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Goal-directed Instructional Design Plan Plate Tectonics: I Feel the Earth Move Under My Feet
Author - Ryan Brown
1. A problem or a need – there must be a problem of practice or an educational need that should
be addressed during the lesson.
In what ways can Earth processes be explained as interactions among spheres?
2. A real-world performance – how the learning objective fit into a real-world activity or need.
The theory of plate tectonics explains the features of Earth’s surface, earthquakes and
volcanoes. Knowing where you would like to live and to be mindful of the Earth’s
happenings around you.
Plates move very slowly, pressing against one another, sliding past one another, and
pulling apart. The internal energy of the Earth drives the movement of the plates. The
slow movement of materials within Earth results from heat flowing out from the deep
interior and the action of gravity on regions of different density. Evidence for plate
tectonics includes the spreading of the seafloor, the fossil record, and patterns and
distribution of earthquakes and volcanoes.
3. An instructional objective – the objectives are based on the final outcome, activity or test.
These objectives will each be different for the four types of knowledge; performing skills,
recalling facts, identifying examples of concepts, and applying principles.
a. Students will use geological evidence to support the idea that the Earth’s crust/
lithosphere is composed of plates that move.
b. Students will gain an understanding of gravity, density, and convection which moves
Earth’s plates causing the plates to impact other Earth systems
4. A set of essential content – the basic ideas and skills that will allow the learner to complete
the task or understand the content.
a. Describe Earth’s layers as a lithosphere (crust and upper mantle), convecting mantle,
and dense metallic core.
b. Describe, on the basis of relative position, density, and composition., Earth’s layers as
a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.
c. Model the movement of materials within Earth.
d. Define and describe the location of the major plates and plate boundaries.
e. Describe the three types of plate boundaries (convergent, divergent, transform) and
geographic features associated with them (continental rifts and mid-ocean ridges,
volcanic and island arcs, deep sea trenches).
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
5. An evaluation consisting of a test or observation – an assessment, observation or product
showing that the objectives can be accomplished in the real-world setting.
a. Participation in whole class discussion of the types of boundaries.
b. Answering questions about the types of boundaries students will model.
c. Reviewing abstract concepts with manipulatives
6. A method to help participants learn –
The teacher will utilize direct instruction, modeling, small cooperative groups (3), and
teacher monitoring in the classroom.
Additionally, posts on moodle will provide additional instruction, copy of notes, and many
interactive Internet links to animations, YouTube songs, and flash video.
● Motivation:
○ Meaningfullness – content and activities must have meaning for the learner
Plate tectonics causes all oceans and mountains, and is the driver behind the shape
of continents. Are you safe from a Earthquake?
○ Pleasant consequences – the effects that achieving the goal will have on the learner
Knowing where you would like to live and to be mindful of the Earth’s
happenings around you.
○ Novelty – an attention-getting, humorous or curious manner that relates to the useful
information in your lesson
BrainPop Video on Plate Tectonics.
http://www.brainpop.com/science/earthsystem/platetectonics/
● Socialization - Students will be in small cooperative groups (3) to work on activity.
● Audience – For what audience are you designing this lesson? Consider the following:
○ Age: Grade 6
○ Skill level/Prerequisite knowledge (including technology skills)
■ Background in concepts before activity.
■ Basic technology skills such as e-mail, MS Office, GoogleApps.
● Technology Needs – the computers, software, programs (such as Angel or other CMS’s)
printers, equipment, Internet access, time in the computer lab will be needed to successfully
complete your technology-rich lesson.
○ Home or school computer with high speed Internet access.
○ Access to Moodle, BrainPop and YouTube.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu