Plate Tectonics Unit Final

1. UBD Unit outline........................................
Pages 1-3
2. Pacing Guide..............................................Pages 4-13
3. Misconceptions of Plate Tectonics........Page 14
4. Letter to Parents........................................Page 15-16
5. Unit Pre-Test...............................................Page 17-18
6. 5E Lesson on GLCEE.SE.06.52(Miller).......Pages 19-68
7. Literature Connection Lesson................Pages 69-71
8. 5E Lesson on GLCEE.SE.06.52(choice)......Pages 72-76
9. Culturally Responsive Lesson.................Pages 77-80
10. Writing Connection Lesson......................Pages 81-85
11. Field Trip Plan.............................................Pages 86-87
12. 5E lesson on GLCEE.SE.06.53(Hawk)........Pages 88-90
13. Post-Assessment.......................................Page 91
14. References..................................................Pages 92-94

1

Unit Title: Plate Tectonics Grade Level: Sixth

Subject/Content & Topic Area(s): Science

Key Words:
Critically important: plate tectonic, geological events, lithospheric plates, earthquakes, volcanic eruptions, mountain building, crust, upper
mantle, convecting mantle, metallic core, lithosphere, transform boundaries, converging boundaries, diverging boundaries

Instructionally useful: Pangaea, Richtor scale, lava, magma, tremor, vibrations, weathering, wind, water movement, Seismograph,
Magnitude

Designed By: Debbie Hawk and Susanna Miller Time Frame: 6 weeks
School District: Happy, MI School: James Middle School
Summary of Unit (Benchmarks, Standards, and Unit goals):

Scientific inquiry:
K-7 Standard E.SE: Develop an understanding of the properties of Earth materials and how those properties make materials useful.
Understand gradual and rapid changes in Earth materials and features of the surface of Earth. Understand magnetic properties of Earth.

Content Standards:
E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes,
volcanic eruptions, and mountain building.
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate
motions.
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metal lic core.

Inquiry, Analysis, & Communication:
K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings,
using appropriate technology.

S.IA.06.11 Analyze information from data tables and graphs to answer questions about the formation of volcanoes, mountains, and earth
processes.
S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.

Inquiry Process:
K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating,
recording, and developing solutions to problems.

S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectoni c movement.
S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves,
microscopes) appropriate to scientific investigations.

2

Reflection and Social Implications
K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how
scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge
and its application to new situations to better understand the role of science in society and technology.

S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.
S.RS.06.12 Describe limitations in personal and scientific knowledge.
S.RS.06.13 Identify the need for evidence in making scientific decisions.
S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles.
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and
across cultures

Listening and Viewing - Response
L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions.

Writing Standards
W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore
problems and pose solutions that culminate in a final presented project using the writing process.
W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas.
W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

Reading Standards
R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning.
R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and
written responses.
R.CM.06.02 Retell through concise summarization grade-level narrative and informational text.
R.CM.06.03 Analyze global themes, universal truths and principles within and across texts to create a deeper understanding by drawing
conclusions, making inferences, and synthesizing.
R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

Big Idea:
The surface of the Earth undergoes both gradual and rapid changes.
Plate tectonics is the central organizing theory of the field of geology and explains major landforms and geological events

Background information
The Earths crust is composed of plates.
The plates move.
Earthquakes occur from moving plates.
Plates collide.
Earthquakes, volcanoes, and mountains all occur due to colliding plates.
The Earths surface is made up of land, including the oceans floor.
The earths crust is the outside (exterior) of the Earth.
The Earth has a core.
The Earths core is made of both liquids and solids.

3

Common Misconceptions:
Students may think that tectonic plates are always neatly divided along continental lines.
Students believe that continents randomly drift about the earths water surface.
Earthquakes happen only in specific parts of the earths surface.
The ground always opens up during an earthquake.
Continents move by somehow floating across oceans.
The continents will move over earths water surface causing them to bump back into each other.

4

Plate Tectonics - Pacing Guide (duration 6 weeks)

Monday Tuesday Wednesday Thursday Friday

Week 1

Pre-Assessment
(Introduce Unit)

Layers of the Earth
5E lesson
E.SE.06.53
S.RS.06.14
S.RS.06.15
S.IP.06.11
S.IA.06.13

Layers of the Earth
5E lesson
E.SE.06.53
S.RS.06.14
S.RS.06.15
S.IP.06.11
S.IA.06.13

Layers of the Earth
5E lesson
E.SE.06.53
S.RS.06.14
S.RS.06.15
S.IP.06.11
S.IA.06.13

Layers of the Earth
5E lesson
E.SE.06.53
S.RS.06.14
S.RS.06.15
S.IP.06.11
S.IA.06.13

Week 2

Reading Lesson
E.SE.06.51
R.WS.06.05
R.CM.06.01
R.CM.06.04

Reading Lesson
E.SE.06.51
R.WS.06.05
R.CM.06.01
R.CM.06.04

Active plates of the
Earth 5E Lesson
E.SE.06.52
S.IA.06.13
S.IP.06.11
S.RS.06.13
S.RS.06.14

Earth 5E Lesson
E.SE.06.52
S.IA.06.13
S.IP.06.11
S.RS.06.13
S.RS.06.14

Earth 5E Lesson
E.SE.06.52
S.IA.06.13
S.IP.06.11
S.RS.06.13
S.RS.06.14

Week 3

Earth 5E Lesson
E.SE.06.52
S.IA.06.13
S.IP.06.11
S.RS.06.13
S.RS.06.14

Earth 5E Lesson
E.SE.06.52
S.IA.06.13
S.IP.06.11
S.RS.06.13
S.RS.06.14

Earth 5E Lesson
E.SE.06.52
S.IA.06.13
S.IP.06.11
S.RS.06.13
S.RS.06.14

Culturally
Responsive lesson
E.SE.06.52
L.RP.06.01
W.GN.06.03
W.PR.06.05

Culturally Responsive
lesson
E.SE.06.52
L.RP.06.01
W.GN.06.03
W.PR.06.05

Week 4

Writing lesson
E.SE.06.51
W.GN.06.02
W.PR.06.05
S.RS.06.11

Writing lesson
E.SE.06.51
W.GN.06.02
W.PR.06.05
S.RS.06.11

FIELD TRIP!

Handout Post-
Assessment

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

5

Week 5

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Week 6

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Earthquakes and
Change 5E lesson
E.SE.06.52
S.RS.06.15
S.RS.06.19
S.IP.06.11
S.IP.06.13
S.IA.06.13

Post-Assessment
due

6

Week 1

Day 1
Pre-Assessment

Day 2
5e Lesson Layers of the Earth
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic
core.
S.IP.06.11 Generate scientific questions based on observations, investigations, and research.
S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth
processes using evidence.

Day 3
core.

Day 4
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metalli c
core.

Day 5
core.

7

Week 2

Day 1
Reading Lesson:
R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text
through oral and written responses.

Day 2
Reading Lesson:
R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text
through oral and written responses.

Day 3
5E Lesson Active plates of the Earth
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from
these plate motions.
S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic
movement.
Day 4
movement.
Day 5
movement.

8

Week 3

Day 1
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these
plate motions.
S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic movement.

Day 2
plate motions.
Day 3
plate motions.
Day 4
Culturally Responsive Lesson:
plate motions.
W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and
explore problems and pose solutions that culminate in a final presented project using the writing process.
W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in
groups.

Day 5
Culturally Responsive Lesson:
plate motions.
W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and
explore problems and pose solutions that culminate in a final presented project using the writing process.
W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in
groups.

9

Week 4

Day 1
Writing Lesson:
W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key
ideas.
W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually
and in groups.

Day 2
Writing Lesson:
W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key
ideas.
W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually
and in groups.
Day 3
FIELD TRIP!

Day 4
Handout and introduce final assessment

Day 5
5E lesson Earthquakes and Change:
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result
from these plate motions. 6
th
Grade
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and
activities.
S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people
throughout history and across cultures.
S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens,
thermometer, models, sieves, microscopes) appropriate to scientific investigations.

10

Week 5

Day 1
th
Grade
activities.

Day 2
th
Grade
activities.
Day 3
th
Grade
activities.

Day 4
th
Grade
activities.

11


Day 5
th
Grade
activities.

12

Week 6

Day 1
th
Grade
activities.

Day 2
th
Grade
activities.
Day 3
th
Grade
activities.
Day 4
th
Grade
activities.

13

Day 5
Post-assessment due

14

Common Misconceptions of Plate Tectonics

Students may think that tectonic plates are always
neatly divided along continental lines.
Students believe that continents randomly drift
about the earths water surface.
Earthquakes happen in specific areas of the earths
surface.
The ground opens up during an earthquake.
Continents move by somehow floating across
oceans.
The continents will move over earths water surface
causing them to bump back into each other.

15

September 24, 2013

Dear James Middle School Parents,

Next week, our science class will begin a Plate tectonics unit! We will brainstorm ideas about how continents were
formed, discuss what we already know about plate tectonics, lithospheric plates of the Earth, major geological
events, such as earthquakes, volcanic eruptions, and mountain building, and begin hands on investigations on the
many ways our Earth moves.

Your children will investigate 4 Big Ideas:
1. The Earth is composed of major layers: (crust, the mantle, the outer core, and the inner core).
2. Plate tectonics move to form earthquakes and volcanoes.
3. Plates move relative to each other.
4. Movement on Earth has been occurring for millions of years
Here are things that you can talk about at home:
1. Discuss when you are out and about, what things are moving and how they begin to move.
2. Ask about experiments and activities your student will be doing in school (earthquake building
models, plate tectonic activity, and Pangaea activity).
What did you learn from building your earthquake model?
How do plate tectonics help to form earthquakes? Volcanoes?
Do plates move relative to each other? Why?
Describe Pangaea and what happens to the Earth as it moves.
3. Find engaging online activities that correspond with our lessons. I have posted some educational
websites about plate tectonics, layers of the Earth, Pangaea, and plate boundaries below for extra
practice.
http://www.brainpop.com/science/theearthsystem/platetectonics/preview. weml
http://www.kidsgeo.com/geology-for-kids/0043-plate-tectonics.php
http://ettc.lrhsd.org/archives/pangaea.shtml
http://www.sciencemonster.com/earth-science/layers-of-the-earth.html

16

Also, keep an eye out for some of our plate tectonic work to be posted in my classroom and on our class website
(www.happyschool6.org) toward the end of November!

We will be visiting the Cranbrook Institute of Science on October 15, 2013 to investigate Earth System Science and
attend the program Every Rock has a Story. Thank you for all you do to continue to support our science class! I
am excited to share this fun science inquiry unit with your children.

Best Wishes,

Ms. Hawk

17

Plate Tectonics Pre-Assessment Quiz
1. The instrument that is used to measure earthquakes is a __________________. Explain the purpose of
this instrument.

2. Discuss the reason and process which causes the sea floor to separate and move.

3. List each layer of the earth and explain the chemical composition and the density of each layer.

4. What is the supercontinent that once incorporated all of Earths land, and explain the reason
that helped scientists discovered this super continent existed.

5. Who was Alfred Wegener? Explain the theory that made him famous.

18

6. List the different types of boundaries and describe each. Completely fill out the chart below.

Type of Boundary Sketch of Boundary Direction of
Movement
Description/Features of Plate
Boundary
Examples

Ocean-Ocean

Ocean-Ocean Ocean-Ocean Ocean-Ocean
Ocean-Continent

Ocean-
Continent
Ocean-Continent Ocean-Continent

19

5E Lesson Layers of the Earth

Teacher: Ms. Miller
Unit title / Lesson Title/ grade level: Plate Tectonics/layers of the Earth/6
th
grade
Benchmarks GLCEs
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.




S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth processes using
evidence.

Lesson objective(s):
E.SE.06.53 SWABT: Identify the different layers that compose the Earth.

S.RS.06.14 SWBAT: Explain the chemical make-up and density differences of each layer.

S.IP.06.11 SWBAT: Select objects with different density level

S.RS.06.15 SWBAT: Construct their own model of the Earths layers

S.IA.06.13 SWBAT: Describe how the different density levels of the earths layers work with and against each other to for the layers of the
earth.

Materials:
Milky Way bars, Play dough, different types of liquids with varying densities

Time needed to complete entire lesson : 4 days

ENGAGEMENT: The Catch

Pose the question How many layers of the Earth are there? What are they?

Layers of the Earth song - http://www.youtube.com/watch?v=Q9j1xGaxYzY&feature=player_embedded#!

20

*How many layers does the Earth have? Tell me the names of the layers of the Earth? Describe what the crust looks like. Describe
what the mantle is. Describe what the outer core is. Describe what the inner core is. Predict what each layer would look like if you were
to travel inside the Earth.

Show simple model of Earths layers. (see attached picture to project/display)
EXPLORATION: The Do

Day 1:
Show Earths layers PowerPoint presentation

Break students up into 6 groups. Give each group a fruit or candy.

Have them make the connections between the layers of the earth and the layers of the fruit.

How are the two alike? Can you label the parts of the earth using the given object?

Briefly present findings to another group.

Hand out foldable to students and have them begin creating it.

Day 2:
Show PowerPoint on Plate tectonics

Discuss different levels of density.

Explain to class that density level differ based on the chemical make-up.

Show examples of different liquids that would explain density (oil, water, vinegar)

Elaborate on the density of the Earths layers and how they work against and with each other to for the layers of our earth.

EXPLANATION: The Lesson

Hand out attached notes sheet to help students take down important information.

Talk about density and how the different chemical make-up of each layer allows the layers to occur and not mix.

ELABORATION: The Enrich

Give students play dough and construct the earths core together.

Have students brain storm how else they could represent either all of the layers of the earth or choose one layer to represent.

21

Further exploration- In pairs; students must take the time to put together a model representing the different densities and layers of the
earth, based on the density lesson learned in class. This will allow students the hands on experience and inquiry as to which liquids (or
solids) would best represent the different layers of the Earth.

These will be presented in class briefly explaining each layer and why they choose what they did to represent the layers, usi ng lesson
vocabulary learned in the first two days of lesson and from notes. Choosing either the earth as a whole or an individual layer.

EVALUATION: The Proof

E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.
SWABT: Identify the different layers that compose the Earth.
Assessment (low): Students will identify the layers of the earth through think-pair-share, and choral responses.

SWBAT: Differentiate between the different chemical make-up and density differences of each layer.
Assessment (medium): Students will use a graphic organizer to explain the density and chemical differences.

SWBAT: Choose objects with different density level
Assessment (medium): Students will use the knowledge and experiments done in class to question and choose their project layers.

SWBAT: Construct their own model of the Earths layers.
Assessment (high): Students will create a model using different materials to show layers and density differences of the earth.

S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth processes using
evidence.
SWBAT: Describe how the different density levels of the earths layers work with and against each other to for the layers of the earth.
Assessment (medium): Students will express that they understand the concept of different density and chemical make-up of the earths
layers, and defend their choice for their earths layer project with teacher/student discussion.

Concluding the lesson with a final quiz about the layers.

22

5E Lesson layers of the Earth
Day 1 :
PowerPoint presentation Earths Layers
Earths layers Foldable

The Layers of the Earth
Copyright 2006. M. J. Krech. All rights reserved.
The Four Layers
The Earth is composed of four
different layers. The crust is
the layer that you live on, and
it is the most widely studied
and understood. The mantle
is much hotter and has the
ability to flow. The outer
core and inner core are
even hotter with pressures so
great you would be squeezed
into a ball smaller than a
marble if you were able to go
to the center of the Earth!
The Crust
The Earth's Crust is like
the skin of an apple. It is
very thin in comparison to
the other three layers. The
crust is only about 3-5
miles (8 kilometers) thick
under the oceans (oceanic
crust) and about 25 miles
(32 kilometers) thick
under the continents
(continental crust).
The Lithospheric Plates
The crust of the Earth is broken into many pieces called
plates. The plates "float" on the soft, semi-rigid
asthenosphere.
The Asthenosphere
The asthenosphere is
the semi-rigid part of the
middle mantle that flows
like hot asphalt under a
heavy
weight.
The Lithosphere
The crust and the upper layer of the
mantle together make up a zone of rigid,
brittle rock called the Lithosphere.
The Crust
The crust is composed of two rocks. The continental
crust is mostly granite. The oceanic crust is basalt.
Basalt is much denser than the granite. Because of this
the less dense continents ride on the denser oceanic
plates.
The Mantle
The Mantle is the
largest layer of the Earth.
The middle mantle is
composed of very hot
dense rock that flows like
asphalt under a heavy
weight. The movement of
the middle mantle
(asthenosphere) is the
reason that the crustal
plates of the Earth move.
Convection Currents
The middle mantle "flows"
because of convection
currents. Convection
currents are caused by the
very hot material at the
deepest part of the mantle
rising, then cooling and
sinking again --repeating
this cycle over and over.
Convection Currents
The next time you heat anything like
soup or water in a pan you can watch
the convection currents move in
the liquid. When the convection
currents flow in the asthenosphere
they also move the crust. The crust
gets a free ride with these currents,
like the cork in this illustration.

Safety Caution: Dont get your face
too close to the boiling water!

The Outer Core
The core of the Earth
is like a ball of very
hot metals. The
outer core is so
hot that the metals in
it are all in the liquid
state. The outer core
is composed of the
melted metals of
nickel and iron.
The Inner Core
The inner core of
the Earth has
temperatures and
pressures so great that
the metals are
squeezed together and
are not able to move
about like a liquid, but
are forced to vibrate in
place like a solid.
The End
BONUS:
Find a pair or trio and answer
this question:

Have we ever seen part
of the Mantle? Explain.
The Earth's Layers Foldable
Inner Core
Outer Core
Upper Mantle
Crust
Lithosphere
Asthenosphere
Continental Crust
Oceanic Crust
Oceanic Crust
Middle Mantle

Lower Mantle
Convection Currents
OUTER CORE
Composition
Thickness
State of Matter
MANTLE
Composition
Thickness
State of Matter
CRUST
Composition
Thickness
State of Matter
INNER CORE
Composition
Thickness
State of Matter
THE FOLDABLE

- See http://www.dinah.com
Make an Earth's Layer's Foldable
!
NOTE: Please follow the directions carefully!
1. Color the four layers using this guide:
Inner Core - red
Outer Core - red-orange
Lower Mantle - orange
Middle Mantle - light orange
2. Fill out the small squares with the information for each of the main layers of the Earth, using
your textbook.
3. Now you may cut out the layers! Also cut out the four squares and the 12 labels. Remember to
cut out The Earth's Layers title.
4. Set a piece of 8 by 11 blue paper in front of you. Closely trim the title. Paste The Earth's
Layers title in the top left corner of the paper (or bottom right corner after you have folded and
stapled the pages together--see Image).
5. Paste the Crust on the top of the first blue paper, to the left of center on the page--see
Image.
6. Set a second piece of 8 by 11 blue paper on top of the first, close to the bottom of the crust.
7. Paste the Mantle on the second piece of paper. Part of the blue will show near the brackets.
That's okay! You can clip it out later.
8. Carefully lining up the bottom of the top blue paper, and holding tightly, fold up the bottom of
paper to about 1/4 inch below the bottom of the Mantle. Then fold up the bottom blue paper up to
about 1/4 inch from the bottom of the blank blue paper.
9. Staple the fold with two staples very close to the edge.
10. Paste the Outer Core on the third flap down.
11. Paste the Inner Core on the bottom flap. Paste the Inner Core Information Square to the left
of the Inner Core.
12. Paste the three other squares inside the flaps, on the corresponding Layers.
13. Cut out any of the blue flaps that show.
14. Using a black pen or marker, add the part of the Lithospheric bracket that was cut off.
15. Add two holes and write your name. CONGRATULATIONS! YOU ARE DONE AND YOU ARE
AMAZING! Line up for points!
Upper Mantle - yellow
Oceanic Crust - dark brown
Continental Crust - light brown
Ocean - blue
THE FOLDABLE

- See http://www.dinah.com
Lithosphere on the same blue
page the Crust is on. Redraw the
bracket pointing to the label.

40

5 E Lesson Layers of the Earth
Day 2:
PowerPoint presentation Plate Tectonics
Plate Tectonics
Exploring Inside the Earth
Geologists have used evidence from rock
samples and evidence from seismic waves to
learn about Earths interior.
Geologists
are scientists
who study
the forces
that make
and shape
planet Earth.
Geology
is the
study of
planet
Earth.
Studying Surface Changes
Constructive forces
shape the surface by
building up mountains.

Destructive forces are
those that slowly wear
away mountains and,
eventually, every other
feature on the surface.
The Crust
The crust is a layer
of solid rock that
includes both dry
land and the ocean
floor.
Three main layers make up
Earths interior: the crust,
the mantle, and the core.
Each layer has its own
conditions and materials.
The Mantle
Earths mantle is made up of rock that is very hot,
but solid. The mantle is divided into layers
based on the physical characteristics of those
layers.
The Core
The core is made mostly of the metals iron and
nickel. It consists of two partsa liquid outer
core and a solid inner core.
Types of Heat Transfer
There are three types of heat transfer:
radiation, conduction, and convection.
Radiation
the transfer of
energy
through empty
space
Heat
transfer
the
movement
of energy
from a
warmer
object to a
cooler
object
Conduction
heat transfer by
direct contact of
particles of
matter
Convection Currents
Heating and cooling of the fluid, changes in
the fluids density, and the force of gravity
combine to set convection currents in
motion.
Convection
heat
transfer by
the
movement
of a h eated
fluid
Convection
currents
the flow
that
transfers
heat within
a fluid
Convection Currents in Earth
Heat from the core and the mantle causes
convection currents in the mantle. This is
how the heat is transferred.
Continental Drift
Wegeners hypothesis was that all the continents were
once joined together in a single landmass.
Continental drift The idea that the continents slowly
moved over Earths surface.
Scientists now believe that about 250 million
years ago, a super-continent known as Pangaea
existed. This super-continent was made up of all
the continents on Earth.
Evidence for Continental Drift
Fossils any trace of an ancient organism that
has been preserved in rock.
Wegener could not provide a
satisfactory explanation for the force
that pushes or pulls the continents.
Mid-Ocean Ridges
The East Pacific Rise is just one of the many mid-
ocean ridges that wind beneath Earths oceans.
The mid-
ocean
ridge is
the
longest
chain of
mountai
ns in the
world
Sonar
a device
that
bounces
sound
waves
off
under-
water
objects
and then
records
the
echoes
of these
sound
waves
What Is Sea-Floor Spreading?
In sea-floor spreading, the sea floor spreads apart along
both sides of a mid-ocean ridge as new crust is added
to the ocean floor. As a result, the ocean floors move
like conveyor belts, carrying the continents along with
them.
Evidence for Sea-Floor Spreading
Several types of evidence supported the theory of
sea-floor spreading: eruptions of molten
material, magnetic stripes in the rock of the
ocean floor, and the ages of the rocks
themselves.
Subduction at Trenches
In a process taking tens of millions of years, part of the ocean
floor sinks back into the mantle through deep-ocean trenches.
Deep-ocean trenches are deep underwater canyons formed
where the oceanic crust bends downward.
Subduction the process by
which the ocean floor sinks
beneath a deep-ocean trench
and back into the mantle.
Growing an Ocean
Because of sea-floor spreading, the distance
between Europe and North America is
increasing by a few centimeters per year.
How Plates Move
The lithosphere is broken into separate sections called plates.
The theory of plate tectonics explains the formation, movement,
and subduction of Earths plates.
Scientific
theory a
well-tested
concept
that
explains a
wide range
of
observation
s
Faults
breaks in
Earths
crust
where
rocks
have
slipped
past each
other
Plate Boundaries
There are three kinds of plate boundaries:
1. divergent boundaries -
2. convergent boundaries
3. transform boundaries.
A different type of plate movement occurs along each type of boundary.
Rift valley
a deep
valley that
forms
along the
divergent
boundary
Plate Boundaries
At the locations where two tectonic plates interact,
a boundary between these plates exist. There
are three types of boundaries that geologist
observe. These boundaries are divergent
boundaries, convergent boundaries, and
transform boundaries.

Continental Drift
It has taken the continents about 225 million
years since the breakup of Pangaea to
move to their present locations.
Resources
http://www.kidsgeo.com/geology-for-
kids/0037-the-earth-earth-inside-out.php

Prentice Hall, Inc. Textbook Series

66

Layers of the Earth Quiz
Q.1) Which is the correct order of the earth's layers starting from the inside and going outwards?

A. crust, mantle, outer core, inner core
B. mantle, crust, outer core, inner core
C. inner core, outer core, mantle, crust
D. continental cruse, oceanic crust, mantle, core

Q.2)
The core contains the densest elements. What does the word "dense" mean in this
sentence?

A. far apart
B. not that bright
C. closely compacted together
D. very thick

Q.3) Oceanic crust contains more ________ than continental crust.

A. salt
B. rocks
C. iron
D. magnesium

Q.4) Most of the earth's mass is contained in the:

A. crust
B. mantle
C. outer core
D. inner core

67

Q.5) Please explain in a complete sentence why the mantle is denser than the crust?

Q.6)

Which is NOT a possible way that scientists can learn about the mantle?

A. By digging down directly to it.
B. By studying rocks.
C. By observing the Earth's surface
D. By studying the ocean floor.

Q.7) Which of the following statements is true about the crust?

A. It is 67% of the Earth's mass
B. It is about 3,00 km thick
C. It is less than 1% of the Earth's mass
D. It includes 3 different types

Q.8) No one has ever visited the mantle.
A. True
B. False

Q.9) The crust is about 50-70km thick.

A. True
B. False

68

Q.10) The inner core is liquefied.

A. True
B. False

Q.11) Explain in complete sentences why the Earth has its own magnetic field.

Q.12) Scientist believe that the inner core is made mostly of:

A. gold
B. silver
C. magnesium
D. iron

Q.13) How many meters are in a kilometer?

A. 10
B. 100
C. 1,000
D. 100,000

Q.14) Describe the elements that compose the earths crust.

69

Plate Tectonics Literature Connection
Teacher: Ms. Hawk
Unit Title: Plate Tectonics
Grade Level: 6
th

Benchmarks:
R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and
perspectives in text through oral and written responses.

Objectives:
Students will discuss and confirm predictions concerning plate tectonic movement.
Student will define new vocabulary (decode unknown words: plate tectonics, earthquakes, lithospheric
plates, Pangaea, convergent, divergent, and transform boundaries).
Students will demonstrate comprehension through reading.
Students will examine and interpret informational texts on plate tectonics.
Anticipatory Set:
Begin with an anticipation guide on plate tectonics. After students have completed the guide, have students read
the book: Fradin, Judy and Dennis. Witness to Disaster: Earthquakes. Washington D.C., copyright 2008.

Input:
Continue writing a KWL chart on the board and discuss questions about the reading.
1. What do you think will happen in the book?
2. What do you already know about plate tectonics?
3. What do you want to learn about plate tectonics?
4. Did we find answers to our questions?
5. What is still unanswered or unclear?
6. What additional information did we find?
7. What is the most important, interesting or surprising part of the book?
8. What have we learned by reading this article?
9. Can students explain how lithospheric plates move centimeters per year?
Guided Practice:
Students will take a trip to their school library.
Students will read one other book about plate tectonics.
Students will anticipate what will happen in their books by writing in their reading journals.
Students will then work in groups of 3 and discuss key words and facts found in their books.

70

Each group will chose 1 book to discuss with the class.
Teacher will write key words and facts on the board.
Teacher will discuss the key words and facts from the board.
Independent Practice:
Students will be able to interpret a book from the library on plate tectonic movement. (low)
Evaluation: Teacher will have students discuss book interpretations orally in small groups while teacher
evaluate.

Students will be able to define vocabulary words related to plate tectonics.
Evaluation: Students will then play Plate Tectonic Bingo with vocabulary words and recall plate
tectonic vocabulary in a quiz. (low)

Students will be able to examine several plate tectonic books. They will draw from their personal
knowledge, experiences and understanding of plate tectonics (in the world) in order to visualize different
perspectives and themes in the text.
Evaluation: Teacher will assign students write in their reading journals and allow students to share their
personal knowledge and experiences with plate tectonics. (medium)

Students will be able to defend how plate tectonics involve science, social studies and mathematics
texts.
Evaluation: Teacher will have students explain how science, social studies and mathematics are all
related to plate tectonics by having students construct a book that involves science, social studies and
mathematics. (high)

71

Anticipation Guide for Plate Tectonics

True or False

1. ____ Earthquakes that originate above the ocean can disturb the water,
creating tsunamis.
2. ____ Our planet has 4 basic layers.
3. ____ Places where underground rocks have fractured are called faults.
4. ____ A Richter is an instrument used to detect earthquakes and
determine their location and strength.
5. ____ Some earthquakes are followed by small tremors called aftershocks.
6. ____ A geologist is a scientist who only studies earthquakes.
7. ____ A foreshock is a larger quake that precedes some smaller quakes.
8. ____ A strainmeter is an instrument that measures rock movements
along faults.
9. ____ The Earths innermost layer is the crust.
10. ____ A seismologist is an expert on tsunamis.

72

5E Lesson The Active Plates of the Earth

Teacher: Ms. Hawk and Ms. Miller
Unit title / Lesson Title/ grade level: Plate Tectonics/Active Plates of Earth/6
th
grade
Benchmarks GLCEs
motions.
E.SE.06.52 SWBAT: Create model of a plate boundaries.

S.RS.06.14 SWBAT: locate and Identify different geological events, and compare.

S.IP.06.11 SWBAT: Report and explain major geological occurrence.

S.RS.06.13 SWBAT: Develop a prediction of plate boundaries in the future.

S.IA.06.13 SWBAT: Defend their prediction based on evidence.

E.SE.06.52 SWBAT: Identify different plate boundaries.
Materials:
Map of the world, markers (red and blue), computer access

Time needed to complete entire lesson : 6 days

Revisit Plate tectonics and their movements. Discuss as a class what has been explored in the previous lesson about the earth and the
movements of the lithospheric plates.

*Show PowerPoint slide show on Plate Tectonics

Pose the question How would you know if you had a crack or break in your bone if you cant see inside your body?

Further develop the conversation by asking the question, How might we know about the cracks in the earths crust? An How would we
discover a crack on the ocean floor if we cant get all the way down to the bottom to see it?

73

*Help students make the connection between the compound fracture in their body yielding blood and the crack in the ocean floor yielding
lava. Also lead them to the connection of the pain from the broken bone and the pain caused by an earthquake.

EXPLORATION: The Do

Split students up into groups of three to four (so that you have an even amount of groups in the class).

Give students copies of the world map and the USGS data for recent volcanic and earthquake activity.

Have half of the groups plot the earthquakes in Blue, and the other half of the students plot the Volcanic activity in red.

After a sufficient amount of time to complete this activity have two opposite groups meet together and discuss the similarities and
differences of their maps.


(Day 1)
Come back together as a group and show the students a world map of the plate boundaries. Discuss as a class how their plotted maps
are similar to the map with the plate boundaries.

Connect their observations to the Engage question that was posed at the beginning of the lesson...How do we see cracks (plate
boundaries) on the ocean floor when we cant see the ocean floor? Guide students to the conclusion that by locating the volcanic and
earthquake activity, the plate boundaries become apparent. Also that the events of geologic activity occur as a result of plate movement.

(Day 2) Revisit information learned in yesterdays lesson and connect to conclusions made
*Now it is time to begin discussing the different types of boundaries and plate movements. (Convergent, Divergent, and Transformative)

Show plate Rap - http://www. youtube.com/watch?v=dkELENdZukI

Discuss the three types of boundaries that were discussed in the video.

Hand out graphic organizer for notes and begin to go over each type of boundary. (Show an example of each)

Show BrainPop about Volcanoes and Earthquakes.

74

ELABORATION: The Enrich

For the Elaboration stage the students will choose a boundary or landmark with geologic activity and will research the reason for
the seismic activity.
Students will use this information to formulate a prediction based on the researched evidence and observations.
Students will construct a model of this boundary, showing how the land could look in the future due to continued plate
movement..
Information will be presented in essay form with 2-3 pages double spaced.
Presentation will be given in class 5-7 minutes, explaining their plate boundary and defending their prediction for this boundary
in the future.


motions.
SWBAT: Identify the different plate boundaries
Assessment (low): complete a quiz in class where they will have to discuss and illustrate the three main boundaries.

SWBAT: Create model of a plate boundaries.
Assessment (high): Students will create a model of a plate boundary using their research and predictions.

SWBAT: Defend their prediction based on evidence.
Assessment (high): Students will express their prediction and defend it using evidence in the class presentation.

SWBAT: Report and explain major geological occurrence.
Assessment (low): Students will research a major geological occurrence and write a 2-3 page paper

SWBAT: Develop a prediction of plate boundaries in the future.
Assessment (high): After researching students will use the information they researched to develop a prediction about the plate boundry
and what it may look like in the future.

SWBAT: locate and Identify different geological events, and compare.
Assessment (medium): Students will find two different geological occurrences on a map; plot and then compare them.

75

TYPES OF PLATE BOUNDARIES

Name_________________________________________ Block _______

Type of
Boundary
Sketch of Boundary Direction
of
Movement
Description/Features of
Plate Boundary
Examples

Diverging
Plate
Boundary

Transform
Boundary

Converging
Boundary
***
Collision

Collision
Boundary
***
Subduction
Ocean-Ocean

Ocean-Ocean Ocean-Ocean Ocean-Ocean

Ocean-Continent

Ocean-Continent Ocean-Continent Ocean-Continent

76

Earths Plate Boundaries Quiz
Look at the organizer below and fill in the information based on what we learned and discovered
about the earths plate movements in class. Give as much information as possible...the MORE the
better!
Type of
Boundary
Description/features of
plate boundary
Direction of
plate movement
Sketch of boundary

77

Plate Tectonics
Culturally Responsive Lesson
Teacher: Ms. Miller


Lesson Title: Culturally responsive writing lesson

Grade level: 6
th

Benchmarks:
from these plate motions.
L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask
clarifying questions.
W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to
organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the
writing process.
W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both
individually and in groups.

Objective:
L.RP.06.01 SWBAT: communicate with students of a school located on the San Andreas fault line.

W.GN.06.03 SWBAT: compose questions to ask in an interview letter.

W.PR.06.05 SWABT: locate and correct mistakes in their writing.

E.SE.06.52 SWBAT: connect the interviewees experiences with the geological events that occur due to the plate
movements.

Anticipatory set:
What is something that we deal with each year in Michigan that may be different somewhere else? (lead
students to weather, tornadoes, snow, ect.) Imagine if you had to deal with one of the geolocical occurances that
we have learned about in this unit.

*talk about practicing fire drills and tornado drills...relate student to practicing earthquake drills. See attached
sheet for accepted fire drill, have students practice the drill.

78

What would it be like to live each day knowing that a earthquake could destroy your school, town, and home at
any second?

Continue to talk about living in an area that had lots of seismic activity. Also talk about the reason that
earthquakes occur.

Show videos-

Brainpop on Earthquakes

Earthquake information http://www. youtube.com/watch?v=VSgB1IWr6O4

Safety Tips http://www. youtube.com/watch?v=FSnWIcNRzKc

Input:

Discuss the importance of learning about earthquakes and geological occurrences throughout the country.

Also discuss the importance of learning information first hand from a source.

Guided practice:

I will now pair you up with a partner and give you a topic to interview them about. This activity will take 20
minutes and you must make sure to have supportive details to back up your theory. You will have 5-10 minutes to
write the questions (3-5) and the rest of the time to interview your partner.

Students will work as pairs on a given topics (attached to lesson) to practice interviewing skills.

Independent practice (assessment):
from these plate motions.
SWBAT: connect the interviewees experiences with the geological events that occur due to the plate movements
Assessment (medium): Students will take the responded answers from the letter and write an informational essay
using evidence to support the geological events that they interviewee was expressing.

L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask
clarifying questions.
SWBAT: communicate with students of a school located on the San Andreas fault line.
Assessment (medium): Students will each write a letter to a pen-pal at Arrowhead Middle School in San
Bernardino, California (6
th
grade science teacher will have been contacted previously).

79

W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to
organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the
writing process.
SWBAT: compose questions to ask in an interview letter.
Assessment (medium): Students will come up with 5-10 questions and write a friendly/interview letter to a
student from this school.

SWABT: locate and correct mistakes in their writing.
Assessment (low): Students will work on peer/self/teacher editing to ensure that their letter and final paper is
edited and corrected properly

80

Sample Interview Questions
1. Have you ever been directly impacted by an earthquake?
2. Have you ever been in an earthquake?
3. What are the steps that your school takes in case of an earthquake?
4. What are the guidelines that your community follows when dealing with an
earthquake?
5. Describe to me how it sounds and feels

*Remember that you are writing this personal letter to someone that could
have been seriously affected by this natural disaster. Ask questions but do not
press into their personal life...you are scientists trying to gather information!
Imagine it is a T.V. interview; what as the viewer would you want to know?

81

Plate Tectonics Writing Lesson
Teacher: Ms. Miller


Lesson Title: Persuasive writing about plate tectonics

Grade level: 6
th

Benchmarks:
W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting
key ideas.

Objective:
W.GN.06.02 SWBAT: develop and write a persuasive essay supporting the theory of plate tectonics.

E.SE.06.51 SWBAT: explain in their persuasive essay how tectonic plates move.

W.PR.06.05 SWBAT: examine and edit writing.

S.RS.06.11 SWBAT: Analyze Wegeners theory.

Anticipatory set:
Begin students thinking with several questions. Have you ever heard a friend tell a story that you didnt believe,
or you told a story that someone else didnt believe? Maybe it just seemed like that story could never happen or
the facts didnt add up. No matter what you said you couldnt convince them that it had happened.

This is what happened with Wegeners theory; and even though there is ample evidence to prove that plate
tectonics are constantly moving some people do not believe in this theory.

Continue on to talk about some of the evidence, (this is a great opportunity to informally assess the students
knowledge of the different occurrences from shifting plates).

Show videos-

Alfred Wegener http://www.youtube.com/watch?v=nbU809Cyrao

Pangaea explanation http://www.youtube.com/watch?v=QDqskltCixA

82

Input:

Discuss and review what students have learned about plates and their movements, and explain how the
information they have learned will help them form an argument for their independent practice.

Discuss components of a persuasive essay, and expectations of a persuasive essay. Attached sheet is an excellent
guideline and key points can be explained to students.

Guided practice:

I will now pair you up with a partner and give you a topic to write a persuasive paragraph about. This activity will
take 15-20 minutes and you must make sure to have supportive details to back up your theory

Students will work as pairs on a given topics (attached to lesson) to practice persuasive writing. Paragraphs will
be briefly shared in class.

Independent practice:

Students will address the given essay question with a well thought out and supported answer. They will be graded
based on the attached rubric.

Persuasive Prompt - Plate Tectonics
Writing Situation: For some people it is hard to believe that the Earth of long ago was any different from our
Earth today. Plate tectonics have caused gradual changes in the Earths surface and this continues even today.
Writing Directions: Write a multi-paragraph essay to persuade the reader to believe in the Theory of
Continental Drift. Give examples of fossil and landform evidence that is commonly used to support the
theory.

Assessment:
SWBAT: Analyze Wegeners theory.
Assessment (medium): Students will discuss Wegeners theory in class as a group and examine both sides.

W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting
key ideas.
SWBAT: develop and write a persuasive essay supporting or negating the theory of plate tectonics.
Assessment (medium): Students will follow the writing process and develop a solid persuasive essay with
supporting facts for their argument.

SWBAT: explain in their persuasive essay how tectonic plates move.
Assessment (low): Students will express their knowledge of plate tectonic movement as a component of their
essay.

83

SWBAT: examine and edit writing.
Assessment (low): Students will work on peer/self/teacher editing to ensure that their letter and final paper is
edited and corrected properly

79

Persuasive Essay Outline

Introduction:
A. Get the readers attention by using a "hook."
B. Give some background information if necessary.
C. Thesis or focus statement.
I. First argument or reason to support your position:
A. Topic sentence explaining your point and reason
B. Possible concession toward opposing argument
C. Elaboration to back your point.
D. Clincher
II. Second argument or reason to support your position:
D. Clincher
III. Third argument or reason to support your position:
D. Clincher
IV. Opposing Viewpoint: (This is optional, however highly
recommended, so that the reader will know you have considered
another point of view and have a rebuttal to it.)
A. Opposing point to your argument.
B. Your rebuttal to the opposing point.
C. Elaboration to back your rebuttal.
Conclusion:
A. Summary of main points or reasons
B. Restate thesis statement.
C. Personal comment or a call to action.
Persuasion Rubric
Directions: Your assignment will be graded based on this rubric. Consequently, use this rubric as a guide when
working on your assignment and check it again before you submit it.
Copyright 2009 IRA/NCTE. All rights reserved.
ReadWriteThink materials may be reproduced for educational purposes.
Traits 4 3 2 1
Organization The introduction is
inviting, states the goal
or thesis, and provides
an overview of the issue.
Information is presented
in a logical order and
maintains the interest
of the audience. The
conclusion strongly states
a personal opinion.
The introduction
includes the goal or
thesis and provides
an overview of the
issue. Information
is presented in a
logical order but
does not always
maintain the interest
of the audience. A
conclusion states a
personal opinion.
The introduction
includes the main
goal or thesis. Most
information is
presented in a logical
order. A conclusion is
included, but it does
not clearly state a
personal opinion.
There is no clear
introduction,
structure, or
conclusion.
Goal or
Thesis
There is one goal or
thesis that strongly and
clearly states a personal
opinion and identifies
the issue.
There is one goal or
thesis that states a
personal opinion and
identifies the issue.
A personal opinion
is not clearly stated.
There is little reference
to the issue.
The personal
opinion is not easily
understood. There is
little or no reference
to the issue.
Reasons and
Support
Three or more excellent
reasons are stated with
good support. It is
evident that a lot of
thought and research
was put into this
assignment.
Three or more
reasons are stated,
but the arguments are
somewhat weak in
places.
Two reasons are
made but with weak
arguments.
Arguments are weak
or missing. Less than
two reasons are
made.
Attention to
Audience
Argument demonstrates
a clear understanding
of the potential
audience and anticipates
counterarguments.
Argument
demonstrates a clear
understanding of the
potential audience.
Argument
demonstrates some
understanding of the
potential audience.
Argument does not
seem to target any
particular audience.
Word Choice Word choice is creative
and enhances the
argument.
Word choice enhances
the argument.
There is evidence of
attention to word
choice.
Word choice is
limited.
Visuals/
Delivery
Visuals are appealing,
highly relevant, and add
support to the argument.
Delivery is fluent, with
an engaging flow of
speech.
Visuals are appealing
and add support to
the argument. Delivery
is fluent.
Visuals are related to
the topic. Delivery
lacks some fluency
Visuals are not
directly related to the
topic. Delivery is not
fluent.
Grammar,
Mechanics, &
Spelling
There are no errors in
grammar, mechanics,
and/or spelling.
There are few errors in
grammar, mechanics,
and/or spelling, but
they do not interfere
with understanding.
There are several
errors in grammar,
mechanics, and/or
spelling.
There are numerous
errors in grammar,
mechanics, and/or
spelling.
Name: _________________________________________________ Date: _________________________

86

Name: ______________________________

Community Resource Information Sheet

Site/Speaker: Cranbrook Institute of Science/ Mr. Zawaski (Geologist)
Address: 39221 Woodward Avenue, P.O. Box 801
City, State, Zip: Bloomfield Hills, MI, 48303-0801
Telephone: 1-877-462-7262 or 248-645-3050
Web Site and/or e-mail: science.cranbrook.edu/http://science.cranbrook.edu/contact-us

Field Trip Information
Description:
Earth System Science/Every Rock has a Story (program)
Compare Earth to the other rocky planets and use spectacular rocks, minerals and satellite images to better
understand our planet as a system driven by the Sun and internal geothermal heat. Discover how the aspects of
solid Earth processes plate tectonics, volcanism and rock weathering are linked to the atmosphere, oceans,
biosphere, and climate system. Investigate how rocks are formed and get hands on experience with different
types of rocks.
(http://science.cranbrook.edu/for-teachers/explore-museum-programs)
Additional Resources at museum:
o Focus on plate boundary types, as well as continental rifts and oceanic hot spots, volcanism and rock
associations.
o Experience the New Madrid fault zone.
o Global map of 10 years of earthquakes (in a certain magnitude range) and volcanic eruptions plotted
over oceanic and crustal topography (nice correlation with plate boundaries) and a mantle convection
model.
o Rock samples from around the world.

87

Objective of the Field Trip:
1. Students will acquire hands on experience with rock samples from around the world during museum
program: Every Rock has a Story.
2. Students will learn about Earths geological activities (plate tectonics, volcanism, rock weathering) and
how they are related to the atmosphere, oceans, biosphere, and climate system.
3. See how earthquakes and volcanic eruptions have progressed over the last 10 years on a global map.
4. Identify the New Madrid fault zone on wall map.

Fees: $9/Student (1 program), $10/Chaperone (1 chaperone is admitted free for every 5 students), School bus (1)
$150.00.
Advanced Notice Required? Yes, 2 week notice Grades/Age: 4-Adult

Available Days/Times: Tues. /Thur., 11:00a.m./2:00p.m. Group Size Limit: 20 paid attendees

Length of Tour: 1 hour Guides Available? Yes/Geologist

Dining Facilities: Reflection Caf- Lunches are pre-ordered for delivery to the school's designated dining area at
the time of the visit. Each school lunch special includes a slice of cheese or pepperoni pizza, carrots and dip,
100% juice box or milk, and a cookie ($4.75 per student). If your child will be eating a Reflection Caf lunch-final
day for money collection will be October 15, 2013. Feel free to pack a lunch for your child. We will have
several coolers with ice for student lunches. Lunch will be served after the program is complete (12:00 p.m.) in
the Reflection Caf.

Restroom Facilities: (See Attached Map)

Adult/Student Ratio Required: 1 chaperone: 7 students
Miscellaneous Information/Notes: We will be attending the 11:00 a.m. session on Tuesday, October 15, 2013.
Please arrive at James Middle School by 10:15 a.m. Bus will leave promptly at 10:30 a.m.

88

5E lesson - Earthquakes and Change
Teacher: Hawk
Subject area / Course/ grade level: Science/Earth Science/ 6
th

Benchmarks GLCEs for this lesson:
plate motions. 6
th
Grade
S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history
and across cultures.
S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer,
models, sieves, microscopes) appropriate to scientific investigations.
Students will be able to:
o ESE.06.52 Defend how major geological events result from plate motions. (high)
o SRS.06.15 Describe how earthquakes have changed the environment. (low)
o SRS.06.19 Formulate questions about the advancements in earthquake technology. (high)
o SRS.06.11 Differentiate between scientific questions based on observations, investigations, and research and non-
scientific questions. (medium)
o SIP.06.13 Discuss findings as a group after creating earthquake proof structure. Have students support their findings
using evidence from the model of the earthquake proof structure. (low)
o SIA.06.13 Examine how the structures were built and explain design choices and information helpful in the design
process. (medium)
Materials:
o Popsicle sticks
o Blocks
o Modeling clay
o Pipe cleaners
o Tape
o Toothpicks
o Rubber bands
o Sugar cubes
o Frosting
o Marshmallows
o Earthquake simulator
o Stopwatch
o Ruler
o Computer and internet for research on earthquake structure technology

89

Timeline: 10 Class Periods
o Earthquake song: http://www.youtube.com/watch?v=sA6oZ4YgKCA&list=PLBAA13301E5C1DA16
o Earthquake proof building in Tokyo:
o http://www.youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp_video
o Building an earthquake proof building: http://www. youtube.com/watch?v=_0kxGDURgb4&list=PLBAA13301E5C1DA16
o Discuss earthquake and plate tectonic misconceptions as a class (see attached Earthquake Misconceptions sheet).
o Discuss as a class whether or not we can predict earthquakes and if we should try to predict them.
o Discuss whether or not it is important to prepare for earthquakes and why.
EXPLORATION: The Do
o Student Team Challenge: Building an Earthquake Proof Structure.
o Assemble students into 4 groups.
o Students research online various earthquake proof structures.
o Based on their prior research, students are challenged to create an earthquake proof structure that will withstand shaking
for 10 seconds on an earthquake simulator.
o Students present a written design for their structure complete with reasons for their design decisions, and research
sources cited.
o Students build their earthquake proof structures.
o Students make brief presentations to the class explaining how they built their structures, reasons for their design choices
and information helpful to the design process.
o Students test their model structure with an earthquake simulator.

o Develop an anticipation guide for students.
o Discuss plate tectonic and earthquake misconceptions
o Show students video clips on plate tectonics
o Describe how plates move and the three types of plate movement: convergent, divergent, and transform boundaries.
o Discuss: transfer of energy, waves, plate tectonics, earthquakes and faults.
o Demonstrate how science and technology have improved by doing online research.
o Research the advancements in earthquake technology.
o Write 1 page report on the advancements in earthquake technology throughout the years.
o Discuss earthquake safety.
o Do earthquake drop, cover, and roll activity in the classroom.
o Build an earthquake proof structure.
o Discuss and defend design choices of student models.
o Students will share their results of their research with their groups.
o Teacher will write student ideas on the board.

90

o ELABORATION: The Enrich
o Possible independent variables: Create a minimum of 3 different structures using 3 different materials (sugar cube,
toothpick, popsicle stick, blocks, etc.).
o Possible dependent variables: strength of earthquake simulator.
o Students discuss changes they could make in their design and encourage more time for reflection, how to modify their
design, rebuild their structure, and retest their structure.
o Formulate questions about earthquake technology after creating a model of an earthquake proof structure.
o Discuss findings as a group after creating earthquake proof structure. Have students support their findings using
evidence from the model of the earthquake proof structure.
o Present to the class how the structures were built and explain their design choices and information that was helpful in
the design process.
o ESE.06.52 Defend how major geological events result from plate motions. (high)
Evaluation: Students will discuss how major geological events result from plate motions in groups of four.
o
o SRS.06.15 Describe how earthquakes have changed the environment. (low)
Evaluation: Teacher will have students do internet research and write a report about how earthquakes have changed the
environment.

o
o SRS.06.19 Formulate questions about the advancements in earthquake technology. (high)
Evaluation: Teacher will lead students in a debate about the advancements in earthquake technology.
o

o SRS.06.11 Differentiate between scientific questions based on observations, investigations, and research and non-scientific
questions. (medium)
Evaluation: Students will research a variety of science and plate tectonic books to determine if questions are scientific or non-
scientific.
o
o SIP.06.13 Discuss findings as a group after creating earthquake proof structure. Have students support their findings using
evidence from the model of the earthquake proof structure. (low)
Evaluation: Students will present evidence in their earthquake model groups and present findings to the class.
o
o SIA.06.13 Examine how the structures were built and explain design choices and information helpful in the design process.
(medium)
Evaluation: Teacher will observe students during earthquake structure lab.

o

91

Plate Tectonics
Post-assessment
Write a short story using one
of the geographic
occurrences (earthquakes,
volcanoes, etc.)

E.SE.06.52
Create a model of the layers
of the Earth

E.SE.06.53
Construct a Bingo game using
the information you learned in
class on plate tectonics

E.SE.06.51
Define vocabulary from plate
tectonics unit

E.SE.06.51
E.SE.06.52
E.SE.06.53
Complete plate tectonics
crossword puzzle

E.SE.06.51
E.SE.06.52
Design a poster with
convergent, divergent, and
transform boundaries to
display in the classroom

E.SE.06.51
Interview a person who has
experienced an earthquake or
volcanic activity first hand
and write a report on your
findings

E.SE.06.52
Compare and Contrast
divergent and convergent
boundaries in an essay

E.SE.06.51
Write a song about plate
tectonics and sing it to the
class

E.SE.06.51
E.SE.06.52
E.SE.06.53

92

References
TEACHER REFERENCES:
Byrnes Science. Earthquake STEM Lesson. 2012.
http://byrnesearthquakestem.weebly.com/index.html

Earthquake Proof Building in Tokyo.
http://www. youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp
_video

Cranbrook Institute of Science. Copyright 2012. http://science.cranbrook.edu/group -
registration

King, Hobart M. Using Easy-to-Draw Illustrations to Teach About Plate Tectonics.
http://www.geology.com/nsta.

Read, Write, Think: Persuasive Essay Rubric, http://www.readwritethink.org/professional-
development/strategy-guides/persuasive-writing-30142.html

Earth Science 5E lesson plan, http://www.sarah-
lodwick.com/uploads/6/0/3/2/6032366/tectonic_plate_lesson.pdf

Teacherspayteachers: Earths layers PowerPoint, Mo Don,
http://www. teacherspayteachers.com/Product/Earth-Layers-Powerpoint

Teacherspayteachers: Plate tectonics test, Joy2you,
http://www. teacherspayteachers.com/Product/SCIENCE-Moving-Plates-Test-and-Key

Teacherspayteachers: Plate Tectonics PowerPoint, Danielle Miller,
http://www. teacherspayteachers.com/Product/Plate-Tectonic-Powerpoint

93

STUDENT REFERENCES:

Montana Math. Pangaea.
http://www.math.montana.edu/~nmp/materials/ess/geosphere/inter/activities/plate_calc/pa
ngaea

Civil Defense Emergency Management, New Zealand. What to Do in an Earthquake. Video Clip:
(Drop, Cover, and Hold): http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP

NASA. Astro-Venture: Geology Educator Guide. Astro Journal Geology Lesson 5: Plate Tectonics
& Volcanism. http://www.astroadventure.arc.nasa.gov

Earthquake Song. http://www. youtube.com/watch?v=sA6oZ4YgKCA&list=PLBAA13301E5C1DA16

Klages, Ellen, Robin Marks, and Mary K. Miller. Faultline: Siesmic Science at the Epicenter.
http://www.exploratorium.edu/faultline/

Layers of the Earth song -
http://www. youtube.com/watch?v=Q9j1xGaxYzY&feature=player_embedded#

Tectonic Plate Rap - http://www. youtube.com/watch?v=dkELENdZukI

Alfred Wegener http://www. youtube.com/watch?v=nbU809Cyrao

Pangaea explanation http://www. youtube.com/watch?v=QDqskltCixA

Brainpop on Earthquakes, www.brainpop.com

Brainpop on Structure of the Earth, www.brainpop.com

Earthquake Proof Building in Tokyo.
http://www. youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp
_video

Earthquake information http://www. youtube.com/watch?v=VSgB1IWr6O4

Safety Tips http://www. youtube.com/watch?v=FSnWIcNRzKc

94

Read, Write, Think: Persuasive Essay Rubric, http://www.readwritethink.org/professional-
development/strategy-guides/persuasive-writing-30142.html

Civil Defense Emergency Management, New Zealand. What to Do in an Earthquake. Video Clip:
(Drop, Cover, and Hold): http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP

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