• 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?

• 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.

• 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.

• 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.

• 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.

• 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?

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