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

Patterns on maps: mountains, volcanoes and earthquakes

Earth and rocks

CCSS NGSS.4-ESS2-2England: KS2 Geography linksEngland: KS3 Chemistry: Earth and atmosphere

Objective and success criteria

Students will: Patterns on maps: mountains, volcanoes and earthquakes.

  • 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: Name the landform from its description

Leads to: Use map scale and compass directions; Reduce the impact of earthquakes, volcanoes and tsunamis

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 (Name the landform from its description). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which landform is this: a mountain with an opening where hot melted rock can come out? (canyon / valley / plain / volcano) → volcanoPrompt: Is it high or low? Flat or steep? Is water around it?
  2. Which description matches a peninsula? (a wide, flat area of land / a deep, narrow valley with steep rock walls cut by a river / land with water all around it / land with water on three sides) → land with water on three sidesPrompt: Picture the landform from above and from the side.
  3. True or false? Valleys are the highest points of land. (True / False) → FalsePrompt: Picture each landform: high, low, flat or surrounded by water?

Hook · 3 min

  • Pass round different rocks and ask how each one might have formed.
  • Share the objective: Patterns on maps: mountains, volcanoes and earthquakes. 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: On a world map, where are most earthquakes and volcanoes found?
  • Step 1: Plate edges are where most earthquakes and volcanoes happen.
  • Step 2: So the answer is: in long belts along the edges of Earth's plates
  • Answer: in long belts along the edges of Earth's plates
  • 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. 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? Mountain ranges often form where plates push together. (True / False) → TruePrompt: Where do plates meet, and what forms there?

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. True or false? Many volcanoes form where plates meet. (True / False) → TruePrompt: Where do plates meet, and what forms there?
  2. Where is the deepest part of the ocean? (under the North Pole / next to every beach / in a trench where one plate dives under another / in the middle of a calm bay) → in a trench where one plate dives under anotherPrompt: The Mariana Trench is about 11 km deep.

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: Name the landform from its description.
  • 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

  • Move on to: Use map scale and compass directions; Reduce the impact of earthquakes, volcanoes and tsunamis.
  • 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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Patterns on maps: mountains, volcanoes and earthquakes

Name

Date

Score/ 6

  1. Question 1

    True or false? Earthquakes happen randomly everywhere on Earth.

    • A. True
    • B. False

  2. Question 2

    How did this feature form: the Mid-Atlantic Ridge?

    • A. formed where plates push together
    • B. formed where plates pull apart

  3. Question 3

    What is the "Ring of Fire"?

    • A. a circle of forest fires in Africa
    • B. the Sun's outer layer
    • C. a belt of volcanoes and earthquakes around the Pacific Ocean
    • D. a desert in Australia

  4. Question 4

    True or false? The ocean floor is completely flat.

    • A. True
    • B. False

  5. Question 5

    On a world map, where are most earthquakes and volcanoes found?

    • A. in long belts along the edges of Earth's plates
    • B. only near the North Pole
    • C. scattered evenly everywhere
    • D. only in the middle of continents

  6. Question 6

    True or false? The continents have never moved.

    • A. True
    • B. False

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Answer key: Patterns on maps: mountains, volcanoes and earthquakes

  1. 1. B. False

  2. 2. B. formed where plates pull apart

  3. 3. C. a belt of volcanoes and earthquakes around the Pacific Ocean

  4. 4. B. False

  5. 5. A. in long belts along the edges of Earth's plates

  6. 6. B. False