5.4.8.D.2.d
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Sample Lesson Plan for Science
Fifth through Eighth Grade
Goal: The student will develop earth systems science skills in the area of tectonics.
CPI: Present evidence to support arguments for the theory of plate motion. 5.4.8.D.2
ACSSSD Objective: Demonstrate the ability to collect evidence from a variety of sources. 5.4.8.D.2.d
Activity: Plate Tectonics http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.lp_platetectonics/. The students will
understand how Earth is dynamic and how moving plates form ocean basins, mountain ranges, islands, volcanoes, and earthquakes.
The students will identify the three general categories of plate boundaries recognized by scientists: convergent, divergent, and
transformation. The students will understand how the theory of plate tectonics was developed and supported.
Modifications
Materials
Assessment
Cross Content Areas
1. Smartboard
1. Rubric
Language Arts
1. Show students the following BrainPOP
Worksheet
Technology
video: http://www.brainpop.com/science/
Teacher created vocabulary
earthsystem/platetectonics/. Distribute a
study guide that provides simple definitions handout
for plate tectonics and the related terms.
To model the theory of plate tectonics,
Scissors
complete the following exercise:
Two desks
 Align two desks with their edges just
touching — the gap is your mid-ocean Two sheets of paper (longer is
ridge.
better)
 Place two pieces of paper vertically
into the gap between the desks. Leave Two markers, different colors
just enough of the papers sticking out
so that there is something to hold onto. Teacher created fill in the
blank worksheet
 Slowly pull the papers out from the
gap, spreading the papers apart onto
5.4.8.D.2.d
the desks as you go. Make sure that
both papers are pulled at the same rate.
 Have a student use a marker to draw a
stripe of color on both pieces of paper
at the ridge. This stripe of color
represents the new rock that is formed
at the ridge. As you continue to pull
the papers, have the student draw more
stripes in alternating colors to
represent subsequent time periods. Just
make sure each new stripe extends on
both sides of the ridge (on both pieces
of paper).
 The result should be a mirror-image
set of colored stripes, representing
how the new ocean floor spreads from
the ridge. The discovery of
symmetrical rock formations on the
Atlantic floor provided strong
evidence for the sea-floor spreading
theory - the identical patterns showed
younger rock near the ridge and
contained a record of Earth's changing
magnetic polarity through time.
During the modeling activity, identify what
each step in the process represents. To
conclude the lesson, students will complete
a simple fill in the blank worksheet
summarizing the information gathered
through the video, vocabulary list, and
modeling exercise.
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5.4.8.D.2.d
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2. Smartboard
2. Show students the following Brain Pop
video: http://www.brainpop.com/science/
earthsystem/platetectonics/. Distribute a
picture- based hand out that provides
simple definitions for plate tectonics and
the related terms. To model the theory of
plate tectonics, have students complete the
following exercise in small groups, with a
staff member at each group to lead the
modeling exercise and to provide verbal
prompting when necessary.
 Align two desks with their edges just
touching — the gap is your mid-ocean
ridge.
 Place two pieces of paper vertically
into the gap between the desks. Leave
just enough of the papers sticking out
so that there is something to hold onto.
 Slowly pull the papers out from the
gap, spreading the papers apart onto
the desks as you go. Make sure that
both papers are pulled at the same rate.
 Have a student use a marker to draw a
stripe of color on both pieces of paper
at the ridge. This stripe of color
represents the new rock that is formed
at the ridge. As you continue to pull
the papers, have the student draw more
stripes in alternating colors to
Teacher created vocabulary
handout
Scissors
Two desks
Two sheets of paper (longer is
better)
Two markers, different colors
Teacher created fill in the
blank worksheet
2. Rubric
Worksheet
5.4.8.D.2.d
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represent subsequent time periods. Just
make sure each new stripe extends on
both sides of the ridge (on both pieces
of paper).
 The result should be a mirror-image
set of colored stripes, representing
how the new ocean floor spreads from
the ridge.
During the modeling activity, identify what
each step in the process represents. To
conclude the lesson, students will complete
a simple cut/paste picture based worksheet
summarizing the information gathered
through the video, vocabulary list, and
3. Smartboard
modeling exercise.
3. Show students the following Brain Pop
video: http://www.brainpop.com/science/
earthsystem/platetectonics/. Using the
Smartboard, show students various pictures
depicting the theory of plate tectonics.
Next, the teacher will lead the following
exercise, but will provide physical
assistance to students.
 Align two desks with their edges just
touching — the gap is your mid-ocean
ridge.
 Place two pieces of paper vertically
into the gap between the desks. Leave
just enough of the papers sticking out
so that there is something to hold onto.
Teacher created vocabulary
handout
Scissors
Two desks
Two sheets of paper (longer is
better)
Two markers, different colors
Teacher created cut/paste
worksheet
3. Rubric
Worksheet
5.4.8.D.2.d

Slowly pull the papers out from the
gap, spreading the papers apart onto
the desks as you go. Make sure that
both papers are pulled at the same rate.
 Use physical assistance to help a
student draw a stripe of color on both
pieces of paper at the ridge. This stripe
of color represents the new rock that is
formed at the ridge. As you continue
to pull the papers, have the student
draw more stripes in alternating colors
to represent subsequent time periods.
Just make sure each new stripe extends
on both sides of the ridge (on both
pieces of paper).
 The result should be a mirror-image
set of colored stripes, representing
how the new ocean floor spreads from
the ridge.
During the modeling activity, identify what
each step in the process represents. To
conclude the lesson, students will complete
a simple matching worksheet summarizing
the information gathered through the video,
vocabulary list, and modeling exercise.
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