Download Structure of Earth and Plate Tectonics

Grade 6
Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
Science Grade 06 Unit 10 Exemplar Lesson 01: Structure of Earth and Plate Tectonics
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
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
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The
TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
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.
6.10D Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic
eruptions, and mountain building.
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
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:
6.4A 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 Indicators
Grade 06 Science Unit 10 PI 01
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.
Standard(s): 6.3B , 6.10C
ELPS ELPS.c.1C , ELPS.c.5B
Grade 06 Science Unit 10 PI 02
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.
Standard(s): 6.3D , 6.10D
ELPS ELPS.c.1C , ELPS.c.5C , ELPS.c.5G
Key Understandings
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?
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Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
— 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
scientific fact
law
theory of plate tectonics
convergent boundary
divergent boundary
transform boundary
ocean basin
subduction
plate boundary
Materials
beaker (500 mL, for demonstration, 1 per teacher)
colored pencils (1 set per student)
foam plate (1 per class, for demonstration, 1 per class, per teacher)
Fruit Roll­up™ (1 per pair of students)
globe (1 per group)
graham crackers (1 per pair of students)
Hershey™ candy bars (1 per group)
highlighter (1 per student)
hotplate (for demonstration, 1 per teacher)
icing (white, 1 scoop per pair of students)
jigsaw puzzle pieces (bagged and numbered, see Advance Preparation, 1 per group)
paper (various, multiple sheets per class)
pen (1 per student)
pencil (1 per student)
resealable plastic bags (sandwich- size, 1 per group)
rice (small box, for demonstration, 1 per teacher)
rock samples (granite, andesite and basalt, 1 each per group)
scissors (for demonstration, 1 pair per teacher)
Snickers™ bar (fun­size, 1 per student)
tape or glue (per student)
wax paper
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
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)
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page 2 of 31 Grade 6
Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
Resources
None Identified
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
Teacher
Teacher
Teacher
Teacher
Resource: Direction of Plate Movement (1 class set and 1 for projection)
Resource: Ring of Fire and Volcanoes (1 class set and 1 for projection)
Resource: Ring of Fire and Earthquakes (1 class set and 1 for projection)
Resource: Mid-Ocean Ridges (1 class set and 1 for projection)
Resource: Earth's Mountain Ranges (1 class set and 1 for projection)
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.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Candy Bar Tectonic Plates
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Divide the class into small groups of 4–5.
Materials:
2. Distribute a piece of wax paper and a bag with the broken up candy bar to each group
(see Advance Preparation).
Say:
resealable plastic bags (sandwich- size, 1 per
group)
Hershey™ candy bars (1 per group)
wax paper (1 per group)
Each member of the group will take a piece of candy from the bag. Place
the other pieces in the center of the table on the wax paper.
You have been given a piece of an Earth puzzle. Observe the piece.
Notice the condition of the edges. One at a time, try to match your piece of
Instructional Note:
puzzle to the others to get the puzzle back into its original shape.
Remind students not to eat the candy, as it has been handled by
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Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
many students.
3. Allow time for students to work. When the puzzle is completed correctly,
Ask:
What did the whole puzzle represent? The Earth’s crust
What did each puzzle piece represent? The lithospheric plates
How does this represent the plates of the lithosphere? The plates do not
have a regular shape or size, and they fit together like a puzzle.
How did you know which pieces matched? By matching the sides of the puzzle
and the wording and shapes on top
4. Instruct students to place the pieces back into the bag that they came in for the next
class. Collect the bags.
EXPLORE – Jigsaw
Suggested Day 1 (continued)
1. Divide the class into groups of 3–4, and distribute one Jigsaw bag per group (see
Advance Preparation).
Materials:
2. Instruct students to see if any of the pieces in their bag will fit together. Do not show
students the cover of the box or give a hint as to what the finished puzzle should look
like.
jigsaw puzzle pieces (bagged and numbered, see
Advance Preparation, 1 per group)
globe (1 per group)
3. Once all of the students have tried to make pieces match in their group, they are to
join another group to see if any pieces will fit together.
Science Notebooks:
4. Continue joining groups until the puzzle begins to form.
5. Once all of the students have made all of the possible matches, recall them to their
seats.
Ask:
Students sketch the globe and add in what they think the plates look
like.
Was forming the puzzle difficult? If so, what made it difficult? Answers may
vary, but the idea was that not all of the pieces were there. They didn’t know what
the final product was to look like; not enough clues; the randomness of the pieces
they received; etc.
Do you have an idea of what the complete puzzle would look like? Answers
will vary depending on the completion of the puzzle.
6. Show the students the cover of the box, and let them discuss how close their model
was to the finished product.
7. Instruct students to break apart the puzzle, and place the numbered pieces in their
proper bag.
8. Say:
Scientists sometimes have to put together bits of information to try to
work out explanations for objects or processes that they don’t yet have all
of the clues for. We are going to study an area of science where scientists
didn’t have all of the information but came up with a valid explanation for
the clues that had been found.
9. Keep students in small groups and distribute a globe to each one.
Ask:
What do you see? Land and water
What are the land masses called? Continents
Why can’t you see all of Earth’s crust? The ocean sits on top of some of the
crust.
Earlier we discussed the lithosphere being broken into pieces, or plates.
Can you see any of those pieces? No
10. Instruct the students to draw a picture of the globe and draw in where they think the
plates would be.
Say:
Imagine what the Earth would look like if you could see those pieces. In
your science notebooks, sketch the globe and outline where you think
those pieces would be.
EXPLAIN – Theory and Plates
Suggested Day 2
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Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
1. Begin boiling water in a large beaker on a hotplate.
Materials:
2. Refer students back to the jigsaw puzzle that they tried to complete during the
Explore section.
Ask:
What is the difference between a fact and an opinion? Answers may vary.
Facts are true statements, and opinions are an individual’s beliefs that may not be
true or accurate.
3. Hold an object over your head.
Ask:
beaker (500 mL, for demonstration, 1 per teacher)
hotplate (for demonstration, 1 per teacher)
rice (small box, for demonstration, 1 per teacher)
foam plate (1 per class, for demonstration, 1 per
class, per teacher)
scissors (for demonstration, 1 pair per teacher)
Attachments:
What will happen if I release the object? It will fall.
Is that a fact or opinion? A fact
How do you know that the object will fall? Answers may vary. Prior
experiences have shown that objects will fall to Earth.
If something has been proven over and over, by many people, during
many experiments, then it is called a scientific law.
Can you explain why the object fell? Gravity. How do you know?
Scientists sometimes have to put together known facts to try to work out
explanations for objects or processes for which they don’t yet have all of
the clues. This is called a scientific theory.
Yesterday, you made a model of the Earth’s crust without having all of the
clues. You used the facts about the puzzle piece to predict what the big
picture would be.
By looking at one piece of the puzzle, were you able to make an accurate
prediction about what the big puzzle would look like? (No)
As you added pieces of the puzzle, how did your original idea of the big
picture change? Answers may vary.
In science, when new facts are introduced, scientist may change their
original theory.
4. Project the following terms and examples, and instruct students to work together to
develop their own definitions. Monitor to ensure that students are not just copying the
words. To make the process more interactive, consider allowing students to work on
one term, and then bring the class back together to share and nail down an agreed
upon definition.
Scientific fact – Statement that is accepted as being true. A fact is something that
is supported by unmistakable evidence. Facts have been repeatedly measured or
observed, such as water freezes at 0°C and the Earth has one moon.
Scientific law – Statement that describes an observed phenomenon but does not
explain how or why it occurs. It is supported by evidence collected from repeated
observations from and experiments performed by many different people. An
example would be Newton’s law of gravity or laws of motion.
Scientific theory – Statement that explains a complex idea. The explanation
correlates and interprets the facts. It is supported by evidence collected from many
experiments. An example is the Theory of Relativity.
Teacher Resource: Plate Tectonics Term
Matching (see Adv. Prep. 1 set per group)
Instructional Notes:
During this unit, it is important to provide visuals of these abstract
concepts for students.
Provide students a visual of the plates moving across the
asthenosphere. There are many animated video clips that illustrate
this process, but use caution to use those that are appropriate for
an introduction.
Misconception:
Students may think that continents do not move; the
continents have always been in the same place.
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.
Science Notebooks:
Students record terms and descriptions throughout this lesson.
5. Say:
Non-scientists might think that changing a scientific theory means that it
was wrong. The theory may or may not have been wrong. Science is the
best way that humans have of explaining the world. Knowledge about a
topic grows as more knowledge is gained by scientists around the world.
Adjustments and changes to theories are common. When new tools get
introduced (such as a bigger telescope), scientists know that theories will
change and new discoveries will be made.
Students draw and label the convection current demonstration.
6. Ask:
What is a word that has multiple meanings called? Homonym
Can you think of some examples of homonyms? Answers may vary. Ex. bear, bow, space, lead, and plate
The word plate is a homonym. What are some meanings of the word plate?
A plate is a dish to eat from; a plate is the last stop for a runner in baseball; and a
plate is a large chunk of the Earth’s lithosphere.
The Earth’s crust is broken into many plates and we will be discussing
these types of plates in this unit.
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page 5 of 31 Grade 6
Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
7. Divide the class into pairs or groups of four, and distribute Teacher Resource: Plate
Tectonics Term Matching (see Advance Preparation, 1 set per group).
8. Instruct the students to match the word with the definition. Monitor the students, and
assist where necessary.
9. Facilitate a discussion on the following terms by asking students to share their
matches. Instruct students to add them to their notebooks.
plates – The Earth’s surface is broken into many large pieces called plates (also
called tectonic or lithospheric plates). The plates move over the asthenosphere.
(Remind students of the plasticity of the asthenosphere.)
Continental plates – thick plates made of andesite and granite that form the
continents and are less dense than oceanic plates.
oceanic plates – thin plates that are made of basalt that form the ocean floor and
are denser than continental plates
Tectonics – structural deformation of the Earth's crust (Note: Prefix “de” means to
undo.)
theory of plate tectonics – scientific theory explaining how the plates move on
the Earth’s surface
10. Ask the students to reference their notebook and the previous unit on the structure of
the Earth, and
Ask:
What layer of Earth includes the crust and the upper part of the mantle?
Lithosphere
Which layer is underneath the lithosphere? Asthenosphere
Does anyone recall the special property that allows the material in the
asthenospere to be a solid and move like a liquid? Plasticity
There are many plates that make up the lithosphere. The Earth’s
lithosphere is similar to a hard-boiled egg that has many cracks. Over
millions of years, the plates have moved around and some plates have
grown larger and some have gotten smaller.
11. Ask:
What is plate tectonics? A scientific theory explaining how the plates move on
the Earth’s surface
What scientist developed the theory? Alfred Wegner’s theory of continental
drift contributed to the development of the theory of plate tectonics. (You may have
to explain this to students.)
What are the plates floating on? The asthenosphere
12. Add a few grains of rice to the boiling water so students may observe convection
currents. Ask:
What observations can you make about the movement of the rice? The rice
is going up and sinking back down over and over again.
What is moving the rice? The current in the water
Where is the energy coming from to move the water? The heat from the
hotplate
What do you call the transfer of heat through a liquid? Convection. The hot
water rises, cools, and falls; the process is repeated over and over.
13. Instruct students to draw the setup of the demonstration in their science notebooks
and label the convection currents and movement of the rice. Students should label
the water, “asthenoshpere”.
14. Draw a continent or two on a foam plate, then cut out several pieces and add them to
the water.
Ask:
What observations can you make about the foam pieces? They are moving
around on top of the water, pushing against each other, and moving away from the
center.
What is moving the foam? The convection currents in the water
If I told you the foam pieces represented the lithosphere, what would the
water represent? The asthenosphere
If the asthenosphere is a solid, then what allows it to move? It has a
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Suggested Duration: 13 days
property called plasticity that allows it to flow like a liquid. (Reference activities from
the previous unit.)
Where does the thermal energy come from to move the material in the
asthenosphere? The core
15. Instruct students to add the pieces of foam to their drawings and illustrate the
movement of the pieces with arrows. Students should label the pieces of foam,
“tectonic plates.”
16. Say:
Talk with a partner, and come up with a reason or theory to explain why
the plates move.
17. Ask students to share their ideas and explain the following:
The lithospheric plates "float" on the lower, hotter layer called the
asthenosphere. This hot, plastic, semi-solid asthenosphere has
convection currents.
EXPLORE/EXPLAIN – Types of Plates
Suggested Day 3
1. Project a teacher selected world map with the plate boundaries outlined and labeled
(see Advance Preparation).
Ask:
Using your vocabulary from yesterday, what are the two types of plates
that make up the Earth’s lithosphere? Continental and oceanic
By looking at the map, how can you identify a continental plate? There will
be a continent on it
What are the names a few plates that are continental plates? Answers may
vary.
What are the names of a few plates that are oceanic plates? Answers may
vary.
2. Show students samples of granite, andesite, and basalt, and ask them to compare
and contrast the rocks. The most important difference for this lesson is the density of
the two rocks.
3. Project the Teacher Resource: Rocks that Compose the Continental and
Oceanic Plates, and explain to the students that granite is one of the major rocks
that make up the continental plates and basalt is a rock that makes up the oceanic
plate. Andesite also makes up some of the continental plates.
Materials:
rock samples (granite, andesite and basalt, 1 each
per group)
Attachments:
Teacher Resource: Rocks that Compose the
Continental and Oceanic Plates (1 for projection)
Instructional Notes:
Students are not required to know all of the material in this section,
such as the types of rock material found in plates.
Additional information is included to spiral back to prior learning,
and some is information that may help clarify the concept.
4. Project the map again.
Ask:
What are the names of some of the plates that are made of basalt? Answers
may vary. Any oceanic plates.
Which plates on the map would be made of granite and andesite? Answers
may vary. Any of the continental plates.
EXPLORE/EXPLAIN – Name That Plate
Suggested Day 3 (continued)
1. Distribute a copy of the Handout: Name That Plate to each student. Instruct them to
make a numbered list in their notebooks, from 1 to 15.
2. Say:
The plates were named by geologists. Most scientists agree that there are
seven large plates and many smaller ones, but sometimes you will see
different resources classify the major versus minor plates differently.
3. During this activity, you will make up names for the individual plates shown
on the map. Think about the shapes and features of the land and ocean
masses for clues. Write the names on the numbered list in your notebooks.
4. Allow time for students to complete the activity. When the lists are completed,
distribute highlighters to each student.
5. Ask for student volunteers to share the name that they gave for a plate and why they
chose that name. Try to get a student to share a name until at least the seven major
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Materials:
tape or glue (per student)
highlighter (1 per student)
Attachments:
Handout: Name That Plate (1 per student)
Teacher Resource: Name That Plate KEY
Instructional Notes:
Sometimes, the Indian Plate and the Australian Plate are collectively
called the Indo-Australian Plate.
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Suggested Duration: 13 days
plates have been identified.
6. Project the Teacher Resource: Name That Plate KEY, and instruct the students to
record the correct names next to the names they created and label the seven major
plates on their map.
7. Say:
Remind students that the Earth is round and the map is a two
dimensional picture of the Earth; therefore, some of the numbers
are on the map twice to show that the plates on one side of the map
is the same as it is on the other side of the map (for example, the
Eurasian Plate).
Write the actual names of the 15 plates beside the ones you made up in
your notebook.
Science Notebooks:
On the map, highlight the boundaries of plates # 1 through # 7.
Students record the 15 made up names and the real names of the
Which plates do you think are considered major plates? 1–7, because they
plates in the list (side-by side) and affix their maps to their
are much larger than the other plates. Eurasian Plate (which is what covers Asia
and Europe); North American Plate (North America); South American Plate (South notebooks.
America); Pacific Plate; African Pate (Africa and Middle East); Australian Plate; and
Antarctic Plate. Sometimes, the Indian and Australian Plates are collectively called
the Indo-Australian Plate. Instruct students to roll their maps until they can see
where the plates meet.
8. How do you think these plates got their names? The major Earth feature that sits
on them. Point out that the plates are usually named for location, such as a continent
or ocean.
9. Instruct students to affix the map to their science notebooks. They will need the map
again later in the lesson.
10. If time permits, allow students to view an interactive website and practice naming the
plates.
EXPLORE/EXPLAIN – Plate Movement
Suggested Day 4
1. Divide the class into pairs, and distribute a copy of the Teacher Resource: Plate
Movement Lab (see Advance Preparation) to each pair.
2. Display the Teacher Resource: PowerPoint: Plate Movement Lab Instructions, and
instruct the students to follow the instructions listed in the PowerPoint presentation.
3. Allow students to work through each step of the lab, monitoring and assisting where
needed.
4. Instruct students to fill in Part I – Comic Strips during the lab. Part II will come at the
end.
5. Facilitate a discussion based on Part II – Conclusion Questions using the Teacher
Resource: Plate Movement Lab KEY. Students will need some assistance arriving at
the correct answers, as they are only exploring at this point. Ask students to share
some advantages and limitations of the models.
6. Draw students’ attention to the arrows drawn next to the different types of plate
boundaries on the Teacher Resource: Plate Movement Lab. Instruct students to
create a definition for the terms convergent boundary, divergent boundary, and
transform boundary using the experiences from the investigation and the arrows,
and record them in their science notebooks.
Materials:
graham crackers (1 per pair of students)
Fruit Roll­up™ (1 per pair of students)
icing (white, 1 scoop per pair of students)
wax paper (1 sheet per pair of students)
Attachments:
Handout: Plate Movement Lab (1 per pair)
Teacher Resource: PowerPoint: Plate Movement
Lab Instructions
Teacher Resource: Plate Movement Lab KEY (1
for projection)
STAAR Notes:
This is the students’ first experience with plate tectonics. Although
not marked as a Supporting Standard, this SE builds content for
Readiness Standard 8.9B.
Science Notebooks:
Students create and record a definition for the three types of plate
boundaries.
EXPLAIN – Plate Boundaries
Suggested Day 5
1. Explain to students that they will be viewing the Teacher Resource: PowerPoint: Plate Attachments:
Boundary Notes and they are to record the following information in their notebooks:
Teacher Resource: PowerPoint: Plate Boundary
Type of boundary
Notes
Direction of plate movement
Handout: Name That Plate (from previous activity)
Types of plates involved
Land features formed
Science Notebooks:
Last Updated 05/24/13
page 8 of 31 Grade 6
Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
2. Help students organize notes by modeling how to set up a chart to record information
or creating a tri-fold flip book, one flap for each boundary.
3. When you get to slide 17 in the notes, instruct students to look at the Handout: Name
That Plate attached in their science notebooks.
Ask:
Students record notes on the three plate boundaries. The students
record the type of boundary, direction of plate movement, types of
plates involved, and land features formed.
Do you think earthquakes happen randomly around the Earth? No
Why not? The earthquakes seem to make a pattern or follow a line in the Earth.
When you compare your map with the one on the screen, what
conclusions can you draw? Answers may vary. Students should make the
connections that earthquakes are located around the boundaries of the plates
more than inside the plates.
How has keeping a record of earthquakes helped scientists develop their
theory of plate tectonics? Answers may vary. Students should come to the
conclusion that the boundaries have been formed, in part, by using the data.
Why do you think some boundaries have had many more earthquakes than
others? Answers may vary. Students should understand that with more plate
activity, there are more earthquakes.
Which plate seems to have the most earthquakes recorded? The Pacific
Plate
4. On slide 18,
Say:
Compare your map to the one on the screen. Are volcanoes found in
random places on the Earth? No
Why not? They seem to form in certain areas in a pattern.
Are volcanoes found at every plate boundary? No
What kind of boundary forms volcanoes? Convergent boundaries
What plate is surrounded by volcanoes? The Pacific Plate
The area around the Pacific Plate has had the most tectonic activity. This
area of the world is known as the ring of fire. Any idea how it might have
got its name? Answers may vary - very active region for earthquakes and
volcanoes.
5. On slide 19,
Ask:
How can you identify mountains on this map? Answers may vary.
By comparing your map and the one projected, what can mountains tell
you about the plates? Answers may vary. Mountains help you identify the
location of plate boundaries and specifically, convergent boundaries.
6. Be sure to point out the location of the Himalayan Mountains and the Andes
mountains.
Ask:
What is the difference between the process that formed the Himalayan
Mountains and the Andes Mountains?The Andes Mountains are a result of a
convergent boundary between an oceanic and a continental plate. The Himalayan
Mountains formed from the collision between two continental plates.
What land feature is common in the Andes mountains that you are not
likely to find in the Himalayan Mountains? Volcanoes
7. On slide 20, allow students to finalize their notes. Help them understand how the sea
floor spreading at the mid-ocean ridge creates new land and causes the plates to
push against neighboring plates.
8. It is important for students to understand that without the sea floor spreading, none of
the other events would happen. Point out the Mid-Atlantic Ridge, and explain that this
is the main point of alignment used by scientists.
9. Ask:
What is happening at the divergent boundary in the middle of the picture?
Sea floor spreading
How does that affect the other plates? It pushes them around.
What is the driving force behind plate tectonics? Convection currents in the
mantle
Where does the energy come from to move the molten material in the
Last Updated 05/24/13
page 9 of 31 Grade 6
Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
asthenosphere around? The core
10. Allow students to ask questions about the map, and facilitate a general discussion
about the topics discussed in the notes. Make sure students have the required
information in their notes.
11. Explain that slide 21 is a representation of the different plate boundaries without any
land features.
12. Instruct students to add the arrows from slide 22 to the Handout: Name That Plate.
13. Project a teacher selected interactive website for students to practice naming the
plates and boundaries (see Advance Preparation).
EXPLORE/EXPLAIN – Plate Boundaries
Suggested Day 6
1. Provide students with Internet access, and allow them to research the following land
Attachments:
features and locations. Instruct students to label these land features on their Handout:
Handout: Name That Plate (from previous activity)
Name That Plate.
Himalayan Mountains
San Andreas Fault
Andes Mountains
Aleutian Islands
African Rift Valley
Mariana Trench
Mid-Atlantic Ridge
Rocky Mountains
Misconceptions:
Students may think that mountains are rapidly
created when plates collide.
Students may think that the size of the Earth is
gradually increasing over time because of seafloor
spreading.
Students may think that all landforms are caused by
catastrophic events.
2. Monitor and assist as needed.
3. In their science notebooks, students also need to define the following terms and give
an example of where each land feature or event can be found on Earth. Students
should add this information to their plate boundary notes from the day before.
Ocean Basins
Sea Floor Spreading
Subduction Zone
Science Notebooks:
Students label several different land features on their maps.
Students will also define and give an example of an ocean basin,
sea floor spreading and a subduction zone.
4. Check students understanding of ocean basins, sea floor spreading, and subduction
zones. Since sea floor spreading and subduction were covered in the notes, clarify
ocean basin.
Say:
Ocean basins are part of Earth's surface that extends seaward from the
continental margins, ranging from an average water depth of about 2,000
m down into the deepest trenches. The ocean basins constitute one of the
two major topographic features of Earth's surface, the other being the
continents. Ocean basins cover about 70% of the total sea area and about
half of the planet's total surface area.
5. If students finish, allow them to view an interactive website to quiz themselves over the
names of plates, types of boundaries, and land features that form at each boundary.
EXPLORE/EXPLAIN – Plate Boundaries
Suggested Day 7
1. Distribute the Handout: Snicker Tectonics to each student and one fun size
Snickers™ bar to each student.
2. Instruct the students to follow the directions on the handout and answer the questions
in complete sentences.
Materials:
Snickers™ bar (fun­size, 1 per student)
wax paper (1 piece per student)
3. Students should illustrate a before and after drawing of the Snickers™ bar for each
procedure and use arrows to show the movement of the Snickers bar.
Attachments:
4. Monitor and assist as needed.
5. Review the answers to the activity using the Teacher Resource: Snicker Tectonics
KEY.
ELABORATE/EVALUATE – Performance Indicator 01
Handout: Snicker Tectonics (see Adv. Prep., 1
class set)
Teacher Resource: Snicker Tectonics KEY (1 for
projection)
Suggested Days 8 and 9
Last Updated 05/24/13
page 10 of 31 Grade 6
Science
Unit: 10
Lesson: 01
Suggested Duration: 13 days
Grade 06 Science Unit 10 PI 01
Materials:
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.
colored pencils (1 set per student)
pen (1 per student)
pencil (1 per student)
Standard(s): 6.3B , 6.10C
ELPS ELPS.c.1C , ELPS.c.5B
1. Refer to the Teacher Resource: Performance Indicator 01 Instructions KEY for
information on administering the assessment.
Attachments:
Teacher Resource: World Map (1 per student and
1 for projection)
Handout: Name That Plate (from previous activity)
Teacher Resource: Direction of Plate Movement
(see Adv. Prep., 1 class set and1 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 and 1 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)
ELABORATE – Plate Patterns
Suggested Day 10
1. Using the maps that students created on the previous day, instruct students to look
carefully at their maps and start looking for patterns. Allow a few minutes, and ask
students to volunteer their thoughts. Acknowledge all answers.
Say:
Attachments:
Teacher Resource: World Map (from previous
activity)
The tectonic plates are not fixed. They are always moving. Movement
Instructional Note:
causes changes above and below the Earth’s surface, such as mountain
ranges, earthquakes, volcanoes, ridges, etc. Most of these changes occur Allow for some questions and discussion of the explanation.
at the plate boundaries. Look at the arrows that you placed on your map to
show plate movement. Notice that all of the plates do not move in the
same direction. The interaction of the plates at the boundaries determines
what changes will occur.
You may have noticed that many volcanoes, earthquakes, mountain
ranges, and ocean ridges are located in a specific area that lies on the
boundaries of the Pacific Plate. This area is called the “Ring of Fire”. This
is a region of plate boundaries where oceanic crust is being pushed
under other plates. About 75% of the active surface and underwater
volcanoes in the world occur in this area. About 80% of the earthquakes
occur in the ring of fire. Notice that mountain ranges are very common to
plate boundaries. Mid-ocean ridges are long chains of undersea
volcanoes.
2. Use animations to visually demonstrate the movement of plate boundaries, and the
events that occur as a result of tectonic plate movement. See the Instructional Notes.
Project and play animations that demonstrate plate boundary movement (see
Advance Preparation).
EVALUATE – Performance Indicator 2
Suggested Days 11, 12, and 13
Grade 06 Science Unit 10 PI 02
Materials:
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.
Standard(s): 6.3D , 6.10D
ELPS ELPS.c.1C , ELPS.c.5C , ELPS.c.5G
1. Refer to the Teacher Resource: Performance Indicator 02 Instructions KEY for
information on administering the assessment.
Last Updated 05/24/13
paper (various, multiple sheets per class)
colored pencils (various, multiple per class)
Attachments:
Teacher Resource: Performance Indicator 02
Instructions KEY (1 for projection)
page 11 of 31 Grade 6
Science
Unit: 10 Lesson: 01
Plate Tectonics Term Matching
Plates
Large pieces of the Earth’s crust
(lithosphere) that move over the
asthenoshpere
Continental Plates
Thick plates made of andesite and
granite that form the continents and are
less dense than oceanic plates.
Examples include the North American
Plate, African Plate, and Antarctic Plate.
Oceanic Plates
Thin, but very dense plates that are
made of basalt that form the ocean floor
and are denser than continental plates.
Examples include the Pacific Plate,
Nazca Plate, and Philippine Plate.
Tectonics
Structural deformation of the Earth’s
crust
Theory of Plate
Tectonics
A scientific theory explaining how the
plates move on the Earth’s surface
©2012, TESCCC
12/13/12
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Rocks that Compose the Continental and Oceanic Plates
Granite
One of the rocks found in the
continental plates
Forms underground from
magma that cooled slowly
Has large crystals and is less
dense than oceanic plate rocks
and the mantle, so it “floats” on
the mantle
http://commons.wikimedia.org/wiki/File:Granite.jpg
Andesite
Type of rock that composes the
continental crust
Most common volcanic rock found
where oceanic plates slide beneath
other plates
Less dense than oceanic plate rocks
and will also “float” on the mantle
http://commons.wikimedia.org/wiki/File:Andesite_igeous_rock_near_Chemault_Klamath_County_Oregon_2336.jpg
Basalt
Found in the oceanic plates
Oceanic plates are thinner and
denser than the continental plates.
Usually comes from the upwelling
of magma deep in the mantle of
the Earth (50–200km)
Produced when lava reaches the
surface below ocean ridges
Also “floats” on the mantle
http://commons.wikimedia.org/wiki/File:Basalt_Austria.JPGOregon_2336.jpg
©2012, TESCCC
05/24/13
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Name That Plate
http://en.wikipedia.org/wiki/File:Plates_tect2_en.svg
©2012, TESCCC
05/24/13
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Name That Plate KEY
1. Pacific Plate
2. North American Plate
3. South American Plate
4. Eurasian Plate
5. African Plate
6. Antarctic Plate
7. Australian Plate
8. Indian Plate ***Note: Sometimes, the Indian and Australian plates are
collectively called the Indo-Australian Plate***
9. Juan De Fuco Plate
10. Nazca Plate
11. Philippine Plate
12. Caribbean Plate
13. Scotia Plate
14. Arabian Plate
15. Cocos Plate
©2012, TESCCC
12/13/12
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Plate Movement Lab: Part I – Comic Strip
A. Divergent Plate Boundary Before
During
After
B. Convergent Plate Boundary – Oceanic Plate vs. Continental Plate Before
During
After
C. Convergent Plate Boundary – Continental vs. Continental Before
During
After
During
After
D. Transform Plate Boundary
Before
©2012, TESCCC
12/13/12
page 1 of 3
Grade 6
Science
Unit: 10 Lesson: 01
Plate Movement Lab: Part II – Conclusion Questions
A. Divergent Plate Boundary 1. Describe what the asthenosphere looked like after the oceanic plates were pushed apart.
2. What would happen to the molten material as it cools?
3. If this action continued on the ocean floor, what would be the effect on other tectonic plates on
Earth?
B. Convergent Plate Boundary – Oceanic Plate vs. Continental Plate 1. Compare and contrast the continental plate and the oceanic plate.
2. Which plate floated on top of the other? Why?
3. What happened to the other plate?
4. If a plate is pushed into the asthenosphere, what will happen to it?
C. Convergent Plate Boundary – Continental vs. Continental 1. What happened when you pushed the two plates together?
2. What land feature does that represent?
3. Did either plate sink into the asthenosphere? Why or why not?
©2012, TESCCC
12/13/12
page 2 of 3
Grade 6
Science
Unit: 10 Lesson: 01
D. Transform Plate Boundary
1. What happened to the plates as you rubbed them together?
2. Did it feel smooth or rough as you rubbed the two plates together?
3. What would the vibration of rubbing the plates together represent in real life?
©2012, TESCCC
12/13/12
page 3 of 3
Grade 6
Science
Unit: 10 Lesson: 01
Plate Movement Lab KEY: Part I – Comic Strip
A. Divergent Plate Boundary Before
During
After
B. Convergent Plate Boundary – Oceanic Plate vs. Continental Plate Before
During
After
C. Convergent Plate Boundary – Continental vs. Continental Before
During
After
During
After
D. Transform Plate Boundary
Before
©2012, TESCCC
12/13/12
page 1 of 2
Grade 6
Science
Unit: 10 Lesson: 01
Plate Movement Lab: Part II – Conclusion Questions
A. Divergent Plate Boundary 1. Describe what the asthenosphere looked like after the oceanic plates were pushed apart.
It resembles a ridge or mountain chain.
2. What would happen to the molten material as it cools?
It would harden and create new land.
3. If this action continued on the ocean floor, what would be the effect on other tectonic plates on
Earth?
These plates would grow and push against other plates.
B. Convergent Plate Boundary – Oceanic Plate vs. Continental Plate 1. Compare and contrast the continental plate and the oceanic plate.
The continental plates are much thicker and less dense than the oceanic plates.
2. Which plate floated on top of the other? Why?
The continental plate floated above the oceanic plate because it is less dense.
3. What happened to the other plate?
The oceanic plate sank (was subducted) underneath the continental plate.
4. If a plate is pushed into the asthenosphere, what will happen to it?
The plate would be melted back into the mantle.
C. Convergent Plate Boundary – Continental vs. Continental 1. What happened when you pushed the two plates together?
The plates made a wrinkle and uplifted.
2. What land feature does that represent?
It resembles a mountain.
3. Did either plate sink into the asthenosphere? Why or why not?
Neither plate sank, because they have the same density.
D. Transform Plate Boundary
1. What happened to the plates as you rubbed them together?
They vibrated and broke apart into smaller pieces.
2. Did it feel smooth or rough as you rubbed the two plates together?
It felt rough and vibrated.
3. What would the vibration of rubbing the plates together represent in real life?
An earthquake
©2012, TESCCC
12/13/12
page 2 of 2
Grade 6
Science
Unit: 10 Lesson: 01
Snicker Tectonics
Procedure:
1. Open the Snickers™ candy bar.
2. Illustrate the Snickers™ bar in your science notebook before following this
procedure. Hold each side of the Snickers™, and slowly pull it apart. Observe
what is happening. Record your observation, and answer all questions in
complete sentences. What type of plate boundary does this represent? What
type of landform is being created? What are some examples of landforms
created, and where are they located?
3. Illustrate the Snickers™ bar before following this procedure. Holding a piece of
the Snickers™ in each hand, slowly push the pieces together. Record your
observation. What type of plate boundary does this represent? What type of
landform is being created? What are some examples of landforms created, and
where are they located?
4. Illustrate the Snickers™ bar before following this procedure. Pull the two pieces
of Snickers™ apart. Slowly rub the candy side to side. Record your observation.
What type of plate boundary does this represent? What natural disaster is
common at this type of boundary? What type of landform is created at this plate
boundary? What are some examples of landforms created and where are they
located?
©2012, TESCCC
12/13/12
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Snicker Tectonics KEY
Procedure:
1. Open the Snickers™ candy bar.
2. Illustrate the Snickers™ bar before following this procedure. Hold each side of
the Snickers™, and slowly pull it apart. Observe what is happening. Record your
observation. What type of plate boundary does this represent? What type of
landform is being created? What are some examples of landforms created and
where are they located?
Divergent plate boundary; rift valley; African Rift Valley; Africa
3. Illustrate the Snickers™ bar before following this procedure. Holdings a piece of
Snickers™ in each hand, slowly push the pieces together. Record your
observation. What type of plate boundary does this represent? What type of
landform is being created? What are some examples of landforms created and
where are they located?
Convergent boundary – Continental vs. continental; folded mountains;
Himalayan mountains; Northern India – At the boundary of the Indian Plate
and Eurasian Plate
4. Illustrate the Snickers™ bar before following this procedure. Pull the two pieces
of Snickers™ apart. Slowly rub the candy side to side. Record your observation.
What type of plate boundary does this represent? What natural disaster is
common at this type of boundary? What type of landform is created at this plate
boundary? What are some examples of landforms created and where are they
located?
Transform boundary; earthquakes; fault lines; San Andreas Fault
©2012, TESCCC
12/13/12
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
A Map of the World
http://upload.wikimedia.org/wikipedia/commons/0/03/BlankMap-World6.svg
©2012, TESCCC
05/24/13
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Direction of Plate Movement
http://upload.wikimedia.org/wikipedia/commons/8/8a/Plates_tect2_en.svg
©2012, TESCCC
05/24/13
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Ring of Fire and Volcanoes
http://upload.wikimedia.org/wikipedia/commons/b/b6/Spreading_ridges_volcanoes_map-en.svg
©2012, TESCCC
05/24/13
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Ring of Fire and Earthquakes
http://earthquake.usgs.gov/earthquakes/world/seismicity_maps/
©2012, TESCCC
05/24/13
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Mid-Ocean Ridges
http://upload.wikimedia.org/wikipedia/commons/6/69/World_Distribution_of_Mid-Oceanic_Ridges.gif
©2012, TESCCC
05/24/13
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Earth’s Mountain Ranges
http://upload.wikimedia.org/wikipedia/commons/6/6f/Physical_world_map_3200px.jpg
©2012, TESCCC
05/24/13
page 1 of 1
Grade 6
Science
Unit: 10 Lesson: 01
Performance Indicator Instructions 01 KEY
Performance Indicator
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
Materials:
colored pencils (1 set per student)
pen (1 per student)
pencil (1 per student)
Attachments:
Teacher Resource: A Map of the World (1 per student and 1 for projection)
Handout: Name That Plate (from previous activity)
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 and 1 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)
Instructional Procedures:
1. This activity will help students to see the different types of events and landforms that occur due to
tectonic movement. Students will create layers for each type of event, resulting in a map that
shows the large amount of activity that occurs along boundary lines.
2. It may be helpful to create a transparency of the Handout: A Map of the World to give students
an example of each phase.
3. Distribute a copy of the Handout: A Map of the World to each student as well as a set of colored
pencils to each student.
4. Instruct students to reference their Name That Plate map in their notebooks. Inform them that
they are to sketch the plate boundaries on their Map of the World with a pencil. They are not to
draw in the smaller plates, but let them be incorporated into the other plates. Students are to draw
in the plates boundaries for # 1–7. When the plates are drawn to the students’ liking, they are to
go over the line with a pen.
©2012, TESCCC
05/24/13
page 1 of 2
Grade 6
Science
Unit: 10 Lesson: 01
5. Note: If students have difficulty drawing the locations of the plates, you may wish to project the
Handout: Direction of Plate Movement. The color coded plates may provide a clearer visual.
6. The next five resources are to be distributed, one at a time, to the students. For each resource:
Project a copy.
Instruct students to add the line or dot to their world map using colored pencils.
Construct a key at the bottom, and include colors and structures.
7. Instructions for each resource are as follows:
Teacher Resource: Ring of Fire and Volcanoes – Use red dots to represent the volcanoes.
The exact number of volcanoes does not have to be drawn in.
Teacher Resource: Ring of Fire and Earthquakes – Use green dots for all of the
earthquakes. The exact number of earthquakes does not have to be drawn in.
Teacher Resource: Mid-Ocean Ridges – Call student attention to the fact that this map
projection is not Pacific Ocean centered, as the other maps are. Caution them to place the
ridges in their proper places. Instruct students to label the Mid-Atlantic Ridge on their Map of
the World. Use blue dashes across the plate lines for ridges.
Teacher Resource: Earth’s Mountain Ranges – Use brown inverted V-shapes (^^^) to draw
in the mountain ranges.
Teacher Resource: Direction of Plate Movement – Use violet or purple sets of arrows to
show direction. Call student attention to the projection, and point out that one arrow of the sets
goes on one plate. The other arrow goes on another plate. Students need to pay attention to
the direction that each arrow of the pair points.
8. Monitor students, and assist as needed.
9. Collect class sets of maps to for reuse.
10. Ask:
What is the relationship between plate tectonics and geologic events? Different types of
plate movement (convergent, divergent, transform) causes ocean basins, volcanoes,
earthquakes, and mountain building.
Instructional Notes:
If students have difficulty drawing the locations of the plates, you may wish to project the Teacher
Resource: Direction of Plate Movement. The color coded plates may provide a clearer visual.
Some of the resources have numerous items to record. It is not critical that every item is placed on
the student map. Be sure that students represent areas of heavy concentration and scattered items
so that the difference is obvious.
For the most current view of the map on the Teacher Resource: Ring of Fire and Earthquakes, visit
the following site or one of similar nature: http://neic.usgs.gov/neis/qed/.
You can zoom into the map area to show students the detail.
©2012, TESCCC
05/24/13
page 2 of 2
Grade 6
Science
Unit: 10 Lesson: 01
Performance Indicator Instructions 02 KEY
Performance Indicator
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
Materials:
paper (various, multiple sheets per class)
colored pencils (various, multiple per class)
Instructional Procedures:
1. Explain to students that they will be creating a picture dictionary to describe how plate tectonics
cause major geological events.
2. You may wish to have students create layered booklets for their picture dictionaries.
3. The topics that must be included are:
ocean basins
earthquakes
volcanic eruptions
mountain building
4. The picture dictionary should contain the following for each entry:
the term
definition
description of the process, action, or object including how plate
tectonics causes the process, action, or object
an illustration of the process action or object
labels on the illustrations including arrows to indicate forces
5. Allow students to share their picture dictionaries with others.
Instructional Note:
Students should utilize notebooks to develop the picture dictionary.
©2012, TESCCC
05/24/13
page 1 of 1