Earth’s Wild Side Uncovered

Learning Goals & Products

Learning Goals

Students will be able to analyze local maps, photos, and hazard station evidence to explain how earthquakes, floods, storms, and wildfires change land and affect people.

Students will be able to measure erosion and compare results from water, wind, and vegetation investigations to determine which conditions move soil or protect land best.

Students will be able to define criteria and constraints for a community disaster solution by identifying what the solution must do and what limits it must follow.

Students will be able to generate and compare multiple solution ideas for reducing damage from earthquakes, floods, storms, and wildfires using a simple decision matrix.

Students will be able to prototype and test a disaster-protection model or plan and use data to improve it at least once.

Students will be able to obtain and combine information about energy, fuels, and natural resources to explain how human choices can affect the environment during disasters and recovery.

Students will be able to communicate a science-based disaster response explanation through a narrative from the perspective of a family member, firefighter, or emergency planner.

Products

individual

Disaster Response Design Notebook and Science Narrative

Each student submits a design notebook showing hazard analysis, criteria and constraints, at least three solution ideas, a decision matrix, and a revision note based on test data. Students also write a short first-person narrative from the viewpoint of a child, firefighter, or emergency planner that uses accurate science ideas about one natural hazard.

team

Interactive Local Disaster Guidebook Display with Tested Prototype

Teams create an interactive museum-walk display featuring a local map, erosion evidence, a functional model or prototype, advisory pages for families, and a brief presentation of performance data and trade-offs. The final exhibit must show how the team used evidence to select, test, and improve one solution for reducing community risk.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Content Expertise	I can make careful observations and basic measurements from maps, erosion trays, weather/wildfire images, and photos to describe how natural forces (water, wind, ice, vegetation) change land over time and affect people.	I can use evidence from investigations (like erosion data charts and before/after visuals) to explain how different natural Earth processes connect to specific impacts on land and communities, and I can identify which evidence supports my claims.	I can gather and combine information from multiple sources (local observations, maps, and investigation results) to accurately describe cause-and-effect for hazards, and I can connect those science ideas to how energy/earth processes relate to changes in the environment and safety risks.	I can apply and refine my content understanding to design, compare, and justify multiple hazard-reduction solutions using scientific evidence, showing how my chosen approach reduces risk for real community places such as homes, parks, and roads.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can use evidence from observations (maps, photos, erosion trays, and weather/pattern images) to describe how one natural hazard changes land and affects people I can ask a focused question about what might help reduce harm and try one simple solution idea.	I can compare evidence across observations and data to explain how changes in land happen (for example, erosion by water/ice/wind/vegetation) and what hazards impact people most I can generate more than one solution and justify my choice using the evidence I gathered.	I can use multiple sources of evidence to predict how a proposed solution would reduce impacts on people and the environment I can improve my design by testing or revising it with feedback, explaining the reasoning with relevant science ideas (natural Earth processes and impacts).	I can independently evaluate and refine solutions by comparing how well each would reduce damage for different community needs (homes, parks, roads, evacuation) I can clearly connect evidence to trade-offs, communicate why my final plan is most effective, and explain how it addresses the hazard’s process (weathering/erosion and impacts on humans).
Deeper Learning Competencies	Effective Communication	I can share my observations from hazard stations (maps, photos, and erosion/wind/water/vegetation evidence) by pointing to specific details and using science words I learned.	I can explain how natural Earth processes change land and affect people by combining evidence from my investigations (for example, erosion tray results and local map observations) and telling how it connects to a community impact.	I can communicate clear, audience-ready solutions by comparing multiple options to reduce harm (like safer routes, defensible space, or emergency kits) and using evidence from my data, maps, and models to justify my team’s final choice.	I can present and refine a persuasive, accurate narrative and interactive guidebook display for families/community partners, using feedback to strengthen my explanations, answer questions, and show how my solution reduces risk during earthquakes, floods, storms, or wildfires.
Deeper Learning Competencies	Collaboration	I can work with my team to share materials, take turns, and follow agreed roles while we study evidence (like maps, photos, and erosion tray results) for one natural hazard I can listen respectfully to others’ ideas and help keep our group on track during station work and planning.	I can collaborate to co-create our investigation plan and project pieces (notes, charts, or a labeled map) by using team ideas and evidence from the disaster stations I can ask helpful questions, suggest next steps, and solve small disagreements by using group norms and checking what will best serve our guidebook display.	I can collaborate independently to divide tasks, coordinate timelines, and revise our solution by comparing multiple ideas using evidence (for example, what the erosion data shows and how land changes affect people) I can clearly share my reasoning, incorporate feedback from peers/partners, and lead parts of the work when it’s helpful for the team.	I can lead collaborative problem-solving by integrating different perspectives to improve our team’s community safety solution and communication for a public audience I can facilitate shared decision-making, coach teammates through challenges, and use scientific evidence to justify changes we make across our model/prototype, maps, and advisory pages.
Deeper Learning Competencies	Self Directed Learning	I can follow my project plan and use teacher-provided checklists to gather data (like erosion tray observations and map details) and record it in my notes so I can explain what I found.	I can use feedback from teachers and peers to revise my work, choosing what to adjust (for example, adding labels, improving a data chart, or correcting a solution idea) based on evidence from my investigations.	I can independently monitor my learning by setting goals, tracking progress across design cycles, and using multiple sources (stations observations, local examples, and partner input) to improve my model/prototype and advisory pages.	I can self-direct my learning by using reflection and visitor/partner feedback to justify changes, troubleshoot problems in my evidence or design, and revise my guidebook display so my solution clearly reduces risk using accurate science ideas.
Deeper Learning Competencies	Academic Mindset	I can explain that I am learning how natural hazards change land and affect people, and I can share one idea for how to reduce harm in my community using evidence from classroom observations or stations.	I can set a personal goal for my disaster guidebook design, track my progress using teacher/peer feedback, and revise my work by adding clear evidence (like erosion-tray observations, map details, or before/after evidence) to support my solution.	I can compare multiple solutions for one hazard, choose the safest/most effective option using science evidence, and justify my decision with accurate reasoning about how erosion/weathering and natural Earth processes impact people and places.	I can independently improve my team’s design through repeated reflection and feedback, refining an interactive display (map/model/advisory/narrative) so it clearly connects evidence to community impact and explains how the solution reduces risk for earthquakes, floods, storms, or wildfires.