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Lesson Plan Template

Subject(s):

Date: 10 April 2017

Teacher: Stacy Holmes

1. Objective (What is the topic of discussion and reason for learning?)

a. List and explain several lines of evidence that support the theory of plate
tectonics.
b. Locate and describe the mid-ocean ridge system and deep-ocean trenches.
c. Describe the relationship between earthquakes and plate boundaries.
d. Determine the rate of seafloor spreading along a mid-ocean ridge, using
paleomagnetic evidence.
e. Use the rate of seafloor spreading to determine the age of an ocean basin.
f. Describe the three types of plate boundaries and the motion associated with
each.

2. Learning Target(s): (What will students know & be able to do as a result of this
lesson?)
Plate Tectonics
 Large-scale geologic processes that deform Earth’s lithosphere
o Large-scale geologic processes that deform Earth’s lithosphere
 Produce landforms such as ocean basins, continents, and mountains.
o Processes are driven by forces within Earth
 Processes are driven by forces within Earth
o Plates move relative to one another
Reasons behind Plate Tectonics (Seafloor Spreading)
 At mid-ocean ridges new crust is added to edges of lithospheric plates
 Continents are carried along plates
 Crust is destroyed along other plate edges
 Subduction zones
 Earth remains constant, never growing or shrinking
Sinking Plates Generate Earthquakes
 Sinking ocean plates are wet and cold
 Plates come in contact with hot asthenosphere
 Plates melt to generate magma
 Magma rises to produce volcanoes
 Earthquakes occur along the path of the descending plate
Plate Tectonics and Hazards
 Divergent plate boundaries (Mid-Atlantic Ridge) exhibit earthquakes and
volcanic eruptions
 Boundaries that slide past each other (San Andreas Fault) have great
earthquake hazards
 Convergent plate boundaries where one plate sinks (subduction zones) are
home to explosive volcanoes and earthquake hazards
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 Convergent plate boundaries where continents collide (Himalayas) have

high topography and earthquakes
3. Relavance/Rationale: (Why are the outcomes of this lesson important in the real
world? How will it benefit students to know this topic?)
 Students will understand Plate Tectonics
 Students will know the cause behind Earthquakes
 Students will able to identify Sea floor Age

4. Formative Assessment Criteria for success: (How will you & your students know if
they have successfully met the outcomes? By what criteria will they be assessed?
1. The boundary between tectonic plates that are sliding past each other
horizontally:
a) Tension
b) Divergent Boundary
c) Transform Boundary
d) Convergent Boundary
*Questions 2-6 Fill in the blank
2. The hypothesis that states that the continents once formed a single
landmass, broke up, and drifted to their present locations. Continental Drift
3. The soft layer of the mantle on which the tectonic plates move is called?
Asthenosphere
4. The hypothesis that states that the continents once formed a single
landmass, broke up, and drifted to their present locations. Continental Drift
5. A break in a body of rock along which one block slides relative to another.
Fault
6. The rising of regions of the Earth's crust to higher elevations. Uplift

7. Stress that occurs when forces act to squeeze an object.

*Questions 8-12 Matching

8. Sea Floor Spreading A

9. Crust C
10. Convergent Boundary D
11. Divergent Boundary E
12. Mesosphere B
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A. The process by which new oceanic lithosphere forms as magma rises toward the

surface and solidifies.

B. The strong, lower part of the mantle between the asthenosphere and the outer

core.
C. The thin and solid outermost layer of the Earth above the

mantle.
D. The boundary formed by the collision of two lithospheric

plates.
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E. The boundary between two tectonic plates that are moving away from each

other.

5. Activities/Tasks: (What learning experiences will students engage in?)

Procedure

1. The teacher will show a soft boiled egg (cut in half with the shell still on)
and make a comparison between the soft boiled egg and the layers of the
earth. The yolk, which is a little "runny," is the core of the earth. The white
of the egg is like the mantle and the shell represents the crust of the earth.
2. Divide the students into groups of two or three.
3. Given Plate Tectonic worksheet, students will name the layers of the earth.
4. The students will make a box that will be used to replicate the movement of
plates on the earth. They will use the box to demonstrate the convergence
and divergence of the plates of the earth. To build the box, students will cut
a long very thin strip in the top and will cut holes in both of the sides. (See
worksheet for illustration.)

Step 1. Take two sheets of blue paper to represent the oceanic plate. On
both sheets place a triangular tube to represent the plate with an oceanic
and continental crust. (Brown cardboard works well.)

Put the unattached sides of the papers through the slit so that only about
half of the paper is showing. When one paper is pulled down, this represents
the convergence of the plates. When the paper is pushed up, this represents
the divergence of the plates.

Step 2. Move only the sheet with the cardboard attached so that the
cardboard comes to the edge of the slit. This represents the ocean plate
disappearing beneath the edge of the continent. This is called subduction.
This sinking of the oceanic plate into the mantle below the edge of the
continental crust results in "plate-pull" and may be one of the major forces
driving plate tectonics. Subduction also results in volcanic eruptions and
very deep ocean trenches.
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Step 3. On the plain sheet of blue paper, attach another triangle so that
this also has a continental and an oceanic crust. Now pull both sheets of
blue paper from the bottom. If you do this carefully, one of the triangles will
go on top of the other showing the development of mountains when
convergence occurs.

Step 4. If the layers are moved toward the sides of the box, the students
can see the action of fault lines moving in an earthquake. This is called
a transform fault.
6. Have the students go
tohttp://www.ucmp.berkeley.edu/geology/tectonics.html to see an
animation of plate tectonics.
7. Have the students write a paragraph to explain what they have just done. They
need to include a diagram showing at least one of the four steps above.

Label the layers of Earth.

8. Resources/Materials: (What texts, digital resources, & Materials will be used in this
lesson?)
 Dozen of eggs
 Box
 Cutting instrument
 Blue paper
 Cardboard strips
 Tape or glue