# Ten teacher scripts · 25 minutes each

Each session is **2 + 4 + 5 + 7 + 4 + 3 = 25 minutes**. Prepare the [invented cards](MODEL-PLACE-CARDS.md), [clean learner page](LEARNER.md), [same-target daily routes](DAILY-CHOICES.md), [optional examples](DAILY-EXTRAS.md), [print aids](print/TEXT-ALTERNATIVES.md) and, after student work, the [public teacher key](teacher/ANSWER-AND-NEXT.md). The seven-minute response is an initial window; extend locally. All model locations and values are fictional; no route on a card is real emergency advice. Ask for reasoning from the supplied evidence rather than lived disaster experience.

### Day 1 · Hazard is not an impact map

**Target:** distinguish a physical hazard process, a mapped hazard zone, exposed assets and an unsupported disaster claim. **Prepare:** Cards A/B and [hazard-to-impact aid](print/hazard-to-impact.svg).

1. **Launch · 2 min.** Show the claim “A1 is H; nobody lives in A1.” Ask which part the card supports and which part jumps beyond its dwelling count.
2. **Model · 4 min.** B1 describes rain/runoff/creek overtopping; A labels *potential model inundation*. A's zero **dwellings** in A1 does not establish zero people, roads or ecosystems. No serious disruption has been recorded, so do not call this an observed disaster.
3. **Guided reading · 5 min.** Pairs sort four statements: B1 process, A's M-zone band, 8 dwellings in B1 cell, “all residents evacuated.” Only the first three are supplied; the fourth is invented.
4. **Practice route · 7 min.** Choose Day 1 route. Give one process→zone→exposure chain and one missing consequence datum for A.
5. **Audit · 4 min.** A peer tries “higher hazard means most damage”; learner narrows it to this map's relative label and names missing vulnerability/capacity data.
6. **Exit · 3 min.** “Does H with zero dwellings mean zero exposure?” Key: no; only zero *counted dwellings* in this teaching card.

### Day 2 · Three process families

**Target:** explain one geological, one geomorphic and one atmospheric/surface interaction without treating the labels as exclusive. **Prepare:** Card B and hazard-to-impact aid.

1. **Launch · 2 min.** Show “rain”, “loose slope material” and “fault slip.” Ask which begins inside Earth.
2. **Model · 4 min.** Draw B3: accumulated stress→sudden fault slip→shaking. B1: heavy rain and runoff→creek overtopping. B2: saturated material on steep slope→downslope movement. Label cause, process and possible hazard separately.
3. **Guided reading · 5 min.** Students put B1, B2, B3 under atmospheric/surface, geomorphic and geological headings, then add that rainfall can interact with the slope in B2. No specific disaster follows automatically.
4. **Practice route · 7 min.** Choose Day 2 route. Explain two distinct causal chains and a cross-process interaction with the supplied wording.
5. **Audit · 4 min.** Swap “all landslides are caused by rain” for “rainfall is one possible influence in this model”; check no earthquake probability is inferred for any named place.
6. **Exit · 3 min.** “What process produces B3 shaking?” Key: imagined sudden slip on a fault, not rain.

### Day 3 · Read the grid before making a claim

**Target:** use title, orientation, key, scale and cell references to describe a spatial pattern accurately. **Prepare:** Card A and [grid reader](print/grid-reader.svg).

1. **Launch · 2 min.** Point to B2. Ask whether it is west or east of C2 and whether the label is a measured depth.
2. **Model · 4 min.** North is up; A→D runs west→east; row 1→3 north→south. B2 is M, immediately west of C2. One cell is 100 m by 100 m, so 0.01 km²; the 12-cell rectangle represents 0.12 km² *in this model*.
3. **Guided reading · 5 min.** Students locate A3, C1 and D2 by coordinate; read the letter category and counted dwellings separately. Say “M cells form a north–south band” rather than “all of town floods.”
4. **Practice route · 7 min.** Choose Day 3 route. Describe A's west–east category change with two cell references and one scale/legend caveat.
5. **Audit · 4 min.** Partner reverses north/south or calls M “one metre”; learner uses the key to correct both.
6. **Exit · 3 min.** “What is the area of one 100 m square cell?” Key: 10,000 m² = 0.01 km²; this does not create a real map scale.

### Day 4 · Overlay hazard and exposure

**Target:** combine a category map and counts without presenting a count as risk probability. **Prepare:** Card A and [overlay tally](print/overlay-tally.svg).

1. **Launch · 2 min.** Ask whether the H band has the largest dwelling count just because H is the highest label.
2. **Model · 4 min.** Total *counted dwellings* in M cells: 8+15+6=29. In H cells: 0. In L cells: 12+4+18+5+10+3=52. Write both layer names beside each total.
3. **Guided reading · 5 min.** Discuss B2's 15 dwellings versus B1's 8 within the same M label; a settlement pattern changes exposure even where the classroom hazard class is constant. Ask what remains unknown about people, buildings and roads.
4. **Practice route · 7 min.** Choose Day 4 route. Make a three-zone count table and one careful spatial inference.
5. **Audit · 4 min.** Peer claims “29 houses will be destroyed” or “M has 29 residents”; learner corrects to 29 *model dwellings located in cells labelled M* under one invented scenario.
6. **Exit · 3 min.** “Can we calculate actual damage from these counts?” Key: no; no actual event, depth, building condition or impact data.

### Day 5 · Fresh public check A: Junction Park

**Target:** transfer process, grid and exposure reading to [new File G](STUDENT-CHECKS.md#day-5-check-a--junction-park-file-g). **Prepare:** File G alone and blank grid/overlay aids; the worked key is public but shown only after the first response.

1. **Launch · 2 min.** Say the location is invented; ask for a bounded claim and its source cell.
2. **Source access · 4 min.** Release File G and let learners inspect orientation, category key and counts; log any read-aloud or scribe support.
3. **Independent plan · 5 min.** Learner locates two named cells and marks what is known versus missing.
4. **Independent response · 7 min.** Choose Day 5 route; retain the first map description and calculation before content feedback.
5. **Self-audit · 4 min.** Check units: a building count is not people; a relative model zone is not observed harm.
6. **Submit · 3 min.** Collect the response/support log and use the separate public teacher key for next instruction. This is not a school examination.

### Day 6 · Vulnerability and capacity change the story

**Target:** distinguish equal model hazard/exposure from different plausible vulnerability and capacity factors. **Prepare:** Card E and [risk evidence board](print/risk-evidence.svg).

1. **Launch · 2 min.** Both invented neighbourhoods have 20 dwellings in M. Ask whether equal counts prove equal consequences.
2. **Model · 4 min.** Eastbank has rehearsed warning reach and two checked *possible* routes; Westbank has untested warning reach and one unverified crossing. State a **conditional** capacity difference, not a ranked real-world disaster forecast.
3. **Guided reading · 5 min.** Distinguish hazard label, exposure count, vulnerability questions (for example building condition and dependence on a crossing) and capacity (warning network/checked route). No resident characteristics are assumed.
4. **Practice route · 7 min.** Choose Day 6 route. Write one same factor, two different factors and two pieces of information needed to test implications.
5. **Audit · 4 min.** A peer says “Westbank people are less prepared”; learner replaces a judgement about people with the exact *system evidence* given: warning reach untested.
6. **Exit · 3 min.** “Can a dwelling tally alone determine risk?” Key: no; threat, who/what is exposed, vulnerability and capacity need evidence.

### Day 7 · Time characteristics and uncertainty

**Target:** compare onset and duration without assuming either alone decides severity or frequency. **Prepare:** Card D and hazard-to-impact aid.

1. **Launch · 2 min.** Compare D1's 20-minute lead and D2's 18-hour lead. Ask whether they need identical communication timing.
2. **Model · 4 min.** D1 onset-to-impact 20 minutes, duration 2 hours; D2 18 hours, 3 days. D3 shaking is 40 seconds in this *made-up* event. This says nothing about how often any occurs or how many people are affected.
3. **Guided reading · 5 min.** Students order the three by stated duration, then separately ask what preparedness/time information is missing. A 40-second event can still have serious effects.
4. **Practice route · 7 min.** Choose Day 7 route. Compare D1 and D2 on two dimensions and make a conditional communication proposal with a limit.
5. **Audit · 4 min.** Peer calls D1 “one-in-20-year flooding” or D3 “safe because brief”; learner strikes both unsupported claims.
6. **Exit · 3 min.** “Can three invented timelines tell us event frequency?” Key: no; frequency needs an appropriate record/model.

### Day 8 · Spatial access beyond the water's edge

**Target:** infer a possible network effect from a spatial relationship, then identify the data needed before proposing a real route. **Prepare:** Card C and grid reader.

1. **Launch · 2 min.** In the scenario B2 bridge is closed; ask whether a clinic at lower-labelled C2 is necessarily reachable from the west.
2. **Model · 4 min.** Place library C1, clinic C2, workshop D2, interchange B3. B2 is the only supplied crossing. A western traveller's access may fail even if C2 is lower model inundation. Never tell a learner to use an unverified route.
3. **Guided reading · 5 min.** Ask what a current road authority map, accessibility information, timing and emergency direction would add. Separate facility exposure from *network access*.
4. **Practice route · 7 min.** Choose Day 8 route. Draw or describe the network dependency and a cautious school/clinic/transport communication action, conditional on authority verification.
5. **Audit · 4 min.** Partner invents an eastern crossing; learner points out none is given and holds the route claim.
6. **Exit · 3 min.** “What does the B2 closure establish?” Key: the only supplied west-to-east crossing is closed in this invented scenario; a real safe route cannot be concluded.

### Day 9 · From map evidence to a proportionate action

**Target:** propose one action that follows from bounded spatial evidence and recognise where an authentic two-place study is still required. **Prepare:** Cards E/F and risk evidence board.

1. **Launch · 2 min.** Card F has 30 western-route learners out of 52 total. Ask which number a western crossing closure directly affects *in the brief*.
2. **Model · 4 min.** 30 are linked to the western route, not necessarily harmed. Option 2 proposes accessible multimode information **and verification** by the transport authority; no alternative safe route is established. Connect proposed action to the access issue, with a checkable next evidence step.
3. **Guided reading · 5 min.** Revisit E: same scenario/exposure, different warning and crossing information. Explain why this invented comparison cannot stand in for QCAA's two real locations in differently developed countries.
4. **Practice route · 7 min.** Choose Day 9 route. State spatial evidence, conditional impact, action, responsible verifier and limitation for F.
5. **Audit · 4 min.** Peer says “Option 2 guarantees access”; learner changes this to a proposal to test and verify, then asks how the message reaches people who need it.
6. **Exit · 3 min.** “What is still needed for QCAA's Topic 1 case study?” Key: a real hazard at two real contrasting locations, sourced spatial/exposure/vulnerability data and defensible comparison/action.

### Day 10 · Fresh public check B: Quarry Edge

**Target:** transfer process, spatial interpretation, vulnerability/capacity and a bounded action to [new File H](STUDENT-CHECKS.md#day-10-check-b--quarry-edge-file-h). **Prepare:** File H alone, blank risk board and support log.

1. **Launch · 2 min.** Say the slope and settlement are fictional; no school or travel decision follows from this case.
2. **Source access · 4 min.** Release File H without its public worked key; let learners inspect the cross section and table.
3. **Independent plan · 5 min.** Learner identifies the process, the exposed site, a capacity question and a possible action.
4. **Independent response · 7 min.** Choose Day 10 route and preserve first reasoning/diagram before prompts.
5. **Self-audit · 4 min.** Check directional language, correct units and whether a model possibility was called proven harm.
6. **Submit · 3 min.** Collect response/support log; use the public teacher key for next instruction. No QCAA unit judgement follows.

SubjectNest original teacher scripts © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).