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Science lesson plan · 4th grade (Year 5 in England) · 45 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 · 5 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. Where is the deepest part of the ocean? (next to every beach / in a trench where one plate dives under another / in the middle of a calm bay / under the North Pole) → in a trench where one plate dives under anotherPrompt: The Mariana Trench is about 11 km deep.
  2. True or false? Mountain ranges often form where plates push together. (True / False) → TruePrompt: Where do plates meet, and what forms there?
  3. How did this feature form: the Mariana Trench? (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 · 5 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 · 10 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 · 10 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 tsunamis? (retaining walls, drainage and planting on slopes / 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) → ocean sensors, warning sirens and signposted routes to high groundPrompt: What does each hazard do: shake, flood from the sea, erupt, or slide?
  2. A town is near an active volcano. Which plan would help people most? (Building more homes right next to the crater / Ignoring warning signs / Mapping danger zones and keeping clear evacuation routes / Painting the volcano) → Mapping danger zones and keeping clear evacuation routesPrompt: Where do lava flows and ash usually go?

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 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 tsunamis? (retaining walls, drainage and planting on slopes / monitoring gas and ground movement, and evacuation plans / buildings with flexible frames and shock-absorbing bases / ocean sensors, warning sirens and signposted routes to high ground) → ocean sensors, warning sirens and signposted routes to high groundPrompt: What does each hazard do: shake, flood from the sea, erupt, or slide?
  2. A town is near an active volcano. Which plan would help people most? (Painting the volcano / Mapping danger zones and keeping clear evacuation routes / Ignoring warning signs / Building more homes right next to the crater) → Mapping danger zones and keeping clear evacuation routesPrompt: Where do lava flows and ash usually go?

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

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Date

Score/ 8

  1. Question 1

    Which solution best reduces harm from tsunamis?

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

  2. Question 2

    True or false? A tsunami is caused by strong wind.

    • A. True
    • B. False

  3. Question 3

    Why do people practise earthquake drills like "Drop, Cover and Hold On"?

    • A. Because earthquakes happen every day everywhere.
    • B. To predict the exact time of the next earthquake.
    • C. To make earthquakes smaller.
    • D. So everyone knows how to protect themselves quickly during shaking.

  4. Question 4

    Which solution best reduces harm from landslides?

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

  5. Question 5

    True or false? Scientists can stop earthquakes from happening.

    • A. True
    • B. False

  6. Question 6

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

  7. Question 7

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

    • A. True
    • B. False

  8. Question 8

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

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

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

  1. 1. C. ocean sensors, warning sirens and signposted routes to high ground

  2. 2. B. False

  3. 3. D. So everyone knows how to protect themselves quickly during shaking.

  4. 4. B. retaining walls, drainage and planting on slopes

  5. 5. B. False

  6. 6. D. Design B is better at surviving earthquakes.

  7. 7. A. True

  8. 8. C. Mapping danger zones and keeping clear evacuation routes