Online California Tsunami Resources
Posted: Tuesday, May 6th, 2014
by Cindy Pridmore
For many of our coastal counties, the month of March has become the month of tsunami awareness and preparedness, culminating with “National Tsunami Preparedness Week” the last week of March.
This year March 11 marked the third anniversary of the 2011 Tohoku, Japan earthquake and tsunami, followed by the 50th anniversary of the 1964 Great Alaska earthquake and tsunami on March 27. For many geologists and seismologists, the recognition of these events gave quiet pause and reflection about how far we have come in our understanding of the scientific origin of these types of catastrophic events, as well as how far we still have to go to become better prepared for them. Both events had far-reaching effects on California.
In 1964 at the time of the Great Alaska earthquake and tsunami, plate tectonics was a newly evolving theory and not yet capable of explaining large magnitude 9+ earthquakes or the generation of devastating tsunamis. U.S. Geological Survey geologists were immediately deployed to Alaska following the earthquake and their field studies provided evidence to understand not only what had happened in the 1964 event, but also helped to solidify basic plate tectonic theory and the interrelationships of subduction zones, volcanic arcs, and deep ocean trenches that we all now take for granted. Fast forward to the future; just a few years back I was beginning to pay attention to what was in my own son’s elementary school science curriculum, and I was delighted to find in 6th grade earth science text books the concepts, that back in the mid-1970s, my nearing-retirement-age university professors had been unsure of teaching. We have come a long way.
Catastrophic events, such as very large earthquakes and tsunamis, provide scientists with opportunities to gather much needed data that helps us further our scientific understanding. These events also keep us moving forward on improving the interrelationships of science and disaster management. My work over the years as a geologist working within the California Geological Survey has contributed to improving and providing better products for land-use planners, local building departments, and statewide/local levels of emergency management. In working in this realm, there are several resources and links that I would like to share that can be accessed for classroom use for examining real time or past tsunami events:
- California’s Tsunami Inundation Maps: California’s populated coastline has been evaluated with respect to the worst likely events that could cause tsunamis along our coastline. Both distant as well as local earthquake sources were evaluated and modeled, and their cumulative tsunami effects are the basis these statewide inundation maps. Local communities use these maps to prepare their evacuation maps and response plans. The inundation lines on the maps represent the highest elevation a tsunami could reach at each location based on the worst case tsunami events. The newly launched TsunamiZone.org (similar to ShakeOut.org), provides helpful information and step by step instructions on how to “Know Your Zone,” where students can enter a coastal address and find out if that location is within a tsunami inundation zone.
- Tsunami Events: When a large earthquake occurs around the edges of the Pacific Ocean/Plate, both the U.S. Geological Survey and NOAA’s Tsunami Warning Centers immediately process the incoming seismic data and determine preliminary magnitudes. For the California coastline the National Tsunami Warning Center (NTWC), formerly called the West Coast and Alaska Tsunami Warning Center, will analyze the event, and release information statements. Students can follow these statements in real time during an actual event, or look at archived past events. NTWC statements will include information on whether a Warning, Advisory, or Watch has been issued, or a confirmation that no tsunami has been generated. As a tsunami moves away from its origin it leaves a signature on tidal gauges and deep ocean buoys that is used to analyze the size of the tsunami. Computer modeling of the event is reevaluated as the tsunami encounters additional tidal gauges and buoys in its path, allowing scientists to adjust the tsunami arrival times and wave height information for areas along the California coast.
- Information Sheet on California Tsunamis and Tsunami Basics: This two sided information note covers what a tsunami is, what the warning signs are, and describes some of the tsunamis that have affected our coastline.
- NOAA/NGDC Tsunami Runup database: This comprehensive database contains information on locations where tsunami effects have been observed. It is part of a world-wide searchable tsunami database. A U.S. west coast searchof the database provides historical tsunami information for past tsunami effects on California locations.
- Tsunami Curriculum and Classroom Activities: A detailed compilation of tsunami classroom activities and educational resources.
- Links to Tsunami Videos:
“Tsunamis: Know What to Do!” (Spanish subtitled version, K-6).
U.S. Geological Survey tsunami preparedness videos to help Californians better understand the tsunami hazard for the state (6-12):
Video: Lessons Save Lives: The story of Tilly Smith
Learn about an eleven-year-old school girl that was on vacation in Thailand with her family when the tsunami hit in December 2004. She recognized the signs of the receding sea and warned her parents of the impending tsunami. Her efforts saved the life of dozens of people. This story highlights the critical importance of tsunami education.
All of the links to these websites have much more to offer beyond what has been highlighted here. Tsunami science and emergency preparedness concepts have an important place in the earth systems, earth and human activity, as well as human sustainability concepts captured within NGSS. By sharing these various online resources, I hope the information and maps specific to California help to make these concepts even more engaging and relevant for all students. The “science” of emergency preparedness is important for all of us.
Cindy Pridmore is an Engineering Geologist at the California Geological Survey, and a member of CSTA
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…
Posted: Monday, March 13th, 2017
by Joseph Calmer
Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”
I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…