Classroom Interactions

Lesson Template – Direct Teach

AUTHORS’ NAMES: Kate Bachus

TITLE OF THE LESSON: Plate Tectonic Boundaries

TECHNOLOGY LESSON: Yes, students will use computers to fill out their plate boundaries
foldable and answering a pair-matching game online.

DATE OF LESSON: 2/28/2020

LENGTH OF LESSON: 50 minutes
NAME OF COURSE: 6th grade science
SOURCE OF THE LESSON:
STANDARDS: Teacherspayteachers.com
TEKS ADDRESSED:
6.3(B) use models to represent aspects of the natural world such as a model of Earth’s layers 
6.10(D)
describe how plate tectonics causes major geological events such as ocean basin formation, earthquakes,
volcanic eruptions, and mountain building

ELPS ADDRESSED:
c.1A Use prior knowledge and experiences to understand meanings in English.
c.1E Internalize new basic and academic language by using and reusing it in meaningful
ways in speaking and writing activities that will build concept and language attainment
c.2L Demonstrate listening comprehension of increasingly complex spoken English by
following directions, retelling or summarizing messages, responding to questions and
requests, collaborating with peers, and taking notes commensurate with content and grade
level needs.
c3H Narrate, describe, and explain with increasing specificity and detail as more English is
acquired.
c.4F use visual and contextual support and support from peers and teachers to read grade-
appropriate content area text, enhance and confirm understanding, and develop
vocabulary, grasp of language structures, and background knowledge needed to
comprehend increasingly challenging language;
c.5B write using newly acquired basic vocabulary and content-based grade-level
vocabulary;

CCRS ADDRESSED:
1.D.1. Demonstrate literacy in computer use.

1.E.1. Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of
expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic. 2. Use essential

Revised September 2013 – UTeach Tyler

 Classroom Interactions

3.D.2. Use search engines, databases, and other digital electronic tools effectively to locate information.

9.E.2 Identify the major tectonic plates.

9.E.3. Describe the motions and interactions of tectonic plates.

CONCEPT STATEMENT: The Earth’s surface is made up many separate tectonic plates that are in constant motion.
The interactions between these plates can explain the formation of geological features. There are three types of boundaries
where these plates interact.
A convergent boundary occurs where two plates collide. The immense force of the collision will cause the crust to buckle
and deform forming mountains. One plate can also be driven under the other plate forming deep sea trenches and volcanoes.
The sinking crust is destroyed as is melts and becomes magma. Some of this magma is forced up out of the cracks in
volcanic eruptions. Earthquakes are also common at these boundaries.
A divergent boundary occurs where two tectonic plates move away from each other. As the crust pulls apart molten lava will
rise through the gaps and solidify, creating new crust. Ridges or rift valleys are formed at these boundaries.
A transform boundary occurs where two tectonic plates slide past one another creating a fault valley or an undersea canyon.
Crust is broken but not created or destroyed. Severe earthquakes occur at these boundaries.

PERFORMANCE OBJECTIVES: Students will be able to define and explain the three tectonic plate boundary types,
convergent, divergent, and transform, and relate the interactions of plates at these boundaries to the formation of crustal
features such as mountains, volcanoes, sea floor crust, as well as some natural disasters such as earthquakes, and volcanic
eruptions.

RESOURCES, SUPPLIES, HANDOUTS:

Video:

https://www.bing.com/videos/search?
q=the+three+main+plate+boundaries+video+6th+grade&&view=detail&mid=7EE96
C546DD59762676D7EE96C546DD59762676D&&FORM=VDRVRV

Plate tectonic wheel foldable:

https://drive.google.com/file/d/1_pSZph8zXTwaioRIfavGrsxayh5ys-6i/view?usp=sharing

Closing formative assessment:

https://share.nearpod.com/0LgRO9Xed4

Scissors

Page 2 of 6
 Classroom Interactions

Glue

Colored pencils

SAFETY CONSIDERATIONS:

Students are to remain seated in the classroom until instructed otherwise by teacher. Floor space should remain clear of
backpacks etc. to help avoid trips while moving into groups. Practice safe use of scissors and glue.

WHAT STUDENT
ELEMENT WHAT TEACHER DOES…
DOES…
FOCUS Watch plate tectonic and boundaries video. Students will write their
-What is a plate boundary? name on a popsicle stick
 The boundary regions between and stick it in a cup
tectonic plates and their movement Students will watch video
with respect to one another is either; and answer questions
convergent, divergent, transform. when their name is
-What are the three type of boundaries? pulled from the cup.
 Convergent, divergent, transform
-What are the two types of plates?
-Which is denser?
 Oceanic and continental
 Oceanic

Teacher will call on students by wood sticks

they will write their name on.
RATIONALE / Students will be able to define and explain N/A
OBJECTIVE pictures, examples and features of the
different tectonic plates boundaries.
INSTRUCTIONAL The teacher will introduce the plate tectonic Students will listen on
INPUT wheel foldable. The teacher will give how to cut and paste
instructions on how to cut and paste the foldable.
foldable.
1. Cut out the circles on the dotted line.
2. The biggest circle will be on the
bottom and the smallest circle will be
glued on top.
3. Glue the circles together by placing
glue on the small circles that say “glue
here”.

Page 3 of 6
 Classroom Interactions

-Does anyone have any questions?

-Does anyone need help with their foldable?
TEACHER MODELING The teacher will show the students the Students will follow
different layers of the foldable and tell the along, watching and
students what will go on each layer. listening on what each
1. The bottom layer consists of the layer consists of and the
features of the different boundaries. information they need to
2. The third layer consists of a picture of fill out.
the boundary.
3. The second layer consists of examples
of the different boundaries.
4. The top later has the type of plate
boundary.
The teacher will walk the students through
the model and go over one of the sections on
the foldable with the students.
-What do you think belongs on the “features”
circle?
What do you think belongs on the “examples”
circle?
Teacher will explain that the students will
work on the “features” portion first and then
the class will go over it to ensure
understanding.
The teacher will allow the students to work on Students will grab a
their foldable while walking around the room computer to assist them
and providing assistance if needed. in filling out their
GUIDED PRACTICE -What do you think are features of a foldable over examples
divergent boundary? What makes you think and features of each plate
that? Convergent? Transform? boundary.

CHECK FOR The teacher will then go over the features Students will continue
UNDERSTANDING portion of the foldable and make sure working on foldable and
students are on track. The teacher will ask answer the teacher’s
students what they wrote down under the questions when their
different plate boundaries and add any extra popsicle stick is pulled
features. with their name on it.
What do we have for some of the features for
convergent boundaries? Divergent Students will tell teacher
boundaries? Transform boundaries? what they have filled out
-Where tectonic plates pull away for the features section
from each other, which of the on foldable.
following geologic features is most
likely to result?

Page 4 of 6
 Classroom Interactions

 Ridge
-Which of the following geologic
events would most likely occur
where two continental plates
converge?
 Mountain formation
-What event will most likely occur at
a divergent plate boundary?
 Ocean Basin
INDEPENDENT The teacher will allow students to continue to Students will continue to
PRACTICE work independently and those who are work on their foldable
finished can color their foldable. and color it if finished
-What plate boundary causes earthquakes? early.
-What plate boundary causes basin
formation?
CLOSURE Go over the examples portion on the foldable Students will answer
and ask questions to ensure understanding. what they have on the
-What examples did you put under examples portion of the
convergent? Divergent? Transform foldable. Students will
boundary? match pictures and
features with the correct
plate boundary online on
-What Earth effects occur when plates Nearpod at the end of
diverge from each other? class to assess their
 Rift valley, mid-ocean ridge knowledge.
-What Earth effects occur when plates
converge upon each other?
 Mountain range, volcanic island or
arc. deep sea trenches, subduction
zones
-What Earth effects occur when plates move
at a transform boundary?
 Faults, earthquakes

Teacher will tell students there is a pair

matching game they will do when they are
finished. Pictures of the different boundaries
and features should be matched up with the
correct boundary.
https://share.nearpod.com/0LgRO9Xed4
ASSESSMENTS/RUBRI Teacher will give students a formative
CS assessment were they match pictures with the
correct plate boundary.

Page 5 of 6
 Classroom Interactions

Students will be graded based on the

completion of their plate tectonics foldable
and the number of matches they get correct.
ACCOMMODATIONS Offer printed out instructions to build
foldable.
MODIFICATIONS Reduce the amount of information the
student needs to look up and fill out on their
foldable.
EXTENSIONS Give students a challenging plate tectonic
cross-word puzzle.

Page 6 of 6