Lesson Worksheet: Reducing the Negative Impacts of Natural Hazards Science • 4th Grade

In this worksheet, we will practice describing solutions that reduce the negative impact of natural hazards.

Q1:

This photo shows a seismologist at work.

Seismologist

Fill in the blank: A seismologist maps where happen and predicts where the next one may occur.

  • Atornadoes
  • Bearthquakes
  • Cvolcanoes

Q2:

This photo shows a part of California, USA, during a drought.

California during a drought

Which action can help reduce the impact of drought?

  • APlanting native grasses
  • BRemoving native grasses

Q3:

In 2015, a strong earthquake hit Nepal. In the first few days after the earthquake, shelters were put up for people who had lost their homes.

Earthquake in Nepal

Is this intended as a short-term or long-term solution to reduce the impact of the earthquake?

  • AA short-term solution
  • BA long-term solution

Q4:

These scientists are carefully observing and tracking the path of a hurricane on a map.

Scientists observe a map

Why is this useful?

  • AThey can predict where the hurricane will hit to warn communities to prepare for the impact.
  • BThey can stop the hurricane.
  • CThey can change the path of the hurricane.

Q5:

An engineer has built braces on this building to reduce the impact of a natural hazard.

Which natural hazard is that?

Building with braces
  • AWildfire
  • BHurricane
  • CEarthquake
  • DTornado

Q6:

This sign shows a hurricane evacuation route.

Hurricane Evacuation Direction Sign Road

What should people do if they are told to evacuate their homes?

  • ACarry on as normal
  • BLeave their homes as soon as possible
  • CPanic and run into the street

Q7:

Look at this warning sign found in an area of high mountains.

Which natural hazard is it warning of?

  • AAvalanche
  • BHurricane
  • CBlizzard

Q8:

4 groups of students were asked to design and build a structure that could withstand an earthquake. They were given marshmallows and toothpicks to build a model of a structure.

These are their models.

The teacher put the structure made by group 1 on top of a layer of Jell-O and wobbled the dish for 20 seconds to model the effect of an earthquake. The structure fell over.

Groups 2, 3, and 4 tested their structures using the Jell-O. Which group made the structure that is the most likely not to fall over?

  • AGroup 2
  • BGroup 3
  • CGroup 4

Group 1 evaluated their design and discussed ways to improve their structure. Which of these ideas would make their structure less likely to fall over because of the wobbling Jell-O?

  • AMaking their structure taller
  • BAdding braces to their model
  • CRemoving the 4 toothpicks on the base of the structure

Q9:

This forecast shows the predicted weather for the next 24 hours in several US cities.

In which city should the local authorities be putting salt on the roads to reduce the impact of an upcoming natural hazard?

  • ANew York
  • BLos Angeles
  • CAnchorage

Which is an appropriate action to take in Michigan in preparation for the upcoming weather?

  • APlanting native grasses
  • BBoarding up windows of houses
  • CTake an umbrella with you if you go outside

Q10:

Look carefully at this map of the USA showing earthquake hazard levels.

Which location marked on the map has the lowest earthquake hazard risk?

  • ALos Angeles
  • BMiami
  • CNew York

Which location marked on the map needs earthquake-resilient structures the most?

  • ANew York
  • BLos Angeles
  • CMiami

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