• 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. How did the Himalaya mountains form? (Glaciers built them. / Rivers piled up sand. / A giant volcano erupted once. / Two plates pushed into each other and crumpled the land upwards.) → Two plates pushed into each other and crumpled the land upwards.Prompt: What happens when you push two rugs together on a floor?
2. True or false? Many volcanoes form where plates meet. (True / False) → TruePrompt: Where do plates meet, and what forms there?
3. How did this feature form: the Alps? (formed where plates push together / formed where plates pull apart) → formed where plates push togetherPrompt: Is it a high mountain range or deep trench, or a crack and ridge where new rock appears?

• Pass round different rocks and ask how each one might have formed.
• Share the objective: Use map scale and compass directions. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: On a map, 1 cm stands for 5 km. A volcano and a town are 6 cm apart on the map. How far apart are they in real life?
• Step 1: 6 × 5 = 30
• Step 2: So the answer is: 30 km
• Answer: 30 km
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. On a map, 1 cm stands for 5 km. A volcano and a town are 4 cm apart on the map. How far apart are they in real life? → 20 kmPrompt: Each centimetre on the map is the same real distance.
2. A hiker is facing east and makes a quarter turn clockwise. Which direction is she facing now? (east / north / west / south) → southPrompt: Clockwise order: north, east, south, west.

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Scientists map where earthquakes happen each year. Why is this useful? (It shows patterns, helping people plan safer buildings in risky areas. / It stops earthquakes. / It moves the plates. / It makes maps prettier.) → It shows patterns, helping people plan safer buildings in risky areas.Prompt: Where should buildings be extra strong?
2. On a map, 1 cm stands for 10 km. Two mountain peaks are 2 cm apart on the map. How far apart are they in real life? → 20 kmPrompt: Each centimetre on the map is the same real distance.

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