Dynamic Earth: Earthquakes

Overview

Students explore how Earthquakes and Volcanoes happen within Earth’s dynamic systems. They model wave behaviour, interpret simple evidence, and explain safety actions during these events.

Learning intentions

• WALT explain earthquakes using plate movement, faulting, and seismic waves.
• WALT identify key parts of a volcano system and describe how magma reaches the surface.
• WALT use a simple model and evidence to predict what might happen during an earthquake or volcanic activity.

Success criteria

• I can describe, using correct terms, what a fault is and why earthquakes occur.
• I can explain the difference between the epicentre and the hypocentre and how seismic waves travel.
• I can label parts of a volcano (magma chamber, conduit, vent/crater) on a diagram.
• I can apply safety knowledge (Drop, Cover, Hold; respecting restricted areas near volcanoes).

Curriculum links

• Living World / Planet Earth and Beyond focus: Earth’s systems, physical processes, and interactions.
• Science capabilities: interpreting information, using evidence, and communicating findings clearly.
• Learning outcomes consistent with upper secondary Earth science: explaining how natural hazards are linked to Earth’s internal processes.
• Use of models to represent systems and predict outcomes.

Lesson structure (35 minutes)

1. 2 min – Hook & goal

• Show two short images (earthquake damage; volcano plume) and ask: “What Earth processes could cause these?”
• Say the WALT and how the class will show success through a model, labels, and a quick explanation.

2. 6 min – Core teaching: Earthquakes (terms + diagram)

• Teach key technical terms with student-friendly explanations:
• Fault: a fracture in Earth’s crust where rocks move past each other.
• Epicentre: the point on the surface directly above where the earthquake starts.
• Hypocentre (focus): the point inside Earth where the rupture begins.
• Seismic waves: energy waves released when rocks suddenly rupture.
• Magnitude (brief): a measure of the earthquake’s size based on wave energy.
• Use and copy a simple annotated diagram on the board: plate movement → fault rupture → hypocentre → epicentre → wave arrows outward.

3. 8 min – Modelling activity: Seismic waves

• Set up a “wave model” using a stretched sheet, a spring, or a slinky.
• Steps:
• Place markers to represent an epicentre point on a grid.
• Create a small “rupture” at the centre (quick flick) and observe wave travel.
• Students sketch: start point, wavefront circles/lines, and where the strongest shaking would be closest to the epicentre.
• Emphasise: waves spread out; different wave types can arrive at different times (keep it simple—main idea is energy travel).

4. 6 min – Core teaching: Volcanoes (terms + diagram)

• Teach volcano terms with a labelled cross-section:
• Magma chamber: where molten rock forms and collects underground.
• Conduit: the pathway magma travels upward.
• Vent/Crater: opening at the surface; gases and ash can escape here.
• Volcanic eruption: when magma and gases reach the surface.
• Link to plate movement briefly: where plates collide or move apart, magma may rise and pressure builds.
• Draw a simple diagram and guide students to label it.

5. 7 min – Evidence-to-explanation task (pairs)

• Provide a short information card (teacher-made) with two scenarios:
• Scenario A: “Shaking strongest near a mapped epicentre; aftershocks occur.”
• Scenario B: “Ash and gases rise; restricted area safety warning issued.”
• Students answer prompts:
• A: “Use fault + seismic waves + epicentre/hypocentre to explain what is happening.”
• B: “Use magma chamber + conduit + vent/crater to explain how eruptions occur.”
• Teacher circulates, checking for correct terminology and clear cause-and-effect reasoning.

6. 4 min – Whole-class share & safety

• Quick call-and-response: students share one scientifically accurate sentence for each topic.
• Reinforce safety:
• During an earthquake: Drop, Cover, and Hold.
• During volcanic activity: follow local alerts, stay out of hazard zones (ash, gases, lava pathways).

7. 2 min – Exit ticket

• Students write:
• One term and definition for earthquakes (fault, epicentre, hypocentre, or seismic waves).
• One label for the volcano cross-section (magma chamber, conduit, vent/crater).

Resources

• Board diagram templates: earthquake cross-section and volcano cross-section
• Markers and labels cards (fault, epicentre, hypocentre, seismic waves; magma chamber, conduit, vent/crater)
• Wave model materials: slinky or spring, or stretched fabric with grid on board/paper
• Student worksheet with:
• two scenario prompts
• space to sketch wavefronts
• volcano labelling section
• Information cards (short, teacher-made, no hyperlinks)
• Exit ticket slips or half-sheets
• Safety poster examples (verbal summary if posters not available)

Assessment

• Formative: teacher observation during wave modelling and diagram labelling (correct use of terms).
• Formative: pair responses to scenario prompts for cause-and-effect explanations.
• Summative (mini): exit ticket accuracy (definitions + at least one correct volcano label).

Differentiation

• Support for learners needing scaffolding:
• Provide sentence starters: “An earthquake happens when…”, “The epicentre is…”, “Magma rises through…”
• Offer partially labelled diagrams for students who need reduced drawing load.
• Pre-teach key terms with a quick matching activity before the model.
• Extension for advanced learners:
• Add a “What would you expect to feel at increasing distances from the epicentre?” question linked to seismic waves.
• Ask for a short comparison: “Explain why aftershocks may happen after the main rupture.”
• EAL support:
• Use visual diagrams with consistent labels.
• Allow oral explanation recorded by partner before writing.
• Dyslexia-friendly reading options:
• Provide information cards in larger font, high-contrast print, and/or audio read-aloud by teacher.
• Reduce text density: bullet points instead of paragraphs; use colour highlights for key terms.

Extension (optional)

• N/A (not requested).