9a.

Formative Step
1
5 days
9b. Standard(s)/Expectation(s):
Summarize the structure of the earth, including the layers, the mantle and core based on the
relative position, composition and density.

What to learn?

How to learn? How Assess CorrectConfirm
to Proficiency?
1.


1.


1. Earths Layers and types of tectonic plate boundaries pre-test
DIAGNOSTIC ASSESSMENT
2. Quiz on identifying Earths layers FORMATIVE ASSESSMENT
9a. Formative Step
2
8 days
9b. Standard(s)/Expectation(s): Explain how crustal plates and ocean basins are formed,
move, and interact using earthquakes, heat flow and volcanoes to reflect forces within the
earth.
PURPOSE for/to AUDIENCE
What to learn?
(knowledge/skills)
9c. Clear Learning Objectives
VOICE (delivery role), EMPHASIS, SUPPORT,
ORGANIZATION
How to learn? (patterns/process to
thinkdo)
9d. Methods to Motivate/Connect/Sustain
Learning
VALIDATE, EDIT/REVISE
9e. How Assess
CorrectConfirm
to Proficiency?
Know how the movement of
tectonic plates results in
different phenomena at
different locations.
CONTENT

1. Know that tectonic plates
move OBJECTIVE



2. Recall the names for the
types of tectonic plate
boundaries based on the
direction of movement
between plates

3. Understand that the
direction of tectonic plate
movement in relation to one
another affects the type of
phenomena that occur








1. Students read Discovery Education
reading passage: Continental Drift
Students read individually or with peers
(LL read with peers)

2. Discovery Education video
demonstrating transform, divergent, and
convergent boundaries. Students take notes
and summarize information about each
boundary.

3. Discovery Education website
exploration: Dance of the Plates showing
how the types of plates (crustal or oceanic)
and the type of boundary (Convergent,
Divergent, Transform) impact the surface
of the earth.
Students examine diagram on p. 465 of the






1. Teacher
observation



2. Science Starter
question- Teacher
check FORMATIVE
ASSESSMENT


3. Completion of
Dance of the Plates
worksheet and class
discussion about
answers.


Using science starters was a great
way to start class and allowed me
to clear up misconceptions before
moving onto the days lesson
Creating a chart for
students to organize
their notes resulted in
more detailed notes
compared to previous
years
Having the students plot the
locations using latitude and
longitude was a great way to
integrate Social Studies
concepts.





4. Analyze why earthquakes
and volcanoes are frequent
around the Ring of Fire











5. Evaluate the location of
tectonic plates to determine if
students current location is
susceptible to hazards caused
by tectonic plate movement.










6. Create a project that
demonstrates the impact of
the movement of tectonic
plates. PRODUCT




7. Apply what is known about
tectonic plates to determine
how the movement of tectonic
plates impacts people.
textbook to examine the movement of the
tectonic plates and explain why which
boundaries are transform, divergent, or
convergent boundaries.

4. Plot locations of earthquakes and
volcanoes on world map using given
latitude and longitude measures.
PROCESS Compare these locations with
diagram on p. 465 of textbook. Write about
the relationship between the plates and
earthquake/volcano locations. Discuss
findings with a partner and explain why the
plates at these locations may be causing
these phenomena to occur (HL).
Some students may use letter/number grid
instead of latitude/longitude grid to plot
locations. (LL)

5. Complete web GIS section Investigation
1: Geohazards and Me: What geologic
hazards exist near me? Which plate
boundary is closest to me? to examine
hazards and tectonic plates in the students
area. Using what they observe in the web
GIS, students write a paragraph, stating
evidence for why it is unlikely an
earthquake will occur here. Students then
choose another location and investigate
prevalence of hazards and location of
tectonic plates. Students complete
associated worksheet.

6. Students choose project(s) from the
differentiated Plate Tectonics Project Menu
to obtain a minimum of 20 points. (LL may
complete less complex projects to obtain 20
points, or may have a modified point
requirement.) (Variety of projects that
appeal to all types of learners.)

7. Students read a reading passage about the
impact of tectonic plates on people (reading
passages and groups of students according
to ability). Students then participate in a
fishbowl-type discussion in which they





4. Students check
each others work and
teacher monitors
student work.
Students submit
written explanations
for teacher review.







5. Class discussion
based on students
answers to worksheet
and paragraph.











6. Teacher checks
that projects show
understanding of
concepts.




7. Teacher observes
that students selected
to participate
contribute to the
Analyzing the impact of
tectonic plates on the
students locations
created sparked a
personal interest in
students







8. Demonstrate understanding
of Earths Layers and
Tectonic Plates unit concepts.

debate (argue) if populations should be
allowed to live near tectonic plate
boundaries, given these locations are
known for natural disasters. LL students
take notes as other students discuss.


8. Complete summative unit test.
discussion, while
those selected to take
notes do so.




8. SUMMATIVE
ASSESSMENT