Students investigate how geological processes create hazards, distinguish hazards from disasters, and address the question, “How can communities use scientific evidence and historical data to reduce the impact of natural hazards?” After a video-based launch, teams analyze historical and geographic data to forecast risk and design evidence-based monitoring, mitigation, and preparedness solutions with input from emergency responders. Teams communicate their findings through a trifold or presentation and a model, measurement device, or board game, then strengthen their work through peer critique and revision. Students present their final research and products to younger students, families, and community members.

Students will distinguish a natural hazard from a disaster and explain how geological processes, geography, and human development influence community risk. They will analyze historical data on hazard location, frequency, magnitude, and impacts to identify patterns, evaluate predictability, and forecast future events. Teams will apply scientific principles and emergency-responder input to justify technologies and community actions that monitor hazards, reduce damage, and minimize environmental impacts. Students will use peer critique to revise a trifold, presentation, model, or board game, then clearly present evidence-based recommendations to younger students, families, and community members.

Teams will create a hazard research portfolio with a map, historical-event data table, graph, forecast, and source list. They will develop a science-based safety proposal recommending at least two monitoring, mitigation, or environmental-impact reduction strategies, then revise it through peer and emergency-responder feedback. Each team will produce a trifold or slide presentation, a before-during-after preparedness poster, and one choice product: an impact model, a model monitoring device, or an educational board game. Teams will present their evidence, recommendations, and product to younger students, families, and community members.

Display a volcanic eruption image, then show a teacher-previewed video illustrating how geological processes change Earth. In teams, students record observations and questions, then sort brief event scenarios as “natural hazard” or “disaster,” explaining when a hazard becomes a disaster. An emergency responder presents or records a mock city alert asking students to investigate the risk and recommend ways to protect people, property, and infrastructure. Conclude by introducing the question, “How can communities use scientific evidence and historical data to reduce the impact of natural hazards?”

Host a Natural Hazard Preparedness Expo for younger students, families, community members, and local emergency responders. Teams present their trifold or slides, historical data and forecasts, safety proposal, preparedness poster, and model, measuring device, or board game. Visitors rotate through stations, ask questions, test interactive products, and leave feedback on the clarity and feasibility of each team’s mitigation strategies. Conclude with emergency responders sharing brief professional feedback and students reflecting on how scientific evidence can help communities reduce disaster impacts.