6.5 Lesson 10 Handout Self-Assessment Giving and

• Ideas about obtaining information and communicating about hazards (the causes of the hazard, locations at risk, how to design solutions, and how to respond when it happens).
• Ideas about how effective communication and response plans account for the people living in their community and the resources the community has to respond.
• Ideas about how different communication strategies include educating the community before a natural hazard happens and then also alerting people when the hazard is happening with a variety of different modes of communication.

• 10.B Critically read scientific texts adapted for classroom use to obtain scientific and technical information related to predicting the locations and severity of a hazard and understanding the response systems designed to mitigate the effects.
• 10.C Communicate scientific and technical information in writing and/or oral presentations about a system designed to meet the criteria and constraints for communicating with identified stakeholder groups about a natural hazard.
• Students are working on these two lesson-level performance expectations over the course of days 1–3.

Prepare for feedback on communication criteria and constraints. When projects have been completed, distribute a copy of Stakeholder Criteria and Constraints Peer Feedback Form to students. Direct students to look back at Determining Stakeholder Needs and focus on the second and third columns. Remind students that in those two columns they identified their criteria and constraints for communication with their stakeholder group(s). Explain that students will be given a chance to get feedback on how well their communication plans have met the needs of their stakeholder groups.

Project slide O. Point out the column headers to students. Explain that students will use their previously identified criteria and constraints to complete the first column on Stakeholder Criteria and Constraints Peer Feedback Form by adding each separate criteria or constraint to its own row on the handout.

Engage in peer feedback using the Stakeholder Criteria and Constraints Peer Feedback Form handout. Move on to column 2 with students and explain that this column will be used to cite specific places where the communication plan addressed that criteria or constraint. Partners will look through the communication plan and record on the handout where they see evidence of the communication plan clearly using or addressing the criteria or constraint. Explain that column 3 is where students will give feedback about the use of the criteria and constraints within the communication plan, and also provide ideas for how to either incorporate or enhance the criteria and constraints used in the communication plan.

Place students in partner pairs and ask students to trade their Stakeholder Criteria and Constraints Peer Feedback Form handouts. Direct students to share their communication plan with their partners. Give time for each partner to complete the peer feedback and instruct students to present that feedback to their partners. Give students time to make any needed enhancements or changes to their projects after the peer feedback has been reviewed.

Share Communication Plans. If time allows, provide students time to present their communication plans to another audience. Audiences can include community members, school administrators, and peers.

As students communicate their projects, peers can use guidance in Peer Feedback Guidelines to provide overall feedback on one another’s communication plans. Use Teacher Instructions for Peer Feedback and student-facing material Self-Assessment: Giving and Receiving Feedback to allow students to self-assess how well they give and receive feedback during and after student presentations.