Plate Tectonics

Lesson Plan
Grade 6
Science

Kayla Mills
I. Lesson Preparation
A. Objectives
After a scavenger hunt, the students will be able to describe how
plate tectonics causes major geological events by correctly
answering 8 of the 11 questions on the scavenger hunt worksheet.
B. TEKS Skills
§ 112.18. Science, Grade 6.
(b) Knowledge and skills.
(10) Earth and space. The student understands the structure
of Earth, the rock cycle, and plate tectonics. The student is
expected to:
(D) describe how plate tectonics cause major
geological events such as ocean basins,
earthquakes, volcanic eruptions, and mountain
building.
C. Rationale
¯ Why do students need this information?
Students need a better understanding of the characteristics
and the effects plate tectonics can have on the earth.
Knowing how Earth’s tectonic plates constantly move, evolve
and interact is imperative to understanding the causes of
major landforms and geological events.
¯

Why are you teaching this lesson?

By allowing students to explore and research the process of
plate tectonics, they are given a foundation to build further
knowledge of plate tectonics and each landform upon.

¯

What is the purpose of this lesson?

The purpose of this lesson is to allow students to understand
the different geological events that occur and landforms that
form as a result of the movement of plate boundaries.

¯

How does this lesson link to real-life scenarios?

Tectonic plate movement can cause minimal to life
threatening impacts on our lives and communities. It is
important that students understand the impact plate
tectonics can have due to the vast number of landforms that
form and geological events that occur each year.
D. Materials
§ Scavenger Hunt Cards
§ Scavenger Hunt Questions Worksheet – 2 per student
§ Stapler and Staples – For scavenger hunt cards
§ White Cardstock – For scavenger hunt cards and word wall
cards
§ Multicolored Cardstock – 1 sheer per student for classroom
textbook
§ Clipboards – 1 per student
§ Pencils – 1 per student
§ iPads – 1 per student
§ Word Wall Cards
§ Velcro – For word wall cards
§ Smartboard
§ Assignment Choices Page – 1 to display on smartboard
§ Dear Diary Templates
§ Postcard Templates (Front and Back)
§ Comic Strip Template 1
§ Comic Strip Template 2
§ Comic Strip Template 3
§ Comic Strip Template 4
§ Comic Strip Template 5
§ Facebook Profile Templates
§ Biopoem Instruction Sheets
§ Yarn – 3 pieces per student to bind textbooks
E. Resources
§ http://www.learner.org/interactives/dynamicearth/slip.html
Purpose: Information about what happens at each of the
different plate boundaries.

§

http://www.enchantedlearning.com/subjects/astronomy/pl
anets/earth/Continents.shtml
Purpose: General information all about plate tectonics.

§

http://www.geography.learnontheinternet.co.uk
Purpose: General information all about plate tectonics.

F. Getting Ready for the Lesson (Preparation Information)

Before Class Starts
§ Print the scavenger hunt cards on cardstock and cut
them apart.
§ Make copies of the scavenger hunt questions
worksheet.
§ Hang the scavenger hunt cards around the classroom.
§ Print the Word Wall vocabulary words and cut them
apart.
Room Arrangement
§ Student seating is the same as always on a daily basis –
assigned stadium seating and in rows and columns. No
groups will need to be formed.
§ The room will remain as it is arranged for the entire
lesson.
Lesson Cycle Flow
§ Door should be open so that the teacher can greet the
students and instruct them to read the instructions on
the scavenger hunt worksheet that is on their desks.
§ There is assigned seating. Students know where their
assigned seats are and do not have to be told, but
please kindly remind them.
§ To start the lesson, the students will individually
complete the scavenger hunt throughout the
classroom.
§ When finished, students will return to their assigned seats
and remain in their assigned seats for the remainder of
the lesson – the teaching procedure, the guided
practice, the independent practice, and the closure.
Materials
§ The scavenger hunt cards, scavenger hunt worksheets,
word wall cards, assignment templates and instruction
sheets are all located in the back shelf next to the
computers.
§ The assignment choices sheet can be found on my
computer desktop.
§ When it comes time, the teacher will pass out all
necessary materials.
Content
§ This lesson will be teaching students to identify the
geological events and landforms created by the
process of plate tectonics.
G. Prior Knowledge (Prerequisite Skills):
Knowledge
§ The students have previously identified and compared
the physical characteristics of the Earth in prior grade
levels.
§ The students understand that Earth is a changing planet
from their learning of the Earth’s surface in 5 th grade.
§ The students know the three types of plate boundaries
and basic characteristics of each.
§
Skills
§
§
§
§
§

The students know what landforms are and understand

the different types of landforms.
The students know how to work through a scavenger hunt.
The students are able to work well individually.
The students are able to use the iPads to research.
The students have the skills to listen and follow verbal
directions given by the teacher.
The students have the skills to read and follow written
directions given by the teacher.

II. Teaching the Lesson

A. Motivation/Focus/Anticipatory Set/Hook/Engagement:
¯ The teacher will greet students at the door and tell each
student they will be going on a scavenger hunt today.
¯ As the students enter the classroom, they will head to their
assigned seats and be intrigued by the scavenger hunt
worksheets on their desks.
¯ The students know to look at the board for directions on what
to do at the beginning of class. They will see the following
written on the board: “Read the instructions on the scavenger
hunt worksheet on your desk carefully. Get a clipboard and a
pencil and begin to search the classroom for clues to
complete the scavenger hunt.
¯ The students will get a clipboard and pencil and begin to
walk around the classroom looking for the cards needed to
complete the scavenger hunt.
¯ Students will search the room to find all of the cards to answer
the questions on their worksheets.
¯ Once all the students have completed the landforms
scavenger hunt, ask the students: “How are landforms
formed?” Allow responses until the students have said, “Some
landforms are formed through the process of plate tectonics.”
¯ Then get out the word wall cards and begin to present the
information using the plate tectonics word wall card.
Scavenger Hunt Worksheet (Page 1)
Card 1: What are tectonic plates?

Card 2: Describe the theory of plate tectonics.

Card 3: Name three types of landforms.

Card 4: What are faults?

Card 5: How are earthquakes formed?

Scavenger Hunt Worksheet (Page 2)
Card 6: How are ocean basins formed?

Card 7: How are volcanoes formed?

Card 8: How are mountains formed?

Card 9: What type of landform or geological event could a convergent

boundary create?

Card 10: What type of landform or geological event could a divergent

boundary create?
Scavenger Hunt Worksheet (Page 3)
Card 11: What type of landform or geological event could a transform
boundary create?
Scavenger Hunt Answer Cards Page 1

CARD ONE

CARD TWO

Tectonic plates are pieces of

the Earth’s top layer, the
lithosphere, which are
constantly moving on top of
the Earth’s asthenosphere.

Plate tectonics is a scientific

theory that describes the largescale movements of the
different sections of the earth’s
lithosphere.

CARD THREE

CARD FOUR

Mountains
Faults
Volcanoes

Faults are fractures in rock

where movement has
occurred; cracks in
the Earth's crust.

CARD FIVE

CARD SIX

Earthquakes are formed by

two tectonic plates, or
fragments of the lithosphere,
moving back and forth past
one another.

Ocean basins are formed by

two tectonic plates, or
fragments of the lithosphere,
moving away from one
another.
Scavenger Hunt Answer Cards Page 2

CARD SEVEN

CARD EIGHT

Volcanoes are a type of

mountain, so they are formed
by two tectonic plates, or
fragments of the lithosphere,
moving toward one another
and colliding.

Mountains are formed by two

tectonic plates, or fragments
of the lithosphere, moving
toward one another and
colliding.

CARD NINE

CARD TEN

The three types of plate

boundaries are convergent,
divergent, and transform.

A convergent plate boundary

could create mountain ranges
or volcanoes.

CARD ELEVEN CARD TWELVE

A divergent plate boundary
could create ocean ridges
and faults.

A transform plate boundary

could create earthquakes.
B. Teaching Procedures/Presentation of Concepts and Skills
¯ The lesson will begin at the front of the room by the word wall.
¯ Bring the word wall cards out to the word wall.
¯ Use each card to present the new information to the students.
¯ Begin with the plate tectonics cards. The students answered
how landforms are formed in the motivation piece of this
lesson plan.
¯ Place the plate tectonics card on the word wall.
v Then ask: “What is the definition of plate tectonics?”
v Allow responses until the students have said, “Plate
tectonics is a scientific theory that describes the largescale movements of the
different sections of the earth’s
lithosphere.”
¯ Place the landform card on the word wall.
v Then ask: “What is the definition of a landform?”
v Allow responses until the students have said, “A
landform is a natural physical feature of the Earth’s
surface.”
¯ Place the earthquake card on the word wall.
v Then ask: “What is the definition of an earthquake?”
v Allow responses until the students have said, “An
earthquake is a natural geological event that results
from underground movement along a fault plane;
shaking and vibration at the surface of the Earth resulting
from underground movement.”
¯ Place the volcano card on the word wall.
v Then ask: “What is the definition of a volcano?”
v Allow responses until the students have said, “A
volcano is a natural geological event and landform; a
hill or mountain formed by material from the mantle
being forced through an opening in the Earth's crust.”
¯ Place the mountain card on the word wall.
v Then ask: “What is the definition of a mountain?”
v Allow responses until the students have said, “A
mountain is a natural geological landform; a large
natural elevation of the earth's surface rising abruptly
from the surrounding level.”
¯ Place the fault card on the word wall.
v Then ask: “What is the definition of a fault?”
v Allow responses until the students have said, “A fault
is a natural geological landform; a fracture in rock
where movement has occurred; a crack in the Earth's
crust.”
¯ Place the convergent plate boundary card on the word wall.
v Then ask: “What happens at a convergent plate
boundary?”
v Allow responses until the students have said, “At a
convergent plate boundary, two tectonic plates, or
fragments of the lithosphere, move toward one another
and collide.”
¯ Place the divergent plate boundary card on the word wall.
v Then ask: “What happens at a divergent plate
boundary?”
v Allow responses until the students have said, “At a
divergent plate boundary, two tectonic plates or
fragments of the lithosphere move away from one
another.”
¯ Place the transform plate boundary card on the word wall.
v Then ask: “What happens at a transform plate
boundary?”
v Allow responses until the students have said, “At a
transform plate boundary, two tectonic plates or
fragments of the lithosphere move back and forth past
one another.”
¯ Have the students put away their clipboards, pencils, and
scavenger hunt worksheets.
Earthquake Landform

Plate
Tectonics

Word Wall Word Cards (Page 1)

A scientific theory that

describes the largescale movements of the
different sections of the
earth’s lithosphere

A natural physical
feature of the Earth’s
surface

A natural geological event

that results from
underground movement
along a fault plane;
shaking and vibration at
the surface of the Earth
resulting from underground
movement
Volcano

A natural geological event

and landform; a hill or
mountain formed by
material from the mantle
being forced through an
opening in the Earth's crust.

Mountain

A natural geological
landform; a large natural
elevation of the earth's
surface rising abruptly
from the surrounding level

Fault

Word Wall Word Cards (Page 2)

A fracture in rock where

movement has occurred;
a crack in the Earth's crust
Transform

Divergent Convergent

Word Wall Word Cards (Page 3)

At a convergent plate
boundary, two tectonic
plates, or fragments of the
lithosphere, move toward
one another and collide.

At a divergent plate
boundary, two tectonic
plates or fragments of the
lithosphere move away
from one another.

At a transform plate
boundary, two tectonic
plates or fragments of the
lithosphere move back
and forth past one
another.
C. Guided Practice
¯ After using the word wall word cards to discuss the process of
plate tectonics, the three types of plate boundaries, and the
geological events and landforms they can create, play
“Guess My Word” with the word wall words.
v Distribute a white board and a white board marker
to each of the students.
v Say the definition of each of the word wall words to
the students.
v The students write the word on their white board and
lift it up for you to see their answer as quickly as they
can.
v See how quickly students can guess your word.
¯ Ask: “What is the scientific theory that describes the large-scale
movements of the different sections of the earth’s lithosphere?”
v Wait until most of the students have written, “plate
tectonics” on their whiteboards for you to see.
¯ Ask: “What is a natural physical feature of the Earth’s
surface?”
v Wait until most of the students have written,
“landform” on their whiteboards for you to see.
¯ Ask: “What is a natural geological event that results from
underground movement along a fault plane or shaking and
vibration at the surface of the Earth resulting from underground
movement?”
v Wait until most of the students have written,
“earthquake” on their whiteboards for you to see.
¯ Ask: “What is a natural geological event and landform; a hill or
mountain formed by material from the mantle being forced
through an opening in the Earth's crust?”
v Wait until most of the students have written,
“volcano” on their whiteboards for you to see.
¯ Ask: “What is a natural geological landform; a large natural
elevation of the earth's surface rising abruptly from the
surrounding level?”
v Wait until most of the students have written
“mountain” on their whiteboards for you to see.
¯ Ask: “What is a natural geological landform; a fracture in rock
where movement has occurred; a crack in the Earth's crust?”
v Wait until most of the students have written, “fault”
on their whiteboards for you to see.
¯ Ask: “At which type of plate boundary do two tectonic plates,
or fragments of the lithosphere, move away from one another?”
v Wait until most of the students have written,
“convergent plate boundary” on their whiteboards
for you to see.
Ask: “At which type of plate boundary do two tectonic plates,
or fragments of the lithosphere, move toward one another and
collide?”
v Wait until most of the students have written,
“divergent plate boundary” on their whiteboards for
you to see.
¯ Ask: “At which type of plate boundary do two tectonic plates,
or fragments of the lithosphere, move toward back and forth past
one another?”
v Wait until most of the students have written,
“transform plate boundary” on their whiteboards for
you to see.
¯ Have students put whiteboards and markers back in the
storage cabinet and clear their desks to get ready for the
independent practice portion of the lesson.
¯

D. Independent Practice
¯ Have each student get an iPad from the iPad cart and return
to their desks.
¯ Put the assignment choice page on the smartboard for the
class to see.
¯ Give each student a blank piece of white cardstock (or a
template if provided for the assignment of their choice).
¯ Put markers, colored pencils, and crayons on the back table
for students to use to decorate their assignment.
¯ The students will choose which assignment they would like to
complete.
¯ At least one students needs to complete each of the
assignments.
¯ Be sure each student understands what to do for each of the
assignments listed.
¯ The students will use the iPads to research their topic and
complete an assignment.
Assignments
1) Create a crossword puzzle using new vocabulary words from today’s
lesson. (It must have 5 up and 5 down.)
2) Create a game with 15 questions and a game board.
3) Research a major earthquake and make a diary and an illustration of
that experience as if you were there. Include location, type,
destruction, deaths, etc. (Template included)
4) Research a major volcano eruption and make a diary and an
illustration of that experience as if you were there. Include location,
type, destruction, deaths, etc. (Template included)
5) Research a mountain range and make a diary and an illustration of
what you think it would be like to live there. Include name, location,
altitude, effects, etc. (Template included)
6) Write a paper discussing what the earth would be like if we did not
have plate tectonics. (At least 3 paragraphs)
7) Write a postcard to a friend detailing what you learned in class today.
(Template included)
8) Write a comic strip using cartoons and humor to explain the theory of
plate tectonics. (Template included)
9) Create a collage of plate tectonics topics and write a 1-2 paragraph
explanation.
10) Create a Facebook profile for earthquakes. (Template included)
11) Create a Facebook profile for volcanoes. (Template included
12) Create a Facebook profile for mountains. (Template included)
13) Create a Facebook profile for faults. (Template included)
14) Create a biopoem about earthquakes. (Instruction sheet included)
15) Create a biopoem about volcanoes. (Instruction sheet included)
16) Create a biopoem about mountains. (Instruction sheet included)
17) Create a biopoem about faults. (Instruction sheet included)
18) Create a 10 question multiple choice quiz.
#3-5 Diary Template
#7 Postcard Template (Front)

PLATE TECTONICS
#7 Postcard Template (Back)

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Dear
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

     
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

,
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Sincerely,
     

   

To:
 
 
 
 

 
 
 

         
     
     

 
     
     

 
 
 

   
   
   
#8 Comic Strip Template (Page 1)
#8 Comic Strip Template (Page 2)
#8 Comic Strip Template (Page 3)
#8 Comic Strip Template (Page 4)
#8 Comic Strip Template (Page 5)
#10-13 Facebook Profile Template
#14-17 Biopoem Instruction Sheet

Type of geological event/landform

3 adjectives of this type of geological event/landform

Important quotation related to this type of geological event/landform

Names of 3 examples of this type of geological event/landform on the Earth

3 characteristics of this type of geological event/landform

3 words this type of geological event/landform might say if it could talk

3 people associated with the history of this type of geological event/landform

How this type of geological event/landform makes a difference

How this type of geological event/landform is remembered

How this type of geological event/landform is formed

E. Closure
¯ The students will individually present their projects to the class.
¯ Ask the following questions: (Ask as many as time permits)
Knowledge
v How many types of plate boundaries are there?
v List 3 types of landforms.
Comprehension
v What is the definition of a landform?
v Describe the effect plate tectonics has on everyday life.
Application
v Demonstrate a geological event created by plate
tectonics.
v Can you apply the theory of plate tectonics to a
personal experience?
Analysis
v Compare and contrast a normal mountain to a volcano.
v Can you distinguish between the different types of plate
boundaries?
Synthesis
v Predict what it would be like to live through an
earthquake.
v What would you do if you were in that situation?
Evaluation
v What would you recommend to someone who wanted
to live near a volcano?
v Can you think of a solution to protecting oneself during a
volcanic eruption?
¯ Conclude the lesson by stating the rationale to the students:
“Students need a better understanding of the characteristics
and the effects plate tectonics can have on the earth.
Knowing how Earth’s tectonic plates constantly move, evolve
and interact is imperative to understanding the causes of
major landforms and geological events. By allowing students
to explore and research the process of plate tectonics, they
are given a foundation to build further knowledge of plate
tectonics and each landform upon. The purpose of this lesson
is to allow students to understand the different geological
events that occur and landforms that form as a result of the
movement of plate boundaries. Tectonic plate movement
can cause minimal to life threatening impacts on our lives
and communities. It is important that students understand the
impact plate tectonics can have due to the vast numer of
landforms that form and geological events that occur each
year.”
III. Lesson Follow-Up
A. Assessment
¯ Each student will work quietly and independently.
¯ Pass out blank scavenger hunt worksheets to the students.
(The same worksheet they filled out at the beginning of class,
in the motivation section of this lesson plan)
¯ They are to complete this worksheet again, this time without
any clues or answer cards placed around the room.
¯ If eight or more of the questions are answered correction,
give full credit to the students.
¯ They are to answer the questions in complete sentences.
B. Extension or Reinforcement Activity
¯ The teacher will assemble a class-created textbook with the
students’ completed assignments.
¯ Make each student a copy of each of completed assignment.
¯ Hole punch and bind all of the completed assignments together
with yarn and a premade cover sheet on top.
¯ Hole punch and bind the original assignments the students
created on cardstock with a premade cover sheet on top.
This will be the class copy and will remain in the classroom.
¯ Get the students attention and say, “We are going to read one
more book about landforms and plate tectonics before class is
dismissed.”
¯ Present the class-created textbook to the students.
¯ Flip through the pages (the students’ assignments) showing the
class each page and providing a brief summary of each
assignment.
Classroom Textbook Cover Sheet

ALL ABOUT
PLATE
TECTONICS
BY: MISS MILLS’
th
4
Grade Class