Download Snack Tectonics

Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 19274
Snack Tectonics
Students will use edible food items to model convergent, divergent, and transform plate boundaries. They will observe the landforms that result
from each boundary type and each crust types (oceanic or continental).
Subject(s): Science
Grade Level(s): 7
Intended Audience: Educators
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: lithosphere, convection, subduction, plate tectonics, convergent boundary, divergent boundary,
transform boundary
Resource Collection: iCPALMS
ATTACHMENTS
Snack Tectonics.docx
LESSON CONTENT
Lesson Plan Template: Guided or Open Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to identify the events that occur at plate boundaries as a result of Earth's tectonic activity.
Student Content Statement: In the mantle there are convection currents that cause the plates of the lithosphere above to move toward or away from each other.
The movement toward causes plates to collide (converge) and the movement away causes the plates to separate (diverge). [Students should provide examples of
each boundary type and a landform created.]
Prior Knowledge: What prior knowledge should students have for this lesson?
According to FCAT 2.0 Specifications, "This benchmark grouping is foundational. These concepts have not been introduced into the NGSSS prior to this grade-level
grouping."
Guiding Questions: What are the guiding questions for this lesson?
What are the two types of crustal plates?
How are these two crustal plates different?
What process allows Earth's plates move?
Can the theory of plate tectonics explain changes seen at the Earth's surface?
What is a plate boundary?
What occurs at each plate boundary; divergent, convergent, and transform?
What type of crust is represented by the graham crackers?
What type of crust is represented by the fruit roll-up?
What physical layer of the earth does the frosting represent?
If two oceanic crusts are pushed away from one another, what happens?
page 1 of 3 If the continental crust is pushed towards the oceanic crust, what happens?
If two continental crusts are pushed towards one another, what happens?
If two continental crusts slide past each other, what happens?
What are some of the limitations of the models you've created?
Introduction: How will the teacher inform students of the intent of the lesson? How will students understand or develop an
investigable question?
Ask the class, "Can the theory of plate tectonics explain changes seen at the Earth's surface?", as students respond ask them to explain and/or use examples. Probe
students to describe the two different crust types and the process of convection in the mantle (should have been previously addressed).
Tell students they will be modeling the movements of Earth's lithosphere using food. Show them the 3 food items and discuss the possible correlation of each food
item to the asthenosphere, continental crust, and oceanic crust.
Investigate: What will the teacher do to give students an opportunity to develop, try, revise, and implement their own methods to
gather data?
Note to Teacher: provide students with materials and tell them they are not to eat any of the materials. Also, make sure they conduct their investigation in the order
given otherwise their materials will not be in a condition to model other boundary types.
Divergent plate boundary
1. On your wax paper spread the frosting with the wooden craft stick
2. Place the two plates of oceanic crust side by side lightly on the frosting.
3. Press down slowly on the oceanic plates as you slowly push them apart (horizontally) about half a centimeter.
4. Record observations.
Continental-oceanic collision
1. Remove one of the fruit roll ups from the frosting.
2. Place one graham cracker lightly onto the frosting next to the remaining fruit roll up.
3. Gently push the continent towards the ocean plate until the two overlap and the continental crust is on top (don't push down).
4. Record observations.
Continent-continent collision
1. Remove both the cracker and fruit roll up from the frosting.
2. Place one edge of both crackers into a glass of water for 5 seconds.
3. Slowly push the graham crackers towards each other.
4. Record observations.
Transform plate boundaries
1. Pick the two crackers up off the frosting and turn them around so that two dry edges are next to each other.
2. Slide one cracker past the other to simulate a transform plate boundary (vertically).
3. Record observations.
4. Clean up.
Analyze: How will the teacher help students determine a way to represent, analyze, and interpret the data they collect?
As students model each boundary type, they will describe the movements and illustrate the resulting landform in their data table (see attached).
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
EXIT SLIP: Which type of plate boundary created the most dramatic change in landscape? Explain.
Summative Assessment
As students model each boundary type, they will describe the movements and illustrate the resulting landform in their data table (see attached).
Formative Assessment
Ask the class, "Can the theory of plate tectonics explain changes seen at the Earth's surface?", as students respond ask them to explain and/or use examples. Probe
students to describe the two different crust types and the process of convection in the mantle (should have been previously addressed).
Feedback to Students
Teacher will guide students through asking "Guiding Questions". Students can receive feedback from their partner or the teacher.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Cooperative grouping, multiple options for responding, use of vocabulary in context, semantic representation of tectonic processes
Extensions:
The following class period, assess the students' understanding of each boundary type by having them complete a 4 tab foldable in which they define, describe, draw
and label each boundary/crust type, and provide an example of a landform created by each boundary type.
Special Materials Needed:
1 wooden craft stick
approximately 4 table spoons of frosting (asthenosphere)
page 2 of 3 2 graham crackers (continental crust)
1 piece of wax paper
1 fruit roll up cut into two pieces (oceanic crust plates)
1 plastic cup with water in it
Latex gloves
Further Recommendations:
Prior to conducting this lab, check on possible student food allergies or other medical limitations (e.g. diabetes).
I have allowed the students to eat the food after this lab; that is optional for the teachers.
Keep the frosting at room temperature so it remains more fluid.
SOURCE AND ACCESS INFORMATION
Contributed by: Rachel Kinard
Name of Author/Source: Rachel Kinard
District/Organization of Contributor(s): Lake
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.7.E.6.5:
Description
Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both
slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building.
page 3 of 3