Lesson Plan 
Wrapping tectonics into one 
 

Summary 
1. Subject(s): plate tectonics, landforms, creations on flat vs. round earth 
2. Topic or Unit of Study: Math, Social Studies, Science, Art, Physical Education, and 
technology 
3. Grade/Level: 4th 
4. Objective: I can become a scientist and explore, draw, and support my observations to 
predict if the earth is round or flat and also to determine if the world used to be one 
landmass and if it will ever become one land mass again. 
5. Time Allotment: 5 -7 days. 

Standards 

ELA: 

Rl 4.1 ​Refer to details and examples in a text when explaining what the text says explicitly 
and when drawing inferences from the text.  

RI 4.2. Determine the main idea of a text and explain how it is supported by key details; 
summarize the text.  

RI 4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or 

technical text, including what happened and why, based on specific information in the 
text.  

Visual Arts:   

3.5.1 Discuss how ​subject matter​, ​symbols​, and ideas produce meanings in works of art.  

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Social Studies 

SS.4.2. ​Generate and answer supporting questions that help address compelling questions. 
 

SS.4.3. ​Analyze primary and secondary sources and use them to construct arguments about the 
past.  

SS.4.4. ​Analyze the sourcing and context of sources through corroboration and close reading.  

Science: 

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to
support an explanation for changes in a landscape over time.

Physical Education:  

1.5.1 Utilize locomotor and nonlocomotor movements in physical activities.   

1.5.4 Demonstrate safe practices while participating in physical activities.  

Writing:  

W.4.7 Conduct short research projects that build knowledge through investigation of
different aspects of a topic. (4-ESS1-1)
 
W.4.8 Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes and categorize information, and provide a list of
sources. (4-ESS1-1)
 
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research. (4-ESS1-1)
 

   

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Mathematics:

MP.2 Reason abstractly and quantitatively. (4-ESS1-1)

MP.4 Model with mathematics. (4-ESS1-1)

4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m,
cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a
two-column table. (4-ESS1-1)

Implementation 
Lesson Objective: 
Tectonics and how they affect the world. Introduction to the relationship between plate 
boundaries & earthquakes, volcanoes, and mountains. 
 

Students will explore to become familiar with the icons on the map then research a particular 
geographic area .Students will discover that earthquakes, volcanoes & mountains occur along 
plate boundaries & are caused by plate movement.  

 
Students will also be able to draw a conclusion as to whether the earth is flat or round and if the 
landform of the earth will become one huge landform again. 

Procedure review several websites: 

The Topography of Plate Tectonics in Google Earth
 

http://www.gearthblog.com/blog/archives/2014/03/topography-plate-tectonics- 
google-earth.html 

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Topography of Plate Tectonics 

https://maps.google.com/maps/ms?msid=202977755949863934429.0004f3064295 
40aff190e&msa=0&dg=feature 

NOAA: Touring the Ocean Bottom 

http://www.youtube.com/watch?v=vpyNtxPReaw&feature=youtu.be 

Earthguide Online Classroom, Scripps institution of Oceanography: Maps related 

to Plate Tectonics 
http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_map_plate_layers_bat h.html  

b. Direct Instruction 

As a group will will watch discovery education videos. Several videos will include, plates and 
tectonics, landforms, volcanoes and earthquakes, pangea, and Wegener 

Dok Questions: 

1. Describe a plate and at least 2 points of evidence for plate movement/Continental Drift. 
2. Why wasn’t Wegener's idea widely accepted?  
3. Why do you think Wegener couldn’t prove his hypothesis? 
4. What in the video proves Wegner didn’t have the technology?  
5. Describe the ocean floor near the edges of the continents. 
6. Do you think the continental shelf might make the “puzzle pieces” of the continents fit 
better or worse? 
7. What other evidence did you see in the video that Wegner didn’t have? 
8. Does anyone know how deep is the ocean compared to our highest mountains?  
9. How many volcanoes/ earthquakes were there? 
10. What is the relationship between your region & plate boundaries?  
11. Why do you think these earthquakes, volcanoes & mountains are happening?  

Students will do 3-4 DOK questions each day, so they are able to apply what they have learned 
during the field trip. Field trip is Day 4, Presentations and Conclusions Day 5 

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c. Guided Practice 

Students will use what they know and learned from previous ELA and science lessons about 
becoming scientist. Students will make a list of questions and observations based on their 
comprehension of the videos and websites. 

e. Independent Practice 

Students will begin there own research on plates, Pangea, Wegener, and Landforms to determine 
if they can support their findings and answer there questions with evidence. 

Students will also begin to explore answers to the DOK questions above using evidence, and 
web sites as supporting details. 

f. Closing 

At the end of 5-7 days, students must present their findings to the class.  

Differentiated Instruction 
This lesson will be great for all learners. I have included an aspect of every type of learning in the 
project based learning experience 

1. Students will be given a picture of the continents. The continents must be colored a 
different color and they must cut the continents and put them together to form a one big 
landmass. 
2. Students must become explorations of the landforms around them. Such as Red Rock, 
Hoover Damn, and nearby mountains to understand how landforms affect the 
environment and landscapes. 
3. Students will take a field trip to Red Rock to explore, climb, touch, feel and support 
various questions dealing with landforms and tectonic plates. This will also include 
physical education through hiking and exercise.  
4. Students will take a virtual field trip to hoover damn, and other places to support 
understanding of landforms and tectonic plates 
5. Students must draw the tectonic plates and label each layer. 

a. Visual Learners 
b. Auditory Learners 

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c. Kinesthetic Learners 
d. ESL Students 
e. At-risk Students 
f. Advanced Learners 

Materials & Resources 

a. Instructional Materials:  

1.Tectonic plates,  

2.Landform of Continents for each student 

3. Color pencils 

4. Scissors 

5. Long construction paper 

6. Ipads 

7. Walking/ hiking shoes for field trip 

8. Pencil 

9. Lined paper 

b. Resources: Internet, smartboard, computer  

Assessment =Exit ticket: 

- Why didn’t Wegner know all this? 

- What is the relationship between plate boundaries & earthquakes, volcanoes & mountains?  

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-How does these landforms relate to the world being one big landform 

-how does this support your idea of the world being flat or round? 

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