Science lesson plan · 7th grade (Year 8 in England) · 45 minutes
Plate tectonics, earthquakes and volcanoes
Earth and rocks
CCSS NGSS.MS-ESS2-3CCSS NGSS.MS-ESS3-2CCSS NGSS.HS-ESS2-1England: KS3 Chemistry: Earth and atmosphere
Objective and success criteria
Students will: Plate tectonics, earthquakes and volcanoes.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: The structure of the Earth
Leads to: Types of plate boundary and the landforms they make; Measure earthquakes and reduce their risks
Materials: Rock samples, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (The structure of the Earth). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- How do scientists know about the inside of the Earth? (By studying how earthquake waves travel through it / By drilling to the centre / By looking at the Moon / By visiting the core) → By studying how earthquake waves travel through itPrompt: The deepest hole ever drilled is only about 12 km deep.
- Earth's structure: which statement is NOT true? (Temperature increases as you go deeper into the Earth. / The inner core is solid. / The mantle is the thickest layer. / The crust is the thickest layer.) → The crust is the thickest layer.Prompt: Is the mantle really a sea of liquid?
- Which is the thinnest layer of the Earth? (the outer core / the crust / the mantle / the inner core) → the crustPrompt: It is like the skin on an apple.
Hook · 5 min
- Pass round different rocks and ask how each one might have formed.
- Share the objective: Plate tectonics, earthquakes and volcanoes. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Who first proposed that the continents drift?
- Step 1: Wegener's continental drift (1912) was later explained by plate tectonics.
- Step 2: So the answer is: Alfred Wegener
- Answer: Alfred Wegener
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What drives the slow movement of tectonic plates? (ocean waves / convection currents in the mantle / the Moon's light / the wind) → convection currents in the mantlePrompt: Heat from the core makes the mantle rock move slowly.
- Two plates move apart at about 5 cm per year. How far apart will they move in 100 000 years, in kilometres? (1 km = 100 000 cm) → 5 kmPrompt: First find the distance in cm.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Plate tectonics: which statement is NOT true? (Tectonic plates move several metres every day. / Scientists cannot yet predict exactly when an earthquake will happen. / Plates move a few centimetres each year. / The Earth's crust is broken into large pieces called tectonic plates.) → Tectonic plates move several metres every day.Prompt: How fast do your fingernails grow? Plates move at about that speed.
- Two plates move apart at about 5 cm per year. How far apart will they move in 10 000 years, in kilometres? (1 km = 100 000 cm) → 0.5 kmPrompt: First find the distance in cm.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: The structure of the Earth.
- Use concrete materials: rock samples.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Types of plate boundary and the landforms they make; Measure earthquakes and reduce their risks.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.
Free lesson plan from eurekami.com/lesson-plan-builder