E X P E R I E N C E
O V E R V I E W
Name of Project:
The Power of Plates (Tectonic, that is)
Duration:
2-3 Weeks
Subject/Course:
Science
Grade
Level:
8th
Other Subject Areas:
Technology
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
In this project, students will interpret topographic maps and satellite views to identify the role of oceans in the formation of
weather systems and their relation to plate tectonics. Students will apply their understanding of plate tectonics to
climactic conditions, and how they interact with the ocean, Earth, and weather.
Enduring
Understanding(s)
Changes in lithospheric plates, both continental and oceanic, create major geological events such as earthquakes, volcanic
eruptions, and mountain building. Some changes in the plates are abrupt while others take great lengths of time.
Essential Question(s)
What natural processes create observable changes to the Earth’s surface? What helps us determine the internal energy sources
present? What land features are the result of gradual changes? What earth processes and catastrophic events continue today?
Teacher(s): Donice Cornwell
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to
be taught and
assessed:
Highlight those targeted
for depth.
Region 10 ESC
(8.1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conduct
laboratory and field investigations following safety procedures and environmentally appropriate and
ethical practices. The student is expected to:
(A)demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards
(8.2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
The student is expected to
(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined
questions, and using appropriate equipment and technology
8.9 Earth and space. The student knows that natural events can impact Earth systems. The student is expected to
(A) describe the historical development of evidence that supports plate tectonic theory
(B) relate plate tectonics to the formation of crustal features
(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features
may be reshaped by weathering
(8.10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The
student is expected to
(C) identify the role of the oceans in the formation of weather systems such as hurricanes
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Other Required
Standards to be taught
and assessed: (i.e.
CCRS, Graduate
Expectations, Local
Objectives, etc.)
CCRS Standards
SCIENCE
I. Nature of Science: Scientific Ways of Learning and Thinking- A(1)
IV. Science, Technology, and Society- A(1-4), B(1)
IX. Earth and Space Sciences- A(1-2), E(1-4)
X. Environmental Science- A(1, 4)
Authentic Learning
Elements to be
integrated:
Check all that are
targeted in this unit.
Provide authentic context that X Provide multiple roles and
reflects the way the knowledge
perspectives
will be used in real-life
Provide authentic activities
Provide access to expert
performances and the
modeling of processes
21st Century Skills/NETS
to be taught and assessed:
Major Products &
Performances
X Support collaborative
construction of knowledge
Promote reflection
Promote articulation
X Provide coaching and
scaffolding
X Provide for authentic
assessment of learning within
the tasks
Creativity and Innovation (NETS 1)
X
Information, Media, or ICT Literacy
(NETS 3)
Communication and Collaboration (NETS 2)
X
Life and Career Skills
Critical Thinking/Problem Solving (NETS 4)
X
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
Group:
X
X
X
Each group will create a game that will be presented and played on the last day.
Classmates will rate the game, and will be graded according to the project rubric.
Individual:
Students will have individual assignments of foldables, journal assignments, labs, and
worksheets.
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
A S S E S S M E N T
(STAGE 2)
Entry Event to
After a preliminary exposure to plate tectonics (notes, video, lecture, reading, etc.), students will be given Playlaunch inquiry,
engage students: Doh, a mold of the continents, and a laminated placemat with outlines of the continents. They will explore making
the continents by using the mold and Play-Doh, and will understand how they are arranged by placing the
"continents" on the placemat. Students will use this activity to predict how they believe the continents changed
positions over time. Then, they will use a media device (computer, cell phone, iPad, etc.) to learn about the
Continental Drift. After students have completed these activities, there will be a class discussion on plate
tectonics, and how the Continental Drift affects the Earth and weather.
Assessments
Formative
Assessments
(During Project)
Summative
Assessments
(End of Project)
Resources
Needed
Reflection
Methods
Region 10 ESC
Quizzes/Tests
Journals
Classroom labs
Game Product with Rubric
Multiple Choice Test
X
X
X
Preliminary plans, outlines, prototypes
Notes
Foldables
X
X
X
X
X
Peer Evaluation with Rubric
X
facilities:
Labs; classroom
materials
Lava lamps, matches, hot plates, journals, candles, boiling water
equipment
Computers enough for each group; text materials, internet access
(Individual, Whole-Class Discussion
Group, and/or
Whole Class) Journal
X
Survey
X
Focus Group
X
Fishbowl Discussion
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
L E A R N I N G
E X P E R I E N C E S ( S T A G E 3 )
STAGE 1: ENTRY EVENT
After a preliminary exposure to plate tectonics (notes, video, lecture, reading, etc.), students will be given Play-Doh, a mold of the
continents, and a laminated placemat with outlines of the continents. They will explore making the continents by using the mold and
Play-Doh, and will understand how they are arranged by placing the "continents" on the placemat. Students will use this activity to
predict how they believe the continents changed positions over time. Then, they will use a media device (computer, cell phone,
iPad, etc.) to learn about the Continental Drift. After students have completed these activities, there will be a class discussion on
plate tectonics, and how the Continental Drift affects the Earth and weather.
STAGE 2: CONVECTION LAB
Students will perform a lab that will teach them how convection cells in the Earth's mantle drive the motion of tectonic plates. After a
prepared demonstration by the teacher, students will get into lab groups, and will conduct the Convection Lab, and complete
the Convection Lab Worksheet. Although students will work in a group to complete the lab, each student is responsible for turning in
their own lab worksheets. This activity is designed to ensure students can make the connection between convection and plate
tectonics.
STAGE 3: PLATE TECTONICS AND LAVA LAMP LAB
Students will conduct the Plate Tectonics and Lava Lamps Lab to investigate a lava lamp, and relate it to Earth’s internal processes
that cause geological phenomena such as earthquakes, mountain building and sea-floor trenches. The teacher can give the
students the full lab, or can opt to use Lava Lamps as a demonstration lab and have students’ observation notes. Students will fill
out the Plate Tectonics and Lava Lamps Worksheet to complete the lab.
STAGE 4: GROUP PROJECT (PROJECT-BASED LEARNING)
Once students have completed the lab, students will be given an authentic project-based learning assignment, which will enable
them to research, learn, and create their own projects to show mastery. Students will be given the Plate Tectonics Game Project
Directions and the Plate Tectonics Project Rubric.
STAGE 5: ASSESSMENT
Each game will be played by peer groups. Once all games have been played, students will provide feedback about each game, and
the class will vote on the overall best game. The games are designed to teach and reinforce the topic of plate tectonics, and to
facilitate mastery of the topic. A teacher-created exam will be given after all games are played to assess learning.
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION