Lesson Plan

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Lesson Plan
Grade: Date: 17/01/2026
Subject: Geography
Lesson Topic: The concept of perception of risk
Learning Objective/s:
  • Describe how personal experience, media, culture, and socio‑economic status influence risk perception of earthquakes and volcanoes.
  • Compare perceived risk with actual statistical risk and explain the consequences of mismatches.
  • Analyse case studies (Haiti, Etna, Kobe) to identify factors shaping community risk perception.
  • Evaluate communication and community‑engagement strategies that align perception with actual risk.
  • Apply the risk formula R = H × V to illustrate the role of perception in vulnerability assessment.
Materials Needed:
  • Projector and screen
  • Printed handouts of case‑study summaries and the risk‑factor table
  • Whiteboard and markers
  • Short video clips of earthquake and volcanic events
  • Sticky notes for brainstorming
  • Internet access for quick research
 Introduction:
Begin with a striking news clip of a recent volcanic eruption to capture interest. Ask students what they instantly think about the danger and link this to prior knowledge of natural hazards. Explain that today they will explore why those gut reactions may differ from scientific risk assessments and how this influences preparedness.
Lesson Structure:
  1. Do‑now (5’) – Students list recent earthquake or volcanic news items and rank perceived danger.
  2. Mini‑lecture (10’) – Define “perception of risk”, present the factor table and discuss how each factor shapes perception.
  3. Case‑study analysis (15’) – In groups, examine Haiti, Etna, and Kobe handouts; identify key perception drivers and share findings.
  4. Risk comparison activity (10’) – Complete a worksheet using R = H × V to contrast actual vs. perceived risk; whole‑class debrief.
  5. Communication strategy brainstorm (10’) – Groups design a brief public‑information message that corrects a common misconception.
  6. Summary & reflection (5’) – Teacher recaps main points; students write one personal takeaway on a sticky note.
Conclusion:
Recap how personal experience, media, culture and socio‑economic status can skew risk perception and why accurate perception is vital for effective mitigation. For the exit ticket, ask each student to note one action they could take to improve community understanding of earthquake or volcanic risk. Homework: research a local hazard, describe the community’s current perception, and suggest one communication strategy to align it with actual risk.