Shaking Safe Structures

Overview

Students explore earthquakes as shaking of the ground and investigate how shaking can affect buildings and objects. They build and test small structures, then practise the simple safety actions Drop, Cover, Hold. Detailed tectonic plate theory is beyond Year 2; the focus is observable effects, safe choices and material properties.

Learning intentions

We are learning to:

• describe an earthquake as shaking of the ground
• observe how shaking can affect structures and objects
• investigate what makes a small structure more stable
• learn and practise Drop, Cover, Hold
• use observations to explain which structure was more stable

Success criteria

• I can explain that an earthquake is shaking of the ground.
• I can build and gently test a small structure safely.
• I can describe what happened when my structure was shaken.
• I can show Drop, Cover and Hold correctly and calmly.

Curriculum links

• Physical Science — material properties and uses: observing features of materials and considering which materials are suitable for particular uses.
• Physical Science — material properties and uses: making simple, repeatable comparisons of how objects behave when moved or shaken.
• Geography — emergency preparedness for tectonic hazards: recognising that families and communities need strategies such as Drop, Cover and Hold.
• Science capability: participating in an investigation, making observations, comparing results and communicating an explanation.

Vocabulary

earthquake, ground, shaking, structure, stable, steady, strong, balance, test, observe, Drop, Cover, Hold.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prior knowledge. Display the earthquake hook image and question: “What might happen if the ground shook?” Invite think-pair-share responses, accepting children’s experiences without asking them to share frightening details. Establish that an earthquake is shaking of the ground, and explain that scientists observe what shaking does. Students identify objects that might move, fall or wobble.

2. 5–10 min · Simple explanation and safety. Use the simple earthquake explanation and safety slides to explain: “Sometimes the ground shakes. This can make buildings, furniture and objects move. We cannot stop an earthquake, but we can make safer choices.” Explain that today’s shaking will be gentle and controlled. Model safe investigation rules: walk, keep materials low, use hands only, gently move the tray or table, and stop immediately on the teacher’s signal. No jumping, dropping objects, pushing tables or unsafe shaking. Briefly introduce Drop, Cover, Hold without practising yet.

3. 10–25 min · Build and test investigation. Place students in five groups of five. Give each group blocks or paper and a shallow tray. Display the build-and-test instructions and distribute the structure investigation recording sheet. Students build a small structure that can stand on its own, predict what will happen, and draw or record their design. One student holds the tray steady while another gently moves it from side to side for five seconds; students observe and swap roles. Groups test a second design or make one change, such as a wider base, shorter height, stronger joins or less weight at the top. The teacher checks each group before testing and gives the signal to stop.

4. 25–31 min · Compare and discuss. Gather students with structures in front of them. Ask: “Which structure stayed steady? What did you notice?” and “What change helped?” Groups share observations using the sentence frame, “Our structure was more/less stable because…”. Emphasise that this was a model, not a real building, and that one test does not prove every structure will behave the same way. Connect to material properties: materials and design features can make something more or less suitable for a purpose.

5. 31–40 min · Safe earthquake drill. Move bags and loose objects out of the practice area. Explain and model the routine: Drop to hands and knees; Cover head and neck under a strong table if nearby, or protect the head and neck with arms; Hold the table leg or stay in position until told it is safe. Students practise slowly once with teacher narration, then repeat when the teacher says, “Earthquake—Drop, Cover, Hold.” Remind students not to run, stand in doorways, go outside or pull others. End with calm breathing and a check that everyone is ready to continue.

6. 40–45 min · Reflection and exit ticket. Revisit the review and reflection slide. Students complete the final section of the reflection and exit ticket: draw or write one thing that made a structure more stable, finish “An earthquake is…”, and show or describe one part of Drop, Cover, Hold. Invite two or three responses before collecting sheets.

Resources

• the earthquake investigation and safety slide deck
• the structure investigation recording sheet
• Blocks, wooden cubes or strips of paper
• Five shallow trays or clear work surfaces
• Pencils, crayons and clipboards
• Strong tables or desks for the safety drill
• Open floor space cleared of bags and loose objects
• the visual instruction step cards

Assessment

• During the hook and explanation, ask: “What is shaking in an earthquake?” and “What might shaking do to an object?” Listen for the idea that the ground shakes and objects may move or fall.
• During the investigation, check whether students make a prediction, test gently, observe carefully and compare two designs. Ask, “What did you change?” and “What evidence do you have?”
• Use the exit ticket and drill observation to identify students who can explain earthquake shaking and demonstrate the three safety actions.

Differentiation

• Support learners with real object demonstrations, gestures for each vocabulary word, mixed-ability groups, and the visual instruction step cards. Provide sentence frames: “I noticed…”, “Our structure stayed up because…”, and “Drop means…”.
• Offer a choice of drawing, oral explanation or scribing on the worksheet. Pre-teach vocabulary with pictures and pair English language learners with a supportive peer.
• For sensory or movement needs, allow a child to observe the tray test from a safe position or take a defined role such as recorder, materials manager or timekeeper. Do not require participation in the drill if a previously agreed regulation plan is needed.
• Extend confident learners by asking them to design a fairer comparison: keep the shaking time the same, change one feature only, and explain why their evidence supports their conclusion.