Name: Ellyn Culotta Grade Level: 2nd Your 3125#: 6

School: Magnolia Woods

Mentor Teacher: Brooke Patterson Room No.: C2
Elementary
Date this lesson will be taught: March 20,
Subject: Science
2018
Learning Cycle Lesson Title: Plate Tectonics
Author: Ellyn Culotta
Adapted from: Brooke Patterson
Learning Objective(s)
LO #1. Students will display an understanding that the movement of the tectonic plates cause Earth’s
Crust to move by answering 4 out of 5 multiple choice questions correctly.
Key: Task, Condition, Standard
LA Standards for Science (LSS) – Science Content
2-ESS1-1 Earth’s Place in the Universe
Performance Expectation: Use information from several sources to provide evidence that
Earth events can occur quickly or slowly.

Citation: Louisiana Believes State Standards (2017). K-12 Louisiana Student Standards
for Science. Retrieved from
https://www.louisianabelieves.com/resources/library/academic-standards.

Duration: 45 minutes Setting: Regular Classroom Grouping: Whole Group (using

partners during activity)

Materials and Advance Preparation

Materials
Per student: (approximate number of students: 25 students)
List quantities
 1 – pencil
 1 – BL#2. Lesson Assessment: “Plate Tectonics”
Per group: (approximate number of groups: 12 groups of 2 students)
List quantities
 1 – orange
 10 – toothpicks
 3 to 4 – napkins
Miscellaneous materials
 1 – roll of paper towels

Blackline Masters (attached after the lesson plan)

BL#1. PowerPoint Presentation of Pictures
BL#2. Lesson Assessment: “Plate Tectonics”
BL#3. Answer Key for Lesson Assessment: “Plate Tectonics”

Advance Preparation for Teacher

1. Run off multiple copies of BL#2 (One for each student)
2. Run off one copy of BL#3 for the teacher
3. Preview the Explain Video to ensure that it will play on your computer: (watch first 2 minutes)
https://www.youtube.com/watch?v=1PVMs2NSdmc
4. Preview PowerPoint on computer to ensure that the whole class can see it when projected.
5. Read background information for knowledge on the content being taught.

Ellyn Culotta Grade 2nd Plate Tectonics (Lesson #3) 3/20/18, p. 1

Summary of Background Information; Prior Knowledge Needed
Background Information
First, the teacher needs to note the definitions of a sphere, continent, and ocean just as the
students should already know. According to the dictionary, a sphere is a “solid geometric figure
generated by the revolution of a semicircle about its diameter; a round body whose surface is at all
points equidistant from the center. Equation: x 2 + y 2 + z 2 = r 2.” This is important because the
students need to identify the shape of the Earth as it is, a sphere. Located on the outer most layer of
the earth are the continents and oceans. According to the dictionary, a continent is “one of the main
landmasses of the globe, usually reckoned as seven in number (Europe, Asia, Africa, North America,
South America, Australia, and Antarctica).” According to the dictionary, an ocean is “the vast body of
salt water that covers almost three fourths of the earth's surface.”
Next, the teacher should note the layers of the earth. The four most basic layers to note include
the inner core, outer core, mantle, and the crust. There is a diagram located in the PowerPoint slides.
The main focus of this lesson is plate tectonics. Therefore, the teacher should know about the crust of
the Earth and how the crust is split into the different plates. According to the Sweeney, the crust is the
outermost layer of Earth. It is categorized into two parts: oceanic and continental crust. The earth is
broken up into 9 different tectonic plates that are constantly moving slowly because of the Earth’s
mantle. According to the dictionary, plate tectonics is “a theory explaining the structure of the earth's
crust and many associated phenomena as resulting from the interaction of rigid lithospheric plates
that move slowly over the underlying mantle.”

Sources for background information (APA format; https://owl.english.purdue.edu/owl/resource/560/01/):

Sweeney, K. (2010). Layers of the Earth. Retrieved from
https://sites.google.com/site/3rdgradesciencelessons/layers-of-the-earth
The American Heritage Science Dictionary. (2002). Continent. Retrieved from
http://www.dictionary.com/browse/continent
The American Heritage Science Dictionary. (2002). Ocean. Retrieved from
http://www.dictionary.com/browse/ocean?s=t
The American Heritage Science Dictionary. (2002). Sphere. Retrieved from
http://www.dictionary.com/browse/sphere?s=t
The American Heritage Science Dictionary. (2002). Plate Tectonics. Retrieved from
http://www.dictionary.com/browse/plate-tectonics?s=t
Prior Knowledge Needed by Student to be Success in this Lesson
Students should already be able to…
1. Identify that the Earth is not flat but instead it is a sphere.
Sphere solid geometric figure generated by the revolution of a semicircle about its
diameter; a round body whose surface is at all points equidistant from the center.
Equation: x 2 + y 2 + z 2 = r 2
2. Identify that the Earth has continents and oceans.
Continent one of the main landmasses of the globe, usually reckoned as seven in number
(Europe, Asia, Africa, North America, South America, Australia, and Antarctica).
Oceans the vast body of salt water that covers almost three fourths of the earth's surface
(Indian, Pacific, Atlantic, Artic).

Detailed Procedure.
1. Lesson Opening (3 minutes)
1. T: “Who here can tell me what planet we live on?”
2. S: “Earth!”
3. T: “Yes, we live on planet, Earth. Today, we are going to talk about the different layers of Earth.
For one minute, I want you to share with a partner what you already know about the earth’s crust
or what you think the Earth’s crust is. Ready? Begin. [allot time for students to share with each
other] [get classes attention] Lollipop”
4. S: “We were talking now we will stop”
5. T: “We have time for two people to share what their partner said”

Ellyn Culotta Grade 2nd Plate Tectonics (Lesson #3) 3/20/18, p. 2

 6. S: “The earth is round.”
7. S2: “The earth is mostly made of water.”
8. T: “Great responses! Now keep those things in mind as we continue to learn about the Earth.”
9. Optional: Read the objective for this lesson to the student. “At the end of this lesson,
LO #1. Students will display an understanding that the movement of the tectonic plates cause
Earth’s Crust to move by answering 4 out of 5 multiple choice questions correctly.

2. Engage (5 minutes)
1. [Show the students pictures of different natural landforms (BL #1).]
2. “Who can tell me what they notice about the land in these pictures?” [There is water in one
and not the other, or one is in black and white]. These are both true! The top picture was taken a
long time ago and then one on the bottom was more recently captured. Let’s take a look at
another picture. [Show students slide 2 of BL #1]. What do you notice about these pictures?”
[The land is different in the pictures there are more bumps on the mountain or less cacti in the
picture on the left.] “What do you think? Is the land changing or staying the same?”
[Changing!]. “That’s right, it is changing! Does this happen over a long period of time or a
short period of time?” [Long period of time.] “Okay now that we have started to think about how
the Earth changes over a long period of time let’s begin our activity!”

2. Explore: (15 minutes)

1. Everyone is going to be paired with a partner and given an orange. Each orange is going to
represent the Earth. Now, wait for the rest of my instruction before you begin so that you know
what to do. [Pass out oranges, one per group] Ask students while passing out oranges, “how is
the orange similar to the Earth?” [Wait for students’ response]
2. “While trying to keep the peal of the orange as whole as possible, the partner who is taller may
begin to peel the orange. As the piece of the orange peel break and come off try to place them in
the specific order they came off in.” [Teacher walks around to assist if the students need help]
3. “Once the orange is peeled, the partner that did not peel the orange may begin placing the
orange peel back on the orange by using the toothpicks.” [Demonstrate what this may look like for
the students while they do it]
4. “What makes the orange and the earth similar?” [they are both round] “Correct, this is what
we call a sphere! Because it is a 3-demontional object meaning that the earth is not flat”
5. “Did you know that the Earth’s crust is the hard-rocky surface that we walk on and see?” [I
knew that, or no]
6. “How does the peel of an orange compare to the crust of the Earth?” [They are both the
outer most layer] [*Note: The earth is broken into 9 plates]
3. Explain: (13 minutes)
7. “Just like we were able to put the peel of the orange back on, or the crust of our Earth. We were
showing something called plate tectonics. The earth’s crust is actually broken down into different
plates. [show map of the Earth’s plates]. Think about the Earth’s crust, is it changing over
time? [yes]. [Show students map of plate tectonics]
8. Also show students a map of the continents and explain the differences between these two
things.
9. “Yes, so the different parts of earth called the plate tectonics are the reason that mountains form
and earthquakes happen!” This happens when the plates are pushed together! Or pushed away
from each other.
10. “From learning about the plates, do you think that the plate stays still or move? [Move]
Why not? [because the earth’s crust is constantly changing or moving].
11. Plate tectonics is the reason that we have different continents. There are nine major plates in the
world!
12. Watch video of Bill Nye Explaining Plate Tectonics to Review what we learned:
https://www.youtube.com/watch?v=1PVMs2NSdmc (2 minutes in length)
13. Have a small discussion on

4. Elaborate: (4 minutes)

Ellyn Culotta Grade 2nd Plate Tectonics (Lesson #3) 3/20/18, p. 3

 Early completers will: Write in their journals about what they learned concerning the Earth’s crust.
They can answer the question “What is the Earth’s crust?” and then begin by writing “The Earth’s
crust is…” if need be.
There will be pictures and diagrams throughout the lesson for the ESL students to better understand
and visualize the information presented to them.

4. Assessment/Evaluate: (7 minutes)
Evaluation is attached, BL#2.

5. Lesson Closure
1. Discuss with students what they learned by walking through their assessment and talking
through the correct answers together.
2. Teacher reads the questions while students answer the questions on their own. Once the
students have completed their work they take out a crayon and we review the answers all
together.

CITATION OF SOURCES.
I/We used the following resources to build our lesson (APA citation). Please take care not to
plagiarize…. Give authors credit if you borrow an idea from someone or quote directly from
their work.

Nye, B. (2016). Bill nye plate tectonics, volcanoes and earthquakes [Motion picture]. Retrieved
fromhttps://www.youtube.com/watch?v=1PVMs2NSdmc
Citation here. If you created the entire lesson (no borrowed or cited ideas), tell me so here.
Adapted from: Citations are listed under background information.
XXX Yes, I cited all materials and resources used in this lesson. Ellyn Culotta
Student signature
Check for Success:
X Yes  No 1. Does your lesson focus on and achieve the student learning objectives that you list?
X Yes  No 2. Do all of your lesson components align with the Four E Learning Cycle?
X Yes  No 3. Did you attach your rubric evaluation?
X Yes  No 4. Did you attach all of your data sheets, worksheets, PowerPoints?

Ellyn Culotta Grade 2nd Plate Tectonics (Lesson #3) 3/20/18, p. 4

Blackline Master #1

Ellyn Culotta Grade 2nd Plate Tectonics (Lesson #3) 3/20/18, p. 5

Blackline Master #2

Name: ____________________________ Date: ___________

Lesson Assessment: Plate Tectonics
Directions: Circle one answer choice for each question.

1. Which layer of the earth is considered the thinnest outer most layer? (2-ESS1-1, LO#1)

a. The Core

b. The Atmosphere

c. Space

d. The Crust

2. Which layer of the Earth do humans live on? (2-ESS1-1, LO#1)

a. The Atmosphere

b. The Crust

c. The Mantle

d. The Core

3. The Earth’s crust is broken into different parts. What are these parts called? (2-ESS1-1, LO#1)

a. Oceans

b. Mountains

c. Plates

d. Continents

4. What causes the earth’s crust to move? (2-ESS1-1, LO#1)

a. Earthquakes

b. Mountains

c. Plate tectonics

d. Orbit about the sun

5. Does the Earth’s surface change over time? (2-ESS1-1, LO#1)

a. Yes

b. No

Ellyn Culotta Grade 2nd Plate Tectonics (Lesson #3) 3/20/18, p. 6

Blackline Master #3

Name: ___KEY____________________ Date: ___________

Lesson Assessment: Plate Tectonics
Directions: Circle one answer choice for each question.

1. Which layer of the earth is considered the thinnest outer most layer? (2-ESS1-1, LO#1)

a. The Core

b. The Atmosphere

c. Space

d. The Crust

2. Which layer of the Earth do humans live on? (2-ESS1-1, LO#1)

a. The Atmosphere

b. The Crust

c. The Mantle

d. The Core

3. The Earth’s crust is broken into different parts. What are these parts called? (2-ESS1-1, LO#1)

a. Oceans

b. Mountains

c. Plates

d. Continents

4. What causes the earth’s crust to move? (2-ESS1-1, LO#1)

a. Earthquakes

b. Mountains

c. Plate tectonics

d. Orbit about the sun

5. Does the Earth’s surface change over time? (2-ESS1-1, LO#1)

a. Yes

b. No

Ellyn Culotta Grade 2nd Plate Tectonics (Lesson #3) 3/20/18, p. 7