| Defining the inquiry and its importance | What natural disasters occur most frequently in our region? | Students reflect on past disasters, share experiences, and discuss why analyzing disaster risks is important. | 1.1. Real-world problems1.2. Question-driven inquiry3.5. Spatial thinking and multi-scale reasoning |
| Identifying and evaluating GWS | What data do I need? Where can I find it? | Students explore pre-selected GWS platforms and evaluate dataset relevance for disaster risk assessment. | 2.1. Educational suitability2.2. Accessibility and user-friendliness1.7. Scaffolding |
| Analyzing GWS and detecting patterns | What patterns can be identified in the data? | Students use spatial analysis tools to identify high-risk zones and examine geographical correlations. | 2.3. Use of real-time and dynamic data2.4. Interactive data exploration2.5. Spatial analysis tools3.3. Inquiry process and skills |
| Drawing conclusions from GWS | What disaster poses the greatest risk to our region? | Students synthesize findings, compare datasets, and justify conclusions using evidence-based reasoning. | 1.3. Evidence-based inquiry1.4. Data analysis and conclusion drawing3.2. Knowledge and understanding |
| Applying findings to real- world solutions | How can this information be used for disaster preparedness? | Students examine disaster management strategies and propose improvements based on their findings. | 3.4. Values and attitudes1.5. Reflection1.6. Active student engagement and collaboration |