Download Structure of Earth and Plate Tectonics

Grade 6
Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
Structure of Earth and Plate Tectonics
Lesson Synopsis:
During this lesson, students will locate and identify the major tectonic plates on a world map. They will describe how the
different types of plate movement are responsible for geological events such as ocean basins, earthquakes, volcanic
eruptions, and mountain building.
TEKS:
6.10
Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is
expected to:
6.10C
Identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South
American.
Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic
eruptions, and mountain building.
6.10D
Scientific Process TEKS:
6.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving
to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
6.3B
Use models to represent aspects of the natural world such as a model of Earth’s layers.
6.3C
Identify advantages and limitations of models such as size, scale, properties, and materials.
6.3D
Relate the impact of research on scientific thought and society, including the history of science and contributions of
scientists as related to the content.
6.4
6.4A
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri
dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers,
calculators, computers, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
•
On a map, draw and label the major tectonic plate boundaries, the ring of fire, locations of major earthquake
zones, and mountain ranges caused by plate collisions. (6.3B; 6.10C)
1C; 5B
Create a picture dictionary describing how plate tectonics cause major geological events including ocean basins,
earthquakes, volcanic eruptions, and mountain building. Indicate the forces (plate movements) involved with each.
(6.3D; 6.10D)
1C; 5C, 5G
Key Understandings and Guiding Questions:
•
•
The Earth’s crust is made up of major and minor tectonic plates.
— What is the location of the major tectonic plates?
— What process allows the plates to move?
— What is the theory that explains the movement of tectonic plates?
The margins of the tectonic plates are defined by major earthquake zones and belts of volcanic and tectonic
activity.
— What patterns can be seen around the edges of tectonic plates?
— What does the type of plate boundary have to do with the type of activity seen at that boundary?
— What is the relationship between plate tectonics and geological events?
Vocabulary of Instruction:
•
•
•
plates
tectonics
theory
©2012, TESCCC
•
•
•
scientific fact
law
theory of plate tectonics
05/24/13
•
•
•
convergent boundary
divergent boundary
transform boundary
page 1 of 3
Grade 6
Science
Unit: 10 Lesson: 01
•
ocean basin
•
subduction
•
plate boundary
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Teacher Resource: Plate Tectonics Term Matching (see Advance Preparation, 1 set per group)
Teacher Resource: Rocks that Compose the Continental and Oceanic Plates (1 for projection)
Handout: Name That Plate (1 per student)
Teacher Resource: Name That Plate KEY
Handout: Plate Movement Lab (1 per pair)
Teacher Resource: PowerPoint: Plate Movement Lab Instructions
Teacher Resource: Plate Movement Lab KEY (1 for projection)
Teacher Resource: PowerPoint: Plate Boundary Notes
Handout: Snicker Tectonics (1 per student)
Teacher Resource: Snicker Tectonics KEY (1 for projection)
Teacher Resource: A Map of the World (1 per student and 1 for projection)(for PI 01)
Teacher Resource: Direction of Plate Movement (see Adv. Prep., 1 class set and 1 for projection)
Teacher Resource: Ring of Fire and Volcanoes (see Adv. Prep., 1 class set and 1 for projection)
Teacher Resource: Ring of Fire and Earthquakes (see Adv. Prep., 1 class set and1 for projection)
Teacher Resource: Mid-Ocean Ridges (see Adv. Prep., 1 class set and 1 for projection)
Teacher Resource: Earth's Mountain Ranges (see Adv. Prep., 1 class set and 1 for projection)
Teacher Resource: Performance Indicator 01 Instructions KEY (1 for projection)
Teacher Resource: Performance Indicator 02 Instructions KEY (1 for projection)
Advance Preparation:
1. Collect, assemble, and prepare all materials.
2. Prior to Day 1:
• Prepare the candy bars for the Hershey™ Candy Bar Tectonic Plate Puzzle by breaking them up into several
pieces and placing them into numbered bags. You will need to make a bag for each group of students.
• Obtain a small jigsaw puzzle, and complete it prior to Day 1. (Stores that sell merchandise for $1 often carry
small puzzles (25–100 pieces). Try not to get a puzzle with over 50–75 pieces. Small puzzles work the best.)
• The Jigsaw Activity in the Explore is based on a class of 24, six groups with four students to a group. Label
the back of each puzzle piece with numbers 1–6 until every piece has been numbered. Organize the pieces
according to number, and place in bags that are labeled with the corresponding number. Randomly place 6–
10 pieces in a bag for each group. Label these bags with letters A–F. Include at least one edge piece in each
bag and one piece from each of the numbered bags. If the puzzle has more than 50 pieces, it would be
possible to prepare multiple sets of snack bags for group usage during the day. Keep the puzzle box to show
students after the activity.
3. Prior to Day 2: Print on cardstock, laminate, cut apart, and bag the Teacher Resource: Plate Tectonics Term
Matching. You will need one set for each group.
4. Prior to Day 3: Perform a web search for an approved world map of the plate boundaries outlined and labeled.
The USGS may have a selection.
5. Prior to Day 4: Pre-cut wax paper, and pre-bag materials for each pair of students.
6. Prior to Day 5: Perform a web search for an approved interactive website for students to practice naming the
plates and boundaries. You may find it helpful to include the terms “learner.org” in your search.
7. Prior to Day 8: Print on cardstock, and laminate class sets of the following:
• Teacher Resource: Direction of Plate Movement (1 class set and 1 for projection)
• Teacher Resource: Ring of Fire and Volcanoes (1 class set and 1 for projection)
• Teacher Resource: Ring of Fire and Earthquakes (1 class set and 1 for projection)
• Teacher Resource: Mid-Ocean Ridges (1 class set and 1 for projection)
• Teacher Resource: Earth's Mountain Ranges (1 class set and 1 for projection)
© 2012, TESCCC
12/13/12
page 2 of 3
Grade 6
Science
Unit: 10 Lesson: 01
8. Prior to Day 10: Perform a web search for animations to visually demonstrate the movement of plate boundaries
and the events that occur as a result of tectonic plate movement. You may find it helpful to include one or more of
the following terms in your search: “class zone animation, iris edu animation, or geo cornell edu motion.”
9. Prepare attachment(s) as necessary.
Background Information:
This unit bundles student expectations that address the theory of plate tectonics and landforms caused by plate
movement.
During this lesson, students build on the prior knowledge of the asthenosphere and lithosphere to gain an understanding
of plate movement and the landforms created by that movement. Students should develop an understanding that scientific
knowledge is subject to modification as new information challenges prevailing theories and new theory leads to looking at
old observations in a new way. After this unit, in Grade 8, students will describe the historical development of evidence
that supports plate tectonic theory and relate plate tectonics to the formation of crustal features.
STAAR Notes:
This is an important foundational piece for the understanding of the structure of the Earth and features caused by plate
movement. It is the first time students have been directly introduced to tectonic theory. Although 6.10C and 6.10D are not
marked as Supporting Standards, they build content for Supporting Standard 8.9A (describe historical evidence
supporting plate tectonic theory) and Readiness Standard 8.9B (relate plate tectonics to formation of crustal features).
There are no standards to support this content in Grade 7. Both Supporting Standard 8.9A and Readiness Standard 8.9B
will be tested on STAAR Grade 8 under Reporting Category 3: Earth and Space.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
© 2012, TESCCC
12/13/12
page 3 of 3