:Earthquake Disaster (Y8)
Trend task
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Approach: Station Level: Year 8
Focus: Identifying and responding to community crises
Resources: Video recording on laptop computer, answer sheet

Questions/instructions:
This activity uses the computer.
Click on the button that says Earthquake Disaster. The video will play.
The video showed a terrible earthquake. When an emergency like this happens,
there are lots of problems.

video script:

TV Newsreader:
Good evening. It’s now 9 o’clock at night in Los Angeles and America’s second biggest city is under a dawn to dusk curfew. More than 16 hours after the earthquake struck, the city is still in shock, dazed and disrupted by its biggest quake in 20 years. Simon Mercep reports on Los Angeles’ rude awakening.
Field reporter:
The quake hit at 4:31 in the morning, local time. It shook a city out of its dreams and into a nightmare. With the dawn the destruction was clear – homes destroyed, others still smouldering. Some had lucky escapes. Others weren’t so fortunate. Many are still trapped. The death toll is still mounting.





% responses
2005 (01)
-
y8
1. Make a list of the biggest problems there would be. Then write down who would be the best people to help with the problems.
Main areas used in marking:
 

• harm to people
• damage to essential services
• ongoing risks (e.g. fire, disease, pollution)
• reconstruction needs

      
First problem – appropriateness of people to help:
fully
 
49 (44)
 
partially
 
19 (26)
any other response
 
32 (30)
Second problem – appropriateness of people to help:
fully
 
33 (33)
 
partially
 
27 (34)
any other response
 
40 (33)
Third problem – appropriateness of people to help:
fully
 
27 (27)
 
partially
 
22 (26)
any other response
 
51 (47)
Fourth problem – appropriateness of people to help:
fully
 
20 (16)
 
partially
 
17 (14)
any other response
 
63 (70)
Fifth problem – appropriateness of people to help:
fully
 
13 (9)
 
partially
 
9 (11)
any other response
 
78 (80)
Sixth problem – appropriateness of people to help:
fully
 
7 (2)
 
partially
 
8 (5)
any other response
 
85 (93)
Seventh problem – appropriateness of people to help:
fully
 
6 (4)
 
partially
 
5 (2)
any other response
 
89 (94)
Identification of problems - overall
4 main areas
 
13 (16)
 
3 main areas
 
38 (40)
2 main areas
 
35 (32)
1 main area
 
12 (11)
0 main areas
 
2 (1)
Total score:
19–22
 
3 (2)

16–18
 
7 (4)
13–15
 
13 (16)
10–12
 
20 (21)
7–9
 
27 (29)
4–6
 
21 (25)
0–3
 
9 (3)
Commentary:
Whereas year 4 students worked on this task in teams, year 8 students worked individually. Just over 50 percent of year 8 students identified problems spanning at least three of the four main areas of problems but, in general, the students did not score very well in suggesting appropriate people to help address the problems. There was no meaningful change in performance between 2001 and 2005.
  
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