Subject: 7th Grade General Science

Lesson Title: Convection currents and plate tectonics

Content Standard(s):
S6C2PO4: Explain lithospheric plate movement as a result of convection.
Language Objective:
The student will communicate orally by participating in formal and informal conversation tasks using complete sentences.
The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by taking notes using
teacher or student selected formats based upon knowledge of oral or written text structures.
The student will integrate elements of effective writing to develop engaging and focused text as demonstrated by writing clearly
focused text that incorporates relevant details.
Terminal Objective:
Students will create a model showing how convection currents move tectonic plates.

Bell Work: Day 1: Define lithosphere and asthenosphere. Day 2: Students will draw a diagram showing the lithosphere and asthenospheres purpose
in plate tectonics.

Anticipatory Set: Students will view a map of the world showing where the fault lines are. They will also be shown photos of the natural landscape
both in these areas and others that have been affected by plate tectonics. They will be asked to describe the landscape and explain how they think this
landscape occurred.

Blooms Level

Sub-Objective

Time

Teaching Strategy

Active Student Participation/

Check for Understanding

Day 1
Remember

Understand

Define lithosphere and

asthenosphere.

5mins

Explain the theory of plate

15mins
tectonics.

Facilitates bell work.

Utilizes questioning strategies to

facilitate students understanding, then
shows video. Walk around the room
and check student written
understandings for accuracy.

Students use white boards to show understanding of

the definitions.
Based on a provided definition and previous lessons,
students will discuss the theory of plate tectonics with
their table mate. They will then explain the theory of
plate tectonics in their own words in writing. After
watching the video they will indicate the level at
which their explanation matches the video explanation
using thumbs up/down. Explanations may be revised
if necessary to show improved understanding.
http://az.pbslearningmedia.org/resource/ess05.sci.ess.e
arthsys.wegener2/plate-tectonics-further-evidence/

Students complete note-taker.

Provide direct instruction.
Understand

Understand

Describe the lithospheres

purpose in plate tectonics.

Describe the
asthenospheres purpose
in plate tectonics.

Student comprehension will be measured based on

their own beliefs about their understanding using fist
to five, with fist equaling no understanding and five
equaling they could teach this information to someone
else.

10mins

Provide direct instruction.

15mins

Students complete note-taker.

Exit ticket: Students will describe the role of the
asthenosphere in plate tectonics in their own words

Understand

Day 2

10mins

Explain how convection

currents cause liquids to
move.

Apply

Create a model showing

how convection currents
move tectonic plates.

35mins

Show video and use questioning

strategies to guide student
understanding. Check student
explanations for accuracy.

Students will watch video then write an explanation in

their own words how convections currents cause
magma to rotate in the asthenosphere.
https://www.youtube.com/watch?v=WEDUtS0IMws

Use questioning strategies to help

students tie together all of the concepts Create a model showing how all of the above concepts
work together to create the movement of plate
and create a model illustrating how
tectonics.
tectonic plates move because of
convection currents.

Closure: Students will describe their model to their group. Each group member will provide written comments about their team members models to
ensure understanding.
Materials Needed: white boards; dry erase markers; computer; Smart board; internet access; lithosphere note-taker; asthenosphere note-taker; power
point; Interactive Student Notebooks for bell work, textbook, paper for drawing diagrams and models; pencils, colored pencils or markers for drawing
diagrams and models.

Lithosphere note-taker
In the space provided below, sketch the diagram of the lithosphere provided on the board. Label the lithosphere, continental crust,
oceanic crust, crust and upper mantle.

The lithosphere is broken up into _____________ _____________, which are large rigid slabs of rock. These plates include both

_____________ and _____________ crust and move a couple of centimeters yearly. They fit together like the pieces of a _________

____________.

Asthenosphere note-taker

In the space below sketch a diagram showing the relationship of the asthenosphere to the lithosphere. Label the asthenosphere,
lithosphere, crust, and mantle. Next to the drawing, describe the composition of the asthenosphere.

The asthenosphere is the ______, ____-_______ layer of the earth that lithosphere ________ on. The asthenosphere is layer on which

the lithosphere ________.

Model Rubric:
4

All parts are

correctly
labeled.

1-2 parts are

labeled
incorrectly.

3-4 parts are

labeled
incorrectly.

5-6 parts are

labeled
incorrectly.

No parts are
labeled
correctly.

All parts are

correctly
drawn.

1-2 parts are

drawn
incorrectly.

3-4 parts are

drawn
incorrectly.

5-6 parts are

drawn
incorrectly.

No parts are
drawn
correctly.

The role of
the
lithosphere is
clear.

The role of
the
lithosphere is
only partially
clear.

The role of
the
lithosphere is
unclear.

The role of
the
asthenosphere
is clear.

The role of
the
asthenosphere
is only
partially
clear.

The role of
the
asthenosphere
is unclear.

The role of
convection
currents is
clear.

The role of
the
convection
currents is
only partially
clear.

The role of
the
convection
currents is
unclear.

Total _______/20

Group discussion rubric:

The level of sharing will be determined by teacher observations of group work.
Responses to others work will be done using sticky notes. Each student within a group will have a different color to indicate the level
of participation.
3
2
1
0
I shared my model
and described it to my
group.

I did not fully explain

my model to my
group.

I did not explain my

model to my group.

I did not share or

explain my model to
my group.

I provided positive
responses for all
members of my
group.

I provided positive
responses for most
members of my
group.

I provided a positive
response for only one
member of my group.

I did not provide

positive responses for
my group.

I provided one area

for improvement for
all members of my
group.

I provided one area

for improvement for
most members of my
group.

I provided one area

for improvement for
only one member of
my group.

I did provide an area

for improvement for
any members of my
group.

Total_______/9