School Name Unit Title Unit Duration

EDST201

1 Ash Harland, Rebecca South & Matthew Bibo

School Name Unit Title Unit Duration

Australian Catholic University Tectonic Plates and their effect on the Earth Min. 9 Lessons

Unit Goal Statement

By the end of this Unit, Students should be able to demonstrate new knowledge and skills which they constructed through the key unit inquiry

questions. These Students will be able to demonstrate new learning about: The layers of the Earth, Tectonic Plates including divergent

boundaries, convergent boundaries, transform boundaries, plate boundary zones and how they affect the Earth in terms of Continental Drift

and the landscapes they hold.

Unit Concepts Key Unit Inquiry Questions

Layers of the Earth; Lithosphere, Mantle, Core.

Tectonic plates; divergent boundaries, convergent

boundaries, transform boundaries, plate boundary

zones.

What are the layers of the Earth called?

How do they differ from each other?

How do tectonic plates shape the Earth?

Are continents affected by tectonic plates?

Teacher Background Information

To comprehensively teach the unit, teachers need to have a foundational understanding of many key elements. These may include;

Knowledge of local, national and international landforms, rocks or fossils

An understanding of the characteristics of the Earth’s layers, such as crust, lithosphere, mantel and core

A comprehensive knowledge of tectonic plates, including elements such as divergent boundaries, convergent boundaries, transform

boundaries and plate boundary zones.

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The Students

Year 4

The class is comprised of students who have:

- Sound achievement in all KLA’s.

- Some students demonstrate a low cognitive ability to process new information on the spot.

- Come from a middle class SES home environment.

Student Misconceptions

Misconceptions student may about regarding the unit topic may include that;

Students believe that the Earth’s crust layer is like the outside of a ball, rather than like a jigsaw puzzle.

Students may think that tectonic plates are always neatly divided along continental lines, although some tectonic plates cut through

continents.

Students believe that the Earth is made up of a single solid material, rather than fluctuating layers.

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Unit at a Glance

Aims of Unit Student Outcomes Assessment

The aim of the unit is;

To have students reach a level of

critical understanding about tectonic

plates and how they affect the Earth in

a variety of ways.

By the end of the unit, students will;

Have a general idea about the

workings of tectonic plates.

Students are aware of why the

activities related to the topic.

By the end of the unit, students will be able

to;

Compile notes on tectonic plates.

Understand of convergent and

divergent plates.

Understand of the Earth’s layers.

Understand of tectonic plates,

specifically; divergent, convergent,

transform boundaries and plate

boundary zones.

Understand that particular regions are

more affected than others by tectonic

plates.

Understand how continents have

reached their current location on the

Earth via continental drift.

Have a comprehensive understanding

of tectonic plates, specifically;

divergent and convergent plates.

Assessment contained in the unit;

Students will form groups of 4 to do a

PowerPoint presentation based on

tectonic plates, and will be graded on

their own rubric.

Student notes will be compiled and

kept as a form of summative

assessment to be utilised at the end of

the unit.

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Backwards Design Unit Planner

Phase Activities

Evaluate Students will need to know how tectonic plate movements have affected the Earth, and continue to do so. A final

assessment piece will determine student understanding, alongside a collection of student notes, diagrams etc. and

allow students to demonstrate their knowledge.

Students should be able to;

- List different types of tectonic plates

- Describe how tectonic plates interact

- Describe how tectonic plate movement forms the Earth’s Surface

Elaborate Students are expected to investigate the effects tectonic plates have had, and continue to have, on the Earth. Students

being responsible for their own work will extend their knowledge. This is represented in several research activities

and the final assessment piece.

Explain The plate tectonics ‘theory’ was accepted into the wider scientific community in the 1960’s. Students can represent

their understanding by reflecting on researched information within their presentations.

Explore There are many hands on activities throughout the unit that assist in demonstration how tectonic plates effect the

Earth. This includes, but is not limited to;

- Mars Bar Mantle; demonstrating a representation of convergent plates

- Mount Towel-tonic; demonstration how tectonic plates move to form mountains

- Convergent crackers; demonstrating how tectonic plates move to cause volcanoes.

Engage Students will be engaged with a variety of hands on activities that will take place during the first lesson, and

throughout most of the following lessons. Prior knowledge will be assessed using a KWL chart, which will influence

the targeting some of the inquiry questions.

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Australian Curriculum Links: Content Descriptions

Earth’s surface changes over time as a result of natural process and human activity (ACSSU075).

Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076).

Science involves making predictions and describing patterns and relationships (ACSHE061).

Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065).

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital

technologies as appropriate (ACSIS066).

Compare results with predictions, suggesting possible reasons for findings (ACSIS216).

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports

(ACSIS071).

Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data

(ACTDIK007).

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009).

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084).

Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090).

Australian Curriculum: Science Learning Module

In Year 4, students broaden their understanding of classification and

form and function through an exploration of the properties of natural

and processed materials. They learn that forces include non-contact

forces and begin to appreciate that some interactions result from

phenomena that can’t be seen with the naked eye. They begin to

appreciate that current systems, such as Earth’s surface, have

characteristics that have resulted from past changes and that living

things form part of systems. They understand that some systems

change in predictable ways, such as through cycles. They apply their

knowledge to make predictions based on interactions within systems,

including those involving the actions of humans.

Our learning module encompasses the following content descriptors:

Earth’s surface changes over time as a result of natural

process and human activity (ACSSU075).

Forces can be exerted by one object on another through

direct contact or from a distance (ACSSU076).

Science involves making predictions and describing

patterns and relationships (ACSHE061).

Suggest ways to plan and conduct investigations to find

answers to questions (ACSIS065).

Safely use appropriate materials, tools or equipment to

make and record observations, using formal measurements

and digital technologies as appropriate (ACSIS066).

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By the end of Year 4, students apply the observable properties of

materials to explain how objects and materials can be used. They use

contact and non-contact forces to describe interactions between

objects. They discuss how natural and human processes cause

changes to the Earth’s surface.

Compare results with predictions, suggesting possible

reasons for findings (ACSIS216).

Represent and communicate ideas and findings in a variety

of ways such as diagrams, physical representations and

simple reports (ACSIS071).

Australian Curriculum: Technologies Learning Module

In Year 3 and 4, students explore digital systems in terms of their

components, and peripheral devices such as digital microscopes,

cameras and interactive whiteboards. They collect, manipulate and

interpret data, developing an understanding of the characteristics of

data and their representation.

By the end of Year 4, students describe how a range of digital

systems (hardware and software) and their peripheral devices can be

used for different purposes. They explain how the same data sets can

be represented in different ways.

Our learning module encompasses the following content descriptors:

Explore and use a range of digital systems with peripheral

devices for different purposes, and transmit different types

of data (ACTDIK007).

Collect, access and present different types of data using

simple software to create information and solve problems

(ACTDIP009).

Cross Curriculum Priorities

Australian Curriculum Cross-Curriculum Priorities Our Learning Module

The first key concept highlights the diversity within and between the

countries of the Asia region, from their cultures, societies and traditions

through to their diverse environments and the effects of these on the

lives of people.

The Australian Curriculum says that Students “will develop knowledge and

understanding of Asian societies, cultures, beliefs and environments and

the connections between the peoples of Asia and Australia” (ACARA [a],

2014). Our module partly focuses on the varying environments of Asia by

looking at countries and Regions such as Japan and the Himalayas and how

they have been shaped by their environments.

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The assessment in our learning module incorporates Asia and its

environments as well. Some of the topics given to the students to research

will be about areas in Asia. Those students who receive areas that are not

in Asia will have opportunities to learn about the other topics through their

peers.

General Capabilities

Australian Curriculum General Capabilities Learning Module

General capabilities are a key dimension of the Australian Curriculum.

They encompass knowledge, skills, behaviours and dispositions that,

together with curriculum content in each learning area and the cross-

curriculum priorities, will assist students to live and work successfully

in the twenty-first century. The Australian Curriculum includes seven

general capabilities.

These are:

Literacy

Numeracy

Information and communication technology capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding.

Within our learning module we have included the following general

capabilities in to the students' learning:

Literacy

Numeracy

Information and communication technology capability

Critical and creative thinking

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Sequence of Lessons

Lesson

Number

Social

Investigation

Strategy

Stage(s)

Lesson

Length Lesson Overview & Structure Assessment Links/Resources

Australian

Curriculum Links

1 Engage 50 minutes

This lesson will allow students to;

Establishing learning goals.

Determining readiness for

learning.

Gauging prior knowledge

(linking curriculum).

Correct any misconceptions

- Begin lesson with students sitting

together on floor.

- Create KWL chart, discovering

student’s knowledge and interest

levels in the topic. Ask students

what they already know, and what

they would like to know about the

Earth’s structure. Scaffold for

answers such as why volcanoes

happen, how mountains are

formed etc.

- Instruct students to break up into

mixed groups. Inform students

that they will rotationally look at

different stations around the

classrooms with a variety of

activities.

Assessment:

Student note taking will

be compiled for a piece

of summative

assessment.

Resources:

KWL chart to be

referred to for student’s

enquiry questions at a

later stage.

Two jawbreakers cut in

half, with the outside

painted to look like the

Earth.

Several Mars bars for

the

convergent/divergent

activity.

3D spherical puzzle.

Vita Wheats.

Vegemite.

Several Towels.

Student books and

writing utensils for note

taking.

Curriculum Links:

(ACSSU075)

(ACSHE061)

(ACSIS065)

Lesson Outcomes:

Have a general

idea about the

workings of

tectonic plates.

Students are

aware of why

the activities

related to the

topic.

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- Each of these activities will have

an instruction card for students to

follow.

- Activities will include;

1. a jawbreaker cut in half to

demonstrate the Earth’s

layers

2. Mars bar demonstration

displaying divergent and

convergent boundaries

3. 3D spherical puzzle to

display how tectonic

plates fit together

4. Vita Wheats with

Vegemite: students squish

the crackers together to

have the Vegemite come

up over and through the

cracker to display volcanic

eruptions

5. Fold mountain towel

demonstration: layers of

towels are place on top of

each other to display the

Earth’s layers and are then

pushed to form mountains

and valleys.

- Ensure all activities have

instruction cards.

- Students will be instructed to

reflect on and write down why

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they think each activity represents

something to do with the topic.

- Students will come together and

share ideas about each activity.

Encourage students to try to

create a link between each

activity.

- Show diagrams and pictures of

Earth and its layers, briefly

touching on each. Explain that the

unit will be about tectonic plates,

an important part of the Earth’s

anatomy. Add to the KWL chart

about what they would like to

learn about tectonic plates

specifically.

2 Explore 40 minutes

This lesson will;

Prompt and structure inquiry

Introduce and inform about

tectonic plates as a topic.

- Explicitly teach the Mars bar

demonstration. Allow one mars

bar per 4/5 students to ensure

students are able to see and

understand demonstration.

- Explain too students that the mars

bar represents how tectonic plates

move together and away from

each and the effects this can have.

Assessment:



of summative

assessment.

Resources:

Mars bars.

Computers.

I-Pads.

Books about tectonic

plates.

Hands on plate models

Curriculum:

(ACSSU075)

(ACSSU076)

(ACSIS065)

(ACSIS066)

(ACTDIK007)

Lesson Outcomes:

Students will

have compiled

notes on

tectonic plates.

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- Instruct students to push the mars

bar together and apart and explain

how this represents movement of

tectonic plates.

- As a class, create inquiry

questions based on tectonic plates

for students to answer. Scaffold

to ensure inquiry questions are

relevant and interesting.

- Instruct students to work in small,

planned groups at research

stations (including iPads,

computers, books and hands on

models) to research all that they

can on tectonic plates; how they

work, what they do and the effects

they have on the Earth. Ensure

students are researching relevant

and appropriate content and that

they take notes to share.

- After 30/35 mins bring class

together and discuss information

gathered. Compile information on

a class ‘Tectonic Plates’ poster.

Poster paper for class

poster.

Students will

have some

understanding

of convergent

and divergent

plates.

3 Explain 40 minutes

This lesson will

Present new topics

Develop language about topics

Strengthen learning connections

Explicitly teach the characteristics

of Earth’s layers, including; crust,

lithosphere, mantle and core,

elements of tectonic plates such

Assessment:



of summative

assessment.

Students will be

formatively assessed on

Curriculum:

(ACSIS065)

(ACSSU076)

(ACSSU075)

Lesson Outcomes:

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as; divergent, convergent,

transform boundaries and plate

boundary zones.

- Begin with students sitting

together in front of interactive

whiteboard with book and pencil.

- Play video to students, stopping

when necessary to explain topics

and answers any questions about

different sections. Pause video at

important parts and instruct

students to take notes.

- Once video is complete answer

any questions and explain topics

using diagrams and notes. Instruct

students to copy any important

notes/images/diagrams into book.

- Instruct students to move back to

desks.

- Ask them to draw a diagram of

the Earth’s structure using circles

and write one or two things they

learnt about each layer.

- Show students example of

diagram before beginning.

Earth Structure

diagram.

Resources:

Student notebooks and

writing utensils.

Video (link)

Students will

have an

understanding

of the Earth’s

layers.

Students will

have an

understanding

of tectonic

plates,

specifically;

divergent,

convergent,

transform

boundaries

and plate

boundary

zones.

4 Explore 30 minutes This lesson will allow student to;

prompt and structure inquiry

Assessment:

Curriculum:

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Explore why and how tectonic

plates work.

Reinforce learning about tectonic

plates

- Set up activity at desk stations

around the classroom and allow

for 4/5 students at each station.

- The activity will be pie tins filled

with liquid soap with chunks of

Styrofoam torn up to signify

tectonic plates.

- Instruct students to push and pull

the chunks through the liquid,

simulating convergent and

divergent plates and the general

interaction of the lithosphere. This

will have to be explicitly

instructed.

- Discuss how the students

interacted with the activity and

answer any questions.

- Reinforce relevant language

throughout activity.

-



of summative

assessment.

Resources:

Pie tins.

Dishwashing liquid.

Styrofoam.

(ACSIS065)

(ACSSU076)

(ACSHE061)

(ACSIS066)

Lesson Outcomes:

Students will

have a greater

understanding

of tectonic

plates,

specifically;

divergent and

convergent

plates.

5 Explain 50 minutes

This lesson will

Present new topics

Develop language about topics

Strengthen learning connections

Teach students about divergent,

convergent and transform plates,

Assessment:



of summative

assessment.

Curriculum:

(ACSSU075)

(ACSSU076)

(ACSIS216)

(ACMMG084)

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and begin instruct on countries

more prone to natural disasters.

- Break students up into groups of

4/5 and instruct them to interact

with the tectonic plate sand

activity. Ensure activity has

instruction cards. After 5 minutes,

discuss the activity and answer

any questions.

- Have students return to their

desks for individual work.

- Explicitly teach the interaction of

tectonic plates, with a focus on

divergent, transform and

convergent plates. Write

important and relevant

information on board, including

diagrams and instruct students to

copy into books.

- Using Google Maps or Google

Earth on an interactive

whiteboard, focus in on several

particular regions, in this case

Japan, New Zealand, West Coast

USA and the Himalayas and

inform students that these areas

are prone to natural disasters such

as volcanoes and earthquakes.

- Using what they have already

learnt, ask students to discuss why

they think these places are more

Resources:

World maps.

Maps of tectonic plates.

Student notebooks and

writing utensils.

(ACMMG090)

Lesson Outcomes:

Students will

understand

that particular

regions are

more affected

than others by

tectonic plates.

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prone to natural disasters over

countries such as Australia.

6 Explore 40 minutes

This lesson will allow students to;

Prompt and structure inquiry

based learning

Explore the effects that tectonic

plates have on continents and

continental drift.

- In small groups of 3/4, instruct

students to firstly observe a flat

map of the world, focussing on

where the continents are and any

interesting land masses.

- Provide students with OHP sheets

that fit directly over the map. The

OHP sheets will have the lines of

tectonic plates and fault lines of

the Earth.

- Instruct students to place the OHP

sheet over the map and look at

how the tectonic plates and bodies

of land overlay.

- Have students write down any

important information, such as

what fault lines have large effects

on which continent etc.

- Sit students in front of interactive

whiteboard and show students

Assessment:



of summative

assessment.

Resources:

OHP sheets with maps

of the world printed

onto them.

OHP sheets with maps

of the tectonic plates

printed on them.

http://ees.as.uky.

edu/sites/default/files

/elearning/module04swf

.swf (interactive

website)

Curriculum:

(ACTDIK007)

(ACSSU076)

(ACMMG090)

(ACSSU075)

Lesson Outcomes:

Students will

understand

how

continents

have reached

their current

location on the

Earth via

continental

drift.

http://ees.as.uky/

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interactive websites, particularly

the tectonic plate’s motion page.

7 Elaborate 30/40

minutes

This Lesson will;

Monitor student progress

Strengthen connections between

learning

Introduce the formative

assessment piece.

- Students will be divided into

groups of 3/4, and will begin

work on a PowerPoint

presentation that will be delivered

over the next two lessons.

- Students will once again be set up

at research stations, and given the

entirety of the lesson to plan their

presentation together, while the

teacher goes through an example

on the board.

- Students will be given topics

stemmed from the overall topic of

Tectonic Plates. Topics will

include;

1. Convergent plates

2. Divergent plates

3. Transform plates

4. Plate boundary zones

Assessment:

Working on the

formative assessment

piece.

Resources:

Mars bars.

Computers.

I-Pads.


plates.

Curriculum:

(ACTDIK007)

(ACTDIP009)

(ACSIS066)

(ACSIS216)

(ACSIS065)

(ACSIS071)

Lesson Outcomes:

Students begin work

on their assessment

piece.

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5. Continental drift (this topic

will be for a more advances

group).

8 Elaborate 30/40

minutes

This lesson will continue on from

previous lesson and allow students to;

- A second lesson dedicated to the

assessment piece.

- Give guidance and assistance to

students who need it.

- Allow all students the opportunity

to present findings/draft for

support and guidance.

- Allow students who have finished

early up to standard to assist their

peers.

Assessment:

Students continue work

on the formative

assessment piece.

Resources:

Mars bars.

Computers.

I-Pads.


plates.

Curriculum:

(ACTDIK007)

(ACTDIP009)

(ACSIS066)

(ACSIS216)

(ACSIS065)

(ACSIS071)

Lesson Outcomes:

Students continue

work on their

assessment piece.

9 Evaluate 40/50

minutes

This lesson will;

Assess performance against

standards for formative

assessment

Facilitate student self and peer

assessment.

- Students are to deliver their

presentations in this lesson.

Assessment:

Students will be

assessed on the

formative assessment

piece.

Resources:

KWL chart.

Curriculum:

(ACTDIK007)

(ACTDIP009)

(ACSIS066)

(ACSIS216)

(ACSIS065)

(ACSIS071)

Lesson Outcomes:

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- Students will be assessed by an

agreed upon rubric that was

developed with input from the

students themselves.

- Students are given the opportunity

to give feedback to peers and self.

- At the end of the unit, students

recap and complete the KWL

chart.

- Instruct students to hand in note

taking in their science journal for

summative assessment.

Available upon student

request, e.g. props, etc.

Students

present their

assessment.

Students

complete

KWL chart,

and record all

new

knowledge.

Students will

have a

comprehensive

understanding

of tectonic

plates.

Assessment

Formative Summative

The student presentation is a formative piece of assessment which

will require students to work in groups and research a topic given to

them. Topics will be given out depending on student ability. The

presentation’s rubric will be agreed upon with the class, but an

example of a potential rubric has been provided. At least 8 slides

must be present, and all students must speak for a predetermined

amount of time.

The summative piece of assessment will be a summarisation of

student notes to see what they have and haven’t deemed as important

learning. If there is a particular element missing from student note

taking, a revision lesson can be done on that topic.

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References:

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Appendix 1: Equipment List

Equipment:

Use:

Two jawbreakers painted on the outside to look like the Earth. To signify the different layers of the Earth’s surface down to the core.

Several Mars bars. To display convergent and divergent plates.

3D Spherical Puzzle. To demonstrate how the tectonic plates interlock and form the Earth.

Vita Wheat & Vegemite. To show how convergent plates can create mountains and volcanoes.

Towels. To display how mountain ranges can be formed from pressure.

Computers. To allow children access to interactive activities and information.

I-Pads. To allow children access to interactive activities and information.

Butcher’s paper. For classroom use to create a poster/word-wall.

Pie tins. To act as part of an experiment.

Dishwashing liquid. To simulate the lithosphere in an experiment.

Styrofoam. To act as tectonic plates in an experiment.

World maps. To familiarise children with the layout of the Earth.

Maps of tectonic plates. To allow children to learn where plate boundaries lay.

OHP sheet with world maps printed. To be used as part of an activity.

OHP sheet with tectonic plates printed. To be overlayed on the world map as part of an activity.

Laminated Instruction Cards To instruct students how to complete activities.

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Appendix 2: Unit Overview Table

Lesson No: Lessons: Assessment:

1 Engage students and establish learning goals.

Variety of activities use to engage children and

stimulate questions.

Students begin compiling notes for summative

assessment.

Students formatively assessed on how they follow

and complete experiment instructions.

2 Particular activity is explicitly taught, and students

invent own inquiry questions. Continue compiling notes.

3 Explicit teaching of Earth’s layers. Continued note taking.

4 Exploring the effects of tectonic plates via an

activity. Continued note taking.



5 Focus on divergent, transform and convergent

plates. Continued note taking.



6 Explaining how tectonic plates’ movement affects

continental drift. Continued note taking.

7 Students start work on formative assessment. Students begin their group work.

8 Students continue work on formative assessment. Students continue group work assessment.

9 Students perform presentations. Students are assessed by a classroom rubric.

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Appendix 3: Grading Rubric

CRITERIA A B C D

Speaking Loud and clear voice

with effective pace,

pitch and eye contact.

Reasonably loud and

clear voice with

appropriate pace,

pitch and eye

contact.

Average loud and

clear voice with

reasonable pace,

pitch and eye

contact.

Little loud and clear

voice with limited

pace, pitch and eye

contact.

Information Information clearly

relates to topic.

All information is

relevant and correct

with no errors

Information mostly

relates to topic. Most

Information is

relevant with 1-2

errors

Information slightly

relates to topic. Some

information is

relevant with few

errors

Information barely

relates to topic. Little

to no relevant

information with

many errors

Fonts and Colours Presentation visibly

attractive. All

headings clearly

labelled and visible

with appropriate font

size. Presentation set

out well.

Most headings

clearly labelled.

Suitable font size.

Presentation with 1-2

errors.

Some headings

clearly labelled.

Consistent font sizes.

Presentation

structure sound with

2-3 errors.

Few headings clearly

labelled. Variation

in font sizes.

Presentation

structure confusing

with 4 or more

errors.

Pictures/Graphics All pictures and

graphics compliment

information, and are

visibly engaging

within the

presentation.

Most pictures and

graphics compliment


visibly engaging

within the

presentation.

Some pictures and

graphics compliment


visibly engaging

within the

presentation.

Few pictures and

graphics compliment


visibly engaging

within the

presentation.

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Appendix 4: Instruction Card Examples (Lesson One)

Thickly coat one cracker in vegemite. Place a

second on the edge of the first cracker. Slowly

and gently push the crackers together so the

crackers are parallel and become closer

together. What happens? What part of the

Earth does this represent?

Look at the Jawbreaker as a whole,

then take out the sector. Observe

how the Jawbreaker is constructed.

How does this represent the Earth?

Lay each towel, folded in half on top of

each other. Push the ends of the towels

together. What happens? Pull the ends

of the towel apart. What happens? What

part of the Earth represent?

Pull apart the puzzle. Look at all the

pieces and try to see how the pieces fit

into each other. Put the puzzle back

together. How does this represent the

Earth?

Snap a mars bar in half. Look at the

different layers of the mars bar. Try and fit

the two pieces back together. Move the

joined pieces up and down. What happens?

What part of the Earth does this

represent?

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