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HW: Share the split organizer with your family at dinner time or in the car on the way to your
activity tonight.Complete and study vocabulary
Day 8: Crust Movements Affecting Landforms
Standards:
S5E1a Constructive Processes
Identify surface features caused by constructive processes
Earthquakes
Volcanoes
Faults
S5E1b Destructive Processes
Identify and find examples of surface features caused by destructive processes.
Earthquake
Volcano
How this relates to MSP: The planning is 5 E method, the experiment is student
led/student discovery, vocabulary is not front loaded, and differentiation is
addressed for all learners so that all learners.
EQ: How do movements in the crust affect changes in landforms?
Vocabulary: volcanoes, fault, earthquake, plate, epicenter, damage, seismograph, Richter
scaleconvergent (normal or subduction fault), divergent, transform (strike slip fault)
Differentiation: For the lower readers, I will be using page 9 and 10 as a non-fiction
text introduction in reading groups earlier in the day. We will work through the understanding
of the text features together, and make sure they understand the questions being asked on
page 10 for science work later.
Also, the split organizer will be made beforehand for those who struggle with organization and
efficiency.
Last, directions are typed for the experiment in a larger font, with easier to read and respond
areas.
HookEngage: Explain basics of plate movement. Have them work in partners to show, using
hands or feet only, how the plates move and show when asked.
https://www.youtube.com/watch?v=FZ6yE-V9024
Show students this 12 minute clip about explorers getting to the center of the earth, or
trying. Connect to how weve been looking at landforms, and effects of eruptions and
earthquakesthings that happen on top of the earths surface. Today, well go a little deeper
and look at the plates, the causes of landforms and destruction.
OR
Show pictures of earthquakes, tsunamis, etc, and wow them with the destruction and
construction.
Lesson: What takes place along the boundaries of plates?
**I do this with graham crackers and icingExplore: Students will complete the
graham cracker plates experiment in groups. This will be student directed with the
teacher walking around the room to help, to ask challenging questions, and to ask questions
that might help them be aware of any self-correcting they need to do.
1. Discuss what a puzzle is and list some of its attributes on the board