Earthquake Analysis

Overview

In this lesson (6 of 18), students investigate what causes earthquakes and how they affect people and environments. They will analyse simple data and use evidence to explain earthquake processes and impacts.

Learning intentions

• Students will WALT explain how earthquakes occur by linking tectonic plate movement to fault rupture.
• Students will WALT analyse evidence about earthquake impacts (ground shaking, hazards, and consequences).
• Students will WALT communicate scientific explanations using cause-and-effect reasoning and key terms.

Success criteria

• I can describe how energy builds up along faults and is released as seismic waves.
• I can explain the relationship between tectonic plate movement, fault movement, and earthquake magnitude/intensity.
• I can identify at least two likely impacts of earthquakes on humans and Earth systems.
• I can use a clear cause-and-effect explanation structure (e.g., because/so/therefore).

Curriculum links

• Earth’s dynamic systems: how Earth structure, plate movement and geologic processes shape surface features.
• Earth hazards: causes, impacts and how people respond to reduce risk.
• Scientific literacy: using evidence to develop explanations and communicate ideas.
• Inquiry skills: collecting/analysing information and drawing conclusions from evidence.

Lesson structure (60 minutes)

1. 0–5 min: WALT launch and key question

• Teacher states: “WALT: Analyzing Earthquakes—how do earthquakes occur, and what impacts do they cause?”
• Quick class prompt: “What causes the ground to shake during an earthquake?”

2. 5–12 min: Mini-lesson—how earthquakes occur

• Use a diagram of tectonic plates and faults to model energy build-up, sudden slip, and seismic wave travel.
• Emphasise cause-and-effect: plate motion → stress build-up → rupture → seismic waves → shaking.

3. 12–22 min: Evidence stations (in groups of 3–4)

• Students rotate through 3 short tasks (teacher monitors and records misconceptions).
• Station ideas:
• Map/origin point: locate an earthquake’s likely source and compare distance to effects.
• Data card: interpret a simple intensity scale or magnitude description and match to impacts.
• Real-world summary: read a short case example and highlight impacts (infrastructure damage, fires, landslides, injuries).
• Students record one “claim + evidence” statement per station.

4. 22–32 min: Whole-class check-in and vocabulary support

• Teacher draws attention to common sentence frames and models a strong explanation.
• Students update their notes using a quick “Add-on” strategy: one improvement, one missing link (e.g., fault rupture or energy release).

5. 32–46 min: Writing task—scientific explanation

• Students write an explanation responding to:
• “Explain how earthquakes occur and why their impacts vary with location.”
• Provide required structure:
• Intro (what an earthquake is)
• Cause (plate motion, stress, rupture)
• Effect (seismic waves and shaking)
• Impacts (human/environment consequences)
• Dyslexia-friendly option: students may complete the explanation using a pre-printed scaffold with sentence starters and blanks.

6. 46–55 min: Peer review (2 stars and a question)

• Students swap with a partner and check success criteria using prompts:
• “Did you explain the cause-and-effect chain?”
• “Did you use evidence from the stations?”
• “Where could the explanation be clearer?”
• Partners write one question to improve scientific accuracy.

7. 55–60 min: Exit ticket and closure

• Students complete a short exit ticket:
• “One step in the earthquake process I understand now is…”
• “A key impact I can predict is… because…”
• Teacher collects for formative assessment.

Resources

• Tectonic plate and fault diagrams (printed or projected)
• 3 evidence station packs (maps, simplified intensity/magnitude cards, short case-study summaries)
• Group recording sheets: “Claim / Evidence / Link”
• Sentence starter strips (e.g., “Earthquakes happen when…”, “Because the plates…”, “As seismic waves travel…”, “This causes…”)
• Scaffolding templates for explanation writing (clear headings and blank lines)
• Markers/highlighters, sticky notes, timers
• Exit ticket slips and pens/pencils
• Optional: brief video stills or teacher-generated slides with captions (no links)

Assessment

• Formative: teacher circulates during stations using a checklist of cause-and-effect links and evidence use.
• Formative: peer review notes focus on clarity of explanation and accuracy of the earthquake process.
• Summative-for-this-lesson: exit ticket responses aligned to success criteria.

Differentiation

• Support for students needing literacy help:
• Provide sentence starters and a structured paragraph template.
• Offer dyslexia-friendly reading options: shorter text chunks, larger font, and ability to listen while a partner reads aloud.
• Support for students requiring conceptual scaffolding:
• Provide a “process strip” (plate motion → stress build-up → rupture → waves → shaking) to sequence and refer to while writing.
• Extension for advanced learners:
• Ask students to add a risk-reduction statement: “How do building standards and preparedness reduce impacts even when earthquakes can’t be prevented?”
• Challenge with precision: explain why distance from the source changes observed intensity/impacts.
• EAL/SEN strategies:
• Pre-teach a small set of essential terms (plates, fault, stress, rupture, seismic waves, intensity, impact) using visuals.
• Allow oral rehearsal with a partner before writing; accept first drafts with sentence frames.

Extension (optional)

• Create an earthquake safety plan (individual or pair work) including: “Before, During, After” actions, an identified meeting spot, and a communication strategy.