Risk in Tectonics

Overview

In this lesson (11 of 18), students learn how scientists and emergency planners assess risks in tectonically active regions. They will conduct a mock risk assessment using realistic scenarios and identify practical mitigation strategies.

Learning intentions

Students will:

• use hazard, exposure, and consequence to assess risks in earthquake and volcanic contexts
• apply scientific information to make evidence-based judgements about likelihood and impact
• communicate a clear risk assessment that includes recommended actions to reduce harm
• reflect on safety and ethical responsibilities when dealing with real-world hazards

Success criteria

• I can identify hazards and who/what is exposed in a tectonic event scenario.
• I can rate likelihood and consequence using given criteria and justify my ratings.
• I can write a risk statement and propose at least one mitigation strategy per major risk.
• I can clearly communicate my risk assessment in a logical, readable format.

Curriculum links

• Earth systems: Earth processes shape environments and include natural hazards such as earthquakes and volcanoes.
• Scientific inquiry: interpreting evidence, using models, and communicating conclusions.
• Data and reasoning: using evidence to make judgements about risk and impact.
• Science as a human endeavour: considering how knowledge supports community safety and decision-making.

Lesson structure (60 minutes)

1. 5 min — WALT check and scenario hook Teacher displays a short, student-friendly scenario (e.g., “Town near a volcanic slope” or “Coastal city near a fault”). Students identify what could go wrong and share one idea with a partner.

2. 8 min — Mini-lesson: turning information into risk Teacher models how to build a risk assessment:

• Hazard: the potential source of harm (e.g., earthquake shaking, ash fall)
• Exposure: who/what could be affected (students, homes, transport, water supply)
• Consequence: what outcomes could happen (injury, infrastructure damage, health impacts)
• Risk: likelihood × consequence (using the class’s simple rating scale)

3. 7 min — Build a class template together Students co-construct the headings for a mock assessment: event, hazards, exposed groups/assets, likelihood rating, consequence rating, overall risk level, evidence used, and mitigation actions. Provide sentence starters to support literacy.

4. 30 min — Mock risk assessment (small groups) In groups of 3–4, students complete a risk assessment for their assigned scenario using a provided template. They must:

• list at least 3 hazards
• identify at least 2 exposed groups/assets
• choose likelihood and consequence ratings with brief justifications
• select at least one mitigation strategy for the top 2 risks

5. 7 min — Gallery walk and feedback Groups display their work. Students use a quick “Glow and Grow” prompt to give feedback: one strength and one improvement linked to evidence, clarity, or justification.

6. 3 min — Exit ticket reflection Students answer: “Which part of the risk model was hardest and why?” plus “What mitigation action do you think will help most?”

Resources

• Risk assessment scenario cards (2–3 versions) with plain-language event descriptions
• Risk assessment template (print and/or large-text version)
• Likelihood and consequence rating scale (simple 1–5 or low/medium/high)
• Highlighters or coloured pencils (e.g., colour-code hazard vs exposure)
• Sentence starters (e.g., “This hazard could affect…”, “Because…, the likelihood is…”)
• Evidence prompts (e.g., “Use scenario details and general Earth hazard facts taught earlier”)
• Timer and group roles (reader, recorder, evidence checker, presenter)
• Optional: dyslexia-friendly printed materials (clear spacing, minimal text density)

Assessment

• Formative: teacher circulates during group work, checking hazard/exposure identification and justification quality.
• Summative-in-class: collected risk assessment template demonstrating risk statements and mitigation recommendations.
• Exit ticket: gauges understanding of the hardest component and readiness for next lesson activities.

Differentiation

• Provide templates with pre-filled headings and checklists for students needing structure.
• Offer dyslexia-friendly reading options: audio reading of scenario cards, large-font printouts, and reduced-text versions of each scenario.
• Literacy support: sentence starters, vocabulary-lite prompts (hazard, exposure, likelihood, consequence, mitigation) and model responses.
• Extension for advanced learners: require a “mitigation trade-off” section (e.g., cost, feasibility, and who must be responsible) and a brief justification for prioritising the top risk.

Extension (optional)

• Advanced extension: Students propose additional mitigation actions beyond the template and explain how they reduce risk by lowering likelihood, reducing exposure, or lessening consequences.