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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. What is the "Ring of Fire"? (a belt of volcanoes and earthquakes around the Pacific Ocean / a desert in Australia / the Sun's outer layer / a circle of forest fires in Africa) → a belt of volcanoes and earthquakes around the Pacific OceanPrompt: Think of Japan, Chile and the west coast of the USA.
  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 Himalayas? (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?

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 landslides? (buildings with flexible frames and shock-absorbing bases / ocean sensors, warning sirens and signposted routes to high ground / monitoring gas and ground movement, and evacuation plans / retaining walls, drainage and planting on slopes) → retaining walls, drainage and planting on slopesPrompt: What does each hazard do: shake, flood from the sea, erupt, or slide?
  2. Why do people practise earthquake drills like "Drop, Cover and Hold On"? (To make earthquakes smaller. / Because earthquakes happen every day everywhere. / To predict the exact time of the next earthquake. / So everyone knows how to protect themselves quickly during shaking.) → So everyone knows how to protect themselves quickly during shaking.Prompt: There is little time to think during an earthquake.

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? Taller buildings are always safer in an earthquake. (True / False) → FalsePrompt: We cannot stop these hazards. What can we do?
  2. Which solution best reduces harm from volcanic eruptions? (buildings with flexible frames and shock-absorbing bases / ocean sensors, warning sirens and signposted routes to high ground / monitoring gas and ground movement, and evacuation plans / retaining walls, drainage and planting on slopes) → monitoring gas and ground movement, and evacuation plansPrompt: What does each hazard do: shake, flood from the sea, erupt, or slide?

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

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

    • A. True
    • B. False

  2. Question 2

    Which solution best reduces harm from volcanic eruptions?

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

  3. Question 3

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

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

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

  6. Question 6

    True or false? Some buildings are designed to sway safely during earthquakes.

    • A. True
    • B. False

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

  1. 1. B. False

  2. 2. C. monitoring gas and ground movement, and evacuation plans

  3. 3. C. Design B is better at surviving earthquakes.

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

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

  6. 6. A. True