Part 2: In groups of two or three share your ideas for the brainstorming session and your answers to the handout questions. And finally explain the situation where you helped and your reasons, and see if there might be other reasons why someone might exhibit the same behaviour.
Lastly, we will watch the PBS video on children being naturally altruistic.
Discussion: What are the strengths and limitations of the study? Bring all your ideas and thoughts to tomorrow morning’s class.
What is the difference between risk and vulnerability?
What variables are used to measure the Saffir Simpson Scale?
How do they predict hurricanes? How accurate are they?
What are the main threats of a hurricane? Name 3
How can we predict hurricanes?
What factors make a population more vulnerable to hurricanes?
Discuss these issues with Katrina as a Case study
Examine the relationships between the degree of risk posed by a hazard and the probability of a hazard event occurring, the predicted losses and a community’s preparedness for it.
Explain the reasons why individuals and communities often underestimate the probability of hazard events occurring.
Discuss the factors that determine an individual’s perception of the risk posed by hazards.
In your CS Hurricane CS notes, find the following values of a hurricane
Speed of onset
Image below: These are images showing sea surface temperature (left) and sea surface heights (right) from Augut 24th to the 29th. The dots indicate the location and intensity of Hurricane Katrina (circle data from the National Hurricane Center). Image credit: NOAA
Describe Katrina’s intensity and direction [3 + 3]
Describe the relationship between intensity and sea surface temperature 
Exercise 3: Risk: Exposure of people to a hazardous event
Based on your Bishop reading p. 13,14. Complete the following questions:
Define Risk 
Basing your observation on the Park model, evaluate the risk to hurricanes of the people of New Orleans in August 2005. 
IB outcome: Examine the variety of causes responsible for a recent famine.
The World Food Program requires 3 factors to be evident before a famine is declared: 1. At least 20 percent of the population has fewer than 2,100 calories of food a day;
2. Prevalence acute malnutrition must exceed 30 percent of children; and
3. The death rate must exceed two deaths per 10,000 people, or four child deaths per 10,000 people per day.
Temporary Hunger: A short term need for food, triggered by physiological responses caused by food deprivation.
Starvation/Chronic Hunger: A state of extreme hunger which results from a shortage of appropriate food for a prolonged period of time.
As you watch the video, take notes of the variety of causes of Famine in Ethiopia. Divide your answers in S.P.E.E.D. sections:
The famine of 2003 (to date) in Ethiopia was the worst famine since the mid-1980s. About one fifth of the population was left without food and tens of thousands of people died as a result of starvation and malnutrition.
In groups, complete a detailed case study for each of the following sub topics on Ethiopia’s Famine in the year 2000s to answer the following question:
Examine the variety of causes responsible for a recent famine.
You will present your findings in front of the class on Tuesday
Create a one page factsheet with all information, arguments and sources.
Be careful not to research the 1980’s famine.
Remember to focus all your answers on the impact of these factors on food security and famine
Using the Nature vs. Nurture (handout), read the arguments and then fill out the chart on the back, and check with your family tonight on whether or not they agree with you, and please bring your sheet completed to class on Friday November 27th, ready to discuss your answers.
IB outcome: Explain how changes in agricultural systems, scientific and technological innovations, the expansion of the area under agriculture and the growth of agribusiness have increased the availability of food in some areas, starting with the Green Revolution and continuing since.