NTEQ LESSON PLAN – LEMOINE PLATE TECTONICS
LESSON TITLE: WHAT ARE PLATE TECTONICS AND HOW DO THEY WORK?
SUBJECT AREA(S): EARTH/ENVIRONMENTAL SCIENCE GRADE LEVEL: 9-12
LESSON SUMMARY
Briefly describe the purpose of the lesson and the student activities.
Students will use their knowledge of the earth’s motions and technology to determine the effects
that would occur if the earth ceased to spin.
LEARNING OBJECTIVES
By the end of this lesson, the students will:
 Have an understanding of how various mechanisms drive movement of lithospheric plates.

Utilize Internet and printed resources to explain why plate tectonics are important and
how they produce such dynamic effects on the earth.

Produce a Power point presentation that includes the plate tectonics of the earth
(including divergent and convergent boundaries). Specifically, how do plate tectonics
shape the continents?
STANDARDS
National:
ELA/Literacy

RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)

RST.11-12.2 - Determine the central ideas or conclusions of a text; summarize complex concepts,
processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
(HS-
ESS2-2)
Mathematics

HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (HS-ESS2-2)

HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities. (HS-ESS2-2)
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MP.2 - Reason abstractly and quantitatively.
(HS-ESS2-2)
North Carolina:
EEn.2.1.1
• Explain how various mechanisms (mantle convection, ridge push, gravity pull) drive movement of
the lithospheric plates.
• Infer the relationship between the type of plate boundary and the locations of various features
such as ocean trenches, mountain ranges and mid-ocean ridges. (Relate to the development of the
theory of plate tectonics and geologic time.)
EEn.2.1.2
• Infer the locations of volcanoes, earthquakes and faults (strike-slip, reverse and normal) from soil,
geologic and topographic map studies. (Relate fault locations/types to plate boundaries.)
• Make predictions based on data gathered over time in conjunction with various maps.
MATERIALS
Computer
Internet Access
Paper
Textbook
Power point
SPECIFY PROBLEM
Today, we are going to investigate the plate tectonics of the earth, and how they push and pull which
creates land forms and natural wonders and disasters. We will also examine the theory of Continental
Drift.
RESULTS PRESENTATION
Students will present a Power point presentation to the class. The presentation will consist of an
introductory slide, 8-10 informative slides, a concluding slide, and a slide for references.
Included in these slides will be an explanation (with graphics) of divergent and convergent
boundaries. A minimum of THREE scholarly references must be included.
LESSON INTRODUCTION –
Students should already be familiar with the earth’s tectonic movements before going to the computer. This lesson
will demonstrate a greater depth of their understanding and will provide information of the impact of these
movements (specifically, divergent and convergent boundaries) on mankind.
COMPUTER ACTIVITIES
GROUP 1: ADVANCED LEARNERS
BEFORE GOING TO COMPUTER
1. Read pages 248-277 in the Prentice Hall Earth Science textbook
2. Answer the questions on page 255 (1-5).
AT THE COMPUTER
1. Go to http://phet.colorado.edu/en/contributions/view/3770
2. Click on
http://phet.colorado.edu/files/activities/3770/PhET%20Plate%20Tectonics%
20-%202013.doc
3. Run through the simulation as instructed and answer the questions.
AFTER THE COMPUTER
1. Organize information and prepare a Power point presentation making
sure that you answer these questions:
a. What do you notice about the distribution of earthquakes?
b. What do you notice about the distribution of volcanoes?
c. Do you see any correlations or patterns?
d. Can you think of a possible explanation for the patterns you see?
2. Use the information obtained in your simulation in your Power point
2. Check presentation for accuracy
3. Present presentation
GROUP 2: STANDARD LEARNERS
BEFORE GOING TO COMPUTER
1. Read pages 248-277 in the Prentice Hall Earth Science textbook
2. Answer the questions on page 255 (1-5).
AT THE COMPUTER
1. Go to http://phet.colorado.edu/en/contributions/view/3616
2. Click on
http://phet.colorado.edu/files/activities/3616/Plate_Tectonics_Inquiry.docx
3. Run through the simulation as instructed and answer the questions.
AFTER THE COMPUTER
1. Organize information and prepare a Power point presentation making
sure that you answer these questions:
e. What do you notice about the distribution of earthquakes?
f. What do you notice about the distribution of volcanoes?
g. Do you see any correlations or patterns?
h. Can you think of a possible explanation for the patterns you see?
2. Use the information obtained in your simulation in your Power point
2. Check presentation for accuracy
3. Present presentation
GROUP 3: CHALLENGED LEARNERS
BEFORE GOING TO COMPUTER
1. Read pages 248-277 in the Prentice Hall Earth Science textbook
2. Answer the questions on page 255 (1-5).
AT THE COMPUTER
1. Go to
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_platet
ectonics/plate-tectonics/
2. Work through part 1, and then through #8 on part 2.
AFTER THE COMPUTER
1. Organize information and prepare a Power point presentation making
sure that you answer these questions:
i. What do you notice about the distribution of earthquakes?
j. What do you notice about the distribution of volcanoes?
k. Do you see any correlations or patterns?
l. Can you think of a possible explanation for the patterns you see?
2. Check presentation for accuracy
3. Present presentation
INSTRUCTIONAL STRATEGIES FOR DIVERSE LEARNERS:
Peers should work with each other and utilize strengths. Everyone should play a
significant part in this work.
CULMINATING ACTIVITY: Students will make presentations to the class. Other
students should pay attention and take notes accordingly.
ASSESSMENT
The Power point and class presentation will be worth up to100 points. Power
points that are incorrect or incomplete will receive less. The Power point should
explain the various types of plate tectonics, including divergent and convergent
plates. It should also specifically explain why certain areas are more prone to
volcanoes and earthquakes than other areas. The Power point will be 70% of the
grade, and the presentation will be 30% of the grade. You will be graded on how
well you know the material and how your presentation matches the data contained
in your slide show.
An Overview of the Lesson Using the TIPS MODEL.
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Will a technology-based method offer relative advantage? In each of the three
learning scenarios, the students were able to use technology to their advantage.
Depending on their skill level, the technology got progressively more challenging. In
each case, having technology to demonstrate actual views of maps that show
deforestation in sequential order is a significant advantage over a lecture or video. Also,
the PhET site’s animations are excellent teaching tools for students that have a good
grasp of the material.
What is my technological pedagogical content knowledge (Tech-PACK)? In this
case, my content knowledge is extensive. As far as technology goes, I have reasonable
knowledge of plate tectonics, and the programs being used in the classroom, but I am still
improving my skills in this area. The PhET site is helping in that regard. Having taught
this topic on a number of occasions, and having done extensive college level research on
the topic, I feel that my content knowledge is outstanding. As far as pedagogical
knowledge is concerned, this is the first time that I am trying this lesson, so it is an
assumption that this approach will work. If for some reason, one or more of the
differentiated lessons fails, I will make the adjustment to increase/decrease the difficulty
level and/or change the lesson to a more suitable one.
How will I know students have learned? I am asking my students to give extensive
presentations and to discuss their findings. In each case, their presentations should clearly
demonstrate their knowledge of the topic.
What teaching strategies and activities will work best? I changed my lessons based
upon my beliefs. I challenged the most dedicated students with work that was at their
level, and possibly slightly above it. With my standard learners, I chose to give them
challenging work, which will force them to use critical thinking skills. In both cases, they
are using advanced simulations that will challenge their thinking. With my challenged
learners, I gave them some basic concepts that I felt would be easily grasped. I followed
this up with an activity that would force them to answer a lot of probing questions. I am
hoping that these roles will help cement the concepts.
Are essential conditions in place to support technology integration? This lesson will
require the use of multiple computers. It will require me to track down between six and
ten working laptops that have internet access. While this may not sound difficult, it will
be a bit of a challenge for my school. But, I will find a way to make it happen and the
lesson will go on.

What worked well? What could be improved? Teachers I will review the final results
and compare them to expected outcomes. In each case, I will be able to determine if there
are parts that didn’t work, or if there are areas that could work better. This could include
changes to the level of difficulty, or to a particular piece of the lesson. I will speak with
students of each group to get their opinions. I will also carefully observe to make sure
that all students are staying engaged.

Revisions This lesson will be revised based upon the information from the previous
paragraph. I will also ask the students to submit ideas for revision based upon their own
experiences.