Direct instruction

Teacher(s): Kelley Fitzsimmons

Subject: Earth and Space Science

Standard(s):

Earths processes and systems

Objectives (Explicit):

Students will be able to explain lithospheric plate movement as a result of convention.

Evidence of Mastery (Measurable):

Students will complete a lab and answer questions. The teacher will grade the lab report using an answer key.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to show the different plate boundaries using Oreo Cookies.
That is a ________ plate boundary because
At that type of plate boundary ________ is happening.

Key vocabulary:

Materials/Technology Resources to be Used:

Divergent plate boundary, convergent plate boundary,

transform plate, plate tectonics, lithosphere,
asthenosphere, subduction, mid-ocean ridge

Oreo Cookies, Lab report, pencil,

smartboard/projector/doc cam

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)

Students will do a daily warm-up answering questions pertaining to how they think plate tectonics work and
giving hypotheses on what they think happens when different plates collide.

Teacher Will:

Instructional Input

Go over warm-up with students form a list of

different hypothesis students have about plate
tectonics.
Tell students that we are going to do a lab to
investigate our hypothesis and see if which
were correct or incorrect.
Pass out lab report to students.
Read to the students about plate tectonics and
how it is easy to get confused with all the
terminology.
Provide images of a map of the globe showing
the different plates.
Explain to students they need to write down the
following definitions and large concepts in
their science notebooks.
Give the students the definition of lithosphere

Student Will:

Students will provide the teacher with

hypothesis of plate tectonics using prior
knowledge and misconceptions.
Students will write down the following
definitions and concepts in their science
notebooks: divergent plate boundary,
convergent boundary, transform
boundary, plate tectonics, lithosphere,
asthenosphere, plate tectonics. Students
will also draw diagrams.
Students will read over their lab report
while the teacher passes out the cookies.

and asthenosphere with an image of the

different layers of the Earth, explaining the the
lithosphere floats on top of the
asthenosphere.
Clearly state the different types of plate
boundaries and provide an example of each.
Including a diagram and a real life example on
Earth.
Next, explain to the students that in this lab we
are going to demonstrate the different plate
boundaries using cookies. The upper cookie
will represent the lithosphere and the lower
cookie and cream filling are the asthenosphere.
Make it clear to students that they are not to eat
their cookies until the end of the experiment.
Pass out cookies.
Co-Teaching Strategy/Differentiation: Definitions are stated both verbally and shown on a powerpoint with
diagrams to appeal to both auditory and visual learners. Different food options will be provided for
food allergies and restrictions.
Teacher Will:

Guided Practice

Tell students they will begin by taking one

cookie and twisting the top cookie from the
cream filling very carefully.
If the student accidently breaks the cookie
either provide them with a new one or let
them know it will work either way and that
sometimes events can happen to the plate
that cause it is crack abruptly.
Now, take the upper cookie and slide it
along the cream filing. This is to show how
the lithosphere moves over the
asthenosphere.
Remove the upper cookie from the
asthenosphere and break it in half.
Ask the students what does the breaking of
the upper cookie represent?
Have the students take the two pieces of the
lithosphere and press down on the
asthenosphere and as they push have
them move the pieces away from each other.
Ask the students what kind of boundary
they think is being demonstrated? Have
them record their answers.
What is happening to the cream filling?
Have students record their observations and
draw what their oreo looks like on their lab
report.
Have students repeat steps 1-3 with a new
cookie but this time have them slide on plate

Student Will:

Students will take a cookie and twist off

the top.
They will take the upper cookie and slide
it to show how the lithosphere floats on
the asthenosphere.
Break the cookie in half.
Students will give suggestions for what
the breaking represents. (cracks,
fractures, etc.)
Students will then simulate a divergent
plate boundary.
With a new cookie students will repeat the
same steps for a transform (sliding side by
side) and convergent (one subducting
under the other) plate boundary.
Students will record their observations
and draw pictures on their lab report.

under the other.

Have students record observations.
Ask what process is being represented with
this cookie.
Instruct students to repeat steps 1-3 with
their final cookie.
This time their pieces will slide by slide.
Have them record their observations and
describe what type of plate boundary is
occurring.
Teacher will evaluate students
comprehension based on their responses to
what types of plate boundaries are
occurring during each cookie
demonstration.
Co-Teaching Strategy/Differentiation/ Demonstrate with the students while guiding them through the
activity. Show them first then let them try. Teacher will walk around and observe how the students are
progressing through the lab. Teacher will also offer probing questions to guide them. If students still
need clarification show them simulations on the computer.

Independent Practice

Teacher Will:

Student Will:

Have students label three diagrams located

Students will label three diagrams located
at the end of their lab report indicating
at the end of their lab report and indicate
what type of plate movement is occurring
what type of plate movement is occurring
and arrows to show in what direction the
and draw arrows to show in what
plates are moving.
direction the plates are moving.
Co-Teaching Strategy/Differentiation Teacher will walk around and see if the students are labeling their
diagrams correctly and provide them with more models and visuals if necessary.

Closing/Student Reflection/Real-life connections: As a ticket out the door, students will be required to give an

example of a process at one of the plate boundaries and provide a real world example.