Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 4th grade (Year 5 in England) · 60 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 · 6 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? (only in the middle of continents / scattered evenly everywhere / in long belts along the edges of Earth's plates / only near the North Pole) → in long belts along the edges of Earth's platesPrompt: Earth's outer layer is broken into huge moving pieces.
  2. True or false? Earthquakes happen randomly everywhere on Earth. (True / False) → FalsePrompt: Where do plates meet, and what forms there?
  3. How did this feature form: the Andes? (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 · 6 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 · 12 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 · 12 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 earthquakes? (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 slopes) → buildings with flexible frames and shock-absorbing basesPrompt: 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 predict the exact time of the next earthquake. / To make earthquakes smaller. / Because earthquakes happen every day everywhere. / 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 · 17 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 · 7 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 volcanic eruptions? (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 plans) → monitoring gas and ground movement, and evacuation plansPrompt: 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

eurekami

Reduce the impact of earthquakes, volcanoes and tsunamis

Name

Date

Score/ 8

  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 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

  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 B is better at surviving earthquakes.
    • C. Both are equally strong.
    • D. Design A is better.

  4. Question 4

    True or false? Tsunami warning systems give people time to move to high ground.

    • A. True
    • B. False

  5. Question 5

    Which solution best reduces harm from tsunamis?

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

  6. Question 6

    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

  7. Question 7

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

    • A. True
    • B. False

  8. Question 8

    Which solution best reduces harm from volcanic eruptions?

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

Free from eurekami.com

for the adult only

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

  1. 1. B. False

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

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

  4. 4. A. True

  5. 5. B. ocean sensors, warning sirens and signposted routes to high ground

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

  7. 7. A. True

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