovia E.JohnFredrich GlenfordKnight School/Organisation FreetownPrimarySchool CedarGrovePrimarySchool T.O.R.MemorialSchool AntiguaGrammarSchool BolansPrimarySchool WillikiesPrimarySchool SchoolfortheDeaf ChristtheKingHighSchool ChristtheKingHighSchool GraceChristianAcademy ChristianFaithAcademy FoundationMixedSchool T.N.KirnonPrimarySchool J.T.AmbroseJuniorSecondarySchool GlanvillesSecondarySchool SeaViewFarmPrimarySchool St.MichaelsPrimarySchool AntiguaGirlsHighSchool GreenbayJuniorSecondarySchool GoldenGrovePrimarySchool NewfieldPrimarySchool BetterChancePrimarySchool AntiguaStateCollege PigottsPrimarySchool KidsUnlimitedSchool AntiguaSeventhDayAdventistSchool FreemansVillePrimarySchool St.NicholasPrimarySchool FiveIslandsPrimarySchool St.JohnsCatholicPrimarySchool St.AndrewsPrimarySchool IreneB.WilliamsJuniorSecondarySchool OttosComprehensiveSchool AntiguaandBarbudaRoyalPoliceForce AntiguaandBarbudaRoyalPoliceForce MinoahMagnetAcademy FreetownPrimarySchool KidsUnlimitedSchool KidsUnlimitedSchool St.JohnsLutheran MinistryofEducation

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Teacher Education Resource Kit

TsunamiSmartTeacherEducationResourceKit 1|P a g e TsunamiandOtherCoastalHazardsWarningSystemProject2010

SpecialappreciationisextendedtotheTsunamiandOtherCoastalHazardsWarningSystemProjectPublicAwarenessand EducationTechnicalSubCommittee,theUNESCOIOCInternationalTsunamiInformationCentre(ITIC)andMsYemaJaikaran, HillviewCollege,TrinidadandTobago.

ThedevelopmentandpublicationofthisTsunamiSmartTeacherEducationResourceKithavebeenmadepossiblethrough thefinancialsupportoftheUnitedStatesAgencyforInternationalDevelopment/OfficeofU.S.ForeignDisasterAssistance (USAID/OFDA)andtheinkindcontributionsofCDEMAParticipatingStates.

ThisactivityisfundedbytheUnitedStatesAgencyforInternationalDevelopment(USAID).Theviewsexpressedhereinare thoseoftheauthor(s)anddonotnecessarilyreflecttheviewsofthedonoragenciessupportingtheactivityorofCDEMA (formerlyCDERA). 2010

CaribbeanDisasterEmergencyManagementAgency(CDEMA) Building#1,ManorLodgeComplex LodgeHill,St.Michael,Barbados,WestIndies

UnitedStatesAgencyforInternationalDevelopment USEmbassyComplex WildeyBusinessPark,Wildey,St.Michael,Barbados,WestIndies

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ISDR ITIC SRC

TCHWS UNESCO UNICEF

USAID/OFDA TheUnitedStatesAgencyforInternationalDevelopment/OfficeofU.S. ForeignDisasterAssistance

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Lesson 2 Experiencing a Tsunami

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Lesson 3 Teach your elders about Tsunamis

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Lesson 4 Preparing for a Tsunami

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Frequently Asked Questions

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Makingheroesoutofchildrenwitha newemergencypreparedness programme

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Chart 3 - Tsunami Impact

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Chart 4 - Caribbean Tsunami

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