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Science lesson plan · 4th grade (Year 5 in England) · 30 minutes

Reduce the impact of earthquakes, volcanoes and tsunamis

Earth and rocks

CCSS NGSS.4-ESS3-2England: KS2 Geography links

Objective and success criteria

Students will: Reduce the impact of earthquakes, volcanoes and tsunamis.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Patterns on maps: mountains, volcanoes and earthquakes

Leads to: the next skill in this area.

Materials: Rock samples, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Patterns on maps: mountains, volcanoes and earthquakes). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. On a world map, where are most earthquakes and volcanoes found? (in long belts along the edges of Earth's plates / only near the North Pole / only in the middle of continents / scattered evenly everywhere) → in long belts along the edges of Earth's platesPrompt: Earth's outer layer is broken into huge moving pieces.
  2. True or false? The ocean floor is completely flat. (True / False) → FalsePrompt: Where do plates meet, and what forms there?
  3. How did this feature form: Iceland's rift valley? (formed where plates push together / formed where plates pull apart) → formed where plates pull apartPrompt: Is it a high mountain range or deep trench, or a crack and ridge where new rock appears?

Hook · 3 min

  • Pass round different rocks and ask how each one might have formed.
  • Share the objective: Reduce the impact of earthquakes, volcanoes and tsunamis. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which solution best reduces harm from earthquakes?
  • Step 1: So the answer is: buildings with flexible frames and shock-absorbing bases
  • Answer: buildings with flexible frames and shock-absorbing bases
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Which solution best reduces harm from volcanic eruptions? (monitoring gas and ground movement, and evacuation plans / ocean sensors, warning sirens and signposted routes to high ground / retaining walls, drainage and planting on slopes / buildings with flexible frames and shock-absorbing bases) → monitoring gas and ground movement, and evacuation plansPrompt: What does each hazard do: shake, flood from the sea, erupt, or slide?
  2. Scientists cannot stop a volcano erupting. What CAN they do? (move the volcano / cool the magma with ice / watch for warning signs and help people leave in time / plug the top with concrete) → watch for warning signs and help people leave in timePrompt: Before eruptions, the ground may swell and gases may change.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which solution best reduces harm from landslides? (retaining walls, drainage and planting on slopes / ocean sensors, warning sirens and signposted routes to high ground / buildings with flexible frames and shock-absorbing bases / monitoring gas and ground movement, and evacuation plans) → retaining walls, drainage and planting on slopesPrompt: What does each hazard do: shake, flood from the sea, erupt, or slide?
  2. True or false? A tsunami is caused by strong wind. (True / False) → FalsePrompt: We cannot stop these hazards. What can we do?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Patterns on maps: mountains, volcanoes and earthquakes.
  • Use concrete materials: rock samples.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.

Free lesson plan from eurekami.com/lesson-plan-builder

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Reduce the impact of earthquakes, volcanoes and tsunamis

Name

Date

Score/ 6

  1. Question 1

    Which solution best reduces harm from volcanic eruptions?

    • A. retaining walls, drainage and planting on slopes
    • B. monitoring gas and ground movement, and evacuation plans
    • C. ocean sensors, warning sirens and signposted routes to high ground
    • D. buildings with flexible frames and shock-absorbing bases

  2. Question 2

    Two building designs are shaken on a test table. Design A falls at a weaker shake than design B. What should engineers conclude?

    • A. Both are equally strong.
    • B. Design B is better at surviving earthquakes.
    • C. Design A is better.
    • D. Shake tables tell us nothing.

  3. Question 3

    True or false? Scientists monitor active volcanoes for warning signs.

    • A. True
    • B. False

  4. Question 4

    Which solution best reduces harm from earthquakes?

    • A. ocean sensors, warning sirens and signposted routes to high ground
    • B. buildings with flexible frames and shock-absorbing bases
    • C. retaining walls, drainage and planting on slopes
    • D. monitoring gas and ground movement, and evacuation plans

  5. Question 5

    A town is near an active volcano. Which plan would help people most?

    • A. Building more homes right next to the crater
    • B. Mapping danger zones and keeping clear evacuation routes
    • C. Painting the volcano
    • D. Ignoring warning signs

  6. Question 6

    True or false? Taller buildings are always safer in an earthquake.

    • A. True
    • B. False

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Answer key: Reduce the impact of earthquakes, volcanoes and tsunamis

  1. 1. B. monitoring gas and ground movement, and evacuation plans

  2. 2. B. Design B is better at surviving earthquakes.

  3. 3. A. True

  4. 4. B. buildings with flexible frames and shock-absorbing bases

  5. 5. B. Mapping danger zones and keeping clear evacuation routes

  6. 6. B. False