Earthquake Factfile Challenge

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Overview

Subject: Geography
Key Stage: KS2 — Year 6 (Ages 10–11)
Lesson Duration: 45 minutes
Class Size: 29 pupils
Curriculum Area:

• National Curriculum (Geography)
  • Human and Physical Geography:
    • Describe and understand key aspects of physical geography, including earthquakes and their impact on the environment and people.
  • Geographical Skills and Fieldwork:
    • Use maps, atlases, and digital/computer mapping to locate countries and describe physical features studied.
    • Communicate geographically by using subject-specific vocabulary.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Identify key facts about a recent global earthquake, including its location, date, magnitude, causes, and effects.
• Demonstrate research skills using a structured method to gather facts from reliable sources.
• Present their findings creatively in the form of an illustrated and informative Earthquake Factfile.
• Understand the human and environmental effects of natural disasters in a global context.

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Success Criteria

All Pupils Will:

• Locate and name the country where the earthquake occurred.
• Identify key information (date, magnitude, number of people affected).

Most Pupils Will:

• Include causes of the earthquake and how people responded to it.

Some Pupils Will:

• Evaluate the impact of this earthquake on the local community and environment, with clear explanation and justification.

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Vocabulary

• Earthquake
• Richter Scale
• Epicentre
• Tectonic plates
• Aftershock
• Seismic
• Magnitude
• Emergency response

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Resources Needed

• Tablets/laptops (1 per pair or small group)
• Access to safe, pre-approved research sources (offline cache or teacher curated web pages)
• Printed factfile template sheets
• Atlases and wall map (UK and World)
• Coloured pencils/markers
• Printed QR codes linked to teacher-approved articles (optional)
• Timer or visible countdown clock
• Sticky notes for plenary

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Preparation Before the Lesson

• Select a recent age-appropriate earthquake (within the last 2–3 years). Suggested:
  Turkey–Syria Earthquake (February 2023) — 7.8 magnitude, large humanitarian impact.

• Prepare a brief visual starter (photo slideshow of aftermath)

• Ensure all tech and media are loaded and functional in advance

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Lesson Structure (45 Minutes)

⏰ Starter (5 Minutes): “Breaking News!”

Activity:

• Display a dramatic image of the Turkey–Syria Earthquake’s aftermath.
• Ask pupils:
  • “What do you think happened here?”
  • “How do you think the people in this photo felt?”
• Introduce the word 'earthquake' and explain that today's lesson explores a real-world event.

Teacher Tip: Allow 3–5 responses to be heard to promote discussion and curiosity.

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🔍 Input & Model (8 Minutes): What to Look For

Teacher-Led Discussion:

• Using a world map, locate Turkey and Syria.
• Briefly explain tectonic plate movements and how earthquakes happen.
• Show pupils a sample Earthquake Factfile (on projector or printed), pointing out key details:
  • Location
  • Date & Time
  • Magnitude (e.g. 7.8 on the Richter Scale)
  • Causes (fault movement)
  • Effects (damage, casualties, relief efforts)

Explain they will act like geography detectives, researching to create their own factfile.

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🧠 Main Activity (25 Minutes): The Earthquake Factfile Mission

Pupil Task:
In pairs or trios, pupils use devices and atlases to research the Turkey–Syria Earthquake (Feb 2023).
Pupils complete their illustrated Earthquake Factfile using the printed template.

Template Prompts:

• Where did it happen?
• When did it take place?
• What caused this earthquake?
• How strong was it?
• What were the effects on the people and environment?
• What was done in response?
• One WOW or surprising fact!

Encourage creativity:

• Add diagrams of tectonic movement.
• Include a mini glossary or “Did You Know?” box.
• Use colour coding and symbols (e.g. aid helicopters, cracked earth, etc.)

Teacher Role:

• Circulate and support with vocabulary or guiding questions.
• Prompt deeper thinking:
  • “Why do you think this area was so badly affected?”
  • “What challenges might rescuers face?”

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📌 Plenary (7 Minutes): Earthquake Gallery Walk

Gallery Activity:

• Pupils stand and walk around desks viewing each other’s factfiles.

Sticky Note Reflection:
Each pupil places a sticky note titled:
“One Thing I Learnt Today” — stick it next to a factfile that impressed them.

Teacher reads out a few aloud, praising great effort and thoughtful facts.

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Extension/Stretch Activity (Time Permitting)

• Pupils design a poster titled: ❝How Can We Prepare for Earthquakes?❞
• Include tips for safety, emergency kits, or earthquake drills, based on findings.

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Assessment for Learning (AfL)

• Observation during pair discussions
• Verbal questioning during initial discussion & gallery walk
• Review of factfiles against success criteria
• Sticky note reflections for insight into pupil understanding

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Cross-Curricular Links

• English: Summarising facts into clear, structured writing
• Science: Links to Earth studies – rock layers and tectonics
• PSHE: Empathy, global citizenship, and humanitarian response

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Teacher Reflection (Post-Lesson)

• Did pupils engage with factual research in a meaningful way?
• Were pupils able to infer the human impact of natural disasters?
• Did any misconceptions about earthquakes or locations arise?

⚡ Idea for Next Lesson: Simulate a news report — pupils re-enact an emergency broadcast from the earthquake's location.

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Additional 'Wow' Element

🎒 Bonus Sensory Element:
Play a 20-second low rumble audio near the start (simulated seismic sound) to immerse pupils and create a sensory hook — but make sure this is age-appropriate and agreed upon with school leadership or SENDCo if required.

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Notes on Inclusion

• Ensure EAL and lower ability pupils have access to a scaffolded factfile (sentence starters, word banks).
• Provide visual dictionary for key vocabulary.
• Pair stronger readers with those needing support.

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Closing Quote

“Geography is not just maps — it's understanding our place in the world and how we care for it.”

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Next Steps

• Continue exploration of physical geography with other natural disasters (volcanoes, tsunamis)
• Begin long-term project: “Disasters Around the World”

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🌍 Let’s bring the world into the classroom, and the curiosity out of the pupils.