Middle Grades Education Science (EDMG 4402) Unit Plan Template and Rubric

InTASC Standards 1, 2, 4, 5, 6, & 7; AMLE Standards 1, 2, & 4

Teacher Candidate: Carmen Guadarrama Grade/Subject: 6th Grade, Earth Science

Title of Unit: Inside-Out: Plate Tectonics Time (days) Required for Unit: 6 Days

1. Standards
a. GSE: S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is
formed.
■ f. Construct an explanation of how the movement of lithospheric plates, called plate
tectonics, can cause major geologic events such as earthquakes and volcanic eruptions.
(Clarification statement: Include convergent, divergent, and transform boundaries.)
■ g. Construct an argument using maps and data collected to support a claim of how fossils
show evidence of the changing surface and climate of the Earth.
○ NGSS: MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes
have changed Earth’s surface at varying time and spatial scales.
i. SEP: Constructing Explanations and Designing Solutions - Construct a scientific
explanation based on valid and reliable evidence obtained from sources (including the
students’ own experiments) and the assumption that theories and laws that describe nature
operate today as they did in the past and will continue to do so in the future.
ii. DCI: ESS2.A: Earth’s Materials and Systems - The planet’s systems interact over scales
that range from microscopic to global in size, and they operate over fractions of a second to
billions of years. These interactions have shaped Earth’s history and will determine its
future.
iii. CCC: Scale Proportion and Quantity - Time, space, and energy phenomena can be
observed at various scales using models to study systems that are too large or too small.

2. Objectives
1. Students will explain how the theory of plate tectonics was developed and supported.
2. Students will construct Pangea using fossil evidence and the theory of plate tectonics.
3. Students will develop a model of sea-floor spreading at the Mid-Ocean Ridge, and explain how it
contributes to new material on the ocean floor.
4. Students will identify the three types of plate boundaries that are recognized by scientists: transform,
convergent, and divergent.
5. Students will analyze maps of the world to identify the location of these plate boundaries.
6. Students will analyze a map depicting the major plates and draw the movement (type of boundary)
occurring at each plate, and construct an explanation for the geological events that occur on these plates.

3. Vocabulary
○ Pangea, Plate Tectonics, Divergent Boundary, Convergent Boundary (continental-continental,
oceanic-oceanic, oceanic-continental), Transform Boundary, Ring of Fire, Subduction, Continental
Drift, Sea-Floor Spreading, Subduction zone, Mid-Ocean Ridge.

4. Formal Formative Assessments

1. Homework from Day 1 (handout) - Label the name of each continent and piece/glue them together
to demonstrate Wegener’s theory of Pangea.
2. Homework Day 2 - Share your sea-floor spreading model with a friend, family member(s), pets,
stuffed animals, etc., explaining the science behind sea-floor spreading using the following terms:
mid-ocean ridge, spreading, molten material, and dense(r) rock. Students will record a video of
themselves and upload into Flipgrid
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 3. Homework Day 5 - Upload a video of yourself into Flipgrid demonstrating the plate boundaries.
You can do the chant, or two objects in your home to demonstrate the boundaries (i.e. two: cans of
food, another partner, two toy cars, etc.)
4. Homework from day 6 - Draw arrows to show the movement of plate tectonics (continental drift)
and write down the names of the major plates.

5. Summative Assessment
1. Recall the newspaper and terracotta pot activity done in class.
a. What evidence did you use to piece together the newspaper?
b. How was/is this evidence similar to what we use to reconstruct the terracotta pot?
c. If the earth’s crust were in pieces, what evidence would be used by scientists to determine
how the pieces fit?
2. Draw a rough sketch of pangea, and tell me who came up with this theory.
3. Remember the sea-floor spreading activity with the water bottle? In your own words, tell me:
a. Where was sea-floor spreading discovered?
b. Recall the water bottle activity. As you were pulling the ends of the paper outward, what
was being created?
c. What happens to the new sea-floor v.s. old sea-floor?
4. The earth is physically changing everyday.
a. Provide 2 examples of how the earth is physically changing.
b. Along which boundaries would you find the examples that you provided above?
5. Label the diagrams below with the name of the boundary the image represents, and .

a. (Which one of the 3?)

b. (Which one of the 3?)

6. Label the diagram with the names of the major plates by writing the corresponding letter on the box
provided in the diagram and map. (Word Bank Provided) (Diagram will be a world map with the
plates outlined. Students will be provided with a word bank. Students will write that letter of the
plate onto the corresponding place on the diagram.)

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 7. In your own words, tell me how mountains are formed? What are some examples
8. What geological events can occur at the plate boundaries? Provide 2 world examples.

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V. Instruction:

Objective(s) Learning Activities

(Use the Describe the sequence of activities: what the teacher will do and what Informal and Formal Assessment(s)
Day
number from the students will do. The activities should clearly address the (List the assessments from #6)
the list in #4) objective(s)
Day 1 1, 2 ● Terracotta Pot Demonstration. Place a 4 inch terracotta pot into a ➔ Informal: Questions during
plastic bag. Break the terracotta pot, inside the pot, by hitting it instruction
against a hard surface.
● Open-ended questions that lead students to understand that forensic ➔ Formal: Day 1 Homework
evidence can be used to “put things back together”.
○ How can we put these broken pieces back together?
○ How will you know (evidence) where each piece goes?
○ What evidence do you have that this terracotta pot was
once, not broken? (besides seeing teacher breaking it)
● Introduce the Newspaper activity to students: cutout pieces of
newspaper (different sizes and shapes) will be in a plastic ziplock
bag.
● Distribute newspaper activity to each group of 2 students, and
inform them that the challenge is to piece the pieces back together.
After students complete one round, have students repeat the process
one more time, and think about what evidence they used to put the
pieces together.
● Continue open-ended questions that lead students to understand that
forensic evidence can be used to “put things back together.”
● Explain the Theory of Plate Tectonics to students:
○ Alfred Wegener: The scientist who first proposed the
theory of continental drift. Though heavily criticized,
his theory was later accepted by others in the field after
fossil and other evidence revealed that indeed the plates
were moving. Wegener suggested that the continents
were drifting apart, but was unsure as to what was
causing this to occur.
○ Wegener hypothesized Pangea, which is a
supercontinent of all the Earth's landmass that existed
about 250 million years ago. (National Geographic)
○ Video: PBS- The Scientist Behind the Theory
○ Plate Tectonics explains why earth’s continents are
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 moving. Researchers nowadays have computer models
to estimate where the plates will be in the future. At
this time, the plates are moving, but they only move a
few centimeters per year. Scientists today believe that
the continents will come together, as one
supercontinent, in about 250 million years. They are
coming up with a name, but so far “Pangea Proxima”
appears to be the one.
● Video: How Do We Know Plate Tectonics Is Real? (Stop video at
2:28)
● Explain to students that pieces can be reconstructed back as a whole
using evidence, such as earth being a prime example based on fossil
evidence, and the continuing movement/drifting of the plates.
● Class activity: Continental Drift Whole Class.pdf
● Video: Continental Drift: Alfred Wegener Song by The
Amoeba People
● Review lesson targets and assign homework.
Day 2 2, 3 ● Review the homework with the students.
● Show students a map of the Mid-Atlantic Ridge, and think-pair-
share what the lines in between continents/oceans represent.
○ Google Maps: Mid-Atlantic Ridge
● Students will create a model of sea-floor spreading using an empty, ● Informal: Questions during
mini water bottle, and a 12 by 2 inch sheet of white paper. instruction
● Video Demonstration of how sea-floor spreading is represented.
○ Sea Floor Spreading Activity ● Formal: Day 2 Homework-
● Show students animations of Sea Floor Spreading. Repeat Flipgrid
animations as needed while discussing the movement of the ocean
floor.
○ Sea Floor Spreading
● Ask students: Where was sea-floor spreading first discovered? How
do we know this is happening? The water bottle activity--before you
pulled the ends of the paper, what did you start off with? What was
occurring as you pulled the ends of paper outwards? Is new seafloor
being created today? How do you know?
● Explain to students that Sea floor spread discovered at mid-ocean
ridges provide evidence of the spread of newer molten rock.
○ Sea Floor Spreading | 100 Greatest Discoveries

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 ● Conclusion: Sea-floor spreading at the Mid-Ocean Ridge
continuously adds new material to the ocean floor. New material
moves away from the ridge over time. Old material is
● Review lesson targets and assign homework.
● Ask students to provide examples of how the earth is changing
-- Physically.
● Discuss with students how the earth is physically changing.
○ Teach examples: Mountains, volcanoes, human impact.
● Show students an interactive map of the locations of
earthquakes and volcanoes. *Don’t show plate boundaries*
○ Earthquakes/Volcanoes Interactive
● Plate Boundaries Video: Divergent, Convergent, Transform:
Plate Boundaries-Divergent-Convergent-Transform
● PPT on Plate boundaries: Distribute the notes handout to each ● Informal: Questions during
student. Students draw a diagram to represent each boundary, instruction
Day 3 3, 4, and explain what is occurring at each one.
○ Today’s Points: Convergent and three types ➔ Formal: NA
○ Added Value: Convergent Boundaries - Fold Mountains
in South Africa. What are other examples in which
convergent boundaries occur? Can scientists tell how old
rocks are at convergent boundaries? If so, how?

Day 4 3, 4, 5 ● Convergent boundaries ● Informal: Questions during

● Continue and finish PPT on Plate Boundaries instruction
○ Today’s Point: Divergent and Transform
Boundaries ➔ Formal: NA
● Divergent Boundary - Iceland’s Rift Valley.

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 ● Plate Tectonics: Brain Pop Video: PLATE TECTONICS
● Oreo Cookie- Tectonic Plate Demonstration.
○ NPS Plate tectonics: Oreo Activity
● Added Value: San Andreas Fault - Which boundary is
occurring?/What is happening at the fault? Why is it
considered a ‘disaster zone’? What cities are affected if an
earthquake were to occur at this fault?
○ San Andreas Fault in California
● Demonstrate the Plate Boundaries Chant to students. Have
students volunteer with the teacher.
○ Plate Boundaries on the move (2x),
Convergent, Divergent, Transform Boundaries ● Informal: Questions during
All 3 are ways tectonic plates move. instruction
Day 5 4, 5
Convergent collide together (show with arms/hands)
Divergent spread apart (show with arms/hands) ● Formal: Flipgrid
Transform slide past like the San Andreas Fault (show
with arms/hands)
Plate boundaries on the move (2x)
Convergent, Divergent, Transform Boundaries!
● Review the lesson and assign homework:
○ HW: record and upload a video of yourself to
flipgrid demonstrating the plate boundaries in your
home. You can use any objects to do so (i.e. two:
cans of food, pencils, toy cars, the chant done in
class, another partner, etc.)
Day 6 5, 6 ● Show maps where plate boundaries can be/are identified. ● Informal: Questions during
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 ○ Google Earth: Plate Tectonics
● Show students a map of seismic activity:
○ Seismic-Explorer
● Show students a map of the major and minor tectonic plates
○ Major and minor Tectonic Plates
● Label the map on the handout provided with the names of the plates,
and arrows/lines depicting the direction in which the plates are
moving. Image below for reference.
○ First: Label the tectonic plates.
○ Second: Mark the boundaries that occur at each plate.
○ Third: Label the “Ring of Fire” and draw a red dot to signify
active volcanoes.

instruction

➔ Formal: Day 6 Homework

● Review Lesson, and assign Homework.

○ Homework: if the in-class assignment is not completed,
students will finish this for homework and return it the
following day.
○ Map to be distributed as reference. Students are responsible
for labeling the plates on their own.
1, 2, 3, 4,
Day 7 Summative Assessment
5, 6

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