Resources and Materials:
Name: Gerald Davis
Title: Geographic Themes/Plate Tectonics (Movement)
Content Area: Geography Grade: 10 th
Grade Durations: Day One – (60 minutes)
Day Two -- Research (60 minutes)
Day Three – Presentations (60 minutes)
Standards and Benchmarks: Geography Standard 2 -- Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark (Grades 9 – 12):
2.1
Students know the physical and human characteristics of places.

As students extend their knowledge, what they know and are able to do includes: describing the changing human and physical characteristics of places.
Geography Standard 3 – Students understand how physical processes shape Earth’s surface patterns and systems.
Benchmark (Grades 9 – 12):
3.1
Students know the physical processes that shape Earth’s surface patterns.

As students extend their knowledge, what they know and are able to do includes: explaining the variation in the effects of physical processes across Earth’s surface.
Objectives: Upon completion of the lesson students will be able to:

Locate the geographical/physical characteristics of a region.
(Comprehension)

Describe how the movement of the earth’s surface has shaped the regional boundaries and affected their geographical/physical characteristics. (Analysis)
1.
Textbook: Baerwald,T. and Fraser, C. (2003). World geography:
Building a global perspective . Prentice-Hall: Upper Saddle River, NJ.
2.
Copies of blank geographic themes organizer for each student
3.
Copies of the geographic themes organizer with definitions for each student
4.
Copies of the world map from the text book for each student, plus one on an overhead transparency
5.
The western U.S. seismic activity map copied on overhead transparency
6.
Copies of the rubric for each student with extras for grading

Differentiation:
Preparing Students for the
Lesson:

Transitions

Expected Behaviors
7.
Copies of the outline maps from Internet site www.eduplace.com/ss/maps/ http://geography.about.com/librabry/blank/blxindex.htm
8.
Paper for drawing maps
9.
Colored pencils and art supplies
10.
Overhead and blank transparencies
11.
Prior coordination with the computer lab technician/librarian.
Teacher should be sure to select groups so there is a mix of levels within each group.
Have a copy of websites for students with difficulties.
Students may need to make a checklist of things to be completed at home.
1.
Before class students are seated in eight mixed ability groups. (Goal:
Students will be seated in their groups in less than one minute.)
2.
One region will be designated for each group prior to start of class.
Efforts will be made to insure groups have a different region than they





 have worked on before.
United States & Canada
Latin America
Western Europe
Central Europe & Northern Eurasia
Central & Southwest Asia
Africa

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South Asia
East Asia & the Pacific World
3.
Copies of the blank geographic organizer will be distributed for the students’ reports.
1.
All students will be given individual tasks within their groups. Tasks will include: reader, recorder, checker, encourager, observer, timer, and writer.
2.
Groups will make copies of their final reports and maps for everyone in the class.
3.
Students are expected to treat one another with respect and to stay on task.

Teaching the Lesson
(Lesson Sequence/
Activities):

Motivation/Anticipatory
Set

Pre-Assessment/
Activating Background
Knowledge

Teacher Input,
Modeling, & Checking for Understanding
1.
Write on the board before class:
Are the Rocky Mountains and the Appalachian Mountains getting taller or shorter?
2.
Review and discuss the students’ answers.
Note: Anticipatory set is less than five minutes.
Essential Question: Does the movement of the earth’s surface affect or change the physical and human characteristics of a place?
Pre-Assessment:
1.
Ask the class to write down answers to the following questions: a.
Why are the Himalayan Mountains so high? b.
Why does Colorado have fewer earthquakes than California? c.
Why does South America and Africa look like they can fit together?
2.
Collect students’ sheets with their answers to examine for curriculum planning.
Input :
1.
Discuss the similarities between the eastern edge of South America and Western Africa. Tell about my geography teacher in 1968 mentioning that the two looked like they may have been side-by-side at one time, then laughing when I suggested that maybe they were.
That was the year the idea of the super continent Pangea was first introduced.
2.
Show the plate tectonic map on the overhead projector. Pass out copies to the students. (Map is in the textbook.)
3.
Discuss the definition of each geographic theme (movement) as identified on the organizer. Students should have a copy of the definitions in their binders.
4.
Discuss how movement includes not just people, animals, and things but the earth itself. Show what happens at the tectonic plate boundaries: a.
Extensional movement; the plates are separating b.
Compressional movement; one plate is pushing against another.
Sometimes one slides under the other, i.e., when the ocean is weighing one down. Other times they crumble together. c.
Transform movement; when two plates rub against each other.
5.
Discuss different types of geographical formations (refer to the textbook): Major types: mountains, hills, plateaus, and plains. Minor


Guided Practice

Independent Practice

Closure types: valleys, canyons, basins, river, peninsulas, oceans, and islands.
6.
Discuss that there are holes (hot spots) in the plates; this is one way volcanoes are formed. Discuss examples of geographic formations made by volcanoes (the Hawaiian Islands and Yellowstone).
7.
Discuss the Rocky Mountains. This is an example of a mountain range that is not at the edge of two plates.
8.
Show the western U.S. map of plate movement/seismic activity.
9.
Discuss how plate movement does not just affect the people on the coast, it also affects people here in Colorado, i.e., pushing up the
Colorado Plateau and pulling apart at the Rio Grande/San Luis Valley.
10.
Explore what research sources may be used to collect information, including Google Earth.
Modeling:
1.
Demonstrate different types of plate movement.
2.
Share an example of research done on a specific region, e.g., United
States & Canada.
Check for Understanding:
Ask the students specific questions related to the topic to determine if they
“got it” before proceeding.
1.
Pass out the Plate Tectonics: Movement Rubrics
2.
Using the rubric and the theme organizer, groups will research their designated region to determine; a.
How plate tectonics influenced determining the boundaries of the region b.
Location of the geographical/physical characteristics in a region c.
How plate tectonics is involved in developing the geographical characteristics of the region d.
Groups will present their reports to the class.
Note: The teacher will walk around the room and assist students as necessary.
Note: Copies of each group’s completed theme organizer will be distributed to all the students to put in their binders.
Research and preparation for the presentation can be done during class time or as homework, if needed.
1.
Review plate tectonics and movement.
2.
Review how plate tectonics changes the physical aspects and helps

Assessment:
Notes & Reflections: explain the differences in the earth’s surface.
Note: Closure is less than five minutes.
Summative Assessment:
Using the rubric, students will be graded on their presentation.
1.
Were the standards and benchmarks met?
2.
Were the objectives of the lesson accomplished?
3.
Did the students grasp the idea of plate tectonics and movement?
4.
Did the students grasp the connection between plate tectonics and the physical characteristics of a region?
5.
Were the students motivated?
6.
What went right, what went wrong: the material, transitions, anticipatory set, timing, participation within the groups, preparing and presenting the reports, and the rubrics.
7.
Are students prepared to move on to how plate tectonics has affected other characteristics of regions including their ecosystems?