Geography · Year 4 · Volcanoes and Earthquakes · Summer Term

Living with Tectonic Hazards

Discover how scientists measure earthquakes and how people in volcanic or earthquake-prone regions prepare for and adapt to these natural events.

TL;DR:Take your pupils on a journey deep inside the Earth to explore the powerful forces that can shake the ground and build mountains.

• National Curriculum Attainment Targets
• The National Curriculum in England: Geography programmes of study: Key Stage 2 - describe and understand key aspects of physical geography, including: volcanoes and earthquakes

About This Topic

This topic introduces Year 4 pupils to the dynamic and powerful forces of tectonic hazards, aligning with the National Curriculum for England's geography programme of study. It focuses on describing and understanding key aspects of physical geography, specifically volcanoes and earthquakes. The lessons should build upon pupils' prior knowledge of the Earth's structure to explain the concept of tectonic plates and how their movement results in these natural phenomena. The curriculum encourages an enquiry-based approach, moving beyond the 'what' and 'where' to explore the 'how' and 'why'.

A crucial element of this topic is the human-geography interface: how people are affected by and respond to living in tectonically active regions. By examining case studies, such as Japan's earthquake-resistant architecture or the emergency preparedness drills common in many countries, pupils will develop an understanding of adaptation and mitigation. This topic provides an excellent opportunity to foster empathy and global citizenship, as pupils consider the challenges faced by communities worldwide and the importance of scientific monitoring, engineering solutions, and community resilience in managing natural risks.

Key Questions

1. Explain how the Richter scale is used to describe the magnitude of an earthquake.
2. Analyse how building designs in countries like Japan help to reduce earthquake damage.
3. Justify the importance of having an emergency plan for a natural disaster.

Learning Objectives

• Describe the basic structure of the Earth and explain how the movement of tectonic plates causes earthquakes.
• Explain how the Richter scale is used to measure the magnitude of an earthquake.
• Identify key features of earthquake-resistant buildings.
• Analyse the importance of emergency planning for communities in tectonically active areas.
• Compare the ways people adapt to living with tectonic hazards in different parts of the world.

Key Vocabulary

Tectonic Plate	A huge, continuously moving slab of rock that forms part of the Earth's crust.
Epicentre	The point on the Earth's surface directly above the origin point (focus) of an earthquake.
Magnitude	The measurement of the amount of energy released during an earthquake.
Seismograph	A scientific instrument used to detect and record the vibrations caused by earthquakes.
Mitigation	Actions taken to reduce the severity and impact of a natural disaster.

Watch Out for These Misconceptions

Common Misconception

Earthquakes can happen anywhere at any time with equal likelihood.

What to Teach Instead

The vast majority of earthquakes occur along specific lines where tectonic plates meet, known as plate boundaries. While minor tremors can happen elsewhere, the world's most powerful earthquakes are concentrated in these zones.

Common Misconception

The Richter scale is a simple 1-10 scale, where a magnitude 6 is slightly worse than a 5.

What to Teach Instead

The Richter scale is logarithmic. This means that for each whole number you go up on the scale, the ground shaking increases by 10 times. A magnitude 6 earthquake is ten times more powerful than a magnitude 5.

Common Misconception

You can stop an earthquake from happening.

What to Teach Instead

Earthquakes are a natural process of the Earth releasing energy, and we cannot prevent them. Instead, people focus on predicting them, preparing for them, and building structures that can withstand them to reduce damage and save lives.

Active Learning Ideas

Collaborative Problem-Solving

Shake Table Engineering Challenge

In small groups, pupils use materials like spaghetti, marshmallows, and jelly babies to build a structure. They then place their structure on a 'shake table' (a baking tray on top of marbles) to test its resistance to a simulated earthquake.

45 min·Small Groups

Collaborative Problem-Solving

Emergency Kit Flat-Lay

Pupils work in pairs to decide what essential items should go into a household emergency kit for an earthquake. They can draw the items or use pictures from magazines to create a 'flat-lay' poster, justifying each choice.

30 min·Pairs

Collaborative Problem-Solving

Richter Scale Rope

Use a long piece of rope or string marked in metres (1 to 10). Explain that each number represents a tenfold increase in power. Have pupils stand at 'Magnitude 4' and then show how much further away 'Magnitude 5' (10 times further) and 'Magnitude 6' (100 times further) would be to visualise the logarithmic scale.

20 min·Whole Class

Real-World Connections

• Analysing news reports about recent earthquakes or volcanic eruptions to understand their real-world impact.
• Learning about the job of a seismologist, who studies earthquakes to help predict them and keep people safe.
• Understanding why buildings in cities like Tokyo are built differently to those in London.
• Discussing the role of charities and international aid in helping countries recover after a major disaster.
• Relating school fire drills to the emergency drills practised by people for earthquakes or tsunamis.

Assessment Ideas

Exit Ticket

Use an exit ticket where pupils have to answer a key question on a sticky note, such as 'List two ways a building can be made safer from earthquakes'.

Peer Assessment

Pupils create a detailed poster or a short presentation about a specific tectonic hazard event. They must include its cause, its effects on people and the environment, and the immediate and long-term responses.

Peer Assessment

Provide pupils with a checklist of features for a good emergency plan. They can then review their own plan or a partner's, ticking off the elements they have included and suggesting improvements.

Frequently Asked Questions

Could a big earthquake happen here in the UK?

It is extremely unlikely. The UK is situated in the middle of a tectonic plate, far from the edges where major earthquakes occur. We experience hundreds of tiny tremors each year, but most are too small for people to feel.

Why do people choose to live near volcanoes if they are so dangerous?

People live near volcanoes for many reasons. The volcanic soil is often extremely fertile and brilliant for farming, some areas provide geothermal energy which is a clean source of power, and they can be major tourist attractions which creates jobs.

What is the difference between the epicentre and the focus of an earthquake?

The focus (or hypocentre) is the point deep underground where the earthquake actually begins. The epicentre is the point on the Earth's surface directly above the focus, and it is usually where the most damage occurs.