Learning target: I can teach my group one kind of hazard evidence, combine it with my classmates' evidence to explain which California hazards can be forecast and how, and help my group justify mitigation choices.
MS-ESS3-2 (practice): Groups sort real evidence about California's volcanoes and faults into what allows short-term eruption forecasts, what supports long-term earthquake forecasts, and which technologies reduce harm. They reason with hazard data but do not analyze a dataset themselves, so the sheet practices the PE.
MS-ESS2-2 (supports): The stick-slip and creep card and the Long Valley card show processes that build slowly for decades and are released suddenly, the gradual-then-catastrophic pattern in this PE's clarification statement. Students use it as background and do not construct the full explanation.
MS-ESS2-3 (supports): Expert set C links hazards to the transform boundary, the Cascadia subduction zone and the exceptions (a hot spot and a fault inside a plate), using plate-boundary ideas from Lesson 16 as background.
Purpose: practice · Time: about 55 minutes · Format: jigsaw
| Criterion | 4 · Exemplary | 3 · Proficient | 2 · Developing | 1 · Beginning |
|---|---|---|---|---|
| Expert teaching | Teaches all three cards accurately within the time, states why each matters for the briefing, and answers a group question correctly. | Teaches all three cards accurately but runs long or does not connect them to the briefing. | Reads the cards aloud or teaches one card inaccurately. | Does not teach the cards. |
| Hazard briefing accuracy | Every cell accurate and supported by a card number; the forecast column clearly separates eruptions from earthquakes. | One or two cells incomplete or missing a card number; forecast column correct. | Several cells inaccurate, or the table says earthquakes can be forecast days ahead. | Table mostly blank or inaccurate. |
| County decision | Three projects justified with specific card evidence; the rejection of (d) uses importance-based targets and cost. | Three projects justified; one reason lacks a card or the (d) reasoning is thin. | Projects chosen with general reasons and no card evidence. | No decision or no reasons. |
| Individual accountability (Part C) | All five answers accurate, cite cards from sets other than the student's own, and show understanding of the group's reasoning. | Four of five accurate with evidence. | Two or three accurate; others restate card text without reasoning. | Part C mostly blank or inaccurate. |
Print and cut the twelve cards and give each student one expert set of three. Facts were checked against USGS, the California Volcano Observatory and the San Francisco Bay region forecast fact sheet (2014-2043). Points to watch: the creeping section in Hollister that offsets curbs is the Calaveras Fault, part of the San Andreas system, which is why card B1 says 'a creeping fault'; the 1700 Cascadia date comes from Japanese tsunami records and tree rings; the New Madrid magnitudes are estimates from historical accounts; ShakeAlert public phone alerts in California began in 2019. Card D3's three importance levels match the chapter's performance-target table (slide 24 and the labs). The county decision connects to the slide 25 discussion about why not every bridge is built to the lifeline target. Keep the discussion at the level of community mitigation; this sheet does not give personal emergency instructions.
Use this plan for each card: 'This card is about ___. The key fact is ___. It matters for our briefing because it shows ___.' Point to the column of the briefing table your card helps with. If you are listening, write the card number next to any fact you will use, so you can cite it later.
Write a 150-word public notice for Sierra Coast County explaining the three projects your group chose. Readers are residents, not scientists. Explain what the county can and cannot know about each hazard, use the words forecast and mitigate correctly, and avoid any statement that sounds like a prediction of a date. Then trade notices with another group and mark any sentence that overstates what science can tell.