Shaking Ground

Learning Objectives

By the end of this 1-hour lesson, students will:

1. Understand the causes of earthquakes and how tectonic movements create seismic waves (KS3 Geography National Curriculum: “Extend locational knowledge and deepen spatial awareness of the world’s tectonic processes”).
2. Investigate how earthquakes are measured and the effects they have on people and the environment.
3. Evaluate why and how preparation and responses vary between countries, with an emphasis on UK-specific seismic activity.

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Key Vocabulary

1. Convection currents
2. Tectonic plates
3. Epicentre
4. Seismic waves
5. Richter scale
6. Magnitude

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Lesson Outline

0–5 Minutes: Introduction – Engaging Hook

• Atmosphere-setting starter: Play a 30-second audio clip of real earthquake sounds while dimming the lights slightly to immerse students. Ask: “What do you think this is?” Take quick guesses.
• Share today’s Big Question: Why does the ground shake, and how can we limit its impact?

5–15 Minutes: Understanding the Basics (Input)

• Use an annotated map of global tectonic plate boundaries to explain how earthquakes occur due to movement at plate margins (destructive, constructive, conservative). Include relevant examples, such as the San Andreas Fault.
• Briefly discuss the difference between the focus and the epicentre, using a diagram to illustrate.
• Transition to UK context: Explain that the UK experiences very mild tectonic activity. Pose the question, “If the UK doesn’t experience major earthquakes, why should we still study them?” Link to global interconnectedness and risk awareness.

15–25 Minutes: Measuring Earthquakes (Practical Activity)

• Introduce the Richter scale and seismometers. Highlight how scientists measure the magnitude of an earthquake.
• Interactive Experiment: Small groups use slinkies to model seismic P-waves (push-pull motion) and S-waves (side-to-side motion). Allow them to observe how these waves move differently through the medium.
• Lead into a short discussion on why understanding these waves is key to building better infrastructure.

25–40 Minutes: Effects of Earthquakes (Group Exploration)

• Break into Groups (4 students per group, 8 groups): Assign each group a case study. Examples:
  1. Haiti Earthquake (2010)—Rapid Onset Disaster.
  2. Japan Earthquake and Tsunami (2011)—Resilience and Emergency Planning.
  3. Award a UK twist: Discuss the 2008 Market Rasen earthquake (magnitude 5.2) as one of the most significant seismic events in Britain.
• Students create a Cause-Effect-Response Table:
  1. What caused the earthquake?
  2. What were the human/environmental effects?
  3. What responses were put in place? Were they effective?

40–50 Minutes: UK Focus – Making Connections

• Discuss: Why doesn’t the UK experience major earthquakes? Reveal the role of the UK being far from plate boundaries and having stable tectonic conditions. Students compare the UK’s minimal preparedness efforts with those in high-risk countries like Japan.
• Highlight engineering adaptations and technologies like seismic-proof buildings around the world. Ask: Could similar precautions benefit the UK despite low threat levels?

50–55 Minutes: Quickfire Quiz – Consolidation

(Students work in pairs for this segment.)

• Example Questions:
  1. Name the three main types of tectonic plate boundaries.
  2. What is the difference between the focus and the epicentre?
  3. What was the magnitude of the Market Rasen earthquake?
  4. Which scale is used to measure earthquakes?
  5. Why are seismic waves important in preparing for earthquakes?

55–60 Minutes: Reflective Plenary

• Ask students to write down a response to:
  “If you were responsible for preparing the UK for a rare earthquake, what would your top priority be and why?”
• Collect answers to guide further discussions on risk management in future lessons.

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Resources Needed

1. Annotated tectonic plate maps.
2. Seismic wave diagram handouts.
3. Slinkies (1 per group).
4. Audio clip of earthquake sounds (pre-sourced).
5. Case study fact sheets for Haiti, Japan, and Market Rasen.
6. Whiteboard or interactive screen for diagrams and debrief.

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Homework/Extension Task

• Research advances in earthquake-resistant technologies (e.g., shock absorbers in skyscrapers, cross-bracing) and prepare a 1-minute verbal presentation to share in the next class.

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Differentiation

• More Able Students: Challenge to create an annotated comparison diagram of two earthquake case studies.
• SEN Support: Provide pre-filled templates for the Cause-Effect-Response Table with key vocabulary provided.
• EAL Students: Use visuals, illustrations, and simplified diagrams to support understanding.

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Assessment Opportunities

• Formative assessment during group work and class discussions (checking clarity of cause-effect relationships).
• Quizzes and case study presentations to assess comprehension of key vocabulary and understanding of magnitude and impacts.

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End Goal: Students leave the lesson not only understanding earthquakes but appreciating the relevance of preparation and response efforts, even in a low-threat country like the UK.