014 Hazards and Land Use - Applying Planning Constraints
👩🏫 Teacher’s Guide
Objective
Calculate geographic measures and interpret their units.
Vocabulary
hazard, exposure, vulnerability
Suggested time
30-40 minutes, with optional practice across the week.
Teaching Notes
- Ask students to identify units and assumptions before calculating. Require a written explanation that separates observations, calculations, and conclusions.
- Introduce the study resource before assigning questions. Students can answer using this lesson without opening the source book.
- Use questions 1-4 for guided practice and the remaining questions for independent practice or discussion. Open responses may use different wording if the evidence supports them.
- Check the activity against its stated constraints and the answer bank. Revisit a missed concept before adding a new one.
🧒 Student Worksheet
Concept and Helping Material
A hazard is a potentially damaging event or process. Risk depends on the hazard together with exposed people and assets and their vulnerability. A map of past flooding is evidence, but it is not a guarantee about every future event. The following invented site data support a planning exercise, not an actual safety assessment. Now use the dataset for calculations. Write each operation, keep its units, and check that the answer is reasonable.
Study Resource
The town needs a school site outside the mapped flood area and within 15 minutes of homes.
| Site | In mapped flood area | Travel from homes (min) | Land cost (units) |
|---|---|---|---|
| A | Yes | 5 | 20 |
| B | No | 12 | 35 |
| C | No | 25 | 25 |
Vocabulary and Definition
- - a process or event that can cause harm
- - people or things located where a hazard may occur
- - conditions that make harm more likely or severe
Words to Learn
, ,
Sentences to Fill In
- The term for a process or event that can cause harm is .
- The term for people or things located where a hazard may occur is .
- The term for conditions that make harm more likely or severe is .
🧪 Think & Respond Q&A
Which site meets both stated conditions?
Why does C fail the task?
How much more does B cost than A?
How much shorter is travel to B than C?
Would raising the travel limit to 30 minutes make C eligible under the stated rules?
Is this case an actual survey of a named real location?
What should an evidence-based answer include?
Which lesson word means "a process or event that can cause harm"?
Which lesson word means "people or things located where a hazard may occur"?
Which lesson word means "conditions that make harm more likely or severe"?
Hands-On Experiment or Activities
What You Need: Paper, pencil, and a calculator for checking arithmetic.
What You Do:
- Recommend a site under the stated rules. Write a short explanation that includes two pieces of evidence and one uncertainty.
- Share your result. Ask a partner to check the evidence and challenge one assumption.
- Revise one part of your work after checking it against the lesson evidence.
Think and Talk: What evidence supports one choice in your work?
Reflection
- Which idea can you explain now?
- What would you still need to learn about a real place?
Teacher Check
Check accurate use of the study resource, correct vocabulary or units, and a reason supported by evidence. For open activities, accept more than one result when it follows the instructions. The companion CSV contains the same numbered Q&A bank shown above.
Curriculum Reference
Original Grade 6 extension, Unit 5, Lesson 2. Builds on the map, environment, population, and planning skills in the Grade 1-4 course; no Grade 6 source book was supplied. The explanations, practice data, diagrams, activities, and questions in this lesson are original. Fictional datasets are labeled in their study resources.