EDSE12013, Assessment One, Idiens, Samantha -2

EDSE:12013- Assessment One

DUE: FRIDAY 11PM 24 APRIL 2015Course Coordinator: Jo Dargusch Lecturer: Miriam Ham

Contents

Table of Contents

Contents...................................................................................................................................................................... 2

Part A: Context of Learning................................................................................................................................... 3

Part B: Annotated Compendium......................................................................................................................... 5Resource: Student Text One.............................................................................................................................................. 5Resource: Student Text Two.............................................................................................................................................. 6Resource: Teacher Constructed Text One.....................................................................................................................7Resource: Teacher Constructed Text Two.................................................................................................................... 8Resource: Audio-Visual Material One............................................................................................................................ 9Resource: Audio-Visual Material Two......................................................................................................................... 10Resource: Web-based/Online Resource One............................................................................................................ 11Resource: Web-based/Online Resource Two........................................................................................................... 12

Part C: Justification............................................................................................................................................... 13

List of References.................................................................................................................................................. 16

Appendices.............................................................................................................................................................. 18Appendix One....................................................................................................................................................................... 18Appendix Two...................................................................................................................................................................... 18Appendix Three................................................................................................................................................................... 19Appendix Four..................................................................................................................................................................... 19Appendix Five...................................................................................................................................................................... 20Appendix Six......................................................................................................................................................................... 21Appendix Seven................................................................................................................................................................... 23

Learning Resources Collation and Justification

Samantha Idiens (S0236287)

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Part A: Context of Learning

Responding to Natural Hazards (appendix A) is a year 11 Geography unit of work which will be

implemented over six weeks to a class of 15 students. The students are not all motivated by obtaining

an overall position (OP), therefore the class requires explicit expectations and directions. The

students require content that is engaging, exciting and that is linked to real experiences/events.

Students work well individually and shy away from voicing opinions and participating in

collaboration activities. Special consideration through rigorous, relevant and engaging learning

opportunities will be applied to a gifted and talented student (Australian Curriculum, Assessment and

Reporting Authority (ACARA), n.d.). Tasks will be structured to cater for this student’s individual

learning needs, interests, strengths and goals (ACARA, n.d.). Resources and activities will be

structured to encourage collaboration and build confidence in students.

Student declarative and procedural knowledge should be assessed before delivering content. Students

have acquired and integrated procedural and declarative knowledge from the Australian Curriculum

(n.d.) year ten achievement standard, which serves as a knowledge base for the unit of work, see

Appendix Two.

Responding to Natural Hazards is a focus unit from a geography work program that is implemented

throughout year 11 and year 12. Geography is an approved and issued Queensland Curriculum and

Assessment Authority (QCAA) (2015) Authority subject; results from Authority subjects are

calculated in order to provide students tertiary entrance. The completion of the subjects allows

students to better explore, understand and evaluate the spatial and ecological dimensions of the world

(Queensland Studies Authority (QSA), 2007a). By understanding the links that exist between all

components of the natural environment students are considering ‘important knowledge’ since they

analyse the responsibility it places on people in all aspects of life and they can use that knowledge in

school and life (QSA, 2007; Marzano & Pickering, 1997). The unit of work Responding to Natural

Hazards creates knowledge for students to complete a summative/culminating task by targeting

declarative and procedural knowledge such as investigating natural hazards and their impact of the

natural environment and human activities. Resources within the work program will look at stimulus

materials and ask interpret geographical information in order to prepare for a data response test

(QCAA, 2014).



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The Geography Senior Syllabus document informs the requirements and concepts needed within

work programs and units in order for students to complete the subject. Geography prepares students

for life beyond school by providing an informed perspective; the spatial and ecological dimensions are

considered across a two-year course in order to create geographically informed citizens (QSA, 2007a).

Students will be able to understand the interdependent spheres in which they live and subsequently

make judgements to improve the environment around them (QSA, 2007a). Schools must provide work

programs that adhere to syllabus requirements and meet exit criteria and standards (QSA, 2007b).

Responding to Natural Hazards provides a rationale, key questions, and key ideas and learning

experiences, for example the response to natural hazards through responding to tsunamis, cyclones

and bushfires in an overview of managing the environment (QSA, 2007a).

The resources are designed to involve students with engaging, exciting and relevant content. The

resources align with the parameters outlined within the 2007 Geography Senior Syllabus, by creating

spatially and ecologically aware students that will develop an informed global perspective. The needs

and abilities of the students are catered to through explicit selection of resources and implementation.

The unit of work prepares students for a summative data response test through accumulating

recourses that look at stimulus materials and geographical information. The implementation of the

resources will help the students to understand natural hazards as a part of managing the natural

environment.



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Part B: Annotated Compendium

Resource: Student Text One See Appendix Three

The Senior Geography for Queensland Book One is appropriate for the Responding to Natural Hazards

unit of work since it has been written for the syllabus for Senior Geography, covering key questions

and ideas for geographical inquiry. The Responding to Natural Hazards chapter explicitly links to the

unit of work and students can apply and integrate procedural knowledge, for example, analysing and

interpreting data and case studies (Marzano & Pickering, 1997). Students require a variety of real life

perspectives (case studies) of their world if they are to participate fully as citizens (Marsh & Hart,

2011). Case studies are accompanied by questioning, analysis, interpretation and can be extended in

order to cater for gifted and talented students.

Activity: (Chapter Two) Regional Case Study- Volcanoes of Italy

Implementation:

1. Teacher introduces text as scholarly secondary source that scaffolds methods and approaches

to geographical inquiry.

2. Explicitly state the expectations of the task; state page(s), questions and depth of answers

required.

3. Allocate five minutes (approximately) for the first question; stop class and teacher models

question answer on board to further identify expectations and procedures of task.

4. Students directed back to individual completion of task.

5. Special consideration: Ask student(s) to conduct further research into the volcanoes of Italy

mini research paper (provided). Other sources of information will allowed to be accessed

through the teacher.

6. Work around the class to hear answers, encourage participation. If there are no responses,

elicit participation in collaboration of answers by mentioning answers as ‘a ticket out the door’.



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Resource: Student Text Two See Appendix Four

The Jacaranda Atlas 7th Edition caters to geography students through four sections, GeoSkills,

GeoConcepts, GeoReference, GeoTopics and Word Statistics. Students need to be able to retrieve,

create, manipulate, and present information/data in order to form Geographical skills (QSA, 2007a).

The resource includes a wide variety of geographic media, for example topographic maps and climatic

maps, which allows students to interpret data. Cooperative group work builds self-esteem, improves

relationships and enhances social and educational skills (Frey, Fisher, & Everlove, 2009). The resource

provides GeoTopics students can discuss in groups and share with their peers.

Teaching Activity:

Students divided into groups via the Jigsaw Method (add appendix about jigsaw method)(Marsh &

Hart, 2011); GeoTopics (Earthquakes and Volcanoes) Mount Vesuvius, Hawaii, Haiti, and Banda Aceh

are labelled A, B, C, and D. Students move to their allocated case study and investigate hazards and

risks of each. Once finished, students evaluate the problems and possible solutions to group work, in

order to encourage self-esteem and collaboration in the future (Marsh & Hart, 2011).



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Resource: Teacher Constructed Text OneAppendix Five

The resource evaluates the primary, secondary and tertiary hazards associated with the Tsunami that

hit Japan in 2011. Students need to consider the impact natural hazards have on social, economic,

political and physical contexts (QSA, 2007a). The resource provides a graphic organiser to help

students understand the nature and function hazard impacts, which helps students develop system

analysis skills (Marzano & Pickering, 1997; QSA, 2007a). Students use the resource to form a

geographical inquiry by investigating widely, and building new understandings, meanings and

knowledge from their discoveries (QSA, 2007a).

Activity:

1. Class discussion to remind students of the definitions of primary (P), secondary (S) and

tertiary (T) hazards.

2. THINK: Hand out worksheet- students will work independently for ten minutes.

3. PAIR: Direct students to pair with the student next to them and brainstorm discoveries

associated with graphic organiser.

4. SHARE: Pairs move to the board and write and explain one hazard for each criteria (S, P, & T).

5. Students individually write down any answers they did not get from peer answers.

6. Extension Activity (Special Consideration for G&T): It is suggested to research actual

repercussions of the Tsunami and highlight in different coloured pen on graphic organiser.



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Resource: Teacher Constructed Text Two See Appendix Six

The resource evaluates accounts and experiences of the Haiti Earthquake 2010 to assess the severity

of impacts and varying cultural responses (QSA, 2007a). Media resources create opportunities for

students to read, discuss, and debate events (Marsh & Hart, 2011). When students perceive tasks as

meaningful and relevant they are more motivated to acquire information to complete the task

(Marzano & Pickering, 1997). The students are given the opportunity to compare the experience of

the Haitian people to their own person experience. By aligning with student interests and goals, the

task creates a relevant and engaging learning opportunity for gifted and talented students (ACARA,

n.d.). As senior Geographers, it is important that students develop the ability to clarify and develop

personal values, which can be achieved through environmental, social and cultural questions, issues

and problems (QSA, 2007a).

Teaching Activity:

Direct students to read the news article account of the Haitian Earthquake, noting personal accounts

and experiences. Ask students to consider personal experiences, interests and goals in conjunction

with the experience of an earthquake in Australia (ACARA, n.d.). Students will write a paragraph and

personal account responding to the social, economic, political and physical contexts (QSA, 2007a).



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Resource: Audio-Visual Material One

https://www.youtube.com/watch?v=GiQeikLyWdk

The audio-visual resource looks at satellite images of natural disasters, which can be used as a

composition of data to form geographical inquiry (QSA, 2014). Students are required to prepare for a

data response test in year 11 Geography; looking at photographs and satellite images of impacts

associated with natural disasters can prepare them for assessment (QSA, 2014). Students’ learning

can be enhanced through Information and Communication Tools (ICT) such as YouTube; the resource

shows Global Positioning Systems (GPS) and Geographical Information Systems (GIS), which help

analyse, evaluate and predict patterns, and processes (Marsh & Hart, 2011). The resource allows

students to analyse statistics and GIS data, which is a suggested learning experience in the work

program (see appendix one).

Teaching Activity:

1. Watch the YouTube clip as a class; stimulate a class discussion concerning some of the obvious

impacts.

2. Write Explain the social, economic, political and physical impacts associated with the natural

disasters in the images. What are the P, S & T impacts? Are there differences in severity for

developed and developing countries?

3. Allow students to answer task; reply clip as many times as necessary to aid in student

response.

4. Collect student work at the end of the lesson in order to document student progress and allow

for teacher feedback.



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https://www.youtube.com/watch?v=GiQeikLyWdk

Resource: Audio-Visual Material Two

See Appendix Seven

The Raging Planet Volcano is an episode from a television/documentary series that looks at the

world’s deadliest volcanoes and their different types of eruptions. The incorporation of movies and

documentaries enhance secondary students’ appreciation of the topic and may reduce resistance to

school and learning (Marsh & Hart, 2011). The resource helps students understand the processes

associated with volcanoes and assess the impacts they cause. The resource can be used to inform

geographical inquiry concerning the social, economic, political and physical impacts of volcanoes

(QSA, 2007a).

Teaching Activity:

1. Highlight questions for documentary by using the whiteboard: What are the social, economic,

political and physical impacts of volcanoes? What types of eruptions were shown? What are the

differences in scale and/or type of impact the eruptions shown cause?

2. Play the documentary; explicitly state that the task is individual and talking is not needed.

3. Stop the resource if necessary to back up certain points.

4. Once finished, move around the room and ask students key questions associated with the clip,

5. Ask students of known active volcanoes.

6. Special Consideration: Tell student(s) that they can look up a volcano as a case study for

homework, looking at eruption type and impacts.



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Resource: Web-based/Online Resource OneLink: http://msnbcmedia.msn.com/i/msnbc/Components/Interactives/Technology_Science/Science/Earthquakes/zFlashAssets/Earthquakes_v21.swf

This resource allows students to interact with plate tectonics and earthquakes by locating what

causes earthquakes on a globe, and diagram. It is important that students access digital images in

order to develop spatial literacy (QSA, 2007a). Computer information searches such as interactive

websites allow students to enrich content to make it more stimulating, which can excite interest and

solutions to real-life scenarios (Milne, 2010). Interactive activities provide more depth to learning

area content that enriches learning experiences for gifted and talented students (ACARA, 2013). The

Geography senior syllabus states that students need to interact with maps, diagrams and statistics to

build effective research and communication skills (QSA, 2007a).

Activity: Explore Plate Tectonics and Earthquakes

1. Students will work in computer lab in order to access the internet- students are told to work

independently.

2. Provide website link for students on the whiteboard as well as a hand out copy of globe map

and diagram from website.

3. Students work through website and copy down items listed onto their map/diagram.

4. Students are asked to copy definitions provided into a glossary- students will be asked to

describe/locate or define an item to the class.



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http://msnbcmedia.msn.com/i/msnbc/Components/Interactives/Technology_Science/Science/Earthquakes/zFlashAssets/Earthquakes_v21.swf

http://msnbcmedia.msn.com/i/msnbc/Components/Interactives/Technology_Science/Science/Earthquakes/zFlashAssets/Earthquakes_v21.swf

Resource: Web-based/Online Resource Two

Link: https://schools.aemi.edu.au/Disaster-Webquest

The resource asks students to form a team to analyse natural disasters in Australia and assume the

roles and perspectives associated with the task in order to stimulate authenticity (Marsh & Hart,

2011). Students benefit from working in a team and are able to be rewarded for their collective

accomplishments (Marsh & Hart, 2011). As part of the senior Geography work program students are

to form a Geographical inquiry concerning regional and national natural disasters (QSA, 2007a). As a

member of a group students develop effective listening and communicating skills, and group-

processing skills, subsequently building confidence to collaborate (Marsh & Hart, 2011).

Teaching Activity:

Students are forewarned about the task in the lesson before and are asked to inquire about family or

friends’ natural disaster experiences. Teacher modifies Disaster Webquest in order to determine the

group arrangements, allowing students to get to know each other better. The teacher must create

clear roles for each student so to avoid conflict between low and high achievers (Marsh & Hart, 2011).

Students move to the computer lab the following lesson and work as a team to finish the task.

Students present findings at the beginning of the following lesson.



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https://schools.aemi.edu.au/Disaster-Webquest

Part C: Justification

The Senior Syllabus Geography 2007 has informed the selection of resources for the Responding to

Natural Disasters year 11 unit of work. Each resource is designed to elicit student capabilities that

align with global aims, general objectives and necessary senior geographical knowledge and skills to

inform reactions in a data response assessment. The class at hand varied in academic motivation and

required explicit expectations and directions and tasks that support engagement, excitement and links

to real scenarios. Special consideration in the design and/or implementation of the resources was

given to a gifted and talented student. The resources aimed to develop students’ self-esteem and

collaboration skills by including cooperative learning (Marsh & Hart, 2011). Senior Geography allows

students to become informed adults that understand the interdependent spheres of the world and can

make decisions that improve their community, state, country and the world (QSA, 2007a). The

resources were designed to represent geographical information, skills and perspectives in order to

help students understand the spatial and ecological dimensions of the world (QSA, 2007a). The

compendium of resources included student texts, teacher constructed texts, audio-visual materials

and web-based/online resources.

STUDENT TEXTS

The student texts were underpinned by key questions and concepts within the Senior Syllabus

Geography 2007, explicitly linking to student interests, abilities and real scenarios. The Senior

Geography for Queensland Book One and Jacaranda Atlas 7th Edition were written with special

consideration of the 2007 syllabus in Senior Geography and created to meet the need of Geography

students, respectively (Jacaranda, 2014). The resources inform geographical inquiry by providing case

studies of real natural disasters in recent history; students participate in analytical processes by

recognising the trends, similarities/differences and patterns of natural disasters/hazards (QSA,

2007a). Contemporary textbooks, such as these resources, include cultural inclusiveness, critical

thinking and secular viewpoints, which help students become informed citizens (Marsh & Hart, 2011;

QSA, 2007a). The textbooks can be included as activities and reference points throughout the unit;

case studies will provide regional, national and global perspectives that will interest and engage

students.

TEACHER CONSTRUCTED TEXTS



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The teacher constructed texts link to the 2007 Geography Senior Syllabus and create opportunities for

students to form geographical inquiry. Students use the resources to investigate various perspectives,

and use those perspectives to inform personal values (QCA, 2007a). The resource allows students to

investigate impacts of natural disasters widely, subsequently building new understandings, meanings

and knowledge from their discoveries (QSA, 2007a). The gifted and talented student was catered to

through the option of an extension activity, allowing for different interests, abilities and goals (ACARA,

n.d.). Current geography practice aims to help students explore geography in meaningful contexts, the

resource engages students in events and impacts of natural disasters around the world (Marsh & Hart,

2011). The constructivist approach to Geography in contemporary times emphasises the use of these

resources since students need to find, evaluate and manipulate information from a variety of contexts

(Kimsey & Cameron, 2007). Students can use resources throughout the unit to understand how

language and images in stories and personal accounts can be used to make and manipulate meaning.

AUDIO-VISUAL RESOURCES

The two audio-visual resources have been informed by the syllabus document through linking to

analytical processes and decision making skills within the general objectives. Students use the

YouTube clip to evaluate the issues and patterns (analytical process) that natural disasters have

caused in different locations throughout the world, allowing students to recognise the environmental,

social, economic and political implications of the hazards (decision-making) (QSA, 2007a). Special

consideration as given through the opportunity of extending the case study. The resource prepares

students for a data response test by incorporating satellite images and photographs (QSA, 2014).

Through incorporating GIS and GPS images in the YouTube clip, the teacher can help students develop

spatial thinking and spatial literacy (Marsh & Hart, 2011; QSA, 2007a). Contemporary researchers

reveal that by incorporating GPS and GIS in resources students benefit and have been recorded to

obtain higher results (Ozgen, 2009). Continuous incorporation of these tools throughout the unit will

create strong reference points for students to enhance their understanding spatial dimensions of

natural hazards (QSA, 2007a).

WEB-BASED/ONLINE RESOURCES

The web-based/online resources were informed by the syllabus document by linking to the global

aims. By accessing digital imagery of plate tectonics on a global scale and earthquakes on a local scale

(diagram), students are able to meet the syllabus document Spatial Literacy aim (QSA, 2007a). By

appropriately interacting with maps, diagrams and statistics the resources align with the general

objective ‘Research and Communication’ (QSA, 2007a). Webquests allow students to make group



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decisions that develop decision-making skills (Marsh & Hart, 2011; QSA, 2007a). The webquest allows

the students to undertake problem-based learning (PBL) through a cooperate activity, which develops

critical thinking skills which are integral in creating informed perspectives within young people

(Yeung, 2010; QSA, 2007a). Contemporary research reveals that PBL activities help students develop

self-directedness (Yeung, 2010). Continuous use of ICT resources such as these throughout the unit

will promote different perspectives, understanding, skills, and values that can inform students to have

a sustainable adult perspective (Marsh & Hart, 2011; QSA, 2007a).

The compendium of resources were designed to created informed citizens that understand the spatial

and ecological dimensions of Geography. The resources create explicit links to the global aims, general

objectives and skills and knowledge necessary to create informed Geography students. The cohort

was catered to through incorporation of explicit implementation of cooperative learning, and

engaging and relevant case studies of natural disasters. Special consideration was given to a gifted

and talented student through extended and differentiated implementation and content. The resources

work to create an engaging, exciting and relevant classroom environment that links to contemporary

society. Students can use the resources to reach general objectives, global aims and Geographic skills

and knowledge stated in the 2007 Geography Senior Syllabus; the use of the resources throughout the

Responding to Natural Hazards unit of work will create informed adult citizens.



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List of References

Australian Curriculum Assessment and Reporting Authority (ACARA). (n.d.). Gifted and talented

students. Retrieved from: http://www.australiancurriculum.edu.au/studentdiversity/gifted-

and-talented-students

Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). Student diversity.

Retrieved from: http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html

Frey, N., Fisher, D., & Everlove, S. (2009). Productive Group Work: How to Engage Students, Build

Teamwork, and Promote Understanding. Alexandria: ASCD, 2009.

Jacaranda. (2014). Geography. Retrieved from:

http://www.jaconline.com.au/page/geography

Kimsey, M. B., & Cameron, S. L. (2005). Teaching and Assessing Information Literacy in a Geography

Program. Journal Of Geography, 104(1), 17-23.

Marsh, C., & Hart, C. (2011). Teaching the social sciences and humanities in an Australian Curriculum 6th

ed.). Frenchs Forest, NSW: Pearson Australia.

Marzano, R. J., Pickering, D. J., & Arredondo, D. E. (2011). Dimensions of Learning Teacher's Manual.

Alexandria: ASCD, 2011.

Milne, H. J. O. (2010). Special learning needs: Gifted and learning disabled. In M. Hyde, L. Carpenter, &

R. Conway (Eds), Diversity and inclusion in Australian schools (290-208). South Melbourne, VIC:

Oxford University Press.

Ozgen, Nurettin. 2009. "The Functionality of a Geography Information System (GIS) Technology in

Geography Teaching: Application of a Sample Lesson." Educational Sciences: Theory And

Practice 9, no. 4: 1879-1894.

Queensland Curriculum and Assessment Authority (QCAA). (2015). A-Z senior subject list. Retrieved

from: http://www.qcaa.qld.edu.au/670.html



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http://www.qcaa.qld.edu.au/670.html

http://www.jaconline.com.au/page/geography

http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html

http://www.australiancurriculum.edu.au/studentdiversity/gifted-and-talented-students

http://www.australiancurriculum.edu.au/studentdiversity/gifted-and-talented-students

Queensland Curriculum and Assessment Authority (QCAA). (2014). Geography 2007: Advice for

teacher- Data response tests. Retrieved from:

http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_adv_data_resp.pdf

Queensland Studies Authority (QSA). (2007a). Senior syllabus: Geography 2007. Retrieved from:

http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_syll.pdf

Queensland Studies Authority (QSA). (2007b). Geography (2007 syllabus) Work program requirements.

Retrieved from: http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_wp_req.pdf

Ten Berge, T., & van Hezewijk, R. (1999). Procedural and declarative knowledge: An evolutionairy

persprective. Theory and Psychology, 9(5), 605-624.

Yeung, S. (2010). Problem-Based Learning for Promoting Student Learning in High School

Geography. Journal Of Geography, 109(5), 190-200.



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http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_wp_req.pdf

http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_syll.pdf

http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_adv_data_resp.pdf

Appendices Appendix One Link: http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_wp_samp_1.pdf

Appendix Two

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1#level10



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http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_wp_samp_1.pdf

Appendix Three

Appendix Four



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Appendix Five Examine topographical/satellite images maps to observe changes in the landscape due TsunamisJapan- Before and After Tsunami 2008/2011

Use the consequences wheel below to examine the impacts of the Japan Tsunami, considering the social, economic, political and physical contexts? The centre of the circle represents primary hazards, the second and third ring represent secondary hazards and the final ring represents tertiary hazards.



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Appendix Six Read the following news article from BBC Wednesday, 13 January 2010- What differences would Haiti experience in recovery in comparison to Australia. Write a paragraph and consider the social, economic, political and physical contexts, as well as a small paragraph dedicated to how an earthquake would affect your life?

Haiti quake witnesses speak of devastationEyewitnesses have spoken of scenes of devastation after a 7.0-

magnitude earthquake rocked Haiti, toppling buildings in and

around the capital, Port-au-Prince.

Reuters reporter Joseph Guyler Delva said when the quake hit the city

"everything started shaking, people were screaming, houses started

collapsing".

Mr Delva said he had seen dozens of casualties. "I saw people under the

rubble, and people killed. People were screaming 'Jesus, Jesus' and

running in all directions." He described the scene as one of total chaos.

Ian Rodgers, an Australian working with Save the Children in Port-au-Prince, said people were searching for

loved one in the debris.

"You are hearing the grief of people as they realise they've lost people, they can't find their children," he told

Reuters.

"But then again you are still hearing these cries coming out, people who are rescuing other people from the

rubble as somebody comes out alive."

Mr Rodgers said rescuers were trying to find vehicles to evacuate injured people but the city's power and

infrastructure were all down, leaving it "very, very dark".

There have been few reports from outside the capital, but Global Orphan Project posted a video on the YouTube

website it said had been filmed in the south of Haiti "a long way from ground zero".

The video showed what appeared to be collapsed buildings and people walking around streets strewn with

debris.

'Running and screaming'

Henry Bahn, an official for the US Agriculture Department visiting Haiti, said everybody there was "just totally

freaked out and shaken", the Associated Press news agency reported.

He said he was walking to his hotel when the ground began to shake. "I could hear a tremendous amount of

noise and shouting and screaming in the distance."

Mr Bahn described seeing a ravine where several houses had been

standing. "It's just full of collapsed walls and rubble and barbed wire."

Writing on Twitter, Troy Livesay - a Christian missionary working in Port-

au-Prince - described seeing bodies in the street that had been pulled out

of collapsed buildings and people standing around in a state of shock.

The capital had "always looked a little rough around the edges, so driving around at night it seems hard to see

the damage, then you come upon huge piles of rubble where a supermarket used to be", he said.

Several people spoke of hearing people screaming across the city following the quake followed by singing and

prayers later on.

Mr Livesay said it was "a beautiful sound in the middle of a horrible tragedy".



People rushed into the streets after the earthquake hit

People are screaming and

freaking out down towards the stadium

RAMhaiti, Twitter user

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A user of the social networking website Twitter, identifying himself as RAMhaiti, said the singing had become

"louder and more emotional" before subsiding.

He said he could hear no ambulances or helicopters and that aftershocks were still causing panic.

"People are screaming and freaking out down towards the stadium," he said.

Valerie Moliere, 15, had to be helped out of her family's home by her father

and said the scene was one of confusion and anguish.

She said people were in the streets "hugging and crying" and the damage

was substantial.

"I see broken houses and many people are walking in front of me and they

have blood all over them," she said.

The passengers of a flight from Haiti to Miami, which left shortly after the quake hit, said the airport building had

been severely damaged.

"The whole outside had deteriorated, from top to bottom it was cracked up totally," one man told reporters.

"We thought it was something that hit the building, but it turned out it was an earthquake."

Other passengers spoke of their fears for family members left behind in Haiti.

Cries for help

Carel Pedre, a TV and radio presenter in Port-au-Prince, told the BBC he

had witnessed extensive damage on his five-mile walk through the city to

reach his daughter.

"I saw a lot of people crying for help, a lot of buildings collapsed, a lot of

car damage, a lot of people without help, people bleeding."

He said he had seen a cinema, a supermarket, a cybercafe and an apartment building, all of which had crumbled

in the quake.

Mr Pedre said he could feel aftershocks every 15 to 20 minutes, lasting from three to five seconds each. The

darkness, he said, was compounding the fear and worry people were feeling.

"There is no electricity, all the phone networks are down, so there's no way that people can get in touch with

their family and friends," he said.

He said he had not seen any emergency services, adding that while people in the neighbourhood were trying to

help each other, they did not know "where to go or where to start".

Within minutes of the quake, a huge plume of dust and smoke was seen rising from the capital.

Mike Godfrey, a contractor for the US Agency for International Development, told CNN it looked like "a blanket

that completely covered the city and obscured it for about 20 minutes".



FROM THE TODAY PROGRAMME

Jump media player

Media player help

Out of media player. Press enter to return

or tab to continue.

More from Today programme

There's no way that people can

get in touch with their family and friends

Carel Pedre

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Appendix Seven



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EDSE12013, Assessment One, Idiens, Samantha -2

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