Science · Grade 3

Active learning ideas

Earthquakes and Their Impact

Active learning works for this topic because students need to feel seismic waves to grasp how energy moves through materials, not just hear about it. Hands-on modeling makes abstract wave behavior concrete, while design challenges let them test ideas about structural stability firsthand.

• Ontario Curriculum Expectations
• 2-ESS1-1

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 35 min · Small Groups

Simulation Station: Jello Earthquakes

Prepare trays of firm gelatin to mimic Earth's crust. Students place toothpicks or small block structures at different spots and shake trays at varying intensities. They draw before-and-after sketches and note stability factors. Conclude with class share-out of patterns.

Explain what causes the ground to shake during an earthquake.

Facilitation Tip

During Jello Earthquakes, remind students to tap gently at first to observe wave patterns before stronger shakes that topple buildings.

What to look for

Present students with images of different structures (e.g., a tall building, a wooden house, a bridge). Ask them to write one sentence explaining which structure might be more vulnerable during an earthquake and why, based on what they have learned about shaking.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 45 min · Pairs

Design Challenge: Marshmallow Structures

Provide spaghetti noodles and marshmallows for pairs to build tall towers. Test on a teacher-shaken tray simulating quake waves. Measure heights before and after, then redesign for better survival. Groups present improvements.

Evaluate the safety measures people can take during an earthquake.

Facilitation Tip

For Marshmallow Structures, ask guiding questions like 'Which wall is most important to hold your marshmallow tower up?' to focus redesign efforts.

What to look for

Pose the question: 'Imagine you are explaining earthquake safety to a younger sibling. What are the three most important things they need to do if the ground starts shaking?' Facilitate a class discussion, noting common themes and misconceptions.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 25 min · Whole Class

Safety Scenarios: Role-Play Drills

Assign roles in classroom setups mimicking homes or schools. Practice drop, cover, hold on during simulated alerts with sounds or timers. Debrief what worked and why, creating safety posters.

Design a structure that could withstand a small earthquake.

Facilitation Tip

In Safety Scenarios, assign specific roles (e.g., 'the person who calls emergency services') to make drills feel authentic.

What to look for

On a small slip of paper, have students draw a simple diagram showing a fault line and label the direction seismic waves would travel. Below their diagram, they should write one sentence about what causes the fault line to move.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 30 min · Pairs

Model Building: Clay Faults

Pairs layer colored clay to form plates and faults. Slowly slide layers to simulate slips, observing surface changes like cracks or offsets. Record with photos or drawings for science notebooks.

Explain what causes the ground to shake during an earthquake.

Facilitation Tip

When building Clay Faults, use a plastic knife to carve faults after students observe where cracks naturally form in the clay.

What to look for

Present students with images of different structures (e.g., a tall building, a wooden house, a bridge). Ask them to write one sentence explaining which structure might be more vulnerable during an earthquake and why, based on what they have learned about shaking.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by starting with students' existing ideas about shaking, then using simple materials to test those ideas. Avoid spending too much time on prediction myths; instead, emphasize preparation through practice. Research shows that students retain concepts better when they build, test, and revise models rather than watch demonstrations.

Successful learning looks like students using evidence to explain why certain structures fail during shaking, not just following steps without reflection. They should connect local risks in British Columbia to global plate movement after testing models. Clear observation language during activities shows growing conceptual understanding.

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Watch Out for These Misconceptions

• During Jello Earthquakes, watch for students who say buildings 'get swallowed' by cracks in the jello.

  Pause the activity and ask students to mark where cracks appear versus where the marshmallow tower falls, emphasizing that most damage comes from shaking, not gaping holes.

• During Marshmallow Structures, listen for students who claim Canada never has earthquakes.

  While they test their towers, point to a map of Canada and ask them to mark where they think the strongest quakes happen, then connect their predictions to class data.

• During Safety Scenarios, note if students mention animals predicting quakes.

  After the drill, ask students what tools scientists actually use to monitor earthquakes, then demonstrate how a simple shake table shows unpredictable timing without animal help.

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Methods used in this brief

• Stations Rotation