Unit Plan: Plate Tectonics
Science / Grade 8
Big Ideas
The Theory of Plate Tectonics is the unifying theory that explains Earth’s geological processes.
Concepts:
- Convection
- Density
- Forces
- Theories
Essential Questions
Students will keep considering…
- How do plate interactions help to determine risk to humans and the environment?
- What causes the surface of the Earth to change?
- How does what we see today unveil the Earth’s past?
- How can we predict and understand changes to the surface of the Earth?
Evaluative Criteria
- An accurate explanation of how earthquakes develop
- An accurate understanding of the processes under the Earth’s crust
- Interpreting information from data to support their arguments
- The use of multiple representations (diagrams, tables, graphs, etc…) to support their understanding of the topic
- The use of The Theory of Plate Tectonics to determine our risk level for earthquakes in the Lower Mainland
- A clear and understandable explanation, suited to the audience
Adaptation: Have students label a diagram of the earth
Extension: Students can create an analogy to the syrup and cracker
Adaptation: Have students label a convection diagram
Looking for accuracy of explanation and if they used multiple representations to help explain
Accuracy
Reflection, thoughtfulness and accuracy of journal entries
Qualitative and Quantitative observations
Monitoring Progress
Pre-assessment: Use the class brainstorm to see what the students know about the topic already and what questions need to be answered.
Do a class wonderwall – have students put up questions they have about the earth so that you can address the questions throughout the unit.
Some sample True/False Questions
True/False
1. Continents are smaller now than they were in the past.
2. The size of the earth is gradually increasing over time because of seafloor spreading.
3. Tectonic plates float on melted magma that is just below the surface of the earth.
4. The Earth’s mantle is made up of molten rock.
5. The edge of a continent is a plate boundary.
6. The amount that a tectonic plate moves during a person’s life is measurable.
7. Earthquakes are rare events.
8. Scientists cannot predict earthquakes.
9. Vancouver will not fall off into the ocean.
10. Earthquakes occur only on the Ring of Fire.
11. Volcanoes can form when a plate moves over a hot spot.
12. Magma comes from Earth’s outer core.
13. An inactive volcano may erupt again some day.
14. Volcanic eruptions occur randomly.
15. All mountains can become volcanically active.
16. Rocks give us clues about the Earth’s history.
Density:
Students may not have experienced the concept of density formally at this point. This is an opportunity to do a density lab where you can graph the data and explain the difference between qualitative and quantitative data. As well as students using mathematical formulas
See link to density lab in Resources
Potential Students Misunderstandings:
- Plates are metres thick
- Plates are melted rock
- Earth’s plates are separated by empty gaps
- Rocks are always solid
- The layer beneath Earth’s plates mostly consist of liquid rock material
- The layer beneath Earth’s plates mostly consist of solid rock material
- Continents only move inches over hundreds of years, not feet or miles
- Continents and ocean basins move, but so slowly that they will barely have moved after hundreds of years
- Earth’s plates move by floating on a layer of melted rock
- Earth’s plates cannot bend
- Mountains form by the piling up of pieces of rock
- Continental plate material is only pushed upward when it pushes into continental plate material on another plate
- When two plates move away from each other, loose rock material fills the empty gap that forms between them
Resources
Books
- BC Science 10
- What If? By Randall Munroe
- Science Formative Assessment by Page Keeley
- Making Thinking Visible by Ron Richhart
Websites
Reflection
How will teachers and their students reflect on and evaluate the completed project?
Teacher:
Next time I teach this unit I would…
Allow students to select the short stories that link to Identity.
Student:
My students needed:
Process:
Product:
Content:
Potential Student Misunderstanding:
Downloads
Stage 1 – Desired Results
Big Ideas
The Theory of Plate Tectonics is the unifying theory that explains Earth’s geological processes.
Concepts:
- Convection
- Density
- Forces
- Theories
Transfer Goals
Students will be able to independently use their learning to…
- Analyze data to see patterns, draw conclusions and make predictions.
- Understand the impact of the Earth’s movements on human interaction.
Meaning
Students will understand that…
1. The Earth’s surface is constantly changing.
2. Earths internal forces drive changes to the Earths surface.
Students will keep considering…
Overarching Essential Question:
- How do plate interactions help to determine risk to humans and the environment?
- What causes the surface of the Earth to change?
- How does what we see today unveil the Earth’s past?
- How can we predict and understand changes to the surface of the Earth?
Acquisition
Students will be skilled at…
Applying and Innovating
- Model the types of plate movements
- Interpret information from data
Questioning and Predicting
- Predict where mountain building, earthquakes, and volcanic activity are likely to occur
Processing and analyzing data and information
- Present evidence to support the arguments for the theory of plate motion
- Draw conclusions about the theory of plate tectonics based on historical data
Communicating
- Communicating perspective of place in relation to plate tectonics
CONTENT
Students will know…
1. Plate tectonic movement…
- Types of plate boundaries
- Plate boundaries
- Earthquakes and volcanoes
- Measurement of Earth’s plate movements
- Aboriginal knowledge of local geological formation
2. Major geological events of local significance
3. Layers in Earth
- Crust, mantle, ourtercore, innercore
4. Earthquakes and volcanoes occur near plate boundaries and can have catastrophic effects on living populations
Which Core Competencies will be integrated into the unit?
Communication:
- I can understand and share information about a topic that is important to me
- I present information clearly and in an organized way
Critical and Creative Thinking:
- I can identify criteria that I can use to analyze evidence
- I can ask open-ended questions an gather information
Social Responsibility:
- I can clarify problems, consider alternatives and evaluate strategies
First People's Principles of Learning
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
Big Ideas
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
Core Competencies
Communications Competency
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
Thinking Competency
The knowledge, skills and processes we associate with intellectual development
Social Competency
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
Additional Resources
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.
