Title of Unit: Plate Tectonics
Author: Barbara Esker
Lesson Plan #1
State Goal: 12. Understand the fundamental concepts, principles, and interactions of
life, physical, and earth/space sciences.
Standard B. Know and apply concepts that describe the features and processes of the
earth and their environment.
Standard E. Know and apply concepts that describe the features and processes of the
earth and its resources.
State Goal: 5A. Locate, organize, and use information from various sources to answer
questions, solve problems, and communicate ideas.
State Goal: 5 B. Analyze and evaluate information acquired from various sources.
Local Benchmark: Explain the forces and mechanisms of plate tectonics.

Teaching & Learning Event: Introduction, forces, and mechanisms activities.
Concepts should include mantle, core, crust, ring of fire, plates, continental
spread, Pangaea, continents, seafloor spreading, fault lines, floating plates.
Description and Detailed Sequence of Activities:
Day 1
 After completing the opening activities perform task analysis: Lead students
through a discussion making notes on board or bulletin board that clarify what
they are being asked to do. (i.e. What do they want to know? Why are they
concerned? Could we be of help to them? What can we do? What are our
resources? Have students brainstorm modes of relaying information to younger
students. (i.e. poster, brochure, pamphlet, power point) Discuss how best to relay
information. Decide as a class on one mode. A brochure is agreed upon for
consideration in this unit.
 Assign K of KWL. To activate prior knowledge, have individual students write 510 ideas or facts in science journal that they know about plate tectonics or give
them a specified time period to perform task (5 minutes). Have students share
with small group of students what they know.
Day 2
 Vocabulary Activity: Assign Open SORT with the following vocabulary words:
mantle, core, crust, ring of fire, continental drift, Pangaea, plates, continents,
seafloor spreading, fault lines, floating plates, volcano, erupt, magma, geyser,
lava, earthquake, tsunami, epicenter, aftershock, seismic waves, weathering
erosion, wind, sand, water, glacier. Students discuss category choice. Teacher
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should not declare any right or wrong answers with student categorization
choices.
Assign Vocabulary Cards: Students will be given 27 index cards. As they
investigate and study this unit, a card should be made for each word presented in
the original SORT activity. The word should be neatly printed with large letters
on one side with the definition and a picture on the alternate side. The complete
set will be turned in for assessment at the end of the unit. The cards will be used
for review of learned vocabulary as the unit progresses. ( i.e. flash cards, quizzing
a partner, finding a match with another student’s cards, etc.)
W of KWL. Questions: Have students write 3-5 questions on what they would
like to know about plate tectonics and/or what they will need to know to perform
task from letter. Record in journal. Assimilate questions from the class into
central location (chalk or white board, chart paper, etc.) Categorize questions.
Create a semantic features chart.
Day 3
 Teacher should ensure that his/her anticipated questions are included. Reproduce
one set of questions from students and teacher for each person.
 Begin investigating answers to questions using books and Internet resources.
Record findings on chart. (about 45 minutes)
 Have small groups of students (3-4) compare/discuss/explain/question
information they have gathered. Have groups report summaries to whole class.
(15-20 minutes)
Have each student bring a hard-boiled egg in the shell from home for day 4 activity.
Day 4
 Activity: Three layers of Earth’s crust. Go to the website and follow the
instructions to demonstrate: http://www.pbs.org/wgbh/aso/tryit/tectonics/.
Discuss how the structure of an egg is a good model to demonstrate 3 layers of the
earth. Using notes on science activities form, students should write name of
activity, purpose, and explanation of demonstration. Assess
 Class generates more questions about plate tectonics based on previous research
and discussions and continues to investigate using books, magazines, and Internet
resources.
 Repeat compare/discuss/explain/question activity.
This cycle of questioning and investigating should continue throughout the unit.
Day 5
 Activity: Seafloor spreading. Use the following website for instructions.
http://volcano.und.nodak.edu/vwdocs/vwlessons/activities/p_number5.html
Teacher will demonstrate. Discuss demonstration. Students will complete the
next section of the notes on science activities form.
 Activity: Location of plates. Refer to the following website for instructions.
http://volcano.und.nodak.edu/vwdocs/vwlessons/activities/p_number6.html
Write an explanation as to why geological features seem to fall on plate
boundaries in science journal.
 Activity: Teacher or students demonstrate the following:
Spreading Apart
Materials: scissors, ruler, shoebox, construction paper, clay
Procedure:
1. Cut a slit about 6 cm long and 4cm wide in the bottom of the shoebox. Cut an
opening in one side of the box large enough for you to reach inside.
2. Cut 2 strips of construction paper, each about 5 cm wide and 10 cm long.
3. Push the strips through the slit in the box so that about 1/3 of each strip is
showing.
4. Place a small lump of clay on the exposed end of each strip of paper. The lumps
of clay should just touch each other at the slit in the box.
5. Reach into the box through the opening you made. Grasp the free ends of the
paper strips and slowly push them up through the slit in the box.
If the clay represents rocks of the crust, and the paper strips represent the upper mantle,
how might this explain why continents move? Discuss. Record on Science Activities
Form.
See Science activities document for more choices.

Homework assignment:
Pangaea—Continental Spread
Materials:
Outline map of the world, scissors, blue construction paper, glue
Procedure:
1. Cut out the continents and large islands.
2. Try to arrange the pieces so that they form one large landmass. Fit them
together as well as you can.
3. Glue the pieces onto the construction paper.
Write a 2-paragraph explanation for how the continents might have moved to their
present positions. The first paragraph should explain the theory, and the second should
reflect the student’s evaluation of the theory. They may also submit their own theory
with substantiation.
Day 6 & 7
 Students share the Continental Spread Activity results with small groups.
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Continue to complete semantic features chart.
Students begin using Vocabulary Cards to be used for partner review, games, or
quizzes as unit progresses.
In small groups discuss what should be included in final brochure and the
publication criteria. Groups report ideas to whole class for collaboration.
Time Line: Days 1-7 of unit, approximately 1 hour/day
Books: See bibliography
Equipment Name: Computer
Materials: markers, chart paper, cardboard, blocks or dominoes, science journal, outline
map of the world, scissors, blue construction paper, glue index cards, hard boiled egg
Resources - Web Sites: http://www.pbs.org/wgbh/aso/tryit/tectonics/. ,
http://volcano.und.nodak.edu/vwdocs/vwlessons/activities/p_number5.html
http://volcano.und.nodak.edu/vwdocs/vwlessons/activities/p_number6.html
Resources – Software: MS Word
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit: Plate Tectonics
Author: Barbara Esker
Lesson Plan #2
State Goal: 12. Understand the fundamental concepts, principles, and interactions of
life, physical, and earth/space sciences.
Standard B. Know and apply concepts that describe the features and processes of the
earth and their environment.
Standard E. Know and apply concepts that describe the features and processes of the
earth and its resources.
State Goal: 5A. Locate, organize, and use information from various sources to answer
questions, solve problems, and communicate ideas
State Goal: 5 B. Analyze and evaluate information acquired from various sources.
Local Benchmark: Analyze the movements that shape and reshape the earth.
Teaching & Learning Events: shaping and reshaping activities. Concepts should
include: heat, lava, magma, body wave, aftershock, epicenter, earthquake, vent, push,
pull, slide, glacier movements, tsunami, erupt, volcano.
Description and Detailed Sequence of Activities:
Day 8:
 Activity: Magma movement. Use the following website for instructions.
http://www.eastislip.k12.ny.us/ces/lessons/sci_tech/6/MagmaExperiment.pdf
Teacher or students will demonstrate. Discuss results. Students will complete the next
section of the notes on science activities form. Assess
 Activity: Magma melt. Use the following website for instructions:
 http://www.eastislip.k12.ny.us/ces/lessons/sci_tech/6/meltdown.pdf. Teacher or
students will demonstrate. Discuss results. Students will complete the next
section of the notes on science activities form. Assess.
 Activity: Convection Currents
 Students continue to question and search
Day 9:
 Activity: Homemade Hot Spot
1. Take a sheet of cardboard and punch a line of four or five holes in it.
2. Ask someone to hold a tube of toothpaste under the first hole and squeeze
gently. As he/she squeezes the tube, slowly move the cardboard so that the
other holes pass over the tube. Watch what happens.
As you move the holes over the tube, a line of blobs appears on the card. These
are your hot-spot volcanoes. The toothpaste seeps through the cardboard in the
same way that magma bursts through a plate to form hot-spot volcanoes. Students
should complete next section of science activities form.
 Activity: Shock Tactics—Simulate seismic waves by using a small table, a
hammer, and sand.
1. Sprinkle a handful of sand on one side of the table. Strike the table about
3-4 inches away from the sand with the hammer. Watch the sand jump as
the shock waves hit it.
2. Now hit the table about 8 inches away from the sand. The sand will
jump, but not so high.
In the same way, the farther away a place is from the epicenter of an earthquake, the less
the ground is affected by seismic waves. Have students record on science activities form.

Activity: Cyber Hunt Use the following website to have students in partners
perform Cyber Hunt—use questions at website and/or the following:
http://www.eastislip.k12.ny.us/ces/lessons/sci_tech/6/platetectonics.html#activity.
Right there:
1. What kind of change takes place quickly?
2. What kind of change takes place slowly?
3. What are the enormous rocks called that fit together to make the crust?
4. What turns the crust into magma?
5. What forms after millions of years when crumpled rocks build up?
6. What covers ¾ of the earth’s surface?
Think & Search:
1. How is the earth’s crust always changing?
Author & You
1. Which of the changing effects of the earth’s crust is the most powerful (or
dramatic or biggest)? Explain why.
On my own:
1. Why do you think that people continue to live in a location where a
volcano or earthquake could occur at anytime?
Students should compare completed answers with other groups. Conduct class discussion
with on my own question.
Day 10:
 Students continue to question, investigate, and refine answers to questions.

Reading Comprehension: Students review facts with REQUEST activity.
1. Students write questions based on their reading of a text—one right there and one
think and search.
2. Student reads one question to a group.
3. Student calls on a volunteer.
4. Volunteer answers and now reads one of his/her own questions.
5. Continue until everyone has asked and answered at least once
6. Students and teacher discuss ideas on implementation/creation of final team
product.
7. Students update Vocabulary Cards with new terms acquired in Lesson #2. Use as
needed to review concepts.
 Activity: Tracing the Tremors—Make a seismometer and use it to record
tremors.
1. Fill a large jar with water and replace the lid. Place the jar on a roll of
paper on a table. Attach a pen to the side of the jar with tape, so that the
point just touches the paper. Slowly pull the paper out from under the jar.
The pen should make a straight line on the paper.
2. Keep pulling the paper out, bus ask a friend to shake the table gently from
side to side. The line will form squiggles like P-waves. Shaking the table
a little harder will create larger squiggles, just like S-waves. If the table is
jolted from side to side, even bigger, longer squiggles will appear on the
paper. These are like surface waves
Day 11
 Assign expository essay on “The movements that shape and reshape the earth.”
 Continue to work on brochure.
Time Line: Days 8-11 of unit, approximately 1 hour/day
Books: See bibliography
Equipment Name: Computers
Materials: cardboard, toothpaste, large jar, water, roll of paper, pen, hammer, and sand
Resources - Web Sites:
http://www.eastislip.k12.ny.us/ces/lessons/sci_tech/6/MagmaExperiment.pdf
http://www.eastislip.k12.ny.us/ces/lessons/sci_tech/6/meltdown.pdf.
Resources – Software: MS Word
Title of Unit: Plate Tectonics
Author(s): Barbara Esker
Lesson Plan #3
State Goal: 12. Understand the fundamental concepts, principles, and interactions of
life, physical, and earth/space sciences.
Standard B. Know and apply concepts that describe the features and processes of the
earth and their environment.
Standard E. Know and apply concepts that describe the features and processes of the
earth and its resources.
State Goal: 5A. Locate, organize, and use information from various sources to answer
questions, solve problems, and communicate ideas
State Goal: 5 B. Analyze and evaluate information acquired from various sources.
Teaching and Learning Events: Impact on living things activities. Concepts should
include weathering, sand, wind, erosion, geothermal energy, and trench.
Description and Detailed Sequence of Activities:
Day 12 & 13
 Activity: Students will work in groups to create a poster/picture essay that
explains one of the following concepts in relation to its impact on living things:
geothermal energy, erosion, mountain ranges, islands, trenches.
1. Divide class into 5 equal groups according to topic preference.
2. Each group should research to collect information and illustrations on
the topic.
3. Groups should construct a poster or picture essay with the following
key elements:
 Information—teaches others important information about the
topic
 Illustrations—relevant information
 Construction—care and creativity used for visual appeal
 Oral presentation—will provide relevant information not
evident in project alone and reflects use of various resources
Teacher will assess with assessment guide found in the assessment folder.
.
Day 14
 Activity: Students will prepare an oral report on a historical event involving plate
tectonics. Use facts chart to collect information. Ideas for events to choose from:
Earthquakes:
San Francisco—1906
Anchorage—1964
San Fernando Valley--1971
Managua—Nicaragua—1972
Tangshan—China—1976
Iran—1978
Algeria—1980
Mexico City—1985
Ecuador—1987
Armenis—1988
Northern California—1989
Volcanoes:
Mount St. Helens—Washington, USA
Krakatoa—Indonesia
Kilauea—Hawaii, USA
La Soufriere—St. Vincent, West Indies
Mauna Loa—Hawaii, USA
Mount Vesuvius—Italy
Mount Etna—Italy
Mount Mazama—Prehistoric USA
Mount Pelee—Martinique, West Indies
Mount Pinatubo—Philippines
Tambora—Indonesia
Assess with assessment guide found in the assessment folder.
Day 15
 Vocabulary activity: Assign the creation of a crossword puzzle using 10 of the
vocabulary words introduced on Day 1. Product should include word bank,
across & down clues, and grid to solve puzzle. Students may produce this by
hand using graph paper or on the computer using Excel grid copied to Word
document
Day 16
 Students exchange crossword puzzles they created to solve. Check partner on
knowledge of vocabulary words
 Activity: Students will create a T-chart, which will compare the advantages and
disadvantages of plate movements.
 Vocabulary: update cards
 Continue brochure
Time Line: Days 12-16 about 1 hour/day
Books: See bibliography
Equipment Name: Computer, printer
Materials: paper, scissors, glue, and magazines for picture cutouts
Resources - Web Sites:
Resources – Software: MS Word & Excel
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT
Title of Unit: Plate Tectonics
Author: Barbara Esker
Lesson Plan #4
State Goal: 12. Understand the fundamental concepts, principles, and interactions of
life, physical, and earth/space sciences.
Standard B. Know and apply concepts that describe the features and processes of the
earth and their environment.
Standard E. Know and apply concepts that describe the features and processes of the
earth and its resources.
State Goal: 5 c. Apply acquired information, concepts and ideas to communicate in a
variety of formats.
Local Benchmark: Determine the impact of plate tectonics on living things.
Teaching & Learning Event: Review, create final product, presentation
Description and Detailed Sequence of Activities:
Day: 17-19
 Teacher will reintroduce the letter, review task analysis and questions stated at
beginning of unit. Students will brainstorm ideas on how to meet the requests of
the fourth grade students. Students should continue to question and research the
effects of plate tectonics on living things.
 Small groups will create brochure that accomplishes the task. Brochure should
include title, 1 picture, explanation of forces, analysis of shaping and reshaping
the earth, & the impact on living things. Each group member should be
responsible for 1 section of the brochure and to the rest of the group. Brochures
may be published by hand on or with word processor.
Day 20
 Students will present their finished products to the 4th grade students.
 Students will turn in Vocabulary Cards to teacher for evaluation.
Day 21
 Test on Plate Tectonics
Time Line: Days 17-21 about 1 hour/day
Books: See bibliography
Equipment Name: Computer
Materials: paper, art supplies (markers, crayons, glue)
Resources - Web Sites:
Resources – Software: MS Word
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT.
THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS
THROUGHOUT THE UNIT