Dakota State University College of Education

LESSON PLAN FORMAT

Name: Loren Larson

Date: April 4th, 2019
Level: 5th grade
Time: 2:45-3:15
School: Elkton Elementary
Lesson Goal(s) / Standards:
 5-ESS2-1
 5-PS1-2
 5-PS2-1

Lesson Objectives:
 Students will be able to follow instructions to complete activities to show what happens
at 2 of the 5 types of plate boundaries.
 Students will be able to summarize what happens at 2 of the 5 types of plate boundaries.
 Students will be able to answer questions about 2 of the 5 types of plate boundaries.

Materials Needed:
 Wax paper
 Fruit roll-up
 Frosting
 Plastic knife
 Graham crackers
 Lab packet
 Pencil

Contextual Factors/ Learner Characteristics: There are 21 students in this fifth-grade class, 13 boys
and 8 girls. The majority of the class is Caucasian with a few Hispanics. In Mr. Erickson’s room the
students sit in 8 rows of 2 or 3. In Mr. Clark’s room the students sit in 5 pods of 3 or 4 and one
students sit toward the back on the left. When we work in groups this student joins one of the other
pods. This class is very talkative and likes to move around a lot. The math and science classes are
controlled with an assertive discipline style. This style seems to keep them in check for the most part.
A. The Lesson
1. Introduction:
• Over the last week or so we have been talking about vocabulary terms that are
related to earth. On the second page of your notes we talked about plates and plate
boundaries. Today we are going to be doing an experiment that will represent
each of the types of plate boundaries and will show what happens at each one.
Before we get started I want to make sure you understand the rules. Today is not a
day to be messing around. This is a fun activity and I would like it to be fun for
everyone. If you are caught messing around you will be asked to take a seat out in
the hallway while we finish. This is a time for fun and learning but we still need
to be on our best behavior. (any student asked to leave will need to come in
during recess and complete the activity on their own.)
2. Content Delivery:
• Give a brief explanation of each activity.
• Divergent oceanic crust – shows what happens when two ocean plates
move apart
• Transform continental crust – shows what happens when two continental
plates slide past each other
• Convergent oceanic crust – shows what happens when two ocean plates
run into each other
• Convergent oceanic and continental crust – shows what happens when
and ocean plate and a continental plate run into each other
• Convergent continental crust – shows what happens when two
continental plates run into each other
• For today’s activity I will be splitting you up into partners. Once you are split up,
you and your partner will need to pick which two activities from the packet you
would like to complete. Each activity will be completed by only 4 groups so you
may not get your first choice. Once you have decided on your activities you will
need to come tell me which two you would like to complete.
• After you have told approved your activities with me you will need to get your
materials. Each set of partners will need:
• 1 sheet of wax paper
• 1 cup of frosting
• 1 plastic knife
• 1 fruit roll up
• 1 large graham cracker (4 rectangles)
• Once you have gotten your materials, sit quietly and wait for more instructions.
**You may not use all of the materials that you grabbed. It will depend on the
activities you picked.** **DO NOT EAT ANY OF THE MATERIALS!!**
• Work through your activities quietly with your partner.
• After you have completed your activities, you and your partner need to write a
paragraph summary (at least 5 sentences) for each activity. This summary should
tell about about what you saw and learned in you experiments.
 3. Closure:
• After you finish your activities and summaries, you need to answer the 3
questions at the end of each of your activities. This will be due tomorrow at
science time along with your summaries.
• Once everyone is finished I will have the students walk around and look at what
their peers’ activities looked like.
B. Assessments Used:
• Partner work observation
• Activity summaries
• Questions in lab packet

C. Differentiated Instruction:
 Students on IEPs will get the modifications and differentiations that are listed.
 If students do not understand/need help they can raise their hands and I will answer
any questions.
 Rene will have the opportunity to have his summary written for him.
 Grades will not be docked for spelling/grammar since we are focusing on
understanding of content. However, punctuation and capitalization along with
neatness will be graded.
Partners:
Colt – Harmony

Maddie – Rene

Sophia – Brandi

Addie – Jack

Eian – Avra

Sadie – Cristofer – Ethan

Bre – Quintin

Dayton – Samuel

Tait – Savion

Eliot – Ryan

Activity 1: Activity 2: Activity 3: Activity 4: Activity 5:

 Earth Science Lab - Snacktectonics

Topic: Plate Tectonics

Assignment: Plate tectonics is a scientific theory that describes how the crust of the Earth is
composed of separate plates which “float” on the hot, plastic mantle. At the boundaries between the
plates, the plates may collide, diverge, subduct, or slip past one another. This lab will model the
interactions of Earth’s lithosphere (tectonic plates) as they slowly move on the Earth’s mantle
(asthenosphere), through the use of snack foods.

Materials:
● 1 graham cracker sheet (4 crackers) to represent the continental crust
● 1 Fruit Roll Up (cut in 2) to represent the oceanic crust
● 1 cup of frosting to represent the asthenosphere
● Wax paper
● Plastic Knife
● Pencil
● Lab Packet

Requirements:
1. Complete the 5 hands-on activities.
2. Complete the questions at the end of each activity.

Grading Rubric (15 points):

Requirements You followed the directions and met project requirements.

5 points
 Quality Questions were answered correctly with complete sentences, proper
punctuation, and capitalization. 10 points
per question.

Hands-on Activity 1:

Divergent Plate Boundary showing Oceanic Crust Beside Oceanic Crust

Procedure:

● Spread the asthenosphere (frosting) on wax paper.

● Lay 2 pieces of oceanic crust (fruit roll-up) side by side, with the long sides touching.
● Gently press down on the crust as you pull them away from each other.
● Scrape any asthenosphere (frosting) off the oceanic crust (fruit roll-up) and gently lay the
pieces of oceanic crust (fruit roll-up) to the side.

Questions:

1. Where on the earth would you expect to find this type of movement? Pick a numbered location
from the tectonic map provided.

2. What type of landforms generally form at these locations? (Possible landforms: oceanic ridge
systems, mountain ranges, oceanic trenches, volcanoes.)
 3. Do you think earthquakes are common at this type of boundary? Why, or why not?

Hands-on Activity 2:

Transform Plate Boundary showing Continental Crust Beside Continental Crust

Procedure:

● Spread the asthenosphere (frosting) on wax paper.

● Lay 2 pieces of continental crust (Graham crackers) side by side, with the long sides
touching.
● Slide one piece of continental crust (Graham cracker) towards you and one piece of crust away
from you, making sure that the long sides are “rubbing” as you are sliding.
● Scrape any asthenosphere (frosting) off the continental crust (Graham crackers) and gently lay
the pieces of continental crust to the side.

Questions:

1. Where on the earth would you expect to find this type of movement? Pick a numbered location
from the tectonic map provided.

2. What type of landforms generally form at these locations? (Possible landforms: oceanic ridge
systems, mountain ranges, oceanic trenches, volcanoes.)
 3. Do you think earthquakes are common at this type of boundary? Why, or why not?

Hands-on Activity 3:

Convergent Plate Boundary showing Oceanic Crust Beside Oceanic Crust

Procedure:

● Spread the asthenosphere (frosting) on the wax paper.

● Lay 2 pieces of oceanic crust (Fruit Roll-up) side by side, with the long sides touching.
● Gently press down on the oceanic crust (Fruit Roll-up) as you slide one piece under the other.

Questions:

1. Where on the earth would you expect to find this type of movement? Pick a numbered location
from the tectonic map provided.

2. What type of landforms generally form at these locations? (Possible landforms: oceanic ridge
systems, mountain ranges, oceanic trenches, volcanoes.)
 3. Do you think earthquakes are common at this type of boundary? Why, or why not?

Hands-on Activity 4:

Convergent Plate Boundary showing Continental Crust Beside Oceanic Crust

Procedure:

● Spread the asthenosphere (frosting) on the wax paper.

● Lay 1 piece of continental crust (Graham cracker) next to one piece of oceanic crust (Fruit
Roll-up) with the long sides touching.
● Gently press down on the oceanic crust (Fruit Roll-Up) as you slide it under the continental
crust (Graham cracker).

Questions:

1. Where on the earth would you expect to find this type of movement? Pick a numbered location
from the tectonic map provided.

2. What type of landforms generally form at these locations? (Possible landforms: oceanic ridge
systems, mountain ranges, oceanic trenches, volcanoes.)
 3. Do you think earthquakes are common at this type of boundary? Why, or why not?

Hands-on Activity 5:

Convergent Plate Boundary showing Continental Crust Beside Continental Crust

Procedure:

● Spread the asthenosphere (frosting) on the wax paper.

● Lay 2 pieces of continental crust (Graham cracker) next to each other with the long sides
touching.
● Gently press down on the two pieces of continental crust (Graham crackers) as you move them
toward one another.

Questions:

1. Where on the earth would you expect to find this type of movement? Pick a numbered location
from the tectonic map provided.

2. What type of landforms generally form at these locations? (Possible landforms: oceanic ridge
systems, mountain ranges, oceanic trenches, volcanoes.)
3. Do you think earthquakes are common at this type of boundary? Why, or why not?
 Laboratorio de Ciencias de la Tierra – Snacktectonics

Tema: Tectónica de placas.

Asignación: La tectónica de placas es una teoría científica que describe cómo la corteza de la Tierra se
compone de placas separadas que "flotan" en el manto de plástico caliente. En los límites entre las
placas, las placas pueden chocar, divergir, subducir o deslizarse una sobre otra. Este laboratorio
modelará las interacciones de la litosfera de la Tierra (placas tectónicas) a medida que se mueven
lentamente en el manto de la Tierra (astenosfera), a través del uso de bocadillos.

Materiales de:
● 1 hoja de galletas Graham (4 galletas) para representar la corteza continental
● 1 enrollado de fruta (cortado en 2) para representar la corteza oceánica
● 1 taza de glaseado para representar la astenosfera.
● Papel de cera
● Cuchillo de plástico
● Lápiz
● Paquete de laboratorio

Requisitos:
1. Completa las 5 actividades prácticas.
2. Completa las preguntas al final de cada actividad.

Rúbrica de calificación (15 puntos):

Requisitos Usted siguió las instrucciones y cumplió con

los requisitos del proyecto.
5 puntos
 Calidad Las preguntas fueron respondidas
correctamente con oraciones completas,
puntuación adecuada y mayúsculas.
10 puntos por pregunta

Actividad práctica 1:

Límite de placa divergente que muestra la corteza oceánica junto a la corteza oceánica

Procedimiento:
 Extienda la astenosfera (glaseado) sobre papel encerado.
 Coloque 2 trozos de corteza oceánica (enrollado de fruta) lado a lado, con los lados
largos tocando.
 Presione suavemente sobre la corteza a medida que los aleja.
 Raspe cualquier astenosfera (escarcha) de la corteza oceánica (enrollado de fruta) y
coloque suavemente los trozos de corteza oceánica (enrollado de fruta) a un lado.

Preguntas:

1. ¿Dónde en la tierra esperarías encontrar este tipo de movimiento? Elija una ubicación
numerada del mapa tectónico proporcionado.

2. ¿Qué tipo de accidentes geográficos se forman generalmente en estos lugares? (Posibles

formas de relieve: sistemas de crestas oceánicas, cordilleras, trincheras oceánicas, volcanes).
 3. ¿Crees que los terremotos son comunes en este tipo de límite? ¿Por qué o por qué no?

Actividad práctica 2:

Límite de la placa de transformación que muestra la corteza continental junto a la corteza

continental

Procedimiento:

 Extienda la astenosfera (glaseado) sobre papel encerado.

Coloque 2 trozos de corteza continental (galletas Graham) lado a lado, con los lados largos en
contacto.
 Deslice un pedazo de corteza continental (galleta de Graham) hacia usted y un pedazo de
corteza alejándose de usted, asegurándose de que los lados largos se “frotan” a medida que se
desliza.
 Raspe cualquier astenosfera (glaseado) de la corteza continental (galletas Graham) y coloque
suavemente los trozos de corteza continental a un lado

.Preguntas:

1. ¿Dónde en la tierra esperarías encontrar este tipo de movimiento? Elija una ubicación
numerada del mapa tectónico proporcionado.

2. ¿Qué tipo de accidentes geográficos se forman generalmente en estos lugares? (Posibles

formas de relieve: sistemas de crestas oceánicas, cordilleras, trincheras oceánicas, volcanes).
 3. ¿Crees que los terremotos son comunes en este tipo de límite? ¿Por qué o por qué no?

Actividad práctica 3:

Límite de placa convergente que muestra la corteza oceánica junto a la corteza oceánica

Procedimiento:
 Extienda la astenosfera (glaseado) sobre el papel encerado.
 Coloque 2 trozos de corteza oceánica (Fruit Roll-up) lado a lado, con los lados largos
tocando.
 Presione suavemente sobre la corteza oceánica (enrollado de fruta) mientras desliza
una pieza debajo de

Preguntas:

1. ¿Dónde en la tierra esperarías encontrar este tipo de movimiento? Elija una ubicación
numerada del mapa tectónico proporcionado.

2. ¿Qué tipo de accidentes geográficos se forman generalmente en estos lugares? (Posibles

formas de relieve: sistemas de crestas oceánicas, cordilleras, trincheras oceánicas, volcanes).
 3. ¿Crees que los terremotos son comunes en este tipo de límite? ¿Por qué o por qué no?

Actividad práctica 4:

Límite de placa convergente que muestra la corteza continental junto a la corteza

oceánica

Procedimiento:
 Extienda la astenosfera (glaseado) sobre el papel encerado.
 Coloque 1 pedazo de corteza continental (galleta de Graham) junto a un pedazo de
corteza oceánica (Fruit Roll-up) con los lados largos tocando.
 Presione suavemente sobre la corteza oceánica (enrollado de frutas) a medida que la
desliza debajo de la corteza continental (galleta de Graham).

Preguntas:

1. ¿Dónde en la tierra esperarías encontrar este tipo de movimiento? Elija una ubicación
numerada del mapa tectónico proporcionado.

2. ¿Qué tipo de accidentes geográficos se forman generalmente en estos lugares? (Posibles

formas de relieve: sistemas de crestas oceánicas, cordilleras, trincheras oceánicas, volcanes).
3. ¿Crees que los terremotos son comunes en este tipo de límite? ¿Por qué o por qué no?

Actividad práctica 5:

Límite de placa convergente que muestra la corteza continental junto a la corteza

continental

Procedimiento:

 Extienda la astenosfera (glaseado) sobre el papel encerado.

 Coloque 2 trozos de corteza continental (galleta de Graham) uno al lado del otro con los
lados largos en contacto.
 Presione suavemente las dos piezas de la corteza continental (galletas Graham) a medida
que las mueva una hacia la otra.

Preguntas:

1. ¿Dónde en la tierra esperarías encontrar este tipo de movimiento? Elija una ubicación
numerada del mapa tectónico proporcionado.

2. ¿Qué tipo de accidentes geográficos se forman generalmente en estos lugares? (Posibles

formas de relieve: sistemas de crestas oceánicas, cordilleras, trincheras oceánicas, volcanes).
3. ¿Crees que los terremotos son comunes en este tipo de límite? ¿Por qué o por qué no?