This document provides instructions for a group project on natural disasters. Students will research earthquakes, hurricanes, and volcanoes; how they form; where they typically occur; and other disasters they can cause or be associated with. They will then analyze specific past disasters and compare their impacts. Finally, students will investigate current emergency procedures and create preparedness checklists. The project will result in a written paper or presentation evaluated based on accuracy, organization, and understanding.

1. Natural Disasters at a Glance
Introduction
Humanity has been dealing with natural disasters since the beginning of
time. A Natural Disaster is an event or force of nature that can have
catastrophic consequences. In the most severe cases, these events lead to
damage of property and loss of life. The severity of the occurrences are
typically measured by the ability of the community involved to recover.
Through time people have developed ideas and tools to help predict these
events. But will we ever be able to combat the destruction these disasters
leave behind?

2. Hurricanes, Volcanoes and
Earthquakes
Task
The students will research three different natural disasters: volcanoes, earthquakes, and
hurricanes and how they form. Students will form groups and present their findings in
either a written paper or PowerPoint format.

3. Process
• Task 1
• Research earthquakes, hurricanes, and volcanoes.
• Answer the following questions:
• How do they form?
• Where do they happen most often?
• What other natural disasters are they associated
with or cause?

4. Hurricanes

5. Hurricane Websites
• http://www.hurricanescience.org/science/science/hurricanegenesis/
• http://www.nasa.gov/audience/forstudents/k-4/stories/what-are-hurricanes-k4.
html
• http://video.nationalgeographic.com/video/101-videos/hurricanes-101

6. Volcanoes

7. Volcano Websites
• http://video.nationalgeographic.com/video/101-videos/volcanoes-101
• http://www.ga.gov.au/scientific-topics/hazards/volcano/basics/causes
• http://science.howstuffworks.com/nature/natural-disasters/volcano2.htm

8. Earthquakes

9. Earthquake Websites
• http://earthquake.usgs.gov/learn/kids/eqscience.php
• http://www.fema.gov/earthquake/why-earthquakes-occur
• http://www.ga.gov.au/scientific-topics/hazards/earthquake/basics/causes
• http://video.nationalgeographic.com/video/101-videos/earthquake-101

10. Process
• Assignment 1
• Write a paper or give a PowerPoint presentation answering
the questions listed under Task 1 for each type of natural
disaster. Your group must decide which type of report you
want and each participant must contribute.
• The paper or the presentation needs to be long enough to
answer all the questions thoroughly.
• Sources must be cited.

11. Process
• Task 2
• Discover what damages are caused by natural disasters.
Three specific examples have been chosen for you – the
2011 Japanese Earthquake, Hurricane Katrina, and the
eruption of Mt. Vesuvius in Pompeii in 79 AD.
• Answer the following questions:
• What was the estimated or exact death toll?
• What was the total estimated or exact monetary
damages?

12. Process
• Resources
• 2011 Japanese Earthquake:
• http://www.npa.go.jp/archive/keibi/biki/higaijokyo_e.p
df
• http://www.accuweather.com/en/weather-news/top-5-
most-expensive-natural-d/47459?partner
• http://www.latimes.com/business/la-fgw-japan-quake-world-
bank-20110322-story.html
• http://www.bloomberg.com/news/2011-03-23/japan-sees-
quake-damage-bill-of-up-to-309-billion-almost-four-
katrinas.html

13. Process
• Resources
• Hurricane Katrina:
• http://www.hurricanescience.org/history/studies/katrina
case/impacts/
• http://hurricanekatrina.web.unc.edu/economic-suffrage-after-
katrina/
• https://cms.bsu.edu/-
/media/WWW/DepartmentalContent/MillerCollegeofB
usiness/BBR/Publications/disasterStudies/katrina2005.p
df

14. Process
• Resources
• The eruption of Mt. Vesuvius in Pompeii in 79 AD:
• http://www.history.com/this-day-in-history/eruption-of-mount-
vesuvius-begins
• http://volcano.oregonstate.edu/vesuvius
• http://volcano.oregonstate.edu/book/export/html/222

15. Process
• Assignment 2
• Compare the damages from each specific disaster listed and
create an excel chart, bar graph, or pie chart to add to your
paper or PowerPoint presentation.
• You can have as many categories as you need to describe
the damages such as death toll, total repair cost, insurance
claims, and number of houses destroyed.
• If you cannot find any specific information, provide an
explanation as to why in a footnote.
• Cite your sources.

16. Process
• Task 3
• Investigate the current emergency procedures in place for
natural disasters.
• Ask the following questions:
• What steps can you and your family take before and
after a natural disaster occurs?
• What kind of emergency preparedness procedures does
the federal government have in place for natural
disasters?
• Are there any changes you would make to the current
procedures in place?

17. Process
• Resources
• http://www.ready.gov/earthquakes
• http://www.ready.gov/hurricanes
• http://www.ready.gov/volcanoes
• http://www.dhs.gov/topic/disaster-response-and-recovery
• http://www.dhs.gov/topic/disaster-assistance
• http://www.dhs.gov/topic/plan-and-prepare-disasters
• http://www.ready.gov/kit

18. Process
• Assignment 3
• Create a checklist of the important steps when preparing for
a natural disaster (hurricanes, earthquakes, and volcanoes).
This checklist should be added to the paper or PowerPoint
presentation.
• Make one emergency kit per group and explain the items in
it or make a diagram showing the evacuation route from
each group member’s home and this classroom. If your
group chooses the emergency kit, you must present it to the
class. If your group chooses the diagrams, add them to the
end of the paper or presentation.
• Cite your sources.

19. Process
• Guidelines
• The written paper must be typed and double spaced.
• If you do a PowerPoint presentation, make sure it is easy to
read and not too crowded.
• Visuals for the presentation are great! Pictures, videos, and
demonstrations (models) are encouraged.
• There needs to be a single works cited page. Pictures and
videos not created by your group need to be cited as well.
• All due dates will be provided so that work will be
completed in a timely manner. Feedback will be provided
each step of the way.

20. Evaluation
Below Average Average Above Average
Written Paper Does not have the
correct information on
the topic with many
grammical errors. The
paper does not flow
smoothly and no
websites cited.
The paper has some
grammical errors and
has most of the
information presented.
Most sources
documented.
Has very few
grammical errors and
paper flows very well.
All the information is
present and all
documents are cited.

21. Evaluation continued
Below Average Average Above Average
Charts and Emergency
Kit/Diagram
The student does not
have a good
understanding of how
to create charts from
given data and does
not have the
understanding to draw
conclusions from them.
Emergency Kit/Diagram
incomplete.
Students has most of
the relevant data in
the chart and labeled
correctly. The
conclusion is not
complete and some
errors. Emergency
Kit/Diagram mostly
complete.
The students has an
excellent
understanding of how
to create charts from
given data and forms a
strong conclusion from
data. Emergency
Kit/Diagram complete.

22. Evaluation continued
Below Average Average Above Average
PowerPoint The student does not
show understanding of
using Power Point or
other methods of
technology and the
presentation does not
flow well at all.
Student not organized
or prepared. The
presentation has many
errors. They do not
understand what they
are presenting.
The student shows the
ability to use
PowerPoint or other
methods of technology.
The presentation is
fairly organized and
complete. They do not
understand completely
what they are
presenting.
The student shows a
remarkable ability of
using some type of
technology for the
presentation. The
student is well
organized and
prepared. They have a
great understanding of
what they are
presenting.

23. Conclusion
• Now that you’ve completed this WebQuest, you should have a better
understanding of what causes natural disasters. Additionally, you should now
know enough information to take the correct steps in the event of a natural
disaster. Remember, each event is unique and knowing the correct actions to
take for each threat will affect the decisions and preparations you make. I hope
this activity has intrigued you about these amazing acts of nature.
• “Bad times have a scientific value. These are occasions a good learner would
not miss.” – Ralph Waldo Emerson

24. Credits
• Pictures: http://wayne.uakron.edu/library
• http://largecontent.ebsco-content.
com.lib.ezproxy.uakron.edu:2048/embimages/df99cfc50f25c11a72391a85dce4a998/54235647/imh/upi/full/
wax20070820301_001.jpg
• http://largecontent.ebsco-content.
com.lib.ezproxy.uakron.edu:2048/embimages/669299324b06a0e01df917377f1111bc/5423561b/imh/getty/f
ull/119822961.jpg
• http://largecontent.ebsco-content.
com.lib.ezproxy.uakron.edu:2048/embimages/d7d3290ea4919f48a7b4c7111c385a25/54235672/imh/getty/f
ull/130264305.jpg
• Quotes: http://www.brainyquote.com/quotes/topics/topic_science.html