Plate Tectonics

and Rock Cycling:

Science Literacy

What causes Earth’s

surface to change?
Teacher Guide

Hawaii volcano
Iceland rift

GRADE 6 Core Knowledge Science®

Plate boundaries
This unit is a modified version of a unit that has earned the NGSS Design Badge.
The sole instructional modification is the addition of Core Knowledge Science
Literacy content. The modification has not been reviewed.
 Plate Tectonics and
Rock Cycling:
What causes Earth’s surface to change?
Teacher Guide
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 Plate Tectonics and Rock Cycling:
What causes Earth’s surface to change?
Table of Contents
Unit Introduction Lesson 7: What happens at mountains where we see
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 volcanic activity? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Unit Storyline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Lesson 8: What is occurring at locations where two plates are
Teacher Background Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . 11 moving away from each other?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Learning Plans Reading Collection 3: The Rocking Rock Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Reading: Science Literacy Routine, Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Lesson 9: What causes mountains to change? . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Lesson 1: What is causing Mt. Everest and other mountains to Lesson 10: Where were Africa and South America in the past?. . . . . . . . . . . . 244
move, grow, or shrink? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 11: Where were the other plates located in the distant past?. . . . . . . . 262
Lesson 2: H ow are earthquakes related to where mountains Reading Collection 4: The Mysteries of Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
are located? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Lesson 12: Where did mountains that aren’t at plate boundaries
Reading Collection 1: The Gorgeous Globe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 today, like the Applachians and Urals, come from?. . . . . . . . . . . . . 283
Lesson 3: How does what we find on and below Earth’s surface Lesson 13: What causes mountains to shrink in elevation?. . . . . . . . . . . . . . . . 304
compare in different places?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Lesson 14: How is there an exposed marine fossil on Mt. Everest?
Lesson 4: What is happening to Earth’s surface and the material And, what other remaining questions from our Driving
below it during an earthquake?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Question Board can we now answer? . . . . . . . . . . . . . . . . . . . . . . . . 324
Lesson 5: How does plate movement affect the land around Teacher Resources
mountains such as Mt. Everest?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Teacher Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
Reading Collection 2: A Historical Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Lesson-Specific Teacher Materials . . . . . . . . . . . . . . . . . . . . . . . . 350
Lesson 6: How could plate movement help us explain how Mt. Everest and Acknowledgments
other locations are changing in elevation?. . . . . . . . . . . . . . . . . . . . . 157

Plate Tectonics and Rock Cycling

Teacher Guide
Core Knowledge Science™ 6
BEFORE YOU BEGIN

MS-ESS2-2: Construct an explanation based on evidence for how geoscience

Before introducing the unit, please become fully acquainted with the processes have changed Earth’s surface at varying time and spatial scales.
program instructional model and classroom routines by reading the online
resource Teacher Handbook: Overview of the Core Knowledge Middle MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks,
School Science Program. continental shapes, and seafloor structures to provide evidence of the past
plate motions.
Online Use this link to download the CKSci Online Resources
Resources Guide for this unit, which includes specific links to: MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and
the flow of energy that drives this process.
• the unit’s comprehensive materials list
• a full unit pacing snapshot
• lesson guidance slides
• all other recommended resources.
www.coreknowledge.org/cksci-online-resources
Student Work All student handouts and exercise pages are included in
Pages the consumable Student Work Pages book so that there
is no need to print copies of these resources.

Student Books All student handouts and exercise pages are included in
the consumable Student Work Pages book so that there
is no need to print copies of these resources. Students
also will use the Student Procedure Guide and the
Science Literacy Student Reader throughout the unit.

UNIT OVERVIEW
What causes Earth’s surface to change?

Building Toward NGSS Performance Expectations

MS-ESS1-4: Construct a scientific explanation based on evidence from rock
strata for how the geologic time scale is used to organize Earth’s 4.6-billion-
year-old history.

UNIT OVERVIEW PLATE TECTONICS AND ROCK CYCLING | 1

 How students will engage with each of the phenomena

UNIT STORYLINE
HANDS-ON/ VIDEOS OR COMPUTER
What causes Earth’s surface to change? LAB ACTIVITIES IMAGES
DATA SETS READINGS
INTERACTIVES

Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 1 We read about how Mt. Everest is getting taller and moving
4 days yearly to the northeast. We analyze other mountain peaks
around the world and find that other mountains are also
What is causing getting taller, but others are shrinking. We develop an initial
Mt. Everest and model explaining how mountains grow, move, and shrink. We
other mountains brainstorm related phenomena, ask questions, and generate a
to move, grow, or list of data and information we need to better understand how
shrink? mountain peaks can grow, shrink, and move. We figure out:
Anchoring Phenomenon
• Some mountains move.
Mount Everest and other mountains
change in height and location. • Mountains can get taller.
• Mt. Everest is growing over time—new data shows.
• Mountains can also shrink.
Navigation to Next Lesson: We identified a variety of possible causes for growth and movement of mountains; one of the main ones were earthquakes.
. . . So are there patterns between where earthquakes are found and where mountains are located?
LESSON 2 We look at data sources from Ridgecrest, CA before and after
2 days an earthquake. We use Seismic Explorer to determine that
there seems to be a pattern with greater earthquake activity
How are at mountains that are increasing in elevation. We figure out:
earthquakes
related to where • The ground moves back and forth in an earthquake.
mountains are • Some parts of the surface crack open with a noticeable
located? difference in between the ground on either side of the
Investigation crack after an earthquake.
After an earthquake occurred in • Earthquakes exist on or near almost all mountain ranges.
Ridgecrest, California, a shift in the • There seems to be a correlation between when mountains
location and the elevation of the were highest or growing and where the earthquakes are
surface was observed. the largest or most frequent.
• While earthquakes seem to be correlated to changes in
elevation, we are uncertain what is occurring under the
surface, and what the land is like under the surface.

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 2

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
Navigation to Next Lesson: We think that earthquakes are correlated to mountain changes in location and elevation, but want to know what is
underground where earthquakes occur.
LESSON 3 After we figure out that earthquakes are correlated
2 days to mountain changes, we wonder what is happening
underground where earthquakes occur and what we will find
How does what we at and below the surface in different places around Earth.
find on and below We develop models and gather data from various media
Earth’s surface and investigations about the structure and composition of
compare in materials at and below the surface. We share observations
different places? and data and update our Progress Trackers. We figure out:
The properties of solid rock,
Investigation bedrock, change as we move deeper • Sediment and solid rock make up Earth’s surface.
underground due to increasing
• Solid rock, known as bedrock, is found on, near, or below
pressure and heat.
the surface of Earth.
• As we move deeper underground, rocks become
increasingly hotter and compressed.
• This can cause rocks to change state, and tend to more
readily move and shift.
• The rock deep below the ocean bottom is denser than the
rock deep below the continents.
Navigation to Next Lesson: We have considered how bedrock compares at different places on Earth, and now we are wondering what happens to that
bedrock when an earthquake occurs.

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 3

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 4 We develop a profile view model of Ridgecrest. We use a foam
2 days board to model the bedrock and determine the break in the
land must go all the way through the bedrock. We analyze the
What is happening area of the earthquake by making a cross section in Seismic
to Earth’s surface Explorer. We develop a profile model of North America. We
and the material determine that the big sections of Earth between long fault
below it during an lines are plates. We look at a world map for where there could
earthquake? be other plates on the map. We figure out:
Investigation
• Sections of bedrock in between the fault lines of cracks
from earthquakes are called plates.
Seismic Explorer by Concord • These cracks go down through the bedrock to where the
Consortium is licensed under CC BY 4.0. rock begins to creep and move.
Plates on Earth’s surface are • There are other plates in the world that can be found in
surrounded by long lines of fault between the lines of other long sections of fault lines.
lines. There are many plates that
• Models of the crust and mantle have scale limitations due
make up the surface of Earth.
to the size of the Earth and its layers.
Navigation to Next Lesson: If the North American plate is one solid plate and Mt. Mitchell is moving to the west 2 cm per year, then what is causing the
mountains to move? If when a plate moves and everything above it moves too, then can plates move a whole mountain?
LESSON 5 We look for patterns in GPS data to examine land
1 day movement around Mt. Mitchell, and use a physical model to
demonstrate that the entire North American plate moves at a
How does plate constant speed and in a specific direction. We further revise
movement affect a cross section model of the North American plate from the
the land around previous lesson to connect its movement to the behavior
mountains such as of the deeper, hotter bedrock. We use Seismic Explorer to
Mt. Everest? investigate the movement of all plates on Earth’s surface. We
Investigation, Putting figure out:
Pieces Together
• All plates are constantly moving in different directions and
at different speeds.
Seismic Explorer by Concord
Consortium is licensed under CC BY 4.0. • Plates move because they sit on top of deeper, warmer
rock layers which move, or creep.
Plates on Earth move at constant
• When creep occurs, mountains and all other features on
speeds and in specific directions.
the plate above also move.
Navigation to Next Lesson: All these plates are moving which helps us explain how mountains move, so how does this help us explain what happened
at Mt. Everest and other mountains that are seeming to grow? Or about mountains that are shrinking?

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 4

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 6 We use models of plates and plate movement to identify and
3 days describe in detail the results of plate interactions between
plates of similar or differing densities, and develop drawn
How could plate models to communicate our findings. We use the models
movement help we develop to help explain what might cause the elevation
us explain how changes and other changes we know about at Mt. Everest.
Mt. Everest and We consider how earthquakes could be a result of uneven
other locations plate movement. We celebrate how many questions we can
are changing in Seismic Explorer by Concord
Consortium is licensed under CC BY 4.0. now answer from the DQB. We figure out:
elevation?
When plates on Earth move, they can • When plates move towards each other, they collide and
Investigation, Putting
Pieces Together move together, move apart, or slide mountains can get taller.
past each other. Sometimes one plate • Plates can move next to each other in opposite directions.
goes under another and/or pushes • Plate boundaries or edges are rough, and so when they
another plate up. interact they can get stuck against each other or slip
against each other, which we can feel as earthquakes.
• Plate movements cause earthquakes.
• Plate movements can cause mountains to get taller.
Navigation to Next Lesson: We see that earthquakes and plates have an impact on mountain size and movement, but we also saw evidence of some
other potential causes that seemed to be occurring at places where these mountains were forming. We decide to revisit the cause board and see what other
potential causes might be impacting mountains related to plate movement.

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 5

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 7 In this lesson, we use map images to determine that most
1 day volcanoes occur along the boundary between oceanic
and continental plates. We observe and describe what
What happens at happens when a denser oceanic plate collides with a less
mountains where dense continental plate. We revisit our mountain cards from
we see volcanic Lesson 1, and read to figure out that volcanic eruptions
activity? can either add new earth material to existing landforms or
Seismic Explorer by Concord
Investigation
Consortium is licensed under CC BY 4.0. destroy them. We update our Potential Causes for Mountain
Movement Chart. We figure out:
Volcanoes occur where oceanic
plates collide with continental plates. • Volcanoes occur in lines where an oceanic plate collides
Volcanoes can either build up or with a continental plate.
destroy landforms when they erupt. • When an oceanic plate collides with a continental plate,
the oceanic plate moves under the continental plate.
• The oceanic plate heats up, causing the bedrock and
sediments to melt and the water in the sediments to boil.
• The melted earth materials and steam move upward
through openings called volcanoes in the continental plate.
• Volcanic eruptions can cause mountains to grow or shrink
in height.
Navigation to Next Lesson: We now know that volcanoes can occur where plates are colliding and as one goes under the other some of the magma
comes to the surface. What is happening where plates are moving apart?

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 6

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 8 We make claims about what could be occurring at the
2 days Mid-Atlantic Ridge. We collect evidence to determine if
the claims are supported or refuted by evidence. We use
What is occurring our knowledge of the ridge, volcanoes, and the presence
at locations where of magma to update our Potential Causes for Mountain
two plates are Movement chart. We figure out:
moving away from
each other? • Plates are moving apart along the Mid-Atlantic Ridge.
Investigation • Scientists call the place where two plates are moving
Steaming cracks in the ground can apart a ridge.
be found along the Mid-Atlantic • Magma from the mantle is pushing up from under the
Ridge in Iceland. plate, which can be seen in places like volcanoes and
fissures in Iceland and along ridges.
• New oceanic plate material is being formed at ridges.
• The pushing of magma on the plates causes the plates to
move, which causes changes to mountain elevation and
location over time.
Navigation to Next Lesson: We have updated our Potential Causes for Mountain Movement chart to reflect magma from the mantle as a mechanism
for plate movement, and think we can now explain the causal chain of events that can lead to a change to mountain elevation and a change in location
over time.
LESSON 9 We revisit our Potential Causes for Mountain Movement
1 day chart to take stock of what we have figured out. We revise
this chart to capture the causal chain of events that need to
What causes occur for a mountain to move or grow. We revisit the DQB to
mountains to see what questions we can answer and we make predictions
change? about what we think the Andes Mountains and the Mid-
Putting Pieces Together
Seismic Explorer by Concord Atlantic Ridge will look like in the future and what it looked
Consortium is licensed under CC BY 4.0. like in the past. We figure out:

Mountains change due to plates • Plates move because the magma underneath them is
moving caused by magma moving. moving.
• Plate movement causes changes to mountains.
Navigation to Next Lesson: Now that we know what causes mountains to grow and form, we wonder if the mountains we have been investigating
(and the plates they are connected to) have always been where they are today, or were they in very different places and at very different heights in the very
distant past.

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 7

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
LESSON 10 We use math to determine that Africa and South America
1 day could have been together 146 million years ago and reason
out data from this time period will be found underground.
Where were We look for patterns in mapped data across the continents
Africa and South from this period. We then complete an exit ticket to make a
America in the claim about the two plates touching. We figure out:
past?
• Oceanic plates that were created over time were not
Investigation
always in existence.
• Average rates of plate movement and plate direction can
be used to determine where plates were once located.
• Small changes to the distance between continents can
add up to larger visible changes seen from a larger scale.
• Older rock and associated fossils can be found under
The distance between continents has younger rock and fossils.
been increasing over time. • To support that two land masses were once together,
patterns in data across the two land masses need to be
similar or the same.
• Data from rock strata, fossils, and other changes in land
supports that the African and South American continents
were once together at the Mid-Atlantic Ridge.
Navigation to Next Lesson: Though we determined that Africa and South America were once together in the distant past (millions of years ago), we are
now wondering if other continents (and the plates they are connected to) used to be located in different places on Earth as well in the distant past.
LESSON 11 We use multiple types of data from models of all the land
2 days masses as evidence to develop a flat map model that
predicts where the land masses used to be located relative to
Where were the each other millions of years ago. We identify and discuss the
other plates strengths and weaknesses of the evidence supporting our
located in the model. We diagram our model and the data that supports it,
distant past? and articulate our reasoning to explain the positions of the
Investigation, Putting land masses millions of years ago that are predicted by the
Pieces Together
model. We figure out:
Continental plates have moved over • All major land masses were once touching, forming a
the surface of the spherical Earth over part of a large single landmass that existed hundreds of
many millions of years, resulting in millions of years ago.
their current locations on the globe. • Multiple sources of data are necessary to determine where
plates were located in the past.

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 8

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
Navigation to Next Lesson: We are wondering where mountains that aren’t at plate boundaries today, like the Applachians and Urals, come from?
LESSON 12 We use map images and data to compare the mountain
1 day sites we are studying. We remember that the Appalachians
are decreasing in elevation, while the Urals are neither
Where did increasing nor decreasing. We know that colliding plates
mountains that cause mountains to form and increase in elevation, but
aren’t at plate the Appalachians and the Urals are not located near plate
boundaries boundaries. We use evidence from an online simulation to
today, like the construct an explanation for how and when the Applachians
The Appalachian Mountains are
Appalachians and and the Urals were formed. We figure out:
decreasing in elevation, and the Ural
Urals, come from?
Mountains are neither increasing nor • The Appalachian Mountains, first formed 470 million
Putting Pieces Together,
Problematizing decreasing in elevation. years ago, and the Ural Mountains, formed more than 300
million years ago, were both created in the same way that
other mountains were formed—through plate collisions.
• Plate interactions cannot explain why the Appalachians
are decreasing in elevation or why the Ural Mountains are
neither increasing or decreasing in elevation.
Navigation to Next Lesson: Though we figure out when the Applachians and the Urals were formed, this still doesn’t explain why there would be
decreases in height occurring at Mr. Mitchell (in the Appalachians) if there is no plate boundary there now, and why we don’t see similar decreases in height
in a different mountain range where there is no current plate boundary now (the Urals).
LESSON 13 After recalling what we already know about erosion and
1 day weathering, we read about erosion rates and how scientists
use these rates to determine how erosion is changing the
What causes surface. Then, using both the erosion rates and uplift rates
mountains for Mt. Everest and Mt. Mitchell, we develop a representation
to shrink in of each model and how these two processes are affecting
elevation? them. We determine that when erosion rates are higher than
Problematizing uplift rates, like at Mt. Mitchell, a mountain will shrink in
elevation. We figure out:
Scientists can measure both the rate
of uplift and the rate of erosion at • The relationship between the erosion rates above the
different mountain sites. surface and the uplift rates below the surface determine
the elevation above sea level.
• Erosion rates greater than uplift rates result in decreases
in elevation, erosion rates less than uplift rates result in
increases in elevation, and erosion rates equal to uplift
rates result in no elevation change.

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 9

 Lesson Question Phenomena or Design Problem What we do and figure out How we represent it
Navigation to Next Lesson: Now that we know that there are processes above Earth’s surface, as well as processes below the surface that affect how
Earth’s surface changes, we want to see if we can use both of these sets of processes to explain one of the lingering questions from Lesson 1 (a marine fossil
on the top of Mt. Everest), as well as any lingering questions on our Driving Question Board.

LESSON 14 We revisit our Driving Question Board and determine what

2 days questions we have made progress on. We explain our related
phenomena. We revisit our mountain cards to determine
How is there that we still need to explain the presence of marine fossils
an exposed on mountains. We gather evidence to help support what is
marine fossil occuring for marine fossils to end up on mountains and take
on Mt. Everest? an assessment. We then revisit our Driving Question Board
And, what other and answer our unit question. We figure out that:
remaining
questions from Ancient marine fossils can be found • Plate movement has caused uplift to occur at mountains,
our Driving at the top of many mountains. pushing up rocks that used to exist on ancient seafloors.
Question Board • Over time, marine fossils from the ancient seafloor are
can we now exposed due to erosional processes.
answer? • Erosional processes will always be occurring and will
Putting Pieces Together continue into the distant future.

Navigation to Next Lesson: There is no next lesson.

LESSONS 1-14
26 days total

UNIT STORYLINE PLATE TECTONICS AND ROCK CYCLING | 10

TEACHER BACKGROUND KNOWLEDGE 3. Follow your Teacher Guide for instructions on disposing of waste materials
and/or storage of materials.
4. Secure loose clothing, remove loose jewelry, wear closed-toe shoes, and
Lab Safety Requirements for Science Investigations tie back long hair.
It is important to adopt and follow appropriate safety practices within the 5. Wash your hands with soap and water immediately after completing this
context of hands-on investigations and demonstration, whether this is in activity.
a traditional science laboratory or in the field. In this way, teachers need to
6. Never eat any food items used in a lab activity.
be aware of any school or district safety policies, legal safety standards, and
better professional practices that are applicable to hands-on science activities 7. Never taste any substance or chemical in the lab.
being undertaken.
 Specific safety precautions are called out within the lesson using this
Science safety practices in laboratories or classrooms require engineering icon and a callout box.
controls and personal protective equipment (e.g., wearing safety goggles,
non-latex aprons and gloves, eyewash/shower station, fume hood, and fire What is the anchoring phenomenon and why was it chosen?
extinguishers). Science investigations should always be directly supervised
For the anchoring phenomenon, students read text about how Mt. Everest
by qualified adults, and safety procedures should be reviewed annually
has increased in elevation over time and analyze data cards about 5 other
prior to initiating any hands-on activities or demonstration. Prior to each
mountains around the world looking for evidence of other mountains
investigation, students should also be reminded specifically of the safety
changing as well. This phenomenon around the tallest mountain changing
procedures that need to be followed. Each of the lessons within the units
in height is confounding and supports students in beginning to think about
includes teacher guidelines for applicable safety procedures for setting
how other places on Earth’s surface might be changing as well.
up and running an investigation, as well as taking down, disposing of, and
storing materials. Each unit’s anchoring phenomenon is chosen from a group of possible
phenomena after analyzing student interest survey results and consulting
Prior to the first science investigation of the year, a safety acknowledgement
with several external advisory panels. The Mt. Everest and other mountain
form for students and parents or guardians should be provided and signed.
cases analyzed in this unit were chosen for the following reasons:
You can access a model safety acknowledgement form for middle school
activities at the following location: (See the Online Resources Guide for a • Mt. Everest, as the tallest mountain above sea level, is familiar to students
link to this item. www.coreknowledge.org/cksci-online-resources) and surprising to read that a mountain can change in height. In addition,
the most recent height was determined when scientists from Nepal and
Disclaimer: The safety precautions of each activity are based in part on
China agreed to share data for more accuracy. This was added to the initial
use of the specifically recommended materials and instructions, legal
article students read to support the Nature of Science ideas that more data
safety standards, and better professional safety practices. Be aware that
leads to more accuracy.
the selection of alternative materials or procedures for these activities may
jeopardize the level of safety and therefore is at the user’s own risk. • Students’ experience with mountains changing over time is mostly limited
so a set of 5 other mountain cases are also part of the anchoring lesson to
Please follow these lab safety recommendations for any lesson provide students with additional information about whether mountains
with an investigation: change. The addition of these data cards helps students begin making
connections to changes in the land around the places they live and visit.
1. Wear safety goggles (specifically, indirectly vented chemical splash
goggles), a non-latex apron, and non-latex gloves during the set-up, What are the NGSS Dimensions developed in this context?
hands-on investigation, and take down segments of the activity. This unit is guided by two big ideas: (1) processes that build up and (2)
2. Immediately wipe up any spilled water and/or granules on the floor, as processes that wear down Earth’s surface. The design of this unit is around
this is a slip and fall hazard. the idea that Earth’s outer layer, the crust, is constantly changing. It is shaped

TEACHER BACKGROUND KNOWLEDGE PLATE TECTONICS AND ROCK CYCLING | 11

by internal and external processes working from below and above to both and landform patterns. These sources of evidence are used to understand
build up and wear down Earth’s surface over long periods of time. The unit the different directions the plates are moving and what happens when these
includes plate movement due to the magma, which is one causal mechanism plates interact. Students find out that the crust gets gradually hotter with
behind why the plates move in different directions, colliding and spreading depth and investigate characteristic changes to Earth materials at higher
away from one another. It also includes processes from above, such as rates temperatures through a rock investigation lab. As they build a causal chain
of weathering and erosion, that break down rock and landscapes over time. of the processes occurring that are related to or causes of the surface of
Fossil records, land mass data, and rock strata are used by students to better Earth changing, they connect to previous ideas about how temperature can
understand the changes to Earth’s surface over time, the spatial and temporal indicate the flow of energy. Using this information, they develop models to
scales of these changes. explain colliding plates and plates that spread apart. Students also explain
In the anchoring lesson, students read a headline claiming that Mt. Everest that plate movement is one of the causes of changes to Earth’s surface. By
has grown taller, leading to questions about how a mountain can grow. the end of this lesson set, students have put together key ideas for causes of
Students read an article explaining how scientists from both Nepal and change over time to the surface of Earth in the current day.
China collaborated to share GPS data and survey data to find accurate In the second lesson students apply what they have figured out in the first
measurements of Mt. Everest and determine Mt. Everest is taller than the last lesson to develop a model of what Earth might have looked like in the past.
time it was measured. Students also read that between the first documented They analyze and interpret multiple data sets including past mountain
measurement of Mt. Everest about 165 years ago, the mountain is 30 feet locations, past glaciers, past coral reefs, fossil and rock strata. Students use
taller and that, in addition to growing in elevation, Mt. Everest moves plate movement data they figured out in the first lesson set, along with these
towards the NE about 4cm/year. Students wonder if other mountains are sets of data to develop a model of where the continents could have been
also changing in similar ways. Students then analyze five other mountains in the past based on data across the multiple data sets. At this point in the
found around the world and find that there are other mountains changing unit, students can explain what causes mountains to move and increase in
in elevation and in location. This makes students wonder what could elevation, but they still wonder about what causes a mountain to decrease in
cause a mountain to change. Students share related phenomena we have elevation. Students use their prior knowledge from elementary school around
experienced or heard/read about and what they think causes their related erosion and weathering and an informational text to figure out that erosion
phenomena to change as well. can affect the height of the land in different areas. Students read about how
The first lesson set uses this anchor to establish that there are multiple scientists measure erosion of an area by different processes, like river flow
potential causes that could be leading to these mountains (and eventually and glacier movement, and put these pieces of data together to calculate
the land beyond the mountains) to change. Through careful investigations an erosion rate for an area. Using this, along with uplift rates (or how much
driven by the ideas for potential causes, students establish that Earth’s crust an area is being pushed up from plate movement) students figure out that
is not one solid piece of rock, but actually made up of plates—thick slabs if erosion rates are higher than uplift rates, an area will decrease in elevation
of the crust (sediment on top and bedrock below)—that move in different over time. The unit culminates with students using the key ideas of these
directions. Students use a data visualization tool (Seismic Explorer), maps, forces (erosion and plate movement) to explain how a marine fossil from
informational texts and two hands-on investigations to identify earthquake hundreds of millions of years ago could be exposed at a mountain top.

TEACHER BACKGROUND KNOWLEDGE PLATE TECTONICS AND ROCK CYCLING | 12

 This unit builds toward these performance expectations:
MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-
old history.
MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past
plate motions.
Focal Disciplinary Core Ideas Focal Science and Focal Crosscutting Concepts
Engineering Practices
ESS1.C: The History of Planet Earth Developing and Using Cause and Effect: This unit
The geologic time scale interpreted from rock strata provides a way to organize Models: Students develop, follows a thread of causal and
Earth’s history. Analysis of rock strata and the fossil record provide only relative revise, and use models correlational relationships in
dates, not an absolute scale. Students will engage in an analysis of layers to multiple times over the connection with mountain
determine that older material is below younger material. Students, using mathematical course of the unit to explain change. Students begin the
reasoning, determine the time period from which we should gather data, and analyze the causal relationship unit by brainstorming potential
rock strata and fossil data to determine the location of past continents from the between plate movement, causes of mountain movement,
specified time period. erosion forces and changes to such as earthquakes, volcanoes,
the surface of Earth. Student erosion, etc. Then through
ESS2.A: Earth’s Materials and Systems models become more the unit they investigate how
• All Earth processes are the result of energy flowing and matter cycling within sophisticated over the course each of these processes happens
and among the planet’s systems. This energy is derived from the sun and of the unit as they continue to and the effect they have on
Earth’s hot interior. The energy that flows and matter that cycles produce collect evidence supporting Earth.
chemical and physical changes in Earth’s materials and living organisms. causal changes to Earth. Scale, Proportion, and
Students determine that the energy derived from the sun is the main driver of Using Mathematical and Quantity: Through the unit,
erosional forces above the surface of Earth, and the magma is moving due to the Computational Thinking: students routinely work with
energy derived from Earth’s hot interior. These processes cause changes to Earth’s Students engage with scales that are too small or large
materials (above and below the surface). mathematical reasoning as to be observed in our given
• The planet’s systems interact over scales that range from microscopic to they grapple with what Earth space and over our lifetimes.
global in size, and they operate over fractions of a second to billions of years. looked like in the past. Using Students consider how plate
These interactions have shaped Earth’s history and will determine its future. rate of plate movement, movement happens very slowly,
Students analyze plate interactions from large spatial and temporal scales and students determine where but over the course of millions
compare them to annual rates of plate movement and erosional forces to determine the continents could of years, large plates can move
that the processes of mountain creation and destruction occur over millions of have been in the past. great distances and at scales that
years. Students use the understanding that these interactions have happened in the Students also work with can be seen globally. Students
past and will continue to do so in the future to explain why a marine fossil found on representations of very large also learn how erosion happens
Mt. Everest will not always be there. Students also learn about the causes and why data sets through computer very slowly and at a small scale,
earthquakes are such sudden events, and about how small erosional rates can add interactives and mapped but can make larger changes
up over thousands to millions of years. representations. over geologic time.
TEACHER BACKGROUND KNOWLEDGE PLATE TECTONICS AND ROCK CYCLING | 13
 Focal Disciplinary Core Ideas Focal Science and Focal Crosscutting Concepts
Engineering Practices
ESS2.C: The Roles of Water in Earth’s Surface Processes Constructing Explanations Stability and Change:
Water’s movements—both on the land and underground—cause weathering and Designing Solutions: Throughout the unit, students
and erosion, which change the land’s surface features and create underground As students carry out often consider the small
formations. Students learn about erosional rates on mountains and develop an investigations and analyze changes that occur to Earth’s
understanding that the movement of water and wind cause weathering and erosion. data to collect evidence, they surface yearly (such as the
These forces add up over time to change the land’s surface and can decrease the size construct explanations at plate movement rate, or rates
of mountains that are experiencing uplift at a lower rate than erosion. Erosion can also pivotal places in the unit to of erosion versus uplift) to
cause changes like the rounding out or wearing down of surfaces over time. explain causal relationships determine that while we cannot
between changes to Earth’s see these changes from day to
ESS1.C: The History of Planet Earth surface and processes being day, we can see these changes
Tectonic processes continually generate new ocean seafloor at ridges and investigated. Initially students over larger temporal and spatial
destroy old seafloor at trenches. (HS.ESS1.C GBE) (secondary) Students analyze are constructing explanations scales. Students also study
data from the Mid-Atlantic Ridge and plate movement data to determine that the about relationships between earthquakes to determine that
seafloor and Atlantic Ocean is getting wider in that location. Students generalize this earthquakes and mountains they are sudden events that are
out to determine that over time, as plates move away from each other, new seafloor changing. Then they the result of gradual changes
is created at ridges. Students analyze interactions at the Andes and determine that construct an explanation that add up over time.
seafloor is also destroyed over time as plates move together. This occurs at all of our about plates moving, and The unit also includes
trenches. earthquakes and mountains opportunities to practice
moving. Eventually, at the using Patterns.
ESS2.B: Plate Tectonics and Large-Scale System Interactions
end of the unit students
Maps of ancient land and water patterns, based on investigations of rocks and can explain the relationship
fossils, make clear how Earth’s plates have moved great distances, collided, and between processes above
spread apart. Students speculate that Africa and South America were once touching. and below the surface and
They use data from their mathematically derived time period of when they might how they shape Earth.
have been touching to explain that there are patterns across continents based upon
rocks, fossil, land, and water patterns from before 146 million years ago. Students then
wonder if all plates were once in different places, and use the data listed to determine
that Earth’s land masses have moved great distances, collided, and spread apart.

“Disciplinary Core Ideas” are reproduced verbatim from A Framework for K-12 How is the unit structured?
Science Education: Practices, Crosscutting Concepts, and Core Ideas. National
The unit is organized into two main lesson sets, each of which help make
Research Council; Division of Behavioral and Social Sciences and Education;
progress on a sub-question related to the driving question for the entire
Board on Science Education; Committee on a Conceptual Framework for New
unit. Lessons 1-9 focus on developing science ideas behind what causes a
K-12 Science Education Standards. National Academies Press, Washington,
mountain to grow and/or move. Lessons 10-13 transition to focusing on what
DC. This material may be reproduced and used by other parties with this
can cause other mountains to change elevation and location. In Lesson 14,
attribution. If the original material is altered in any way, the attribution must
students apply what they have figured out about how Earth’s surface changes
state that the material is adapted from the original.
to explain how a fossil can be found on a mountain top.

TEACHER BACKGROUND KNOWLEDGE PLATE TECTONICS AND ROCK CYCLING | 14

Driving question: What causes Earth’s surface to change? Additionally, another prior unit, Unit 6.2: How can containers keep stuff from
warming up or cooling down? (Cup Design Unit), can provide science ideas for
Lesson Set 1: What causes Lesson Set 2: What can cause students as they investigate how energy transfers between materials and how
mountains to grow and move? other changes to mountain this transfer of energy results in movement. This means ideas about energy
and energy transfer developed in that unit can be leveraged in Lessons 8 and
elevation and location?
13 of this unit.
Lesson 1 Lessons 2–9 Lessons 10–12 Lessons 13–14
The unit develops or expands students’ understanding of energy flows
Students read Students Students figure Students and matter cycling within Earth’s systems with an emphasis on time and
an article investigate out where investigate spatial scales. The emphasized Grade 6-8 DCI elements are listed within a
about scientists what could continents could erosion rates and progression of learning across grade bands:
discovering that cause a have been and figure out that
Mt. Everest has mountain what mountains the elevation of What additional ideas will my students have or know from
increased in to form by looked like in different parts
earlier grades or units?
elevation. Then figuring out the past. of the Earth
they analyze data more about is affected by History of Planet Earth: Students will bring in ideas about events that can
about different Earth’s surface both erosion cause changes to Earth quickly and over longer periods of time. They will also
mountains around and what is and uplift rates. know that rock layers and the location of fossils found in these layers can be
the world and below the When erosion used to determine when the different organisms were alive on Earth, with
find others are surface. rates are higher the fossils that are found further down being older than the fossils found
also growing and than uplift rates, closer to the surface. In this unit, students will use these ideas to argue where
moving. mountains can continents could have been in the past using fossil data and rock layer data.
shrink. Students Earth’s Materials and Systems: In prior grades students will have figured out
apply what they that wind and water can change how the land looks. They will also have ideas
have figured out about the processes that erode and weather the land. In this unit students
about how Earth’s will explain why some mountains are shrinking in elevation while others are
surface changes increasing in elevation using the competing forces of erosion rate and uplift
to explain how a rate data.
fossil can be found
exposed at the top Plate Tectonics and Large-Scale Systems Interactions: Students will
of Mt. Everest. have had prior experience in early grades with different types of maps and
what they represent. In intermediate grades, using maps, they will figure
out that different land structures happen in patterns such as earthquakes
Where does this unit fall within the Scope and Sequence?
and mountains. They will also determine that most earthquakes and
This unit is designed to be taught just after Storms Unit in the Scope and volcanoes often happen at the intersection of the continents and oceans.
Sequence. As such, it can leverage ideas about earth system processes that In this unit, students use what they have figured out about these patterns
cause motion above Earth’s surface. Students can bring forward ideas about as they investigate whether an earthquake could be related to Mt. Everest’s
air temperatures and precipitation patterns from Storms Unit to bolster their increasing in elevation.
final projects for the unit. The focal DCIs center over changes across large
spatial and temporal scales and focus on changes that are seemingly small What are some common ideas that students might have?
but add up over geologic time, such as the movement of plates over millions
Students will be challenged in this unit to think about processes that occur
of years and erosion and uplift rates creating the increases and decreases to
on very long time scales and also at very large spatial scales. This will likely
mountain elevation that can only be seen from a distance over large timescales.

TEACHER BACKGROUND KNOWLEDGE PLATE TECTONICS AND ROCK CYCLING | 15

be the first time they have thought about Earth system processes happening can figure out what happens to solid rock that gets heated to very high
on spatial and temporal scales this large. Students will likely bring with them temperatures under the surface of Earth.
some knowledge of different geological time periods (e.g., Triassic and Jurassic • If taught before Storms Unit, students will not have developed ideas about
time = time of the dinosaurs), but it is really not important for them to know density in relation to energy being absorbed by particles and then being
the different names and time periods on a geological time scale. This unit transferred between particles. Again prior to lesson 8, students will need
challenges students to think conceptually about how long these processes some experience with what it means at a particle level when one section of
take to occur, but they will not be asked to identify or name time periods. material is denser or less dense than another section of material.
To represent these spatial scale ideas, students will transition between top-
down perspectives and cross-section perspectives to represent movement What mathematics is required to fully access the unit’s learning
of magma and the plates of Earth’s crust. Some students may readily come experiences?
to class with a cross-section perspective, but likely many students will need This unit exposes students to movement data using different measurements
guidance on drawing cross-sections, at least initially. and time scales, and, importantly, the movement of two objects in
Many students may come to the unit with some ideas about “plates” and relationship to one another. Students wrestle with GPS movement data in
“plate tectonics.” It is common for students to think that the continents are different directions and also visualizing the depth and breadth of earthquake
the plates and they “float” around slowly in the ocean. This unit purposely patterns using a visualization tool. Prerequisite math concepts that may be
uses a global relief map with ocean floor topography (called bathymetry) to helpful include:
help students visualize that the bottom of the ocean is part of Earth’s crust • CCSS.Math.Content.4.MD.A.1 Know relative sizes of measurement units
too, as the ocean has “plates” that move as well, and many plates include within one system of units including km, m, cm; kg, g; lb, oz; l, ml; hr, min,
parts of continents and parts of ocean floors. Students may also believe that sec. Within a single system of measurement, express measurements in a
plates are made of only one kind of crust, such as oceanic crust or continental larger unit in terms of a smaller unit. Record measurement equivalents in a
crust, when in reality many of the plates have a combination of both. Because two-column table.
of that, this unit defaults to the term land masses when talking about places
that have a combination of crustal types. • CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard
measurement units within a given measurement system (e.g., convert 5
Finally, many students may come to the unit thinking the inside of Earth is cm to 0.05 m), and use these conversions in solving multi-step, real world
liquid lava. This is because all the images they see of hot stuff coming out of problems.
Earth is liquified rock, in the form of lava. In actuality, the mantle is made of
• CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to
molten rock (magma) that is more solid than liquid, but it behaves as a very
thousandths.
thick semi-solid, similar to putty.
• CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round
How will I need to modify the unit if taught out of sequence? decimals to any place.

This is the fourth unit in 6th grade in the Scope and Sequence. Given this • CCSS.Math.Content.6.RP.A.2 Understand the concept of a unit rate a/b
placement, several modifications would need to be made if teaching this unit associated with a ratio a:b with b ≠ 0, and use rate language in the context
earlier or later in the middle school curriculum. These include: of a ratio relationship.
It is important to note that this unit is reinforcing some elementary
• If taught before Cup Design Unit, students will not have developed ideas
mathematics standards in a new context and using scales at which students
about thermal energy being transferred between particles and that
may have not considered before; thus, we anticipate that while some of the
particles of a material at a higher temperature transfer energy faster than
mathematics in this unit is aligned to upper elementary math development,
particles of a material at a lower temperature. This idea is built on in the
it may be a new challenging context for students to apply the mathematics
next unit, Storms Unit. Prior to lesson 8, students will need support in
ideas.
visualizing what is occurring to particles as temperature changes so they

TEACHER BACKGROUND KNOWLEDGE PLATE TECTONICS AND ROCK CYCLING | 16

What additional strategies are available to support equitable ideas, and 4) specific strategies to supporting emerging multilingual students
science learning in this unit? in science classrooms.

The units are designed to promote equitable access to high-quality science Many of these strategies are discussed in the teacher guides in sidebar callout
learning experiences for all students. Each unit includes strategies which are boxes titled “Attending to Equity” and subheadings such as “Supporting
integrated throughout the routines and are intended to increase relevance Emerging Multilingual Learners” or “Supporting Universal Design for
and provide access to science learning for all students. The units support Learning.” Other callout boxes with strategies are found as “Additional
these equity goals through several specific strategies such as: 1) integrating Guidance,” “Alternate Activity,” and “Key Ideas” and various discussion
Universal Design for Learning (UDL) Principles during the unit design process callouts. Finally, each unit includes the development of a Word Wall as part of
to reduce potential barriers and provide more accessible ways in which students’ routines to “earning” or “encountering” scientific language.
students can engage in learning experiences; 2) developing and supporting For more information about each of these different strategies with example
classroom norms that provide a safe learning culture, 3) supporting classroom artifacts, please see the Teacher Handbook.
discourse to promote students in developing, sharing, and revising their

TEACHER BACKGROUND KNOWLEDGE PLATE TECTONICS AND ROCK CYCLING | 17

GUIDANCE FOR DEVELOPING YOUR WORD WALL

This unit refers to two categories of academic language (i.e., vocabulary). Most the posted meaning of the word, students “own” the word—it honors their
often in this unit, students will have experiences with and discussions about use of language and connects their specific experiences to the vocabulary
science ideas before they know the specific vocabulary word that names that of science beyond their classroom. It is especially important for emergent
idea. After students have developed a deep understanding of a science idea multilingual students to have a reference for this important vocabulary, which
through these experiences, and sometimes because they are looking for a includes an accessible definition and visual support.
more efficient way to express that idea, they have “earned” that word and can Sometimes creating Word Wall cards in the moment is a challenge. The
add the specific term to the class Word Wall. These “words we earn” should teacher guide provides a suggested definition for each term to support
be recorded on the Word Wall using the students’ own definition whenever you in helping your class develop a student-friendly definition that is also
possible. On the other hand, “words we encounter” are “given” to students scientifically accurate. If you keep one Word Wall in your classroom for several
in the course of a reading, video, or other activity, often with a definition sections of students, you might choose to record each class’s definition
clearly stated in the text. Sometimes, words we encounter are helpful just in separately, and then propose an “official” definition to post the next day that
that lesson and need not be recorded on the Word Wall. However, if a word captures the collected meaning.
we encounter will be frequently referred to throughout the unit, it should
be added to the Word Wall. As such, the Word Wall becomes an ongoing The words we earn and words we encounter in this unit are listed in this
collection of words we will continue to use, including all the words we earn in document and in each lesson to help prepare and to avoid introducing a word
the unit and possibly a few key words we encounter. before students have earned it. They are not intended as a vocabulary list for
students to study before a lesson, as that would undermine the authentic
It is best for students if you create cards for the Word Wall in the moment, and lasting connection students can make with these words when they are
using definitions and pictorial representations that the class develops allowed to experience them first as ideas they’re trying to figure out.
together as they discuss their experiences in the lesson. When they co-create

Lesson Words we earn Words we encounter Words from previous unit

L1 magnitude, earthquake
L2 earthquake depth, epicenter, causation, correlation
L3 magma, (ore) deposits sediment, bedrock, sedimentary
L4 crust, mantle, plate
L5
L6 oceanic, continental
L7 volcano, lava, destructive, constructive
L8 density
L9
L10
L11
L12
L13 erosion rate, uplift rate
L14
Guidance for Developing Your Word Wall PLATE TECTONICS AND ROCK CYCLING | 18
TEACHING SCIENCE LITERACY students with short reading selections in a variety of styles, all related to the
unit in which students are engaged. Each reading selection is accompanied
How does the Core Knowledge Science Literacy routine by a brief but thoughtful writing exercise.
integrate with the unit investigations? The subject matter of the reading selections ties back to the unit, but the
timing for the assigned readings is such that students do not read about
The Core Knowledge Science Literacy Student Reader and the weekly Science
specific facets of the subject before they have completed the lessons to
Literacy routine layer varied reading opportunities into the science unit. In
investigate that content. In other words, the reading enhances and reinforces
their lives after graduating from high school, most students will not become
the knowledge that students have built in previous lessons; the reading does
scientists. They will no longer routinely participate in guided investigations to
not reveal beforehand the key takeaways that students are intended to learn
figure out how phenomena work. They will, however, read text about science
through lesson interactions.
and scientific claims, day in and day out. The ability to learn and think about
science through reading is a skill unto itself and is important in tandem with When is it done within a unit?
investigative learning. It is natural to primarily associate emerging literacy with
reading and writing instruction at the elementary level, but middle school is The Core Knowledge Science Literacy Student Reader includes one reading
an important time to hone literacy skills—specifically in science in the era of collection per week for every week of the unit. A week’s reading collection
politicization of science topics, polarization among adults, and proliferation of relates to the lessons completed in the previous week. The reading is assigned
misinformation on social media. Detection and construction of well-reasoned at the beginning of the week with the accompanying writing exercise due at
explanations are important not just in science, but throughout everyday life. the end of the week.
Using claims and evidence in reasoning is the way that thoughtful people The reading and writing exercises are designed to be completed by students
think about things, and writing is thinking in print. Students become voters independently, with brief, supporting, teacher-facilitated discussions at the
as they emerge from high school, so it is important that they acquire skills for beginning, midpoint, and end of the week.
detection of faulty information and practice legitimate communication about
scientific issues in the years leading up to that civic benchmark. How do students typically represent their thinking as part of
Throughout the course of the unit’s investigative lessons, students write the routine?
in their science notebooks in some fashion almost daily, and significant Students generate a written product associated with each reading selection.
emphasis is placed on the speaking and listening communication threads The products are varied in form, and include graphic organizers, concept
of the CCSS. The instructional design of the investigations is deliberately maps, cartoons, memes, infographics, storyboards, outlines, and paragraphs.
light on having students access disciplinary core content through text. NGSS The complexity of the products increases from week to week, with the
emphasis is on students investigating phenomena along the storyline, so final product for the unit being a single, thoughtfully reasoned, and well-
students’ interaction with text within lessons is minimal and in service to the constructed paragraph.
unit’s storyline. The Science Literacy routine is integrated to exercise students’
ability to interact with text about science topics. The routine presents

Teaching Science Literacy PLATE TECTONICS AND ROCK CYCLING | 19

SCIENCE LITERACY: PREFACE Standards and Dimensions
NGSS

Put Yourself in This Scene Disciplinary Core Ideas ESS2.A: Earth Materials
and Systems The planet’s systems interact over
scales that range from microscopic to global in size,
and they operate over fractions of a second to billions
of years. These interactions have shaped Earth’s
Literacy Objectives Instructional Resources
history and will determine its future. (MS-ESS2-2);
✓✓ Initiate thinking about the need to evaluate Student Reader Science Literacy Student ESS2.C: The Roles of Water in Earth’s Surface
information in text and images. Reader, Preface Processes Water’s movements—both on the
“Put Yourself in This Scene” land and underground—cause weathering and
Literacy Activities erosion, which change the land’s surface features
Preface
and create underground formations. (MS-ESS2-2)
• Read a brief scenario to pique interest, launch No Prerequisite Investigations Science and Engineering Practices: Asking
discussion, and begin to frame expectations. Questions and Defining Problems; Engaging in
The reading of the Preface is appropriate during Argument from Evidence
the first week of unit instruction. The reading Crosscutting Concept: Scale, Proportion, and
does not preemptively tell students facts Quantity
about the topic that they are intended to learn
throughout the course of their investigations. CCSS
English Language Arts
RST.6-8.6: Analyze the author’s purpose in
providing an explanation, describing a procedure, or
discussing an experiment in a text.
RST.6-8.8: Distinguish among facts, reasoned
judgment based on research findings, and
speculation in a text.

Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts in this
repeatedly to these terms. No Core Vocabulary exercise. Students will benefit from your modeling
terms are highlighted in the Preface. the use of these words without the expectation that
students will use or explain the words themselves.
fracking science literacy

SCIENCE LITERACY: PREFACE PLATE TECTONICS AND ROCK CYCLING | 20

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the Science Literacy
Student Reader.
• Friday: Set aside time at the end of the week to facilitate a brief discussion about the reading.
You’ll proceed with the in-class lesson investigations during this week.

2. Preview the assignment and set expectations. (Monday)

• Let students know that for the Science Literacy routine, they will read independently and then complete short
writing assignments. The reading selections relate to topics they will be exploring in their Plate Tectonics and Rock
Cycling unit science investigations.
• The reading and writing will typically be completed outside of class (unless you have available class time to allocate).
• The first week’s reading is a short introductory segment in the book, and there is no accompanying writing exercise
as the unit is getting started.
• The class will discuss the reading together at the end of the week.

SUPPORT—The Preface about the fracking scenario is written at approximately Lexile 1000–1100, which leans toward
the high end of the expected text complexity band for middle school. You may wish to introduce a word identification
and comprehension convention into your routine to support struggling readers. Hang an envelope near the door
with the label, “When we talk about the next reading selection, I could use a little more help understanding the
word(s). . . “ Encourage students, as they are reading, to jot words, phrases, or sentences that they are unclear about
onto small scraps of paper and tuck them into the envelope at any time preceding the discussion of the reading.
Whenever you facilitate class discussion about a reading selection, check the envelope first, and layer in added
examples and repeat definitions to help students build comprehension and fluency for terms or complex sentences
about which they have revealed they are uncertain.

SCIENCE LITERACY: PREFACE PLATE TECTONICS AND ROCK CYCLING | 21

3. Facilitate discussion. (Friday)

Facilitate a brief class discussion about the Science Literacy Student Reader Preface, entitled “Put Yourself in This Scene.”
Student Reader

Pages 2–3
Suggested prompts Sample student responses
Preface
How would you summarize the “scene” referred to in the It describes a social media post from Olivia, who is worried
title? about the effects of fracking and a reply post from Emily, who
thinks her worries are silly.
What claim made in the first post is challenged in the that fracking will eventually break apart all of North America
reply post? SUPPORT—If you are using the
Which of the two people posting appears to have the the second person posting recommended word envelope
most facts about this issue? convention, check the envelope
to see if it contains any words,
What additional claims does the reply post make? The water and sand pushed underground are controlled. phrases, or sentences that students
It’s not dangerous. need help understanding. Read
key sentences aloud, and provide
The earthquakes are small. concise explanation.
It’s less damaging than digging oil wells.
We still need oil and gas reserves, and fracking is a good way
to get them.
What questions should Olivia ask Emily to challenge her Where did you get your facts supporting the idea that fracking
argument? causes less damage to the environment than digging wells?
What research supports your statement that the earthquakes
caused by fracking are not dangerous?
How do you know that fracking is the best way to maintain oil
and gas reserves?
If you wanted to learn more about how fracking is done Ask an Earth science teacher.
and its effects, what reliable sources could you use? Read articles in science magazines or newspapers.
Ask a reference librarian for sources.
Read the U.S. Geological Survey website.

SCIENCE LITERACY: PREFACE PLATE TECTONICS AND ROCK CYCLING | 22

 Pages 2–3
Suggested prompts Sample student responses
What questions about fracking would you try to answer Can fracking really break North America into pieces?
using these sources? Are water and sand the only materials pushed into the ground?
How is the oil collected and transported?
Are there effects on the health of the fracking workers or
people who live nearby?
Does taking water for fracking affect the amount of water
available for other uses?
Do the earthquakes caused by fracking cause damage to
people’s homes and other community structures?
What general questions could you ask about continents Can it really happen?
breaking up? Has it happened in the past?
How fast can it happen?
If so, what causes a continent to break apart?
By now you’ve realized that fracking is controversial. Everyone feels very strongly about it, and they may be only
What makes scientific literacy harder when an issue is giving out the facts that support their position.
controversial?

KEY IDEA—Point out that, without research into the sources of information in the claims made by the writers of the
two social media posts, there isn’t really a way to make an informed decision about which side to take about such
an issue. Both the investigations and the reading selections in the unit ahead will help students advance to a place
where they have more knowledge to apply to the scenario, and they will circle back to the topic of fracking-caused
earthquakes—and whether they can cause North America to break apart—at the end of the unit.

SCIENCE LITERACY: PREFACE PLATE TECTONICS AND ROCK CYCLING | 23

LESSON 1

What is causing Mt. Everest and other mountains to move,

grow, or shrink?
Previous Lesson There is no previous lesson.

This Lesson We read about how Mt. Everest is getting taller and moving to the northeast over time.
Anchoring Phenomenon
We look at data of four other mountains and find out that they are also changing in
elevation, with some shrinking. We model, at a scale larger than we can see, what we
4 days think causes a mountain to change in elevation. We brainstorm related phenomena
where land near us has changed over time. This leads us to a broad set of questions
that we use to form our Driving Question Board (DQB). We brainstorm possible
investigations we could do and additional data sources that could help answer our
questions.

Next Lesson We will look at data sources from Ridgecrest, CA before and after an earthquake and determine that there may be a correlation
between earthquakes and mountain growth. We will use Seismic Explorer to investigate the depths and magnitudes of earthquakes
at our case sites.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 1.A Develop a model showing what is happening at a scale larger than we can see (patterns) to help explain what happened
MS-ESS2-3 to the different mountains to (cause) them to change (in elevation and/or location).
1.B Ask questions that arise from our analysis of information showing that Mt. Everest and four other mountain peaks are
changing to seek additional information about what caused the changes (effects) we read about.

What Students Will Figure Out

• Some mountains move.
• Mountains can get taller.
• Mt. Everest is growing over time.
• Mountains can also shrink.
LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 24
Lesson 1 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 4 min EXPLORE AN INTERESTING PHENOMENA A-B 1 Earth squish ball globe with countries
We are introduced to a headline claiming that Mt. Everest is growing. We find labeled, 1 Earth squish ball globe with no
where Mt. Everest is located on the world map. labels, 2 paper coffee sleeves, World Map
(large wall global relief map), inflated 16”
inflatable globe, 2 sticky notes (or this can
be a regular sticky note cut in half)
2 10 min READ ABOUT MT. EVEREST C-D What is happening on Mount Everest?
Students read about how Mt. Everest is changing based on data collected by
Nepal and China.
3 6 min RECORD WHAT IS HAPPENING AT MT. EVEREST E What is happening on Mount Everest?,
Students share what they read about what is happening at Mt. Everest and how Mt. Everest Notice and Wonder poster
this was recorded.
4 7 min DEVELOP INITIAL MODEL F-G Explain How Mt. Everest Moves and Grows,
Students develop an initial model to represent what they think is causing Mt. Alternate: Initial Model
Everest to move and increase in elevation over time.
5 3 min REVISIT CLASSROOM NORMS H What is happening on Mount Everest?,
Have students review the classroom norms and set expectations for their work Explain How Mt. Everest Moves and Grows,
together on a consensus model. Prompt students to pick one norm to focus on chart paper, markers, Discussion Norms
for today. poster

6 15 min DEVELOP A CLASSROOM CONSENSUS MODEL I Explain How Mt. Everest Moves and Grows
The class develops a consensus model to represent what is happening at Mt. or Alternate: Initial Model, What Is Causing
Everest and what is causing these changes. Everest to Move and Grow initial model
poster, markers, Discussion Norms poster
End of day 1
7 5 min NAVIGATION J
Students share where else mountains can be found on Earth. Then they
consider what data from these mountains we would want to look for, to help us
figure out what is happening at Everest.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 25

 Part Duration Summary Slide Materials
8 20 min COMPARE DIFFERENT MOUNTAIN PEAK INFORMATION CARDS K Data Cards on Other Mountains and Mt.
Students analyze 5 different mountain cases in a jigsaw to look for similar data Everest, Data Cards for Other Mountains and
at other mountains about movement or growth. Mt. Everest, 1 Earth squish ball globe with
countries labeled, 1 Earth squish ball globe
with no labels, 2 paper coffee sleeves
9 7 min COMPARE MOUNTAIN SITE LOCATIONS L Patterns of Change for Mountains
Students share with their small group the data they found for their assigned
mountain about changes in elevation and lateral movement.
10 13 min SHARE PATTERNS IN GROWTH AND MOVEMENT BETWEEN DIFFERENT M Patterns of Change for Mountains, World
MOUNTAINS Map (large wall global relief map), large
Students share with the class patterns they found that were similar for the (4”x6”) sticky notes or quarter sheets of
different mountains that might also explain how a mountain could move and/ paper with tape, sticky notes
or grow.
End of day 2
11 10 min DEVELOP INITIAL MODEL OF SHRINKING MOUNTAIN N Explaining Other Mountains That Shrink
Students will develop a model to represent what causes a mountain to shrink.
12 15 min ADD TO THE CLASSROOM CONSENSUS MODEL O Explaining Other Mountains That Shrink,
The class develops a consensus model to represent mountains that are What Causes Mountains to Shrink initial
shrinking. model poster

13 15 min BRAINSTORM RELATED PHENOMENA P-R Related Phenomena poster, sticky notes
Students think about the land and landforms in the area they live where they
have seen changes and brainstorm whether the causes of these changes could
be similar to what is causing Mt. Everest to change.
14 5 min NAVIGATION S
Use ideas from the consensus models and related phenomena to develop
questions we can investigate.
End of day 3
15 5 min DISCUSS QUESTIONS TO POST ON DRIVING QUESTION BOARD T sticky notes (or index cards and tape),
Provide question sentence stems to help students work on and share their marker
questions from the last time to prepare to post them on the DQB.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 26

 Part Duration Summary Slide Materials
16 25 min BUILD THE DRIVING QUESTION BOARD U-V What is happening on Mount Everest?,
Develop the DQB with contributions from all students in the class. Explain How Mt. Everest Moves and Grows,
Explaining Other Mountains That Shrink,
Patterns of Change for Mountains, markers,
sticky notes
17 12 min BRAINSTORM IDEAS FOR DATA AND INFORMATION NEEDED W Ideas for Data and Information We Need
Create an “Ideas for Data and Information We Need” poster and record the class’s poster, DQB (around the two consensus
thoughts on how to figure out the answers to our initial questions as we move models and related phenomena), markers
forward.
18 3 min NAVIGATION X
Allows students to reflect on the Driving Question Board and offer suggestions
for next steps.
End of day 4

Lesson 1 • Materials List

per student per group per class

Lesson materials • What is happening on Mount Everest? • 1 Earth squish • World Map (large wall global relief map)
• science notebook ball globe • inflated 16” inflatable globe
Student Procedure Guide Student Work Pages
with countries
• Explain How Mt. Everest Moves and • 2 sticky notes (or this can be a regular sticky note
labeled
Grows cut in half)
• 1 Earth squish
• Alternate: Initial Model • Mt. Everest Notice and Wonder poster
ball globe with
• Explain How Mt. Everest Moves and no labels • chart paper
Grows or Alternate: Initial Model • markers
• 2 paper coffee
• Data Cards on Other Mountains and sleeves • Discussion Norms poster
Mt. Everest
• Data Cards • What Is Causing Everest to Move and Grow initial
• Patterns of Change for Mountains for Other model poster
• Explaining Other Mountains That Mountains and • large (4”x6”) sticky notes or quarter sheets of
Shrink Mt. Everest paper with tape
• sticky notes (or index cards and • sticky notes
tape)
• What Causes Mountains to Shrink initial model
• marker poster

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 27

 per student per group per class
• Related Phenomena poster
• Ideas for Data and Information We Need poster
• DQB (around the two consensus models and
related phenomena)
Materials preparation (20 minutes) Online Resources
Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Prior to day 1:
1. Put up the global relief map in your classroom where it is viewable by all. We will refer to this as the World Map. You
may wish to add a title above it.
2. Inflate the 16” inflatable globe with topography representations. You will use this again in Lesson 11.
3. Look up the location of your town and Mt. Everest, and be ready to point out these locations on the class map.
4. In addition, look up the distance from your school to Mt. Everest.
5. Place each of the Data Cards for Other Mountains and Mt. Everest in a plastic sheet protector so they can be reused
between classes. Students will revisit these over the course of the unit. Additionally, use Data Cards on Other
Mountains and Mt. Everest to print a black and white copy for students to annotate and place in their notebooks.
6. A color copy of this reference can also be found in the Student Procedure Guids.
7. On days 1 and 3, pairs of students will need the two squish Earth globe balls and the coffee sleeves to use as they
analyze mountain data.
You will need a copy of the global relief map posted in a location in the room that all the students can see and gather
around. This map will be used multiple times over the course of the unit.
You will need two sticky notes for day 1. One should be labeled “Our School” with the distance in miles from your
school to Mt. Everest. The second should be labeled “Mt. Everest.”
You will need 5 large (4”x6”) sticky notes for day 2, one per mountain case.
Prepare a space for your Word Wall that will include space for “Words We Encounter” and “Words We Earn.” “Words
We Encounter” are specialized terminology we encounter in a piece of informational text that we need to know what
they mean to comprehend the information. “Words We Earn” are words that we work together to make sense of over
time in the context of figuring out the phenomenon. During day 1, add earthquake and magnitude under “Words We
Encounter” from the reading.
Prepare all posters using chart paper and markers:
• Day 1 - Notice and Wonder; Initial Consensus Model for Mt. Everest chart
• Day 3 - Initial Class Consensus for a Shrinking Mountain Model
• Day 4 - Related Phenomena, Ideas for Data and Information We Need
LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 28
Determine where to set up the Driving Question Board prior to starting day 4.
After your last class on day 4: Organize the questions on your Driving Question Board into categories that emerge
across all your classes. After (or as) you reorganize the board at the end of this lesson, make a typed record of all the
questions that are on the board so that you can print them out or share with students to reference in groups during
future classes. One way to do this is to take a high resolution photo of the board or transcribe the questions on the
board into a digital or electronic document.

Lesson 1 • Where We Are Going and NOT Going

Where We Are Going
Students engage with the phenomenon through a headline claiming that Mt. Everest is growing and an article
describing new data that has been collected collaboratively by Nepal and China. After developing an initial model
representing what they think could be causing this, students analyze information about four other mountain peaks
around the world to look for patterns in potential causes of changes to these landforms. The purpose of the anchor is
to probe students’ understanding of Earth’s geologic processes, and how those processes help shape Earth’s surface.
It leverages ideas that students may have about how some changes in Earth’s surface occur gradually and are almost
undetectable at a glance (i.e. the growth of a mountain), while other changes may occur suddenly and are instantly
observable (i.e. earthquakes). Additionally, the anchor allows students to ask questions about a single occurrence
(Mt. Everest growing in elevation) and a pattern of occurrences (other mountains also changing in elevation around
the world over time), and to identify the types of data and information required to answer questions about both the
specific phenomenon (Mt. Everest) and the pattern of phenomena (other mountains) they’ve observed.

Where We Are NOT Going

As students share their ideas, you may hear them mention what they have heard about plates, plate tectonics,
weathering and erosion. Encourage students to share their thinking, but avoid giving too much away at this point in
the unit. Subsequent lessons will draw upon students’ prior knowledge from earlier years and units regarding:
• Thermal energy transfer and convection to explain how Earth’s surface is in constant motion due to movement
within Earth’s mantle. Students will build on their understanding of energy transfer from Cup Design Unit and Storms
Unit in which they figured out energy transfers between particles, areas of high temperature have more particle
motion and therefore transfer energy faster to cooler areas, and areas of higher density sink in comparison to areas
of lower density (i.e.: less dense air masses rise while more dense air masses sink).
• Geologic events, such as earthquakes and volcanic eruptions, often occur in bands along boundaries between
continents and oceans.
• Weathering and erosion as processes that help shape Earth’s surface, which helps explain how wind and water slow
the effects of uplift. Explaining how landforms get taller or shorter will be the focus of lesson sets 2 and 3.
While we are using the uplift rate of 2 cm, this does not reflect all forces that are contributing to the increasing elevation
of the mountain range. Other forces, such as the buoyancy of the plates and isostasy are contributing to this change.
These ideas are above grade band. The rate is also variable based upon these forces along with the tectonic processes
continually contributing to the changing landscape, and erosional rates, which will be touched on in Lesson 13.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 29

LEARNING PLAN FOR LESSON 1

1. Explore an interesting phenomena. 4 min

Materials: 1 Earth squish ball globe with countries labeled, 1 Earth squish ball globe with no labels, 2 paper coffee *Attending to Equity
sleeves, World Map (large wall global relief map), inflated 16” inflatable globe, 2 sticky notes (or this can be a regular Universal Design for Learning:
sticky note cut in half) To support students in map
Explore an Interesting Phenomenon. Show slide A. Say, Have you ever heard of Mt. Everest? What do you know about reading during this activity section
it? Hear from a few students about what they know about Mt. Everest. orient students to your current
location on the globe as well as the
Say, I saw this interesting headline recently about Mt. Everest. Read the headline off the slide stating it is the tallest
United States and other notable,
mountain and that it grew. Say, Turn and talk with a neighbor about what might cause a mountain to grow. Ask a few pairs
meaningful landmarks to students.
to quickly share their ideas with the class.
Providing physical objects
Locate where Mt. Everest is on a map with students. Show slide B. Bring students’ attention to the global relief and spatial models to convey
map, which will be referred to as the World Map with students. Say, Let’s mark on our World Map where Mt. Everest and perspective can help support
our town/school is located. Write “Our School” on one sticky note and “Mt. Everest” on a second sticky note. representation, according to the
Begin by placing a small sticky note, or half of a sticky note, labeled “Our UDL framework.
School” to note the location of your town or school. Say, The distance from our
school to Mt. Everest is ______ miles. Let’s record that on our sticky note for our
school. Prior to class, write ___ miles from Mt. Everest on the “Our School” sticky
note for your location so that you are ready with this information.
Say, Mt. Everest is located on the Asian continent between Nepal and China. Does
anyone know where the Asian continent is located on the World Map?
Ask a student volunteer to point out the location of Asia on the map. Then point out the location of the Himalayas and
Mt. Everest. Place the sticky note with Mt. Everest at the location. See image to the right.
Orient to the location on the globe.* Distribute both squish ball globes and 2 coffee sleeves to each pair of students.
Hold up the 16” inflated globe (or classroom globe if you have one) and instruct students to demonstrate the following
with their Earth squish ball globes with their partners. As students find these locations on their small Earth squish ball
globe, verify these locations using the larger inflatable globe.
• Place each Earth squish ball globe on its own sleeve so that the northern pole is pointed to the ceiling.
• Ask each person to point to where we live on both Earth squish ball globes.
• Find India.
• Locate China and Nepal.
• Share with students that Mt. Everest is on the border between these two countries.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 30

 Additional Guidance

This is the first of many times over the course of the unit that students will be using this class global relief map. This
type of map may be a new representation for students and they may have some questions about the different features
found on the map. If you have the time, you can field their questions and take time to have students make sense of the
map features. But in the next lesson, the class will be spending time making sense of and identifying different features
of this relief map. The purpose of visiting the map here is for students to see where Mt. Everest is located and how this
location compares to where your town/school is located.

2. Read about Mt. Everest. 10 min

Materials: What is happening on Mount Everest?, science notebook

Prepare science notebooks to record noticings and wonderings. Display slide C. Have students title a new page
in their notebooks “Mt. Everest Reading” and make a T-chart below the title to record what they notice and wonder as
they read an article about what happened at Mt. Everest.

Science Notebook

This is the first use of the science notebook for this new unit. You may need time to organize a new section in the
notebook. It is recommended to have students do the following:
• Reserve a blank page at the start of the unit, to be titled on day 4 of this lesson when the class decides on the unit
question after completing the DQB.
• After the title page, reserve 2 pages (4 pages front-to-back) for the table of contents (unless all tables of contents are
at the front of the notebook).
• Reserve 8 pages (16 pages front-to-back) for the Progress Tracker.
• Number the pages so everyone begins the first investigation on the same page number (e.g., page 1 for the first
page of the table of contents, page 5 for the first page of the Progress Tracker, and page 21 for the first Notice and
Wonder chart they are making now).
Remind students that the notebook is their tool for recording their observations, evidence, and ideas to share with the
classroom community. They should see it as a space to brainstorm and record their thinking as well as a place to show
how their thinking changes as they learn more.
For more information on Science Notebook Management, refer to this section of the Teacher Handbook.
Gather additional information about this phenomenon from a reading. Keep slide C displayed. Distribute a copy
of What is happening on Mount Everest? to each student. Tell students they will read the article with a partner.
Remind students of the close reading strategy. Display slide D. Remind students that close reading requires
reading more than once and with different purposes and strategies for interacting with the text. Say, As you read with
your partner, remember to use our close reading strategies we have used in prior units. Pause at the end of each paragraph
and record anything you have noticed and any questions you have about what you read.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 31

3. Record what is happening at Mt. Everest. 6 min

Materials: What is happening on Mount Everest?, science notebook, Mt. Everest Notice and Wonder poster
Share noticings and wonderings as a class. Show slide E. Have a piece of poster paper ready to record what
students share. Say, What were some things you and your partner noticed and wondered about what is happening to Mt.
Everest? Document students’ ideas on the poster paper titled “Mt. Everest Notice and Wonder.” These ideas on the
poster paper may be helpful for students to refer to when they develop their initial model later in this lesson. Some
potential noticings:
• Mt. Everest has been recorded as 30 ft taller today than it was in 1856.
• Mt. Everest moves 4 cm on average every year to the NE.
• Mt. Everest increases in elevation about 2 cm on average per year.
• An earthquake occurred at Mt. Everest.
• Scientists aren’t sure if the earthquake caused a change in height.
• GPS data were used to measure changes in Mt. Everest’s location and height...like how our phone works with maps.

Additional Guidance

There are two words introduced in the reading that students will work with in multiple lessons in this unit,
“earthquake” and “magnitude”. If your students bring these up as noticings and or wonderings, you may wish to add
them to your Word Wall under the “Words We Encounter” section. In the next lesson, students will explore different
earthquakes and be able to add to and move “magnitude” to the “Words We Earn” section of the Word Wall. In
Lesson 6, students will develop a model of plates moving and what happens when they interact, earthquakes being
one of these results. In this lesson, they can add to and move “earthquakes” to the “Words We Earn” section. These
two words will also be used in the next unit, Tsunami Unit, so you might want to keep them up for that unit to support
students in continuing to deepen their understanding of these terms.
Add earthquake and magnitude, if desired, to the Words We Encounter section of the Word Wall.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 32

4. Develop initial model. 7 min

Materials: Explain How Mt. Everest Moves and Grows, Alternate: Initial Model *Attending to Equity
Brainstorm possible causes for changes in Mt. Everest. Show slide F. Say, So, we found that Mt. Everest isn’t only Universal Design for Learning:
getting taller or increasing in elevation, but it is also moving. Let’s pause and try to picture this. Developing a model for something
Support students in visualizing that the mountain is changing in multiple planes, both vertically and horizontally by as large as a mountain to capture
modeling these movements using your own body. For example, as you say the mountain is getting taller you could how it could be moving may be
bend your knees and then “grow” your body taller by straightening your knees. To help students visualize what challenging for some students
direction northeast is so they can think about Mt. Everest moving this way, orient them to the cardinal directions of and they may not know where to
north, east, south, west in your classroom. Then face your body towards the north and point your right arm straight begin. In addition, some students
out to the east. Tell students northeast would be a point in between north and east. Then turn your body and walk in a may benefit from seeing the
direction that is between where you are facing north and where your arm is pointing east. location of Mt. Everest on a map
as they are developing their
Say, Take a couple minutes with your partner and discuss your ideas for what might be causing a mountain to be changing in model. Alternate: Initial Model has
both of these ways: a mountain template from a side
• Possible causes for the increase in elevation of Mt. Everest perspective. This handout can be
• Possible causes for Mt. Everest moving to the northeast used as an alternative to Explain
How Mt. Everest Moves and Grows
Develop an initial model for what is causing Mt. Everest to move and grow. Display slide G. Distribute by providing a representation that
Explain How Mt. Everest Moves and Grows to each student. Say, We are going to take a few minutes to develop a allows students access to a place
model representing what we think could be causing these changes to Mt. Everest. What do we know is happening to represent their ideas about how
to Everest? Use the images on the slide as a way to capture what we have all figured out about Mt. Everest so Mt. Everest is changing.
far from the reading.
• Mt. Everest is moving about 4 cm to the northeast every year.
• Mt. Everest is growing about 2 cm each year.
Say, As you develop your model, think about where Mt. Everest is located, as seen from a bird’s-eye view (from above) like
on the map, and think about Mt. Everest the mountain. As you develop your model of what could be causing the tallest
mountain to grow and move, why might it be helpful to think about not only where the mountain is located, but also what
the area around the mountain looks like from above and from the side? Sample student responses:
• There might be things under the mountain that are causing it to move.
• There might be things to the side of the mountain.
• Maybe it has to do with what the mountain is made up of.
• It might have to do with where it is located.
Say, Take a few minutes to develop an initial model representing your ideas for:
• What might cause Mt. Everest to increase in elevation by 2 centimeters per year?
• What might cause Mt. Everest to move to the northeast 4 cm per year?
Give students 5 minutes to develop their models.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 33

 Assessment Opportunity

Building towards: 1.A.1 Develop a model showing what is happening at a scale larger than we can see to explain
what happened to the different mountains to cause them to change in elevation.
What to look for/listen for: Students include a variety of mechanisms for the changes to Mt. Everest. We want to
get as many student ideas as possible at this point. Included here are some examples of student suggestions, but this
list is not inclusive or exhaustive: rocks moving from one side of the mountain to the other, snow building up on the
mountain top, strong wind moving the mountain, (tectonic) plates under the mountain, hills colliding causing the
mountain to grow, and earthquakes pushing mountains together.
This first initial model represents students’ ideas for how Mt. Everest moves to the northeast and increases in elevation.
Later it will become a more general model to explain any mountain’s change in elevation and movement on Earth. For
now, any ideas students have at this point in the unit are acceptable. Over the course of the unit, each of these ideas
will be explored by figuring out what tectonic plates are and how they move, weathering factors and erosion factors.
What to do: If a student is struggling to get started on their model, remind them that our initial model is just that—
our first attempt at explaining what we think is causing the changes to the mountains. Use Alternate: Initial Model to
help students begin to develop their model so they have a scaffold to use as they think about the large and small scale
causes for Mt. Everest to move and grow.

5. Revisit classroom norms. 3 min

Materials: science notebook, What is happening on Mount Everest?, Explain How Mt. Everest Moves and Grows, chart *Attending to Equity
paper, markers, Discussion Norms poster This is an important opportunity
Revisit classroom norms to prepare for a whole-class discussion. Show slide H. Have all students sit together in to emphasize that each individual
a Scientists Circle and bring their science notebooks and What is happening on Mount Everest? and Explain How Mt. has contributions to make to
Everest Moves and Grows with them.* Have chart paper ready to develop a consensus model with the question “What is their community of learners. It is
Causing Everest to Move and Grow?” at the top. through differences in thinking
that the class will grow their
Scientists Circle knowledge together. Throughout
this unit, students will be asked
Your students may be familiar with the Scientists Circle from a previous unit. Remind students of the norms to be open to sharing knowledge
for participation and the logistics for forming and breaking down that space. A Scientists Circle includes products that depict their current
these important features: thinking and to be open to
learning from classmates who
• students sitting so they face one another to build a sense of shared mission and a community of
share their knowledge too.
learners working together
• celebrating progress toward answering students’ questions and developing more complete explanations of
phenomena
• focusing on where students need to go next and how they might go about the next steps in their work

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 34

Take this opportunity to remind the class how we listen to one another, press on one another’s ideas, and ask questions
of one another, and that it’s OK to disagree with ideas but it’s important to be respectful. You can use slide H to remind
students of the classroom norms (if you have developed your own set of norms, replace this slide with your norms).

Additional Guidance

This first day of this lesson is a strategic point to have students revisit their class norms. This lesson was selected
for this, because it requires students to participate in an extended amount of time in whole class discussion in the
Scientists Circle. Days where there is mostly whole class and small group talk are good days to add this norm-focussing
launch and wrap up, even if it isn’t written into the teacher guide. It is recommended that you add in similar revisiting
of classroom norms at such strategic places in each unit you teach, where you envision you could carve out an extra
couple minutes being available at the start of that day of the lesson and a few minutes at the end of that day in the
lesson to reflect (and debrief as a class as time permits).
Remind students of the Communicating in Scientific Ways sentence starters. Direct students to the
Communicating in Scientific Ways poster or handout. Tell students that they will be developing a consensus model
together.* Ask them which sentence starters they might want to use to help them talk to one another. Examples
include these:
Think of an idea, claim, prediction, or model to explain your data and observations:
• My idea is . . .
• I think that . . .
• We could draw it this way . . . to show . . .
Give evidence for your idea or claim:
• My evidence is . . .
• The reason I think that is . . . .
Other examples could come from (1) listening to others’ ideas and asking clarifying questions, (2) agreeing or
disagreeing with others’ ideas, and (3) adding onto others’ ideas.

6. Develop a Classroom Consensus Model. 15 min

Materials: science notebook, Explain How Mt. Everest Moves and Grows or Alternate: Initial Model, What Is Causing *Strategies for This Consensus
Everest to Move and Grow initial model poster, markers, Discussion Norms poster Discussion
Develop a classroom consensus model of what is causing Mt. Everest to move and grow. Display slide I. Ask As an instructor, you have two
students to come into a Scientist’s Circle with their notebook, What is happening on Mount Everest?, and Explain How goals for guiding the consensus
Mt. Everest Moves and Grows. Say, Last class we developed our initial models for what we think could be causing Mt. Everest discussion in addition to the goals
to move and grow. Let’s synthesize our ideas to develop a classroom consensus model. What do we know is happening to Mt. listed on slide I. Your first goal is to
Everest from our reading that we want represented in our model? help students: (1) build a positive
**Note: Use the prompts below as you develop the consensus model with your students. These are suggested prompts culture where putting their
and responses, but use whatever representations your class agrees upon to capture the changes occurring to Mt. Everest.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 35

 Suggested prompts Sample student responses ideas out in the public classroom
community is valued and (2) to
Let’s begin our class model by representing what we know In 1856 Mt. Everest was 29,002 feet and in 2021 Mt. Everest generate a variety of initial ideas to
from the data in the reading. What are some of the data was reported at 29,032 feet. identify that there is a lot we don’t
that we want to be able to explain using our class model? Mt. Everest has grown 30 feet since 1856. understand yet. Highlight any
areas of disagreement. Be careful
Mt. Everest grows about 2cm each year.
not to favorably respond to any
Mt. Everest is moving about 4cm each year in the northeast one idea over others as to not “give
direction. away” the answer.
Okay so how should we represent that Mt. Everest has Maybe we could draw a mountain with an arrow labeled
grown over time? with the amount of growth each year.
Yeah, or maybe we could do a before and after, like draw
one mountain at 29,002 feet and then a second mountain
next to it at 29,032 feet.
Now that we have the growth of Mt. Everest We should draw a compass rose as a key and then we
represented, how can we add to our model to show that could add an arrow from the bottom of the mountain to
it moves 4 cm to the NE each year? the northeast direction.

Share and record possible causes for these changes. After you have captured what changes the class knows are
occurring at Mt. Everest, use the prompts below to capture representations of the mechanisms students think are
causing these changes at Mt. Everest. Here you should anticipate many different mechanisms and include them all in
the model with question marks next to each one once you establish that not everyone had this mechanism in their
model. For each brief phrase mentioned (e.g. erosion, wind, plates, rocks pushing up, ice), it is OK to ask for clarification
such as, What do you mean by that? or Do you have some way you want me to represent this to help illustrate how you
picture what is causing this change? These questions can be followed up with asking students to share their reasoning
behind their ideas, but don’t push on these questions at this time. The purpose here is to surface as many ideas as
students have based on prior conceptions. It is important to make our thinking visible about possible mechanisms,
regardless of whether they are accurate or not. One of the main goals of the unit is to figure out what mechanisms
cause changes in the topography of Earth.
Say, Okay, our model now represents what we know is happening at Mt. Everest. Let’s add what we think is causing these
changes in elevation and movement.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 36

 Suggested prompts Sample student responses Follow-up questions
What are some of your ideas for Because it’s really cold at the top of Mt. Did other people have this included in
what is causing these changes? Everest, I think that snow at the top is the their model?
What is causing Mt. Everest to cause for Mt. Everest getting taller.
grow and move? I think that Mt. Everest is moving each year What do others think of this idea?
because rocks break off from one side of the
mountain and move to the other side.
I think we should add in plates under the Was this idea in your model?
mountain. I am not sure if they are in the
mountain or under the mountain, but I
think they have something to do with the
mountain moving.
I think we should add in wind pushing on How do we want to represent this idea
the mountain above ground. I think this in our model?
could be moving the mountain.
I think we should add in water under the Where should we include this idea in
mountain. There is water under the ground, our model?
so maybe there is more water near Everest
making it move to the northeast.

Key Ideas

Purpose of this discussion: This initial ideas discussion should be a moment for students to share all the different
potential causes they picture that could cause a mountain to move and/or grow. Over the course of the unit, students
will investigate different, plausible mechanisms. At this point in the unit, any ideas students have for the causes of
mountain changes are acceptable.
Listen for these ideas: Accept all responses. Possible mechanisms that might be shared:
• Wind
• Moving water
• Temperature differences
• Rain
• Snow
• Plates
• Climate change

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 37

 Additional Guidance

If students bring up mechanisms such as plate tectonics, don’t ignore—write “plates”

and put up “arrows to show movement of them” with a question mark. No need
to push for it, but if it comes up, say, We are going to focus on looking for patterns of
change similar to Everest in other mountains. We can follow the patterns of change to help
us figure out what is causing those changes.
The classroom consensus model should capture students’ ideas for the causes of
mountains moving and growing.

End of day 1

7. Navigation 5 min

Materials: None
Consider what might be happening at other mountain locations. Show slide J. Say, What about other mountains?
There are a lot of mountains on Earth and Mt. Everest is only one of them. What do you think we might see at other mountain
peaks and other mountain ranges? Use the questions on the slide to begin thinking about what we think is happening
with other mountain ranges.
• What are some other mountains or mountain ranges you know about?
• Do you think that they are changing in similar ways too?
Follow-up with additional questions as needed:
• If we looked at other mountains on Earth, would we see similar patterns in mountains changing in height over time?
• Do you think we would see other mountains moving to the northeast too?
Prompt for types of data we need. Say, So if we look at some additional data about Everest and other mountains, what
kind of information would we want that could help us figure out more about what is causing Mt. Everest to change?

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 38

8. Compare different mountain peak information cards. 20 min

Materials: Data Cards on Other Mountains and Mt. Everest, science notebook, Data Cards for Other Mountains and Mt. *Supporting Students in
Everest, 1 Earth squish ball globe with countries labeled, 1 Earth squish ball globe with no labels, 2 paper coffee sleeves Engaging in Analyzing and
Find out more about the area that Mt. Everest is located. Show slide K. Set up a data table together with students Interpreting Data
recording it in their notebook. Tell students to open to the next blank two pages so that they have both the left and The mountain case cards include
right hand side available to use. Refer to the image on the slide for an example of this. multiple pieces of information
Remind students that the goal of our data analysis is to look for patterns in any changes in height or movement as well about the mountain peaks and
as any additional information that gives us ideas about possible mechanisms or causes for those changes. Ask students the area/ranges they are part
what kind of data we want to have to help us figure out more about how mountains change over time. When the of including types of elevation
class agrees on one type of data, students should list that on the far left column of the chart in their notebook. Some changes, lateral movement that
examples of types of data students may suggest the class should collect include: the peaks are experiencing,
weather/climate, samples of rocks
• Height of the mountain found in the mountain and other
• Movement of the mountain interesting facts. These cards
• Changes in height for the mountain will be revisited and analyzed
numerous times over the course
• Location of the mountain
of the unit as students build their
• Earthquake activity conceptual understanding of
Once the data table is set up, tell students that the information cards will probably have more information than just the processes causing changes
whether the mountains are changing. If they see something else that they think might also help explain what is to Earth’s surface. This is the first
happening at Mt. Everest, add a row to their data table called “other” and include that data (see example below). time students will begin thinking
about causal and correlational
Type of data Data Causes for changes relationships using data. In this first
Height of mountain pass, students are only expected
to be thinking about what causes
Movement of the mountain mountains to change. But through
the initial discussions in this lesson
Changes in height
and the eventual investigations
Earthquake activity and discussions through the rest
of the unit, students will progress
Other data in their ability to analyze data and
identify causal vs. correlational
Distribute a copy of Data Cards on Other Mountains and Mt. Everest to each student and a Mt. Everest in the Himalayas relationships.
card to each group of students as reference. The Data Cards on Other Mountains and Mt. Everest reference sheet should
be printed in black and white and provided to each student so they can annotate it and include it in their student
notebook. In addition, distribute both Earth squish ball globes and 2 coffee sleeves to each pair in a group to use
as reference.
In the next part of the lesson, students will read about five different mountain peaks and their ranges. This first one is
about the Himalayas where Mt. Everest is located. Analyze this first case site as a class to find the types of data we are
looking for to help us figure out more about changes to other mountains besides Mt. Everest.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 39

Say, Mt. Everest is just one mountain that is part of a mountain range called the Himalayas. Let’s analyze the data card about
the Himalayas to look for any other data that could help us in figuring out more about Everest and why it is changing. Give
students a couple of minutes to look at the different pieces of information on the card. Ask students to share any data
they see or read on the card that we should add to the table in our notebook. For each suggestion, probe the student
as to why they think this piece of information is important to record and why it might help us figure out what is going
on at Mt. Everest.

Additional Guidance

Some students may believe that a mountain range needs to span countries or continents to be considered not just
a string of mountains, but a range. A mountain range is simply a series of mountains connected by high ground. In
everyday language we tend to refer to structures with names that do not match their actual scientific names, such
as the Appalachian Mountain range. In the scientific context, many of these structures are actually orogenic belts
composed of smaller mountain systems. It may be worth stopping to operationally define the word mountain range as
a class before proceeding with the lesson.
Below are some examples of what students might suggest to underline or annotate from the Himalaya card and add to
the data table in their notebook.

Possible student suggestion Possible student reasoning why to underline

Underlining the location of the Himalayas. Knowing where the mountain range is located might help
us to figure out what is going on around Mt. Everest.
There is another really tall mountain located in the Maybe all the mountains here are growing taller here since
Himalayas called K2. two of the tallest mountains are found in the same area.
There is a lot of snow and ice in this area. Maybe the new heights are from the snow and ice that is
building up here.
As the class agrees on what is important from the Himalayas card, they should add that information to their notebook.
An example of a data table is included below:

Type of data Data How this data connects to

mountains changing
Height or elevation of mountain Everest is 29,032 feet. Maybe all the mountains in the
Another mountain in the Himalayas Himalayas are tall.
is also very tall.
Earthquake activity There are many large earthquakes in Maybe earthquakes are connected
the area. to mountains moving.
Other data There is a lot of snow and ice in the Maybe this is why the height keeps
Himalayas. getting taller.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 40

 Additional Guidance

The last column is for students to record their initial ideas for how the data could help figure out the causes behind the
changes to Earth’s surface, specifically mountains at this time. Any ideas students have should be accepted. Notice the
examples in the last column are more similar to wonderings. That is okay and you should even encourage students to
record those as well. The purpose of asking students to think about what could cause these large changes, or how the
data connects to mountain changes, is to get all their ideas shared. Students will continue to look for patterns of cause
and effect as they continue through the unit. For example, some students may think that there is less wind in other
parts of the Himalayas compared to Mt. Everest since it is the tallest mountain in the world, or they may think that
there is less snow on other mountains in the Himalayas that are shorter than Mt. Everest. All of these ideas as causes
are acceptable in this first lesson.
Assign one mountain case card to each student within a small group. After reading through the Mt. Everest in the
Himalayas card together, form small groups of three to four students. Each student within a group will read one of the
remaining five Data Cards for Other Mountains and Mt. Everest. Organize the assignment of the five mountain cards so
that more than one student in the class is reading each mountain card. Direct students to follow the same strategies
we just used as a class to find pieces of data from these other mountains that could help us figure out what causes
mountains to change over time. In addition to the maps on the front and back of the Data Cards, encourage students
to use the two Earth squish ball globes to make sense of where the mountain they are analyzing is located on the
globe. Give students about 8 minutes individually to read through the card they have been assigned.
During this first analysis of the mountain case cards, students should look for data that could help the class figure out
causes for mountains to change by finding potential patterns in the data. It is not necessary at this point for students
to record all the data off of the mountain cards. Instead, through their analysis of the material they should pull out only
the data that could help explain changes in elevation or lateral movement of mountains.*

Alternate Activity

Though the Data Cards for Other Mountains and Mt. Everest are on cardstock and placed in plastic sheet protectors since
they will be revisited multiple times throughout the unit, you may wish to provide your students a black and white
copy of these. In this first lesson, students may wish to annotate, highlight, or notate different pieces of information
as they begin thinking about causes and processes that could be common across different mountain cases for the
changes the mountains experience. Use Data Cards on Other Mountains and Mt. Everest to make student copies.

9. Compare mountain site locations. 7 min

Materials: Patterns of Change for Mountains

Share data across mountain cases and look for patterns of change between the different mountains. Display
slide L. Distribute one copy of Patterns of Change for Mountains to each student. Tell students they should each take a
turn sharing the data they found for their mountain case. As each person shares they should fill in Patterns of Change
for Mountains with any data for growth or decreases in height. Then as a group, they should discuss what patterns of
change they see between the different mountains and fill in their handout so they are ready to share with the class.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 41

10. Share patterns in growth and movement between different mountains. 13 min

Materials: science notebook, Patterns of Change for Mountains, World Map (large wall global relief map), large (4”x6”)
sticky notes or quarter sheets of paper with tape, sticky notes
Convene in a Scientists Circle and share patterns we noticed between the
different mountain peaks. Display Slide M. Say, Let’s share what data we found
from the different mountain cases and add some of this to our map. We will begin
by identifying what other mountains you analyzed and where they are located on
our map. Students should be able to help identify where the mountain is found
from what they read on the data card, but they may need help identifying
where the location is on the global relief map. Using a small sticky note, mark
the different locations of the mountains on the map.
Say, Now let’s share what you found about these different mountains. As different people share and we agree on what data
will be important for us as we investigate what is causing mountains to change, we will record this data near the different
locations. So, what are some of the data you found for the different mountains that will help us figure out why mountains
can change over time?
Record all of these that the class agrees makes sense to include on a large
4” x 6” sticky note. Using the sticky notes or quarter sheets of paper, annotate
the different mountain peak locations with similar patterns of data and place it
on the map near the mountain peak the data is referring to. These patterns of
data should be pieces that we feel will help us figure out Mt. Everest as well. As
students share, record the different data on the sticky notes and post them on
the map in the location of the mountain range. See the example to the right.
Some examples of data students may suggest to record on the sticky notes for the different mountain peaks is
included below:
Mt. Mitchell:
• Mt. Mitchell moves on average 3 cm each year towards the west.
• The Appalachian mountains are ancient.
• They are believed to have been as tall or taller than the Himalayas.
• The peaks are decreasing in height and the valleys are getting deeper.
• There is volcanic rock in these mountains. (Does that mean there are volcanoes here?)
• There are no active earthquakes.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 42

Mt. Cook:
• There are regular earthquakes in the area.
• One earthquake caused part of the ocean floor to rise above the water.
• These mountains are increasing in height 1-2 cm/year.
• This area is moving 6.9 cm towards the north.
Mt. Aconcagua
• These are moving about 3 cm per year to the north.
• The mountains are the tallest mountains after the Himalayas.
• The tallest peak is 22,838 ft tall.
• The tallest active volcano can be found in these mountains.
• These mountains are the same age as the Himalayas.
• These mountains are still increasing in elevation through growth spurts.
Mount Hotaka
• These mountains are younger than the Himalayas.
• There are several active volcanoes in these mountains.
Mount Narodnaya
• These mountains are much older than the Himalayas and about as old as the Appalachians.
• Earthquakes can occur here, but they are small and not common.
• These mountains are moving about 2.5 cm to the east each year.
• This mountain is much shorter than Mt. Everest.
Look for patterns across the different mountains. Say, Now that we have recorded the pieces of data for each
mountain, let’s share the patterns of similarities and differences that your group found between the mountain cases. Use the
prompts below to lead a discussion about what patterns students noticed between the different mountains and how
they change. You may wish to add some of these to the large sticky notes as students share.

Suggested prompt Sample student responses

What are some patterns of Almost all the mountains are growing except for Mt. Mitchell in the Appalachians and
change you noticed between Mount Narodnaya in the Urals.
the different mountains? Almost all the mountains are moving in one direction or another, but they aren’t all
moving in the same direction.
Most of the mountains are moving to the north. But there is one moving west and one
moving east.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 43

 Suggested prompts Sample student responses
What other patterns did you The mountains in our cases are all in different parts of the world.
uncover that could be related Some are near the ocean and others are not . . . like the Urals and the Appalachians are
to how or why a mountain’s both mountains that are not near water and they are both shrinking.
height or location might
change over time? Besides the Himalayas that are growing and not near water, all the other mountains that
are growing are near the ocean.
The Urals and the Appalachians are much older than the Himalayas, but the rest are
younger or about the same age as the Himalayas.
The mountains have different types of weather depending on where they are located.
Fossils can be found in most of the mountains.
Some of the mountains have volcanic rock.
Some of the mountains have similar types of rock, like sandstone or limestone.
What potential causes do How close a mountain is to an ocean affects how tall a mountain is because of wind from
you see across these cards the water.
for the changes in elevation How old a mountain is might affect whether it is growing or not because the Urals and
or location? How could this Appalachians are much older than the Himalayas and they are both shrinking.
be connected to how Mt.
Everest, or any mountain, is If there is volcanic rock on the mountain, maybe volcanoes can cause mountains to
changing? change too?
I saw there were fossils of marine animals in some of the mountains...does this mean the
mountain used to be under water?

Key Ideas

Purpose of this discussion: Surface ideas for causes of change to mountains over time based on patterns students
notice. There will be uncertainty about the causal mechanisms shared, but that is okay as these ideas will help
motivate us to want to investigate more about the different potential causes of change.
Listen for these ideas:
• Accept all reasonable responses connected to the data in the cards.
• There are other mountains that are getting taller too.
• There are some mountains that are changing in height by shrinking.
• Some other mountains have earthquakes happen too.
• Mountains are different ages, some much older than Mt. Everest and some younger.
• Other mountains also shift in location.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 44

• Some mountains have volcanic rocks on them.
• Some mountains have sedimentary types of rock like sandstone and limestone.
• Some mountains are located near water and others are only on land.
Other ideas that may be shared but are not critical to bring out at this time include: ideas around the fossils found, or
the type of weather experienced.
End of day 2
11. Develop initial model of shrinking mountain. 10 min

Materials: Explaining Other Mountains That Shrink

Distribute a copy of Explaining Other Mountains That Shrink to each student. Display slide N. Say, We have
developed a model for a mountain that is growing, but now we have found out that some mountains are shrinking. Think
back to what we have shown that could be causing our mountains to grow. Do we also think these things could be causing
our mountains to shrink? Could it be something else? Take a few minutes with a partner to develop a model to represent what
is causing a mountain to shrink.

Assessment Opportunity

Building towards: 1.A.2 Develop a model showing what is happening at a scale larger than we can see to explain
what happened to the different mountains to cause them to change in elevation.
What to look for/listen for: Students including a variety of mechanisms for the changes to cause a mountain to
shrink such as: snow melting up on the mountain top, strong wind moving the mountain, (tectonic) plates under the
mountain, and earthquakes separating mountains.
Any ideas students have at this point in the unit are acceptable. Over the course of the unit all of these will be explored
through figuring out what tectonic plates are and how they move, as well as weathering and erosion factors.
What to do: If a student is struggling to get started on their model, remind them that our initial model is just that—
our first attempt at explaining what we think is causing the changes to the mountains. Encourage students to look
back at the initial model they developed for Mt. Everest and think about what they would change in the model to
represent a decrease in elevation.

12. Add to the Classroom Consensus Model. 15 min

Materials: science notebook, Explaining Other Mountains That Shrink, What Causes Mountains to Shrink initial model
poster
Convene in a Scientists Circle. Display slide O. Say, Last class we found data that some mountains are not growing but
are shrinking. So if all mountains aren’t growing, then our initial consensus model won’t explain what is happening to every
mountain. As a class, let’s develop a model to capture the ideas we have for what we think might be causing other mountains
to shrink.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 45

 Suggested prompts Sample student responses *Strategies for This Consensus
Discussion
Let’s begin our class model by representing what we know We should include a mountain like we did for Everest, but it Include all ideas at this point in
from data. What are some things we should be sure to should be shorter than our model for Everest. the unit as part of the consensus
include in our class model? How should we begin our Yeah, both the mountains we read about that are shrinking model. The purpose of developing
model of a shrinking mountain? are shorter than Everest. this model is to surface ideas
students have for what could
So these mountains that are shrinking are shorter than Mt. No . . . it says they were as tall or taller than Everest. be causing changes to Earth.
Everest now, but were they always? If everyone doesn’t agree with
If we want to model what causes a mountain to shrink, We should draw more than one image of the mountain . . . some of the ideas shared, then
then how can we capture that these mountains were as tall like before and after. include the ideas as questions or
or taller than Mt. Everest but are now shorter? with question marks. Don’t worry
about fleshing out every similarity
Yeah, so we can show what happens over time to the or difference. For example, you
mountain. can say to the group, So it sounds
like some people have X, but not
Okay, so how should we represent that these mountains We should have a tall mountain for the before section, then
everyone is totally convinced yet.
have shrunk over time? a shorter mountain for now.
Let’s put it up with a question mark.
We could also add an arrow pointing down from the top of Does everyone agree that we’re
the mountain to represent it getting shorter. not totally in agreement about X?
Consensus can mean we agree that
What are some of our ideas for what causes these changes? I think maybe there are things happening underneath the
we’re not in consensus.
What is causing some mountains to shrink? mountain, like maybe the plates are moving or breaking.
Or maybe the snow at the top of the mountain is melting
and that is causing the mountain to shrink.
I think wind and rain could be causing the mountain to
shrink by erosion.

An example of an initial consensus model for a shrinking mountain can be found here:

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 46

 Key Ideas

Purpose of this discussion: This initial ideas discussion should be a moment for students to share all the different
potential causes they picture could make a mountain shrink. The goal is for students to identify common processes
that are at play for how Earth’s surface changes. Over the course of the unit students will investigate different
mechanisms to figure out which ones are causing the changes to the mountains. At this point in the unit any ideas
students have for causes of mountain changes, even if they are correlational in nature, are acceptable.
Listen for these ideas: Accept all responses. Possible mechanisms that might be shared:
• Wind
• Moving water
• Temperature differences
• Rain
• Snow
• (Tectonic) Plates
• Climate change
In addition to these ideas, students may share ideas around the types of rock the mountains are made of, or the fact
that there are fossils on the mountains, but these ideas do not need to be pulled out at this time if they haven’t been
shared. The inclusion of the presence of these types of rocks could be evidence for some of the processes (e.g. erosion
or weathering) that students may want to include in their model. Students will revisit the mountain case cards over the
course of the unit to continue to build their models and fully explain what is occurring at the different locations.

13. Brainstorm related phenomena. 15 min

Materials: science notebook, Related Phenomena poster, sticky notes

Brainstorm related phenomena. Display slide P. Ask students to turn to a new blank page in their science notebook
and title it “Related Phenomena.” Then they should draw a T-chart on the page. The left column should be titled
“Examples” and the right column titled “Causes.” Reference image on slide.
Say, Think back on all your experiences where you’ve noticed a change in the surface
of the land or landforms, such as hills, mountains, shorelines, or other features on
Earth’s surface. These changes could be over a very short period of time or a long
period of time and/or they could be big or small changes to the land. If you can’t
think of any that happened where you live but you can think of a change that you
saw happen somewhere that you visited or that you read about, that is okay too.
Take a couple of minutes and record all of the related phenomena you can think
of in your notebook and what you think the causes of these changes might be.
Share with a partner and think about causes. Display slide Q. Say, Take a few
minutes to share with a partner your related phenomena examples and potential

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 47

causes. Then together think about the examples you have and whether the causes for these changes would be similar to
what could be causing Mt. Everest to change.
After students have had some time to share with a partner, display slide R and bring the class back together. Ask
students to share their related phenomena examples and potential causes for these changes. Say, As you share, tell
us how you think it could be related to how mountains change. As students share their ideas, record the examples and
causes on sticky notes. Add these sticky notes onto the appropriate sections on the Related Phenomena poster to be
kept in the classroom to reference later.

Additional Guidance

The procedure for developing the related phenomena poster is different here than in other units. We recommend
adding ideas to the poster on sticky notes. In subsequent lessons when we revisit this poster, we want to be able to
add to it and move things around. As we figure out more about causal and correlational relationships that contribute
to mountain and landscape change, causes for some related phenomena may become more apparent for students.
Some students may realize an example might belong under causes and vice versa, and the mobility of sticky notes
allows for easy rearrangement of ideas.

14. Navigation 5 min

Materials: science notebook

Record new questions. Show slide S. Have students write down new questions they are now thinking about for what
could be causing mountains to change in elevation and move, and other land near them to change. They should write
them in their science notebooks before they leave class or on a separate paper to be collected. Students should come
to the next class prepared to share those questions with others. If you are short on time, this can be done as home
learning. Let the class know that at the next session we will share out all of our questions and build a DQB to help
figure out what’s causing mountains to change in elevation and move.

Assessment Opportunity

You can read students’ questions as a formative assessment prior to the next class and then again later in the unit to
see how students’ questions are developing. Look for students to be asking questions about what causes could lead to
land and landforms, such as mountains to change over time.

End of day 3

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 48

15. Discuss questions to post on Driving Question Board. 5 min

Materials: science notebook, sticky notes (or index cards and tape), marker
Return to the questions students generated earlier and develop new questions. Say, Last class, we brainstormed
a lot of questions about what could be causing mountains to grow, shrink and move, and other similar phenomena. Today,
we’re going to post our questions to our Driving Question Board and begin thinking about how we’re going to investigate in
order to figure out what’s happening to cause Mt. Everest and other mountains to grow or shrink and move.
Share questions with a partner. Show slide T. Pull out their questions from the last class or their home learning.
• They should write one or two questions on sticky notes with large, BOLD writing so everyone can see. They should
write only one question per sticky note.
• Share their questions with one partner in the circle.
• Remind students that the questions do not all have to start with how or why, but they should be questions that (1)
we can answer through investigation and (2) will help us explain how a mountain can change.

Collaboration

As students learn to go public with their ideas, it can help to stimulate and support their individual thinking by sharing
their questions with one person first, before having to go public with their questions in the large group. If your class is
very comfortable sharing ideas in public already, you can omit this step in the lesson.

16. Build the Driving Question Board. 25 min

Materials: What is happening on Mount Everest?, Explain How Mt. Everest Moves and Grows, Explaining Other Mountains
That Shrink, Patterns of Change for Mountains, markers, sticky notes
Record individual questions. Make sure markers and sticky notes are provided. Say, Let’s look back at our noticings
and wonderings, What is happening on Mount Everest?, Explain How Mt. Everest Moves and Grows, and Explaining Other
Mountains That Shrink, and Patterns of Change for Mountains to capture our questions about what is happening in these
different cases where mountains are changing and where other changes are happening to the land around us. We will use
these questions to form our Driving Question Board.
To prompt an array of questions, remind students to think carefully about the changes happening to Mt. Everest, any
changes to the mountains described in the cards, and other related phenomena.
Present slide U. Give students at least 3 minutes to generate their questions on sticky notes. Encourage students to
write more than one question, but only one question per sticky note, and put their initials in pencil on the back of each.
While students write questions, move the Related Phenomena poster to hang next to the Initial Consensus Model
posters where all students can see it from a Scientists Circle. These posters together will serve as the space where
students can add their questions to build their DQB, and will be referred to as the DQB in subsequent activities and
lessons.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 49

Gather in a Scientists Circle around the DQB. Present slide V. Have students bring their science *Supporting Students in
notebooks and all of their sticky note questions along with a chair and form a circle in a location where Engaging in Asking Questions
everyone can see the two Initial Consensus Models and the Related Phenomena poster. These three and Defining Problems
posters will serve as the DQB for this unit. If students forget to explain how
Remind students that our goal is to capture all our questions to build a DQB. Say something like, It looks like you have or why their questions are linked
a lot of really good questions about what could be causing changes to different mountains and different locations on Earth. to someone else’s question, press
It is important that we hear everybody’s questions, and we might find that we have similar questions. To help us group them to try to talk through their
similar questions, let’s try to post each question on a spot on one of the Initial Consensus Model posters or on the Related own thinking. This is a key way
Phenomena poster, or in between them. to emphasize the importance of
listening to and building off each
Review these steps for forming the DQB: other’s ideas, and to help scaffold
• The first student comes up to the DQB with a sticky note, faces the class, and stays standing. student thinking.
• The student reads their question off the note and then posts it on the DQB near the section of the consensus model Don’t worry if some questions
or related phenomena it is most related to. raised are not part of topics in this
• The student selects the next student whose hand is raised. unit. Over time, with practice in
this type of activity, students will
• The next student reads their question and posts it on the DQB. This student also says what other posted questions it get better and better at forming
relates to and explains why or how it relates.* testable questions in the scope of
• The student then selects the next student whose hand is raised.* the DQB. If students can’t figure
• This process continues until everyone has had a chance to post a question. out which question to connect
theirs to, encourage them to ask
• Remind students to keep track of whether their question was already asked, put a checkmark on that sticky note if it
the class for help. After an idea is
was, and then select a different question to share.
shared, ask the original presenter
if there is agreement and why, and
Assessment Opportunity then post the question.
Building towards: 1.B Ask questions that arise from our analysis of information showing that Mt. Everest and four If a question is similar to (or the
other mountain peaks are changing to seek additional information about what caused the changes (effects) we same as) another one, have the
read about. student place it on top of that
question so other students can
What to look for/listen for: Students contributing questions about the event on Mt. Everest, about mountains
visualize how many questions are
changing in elevation, mountains moving, about earthquakes, and other landforms (e.g.: volcanoes). Look for students’
identical or related. Emphasize that
questions to (1) move between different spatial and temporal scales, (2) focus on the Mt. Everest event, and (3) focus
this provides us with evidence of
on the similar and different patterns of change for other mountains.
where many people are thinking
What to do: If students are struggling to generate questions in each of these areas, cue them to use the crosscutting about similar things.
concepts of Patterns and Cause and Effect as a lens to help them brainstorm different kinds of questions to ask. (Note:
You do not need to use these words explicitly, for example, cause and effect, but can refer to them as the “cause of the
*Attending to Equity
mountain getting taller.”)
Having the student who
volunteered and posted a question
choose the next student to share

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 50

An example of one such DQB is shown here. (from those whose hands are
Point out that many of the questions are connected to raised) is a great way to turn over
how and why different mechanisms could be the cause of the pacing and cadence of this
similar changes and how the same mechanisms could cause group work to the students. Reuse
different things to happen at different places. Suggest that this technique in future Scientists
including these questions under a single driving question Circles to encourage increased
could remind us of how the work on any one question is in student agency in the classroom
the service of all our questions. Propose that “What causes learning community. When you do
mountains to move, grow or shrink?” could be a single this, take a seat with the students
driving question that most of our questions could fit under. in the circle to position yourself as
an equal member of the learning
community who is listening,
making sense of questions, and
Additional Guidance trying to figure this out. If you have
questions you want to share with
In this lesson, students are wondering about the overarching question, “What causes mountains to move, grow or the group, raise your hand and
shrink?” Over the course of the unit, as students learn more about the forces and processes that cause mountains wait for someone to call on you.
to change in location and elevation, this question will be revised to, “What causes Earth’s surface to change?” While
eventually, students will be wondering this question, this lesson starts off by considering only changes to mountain
growth and location. It is important to start with this question to give students agency in later lessons to change this
overarching question as we learn more throughout the unit.
Once the class agrees to this, write it in large letters on a half-piece of chart paper and hang this banner over the top of
the entire DQB. Remind students that we can revise this question as we continue to figure out new things in future lessons.
Ask students to go to the blank page they saved in their notebook for the title of this unit and record this title now.

Additional Guidance

After your last class on day 4: Organize the questions on your Driving Question Board into categories that emerge
across all your classes. After (or as) you reorganize the board at the end of this lesson, make a typed record of all the
questions that are on the board so that you can print them out or share with students to reference in groups during
future classes. One way to do this is to take a high resolution photo of the board or transcribe the questions on the
board into a digital or electronic document.
Some examples of categories that might emerge:
• Causes of mountains
• How land moves
• Earthquakes
• Wind, rain, snow
• Volcanoes
• How long it takes for a mountain to change
LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 51
17. Brainstorm ideas for data and information needed. 12 min

Materials: science notebook, Ideas for Data and Information We Need poster, DQB (around the two consensus models
and related phenomena), markers
Brainstorm ideas for data and/or information needed. Display slide W. Read the slide aloud. Stay in the Scientists
Circle and arrange students into groups of 3. Give students 3 minutes to talk with this small group to generate ideas
about the types of data and information they would need to answer their questions on the DQB. Say, Sometimes
when scientists are trying to decide on their next steps, they need to look back at their questions and figure out what data or
information they still need. Let’s do that now.
For the next three minutes, have groups of students generate their list. Then, instruct students to take one minute to
write their ideas in their science notebooks on a new page titled “Investigation Ideas (Information and Data We Need)”
using a table like the one below.

Investigation Ideas
(Information and Data We Need)

As students are doing this, hang the Ideas for Future Investigations
and Data We Need poster right next to the DQB.
In the remaining 9 minutes, have students reconvene standing in a
semi-circle around the Ideas for Future Investigations and Data We
Need poster so all can see it. Give each group of students about one
minute to report out the data and information that could answer
their questions. Record a list of Information and Data Needed that
will remain public throughout the unit. Make sure all groups get to
share at least one idea.
Build the poster with students’ ideas. Tell students you want
everyone’s ideas to be shared and represented on the poster. Say
something like, To make sure we have your ideas up here, I will pass
a marker to the first person on the edge of the circle. That student
should share one idea. I will write it up and number it. Once I’ve almost
finished writing it, that student should pass the marker to the student
next to them. The second student then shares an idea. If that idea is on
the poster already, the student should say which idea it is and how it is
similar. I will put a tally mark next to it. The marker is then passed and
we continue until we have heard once from everyone in the class. If you
have additional ideas that don’t end up on the poster, feel free to raise
your hand after the marker makes it all the way around the circle. If

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 52

we run out of time, we’ll pick up here in the next class. And if you think of new ideas as we go, feel free to jot them down. We
should always be thinking of ways we can add to this list.
A sample poster from one class of students is shown above.
Celebrate the formation of a joint enterprise. Once this poster is built, celebrate that they created a joint mission
and proposed action plan to guide the work of our learning community for weeks to come. Say something like, Wow.
We have accomplished so much. We now have a mission to accomplish as a class, thanks to all the questions you shared
and how you connected them. These questions really represent what we hope to figure out. And we have a lot of ideas for
investigations and data sources we can work with. I am very excited for us to start investigating all of these. I have lots of
additional data and equipment for us to use that are well matched to the things you’ve said we need. Let’s plan to start
exploring some of this in our next lesson.
Prioritize one set of ideas for investigations. If time permits, say something like, I noticed we have many different
ideas for what could be causing the changes we saw in the different mountains. What cause makes sense to figure out more
about first? Give students a minute or two to turn and talk with a partner.

18. Navigation 3 min

Materials: None
Decide where to go next. Display slide X. Say, As you look back at the DQB and think about the ideas shared for
investigations and types of data we would want, what makes sense to explore first? Talk with a partner about your ideas:
• What potential causes did we identify as a class for Mt. Everest changing? What seems the most likely cause to you
and why?
In our next class, we will think more about these potential causes and begin investigating them.

Additional Guidance

Remind students to keep their science notebooks organized by writing a title on each page and updating their table
of contents. They can do this when they have extra time at the beginning or end of class, or during homeroom or
homework time.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 53

ADDITIONAL LESSON 1 TEACHER GUIDANCE
Supporting Students in Making Connections in ELA
CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Students will be reading multiple sources of informational text to pull out data that could serve as causes for change
over time of different mountains. They will use the information they have found in the articles in the class discussion to
develop initial models representing the changes occurring to different mountains. They will need to draw on evidence
they find in these texts and be ready to support the pieces they cite from the reading.
CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
Students use close reading strategies to analyze an article to figure out how mountains are measured and what
is occurring at Mt. Everest. The article includes information about how Mt. Everest is changing in both height and
location over time. Students will use this information that they analyze as they develop an initial model about what
could be causing Mt. Everest to change over time.

LESSON 1 PLATE TECTONICS AND ROCK CYCLING | 54

LESSON 2

How are earthquakes related to where mountains

are located?
Previous Lesson We read about Mt. Everest getting taller and moving over time. We find other mountains are changing in elevation too,
with some shrinking. We modeled what we think is causing a mountain to change in elevation. We brainstormed related
phenomena where land near us has changed over time and formed our Driving Question Board (DQB). We brainstormed
possible investigations we could do and additional data sources that could help answer our questions.

This Lesson We watch a video of the 2015 earthquake on Mt. Everest. We determine we need more
data to understand what is happening during an earthquake. We look at data sources
Investigation
from Ridgecrest, CA before and after an earthquake. We determine that there may
2 days be a correlation between earthquakes and mountain growth, and look at our case
site locations for data. We use Seismic Explorer to determine that there seems to be a
pattern with greater earthquake activity at mountains that are increasing in elevation.
We think that earthquakes are correlated to mountain changes in location and
elevation, but want to know what is happening underground where earthquakes occur.
NASA

Next Lesson We will develop models to represent what we might find on and below Earth’s surface in different places. We will use images,
storymap, and a reading to gather information. We will carry out investigations, document and share our observations, and
describe what we figure out in our Progress Trackers.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 2.A Present an oral and written argument that earthquakes either caused or are correlated to the elevation and location
MS-ESS2-3 changes of the mountain cases and Ridgecrest, California.
2.B Use digital tools to examine a large data set at different spatial and temporal scales to compare global earthquake
activity to local activity.

What Students Will Figure Out

• The ground moves back and forth in an earthquake.
• Some parts of the surface crack open with a noticeable difference in between the ground on either side of the crack after
an earthquake.
LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 55
 • Earthquakes exist on or near almost all mountain ranges.
• There seems to be a correlation between when mountains were highest or growing and where the earthquakes are the
largest or most frequent.
• While earthquakes seem to be correlated to changes in elevation, we are uncertain what is occurring under the surface,
and what the land is like under the surface.

Lesson 2 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 8 min NAVIGATION A-B Potential Causes for Mountain Movement chart, markers
Develop a chart showing possible causes and effects of
earthquake elevation changes and movement, and determine
the meaning of causation vs. correlation.
2 3 min NARROW FOCUS TO EARTHQUAKES C Potential Causes for Mountain Movement chart, Ideas for
Revisit units where many variables were present and Investigation and Data We Need poster
determine a systematic process for determining the causes of
events in a system. Begin by focusing on earthquake data.
3 5 min DISCUSS EARTHQUAKE EXPERIENCES D-E 6.4 Lesson 2 Experience at Mt. Everest (See the
Allow students to share prior experiences with earthquakes Online Resources Guide for a link to this item. www.
and what they believe might happen during an earthquake on coreknowledge.org/cksci-online-resources)
Mt. Everest.
4 11 min INTRODUCE RIDGECREST, CALIFORNIA DATA F-O World Map, sticky notes, 3 meter sticks, 6.4 Lesson 2
Ridgecrest Earthquake (See the Online Resources Guide for
a link to this item. www.coreknowledge.org/cksci-online-
resources)
5 5 min REVISIT MAP TO IDENTIFY POTENTIAL MOUNTAIN P World Map
LOCATIONS
Revisit the map and determine locations where potential
mountains may be located based upon geological features on
the map.
6 13 min EXPLORE SEISMIC EXPLORER Q World Map, Earthquake Data (See the Online Resources
Use Seismic Explorer to determine what earthquake features Guide for a link to this item. www.coreknowledge.org/
can be visualized by the simulation and analyze for earthquake cksci-online-resources)
locations.
End of day 1
LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 56
Part Duration Summary Slide Materials
7 12 min ATTEMPT TO DETERMINE CORRELATION OR CAUSATION R-T Earthquake Investigations, Earthquake Data (See the
OF EARTHQUAKE DATA Online Resources Guide for a link to this item. www.
Write a claim regarding whether earthquakes are correlated coreknowledge.org/cksci-online-resources)
with or cause changes in elevation and location of land
on Earth’s surface. Determine more information is needed
regarding earthquake magnitude and frequency.
8 10 min RECORD DATA FROM EARTHQUAKE INVESTIGATIONS U Earthquake Investigations, sticky notes, 4 different color
Record data from investigations on the class map. markers

9 5 min MAKE SENSE OF NEW DATA ON WORLD MAP World Map

Review the data on the World Map and attempt to find
patterns in earthquake depth and magnitude.
10 5 min REVISIT THE POTENTIAL CAUSES FOR MOUNTAIN V Potential Causes for Mountain Movement chart
MOVEMENT CHART
Revisit the Potential Cause for Mountain Movement chart
to determine if earthquakes are correlated with or cause
mountains to move and change elevations.
11 5 min DETERMINE NEXT STEPS W-X
Reflect on past data collection and determine that in order to
figure out what is happening during an earthquake, we have to
look at what exists underground.
12 3 min INTRODUCE HOME LEARNING Y Reading: What Do We See on Earth’s Surface Where We Live?
Preview and assign home learning.
End of day 2
SCIENCE LITERACY ROUTINE Student Reader Collection 1: The Gorgeous Globe
Upon completion of Lesson 2, students are ready to read
Student Reader Collection 1 and then respond to the writing
exercise.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 57

Lesson 2 • Materials List

per student per group per class

Lesson materials • science notebook • Potential Causes for Mountain Movement chart
Student Procedure Guide Student Work Pages • Earthquake Investigations • markers
• Ideas for Investigation and Data We Need poster
• 6.4 Lesson 2 Experience at Mt. Everest (See the Online Resources
Guide for a link to this item. www.coreknowledge.org/cksci-
online-resources)
• World Map
• sticky notes
• 3 meter sticks
• 6.4 Lesson 2 Ridgecrest Earthquake (See the Online Resources
Guide for a link to this item. www.coreknowledge.org/cksci-
online-resources)
• Earthquake Data (See the Online Resources Guide for a link to
this item. www.coreknowledge.org/cksci-online-resources)
• 4 different color markers
• Reading: What Do We See on Earth’s Surface Where We Live?

Materials preparation (15 minutes)

Online Resources
Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Prior to day 1, look up the location of Ridgecrest, California and be ready to add a large sticky dot on the map for this
location on the class map.
Determine distance from your location to Ridgecrest, California. Record this on a sticky note.
Test the interactive, Seismic Explorer Version 1. (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources)
Test the following videos: Experience at Everest and Ridgecrest, CA Earthquake. (See the Online Resources Guide for
a link to this item. www.coreknowledge.org/cksci-online-resources)
Create a Potential Causes for Mountain Movement chart using a piece of chart paper or other large paper:
• Label the left hand side “Potential Causes”
• Label the right hand side “Effects”

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 58

Make sure that the class map and Potential Causes for Mountain Movement chart can be easily accessed and viewed
by students. For students that need extra assistance in accessing the information on the maps in this lesson and in
future lessons, consider taking high resolution photos of the maps and uploading them on a shareable document with
students. This will enable students to be able to zoom in and manipulate the maps in the best way that visually makes
sense for them.
Be sure you have materials ready to add the following words to the Word Wall: causation, correlation, epicenter,
earthquake depth, and magnitude. Do not post these words on the wall until after your class has developed a shared
understanding of their meanings.

Lesson 2 • Where We Are Going and NOT Going

Where We Are Going
In the previous lesson, students created models and identified potential causes for mountain movement and growth.
In this lesson, students will create a Potential Causes for Mountain Movement chart, where all potential causes from
the initial models are listed. Students determine that, like in previous units where multiple variables need to be
investigated, one variable will be assessed at a time. Students spend time looking at artifacts and data sources from
Mt. Everest and Ridgecrest, California to learn more about what happens before, during, and after an earthquake and
the observable changes to Earth’s surface. Students also analyze earthquake data across the world and determine
that though there are earthquakes occurring where there are mountains, we don’t have enough data to conclude
that earthquakes cause mountains to change, but we become more confident that there is a relationship between
earthquakes and where mountains are located. Students use this information to determine that data, to this point,
supports a correlational relationship between earthquakes and mountain growth and movement.
In this lesson, students begin to develop an understanding of the words correlation and causation. While students
may have a superficial understanding of these words at this moment, students will work to conceptually distinguish
between these words as they begin to investigate the possible causes for mountain movement. Over the course
of the unit students will engage with these words and their meanings in a meaningful way to further develop an
understanding of these words. We will be adding these to the word wall in this lesson, but over the course of the unit,
we will work to build a deeper understanding of these relationships.
Possible modification to consider: Students list potential causes of changes in mountains. After this, students
determine that the class should investigate only one potential cause at a time to see if the potential cause is
correlational or actually causing the mountains to change. This discussion leverages students’ experiences with single
variable investigation decisions during the Unit 6.2: How can containers keep stuff from warming up or cooling down?

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 59

(Cup Design Unit) to determine which potential cause to investigate first. If you have not taught the Cup Design Unit,
consider changing the prompts to focus around testing a single variable in an experiment that has been done in
science class prior to this unit, and making parallels between the single variable use, to determine if a single potential
cause has an effect on our mountains.
Where We Are NOT Going
Lesson 2 is an initial lesson, where students will be listing all of the potential factors for mountain growth and
movement. While students begin to investigate earthquakes and their relationship to mountain growth and
movement, students will not have an understanding of the mechanisms involved by the end of the lesson to provide
evidence of a causal relationship. In future lessons, students will build an understanding of plates and their interactions
at a large scale over subsequent lessons.
While students will get a chance to look at earthquake data, they will not begin to develop an understanding of what
causes earthquakes or why earthquakes of a greater depth tend to occur at subduction zones, and will learn more
about the variance in the average depth of earthquakes along different types of fault lines in a later lesson.
Students’ attention will also be drawn to underwater structures that resemble mountains for making earthquake
observations. However, we will not explore the reasons why the Mid-Atlantic Ridge exists, or how it was formed, until
later lessons.
In this lesson, students will begin to form ideas related to correlation and causation. The justification for these
relationships will be limited to qualitative data in this unit, based upon evidence collected and observations made by
students. Quantitative analysis of data to show correlation vs. causation relationships involving graphing data is not
explored with students until high school, when students learn about statistics and probability, as seen in the Common
Core Math Standards.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 60

LEARNING PLAN FOR LESSON 2

1. Navigation 8 min

Materials: Potential Causes for Mountain Movement chart, markers *Supporting Students in
Recall the previous lesson. Display slide A. Read the question to students and give them a short period to consider Developing and Using Cause
their answers. and Effect
• What about these different mountain cases were we trying to explain in our last lesson? As students share their ideas
for what could be causing these
Allow students to share their answers to the question. Students should say that we were trying to determine what changes to the different mountains
caused the movement and changes in elevation to Mt. Everest and other mountains. they looked at in Lesson 1,
Say, Last class, we had several potential causes on our consensus models that could be leading or contributing to those there will be both causal and
changes and were wondering about which of these causes was most likely to cause these changes. Let’s take some time to correlational relationships that
remind ourselves about some of our ideas. they share. At this point in the unit,
Create a Potential Cause Board. Display the Potential Causes for this is okay and encouraged as
Mountain Movement chart for the class. we want to get all of our ideas on
the Potential Causes for Mountain
Begin by asking students what we found out was happening to Movement chart. These ideas will
Mt. Everest and other mountains from Lesson 1. Say, We read about be used and leveraged to help
changes happening to different mountains in our last lesson. What us determine what we want to
were these changes? Students should say that Mt. Everest is growing investigate over the course of the
taller, Mt. Everest is moving, other mountains are growing taller, and unit. In Lesson 9, this chart will be
other mountains are shrinking. revised to capture a causal chain
Say, Okay, so since we are trying to figure out what is causing these of events that occur to lead to a
changes, let’s think of these as the effects of some potential cause mountain growing in elevation.
and list these on the right side of our Potential Cause for Mountain In Lesson 12, students will revise
Movement chart under “Effects.” Add the three changes under the Potential Causes for Mountain
“Effects.” Movement chart as we determine
that underground processes, such
Ask students to look back at their individual mountain models
as plate movement, isn’t leading
and the class consensus models. Say, Now let’s list all the potential
to any of our mountain cases
causes we have for these changes. Look back at your initial consensus
decreasing in elevation. By the
models. What are some potential causes we included in our models? As
end of the unit, students will also
students share their potential causes, ask what effect this potential
develop a causal chain for erosive
cause might have on mountains. As students share their potential causes and which effect it could result in, probe
processes leading to changes to
students to give evidence for their potential causes and effects. If the potential cause can be tied back to a source from
Earth’s surface.
Lesson 1, indicate it by drawing a solid box around the cause. If the potential cause was not mentioned in materials
from Lesson 1, such as plates, plate tectonics, rocks moving, ice shaving mountains, etc., draw a dotted line around
the cause.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 61

Establish a key with students to use lines that are dotted to represent correlational connections between the potential *Attending to Equity
causes and events. Use solid lines to show causal relationships between the causes and events. An example chart can Words such as causation (or cause)
be found below. and correlation are sometimes
Say, Let’s think about Earth moving or changing. Do we have any experiences with the ground moving, or know of any ways used interchangeably despite
that the ground can move that we might want to add to our Potential Causes for Mountain Movement chart? having distinct scientific meanings.
Ask students to share out what evidence they might have of the This is similar to using the word
earth moving on its own. Remind students that one of the reasons theory in everyday language
the Chinese and Nepalese scientists wanted to collaborate was versus how it is used in the
to collect more accurate data about Mt. Everest after the 2015 scientific context. To help students
earthquake. Encourage students to think about how they think understand the scientific use
the landscape might change during or after an earthquake. If of causation and correlation, it
earthquakes have not been added to the Potential Causes for may be beneficial to spend time
Mountain Movement chart, do so now. Ask students if they think breaking down the words into
that the earthquake happens and causes the changes, or if they prefixes, roots, and suffixes to
think the earthquake happens at the same time that the land gain a better understanding of
changes. Allow students to share out their ideas and ask students the differences between the two
for their reasoning. words.

Say, We have a lot of potential causes for the effects, or changes to the Causation- the reason that
mountains, listed. But as of right now, we aren’t sure if these things are something is occurring.
just related to, or seem to happen at the same time that a mountain Cause- the mechanism or reason
changes or if they actually cause the mountains to change. In the real why something is occurring
world, scientists also have to work through determining if potential ation- an action or instance of it
causes are just related to changes they see or if they actually cause the
changes they see happening. Correlation- two things or events
happening together or at the same
Introduce correlation vs. causation. Project slide B. Look back at time, but not causing one another.
the newly completed chart with students. Point out that we have
several potential causes listed for the changes we are seeing in our Co- occurring together or at the
mountains, but at this point, we do not have evidence that any of same time
these potential causes actually led to any of these changes. In order relate- connected to
for us to figure out what is happening at our mountains, we need more evidence. Sometimes potential causes can end ation- an action or instance of it
up either directly or indirectly causing changes that we are observing or they could just be happening at the same
time.*
Explain that scientists have special words to describe the relationships between these potential causes and effects
that result in changes to the mountains. One word is correlation, and the other is causation. Say, Think about when
you might have heard these two words. Turn and talk with a partner about what you know about these two words. Have
students turn and talk with a partner about the prompt on slide B. Ask students to share their ideas regarding the
differences between these two words. Determine that the word correlation means that there may be a relationship
between the two variables, and that causation means that one variable directly or indirectly causes a change to the
other variable.*

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 62

Explain that with correlation, there may be evidence of one happening at the same time as the change we are seeing, *Attending to Equity
so they are connected in some way. In order to show that a variable has caused a change, however, we have to look for Supporting Emerging Multilingual
patterns in our evidence that link the two events together, showing that the variable has actually caused the change. Learners: When developing new
vocabulary, strategies that may
Additional Guidance benefit emergent multilingual
learners are to use student-friendly
Depending on your students’ prior knowledge with these terms, some students may need more support in identifying definitions, make connections to
correlation vs. causation. These two words can feel very similar, and due to spelling similarities, students with dyslexia cognate words when possible, and
or students who need greater support with decoding words could benefit from additional practice. Consider pausing include a visual representation
and going over a couple examples to help students differentiate between the two concepts. For example: of the word. Use these strategies
• Ice cream sold in the summer (correlation) vs. ice cream melting faster in the summer (causation; increased temperature). throughout the unit for both “words
we earn” and “words we encounter.”
• Consuming ice cream and the number of sunburns in the USA (correlation) vs. the number of sunburns and time
spent in the sun without sunscreen (causation—direct exposure to sunlight unprotected).
Add these two words, causation and correlation, to the Word Wall.*
Say, Now that we know we are looking to determine if events are causational or correlational, and that we need
to collect evidence to support any potential connections, what were some of our ideas about which part of our
model to explore first?

2. Narrow focus to earthquakes. 3 min

Materials: Potential Causes for Mountain Movement chart, Ideas for Investigation and Data We Need poster
Say, We have a lot of potential causes for our mountain phenomena. If we investigate all of them at the same time, will that
help us conclude what the underlying cause of the changes is? Should we investigate them all at once?
Allow students to respond. Students should explain that we cannot investigate all causes at once, or we may have
problems determining what evidence of each potential cause could lead to a change in our mountains.
Narrow the focus of study to begin with a single variable. Display slide C. Allow students a moment to read the
questions on the slide.
• What have we done in previous units when we have several potential causes that could explain observations in a
phenomen on we are investigating?
• How did we investigate those variables to determine whether or not each variable could cause the observed
changes, or whether they are just correlated (related to) with the changes?
Discuss the questions as a class and determine that each variable should be looked at individually to assess if it truly
has an effect on mountain elevation. Highlight the importance of assessing one potential variable at a time. Example
prompts and responses are below.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 63

Suggested prompts Sample student responses
What units have we experienced prior to this where we have In Cup Design Unit we had a lot of potential causes for why
had several potential causes for a change that has occured? our cup systems warmed up.
How did we investigate and decide between these potential We looked at each potential cause one at a time.
causes? Did we investigate all the different possible causes We looked at the different parts that we thought were
at once? causing the change to the system individually.
Examples from Cup Design Unit:
First we thought there were lots of causes, like the lid, what
the cup was made of, and the number of walls based on a lot
of cup data we collected. We started after that by looking at
the lid, then we looked at other things we thought were the
cause of the change in the cup system.
Why would we want to look at only one potential cause at because if we change too many things at once we won’t be
a time? able to tell which potential cause is really making our system
change
Examples from Cup Design Unit:
We did make a lot of changes at once in the beginning of
the Cup Design Unit, but it showed us that there were a lot of
potential causes for the changes to the cup system. We had to
look at them one at a time to figure out what was causing the
system change.
Say, Interesting. In the Cup Design Unit we began by looking at the structure of the lids and how they affected our cup system.
We picked lids because we thought the heat might be escaping from the top of the cup and we had evidence that showed
that this might be a cause of the change in our cup systems.
Guide students to look at earthquakes as a potential cause for system change. Direct students to look at the
potential causes. Ask students what we have the most evidence for across all of the mountain cards. Say, Looking at our
list of potential causes, where should we start? What cause on our Potential Cause for Mountain Movement chart seems to
have connections to multiple mountains?
Negotiate with the class based on evidence on the World Map and in their notebook from the Data Cards for Other
Mountains and Everest and Data Cards on Other Mountains and Mt. Everest, that we see that earthquakes happen at a
number of the mountain ranges on our cards. We also think that earthquakes can cause quite a bit of movement and
change in Earth’s surface. This seems, at this point, to be the most likely cause of mountain movement or changes
in elevation. Students may also have included earthquake data as part of the Ideas for Data and Information We Need
poster in Lesson 1. If your students also asked for this, you can point to this idea on the poster to reinforce that we use
students’ ideas to inform our investigations.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 64

Say, We think earthquake data might help us figure more out about what is happening at Mt. Everest, but we don’t have
evidence yet to show correlation or causation. We need to collect more data. So let’s begin there today by analyzing some
earthquake data.

3. Discuss earthquake experiences. 5 min

Materials: 6.4 Lesson 2 Experience at Mt. Everest (See the Online Resources Guide for a link to this item. *Attending to Equity
www.coreknowledge.org/cksci-online-resources) Experiencing an earthquake first
Conduct an informal earthquake experience poll. Say, Since we are going to learn more about earthquakes, I’d love hand can be scary and traumatic.
to hear more about what experiences you have had with earthquakes or what you know about what happens to the Earth The purpose of asking students
or land before, during, or after an earthquake. Have a couple of students share out what they have experienced or have about their experiences with
knowledge about and what changes or effects they have seen happen to the land.* earthquakes is to begin activating
Make predictions about the Mt. Everest earthquake experience. Project slide D. Say, It seems that some of us their ideas around the effects of
have ideas on what it might feel like to experience an earthquake. We learned from our reading and mountain cards that earthquakes on Earth’s surface. To
earthquakes can occur where mountains are located, and that a large earthquake occurred on Mt. Everest in 2015. But at help us figure out if an earthquake
this point, we still aren’t sure if these earthquakes are just correlated or related to mountains moving, or if they have caused can cause a mountain to move or
mountain movement. increase height, or if earthquakes
are correlated with these changes,
Explain that we have a video of hikers that were on the mountain during an earthquake. Ask students to turn and talk we will need to figure out more
to a partner about the question on slide D. about earthquakes—both what
• What do you think you would see happening if you were on Mt. Everest during the 2015 earthquake? causes them and what effects
• Do you think it would provide enough evidence to support whether the earthquakes caused these mountains to they have on the land around
increase in height and change locations? them. As you facilitate this step
of the lesson, help students to
Allow a couple of students to share their predictions about what they would see happening during the 2015 focus on questions related to
earthquake, and why or why not they believe the footage might provide evidence for a correlational or causal their effects on the land rather
relationship between earthquakes and changes in mountain height and location. After this, remind students that than their effects on people. The
during the time of the earthquake the two countries, Nepal and China, were not sharing data, so we do not have a lot Tsunami Unit, which follows this
of data about what happened at the exact moment of the earthquake. We do, however, have a clip of a scientist who one, investigates ways to protect
was climbing during the 2015 earthquake.* communities from the effects of
Watch Mt. Everest earthquake clip. Project slide E. Remind students that we are trying to determine what might natural hazards, like earthquakes.
be occurring during an earthquake on Mt. Everest, and if the earthquake is causing the mountain to change, so as the
class views the video, they should pay close attention to what they see happened. Play the clip for students. (See the
Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)
Share observations and determine if evidence supports correlation vs. causation. Ask students to share their
observations of the clip and what they heard the climbers say happened during the earthquake. As students recall
the observations, focus on the movement of back and forth during the earthquake. Emphasize that while we have
accounts of the ground moving back and forth, we do not have data to show that the ground is in a new position.
Pause and ask students if this potential back and forth motion is enough to show that earthquakes are the cause of
the mountain changes we’re trying to explain, or if they just happen to occur as mountains are changing in height and
location, but do not directly cause those changes to occur. Remind students that in the reading we also learned that
LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 65
China and Nepal were uncertain if the earthquake caused any changes to Mt. Everest’s height, and at this point as a *Attending to Equity
class, we do not have enough data to support correlation or causation. Guide students to determine that it was also Supporting empathy and
hard to see changes on the mountain surface of such a tall mountain, and that if we could analyze an area of flatter emotions: In an effort to provide
land where an earthquake occurred then maybe we could figure out more about whether earthquakes are causes of students information about
mountains changing in height. Example prompts and responses are below. what the Earth is like during an
earthquake, we have elected to
Suggested prompts Sample student responses
include a firsthand account from
What observations did we make or the climbers The climbers felt the ground shaking. a hiker who was on Mt. Everest
report during the earthquake? Things started to move back and forth. during the 2015 earthquake. In
asking students to think about and
We had earthquakes as a potential cause for Maybe. If things move back and forth they can sometimes end up possibly re-experience what an
mountains changing elevations and locations. Does somewhere else. earthquake is like, a stress response
moving back and forth mean that the mountain is It was going back and forth from one location to another, but we could be triggered in students.
now taller or that the mountain moved to a different don’t know if it ended up in a new location or if it made it taller. You may wish to share with
location? students that we will be discussing
They said it was moving back and forth, but they didn’t say if it
ended up in a new spot or ended up taller. what it is like to be in an
earthquake and we will be hearing
We had earthquakes as a potential cause for Not yet. We can’t tell if the earthquake just happened and it moved from a person’s firsthand account
mountains changing elevations and locations. back and forth then, or if it actually caused the mountain to shift or of the earthquake on Mt. Everest
So do we think we have enough data to say if the grow. ahead of time. You can let students
earthquake is correlated with or is the cause for the know that all of the people in these
changes at Mt. Everest? video clips we will be watching
about earthquakes are okay and
Did anything we read in Lesson 1 say if the 2015 The data from China and Nepal showed the mountain had grown
survived, but they still may wish
earthquake caused the mountain to grow or move? over time and constantly moves 4 cm to the NE yearly, and it had
to be allowed to not participate
grown since they had last recorded it, but we weren’t sure if the
in watching the videos. If certain
earthquake had made it grow or move locations.
students would prefer not to watch
Do we think all earthquakes cause mountains and Maybe they do. the videos, it will not take away
land to grow and change? from their learning experience.
Maybe they don’t.
Because of its location high above the ground, it may If we look somewhere flatter we can see if there are changes to the
be hard to observe what happens to a mountain surface.
during an earthquake. What would happen if we We could totally see if it was moving because it’s not as high up.
were to look at an earthquake somewhere else,
like on flatter land or at a lower elevation? Do we Yeah, we could look at the ground before and after the earthquake
think we would better see the surface of Earth there and see if the ground changes in height.
moving and changing? It would be easier to examine changes in the land if it was at a
lower elevation.
Say, We need to look at more data that might give us a better understanding of what might be happening to the land during
an earthquake.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 66

4. Introduce Ridgecrest, California data. 11 min

Materials: science notebook, World Map, sticky notes, 3 meter sticks, 6.4 Lesson 2 Ridgecrest Earthquake (See the *Attending to Equity
Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) Universal Design for Learning:
Explain to students that we have some location data and videos from an earthquake that occurred in California. The As mentioned in the Materials
land is more accessible and at a lower elevation than Mt. Everest. Also, this area is more populated, so we are able to Preparation section of this lesson,
collect more data types from more people. it may be beneficial for students
Point out Ridgecrest, California on the World Map. Walk over to the World Map and point out the location of who have enhanced visual needs
Ridgecrest, California for students. As a class, take note of how far away Ridgecrest is from our location, and note that it to create a high-resolution, digital
is located in the Indian Wells Valley, a Southern Californian desert area between 4 different mountain ranges. Mark the version of this map to share with
location on the map with a sticky note. Add the distance from your school/town location to the sticky note. them to help them better access
the material. This will be especially
Create a Notice and Wonder chart. Project slide F. Tell students that we have video of this earthquake occurring, helpful when adding sticky notes
photos of the location after the earthquake, satellite images, and elevation and location data. Explain that since we to the map during this lesson.
are going to look at so many new data sources, we should record our noticings and wonderings so we can try to make For students that could benefit
sense of what happens to the surface of Earth when an earthquake occurs. Give students a moment to create a notice from additional visual assistance,
and wonder chart in their notebooks. consider making an interactive
Begin making observations near ground level. Project slide G. Explain to students that our first piece of data version of this map online on a
comes from a hotel surveillance camera located in the area. Play the video clip for students. (See the Online Resources platform such as Jamboard, and
Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) While the entire clip can be played, adding virtual sticky notes for
the video only needs to be shown through the first minute. After the video, allow students to record their observations students to see. Maps can also
and any questions they may have. Give students a moment to share some noticings they had about the video before be printed out and distributed
moving on to the next slide. for a number of lessons following
this lesson. As you read through
Continue to slide H. Tell students that this image is of the ground near the area of the earthquake, with USGS scientist
the teacher guides, consider
Beth Haddon standing on the ground. Give students roughly 1 minute to record any observations.
what maps would make sense for
Advance to slide I. Explain that this is another picture of geologist Beth Haddon collecting data in the area near students to view in this manner
where the earthquake occurred, and a larger picture of the ground near where the earthquake occured. Give students and consider making these digital
roughly 1 minute to record any observations. and visual scaffolds for students
Shift to making observations at a larger scale. Continue to slide J. Explain that this picture was taken from further who could benefit from them.
above the land than the prior photos. This picture was taken in the desert near where the earthquake occurred.
Explain that the road shifted by roughly 7.5 ft, or 2.5 meters. Use 3 meter sticks as a visual to show students how far the
road was shifted.
Ask students, The first two pictures of the ground near where the earthquake occurred were taken roughly at eye level. In
this image we are looking at the ground, but from a much higher elevation. How might looking at this area of land, or Earth’s
surface, from different levels or scales, help us understand what is going on?
Allow students to respond. Students should be able to point out that by looking at different elevations, we change the
scale of what we are able to see at a given time, allowing us to see changes that we might not have seen before.*
Say, OK. So our last few sets of pictures were taken by satellites above Earth. These images are from a much higher elevation
and show a much larger area or scale, than the prior photos.
LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 67
Make observations of satellite data and compare to our World Map. Project slide K. Before having students make
observations, pause and go over the scale of the image. Point out the scale at the bottom right-hand corner of the
slide. Make a noticing that it represents a distance about 4 miles across this scale shown. Explain that this image was
taken by satellite in April, over a year before the earthquake that occurred in July.
Before moving forward, ask students what features are on the map, and how this relates to our larger World Map.
Example prompts and responses are below.

Suggested prompts Sample student responses

At this scale, we are able to see a lot more of the ground. We I think they show different elevations or heights.
also see a lot of variation with the grey colors on our map. They are hills or mountains
What do you think those darker grey areas represent?
They show something that is higher up than the area
around them.
So if we think those are mountains, hills, or something else On the World Map, the brown areas look like they are
higher up and we compare to our World Map how do these where there are mountains, like where we marked Everest,
areas compare? there is dark brown.
On our World Map, the higher up it is the more brown or
white it becomes.
Our mountain maps have all the mountains as brown or
white, and the area below them that is lower elevation is
green.
So on the map on the slide that has the different grey shadings, Yes!
do the darker grey areas represent mountains? And what do the Lighter grey areas show lower elevation or flatter ground.
lighter grey areas represent?
Project slide L. Confirm with students that these areas that are darker grey are actually mountain ranges we see that
surround Ridgecrest on the class map. The mountain ranges surround a valley in the Mojave desert, and even though
it is a valley, it is relatively higher than sea level, about half a mile high. Tell students that we have this image, which
is before the earthquake, and another after the earthquake that we can use to figure out if any potential changes to
the surface occurred due to the earthquake. Explain that you will toggle between two slides, one with an image taken
before the earthquake and an image taken on July 5th, after the earthquake. Students should watch closely as you do
this for any changes they see between the two images.

Additional Guidance

As mentioned in Lesson 1, some students may believe that a mountain range needs to span countries or continents to
be considered not just a string of mountains, but a range. A mountain range is simply a series of mountains connected
by high ground, and even something as large as mountain ranges can vary in scale. If some students are intrigued
or confused by the small scale of these mountain ranges, it may be worth stopping to operationally define the word
mountain range as a class before proceeding with the lesson.
LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 68
Toggle back and forth between slide M and slide N. Repeat this several times until it is clear that some students are
observing a change in the surface, predominantly a white line that has emerged towards the center of the picture.
Pause and share noticings and wonderings about how the area around Ridgecrest was affected by the
earthquake. Begin by asking students what they observed with the video clip of the vehicles in a parking lot and
progress to the satellite images just shown. As students are sharing, listen for students to bring up the following
noticings about each artifact. As these ideas are shared, ask students what that noticing has made them wonder:
Video of the parking lot
• Cars and other objects, like the bushes and trees in the area, clearly moved back and forth
• No visible changes other than the movement back and forth on the surface
Image #1 of the crack in the ground
• The ground is at different elevations on each side
• There are layers to the ground
• The ground looks relatively solid, but appears to have cracked
• The ground, although solid, appears to be changed by the earthquake
Image #2 of the crack in the ground w/ scientist collecting data
• The crack looks deep
• The earthquake appears to have separated the ground
Image #3 from above the road
• The road had shifted on one side of another
• A large area had shifted
• The movement was a larger distance
• There may be a crack or a line across the land
Satellite view
• There is a white crack (line) that has appeared
• The crack (line) seems to be several miles long
• The land around the crack (line) may have also moved
• The changes in Earth’s surface are happening all over the observed area

USGS USGS NASA

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 69

Say, It seems that looking at the effects of earthquakes at different scales allows us to see different things that may not be
observable at other scales. For example, the effects of this earthquake affected a really large area, which was only apparent
and observable from a distance above the ground. I have one more artifact for us to look at to help us figure out more about
what might have occurred when the earthquake struck.
Discuss elevation and location changes. Project slide O. Give students a moment to look at the newly colored
satellite image from before and record their noticings and wonderings. Ask a few students to share out what they
notice and wonder about the changes made to this image.
Discuss the features of the map with students and what the features reveal about the impacts of the earthquake on
the area. Example prompts and responses are below:

Suggested prompts Sample student responses Follow-up questions

This grey map has two different The different colors match up with the What would the positive and negative
colors placed over it. What do the scale shown on the bottom of the picture. numbers refer to?
different colors mean? The bottom of the slide says changes in
meters and one side is positive and the
other negative.
It must be changes in elevation after the
earthquake. The caption under the slide
says that.
The blue means up and the orange
means down.
How large do we think the area is The scale still shows that each one of Using this scale, about how large of an
that moved? those units is 4 miles. The area must be a area would you predict was affected by
large area. this shift?
In addition to changes in elevation, It says that the blue area is moving So this area is moving and changing
or changes vertically, what other northwest and the red area is moving in elevation. How is this similar or
changes are represented here? southeast. different from Everest?
Say, So it’s clear that some parts of the land have moved, but it is hard to visualize the different movements that have
occurred in the area by just looking at the different colors on the map. Let’s use our hands to try to better visualize what is
happening to the land where the earthquake occurred.
Model movement with hands. Work with students to model what has happened to the land. You may need to orient
students to the cardinal directions here, with north being represented as in front of them, south being represented
behind them, east being to the right and west being to the left before beginning to model the land movement.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 70

Ask students to bring both hands together with their palms facing down. Explain that the
left hand will represent the blue on the west, or left side of the satellite image, and the
right hand will represent the red on the east, or right side of the image.

Have a student read from the slide what occurred to the blue, or west side of the map.
Model this movement with students by having them raise their left hand up and shift it
away from them in a northwest direction.

Repeat with the right hand, by lowering this hand down and shifting it towards them or
in a southeast direction.

Ask students how this hand visualization connects to what we have seen in our other Ridgecrest data sources.
Students may mention the following:
• It looked like the road from above might have shifted, but this shows that one side probably sank and another side
must have risen.
• This shift in the land could help to explain how the road through the desert could have shifted so much.
• It kind of looks like land in the images of the scientist that is collecting data. The images showed the land had
moved vertically. This shows us the land moved horizontally, but we couldn’t tell if the land had moved horizontally
in that photo.
Say, OK. It sounds like we have more evidence that earthquakes may be related to mountain motion and that they may be
correlated with elevation changes, like we saw with the road and the satellite images. But, are they causing the mountains to
change in height and location, or are they just happening at the same time?
Allow students to respond. Students should say that it seems like they are happening at the same time, but we can’t
say if they are causing the changes.
Ask students, If we were to look at other places where mountains are located, what do we think we would see happening to
the surface based upon our data?

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 71

Allow students to respond. Students should say that they might see the land is shifting, cracking open, and changing
in location or elevation where earthquakes are located.
Say, So, we’ve figured out that both Ridgecrest, located in between mountains, and Everest have experienced earthquakes,
which seem to be related to changes in elevation and location. I wonder if earthquakes always happen where other
mountains are located. Let’s look at our map and see where else we think there may be mountains and then see if we can find
data about earthquakes in these areas.

5. Revisit map to identify potential mountain locations. 5 min

Materials: World Map

Orient back to the World Map and revisit its features. Project slide P. Before identifying potential earthquake
locations, orient students back to the map. Ask students to explain the meaning of the different colors on the map.
Identify, or re-identify the following features with students:
Colors associated with land vs. liquid water vs. snow/ice
• Blue regions- where liquid water is found, but the water has been removed here
• Green and brown regions- where land is found
• White regions- snow or ice
Elevation changes associated with color variances
• Brown variations- darker brown really high up elevation and lighter brown is further down but not quite at sea level
• Green variations- green and darker green represent from 1 to a few 100 feet above sea level
• White variations- these can also be in some cases between 0 to 10,000s of feet above sea level
Determine locations of potential mountains and ranges. Say, Using the map’s features, where do you think mountains
are located? Allow students to share out potential additional locations of mountains not already listed on our map. If
time permits, ask students to approach the World Map or the projected map, and point out specific locations that they
believe may be mountainous. As students identify potential locations, ask them if they think earthquakes may occur in
those locations, and what potential data they might be referencing to support that the potential earthquakes would
be occurring in those locations. If students begin to identify larger potential mountain ranges, probe students to
explain why they are choosing those locations.
Consider potential oceanic mountain range locations. If students do not point out locations that are located in the
oceans, such as the Mid-Atlantic Ridge or the Mariana Trench, ask students if they think only locations on land have
mountains. Direct students to consider the longer lines of higher elevation located in the oceans.

6. Explore Seismic Explorer.  13 min

Materials: World Map Lesson 2 Earthquake Data (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources)

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 72

Orient students to data visualization tool. Project slide Q. Say, I have a tool that lets us visualize earthquake data *Attending to Equity
from all around the world for the past few years. It’s called Seismic Explorer and it uses daily scientific data from the US Supporting Emergent
Geological Survey, so it has the most recent data on earthquakes and will let us go back in time to see previous earthquakes. Multilingual Learners: When new
Let’s use the simulation to see if our predictions of where mountains occur based upon our map match up with where scientific words, like “epicenter,”
earthquakes actually occur on Earth. are introduced, it can be helpful
for emergent multilingual students
Additional Guidance to see a reference to those words
added to a word wall. Add these
Scientists monitor earthquake activity through different scientific organizations, such as the US Geological Survey and words to the word wall as they
the Global Seismographic Network. These efforts mark a shared global scientific endeavor to monitor earthquakes emerge in the discussion, rather
around the world and when possible, mitigate their impact. Some countries also have more detailed monitoring than before.
systems to gain an in-depth national or regional look at earthquake activity. It is important for scientific research to
monitor and study earthquake activity to gain a better understanding of how Earth’s crust shifts over time. But it is
also through this detailed monitoring that scientists gain insight into potential impacts of earthquakes on human
populations and settlements. Data from this monitoring is updated in real-time and freely available for scientists and
citizens to view on different mapping platforms. Seismic Explorer imports this real-time data so that students are
viewing accurate and up-to-date earthquake data since 1980.
Open and project Seismic Explorer Version 1. (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources). Change the Map Type on Seismic Explorer to “Relief.”
Preview Seismic Explorer and add epicenter to the Word Wall.
• Use the date range slider to set the date range, but don’t hit “play.” Slide the white
circle near the bottom of Seismic Explorer from left to right—this represents the
starting point for the data. Say, As I move this slider across the bottom, I’m changing the
date range. It looks like I can choose earthquakes from January 1980 to today. What do
you notice about the number of earthquakes? Students should identify that there are a
lot of earthquakes on our map.
• Ask students, What do you think you would see if we zoom in
on Ridgecrest? Students should respond that we would see a
dot on Ridgecrest.
• Zoom in on Ridgecrest and reveal that there are many, many
small dots in that area. Ask students why the dots are dots,
and not lines like we saw in the image of the earthquake
that had moved the land. Guide students to determine that Concord Consortium
the dots are associated with where exactly the earthquake occurred as evidenced by what is seen on the surface of
the land. Tell students that scientists call this the epicenter. Add the word epicenter to the Word Wall.*
• Explain that students can zoom in and out on any area to view the earthquakes. They can also adjust the timescale
on the bottom to see earthquakes over time, as we did in the beginning of the demonstration. Students can press
play to see the earthquakes populate the map over time.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 73

 Additional Guidance

If you are planning to teach Unit 6.5: Where do natural hazards happen and how do we prepare for them? (Tsunami Unit)
directly following this unit, plan to keep up your Word Wall in a place as you transition to that unit so it can still be
referred to and used. Students will refer to some of the words from this unit during the tsunami unit, and it will be
helpful to have them posted for quick reference.
Explore the Seismic Explorer tool in partner pairs. Ask students to draw a Notice and Wonder chart in their notebooks
and distribute a copy of How Are Earthquakes Related to Where Mountains Are Located?. Allow students to spend some time
in partner pairs using Seismic Explorer either confirming or denying their initial prediction of the earthquake locations
based upon the presence of potential mountains and ranges. Give students time to explore the simulation on their own,
and ask students to jot down anything that they are noticing and wondering while looking at the simulation, along with
whether their predictions were correct. Explain to students that they can use the first map to annotate any interesting
patterns or observations that they make. Give students until the end of class to explore the tool.

Additional Guidance

The data visualization tool has earthquake data going back to 1980. However, since distinct patterns will emerge even
when looking at a smaller set of data (earthquakes dating back one year), it may be helpful for students to begin by
examining less data for now. Students will have an opportunity to select from larger data sets later.
Students will revisit Seismic Explorer on day 2 and have more time to use other tools and notice patterns in the data.
At this point, the key is purposefully not being explored. The focus of today’s investigation is to look for general
connections between our proposed earthquake locations based upon our predicted changes in elevation and location
on Earth’s surface and where earthquakes actually occur. Magnitude and depth will be more purposefully explored on
day 2. If students choose to utilize the key to learn more about these differences in representation of earthquakes on
day 1, that is fine, but the data will not be discussed in depth and connections/patterns will not be formally established
for this data until day 2 of this lesson.

 End of day 1

7. Attempt to determine correlation or causation of earthquake data. 12 min

Materials: Earthquake Investigations, science notebook Lesson 2 Earthquake Data (See the Online Resources Guide *Supporting Students in Three-
for a link to this item. www.coreknowledge.org/cksci-online-resources) Dimensional Learning
Say, Last class we had the opportunity to look at a tool called Seismic Explorer that helps us make sense of large earthquake At this point in the lesson,
data sets on a world map. This tool allowed us to check our predictions and make more observations about where students have analyzed and
earthquakes are occurring. We also considered how the earthquakes may be correlated to or cause changes in the elevation interpreted large datasets from
or location of Earth’s surface. Let’s think back to our data that we have collected so far and try to make sense of it. Seismic Explorer to record data to
Make a claim regarding earthquakes and mountain changes. Project slide R. Read the slide to students and allow potentially be used as evidence to
students 5 minutes to craft an argument. As students work to identify evidence, remind them that we have been determine a causal or correlational
recording our ideas and observations in our science notebooks as we have progressed through our last two lessons.
LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 74
Allow students to share their ideas with a partner. Give students 1-2 minutes to share their ideas with a partner and relationship between earthquakes
receive feedback on the evidence they have used to support their argument. Tell students that they are allowed to, and mountain changes. While this
and even encouraged to revise their evidence as they share with their partner. work to determine correlation vs.
Discuss prompts as a class. Bring the class together and ask students if they think the events are correlated or causation is starting in this lesson,
caused by earthquakes.* At this point of the unit, students should be able to identify that earthquakes are occurring students will engage in using
in areas that we have identified the mountains as growing, and that few earthquakes are occurring at the Urals and data as evidence to determine
Appalachian ranges. We may also see earthquakes happening in other areas that we have identified as there being the relationships between our
mountains, but some locations such as the mountain range off of the western coast of Norway are not very active. potential causes for mountain
movement and the effects we
Ask students, While we see the earthquakes occuring at the places where we have data that mountains are growing from
have observed in multiple places
our mountain case cards, does it mean that changes in mountain elevation and location are correlated with earthquakes, or
throughout our unit. As students
caused by earthquakes?
progress through the unit, this
Students should identify that the earthquakes seem to be happening at areas where mountains SEP is utilized as students in
appear to be growing in elevation according to our mountain case cards, and that earthquakes are turn engage in the Crosscutting
occuring at a lot of other locations on the surface of the globe, but we aren’t sure yet if these other Concept of Cause and Effect at a
locations are also changing. We can say at this point that they seem correlated, but we cannot say that they middle school level. As students
are causing these mountains and other areas to change in elevation and location. figure out these relationships, at
many points, this practice and
Assessment Opportunity crosscutting concept will work
hand-in-hand to aid student
Building Towards: 2.A Present an oral and written argument that earthquakes either caused or are correlated understanding and development
to the elevation and location changes of the mountain cases and Ridgecrest, California. of ideas related to causation and
What to look/listen for: correlation based upon data being
used as evidence to support our
• Look and listen for students to write and orally argue that data and observations support a correlation, not a causal ideas. Inherently throughout the
relationship, between earthquakes and mountain growth and movement. unit this practice of Analyzing
• Students should cite changes to the surface after an earthquake as evidence of a correlational relationship, and and Interpreting Data will have to
evidence from the videos as not showing direct changes occurring during the earthquakes to make a causal occur for students to engage in
relationship. this Crosscutting Concept of Cause
What to do: and Effect that is referenced in
many lessons going forward in the
• If students try to create a causal relationship between the events, ask students if any ground cracked or changed in
unit. Due to the nature and scale
elevation or location during the videos watched.
of the data and data sources this
• Students should state that the ground momentarily moved, but did not visibly change. practice and crosscutting concept
Point out that while we were looking for potential connections between the surface changes and earthquakes, we also will be used in conjunction with
found some interesting earthquake patterns. Ask students to share out any patterns and new questions that they have each other for students to make
related to those patterns, and what we might learn by investigating earthquake location, size, and depth. Example sense of their ideas throughout the
prompts and responses follow. unit about what causes changes to
Earth’s surface.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 75

Suggested prompts Sample student responses *Attending to Equity
Small group labs and investigations
What other patterns or observations did we identify as we The earthquakes happen in lines. are designed to ensure that
looked at the earthquake data? The earthquakes happen at different depths. all students are positioned to
intellectually engage during the
Some earthquakes are bigger than others.
activity. While it may be more
What did those observations and patterns make you Why do they happen in lines? convenient to have students
wonder about? What causes the earthquakes to be bigger in some areas? investigate each factor as a partner
pair or small group, this does not
What is happening to start an earthquake? necessarily position all students
Is this line related to lines of mountains? Is this how they are to intellectually engage in the
growing? activity. By having each member
of the group investigate a different
What type of earthquakes are where the ground changes the
variable, each student will have to
most?
analyze the associated data and
How deep do some of the earthquakes go? provide insight to the rest of the
team and engage in a collaborative
Go over the Seismic Explorer Key and add depth and magnitude to the Word Wall. learning process.
Reopen Seismic Explorer for students. Ask, Did everyone make sense of what these different
circle sizes and colors mean?
As a class, go over the Key and what each of the features means.
• Click the “Key” in the upper right hand corner. Discuss briefly what the circles and colors
represent.
• Compare the larger and smaller circles—students should explain that the larger circles
have a larger magnitude, according to the key.
• Ask students what magnitude means. Students should make the connection that a larger circle is a greater
magnitude, and that it represents an earthquake that was bigger or affected a larger area. Explain that magnitude is
a word used to describe how big the earthquake is.
Add magnitude to the Word Wall.
• Look at the different colors of earthquakes, and ask students what they think the different
colors mean. Students should identify that the colors correspond with the depth of the
earthquake.
• Ask students what depth means. Students should identify that the depth is how far down
into Earth the earthquake is occuring.
Add earthquake and depth to the Word Wall.
Use Mt. Everest to make a prediction. Zoom in on Mt. Everest. Ask students what earthquake depth and magnitude
data we would expect to see at Mt. Everest if it were to display the large earthquake from 2015. Project the 2015 map
data for students. Ask students what they notice about the depth and magnitude of the earthquake. Students should

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 76

note that the earthquake was large, but shallow. Ask students what they think they will find if they were to look at
other mountains and the earthquakes around them. Example prompts and responses are below.

Suggested prompts Sample student responses

It looks like Mt. Everest experiences a range of I think so. We see earthquakes happening and also signs of
earthquakes, and some of them are higher in magnitude. movement at those locations.
Do you think we would find the same data at all the
mountains in our case sites that are moving or growing?
Do we think there will be a relationship between how Possibly?
large the earthquakes are and the locations where our I think some of the earthquakes in lines were the same color.
mountains are moving?
Maybe in areas where it is growing they are really high
magnitude.
Mt. Everest’s earthquakes were also shallow. Do you think I don’t think so. We saw some darker colors on our map.
that all earthquakes around our mountains are shallow? Maybe they are next to the mountains, and the deeper ones
happen in places that are just deeper to begin with.
Would the depth of the earthquake be related to where Maybe?
mountains are growing? Some seemed to be deeper than others when I clicked on them,
but the 2015 earthquake near Mt. Everest was really shallow.
Say, We have questions about how the depth and magnitude of earthquakes might affect mountains. It also sounds like we
need to look directly at locations where we have movement and growth data. Let’s divide these things up among our groups
so we can investigate all 4 at the same time.
Distribute maps and go over investigations. Project slide S. Distribute Earthquake Investigations to students.
Instruct students to add the maps to their notebooks facing the same direction as the other map on How Are
Earthquakes Related to Where Mountains Are Located?.
Divide the class into groups of 4. Explain that each person in a group will do a slightly different investigation to
determine how earthquake magnitude and depth might be related to mountain growth and movement. As students
investigate their variables, explain that they can use the map to annotate where they find any patterns between
earthquake magnitude or depth, and mountain growth or movement.

Additional Guidance

Depending on the science notebook style used in your classroom (e.g., binder, spiral notebook, or composition
notebook), adjust the information on slide S to reflect the procedures you have in place for attaching handouts to the
notebook, titling pages, and updating the table of contents.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 77

Conduct investigations. Project slide T. Give students a moment to determine who in each group will conduct each
investigation.* Once each group member has an assigned investigation, allot 8 minutes to explore Seismic Explorer
and look for patterns. If groups finish early, ask students to begin to compare their findings in their groups of 4.
Students should make observations similar to what can be found on Student Mountain Observations Key.

Additional Guidance

Some mountain locations can have a lot of earthquake data to filter. While depth is color coded, magnitude can
be harder to decipher for some students. If students are having issues clicking on specific earthquake events, or
determining the basic range of magnitude for the earthquakes in the region, direct students to use the magnitude
slider tool at the bottom of the interactive. As the tool is slid back and forth, the earthquakes show up as white when
the range that they are categorized into is passed before they change to a color and layer on the map. This can create a
quick reference visual to the magnitude of the earthquakes in the region for students.

Assessment Opportunity

Building Towards: 2.B Use digital tools to examine a large data set at different spatial and temporal scales to compare
global earthquake activity to local activity.
What to look/listen for:
• Look for students to locate mountain regions identified in case site information and narrow focus to earthquake
data that applies to those areas that would not be discernible at a larger scale.
• Students should filter through earthquake data and analyze the large sets of earthquake data for any patterns
in depth, location, frequency, or magnitude at the regional scale for evidence of earthquakes being causal or
correlational to mountain movement and growth.
What to do:
• If students are not able to narrow the focus of their research to specific mountains, guide students to identify each
mountain and range, and help students zoom into the data specific to those ranges.
• If students are having trouble discerning the data, help students adjust the earthquakes by magnitude to limit the
amount of data shown, and reference the key to show differences in magnitude and depth.
• If there is too much data for students to analyze, instruct students to narrow the year range for their data by only
playing a certain portion of the data slider.

8. Record data from earthquake investigations. 10 min

Materials: Earthquake Investigations, sticky notes, 4 different color markers

Share data and establish a map key. Project slide U. After 8 minutes, ask students to show their maps and discuss
any patterns they found in their small groups. Once students have had a chance to share with their groups, bring the
class back together to share their information. Start with Mt. Aconcagua in the Andes Mountains. Allow students to

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 78

share what depth and magnitudes are found around the mountain and *Attending to Equity
mountain range. As students share their data, point out that it seems Although color coding is discussed
we may have some places that are more shallow, like Mt. Everest, and and suggested as a useful way to
some places that are deeper, like Mt. Aconcagua in the Andes Mountains. quickly reference the potential
Also note that it may help us see any patterns if we use different colors patterns found on the class map,
to record deep and shallow, and use representations to show if they are letter or number coding helps
high magnitude or lower magnitude in general. Bring out 2 different ensure accessibility for any student
color markers and work with students to determine which marker should who may be color-blind. Consider
represent deep earthquakes and which color should represent shallow earthquakes. Record the colors chosen for the creating a key that also assigns
map by making a key on a scrap piece of paper or small sticky note and post it next to the larger map.* An example of numbers or letters with the colors
a map with completed sticky notes on it is shown here (such as all red text has an A or
Record class data on map. Return to the data at Mt. Aconcagua. Make a sticky note using the class-designated key for 1 next to it) to track what colors,
the Mt. Aconcagua depth, and a sticky note in the designated color for the depth, and work with students to make a symbols, numbers, or letters
circle that is representative of the magnitude of the earthquakes felt there. Since the earthquakes are deep and higher represent different data points.
magnitude, make the circle large on the sticky note in the color that represents deep earthquakes. Make a sticky note
with the information for each location as students share. If students also note locations above or below the mountain
location within the mountain range, these can also be added at this time. Work together to compile information about
each range. A sample of data that students may want to record for each mountain and range is in the table below.
Note that this table is for teacher reference only, and not expected of students.

Mountain Magnitude Depth

Mt. Mitchell, EQs are low magnitude EQs are shallow
Appalachian Mountains Almost all EQs are magnitude 3 or below 30km or less
Mt. Aconcagua, Most EQs are 3-6 in magnitude EQs are 100-200km deep
Andes Mountains Some EQs up to magnitude 9 around it Some EQs are much deeper to the NE
Mt. Narodnaya, 4.4 magnitude EQ was shallow
Ural Mountains only 1 earthquake happened near it 30km or less
Mt. Everest, Most EQs are 2-5 magnitude Most EQs are 0-100km deep
Himalayan Mountains Up to 8 magnitudes can occur around it Some larger earthquakes are shallower
Mt. Hotoka, Most EQs are a magnitude of 3 0-30km deep around the mountain
Japanese Alps Larger EQs can be found N and S on range Some are 300-500km deep to the N and
W of the mountain, sometimes deeper
Mt. Cook, Most EQs are 3-5 in magnitude Mostly shallow at the mountain,
Southern Alps Only 1 6 magnitude has happened at the mountain above 30km
Magnitude 7-8 occur along the range Deeper earthquakes occur along the range

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 79

9. Make sense of new data on world map. 5 min

Materials: World Map

Discuss data as a class. Begin by saying, OK, what patterns or observations can we make about the data we have added
to our class chart?
Allow students to share their general patterns or observations with the class. Ask students what they notice regarding
the number of earthquakes, location of earthquakes, and the depth and magnitude on our class map. Guide students
to make the following observations about the data public:
• Mountains that are changing location and elevation all have earthquakes around them.
• Mountains that are not increasing in elevation also have at least 1 earthquake that has occurred near the location in
the past 30 years.
• The mountains that are increasing in elevation have more earthquakes that occur around them.
• Some mountains have larger earthquakes than others, although at this point there isn’t a clearly defined pattern
with magnitude.
• Some mountains have earthquakes that are deeper than others, but at this point there isn’t a clearly defined pattern
with depth.
Say, Now that we have added what we found out about where earthquakes occur and their magnitude and depth to our
map, let’s see if we can make progress on our Potential Causes for Mountain Movement chart.

10. Revisit the Potential Causes for Mountain Movement chart. 5 min

Materials: Potential Causes for Mountain Movement chart

Discuss potential causation or correlation to mountain changes. Project slide V. Direct students to look back at
the Potential Causes for Mountain Movement chart and remind students that earthquakes were the first potential
cause we investigated. Lead a discussion with the class regarding earthquakes and the nature of their relationship with
the changes in mountain height and location. Remind students that we have seen videos and some pictures from Mt.
Everest, Ridgecrest, and the surface of Earth at Ridgecrest before and after earthquakes. Although we have evidence
that earthquakes could have caused the observed changes on the surface of Earth at Ridgecrest, we could not
definitively say that the earthquakes are causing mountains to change in elevation or location. We have also looked at
data regarding magnitude and depth. Example prompts and responses are below.

Suggested prompt Sample student responses

Let’s think back to the data we have collected from this During an earthquake the ground moves back and forth.
lesson. What did we see from our Ridgecrest data? The satellite images of Ridgecrest showed that the land was in a
different place after the earthquake, and that it was at a different
height too.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 80

Suggested prompts Sample student responses
While we saw those changes on Earth’s surface, did we While we saw that the cars moved back and forth, we didn’t
see any proof that earthquakes caused the land near actually see anything crack or move locations in the video.
Ridgecrest to change? We didn’t see the land crack and move at Mt. Everest either.
We did see the land change locations in our satellite images,
but I don’t know if the earthquake caused the land to change
elevations or locations or if the land moving caused the
earthquake.
What did we discover with this investigation that helps We noticed more earthquakes at locations where the mountains
us determine if earthquakes are correlated with or were increasing in elevation, but we also saw some at places
cause mountains to change? where the land was just moving, not growing like Mt. Mitchell.
We also noticed that there were different magnitudes. The higher
magnitudes seemed like they were in areas where mountains are
increasing in elevation, but we aren’t sure if that is a pattern.
We noticed the same thing with depth. Some were deeper, and
some were shallower, but we can’t tell if deeper or shallower
earthquakes cause mountains to grow, just that they were at the
same places where mountains grow.
So would you say we have enough evidence to say We don’t have enough information to say that earthquakes
that earthquakes cause mountains to change, or do cause mountains to change, but they are definitely related!
we just have enough information to say that they are Earthquakes are correlated to mountain change.
correlated, or related, to each other?

11. Determine next steps. 5 min

Materials: science notebook

Determine what data we still need to investigate. Say, So far we have looked at several data sources to try to
understand if earthquakes are causing or are just correlated to changes in mountains. At this point, we only have evidence to
support a correlational relationship. Maybe this is because of our data. Let’s consider the data we have collected so far.
Turn and Talk about data collection. Project slide W. Give students time to share with a partner, then spend time
discussing each question as a class.
• Where have we collected data from?
• What perspectives did we use to look at that data?
• Is there still some data that we cannot explain, or have questions about?

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 81

Students should say that we have collected data from Mt. Everest, Ridgecrest, and from our other mountain locations
on Seismic Explorer and through videos and images. We have looked at data at ground level and pictures from above
Earth’s surface. We have also looked at data from below the surface. Ask students if there is any data that we are still
uncertain about. Students should identify that while we may see earthquakes of different magnitudes and depths, we
still don’t understand why we see those occurring, or what is happening to the mountains as the earthquakes occur.
Say, OK, so we still have questions about what is occurring under the surface, and if that is correlated with or causing our
mountains to change in elevation and location. We still think there is something happening underground that might be
contributing to the changes we see happening to mountains above ground. What would we even find down there if we were
to look underground?
Consider what is underground. Project slide X. Ask students to turn and talk about the prompts on the slide. After
about 2 minutes, bring students back together and explain that we will get a chance to consider what is underground.

12. Introduce home learning. 3 min

Materials: Reading: What Do We See on Earth’s Surface Where We Live? Attending to Equity
Distribute and go over home learning. Project slide Y. Pass out Reading: What Do We See on Earth’s Surface Where We This home learning is used to
Live? to students. Explain that for home learning they will read the information and consider what the land is like where broaden students’ thinking
they live. Next class period we will revisit these ideas as a class, so they should be ready to share their ideas. beyond the classroom to the world
around them through related
phenomena and leverage these
everyday science experiences they
ADDITIONAL LESSON 2 TEACHER GUIDANCE have outside of school to augment
the learning that happens in the
Supporting Students in Making Connections in ELA classroom. Locating phenomena
in the context of their community
CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, helps the phenomena become
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and more personally meaningful
expressing their own clearly. to each student and provides
Students work with digital informational data to look for earthquake patterns for all six of our mountain locations in students an opportunity to talk
terms of four research questions: about the phenomena with family
members and other community
• How is Earthquake Depth Related to Where Mountains Are Moving?
members.
• How is Earthquake Strength (Magnitude) Related to Where Mountains Are Moving?
• How is Earthquake Depth Related to Where Mountains Are Growing?
• How is Earthquake Strength (Magnitude) Related to Where Mountains Are Growing?
Once they have worked independently to collect their data, they work with a small group to jigsaw this data. They
build on each other’s ideas and express their ideas clearly by looking for and communicating patterns and connections
to the elevation of the different mountains and the types of earthquakes that occur there.

LESSON 2 PLATE TECTONICS AND ROCK CYCLING | 82

SCIENCE LITERACY: READING COLLECTION 1 Standards and Dimensions
NGSS

The Gorgeous Globe Disciplinary Core Idea ESS2.A: Earth

Materials and Systems: The planet’s
systems interact over scales that range from
1 Vivid Vacation Pics microscopic to global in size, and they operate
2 Earth’s Famous Events over fractions of a second to billions of years.
3 How Deep Can You Go? These interactions have shaped Earth’s history
and will determine its future. (MS-ESS2-2)
4 Seeing the Unseen
Science and Engineering Practice(s): Asking
5 It’s Not Their Fault
Questions and Defining Problems; Obtaining,
Evaluating, and Communicating Information
Crosscutting Concept(s): Systems and System
Literacy Objectives Instructional Resources Models
CCSS
✓✓ Summarize key points related to Earth’s crust. Student Reader Science Literacy Student
✓✓ Translate text to visual/graphic representation Reader, Collection 1 English Language Arts
of ideas. “The Gorgeous Globe” RST.6-8.6: Analyze the author’s purpose
in providing an explanation, describing a
Collection 1
procedure, or discussing an experiment in
Literacy Exercises a text.
Exercise Page Science Literacy Exercise
• Read varied text selections related to the Page RST.6-8.10: By the end of grade 8, read and
topics explored in Lessons 1 and 2. EP 1 comprehend science/technical texts in the
grades 6-8 text complexity band independently
• Evaluate the reading selections according to
and proficiently.
provided prompts and criteria. EP 1
LITERACY.W.6.3.A: Engage and orient
• Compare and contrast information gained
Prerequisite Investigations the reader by establishing a context and
from reading text with information gained
introducing a narrator and/or characters;
from class investigation.
Assign the Science Literacy reading and writing organize an event sequence that unfolds
• Prepare a four-panel comic in response to the naturally and logically.
exercise after class completion of this lesson
reading.
group:
• Lesson 1: What is causing Mt. Everest and other
mountains to move, grow, or shrink?
• Lesson 2: How are earthquakes related to
where mountains are located?

SCIENCE LITERACY: READING COLLECTION 1 PLATE TECTONICS AND ROCK CYCLING | 83

 Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts
repeatedly to these terms. However, these in this exercise. Students will benefit from your
terms are not intended for isolated drill or modeling the use of these words without the
memorization. expectation that students will use or explain the
crust   fault words themselves.
sedimentary seismic waves
seismometer tectonic plates
transform fault

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the assignment.
• Wednesday: Plan to touch base briefly with students in the middle of the week to answer questions about the
reading, to clarify expectations about the writing exercise, and to help students stay on track.
• Friday: Set aside time at the end of the week to facilitate a discussion about the reading and the writing exercise.
You’ll proceed with the in-class lesson investigations during this week.

SCIENCE LITERACY: READING COLLECTION 1 PLATE TECTONICS AND ROCK CYCLING | 84

2. Preview the assignment and set expectations.  (Monday)

• Let students know they will read independently and then complete a short writing assignment. The reading
selection relates to topics they are presently exploring in their Plate Tectonics and Rock Cycling unit science
investigations.
• The reading and writing will be completed outside of class (unless you have available class time to allocate).
• Preview the reading. Share a short summary of what students can expect.
First, you will read a simulated vacation photo journal that shows unusual rock formations from China, Indonesia,
Australia, and Greece.
Next, you’ll look at a map showing that violent volcanic eruptions and earthquakes affect people in many parts of the
world.
Then, you’ll read a science-magazine-style article about digging and boring deep into Earth’s crust and see two record
holders.
After that, you’ll interpret a detailed diagram showing two kinds of waves produced by earthquakes, how they travel
differently through Earth’s layers, and what they reveal.
Finally, you’ll read a science comic that will explain where faults occur and how three types differ.
• Distribute Exercise Page 1. Preview the writing exercise. Share a summary of what students will be expected to Exercise Page
deliver. Emphasize that Science Literacy exercises are brief. The focus is on thoughtful quality of a small product, not
on the assignment being big and complex.
• For this assignment you will be expected to generate a comic of your own, similar to the one in the fifth selection, to
explore one interesting idea from the first four selections. EP 1
• Remind students of helpful strategies they can employ during independent reading. Offer the following advice:
The reading should take approximately 30 minutes to complete. (Encourage students to break reading into smaller
sections over multiple short sittings if their attention wanders.)
A good reading strategy is to scan through the collection first to see the titles, section headers, graphics, and images to
see what the selections are going to be about before fully reading.
Next, “cold read” the selections without yet thinking about the writing assignment that will follow.
Then, carefully read the Exercise Page to understand the expectations for the writing part of the assignment.
Revisit the reading selections to complete the writing exercise.
Jot down any questions for the midweek progress check in class. (Be sure students know, though, that they are not
limited to that time to ask you for clarification or answers to questions.)

SCIENCE LITERACY: READING COLLECTION 1 PLATE TECTONICS AND ROCK CYCLING | 85

3. Touch base to provide clarification and address questions.  (Wednesday)

Touch base midweek with students to make sure they are on track while working independently. You may choose to
administer a midweek minute-quiz to give students a concrete reason not to postpone completing the reading until
the last minute. Ask questions such as these, and have students jot answers on a half sheet of paper:

Suggested prompts Sample student responses

What kind of rock sometimes appears striped? All sedimentary rocks frequently occur in layers overlying and
underlying other types of sedimentary rocks.
How does one kind of bacteria living two miles below It gets energy from radioactive materials in the mine.
Earth’s surface in a gold mine get energy?
What do scientists use seismometers for? to detect and measure waves produced by earthquakes

Ask a few brief discussion questions related to the reading that will help students tie the text content to students’
classroom investigations.

Suggested prompts Sample student responses

In Lesson 1, we discussed whether earthquakes The callouts on the map in the second reading explain that
might be a cause of Mt. Everest’s change in height. earthquakes cause tsunamis and landslides, both of which have
What evidence do you have from the readings that killed thousands of people.
earthquakes are very powerful?
What are two types of seismic waves that travel away P-waves and S-waves
from an earthquake’s epicenter?
After reading the comic about faults in the fifth Faults have something to do with the movement of Earth’s rocks,
selection, what would make you think that there are and we learned that Mt. Everest is moving.
faults on Mt. Everest?

• Refer students to the Exercise Page 1. Provide more specific guidance about expectations for students’ deliverables Exercise Page
due at the end of the week.
The writing expectation for this assignment is to draw a four-panel comic to highlight some unexpected, interesting, or
challenging science idea from the first four readings in Collection 1.
That means you will have to choose one idea to focus on, but you don’t have to be an expert in the idea. Your strip EP 1
could explore all the things you wondered about when you read it.
You don’t have to draw well to make an effective comic, but be creative and engage readers by giving your characters
interesting personalities and emotions—funny, bored, enthusiastic.
Use a single storyline across all four panels of your comic.

SCIENCE LITERACY: READING COLLECTION 1 PLATE TECTONICS AND ROCK CYCLING | 86

 Use word balloons, or place the dialog under your drawings.
The important criteria for your work are that you show your interest or understanding of one science idea from this
collection and that you use the comic format to engage your readers.
• Answer any questions students may have relative to the reading content or the exercise expectations.

4. Facilitate discussion.  (Friday)

Student Reader
Facilitate class discussion about the reading collection and writing exercise. The first three selections take the
student on an easy-to-read fact-filled tour around the globe. The final two selections introduce concepts basic to
understanding plate tectonics: two kinds of seismic waves and three kinds of tectonic plate boundaries.
Collection 1
Pages 4–13
Suggested prompts Sample student responses SUPPORT—If you are using the
What is the general purpose of the first selection, It displays, with photos, beautiful rock formations from around recommended word envelope
“Vivid Vacation Pics”? the world, paired with text that explains how the rocks came to be convention, check the envelope
that way. to see if it contains any words,
phrases, or sentences that students
Which rock formation did you find the most the Rainbow Mountains in China, because it just doesn’t seem need help understanding. Read
interesting, and why? possible that rocks can have such colorful stripes like that key sentences aloud, and provide
Compare the “Science in Here” boxes. What do They both have stripes, or layers. concise explanation.
the formations showing sedimentary rock have in
common? CHALLENGE—The map of famous
events does not show examples
What is the general purpose of the second selection, It provides examples of past earthquakes and volcanic eruptions
from North America or Africa. Ask
“Earth’s Famous Events”? that are famous.
students to do research to find out
What conditions might make an earthquake or if it killed many people, the sound was heard far away, or the ash if there have been any “famous”
volcanic eruption “famous”? affected people far away earthquakes or volcanic eruptions
on these two continents. Give
if people saw it and recorded it in books, with stories, or in songs
students a world map onto which
Which event was closest to Mt. Everest? How does The Assam-Tibet Earthquake in 1950 was very close and leads they can transfer the six events
knowing about it affect your thinking about what is me to think that very big earthquakes might be related to the from the reading. Then challenge
causing the mountain to get taller? mountain changing height. them to do online research to find
other examples that were either
What is the general purpose of the third article, “How It describes two places where people have dug or drilled deep into
very deadly or very powerful to add
Deep Can You Go?” Earth’s crust.
to the map, writing details on the
From the article, what can you infer about the It can be at least 7 miles thick; it seems to be mostly solid rock, back of the sheet. Have them list
characteristics of Earth’s crust? but there are also gases and water in it; it is hotter than the air on their online sources and be ready to
Earth’s surface. explain why they are reliable.

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Pages 4–13 SUPPORT—If students find the
Suggested prompts Sample student responses diagrams of faults confusing, have
them model how each type moves
What questions do you have after reading this article? How dangerous is it to work the gold mine? using their two hands touching to
Is gold only found deep in the crust? represent the crust on either side
of the fault.
Is the radioactivity in the mine bad for people?
How long did it take to drill the Kola Superdeep Borehole?
How wide is the borehole? SUPPORT—While looking at
How much deeper is the crust? the illustration of the three kinds
of plate boundaries, point out
What’s under the crust?
that the names all have common
Why don’t they drill the borehole all the way to the center of Earth? prefixes that can help readers
understanding their movement.
What is the general purpose of the fourth article, It compares the behavior of two kinds of seismic waves—P-waves
Di means “apart,” and divergent
“Seeing the Unseen”? and S-waves.
boundaries are where plates move
How does the fourth selection help you build In the third selection, I learned that holes can be dug and bored apart. Con means “together,” and
knowledge on top of what you learned in the third into Earth’s crust—meaning that it is mostly solid rock. In this convergent boundaries are where
selection? selection, I learned that there are other layers below Earth’s crust plates move toward one another.
and that they are not all solid. The prefix trans has several
meanings, but the one closest to
Take a look at the “Connection” box. Do you think It’s hard to say from the clues here, but maybe the S-waves cause this usage means “to change or
one type of wave from an earthquake changes the more damage because they move the ground up and down and transfer”; plates along transform
landscape more than the other? that might knock down buildings. boundaries slip past one another,
As you read this selection, what did you find that you I thought about asking questions about the differences between tearing apart rocks alongside the
could explore in your comic writing? P-waves and S-waves. boundary.
I wondered if scientists could predict earthquakes so people can
prepare for them.
I wondered how Earth came to have layers and what each layer is
made of.
What is the general purpose of the fifth article, “It’s It explains where faults are found.
Not Their Fault”?
How do the faults at plate boundaries differ? by how the crust moves on either side of the fault and if volcanoes
are involved or not

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Pages 4–13
Suggested prompts Sample student responses
The kid in the cartoon mentions “plate boundaries” From the diagrams, Earth’s crust seems to be thin like a plate you
and “tectonic plates.” We haven’t discussed these yet, eat on. The boundaries must be where one plate touches another.
but you may have heard of them. What do you think
they are?
If you used the model that the crust is made of dinner cracks in the dinner plates
plates and the boundaries are where they overlap
or touch, how would faults that are away from
boundaries be represented?

5. Check for understanding.

Evaluate and Provide Feedback
For Exercise 1, students should create a four-panel science comic using the template on their Exercise Page. Modeling
their comic on the one in the fifth reading, they should have two characters who converse in an engaging way about EXTEND—Remind students
some aspect of the science presented in one of the four previous selections. Sample topics may include the following. that there are websites and
• Sedimentary rocks often, but not always, appear striped. applications they can use to create
• Has North America, Africa, or Australia experienced famous earthquakes or volcanic eruptions? more polished comic strips. Most
of these tools allow teachers to
• Why is it so hot in deep mines?
leave feedback for students and
• Radioactivity exists due to natural or human-made phenomena. have tips and samples related to
• Earth is not solid rock all the way through. school topics. Before using with
Consider displaying students’ comics around the room and having students take a gallery walk to tour the work. Allow students, preview the tool or app
students to use sticky notes to leave helpful comments next to each comic. to determine that it conforms to
your school’s internet-use policies.
Use the rubric provided on the Exercise Page to supply feedback to each student.

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LESSON 3

How does what we find on and below Earth’s surface

compare in different places?
Previous Lesson We looked at data sources from Ridgecrest, CA before and after an earthquake and analyzed our case site locations in
Seismic Explorer. We determined that there seems to be a pattern with greater earthquake activity at mountains that are
increasing in elevation. We thought that earthquakes are correlated to mountain changes in location and elevation, but
wanted to know what is happening underground where earthquakes occur.

This Lesson Last class, we figured out that earthquakes are correlated to mountain changes and
wondered about what is happening underground where earthquakes occur. We
Investigation
develop models to predict what we would find on and below Earth’s surface in different
2 days places. Then we look at underground images and watch a storymap to learn more
about what we will find below the surface. We document and share what we notice and
wonder, then gather additional information from a reading. We carry out investigations
about different types of earth materials found at and below the surface.

Next Lesson We will develop a profile view model of the topography at Ridgecrest including what we know about the ground underneath these
different parts of Ridgecrest. We will use a 3D cross section tool in Seismic Explorer to analyze where we saw long lines of earthquakes
to the east and west of Ridgecrest. We will figure out that these big sections of Earth between long fault lines are called plates.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 3.A Develop and use models to describe the structure, composition, and temperature of materials below the surface of Earth,
MS-ESS2-3 and some of the processes (pressure and heat) that cause changes to those earth materials.
3.B Construct a scientific explanation based on evidence from text, media, and investigations to explain changes that occur
to materials below the surface of Earth that are not directly observable.

What Students Will Figure Out

• The surface is often covered with sediment (broken rock, dirt, gravel, sand).
• Sediment and solid rock make up Earth’s surface.
• Rocks have different properties, including density and melting point.
Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 90
 • Everywhere we look, solid rock, known as bedrock, is found on, near, or below the surface of Earth.
• The characteristics of rocks change the deeper underground they are.
• As we move deeper underground, temperature increases and rocks are more compressed.
• As rocks become hotter and more compressed, their behavior changes—they change state, and tend to begin to move and shift.
• The rock deep below the ocean bottom is more dense than the rock deep below the continents.

Lesson 3 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 4 min NAVIGATION A-B
Revisit the possible relationship between earthquakes and
some of the changes that happen to mountains to motivate
the need to figure out what is happening deep underground
during earthquakes.
2 10 min DEVELOP, SHARE, AND COMPARE MODELS C-D
Use initial predictions to develop a model of what might be
found on and below the surface at the top of Mt. Everest. Share
models and look for similarities and differences.
3 27 min GATHER AND ANALYZE ADDITIONAL DATA E-P Materials Found at and Below the Surface, colored markers or
Gather and analyze information about what is found below the pencils, paper, tape, Earth Materials Found at the Mountain
surface of Earth. Modify our models, summarize, and document Sites cards, Data Cards for Other Mountains and Mt.
what we have figured out. Everest, hand lenses, Digging and Drilling Storymap (See
the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources), markers,
Materials Found At and Below the Surface of Earth chart
4 4 min INTRODUCE HOME LEARNING Q Reading: What do people dig or drill deep underground for and
Preview the home learning. what do they find?

End of day 1
5 5 min NAVIGATION R-S Reading: What do people dig or drill deep underground for and
Students share ideas they got from family and community what do they find?, chart paper, markers, Materials Found At
members. and Below the Surface of Earth chart

6 32 min INVESTIGATE PROPERTIES OF ROCKS T-U chart paper, markers, Materials Found At and Below the
Investigate properties of different types of rock commonly Surface of Earth chart, Rock Investigations
found below the surface.

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 91

Part Duration Summary Slide Materials
7 8 min UPDATE THE PROGRESS TRACKER AND CONSIDER NEXT V–W tape, markers, paper for Word Wall words
STEPS
Use evidence to update our Progress Trackers. Determine our
next steps in figuring out what is happening at Mt. Everest.
End of day 2

Lesson 3 • Materials List

per student per group per class

Rock Investigations materials • Rock Investigations Data Chart • Rock Investigations Cards • aluminum foil
• science notebook • hand lenses • heating pad
• safety goggles • tongs or silicone hand mitts
• rock samples • small ice chest
• device to access 6.4 Lesson 3 Glass • ice packs or zipper bags of ice
Blowing (See the Online Resources • 6-8 cement bricks
Guide for a link to this item. www.
coreknowledge.org/cksci-online-
resources)
Lesson materials • science notebook • Earth Materials Found at the • Digging and Drilling Storymap
• Materials Found at and Below Mountain Sites cards 6.4 Lesson 3 Glass Blowing (See
Student Procedure Guide Student Work Pages
the Surface • Data Cards for Other Mountains and the Online Resources Guide
Mt. Everest for a link to this item. www.
• colored markers or pencils
coreknowledge.org/cksci-
• paper • hand lenses
online-resources)
• tape • markers
• Reading: What do people dig or • Materials Found At and Below the
drill deep underground for and Surface of Earth chart
what do they find?
• chart paper
• paper for Word Wall words

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 92

Materials preparation (30 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures
are available.

Be sure you have materials ready (e.g., blank piece of paper, large sticky note, or note card) to add the following
words to the Word Wall: sediment, bedrock, sedimentary. Do not post these words on the wall until after your class has
developed a shared understanding of their meanings.
You may wish to prepare a piece of chart paper titled Materials Found At and Below the Surface of Earth prior to the
lesson.
Rock Investigations
• Group size: Obtain enough bins and materials to accommodate pairs or groups of 3 students.
• Setup: Gather and organize the materials for all three investigations so that each bin has the materials needed for
pairs or small groups of students to conduct the Rock Investigations. Each bin will need the following materials:
General materials/equipment (per group):
2-3 Hand lenses
Safety goggles - 1 per student
1 set of Data Cards for Other Mountains and Mt. Everest from Lesson 1
1 set of Rock Investigations Cards
Balls of clay - each group needs 3:
1 wrapped in aluminum foil and placed on a heating pad at low heat
1 wrapped in aluminum foil and placed in a freezer if available, or small ice chest with ice packs
1 kept at room temperature

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 93

 Station A
One of each of the following rock samples:
Sample A: Sandstone
Sample B: Limestone
Sample C: Granite
Sample D: Basalt
Station B
1 sheet of paper
Station C
Sample of sand
Laptop or tablet
Additional Class Materials
Aluminum foil
1-2 heating pads
2-3 pairs of hot mitts
6-8 cement bricks
Locally sourced:
2-3 ice packs or zipper bags of ice
Freezer to store small balls of clay or small ice chest if a freezer is not available
It might be helpful to put the Data Cards for Mountain Cases and Mt. Everest (from Lesson 1) and the Rock Investigations
Cards in sheet protectors so that the cards stay clean and can be used with multiple groups of students.
For Station B, each group of students will need 3 balls of clay—one cold, one at room temperature, and one that
is warmed. Prior to conducting these investigations, make sure you have enough balls of clay for each group. Wrap
1∕3 of the clay balls individually in foil and place in a freezer or a small cooler of ice. Wrap another 1∕3 of the clay balls
individually in foil and place on a heating pad set to low. The remaining 1∕3 of the clay balls should be kept at room
temperature. Groups can collect the clay balls they need when they are ready to conduct investigation B. In between
classes, you will need to refreeze and/or reheat the clay balls so they will be ready to be used again. Note: If you have
back to back classes, you will want to make two sets of these as the clay in the freezer and on the heating pad
may not have enough time to change temperature.
• Notes for during the lab: Have a few groups begin with Investigation A, have a few more begin with Investigation
B, and have the remaining few groups begin with Investigation C. This will ensure that all groups have access to 2
cement bricks for Investigation B when needed.

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 94

• Safety:
Students will work with clay warmed on a heating pad. Make sure the heating pad is set on low, which
should keep the clay at a temperature that allows students to easily handle the warmed clay with their hands.
However, if you determine that this is not the case, provide hot mitts for students to use to handle the warmed
materials safely.
Students will also need to wear safety goggles while handling the different materials in their bins.
• Disposal: Students should dispose of the aluminum foil and sheets of paper after their group has completed the
investigations. Keep all other materials for future use.
• Storage: Store rock samples and modeling clay in containers in a storage closet or cabinet. Unplug the heating pad
and store it after it has cooled down.

Lesson 3 • Where We Are Going and NOT Going

Where We Are Going
In Lesson 3, students develop and use a model to represent what they think they will find at and below the surface of
Mt. Everest. This model is iteratively revised throughout the lesson, giving students the opportunity to use evidence to
describe the structure, composition and temperature of materials at and below the surface of Earth. Students gather
data to use as evidence from multiple sources: storymap video, images, readings, and investigations. Using these
resources, students observe that sediment is often found on the surface of Earth, and that sediment can include soil,
sand, dirt, and broken rock. The layer of sediment can range in depth from a few inches to hundreds of feet thick, and
there are some places where this layer is completely absent. Students also notice that everywhere on Earth, solid rock,
known as bedrock, is found on, near, or below the surface of Earth. This bedrock can be made up of different types
of rock, and the properties of bedrock change as we move deeper underground. Students learn that pressure and
heat increase as we move deeper and deeper beneath the surface, and that heat and pressure cause changes to the
bedrock—it begins to change state, becoming soft and more pliable, and begins to shift and move. Students also learn
that bedrock beneath the ocean tends to be more dense than the bedrock beneath the continents.
Where We Are NOT Going
The purpose of this lesson is for students to begin thinking about and analyzing the properties of different types of
rock at and near the surface of Earth, and how those properties can change deep underground due to pressure and
heat. This lesson does not focus on other processes that cause changes to Earth, such as weathering, erosion, and
deposition. We will focus on the impacts of such forces in Lesson 13.

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 95

LEARNING PLAN FOR LESSON 3

1. Navigation 4 min

Materials: science notebook *Attending to Equity

Revisit what we figured out and determine next steps. Show slide A and say, In our last class, we figured out that Universal Design for Learning:
there are earthquakes in patterns around the world and that these earthquakes can range in strength, or magnitude, and Remember, words such as
depth. We also noticed that most of these earthquakes happen near mountains. When we analyzed the images from the causation and correlation can be
earthquake that happened at Ridgecrest, what did we see happen to the surface when there is an earthquake? Students misrepresented and sometimes
should say that the surface can crack apart and open. incorrectly interchanged with
Say, So based on our analysis of data in the last lesson, do we think earthquakes are related to changes in mountain location one another even though they
and elevation? Students should say they are related, but we aren’t sure if they are the cause of the changes. Say, So we have distinct scientific meanings.
need to gather more information about what is going on deep underground, in order to figure out if the relationship is causal This might be a good time to
or correlational.* But first, let’s think about the predictions you made at the end of the last class and about what you did for revisit these two words to ensure
home learning. students understand the meaning
of each and how they fit into the
Ask students to turn to the next page in their notebooks and show slide B. Say, Last class, you shared with your partner context of this discussion. Revisit
what you thought you might find underground if you were to dig where you live. For home learning, you made some the conversation from Lesson 2
observations about what you found on the surface around where you live. What were some examples of things you recorded and remind students that both
as finding on the surface near where you live? causation and correlation describe
Accept all answers, but remind students we want to focus on the materials that are natural and not man-made. types of relationships between
Examples of what students might share: dirt, rocks, trees, plants, grass, sand, gravel, and bugs. events, but that the relationship is
Say, Some of these materials found at the surface—dirt, sand, soil, or gravel—have a term different for each:
that scientists use. It was in your home learning, and we might want to begin using this • Causation - a relationship in
term in our unit as we work to figure out how mountains change. The term that refers to which one event directly causes
these loose types of material found on the surface is sediment. another event to occur.
Put this word up on the Word Wall under “Words We Encounter.” Tell students that we • Correlation - a relationship
will continue to develop and use this word over the course of the lesson so that we in which two events occur
can move it to “Words We Earn” at the end of the day. together, but one does not
cause the other.
Say, Do you think you would find the same types of materials, or sediments, on the surface
at the top of Everest? What about if you could dig down below the surface at the top of If we cannot find evidence to
Everest? confirm that one event directly or
indirectly causes the other event
Have students title the left page in their science notebooks “Earth Materials On and Below the Surface at the Top of Mt. to occur, then we cannot claim a
Everest”, then give them two minutes to document their predictions. causal relationship between the
two events.

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 96

2. Develop, share, and compare models. 10 min

Materials: science notebook Supporting Students in

Develop initial models. Show slide C and ask students to use their predictions to develop an initial model that Engaging in Developing and
represents their thinking about what they would find if they were at the top of Mt. Everest and they could examine Using Models
earth materials found: Tell students that these models
• On the surface, and they initially develop will be
revisited and revised at strategic
• Below the surface— points throughout the lesson. This
A couple of inches down will give them the opportunity
In the first hundred feet down to engage in the Science Practice
of Developing and Using Models
Thousands of feet down, knowing that 1 mile = 5,280 feet
in the same way as scientists as
Ask students to use symbols and words to label what they are representing in their models, including what they might they investigate a phenomenon.
find, and to indicate the depths at which they might find different materials. Have them create their models in their Students’ initial and revised
notebooks right below their predictions. Give them 3-4 minutes to work. models will become a record of
Share models and look for similarities and differences. As students finish, show slide D and have students share how their thinking develops and
their models with a partner. Tell them to look for similarities and differences between their models and to be prepared changes over time, which is one
to share what they observed as they compared their models. of the purposes of engaging in
this particular Science practice.
Give students a couple of minutes to share with their partners, then use the questions on the slide to guide a quick
This record can also help you, as
share out. Encourage students to show their models to the class as they share similarities and differences they noticed.
a teacher, assess their learning
Suggested prompts Sample student responses throughout the lesson.

What similarities do you notice as We do not have plants on the surface at the very top of Everest. It is way too cold for
you share your models? plants to live there.
We do not have dirt or sand on the top of Everest, it just looks like snow or ice is there.
We think we will find rock as we dig down, and that we will continue to find rock the
deeper we go.
We think that at some point deep down we would find magma or melted rock.
What differences do you observe? We didn’t agree about everything we would find on the surface at the top of Everest.
Some of us have loose rocks and soil at the very surface, while some of us have solid
rock.
We didn’t agree on the type of rock we would find at different depths as we dig down
from the top of Everest.
Some of us think we would find snow, ice, or water as we dig down.
We didn’t necessarily agree about how deep we would have to go to find melted
rock.

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 97

3. Gather and analyze additional data. 27 min

Materials: Materials Found at and Below the Surface, science notebook, colored markers or pencils, paper, tape, Earth *Attending to Equity
Materials Found at the Mountain Sites cards, Data Cards for Other Mountains and Mt. Everest, hand lenses, Digging If students need additional support
and Drilling Storymap, markers, Materials Found At and Below the Surface of Earth chart Lesson 3 (See the Online as they examine the given sources
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources) of information—video, images,
Frame the task. Say, Now that we have made some predictions about what we think is below the surface of Everest, we and information on Data Cards for
need to gather evidence to figure out what parts of our models are accurate and what parts might need to be revised. What Other Mountains and Mt. Everest
are some ideas you have for where we could get this data or evidence from? and in the Drilling and Digging
Sample students responses: Underground Storymap—you can
have them work in pairs or triads to
• We could dig deep underground at the top of Mt. Everest, or find data from someone who has dug there. discuss and document information
• We could dig down deep in our area to see what we could find. they gather from the data sources.
Show slide E and say, These are some great ideas for ways we could get some data if we could get the right tools. Who else Supporting Emergent
might want to dig down deep underground that might have data we could analyze? Turn and talk to your partner about the Multilingual Learners: This would
two questions on the slide: be especially helpful for emergent
• Who might want to dig deep underground? multilingual students and those
who need additional scaffolding
• Why do you think people dig deep down underground?
for reading and/or writing.
Give students a minute to talk, then use the questions on the slide to surface students’ thinking.

Suggested prompts Sample student responses *Attending to Equity

Who might want to dig deep underground? scientists Providing color copies of the Earth
Materials Found at the Mountain
miners Sites cards (which have the same
people looking for gems, like gold or diamonds images as slides I-M) and making
people putting in pipes for cities or towns them available to students to look
at closely may allow students to
people looking for oil or water make better observations of the
Why would anyone want to know what is We need to know what is below the surface so that we can get some of size of the mountains based on the
underground? the things we need, like oil, gas, and water, and to get things we want, scale of the mine in comparison
like gold and diamonds. to the people or equipment
in the mine. This could help
We also need to know where those things are, so that we aren’t just students further develop a sense
digging in random places. That would be a waste of time and money, of the spatial scale of the changes
as well as not good for Earth. occuring on and below Earth’s
Distribute Materials Found at and Below the Surface to students, then show slide F. Tell students that they will gather surface.
and document information about the materials that can be found on and below the surface of Earth at a number of
different sites.* They will watch a storymap and examine images that come from people who have mined or dug deep
below the surface of Earth. They will also revisit their Data Cards for Other Mountains and Mt. Everest from Lesson 1 for

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 98

additional information. For each site listed in the data table, students should (1) identify the source or sources of data *Supporting Students in
used, and (2) document earth materials that are found on and below the surface. Developing and Using Scale,
Document observations in the data table on the handout. Show slide G and say, We will begin by watching a Proportion, and Quantity
storymap developed about digging and drilling underground. On your data chart, fill in the source of data as “storymap.” As students respond to the
Remember, as you work through the storymap, look for evidence of the materials on and below the surface, then document questions on slide N, ask students
your observations in the data chart. to think about and discuss the
Show the storymap at the web page. (See the Online Resources Guide for a link to this item. www.coreknowledge. concept of spatial scale as they
org/cksci-online-resources) After going through different parts of the storymap, give students a minute or two to share their observations of the
document their observations after each part of the storymap in their data charts. Then say, There are different ways storymap and images on the slides.
that mining is done. Sometimes mines are drilled straight down into the ground or they can be dug as tunnels running Scale is evident in a number of
horizontally into a mountain, or diagonally downward. Sometimes resources, like coal or copper, are mined by clearing more images that show people and/
and more material from the surface, resulting in a large, deep, open hole at the surface. This type of mining is called surface or other relatable objects deep
mining. in Earth. Use questions to get
students to think about scale in
terms of making comparisons
Additional Guidance between:
An alternative, if you have the technology available, to watching the storymap as a whole class is to provide the link to • The size of people or other
pairs of students and provide them time to work through the different parts together while documenting what they items to a space within a mine;
notice and wonder. • The size of a mine space to an
Next, show slide H and tell students that the next 5 slides have images for the remaining sites on Materials Found at entire mountain;
and Below the Surface. Distribute a set of Earth Materials Found at the Mountain Sites cards for each group. These cards • The depth of a mine to the
have the same images as the slides. Tell students they can look at the images on the slides and use the cards for a depth of bedrock itself.
closer view. Remind them that they are to look for evidence of the materials on and below the surface. They should
document their findings in Materials Found at and Below the Surface. In addition to the images on the slides and cards,
students can also look back over the Data Cards for Other Mountains and Mt. Everest from Lesson 1 for additional
information about the types of earth materials found at the different locations. Some examples of what students may
notice on the Data Cards include:
• Sandstone and limestone are found at many of the mountain locations.
• Granite and other types of volcanic rock are found at some mountain locations.
Slowly move through slides I-M, giving students time to document the information they need for the remaining 5
mountain sites in their data charts on Materials Found at and Below the Surface. Encourage students to revisit their Earth
Materials Found at the Mountain Sites cards and the Data Cards for Other Mountains and Mt. Everest from Lesson 1, as
needed.*
Share evidence from multiple sources and document key ideas. When students finish documenting their
observations in their data charts, project slide N. Read the questions on the slide with the class:
• How does what we find on the surface at these different sites compare?
• How does what we find below the surface at these different sites compare?

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Use the questions on slide N to guide students as they share the data they have collected. Encourage them to share *Attending to Equity
data collected from: the storymap, the images on the slides and on the Earth Materials Found at the Mountains Sites Universal Design for Learning:
cards, and the information and images on the Data Cards for Other Mountains and Everest. To optimize challenge and
promote high expectations for
Suggested prompts Sample student responses your students, you may want
students to revise their models
How does what we find on the surface at these On the surface at a few locations, we see evidence of sediment—dirt, prior to having them share the data
different sites compare? soil, and broken rocks of various sizes. they collected from the Digging
Some of the sites, especially the very tall mountains, look like they and Drilling storymap, the images
have solid rock at the surface. on the Earth Materials Found at
the Mountain Sites cards, and the
As you move lower on the mountains, you can see loose rocks and
information and images on the
some sediment in a few of the pictures.
Data Cards for Other Mountains
If you look at some of the pictures closely, you can also see that some and Mt. Everest from Lesson 1. This
mountains, like Mount Mitchell in the Appalachians, have trees. We will give students the opportunity
can’t see if there is sediment in those places, but where there are lots of to think critically about their
trees, there might be some sediment beneath them. observations and apply what they
learned. This, in turn, will give you
How does what we find below the surface at these At every site, we see solid rock in the mines and cavities dug deep
the opportunity to see what kinds
different sites compare? below the surface.
of earth materials each student
We also see some layers or layering in the rock at a few sites, like observed in the various resources
Mount Everest and Mount Aconcagua. and how they are applying the
The Data Cards for Other Mountains and Mt. Everest helped us know data they gathered individually. If
the type of rock below the surface can be different at different sites. you choose to do this, you can also
choose to let students revisit their
We know from the storymap that the temperature of the rock
models a second time after the
increases (gets hotter) as people dig deeper.
class share-out and documentation
It looked like there was water deep in Earth in the Resolution Mine, but of key ideas from the various
we aren’t sure if the water came from the surrounding rock or if it was sources of data.
the water pumped down into the mine to keep the temperature cool.

As students share, write key ideas on a sheet of chart paper titled “Materials Found At and Below the Surface of Earth.”
Key ideas include:
• Sediments—dirt, soil, sand, broken rocks—can be found at the surface in some places on Earth.
• As we dig down below the surface, we often find solid rock.
• Sometimes solid rock is found at the surface.
• The type of solid rock we find varies in different places.
• As we dig deeper underground, the temperature inside Earth increases.

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Revise initial models. Show slide O, and tell students to think about the evidence we have collected about the
materials we find at and below the surface of Earth. Have them revisit their models and use a colored marker or pencil
to make any changes to their models to better reflect what we have learned about the materials found at and below
the surface of Earth.
Give students a few minutes to revise their models, then have them turn to a partner and share what they changed on
their models based on the evidence we collected. Walk around and make note of the types of changes that students
made to their models and the evidence they used to support the changes made. If students do not share evidence for
the changes they made to their models, ask them to do so.

Alternate Activity

If students do not want to make changes and/or adjustments to their models, have students draw a revised model on
the next page in their notebooks. This option gives students an opportunity to share and compare their initial thinking
and their current thinking, which annotating their current models may not.

Assessment Opportunity

Building toward: 3.A.1: Develop and use models to describe the structure, composition, and temperature of
materials below the surface of Earth, and some of the processes (pressure and heat) that cause changes to those
earth materials.
What to look for: Look for students to adjust their models to include solid rock at or just below the surface of
Mt. Everest, and they should also indicate that the temperature of the rock deep below the surface is increasing with
depth. They might include a thin layer of loose sediments (soil, dirt, broken rocks) at the surface, but may not, since the
image they have seen of Mt. Everest shows exposed rock at the surface.
What do do: If students’ revisions to their models do not reflect things figured out from the information gathered
from video, images, and readings from the storymap and the slides, have them revisit: Materials Found at and Below the
Surface, images on slides I-M or Earth Materials Found at the Mountain Sites cards, and Data Cards for Other Mountains
and Mt. Everest from Lesson 1.
Add key ideas to Materials Found At and Below the Surface of Earth. After students finish sharing their revisions
with their partners, ask if anyone would like to summarize what we figured out from the data we collected from the
storymap, the images on the slides and on the Earth Materials Found at the Mountain Sites cards, and the information
and images on the Data Cards for Other Mountains and Mt. Everest. Look for the following ideas to surface and
document on a sheet of chart paper titled Materials Found At and Below the Surface of Earth.
• Sediments—dirt, soil, sand, broken rocks—can be found at the surface in some places on Earth.
• As we dig down below the surface, we often find solid rock.
• Sometimes solid rock is found at the surface.
• The type of solid rock we find varies in different places.
• As we dig deeper underground, the temperature inside Earth increases.

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Add to the Word Wall. Say, We need to take a few moments to add to our Word Wall. We were introduced to the word
sediment in our home learning from Lesson 2, and we have used the word today to refer to the soil, sand, dirt, and broken
rock that we find at the surface in many places on Earth. So, let’s move sediment from “Words We Encounter” to “Words We
Earn” on the Word Wall. Move the sediment card with the term, definition, and a simple diagram to the appropriate part
of the Word Wall.
Then say, The solid rock we sometimes see at the surface or come across as we dig below the surface is called bedrock. Write
the word and its definition and draw a simple diagram on a piece of paper. Add the word to the class Word Wall.
Complete the exit ticket. Distribute a piece of paper to students and have them
write their names at the top of the cards. Show slide P and say, All the sites we analyzed
showed evidence of solid rock—or bedrock—at some point below the surface of Earth.
Think about where you live.
• Do you see any evidence of solid rock, or bedrock, at the surface where you live? If so,
describe the evidence.
• Do you think we would find solid rock, or bedrock, below the surface where you live?
Why or why not?
Take a few minutes to write down your responses to the questions on the index card. Don’t forget to use evidence to support
your thinking.
Collect the exit tickets and tell students to tape their data table on the page opposite their predictions in their science
notebooks.

4. Introduce home learning. 4 min

Materials: Reading: What do people dig or drill deep underground for and what do they find?
Preview the home learning. Say, To help us gather more information about the materials found at and below *Attending to Equity
the surface in our community, go home and poll your trusted family and friends. Our friends and family may have Universal Design for Learning:
seen things or heard about materials underground that we haven’t experienced or figured out yet. There might Framing students’ families and
be stories our family or community know about the bedrock in our area. Let’s pull in those resources.* communities as legitimate funds
of knowledge can serve multiple
Distribute Reading: What do people dig or drill deep underground for and what do they find?. Display slide Q. Say, Tonight, purposes for student engagement.
go home and poll your friends and family members. First, share with them what we have been figuring out in class and why It can: (1) help students feel like they
we want to know more about what it is like underground. Let them know what we have figured out about bedrock. Then ask belong in the science classroom by
them these questions: situating their family and community
1. What do you know about what it is like underground in our community? knowledge as productive resources
2. Have you ever dug far underground in our area and reached solid rock, or bedrock? What is it like? What kind of solid rock for science; (2) engage students’
or material is it? families in conversations about what
is happening in the classroom; and
Encourage students to bring in photos or drawings of bedrock if they find out there are areas in their community (3) help students make connections
where the solid bedrock can be seen. between the science classroom and
their everyday lives.
 End of day 1
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5. Navigation 5 min

Materials: Reading: What do people dig or drill deep underground for and what do they find?, chart paper, markers,
Materials Found At and Below the Surface of Earth chart
Return to home learning and add key ideas to Materials Found At and Below the Surface of Earth. Ask students
to take out Reading: What do people dig or drill deep underground for and what do they find?, then show slide R. Have
students share the ideas they got from their family and community with the people at their table and be ready to
share with the whole class. Say, In our last class we recorded what we figured out about the materials we find at and below
the surface at different locations, and we used evidence we collected to support our thinking. Turn to your partner and share
what you figured out about the materials we find on and below the surface in our community from what you learned from
your poll.
Give students a minute or two to share, then say, Let’s add to our chart from yesterday.
As students share, document key ideas on Materials Found At and Below the Surface of Earth. Record any ideas students
bring with them from their poll. Some examples are included below, but this will vary greatly depending on your
location as to whether there is bedrock exposed in the area and whether their friends and family have any experiences
with this.
• The types of rock that make up the bedrock in the area
• Sometimes the bedrock is exposed.
• How shallow or deep the bedrock is in the area
• Experiences with bedrock cracking or shifting or moving
After students have had a chance to document these ideas, ask students, Do you think that the rock at Mt. Everest is
similar or different from what we have found locally?
Accept all responses.
Show slide S and give students a minute or two to read the questions on the slide:
• What do we know about the materials on and below the surface at
Mount Everest?
Ridgecrest, California?
• What kinds of changes occur at Mount Everest every year?
• What kinds of changes occurred at Ridgecrest in 2019?
• How does this information influence our thinking about what it would take to cause these kinds of changes at
Mount Everest and at Ridgecrest?
Let them know that the first few questions will help them review what we have already figured out from all the
resources we have used up to this point, and that the last question is really where we will begin our discussion.
Have students first turn and share their initial thinking with a partner, then ask them to share with the class. Use the
questions on the slide, as well as the additional questions below to help you guide the discussion.

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Suggested prompts Sample student responses
What do we know about what we find on At Mount Everest, we didn’t see sediments on the surface, but we did see
and below the surface at Mt. Everest and solid rock.
Ridgecrest? We also know that there is solid rock below the surface.
In Lesson 2, we saw pictures of Ridgecrest that showed evidence of sediments
on the surface, and solid rock below the surface where Earth cracked.
What kinds of changes occur at Mt. Everest In Lesson 1, we read that Mt. Everest increases in elevation about 2 cm and
every year? moves to the northeast about 4 cm each year.
We also know that earthquakes happen on and around Mt. Everest, but we
don’t know if the earthquakes actually cause the movement that occurs at
Mount Everest every year. We only know that these events are somehow related.
What kinds of changes occurred at Ridgecrest There was an earthquake in 2019 that caused the ground to shift and there
in 2019? was a change in elevation, too. We used our hands to help us see the kinds
of changes that happened.
The ground actually cracked open and shifted. We saw images that
showed a road shifting about 7.5 feet—most of us are less than 5 feet tall!
So the ground shifted and changed in elevation, like at Mount Everest!
We also figured out that the size of the area affected was large, based on
the maps we looked at and the scale on the maps.
How does this information influence our All that solid rock below the surface must weigh a lot, so it would take a lot
thinking about what it would take to cause of force to crack, shift, and push upward.
these kinds of changes at Mt. Everest and at And we don’t know that earthquakes—even very strong earthquakes—
Ridgecrest? actually cause these changes.
But, the changes are similar—shifts and changes in elevation. And
earthquakes occurred at both locations when this happened.
I think we have more to try to figure out regarding these kinds of
movements that happen at different places on Earth.
So we know that earthquakes are in some We know that there are different types of rock found in bedrock, so maybe
way related to the changes at Mt. Everest some types of rock crack and move easier than others.
and Ridgecrest. We also know that the Maybe some types of rock are harder than others and would not crack or
changes were similar—but not exactly the break as easily as rocks that are not as hard.
same—in each place. What might explain
the differences in how the bedrock cracks and Maybe the bedrock is thicker in some places than others, which might
moves differently in different places? make it heavier, too. That might be why Mount Everest doesn’t crack and
move as far as the land at Ridgecrest.

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Summarize the discussion by saying, Maybe we need to learn more about the types of rock that we find deep under the
surface of Earth. That might give us some additional information that would help us figure out what is happening at Everest
and other places, like Ridgecrest, California.

6. Investigate properties of rocks. 32 min

Materials: Rock Investigations, chart paper, markers, Materials Found At and Below the Surface of Earth chart
Conduct rock investigations. Distribute Rock Investigations Data Chart. Show slide T and say, We have figured out
some things about the materials below the surface of Earth. Let’s investigate some of these materials close up to see what
more we can figure out.
Tell students that they will work in small groups, and that each group will have a bin of materials. Tell them that they
will have about 8 minutes to complete each investigation.
There is a set of Rock Investigations Cards with procedures that they will use to guide them in the investigations. As they
work, they should record their observations and responses to questions in the Rock Investigations Data Chart. Consider
displaying a timer so that students can pace themselves through the investigations. Answer any questions they have,
then set them to work.

Additional Guidance

To keep students focused on their observations, it is recommended you use a visual and/or audible timer to cue
students as to when they should move from one investigation to the next. Timers that can be displayed on your
computer can be found online and projected for the class to view. You might look for one that allows you to set
multiple timers that can be started in a sequence, each with its own signal.
As groups work, walk around the classroom, listen to their discussions, and use questions to help guide them, if
needed. Encourage them to work through the investigations within the time frame allotted, and to focus on thinking
about the properties of the rocks they are investigating.

Additional Guidance

There are a number of strategies that could be used to help students move smoothly through the investigations.
• Carefully consider how you group your students, especially if you have some who might need additional time or
support.
• If your students need more time to work through the investigations, consider extending the time across two class
periods, rather than one.
• Students can work in pairs rather than small groups to help ensure that every student is more actively engaged in
the investigations. If you choose to do this, you will need to prepare additional bins of materials so that students are
not waiting on others to finish with materials they might need.

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• If you do not have enough materials for each group, consider setting up 3 stations around the classroom—one
for each investigation. Set up enough materials for 3 or 4 groups at each station, so groups can work through the
investigations at their own pace.
Share observations and add key ideas to our Materials Found at and Below the Surface of Earth chart. Ask
students to return all materials to their bins and clean up their area. When students are ready, say, We have been
recording key ideas about the materials we find at and below the surface at different locations, and we are using the evidence
we gather from our observations as evidence to support our thinking. Let’s talk about what we have figured out during these
investigations and add our ideas to our chart. Keep in mind that we are trying to determine how what we find on and below
Earth’s surface compares at different sites so that we can eventually figure out what causes the kinds of changes that happen
at Mt. Everest.
Show slide U and use the questions on the slide to guide this Building Understandings Discussion.
• What are some things you figured out about the different types of rock found at the mountain sites?
• What happens to rock when it experiences high temperature and pressure deep below the surface of Earth?
• Why might these ideas be important in helping us figure out the changes happening at places like Mount Everest?

Key Ideas

As you conduct this discussion, consider that a Building Understandings Discussion gives students the opportunity
to arrive at tentative conclusions, knowing that they still need more investigation and data to fully explain a
phenomenon. At this point in the lesson, students have gathered data from a variety of sources, and this data can and
should be used as evidence to support their ideas.
Your role in this discussion is to:
• Use questions to maintain the focus of the discussion.
• Invite students to share ideas, and push them to use evidence and reasoning to support their thinking.
• Encourage critique and alternative explanations.
• Help the group come to tentative conclusions and next steps.
You can use questions, such as the following, to help guide students during the discussion:
• What phenomenon are we trying to explain?
• What have we already figured out?
• What evidence do you have to support your ideas/claim?
• Is there any other evidence that either supports or challenges that idea?
• What else do we still need to figure out in order to explain the phenomenon?

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 106

Suggested prompts Sample student responses
What are some things you figured out about the Limestone and sandstone are both sedimentary rocks, while granite
different types of rock found at the mountain and basalt are volcanic rocks.
sites? Some types of rock are more dense than others. Basalt is more dense
than granite.
Some rocks, like sandstone, melt at higher temperatures than others.
Granite is a more common type of bedrock found below the surface on
the continents.
More dense rock, like basalt, is more commonly found in the bedrock
below the oceans than the bedrock below the surface on the continents.
What happens to rock when it experiences Heat deep in Earth and pressure from the weight of the materials above
high temperature and pressure deep below the cause rock to change.
surface of Earth? A lot of heat and pressure will cause the rock to soften and move, like
the warm clay. This can make drilling deep in Earth difficult.
Heat and pressure can also cause rocks to change to different types.
For example, we learned from the reading that limestone changes to
marble with lots of heat and pressure.
We think that maybe rock becomes so compressed that it changes and
becomes more dense the deeper it is below the surface.
Why might these ideas be important in helping We now know that the bedrock that makes up Mount Everest, or any
us figure out the changes happening at places other mountain, and the land below it is very, very thick and heavy.
like Mt. Everest? We think it will take a great deal of force to move a mountain like
Everest, even just a little bit.
This makes us think that Mt. Everest is only going to change a little at a
time—and these changes are most likely not really noticeable to us.
As students share what they observed and what they have figured out about the materials found below the surface,
look for and document the following key ideas on Materials Found at and Below the Surface of Earth. If any of the ideas
students share are already on the chart, do not write them again. Just point them out and continue the discussion.
• Different areas on Earth have different materials at and below the surface.
• When rock deep below the surface is heated, it can change.
It can become soft and tends to move or shift.
With enough heat and pressure, it can become a different type of rock. For example, limestone can become
marble.
• The rock deep below the ocean bottom is more dense than the rock deep below the continents.

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 107

7. Update the Progress Tracker and consider next steps. 8 min

Materials: science notebook, tape, markers, paper for Word Wall words *Attending to Equity
Add to the Word Wall. Tell students, We need to add another word to our Word Wall Universal Design for Learning:
that is related to one we added yesterday. Sedimentary is a type of rock made when When adding the science term
sediments—soil, sand, dirt, and broken rock—are deposited by wind or water and then sedimentary to the Word Wall, you
compressed into rock over time by heavy layers of sediment above them.* can provide options for language
Display the definition on a piece of paper along with a simple diagram. Add the word and for comprehension by:
to the Word Wall. • Pointing out, highlighting,
Revisit our models and document in the Progress Tracker. Show slide V and say, or underlining the root word
Think about all the data we have collected about the materials found at and below the sediment and referring to its
surface of Earth. Take a few moments to revisit your model, which you developed and revised during our last class. What, definition that was added to our
if anything, would you revise in your model? Why? Think about this as we document our current thinking in our Progress Word Wall earlier today.
Trackers.* • Pointing out, highlighting,
or circling the suffix -ary and
Show slide W and direct students to the Progress Tracker section of their notebooks. Have them turn
telling students that it means
their notebooks to landscape orientation and draw a 3-column progress tracker like the one on the slide.
“of, relating to, or connected
By using a landscape orientation and having no structured box, students can take up a lot of space or a
with.” Then you can further
little space on their Progress Trackers. Remind students that the Progress Tracker is a space for them to
explain that sedimentary rock
document their current thinking. Have them write the lesson question in the first column of the Progress
is made “of sediment.”
Tracker, then use pictures, words, and symbols to develop a model that represents their thinking about the lesson
question, “How does what we find on and below Earth’s surface compare in different places?” Give students time to • Making an explicit connection
add to their Progress Trackers.* Whenever a student is done writing, they can draw a line after their work to make between the two terms—
space for the next time a teacher instructs them to write in their Tracker. sediment and sedimentary—
and the relationship
After students finish, ask them to tape Rock Investigations Data Chart into their science notebooks. between the concepts, such
An example of the Progress Tracker is included below: as the example statement,
Sedimentary is a type of rock
made when sediments—soil,
Question Sources of Evidence
sand, dirt, and broken rock—are
How does what we find at and below • The Digging and Drillling storymap. deposited by wind or water and
Earth’s surface compare in different • The images, the Data Cards for Other Mountains and Mt. Everest. then compressed into rock over
places? time by heavy layers of sediment
• Data collected from the Rock Investigations Cards. above them.

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 What We Figured Out in Words and Pictures *Supporting Students in
Engaging in Developing and
• The temperature of the rock increases (gets hotter) as we go deeper down into Earth. Using Models
• The surface is often covered with sediments (i.e.: broken rock, dirt, gravel, sand). Remind students that we often
• Sediments and solid rock make up Earth’s surface. revisit and revise models whenever
we figure out new ideas and
• Everywhere we look, solid rock, known as bedrock, is found at some point on, near, or below the surface of Earth.
concepts that help us better
• Rocks have different characteristics, including density and melting point. explain a phenomenon. This
• As we move deeper underground, rocks become increasingly hotter and compressed. is a practice that scientists use
• As rocks become hotter and more compressed, their behavior changes—they change state and tend to more quite often, and it should not be
readily move and shift. viewed as “correcting” our models.
Scientists revise their models
• The rock deep below the ocean bottom is more dense than the rock deep below the continents. because they should accurately
reflect what they are figuring
out over time as they investigate
ASSESSMENT OPPORTUNITY different components, interactions,
and mechanisms within the system
Building towards 3.A.2: Develop and use models to describe the structure, composition, and temperature of
they are currently studying. In
materials below the surface of Earth, and some of the processes (pressure and heat) that cause changes to those earth
addition, an initial model, along
materials.
with revised versions, gives a
What to look for: Students revise the models in their Progress Trackers to represent their current understanding of the view of what we are learning over
structure and composition of materials at and below the surface and the changes that occur due to pressure and heat time and how our understanding
deep in Earth’s bedrock. Students’ Progress Trackers should include the ideas called out in the sample Progress Tracker has changed as we continue to
above. investigate a phenomenon.
What to do: If students’ models have incomplete or missing ideas or are missing sources of evidence, there are a
number of resources that they can review:
*Supporting Students in
• Readings (with images): Engaging in Constructing
Materials Found at and Below the Surface Explanations and Designing
Rock Investigations Cards Solutions
Constructing a scientific
Data Cards for Other Mountains and Mt. Everest explanation is an important
• Images on slides I-M part of students’ work in this
• Observations documented on Rock Investigations Data Chart lesson. Documenting in the
Progress Tracker gives students
Students can also use the list of key ideas on the Materials Found At and Below the Surface of Earth chart for additional
the opportunity to construct an
support.
explanation that answers the
Building towards 3.B Construct a scientific explanation based on evidence from text, media, models, and Lesson 3 question, “How does
investigations to explain changes that occur to materials below the surface of Earth that are not directly observable.

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What to look for : Students’ completed Progress Trackers give an opportunity to assess what they have figured out what we find on and below Earth’s
during this lesson. In students’ models, you should look for representation of the ideas and supporting evidence called surface compare in different
out in the sample Progress Tracker above. places.” Encourage students to
What to do: If students’ models have incomplete or missing ideas, or if sources of evidence are not complete, students answer the lesson question using a
can review the same resources previously listed. Encourage them to add new ideas or information from those resources. claim supported by evidence from
Navigate to the next lesson. Quickly close the lesson by saying, We wanted to know what is on and under the surface the images, videos, reading, and
of the earth. We have figured out that there is bedrock everywhere below the surface of Earth. We’ve revisited and revised lesson investigations. The Progress
our model of Everest, and we developed a model and documented evidence in our Progress Trackers to explain how what we Tracker could also include a model
find at and below Earth’s surface compares at different places. We next need to think about what might be happening to the that represents students’ thinking
bedrock when an earthquake occurs. using pictures, words, and/or
symbols.

ADDITIONAL LESSON 3 TEACHER GUIDANCE

Supporting Students in Making Connections in ELA
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
There are a number of opportunities in this lesson for students to engage in discussions in pairs, small groups,
and as a class. Some discussions are teacher-led, but not all. Students should be encouraged to share their prior
understandings, observations, and current thinking while working collaboratively with their peers to figure out the
structure, composition, and temperature of materials found at and below the surface of Earth, as well as the changes
that pressure and heat cause to bedrock deep below the surface. As much as possible, questions and prompts are used
by the teacher, and students are given multiple opportunities to share their current thinking and build on the thinking
of others. Additional strategies that can be used include:
• Strategically pair and group students, keeping their individual needs in mind.
• Supply several opportunities for students to respond to questions and share their thinking (e.g., in pairs or small
groups before class discussion).
• Allow students to use drawings, symbols, writing, and gestures to express their ideas.
CCSS.ELA-Literacy.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
In this lesson, students obtain information from a home reading and are expected to use that information to support their
thinking. At the opening of day 2, students are asked to share information in that text about the structure, composition,
and temperature of materials at and below the surface of Earth. To support students in sharing and using the information
they gather from the reading, key ideas are documented on a chart that students can reference when needed.

Lesson 3 PLATE TECTONICS AND ROCK CYCLING | 110

LESSON 4

What is happening to Earth’s surface and the material below

it during an earthquake?
Previous Lesson We developed models to represent what we might find on and below Earth’s surface in different places. We looked at
underground images and watched a storymap to gather data. We documented what we noticed and wondered, then gathered
additional information from a reading. We carried out investigations about different earth materials found at the mountains.

We develop a cross section model of the topography at Ridgecrest including what we

This Lesson know about the ground at and underneath these different parts around Ridgecrest. We
add in the break in the ground that formed from the earthquake at Ridgecrest. We use
Investigation
a foam board to model changes in the bedrock to determine this break must go all the
2 days way through the bedrock. Using data from a 3D cross section tool in Seismic Explorer,
we develop a cross sectional model of the North American plate that runs through
Ridgecrest, including the bedrock from the surface to far below the surface. We figure out
that scientists call these big sections of Earth between long fault lines, plates. We look at
the whole world map and look for where there could be other plates on the map.

Next Lesson We will use GPS data from the North American plate to demonstrate how it moves over time. We will further revise a cross section
model of the North American plate to try to explain how its movement is connected to the characteristics of the underlying bedrock.
We will use Seismic Explorer to investigate the movement of all plates on Earth’s surface in order to help explain the movement of
Earth’s mountain formations.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 4.A Develop a profile model across the North American plate to explain the changes seen in bedrock after an earthquake by
MS-ESS2-3 showing what is found at and below the observable surface.
4.B Construct an explanation using qualitative evidence from class investigations to explain what is happening to the
bedrock below the observable surface when an earthquake causes a shift or break in the land.

What Students Will Figure Out

• Sections of bedrock in between these fault lines of cracks from earthquakes are called plates.
• These cracks must go really far down into and through the bedrock to where the rock begins to creep, shift, and move.
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 • There is evidence of at least two really large and long crack lines on either side of most of the United States.
• There are other plates in the world that can be found in between long lines of fault lines.
• Models of our crust and mantle have scale limitations due to the size of the Earth and its layers.

Lesson 4 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 8 min NAVIGATION A-B World Map
Consider similarities between Mt. Everest and Ridgecrest after an earthquake and how
analyzing what happened to the land at Ridgecrest could help us figure out more about
the changes at Mt. Everest.
2 3 min LOOK BACK AT SATELLITE IMAGES FROM RIDGECREST C-D
Revisit images of what the surface of Ridgecrest looked like before the earthquake.
3 6 min DEVELOP CROSS SECTION OF RIDGECREST E 1–2 pieces chart of paper, markers
Construct a cross section model of the land at and below the surface of Ridgecrest and
surrounding area.
4 8 min REVISITING IMAGES OF RIDGECREST AFTER THE EARTHQUAKE F-H
Revisit images to describe the changes observed in the structure of Earth after the
earthquake at Ridgecrest.
5 15 min ARGUE FOR WHAT HAPPENED TO BEDROCK UNDER THE SURFACE AT RIDGECREST I piece of pink insulation foam (12”x12”)
Small groups develop an argument for what is happening to the bedrock at Ridgecrest.
The class comes to consensus on how to represent the land cracking open using a
square foam piece to represent the bedrock.
6 5 min NAVIGATION J broken pieces of pink foam insulation
Make predictions about how far the bedrock on either side of the crack extends and
how it was affected by the earthquake.
End of day 1
7 3 min NAVIGATION K-L broken pieces of pink foam insulation
Discuss looking at earthquake data to figure out where there are other fault lines.
8 8 min DEVELOP A PROFILE MODEL OF THE UNITED STATES M-N Constructing Profile Model West and
Review earthquake data and surface data on a North American region map to East of Ridgecrest
summarize what we already know and identify potential fault lines across the region.

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Part Duration Summary Slide Materials
9 12 min DEVELOP A CLASS PROFILE FOR THE NORTH AMERICAN REGION O-Q
Create a consensus profile model for a cross-section of the North American region
including what is on the surface and below.
10 6 min REVISE OUR MODEL WITH DATA FROM SEISMIC EXPLORER R-U Seismic Explorer
Use Seismic Explorer to look for data about where fault lines are found, how deep they
are, and where they are hundreds of miles long.
11 5 min UPDATE PROGRESS TRACKER V
Record in Progress Tracker how earthquakes affect the land, both at the surface and far
below the surface.
12 5 min LOOK AT EARTHQUAKES ON MAP TO PREDICT WHERE OTHER PLATES ARE W-X 10-Year and 30-Year Earthquake Data
LOCATED
Use earthquake patterns to visualize where other plates might be located across the
globe.
13 4 min REFLECT ON THE PRACTICE OF DEVELOPING MODELS Y
We reflect on the challenges of developing a model of a large section of the Earth on a
small piece of paper.
14 2 min NAVIGATION Potential Causes for Mountain
Brainstorm with a partner what could be happening to the bedrock below Mt. Mitchell, Movement chart
which is part of the same plate on Earth that Ridgecrest is part of, if it is moving 2 cm
per year.
End of day 2

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Lesson 4 • Materials List

per student per group per class

Lesson materials • Constructing Profile Model West and • World Map
East of Ridgecrest • 1-2 pieces chart of paper
Student Procedure Guide Student Work Pages
• science notebook • markers
• Seismic Explorer • piece of pink insulation foam (12”x12”)
• 10-Year and 30-Year Earthquake Data • broken pieces of pink foam insulation
• Potential Causes for Mountain Movement chart

Materials preparation (15 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Be sure you have materials ready to add the following words to the Word Wall: plate, crust, and mantle. Do not post
these words on the wall until after your class has developed a shared understanding of their meaning.
On day 1, you will need to have one 12 x 12 inch piece of foam board ready to use for each class. After these pieces are
broken to represent how pieces of Earth can break open, keep these broken pieces around for later use in the unit.
Ensure the web page loads and can be used by you and/or your students depending on whether you decide to
demonstrate this simulation or have small groups explore together. (See the Online Resources Guide for a link to this
item. www.coreknowledge.org/cksci-online-resources)

Lesson 4 • Where We Are Going and NOT Going

Where We Are Going
In this lesson, students build on their model of what it is like under the surface of Earth by revisiting the earthquake
that occurred in Ridgecrest, California in 2019. Using the data about the land here and what we have figured out about
the materials under the surface of Earth, students develop a cross section model of the area around Ridgecrest before
and after the earthquake, spanning from the mountains to the west, through the valley Ridgecrest is located in, and to
the mountains just to the east of Ridgecrest. Added to this model is the shift in the land half a meter vertically.
Students construct an oral explanation with their small group for what happens to the bedrock below the surface
when there is a vertical shift to the land at the surface. Students will conclude that the land cracks through the bedrock
to allow a shift like this to happen. Then this model is expanded to the west and east of this break in the land, to
represent the North American plate using the long lines of earthquakes along the west coast and in the Mid Atlantic,
as the boundary of the plate. Through developing this model, we figure out that these large sections of bedrock in
between these long lines of faults are called plates. We look for other similar patterns on the world map from Seismic
Explorer that we analyzed back in Lesson 2 to argue for how many other plates we think there are on Earth.

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Where We Are NOT Going
In this lesson, students figure out there are sections of land that scientists call plates on Earth’s surface, and these
plates are bounded between long lines of earthquake fault lines. Beyond discovering that North America is on a plate
that is bounded between earthquakes in the Pacific and earthquakes in the Mid Atlantic, students do not explore
the mechanisms involved in plate movement. In a later lesson, students will synthesize what they have figured out
about how rock further down under the surface begins to shift, move, and melt due to both temperature and pressure
increases, and how this could cause plates to move. This lesson and unit, will not address how the thermal convection
of solid materials is the cause of plate movement, as this is above grade band.
Though students will figure out that plate boundaries are found between long lines of earthquakes and that these
boundaries are separations through the bedrock, we will not dive deep into how earthquakes affect the land every
time. The purpose at this point in the unit to see the pattern between fault lines of earthquakes and the plate
boundaries.

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LEARNING PLAN FOR LESSON 4

1. Navigation 8 min

Materials: World Map

Brainstorm similarities between Mt. Everest and Ridgecrest several miles down. Display slide A. Say, Last class we
investigated different materials that are found under the surface and found out some things about what happens to these
materials the further down you go. And you developed and revised a model of what materials could be found under the
surface at Mt. Everest. Take a minute to turn and talk with a partner about the question. If we could analyze a sample of the
materials under the surface a couple of miles down from both Everest and Ridgecrest, based on your previous investigations,
what would you expect to be similar at both of these locations?
Students should say some similarities would be: solid rock below the surface, temperature increases far under the
surface, really hot temperatures cause the rock to begin to creep (move and shift) and there could be common types
of rock far under the surface.
Briefly discuss how analyzing the Ridgecrest earthquake could help us figure out more about Mt. Everest.
Display slide B. Say, We know an earthquake happened at both Mt. Everest and near Ridgecrest, CA. As we saw in Lesson 2,
there is a lot of data available from the earthquake that happened at Ridgecrest. If we could use the information we have from
Lesson 2 about the Ridgecrest earthquake to develop a model of what the land looked like before and after the earthquake,
how might that help us figure out what is happening at Mt. Everest to cause it to be growing? Accept all responses.

2. Look back at satellite images from Ridgecrest. 3 min

Materials: None
Revisit the Ridgecrest images from Lesson 2. Display slide C. Reconfirm with students that the different grey
shadings represent the topography of the land, with mountains to the west and east, and a valley in between.
Display slide D. Re-orient students to the mountain ranges surrounding the valley in the Mojave Desert, and even
though it is a valley, it is relatively higher than sea level, about half a mile high. Tell students that we will begin with this
image of the area before the earthquake that occurred in 2019 as we develop a cross section model of the land here.

3. Develop cross section of Ridgecrest. 6 min

Materials: 1-2 pieces chart of paper, markers

Develop a cross section view for the defined section of the map.* Display slide E. Say, This blue rectangle identifies
the area where we had satellite data showing how the ground shifted. The area in the blue rectangle represents about 10
miles across from west to east. Let’s think about what the surface looks like across this area.
Continue by saying, Let’s get ready to draw a cross section, or side view of the area within the rectangle, showing the elevation
changes at the surface and what we would find below the surface, much like you did for your Everest model in Lesson 3.

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 Additional Guidance *Supporting Students in
Developing and Using Scale,
In this unit, students leverage this experience with Mt. Everest to develop a cross section perspective of another large- Proportion, and Quantity
scale phenomenon: what happens when a 10-mile section of land on Earth cracks apart after an earthquake. If they The distance represented on
are struggling with how to construct their cross section models in this lesson, you may want to remind them of their the satellite image of Ridgecrest
previous experiences constructing cross sectional models. If your students experienced Unit 6.3: Why does a lot of hail, is over a distance that is too
rain, or snow fall at some times and not others? (Storms Unit) prior to this unit, they will have had experiences developing large to visualize without using
models from a cross section perspective. In Unit 6.3: Why does a lot of hail, rain, or snow fall at some times and not others? representations, images and
(Storms Unit), the models developed of large air masses helped students visualize how the different components of models. As we work through
the atmosphere interact leading to different types of weather. Because these interactions happen on such a large this lesson to develop a model
scale, students used qualitative data to develop these air mass systems and make sense of how they develop, move, to represent what is happening
and interact. For example, you might say something like, Just like how in Storms Unit, where we developed a model of a at and below the surface over a
phenomenon that was at a scale either too large to see (huge air masses) or unobservable (the changes to the water or air span of miles, remind students
particles due to temperature), this model will represent unobservable interactions and materials as well what is happening on that the scale we are modeling is
and under the surface of Earth to cause changes to the land. much larger than what they are
seeing on the slides (or poster if
Say, Let’s begin by representing the elevation changes from the side starting on the west side. With students’ help, begin to you decide to make a hardcopy in
draw a cross sectional model on the poster paper to represent the different elevations. This model will be developed your classroom on poster paper).
incrementally with students. A suggested plan for developing this model, along with example images showing its Distances at the scale of miles
incremental co-construction, is provided below. Ensure that the model you develop with your students represents can be difficult for students to
their shared thinking. Different classes may develop this model in a different order or way. visualize. To support students
Begin by drawing a line from the left side of the poster paper to the right side of the poster paper to represent heights, working at and understanding
or profile of the land. You may want to orient your poster paper landscape if using one piece. If using two pieces, place this scale, create relevance by
them next to each other, and this line can extend across both pieces. referencing a common landmark
that is located at a 10 mile distance
from the school in your town and
compare to this map cross section.

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Say, Now let’s consider what type of material is on the surface. We know that the surface can have sediments on it or it can
have bedrock exposed. Let’s start with Indian Wells Valley. Think back to the images we saw of Ridgecrest. What did the
material on the surface look like? Students should say it looked sandy, or like a desert. Ask, Based on what we read about
in our mountain cards, our mining reading, and the rock investigations, what would we see at the surface most of the time
when we are looking at mountains? Students should say bedrock. They may also want to include some sediments in
between the mountain tops.
Add these to the model.

Ask, What type of material do we eventually find everywhere below the surface? Students should say bedrock. Draw this in,
connecting the bedrock of the mountains to the bedrock further down.

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Ask, How does the behavior of that solid bedrock change as we go several miles down? Students will say it gets warmer the
further down you go and that the rocks begin to move and shift more easily. Add an arrow facing downward labeled
“a few miles below the surface” going from a spot on the surface of the Sierra Nevada Mountains downward. Add red
surface of the Sierra Nevada Mountains downward. Add red hatch marks toward the bottom of the bedrock and label
this as “where the materials in the bedrock get so hot they begin to move or shift more readily (and they behave more
like warm clay with a lot of weight on top of them).”

Say, If we were to develop a similar profile model of Mt. Everest, what would we expect to be similar? Examples of what
students might say:
• there would be some sediment in between mountains and in lower areas
• bedrock sticking out of the surface at the mountains with bedrock below everything
• a few miles below the surface, the material would get so hot that the bedrock would begin to move or shift
• there might be differences in the height of the mountains, or the type of sediments found on or around them

4. Revisiting Images of Ridgecrest after the Earthquake 8 min

Materials: None
Revisit images of the surface of Ridgecrest after the 2019 earthquake. Display slide F. Say, Now that we have a
model of Ridgecrest before the earthquake, let’s add to our model to represent the type of changes we saw in the structure
of Earth after the earthquake. Ask students to describe the changes shown in the images on the slide that we should
include in our model. Students should say there were breaks and shifts in the ground. Ask students how long the break
was again. They should say several miles long.
Characterize the changes in Earth’s surface as a result of the earthquake in detail. Show slide G. Say, We can see
the break formed along the line between these two regions on the map. We saw that along one side of the break, the surface

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shifted in one direction, and along the other side of the break, the other surface shifted in an opposite direction. Show me
with your hands again how each region shifted. Display slide H and say, Let’s get ready to revisit our cross-section we drew
of this region shown in the blue rectangle to think about how we can represent the changes in the surface. Let’s begin with
representing the crack we saw along the surface. Again, a suggested plan for adding to the model, along with example
images showing its incremental co-construction, is provided below. Ensure that the model you develop with your
students represents their shared thinking.
Add a vertical line in the valley area to represent the crack at the surface that we saw in the images from Ridgecrest.
We aren’t sure at this point how far this crack goes down. Students may argue that the crack goes all the way down,
but not everyone may be in agreement with this yet. We will consider how far the crack must go in this lesson. So for
now, just make a small line for the crack.

Say, Next, let’s show the elevation change that happened to the land in this area where it cracked open. Where in the model
should we represent a change in elevation? Students should say that to the left, the land increased and to the right of the
crack, the land decreased.
Add in arrows and labels to represent which way the land moved on either side of the surface crack. Use blue arrows
to represent the rise in elevation shown on the satellite image and red arrows to represent a decrease in elevation as
shown on the satellite image.

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5. Argue for what happened to bedrock under the surface at Ridgecrest. 15 min

Materials: piece of pink insulation foam (12”x12”) *Supporting Students in

Brainstorm how the solid bedrock is affected during an earthquake. Display slide I. Hold up the piece Developing and Using Scale,
of pink insulation foam. Say, Let’s imagine this is the bedrock that stretches across this 10-mile wide region. Talk Proportion, and Quantity
with a partner. What do you think happened to the solid bedrock just under the surface across this entire area Students will experience the
that could help explain why we saw a shift and change in elevation in the surface of the land at the time of the changing of the Ridgecrest
earthquake? Give students about 8 minutes to turn and talk with a partner, or in a small group. landscape by utilizing the pink
foam model in the instructions
Assessment Opportunity below. As students are working
on this model, emphasize how
Building towards: 4.B.1 Construct an explanation using qualitative evidence from class investigations to explain what the landscape might be changing
is happening to the bedrock below the observable surface when an earthquake causes a shift or break in the land. or what changes would be felt
or visible during the interaction
What to look for/listen for: Students arguing using a chain of logic to make the connection between the crack at
of the foam pieces. Using this
the surface and what must be happening under the surface. Some arguments you may hear them debate with their
representation will allow students
partner:
to study this interaction at a scale
• That the break looks like it is pretty far down. much more manageable for
• If the land was broken pretty far down below the surface, the bedrock was also broken apart here. classroom purposes, and create a
mental representation of what can
• The land at Ridgecrest not only broke apart, but it shifted up half a meter.
happen to cause an earthquake,
• The section of land that shifted up was about 10 miles long. as well as subsequent potential
• For such a large section of land to shift up so much, it must mean the break is all the way through the bedrock to changes that occur on the land.
where the rock begins to move or melt.

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What to do: As students are constructing their explanation with their small group, and if they are struggling to come
to an agreement, encourage them to think back through the images they saw of the crack near Ridgecrest, how
much the land shifted here, and what they have figured out about what it is like under the surface. In addition, using
an analogy to help them visualize a break of this size in something solid might help. For example, you might ask the
students to think of a large solid food like a pizza, or a pan of brownies or cake. We can use a knife to create an opening
in the surface of the brownie, like we saw at the crack in the land near Ridgecrest, but if we want to remove a piece (like
shifting it vertically), we need to cut all the way through the brownie. Encourage them to think about this in relation to
the land at Ridgecrest shifting half a meter upward.
Reconvene the class. Explain that we will use the pink foam to represent the bedrock. Ask students how this is
different from the bedrock we see on the surface of the Earth. Probe students to consider how this is spatially and
structurally similar and different.

Suggested prompts Sample student responses

We are using this piece of pink foam to represent It is solid.
the bedrock that makes up this section of Earth It is kind of bendy.
where Ridgecrest is. How is this similar to the
bedrock? It is kind of thick.
It can probably still crack like what happened at Ridgecrest.
How is this different than the bedrock that we It’s definitely smaller—Ridgecrest is a much larger area.
find on Earth’s surface? It’s a different color.
It may be softer or more bendy.
The bedrock is made of rock—I wonder if that makes a difference?
So it is much smaller than Ridgecrest. How might Sometimes we can’t make changes on something as big as pieces of
using something smaller like this to model that land. But we can use this to model what might happen at a different
area help us in our investigation? scale.
We can see it without having to go to Ridgecrest or get heavy
machinery or cause an earthquake, and still figure out what might be
happening using this smaller item.
If we want to use this to help us make sense of Yes… it is way smaller and it doesn’t have sediment, like sand on it, but
what happens to the bedrock when there is an we can use it to see how it breaks.
earthquake like near Ridgecrest, do you think this It can still probably crack and move like the ground at Ridgecrest.
will provide us some evidence that we can use to
help us figure this out? It’s smaller, but we can’t move the ground at Ridgecrest on our own. We
can move this and see what happens.
Ask students to share what they discussed with their partner(s). Students should argue that the bedrock either broke or
was already broken before the earthquake occurred.*

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Use the foam board to demonstrate this by slowly pulling up on one corner of it and bending it up on a diagonal. Say,
OK, I am starting to bend the foam board (bedrock ) slightly… which in reality is something that rocks can do up to a point
before they break. Typically it’s hard to see such bending unless the forces on them are very great or the size of the rock being
bent is very large.
Snap the board in half and then say, OK, so that is one thing that could have happened from the earthquake, the solid
bedrock broke. But what if the bedrock was already broken along this line, can someone show me how these two pieces of
bedrock would have shifted from the earthquake to result in the motion and change in elevation?

Students should conclude that a break all the way through the bedrock would have to happen during the earthquake,
or would have had to exist before the earthquake happened in order to explain what they observed at the surface of
the land: shifting half a meter upward and moving northwest and southeast.
Say, Let’s add to our model to represent what we just determined.
Add the representation of a crack below the surface all the way through the bedrock until it reaches the region where
the bedrock gets so hot that it begins to move or shift more readily. Students may suggest that the crack could go
down lower too, though it would probably fill in quickly with this moving rock shortly after the break occurred. Tell
students that the name of a large fracture all the way through the solid bedrock is sometimes called a fault line.

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6. Navigation 5 min

Materials: broken pieces of pink foam insulation

Consider how the bedrock to the east and west of the crack is affected. Display slide J.
Hold up the broken piece of pink foam. Point out that we only modeled the bedrock under
a 10-mile wide region, but we haven’t yet considered how big each piece of bedrock is on
either side of the fault line. Ask students to consider how far the piece of bedrock to the
west of the fracture (fault line) extends. Ask the same about the piece of bedrock to the
east of the fracture and how far it extends to the east. Accept all predictions.
Say, Do you think these cracks in the bedrock occur anywhere else? Ask students to share
ideas for what sort of data we would need to determine where else on Earth there might
be breaks like this in the bedrock. Students should suggest that we need to look at our
earthquake data again because those locations will show us where other fault lines are
likely located.

Additional Guidance

Keep the pieces of the pink foam for use later in this lesson and again in Lessons 4 and 6.

 End of day 1

7. Navigation 3 min

Materials: broken pieces of pink foam insulation

Decide as a class how earthquake data can help us figure out how far the chunks of bedrock extend. Display
slide K. Hold up the broken piece of pink foam. Remind students that last time we only modeled the bedrock under
a 10-mile wide region and just started wondering how big these chunks of bedrock are. We began to consider how
much further each piece of this bedrock under Ridgecrest may extend to the east and to the west. Ask students if there
is agreement on how big we thought each piece of bedrock was on either side of the fracture in the bedrock (fault line)
near Ridgecrest. They will most likely say there is no agreement. Remind students that last time we decided we wanted
to look back at earthquake data. Ask students to summarize: How could looking back at our earthquake data help us
determine where else on Earth there might be long fractures in the bedrock (fault lines)? Students will say that earthquake
locations will show us where other fault lines are likely located.
Display slide L. Orient students to the map on the slide. Say, Here is 10 years of earthquake data, from 1980-1990, to
the west and to the east of Ridgecrest to help us figure out how far the bedrock might extend east or west of the fault line at

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Ridgecrest. The red markers are like the ones we saw in Seismic Explorer to represent locations of earthquakes. This smaller
data set may help us visualize where we think these fractures or fault lines in the bedrock are located. Discuss the questions
on the slide as a class:
• What parts of the United States on this map would have relatively few or no fault lines?
Anticipated responses include:
The middle and eastern part of the United States
The Gulf of Mexico and the Atlantic Ocean bottom off the East Coast, all the way to the Mid-Atlantic Ridge
In the middle of the Pacific Ocean to the west of California
• Where do you think you would find fault lines?
Anticipated responses include:
Along the West Coast up through part of California and into the Pacific Ocean
Near Ridgecrest
In some small areas in the Rocky Mountains
Along the Mid-Atlantic Ridge

8. Develop a profile model of the United States. 8 min

Materials: Constructing Profile Model West and East of Ridgecrest, science notebook *Supporting Students in
Prepare to develop a profile model of land to the west and east of Ridgecrest. Display slide M. Say, So if we’re Engaging in Developing and
going to understand where these fault lines are and how they are related to the land in the area, let’s start like we did before, Using Models
by making a model of this whole area from the long line of earthquakes in the west (where we think there is a long line of Some prompts to help students
fault lines), through Ridgecrest to the Mid Atlantic where there is another long line of fault lines. Let’s start by thinking about develop their cross section model:
the surface of the land, and then we can think about what’s happening underneath. Using what we know about what the • How are you representing the
different colors on the map represent, what does the land look like at different locations in the blue rectangle? differences in elevation across
Discuss the question on the slides as a class: the country?
• How does the surface of the land compare in the locations shown in the light blue dash-lined box on the slide? • Can you label the different
Anticipated responses include: locations on the map that are in
your model?
The West Coast, Ridgecrest, and the Rocky Mountains are all mountainous, though there may be some valleys
• How can you use the colors on
in those mountains too.
the map in the section you are
The Great Plains are relatively flat. modeling to help you figure out
The Mississippi River Basin is also relatively flat and maybe a little lower than the Great Plains. what the elevations should be
The Appalachian Mountains are all mountainous, though there may be some valleys in those mountains too. on land and in the ocean?
The East Coast (near North Carolina) is relatively flat.
The Mid-Atlantic Ridge is mountainous (underwater).

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Say, Where do you think some of the longer lines of fault lines are located on the west side of this map? On the east side of this map?
• Anticipated responses include:
In Lesson 2 we saw lots of earthquakes on the West Coast and in the middle of the Atlantic Ocean.
On the map in the previous slide, we also saw a long line of earthquakes in these two locations.
Along the West Coast up through part of California and into the Pacific Ocean.
Near Ridgecrest
In some small areas in the Rocky Mountains
Along the Mid-Atlantic Ridge
Display slide N and organize students into small groups. Pass out a copy of Constructing Profile Model West and
East of Ridgecrest to each student and tell them not to put it in their notebook yet. Tell students they will construct a
cross sectional model across the whole United States on Constructing Profile Model West and East of Ridgecrest. They are
representing the section in the blue dash-lined rectangle to represent the differences in elevation of the land as they
move from the west to the east. Remind them we already have some of the profile of the land around Ridgecrest, so
they could start by modeling that first on their handout, and then add to their model what the profile would look like
to the west and then to the east. Once they have the elevations represented for the different locations, they should
think about how the land would look on the surface and below the surface and add that to their model.*

Assessment Opportunity

Building towards 4.A Develop a profile model across the North American plate to explain the changes seen in
bedrock after an earthquake by showing what is found at and below the observable surface.
What to look for/listen for: Students to include
• differences in elevation across the North American plate
• some type of sediment at the surface in the lower elevation areas
• bedrock exposed on some of the higher elevations
• bedrock underneath everything going down deep
• additionally, they may represent rock beginning to shift or move far under the surface due to temperature
What to do: Encourage students to come up and look at the class relief map if they are not sure about the elevation
of certain areas on the map. If students can’t remember what the different colors on the map represent, remind them
what the class shared in Lesson 2.

9. Develop a class profile for the North American region. 12 min

Materials: None
As a class, develop a consensus model. Bring the class back together and talk through the different components
that should be included in our cross section models. Tell students that we are going to share our cross sectional
models as a class.
Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 126
 Additional Guidance

You will notice that the discussion around and development of a model for this profile view of the North American
region is developed through the slides instead of on poster paper. The reason for this is that the class has already
developed a cross section model of the Ridgecrest area, and this model is basically the same model except it is a larger
area. In addition, on Constructing Profile Model West and East of Ridgecrest, students have been provided the beginning
of the model—the profile of the surface of the land. Students have also worked with their small group to co-develop
what is under the surface. The slides can serve as confirmation of what they co-developed. If you have the time, you
can choose to develop this on poster paper instead.

Suggested prompts Sample student responses

(Display slide O.) On the slide, there is a profile model at the This is where the land meets the water, so anything under
top that will look similar to what you and your small group the sea level line means it is under water.
developed. Notice there is a dashed line marking sea level on
the profile model, what does this represent?
Besides sea level, what else did others include in their models Sediments in between mountains and bedrock under
at the surface and just under the surface? everywhere.
What did we figure out in Lesson 3 about the bedrock that is The bedrock under the land is less dense and mostly granite
under the land versus under the ocean? while the bedrock under the ocean is more dense and mostly
basalt.
(Optional - if students haven’t included sediment.) What do sediments or sand
you think is on the surface between the East Coast and the Sand is on the bottom of the ocean.
Mid-Atlantic?
Show slide P at this point.

Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 127

Suggested prompt Sample student response
What else can we add to our model about what the We need to add that the bedrock gets much hotter and
materials are like far underground? begins to move and shift.
Show slide Q at this point.

Suggested prompts Sample student responses

We know there is a fault line where the earthquake in Yes! Since we saw there are other areas where earthquakes
Ridgecrest happened and this crack went down through happen when we looked at Seismic Explorer.
the bedrock. Do you think there are other areas on our map
where there may be fault lines?
What do you think is happening to the bedrock and Earth The land could be cracked open in these locations too and
where there are long lines of earthquakes like we saw in might also go down through the bedrock.
Lesson 2?

10. Revise our model with data from Seismic Explorer. 6 min

Materials: Seismic Explorer

Orient students to the cross section feature of Seismic Explorer. Display slide R. Say, In Lesson 2, when we explored
where earthquakes happen in the world using Seismic Explorer, many of you noticed that we could see where they happen
and that there are different depths and strengths of earthquakes. We are going to return to Seismic Explorer to use a feature
that will provide us with a new piece of data, a cross section view of the earthquake data. Let me show you how to use this

Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 128

feature in Seismic Explorer, then you will have some time to explore it on your own. Use the steps below to demonstrate to *Attending to Equity
the whole class and orient the students as to how to use the cross section tool. When adding the words plate,
1. Open Seismic Explorer. (See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci- crust, and mantle to the Word
online-resources). Make sure you are seeing the relief map. The link should open there, but if not, use the “Map Type” Wall, use both words and pictures
button at the button to toggle to the relief map. when adding the meaning of
2. Click and hold on the map so that you can drag North America to the these words to the card for the
center of the map. Word Wall. Students will be using
and referring to these words
throughout the unit. An example
of what these might look like is
included here:
Seismic Explorer by Concord Consortium
is licensed under CC BY 4.0.
3. Click on the “+” sign in the top left of the map to zoom in. You should
only need to click on this one time to have the United States centered with
the Pacific Ocean on the left and the Mid-Atlantic clearly visible on the
right.

Seismic Explorer by Concord Consortium

is licensed under CC BY 4.0.
4. Click on the “Draw Cross Section” button in the bottom right of your
screen. This button will go away and you will see two buttons pop open,
one that reads “Open 3D View” and one that reads “Cancel.” You will notice
the “Open 3D View” is transparent looking at first. This is because you need
to identify what section of the map you want to see a cross section of.

Seismic Explorer by Concord Consortium

is licensed under CC BY 4.0.
5. We want to choose a section on the map that reflects the cross section
we just developed a class model of. You will want to click at first on the
west side slightly into the Pacific Ocean like we have on our World Map.
When you click here, you will notice a P1 show up on the map where you
clicked. Supporting Emergent
Multilinguals: These three words
have multiple meanings in English
depending on how they are used,
Seismic Explorer by Concord Consortium
is licensed under CC BY 4.0.
Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 129
6. Keep holding and drag across the map from P1 in a straight line just past therefore including an image on
the Mid-Atlantic Ridge, like we have in our model. You will see a P2 appear the Word Wall card will support
where you let go of your mouse with a line connecting P1 and P2, as well emergent multilingual students.
as a shaded rectangle around the area around this line. If you let go of your To take this support one step
mouse or trackpad after P1 has been placed on the map, just click on the further, you could ask for a student
spot P1 to draw the line across. to add a definition for these three
words in their native language.
Teachers can support all students,
Seismic Explorer by Concord Consortium
particularly emerging multilingual
is licensed under CC BY 4.0.
students, in forming a deeper
7. Now that an area on the map is designated, you should see that the
understanding of newly “earned”
“Open 3D View” button will be darker and accessible. Click on it and you
vocabulary by representing the
will see the map change to a profile view.
new term in multiple ways. For
example, students can 1) write the
term, 2) draw a representation of
the term, 3) use their own words to
write an explanation for what the
Seismic Explorer by Concord Consortium term means, and 4) use the new
is licensed under CC BY 4.0. term in a sentence.
8. Help students make sense of what is being shown here. There are
distance markers running horizontally and vertically. Ask students what
these are representing. The horizontal measurements represent the
distance in kilometers from one end of the selected area to the other across
Earth. The vertical measurements are how deep under the surface the
earthquake happened. There will not be any earthquake data in the cross
section until you click on “Start” on the bottom left of the screen. Click on
“Start” now.
Seismic Explorer by Concord Consortium
is licensed under CC BY 4.0.
9. At first, the data will just be at the top of the screen and somewhat difficult to analyze to look for long lines of fault
lines. If you click and hold on the screen anywhere, you will be able to move the image around so that you can see the
earthquakes from different views. Do this now and show students how this can be done.

Seismic Explorer by Concord Consortium Seismic Explorer by Concord Consortium

is licensed under CC BY 4.0. is licensed under CC BY 4.0.
Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 130
10. Tell students when they explore this on their device, they should rotate the land around in the 3D cross section
view to see what they can discover about where earthquakes occur and what this means for the bedrock in these
areas. When finished, you can click on the button on the bottom right, “Close 3D View.”
Say, Now that you have seen how to set this up, open up Seismic Explorer on your device, and look for evidence of any long
lines of fault lines in the cross section that matches the model we just finished developing. Give students about 5 minutes to
explore this data in Seismic Explorer, then bring the class back together.
Ask, Did you find any long lines of earthquakes? Where? Students should say yes, along the west coast and down the Mid-
Atlantic. Ask, So if there are long lines of earthquakes, would there be fault lines there? Students should say yes they think
so, just like Ridgecrest. Suggest everyone add these locations to the profile model on Constructing Profile Model West
and East of Ridgecrest. Show slide S.
Point out the added fault lines on the west and east of the cross sections.

Say, So if there are long lines of fault lines at these places on the map, and we saw that these fault lines can represent where
the bedrock has cracked apart, then let’s think about what is going on from the fault lines on the west coast to the fault lines
on the east in the Mid-Atlantic. Help students add any other details they notice on their profile model. Point out that the
fault lines at the edges of the model seem to be many and run in long lines with there being only a few earthquakes
in the center of the country. Ask, What do you think the bedrock is like in between those long lines of fault lines? Students
should suggest that it is most likely big solid sections of rock with a few other cracks like we saw at Ridgecrest.
Display slide T and say, In Storms Unit, when we were trying to figure out what caused storms, we learned that when
scientists are working with phenomena that are at a very large scale, they will look at different sections with similar
characteristics or systems, to help them figure out what is happening on a larger scale. On the slide, the light blue rectangle
represents our system boundary between fault lines.

Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 131

Show slide U. Tell students that this system boundary between fault lines, with mostly unbroken bedrock in between
the broken edges of the bedrock at the fault lines, is a system that scientists call a plate. Add the word plate to the
Word Wall. Also share with students that scientists call the part of Earth with the plates, the crust of Earth and the part
of Earth under the crust where rock gets hot enough to melt, the mantle.*

Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 132

The system boundary around this entire piece of solid rock between a longer fault line and another longer fault line edge is
something that scientists refer to as a plate.
This plate includes all the different materials found in the bedrock and all the sediments on the surface.

11. Update Progress Tracker. 5 min

Materials: science notebook *Attending to Equity

Help students synthesize what they have figured out by using the Progress Tracker. Tell students to open to the It is important that what the
Progress Tracker section of their notebook. Present slide V. Have students draw a two-column chart in their science students write in the two-column
notebooks in the section set aside for Progress Trackers. Remind students that the Progress Tracker is a space for them tracker reflects their own thinking
to document their current thinking. Have them write the lesson question in the first column of the Progress Tracker, at that particular moment in time.
then use pictures, words, and symbols to develop a model that represents their thinking about the lesson question, This is an opportunity for students
“What is happening to Earth’s surface and the material below it during an earthquake?” Give students time to add to to express their understanding
their Progress Trackers.* and reasoning in their own way.
Encourage students to express
Assessment Opportunity what they’ve learned using a
mode that makes sense for them.
Building towards 4.B.2 Construct an explanation using qualitative evidence from class investigations to explain For some emergent multilingual
what is happening to the bedrock below the observable surface when an earthquake causes a shift or break students, encourage them to
in the land. use this space to make sense in
the language that they feel most
What to look for/listen for: Look for students to explain using words and/or pictures that when there is an
comfortable using. The individual
earthquake, the land at and below the surface can be affected. Some ways it can be affected include:
Progress Tracker is a space for
• The land cracks apart or breaks open. students to be creative and to
• The land shifts in elevation with part of the land increasing and/or decreasing in elevation. synthesize learning in their own
words. It is not supposed to follow
• The land moves horizontally to be in a different location.
a prescriptive plan or structure and
• The bedrock below the surface is also cracked or broken. should be a low-stakes opportunity
• The long breaks in the bedrock are called fault lines. for students’ to make sense of
• The large sections or chunks of bedrock in between these fault lines are called plates. what they are learning without
the worry and anxiety that comes
What to do: Use this Progress Tracker entry as a formative assessment to see what students are able to synthesize from
with knowing their work will be
this lesson. If students struggle to get started answering this, encourage them to look back over the profile models
graded. Use the Progress Tracker
that have been developed over the last two class periods, and use them to answer this question.
for formative assessment only.

12. Look at earthquakes on map to predict where other plates are located. 5 min

Materials: 10-Year and 30-Year Earthquake Data

Return to the map of earthquake locations to predict where else there are plates located. Display slide W. Say,
Scientists are not in agreement about how many plates there are on the earth. Take a moment to look at the map on the
Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 133
slide from the Seismic Explorer earthquake data. Why do you think scientists are in disagreement? Accept all responses
suggesting it is difficult to clearly identify everywhere there are long lines of fault lines. Say, So if plate system
boundaries are long lines of fault lines and fault lines exist where there are lines of earthquakes, will our earthquake data help
us define where the plates are? Distribute 10-Year and 30-Year Earthquake Data to each student. Tell them to work with a
partner to identify how many plates they think there are over the whole Earth.
Show slide X. After a few minutes, ask students to share their ideas with the class. There should be some
disagreement, but for areas where students are in agreement about representing a plate, ask a volunteer to label it by
placing a sticky note in the middle of the plate with the label “plate.” Help them articulate that some of the fault lines
are pretty clear, but others are not as clear, so it is not always clear where the edges of each plate are.

Additional Guidance

10-Year and 30-Year Earthquake Data can be printed in black and white. There is a color copy included in the Student
Procedure Guide for reference if needed.

13. Reflect on the practice of developing models. 4 min

Materials: science notebook

Self-reflect on the use of different models. Project slide Y. Tell students to open to the next page in their science
notebook. Say, Today on Constructing Profile Model West and East of Ridgecrest you developed a profile model of the land
on either side of Ridgecrest from the Pacific Ocean to the Atlantic. Then we used your models to create a class consensus
model. We use models in science all the time to capture what we have figured out and to help us identify what we still need
to figure out. Take a moment to reflect back on when you were developing this cross section model and answer the two
questions on the slide in your notebook:
• What were the challenges for you of developing this representation of such a large section of land on the Earth?
• What are some ideas you have for materials or layout to use in future models like this that would make representing
the system easier?

Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 134

14. Navigation 2 min

Materials: Potential Causes for Mountain Movement chart

Return to Potential Causes for Mountain Movement chart.
Reference the two potential causes of earthquakes and plates. Ask,
What have we figured out about earthquakes and plates? Students
should summarize:
• earthquakes mostly happen near mountains where there are
different plates next to each other,
• when earthquakes happen the land can crack all the way down
through the bedrock,
• and when this happens, the land moves,
• plates are on the surface of Earth between fault lines, and
• since earthquakes happen at the edges of plates, and mountains
are also in the same area, then maybe this somehow affects how
mountains grow or move.
Say, So can we add anything to or revise anything on our Potential
Causes for Mountain Movement chart? Students should say, we can
make the dashed box around the word “plates” solid now because
we have figured out that there are plates. Also, they should say
we are more sure now that earthquakes are related to mountains
moving and growing, but we need to figure out more about plates,
like do they move? And if they do move, how does this happen?

ADDITIONAL LESSON 4 TEACHER GUIDANCE

Supporting Students in Making Connections in ELA
CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas, and
expressing their own clearly.
Students will engage with both a small group discussion and a whole-group discussion. In this lesson, students use
data images of how the land at Ridgecrest broke apart after an earthquake to co-develop an argument with a partner
for how the bedrock below this crack is affected. The students come together as a class and share what they and their
partner think happens to the bedrock. Through this discussion, the students work together to come to a consensus
idea for what must happen to the bedrock—that it must also break apart since the land shifted in elevation.

Lesson 4 PLATE TECTONICS AND ROCK CYCLING | 135

LESSON 5

How does plate movement affect the land around mountains

such as Mt. Everest?
Previous Lesson We developed a cross sectional model of the topography at Ridgecrest including what we know about the ground
underneath these different parts of Ridgecrest. We added a break in the model to represent the earthquake at Ridgecrest.
We used foam board to model changes in the bedrock to determine this break must go all the way through the bedrock. We
figured out that these big sections of Earth between long fault lines are called plates.

This Lesson We look for patterns in GPS data to examine land movement around Mt. Mitchell, and
use a physical model to demonstrate that the entire North American plate moves at
Investigation, Putting Pieces Together
a constant speed and in a specific direction. We further revise a cross section model
1 day of the North American plate from the previous lesson to connect its movement to
the behavior of the deeper, hotter bedrock. We use Seismic Explorer to investigate
the movement of all plates on Earth’s surface. We figure out that most plates move at
constant speeds and in specific directions. In conclusion, we claim that most mountain
movement is caused by plate movement.

Seismic Explorer by Concord

Consortium is licensed under CC BY 4.0.

Next Lesson We will use models of plate movement to identify and describe the results of plate interactions. We will develop models of the interactions
to help explain what caused the elevation and other changes at Mt. Everest, and will consider how earthquakes could be caused.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 5.A Analyze a graphical display of a large data set of plate movement in order to determine whether a causal or correlational
MS-ESS2-3 relationship exists between plate movement and mountain movement.

What Students Will Figure Out

• All plates are constantly moving in different directions and at different speeds.
• Plates move because they sit on top of deeper, warmer rock layers which move, or creep.
• When creep occurs, mountains and all other features on the plate above also move.
Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 136
Lesson 5 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 2 min NAVIGATION Potential Causes for Mountain Movement chart
Revisit the Potential Causes for Mountain Movement chart to
consider potential relationships between the movement of both
Mt. Mitchell and the North American plate.
2 3 min SHARE PREDICTIONS A-C
Use a model of the North American plate to predict what happens
to the land to the east and west of Mt. Mitchell.
3 10 min ANALYZE GPS DATA D-F North American Plate Manipulative
Use GPS data from Seismic Explorer to observe movement of the
North American plate.
4 10 min USE A MODEL TO EXPLAIN WHY THE LOCATION MOVES G-I
Use the cross section model of the North American plate to explain
why it moves.
5 10 min INVESTIGATE PLATE MOVEMENT J computer, Plate Movement map (See the Online
Use GPS data from Seismic Explorer to investigate the movement Resources Guide for a link to this item. www.
of plates. coreknowledge.org/cksci-online-resources)

6 6 min PUTTING PIECES TOGETHER K-L Potential Cause for Mountain Movement chart, markers,
Discuss patterns from Seismic Explorer data. Revisit the Potential World Map
Causes for Mountain Movement chart to account for mountain
movement.
7 2 min UPDATE PROGRESS TRACKERS M
Allow time to update Progress Tracker with ideas from Lesson 5.
8 2 min NAVIGATION N Potential Causes for Mountain Movement chart
Foreshadow next lesson by problematizing the connection
between plate movement and mountain growth
End of day 1
SCIENCE LITERACY ROUTINE Student Reader Collection 2: A Historical Perspective
Upon completion of Lesson 5, students are ready to read Student
Reader Collection 2 and then respond to the writing exercise.

Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 137

Lesson 5 • Materials List

per student per group per class

Lesson materials • North American Plate • computer • Potential Causes for Mountain Movement chart
Student Procedure Guide Student Work Pages Manipulative • Plate Movement (See the Online • Potential Cause for Mountain Movement chart
• science notebook Resources Guide for a link to this • markers
item. www.coreknowledge.org/
• World Map
cksci-online-resources)

Materials preparation (10 minutes)

Online Resources
Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Make certain that the web page used in this lesson only displays “Plate Boundaries” and “Plate Movement” under the
button “Data Type” located at the bottom of the screen. (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources) Display these by checking the appropriate boxes. During the lesson the
additional checkbox of “plate Movement - (Detailed)” will also be utilized. Have the simulation available and running
on a computer or internet enabled device for groups of students.
Have at least one copy of North American Plate Manipulative and one pair of scissors, for each set of partners or groups.
Ideally, print this handout in color. The document as a pdf will keep the maps the size needed so that when the
students cut out the North American plate image it will “fit” on top of the world map image. If printing from a different
format and the images are not fitting, the first image should be printed at 75% size of the second image.
Be sure to have the Potential Causes for Mountain Movement chart ready to use at various points during this lesson.
Lesson 5 • Where We Are Going and NOT Going
Where We Are Going
In this lesson, students first revisit the cross sectional model of the North American plate and wonder whether the land
around Mt. Mitchell also moves along with the mountain. Using GPS data from Seismic Explorer, students discover
that the entire North American plate moves at a consistent speed and in a specific direction. Students refine their
cross section model of the North American plate to include its overall movement. Thinking more broadly about other
mountains around the world, students then explore a larger set of GPS data to discover that all the plates on Earth’s
surface move at constant speeds and in different directions. After reaching consensus that mountain movement
around the world is caused by plate movement, students revisit and refine the Potential Causes for Mountain Movement
chart to change the relationship between plates and mountain movement from a correlational link to a causal link.
Where We Are NOT Going
This lesson helps students see that the movement of mountain peaks and ranges on Earth is caused by plate
movement. Though some students may ask, the fact that some mountains can also grow taller, while others shrink,
is addressed in a later lesson. Also, though students may begin to infer that plate movement is due to temperature
variation and bedrock creep, this concept will not be explored now as it is further developed in a later lesson.
Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 138
LEARNING PLAN FOR LESSON 5

1. Navigation 2 min

Materials: Potential Causes for Mountain Movement chart

Revisit the Potential Causes for Mountain Movement chart. Display the Potential Causes for Mountain Movement
chart. Say, Let’s revisit our chart and remember what we had concluded at the end of our last class. We listed a number of
potential causes for mountains moving, growing, or shrinking on our chart. One of the potential causes we listed was plates.

Suggested prompt Sample student responses

In our last lesson we concluded that the box around We know from the reference cards that some mountains move a
“plates” should be solid instead of dashed. What did certain amount every year, even without earthquakes.
we figure out that led us to decide this? We figured out that there are large sections of land between areas
where earthquakes happen called plates.
We know what plates are, but we aren’t sure how they are related
to mountains changing.
We wonder if earthquakes, mountains, and plates are related.
After several students share their thoughts, focus on the potential connection between mountain movement and
plates by reminding students that we have evidence of mountain movement from the reference cards. Say, We know
that several mountains around the world are moving. In fact, we know specifically that Mt. Mitchell is moving at about 3 cm
per year towards the west. And, it’s located on the North American plate. So what do we think is happening at other places on
the plate? Do we think they are moving too?

2. Share predictions. 3 min

Materials: None
Recall the cross section model of Mt. Mitchell. Display slide A. Using the slide, remind students that Mt. Mitchell is
moving westward 3 cm per year. Reorient students to Mt. Mitchell’s location with respect to the North American plate
using the cross section model developed in the previous lesson. Say, Let’s look back at our model of the North American
plate. Let’s also remember that Mt. Mitchell moves 3 cm to the west each year. What material is under the surface of the entire
North American plate, including under Mt. Mitchell?

Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 139

Suggested prompts Sample student responses Supporting Students in
Developing and Using Scale,
What material makes up the entire North American plate and bedrock Proportion, and Quantity
including under Mt. Mitchell? Students begin to think about the
Previously, we found out some things about the different types of Most of the bedrock is granite, unless it’s under the movement of the plates on Earth.
rock bedrock is made of. What is most likely the type of rock we ocean where it’s mostly basalt. As they consider the movement
could find if we were to dig down deep into the bedrock of the of the North American plate at
North American plate? a rate of 3 cm/year, reflect on
how, though the plate is moving
Display slide B. Ask students the first prompt, and guide students to think next about what is happening to the at a constant rate (verified by
bedrock below Mt. Mitchell. Say, Thinking back to what we figured out about what it’s like deep below Earth’s surface, what GPS data), they can’t feel this
changes would you expect to see as you go deeper below Mt. Mitchell, if we were to dig miles down? movement. In order to begin to
Push students to then think more about what happens to some of the bedrock when it gets warmer. Ask, What make sense of how this movement
happens to some of the bedrock as it gets warmer? If students struggle to respond, continue to use the image of the affects the Earth on a larger
model from slide B to encourage them to think about what we figured out in Lesson 3, specifically about how the scale, students use scaled down
temperature increases the further below the surface we go. manipulatives of both the North
American plate and the world with
Suggested prompts Sample student responses the plate boundaries noted. This
understanding helps to reinforce
Thinking back to what we figured out about what it’s like I remember the video and reading in the mining lesson that small changes over a large
deep below Earth’s surface, what changes the deeper you go saying that it gets hotter as you go deeper into Earth. scale are harder to perceive, but
below Mt. Mitchell? still contribute to larger change
What happens to the bedrock as it gets warmer? In our model, we said that the hotter, deeper bedrock can over spatial and temporal scales.
behave like warm clay. It begins to slide or shift as it gets
hotter and when you push down on it.
Make and share predictions. Display slide C. After students recall that Mt. Mitchell is moving, and that the bedrock
beneath the mountain and land surface may also be moving, guide students to consider what may happen to the land
far away and on either side of the mountain. Ask, What about the land on either side of Mt. Michell? What do you think is
happening to the land at Earth’s surface many miles to the east and west of Mt. Mitchell?
Prompt students to turn to a neighbor and discuss the second prompt on the slide. Give students one minute to
discuss the prompt. Then, for the next minute, ask for volunteers to share something their partner mentioned. Listen
for some students to say that the land could be moving, and for others to wonder how the land could always be
moving if we don’t feel it, particularly in locations that don’t typically experience earthquakes.

Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 140

Suggested prompt Sample student responses
What about the land on either side of Mt. Mitchell? I don’t think it’s moving far from Mt. Mitchell because I’m far from
What do you think is happening to the land at Earth’s the mountain and I don’t feel or see the ground moving.
surface many miles to the east and west of Mt. Maybe it’s not moving as much towards the east because you get
Mitchell? to the ocean where there is less bedrock.
Maybe in the west where there are more mountains, the land
moves more because the weight of the mountain pushes down and
makes the bedrock creep more.
I think it moves the same way whether you move east or west
because there’s bedrock everywhere, and bedrock will move when
it gets warmer.
Our model shows that the bedrock is everywhere under the
entire plate, so maybe the whole plate moves together when the
mountain moves?
Close the discussion. Guide students to consider what type of information or data might be useful to see what is
happening to the land around Mt. Mitchell. End the discussion once one or more students mention GPS data or using
Seismic Explorer.

Suggested prompt Sample student responses

We have some different ideas about what could be Maybe we can use the same tools or instruments scientists
happening to the rest of the land around Mt. Mitchell. What used to measure mountain movement, like what they did
information could we look at if we wanted evidence of with Everest.
movement around Mt. Mitchell? Can we look at GPS data, like we read about, to see if other
parts of the land also move?

3. Analyze GPS data. 10 min

Materials: North American Plate Manipulative

Analyze GPS data. Transition from the previous discussion by telling students that Seismic Explorer has additional data for
review. Some of the data that is included in Seismic Explorer is assembled using GPS tracking data. Say, Remember we used
Seismic Explorer to analyze data about earthquakes. There are other types of data we can analyze besides earthquake data, such
as using GPS to track earth movement. We can also use this same GPS data to look at what is happening with the plates.
Display slide D. Orient students to the map by explaining that it shows the part of the North American plate that
spans the cross section model of the North American plate from the previous slide. Note similarities between the cross
sectional view of the plate from the previous slide and the overhead view on this slide. Say, Some of you may recognize
this map as part of the North American plate. In the last lesson we developed a cross section model of part of the North

Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 141

American plate. Here, what we see instead is an overhead view. You can even see the Appalachian Mountains near the center Supporting Students in
of this map, just as we saw Mt. Mitchell and the Appalachian Mountains are near the center of our cross section model as well. Developing and Using Scale,
Explain that the small arrows on this map represent the relative movement of a particular location as calculated using Proportion, and Quantity
data from GPS tracking instruments. Taken together, it infers overall, or average movement of a plate at different In prior lessons, representations
locations. Say, In looking closely at the GPS data from Seismic Explorer, the North American plate is calculated to move of smaller areas of land have
approximately 3 cm per year. been studied, such as the land at
Facilitate a whole class discussion. Ask students the first prompt. Say, What evidence is there that the plate may Ridgecrest. While studying smaller
be moving? Listen for students to say it looks like the entire plate is moving since there are arrows everywhere. Ask areas, lines of earthquakes have
students the second prompt from the slide and elicit student ideas. been dissected and small areas of
movement have been analyzed,
Suggested prompt Sample student responses including the development of
cross-sections, from the surface
What do you notice about the direction of movement It looks like the plate is moving in different directions depending on level to understand that a large
at different locations on the plate? your location. area on Earth can move. At this
The eastern part of the plate, over the ocean, seems to be moving point in the lesson, this movement
north and west (up and left). is being analyzed on a much larger
scale. By looking at the earthquake
The western part of the plate seems to be moving mostly west and
lines and determining that these
a little south (left and down).
are plate boundaries, we can
In the middle of the plate, it all seems to be moving west (left). scale up the movement from an
Display slide E. Explain that the previous slide only showed part of the North American plate, but that this slide shows the individual location or line to the
entire plate. In the previous lesson we figured out that the edges, or boundaries of a plate are identified by where there are section of entire tectonic plates,
earthquake fault lines extending in long lines. Here we see the lines we identified in the previous lesson extend even further moving from the analysis of events,
north and south. The portion of the plate from the previous slide is highlighted in the red oval. Say, On the previous slide it was such as earthquakes, to the larger
useful to look closely at the part of the North American plate that fit over our cross section model. But since we’re interested in seeing scale movement of entire plates.
if plate movement is connected to mountain movement, we’ll need to zoom out to look at the entire North American plate.
Ask, As we zoom out to look at the entire North American Plate, what do you notice about plate movement? Students
should notice that the entire plate appears to be moving similarly to the segment of the plate shown in the previous
slide. Students may also notice that the overall counterclockwise movement of the plate seems clearer when looking at
the entire plate than when looking at the plate segment.
Make a prediction. Display slide F. Summarize the types of movement described by students from the previous slide. Say,
It seems as though we noticed movement across the entire North American plate, and that different parts of the plate are moving
in different directions. Pass out North American Plate Manipulative to each pair of students. Prompt students to work with a
partner and use the handout to show where they predict the North American plate will be located many years in the future.
Explain that the handout contains a world map highlighting all the lines of earthquake fault lines where there are plate
boundaries on Earth’s surface. Tell students to cut out the small colorful piece representing the North American plate—the
same image that was on the previous slide. Say, Based on how fast the North American plate moves each year, and the direction
it seems to move as seen in the previous slide, predict where you think the plate will end up many years into the future.
Give students 5 minutes to work with their partner. Ask for volunteers to describe or show their predictions to the
class. Push for volunteers to also provide a brief explanation for their prediction.
Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 142
 Additional Guidance

The purpose of this activity is for students to use a manipulative to model general movement of a plate segment over
time. In this case, the North American plate twists slightly counterclockwise. Below are current/future images of where
the North American plate segment will start at the beginning of the activity, and where it might be located in the future.
Current location of NA plate Predicted future location of NA plate

Seismic Explorer by Concord

Consortium is licensed under CC BY 4.0. Seismic Explorer by Concord
Consortium is licensed under CC BY 4.0.
This prediction is not meant to be precise. Even with sophisticated mathematical modeling, the precise movement
of plate tectonics is difficult to predict. Additionally, most students will likely move the plate segment at least 2-3 cm
away from the starting location. Pointing out that 3 cm on this map is not the same as 3 cm of actual plate movement
on Earth will be important as students grapple with making sense of the scale of this movement on Earth as compared
to on our paper map. Therefore, the scale of movement will not be accurately represented on this map when moving
part of the North American plate.

Assessment Opportunity

Building towards: 5.A.1 Analyze a graphical display of a large data set of

plate movement in order to determine whether a causal or correlational
relationship exists between plate movement and mountain movement.
What to look for/listen for: Using North American Plate Manipulative,
students place the North American plate slightly to the west of its original
location, and rotate it slightly counterclockwise. Students should be
able to support this prediction by referring to the arrows shown on the
Seismic Explorer map of the North American plate.
What to do: As students work with a partner, they will use GPS data
regarding the North American plate (after slide F) to predict that the
North American plate will twist counterclockwise. The exact amount of
rotation is not important since no numerical values have been attached
to the arrows on the map. If students are struggling to see how the Seismic Explorer by Concord Consortium is
arrows on the plate indicate a general counterclockwise rotation, ask licensed under CC BY 4.0.
Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 143
students to use a pencil or dry/wet erase marker to connect adjacent arrows in a dot-to-dot fashion, starting to the east
of Mt. Mitchell and moving towards the west. The end result should resemble a semicircle moving from west to east.

Alternate Activity

There are numerous ways for students to physically or digitally show where the North American plate segment may be
located in the future. Aside from using the provided handout, you might consider one of the following:
• Option A - Use the foam board pieces cut during Lesson 4 to represent the North American plate, and ask students
to move or position it across a projected map.
• Option B - Students can point on a projected map to where the North American plate is currently located, and then
to where they predict it will be in the future.
• Option C - Students can digitally manipulate an image on a slide by rotating or sliding the image of the North
American plate over a projected world map.

4. Use a model to explain why the location moves. 10 min

Materials: None
Use a model to develop an explanation. Display slide G. Guide students to think about what could be causing the
plate movement they predicted in the previous activity. Prompt students to discuss the prompt from the slide in small
groups for the next 2 minutes. Say, Using our model for the behavior of bedrock many miles below Earth’s surface, explain
what is causing the North American plate to move 3 cm per year.
For the next 2 minutes, ask for volunteers from different groups to share their ideas. Encourage students to use the
image of the model from the slide while sharing their explanations.

Additional Guidance

Students should be thinking that the bedrock miles below Earth’s surface is warmer and thus tends to shift and move.
As the lower bedrock moves, the bedrock above it also moves, thus moving the entire North American plate.
If students struggle to connect the idea of the deeper, warmer bedrock creeping and everything sitting on this
bedrock moving as a result, remind students of what they saw happen with the cooler and warmer clay. Ask them
what they suspect would happen if cooler clay pushes down on warmer clay. Explain, or show, that the cooler clay
pushing down from above begins to deform the warmer clay below, causing the entire clay block to move or slide
in one direction. You may wish to have some clay at room temperature and some more clay wrapped in foil on the
heating pad from Lesson 3 set up ahead of time in case this is needed as the class discusses what happens to cause
plates to move.
Update plate profile model. Display slide H. For the next 3 minutes, facilitate a whole-group discussion to reach
consensus on how to represent plate movement on the profile model of the North American plate.

Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 144

Suggested prompt Sample student responses
Based on what we have figured out about how the North We need to show the whole plate moving somehow.
American plate is moving, what should we add to our class We should put a large arrow underneath the whole profile
model of the North American plate profile that could help pointing to the left (west).
explain what is causing Earth’s surface to move?
The arrow should be drawn inside the layer of hot creepy
bedrock shaded with the red lines in this model.
Add a large arrow in the deep, hot layer of bedrock, as seen below.

Alternatively, you may consider refining the model with a different agreed upon representation.
Consider the movement of other plates. Display slide I. Guide students to think about the possible movement
of other plates based on the revised cross section model of the North American plate. Give volunteers 3 minutes to
respond. Once you hear a student mention needing GPS data, move to the next slide.

Suggested prompts Sample student responses

We just came up with an idea to help explain how the Yes, because otherwise all the plates would just pile up in different
North American plate moves slightly each year. Do you places.
think other plates move in the same way? No, because every plate has different mountains and other
features.
I’m not sure.
What kind of data might help us figure this out? We could look at GPS data for the other plates around the world.
Let’s use Seismic Explorer again to look for GPS data showing us if
the plates move.

Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 145

5. Investigate plate movement. 10 min

Materials: science notebook, Lesson 5 Plate Movement map (See the Online Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-resources)
Return to Seismic Explorer. Reorient students to Seismic Explorer using the web page (See the Online Resources Guide
for a link to this item. www.coreknowledge.org/cksci-online-resources). Point out that in this version there are options to
turn on plate boundaries and detailed plate movement. Say, This map should look familiar. We can see the six mountain peaks
we’ve discussed in previous lessons. This version of Seismic Explorer makes it easier to focus on the plates and their boundaries.
Demonstrate for students how to select the button “Data Type” to see new viewing options. Selecting the checkbox
“Plate Boundaries” displays the borders of each plate. Selecting the checkbox “Plate Movement (Detailed)” displays the
same movement arrows seen previously for the segment of the North American plate. To help make the arrows more
visible, select the checkbox “Street” option under the “Map Type” button near the bottom.
Investigate plate movement. Display slide J. Prompt students to set up a Notice and Wonder chart on a new page in
their notebook. Say, You will work in groups to investigate what is happening with different plates on Earth’s surface. While
using Seismic Explorer, be sure to record things you notice and wonder about in your notebook.
Prompt students to begin by investigating plate movement at different locations and at different scales, by zooming in
and out. Ask students to record what they notice and wonder about in their notebooks.
Tell students to be prepared to share their noticings and wonderings with the class. Allow students to use Seismic
Explorer for 2 minutes. After 2 minutes, ask students to explain what the different size arrows represent. Ask, Can
someone tell us what the arrows represent on this map?
Students will likely notice that there are larger and smaller arrows, and that larger arrows in a given area may represent
greater plate movement in a specific area. Allow students to continue using Seismic Explorer for another 6 minutes.

6. Putting Pieces Together 6 min

Materials: Potential Cause for Mountain Movement chart, markers, World Map
Discuss findings from plate investigation. Display slide K. Show only the first two prompts on the slide. Facilitate
a whole-group discussion for the next 6 minutes. Ask for a volunteer from several groups to share one thing they
noticed and wondered about from their Seismic Explorer investigation.

Suggested prompt Sample student responses

What are some things you noticed about The other plates around the world are moving at different speeds, some of
the plates on Earth’s surface? How do they them seem to move faster than the North American plate.
compare with the area around North America? The plates seem to be moving in different directions.
Some plates seem to move towards each other, while others seem to move
away from each other.
There are alot of big arrows in the Pacific Ocean!
Some plates are moving in the same direction, but at different speeds.
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As students share, record their noticings on a sticky note of the movement of the different plates using arrows.
Larger and/or thicker arrows can represent faster movement with thinner and/or smaller arrows representing
slower movement. The arrows should also represent the direction the section of plate is moving on average based
on what students saw in Seismic Explorer. Alternatively, rather than use sticky notes, student noticings can be
recorded directly on the map using wet or dry erase markers. See below for an example of how this may look on
the World Map.

After students describe how every plate seems to be moving, and that some move faster than others and in different
directions from each other, display slide L. Say, We’ve noticed some interesting patterns in plate movement. What might
be causing this movement?
Listen for students to connect plate movement to what the class decided is causing the North American plate to move,
the movement (creep) of deeper, warmer bedrock below Earth’s surface. If students struggle to make this connection,
display slide H again and ask students to explain what the large arrow in the deep layer of bedrock represents.
Students should remember that the arrow represents the westward movement of the North American plate, and that
the movement is likely caused by bedrock creep.
Revisit Potential Causes for Mountain Movement chart. Discuss with students what we can now explain about why
Mt. Everest and Mt. Mitchell move.
Display the Potential Causes for Mountain Movement chart. Say, Remember that before this lesson we changed the box
around plates from a dashed box to a solid box because we thought that plates could explain why mountains move.
Can we change or add anything new to our Potential Causes for Mountain Movement chart based on what we figured
out today?

Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 147

 Suggested prompts Sample student responses
Is there anything we can update or revise on our I think we can change the dotted line connecting “plates” to “Mt.
Potential Causes for Mountain Movement chart? Everest moving” to a solid line because we could see the plate(s)
where Mt. Everest is located was moving in Seismic Explorer.
We can probably change the line connecting “plates” to “other
mountains moving at a constant rate” from the dashed line to
a solid line because we saw that all the plates where the other
mountains are located are also moving.
Originally, we simply had the term “plates” on our Well, the plates are moving, and that’s why the mountains are
Potential Causes for Mountain Movement chart, and moving.
then connected this to mountain movement. Can we So, can we just change it from “plates” to “plate movement?”
refine the term now to be more specific about what is
happening with the plates?
Students should suggest changing the lines connecting “plates’’ to
the movement of Mt. Everest and all other mountains, from dashed
lines to solid lines. Push students to then explain what this change
represents by asking, Why is it important that we change this from a
dashed line to a solid line? What does this say about our thinking at this
moment?
Students should explain that changing the type of line represents
a change in how we classify the relationship from one in which
two ideas may only be happening together (correlational), to a
relationship in which one thing causes another (causal). If students
struggle to make this distinction, consider asking if we have
any information about plates that helps us explain mountain
movement.
Students should also suggest changing the term “plates” to “plate
movement” pointing to the GPS data as evidence that the plates
move, and that this movement causes the mountains to move.

Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 148

 Assessment Opportunity

Building towards: 5.A.2 Analyze a graphical display of a large data set of plate movement in order to determine
whether a causal or correlational relationship exists between plate movement and mountain movement.
What to look for/listen for: Students use Seismic Explorer data to make the claim that all plates are moving, and
conclude that each case of mountain movement is due to plate movement. On the Potential Cause for Mountain
Movement chart, students will change the link between plate movement and mountain movement from a dashed line
(representing correlation) to a solid line (representing causation).
What to do: After students revisit Seismic Explorer to explore a larger set of GPS data (slides K-L), they should uncover
patterns establishing a causal link between plate movement and mountain movement. If students struggle to make this
connection, consider giving students more time to investigate plate movement using Seismic Explorer. Prompt students to
pay particular attention to the direction of the arrows near the specific mountain peaks from the case studies. Ask students
whether it seems like the mountain peak is moving in the same direction indicated by the arrows on the map. Students
should see that in each case the mountain peak seems to move in the same direction as the arrows immediately nearby,
further reinforcing the causal link that plate movement is causing the corresponding mountain to move.

7. Update Progress Trackers. 2 min

Materials: science notebook

Update Progress Trackers. Project slide M. Ask students to open their science notebooks to their Progress Trackers
and draw a line across the page to denote a new lesson. As students update their trackers, have them focus on
answering our lesson question:
• How does plate movement affect the land around mountains?
Allow students 2 minutes to consider what new ideas we have developed in our lesson. As students complete their
Progress Tracker, circulate to help students consider what we have learned during our Building Understandings
Discussion, and what can now be added to our Progress Tracker.

8. Navigation 2 min

Materials: Potential Causes for Mountain Movement chart

Problematize findings. Continue displaying the Potential Causes for Mountain Movement chart. Say, It seems like we’ve
figured out some things about how plates are related to the movement of Mt. Everest and mountain movement in general.
But we also see that based on today’s investigation, there are still some things we cannot quite explain. There are still some
effects that we don’t yet know the causes for.
Present exit ticket. Display slide N. Prompt students to respond to the prompts on the slide, and turn these in before
leaving class:
• What new questions do you now have?
• By looking at plate movement near Mt. Everest and other mountains, how can we explain what is happening to them?
Lesson 5 PLATE TECTONICS AND ROCK CYCLING | 149
SCIENCE LITERACY: READING COLLECTION 2 Standards and Dimensions
NGSS

A Historical Perspective Disciplinary Core Ideas

ESS1.C: The History of Planet Earth Tectonic
processes continually generate new ocean
1 Wegener: A Science Outcast sea floor at ridges and destroy old sea floor at
2 Journey to the Center of the Earth trenches.
3 Wartime Discoveries ESS2.B: Plate Tectonics and Large-Scale
4 Tools of the Trade System Interactions Maps of ancient land
and water patterns, based on investigations of
rocks and fossils, make clear how Earth’s plates
have moved great distances, collided, and
Literacy Objectives Instructional Resources spread apart.
Science and Engineering Practice(s):
✓✓ Summarize key points from readings related Student Reader Science Literacy Student
Obtaining, Evaluating, and Communicating
to Earth’s structure. Reader, Collection 2
Information
✓✓ Organize related details about understanding “A Historical Perspective”
Crosscutting Concept(s): Structure and
Earth’s structure. Collection 2
Function; Patterns; Systems and System
✓✓ Differentiate fact, reasoned judgment, Models
speculation, and opinion. Exercise Page Science Literacy Exercise
Page CCSS
✓✓ Translate text to visual/graphic representation
EP 2 English Language Arts
of ideas.
RST.6-8.3: Determine the central ideas or
conclusions of a text; provide an accurate
Literacy Exercises EP 2
summary of the text distinct from prior
Prerequisite Investigations knowledge or opinions.
• Read varied text selections related to the
topics explored in Lessons 3–5. RST.6-8.6: Analyze the author’s purpose
Assign the Science Literacy reading and writing in providing an explanation, describing a
• Evaluate the reading selections according to
exercise after class completion of this lesson group: procedure, or discussing an experiment in a text.
provided prompts and criteria.
• Compare and contrast information gained • Lesson 3: How does what we find on and below
from reading text with information gained Earth’s surface compare in different places?
from class investigation. • Lesson 4: What is happening to Earth’s surface
• Prepare a concept map in response to the and the material below it during an earthquake?
reading. • Lesson 5: How does plate movement affect the
land around mountains such as Mt. Everest?

SCIENCE LITERACY: READING COLLECTION 2 PLATE TECTONICS AND ROCK CYCLING | 150
 Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts
repeatedly to these terms. However, these in this exercise. Students will benefit from your
terms are not intended for isolated drill or modeling the use of these words without the
memorization. expectation that students will use or explain the
theory of plate tectonics words themselves.
continental drift ferromagnetic
magnetometer seafloor spreading
seismometer theory

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the assignment.
• Wednesday: Plan to touch base briefly with students in the middle of the week to answer questions about the
reading, to clarify expectations about the writing exercise, and to help students stay on track.
• Friday: Set aside time at the end of the week to facilitate a discussion about the reading and the writing exercise.
You’ll proceed with the in-class lesson investigations during this week.

SCIENCE LITERACY: READING COLLECTION 2 PLATE TECTONICS AND ROCK CYCLING | 151
2. Preview the assignment and set expectations.  (Monday)

• Let students know they will read independently and then complete a short writing assignment. The reading
selection relates to topics they are presently exploring in their Plate Tectonics and Rock Cycling unit science
investigations.
• The reading and writing will be completed outside of class (unless you have available class time to allocate).
• Preview the reading. Share a short summary of what students can expect.
First, you will read how a scientist trained to study weather and climate made the first major contribution toward
understanding that Earth’s crustal plates move.
Then, you’ll read a work of science fiction, published in 1864, that speculates what the inside of Earth is like and
compare it to the 1936 discovery of scientist Inge Lehmann.
Next, you’ll read the true story of how a tool developed by scientists was used by the military during war and then later
again used to make scientific discoveries.
Finally, you’ll read a group text that includes five students sharing how they each completed a class assignment to
research tools used to investigate plate tectonics.
• Distribute Exercise Page 2. Preview the writing exercise. Share a summary of what students will be expected to Exercise Page
deliver. Emphasize that Science Literacy exercises are brief. The focus is on thoughtful quality of a small product, not
on the assignment being big and complex.
For this assignment you will be expected to generate a concept map that shows contributions to scientists’
understanding about the structure of Earth. EP 2

• Remind students of helpful strategies they can employ during independent reading. Offer the following advice:
The reading should take approximately 30 minutes to complete. (Encourage students to break reading into smaller
sections over multiple short sittings if their attention wanders.)
A good reading strategy is to scan through the collection first to see the titles, section headers, graphics, and images to
see what the selections are going to be about before fully reading.
Next, “cold read” the selections without yet thinking about the writing assignment that will follow.
Then, carefully read the Exercise Page to understand the expectations for the writing part of the assignment.
Revisit the reading selections to complete the writing exercise.
Jot down any questions for the midweek progress check in class. (Be sure students know, though, that they are not
limited to that time to ask you for clarification or answers to questions.)

SCIENCE LITERACY: READING COLLECTION 2 PLATE TECTONICS AND ROCK CYCLING | 152
3. Touch base to provide clarification and address questions. (Wednesday)

Touch base midweek with students to make sure they are on track while working independently. You may choose to
administer a midweek minute-quiz to give students a concrete reason not to postpone completing the reading until
the last minute. Ask questions such as these, and have students jot answers on a half sheet of paper:

Suggested prompts Sample student responses

What do the maps in the reading about Alfred that all the continents were once one big continent
Wegener show?
What were portable fluxgate magnetometers used for to find enemy submarines
in World War II?
What tool do scientists use to detect the shaking and seismographs
other ground movements of moving plates?

Ask a few brief discussion questions related to the reading that will help students tie the text content to students’
classroom investigations.

Suggested prompts Sample student responses

What did Jules Verne’s story get wrong about the In the story, he says it wasn’t hot, but in reality, it does get hotter
temperatures deep below Earth’s surface? the deeper you go.
In Lesson 4, we talked about bedrock. How is that Tectonic plates are made mostly of bedrock.
related to the tectonic plates that scientists use
computer models to investigate?
What tool do scientists use to track the movement of GPS satellites
the plate that Mt. Everest sits on?

• Refer students to the Exercise Page 2. Provide more specific guidance about expectations for students’ deliverables Exercise Page
due at the end of the week.
The writing expectation for this assignment is to draw a concept map showing your understanding of the contributions
to understanding Earth’s structure, as described in this collection.
Don’t worry about understanding the theory of plate tectonics in its entirety—future lessons will explore it in greater detail. EP 2

Just focus on finding examples of contributions to it and understanding what’s inside Earth in all four readings.
Also, spend some time planning the visual impact of your concept by thinking about colors, connecting lines, and
making the text readable.
The important criteria for your work are that you draw connections between the readings and show them clearly in
your concept map.
• Answer any questions students may have relative to the reading content or the exercise expectations.
SCIENCE LITERACY: READING COLLECTION 2 PLATE TECTONICS AND ROCK CYCLING | 153
4. Facilitate discussion.  (Friday)

Facilitate class discussion about the reading collection and writing exercise. The historic theme in this collection
Student Reader
extends to the photos of scientists, maps, and the literature excerpts from Jules Verne’s Journey to the Center of the
Earth, first published in 1864. Draw students’ attention to the timelines at the bottom of the pages that pinpoint the
year of each contribution to the theory of plate tectonics and understanding Earth’s inner structure.
Collection 2
Pages 14–23
Suggested prompts Sample student responses SUPPORT—If you are using the
What is the general purpose of the first selection, It describes the contributions of Alfred Wegener to understanding recommended word envelope
“Wegener: A Science Outcast”? the movement of tectonic plates. convention, check the envelope
to see if it contains any words,
Summarize two ideas Wegener said about He said that the continents used to be all connected in one big phrases, or sentences that students
continental drift. continent but that they had moved apart. He also said that the need help understanding. Read
continents moved but that the crust that made up the oceans did not. key sentences aloud, and provide
concise explanation.
Which idea turned out to be incorrect, making that the crust under the oceans did not move
Wegener an outcast?
What about Wegener’s background made him an He was trained as a scientist to study weather and climate and was CHALLENGE—Have students
unusual scientist to propose a theory of continental not trained to study Earth’s rocks and fossils. watch the 3-minute online trailer
drift? for the 1959 movie Journey to the
Center of the Earth Discuss how the
What have we explored in class about how tectonic that the bedrock gets so hot near the bottom that the material is scenes compare to those captured
plates likely move that Alfred Wegener did not know? like warm clay and can creep across the top of the mantle in the excerpt in the second
What is the general purpose of the second It compares and contrasts a work of fiction with the scientific work selection. Then challenge students
selection,“Journey to the Center of the Earth”? related to discovering what Earth is like below the crust. to manipulate the story elements
they saw by making notes for the
What clues from the story suggest that Jules Verne He wrote about the scientific laws related to heat. movie director. Guide thinking by
had a passion for science? He talked about evidence from the senses. suggesting that some suggestions
make the story more in line with
He explained the source of light underground as something what scientists later discovered
electric, like the aurora borealis. about Earth. Others can make it
He referred to atmospheric pressure and “physical laws” that could more fantastic. Caution: Preview
explain the clouds underground. for appropriateness for your
students—one scene involves the
How does this selection help you build knowledge on The Collection 1 article revealed how these two types of waves use of a gun.
top of what you learned in the first collection about differ and that they were used to locate liquid and solid layers
P-waves and S-waves? inside Earth. This article identifies the scientist who made the
discovery—Inge Lehmann.

SCIENCE LITERACY: READING COLLECTION 2 PLATE TECTONICS AND ROCK CYCLING | 154
Pages 14–23 SUPPORT—Explain to students
Suggested prompts Sample student responses that ferromagnetic objects are
attracted to magnets and usually
What is the general purpose of the third It tells the story of how tools developed for military use led to the made of iron, nickel, or cobalt.
article,“Wartime Discoveries”? discovery of seafloor spreading. They can also become permanent
magnets when exposed to a
How was the invention of a fluxgate magnetometer It meant the tool was light enough to carry on a plane, where it
strong magnetic field. Earth’s core
that was portable important to understanding the could detect stripes of magnetic materials on the seafloor.
contains a large amount of iron
structure of Earth?
and produces a magnetic field.
This selection ends by naming a phenomenon The illustration makes it look like liquid rock might be coming out Ordinarily, iron loses its magnetic
called “seafloor spreading.” From a close look at the of the mid-ocean ridge. Does the magma pushing up help push the properties at high temperatures,
diagram, how do you think seafloor spreading works, plates on either side of the ridge? and the core is very hot. Scientists
and what is one question you have about it? have discovered that motion in
the liquid core generates electric
What is the general purpose of the fourth It identifies five tools used to make discoveries related to plate current that produces Earth’s
article,“Tools of the Trade”? movement. magnetic field.
What part of Alfred Wegener’s ideas could not be what actually caused the continents to move apart
explained with his maps?
Take a look at the “Connection” box. What questions What do NASA scientists want to know about magnetic fields in
do you have about fluxgate magnetometers in space? space?
Do magnetic fields in space affect spacecraft?
Could the magnetometers be used to find and collect space junk?

5. Check for understanding.

Evaluate and Provide Feedback EXTEND—Some students may
For Exercise 2, students should complete a concept map summarizing the contributions to understandings about prefer to produce concept maps
Earth’s structure, as described in Collection 2 readings. Using the provided template as a guide, the contributions using drawing or mind-mapping
should be organized in three categories: people, tools, and discoveries. Look for evidence that they were able to find apps, rather than hand-drawing
details about contributions from all four reading selections. An example of a thorough concept map is shown on the them. Any productivity suite they
following page. already have on classroom tablets
or other devices will likely meet
their needs. If not, consider online
mind-mapping websites, especially
those that allow students to share
or publish their work. Preview
web-based tools to make sure they
conform to your school’s internet
policies.

SCIENCE LITERACY: READING COLLECTION 2 PLATE TECTONICS AND ROCK CYCLING | 155
Use the rubric provided on the Exercise Page to supply feedback to each student.

SCIENCE LITERACY: READING COLLECTION 2 PLATE TECTONICS AND ROCK CYCLING | 156
LESSON 6

How could plate movement help us explain how Mt. Everest

and other locations are changing in elevation?
Previous Lesson We looked for patterns in GPS data around Mt. Mitchell, and used a physical model to demonstrate that the entire North
American plate moves at a constant speed and in a specific direction. We revised our cross section model of the North
American plate to connect its movement to the shifting, deeper, hotter bedrock making up the plate. We used Seismic
Explorer to investigate the movement of all plates, and we figured out that they move at constant speed and in specific
directions. We concluded that mountain movement is caused by plate movement.

This Lesson We use models of plates and plate movement to identify and describe in detail the
Investigation, Putting Pieces Together
results of plate interactions between plates of similar or differing densities, and develop
diagrammatic models to communicate our findings. We use our models to help explain
3 days what might cause the elevation changes and other changes we know about at Mt.
Everest. We consider how earthquakes could be a result of uneven plate movement. We
celebrate how many questions we can now answer from the DQB.

Seismic Explorer by Concord

Consortium is licensed under CC BY 4.0.

Next Lesson We will use map images to determine where volcanoes occur, and observe a model to describe the effects of a collision between oceanic
and continental plates. We will use a reading to determine the effects of volcanic eruptions, then draw conclusions about the relationship
between volcanic eruptions and changes at the mountain sites.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 6.A. Develop and use models showing what is happening at varying spatial and time scales to describe how plates interact at
MS-ESS2-3 plate boundaries.
6.B. Construct an argument supporting a model of how plate interactions could cause mountains and earthquakes.

What Students Will Figure Out

• When plates move towards each other, they collide and mountains can get taller.
• Plates can move next to each other in opposite directions.
Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 157
 • Plate boundaries or edges are rough; when plates interact, they can get stuck against or slip against each other, which we
can feel as earthquakes.
• Plate movement causes earthquakes.
• Plate movement can cause mountains to get taller.

Lesson 6 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 5 min NAVIGATION A Data Cards for Other Mountains and Mt. Everest from
Motivate how modeling can help us put together what we’ve figured Lesson 1
out about plate movement and mountains changing.
2 15 min IDENTIFY NECESSARY MODEL COMPONENTS B-E
Determine what components of plates and their movement will be
necessary to include in our models.
3 10 min MAKE SENSE OF MANIPULATIVES AND WHAT THEY REPRESENT F-H highlighter or marker or other type of writing utensil,
Make sense of any relationships between plate boundaries and Optional 6.4 Lesson 6 How Plates Move (See the
mountains. Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources)
4 15 min MODEL PLATE INTERACTIONS I-J Physical Modeling of Plate Interactions
Investigate the movement and interactions of plates.
End of day 1
5 20 min CREATE DIAGRAMMATIC MODELS K Record Your Observations, tape or push pins, 3-5 pieces
Capture representations of the details of the types of plate of 8.5x11 paper, pens, scratch paper
interactions observed.
6 10 min GALLERY WALK L sticky notes, pens
View others’ models and identify similarities and differences.
7 15 min CONSOLIDATE CLASS MODELS M Different Plate Interactions chart, markers
Collect and represent models of all the different types of plate
interactions observed.
End of day 2

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 158

Part Duration Summary Slide Materials
8 20 min EXPLAIN MT. EVEREST N-Q Different Plate Interactions chart
Write an argument supporting a claim of which model best represents
what is happening at Mt. Everest.
9 15 min EXPLAIN EARTHQUAKES R-T Different Plate Interactions chart, two pieces of white
Describe how plate interactions can explain what happens during an foam with medicine cups attached, water, food
earthquake and sudden events that occur over time. coloring (optional)

10 8 min REVISIT THE DRIVING QUESTION BOARD U sticky dots, ALTERNATE material: one printed copy
Identify what questions from the DQB can be answered and look at per pair of students of the digital version of DQB
what kinds of questions remain to be answered. questions if you made one in Lesson 1, sticky notes,
Driving Question Board
11 2 min NAVIGATION V
Consider whether our models could help explain other mountains, or
other surface phenomena we’ve seen.
End of day 3

Lesson 6 • Materials List

per student per group per class

Physical Modeling of Plate Interactions • Record Your Observations • pan
materials • gloves (optional)
• water
• aluminum pan
• 2 precut foam pieces
• food coloring
• Blank World Map
• science notebook

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 159

 per student per group per class
Lesson materials • highlighter or marker or other • Record Your Observations • Data Cards for Other Mountains and Mt.
type of writing utensil • tape or push pins Everest from Lesson 1
Student Procedure Guide Student Work Pages
• sticky notes • 3–5 pieces of 8.5x11 paper • Optional 6.4 Lesson 6 How Plates Move (See
• pens the Online Resources Guide for a link to
• pens
this item. www.coreknowledge.org/cksci-
• science notebook • scratch paper online-resources)
• sticky dots
• Different Plate Interactions chart
• ALTERNATE material: one
• markers
printed copy per pair of
students of the digital version • two pieces of white foam with medicine cups
of DQB questions if you made attached
one in Lesson 1 • water
• food coloring (optional)
• Driving Question Board

Materials preparation (60 minutes)

Online Resources
Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Prior to day 1:
• Retrieve Data Cards for Other Mountains and Mt. Everest.
• Be sure you have materials ready to add the following words to the Word Wall: oceanic crust and continental crust. Do
not post these words on the wall until after your class has developed a shared understanding of their meaning.
• Practice holding and moving the model pieces so that you can effectively demonstrate them for students. This
is illustrated. (See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-
resources)
• If video will be shown to students, test video. (See the Online Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-resources)
Prior to day 2:
• Title a piece of poster paper Different Plate Interactions for use during the discussion.
• Designate three separate areas in the classroom for displaying models. One each for: models showing
moving apart, models showing sliding past each other, and models showing moving together.

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 160

Day 1: Physical Modeling of Plate Interactions Lab
• Group size: Up to 3 students
• Setup:
Prepare continental plate rock model pieces by cutting flattened
KCEL Crafts Extra Stiff Grey Cosplay Craft Roll (54”long x 12”wide x
¼”thick) into 15 - 4”x6” shapes and making one of the 4” long edges
of each piece uneven by cutting in a wavy pattern or cutting with
patterned scissors if available.
Prepare oceanic crust rock model pieces by bending and breaking
the white foam panel boards into 15 - approximately 4”x6” shapes.
The broken edges should be somewhat uneven.
Set aside one aluminum pan for each group of 3 or fewer in a
classroom (12).
Review Guidance for Physical Modeling Activity prior to the day of the
lab for guidance on how to facilitate this.
Review to ensure it will play if you plan to use it. (See the Online
Resources Guide for a link to this item. www.coreknowledge.org/
cksci-online-resources)
• Notes for during the lab:
Add food coloring to a sufficient amount of water for all labs if
desired so that the layer that represents softer, more moveable rock
in the model is more easily visible.
• Safety:
If using food coloring, you may wish to provide gloves for students to wear to prevent staining of fingers. As
students transport their baking pan of water, have towels or other absorbent materials on hand to clean up any
spills and prevent students slipping on a wet floor.
• Disposal:
The water can be poured down the sink when finished with the lab. If sinks aren’t available you may need to
obtain a pan or bucket to collect water after each lab.
• Storage:
Foam boards, craft rolls, and baking pans can be dried and stored for future use.
Prior to day 3:
• Prepare two 12”x12” pieces of white foam panel boards with rough edges on all sides by breaking off pieces to
create the rough edges. Glue a see-through material about an inch away from the rough edge of each piece of
foam. Hot glue or white glue can be used, just be sure it is dry prior to this demonstration on day 3.

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 161

• Have a small amount of water available for the demonstration. Colored water prepared with a little food coloring
helps students easily see the motion of the water.
• If the video will be shown to students instead (or in addition), test the video to ensure it will play. (See the Online
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)

Lesson 6 • Where We Are Going and NOT Going

Where We Are Going
This lesson digs deeply into the practice of modeling to allow students to investigate the effects of various types of
plate interactions. In this lesson, students’ models will inform arguments for how mountains form and increase in
elevation, and how earthquakes happen. The same set of models will be used in subsequent lessons to explain other
phenomena that are global in scale, and operate over many different time scales (specific mountains, mountain
ranges, volcanoes, ocean ridges, trenches, continental drift, etc.). Components and interactions captured in these
models will inform the investigations of changes to Earth’s surface in the past and future in Lesson Set 2 (lessons 10-14).
The emphasis in this lesson is on developing the models, by first investigating plate movement using a physical model
that functions much like a simulation of a system at a scale beyond what we can directly perceive, and then creating
representative models using text and diagrams.
Where We Are NOT Going
Students will use their models to support an argument for the change in elevation of a particular mountain (Mt. Everest)
and associated phenomena. However, there will be no attempt to generalize these ideas to explain how all mountains
form. We will address the effects of large-scale movements of plates over long periods of time in the next lesson set.
The arguments that are constructed in this lesson rely on evidence from working with physical models of plate
movement. Arguments based on empirical evidence will be the focus of future lessons.
While two different types of foam are being used in this lesson, the authors recognize that this is not a direct
comparison to the granite and basalt seen in different plates with these compositions. As with all models, scaling
this demonstration has this limitation, but the benefit in this lesson of having a representation of two materials of
different densities is seen to far exceed the potential material limitations of this representation to support students in
developing a conceptual understanding around the interactions of solid rocks and subduction and convergence of
rocks of different or similar densities.
In addition, since most of the plates students will be investigating to figure out what happens when they move and
interact will include both oceanic and continental materials, we are consciously choosing to use the term “oceanic crust”
and “continental crust” in lieu of “oceanic plate” and “continental plate” with students in this lesson and future lessons to
support them in figuring out the different properties and behaviors of each. While these terms have been used by others
interchangeably, we believe it is important to help students understand that a plate can have both material (oceanic and
continental crust) present, and when they are part of a plate they move together. With this understanding, it will also help
students in future lessons (Lessons 10-11) to understand that the size and location of plates change due to the creation
and destruction of plates, and that when oceanic crust is created or destroyed, it adds or removes from the current plate,
as seen with Africa and North America. We used recommendations around these terminology as suggested. (See the
Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 162

LEARNING PLAN FOR LESSON 6

1. Navigation 5 min

Materials: Data Cards for Other Mountains and Mt. Everest from Lesson 1
Revisit the anchoring phenomena. Display slide A. Ask, What have we figured out that might help us explain what
caused our mountains to change? Ask students to articulate what we’ve figured out so far in this unit that could help
us explain how mountains change and move. Write this list on a white board or other publicly visible space. Listen for
student responses:
• There are big plates made of mostly solid bedrock.
• Sometimes the plates are made of rock that is very dense, like basalt rock that is usually under the ocean, or less
dense, like granite rock that is usually under the land.
• The plates move on top of softer, warmer rock underneath that tends to shift and move like warm clay.
• The plates move in lots of different ways in relation to each other.
• Lots of mountains are found near the edges of plates.
If students do not mention some of these, prompt them to look back at what they found in earlier lessons about where
plates are found on Earth, how they move, and how this connects to where mountains are located.
Revisit the general characteristics of the mountains from the Data Cards for Other Mountains and Mt. Everest. Direct
students’ attention to the examples of mountains changing in elevation and ask whether they think plate movement
could cause mountains to get taller or shorter.
Motivate the need to do some modeling. Continue to display slide A. Say, So, we have been figuring out a lot about
what plates are and how they move, and we’ve seen that mountains are near the edges of plates. We need some evidence to
figure out whether plate movement causes mountains to get taller or shorter.

Suggested prompts Sample student responses

Can we observe actual plate movement? No, because they are too big to see, and they move a very small
amount over a year.
How could we investigate and gather some evidence We could use something to model the plates that are kind of like
to help us answer our question? the plates and then observe how these materials representing the
plates interact at the edges.
If students are having trouble coming up with this suggestion, prompt them to think about what we could do in the
classroom, or whether there is any good way to represent those movements.

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 163

2. Identify necessary model components. 15 min

Materials: None *Attending to Equity

Facilitate a class discussion to identify the components of models that we could use to try to answer our Supporting Emergent
question. Display slide B. Have students turn and talk for a couple of minutes to articulate some ideas. Then have Multilingual Learners: It is
them share and capture a list of student ideas on the white board or other publicly visible space. Students will use important to support all students,
these lists as a guide as they develop their models. particularly emerging multilingual
students, in forming a deeper
Suggested prompts Sample student responses understanding of newly “earned”
What are the parts that we want to be sure to include crust and mantle vocabulary by representing the
in our model? new term in multiple ways. For
plates example, students can 1) write the
bedrock term, 2) draw a representation of
softer, more moveable rock underneath the bedrock (mantle) the term, 3) use their own words
to write an explanation for what
What do we know about each of those parts? The crust is on top of the mantle. the term means, and 4) use the
The plates are made up of bedrock on top of the softer rock. new term in a sentence. All of
these representations would be
Different kinds of rock make up the plates: some are made of appropriate to add to the Word Wall.
basalt and some are made of granite.
This is especially important when
The hotter, more moveable rock is warmer and moves like a liquid the vocabulary is complex or the
underneath the plates. definition requires referencing
What kinds of plate movement do we want to include Some plates move fast and some move more slowly. multiple concepts. For instance,
in our model? defining “oceanic” crust requires
We saw on Seismic Explorer that plates can move in all different knowing the characteristics of the
directions, and sometimes they move at different speeds. type of rock (dense basalt) as well
How are the plates able to move? The bedrock can move because of the more moveable, softer, as the location of the plate (under
liquidy rock underneath it moves easier. the ocean), only part of which is
captured in the term “oceanic.”
Define the types of crust. Display slide C. Say, You said that in our models, we’ll need to have something that represents A pictorial representation
the plates and the types of rock that make up that plate. Ask, What are the major types of rock the plates are made of? could capture all the relevant
Students should recall from Lesson 3 that the main types are basalt rock that’s usually found under the ocean, and characteristics in a way that is
granite rock that’s usually found under the ground. They may also mention that these rocks have different densities. more accessible to emergent
Tell students that you have materials that can represent how the multilingual students and others.
oceanic plate material and the continental plate material can
move and interact.
Display slide D. Tell students that scientists distinguish between
these two plate rock types. Parts of the plate material that are
made of the denser basalt rock that’s usually found under the
ocean are called “oceanic crust”. While plate sections that are

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 164

made of the less dense granite type that is found under the ground are called “continental crust” because they are
found where the continents are found on Earth. Add oceanic and continental crust to the Word Wall.*

Additional Guidance

Since many of the plates students will be investigating to figure out what happens when they move and interact
will include both oceanic and continental materials, we are consciously choosing to use the term “oceanic crust” and
“continental crust” with students from this lesson and going forward to support them in figuring out the different
properties and behaviors of each type of rock. See the Where We Are Not Going section at the beginning of this lesson
for more information on the reference we used to make this decision.
Brainstorm and identify the types of plate interactions we want to model. Say, Since we’re trying to figure out
whether plate movement causes mountains to change height, let’s make sure we are clear about the different ways that
plates can move and interact. Distribute Plate Movement Maps to each student, then take a few minutes to make sense of
the three maps on the handout.

CKSci_G6U4_SWP.indd 39
Say, Let’s take a few minutes to make sense of what is on your handout. Look at the two Name:

Plate Movement Maps

Date:

maps. What is being represented here? Students should recognize the first image from
Lesson 5, when we investigated GPS plate movement. The second map is a more
simplistic version of the plate boundaries map they have encountered in Lesson 5.
Students should notice that overall plate movement is being represented in the first
map along with plate boundaries. In the second map the blue arrows representing
overall plate movement have been removed. Tell the class that this handout has been
put together for them so that they can focus on the interactions of the plates since we
are trying to figure out if plate movement can cause mountains to change.
Concord Consortium

39
13/07/22 5:08 PM
Say, Okay, take a moment and, using the key on the 2nd map, what types of movement do you notice is happening at
different plate boundaries?
Listen for student responses and record them on the white board or other publicly visible space as described below:
• They move away from each other in opposite directions - write Moving Apart.
• They move sideways, or in different directions like they do at Ridgecrest - write Sliding Past Each Other.
• They move toward each other, or crash into each other - write Moving Together.
Once defined, number the three types of plate interactions on the white board or other publicly visible space. These
will be referred to repeatedly as students develop their various models in the next activities. For example:
1. moving apart
2. sliding past each other
3. moving together

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 165

 Additional Guidance

The purpose of using the images from Seismic Explorer that students have seen in the previous lesson is to help them
develop a deeper conceptual model of what is being represented here through investigating what happens when
plates collide and interact or move apart. In Lesson 5, students figured out that the North American plate is moving
and began thinking about what this means for the other plates all around it. In this lesson students will use these maps
to identify where the plates are moving towards each other, where they are moving away from each other and where
they might be sliding past each other as they work with their small group to model the possible effects of these plate
movements on the Earth.
Distribute Blank World Map to small groups.
Display slide E. Say, Now look at the map on the
second handout. What is represented there? Students
should notice that it is a map with dark black lines
that seem to match up to the plate boundaries
from the first two maps.
Tell students this map is included for them to
use to annotate areas they want to model and
observations they make as they model. Say,
Each group will work with different pieces of foam
representing different plate materials so we can figure
out across the class how the different types of plate materials act when moving in these various ways. Your group may have
two of the same type of material, or you may end up with different materials. As you are working with your group to figure
out plate interactions, use the map on the second page of your handout to identify what area you are trying to model using
the manipulatives you will work with and use the space to record what you see happening in each case. The more detailed
you can be when making your observations, the more we will be able to make sense of what happens when plates move and
how this movement affects the Earth’s crust.

Additional Guidance

Moving apart, or diverging plates, happen when plates are moving in opposite directions, but also when a slower
moving plate is behind a faster moving plate going in the same direction. In this case, the distance between the plates
is increasing, hence the plates are moving apart.
Moving the manipulatives together, or simulating the collisions between plates, is seen happening in this
demonstration when plates are moving directly toward each other from opposite directions. As students engage with
the manipulatives that represent the plates during the lab, they most likely will notice that there are different types
of these collisions, particularly if they are trying to represent the different speeds and directions at which the various
plates are moving. Later in the lesson, students will gain experience with plates that are moving in the same direction
at different speeds and discuss how this can create features such as mountains.

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 166

The goal for students as they engage in the lab is to brainstorm, and model, the different types of plate movements
that are represented in what they figured out in Lesson 5—plates moving in various directions and at various speeds
resulting in collisions, moving apart, and slipping past each other.

3. Make sense of manipulatives and what they represent. 10 min

Materials: highlighter or marker or other type of writing utensil, Optional: Lesson 6 How to Make a Model of Tectonic *Attending to Equity
Plates for Elementary Students: Plate Tectonics (See the Online Resources Guide for a link to this item. www. Universal Design for Learning:
coreknowledge.org/cksci-online-resources) Whichever set of plate/crust rock
Set up groups and assign plate rock types. Divide students into groups of no more than three students. Distribute types they are modeling, each
the appropriate pieces of foam to represent their assigned type of plate rock (grey foam for denser oceanic crust group will observe basically the
and white foam for less dense continental crust). Assign an approximately equal number of groups to each of three same patterns of movement when
options:* the plate sections are moving
• oceanic plate material (grey foam) interacting with oceanic plate material (grey foam) apart or sliding past each other.
However, there may be multiple
• oceanic plate material (grey foam) interacting with continental plate material (white foam) distinct patterns when plate
• continental plate material (white foam) interacting with continental plate material (white foam) sections move together. This is
Distribute Record Your Observations. Ask students to write their plate material types on their handouts. Explain to especially true for groups that are
students that each group will use their representative plate material pieces to develop a model of each of the three working to model the two different
patterns of movement using the physical pieces that represent their plate type(s): types of plates interacting,
continental crust material and
• moving apart
oceanic crust material. Because
• sliding past each other groups using two different types
• moving together of plates will have more complex
Consider what areas and interactions they represent. Display slide F. Direct students to look back at Plate interactions to observe and record,
Movement Maps and Blank World Map. Using Plate Movement Maps, tell them to identify areas where the two assigned consider assigning this model
plate materials are next to each other on the map. Once they have identified these locations, ask students to mark type to groups of students that
these locations where the plate materials are interacting on Blank World Map by circling or shading the areas of have greater comprehension of
interaction. Stress to students that interactions could be any of the following and they will be modeling all of these developing and using models.
using the representative plate materials they were assigned: This will provide them with a more
challenging activity while allowing
• moving away from each other students in other groups to focus
• coming towards each other more directly on the practice of
• sliding past each other modeling itself, since they will have
fewer variables to represent.
Additional Guidance

In this unit, as students figure out the different ways plates move and interact we have intentionally used student
friendly language to describe these interactions, such as “moving apart”, or “moving towards each other”. There are
scientific terms for these movements—divergence and convergence. We will not be including them as words for the
Word Wall as words to link to these processes. These are challenging conceptual models for students to develop so we
Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 167
decided to keep the labels describing these interactions student friendly. You should feel free to add these labels if it is *Supporting Students in
something you feel your students can do and will appreciate. Engaging in Developing and
Make predictions about what might happen. Project slide G. Ask students to consider what might occur as Using Models
different plate materials interact in one of the three ways we have identified. Ask for students to share a variety of The foam provided is of two
possibilities with the class to give everyone a chance to think about or visualize many possible interactions. types: a grey pliable type and a
Potential student responses: white stiffer type. These foam
types will behave in the model
• They might crash or break on each other. similarly to the way that the two
• One or the other, or both might bend when they move together. plate rock types behave when they
• They might bend in different directions. interact. However, while oceanic
plate material is more dense than
• They might go over or under each other.
continental plate material, the
• There might be a big hole between them when they move apart. white foam type is actually less
• The softer, warmer (liquidy) rock layer might move around a lot. dense than the grey foam type.
• They might rub together when they slide past each other. Components of models are chosen
because they are the most useful
Facilitate a brief discussion about the model parts. Say, We are most interested in how the plates move and interact.
in illustrating the phenomena
We are using these two kinds of foam to represent the two crust types not because they are made of the same material as
being modeled. The interactions
the crust making up the plates, but because these two types of foam will interact with each other similarly to the way the
between the components is the
two types of plate rock actually interact along the edges of plates. Notice that the edges of the foam that will be interacting
most important aspect of the
are rough like the edges of plate rock would be. Similarly, the water that we will float the plate models on is not the actual
model here, so components have
material that the softer, warmer rock layer is made up of. But it will move and interact with the plate models similarly to the
been chosen to represent what
way the mantle interacts with the crust.*
happens when plates interact
Use the example prompts and responses below to discuss what each part of the model represents, and the data we even though they don’t accurately
would like to collect. represent the actual material
making up the plates.
Suggested prompts Sample student responses
We are using pieces of foam. What are these the crust
foam pieces representing? the plate material
Why do we have two different types of foam? because we have two different plate materials, basalt and granite
to represent the oceanic crust and continental crust of the plates
We are representing basalt and granite. Where Basalt is found under the ocean in oceanic crust.
are these materials mainly found? Granite is found in continental bedrock. It’s in the crust of the continents.
What is the water representing in our The water represents the warmer rock.
aluminum pan? The water represents the shifty rock material that moves more as it gets
hotter.

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 168

Suggested prompt Sample student response *Attending to Equity
Classroom culture and norm
Okay so we are using these materials in our We want to know what happens at the locations where plate edges building: In order to support
classroom to represent different components interact so we can figure out if plates moving can cause changes to the students in utilizing their time in
in the real world so we will want to be making land. their groups efficiently, and to
some close observations. What kind of data do assure that everyone is supported
we hope to get from this investigation? in their ability to participate, you
Say, Okay so if we are wanting to focus on the interaction between our foam pieces that are representing the plate materials may choose to assign students
and we immediately put these pieces in the water that is representing the warmer shifting rock below, then what might be roles in the groups so they will
tricky as we try moving the foam pieces on the water? Students should say it will be important and challenging to keep have a defined role as they work
the foam pieces floating on the water as they move them. Tell them they should try some dry runs on the table moving together to make sense of what is
the foam pieces so they can see the interactions before also trying to carefully move them on the top of the water in happening when the plates move.
the pan. Remind them that we know the plate material we are trying to model doesn’t sink into the warmer softer rock It may be helpful to have each
on Earth, so their foam pieces shouldn’t be sinking either. student get a chance to move the
plate models so as to maximize the
At this point, you may wish to demonstrate for students how they should move the foam pieces by holding them different types of interactions they
at the edge farthest away from the uneven, interacting edges, and allowing them to float on the top of the water. might observe. Other useful roles
You may want to show them the video that was provided in the Materials and Preparation section, and reference for this activity would be someone
Guidance for Physical Modeling Activity as an illustration. (See the Online Resources Guide for a link to this item. www. to record all the observations,
coreknowledge.org/cksci-online-resources) This will avoid most of the impact of their handling the “plates/pieces a progress tracker to help keep
of crust” and allow them to observe the movement and interaction of the edges of the plates in the model more students on task, and a clarifier
authentically. Allow them to handle the foam pieces, but ask them to wait until they get the softer, warmer rock (water) to help refine and categorize the
layer to start making observations about their interactions.* patterns of movement that will be
Review instructions. Display slide H. Review the instructions on the slide with the class. Leave the slide up as they observed.
work. Be sure you have reviewed the guidance on Guidance for Physical Modeling Activity to help you facilitate the next
activity.

4. Model plate interactions. 15 min

Materials: Physical Modeling of Plate Interactions

Have students create and investigate their physical models. Display slide I. Distribute the pan and water
representing the softer, warmer, shifting (liquidy) rock to each group. Supply enough water to cover the entire bottom
of their pans about ¼ to ½ inch deep. Allow students to start working with their plate rock models. You may wish to
use food coloring to lightly color the water prior to distributing to small groups. This may allow them to more readily
see what is happening under the foam pieces. As they work, circulate among the groups and encourage them to
repeat each movement several times, and to look carefully at the details of what is happening as they recreate each
of the three different types of movement (moving together, moving apart, and sliding past each other). They should
record observations in each section of Record Your Observations as they work.

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Use these suggested prompts to probe small groups as they work:
• Are the plates changing as they interact?
• How would you describe how the plates are changing as they interact?
• Is that the only thing that can happen when the plates interact that way?
• If you do it more than once, does the same thing happen each time?
• What words could you use to describe the movement of the plates?
• Does the exact same thing happen all along the whole edge of the plate as it moves?
• Do you notice anything about the edges of the plates that might make that happen?
• Does it make a difference if they’re right up next to each other, or further apart as they slide past each other?
• What’s happening with the liquidy rock (water) as the plates move?
• What does speed have to do with it?
• What would happen if the plates were moving faster? Slower?
• Are you recording your observations so you could describe them to someone else who hasn’t seen what you saw?
• Do any of the results of your investigation with the foam pieces look similar to any of our mountain cases?
In addition, some groups may notice that sometimes two plates are moving in the same direction. If they mention
this as you are checking in with groups, reflect with students that in some of those cases (e.g. the Himalayas, parts of
the Antarctic plate boundaries), we have evidence that one plate is moving faster than the other. We can check this by
looking at the first map on page one of Plate Movement Maps. Help students to understand that if two plates are going
in the same direction, but one is moving faster than the other, that is like two plates moving together, or two plates
moving apart—because if the faster one is ahead, the distance between the plates will be increasing (moving apart),
and if the faster one is behind, then it will be colliding with the slower one (moving together).

Additional Guidance

Students will use their models as evidence in future lessons. Therefore, it is important that at least one group in the
classroom observes the following types of plate interactions (see Guidance for Physical Modeling Activity):
• An oceanic plate rock type moving underneath a continental plate rock type (convergent subduction will help
explain increases in mountain elevation and oceanic trenches)
• Two plates colliding and both plates moving upward (convergent collision will help explain increases in mountain
elevation)
• Two plates moving apart leaving space with no plate between them (divergence will help explain oceanic ridges
and creation of new plate)
• Movement of the liquidy rock layer (will help explain volcanoes and magma moving in the mantle)
• The rough edges of plates catching on each other as they move together or slide past each other then snapping
quickly out as they continue to move past each other (will help explain earthquakes and other sudden changes to
Earth’s surface)

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Have students collect and record their observations. Allow students sufficient time to investigate all three types of
movement with their physical models, make careful observations of the effect of the movement on the two types of
crust the plates are made of, and record their observations in note form or with sketches. Encourage each student to
add some observations to the handout that the group is working on. They will use these recorded observations at the
beginning of the next class period to create models of what they saw.

Additional Guidance

At the start of day 2 of the lesson, students will represent diagrammatically what they physically modeled. If your
students have access to technology that gives them the ability to take photos of the kind of shapes they observe, and
allows them to annotate those photos with text and symbols, this option might save some time as they create their
models during the next class period. The three (or more) models that each group creates will be displayed along with
other groups’ models for a gallery walk, so be sure there will be a way for other students to easily view and comment
on the models that students create.

Assessment Opportunity

Building towards: 6.A. Develop and use models showing what is happening at varying spatial and time scales to
describe how plates interact at plate boundaries.
What to look/listen for: As students use their physical models, listen for them to make connections between the
components and relationships in their models and the real-world phenomena they represent, such as the following:
• Referring to the foam pieces as “plates” as they work with them
• Describing a change in height of a foam piece as a “change in elevation”
• Proposing surface phenomena that might be explained by the observations they are making as they manipulate
their models
• Wondering about how the model interactions they are observing would look (or feel) at an Earth-sized scale
• Labeling and describing components of their models with the real-world phenomena they represent (e.g. plate
rather than foam piece; liquidy rock layer rather than water; arrows labeled as plate movement)
Alternatively, if you collect and assess Record Your Observations with the observations that students recorded, look for
similar indications in their observations that they are connecting the model parts and movements with what actually
happens on Earth’s surface.
What to do: If students do not readily make the connections, cue them to tell you what is represented by the parts
they are handling, and the movements they are making with them (or comment on those in the observations they
recorded). Use the names of the real-world objects as you talk with them about their models (e.g. How are you moving
the plate?, rather than, How are you moving the foam?)
Display slide J. Allow sufficient time to clean up the lab by rinsing and setting the foam pieces out to dry and
disposing of the water in the aluminum pans. It can be very difficult to carry the shallow pans without spilling. You may

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want to circulate with a large tray or bucket to collect the water and then have students set the pans up to dry as well.
Or if available, have students do this investigation near a sink.
Begin to plan their models. If time permits after groups have cleaned up the materials from the investigation, have
students take a few minutes to start to identify which components and interactions they need to include and how they
will represent them in each of their models in note form or with sketches on Record Your Observations or in their science
notebooks. If you are assessing the observations they recorded, collect Record Your Observations.

Home Learning Opportunity

If you run out of time to have students start to think with their groups about how they will represent what they observed
in their models, let them know that during the next class period, they will be developing diagrammatic models of
everything they observed. Ask them to make some notes and sketches in their science notebooks showing how they
might represent what they observed. This will give them a bit of a head start on the activity in the next class period.

 End of day 1

5. Create diagrammatic models. 20 min

Materials: Record Your Observations, tape or push pins, 3-5 pieces of 8.5x11 paper, pens, scratch paper
Remind students of what they did the previous class period. Ask a student or two to describe what we did during
the previous class period. Have everyone retrieve their group notes on Record Your Observations about what they
observed while working with their models.
Develop three different diagrammatic models. Display slide K. Have students reassemble in the groups they were
working with during the previous class. Distribute at least 3 sheets of paper to each group for final models—one each
for plates moving together, plates moving apart, and plates sliding past each other—along with additional scratch
paper for sketching and planning. Review the instructions on the slide. Remind students that they will be displaying
their diagrammatic models for a gallery walk with their classmates. Be sure to have them put a title or their names on
each model so that students can refer to individual models specifically in the next step.

Additional Guidance

Students who used technology to capture the shapes and appearance of the plate model material that they saw when
they observed their interactions during the last class activity will work on annotating their photos and preparing them
for display.
Display models for the gallery walk. As students finish their models, have them display them in designated areas
around the room for the three types of diagrammatic models that students will develop:
• moving apart
• sliding past each other
• moving together
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The area for models of plates interacting as they are moving together should be the largest as there are likely to be
more different interactions represented in these models.
Have students who worked with the same sets of plate rock types group their models near each other within the areas
defined for each type of movement. This will result in three distinct areas in the room that models are posted—one for
models representing moving apart, one for sliding past each other and one area for moving together. Students should
use tape or pushpins to attach or arrange their models so that they will be easily viewed by other students during the
next activity.

6. Gallery Walk 10 min

Materials: sticky notes, pens

Give instructions for gallery walk. Display slide L. Review instructions on the slide with students. Distribute three or
more sticky notes to each student and make sure they have something to write with.
Have students circulate to view and compare all the models in all three areas. Students will be circulating and noting
models that are essentially the same in what they show about how plates interact in each area in the room. They should
identify models representing each type of interaction (moving together, moving apart, sliding past each other) that seem
mostly the same as other models. Have them write the titles of the models that they think are mostly the same on a sticky
note and post it near the models in the area they are examining. As students circulate, they may need help defining what
makes models “mostly the same”. A brief discussion with the whole class before starting the gallery walk could help define
what makes models mostly the same for students who struggle to identify similarities. Students should focus on broad,
general patterns of shape and movement (bending up, going under, staying flat, smooth vs. jerky sorts of movement, fast
vs. slow movement, etc.), rather than on stylistic similarities or use of the same symbols across different models.
As they work, circulate among them and probe their thinking regarding what makes two models mostly the same.
Focus them on what the model shows rather than how the model looks. If some students finish early, you could ask
them to circulate around to the different areas in the room and determine how many different distinct models there
actually are in the classroom.
Agree as a class on the number of distinct model types. Have students return to their seats. If some students made
a count of the number of different model types, have them share and explain why they think certain models are the
same. Allow students whose models are described as the same to comment on any distinctions in their model that
they think are important. The class should come to an agreement about which models to combine and represent
as one because they are mostly the same, and how many distinct model types there are. You may need to circulate
among the model displays yourself and group together those that are mostly the same according to the sticky notes
(and any obvious mechanistic similarities).

Key Ideas

Students may come up with many distinct model types, or only a few based on what they think are the most important
distinguishing features of the models that were created by different groups. Follow their lead in categorizing models.
Please note that the terms in parentheses here and throughout this lesson are not terms we expect students to

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know or use. They are provided only as a cue for teachers regarding which class of plate boundary/interaction is
being indicated by the description.
It is important for the rest of this lesson and for future lessons that the following four types of models are represented
among the group of models that students decide on:
• Two flat plates moving away from each other (divergent interaction)
• Two plates meeting in the middle and forcing each other up in an inverted V-type structure (convergent collision
interaction)
• One plate going over the top of another—with or without bending of either plate (convergent subduction interaction)
• Two plates sliding past each other with the rough edges of the plates catching on each other as they slide past
(transform interaction)

7. Consolidate class models. 15 min

Materials: Different Plate Interactions chart, markers

Set up a class chart. Display slide M. Put up one or two pieces of poster or chart paper
that you have titled Different Plate Interactions and draw enough sections to capture
the number of different models that the class identified. Each section should have a
space for a drawn model, a space for descriptive details, and a space to record which
plate types show that kind of interaction.
Represent the different model types on the class chart. Capture the major characteristics of each different model
in the chart. Draw the model in the first column (Model) with components, motion and interactions labeled. Record
important information (Details) about the movement and the effect on the plates in the second column. Record which
plates show this kind of interaction (What plate types?) in the third column.
You could do this by having a student who created a clear representation of a particular model type describe it to you as you
draw, label and write. If some students have done a good job of creating a clear, simple model of each type, you could have
several students fill out sections of the class chart, or some combination so that the chart gets filled in neatly, and completely,
using as little class time as possible. Number or name the different model types for easy reference in later activities.
Pause to discuss the types of interactions described. As you build the chart, or after the
chart is complete, be sure to clarify the details in the center column. It is especially important
that students all have a clear grasp of the movement represented most clearly in the model
of plates sliding past each other. This characteristic of plate movement will be necessary for
students to explain earthquakes later in the lesson. Ask several students to describe what
happened in that model. Listen for student responses:
• The plates got stuck on each other, then snapped out of it.
• The plates built up tension as we were trying to move, then the tension was suddenly
released.
• There was friction between the plates because the edges were rough, and then they
jumped past each other.
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Ask students whether they think this kind of sudden movement could happen other times, like when plates move
together and come in contact with each other and their rough edges rub against each other. This type of movement
will be reconsidered in more detail later in the lesson.

 End of day 2

8. Explain Mt. Everest. 20 min

Materials: science notebook, Different Plate Interactions chart *Supporting Students in

Remind students we want to use what we figured out to explain some of our anchor phenomena. Ask students Engaging in Developing and
why we created these models. Using Models
This discussion is an opportunity
Suggested prompts Sample student responses for students to evaluate
the limitations of a model
What were we trying to figure out? We had a question about whether plate movement and plate
for explaining a particular
interactions could explain how mountains change.
phenomenon: Mt. Everest. The
Yeah, we wanted to see if plates moving could cause mountains to best model of any phenomenon
grow. has these characteristics:
What do you think now? Do you think plate Yes! I think plate movement is what causes mountains to change in • It represents all the important
movement could cause mountains to change in elevation and get taller. components of the
elevation? phenomenon.
Why do you think plates cause mountains to change Because we saw with our foam representations that when they • It represents the characteristics
in elevation? were pushed towards each other, they tended to “grow” or push of those components accurately.
upwards. • It represents the relationships
between those components
Display slide N. Say, Let’s try it out, and see if we think plate movement and plate interactions could explain what we know
accurately.
about Mt. Everest and how it’s changing. Direct students’ attention to the slide and distribute copies of the data card for
Mt. Everest from Data Cards for Other Mountains and Mt. Everest to students as needed so that they can find out what • It does not include components,
information needs to be explained. You may also refer them to the reading about Mt. Everest that they did in Lesson 1 characteristics or relationships that
(What is happening on Mount Everest?). the phenomenon doesn’t have.
As students consider which model
Make a list of what needs to be explained. Say, Looking back at the reading and data cards from Lesson 1, what are
is best, they are identifying the
we trying to figure out and explain about Mt. Everest using evidence from our models? Record the list on a white board or
limitations of the models that
other publicly visible space for students to access as they do the activity.
are not best, whether a model
Suggested prompt Sample student responses is limited in that the possibility
of multiple mountains are not
How is Mt. Everest changing? Mt. Everest is moving to the northeast [1.6 inches (4 cm) per year]. represented, or limited in that a
Mt. Everest is getting taller [by 0.79 inches (2 cm) per year]. trench is represented in the model
that does not (apparently) exist
near Mt. Everest.

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 175

Suggested prompts Sample student responses
What do we know about the area around Mt. Everest? Mt. Everest is in the Himalayas which is a very big mountain range
(almost 1500 miles long with lots of mountains).
There are other tall mountains in the Himalayas.
There are lots of earthquakes in the Himalayas.
And what did we notice about how the plates near We saw that there are two plates where Mt. Everest is located.
Mt. Everest are moving in Lesson 5? What did we add Yeah and these two plates are moving in the same direction, but
to our World Map? one is moving faster than the other.
And if they are both moving the same direction but I think since the one moving faster is pushing into the one moving
one is moving faster than the other, then how might slower, it would maybe push up over the other plate.
this be affecting what is happening at Mt. Everest? Yeah or maybe the faster one pushes the slower moving one up.

Additional Guidance

When a slower moving plate interacts with a faster moving plate behind it that is going in the same direction,
collisions happen. This is the type of plate movement that students may have seen happening in the Himalayas in
Lesson 5 when they analyzed the plate motion GPS data. If students struggle to understand that this is an example of
plates moving together, share with them the analogy of two cars crashing into each other. If a car is moving slowly and
another car comes up behind it going more quickly, the cars will crash into each other, or collide, even though they are
both moving in the same direction.
Work individually to identify the best model to use to explain what’s happening at Mt. Everest. Display slide O.
Have students open their science notebooks. Ask them to decide for themselves individually which model from the
class Different Plate Interactions chart they think is the best one to use to explain the changes happening at Mt. Everest.
They should record which model they choose in their science notebook, and then make a list of why they think that
is the best model to help explain what’s happening. Remind them they will be sharing their ideas with others. Allow
sufficient time for students to record their ideas in their science notebooks in whatever format is most helpful for them
(writing or drawing, listing or labeling, etc.).
Share ideas with a partner. Display slide P. Have students turn and talk with a partner to share and listen to ideas.
Say, Discuss with your partner why you think the model you chose is the best one to help explain what’s happening at Mt.
Everest. Listen carefully to your partner’s ideas. If you are not in agreement, work together to try to agree on one model which
best represents what is happening at Mt. Everest. Allow students time to share and discuss their ideas.
Share ideas with the whole group. After 3 minutes of partner talk, ask each pair to indicate which model they
thought was best. Help the class come to consensus about which model best represents what is happening at Mt.
Everest by agreeing on which one most accurately represents more of the characteristics of Mt. Everest. Make a list of
why students think the chosen model is the best one on the white board or other publicly visible space for students to
access as they continue the activity.

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 176

Suggested prompts Sample student responses
What model did you and your partner decide best We think the model that shows the plates moving together and
represents what is happening at Mt. Everest? colliding shows how a mountain could get taller.
We think the model of colliding plates that are the same plate or
crust types is the best.
Why does this model best represent what is This model shows how the mountain could move as the plates
happening at Mt. Everest?* move, and we know Mt. Everest moves.
This model shows part of a plate getting pushed up and taller, and
we know Mt. Everest is getting taller.
This model shows more than one tall or growing part in the same
area, and we know there are lots of mountains in the Himalayas.
This model shows lots of activity or effects at the edge of the plate
that could represent earthquakes, and we know there are lots of
earthquakes in the Himalayas.
This model shows how Mt. Everest could move, and get taller, and
be around lots of other mountains, and have earthquakes.

Key Ideas

Purpose: to agree on one model from the Different Plate Interactions chart that can best be used to explain the
changes happening at Mt. Everest.
Any of the models could represent a mountain moving laterally as plates move. However, only the models in which
plates were moving together (convergent) are accurate representations of how mountains could increase in elevation.
Listen for students to agree that:
• The model must be one that shows plates moving together.
They may also make a further distinction:
• The best model is more likely to be one in which the plates moving together are of the same density since they
collide and can squash together (collision), sometimes making very high mountains, or multiple mountains.
• The best model is less likely to be one in which, when the plates move together, one goes underneath the other
(subduction) since that creates a kind of valley on one side, and Mt. Everest / the Himalayas doesn’t have that.
If they do not make that distinction on their own, push them to consider which of the moving together models best
represents all that they know about Mt. Everest, how it is changing and the area around Mt. Everest. It is not critical
that they identify that the best model is the collision model, but it is important that they be able to articulate why one
is better than the other as a representation of Mt. Everest.
Write an argument. Display slide Q. Have students open their science notebooks to a fresh page. Say, Now that
we’ve worked together as a class and agree on the argument that model X is the best one, what claim can we make about
Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 177
the model that we’ve chosen in relation to Mt. Everest? Agree as a class on a claim that is similar to “Model (X) is the best
one to show what’s happening at Mt. Everest to cause it to get taller’’ and have them record it at the top of the page.
Then ask students to write a few sentences explaining why this model best represents what is happening at Mt.
Everest. Tell them to be sure their writing includes evidence from their notebook and/or artifacts in the classroom as
part of their explanation to support the claim. If students are having trouble getting started, refer them to the list of
the characteristics of Mt. Everest that was recorded on the white board of a poster paper at the beginning of this class
period, and the list of why they think the chosen model is the best one.

Assessment Opportunity

Building towards: 6.B.1 Construct an argument supporting a model of how plate interactions could cause mountains
and earthquakes.
What to look/listen for: Students’ written arguments should include multiple examples of evidence from specific
models that directly supports the claim that increases in the elevation of Mt. Everest can be caused by plate movement
and plate interactions. The evidence should come from the ways that plate shape and elevation was affected in their
models, and what they know about the real characteristics of surface phenomena involving Mt. Everest. These pieces
of evidence will have been discussed or referenced in the lesson before students are called to use them in their writing.
Through writing their written arguments, they are identifying those pieces as evidence and articulating why the
evidence supports the claim of causation.
What to do: If students struggle to put the pieces together, refer them to the model that the class agreed on, the list
of reasons why that model best represents what’s happening at Mt. Everest, and the list of characteristics of Mt. Everest
that need to be explained, and encourage them to articulate how those ideas are connected.

9. Explain earthquakes. 15 min

Materials: science notebook, Different Plate Interactions chart, two pieces of white foam with medicine cups
attached, water, food coloring (optional)
Facilitate a discussion to think about what might cause earthquakes. Display slide R. Say, Are there any
characteristics that we described about Mt. Everest that we maybe didn’t fully explain with our model? We said that
earthquakes happen frequently near Mt. Everest. In a reading we did in Lesson 1, we found out that a major earthquake
happened very close to Mt. Everest in 2015. Could our model help us explain the earthquakes, too?

Suggested prompts Sample student responses

What do we know about where earthquakes happen? They mostly happen at the edges of plates.
What do we know about how the land is moving It can move sideways like we saw at Ridgecrest. We also saw that it
during an earthquake? had moved up or down after the earthquake.
It happens where plates are moving past each other.
It happens suddenly, not slowly.

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 178

Suggested prompts Sample student responses *Supporting Students in
Developing and Using Stability
Was there any kind of movement in our models, We saw that sometimes when plates moved past each other, they and Change
especially at the edges of the plates, that was like got stuck a little bit if the edges were rough. In this moment of the lesson,
that? There was rubbing or friction between the plates as they moved after students have made the
past each other. If the edges were rough or uneven it was harder to connection between plate
move them. movement and earthquakes, the
class pauses to reflect on how the
Do you think the edges of the plates that are moving Rock is usually rough. event of an earthquake is usually
near Mt. Everest are likely to be rough or very smooth? Plates are big. They can’t be totally smooth at all the edges. sudden yet is a result of changes
that have been occurring over
If the edges of plates are like the crack in the land that we saw at
a longer period of time (plate
Ridgecrest, then it is probably pretty rough.
movement). This idea of sudden
Was there ever a point where the edges of the plates When they got stuck on a rough spot, and then they’d sort of snap events we experience and see
in your models moved sort of suddenly? past it as we kept pushing. change the Earth that are due to
Sometimes a little piece would break off the edge and then it mechanisms that happen over a
would suddenly move much faster. longer period of time at a scale
that we can’t always see is new for
Make a list of the main ideas they articulate on the white board or other publicly visible space. students in middle school. This
Demonstrate this kind of plate movement. Ask students to gather around you so they can see what’s happening as discussion will help begin to set
you demonstrate the plate movement. Take the two pieces of white foam that you’ve prepared with uneven edges and the foundation for students to
medicine cups attached (explained in the Lab Preparation section of this lesson), and show the students their rough think in this new way.
edges. Demonstrate how they would move past each other, alternately catching on some spots and then snapping
→), and
past that spot as you continue to push very slowly. Demonstrate this movement both side by side laterally (←
when one is moving over the top of the other (down↓↑up). Then add a little bit of water to each medicine cup to
allow students to see when the surface of the plate is moving, and have students observe when the water in the cups
moves the most as you move the plates. Repeat the side by side lateral movement and the up and down movement to
demonstrate. They should notice that the water (like the surface of the land in an earthquake) moves the most when
the edges of the plates snap out of a spot where they were stuck.

Additional Guidance

You may want to rehearse this demonstration before presenting it to students. The way you move the plates as they
interact is important for making the demonstration work. Move the plates smoothly, but allow them to get stuck as
you keep pushing when the rough edges interact. The video shows how to move the plates. Be sure you demonstrate
both a lateral sliding past each other motion, and a movement in which one of the plates is moving over the top of the
other. (See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)
The important observation for students to make during this demonstration is that when the “plates” snap rapidly past
a rough place on the interacting edges, the water in the cups moves a lot, whereas when the plates move smoothly

Lesson 6 PLATE TECTONICS AND ROCK CYCLING | 179

past each other, the water barely moves at all. Make the connection for them that the surface of the land moves a lot
very suddenly in an earthquake, similarly to what the water is doing in the demonstration.
Facilitate a brief discussion about how this sudden movement is likely to occur. Display slide S. Ask students to
consider when this movement (of building tension and then snapping suddenly out of it) is likely to occur. Ask, Besides
plates that are sliding past each other, we modeled other ways plates move. Do you think any of these other types of plate
movement could also cause earthquakes? Have students turn and talk with a partner to share ideas about the answer
to this question. Students should be able to articulate that it could occur whenever two plates are moving against or
past each other in any direction, since rock edges are always rough and any interaction could create the tension that
would resolve suddenly. Note for students that this is likely to happen not only when plates are sliding past each other
laterally, but also when plates are moving together and run into each other or move over each other in any direction.
Make a claim about how plate movement could cause earthquakes. Ask, Based on what you’ve seen, what claim
do you think we could make about what causes earthquakes? Agree as a class on a claim that is similar to “Earthquakes
are caused by plates moving against each other and getting stuck on their rough edges, then snapping out of it
suddenly.” Have the foam pieces from the lab available to use to demonstrate this if needed. Say, We have been
using the word earthquake since lesson 1, but we haven’t yet added it to our word wall. Now that we know what causes
earthquakes and have an understanding of the process that causes earthquakes, add earthquakes as a word we have earned
on our word wall.
Add earthquake to the word wall, or if it was added to “words we encounter” in lesson
1, update the card to reflect our current understanding of the word and move the card
to “word we earn.”
Consider the changes that lead to earthquakes. Discuss the sudden movement
of earthquakes with students, and determine that the earthquake is the result of
constant plate movement that is felt suddenly after the plates have adjusted to
this constant movement. Use this moment to support students in the relationship
between slow, constant plate movement (that we can’t see or feel) to earthquakes
that are felt suddenly (and can be seen or felt). Example prompts and responses are
below.

Suggested prompts Sample student responses

We only feel earthquakes occasionally. Why would we Because they only happen when the plates slip past the point
only feel them occasionally? where they were caught on each other.
If the plate catches then it keeps pushing until it snaps or breaks,
and then we feel the break.
So we only feel the earth move when it snaps or No, it is always moving.
breaks. But is that the only time the land is moving? The plate is always building up pressure as it constantly moves.
We just feel it when the pushing of the plate makes it break. But it’s
always moving.

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Suggested prompts Sample student responses
So this movement, is it happening quickly, or slowly? It has to happen pretty slowly.
If the plate is moving then it is moving slowly. We don’t feel the
gradual movement.
So would this also explain why we don’t feel the Yeah, the movement is so small that we just don’t feel it.
movement as the entire plate moves with us on it?
But why do we still feel earthquakes so suddenly? It’s the little movements over a large time that add up. That’s why
How would that little movement of a plate add up to we feel them so suddenly and sometimes violently.
something like an earthquake? If something happens every day, and it’s small, over the course of a
year it can add up. So when it does slip or snap we feel it.
The earthquake is the result of those small changes adding up over
time.
So those small changes we can’t feel like plate yeah
movement can cause sudden events like earthquakes
over time?
Write an argument. Display slide T. Have students record this claim, “Earthquakes are caused by plates moving past
each other and getting stuck on their rough edges, then snapping out of it suddenly,” on a fresh page in their science
notebooks and add a few sentences supporting the claim using evidence from their models, this demonstration, and/
or artifacts in the classroom. If students are having trouble getting started, refer them to the list of characteristics of
earthquakes and the demonstration they just observed. If you are assessing their written arguments, collect students’
science notebooks.

Assessment Opportunity

Building towards: 6.B.2 Construct an argument supporting a model of how plate interactions could cause mountains
and earthquakes.
What to look/listen for: Students’ written arguments should include clear descriptions of specific evidence from
models that directly supports the claim that earthquakes can be caused by plate movement and plate interactions. The
evidence should come from the ways that the rough edges of plates catch on each other as they move by each other,
building tension that resolves when the edges suddenly slip past each other. These pieces of evidence will have been
discussed in the lesson before students are called to use them in their writing. Through writing their written arguments,
they are identifying those pieces as evidence and articulating why the evidence supports the claim of causation.
What to do: If students struggle to put the pieces together, refer them to the discussion about how sudden
movements occur, and the demonstration of when the surface of the plates moved the most, as well as the
characteristics of earthquakes that they are familiar with from Lessons 2 and 3, and encourage them to articulate how
those ideas are connected.

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10. Revisit the Driving Question Board. 8 min

Materials: sticky dots, ALTERNATE material: one printed copy per pair of students of the digital version of DQB *Attending to Equity
questions if you made one in Lesson 1, sticky notes, Driving Question Board Part of making learning accessible
Revisit the Driving Question Board and review questions that have been answered and that remain to be to all students is acknowledging
answered. Show slide U, and say, Now, let’s revisit the Driving Question Board and see what questions we can answer that each student contributes to
based on what we have learned in this unit so far. Take a few minutes to look through the questions on the Driving Question sensemaking and knowledge
Board and put a sticky dot on any that you think we can now answer based on what we have learned about plates and plate building in potentially different ways.
movements up to this point. Emphasizing what has been
Ask students to gather around the DQB, then give them 2-3 minutes to place sticky dots on questions. Have them step achieved by the collective efforts
back and take a look at the selected questions, as well as at the questions that remain unaddressed at this point in the of the entire class includes all
unit. After students have had time to look through the questions, ask students to share their selections. students in the celebration of
achievements.
Suggested prompts Sample student responses
Under which categories did we find questions that we Some of the questions we tagged are under the category of
can now answer? “Causes of Mountains.”
Some of the questions that ask “How Land Moves.”
Some are about “Earthquakes.”
What kinds of questions do we still not have answers questions about mountains getting shorter
for? questions about volcanoes and other kinds of things we see
happening on the surface
questions about how long this all took to happen
questions about what wind and snow and other things like that
are doing to mountains
Do you have any new questions? We have new questions about what’s going on when plates move
away from each other.
Accept all answers and add new questions to the DQB.
Celebrate with students that they have explained a lot about the anchor phenomena. Take a moment
to celebrate that we have answered a lot of our questions already.* We have learned a great deal about what is
happening under the ground and how plate interactions are causing many of the changes we see happening all over
the world.

Additional Guidance

The categories on your DQB and the questions selected may differ slightly from those in the sample responses.
However, students should select questions that focus on large scale movements of landmasses and plates as causes

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of those movements. The questions they have not yet answered should be relevant to the amount of time it takes for
these changes to happen, and to the surface causes, like weather and water, that can impact landmasses.

Alternate Activity

Alternatively, you can pair students and distribute a copy of the digital copy of DQB questions that you prepared in
Lesson 1. Have pairs work together to identify which questions we now have answers for and what kinds of questions
we do not have answers for.
If you do not have enough time to complete this activity in class, each student can individually use the digital copy of
DQB questions to identify the questions we have answers for and the kinds of questions we do not have answers for as
a home learning assignment.

11. Navigation 2 min

Materials: None
Focus attention on the questions that remain to be answered. Display slide V. Ask students what else they think
the models they developed in this lesson might help explain. Do they think that a different model might help explain a
different mountain? Are there other surface phenomena that these models might help explain? Accept all answers.

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LESSON 7

What happens at mountains where we see volcanic activity?

Previous Lesson We used models of plate movement to identify and describe the results of plate interactions. We used models of the interactions
to help explain what caused the elevation and other changes at Mt. Everest. We considered how earthquakes could be caused by
uneven plate movement.

This Lesson We use map images to determine that most volcanoes occur along the boundary
between oceanic and continental plates. We use a model previously developed to
Investigation
observe and describe the interaction and resulting effects of a denser oceanic plate
1 day colliding with a less dense continental plate. We revisit the Data Cards for Other
Mountains and Mt. Everest from Lesson 1. We use a reading to figure out that volcanic
Concord Consortium eruptions can add new earth material to existing landforms or can destroy them. Using
what we have figured out, we draw conclusions about the relationship between volcanic
eruptions and changes that occur at Mt. Everest and the other five mountain sites.

Next Lesson We will share and record claims about what occurs where two plates are moving away from each other and investigate the Mid-
Atlantic Ridge to analyze evidence for our claims. We will determine what is happening at the Mid-Atlantic Ridge and update our
Potential Causes for Mountain Movement chart.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 7.A Apply scientific ideas and evidence to construct an explanation for the processes that cause some of the large scale
MS-ESS2-3 interactions of Earth’s plates that result in the effects (volcanoes) of those interactions.

What Students Will Figure Out

• Volcanoes occur in some of the same places where earthquakes occur.
• Volcanoes occur in lines where an oceanic plate collides with a continental plate.
• When a more dense oceanic plate collides with a less dense continental plate, the oceanic plate moves under the continental plate.
• The portion of the oceanic plate that moves below the continental plate begins to heat up, causing the bedrock and
sediments to melt and the water in the sediments to boil.
• The melted earth materials and steam move upward through openings called volcanoes, in the continental plate.
• Volcanic eruptions can cause mountains to grow in height when new earth material is added, or shrink when existing
earth material is scattered.
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Lesson 7 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 6 min NAVIGATION A-B Possible Causes for Mountain Movement chart
Revist the Possible Causes for Mountain Movement chart, review what we
have figured out, and determine our next steps.
2 15 min GATHER ADDITIONAL DATA FROM ARTIFACTS C-J Volcano and Earthquake Data Chart, Gathering Data
Use Seismic Explorer to determine why and how we will investigate the from Maps, Data Cards for Other Mountains and Mt.
possible role of volcanoes in changes that occur to mountains. Everest from Lesson 1, chart paper, markers

3 3 min REVISIT OUR DIFFERENT PLATE INTERACTIONS CHART K optional: different foam pieces from Lesson 6
Revisit the Different Plate Interactions chart to observe and describe the
interaction between oceanic plate material and continental plate material.
4 13 min GATHER INFORMATION FROM A READING L-R Reading: How are Volcanoes Formed and What Kinds of
Use a close reading protocol to gather information about how Changes Do They Cause?, highlighter, Data Cards for
volcanoes are formed and the types of changes volcanoes cause to the Other Mountains and Mt. Everest from Lesson 1, chart
surface of Earth. paper, 2 5x8 index cards or half sheets of paper, markers

5 5 min SUMMARIZE THE CHANGES CAUSED BY VOLCANOES S-T 5 x 8 index card or half sheet of paper, markers
Summarize what we have figured out about the changes that volcanoes
can cause. Add to the Word Wall, and complete an exit ticket.
End of day 1

Lesson 7 • Materials List

per student per group per class

Lesson materials • science notebook • Data Cards for Other • Possible Causes for Mountain Movement
• Volcano and Earthquake Data Chart Mountains and Mt. chart
Student Procedure Guide Student Work Pages
Everest from Lesson 1 • chart paper
• Gathering Data from Maps
• Reading: How are Volcanoes Formed • markers
and What Kinds of Changes Do They • optional: different foam pieces from
Cause? Lesson 6
• highlighter • 2 5x8 index cards or half sheets of paper
• 5 x 8 index card or half sheet of paper

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Materials preparation (30 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures
are available.

Be sure you have materials ready (e.g., blank pieces of paper, large sticky notes, or note cards) to add the following
words to the Word Wall:
• Words We Earn: magma, lava
• Words We Encounter: destructive and constructive.
Do not post “Words We Earn” on the Word Wall until after your class has developed a shared understanding of their
meaning. “Words We Encounter” will be posted to the Word Wall after students read How are Volcanoes Formed and
What Kinds of Changes Do They Cause?

Lesson 7 • Where We Are Going and NOT Going

Where We Are Going
In this lesson, students make observations and analyze data from a number of sources to determine if volcanic
eruptions cause the changes in elevation and location that Mt. Everest and the five other mountain sites regularly
experience. Students first use images of seismic maps to determine that most volcanoes are located along the
boundary between oceanic and continental plates. They make observations (through video) of one model developed
in Lesson 6 to describe the interaction between an oceanic plate and a continental plate. They observe that the
denser oceanic plate moves under the less dense continental plate. From a reading, students further develop their
understanding of how a denser oceanic plate moves under the continental plate when they interact with the leading
edge of the oceanic plate moving towards the hot mantle. The earth materials (bedrock and sediments) that make up
the plate melt and the water saturated into the sediments of the plate boils. The melted rock, or magma, and steam
move upward and escape to the surface of Earth through cracks in the crust known as volcanoes. As volcanoes erupt, a
steady flow of lava from a volcano can add new earth material to the volcano and the land around it. Violent eruptions,
however, can cause destruction to the volcano and the surrounding area. Students use the information and data they
analyze in this lesson to describe the changes caused to the surface of Earth by volcanoes. Students determine that the

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only possible change that might be caused by volcanoes is the increase in Mt. Hotaka’s elevation from our mountain
cards, which is an active volcano.
Where We Are NOT Going
There are a number of concepts and skills related to the content of this lesson that are beyond the scope of this lesson
and the unit. Students describe the interaction and the resulting effects of an oceanic plate colliding with a continental
plate; however, students should not be required to use scientific terms to name this type of interaction. To understand
why an oceanic plate moves below a continental plate when they interact, students focus on the relative density of
the bedrock that makes up each type of plate, and not on the composition. The mechanisms (increasing pressure) that
cause the upward push of molten rock and steam through Earth’s crust and out onto the surface is another concept
that is beyond the scope of the lesson. Instead, students focus on describing the effects of volcanic eruptions on the
surrounding area and determining whether or not those effects cause the changes in elevation and location that Mt.
Everest and the five other mountain sites undergo on a regular basis. Students also do not look at volcanoes changing
landscapes at regions that are not on tectonic boundaries, as the understanding of hotspots is above grade band.

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LEARNING PLAN FOR LESSON 7

1. Navigation 6 min

Materials: science notebook, Possible Causes for Mountain Movement chart

Update the Potential Causes for Mountain Movement chart. Say, Last class we
decided there is a connection between earthquakes and mountain movement. Let’s revisit
our Potential Causes for Mountain Movement chart and revise it to represent what we
figured out.
Guide students to look at the chart and ask, How are earthquakes related to mountain
movement? Students should respond that the earthquakes are caused by plate
movement when plates collide or slip past each other, but do not cause mountains
to grow or move in location. The mechanism that causes mountains to grow and
move and also causes earthquakes is plate movement. Plate movement is causing
earthquakes and mountain movement.
Say, Let’s show this causal link on our chart. Take a moment to recap with students
what the role of plates is in relation to earthquakes. Draw an arrow between plate
movement and earthquakes to represent a causal link between the two. As you are
drawing, make sure to ask students to verify each link and that it represents their
current understanding. Also draw a line between plate movement and mountain growth and mountain movement to
represent that plate movement causes mountains to grow and plate movement causes mountains to move.
Consider other potential causes for mountain movement. Show slide A and say, Over the last few lessons, we have
gathered evidence and have documented what we have figured out using that evidence. Take some time to review the
Possible Causes for Mountain Movement chart, then turn and talk with your partner. What do we know about what causes
mountains, like Mt. Everest, to change? Look back at your notes and your Progress Tracker, if you need to.

Additional Guidance

Prior to the start of the lesson, you may want to take a picture of the Possible Causes for Mountain Movement chart and
insert the image on slide A and slide B with the image of the chart your class created.
Give students time to talk, then ask a few to share with the class. Look for the following ideas to surface:
• When plates move towards each other, or collide, mountains at the plate boundaries can form and increase in elevation.
• Plate collisions can also cause mountains at the plate boundaries to move.
• When plates interact, they often get stuck against one another. Over time, they eventually slip, which causes
earthquakes.
• Earthquakes do not cause mountains to increase in elevation—the interactions between plates do.

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Summarize by referencing the Possible Causes for Mountain Movement chart and saying, We know that when plates
move towards each other, or collide, the mountains found along the plate boundaries can change in size and location. As we
figured out in our last lesson, the increase in elevation and the movement to the northeast that happens at Mt. Everest yearly
are examples of this kind of cause-and-effect relationship. We also figured out that as plates move against one another, they
catch and slip, which causes earthquakes. So we figured out that earthquakes do not cause mountains to move or increase in
elevation, instead the interactions between plates do.
Motivate the need to investigate volcanoes. Show slide B and say, We have investigated two of the potential causes
for the processes that could be causing changes to mountains like Mt. Everest—plates moving and earthquakes. But
sometimes there can be more than one cause for something to change. There is another potential cause that we still have on
our chart and need to investigate—volcanoes. We originally thought that volcanoes might cause some of the changes that
occur to mountains. What do we know about volcanoes, and where they occur? Once again, turn and talk with your partner,
and be prepared to share your thinking with the class.
Give students time to talk, then ask a few to share what they discussed.

Suggested prompts Sample student responses

What do we know about volcanoes? Volcanoes can erupt suddenly and can be very dangerous.
When volcanoes erupt, ash sometimes goes into the air, and melted rock comes
up and flows onto the surface.
Where do they occur? Hawaii has volcanoes, so maybe there are volcanoes wherever there are islands.
Mt. Hotaka is a volcano, but it isn’t active anymore.
The Andes mountain range has the biggest active volcano.
After students share, tell them that we need to think about how we might investigate volcanoes.

2. Gather additional data from artifacts. 15 min

Materials: science notebook, Volcano and Earthquake Data Chart, Gathering Data from Maps, Data Cards for Other *Strategies for This Initial Ideas
Mountains and Mt. Everest from Lesson 1, chart paper, markers Discussion
Explore maps from Seismic Explorer. Distribute Gathering Data from Maps and show slide C. Tell students, Let’s take The purpose of this type of
a look at a few artifacts that can help us figure out whether or not volcanoes cause mountains to move or change in height discussion is to surface students’
or elevation. On the slide, you see a map showing the sites of volcanoes around the world. You see the same image on the initial ideas and to provide support
first map on Gathering Data from Maps. The white triangles indicate active volcanoes, and the orange triangles indicate for students to make sense of
volcanoes that have erupted since January 1980. What do you notice about where these volcanoes are located? their ideas, which might not be
Give students two minutes to talk with those in their small groups, then show slide D. Say, On slide D, and on the fully formed. Students will also
second map on Gathering Data from Maps, we have added red circles that indicate earthquakes that have occurred since need help to figure out what
January 1980. What do you notice about where volcanoes are located in comparison to where earthquakes occur? Give small they can do next to determine
groups another two minutes to talk. Then ask groups to share their ideas with the class.

Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 189

Suggested prompts Sample student responses the relationship between where
volcanoes are found, the type
What do you notice about where volcanoes Many volcanoes occur in lines along the edges of some continents or between of plate interactions that occur,
are located? two continents. These look like they are located at plate boundaries. and the changes that occur to
Some volcanoes are out in the ocean. mountains at those same locations.
To accomplish this, you can:
Some volcanoes are scattered on and around the continent of Africa.
• Encourage student-to-student
There are very few in the continental United States.
talk focused on raising
What do you notice about where volcanoes Most of the volcanoes, especially those in lines along the plate boundaries questions, clarifying, or adding
are located in comparison to where are located in places where earthquakes occur. on to what someone has said
earthquakes occur? Volcanoes seem to be where there are earthquakes, but there are many rather than debating or arguing.
places where there are earthquakes and no volcanoes. Students can find support for
this conversation by using the
Make connections to Mt. Everest and other mountain sites. Distribute Volcano and Earthquake Data Chart. Show Communicating in Scientific Ways
slide E, and ask students to use the information from the maps in Gathering Data from Maps to document whether or chart, which gives students
not volcanic activity and/or earthquakes occur near each of the six mountains listed on the Volcano and Earthquake prompts to use to help them
Data Chart. Give small groups a few minutes to document the information in their charts. Remind students to use communicate with others
the first two images on Gathering Data from Maps to help them determine whether or not volcanic activity and/or during science discussions.
earthquakes occur near each of the six mountains listed on Volcano and Earthquake Data Chart. • Ask for or provide a synthesis
When students are finished, distribute one set of Data Cards for Other Mountains and Mt. Everest from Lesson 1 to each of the ideas that have emerged
group, and show slide F. Tell students to use the set of Data Cards for Other Mountains and Mt. Everest from Lesson 1 from the discussion.
to find the amount of change that occurs in both the location and elevation for each mountain. Students should • Ask students how they might
document the data in the Volcano and Earthquake Data Chart. test or further explore their
Give students a few minutes to work. When they are ready, show slide G and ask students to take a moment to read ideas.
the questions on the slide:
• What do you notice about the location of our mountain ranges as compared to where volcanoes are located?
• What does this tell us about the changes that occur at Mt. Everest and at our other mountain sites?
• What other data do you think we need to help us figure out whether or not volcanoes cause mountains to move
and change in height?
Have students discuss the questions with those in their small group using the information they have documented
in the Volcano and Earthquake Data Chart as evidence to support their thinking. Tell them to be ready to share their
responses to the questions and their supporting evidence with the class. Be prepared with chart paper and markers to
document students’ thinking.

Suggested prompt Sample student response

What do you notice about the location of our We see volcanoes located at or near some of the mountains.
mountain ranges as compared to where volcanoes
are located?

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Suggested prompts Sample student responses
What evidence do you have to support that claim? We see volcanoes on our map and in our mountain cards at Mt.
Aoraki, Mt. Aconcagua, and Mt. Hotaka.
What does this tell us about the changes that occur at We don’t see any volcanoes at or near Mt. Everest on our cards
Mt. Everest and at our other mountain sites? and maps. There are earthquakes, but no volcanoes. That means
the changes in location and elevation must not be caused by
volcanoes.
The same seems to be true for Mt. Mitchell that’s moving west 3cm
every year, and Mt. Narodnaya that’s moving east 2.5cm every
year. We don’t see volcanoes at or near them, but they are still
moving.
We still do not know whether or not volcanoes that are near other
mountains cause them to move and/or increase in height like Mt.
Aoraki, Mt. Aconcagua, and Mt. Hotaka.
Can we now document what we know about the Yes, definitely!
relationship between the movements on Mt. Everest, We know that volcanoes did not cause any of the changes we
Mt. Mitchell, and Mt. Narodnaya in the last column of noted for those three mountains because there are no volcanoes
our Volcano and Earthquake Data chart? near them!
What other data do you think we need to help us Well, we noticed that where volcanoes are found, there are also
figure out whether or not volcanoes can cause earthquakes and plate boundaries. We might need to see the maps
mountains to move and change in height? that show where the plates meet.
We also might need to see how the plates are moving or
interacting, because there might be something similar happening
where the volcanoes occur.

As students share data and are able to draw

conclusions about the relationship between volcanic
activity and the changes that occur at each mountain
site, document students’ data and conclusions on the
data table projected on slide H. Also, give students an
opportunity to document conclusions for Mt. Everest,
Mt. Mitchell, and Mt. Narodnaya on their copies of
Volcano and Earthquake Data Chart. An example of
the information that will be filled in on slide H is
included here.

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 Alternate Activity

If it is more convenient, recreate the chart on Volcano and Earthquake Data Chart on chart paper and use the chart to
document students’ data and conclusions.
Summarize this part of the discussion by saying, So, we know that the changes at three of the six mountain sites—Mt.
Everest, Mt. Mitchell, and Mt. Narodnaya—are not caused by volcanoes, since there are no volcanoes near these three sites.
We still need to figure out the relationship between the changes that occur at the other three mountains—Mt. Aoraki, Mt.
Aconcagua, and Mt. Hotaka—and the volcanic activity that occurs at or near each of these sites.
Gather additional information about plate movements and interactions. Have students tape the Volcano and
Earthquake Data Chart into their notebooks on the next available page, and label that page “Volcano and Earthquake
Data.” When students are ready, say, We know that volcanoes are located at three mountain sites. To help us figure out if
plate movement relates in some way to the location of active volcanoes, and if those volcanoes play a role in the changes
that happen to mountains at those same locations, we have two maps that might give us important information.
Show slide I and say, The map on this slide shows the plate boundaries and the direction that the plates move. You have a
picture of this map on Gathering Data from Maps. With your small group, examine the map. What do you notice about the
plates and how they move and interact? Which mountain sites are on or very near to plate boundaries? Give students time
to talk with those in their small group.

Additional Guidance

The map on slide I, which is in Gathering Data from Maps is more complicated and has more data to process than the maps
used in previous lessons, so students may need additional support and guidance as they analyze the information on the map.
You may want to guide this analysis by pointing out individual components on the map to focus students’ attention on
one component at a time. This includes:
• Blue-green boundaries between oceanic plates
• Blue-green arrows indicating movement of oceanic plates
• Yellow boundaries between oceanic plates and continental plates
• Yellow arrows indicating movement between oceanic plates and continental plates
Students should notice the following relationships:
• Along the blue-green boundaries, oceanic plates tend to move away from one another.
• Along the yellow boundaries, we see oceanic plates and continental plates moving towards one another.
This distinction is important for students to notice since volcanoes tend to line up along the boundaries between
oceanic and continental plates, where oceanic plates move towards continental plates.
Next, show slide J. Say, Let’s look at where volcanoes occur in relation to the plate boundaries. What do you notice about
how the plates move and interact at the places where volcanoes occur? Remember, you have a corresponding image of this
map on Gathering Data from Maps. Tell students to examine the map and discuss the question with their small groups
and to be prepared to share their responses to the questions on slides I and J.
Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 192
When students are ready, use the questions on the two slides as well as the additional questions below to guide an
Initial Ideas discussion.*

Suggested prompts Sample student responses

What do you notice about the plates and how Portions of each plate boundary are outlined in green, pink, or yellow.
they move and interact? The portions of the plate boundaries colored green show where the
plates are moving apart from one another. We notice that the plates
tend to move apart out in the ocean, but this type of plate movement
sometimes happens on a continent, like in Africa or Asia.
We noticed that the portions of the plate boundaries colored pink
indicate places where the plates are sliding along one another. These
types of interactions tend to occur in small areas of all plate boundaries.
The portions of the boundaries colored yellow show where the plates
are moving towards one another. These types of interactions seem to
happen where oceanic crust material meets continental crust material.
What do you notice about how the plates move We noticed that volcanoes tend to be along yellow boundaries where
and interact at the places where volcanoes occur? the plates are moving toward one another.
There are a few volcanoes that are not close to any plate boundary, but
the majority are along the yellow plate boundaries.
We also notice that volcanoes tend to be located near coastlines where
oceanic plates are moving toward land or continental plates.
What do we already know about how oceanic The oceanic plate material moves under the continental plate material.
parts of plates interact with continental parts of One of our models showed that!
different plates?
How can we check our thinking about the results We can revisit our models from the last lesson.
of the interaction when oceanic crust on a plate The model can help us understand what is happening as an oceanic
collides with continental crust on another plate? plate crust collides with a pieces of continental plate crust.
The model might also help us figure out why volcanoes are found in the
same area where an oceanic plate and a continental plate collide.
Summarize the discussion and motivate next steps. After working through the questions on the slide and the
additional prompts, say something like, We noticed that volcanoes tend to be located where oceanic plate boundaries are
moving toward land or continental plate boundaries. So, we are now wondering if what we learned during the last lesson
about plate interactions can help us better understand this type of interaction between oceanic crust at a plate boundary
and a continental crust at a plate boundary, and if this might also help us figure out why volcanoes are found where this type
of plate boundary interaction occurs. Sounds like we might need to revisit our models from the previous lesson!

Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 193

3. Revisit our Different Plate Interactions chart. 3 min

Materials: science notebook, optional: different foam pieces from Lesson 6 *Attending to Equity
Observe and describe the models from the Different Plate Interactions chart that could represent where Universal Design for Learning:
volcanoes occur. Show slide K and make sure the Different Plate Interactions chart is in a place that all the students While some students may be able
can see it. Then tell students, In our last class, we developed models to represent the different ways plates can interact to refer back to the chart and
based on the investigations we did with the foam pieces and the water in the aluminum pan. Let’s take a moment to look make connections, some students
back and see if any of these models we developed could be representative of the kind of plate interactions that would lead may benefit from an alternative
to a volcano. physical representation of the two
Elicit responses from students about these representations. Examples of prompts and responses are below.* plate materials colliding. Consider
reusing the two foam materials
Suggested prompts Sample student responses from Lesson 6 to replicate the
interactions seen on the chart for
What happened when the grey foam representing When they were pushed together, we noticed that the foam that students. This representation can
the oceanic plate material and the white foam represents the oceanic plate material went under the foam that be done by colliding the materials
representing the continental plate material collided? represents the continental plate material. with or without water, and is to
We also noticed that a thin layer of water is pulled downward with help students make connections
the oceanic plate part. between the learning from Lesson
6 and what we know about the
We know our representations had limitations. What Maybe the pan stopped the plate from going down. Maybe the interactions between continental
limitations do you expect that this representation plate goes all the way down and circles back up eventually. crust colliding with oceanic crust.
might have? Maybe one slides under the other and just slides under it all the
time, making earthquakes like they have in Oklahoma where there
aren’t plate boundaries.
It was hard to keep the foam above the water. Sometimes the back
sides of the plate material would fall under water. Maybe the other
side of the plate in real life doesn’t sink below the water, or magma.
If time permits, allow students to add any new questions to the Driving Question Board. Tell them that we might not
answer all their questions in this lesson, but as we continue to figure out more about the changes that happen to the
surface of Earth, they will be able to answer many of their questions.

4. Gather information from a reading. 13 min

Materials: science notebook, Reading: How are Volcanoes Formed and What Kinds of Changes Do They Cause?, *Attending to Equity
highlighter, Data Cards for Other Mountains and Mt. Everest from Lesson 1, chart paper, 2 5x8 index cards or half sheets Universal Design for Learning:
of paper, markers It is important to support students
Set the purpose for the reading. Tell students, So we have some questions about what happens as an oceanic plate to clarify academic language
moves under a continental plate. We still have not figured out why volcanoes are found where these two kinds of plates they encounter in the text to
interact and whether or not they can cause the kinds of changes we see at Mt. Aoraki, Mt. Aconcagua, and Mt. Hotaka.

Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 194

We also have questions about the actual limitations of our models. To help us, let’s take a few minutes to gather more develop their ability to learn
information from a reading. and use linguistic representation.
Project slide L. Distribute a copy of Reading: How are Volcanoes Formed and What Kinds of Changes Do They Cause? to Most of these terms are words
each student. Using the handout version of this reading gives students the opportunity to annotate the reading, and we encounter that students need
later tape it into their notebooks. There is a color copy of this reading in the Student Procedure Guide for reference. Tell only understand to make sense of
students that they are to read Reading: How are Volcanoes Formed and What Kinds of Changes Do They Cause? and look for the text at this moment. However,
information that will help us better understand how volcanoes are formed and how they change the surface of Earth. a few terms, such as “solidified,”
Preview the close reading strategies. Show slide M and tell students that they will need to follow the close reading “destructive,” and “constructive”
protocol outlined on the slide to help them gather the information they need. Remind them that they have used this can become words we earn if
protocol before in One-way Mirror Unit, then walk through the protocol with students: students continue to use and
develop an understanding of those
Individually, students: terms beyond this reading.
1. Identify the question(s) we are trying to answer with the reading. Supporting Emerging
2. Read once for understanding to see what the reading is about. Multilingual Learners:
3. Read a second time to highlight a few key ideas that help answer our question(s). Provide opportunities for
emerging multilingual students
With a partner, students:
to break down the meaning of
4. Summarize the key ideas in their own words. scientific terms used in the lesson.
5. Jot down any new questions they have. Provide an opportunity to discuss
any preconceptions about the
Work together to identify the questions we are trying to answer with the reading:
meaning of each term and draw
• Why are volcanoes found where an oceanic plate collides with a continental plate? upon their personal experiences to
• Can volcanoes cause the kinds of changes we see at the remaining 3 mountain sites in our chart—Mt. Aoraki, Mt. make sense of them.
Aconcagua, and Mt. Hotaka? For example:
Document these questions at the top of a sheet of chart paper, which will be used after students finish the reading. • Use students’ prior knowledge
Remind students to be selective about what they highlight—we are looking for those key ideas that help us answer of the word solid to help them
our questions. Also, point out that there are a few terms that students might or might not recognize or understand, understand that solidified
even in the context of the reading. Tell them to circle unfamiliar terms and that we will discuss those terms after means to become solid, and
students finish reading. use examples, such as water
Once students feel comfortable with the close reading protocol, give them time to read the text on their own. solidifying into ice when it is
placed in a freezer.
When they finish, they should work with a partner to summarize the key ideas from the reading and jot down any new
• Use students’ personal
questions they might have.
experiences with words such
Use strategies to determine the meaning of unfamiliar science words. When students are ready to discuss the as construct and construction
reading, show slide N and ask them to first share any unfamiliar words they circled in the reading. Take a few minutes to help them make sense of
to discuss these terms. Use context clues from the reading, words that are from the same root as the circled word, or constructive processes, which
examples from students’ personal lives to help them understand the meaning of unfamiliar words.* build up or create new land or
landforms.

Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 195

Add to the Word Wall. Say, As we read about ways in which • Use students’ experiences
volcanoes can change the surface of Earth, we were introduced to with words like destroy and
a few unfamiliar terms. We have worked together using a variety of destruction to help them
strategies to determine what these words mean, and I think we can understand that destructive
add two of these terms to the Word Wall as “Words We Encounter,” processes are those that break
because we will come across these words again. Destructive means down landforms and earth
to cause damage or destroy, and constructive means to build up. materials.
Write each word and its definition on a half sheet of paper or 5x8 index card, and draw a simple diagram for each. Add
the half sheets of paper or index cards to the “Words We Encounter” section of the class Word Wall.

Additional Guidance

Though we are using the words “constructive” and “destructive” as a way to describe what events that occur at and *Supporting Students in
below Earth’s surface, such as volcanoes, can do to land, we are not going into the full mechanism that explains Developing and Using Scale,
constructive forces and destructive mechanisms that occur on other places than mountains. We don’t talk about mass Proportion, and Quantity
wasting, seamounts, valleys, etc. We also don’t address that these processes (constructive and destructive) happen at In lesson 6 and the current lesson,
different rates and scales from continental masses comparative to ocean floor masses. students have engaged with
Share key ideas from the reading and revisit the class data chart. Show slide O and point to the chart paper that models that represent larger
has our two questions written at the top. Remind students that we want to share key ideas from the reading that will scales that would otherwise be
help us answer these two questions: unobservable for students due to
• Why are volcanoes found where an oceanic plate collides with a continental plate? their spatial or temporal limitations
in the classroom. At this point,
• Can volcanoes cause the kinds of changes we see at the remaining 3 mountain sites in our chart—Mt. Aoraki, Mt. pause to reflect on the usefulness
Aconcagua, and Mt. Hotaka? of these models representing these
As students share, document the key ideas as a bulleted list below the two questions on the chart paper. Look for the larger scales and how they helped
following key ideas to surface: students see and make sense of
• Volcanoes are openings in Earth’s crust (or plates) that allow melted rock, steam, and other gases from below the the relationship between these
plates to be released. otherwise unobservable events
of plate movement and volcano
• They are most often found close to a boundary between oceanic and continental plates.
formation. After the exit ticket it is
• Oceanic plates have water soaked into the sediments at the top of the plate. recommended to have students
• Oceanic plates are more dense than continental plates, so when they collide, the oceanic plate will move below the share out their ideas on how this
continental plate. scale representation has aided
• As an oceanic plate moves under a continental plate, the rock and sediments melt and the water boils and becomes their understanding.
steam. These melted materials and steam from the oceanic plate move upward through the openings in the
continental plate and out of Earth through volcanoes.
• Volcanoes can slowly create new land or land forms as lava pours out and solidifies into new layers of rock. These
layers build up over time as eruptions continue to bring lava to the surface.
• Volcanoes can also quickly destroy mountains and other landforms when lava, steam, and gases explode with great
force from within Earth.
Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 196
After key ideas are documented on the chart, ask students how this reading has helped them better understand the *Attending to Equity
process of oceanic plate material colliding with continental plate material, and what new parts helped them build Universal Design for Learning:
upon the limitations of the foam model. Students may mention ideas such as the foam model did not allow for melting Some students may be ready to
of the plate, which we saw in the reading. After revisiting the limitations of our past model, ask students if there are write a more extended response
any other things we can now better explain, such as other specific mountains with volcanoes present. to question 2 at this point. The
Show slide P and tell students to have small group conversations about the questions on the slide: question refers to manipulables
• Are any of the remaining 3 mountains—Mt. Aoraki, Mt. Aconcagua, or Mt. Hotaka—actually active volcanoes? students used in both Lesson 6
and this lesson to allow those
• Can an eruption of a volcano increase the elevation or size of surrounding mountains? Why or why not? students who are ready to extend
• Can a volcano cause a mountain to move? Why or why not? their engagement beyond just this
Remind students to use the Data Cards for Other Mountains and Mt. Everest from Lesson 1 to help them with the first lesson to synthesize what they
question. Give them time to find the information they need and to discuss the questions. Encourage them to use have figured out up to this point
evidence and reasoning to support their responses to the questions. in the unit in regards to causal
and correlational relationships.
After a few minutes, revisit the class data chart and say, Let’s revisit our class data chart and look at the data we have
If students are ready to make
recorded for the remaining 3 mountain sites—Mt. Aoraki, Mt. Aconcagua, and Mt. Hotaka. Do volcanoes cause the changes
this connection, add in another
in location and elevation that occur at these three sites? Turn and talk with your small group and be prepared to share a claim
question after Question 2 that
with supporting evidence.
asks how the changes that occur
Let students again talk with their small group, then use the questions on slide Q to give students the opportunity to cause volcanoes are similar or
to share their thinking and their final claim. Remind them that they should use evidence and reasoning to support different than the processes that
their ideas. cause earthquakes to occur, and
how this is related to the scale of
Suggested prompts Sample student responses the changes observed. Extend the
Are any of the remaining 3 mountains—Mt. Aoraki, Only Mount Hotaka is an active volcano. existing second question on the
Mt. Aconcagua, or Mt. Hotaka—actually active slide to encompass earthquakes
There are active volcanoes near Mount Aoraki and Mount as well.
volcanoes? Aconcagua, but neither is an active volcano.
Can an eruption of a volcano increase the elevation or We don’t think that a volcano can increase the elevation or size of
size of surrounding mountains? Why or why not? surrounding mountains, because the lava would first flow down
the volcano and then would have to flow up the surrounding
mountains to increase their size or elevation.
A volcano can only add new material to itself and to the land
below it.
Do volcanoes cause mountains to move? Volcanoes can be destructive. A volcano can erupt violently and
blow away parts of itself, but it doesn’t move or change location.
We did not find any evidence that an eruption from a volcano
could move itself or any other mountain.

Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 197

As students share their thinking, complete the class chart. A completed example is below:
Consider the role of volcanoes in mountain
movement. Project slide R. Ask students to turn to
a new page in their science notebooks. Label this
page, “Volcanoes and mountain movement.” Read
over question 1 on the slide with students and explain
that students should use our sources of evidence
from our current and previous lessons to support
an argument for whether volcanoes do or do not
contribute to mountain movement. Read question 2
with students and ask students to consider how the
smaller scale of the manipulatives they used to figure
out what is happening when plates moved has helped them answer their first question relating the causal relationship
between plate movement and volcanoes. Ask students to reflect on the usefulness of the manipulatives to better
understand the larger scale processes of plate movement and volcanoes. Students may also include the relationship of
earthquakes from the prior lesson as they reflect on this question, but it is okay if they only reflect on volcanoes.**

Assessment Opportunity
Building towards 7.A: Apply scientific ideas and evidence to construct an explanation for the processes that cause
some of the large scale interactions of Earth’s plates that result in the effects (volcanoes) of those interactions.
What to look for: Look for students to use evidence from the Seismic Explorer map images, the Data Cards for Other
Mountains and Mt. Everest from Lesson 1, and How are Volcanoes Formed and What Kinds of Changes Do They Cause? to
describe the processes that play a role in the development of volcanoes and the changes that volcanoes cause to the
surface of Earth. (See the key ideas listed above.) Some examples of what students might argue:
• We know that volcanoes do not cause mountains to move, so we can claim that none of the changes in location
were caused by volcanoes at or near any of the mountain sites.
• We also know that volcanoes can create new landforms or build up existing land when lava flows out and over the
top of a volcano.
• But a volcano can only add to its own height, not the height of surrounding mountains.
• So, the only mountain that might possibly be increasing in elevation because of volcanic eruptions is Mt. Hotaka
because it is the only active volcano in our list of 6 mountain sites.
What do do: If students do not correctly describe the interaction between the oceanic plate and the continental plate,
you can:
• Have students work with partners or in small groups to review the reading and look for evidence of the processes
that play a role in the development of volcanoes and the changes that volcanoes cause to Earth’s surface.
• Have partners or small groups develop models using pictures, words, and/or symbols that show:
how volcanoes are created from the collision between a denser oceanic plate and a less dense continental plate; and
the constructive and destructive changes that volcanoes cause at the surface.
Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 198
5. Summarize the changes caused by volcanoes. 5 min

Materials: 5 x 8 index card or half sheet of paper, science notebook, markers

Summarize what we have figured out. Show slide S and ask students to think about
the lesson question on the slide: What happens at mountains where we see volcanic
activity? Have them turn and talk to a partner, then ask someone to summarize what
we have figured out. Look for the following ideas from students:
• Volcanoes occur in some of the same places where earthquakes occur.
• Volcanoes occur in lines where an oceanic plate collides with a continental plate.
• When a more dense oceanic plate collides with a less dense continental plate, the
oceanic plate moves under the continental plate.
• The portion of the oceanic plate that moves below the continental plate begins to
heat up, causing the bedrock and sediments to melt and the water in the sediments
to boil.
• The melted earth materials and steam move upward through openings in the
continental plate. These openings are called volcanoes.
• When the melted earth materials and steam move through the bedrock and break through the surface, this is a
volcanic eruption.
• Volcanic eruptions can cause mountains to grow in height when new earth material is added, or shrink when
existing earth material is scattered.
Update the Potential Causes for Mountain Movement chart. Say, Let’s revisit our Potential Causes for Mountain
Movement chart and revise it to represent what we figured out in this lesson about the relationship between volcanoes,
plate movement and mountains moving or growing.
Guide students to look at the chart and ask, How are volcanoes related to mountain movement? Students should respond
that volcanoes can be caused by plate movement when plates collide, but do not cause mountains to grow yearly or
move in location. Some mountains do grow or shrink in elevation when there is a volcanic eruption, but this is not a
regular occurrence at the mountains we are investigating. Say, Let’s add a link between plate movement and volcanoes.
Let’s also draw a dotted link between volcanoes and mountains growing and shrinking since we are saying we figured out
that there is a correlation with some mountains or land growing or shrinking in elevation when a volcano erupts.
Add to the Word Wall. Say, We have used a number of new science
terms during this lesson, and we need to add these terms to the word
wall. Magma refers to the liquidy rock that is found below or within
Earth’s crust. We know that the plates that make up Earth’s crust are
able to move because they rest on top of this layer of liquidy rock.
Lava is the term we use to refer to the same liquidy rock when it
breaks through and flows out onto the surface of Earth. We usually
see lava during a volcanic eruption. We can add these two terms to
“Words We Earn” on the Word Wall.

Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 199

Write each word and its definition and draw a simple diagram for each. Add the cards to the “Words We Earn” section
of the class Word Wall.
Complete an Exit Ticket. Distribute a half sheet of paper or a 5x8 index card to students, and show slide T. Use the
slide to explain the task to students, and give them two minutes to respond to the prompt on the slide. When students
finish, collect the exit tickets, and ask them to tape Reading: How are Volcanoes Formed and What Kinds of Changes Do
They Cause? into their notebooks.

ADDITIONAL LESSON 7 TEACHER GUIDANCE

Supporting Students in Making Connections in ELA
CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
In this lesson, students obtain information from a reading and use that information to describe the mechanisms
that cause the formation of volcanoes and the changes that volcanoes make to Earth’s surface. To support students
in obtaining the information they need, they use a close reading protocol to highlight key ideas in the reading. To
support students in sharing and using the information they gather from the reading, key ideas are documented on a
chart that students can reference when needed.

Lesson 7 PLATE TECTONICS AND ROCK CYCLING | 200

LESSON 8

What is occurring at locations where two plates are moving

away from each other?
Previous Lesson We used map images to determine where volcanoes occur, and we observed a model to describe the effects of a collision
between oceanic and continental plates. Using a reading, we figured out that volcanic eruptions can add to or destroy
existing landforms. We drew conclusions about the relationship between volcanic eruptions and changes that occur at the six
mountain sites.

This Lesson We establish claims about what is occurring where two plates are moving away from
Investigation each other. We investigate artifacts from the Mid-Atlantic Ridge to analyze evidence to
support or refute our claims. We evaluate our claims as a class to determine whether
2 days our evidence supports or refutes each claim. We discuss what is occurring at the Mid-
Atlantic Ridge and determine that magma from the mantle is slowly creating new plate
material at the ridge. We update our Potential Causes for Mountain Movement chart to
show that pressure from the mantle is pushing on the plates, causing them to move,
which causes the observed mountain changes.

Next Lesson We revisit our Potential Causes for Mountain Movement chart and develop a causal chain of events that lead to a mountain
moving or growing. We revisit the DQB to see what questions we can answer. We make predictions about what we think the Andes
Mountains and the Mid-Atlantic Ridge would look like in the future and what it looked like in the past.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 8.A.1 Support or refute a claim orally and in writing, based on evidence from multiple locations over a large distance along
MS-ESS2-3 the ridge to explain what is happening where two plates are moving apart.
8.B Compare data and evidence from the case cards and the Mid-Atlantic Ridge to determine that volcanoes are correlated
with some cases of mountain change, but not the cause of all mountains changing.

What Students Will Figure Out

• Plates are moving apart along the Mid-Atlantic Ridge.
• Scientists call the place where two plates are moving apart a ridge.

Lesson 8 PLATE TECTONICS AND ROCK CYCLING | 201

 • Magma from the mantle is pushing up from under the plate, which can be seen in places like volcanoes and fissures in
Iceland and along ridges.
• New oceanic plate material is being formed at ridges.
• The pushing of magma on the plates causes the plates to move, which causes changes to mountain elevation and location
over time.

Lesson 8 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 8 min ESTABLISH CLAIMS ABOUT PLATE SEPARATION AREAS A chart paper, markers
Look back at the last lesson and predict what is occurring at
places where two plates are moving apart.
2 10 min DETERMINE LOCATION FOR EVIDENCE COLLECTION B Seismic Explorer Plate Movement Map, Mid-Atlantic Ridge
Identify the Mid-Atlantic Ridge as a place to collect evidence to Plate Boundary Line (See the Online Resources Guide for
support or refute our claims. a link to this item. www.coreknowledge.org/cksci-online-
resources)
3 6 min INTRODUCE MID-ATLANTIC RIDGE STORYMAP C-D Evidence Tracker, Artifacts from the Mid-Atlantic Ridge (See
Go over the storymap layout and Evidence Tracker as a class. the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources)
4 15 min USE MID-ATLANTIC RIDGE STORYMAP TO COLLECT EVIDENCE E Evidence Tracker, Artifacts from the Mid-Atlantic Ridge (See
Work in partners to analyze artifacts and record evidence from the Online Resources Guide for a link to this item. www.
the Mid-Atlantic Ridge storymap. Consider whether the evidence coreknowledge.org/cksci-online-resources), optional:
helps to support or refute our claims. Mid-Atlantic Ridge Storymap Images

5 6 min REVISIT CLAIMS ABOUT THE MID-ATLANTIC RIDGE F Evidence Tracker

Reflect on the evidence from the Mid-Atlantic Ridge storymap to
determine if the evidence supports or refutes our initial claims.
End of day 1
6 6 min REVISIT CLAIMS FROM LAST CLASS G Evidence Tracker
Revisit claims made on Evidence Tracker. Share ideas with a
partner.
7 10 min REVIEW EVIDENCE AS A CLASS IN A SCIENTISTS CIRCLE H-J Evidence Tracker, Artifacts from the Mid-Atlantic Ridge (See
Share out important evidence from each artifact on the Mid- the Online Resources Guide for a link to this item. www.
Atlantic Ridge Storymap. coreknowledge.org/cksci-online-resources), Mid-Atlantic
Ridge Artifact Evidence

Lesson 8 PLATE TECTONICS AND ROCK CYCLING | 202

Part Duration Summary Slide Materials
8 10 min DISCUSS EVIDENCE AND HOW IT RELATES TO CLAIMS Evidence Tracker, Potential Ridge Claims and Evidence, Class
Go over evidence collected to support or refute claims made by Claims for What is Happening at the Ridge chart
the class. Make connections between what we see happening at
the ridge and what is occurring when two plates move apart.
9 10 min UPDATE POTENTIAL CAUSES FOR MOUNTAIN MOVEMENT K Potential Causes for Mountain Movement chart, markers
CHART
Revisit the Potential Causes for Mountain Movement chart to
determine that magma is the cause of plate movement, but not
always a cause of changes in mountain elevation and location.
10 6 min DETERMINE REASON FOR MAGMA MOVEMENT L-N Storms Unit consensus model if available
Revisit learning from previous units Cup Design Unit and Storms
Unit to determine the mantle is rising and pushing on the crust
due to density changes in the mantle.
11 3 min UPDATE PROGRESS TRACKER AND NAVIGATE TO NEXT O
LESSON
Update the Progress Tracker and consider what is happening on
the other side of the South American plate.
End of day 2
SCIENCE LITERACY ROUTINE Student Reader Collection 3: The Rocking Rock Cycle
Upon completion of Lesson 8, students are ready to read Student
Reader Collection 3 and then respond to the writing exercise.

Lesson 8 PLATE TECTONICS AND ROCK CYCLING | 203

Lesson 8 • Materials List

per student per group per class

Lesson materials • science notebooks • Artifacts from the Mid-Atlantic • chart paper
• Seismic Explorer Plate Ridge (See the Online Resources • markers
Student Procedure Guide Student Work Pages
Movement Map Guide for a link to this item.
• Mid-Atlantic Ridge Plate Boundary Line (See
www.coreknowledge.org/
• Evidence Tracker the Online Resources Guide for a link to
cksci-online-resources)
this item. www.coreknowledge.org/cksci-
• optional: Mid-Atlantic Ridge online-resources)
Storymap Images
• Artifacts from the Mid-Atlantic Ridge (See the
Online Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-
resources)
• Mid-Atlantic Ridge Artifact Evidence
• Potential Ridge Claims and Evidence
• Class Claims for What is Happening at the
Ridge chart
• Potential Causes for Mountain Movement
chart
• Storms Unit consensus model if available
• science notebook

Materials preparation (15 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Day 1:
• Test both to make sure they are compatible with both student and teacher devices. (See the Online Resources
Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)
• Optional: Print a copy of Mid-Atlantic Ridge Storymap Images for students who cannot access the storymap. A copy of
this document can also be found in the student procedures.
Day 2:
• Make sure the Potential Causes for Mountain Movement chart is located in an easily viewable location.

Lesson 8 PLATE TECTONICS AND ROCK CYCLING | 204

Lesson 8 • Where We Are Going and NOT Going
Where We Are Going
In this lesson, students will explore the Mid-Atlantic Ridge to determine what occurs in places where two plates
are moving apart. Students will observe artifacts from the Mid-Atlantic Ridge that will help students visualize plate
building processes and understand that the creation of new oceanic plate material happens over a long timespan.
Students are guided to specifically identify Iceland as a source of evidence because the plate boundaries and ridge
are visible without being underwater in this location. Students will observe areas that are seemingly actively changing
and moving, while others, such as artifact #1, have not visibly changed in a while. Students will also be able to observe
magma and lava making changes to the surface in the form of new plate material, and compare this to what they
already know about volcanic activity.
Over the course of the lesson, students will develop an understanding that new plate material forms as magma
surfaces from the mantle. The mantle pushes on the plates, which causes them to move, leveraging learning from
Unit 6.2: How can containers keep stuff from warming up or cooling down? (Cup Design Unit) and Unit 6.3: Why does a lot of
hail, rain, or snow fall at some times and not others? (Storms Unit) to better understand this process of how heating and
cooling affects the movement of the magma and plates. As plates move, mountains change in elevation and location.
Students connect the formation of new plate material with plate movement, which causes changes in elevation and
locations of mountains.
Where We Are NOT Going
Hotspots will not be discussed until high school, as the mechanisms for explaining them are above grade band.
Scientists debate whether Iceland could be designated as a geological hotspot, or whether its geologic activity is due
to the plate boundary. We focus on activity that can be associated with plate boundaries, which tend to occur on the
surface in the southern region of Iceland.
This lesson will also discuss the role of the convection in Earth’s interior as a driving force for plate movement. While
the majority of the mantle is solid and convecting, this lesson will only focus on the observable liquidity of the
extruding mantle and its interactions with the crust. This lesson will not go into detail about why portions of the
mantle are liquidy. Pressure and water help cause the liquidity of the materials coming out of the mantle through the
crust. The role of pressure in this interaction and how the pressure can be altered by the presence of water is a high
school grade band idea.
This lesson will also not explain why areas such as the space between the plates at the Bridge Between Continents
artifact have sand-like material. The processes that contribute to this (weathering, erosion, deposition) will be explored
in later lessons after students have developed an understanding of the processes that contribute to increases in
elevation or plate material. The processes that contribute to the destruction or breaking down of material will be
encountered in Lesson Set 2.

Lesson 8 PLATE TECTONICS AND ROCK CYCLING | 205

LEARNING PLAN FOR LESSON 8

1. Establish claims about plate separation areas. 8 min

Materials: science notebooks, chart paper, markers

Revisit claims about what is occurring between plate edges that are moving apart. Project slide A. Give students
a moment to re-read their claims about what happens at the place where two oceanic plates move apart, and make
any changes they want to their ideas.
• Look back at your claims from last class.
• Make sure your claim explains what you think is happening between the two plate edges as the plates are moving
apart. You can revise your claim as needed.

Additional Guidance

During this lesson, students will use evidence to evaluate their claims about what is happening between the two plate
edges at the Mid-Atlantic Ridge. Common ideas from prior lessons that can be used in students’ claims can be found
below. Note that these are potential student ideas, and not all are accurate descriptions of what is occurring at the Mid-
Atlantic Ridge, as we will learn in this lesson.
• Magma from the mantle/lava could be escaping or filling in the space between the plates (from Lesson 7).
• Volcanoes are forming along the ridge (from Lesson 7).
• New mountains are being formed (from labeling potential mountain ranges in Lesson 2).
• Earthquakes are breaking apart the plates, but nothing is filling with magma, just creating a canyon or gap (from
Lesson 2 and Ridgecrest findings).
Determine how to decide which claims are accurate. After 2-3 minutes, bring the class back together. Point out that
the class shared a variety of claims. Say, Up to this point, we have figured out what happens when plates move towards
each other or slide past each other, but we still don’t know what happens when plates are moving apart. Last class, we
figured out that in areas on Earth where there are volcanoes, there are openings in Earth’s crust.
Ask a few students to share their claims. Lead a discussion to motivate the need to collect evidence for what is
occurring at the ridge. Example prompts and responses are below.

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Suggested prompt Sample student responses
As I read your exit tickets I noticed many of you had My claim is that we would be able to see the mantle there. If they
claims about what you expect would be happening are moving apart, then there is probably an opening in Earth. If the
where two plates are moving apart related to gap goes all the way down through the bedrock in the plate, we
volcanoes and there are also a few different claims would see the mantle.
about what could be occurring at the places where I think there are volcanoes where plates move apart because there
plates are moving apart. How could we figure out would be an opening in Earth, so we should see volcanoes up and
if our specific claims are accurate? What evidence down the plate edges.
would we need?
I think there is a gap in Earth, so we would need to get evidence
on what is happening to the land inside or around the gap so we
could figure out how Earth’s surface might look there.
Say, We figured out that when plates move and collide, volcanic eruptions can occur. On our Potential Causes of Mountain
Movement chart, we connected plate movement to volcanoes. We also figured out that when this happens magma comes
up to the surface. So now we are wondering what is happening when plates move apart.

Suggested prompt Sample student responses

What would we expect at the opening between two We would see mountains being made or growing.
plates moving apart if volcanoes are actually a cause We would see long lines of volcanoes where the mountains are
of mountain formation? located.
Say, Okay, it sounds like we should go analyze some data about what is happening where two plates are spreading apart.

2. Determine location for evidence collection. 10 min

Materials: Seismic Explorer Plate Movement Map, Lesson 8 3D Mid-Atlantic Ridge Plate Boundary Line (See the Online
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)
Say, Let’s look back at our map and see if we can locate a place that appears to have mountains where two plates are
moving apart to see if volcanoes are also there.
Project slide B. Distribute a copy of Seismic Explorer Plate Movement Map to students. A colored copy of this material
can also be found in the Student Procedure Guide. Give students a moment to orient themselves to the image of
plate motion from Seismic Explorer. Explain that this map shows general directions of plate movement from the plate
boundaries. Ask students to turn and talk to a partner about the prompts on the slide.
• Do we see any locations where there are plates moving apart?
• Do any of these locations also appear to have mountains?
Locate an area of plate separation with potential mountains. Allow students to share their ideas of where plates
are moving apart using the arrows on the map, and locations for where mountains also form. Two areas of interest to
students might be the plates moving apart in the South Pacific Ocean and the Atlantic Ocean. Guide students through

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a discussion to conclude that the place of interest is called the Mid-Atlantic Ridge by referencing past noticings of
potential mountains underwater. Example prompts and responses are below.

Suggested prompts Sample student responses

Where do you notice plates are moving apart, or away from in the area in the South Pacific
each other? between North America and South America and Africa and
Europe
between North America and Europe
Do we have data from previous lessons that may indicate between North America and South America and Africa
mountains at any of these locations?
What have we called this location between North America the Mid-Atlantic Ridge
and South America and Africa where plates are not only
moving apart, but also where mountains form?
Explain that since this is a large feature on Earth’s surface, scientists and geographers have a specific name for this
feature, the Mid-Atlantic Ridge.

Additional Guidance

Some students may wonder why this location is called a ridge. At this point, students have not discussed the
connection between ridges and mountains. You can ask students why this feature may be called a ridge, and where we
might find ridges on land. Listen for students to make connections to mountain ridges. Ask students why they think
scientists and geographers have called this a ridge. Students should mention that this location may have mountain-like
features.
Use a map to determine potential data collection areas. Display the map
located at the web page (See the Online Resources Guide for a link to this
item. www.coreknowledge.org/cksci-online-resources). Make sure all
students can see the projection. Open up the key and allow students to see
that the yellow line shows the area where the two plates are moving apart.
Explain that we need to identify places where we might be able to easily collect
evidence to support or refute our claims, just like at Ridgecrest. Zoom in and
out of the map as the class looks along the ridgeline. Allow students to share
their ideas of where we should investigate.
Guide students to determine that while most of the ridge is under water,
Iceland is on the ridge and above sea level. And since it is above sea level, we
will be able to see if there are mountains there. Examining Iceland could allow
us to easily see what is happening at the ridge, since people live there and have
been observing the land for a long time. There are also some more shallow

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ocean areas that are closer to the surface that might be easy to collect data from. By examining this region of the ridge,
we can potentially collect a lot of data to support or refute our claims. Example prompts and responses are below.

Suggested prompts Sample student responses

Let’s look at the ridge together. What features do we see We see a lot of water and the ridge itself.
along the ridge? There’s an island or country up towards the top.
What do we know about the ocean? It’s really big.
It’s deep in places.
There’s a lot of water there.
So if the ocean is really big, and this ridge in the middle There might be some shallow places in the water—maybe we
of the ocean is too, is there a place that we can look at can look there.
where data might be easier to find? Just like we looked There’s an island or country. Maybe we can check that out.
at Ridgecrest, is there another area that may be closer or
easier to observe than others?
Great. Let’s look at the area on and around that island,
which is the country of Iceland.
Say, Now that we have identified an area to observe, let’s use that area to collect data to either support or refute our claims.

3. Introduce Mid-Atlantic Ridge storymap. 6 min

Materials: Evidence Tracker, Lesson 8 Artifacts from the Mid-Atlantic Ridge (See the Online Resources Guide for a link
to this item. www.coreknowledge.org/cksci-online-resources)
Orient to the Artifacts from the Mid-Atlantic Ridge storymap. Project slide C. Say, Iceland is a popular destination
for many people, including tourists, scientists, naturalists and people wanting to live there. Because of this there is a plethora
of artifacts from the area that we can analyze to help us in figuring out what is happening where these two plates are
separating.
Say, Thinking back to the claims we have about what we think is happening at the place plates are moving apart, talk with a
partner about the questions on the slide. Give students a moment to turn and talk to a partner about the prompts on the
slide. Since the term refute may be new to students, take a moment to explain what the word refute means.
• What type of evidence might we look for to support or refute our claims?
• Why would we look for evidence that could possibly refute a claim?
Allow students to share their responses with the class. Guide students to determine the following:
• We are looking for evidence to support or refute our claims about what is occurring at the ridge when two oceanic
plates are moving apart and whether there is a link between volcanoes and mountains changing.

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• We need to look for evidence that refutes claims because it will help us know if we should revise our thinking.
• We need to look for evidence that refutes claims because we are trying to figure out what is actually happening at
the ridge, and if we find evidence that refutes our claim we might need to revise it.
• We are not looking just for evidence that supports our claim, we are looking for any evidence about changes
happening at the ridge.
Ask students, What do we consider to be good evidence to either support or refute our claims? What would not be
considered good evidence?
Students should identify that evidence is anything like images or data we analyze, that helps to support or refute
our claims, like what the ridge landform looks like underwater. Something that is not evidence is anything that is not
related to the supporting or refuting of our claims, such as what animals or people are doing in the images, or what
the sky might look like.
Preview the storymap with students. Open up the Mid-Atlantic Ridge storymap at the web page (See the Online
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources). Walk through the first
map at the top of the storymap that shows where each artifact is located. Point out that we have many artifacts from
Iceland, and a few from different areas in the Atlantic Ocean. Zoom in on Iceland and show students that while the
artifacts appear to be close together, they are from different places so students will want to zoom in and out as they
explore.

Additional Guidance

This storymap utilizes a flat map that can distort actual sizes of locations, leading some students to believe that some
continents, countries, or regions are larger or smaller than in reality. This map represents Iceland being as large as the
entire Northeastern part of the US, when in reality, Iceland is slightly smaller than Kentucky. To support students in
understanding how the form of the representation can change depending on whether it’s 3D or 2D, distribute small
handheld globes to your students and ask them to compare how Iceland is represented on the 3D globe compared to
the 2D map. Explain that our storymap was formed by taking the map of Iceland, which is located on a round globe,
and was flattened to make it 2D, which may cause parts to be stretched.
Introduce Evidence Tracker. Display slide D. Explain to students that we have an organizer that will help us record
evidence to support or refute our claims we have made about what is occurring at the ridge as we gather evidence
from our storymap. Explain that Evidence Tracker has a row for each artifact. Point out each row has different columns.
Show students that the first column reflects the artifact number, the second column reflects the evidence we will
record, and the third column can be used to give initial ideas on whether the evidence supports or refutes our claims.
Say, As you work through this handout, look at the evidence you recorded from each artifact and think about whether the
evidence supports your claim. If it does, then mark the box next to support. If the evidence does not support your claim, then
it refutes your claim. If that is the case, then mark the box next to refute.
Before starting, give students a moment to write their claims from the last class at the top of the page for quick
reference as they work through this task. Tell them it is okay if they don’t remember the exact wording they used in the
previous class or if they have revised their thinking and therefore their claim since then.

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4. Use Mid-Atlantic Ridge storymap to collect evidence. 15 min

Materials: Evidence Tracker, optional: Mid-Atlantic Ridge Storymap Images Lesson 8 Artifacts from the Mid-Atlantic Ridge
(See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)
Collect evidence in partner pairs. Project slide E. Organize students into partner pairs and allow students to analyze
the evidence from the Mid-Atlantic Ridge storymap. Note: If using paper materials in lieu of the virtual storymap, you
will need to project the Artifact 7 video from the storymap website.
Circulate as students view each artifact. As students are working together, encourage students to consider the
questions below the description of each artifact. While students are working, go from pair to pair to ask students about
the evidence they have collected and whether it supports or refutes their claims and why. Students should be able to
make the following general observations:
• A gap exists between the two plates, but this gap has been filled in with rock.
• Some gaps look like they have been around or stable longer due to the presence of plants and other features.
• Some areas show magma coming up through cracks or gaps in the ground.
• The rocks between the plates is basalt, which is what our oceanic plates are made from.
• It is much hotter where the plates seem to be active and we see hot steam or hot springs or magma coming up.
• Parts of the underwater ridge are higher in elevation and look like a mountain range.
For further guidance, specific observations for each artifact can be found in Mid-Atlantic Ridge Artifact Evidence.

Additional Guidance

To help students identify relevant evidence, try asking the following questions:
• Do you see evidence of two separate plates?
• What is happening in between the two oceanic plates?
• Do you see anything new or old between the oceanic plates?
• Is there any evidence of change to Earth’s surface that can support your ideas for what happens when two oceanic
plates move apart?
• How is this artifact evidence similar or different from the evidence you collected in another artifact?

5. Revisit claims about the Mid-Atlantic Ridge. 6 min

Materials: Evidence Tracker

Revisit individual claims. Project slide F. With roughly 6 minutes remaining, ask students to individually look back
at their claims on the top of their handout. Give students a moment to consider their claim and write whether the
evidence they have recorded supports or refutes their claim and why.

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Direct students to look at the last question on Evidence Tracker and give their reasoning. Say, Look back over the
evidence you analyzed from each artifact and whether the evidence helps to support or refute your claim about what
happens when two oceanic plates move apart. On the last question explain what evidence helped you support or refute your
claim, and why.

Additional Guidance

Some students may not be comfortable with having evidence that refutes their initial claims. Remind students that
just like we continue to revise our models and thinking in class, scientists too, make and revise their claims based on
evidence they’ve gathered. Explain that at the end of this lesson we will have the opportunity to review the claims as a
class and see how our new learning has revised our understanding of what is occurring at the ridge.

Assessment Opportunity

8.A.1 Support or refute a claim in writing and orally, based on evidence from multiple locations over a large distance
along the ridge to explain what is happening where two plates are moving apart.
What to look/listen for: Look for students to cite evidence that is relevant to their claim and use the evidence to
explain whether their claim is supported or refuted. See Individual Potential Claims and Evidence for further guidance on
what evidence to look for to support and refute claims.
What to do:
• If students have cited evidence that incorrectly supports or refutes their claim, press students to explain how the
evidence is related to their claim. Point to specific evidence that would help students support or refute their claims,
and ask them to critically consider how the collected piece of evidence helps them to explain the validity of their
claim.
• If students have listed irrelevant evidence in their chart, revisit the evidence collected with the student, and ask if
the evidence helps the student try to explain what is happening at the ridge, or if it is a disconnected observation.
Push students to explain the connection and how it could be used to support or refute a claim.
Collect Evidence Tracker from students prior to day 2 to formatively assess their claims. This assessment can also occur
quickly at the beginning of day 2 as students are orally sharing their claims with a partner and the teacher circulates to
question students and observe their thinking.

 End of day 1

6. Revisit claims from last class. 6 min

Materials: Evidence Tracker

Share claims and evidence with a new partner. Project slide G. Distribute Evidence Tracker back to students that was
collected at the end of the last class period. Direct students to turn to a partner that they were not working with the

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previous class period. Ask students to share with their partner if they felt their claim was supported or refuted by any
specific evidence from the storymap and how that evidence helped to support or refute their claims.
Use the protocol listed on slide G to help students structure their conversation.
• Partner A will share their claim and their evidence used to support or refute their claim.
• Partner B will listen and give feedback to Partner A about:
Whether their evidence supports or refutes the claim.
What evidence could also be used by Partner A to help make their argument stronger.
• After partner A has shared, Partner A and Partner B will change roles. Partner B will share their claims and Partner A
will give feedback.
Update evidence and reasoning on handouts. Allow students to modify their evidence and reasoning as needed on
their handouts.

Assessment Opportunity

8.A.2 Support or refute a claim in writing and orally, based on evidence from multiple locations over a large distance
along the ridge to explain what is happening where two plates are moving apart.
What to look/listen for: Listen for students to explain whether the evidence supports or refutes their claims, and give
feedback to their partners on whether their evidence is sufficient for supporting or refuting their claims. See Individual
Potential Claims and Evidence for further guidance on what evidence to look for to support and refute claims.
What to do:
• As students are sharing their claims, ask students if their partner’s cited evidence would help to support or refute
their claim, and to explain why.
• Point to specific evidence that would help students either support or refute their claims and ask them to critically
consider how the collected piece of evidence applies to their claim.

7. Review evidence as a class in a Scientists Circle. 10 min

Materials: Evidence Tracker, Mid-Atlantic Ridge Artifact Evidence, Lesson 8 Artifacts from the Mid-Atlantic Ridge (See the
Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)
Revisit each artifact and share evidence. Project slide H. Bring students together in a Scientists Circle with their
copies of Evidence Tracker. Ask students to share any evidence that they collected about what is happening where the
plates are spreading apart. As students share, guide the class to bring out ideas listed in Mid-Atlantic Ridge Artifact
Evidence during this step. After evidence has been shared for items on slide H, proceed to show slides I-J and allow
students to share evidence from those artifacts as well.

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 Additional Guidance

At this point in the lesson, students are not asked to explain how each piece of evidence they are sharing supports or
refutes their claims. Evidence is being shared to make sure all students are able to see and understand the key features
from each artifact. This broad sharing of evidence will aid in the next step as students create a Class Claims for What is
Happening at the Ridge chart and identify how some of our claims are supported by our evidence.
Sample questions to ask students:
• What evidence did you see happening in between the plates in artifact X?
• Was anything changing in this artifact, or did we see any evidence of change?
• Was there anything that you expected or that was unexpected in the artifact that you might have cited as evidence
for your claim?
• What type of landforms do we see in this artifact? What are they made of? Are they old or new?
• Is there any evidence of change or movement that might be important to what is occurring at the ridge?

8. Discuss evidence and how it relates to claims. 10 min

Materials: Evidence Tracker, Potential Ridge Claims and Evidence, Class Claims for What is Happening at the Ridge chart *Supporting Students in
Review claims made by partners and create a class record of claims. Ask students to turn and talk with a partner Developing and Using Stability
about their claims, and whether they think we are able to support or refute the different claims made by their partners. and Change
After students have had a chance to share and discuss their claims with a partner, ask students to share any claims they Students may view volcanoes as a
just discussed with their partner that they think can be supported by our evidence with the class. Make a record of sudden change to Earth’s surface
the claims as students share them, either on chart paper or on a white board, and label this record the Class Claims for that occurs very quickly and is
What is Happening at the Ridge chart. short-lived, and many may believe
Some examples of claims students will argue at this point include, but are not exhaustive: that the only way magma comes to
the surface is through these more
• Magma is coming up at the Ridge. sudden events. Evidence from the
• The plates are moving apart at the Ridge. storymap allows students to see
• A canyon is forming at the Ridge. that the process of magma coming
to the surface can happen over
• The Ridge is made of a long line of volcanoes.
different timescales and quantities,
See Potential Ridge Claims and Evidence for more extensive guidance on potential student claims and ideas. and can make changes to the
surface at varying speeds. While
Additional Guidance this surfacing of magma may seem
to occur slowly at the openings in
Even though students have been working with their individual claim and analyzing data to be used to support or the ground seen in Iceland, this
refute their claim individually and with a peer, students have not yet had a chance to revise our claim based on the is a relatively short time when
evidence they have collected. These prior steps of collecting evidence and evaluating claims have been built in compared to the forming of
incrementally for students because the data they are working with is complicated and the practice of identifying how

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to use data as evidence for a claim is a practice students are still developing. At this point, now that they have had mountains and plates. Connections
multiple opportunities to work with their claim and the data pieces, students will work together as a class to evaluate to stability and change can also
each claim with the evidence we have to develop a class explanation of what is occurring at the Ridge. be made through this discussion
Share evidence that supports or refutes each claim. Direct students to look again at the first claim on the Class by supporting students in
Claims for What is Happening at the Ridge chart. Explain that now that we have reviewed some evidence, we can go understanding that magma can
back and evaluate our claims. Ask students to share if they think the evidence supports the first claim or refutes the move slowly, as seen at fissures,
claim. Allow students to discuss whether they agree or disagree with their classmates based upon the evidence. See and can change the surface much
Potential Ridge Claims and Evidence for potential claims made by students, evidence students may use to support or slower than a sudden eruption, but
refute those claims, and suggested questions to guide the conversation with students. Note that this table does not still occur much quicker than plates
include all potential claims that students may make, but it can serve as a starting point to help guide discussion. being formed or moving.
Determine what is occurring at the ridge. Once all claims have been evaluated, lead a discussion with students to
create an explanation about what is occurring at the ridge. Ask students to use evidence from the storymap to support
their ideas as they come to consensus on what is happening at the ridge. Some ideas from below may have already
been discussed during the review of the claims shared by the class. Before moving on to the next portion of the
lesson, make sure that students have come to consensus that the ridge is a place of plate growth (as seen in the plate
boundaries across New Zealand, both active and inactive volcanically), and that rock is filling the space between the
two plates, sometimes slowly (as in the locations that appear to be more settled) and sometimes very quickly (such as
the volcanic locations).*

Key Ideas

Purpose of this discussion: Identify that while magma or lava may be present at the ridge, it does not mean that a
line of new volcanoes or mountains are forming at the ridge. Conclude that at the ridge, magma is coming up to fill the
space in between the plates that are moving apart. The plates move very slowly, and over time, the magma cools into
new plate material.
Listen for these ideas:
• The ridge itself does not have large gaps that are completely open to the center of Earth.
• The ridge has areas of active movement, which can be seen from the presence of magma, and other areas that seem
less active or dormant.
• The magma or lava that is coming up between the new plates is made of basalt, signaling that there is new seafloor
being made.
• This process of plates moving apart is slowly changing Earth at the ridge, while over the same timescale, volcanoes
are quickly changing the surface of Earth in other locations.
• Sometimes it appears that the pressure from underground forces material (water or volcanic material) up and out of
the ridge.
• Volcanoes can form at the ridge, but the presence of a ridge does not mean that there will be volcanoes all along
the ridge.

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9. Update potential causes for mountain movement chart. 10 min

Materials: Potential Causes for Mountain Movement chart, markers

Say, OK. We have discovered that there is magma coming up at the ridge and forming new oceanic plate material where the
plates are moving away from each other. We also found that volcanoes can be found there, but there aren’t really any new
mountains formed by volcanoes at the ridge. Based on this and our mountain cases, let’s look back at our Potential Causes
for Mountain Movement chart and see if we can determine if volcanoes or magma or lava flows are linked to changes in
mountain location and elevation.
Consider the role of volcanoes and magma in mountain changes. Project slide K. Ask students to turn and talk
briefly to a partner about the following questions:
• Do we see evidence of volcanoes or magma or lava flows causing changes to elevation and location of mountains
for all of our mountain cases from our cards?
• Does this help us explain any, all, or none of our mountain cases?
If so, how are they causing these changes?
• What do we see the volcanoes or magma doing to the areas where they are located?
Allow students to share their ideas. Students should determine that we do not see active volcanoes or magma or lava
flows at our mountain locations that could be contributing to the changes in all mountain cases. We do, however,
see this at Mt. Hotoka and in the Andes, and this could be a potential cause of the changes to that mountain. We also
see changes to the surface at areas where volcanoes are located, and places where we see magma, such as the Mid-
Atlantic Ridge, have new plate material forming.
Revisit the role of volcanoes in mountain changes on the class Potential Causes for Mountain Movement chart.
Look back at the Potential Causes for Mountain Movement chart as a class and point out volcanoes. Explain to students
that we should update our connections to reflect what we have now figured out about volcanoes. Begin by pointing
to the changes in the mountain elevation box.
Say, Last class when we investigated volcanoes, we added a dotted line here to represent the correlation we found between
plate movement and volcanoes. And in that lesson we were only looking at locations where plates collided. Now we have
analyzed volcanoes in areas where plates are moving apart and our mountains are not located. Do we still feel volcanoes are
correlated to changes in our mountains? Or do we think they are a cause of these changes?

Assessment Opportunity

8.B Compare data and evidence from the case cards and the Mid-Atlantic Ridge to determine that volcanoes are
correlated with some cases of mountain change and landscape change, but not the cause of all mountains changing.
What to listen for: Students should state that while there is evidence of volcanoes at some of our mountain cases,
this evidence does not exist at all of the class mountain locations. We also see magma and volcanoes at some locations
at the Ridge, but it is not always correlated with increases in elevation in the landscape that it is currently in. While
volcanoes can cause changes to mountain elevation, this is not seen at all of our mountain cases or in all cases on our
Ridge. Students should confirm with this evidence that volcanoes are correlated, but not causing changes in location
and elevation to all mountain cases.
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What to do:
• If students are uncertain about the evidence from each mountain supporting volcanic activity, revisit the cards for
evidence of volcanic activity at each mountain card.
• If students are not sure if volcanoes are correlated or causing changes, revisit the data from the cards and what
correlation and causation mean.
• Revisit this completed chart to determine that we cannot say that volcanoes cause these mountain changes at all
locations, so volcanoes must be correlated.
Reflect on the correlation shown on our Potential Causes for Mountain Movement chart. Say, Let’s look back at our
chart now that we have confirmed the dotted line between volcanoes and plate movement.

Suggested prompts Sample student responses

Where else do we have a dotted line to plate movement We see a dotted line showing earthquakes are correlated to plate
that represents a correlation? movement.
Why are we certain that earthquakes are correlated to Because in Lesson 6 we figured out that when plates run into each
plate movement? other, it causes the ground to shake, or an earthquake to happen.
So, if we have a dotted line for volcanoes too, then do No… it seems like volcanoes happen when there is an opening
we think the correlation is the same—that when plates between the plates and the magma comes up.
run into each other a volcano happens?
If both are due to plate movement, what could be The difference is that with volcanoes we see magma coming up...
causing those plates to move? Do we see anything so maybe that has something to do with this?
moving that could move these plates at these locations? Yeah… and isn’t magma rock that is really hot and melty?

Determine the reason for the correlation between volcanoes and plate boundaries. Lead a brief discussion to
determine that volcanoes signify the presence of magma from the mantle pushing on and up through the plates
causing the plates to move, which in turn causes mountains to change in elevation and location. Example prompts and
responses are below.

Suggested prompt Sample student responses Follow-up questions

What do we see happening to At volcanoes we see magma coming out of Besides where we find volcanoes,
the surface of Earth where we the ground as lava. where else did we see magma coming
see volcanoes and earthquakes Sometimes we see magma exploding/coming to the surface? Is this the only place we
changing the surface? out of the ground, like we did last lesson. see magma coming out of the ground?

At places with earthquakes we see cracks and Do we have any evidence from Lessons
damage. 6 and 7 on what could be under those
earthquake locations causing them to
At some earthquake places we see cracks move?
really far down.

Lesson 8 PLATE TECTONICS AND ROCK CYCLING | 217

Suggested prompt Sample student responses Follow-up questions
We saw magma and lava come Maybe it’s pushing on them. So do things like magma just rise to
out at some places where there The rock and magma spews up at volcanoes the surface from the mantle? Or do
are volcanoes. We also used a that explode, so there’s something with a lot you think that it has to get pushed up?
liquid under our plates to recreate of pressure to make it squirt up.
plate movement in Lesson 6 like
the liquidy rock the plates are We know that as the rock heats up it shifts
on. Think about what we know and moves, so if it gets even hotter further
happens to solids or liquids as down it might begin to flow?
they heat up. How do you think
that liquidy rock behaves? What
could that liquidy rock be doing
to our plates?
Students should determine that we see the magma moving at these locations where we have volcanoes, and that the
magma comes from underneath the crust material.

Key Ideas

Purpose of this discussion: Determine that magma from the mantle pushing on the plates causes them to move. This
causes changes in mountain location and elevation. Listen for these ideas:
• Magma from the mantle is emerging from the ground where there are plate boundaries, and coming up with visible
force in some locations, as seen in Lesson 7 and with our Ridge artifacts from Lesson 8.
• The mantle’s magma is moving the plates by pushing on them, and we see that pushing happening when the
magma pushes up through the surface in the form of volcanoes and fissures.

10. Determine reason for magma movement. 6 min

Materials: Storms Unit consensus model if available

Turn and talk about reasons for magma moving. Project slide L. Say, We’ve seen magma pushing on the surface, but
why do you think it is pushing on the surface? What could be causing it to push? Allow students to turn and talk about the
following question:
• What could be causing magma to push out of the surface of Earth?
Allow students to share their ideas with the class. Listen for students to say that something must be pushing on it,
or making it move. Use these answers to transition the discussion to helping students think through what could
be causing magma deep below the surface to rise to the surface. Draw on ideas about thermal energy transfer and
conduction from earlier units, Cup Design Unit and Storms Unit.

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Engage in a discussion regarding magma movement and density from previous units. As students engage in
the discussion of what happens in prior units that can explain what is occurring with the magma, make connections
back to instances when students have learned about or experienced movement due to density differences. Below is an
example of how to lead this discussion. Slides M-N have been added to support students in linking prior models and
ideas to their current understanding of the movement of magma. If the slides and explanation are not needed, and
students have explained that this movement is due to density, ask students how this relates to prior units to help them
make connections across different science content areas and ideas.

Additional Guidance

This next section of the discussion pulls heavily on what students have figured out in two units prior to this one in the
6th grade scope and sequence of the program. If your students have not experienced Unit 6.2: How can containers
keep stuff from warming up or cooling down? (Cup Design Unit) and/or Unit 6.3: Why does a lot of hail, rain, or snow
fall at some times and not others? (Storms Unit), you may need to add a little time to this discussion to support your
students in developing the key ideas.
• In Cup Design Unit, students figure out that things on Earth are made up of particles. When these particles have
energy transferred to them, they increase in speed (an increase in temperature for the material or object the
particles make up). Students also figure out that particles are always moving whether part of a solid, liquid, or gas,
but the movement of the particles is related to the material’s state of matter. If an object is heated enough to melt,
then the particles have sped up and spread apart. In addition, particles can collide with neighboring particles,
transferring energy back and forth.
• In Storms Unit, students build on this model of particles to figure out what causes storms. They find that the sun is
the source of heating the ground which in turn heats the air above it. This heating is uneven due to the materials the
ground is made of, which causes the air above the ground to be heated unequally. When this happens, it results in
different sections of air, or air masses, being heated differently and having different densities. Less dense air masses
rise until they begin to cool down the further from Earth’s surface they get, and then they become denser and sink
back to the ground.
• In this discussion, students will be supported through questions to think about how a similar model could help us
explain the movement of the plates due to heating of the rock from deep underground.

Suggested prompt Sample student responses

Think back to our past units. Did we ever see evidence of We saw the food coloring rising up in the cups warmed from
something else rising to the top or surface, like we have seen the bottom in the Storms Unit.
the magma coming up and rising or pushing on the surface? We saw a balloon rise up when it was heated during the
Storms Unit.
We saw steam rise out of a cup in the Cup Design Unit.

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Suggested prompts Sample student responses
What did we figure out in Cup Design Unit was happening to In Cup Design Unit we figured out that when particles are
cause a liquid to warm up inside of a cup? heated up, they transfer energy to each other and some
This prompt can be tailored to examples given by the class. move faster and some move slower.

What did we figure out in Storms Unit happened to cause air Sunlight heated up the ground which then heated up the air
to heat up? particles above it.
Display slide M. Say, And what did we figure out was the source of that sunlight? Students should say the sun.

Suggested prompt Sample student responses

If the sun is the source of sunlight which is the energy that deep inside Earth
heats up things above Earth’s surface, where must the Many many miles below the surface because it gets hotter
source of energy that heats up things below Earth’s surface the further down we go.
be located?

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Suggested prompts Sample student responses
So we know the energy from sunlight causes air and water the melted rock
to move above Earth’s surface. What does this source of that then moves the plates
thermal energy from deep below Earth’s surface end up
moving?
Okay, so we also figured out in Storms Unit what happens The areas of the ground that were darker, heated up faster
when different parts of the ground that are different colors and hotter because it absorbed more sunlight.
and were made up of different materials were heated by Yeah and lighter colored ground heated up slower than
sunlight. What did we figure out? darker because some of the light was reflected.
And when this happened, how did it affect the air above it? Some sections of air would heat up faster and become less
dense than other sections of air.
Display slide N (or refer to the poster in the classroom from Storms Unit if you still have it around). Use the image of the
model to remind ourselves of what we figured out happened as different sections of air heated up at different rates
with less dense air masses rising and more dense air masses sinking.

Say, Right, we figured out that as the ground heats up, it also heats up the air above it but this doesn’t happen at the same
rate for all ground materials in different places at the same time, which is part of what produces less dense air masses and
more dense air masses. Now let’s think about how we could use these ideas to think about what might be happening under
the ground.

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Suggested prompts Sample student responses
Do you think something similar could be happening maybe
underground with different materials being heated Yeah… we saw there are volcanoes or hot vents in different
differently in different locations around the world? places, but not everywhere.
So if it gets hotter the further down we go, then where will far down below the surface
the melted rock be the hottest?
And if the liquid, melty rock is hotter further down compared Oh… the melted rock that is hotter will be less dense than
to the melted rock above it, how would the density of the rock that surrounds it that is less hot.
rock change as it gets hotter?
If the melted rock that is a hotter temperature is less dense The less dense, hotter sections of rock would rise and the
than the melted rock that is not as hot of a temperature, denser sections would sink.
what might happen when these interact with each other? Or
are they next to each other like the air masses in the air that
were of different density?
Where did we say the hotter melted rock would be under the far down below the surface
surface?
Okay, so if this less dense section of melted rock is farther We might see the melted rock coming up out of the surface!
from the surface and rises towards the surface because it
is less dense, then what might we see happening at the
surface?
What are some locations on Earth where we think we have Mid-Atlantic Ridge
evidence of this happening? anywhere there are volcanoes
So if we were to look at another place where two plates were Yeah, we would see the melted rock coming up there too.
moving away from each other, like another oceanic ridge, Yeah the pushing of the magma moves the plates, so that
do you think we would see the same thing? would come up out of the surface if there was a crack or a
break there.
How might this movement of the less dense and more dense As the less dense sections rise towards the surface, if they
sections of rock affect the overall movement of the plates? don’t come up to the surface, then they would push on the
plates.
All that moving around is probably causing the plates to
move lots of different ways.

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 Additional Guidance

If students need extra support to understand that mantle material is pushing on the plates, revisit the demo from
Lesson 6 where two plates are coming apart. Physically move two plates (foam pieces) apart and ask students to observe
if the material under the plates (the water) comes up on it’s own. Students should make the observation that it does not
come up on it’s own, meaning that it has to be pushed up. You could continue by asking students what differences they
might see if they were to heat the water to represent the heated magma. This should help them think about how the
heated water (water vapor or steam) would eventually rise and push up to the surface if heating the water.
Update the Potential Causes for Mountain Movement chart
with magma from the mantle. Allow students to restate that the
movement of magma within the mantle is causing plates to move
and mountains to change location and elevation. Add magma to the
bottom of the list of causes. Draw a line linking magma to plates on
the cause side of the board.

11. Update Progress Tracker and navigate to next lesson. 3 min

Materials: science notebook

Update Progress Trackers. Project slide O. Allow students to return to their seats.
Say, Over the last two class periods we have learned a lot about volcanoes, ridges, and magma and updated our Potential
Causes for Mountain Movement chart. Let’s take a moment to update our Progress Trackers to show what we now think is
happening at the locations where two plates are moving away from each other.
Give students time to update their Progress Trackers. Have students add Evidence Tracker to their notebooks.

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SCIENCE LITERACY: READING COLLECTION 3 Standards and Dimensions
NGSS

The Rocking Rock Cycle Disciplinary Core Idea

ESS1.C: The History of Planet Earth The
geologic time scale interpreted from rock
1 What’s That Rock? strata provides a way to organize Earth’s
2 Fossils history. Analyses of rock strata and the fossil
3 Building on Bedrock record provide only relative dates, not an
absolute scale. (MS-ESS1-4)
4 Volcano Lessons
Science and Engineering Practices:
5 The Laws of Layers
Constructing Explanations and Designing
Solutions; Obtaining, Evaluating, and
Communicating Information
Literacy Objectives Instructional Resources Crosscutting Concept: Cause and Effect
CCSS
✓✓ Summarize key points related to rocks, fossils, Student Reader Science Literacy Student
and tectonic plates. Reader, Collection 3 English Language Arts
✓✓ Distinguish cause(s) and effect(s) related to “The Rocking Rock Cycle” RST.6-8.1: Cite specific textual evidence to
rocks, fossils, and tectonic plates. support analysis of science and technical texts.
Collection 3
✓✓ Translate text to visual/graphic representation RST.6-8.5: Analyze the structure an author uses
of ideas. Exercise Page Science Literacy Exercise to organize a text, including how the major
Page sections contribute to the whole and to an
EP 3 understanding of the topic.
Literacy Exercises
RST.6-8.6: Analyze the author’s purpose
• Read varied text selections related to the EP 3 in providing an explanation, describing a
topics explored in Lessons 6–8. procedure, or discussing an experiment in a text.
Prerequisite Investigations
• Evaluate the reading selections according to
provided prompts and criteria. Assign the Science Literacy reading and writing
• Compare and contrast information gained exercise after class completion of this lesson group:
from reading text with information gained • Lesson 6: How could plate movement help us
from class investigation. explain how Mt. Everest and other locations are
• Prepare an If/Then graphic organizer in changing in elevation?
response to the reading. • Lesson 7: What happens at mountains where
we see volcanic activity?
• Lesson 8: What is occurring at locations where
two plates are moving away from each other?

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 Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts
repeatedly to these terms. However, these in this exercise. Students will benefit from your
terms are not intended for isolated drill or modeling the use of these words without the
memorization. expectation that students will use or explain the
rock cycle words themselves.
absolute dating igneous rock
hot spot relative dating

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the assignment.
• Wednesday: Plan to touch base briefly with students in the middle of the week to answer questions about the
reading, to clarify expectations about the writing exercise, and to help students stay on track.
• Friday: Set aside time at the end of the week to facilitate a discussion about the reading and the writing exercise.
You’ll proceed with the in-class lesson investigations during this week.

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2. Preview the assignment and set expectations.  (Monday)

• Let students know they will read independently and then complete a short writing assignment. The reading
selection relates to topics they are presently exploring in their Plate Tectonics and Rock Cycling unit science
investigations.
• The reading and writing will be completed outside of class (unless you have available class time to allocate).
• Preview the reading. Share a short summary of what students can expect.
First, you will explore a field guide to some common types of rock, with close-up photos and information on how these
rocks form.
Next, you’ll read a science fair report about identifying fossils from a fictitious team of 10th graders.
Then, you’ll read a brief technical guide to building foundations on soil or bedrock.
You’ll also read the amazing explanation for how the Hawaiian Islands formed, or should I say ARE forming.
Finally, you’ll read about the scientific laws that apply when interpreting layers of rock.
• Distribute Exercise Page 3. Preview the writing exercise. Share a summary of what students will be expected to Exercise Page
deliver. Emphasize that Science Literacy exercises are brief. The focus is on thoughtful quality of a small product, not
on the assignment being big and complex.
For this assignment you will be expected to generate an If/Then graphic organizer that summarizes key ideas from all
five readings. EP 3

• Remind students of helpful strategies they can employ during independent reading. Offer the following advice:
The reading should take approximately 30 minutes to complete. (Encourage students to break reading into smaller
sections over multiple short sittings if their attention wanders.)
A good reading strategy is to scan through the collection first to see the titles, section headers, graphics, and images to
see what the selections are going to be about before fully reading.
Next, “cold read” the selections without yet thinking about the writing assignment that will follow.
Then, carefully read the Exercise Page to understand the expectations for the writing part of the assignment.
Revisit the reading selections to complete the writing exercise.
Jot down any questions for the midweek progress check in class. (Be sure students know, though, that they are not
limited to that time to ask you for clarification or answers to questions.)

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3. Touch base to provide clarification and address questions.  (Wednesday)

Touch base midweek with students to make sure they are on track while working independently. You may choose to
administer a midweek minute-quiz to give students a concrete reason not to postpone completing the reading until
the last minute. Ask questions such as these, and have students jot answers on a half sheet of paper:

Suggested prompts Sample student responses

What are two kinds of igneous rock? basalt and granite
Which Hawaiian island is the youngest? the Big Island, called Hawaii
When you see layers in bedrock, what can you assume The oldest are the bottom layers, and the youngest are the top
about the ages of the rocks in each layer? layers.

Ask a few brief discussion questions related to the reading that will help students tie the text content to students’
classroom investigations.

Suggested prompts Sample student responses

Which kind of rock could have also formed from cooling Since lava is magma that flows on Earth’s surface, it could be
lava? How? basalt, which was described as a rock formed from cooling
magma.
On what kind of Earth material should the foundations on bedrock
for very heavy buildings and bridges be built?
What can you assume about the layers of rock on two that the two sides are actually the same layers and the same
sides of a canyon, such as in Canyonlands National Park? ages, although geologists always check very carefully to see
if this is the case because it’s not uncommon for faults to run
through canyons
Exercise Page

• Refer students to the Exercise Page 3. Provide more specific guidance about expectations for students’ deliverables
due at the end of the week.
The writing expectation for this assignment is to complete an If/Then graphic organizer that summarizes a key cause-
EP 3
and-effect relationship from each of the five reading selections.
For some readings, the “if” statements are missing, and for others the “then” statements are missing.
You may want to work on the organizer as you finish reading each selection. Or you can wait until the end and
complete the task all at once.
Keep in mind that the organizer should summarize big ideas rather than small details.
The important criteria for your work are that you can distinguish between causes and effects and state the relationships
accurately.
• Answer any questions students may have relative to the reading content or the exercise expectations.
SCIENCE LITERACY: READING COLLECTION 3 PLATE TECTONICS AND ROCK CYCLING | 227
4. Facilitate discussion.  (Friday)

Facilitate class discussion about the reading collection and writing exercise. Back in Lesson 3, students discussed
Student Reader
generally how different types of rock make up bedrock. In the first reading in this collection, they will take a close-up
look at six specific rock types and also see how each type looks when bedrock is exposed at the surface.

Pages 24–33 Collection 3

Suggested prompts Sample student responses
What is the general purpose of the first selection, It names six kinds of rocks and describes their properties and how SUPPORT—If you are using the
“What’s That Rock?” they were formed. recommended word envelope
convention, check the envelope
What are some reliable ways to confirm the kinds of Ask a local Earth science teacher or other expert. to see if it contains any words,
rocks you think you see where you live? Search online for a college or state website that shows rocks of my phrases, or sentences that students
state. need help understanding. Read
key sentences aloud, and provide
Think of a local rock formation that is well known and find online concise explanation.
information about it written by scientists.
What do marble and limestone have in common that They must be made of the same substances because marble comes SUPPORT—The term rock cycle is
makes them both susceptible to acid rain? from limestone that was heated and crushed. not fully explained in this unit but
is referred to in the first reading.
What is the general purpose of the second selection, It is a science fair report, written by a team of high school students, Support English learners by
Fossils about how they found the age and name of a mystery fossil. eliciting students’ understanding
What is the purpose of the Discussion subheading in This is the subsection of the report where the students reflect on the of the meaning of cycle from
this selection? hypothesis they made at the beginning. It also summarizes their other usages, such as water cycle,
work and makes a conclusion. motorcycle, and bicycle. Guide
application of the definition related
What can you infer about the age of fossils found in that they are about the same age as the rock and the same ages as to a repeating series of events to
the same rock layer? one another rocks, and have students develop
operational (explaining what the
What does “relative dating” of fossils mean? It means that you may not know the exact number of years old a
rock cycle does) definitions.
fossil is, but you know about how old it is by comparing it to fossils
with known ages.
What is the general purpose of the third article, It discusses building and bridge foundations and where engineers EXTEND—Show students a
“Building on Bedrock”? decide to set them. NASA video that reinforces
the information on igneous,
What are the advantages of building foundations on Bedrock can hold a big weight without moving, giving the building metamorphic, and sedimentary
bedrock? stability. rocks developed in the first
Think about what you have learned about bedrock Yes, bedrock is the solid rock that plates are made of, so it is selection and then explains how
in our investigations. Is it possible to build on bedrock everywhere, even underwater. the rock cycle on Earth is similar to
anywhere on Earth? Explain. the rock cycle on the moon.

SCIENCE LITERACY: READING COLLECTION 3 PLATE TECTONICS AND ROCK CYCLING | 228
Pages 24–33
Suggested prompts Sample student responses
What is the general purpose of the fourth article, It describes how the Hawaiian Islands formed and how this relates
“Volcano Lessons”? to plate movement.
What is a hot spot? a place where magma breaks through the crust
Based on your reading and our class discussions, We know that a cycle is something that happens again and again.
what do you infer the rock cycle is? And we read in the first reading that rocks can change. We also
know that rocks on Earth wear away and produce sediments and
that magma produces new rock. So the rock cycle must be all those
changes repeated over long periods of time.
What is the general purpose of the fifth article, “The It describes four rules that scientists use to compare the ages of
Laws of Layers”? rock layers.
What was one idea that was hard to understand in It was hard to understand the law of cross-cutting relationships
this reading? Why? because it was hard to think of magma as a “layer.”
Recall the three types of rocks from the first selection: The layers of rock are sedimentary because we learned in class that
igneous, metamorphic, and sedimentary. Which one sedimentary rock forms when sediments are compressed by heavy
or ones are pictured in the diagrams, and how do you layers above them. The magma that cuts across layers will be
know? igneous rock when it hardens, as the text box for the law of cross-
cutting relationships explains.

SCIENCE LITERACY: READING COLLECTION 3 PLATE TECTONICS AND ROCK CYCLING | 229
5. Check for understanding.
Evaluate and Provide Feedback
For Exercise 3, students should complete a partially filled in If/Then graphic organizer that addresses key concepts
presented in each of the five reading selections in Collection 3. Look for evidence that they focused on main ideas
from the readings appropriately, that they followed the style provided by writing in complete sentences, and that they
were able to distinguish causes from effects. A sample completed graphic organizer is shown below with student’s
text in color, but other student responses may also be appropriate.

SCIENCE LITERACY: READING COLLECTION 3 PLATE TECTONICS AND ROCK CYCLING | 230
LESSON 9

What causes mountains to change?

Previous Lesson We established claims about what occurs where two plates are moving away from each other and analyzed evidence to support or
refute our claims. We figured out that magma from the mantle is slowly creating new plate material at the Mid-Atlantic Ridge and
updated our Potential Causes for Mountain Movement chart to show that pressure from the mantle causes the observed mountain
changes.

This Lesson We revisit our Potential Causes for Mountain Movement chart to take stock of what we
have figured out. We revise this chart to capture the causal chain of events that need to
Putting Pieces Together
occur for a mountain to move or grow. We revisit the DQB to see what questions we can
1 day answer and make predictions about what we think the Andes Mountains and the Mid-
Atlantic Ridge will look like in the future and what it looked like in the past.

Seismic Explorer by Concord

Consortium is licensed under CC BY 4.0.

Next Lesson We will use mathematical reasoning to determine that Africa and South America could have been together 146 million years ago and
reason out that this older rock and fossils will be found deeper underground compared to younger rock and fossils. We will look for
patterns in data across the continents from this period. We will complete an exit ticket to make a claim about the two plates touching.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 9.A Construct an explanation using representations on the Causal Chain of Events poster to explain how the causal (not
MS-ESS2-3 correlational) events lead to a mountain changing in elevation or location.

What Students Will Figure Out

• Plate movement causes changes to mountains.
• There are a sequence of events that occur to cause changes to a mountain.
• This sequence involves magma moving and pressing on the crust, which makes the plates move. This plate movement
results in changes to the surface of Earth, including changes to mountain height and location.

Lesson 9 PLATE TECTONICS AND ROCK CYCLING | 231

Lesson 9 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 3 min NAVIGATION A
Return to our Data Cards for Other Mountains and Mount Everest to remind
ourselves of the changes happening at each location and reflect on which
changes we can explain.
2 20 min REVISE POTENTIAL CAUSES FOR MOUNTAIN MOVEMENT CHART B-C Potential Causes for Mountain Movement chart,
Revisit the Potential Causes for Mountain Movement chart. Reorganize the another piece of poster paper titled Causal Chain
causes into a chain of cause and effect events that lead to changes to of Events for Changes in Mountains
Earth’s surface.
3 15 min REVISIT THE DQB D poster paper titled “Questions We Have Answered”
We go back to our DQB and see what questions we can answer. or a space in the room for this on a white board or
bulletin board, Related Phenomena poster
4 7 min EXIT TICKET E Making Predictions
We think about what the ocean where the Mid-Atlantic Ridge is will look
like in the future and what it looked like in the past.
End of day 1

Lesson 9 • Materials List

per student per group per class

Lesson materials • science notebook • Potential Causes for Mountain Movement chart
Student Procedure Guide Student Work Pages • Making Predictions • another piece of poster paper titled Causal Chain of Events
for Changes in Mountains
• poster paper titled “Questions We Have Answered” or a
space in the room for this on a white board or bulletin
board
• Related Phenomena poster

Lesson 9 PLATE TECTONICS AND ROCK CYCLING | 232

Materials preparation (15 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Either have a poster with the title “Questions We Have Answered” ready prior to the lesson, or have a space in the
room near the DQB where students can post the questions that can be answered. This space could be on a section of
whiteboard or on a bulletin board instead of a poster paper.

Lesson 9 • Where We Are Going and NOT Going

Where We Are Going
Up until this lesson, students have been investigating and analyzing data to figure out what causes changes to
mountains and Earth’s surface. In this lesson, the class works together using what they have figured out about the
potential causes to develop a causal chain of events. This causal chain has students beginning with the final outcome:
the mountains growing in elevation and the mountains changing location, before they work through the events
that happen which cause these effects. This causal chain will begin with magma under the surface moving, causing
the plates to move, which in turn results in changes to Earth’s surface. As this causal chain is developed, students
also include other effects that happen that are correlated with, but not causes for, mountains changing (i.e., volcanic
activity and earthquakes).
Where We Are NOT Going
This lesson, and the grade band, binds us to a causal chain that begins with the fact that magma, a liquidy rock, moves.
We do not go further into why this magma moves, which is due to thermal convection.

Lesson 9 PLATE TECTONICS AND ROCK CYCLING | 233

LEARNING PLAN FOR LESSON 9

1. Navigation 3 min

Materials: None
Revisit mountain case cards to see which changes we can explain. Say, Up to this point in our unit, we have figured
out a lot about what could be causing changes to mountains, and to the land at and above the surface. All of these causes
had to do with things happening at or below the surface of Earth. Take a moment and look back at our mountain cards.
Do you feel like you could explain what we have figured out so far for the observed changes in each mountain (growing,
or moving, or shrinking)? Turn and talk with a partner about which mountain changes you can explain. Give students a
minute or two to share with a partner. Later in this lesson they will write a short explanation about this, so no need to
have anyone share their ideas at this point. This conversation supports students in synthesizing what they have figured
out about Earth’s underground processes that cause land change.
Project slide A. Ask students to consider the following questions and share their ideas with a partner:
• Which of these changes can you explain using what you have figured out so far about what is happening at and
below Earth’s surface?
Say, Keep thinking about this as we work to revise our Potential Causes for Mountain Movement chart as a class. We will
revisit this question at the end of the lesson.

2. Revise Potential Causes for Mountain Movement chart. 20 min

Materials: science notebook, Potential Causes for Mountain Movement chart, another piece of poster paper titled
Causal Chain of Events for Changes in Mountains
Revise the Potential Causes for Mountain Movement chart. Show slide B. Ask the students to convene in a
Scientist’s Circle and make sure the Potential Causes for Mountain Movement chart is in a prominent location where
everyone can see it. Say, Let’s begin by looking back at our Potential Causes for Mountain Movement chart. We have
figured out quite a bit about what we initially thought could cause a mountain to change in elevation and location. All of the
causes we have figured out are about things happening under the surface of Earth, and we have a lot of arrows and edits on
our chart. Let’s use what we have here to reorganize what we have figured out about these processes below the surface. We
have plates moving, earthquakes, magma moving, and volcanoes listed as causes. Let’s start a fresh poster to capture the
chain of events leading to the mountain changes we have seen happening at the different mountain locations on our data
cards. We will begin with what we know is happening to the different mountains.

Key Ideas

Purpose: Now that the class has figured out and collected evidence for the different causes brainstormed in Lesson 1
that could be causing mountains to change, use this Building Understandings Discussion to reorganize these causes
into a causal chain that reflects the order that the causes occur before a mountain is affected. The prompts and
Lesson 9 PLATE TECTONICS AND ROCK CYCLING | 234
responses below are included to help facilitate this discussion to support students in making sense of how some of
the causes included on the poster from Lesson 1, are really correlated events that also happen when a mountain is
changed, but are not the cause of the mountain change. In addition, there are images as examples of how the Causal
Chain of Events for Changes in Mountains may be developed, but use what your students suggest, and argue for the
development of this representation as long as the causal and correlational events are clearly represented.
Say, Let’s begin by recording on the right hand side of our poster the effects, or changes, that we know are occurring to
mountains. With students’ help, begin to develop a representation on the poster paper to represent the changes to the
mountains that we have evidence of. This representation will be developed incrementally with students. A suggested
plan for developing this representation, along with example images showing its incremental co-construction, is
provided below. Ensure that the representation you develop with your students represents their shared thinking.
Different classes may develop this representation in a different order or way.

Suggested prompt Sample student responses

What if we begin by recording what we are trying to explain, the mountain moving
or the effects that occur—what would that be? the mountain getting taller
the mountains shrinking
Say, Okay, let’s add these three effects or changes to mountains, to the poster on the right hand side.

Additional Guidance

When constructing the chart, place “mountains shrinking” above the other two effects or changes to mountains.
In this lesson we will focus on explaining the relationship between our previously investigated potential causes for
mountain movement and the effects on the right of our original poster. In later lessons we figure out more about how
erosion affects the elevation of mountains and add to this poster. It is important to include this shrinking label above
the increasing and moving labels, as we will later classify these interactions as occurring above and below the surface.

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If mountain shrinking is placed below the other two effects, then this “above the surface” process will end up in the
“below the surface” space of the causal chain poster. This will happen in Lesson 13.

Suggested prompts Sample student responses

Based on what we have figured out so far about causes that affect mountains that are moving
Earth’s surface, what “effects” have we made progress explaining the mountains that are growing
causal mechanisms?
We know that we’ve brainstormed lots of potential causes over the plates moving
past few lessons for mountains that are growing and mountains magma moving
that are moving—some of which are events that happen to occur at
the same time these changes are happening, and some that are the
ultimate causes for these events. Which of the ideas on our Potential
Causes for Mountain Movement chart is a cause of a mountain
moving or growing?
Which of the ideas on our Potential Causes for Mountain Movement earthquakes
chart are events that also occur when a mountain is changing, but is volcanic activity - volcanoes erupting
NOT a cause for mountains changing in elevation and/or location?
So if we were to begin on the left side of our poster representing the We should start with the magma, or hot liquidy
one cause on our Potential Causes for Mountain Movement chart that rock, moving around.
is always happening when a mountain is changed, what would be
that one cause?
Is everyone in agreement that we should begin with the magma Yeah, we should begin with the magma because
moving? Some of you mentioned plate movement is another cause of that is what causes the plates to move.
mountains changing.
Say, Okay let’s capture this on our Causal Chain of Events
for Changes in Mountains poster. On the far left, let’s add
magma moving. What if we connect it with an arrow to
represent what you all are saying about how the magma
movement causes the plates to move?
Students should agree that this helps show the
relationship between magma and plates moving.
Add these two causes to the poster in a way to capture
this idea that one cause happens before the other cause.
It is suggested to include notation in between these two
causes with some wording about the causal relationship
between these two events, such as what is shown in
the image to the right. Use the prompts and responses
below as an example of this addition to the poster.
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 Suggested prompt Sample student responses
So if we look at our poster, can we connect plates Yes we can.
moving to mountains changing location and/or We can because when the magma far under the surface moves,
elevation? everything above it moves as well, including the plates. When
plates collide, mountains can get taller.
Plates colliding can also cause a mountain to move if the plate
the mountain is on moves.
Say, Okay, let’s add this to our poster.

Additional Guidance

Students may argue that they want to add an arrow from magma moving directly to the effects (mountains moving,
mountains growing). If they do argue for this, ask them to think back to Lesson 7 where we investigated the locations
most volcanoes occur—at plate boundaries—to help them synthesize what they have figured out in a causal
relationship. Through the next part of this discussion that is supported through the prompts and responses below,
students should come to agree that volcanoes are correlated with these events, but not the causes of these events.

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Suggested prompts Sample student responses Follow-up questions
Okay, so now we have two things we We should also include earthquakes Do others agree with this?
figured out that are happening and are and volcanoes.
definite causes of mountains changing We noticed that earthquakes happen
in elevation and location. What else is where plates are colliding.
there from our Potential Causes chart
that we want to include here as well? And lines of earthquakes occur at all
the plate edges.
We saw volcanoes where plates collide
and move apart.
If we add earthquakes and volcanoes When plates collide and run against Are we all in agreement with this?
to our poster, where should they go? each other, earthquakes happen, so
How are they related or linked to maybe they should be linked to plates
mountains changing in elevation or moving.
location? Volcanoes are also linked to plates
moving because we saw that when
the plates move apart, there can be
volcanoes and sometimes when they
collide, one goes under the other.
Say, Okay, let’s add earthquakes and volcanoes to our poster.

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Suggested prompts Sample student responses
I hear us arguing that both earthquakes and volcanoes We should do the same thing we did for magma moving and
happen when plates move, so how should we represent plates moving—put an arrow between them to show plate
this? movement causes earthquakes and volcanoes.
Does plate movement always cause earthquakes and No. I don’t think so.
volcanoes? qMaybe, I am not sure it happens everytime, but we did see there
are smaller earthquakes and larger earthquakes so maybe?
Okay, so if we know that earthquakes and/or volcanoes We could say something like, plates moving can cause
can occur when plates move, but we aren’t sure these earthquakes and/or volcanoes.
happen every time, how could we include this on our We could say something like, plates moving sometimes causes
poster? earthquakes and/or volcanoes.
Say, Okay, let’s add this to earthquakes and volcanoes on our poster.

Suggested prompt Sample student responses

So now that we have added to our causal chain of events the No. . . earthquakes happen when the plates move as
relationship between magma moving and plates moving, and they collide or bump into each other.
the relationship between plates moving and mountains moving No… volcanoes happen when plates move and collide
or growing, and the relationship between plates moving and or move apart.
earthquakes and/or volcanoes, what can we include between
earthquakes and/or volcanoes and mountains moving or growing? Sometimes volcanoes can cause mountains to shrink if
Do earthquakes CAUSE a mountain to grow or move location? they explode violently.
Do volcanoes CAUSE a mountain to grow or move location? Do Not all mountains shrink because of volcanoes. Our
volcanoes or earthquakes CAUSE a mountain to shrink? mountain cases that are shrinking don’t have volcanoes.

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Suggested prompts Sample student responses
Okay, so if earthquakes and volcanoes don’t cause mountains to We could include something between earthquakes and
change location or increase in elevation but sometimes happen the mountain changes that says: sometimes happens
at the same time, how could we represent that on our poster? with or sometimes happens at the same time.
Yeah, we could include the same thing between
volcanoes and the mountain changes.
How would we represent that volcanoes can sometimes cause We can say that it’s correlated, but since it doesn’t
mountains to shrink? Would we say that volcanoes are causing happen at every mountain in our cases, we can’t say
or are correlated to mountains shrinking? that it causes all mountains to shrink.
We talked about this before, what did we call something that We said it was correlated.
wasn’t a cause of mountains moving and growing but could
happen at the same time as those changes?
Say, So let’s add this to our causal chain since we now
know that earthquakes and volcanoes can happen when
plates move at the same time that mountains are being
changed, but they don’t cause mountains to change. Add
whatever wording or representation your class agrees
on to capture this idea that earthquakes and volcanoes
are correlated with but not causes of mountains
changing.

Suggested prompt Sample student response

Take a moment and reflect on what we have represented on our plates moving
poster. We have been trying to figure out up to this point in our
unit what the causes are of mountain changes and what the
correlated events are that happen at the same time but are not
causes of mountains changing. Looking at our representation,
what are the causes that we have figured out that lead to
mountains changing?

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Suggested prompts Sample student responses
And what causes plates to move? The melty rock in the magma that moves around
pushes on the plates and makes them move.
Okay and what else is plate movement a cause of? earthquakes and volcanoes
Make a claim. Ask students to return to their seats. Display slide C. Make sure they can see both the Potential Causes
for Mountain Movement chart and the new Causal Chain of Events poster. Say, Now, let’s think back to what you talked
about with your partner at the beginning of class. Look back at our Potential Causes for Mountain Movement chart and
our new Causal Chain of Events poster and answer this question in your notebook: What causes a mountain to change in
height or location? State your claim and use evidence to support your answer. Tell students to open up to a new page in
their notebook to record their answer to these questions.
• What causes a mountain to change in height or location?

Assessment Opportunity

9.A Construct an explanation using the representation on the causal chain of events poster to explain the causal
events, not the correlations events, that need to occur in order for a mountain to change in elevation or location.
What to look for/listen for:
Students explaining that:
• Magma is far below the surface and is liquidy rock that moves
• When magma moves, everything above it moves
• Magma movings makes the plates on the surface of Earth move
• Plate movement changes the surface of Earth when they interact or spread apart
What to do: Some students may include correlational events as part of their causal explanation, such as earthquakes
or volcanoes. If they do, encourage them to look back at the Causal Chain of Events for Changes to Mountains poster to
remind themselves what we figured out about earthquakes and volcanoes in relation to mountains changing. Have
them think about the causes for volcanoes forming, earthquakes happening, or mountains changing. In each of these
cases, they should say that it’s due to magma moving and plate movement. Thus, they all have a common event that
occurs, so volcanoes and earthquakes can’t be the ultimate cause for mountains changing.

3. Revisit the DQB. 15 min

Materials: science notebook, poster paper titled “Questions We Have Answered” or a space in the room for this on a
white board or bulletin board, Related Phenomena poster
Convene in a Scientist’s Circle around the Driving Question Board. Display slide D. Say, Let’s see what new
questions we can answer from our DQB. You are going to get a sticky note off of our DQB and will have a couple of minutes
to read it to yourself. Think about whether it can be answered with evidence we have collected so far in our unit. Distribute
one sticky note from the DQB to each student. Give students a minute or two to read their question and think about
Lesson 9 PLATE TECTONICS AND ROCK CYCLING | 241
whether there is evidence the class has that can be used to answer it. If any student says they are not sure, encourage
them to look back through their notebook if needed. After a minute or two, say, We will go around so that everyone has
a chance to share the question they have and whether or not we can answer it. If you share your question and we can answer
it with evidence, then put it up on our poster, Questions We Have Answered. If you share your question and we can’t yet
answer it, or we can only partially answer it, tell us and why, then put it back up on our DQB.
Begin at one point in your Scientist’s Circle either by choosing someone to start or asking a volunteer to start. After the
first student has shared their question and placed it either on the poster, Questions We Can Answer or back on the DQB,
continue around the circle until everyone has shared.
Once everyone has had a chance to share, take a minute as a class to reflect on the overarching question for the unit
from Lesson 1, What causes mountains to move, grow, or shrink? Ask, Now that we have figured out so much about
what is going on below the surface to cause changes to the mountains we have been investigating from Lesson 1, do you
think these same processes could be affecting the events we have on our Related Phenomena poster? Bring the Related
Phenomena poster to a place in the room so everyone can see it and/or point it out.
Sample student response:
• Yes! I think the hills I see in my neighborhood might be caused by things shifting underground.
• Yes! Maybe the large crack in the road I see in my neighborhood is from plates moving.
• Accept all responses in which students can link the processes we have figured out to their related phenomena, even
if it is just conjecture and not accurate. The purpose here to help support students in beginning to think about how
not only mountains are affected by earthquakes, volcanoes and plates moving.
Say, So it sounds like the processes that we have been investigating and figuring out not only happen at mountains, but may
also happen around us. Could we revise our Driving Question Board unit question to capture this idea? What are some of your
ideas for how to revise it?
Allow students to respond. Guide students to add in a portion about the land around them. Consider revising the
question to this format, or use the format suggested by the class:
What causes mountains and the land beyond them to move, grow, or shrink?
Say, Okay, now that we have revised our Driving Question to include not only causes of changes to mountains but to the
land beyond the mountains, let’s keep this broader question in mind and we continue to investigate other landforms to see
if what we figured out for mountains applies to explaining what is happening in other places. Let’s think not only about
these changes to mountains, but also consider what changes might be happening to land as these mountains change, and if
changes have been occurring to our land as well.

4. Exit Ticket 7 min

Materials: Making Predictions, science notebook

Make predictions. Display slide E. Say, Now that we have taken stock of what we have figured out about some of the processes
that cause mountains to change, let’s use what we have figured out to make some predictions about what one part of Earth will look
like in the future and what it might have looked like in the past. Use Making Predictions to record your predictions. Pass out Making
Predictions to each student and give them the rest of the class to complete it. They should turn it in before leaving class.
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ADDITIONAL TEACHER GUIDANCE
Supporting Students in Making Connections in ELA
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Students will engage with peers in a Scientist’s Circle to come to consensus on a causal chain of events representation
for mountains changing. In order for the class to come to a consensus on this, they will need to share what they have
figured out over the course of the unit so far and build on each other’s ideas.

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LESSON 10

Where were Africa and South America in the past?

Previous Lesson We revised our Potential Causes for Mountain Movement chart to develop a causal chain of events that lead to a mountain moving
or growing. We revisited the DQB to see what questions we can answer. We made predictions about what we think the Andes
Mountains and the Mid-Atlantic Ridge will look like in the future and what it looked like in the past.

This Lesson We consider what evidence we would need to determine if Africa and South America were once
touching. We determine that we need to use data from both continents, and the data needs
Investigation
to be from the time period when they were possibly together. We use mathematical reasoning
1 days to determine they could have been together 146 million years ago. Older rock and fossils are
found deeper underground compared to younger rock and fossils. We examine patterns in data
across the continents. We complete an exit ticket to make a claim that the two plates used to be
touching and support the claim with evidence from our maps.

Next Lesson We will use multiple types of data and models to examine how the continents moved and relocated on Earth over millions of years. We will
identify the strengths and weaknesses of our models, then construct an explanation for the position of continents millions of years ago.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 10.A Analyze maps displaying patterns of large sets of data to determine that Africa and South America could have been
MS-ESS2-3 touching at the Mid-Atlantic Ridge (spatial relationship) between roughly 125 and 146 million years ago.

What Students Will Figure Out

• Oceanic plates that were created over time were not always in existence.
• Average rates of plate movement and plate direction can be used to determine where plates were once located.
• Small changes to the distance between continents can add up to larger visible changes seen from a larger scale.
• Older rock and associated fossils can be found under younger rock and fossils.
• To support that two land masses were once together, patterns in data across the two land masses need to be similar or the same.
• Data from rock strata, fossils, and other changes in land supports that the African and South American continents were
once together at the Mid-Atlantic Ridge.

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Lesson 10 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 6 min NAVIGATION A-B
Discuss if Africa and South America could have been touching in the distant past,
and determine what evidence we would need to prove they used to be touching.
2 14 min USE RATES OF PLATE MOVEMENT TO DETERMINE WHEN AFRICA AND C Calculating Plate Movement, calculator
SOUTH AMERICA WOULD HAVE TOUCHED
Use the constant rate of the movement of the South American plate and the
African plate to determine when continents might have been touching.
3 5 min REASON OUT THE LOCATION OF OLDER DATA ON CONTINENTAL PLATES D-G
Consider where material from long ago would be found on both continental
plate pieces. Reason out that the older material (rocks, fossils, etc.) would be
found layered below younger material.
4 12 min ANALYZE MAPS TO DETERMINE PAST PLATE LOCATIONS H-I dry erase marker, South America and Africa
Analyze maps with varying data to determine if the African and South American Evidence Maps with different maps placed
plates have corresponding evidence that could show they were once touching. in individual sheet protectors, Talking Sticks
Protocol for Our Continental Data Sets
5 8 min EXIT TICKET J Lesson 10 Exit Ticket
Revisit the idea that Africa and South America were once touching. Write a claim about
their past positions and provide evidence to support the claim on an exit ticket.
End of day 1

Lesson 10 • Materials List

per student per group per class

Lesson materials • Calculating Plate Movement • South America and Africa Evidence Maps with
• calculator different maps placed in individual sheet
Student Procedure Guide Student Work Pages
protectors
• dry erase marker
• Talking Sticks Protocol for Our Continental Data Sets
• Lesson 10 Exit Ticket

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Materials preparation (20 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Print 5 color copies of each map on South America and Africa Evidence Maps. Cut apart each half page map and place
each one in a separate sheet protector. The only map that will be a full page map will be the rock layers map, since it
includes a rock layers key. All other maps will be a half page.
Print extra copies of South America and Africa Evidence Maps in case students would like to physically cut out Africa and
South America and move them together. Consider pre-cutting a few continents from each data set to distribute to
students who would benefit from physically manipulating the data sets.
Cut out one African continent and one South American continent to use for the movement of continents on meter
sticks. The data set used to cut out the continents for this activity does not matter.

Lesson 10 • Where We Are Going and NOT Going

Where We Are Going
In the previous lesson, students considered whether the oceanic plate material has always existed in between Africa
and South America. In this lesson, students will determine that the plate material may not have always existed, and
consider what data they might need to show evidence of the two continents touching at some point in the past. To
understand where the plates might have been in the past, students use constant rate data to figure out that the two
plates may have been touching somewhere between 146 and 125 million years ago. Knowing that the plates may have
started to separate as far back as 146 million years ago, students bound their needed data to a time period before 146
million years ago when the plates might have been touching. They recognize that the plates themselves may have
evidence of being together, but things from that long ago must be found very deep underground. Students use data
from this time period to look for similar patterns across the two continents. These patterns in data serve as evidence to
support in their exit ticket that the two continents were once together.
Where We Are NOT Going
Students use an average yearly rate of 48-56 mm of movement from the ridge to estimate the time at which Africa
and South America were touching. This average rate does not account for differences in the actual movement, such as
periods of deceleration in the past 35 million years nor the exact angular velocity of the plates or the changes in plate
direction seen in the geomagnetic data from the past 130 million years. Current plate movement rates are believed to
be historically slower than past rates. We calculate the average movement in this lesson using the general magnetic
data seen when mapping seafloor age of various parts of the ridge. Analyzing angular velocity and the accompanying
magnetic data are associated with high school mathematical standards. For this lesson, students are utilizing the
average growth rate from the continental shelf off the coast of the State of Rio Grande Do Norte of Brazil to the
corresponding section of the Mid-Atlantic Ridge, then to the continental shelf located off the Gulf of Guinea. This area
was chosen because of it’s visual correspondence of the continental plates with the Mid-Atlantic Ridge and alignment
with projected scientific averages, along with connections to the Mid-Atlantic Ridge from prior lessons. While not in
this lesson, it is worth noting that the Northern part of the plates and Southern part of the plates have experienced
different rates of movement and angular shifts over time.

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LEARNING PLAN FOR LESSON 10

1. Navigation 6 min

Materials: None
Consider the final question from Making Predictions from last class. Say, We ended last class by thinking about
the Mid-Atlantic Ridge. As I was reading through your handouts, I saw similar ideas across the class converging towards a
common argument. Let’s revisit the last question from the handout and take some time to share our ideas with the class.
Project slide A. Display the last handout question on the slide. Read the last question from the exit ticket aloud to
the class:
• If the Mid-Atlantic Ridge is spreading apart one inch per year, does that mean that oceanic plate material has always
existed in the Atlantic Ocean?
• Would there be any changes to the two continents on either side of the Mid-Atlantic Ridge?
Allow students to share their ideas with the class. Guide students to determine that the oceanic plate is created or
destroyed over time. Example prompts and responses are below.

Suggested prompts Sample student responses

If the Mid-Atlantic Ridge is spreading apart If the ridge is spreading apart, then the material has to be coming up
between 1.9-2.2 inches per year, does that mean and filling some space that is newly open. Like the crack or the plate
that oceanic plate material has always existed in material hasn’t always been there if it is just created.
the Atlantic Ocean? Maybe the plate material hasn’t always been there.
Where would this plate material come from? We learned that the new plate material is coming up at the ridge from
underground and filling in the space.
We saw the new plate material in Iceland and on the ridge coming up
from the mantle as the plates spread apart.
So if there are new oceanic plates being created Since the plates are created, it means they weren’t always there.
on both sides of the ridge, then has that oceanic The oceanic plate must not have been there long ago, if it is being
plate always been there? created now.
What do you think it could have looked like The ridge would have been much closer to the continents of Africa and
long ago? South America.
Maybe the distance between the continents was less, but the ridge was
still there.

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Suggested prompt Sample student responses
Do you think that the ridge has always been there? maybe not
The plate boundary might have been there, but maybe the
continental plates were the only pieces you could see.
Maybe the two continents were touching.
Discuss what the Atlantic Ocean looked like in the distant past. Project slide B. Say, Okay so if we are thinking that
in the past the Atlantic Ocean may have been smaller and the distance between the two continents may have been shorter,
do you think it is possible if we go far enough back in history these two continents could have been touching? Talk with a
partner for a moment about this idea. Ask students to turn and talk with a partner about the following questions:
• Do you think it is possible that the African and South American continents could have once been together?
• If they were closer together or touching, what might other areas, like the Atlantic Ocean, look like?

Additional Guidance

During this step, students are considering if the two continents could have been together. This may require students to
think more spatially than in prior lessons. If needed, reference the class map and/or the image on Making Predictions to
point out the South American and African continents and the Mid-Atlantic Ridge before having students turn and talk.
Allow students to share their ideas with the class. Example prompts and responses are below.

Suggested prompts Sample student responses

Do you think it is possible that the African and South Possibly. They look like they could have been.
American continents were once together? Maybe. They both fit the line of the Mid-Atlantic Ridge.
No, they are so far apart!
So if we think the two continents were touching, do I think so. There’s a curved piece that sticks out on the tip of South
we have any evidence that this could have happened? America that could fit into Africa.
Do the continents look like they could have actually Yeah, they kinda look like puzzle pieces.
fit together?
Definitely. The edges of the continent match the shape of the Mid-
Atlantic Ridge, so maybe we could slide them back to that spot and
match.
If they were together, how might that change the The Atlantic Ocean couldn’t have been between the two
Atlantic Ocean? continents.
The entire ocean and all that water would have to be out of the way.
All that oceanic crust would have to disappear.

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Suggested prompt Sample student responses
We know the plates are moving apart from each other from The Mid-Atlantic Ridge would still be in the middle, but the
earlier lessons. So if we were to think about reversing the plates might meet where it’s at.
plate movement to go back in time to see if they would come The ocean would be gone, and the Mid-Atlantic Ridge might
together, what changes would this have on the Mid-Atlantic be gone too.
Ridge or the Atlantic Ocean?
Say, It sounds like we are thinking that if we were to go backwards in time, or reverse time, that the continents might have
been together, and we are thinking that it even looks like they could fit together. What data do we already have about how
the continents are moving that we can use to do this “reverse” time and see where these continents would have been in the
past so we can figure out if they might have been together?
Allow students to respond. Students should suggest that we have plate movement data and we know the rate the
Ridge is spreading apart, so we can use this number to reverse the plate movement back in time and figure out where
they would have been in the past.

2. Use rates of plate movement to determine when Africa and South America would have touched. 14 min

Materials: Calculating Plate Movement, calculator *Supporting Students in

Say, It sounds like we can use plate movement rates to calculate when the plates were together. Using that rate will help us Engaging in Planning and
“reverse” plate movement from the Mid-Atlantic Ridge back in time. Let’s look at some of that data together and try to figure Carrying Out Investigations
out when the plates might have been touching. As students are comparing rates of
Introduce Calculating Plate Movement. Project slide C. Distribute Calculating Plate Movement to students. Read the change, ask students to consider
section titled Scientific Data with students. After reading Scientific Data, ask students how far 48mm and 56mm would if the changes over 10 years, 100
be (1.9-2.2in) using the distance between their thumb and index finger.* years, or 1,000 years would be
noticeable on the larger world
Say, That seems pretty small, but millimeters or just an inch or two can sometimes be hard to estimate or show. Let’s try to get map on slide C. Students should
more accurate. The continents are way too big to manipulate and move back ourselves, but I do have these cut out versions. note and make the connection
How can we use these to visualize how far the continents actually move each year? And how could we know we are more that while these changes are
accurate? observable in the classroom on
Allow students to respond. Students should suggest that we can move the representative continents the distance by our meter sticks with small paper
the yearly rate the scientists have estimated using rulers or other measurement tools. representations of the continents
this would not be observable at a
Additional Guidance global scale. Since the data for the
movement of these plates is small
For the next portion of the lesson the class will be using representations of the two continents and the distance enough to represent on meter
between them. These items will not represent a scale model. The purpose of this next section is not to recreate the sticks in close proximity, we can
true scale at which these occur, but to understand that the timescales and distances associated with these interactions see a change in our classroom.
occur over a much greater timescale than discussed in previous lessons. This next task focuses on shifting from spatial Students should note that the
understanding to a temporal understanding that will lead us into the ideas of geologic time and larger changes that small changes have occurred over
add up over larger timescales associated with plate movement and plate interactions.

Lesson 10 PLATE TECTONICS AND ROCK CYCLING | 249

Introduce plate movement rate manipulative. Hold up the cut out representation of Africa and South America that a short period of time and are very
were prepared before the beginning of the lesson. close together, so they would not
be observable on this larger global
Suggested prompts Sample student responses
scale on slide C for many centuries.
How do these compare to the actual continents? These representations of the continents are much smaller than the
actual continents.
*Supporting Students in
How far apart are these continents? Our reading said they are about 7,000km apart.
Engaging in Using Mathematics
Say, We can’t spread them 7,000km apart in our classroom, and like you all said, the representations of the continents are and Computational Thinking
much smaller than the actual continent. To begin to figure out how the yearly movement of these continents might affect Students will use basic operations
their location in relation to each other, what if we use a few meter sticks to think about how movements of mm/year could to help them answer the question
affect a change in location of the land and represent that distance on a much smaller scale, like we did with our paper of when the African and South
continent representations? American plates might have
been touching. During this
Suggested prompt Sample student responses process, students will convert
We know the paper representations of the continents We could move the paper continents back in time using the meter from millimeters to kilometers,
are much smaller than the actual continents. We sticks to see where they would be in the past. and kilometers to millimeters.
also are using meter sticks to represent the distance Although this understanding
The distance between the continents could represent a time period of using base ten math and
between them that is at a scale much smaller than much earlier when the continents might have been closer together.
the actual distance. What are some of your ideas for the metric scale is built into
how we could use these representations to help us We can use the meter sticks to see how much they move over time elementary school common core
figure out where these continents might have been in and help us represent the rate they move apart from the Ridge mathematics, utilizing this math in
the past? yearly. a real world context by multiplying
or dividing by 1,000,000 to get
Use meter sticks to represent past plate distances. Ask 4 students to hold the 4 meter sticks end to end in front scaled measurements may be
of the class. Using tape, place a continent on each end. Ask students what the distance in between the continents new to some students. To support
represents. Students should identify that the distance is representative of the Atlantic Ocean. Ask students what would students in understanding
be at the middle of this distance between the two plates. Students should respond that the Mid-Atlantic Ridge would the scale difference between
be in the middle of the Atlantic Ocean. kilometers to millimeters, consider
Determine how far to move each continent back in time. Engage in a discussion with students about how the revisiting the scale of metric
continents are moving apart a total of 48mm to 56mm a year from the ridge, which represents the movement of measurements from millimeters to
both continents from the center of the ridge, not just one continent. Work together to decide how far to move each kilometers, including how many
continent on the meter sticks. Example prompts and responses are below. millimeters are in centimeters,
meters, and so on to explain why
Suggested prompt Sample student response 1,000,000 is being used to convert
between the two measurements.
We have placed our continents on each end of the meter sticks. We would move them either 48mm or 56mm.
If we were to turn back the clock one year, how far towards the
center, or the Mid-Atlantic Ridge in the Atlantic Ocean, would we
move the continents? Or where would these two continents be one
year ago?

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 Suggested prompt Sample student response *Supporting Students in
Developing and Using Patterns
Would each continent move towards the center 48 or 56mm, or It would be the total distance between each continent. Movements that are perceived
would that be the total distance moved between each continent? in the scale of millimeters that
OK. We only have one representation of the continents on our Accept the general class response. add up over time to thousands
meter sticks. We can’t move one representation both 48mm of kilometers may be hard for
towards the center AND 56mm towards the center. What students to comprehend. If
measurement do we want to use? after the discussion students
are still questioning this spread
OK. Let’s move them in. But wait, do we just move one continent in No, we need to move both continents. rate of the continents, consider
(amount decided on by the class), or do we move both continents in? We should move one continent in and then move the demonstrating this pattern in the
other continent in. rates of change. Begin by asking
students to make marks that are
Both continents are moving away from the ridge, so 4cm and 6cm apart (or 40mm and
we need to move both back towards the ridge. 60mm if students have the ability
But if we are moving each continent, how much do we move We need to move them about the same distance in, to attend to precision of this scale).
each one? so maybe half of (either 48 or 56mm) is how much we Ask students to make 20 marks in
should move each continent towards the middle. succession at these rates, and then
compare the difference. Continue
As a class, decide on a distance to move each plate in, that adds up Some plates move faster than others. Maybe we could to scale up the measurements
to the rate of movement estimate picked by the class. move South America more than Africa since it looked using multiplication over 100 years,
like it moved more on Seismic Explorer. 1,000 years, 10,000 years, and
Say, OK. Let’s begin to move in our continents! 100,000 years as a class to show
how these temporal and spatial
Move continents back in time one year. Direct 2 additional students to move in each continent the distance relationships can become more
specified by the class. After they have been moved, step back and ask the class if the distance moved is noticeable. dramatic in differences over larger
Students should respond that the distance is not very noticeable, they still look pretty far apart. scales of time.
Say, OK, so we don’t really notice a big difference in the distance between the continents after a year, even at this small scale.
But what about 10 years?
Move continents back in time 10 and 100 years. Reason out how far the continents would have moved over 10 and
100 years with students while moving the continents to represent the changing distances between Africa and South
America as time is turned back. Determine if those distances would then be noticeable on a global scale.* Example
prompts and responses are below.

Suggested prompt Sample student response

So the distance between the continents was not noticeable in 1 It would have moved 10 times as far.
year. How far would the continents have moved back if we reverse
the clock 10 years?

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Suggested prompts Sample student responses *Supporting Students in
Developing and Using Stability
How can we figure out how far the continents have moved back in We could use multiplication. and Change
time 10 years without moving our continents 10 separate times? We could multiply the movement rate by 10. As students use the small
movement (measured in mm)
Guide students in multiplying the rate of movement by 10. Have that the land is spreading at the
students move the continents. Mid-Atlantic Ridge to determine
Alright, can we see a difference now? A little bit, but the difference still isn’t that big. if Africa and South America
could have once been touching
Not really. They didn’t move a lot. or connected, they will begin
So what if we move them back in time even more. What about 100 We may be able to see a difference in 100 years. We developing a conceptual model
years? How could we figure that out? would just multiply the number by 100. of comparative time scales—mm/
year to km/millions of years. At
Guide students in multiplying the rate of movement by 100. Have Yeah, 100 is a lot. We could see a difference then. this moment students are making
students move the continents. a pronounced shift in considering
So do we see a difference now? Yeah, we can begin to see the difference! temporal and spatial relationships
and thinking about how these
Do you think we could see the difference on a globe or a map? Not if you’re looking from space. We can’t see that like changes add up over these larger
we see continents from space. temporal scales. Using this data
No it wouldn’t be noticeable. and grappling with whether such
a small yearly movement could
It’s too small to see. have such a large result in the
position of the continents will
Say, Okay, it seems like we are beginning to make progress in thinking about how moving the continents towards each support students in gaining a more
other at a small scale could help us figure out what is happening on Earth between these two continents since we are finally intuitive understanding about
starting to see the distance between the continents shrinking as we moved 100 years back in time. But, we know that these stability and change that can only
continents are much larger. This change in the distance over 100 years probably isn’t enough to see the continents coming be “seen” over very long time
together from space and the gap between them getting smaller on our current day globes. What might we need to do in periods. In addition, students will
order to become more sure about whether these continents could have been together? Students should suggest that we begin thinking about how a system
should figure out where the continents would have been further back in time, like longer than 100 years ago. can appear stable in one time scale
Use mathematical reasoning to reverse continent movement for greater periods of time. Direct students to but realize that at a different time
look at Part 1 of Calculating Plate Movement. Explain that we can use the plate rates and the multiplication like what scale the system is changing.
we just used as a class in this section to help us see if our estimates are close to the actual kilometer distance between
the two plates. Remind students that we were able to easily turn our estimates that we made in intervals of 10 into
distances moved between plates over time. Ask students to make estimates about how many years we need to turn
back the clock using numbers that are multiples of 10 to make our math more accessible as we estimate and convert
measurements.
Elicit a couple of estimates from the class, and decide on one estimate to use class-wide. Explain that since we have
two different rates of movement, we can start doing the math to see how the rates would vary if we use the two

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different plate movement rate numbers. Write the estimate down in a space visible to all students. Most students will
estimate smaller ranges of time, ranging from thousands to a few million years.
Say, We can see how close some of our estimates are by using math to determine how far the plates would have traveled in
these time periods. Let’s try to see how close we get with the estimate we have.
Test out estimates for plate movement. Pick one estimate that the class feels more certain about and have students
add this estimate to the table in Part 1. Work as a class to do the math associated with plate movement.* Below is an
example is for an estimate of 10,000 years:
10,000 years x 48mm/year = 480,000mm ÷ 1,000,000 (to convert to km) = 0.48 km
10,000 years x 56mm/year = 560,000mm ÷ 1,000,000 (to convert to km) = 0.56 km
After finishing the math, restate the results for students. An example is below.
10,000 years ago, at a rate of 48mm/year, the plates would have been 0.48 km closer together.
10,000 years ago, at a rate of 56mm/year, the plates would have been 0.56 km closer together.
Revise estimates. Allow students to pick one more estimate (for example 1,000,000 years), or revise their estimate
from above as a class. Work through the associated math to determine how far the plates would have traveled in that
time period.* Restate the results to the class again.
Begin Part 2 of the handout. Say, It seems like we are getting closer to the distance between the plates, but we aren’t
exactly sure yet of when they might have been together. Let’s rearrange our data using the estimate from Calculating Plate
Movement that scientists estimate the continents have moved apart and start with the two things we know-distance and the
rate the continents are spreading apart-to determine how long ago it would have been that they were together.
Go over the rest of the handout with students. Point out to students that it is OK to round to the nearest million years.
Divide students into partner pairs, assigning half the class to work with that rate of spread of 48 mm/year (labeled in
the table with an A in front of the number) and the other half of the class working with the rate of 56 mm/year (labeled
with a B in front of the number). Give students time to work through Parts 1 and 2 of the handout. As students are
working, circulate to ensure that students are processing the information and calculating distances and times correctly.
Students should calculate the following data for Part 2:
• Plate movement at a rate of 48 mm/year = 125,000,000 years ago
• Plate movement at a rate of 56 mm/year = 146,000,000 years ago

Additional Guidance

As students work on Calculating Plate Movement, students may believe that the age calculated is an exact time, not the
average. Remind students that since the plates are moving at different rates from the ridge, and parts of the different
plates experience conditions and resistance that might slow the movement of certain parts of the plate or speed up the
movement, and there were periods of greater movement or stagnation while they were moving, these numbers aren’t
exact. You can encourage them to think back to Lesson 6 when they developed the model of the different plate motions
to help remind them of how plates don’t move smoothly at a constant movement. Explain that with movements this small
and timescales this large, that this is an approximation that scientists have understood to vary by thousands of years.

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Report out results. Once students have completed their calculations, bring the class back together to discuss the
results, having volunteers share what they found. Tell students that they should fill in the number of years in Part 2 for
the rate that they didn’t work with so that they have both parts filled in. Tell students that we all seem to have large
numbers, so when we are talking about these time spans we will start referring to them in terms of millions of years.
Ask students to look at their calculations and any number that has 6 zeros after it will be shortened to exclude the
zeros. We will instead write “million” after the numbers that are in front of the 6 zeros. On a whiteboard or another
space visible to the class, demonstrate this with the class. Ask one student to share their first calculation from Part 2
using the smaller (48 mm/year) of the two average plate movements. Write the full number on the board. After the full
number has been written, cross out the last 6 zeros and under it, write “million years.”
The numbers should look like this:
125,000,000 = 125 million years
146,000,000 = 146 million years
Ask students to do the same and re-write both numbers on their handouts in Part 2.
Discuss the results of the handout. Point out that there is a large span of time between the first scientific estimate
in Part 2 and the second scientific estimate in Part 2. Lead a discussion with students to understand this data variation,
and prompt the need to use more data to be more certain of the plates touching, since we know that plates can twist
and turn as they move. Example prompts and responses are below.

Key Ideas

Purpose of this discussion: Determine that the time period estimates varied because of the smaller movements of
the plate adding up over a large period of time. Even though we have this data that points to a time period, we still
cannot say with certainty that they were touching. The data that we will need to look at also needs to come from the
continental plates and may be data such as fossils and rocks.
Listen for these ideas:
• Small changes, such as millimeter differences in data, can add up over a long period of time.
• We have data to track back the continents in time to the Mid-Atlantic Ridge, but this does not constitute proof that
they were once touching.
• We need more data to be more certain that the continents were once together.
• We may want to look at rock or fossil data from this time period.
• The data that we would need would have to come from a period before our calculated timeframe.
• Since the oceanic plates are created or destroyed over time, we would need to look at the continental plates for our
new data.
Say, We have two different results for the number of years ago that these two continents may have been together.

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Suggested prompts Sample student responses
If we look at the difference in the amount of years this may 21 million years!
have taken, what is the difference between these numbers?
That’s a big difference, but the difference in the estimated There isn’t much difference between the estimates in
plate movement rate was so small. Why would those times millimeters, but when I multiply that out over time the small
range so dramatically? differences add up.
If we were to look at images of where the two continents No… 48mm or 55mm is so small!
were located this year and then again next year at the same
time, do you think we would be able to see any difference in
their location?
Right! So do you think these movements this small, It looks like it… but it takes a long time.
measured in millimeters, really have any effect on changing Yeah… for our mountains they are moving small amounts too,
the surface of Earth, like the mountains we have been but there are still changes that can be measured and seen.
looking at?
So far we have used evidence we are familiar with, plate No… we saw that the plates are moving in different
movement, but if we just use this one piece of data, does directions and different speeds.
that mean that they were once together? Do all plates move Some plates twist and turn, so they might not have been
the same? together. The math helps us figure out it would have been a
long time ago, but we aren’t certain.
No, some plates slide and collide in different ways, like we
saw with the foam investigation.
Say, So from using the data we are familiar with, we have two different results for how many years ago Africa and South America
may have been together. And we noticed that the difference between these two results is very large—21 million years. In order to
help us become more sure of when these two continents may have been touching, what additional data could we use?

Suggested prompts Sample student responses

What type of data might we want to look at? If Africa and South America were together in the past, then we
could look at the land and see if the land is the same... like do
they have the same type of land.
Okay, if we looked to see if the type of land was the same Oh. . . the land today may not be the same as millions of years
today, would that mean the same type of land would have ago.
been there hundreds of millions of years ago? What do we The land under the ocean at the Mid-Atlantic Ridge is making
know is happening to the land under the ocean between more and more new land each year, so if these two continents
these two continents? were together in the past, it might have been different types
of land.

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Suggested prompts Sample student responses
Right… if new land is being made today at the Ridge, then We could dig down underground and look at land or
millions of years ago the land we see on the continents materials that are millions of years old for both continents.
today wouldn’t have been there. So if we want to see if the We need to look at older data.
land was the same on both continents millions of years
ago, where might we look for this data?
Okay, cool! How would we know how far to dig to reach We might look at fossil or rock data, since we can find those
material that is millions of years old? things from millions of years ago. The animals that live in
certain places can change over time.
There used to be dinosaurs. Maybe they were touching when
dinosaurs were around, but not when people and the animals
we now know were around. If we look for evidence of matching
current animals and plants, then we may not see a connection.
Would we want to look at evidence from on the continents, If we want to know if the continents were touching, we should
or look at evidence from the ocean? look at evidence from on the continents.
So if the oceanic plates are being created or destroyed, The new oceanic plate won’t help us know what it was like way
should we also look at data from the oceanic plates from back then when they might have been together, because the
long ago? animals would have lived on the continent or continental plates.
The oceanic material is made as the two plates are moving
apart, so that data wouldn’t show us what it was like if they
were together. The oceanic parts of the plates might not have
existed then.
If we get oceanic data, it can’t be from between the two
continents because those oceanic plate areas may not have
existed millions of years ago.
So we need older data, and that data needs to be from the We definitely want to look at when they might have been
continents, not the oceanic crust in between. But if we are together.
looking for old continent data, how old would it need to be? The data needs to be from when the continents were touching.

So do we want to look at data from before 125 million We need to go back in time before they were moving apart, so
years ago, or data from 146 million years ago? before the 146 million year mark.
We don’t know if they had started moving at or before the 125
million mark. We have to use the later mark.
Say, It sounds like we need to analyze continental data from before they started to move apart, so the data would have to be
from before 146 million years ago. But where would we even begin to find this data on our continents?

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3. Reason out the location of older data on continental plates. 5 min

Materials: None
Turn and Talk about available data. Project slide D. Allow students 2 minutes to turn and talk to a partner about the
following question: We identified that we might want to look at data like rocks and fossils.
• If we were to look at the African and South American plates for this type of data, where would we find it?
Ask students to share their ideas with the class. Guide students to determine that most of this information would be
located underground. An example prompt and responses are below.

Suggested prompt Sample student responses

Where would we find evidence, like (whatever We would find fossils underground. We would have to dig them up to get the data.
students have identified) on the plates? Old rocks are underground too. Most really old stuff is underground.
Say, It seems like we think any data we need to collect would be found underground. Why do you think that old stuff is further
underground?
Allow students to respond. Students will have varied ideas, including that the older material is buried over time.
Consider the placement of older versus younger items. Project slide E. Ask students, Do you have evidence from your
life that shows things that are older getting buried under things that are younger or that younger things have been there less
time? Do you have any experiences where you have had to “dig” to find what you are looking for? If so, why did you have to dig?
Allow students to share examples of places where items that are older are under younger or newer items. Students
may share examples such as:
• Dirty dishes in the sink, where the older dishes are buried in the sink
• Toys in a toy chest or pile, where older unused toys are under the newer, more used toys
• Laundry in a hamper or in a pile on the floor, where older laundry is under the newer laundry
• Last season’s sports equipment is found under this season’s sports equipment
Analyze placement of items in a trash can. Say, We do have a place where we have been adding material over time here
at school, which sounds like we think is happening to cause things from millions of years ago to be underground. Let’s look at
a trash can to see if we see the same trend of older items being below younger items.
Display slide F. Allow students a moment to look at the image on the slide and consider the placement of the trash.
Ask students where the older trash versus younger trash would be located. Students will gather that the younger trash
will be on top of the older trash.
Ask students about where they might find trash from yesterday. Students should identify that the trash would be
towards the top, but not on the top. Ask students if trash from yesterday is towards the top, and where they think trash
from last week would be. Students should identify that it might be closer to the bottom.
Compare trash layers to rock layers. Project slide G. Explain that scientists use this same idea to find and date
different data that they find in the layers of Earth. Explain that the layer of coal seen from the Appalachian Mountains is
older than the sedimentary rock above it.
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 Additional Guidance

Prior to middle school, students have determined that the presence and location of certain fossil types indicate the
order in which the layers have formed (4.ESS1.1). The emphasis of this section is to explain that older layers are found
under younger layers (the emerging idea of stratigraphy) and their order can be used to relatively date those layers.
In addition, 4.ESS1.1 provided students background knowledge in landscapes changing over time, such as areas that
were once underwater are now above water. As students progress in this lesson, students are expected to have the
understanding that areas that were able to support certain dinosaurs or glacier deposits may have landscapes that are
very different now than they were when those items were present on the land from 4.ESS1.1.

4. Analyze maps to determine past plate locations. 12 min

Materials: dry erase marker, South America and Africa Evidence Maps with different maps placed in individual sheet *Attending to Equity
protectors, Talking Sticks Protocol for Our Continental Data Sets The difficulty level of the maps vary
Introduce data sets. Say, The data we will be analyzing is from a time period before 146 million years ago. If we just figured based upon the type of data. For
out that the time these two continents were last touching was 146 million years ago, then what does that mean about what students who would like or could
was happening between these two continents after this time? benefit from a greater cognitive
Students should say they would have begun to move apart, slowly, but they wouldn’t be fully touching. challenge, consider giving them
one of the following maps:
Say, Why would we want to look at data older than 146 million years ago?
• Evidence of Past Coral Reefs-
Students should say because we are looking for evidence that shows the two continents were once together, or one Since there is no data on the
piece of land. actual continents, students will
Go over each data set. Project slide H. Divide students into groups of five. Distribute South America and Africa have to deduce that the evidence
Evidence Maps and give each student in the group a different data set, so that all members of the group have a of past coral reefs indicates
different data set. Color copies of these maps are also located in the Student Procedures. Take a moment to orient where water might have been
students to what each data set shows. at that time, meaning that there
was no water between the two
• Evidence of Past Mountains - This card shows similar mountain ranges, hills, valleys, etc. from this time period.
continents at this time.
• Evidence of Past Glaciers - This shows where glaciers were located during this time period.
• Similar Rock Layers and
• Location of Fossils - This shows specific types of fossils found that are from this time period. Formations- This rock strata will
• Similar Rock and Mineral Types - This shows rocks that are of the same kind and age from this time period. be harder to analyze than other
• Evidence of Past Coral Reefs - This card shows data from where coral and marine fossils were found in oceans from data sets, since rock layers across
this time period. these continents are similar, not
the same. Students will have to
• Similar Rock Layers and Formations - This shows rock layers from the two continents.
apply the trash can analogy from
Pause at the rock layers data set and ask students if this layer would need to match completely, or if there might be above to dissect the similarities
data younger or older than the rock layers. Students should identify that the rock layers should look similar for the time between these plates.
period in which we think they were together, but may not look similar before or after that time period since they may
or may not have been together.

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 Additional Guidance *Attending to Equity
Universal Design for Learning
If students are struggling to develop the idea that there would be similar, if not the same, rock layers for part of the Some students may benefit from
layers shown, take time to revisit the garbage analogy. Ask students if trash from two different areas of the school (try extra support in the perception
to pick very different locations, such as outside a gym and outside the school) would be the same. Students should of their data and need to
respond that they could be very different from each other. Ask students if the trash would become very similar if not physically move the continents
the same when the two trash cans were placed together. Students should identify that they would then be the same back together. By providing pre-
for the time period they were together. Ask students if the trash were then moved apart, if the trash would continue cut versions of the continents
to be similar. Students should identify that the trash that is from the time period when they were together should be containing their data sets, we
about the same, but the new, younger trash might be different. Have students also consider if each trash can would can support students in finding
accumulate the same amount of trash in each layer, or if the depth of each layer would be variable. Students should patterns between the two plates.
identify that the layers can be of variable depths and thicknesses, but the order of the similar layers would still be the This will allow students to move
same. two static images together to
determine if patterns of data hold
These differences in the rock layers could be due to erosion and pressure that was happening at the time, or volcanic
between the two continents.
eruptions, or another reason. This is not the purpose of this investigation, but students may need support in analyzing
the data if the layers aren’t a one to one match. Some of these ideas, such as pressure, are above grade band, and are
not the purpose why we are analyzing this data. We are not trying to make sense of the differences between the data
at this point, we are instead looking for similarities that could help us figure out if these two large pieces of land could
have been touching in the past.
Individually analyze data. Say, We have multiple types of data so each of you will be responsible for analyzing one type
of data. Explain that students will get 4 minutes to look over their data set on their own to try and make connections.*
Direct students to mark up the card with any patterns they see while they are inside the protective sleeves using a dry
erase marker.*
Share data sets in student groups. Project slide I. Distribute Talking Sticks Protocol for Our Continental Data Sets to
each group. After the 4 minutes is up, go over the talking sticks protocol on the group handout. Ask students to share
their data with their mixed data set groups. Students should share one by one using the talking sticks protocol. As
students share, ask them to mark any areas of similarities or differences between the data set being presented and
their data sets. Give students 1-2 minutes after they have shared to discuss the evidence as a group.

5. Exit Ticket 8 min

Materials: Lesson 10 Exit Ticket

Bring students back together as a class. Ask students to place their maps where others in their group can easily
see them.
Conduct exit ticket. Project slide J. Distribute Lesson 10 Exit Ticket to students. Go over the exit ticket with students.
Give students time to complete the exit ticket. As students are working, circulate to make sure that students are citing
data sets and explaining how the data supports their claims. Ask students to turn in their exit ticket at the end of class.

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 Assessment Opportunity

Building towards: 10.A Analyze maps displaying patterns of large sets of data to determine that Africa and South
America could have been touching at the Mid-Atlantic Ridge (spatial relationship) between roughly 125 and 146
million years ago.
What to look/listen for:
• Look for students to state in their claim that the two continents were once touching at the Mid-Atlantic Ridge.
• Students should cite all data sets to show that the plates were touching.
• Students should include the following reasons when justifying how the data supports their claim:
Similar rock types, rock strata, and land formations: some areas that show similarities can be traced directly
across from one continent to another, specifically at the top and middle of the two continents.
Evidence of past glaciers: glacier data fits like a puzzle piece if the continents were moved together.
Location of fossils: fossils of the same type are found at the middle and bottom sections of both continents.
Rocks of similar types and ages: the top-middle of each rock layer are very similar across the two continents.
Areas where coral fossils have been found: coral fossils were found on the outside of the two continents,
meaning that when they were formed there was no ocean in between the continents.
What to do:
• Students should be able to make multiple connections between data sets and the continents touching. If students
do not provide evidence from more than their original data set, guide students to individually look at the data set
from another partner.
• Use the pre-cut pieces of continents with the data on them to move the continents back together so that they
touch. Ask students if the data shown on the cards presents any patterns that span the two continents.
• After students have identified that the data shows a pattern across the two continents, allow students to revise
their work.

ADDITIONAL LESSON 10 TEACHER GUIDANCE

Supporting Students in Making Connections in Math
CCSS.MATH.CONTENT.6.NS.C.5
Understand that positive and negative numbers are used together to describe quantities having opposite
directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits,
positive/negative electric charge); use positive and negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation.

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As students are creating a model of where continents would have been located millions of years ago, they are working
with positive and negative rates of motion. Initially, students use four meter sticks to represent the space between
two continents, Africa and South America—this space representing the Atlantic Ocean and Mid-Atlantic Ridge—would
represent the starting point, or location “0.” Using manipulative representations (cut outs) of the two continents, they
discuss what it would look like in a year from now, and 10 years from now, etc., as they continue to move apart the two
continent representations—this represents positive movement. In an effort to figure out if these two continents were
together in the past, students work backwards in time, moving the manipulatives back towards each other, or in a
negative movement.
CCSS.MATH.CONTENT.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q
for cases in which p, q and x are all nonnegative rational numbers.
Students use approximated numeric data for yearly movement from the Mid-Atlantic Ridge between Africa and South
America to determine if these two continents could have been touching in the past. On Calculating Plate Movement,
students use this data to solve equations that result in how long ago these two continents may have been together.

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LESSON 11

Where were the other plates located in the distant past?

Previous Lesson We used mathematical reasoning to determine that Africa and South America could have been together 146 million years
ago. We completed an exit ticket to make a claim about the two plates touching and supported the claim with evidence
from our maps.

This Lesson We use multiple types of data as evidence to develop a flat map model that predicts
where the continents used to be located relative to one another millions of years ago. We
Investigation, Putting Pieces Together
identify the strengths and weaknesses of the evidence used to support our model. We
2 days use models and data to justify our predictions for the positions of the continents millions
of years ago.

Next Lesson Since the Appalachians and the Urals are different from other mountains that we are studying, we will use an online simulation
to help us figure out how these mountain ranges were formed. Then we will brainstorm other possible causes for the decreasing
elevation of the Appalachians and the unchanged elevation of the Urals.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 11.A Construct an explanation of changes in the global position of land masses over time including reasoning that shows
MS-ESS2-3 how rock strata and fossil evidence adequately supports a map of where Earth’s land masses (parts of plates that were not
created or destroyed as plates were moving) were located millions of years ago.

What Students Will Figure Out

• All major continents were once touching and formed a large single landmass that existed hundreds of millions of years ago.
• Multiple sources of data are needed to determine where plates were located in the past.

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Lesson 11 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 7 min NAVIGATION A
Consider how to figure out where plates were in the distant past, and what
evidence they would need to confirm their ideas.
2 8 min ORIENT TO THE FLAT MAP AND GLOBE B-D landmass data set baggie, one world map with
Consider the differences between a flat map and a globe and how different arrows, Earth squish ball globes (1 per pair in
representations might affect data and models. each group), inflatable globe
3 8 min USE EVIDENCE TO INVESTIGATE PAST LAND MASS LOCATIONS E-F
Make predictions using plate movement, shape of land masses, and expert
group data about where these land masses could have been in the past.
4 22 min ANALYZING MULTIPLE TYPES OF DATA TO DETERMINE PAST LAND H-J Land Mass Data sets, Plate Movement Map
MASS LOCATIONS
Compare models based on different types of data and come to a consensus
about past land mass locations based on evidence.
End of day 1
5 5 min RECONSTRUCT MODELS FROM LAST CLASS PERIOD K-L Land Mass Data sets, Plate Movement Map
Place land masses in the agreed upon arrangement from the last class period.
6 12 min EXPLAIN OUR MODEL M Evaluating Two Models, Assembled group
Annotate model of the land masses location millions of years ago with consensus model of arrangement of all land
the data supporting this location. Then explain the reason why the data masses
supports the model.
7 18 min DESCRIBE THE REASONING THAT SUPPORTS THE CLAIM DIAGRAM N Evaluating Two Models
Students answer reflection questions to articulate their reasoning for
positioning the land masses in the model.
8 5 min REFLECT ON USE OF CLASSROOM NORMS IN JIGSAW GROUPS O
9 5 min NAVIGATION P
Students consider how mountains that were already on the land masses
millions of years ago might have formed.
End of day 2
SCIENCE LITERACY ROUTINE Student Reader Collection 4: The Mysteries of Earth
Upon completion of Lesson 11, students are ready to read Student Reader
Collection 4 and then respond to the writing exercise.

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Lesson 11 • Materials List

per student per group per class

Lesson materials • landmass data set baggie • Earth squish ball globes (1 per pair in each • inflatable globe
• one world map with arrows group)
Student Procedure Guide Student Work Pages
• science notebook • Plate Movement Map
• Land Mass Data sets • Assembled group consensus model of
arrangement of all land masses
• Evaluating Two Models

Materials preparation (30 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Prior to Day 1:
• Inflate the 16” globe. Use a large black marker to draw arrows on the globe as described in Teacher Prep
for Labeling Arrows on the Inflatable Globe.
• There are 6 sets of map data cards to be used in a jigsaw. Pieces of these data sets will need to be cut
apart prior to class to save time and streamline the activity. This will only need to be done once, as these
data sets will be reused between classes and even year to year. Cut out the continents on the 6 different
pre-printed 11x17 inch cardstock sheets and sort them into ziplock bags as described in Teacher Prep for
Assembling Landmass Data Set Baggies.
• Test the projection of the video (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources).
• Do not staple pages of Evaluating Two Models together. Each page of the assessment will be handed out
separately.
• Review the slides and work through the activity so that you can help students with the complex task of
relocating continental plate pieces.

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Lesson 11 • Where We Are Going and NOT Going
Where We Are Going
In this lesson, students will rearrange continental land masses by moving them through time to predict their positions
approximately 240 million years ago, when Earth’s land was virtually all contiguous (referred to as Pangaea). They will
determine the positions of the continental plates in this arrangement based on synthesizing multiple data sources.
They will assess the sufficiency of evidence to justify their explanations for how the continents were positioned
approximately 240 million years ago.
Where We Are NOT Going
Students will not be identifying or memorizing the types of plate boundaries that currently exist on Earth, nor those
that existed in the distant past. They will not seek to prove whether the positions they have predicted are correct using
mathematical calculations of distance based on speed, or using any other specific methods; rather, they will assess the
strength of the evidence that exists in the available data to support their predictions. They will not examine changes
in intracontinental characteristics over time or in the distant past, but will focus on the historical movements of the
continental portions of currently existing plates.
While we have geological evidence that these continents were once together in a single solid landmass, students will
not have had the science ideas needed to explain the physical mechanisms underlying the separation of a solid plate
into distinct sections, and why plates fracture in the locations that they do. Because of this, this lesson utilizes terms
such as “continents touching” or “continents together,” and does not refer to Pangaea as one solid landmass. We also
do not name this landmass Pangaea, as the focus is more on the ability of plates to move instead of the naming of the
plates and their associated land masses over time and how this movement and how the movement of these plates can
be used to predict what the Earth looked like in the distant past. Plate names and continent names were only used for
students to refer to these regions or areas as they are manipulating the change that occurred over the 250 million year
timespan.
Because students do not have the mechanisms to explain how a plate can break or be separated into smaller or
different plates, we have also decided to include the Arabian plate within the African plate in this representation,
since over the last 250 million years this Arabian plate has become a new plate in the region. Students do not have the
science ideas to explain the mechanisms behind this plate separation, as the ideas are above grade band. The physical
mechanisms behind continental plates forming and new boundaries like this being created are above grade band.

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LEARNING PLAN FOR LESSON 11

1. Navigation 7 min

Materials: None
Turn and talk about other plates. Display slide A. Have students turn and talk with a partner and consider the
questions on the slide: We have evidence that the South American and African plates were together and are now
moving apart.
• What has been happening to the other continental plates for millions of years?
• Where were the other plates located millions of years ago?
• How could we figure out where they were?
• What evidence would we need to look at to help us?
After a couple of minutes of partner talk, have several students share their answers to the questions.

Suggested prompts Sample student responses

We figured out the South American and African They probably have also been moving for millions of years, but in
plates have been moving for millions of years. We different directions according to the plate directions on the maps
know the other plates on Earth are moving right now. we looked at in other lessons.
Do you think they have also been moving for millions
of years?
Where do you think the other plates were located We don’t know. We’d have to figure it out using some plate
millions of years ago? movement data like we did in the last lesson.
They could have been anywhere on Earth.
I’ve heard the land all used to be together.
Do you think any others might have been together It’s possible. It depends on how they moved in the past.
like we think South America and Africa were?
How could we figure out where they were? We could move the different plates by following the movement
arrows backwards like we did when we were thinking about South
America and Africa moving over time.
We’d need to look at the arrows showing how they’re moving, and
move them backwards from those directions.

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Suggested prompt Sample student responses
What evidence would we need to look at to help us We need to know what direction each plate is moving so we can
figure out where they were and whether any other move them backwards.
continents were together? We should look at how/whether any of the shapes fit together.
We could look at the data/evidence that we looked at in Lesson 10
(Evidence of Past Mountains, Evidence of Past Glaciers, Location
of Fossils, Similar Rock and Mineral Types, Evidence of Past Coral
Reefs, Similar Rock Layers and Formations).
Divide students into groups for the investigation. Say, These are some great ideas. Let’s use some of them to try to
figure out where the continents could have been in the past. Organize students into six groups of no more than five
students per group. This first group students will work with will all have the same type of data to analyze. Tell them
they will work with this group to become experts on one type of data and how they might use this data to figure out
where the continents used to be millions of years ago. Then, later, they will share their ideas about the placement of
continents based upon their data from others who used different types of data and compare their predictions with
others about where the continents used to be.
Say, Today we will be starting in groups where we all are working with the same type of data as the other members of your
group. You will work in that group to really understand the potential relationships between your group’s type of data for the
continents and try to figure out, using that data set, where the continents used to be. After you and your expert group have
determined where the continents might have been located based upon your group’s data, you will share your findings with
people from other groups who used different data sets. As you share with people from other groups we will get a chance to
see if their data sets help to compliment or clarify some of your continental movement ideas, and revise based upon all of our
data sets where we think the continents might have been located in the past.

2. Orient to the flat map and globe. 8 min

Materials: landmass data set baggie, one world map with arrows, Earth squish ball globes (1 per pair in each group) *Supporting Students in
Start to organize models. Display slide B. Distribute a copy of the Plate Movement Map to each student. Distribute a Developing and Using Scale,
set of baggies with the same type of data for each student in each expert group, and one Earth squish ball globe per Proportion, and Quantity
pair of students. Direct students to take out their pieces and think about how we can describe these pieces. Point out Due to the distortion necessitated
that the pieces are of many continents, but some pieces are sections of continents, so we cannot refer to these pieces by using a flat map, the arrows
as continents. Work with students to determine that we can refer to these as continental crust pieces, land masses, indicating plate movement on
or another agreed upon term such as plate sections that accurately reflects the parts of the globe that are being the Plate Movement Map are
manipulated. Example prompts and responses are below. not positioned exactly like the
arrows showing plate movements
Suggested prompt Sample student responses on previous maps or in Seismic
Explorer. This is especially true
Let’s look at these pieces. What are these pieces we are They look like pieces of continents.
for the Australian land mass by
seeing? What do they represent? They are just the continents without the ocean.

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Suggested prompt Sample student responses virtue of its location closer to the
south pole. The arrows do show
Are they all continents? No, we have India separate and a couple of these, like Asia representations of the general
and Europe, aren’t separated. direction, and rate of movement
So can we call them continents? No, they aren’t all continents? (by length of arrows) that has
occurred over the last couple of
What can we call all of these pieces? Is there anything that Well, they are all continental land masses. They are all hundred million years. The arrows
they have in common that we can use to describe them? sections of land. are designed and positioned on
They are all sections of plates above water. the map to help students move
and twist the continents backward
They all seem to be made of continental crust. into their approximate relative
OK. So what do we want to call them? plate sections positions they were in about
240 million years ago.
(Work with students to determine a word or phrase that land masses
accurately describes what these pieces represent. From this sections of continental crust
point on in the teacher guide, we will use continental land
masses and continental crust to reflect the potential word
choices of students.)
Align pieces of the flat map to the Plate Movement Map. Ask students to remove all of the continental land masses
from their baggies and place them on the corresponding locations on their Plate Movement Map. As they are placing
the pieces, students will notice that Antarctica pieces from their baggies do not have a space reserved for it on the
map, and do not fit where Antarctica is traditionally located on the map. As students try to place this piece, use this
controversy to navigate into the next slide.
Investigate the inaccuracies of a flat map. Display slide C. Show students
the 16” inflatable globe. Ask students to turn and talk about the differences
between a flat map and a globe by considering the question on the slide.
• Why do continents look different on a flat map versus your Earth squish ball
globes?
After students have talked for a moment, gather them together and show them
the short video of the teacher trying to flatten out a globe. (See the Online
Resources Guide for a link to this item. www.coreknowledge.org/cksci-
online-resources) Have them share what they saw. They should understand
that while a flat map is easier for us to work with in this activity, it distorts
the shape and size of the continents. Say, What are some things you noticed
happening to the globe as the person “cut” it apart and tried to flatten it out?
Students should notice that it was difficult for the person in the video to lay the
cut globe down flat and when they did get it flattened out, the different land
pieces looked different than when they were on the inflatable globe.

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 Additional Guidance

Students should agree that using a flat map instead of a globe affects how things look and where they are relative to
each other in the model. To bring home the point that the positions of continents are different on a flat map versus
a globe, you might ask them to trace the path an airplane would take when flying from New York City to London on
a flat map and on the Earth squish ball globe they have. On a flat map, the
shortest straight route goes entirely over the ocean, but on a globe, the shortest
straight route goes over much of Canada and only a little bit over the ocean.
Introduce students to the plate movement arrows on the globe. Display
slide D. Explain to students that because Antarctica is the hardest land mass to
represent on a flat map, the slide shows them how to position Antarctica.*
Show them the globe you’ve prepared with the arrows showing how the
Antarctic land mass is moving today. The image to the right has the arrows
placed appropriately around Antarctica. Help students situate Antarctica on
their Plate Movement Map as shown in the figure on the slide and orient them
to how the Antarctic land mass is moving currently. They will use the arrows
drawn on the globe to direct their movement of the Antarctic land mass as they
individually develop their initial models.

3. Use evidence to investigate past land mass locations. 8 min

Materials: None
Engage with data sets in expertise groups. Display slide E. Say, Let’s get ready to use the data from our data sets and
the arrows located on our Plate Movement Map to try and determine the past locations of our land masses, like we did
with Africa and South America in Lesson 10. Let’s start by tracing back those two land masses to where we figured out they
could have been located millions of years ago. Then let’s work pieces in your baggie representing the different land masses to
determine based on our data if the other land masses could have also been in different locations millions of years ago.
Work with groups to analyze plate movement based upon group data. As students work, circulate among the
groups and prompt them to consider their positioning of the land masses based on the data type they are analyzing
using questions like the ones listed below:
• Did you move each of the landmass backwards in the opposite direction of the arrows on the Plate Movement Map?
• Do the edges of the continents look like they might fit together based on their shapes? Did you have to twist any of
them a little bit to get them to fit?
• Were any of the continental land masses particularly hard to find a position for?
• Evidence of Past Mountains: What do you notice about how mountain ranges are arranged? Why would you
expect mountain ranges to be in a sort of line?
• Evidence of Past Glaciers: Why did you fit the land masses together that way? Do glaciers just appear in many places,
or do glaciers spread out to cover the land from a central location? Does this data help you position all the land masses?

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• Location of Fossils: Are there the same kind of fossils on each of the land masses that you have right next to each
other? How would the same organisms have gotten to both those places? Do you think the fossil data is important
to support your positioning of those land masses?
• Similar Rock and Mineral Types: Would land masses that are connected be likely to have the same rock and
mineral types? Why?
• Evidence of Past Coral Reefs: What does it mean if coral fossils were found near that piece of land? Where do corals
live? If you know that side of the land mass was a coastline based on the coral data, can it be positioned that way?
• Similar Rock Layers and Formations: Would land masses that are connected be likely to have the exact same rock
formations and the same layers? Why or why not? Why don’t all the layers match up?

Additional Guidance

Reassure students that this is an initial prediction of the past locations of land masses and they will work with their
group to revise it. It is not expected that any group will definitively be able to position all the land masses in their
placement in the distant past, but they should make a preliminary prediction on where they think every continental
land mass would be, based on the direction the land masses move, how well the shapes of their edges fit together,
and the inferences they can make from the the data set they have. For some data, there may be no information
at all that either supports or refutes their positioning of some of the continental land masses. In the next step of
the investigation, students will work with other groups to look for patterns between sets of data to help guide the
placement of these land masses that have less data within their personal data set.
Articulate the strengths and weaknesses of their model. Display slide F. Have students create a T-chart to record
the strengths and weaknesses of the evidence supporting their particular model. If students struggle to identify what
support is stronger, have them consider which land masses have the most data supporting them, and therefore were
easier to move and place. The more data they have that supports their positions, the stronger that support is. They
should carefully record strengths and weaknesses since they will use this information when they join a jigsaw group to
compare models. There may be some positions they have no data for other than the shape and the movement of the
continental crust pieces.
Record the positions of the land masses in their model. Display slide G. Have students individually diagram their
group’s arrangement of the land masses in their science notebook using the directions on the slide. This diagram will
help them communicate with their jigsaw group, and, importantly, will serve as the basis for some of the reasoning
that students will articulate in the assessment at the end of the lesson.

4. Analyzing Multiple Types of Data to Determine Past Land Mass Locations 22 min

Materials: science notebook, Land Mass Data sets, Plate Movement Map *Supporting Students in Engaging
Arrange students in jigsaw groups. Display slide H. Say, Now that you all have had a chance to analyze the data set you in Constructing Explanations and
were assigned, you will join a new group. With this new group, you will each take turns sharing what you discovered about Designing Solutions
where the continental land masses could have been in the past supported by what you figured out with your data set. Each student may come into the
jigsaw group with a somewhat

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Have students join a group of 6 consisting of one person who has been working with each of the 6 different types of different arrangement of the
data. Tell students to begin by assembling their data set in the arrangement that their prior group agreed upon based land masses. In order to resolve
upon their individual data set. Have students place this on a desktop or other space where it will be easy for other differences between the models
members of their jigsaw group to see the arrangement and the data. Once all group members have assembled and in the jigsaw groups, students
displayed their land masses arranged by their data sets, have students create another T-chart in their science notebook will need to articulate reasons for
to record the similarities and differences of other students’ models regarding the positions of land masses. Give why they think one arrangement
students 5 minutes to individually look at the other five models in their jigsaw group. is more likely than another. Listen
Resolve differences between models. Display slide I. After several minutes of recording individual observations, for students to articulate reasons
ask students to share the similarities and differences they noticed with students in their group. Ask students to begin based on weighing which evidence
with the Evidence of Past Glaciers data and discuss similarities and differences. After that data set has been discussed, (data) is most convincing, or which
move to the next data set on the right. Students should work to resolve any differences between the various models in positions they have the most data
their group by discussing the strength of the evidence that supports each arrangement of the land masses using the to support or refute. They should
sentence stems on the slide. Each group should come to a consensus based on evaluating the information from all the rely on reasoning that takes into
different types of data and assessing which data is most convincing for their arguments for the positions of land masses. account evidence from multiple
Articulate the strengths and weaknesses of their model. Display slide data sources and be able to
J. Have students create a T-chart in their science notebook to record the articulate that having data from
strengths and weaknesses of the evidence supporting their particular multiple sources supporting the
model. They should work together with their group to articulate the same positioning claim, makes that
strengths and weaknesses of their consensus model with the multiple claim more convincing.
pieces of data. Encourage students to discuss in their groups which pieces
of data support the position of the land masses in their consensus model
more and which data pieces are weaker for supporting the location of *Supporting Students in
the land masses in the past. If students struggle to identify what support Three-Dimensional Learning
is stronger, have them consider which decisions about positions of land Note that the Indian land mass is
masses have the most data supporting them. They should carefully record likely to be the most difficult to
strengths and weaknesses which they may want to refer to during the assessment at the end of Day 2.* position because there is not much
data that supports its positioning,
A scientific representation of what the jigsaw group’s land mass arrangement might look like is shown here. However, and it travels further away from
if their positioning of the land masses is substantially different than this, that is OK. They will be looking at models its present-day position than the
at the end of this lesson and in the next lesson that represent scientists’ predictions of where the land masses were other land masses do, making
millions of years ago. The important work they are doing here is identifying evidence and developing reasoning that the position of this land mass less
supports their positioning of each land mass based on all the different types of data they have examined.* predictable than the other land
Make any necessary adjustments to arrangements. Display slide K. After they have come to agreement of potential masses. In order to place this land
placement based upon their shared data sets, have each group create a consensus model of the positions of all the land mass, students will have to use
masses. Tell students to work with their jigsaw groups to reorganize their personal data sets. Have at least one person data from multiple data sets and
in the group create a record by taking a picture or making a sketch of where they agreed the land masses were located. identify patterns that are found on
They will use this record to recreate their models with their group at the beginning of the next class period. data sets across multiple maps
to make connections between
Collect all the model pieces. Have students clean up by placing all of their land mass pieces back into their specific
multiple land masses.
Land Mass Data set baggies and close them up. Collect all the baggies from students.

 End of day 1
Lesson 11 PLATE TECTONICS AND ROCK CYCLING | 271
5. Reconstruct models from last class period. 5 min

Materials: Land Mass Data sets, Plate Movement Map

Reassemble the consensus model. Display slide L. Redistribute the baggies of the Land Mass Data sets from last class
period to each student. Have students reconvene in their jigsaw groups from the previous class period. Distribute the
Plate Movement Map to each group. They should quickly rearrange their land mass pieces to recreate the consensus
model that they had agreed on at the end of the previous class period in their jigsaw groups. Remind each group that
one of the members recorded an image or drawing of this representation.

6. Explain our model. 12 min

Materials: Evaluating Two Models, Assembled group consensus model of arrangement of all land masses
Construct an individual explanation. Say, You have figured out so much about how land masses move throughout
time, and you’ve analyzed data in the last two lessons to figure out where the land masses were likely located millions of
years ago. Let’s capture all you’ve figured out by explaining how you decided on where the land masses were located in
the distant past. First you will record the shape of your consensus model of where the land masses were in the past. Include
in your model the evidence you used. Then, using this model, and the data included on the model, you will explain your
model—where the land masses were in the past, how confident you are of this model and why. This will be a chance for
you to individually explain what you have figured out about how Earth’s surface has changed over time, millions of years
ago until now.
Record the group model that represents the claim about where land masses were in the past. Display slide M.
Distribute the first page only of Evaluating Two Models to each student. Have them follow the directions on the slide to
replicate their group’s model of the arrangement of the land masses and tell them to be sure to add all the evidence
onto the model that supports this arrangement. This record of the group consensus model will serve as part of the
assessment and the basis for the reasoning that students will articulate in the reflection questions in the assessment. It
is critical that students complete this carefully and thoroughly. They will be comparing it to the individual model they
made in their notebook using only one piece of data.

Additional Guidance

This copy of the group consensus model serves as the claim for the explanation that students are incrementally
constructing through multiple questions for this assessment. They should be encouraged to do work that makes
their thinking clear, e.g. showing all the outlines of the land masses and placing a depiction of any and all data that
serves as evidence for positioning two land masses next to each other across the boundary between the plate
boundary by the land masses. Accurate labeling of land masses and data types is very important. It is not important
that their depictions are precise as to shape or size of the various land masses, or data sets, and allowances should
be made for those students who “can’t draw.” Some students may ask to have the land mass shapes back so they
can use them to trace.

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7. Describe the reasoning that supports the claim diagram. 18 min

Materials: Evaluating Two Models, science notebook

Articulate reasoning about individual models. Display slide N. Distribute the second page of Evaluating Two Models
to each student. Students should have one model drawn in their science notebook (from their work with their first
group), and one model drawn on the first page of Evaluating Two Models (from their work with their jigsaw group).
Have students work individually to compare their first model from their notebook with their copy of the group
consensus model they recorded on the first page of the assessment as they answer the assessment questions on
Evaluating Two Models. They may refer to the various T-charts they created in their notebooks as well. Collect student
work. When students have finished their work on Evaluating Two Models, collect the completed model and the
completed assessment questions from each student. Stop students and gather the attention of the whole class with
sufficient time left in the class period to participate in the navigation step that follows.

Assessment Opportunity

11.A Construct an explanation of changes in the global position of land masses over time including reasoning that
shows how rock strata and fossil evidence adequately supports a map of where Earth’s land masses (parts of plates
that were not created or destroyed as plates were moving) were located millions of years ago.
What to look for/listen for: The model that students draw on the first page of Evaluating Two Models is likely to
represent a single large landmass, though that is not absolutely necessary. They should represent that at least most of
the landmass are touching or adjacent to each other in a way that matches according to shape. Their diagram should
include labeled regions representing each of the 7 land masses, and at least 3 or 4 different kinds of data represented
graphically or with labeling. Look for data to be located near and across boundaries where land masses are next to
each other. For responses to the written assessment questions, see Teacher Key for Evaluating Two Models for details.
What to do: There are multiple elements in the written answers to the assessment questions that would provide an
adequate answer. Not every element must be present in a student answer for a question to be answered sufficiently.
See Teacher Key for Evaluating Two Models for scoring guidance. If students have not included any of the listed elements
in their answer, list possible elements for them to consider. Also, provide feedback to students on their written work
and models that calls out any missing elements in order to bring these to students’ attention.

8. Reflect on use of classroom norms in jigsaw groups. 5 min

Materials: None
Reflect on use of norms. Display slide O. Say, Over the last two days, as we all have been working to make sense of the
different data pieces of where the land masses were millions of years ago, there were many points where you had to share
your ideas with your group members and then work to come to an agreement based on all your data sets. This took some
negotiation in some groups. We have been doing such an amazing job working together as scientists and peers to figure
things out and the use of the norms we developed and continually revisit has supported us in our work. Turn to the next blank
page in your notebook. Title it “Reflection on Norms”. Then take a couple minutes to individually reflect on:

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• Which of the norms did you feel you personally used when putting together the model with your expert, same-data
set group?
• Which of our norms most helped your mixed-data, jigsaw group be able to work together to come to a consensus
on where the land masses should be placed to represent the data?

9. Navigation 5 min

Materials: None
Orient to what is shown on a new model. Display slide P. Introduce the model as one that scientists have put
together using data similar to what we have worked with in this lesson. Help students orient to the model by pointing
out parts of the globe that they will recognize like the poles, the equator, and familiar continents. Give students a
moment to turn and talk with a partner or with a group about how this model compares to the consensus model they
just constructed.

Additional Guidance

It is important that students understand what type of geography they are looking at on the map. If necessary, review
with students the common topographical conventions used in this map.
• ice is shown as white
• land that is mostly flat is shown as green: the darker green it is, the lower the elevation
• mountains are depicted as brown: higher mountains are darker brown, while very tall mountains are white because
they are covered with ice
• deep water is dark blue while shallower water is light blue
Consider the origin of mountains. Ask students to recall what they know about how mountains are formed. They
should say mountain ranges form when moving plates collide with each other and crumple up into mountains. Then,
point out the Appalachian Mountains on the model. Say, So if mountains form when plates collide with each other and
we just figured out that all the land masses look like they were joined together at one point, how are there mountains on this
land millions of years ago?

Suggested prompts Sample student responses

What do you remember about the Appalachian They’re really old.
Mountains from the mountain cards? They used to be really tall.
Mt. Mitchell is getting shorter.
How do you think the Appalachian Mountains formed? Accept all answers.
What evidence from what you’re seeing here makes you Accept all answers that draw on evidence students can identify
think that’s what happened? in the data and prior ideas the class has developed.

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Suggested prompts Sample student response
What evidence from what we’ve figured out about plate Accept all answers that draw on evidence students can identify
movement and mountains makes you think that’s what in the data and prior ideas the class has developed.
happened?
What evidence would you want to see to help you decide
whether that’s what happened?
When do you think that happened?
Why do you think that’s when it happened?
If students do not suggest that the Appalachian Mountains must have formed by different plates moving around in
the deeper past, raise that possibility. Suggest that we should investigate that in our next class period.

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SCIENCE LITERACY: READING COLLECTION 4 Standards and Dimensions
NGSS

The Mysteries of Earth Disciplinary Core Ideas

ESS1.C: The History of Planet Earth The
geologic time scale interpreted from rock
1 How Did They Get There? strata provides a way to organize Earth’s
2 Unsolved Mystery: The Marianas Trench history. Analyses of rock strata and the fossil
3 Visit the Natural Wonders! record provide only relative dates, not an
absolute scale. (MS-ESS1-4)
4 Is Yellowstone About to Explode?
ESS2.A: Earth Materials and Systems The
5 Induced Earthquakes
planet’s systems interact over scales that range
from microscopic to global in size, and they
operate over fractions of a second to billions of
Literacy Objectives Instructional Resources years. These interactions have shaped Earth’s
history and will determine its future.
✓✓ Summarize key points related to plate Student Reader Science Literacy Student (MS-ESS2-2)
tectonics. Reader, Collection 4 ESS2.C: The Roles of Water in Earth’s
✓✓ Distinguish cause(s) and effect(s) related to “The Mysteries of Earth” Surface Processes Water’s movements—
continental drift and fossils. Collection 4 both on the land and underground—cause
✓✓ Argue a position on the issue of whether weathering and erosion, which change the
human activity can cause mountains to sink. Exercise Page Science Literacy Exercise land’s surface features and create underground
Page formations. (MS-ESS2-2)
✓✓ Distinguish between credible and non-
EP 4 Science and Engineering Practice(s):
credible sources.
Analyzing and Interpreting Data; Obtaining,
EP 4 Evaluating, and Communicating Information
Literacy Exercises
Prerequisite Investigations Crosscutting Concept(s): Cause and Effect;
• Read varied text selections related to the Stability and Change
topics explored in Lessons 9–11. Assign the Science Literacy reading and writing CCSS
• Evaluate the reading selections according to exercise after class completion of this lesson group:
English Language Arts
provided prompts and criteria. • Lesson 9: What causes mountains to change? RST.6-8.2: Determine the central ideas or
• Compare and contrast information gained • Lesson 10: Where were Africa and South conclusions of a text; provide an accurate
from reading text with information gained America in the past? summary of the text distinct from prior
from class investigation. knowledge or opinions.
• Lesson 11: Where were the other plates located
• Prepare a well-reasoned paragraph in response in the distant past? RST.6-8.6: Analyze the author’s purpose
to the reading. in providing an explanation, describing a
procedure, or discussing an experiment in a text.

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 LITERACY.W.6.1: Write arguments to support
claims with clear reasons and relevant evidence.
Math
CONTENT.6.NS.C.7.C: Understand the absolute
value of a rational number as its distance from
0 on the number line; interpret absolute value
as magnitude for a positive or negative quantity
in a real-world situation. For example, for an
account balance of –30 dollars, write |–30| = 30 to
describe the size of the debt in dollars.
Core Vocabulary
Core Vocabulary: Core Vocabulary terms Language of Instruction: The Language of A Glossary at the end of the Science Literacy
are those that students should learn to use Instruction consists of additional terms, not Student Reader lists definitions for Core
accurately in discussion and in written responses. considered a part of Core Vocabulary, that you Vocabulary and selected Language of Instruction.
During facilitation of learning, expose students should use when talking about any concepts
repeatedly to these terms. However, these in this exercise. Students will benefit from your
terms are not intended for isolated drill or modeling the use of these words without the
memorization. expectation that students will use or explain the
paleontologist words themselves.
correlated cumulative

1. Plan ahead.
Determine your pacing to introduce the reading selections, check in with students on their progress, and discuss the
reading content and writing exercise. If you are performing Science Literacy as a structured, weekly routine, you might
implement a schedule like this:
• Monday: Designate a ten-minute period at the beginning of the week to introduce students to the assignment.
• Wednesday: Plan to touch base briefly with students in the middle of the week to answer questions about the
reading, to clarify expectations about the writing exercise, and to help students stay on track.
• Friday: Set aside time at the end of the week to facilitate a discussion about the reading and the writing exercise.
You’ll proceed with the in-class lesson investigations during this week.

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2. Preview the assignment and set expectations. (Monday)

• Let students know they will read independently and then complete a short writing assignment. The reading
selection relates to topics they are presently exploring in their Plate Tectonics and Rock Cycling unit science
investigations.
• The reading and writing will be completed outside of class (unless you have available class time to allocate).
• Preview the reading. Share a short summary of what students can expect.
First, you will examine a map showing fossil evidence supporting the idea that the continents were once joined.
Next, you’ll read a mock online encyclopedia entry about exploration of the Marianas Trench.
Then you’ll also read a simulated travel agency brochure, advertising a trip to visit Earth’s most spectacular natural
wonders.
You’ll also read a facsimile of a scientific research report about the Yellowstone volcano and the likelihood that it will
erupt in the near future.
Finally, you’ll read an article about human-caused earthquakes.
• Distribute Exercise Page 4. Preview the writing exercise. Share a summary of what students will be expected to Exercise Page

deliver. Emphasize that Science Literacy exercises are brief. The focus is on thoughtful quality of a small product, not
on the assignment being big and complex.
For this assignment you will be expected to generate a well-reasoned paragraph to support one of two claims—that
humans can or cannot cause mountains to sink. EP 4

• Remind students of helpful strategies they can employ during independent reading. Offer the following advice:
The reading should take approximately 30 minutes to complete. (Encourage students to break reading into smaller
sections over multiple short sittings if their attention wanders.)
A good reading strategy is to scan through the collection first to see the titles, section headers, graphics, and images to
see what the selections are going to be about before fully reading.
Next, “cold read” the selections without yet thinking about the writing assignment that will follow.
Then, carefully read the Exercise Page to understand the expectations for the writing part of the assignment.
Revisit the reading selections to complete the writing exercise.
Jot down any questions for the midweek progress check in class. (Be sure students know, though, that they are not
limited to that time to ask you for clarification or answers to questions.)

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3. Touch base to provide clarification and address questions.  (Wednesday)

Touch base midweek with students to make sure they are on track while working independently. You may choose to
administer a midweek minute-quiz to give students a concrete reason not to postpone completing the reading until
the last minute. Ask questions such as these, and have students jot answers on a half sheet of paper:

Suggested prompts Sample student responses

What’s the answer to the question, “How did fossils of the The continents used to be connected.
same species end up on continents separated by oceans?”
What methods have scientists used to measure the depth dropping a weighted rope off a boat, making echo soundings,
of the Marianas Trench? and using submersibles
What does it mean to say that data are collected It means that the data are added up over time.
“cumulatively”?

Ask a few brief discussion questions related to the reading that will help students tie the text content to students’
classroom investigations.

Suggested prompts Sample student responses

In addition to comparing fossils, what else do scientists They compare the rock layers in which the fossils are found.
looking for evidence of continental drift compare about
fossils?
A trench is a place where two tectonic plates meet. What if one plate is slipping under the other or if the two plates are
would scientists want to know about this type of plate colliding and making a mountain range
boundary?
Which of the natural wonders in the travel brochure are nearly all of them
caused by moving magma? Any plate movement, such as when the Himalayas are lifted,
involves magma.
Any change involving a volcano also involves magma.
The only one that might not be caused by magma is the
formation of the harbor at Rio de Janeiro.

• Refer students to the Exercise Page 4. Provide more specific guidance about expectations for students’ deliverables Exercise Page
due at the end of the week.
The writing expectation for this assignment is to choose one of two claims to support in a well-structured paragraph.
You’ll want to reread the Preface to this unit and think back on our classroom discussions before writing your
paragraph. EP 4

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 The paragraph should be formal in style, as if you are writing for a scientific publication.
The important criteria for your work are that you develop a clear argument in support of your claim and use knowledge
gained from this unit.
• Answer any questions students may have relative to the reading content or the exercise expectations.

4. Facilitate discussion. (Friday)

Facilitate class discussion about the reading collection and writing exercise. The first selection consists nearly entirely Student Reader
of maps showing where fossils of the same ancient species are found in certain areas of present-day continents and
what inferences can be made about the locations of continents hundreds of millions of years ago. The second reading
is about human exploration of the deepest part of the ocean. In all the remaining selections, students should pay close Collection 4
attention to “reading” data in images, graphs, and maps.

Pages 34–43 SUPPORT—If you are using the

Suggested prompts Sample student responses recommended word envelope
convention, check the envelope
What is the general purpose of the first selection, “How It presents fossil evidence that the continents were once one big to see if it contains any words,
Did They Get There?” continent. phrases, or sentences that students
How does this selection help you build knowledge on top The article in Collection 2 explains who Wegener was and that need help understanding. Read
of what you learned in the Collection 2 reading about he looked at fossils to come up with the idea of continental drift. key sentences aloud, and provide
Alfred Wegener? This article details which species of plant and animal fossils are concise explanation.
used as evidence of continental drift.
What assumption do paleontologists make about the that these are all land creatures and could neither live in the SUPPORT—The noun
ability of the plants and animals they study as fossils to ocean nor cross it paleontologist is likely unfamiliar
live in or cross the ocean? to many students. However,
students should be able to infer
Think about what the climate of Antarctica is like now. Antarctica has an extremely cold climate, and no reptiles are likely
from context that it might have
How is the discovery of reptile fossils evidence that this to survive there now. But, if reptiles once lived there, this is evidence
something to do with fossils.
continent was once quite far from Earth’s South Pole? that Antarctica was once where the climate was much warmer.
Explain that the root pale comes
What is the general purpose of the second selection, It describes the history of people’s attempts to measure the from a Latin/Greek word meaning
“Unsolved Mystery: The Marianas Trench”? deepest part of the Marianas Trench. “old” or “ancient.” Ontology is
from a Latin word for “the science
The peak of Mt. Everest is about 8,849 meters above sea 8,849 meters + 10,927 meters = 19,77 meters or study of.” Adding the suffix
level. The bottom of the Marianas Trench is about 10,927 ist, meaning “one who performs
meters below sea level. If, on a number line, sea level is or specializes in,” results in a
0, what is the distance between the lowest and highest word meaning a scientist who
points on Earth? Show your work. investigates ancient life using
If this trench is along a plate boundary, what kinds of One plate has to be slipping below another plate, causing fossils.
changes might be occurring there? earthquakes and magma to escape.

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 Online Resources
Pages 38–43
Suggested prompts Sample student responses
What is the general purpose of the third article, “Visit the It tries to persuade the reader to purchase a tour of natural
Natural Wonders!”? sights from a travel agency.
Which of the natural wonders on the tour were caused the Grand Canyon and Guanabara Bay
CHALLENGE—Point out to
by weathering and erosion?
students that the Yellowstone
How credible is the science information in this selection? Since it is a travel brochure, we cannot be sure how accurate volcano is over a hot spot, similar
Explain your thinking. or up to date the science is. On the other hand, these natural to the hot spot that forms the
features are known to be spectacular, so there is no reason to Hawaiian Islands—which they read
exaggerate the facts to convince people to buy the tour. about in Collection 3. Challenge
interested students to learn
Think back to the Collection 3 selection “The Laws of the law of superposition as well as the law of cross-cutting more about the source of heat
Layers.” Which law is illustrated by the Grand Canyon relationships down in the bottom near the Colorado River for the hot spot that is below the
rock? Yellowstone volcano and how the
What is the general purpose of the fourth article, “Is It is a scientific report explaining why it is not likely that the hot spot has left a “track” showing
Yellowstone About to Explode?” Yellowstone volcano will explode any time soon. that the North American Plate is
moving in a northeast direction.
Check out the “Dig into Data” box. What kinds of From 1994 to 2002, there seem to be more earthquakes per
earthquake data trends do you notice from Figure 1? quarter than in previous 18-year periods.
Looking again at the Figure 1 graph, how would you The number of earthquakes was very low except for one quarter EXTEND—The U.S. Geological
describe the earthquakes per quarter during the five- in 1985, when the number was almost 1,000. Survey (USGS) issues monthly
year period from 1984 to 1989? online video updates from the
Yellowstone Volcano Observatory,
Look at the “Dig into Data” box again. Which city on Billings accompanied by detailed text
the map would most likely have the thickest amount of descriptions and transcripts. The
ashfall after a volcanic eruption? videos are also posted on YouTube.
Students can also watch annual
What is the general purpose of the fifth article, “Induced It describes the changes in the number of earthquakes in the
updates to compare earthquake
Earthquakes”? central United States, and explains three ways humans cause
frequency to the previous year.
earthquakes.
What information would you need to decide if the I’d need to compare the map of earthquake locations to a map
increase in earthquakes shown on the graphic is showing fracking locations in the same years.
correlated to fracking?
What information in this article is related to the issue the third example in the diagram, which shows fluid injection
introduced in the unit preface, whether fracking is into the ground to get at oil and gas
dangerous or not?

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Pages 42–43
Suggested prompts Sample student responses
Check out the “Consider the Source” box. What sources The oil and gas companies themselves might be but also could
of information about earthquakes in oil and gas country be accurate.
might be less credible than this one? Organizations that are opposed to fracking might present
skewed information, but they also might present accurate data.
In both cases, one has to be careful about analyzing the data.

5. Check for understanding.

Evaluate and Provide Feedback
For Exercise 4, students should choose one of two provided topic sentences and write a well-constructed paragraph to
support their claim with reasoning and evidence.
• If students claim that humans activities cannot cause mountains to sink, they may refer to differences in scale,
comparing the masses of tectonic plates that uplift mountains to the masses that human can move, and infer that
human changes are not large enough to sink a mountain. They may also explain that mountains can “sink” at plate
boundaries as the edge of one plate slips under the edge of the adjoining plate (subduction).
• If students claim that humans activities can cause mountains to sink, they may refer to the earthquakes caused by
fracking as evidence and infer that the cumulative small earthquakes people cause can change bedrock enough to
cause a mountain to sink. They may also have heard of sinkholes caused by the removal of groundwater by humans
and explain that the land above a sinkhole will fall into the void. Finally, they might explain that mountains become
shorter due to erosion and that erosion is often increased by human activities.
Use the rubric provided on the Exercise Page to supply feedback to each student.

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LESSON 12

Where did mountains that aren’t at plate boundaries today,

like the Applachians and Urals, come from?
Previous Lesson We used multiple types of data and models to examine how the continents moved and relocated on Earth over millions of years.
We identified the strengths and weaknesses of our models. We used data to develop an explanation for the positions of continents
millions of years ago.

This Lesson We use map images and the Data Cards for Other Mountains and Mt. Everest to compare
the mountain sites we are studying. We remember that the Appalachians are decreasing
Putting Pieces Together,
Problematizing in elevation, while the Urals are neither increasing nor decreasing. We know that colliding
plates cause mountains to form and increase in elevation, but the Appalachians and the
1 day Urals are not located near plate boundaries. We use evidence from an online simulation
to construct an explanation for how and when the Applachians and the Urals were
formed. We are left wondering about other processes causing the Appalachians to
decrease in elevation and the Urals to neither increase or decrease.

Next Lesson After recalling what we already know about erosion and weathering, we read about erosion rates and how scientists use these rates
to determine how erosion is changing the surface. Then, using both the erosion rates and uplift rates for Mt. Everest and Mt. Mitchell,
we develop a representation of each model and how these two processes are affecting them. We determine that when erosion rates
are higher than uplift rates, like at Mt. Mitchell, a mountain will shrink in elevation.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 12.A Construct a scientific explanation based on evidence from a model that colliding tectonic plates caused the formation
MS-ESS2-3 of the Appalachian Mountains and the Ural Mountains at time and spatial scales that are not observable.

What Students Will Figure Out

• The Appalachian Mountains, formed 470 million years ago, and the Ural Mountains, formed more than 300 million years
ago, were both created in the same way that other mountains were formed—through plate collisions.
• Plate interactions cannot explain why the Appalachians are decreasing in elevation or why the Ural Mountains are neither
increasing or decreasing in elevation.

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Lesson 12 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 4 min NAVIGATION A Data Cards for Other Mountains and Mt. Everest from
Consider whether we can use our model for how mountains form to Lesson 1, chart paper, markers
explain what is happening with all our mountain sites, and determine
that we cannot explain why some mountains are not increasing in
elevation.
2 11 min GATHER ADDITIONAL INFORMATION ABOUT THE APPALACHIANS B Data Cards for Other Mountains and Mt. Everest from
AND THE URALS Lesson 1, chart paper, markers, What We Know About
Use the Data Cards for Other Mountains and Mt. Everest to gather and the Appalachians and the Urals chart
document additional information about the Appalachian and the Ural
Mountains.
3 ANALYZE PLATE BOUNDARY MAPS C-D optional: Satellite and Relief Maps
Analyze maps to determine that the Appalachian Mountains and the
Ural Mountains do not have active plate boundaries under them.
4 8 min OBSERVE A VIRTUAL SIMULATION E-F Ancient Earth simulation: Dinosaur Pictures and Facts
Explore a virtual simulation of continental plate movement over time (See the Online Resources Guide for a link to this item.
and make observations about relative plate movements and land www.coreknowledge.org/cksci-online-resources)
masses. Alternate: Formation of the Appalachians slide deck

5 18 min INVESTIGATE THE FORMATION OF THE APPALACHIANS AND THE G-M chart paper, markers, What we know about the
URALS Appalachians and the Urals chart, Ancient Earth
Use a virtual simulation to observe and describe the formation of the simulation: Dinosaur Pictures and Facts (See the
Appalachians and the Urals. Use observations as evidence to construct Online Resources Guide for a link to this item. www.
a scientific explanation for the formation of mountains. coreknowledge.org/cksci-online-resources)

6 4 min NAVIGATION N
Brainstorm possible processes that are causing the Appalachians to
shrink and the Urals to neither grow or shrink.
End of day 1

Lesson 12 PLATE TECTONICS AND ROCK CYCLING | 284

Lesson 12 • Materials List

per student per group per class

Lesson materials • science notebooks • Data Cards for Other • chart paper
• optional: Satellite and Mountains and Mt. • markers
Student Procedure Guide Student Work Pages
Relief Maps Everest from Lesson 1
• What We Know About the Appalachians and the Urals
chart
• Ancient Earth simulation: Dinosaur Pictures and
Facts (See the Online Resources Guide for a link to
this item. www.coreknowledge.org/cksci-online-
resources) Alternate: Formation of the Appalachians
slide deck
• What we know about the Appalachians and the
Urals chart
• Ancient Earth simulation: Dinosaur Pictures and
Facts (See the Online Resources Guide for a link to
this item. www.coreknowledge.org/cksci-online-
resources)

Materials preparation (20 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
This lesson requires the use of the Ancient Earth Globe virtual simulation. Access the simulation prior to using it to
ensure you can project it and are familiar with the features. (See the Online Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-resources)
As an alternate option to using the simulation, there is a slide deck titled Formation of the Appalachians that captures
screenshots from the simulation to be used with students to support them in making sense of how land around Mt.
Mitchell has changed over hundreds of millions of years.

Lesson 12 • Where We Are Going and NOT Going

Where We Are Going
In this lesson, students use map images to determine that the four mountain sites they are studying are increasing
in elevation and located along plate boundaries, but the Appalachian Mountains and the Ural Mountains are not.
Students know that collisions between plates create mountain ranges and cause mountains to continue to grow
and move. Students use the virtual simulation to observe the changes that have occurred on Earth across millions of
years, which helps them figure out that the Appalachians were formed about 400 million years ago and the Urals were

Lesson 12 PLATE TECTONICS AND ROCK CYCLING | 285

formed 280 million years ago by the same processes that are at work today—interactions between plates. Students
use information and data gathered in this lesson to construct a scientific explanation for how the Appalachians and
the Urals formed.
Where We Are NOT Going
Students can use plate interactions to explain how the Appalachian Mountains and the Ural Mountains were initially
formed and continued to grow and move over millions of years ago. However, students cannot explain why the
Appalachians and the Urals are no longer increasing in elevation. Processes, such as weathering and erosion, that cause
mountains and other landforms to shrink will be investigated during the next lesson. In this lesson we will not go into
the mechanisms that can cause a tectonically inactive, or dormant plate boundary, like what is seen at the Appalachian
Mountains.
In this lesson, mountain ranges are discussed; however, not all parts of a mountain range move and grow or shrink
in elevation consistently. Due to the materials, location, erosional factors, and uplift that is occurring across the large
plate edges, certain parts of a mountain range can be increasing in height while others are decreasing. This is true of
the Appalachians and the Urals as well. The Appalachian data focuses on the processes and data that comes from the
Southern part of the mountain range, around our mountain peak, Mt. Mitchell. Scientists believe that due to isostasy
and slight tectonic shifts, the Northern part of the Appalachian mountains could be experiencing slight uplift. This also
applies to the Urals. We have chosen to focus on range data from around the location of the mountain peak for that
range. Overall, when looking at all the location data for both ranges, the Appalachians are decreasing in elevation and
the Urals are remaining relatively constant.

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LEARNING PLAN FOR LESSON 12

1. Navigation 4 min

Materials: science notebooks, Data Cards for Other Mountains and Mt. Everest from Lesson 1, chart paper, markers
Revist information about other mountains. Distribute a copy of the Data Cards for Other Mountains and Mt. Everest
from Lesson 1 to each group. Show slide A, and say, Let’s revisit what we have figured out about what causes mountains,
like Mt. Everest, to continue to grow and move. As you look back at these cards, look to see what we still need to figure out, if
anything. Feel free to use the Data Cards for Other Mountains and Mt. Everest and look in your science notebooks to review
your work from previous lessons.
Give students a few minutes to talk with a partner. Use the questions on the slide to guide a quick review of what we
have figured out about mountains that are growing and moving, then navigate to what we need to figure out next.

Suggested prompts Sample student responses

What is one process we now know causes mountains, Mt. Everest, like many of the mountain sites we are studying, was
like Mt. Everest, to change in elevation and location? formed by colliding plates.
The colliding plates caused bedrock and sedimentary layers to
crumple and move upward, forming the Himalayas.
We also know that mountains that are increasing in elevation and
moving every year, are still changing because two or more plates
are colliding and moving over time.
We know that the plates are always moving, so that means that
the mountains are moving on them too.
Which changes have we not figured out? We haven’t figured out why some mountains are not growing—
the Appalachians are shrinking and the Urals are neither growing
or shrinking. We have only figured out what is causing mountains
to increase in elevation.
The Appalachians are the only mountains on the Mountain Cards
that are decreasing in elevation, and we don’t know why.
If students do not notice that we have not explained mountains decreasing or staying the same in elevation from our
Data Cards from Other Mountains, direct them to look back at our Potential Causes for Mountain Movement chart. Guide
students to determine that we have not explained how a mountain could decrease in elevation. Prompt students to
give examples of this happening from our Data Cards from Other Mountains and support students in being able to
identify the Appalachian and Ural Mountains.

Lesson 12 PLATE TECTONICS AND ROCK CYCLING | 287

Remind ourselves what we already know about these mountains. Say, Okay, so we still want to figure out what
causes a mountain to decrease in elevation and we think investigating more about the Appalachian Mountains and the
Ural Mountains can possibly help us figure this out. Let’s begin by looking back at some of our data cards that might help us
explain why these mountains are not growing.

2. Gather additional information about the Appalachians and the Urals. 11 min

Materials: science notebooks, Data Cards for Other Mountains and Mt. Everest from Lesson 1, chart paper, markers,
What We Know About the Appalachians and the Urals chart
Gather additional information about the Appalachians and the Urals from the Data Cards. Show slide B and ask
students to take a few moments to look back over the information about the Appalachians and the Urals on the Data
Cards for Other Mountains and Mt. Everest from Lesson 1. Tell them to compare the kinds of changes happening to the
Appalachians and the Urals to the other mountains we have been studying. Ask, In what ways are the Appalachians and
the Urals different from the other mountain sites that we are studying?
Give small groups a few minutes to talk, then ask them to share what they found. Listen for the following ideas to
surface that will help guide the learning in this lesson:
• Both are much older than the Himalayas.
• Both have very few earthquakes, and those that do occur are very small.
• Both the Appalachian Mountains and the Urals aren’t increasing in elevation.
Probe into the observation of an absence of earthquakes. Ask students what we can recall from prior lessons about
mountain growth, and what signs exist of mountain growth. Determine that earthquakes are a sign of this growth and
they are evidence of colliding and moving plates. Ask students what it might mean if we do not see any earthquakes at our
mountains that are not growing, and how that relates to plate movement. Example prompts and responses are below.

Suggested prompts Sample student responses

Thinking about the differences between these We know that earthquakes are a sign of mountains growing.
mountain ranges and what we have figured out Earthquakes were happening at each place and the land was
about the Potential Causes of Mountain Movement growing and changing.
since Lesson 1, what do we already know about
signs or causes of mountain growth? Volcanoes were happening at some locations too, but not all of them.

So we noticed earthquake activity at those There are more earthquakes and stronger earthquakes at the
mountains growing. How does the earthquake mountains that are growing.
activity compare for the mountains that are Some mountains even have really strong earthquakes as they grow.
growing vs. the mountains that are not?
The earthquakes are also in lines, and there are a lot of them!
We saw on Seismic Explorer that the mountains that aren’t growing
don’t have a lot of earthquakes, and when they have them, they
aren’t very strong.

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Suggested prompt Sample student responses
So if we are noticing that there are very few Maybe the plates are not moving very fast?
earthquakes happening in these two mountain Maybe the plates in these locations are moving in the same direction
ranges that are not growing, what are some of your and at the same speed?
ideas for why this could be the case?
Say, It seems like we have a lot of questions about what is happening to these plates at these mountains. Let’s look back
at these locations on the maps we looked at from Seismic Explorer to see what we can find out about the plates where the
Applachians and Urals are found.

3. Analyze plate boundary maps.

Materials: optional: Satellite and Relief Maps *Attending to Equity
Show slide C. Prompt students to look at the locations of the Ural and Appalachian Mountains on the map that is Universal Design for Learning:
projected. Tell students to look at the map on the slide and make observations about what they see for the two The maps from slides C-D can
locations we are trying to figure out. Tell them we will look at one more map and then they will share with a partner also be found in Satellite and
what they notice.* Relief Maps. If students are having
difficulty seeing the images being
projected, or need assistance
visually, consider increasing
the accessibility of the images
by printing these materials for
students who could benefit from
them. These maps can also be
scaled up to be presented on 11x17
paper, or the maps as all maps in
the unit could be uploaded to a
web-based learning management
system and shared with students
who would like to increase the size
as needed. Alternatively, consider
sharing a student friendly version
Project slide D. Repeat the process of allowing students to turn and talk to a partner about what they notice in regards
of the lesson presentation with
to our mountain ranges. Ask students to turn and talk to an elbow partner briefly to:
students who can increase the size
• Summarize what they already know about the relationship between earthquakes and where plates are located. of the image digitally.
• Share anything they notice about these two locations in relation to earthquakes and plates that might help us
explain why the two mountain ranges may not be growing like our other mountain cases.

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Discuss observations. Bring the class back together after viewing the maps. Ask students to share their observations
regarding the potential relationship between plate boundaries and our mountain cases that are growing versus
mountain cases that are not growing or shrinking in elevation. Example prompts and responses are below.

Suggested prompts Sample student responses

What do you notice about where the mountain sites All those mountain sites that are growing are actually very close to
are located in relation to plate boundaries? the boundaries between colliding plates.
We noticed that the Appalachians and the Urals are not located
anywhere near a boundary between plates.
What do we know or what have we figured out about We know that these mountains are growing and moving every year.
the four mountain sites that are close to a boundary We also know that the plates are actively colliding in these areas.
between colliding plates?
We have figured out that the mountains are growing in elevation
and moving because of the collision of the plates.
What do we know about the two mountain sites that We know that these two mountains are not growing:
are not located near a boundary between plates? • Mt. Narodnaya and the Urals are not growing or shrinking.
• Mt. Mitchell and the Appalachians are shrinking.
Summarize the discussion and motivate the need to investigate further. Say, So if these mountains aren’t near plate
boundaries, how did they form? What do we know about the formation of mountains? Students should respond that the
mountains are formed by plates colliding.
Say, So if we know mountains form when plates collide and we don’t see plate boundaries where the Appalachians and
Urals are currently, then do you think they also formed by plates colliding? How could we figure this out? Ask students what
kind of data they might need in order to determine if there was once a plate boundary. Students should mention the
following:
• We need to see what happened in the distant past.
• We need to figure out how the plates moved over time.
• We need data that goes back further than what we used in Lessons 10-11 with Africa and South America and the
World Data sets.
Say, We may have a simulation that could give us this look at a larger timescale and help us see what scientists think may
have occurred in the distant past.

4. Observe a virtual simulation. 8 min

Materials: science notebooks, Ancient Earth simulation Alternate: Formation of the Appalachians slide deck Lesson 12
Dinosaur Pictures and Facts (See the Online Resources Guide for a link to this item. www.coreknowledge.org/cksci-
online-resources)

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Propose using a model of continental plate movement that looks more like Earth. Say, During the last lesson, we *Strategies for This Building
spent time looking at six sets of data that we used as evidence to place the plates into a single landmass that showed what Understandings Discussion
Earth looked like millions of years ago. We also explored 2- and 3-dimensional maps of Earth, which helped us understand The purpose of this type of
that flattening a three-dimensional globe onto a flat surface isn’t possible without some distortion of the continents. So, let’s discussion is to give students the
take some time to explore an online simulation that uses a virtual, 3-dimensional model of Earth. opportunity to share and build on
Show slide E and ask students to draw a Notice and Wonder chart on the next available left-hand page in their one another’s claims, evidence, and
notebooks. Tell them to label the page as shown on the slide. Give students a few moments to get ready, then click on explanations of a phenomenon. To
the link to open the virtual simulation. accomplish this, you can:
Orient students to the features of the simulation. Say, In the last two lessons, we have figured out, using multiple data • Set and maintain focus around
sources, that many millions of years ago the continents were all together. Scientists have collected and compiled data to the key ideas at each stage of
develop a simulation to represent how Earth looked even further back in history. Let’s take a moment to make sense of what the discussion.
is represented in the simulation. Give students a few moments to examine the simulation as you project it. As the model • Invite students to share their
of Earth slowly rotates, orient students to the model by first pointing out that it is showing Earth as it looks today. claims and explanations.
Then move it around to show parts of the globe that students will recognize—the poles, the equator, and familiar
• Push for the use of evidence to
continents. Be sure to point out the following landmarks:
support claims.
• The continent of North America • Encourage students to come to
• The Mid-Atlantic Ridge tentative conclusions.
• The continents of South America and Africa that were identified in Lesson 10
• The continent of Asia, where Mt. Everest is located, and how the Himalayan mountain range is positioned between
India and the rest of Eurasia

Additional Guidance

It is important that students understand what type of geography they are looking at on the maps. If necessary, review
with students the common topographical conventions used in this map:
• ice is shown as white
• land that is mostly flat is shown as green: the darker green it is, the lower the elevation
• mountains are depicted as brown: higher mountains are darker brown, while very tall mountains are white because
they are covered with ice
• deep water is dark blue while shallower water is light blue
Observe the movement of the North American plate through time.
Explain that you are going to select display options that will help us more
easily observe changes on the surface of Earth, which will help us explore the
formation of mountain ranges.
Click on “Display Options” in the upper right corner of the simulation. (If you
do not see “Display Options” on the screen, widen the browser window across
your computer screen, and the “Display Options” will be visible.)
Ian Webster/DinosaurPictures.org.

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When the display options window opens, turn off the “Rotate globe” and
“Show clouds” features, and turn on the “Show equator” and “Bright lighting”
features. Then click “done” to close the display options.

Ian Webster/DinosaurPictures.org.

Next, tell students that we will begin by first exploring the formation of the Appalachians. Explain that Asheville, NC is
a city located very close to Mt. Mitchell in the Appalachian Mountains.
Type “Asheville, NC” into the search bar located in the upper left corner of the
simulation.

Ian Webster/DinosaurPictures.org.

When you click on the city’s name in the drop-down menu below the search
bar, the simulation will rotate to North America and students will see a red pin
showing where Asheville, NC is located.

Ian Webster/DinosaurPictures.org.

Before starting the simulation, ask students, What do you notice about the Appalachians in comparison to the Andes
Mountains in South America? Point out both mountain ranges, if needed, then have students document what they see
in their science notebooks.
Tell students the simulation will allow us to go back in time to observe the changes that have occurred at and around
Asheville, NC. Tell them we will go as far back as 240 million years ago, and as we do so, they should document what
they notice and wonder in their notebooks.
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Use the back button on the computer keyboard to show what the area looked like at various times in the past until
you reach 240 million years ago. Be very careful NOT to go farther back than 240 million years ago at this point in the
lesson. Every time you click back, call out the number of years in the past the model represents. Have students focus
their attention on changes they notice around Asheville, NC, the North American Continent, other continents, and
bodies of water that are visible on the globe.
Return to the present day and repeat this process of moving slowly back in time to 240 million years ago, and have
students document what they notice and wonder. Use the prompts below to facilitate a Building Understandings
Discussion. As students share what they noticed or wondered while watching the simulation, encourage them to
reference the time frame when discussing what they observed and, If needed, revisit the simulation so that students
can point out what they observed at different points in time.

Additional Guidance

During this conversation, it will be important to discuss why we are using a simulation that models the movement of
the continents into a large landmass, similar to the model students created in the last lesson. Some students might feel
frustrated that they spent time building a model that they could have observed using the simulation. Therefore, the
following ideas need to be developed before returning to the simulation:
• Students’ models were created using reliable scientific data.
• The similarities between students’ models and the simulation validate the data students used and the reliability of
their model.
• The simulation, which validates students’ work, will allow us to see farther back in time without having to access
and apply complex data.
If students struggle to make these connections, use questions like following to guide this part of the discussion:
• As you developed your models using the continents, what helped you make decisions about where to place the
continents?
• Does the simulation support or refute the decisions you made as you placed the continents near one another? How
do you know?

Key Ideas

Purpose of this discussion: Students share the changes they notice in the Appalachians as they observe the virtual
simulation from present day to 240 million years ago.
Listen for these ideas:
As the simulation moved back in time from present day to 240 million years ago, we observe:
• South America and Africa moved closer together and collided between 120 and 150 million years ago.
• North America moved toward South America and Africa.
• The Atlantic Ocean was decreasing in size as the continents moved closer to one another.

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• The continents kept moving together until they looked like one big landmass around 240 million years ago.
• The Appalachian Mountains were a much longer and larger mountain range between 200 and 240 million years
ago, but they were still not located near the boundary between plates.
As students watch the simulation, it will be important to remind them that we are observing changes as we move
backwards in time. Therefore, the changes we are observing are actually in reverse. It might help students if they
watch the simulation the first time by moving backwards in time, then observe the changes as they move forward in
time from 240 million years ago to the present day. This will give students the opportunity to watch and discuss the
changes as they actually occurred over time.

Suggested prompts Sample student responses

When the simulation showed present day Earth, what We could see North America, and Asheville was pinned right on the
did you notice about Mt. Mitchell, Asheville, NC and Appalachian Mountains.
the oceans? We could also see South America and the Andes Mountains. The
Andes are a much taller and longer mountain range than the
Appalachians. We could tell the Andes were taller by the darker
colors of the Andes when compared with the Appalachians.
We saw the Atlantic and Pacific Oceans, and Central America, too.
What did you observe as we went back in time using The Atlantic Ocean got smaller and smaller over time.
the simulation? Parts of North America were under water.
When did that happen? Florida, Louisiana, parts of Texas, and some of the states along the
east coast went under water around 50 million years ago.
Then we saw water covering the whole middle section of the U.S.
and Canada! That was about 90 million years ago.
What other changes did you notice? It looked like parts of South America were also going
underwater, too.
South America and Africa were moving closer together. They
actually collided between 120 and 150 million years ago.
While that was happening, North America was moving toward
South America and Africa.
The Atlantic Ocean was closing up.
As we continued to go back in time to about 240 We noticed that the continents kept moving together until they
million years ago, what did you observe? looked like a big landmass.
It reminded me of the model we created with the continent pieces.

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Suggested prompts Sample student responses
Does this large landmass that formed 240 million It’s mostly the same, but the shapes of the continents are a little
years ago look something like the arrangement of different from those in the model we made.
continents that you came up with? We are looking at a round globe and not flat map pieces—that
could be why the shapes of the continents look a little different.
What else did you notice? I also noticed that you could see mountains that formed where the
continents had come together. It’s easy to see on the simulation at
200 million years ago.
The Appalachian Mountain range looked taller and longer
between 200 and 240 million years ago than it does today.
What were some of the things you wondered as you As the Atlantic got smaller, I wondered if the Pacific was getting
watched the simulation? bigger.
I wanted to know if there was any land on the other side of Earth
because it looked like all the land was moving together on the side
of Earth that we were observing.
I was wondering how far back in time we could go using the
simulation.
Reflect on what we have observed and how we have used the virtual simulation. Show slide F and say, Scientists
often have their data and conclusions validated when other scientists test their claims, collect evidence, and come up with
very similar or the same conclusions. How is this similar to the models we developed using data sets about rock types, fossils
types, and glacier patterns and the virtual simulation?
Have students talk with a partner and then share ideas with the class. Look for students to make connections between
the model they developed in Lesson 11 and the virtual simulation in this lesson. Summarize by saying, We have used
the simulation to observe what Earth looked like at various points in time dating all the way back to 240 million years ago.
We noticed that the continents were actually a giant landmass about 240 million years ago, similar to the giant landmass
that we created when we matched up the continents using three different sets of data. What do you think we will see if we go
further back in time?
Have students again turn and talk with a partner and then share a few responses. Look for students to predict similar
changes to what they have already observed—continued plate movement.

5. Investigate the formation of the Appalachians and the Urals. 18 min

Materials: science notebooks, chart paper, markers, What we know about the Appalachians and the Urals chart,
Ancient Earth simulation Lesson 12 Dinosaur Pictures and Facts (See the Online Resources Guide for a link to this
item. www.coreknowledge.org/cksci-online-resources)

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Revisit the simulation and document additional observations. Show slide G and have students draw a second
Notice and Wonder chart on the right side of their science notebooks and label it as shown on slide. Say, One of the
things we noticed as we observed changes to Earth while moving back in time was that the Appalachian Mountain range
looked taller and longer between 200 and 240 million years ago than it does today. Let’s revisit the simulation and go even
farther back in time to see what we can learn about the Appalachian Mountains.
Start the simulation at present day, and then have students focus on the changes to the Appalachians as you click back
to 240 million years ago. Ask, What other changes do you notice happening between the continents at the same time that
the Appalachians were taller and longer? Have students add their observations to the Notice and Wonder chart in their
notebooks.
Slowly click farther back in time using the simulation. Have students document what they notice and wonder. If
needed, repeat the process from 240 million years ago to 500 million years ago, and give students time to document
their observations and questions. After a few minutes, show slide H and use the questions on the slide to continue
the Building Understandings Discussion. As students share, encourage them to include the time frame for each of the
changes they observed. If needed, revisit the simulation so that students can point out what they observed at different
points in time. Add student ideas to the What we know about the Appalachians and the Urals chart.

Key Ideas

Purpose of this discussion: Students share the changes they notice in the Appalachians as they observe the virtual
simulation from 240 million years ago to 500 million years ago.
Listen for these ideas: As the simulation moved back in time from 240 million years ago to 500 million years ago, we
observed:
• There was a point in time that the Appalachians were not yet formed—about 500 million years ago.
• There were collisions between smaller land masses as long ago as 470 million years ago.
• Larger land masses moved towards North America about 400 million years ago.
• Between 260 and 400 million years ago, the Appalachians were a huge mountain range—very long and tall—they
went well beyond North America.
• The Appalachians were created by the same processes that created the Himalayas—colliding plates.
• The Appalachians were first formed approximately 470 million years ago, and they continued to grow and move
until about 280 million years ago.
• 240 million years ago, the Appalachians were no longer as tall as they once were, so the mountain range was no
longer growing at that point in time.
Remind students we are observing changes moving backwards in time, so we are observing changes in reverse. It
might be helpful for students to watch the simulation moving forward in time from 500 million years ago to 240
million years ago to watch and discuss the changes as they actually occurred over time.

Lesson 12 PLATE TECTONICS AND ROCK CYCLING | 296

Suggested prompts Sample student responses
What changes did you observe in the About 500 million years ago, the Appalachians were not formed.
Appalachians as the simulation went back Around 470 million years ago, it looked like a collision with a smaller
in time? landmass caused the Appalachians to begin to form.
A larger landmass collided with North America about 400 million years ago,
which caused the Appalachians to grow much taller.
If we look carefully, we see Florida move towards North America and become
part of this continent between 370-400 million years ago.
Between 260 and 400 million years ago, the Appalachians were a huge
mountain range—very long and tall. They must have been very tall—there
was snow covering a large portion of the mountain range.
We noticed the mountain range went beyond just North America.
By the time we get to 240 million years ago, the Appalachians are no longer
as tall as they once were.
• The Appalachians were created by the same processes that created the
Himalayas—colliding plates.
• The Appalachians were first formed approximately 470 million years ago,
and they continued to grow and move until about 280 million years ago.
• 240 million years ago, the Appalachians were no longer as tall as they
once were, so the mountain range was no longer growing at that point
in time.
What did you figure out about the The Appalachians first formed about 470 million years ago. They are a very
Appalachian Mountains? old mountain range.
They were formed as land masses collided—first a small landmass collision
about 470 million years ago, then a larger landmass collision about 400
million years ago.
For a long time—From 470 until 280 million years ago—the Appalachians
were a growing mountain range.
Plate collisions caused the Appalachians to form, grow, and move, just like
the Himalayas.
Reconfigure the simulation and observe the formation of the Ural Mountains. Return the simulation to the
present day (0 million years ago) and explain that we will follow the same procedure with the simulation so that we
can explore the formation of the Ural Mountains. Tell students that Yekaterinburg is a city in Russia located in the Ural
Mountains.

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Type “Yekaterinburg” into the search bar located in the upper left corner of the
simulation. When you click on the city’s name in the drop-down menu below the
search bar, the simulation will rotate to show Europe and Asia.

Ian Webster/DinosaurPictures.org.

Students will see a red pin showing where Yekaterinburg is located.

Ian Webster/DinosaurPictures.org.

Show slide I and ask students to draw a Notice and Wonder chart on the next available left-hand page in their
notebooks. Tell them to label the page as shown on the slide. Give students a few moments to get ready, then remind
them that the simulation will allow us to go back in time to observe the changes that have occurred at and around
Yekaterinburg and the Ural Mountains.
When students are ready, use the back button on the computer keyboard to show what the area looked like at various
times in the past until you reach 400 million years ago. Every time you click back, call out the number of years in the
past the model represents. Have students focus their attention on changes they notice around Yekaterinburg and the
visible landmasses and water. Then, return to the present and repeat the process. Have students document what they
notice and wonder.
Show slide J and use the prompts on the slide to continue the Building Understandings Discussion. As students share
what they noticed or wondered while watching the simulation, encourage them to reference the time frame when
discussing what they observed.

Key Ideas

Purpose of this discussion: Students share the changes they notice in the Urals as they observe the virtual simulation
from present day to 400 million years ago (mya).

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Listen for these ideas:
As the simulation moved back in time, we observed:
• The Ural Mountains seem to remain almost unchanged as we move back from present day to 240 mya. The Urals
appear to be about the same length and height through that time period.
• The landmass that the Urals are on changed drastically around 50 mya, and continued to change, with large portions
under water at various points in time; however, the Urals look relatively unchanged from present day to 240 mya.
• 260 mya: water covered a large portion of the landmass.
• 280 mya: the Urals were much taller and larger.
• In the simulation, the Urals first appeared as a mountain range 300 mya, so they must be more than 300 million years old.
• We can see the plates that formed the Ural Mountains moving toward one another as early as 370 mya.

Suggested prompts Sample student responses

What changes did you observe in the Urals The Ural Mountains don’t seem to change much as we moved back from the
as the simulation went back in time? present day to 240 million years ago.
During that time, the Urals were about the same length and height, and
they stayed in the middle of a large landmass, even though the landmass
changed from the way Europe and Asia look today.
Parts of the landmass were under water at various times throughout that
time period—from present day to 240 million years ago.
260 million years ago, water covered the middle of the landmass.
280 million years ago, the Urals were much taller and longer—they were
much darker and covered more area of the landmass.
In the simulation, the Urals first appeared as a mountain range about 300
million years ago, and they were not visible 340 million years ago. They must
be more than 300 million years old.
We can see the plates that formed the Ural Mountains moving toward one
another as early as 370 million years ago.
What did you figure out about the Ural The Ural Mountains are a very old mountain range that formed more than
Mountains? 300 million years ago.
The Urals were formed by the collision of plates.
They continued to form and grow, and were a very tall mountain range
about 280 million years ago.
How could we compare the formation of We should use the simulation to see when Mt. Everest and the Himalayas
the Appalachians and the Urals with Mt. were formed.
Everest and the Himalayas?

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Reconfigure the simulation and observe the formation of the Himalayan Mountains. Show slide K and tell
students to draw another Notice and Wonder chart on the right-hand page in their notebooks and label it as shown on
the slide.
Return the simulation to the present day (0 million years ago) and tell
students that Kathmandu is the capital city of Nepal and located in the
Himalayan Mountains near Mt. Everest. Type “Kathmandu’’ into the search
bar located in the upper left corner of the simulation, then click on the
city’s name in the drop-down menu below the search bar. The simulation
will rotate to Asia and students will see a red pin showing where
Kathmandu, Nepal is located.
Once the simulation is ready, tell students that we are going to use the
simulation to go back in time to observe the changes that have occurred Ian Webster/DinosaurPictures.org.
at and around the Himalayan Mountains. Remind them to document what
they notice and wonder in their science notebooks as they watch the
simulation, and to keep in mind that our goal is to compare the formation
of the Himalayan Mountains to the formation of the Appalachian and Ural
Mountains.
Starting at the present day, slowly click back to 66 million years ago.
Repeat the process, giving students time to observe the changes. Ask
students, What changes do you notice as the simulation moves back in time?
Have students add their observations to the Notice and Wonder chart in
their notebooks.
Compare the formation of the Himalayas to the Appalachians and Ian Webster/DinosaurPictures.org.
the Urals. Show slide L and use the prompts on the slide to continue the
Building Understandings discussion. As students share what they noticed or wondered while watching the simulation,
encourage them to tell you the time frame for each of the changes they observed. If needed, revisit the simulation so
that students can point out what they observed at different points in time.

Key Ideas

Purpose of this discussion: Students share the changes they notice in the Himalayas as they observe the virtual
simulation from present day to 66 million years ago.
Listen for these ideas: As the simulation moved back in time from present day to 66 million years ago, we observe:
• 66 million years ago, the Himalayas were not yet formed, and the Indian plate was not part of Asia.
• Sometime between 35 and 50 million years ago, the Indian plate collided with the Asian plate and the Himalayan
Mountains were formed.
• The Himalayan Mountains are somewhere between 35 and 50 million years old.

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• Between 35 million years ago to the present day, the Himalayas continue to grow and change as the two plates
continue to collide.
• The Appalachians, which were first formed about 470 million years ago, are approximately 420 million years older
than the Himalayas.
• The Urals, which were formed more than 300 million years ago, are more than 250 million years older than the
Himalayas.

Suggested prompts Sample student responses

What changes did you observe in the Himalayas as 66 million years ago, there were no mountains near where
the simulation went back in time? Kathmandu is located.
The Indian plate is not part of Asia, yet, either.
Sometime between 35 and 50 million years ago, the Indian plate
collided with the Asian plate and the Himalayan Mountains were
formed.
Between 35 million years ago and present day, the Himalayas
continue to grow and change as the two plates continue to collide.
What did you figure out about the Himalayan The Himalayan Mountains are somewhere between 35 and 50 million
Mountains? years old.
They are still growing and changing as the plates continue to collide.
How does this compare with the formation of the The Appalachian Mountains were formed about 470 million years ago
Appalachian Mountains and the Ural Mountains? and the Urals were formed more than 300 million years ago.
The Himalayan Mountains were formed around 50 million years ago.
The Appalachians are about 420 million years older and the Urals are
more than 250 million years older than the Himalayas!
Construct a scientific explanation. Show slide M, and tell students that we need to construct a scientific explanation
of how the Appalachian and Ural Mountains were formed and how their formation compares to that of the Himalayan
Mountains. Remind them that constructing a scientific explanation includes: making a claim; supporting the claim with
evidence; and using reasoning to explain how the claim is supported by the evidence.
Use the questions on the slide to guide students to construct a scientific explanation. Encourage students to work
collaboratively as you document their responses on chart paper. Remind them that they can use the sentence starters
on the Communicating in Scientific Ways chart in their science notebooks, if they need to.

Assessment Opportunity

Building towards 12.A Construct a scientific explanation based on evidence from models that Earth’s tectonic plates
interact to change the surface of Earth at time and spatial scales that are not directly observable.

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What to look for/listen for: Now that students have observed the formation of the Appalachian Mountains, the Ural
Mountains, and the Himalayan Mountains using the virtual simulation, students can use the evidence they have collected
to collaboratively construct a scientific explanation of the formation of the Appalachians and the Urals and make
comparisons to the formation of the Himalayas. Students’ scientific explanation should include the following key ideas:
• The Appalachian Mountains were formed approximately 470 million years ago and the Ural Mountains were
formed more than 300 million years ago by the same processes that continue to cause the formation and growth of
mountains today—the collision of plates.
• The Appalachian and Ural Mountains are much, much older than the Himalayan Mountains, which were formed
between 35 and 50 million years ago.
• The Appalachians and the Urals were once growing mountain ranges, even though they are no longer growing.
What to do: If students’ scientific explanation does not include the key ideas listed above, you can:
• Revisit the simulation, stopping at strategic points and ask students to describe what they observe and how it can
be used as evidence to explain how and when the Appalachians and the Urals were formed.
• Guide students to look for similarities between the formation of the Himalayan Mountains and the formation of the
Appalachians and the Urals, which can be observed using the virtual simulation.
• Let students work in small groups to revisit the simulation and write a claim supported by evidence about the
formation of the Appalachian and the Ural Mountains. After small groups share their claims and evidence, the class
can work together to collaboratively develop a scientific explanation that describes the formation of these two
mountain ranges.

Suggested prompts Sample student responses

What claim can we make about the formation of The Appalachian Mountains, which were formed about 470 million
the Appalachians and the Urals, and how does years ago, and the Ural Mountains, which were formed more than 300
their formation compare to the formation of the million years ago, are much older than the Himalayan Mountains,
Himalayas? which were formed sometime between 35 and 50 million years ago.
The Appalachian Mountains, the Ural Mountains, and the Himalayan
Mountains were formed by plate collisions.
The Appalachians and the Urals were both growing mountain ranges
for a period of time, even though they are no longer growing.
What evidence do we have to support our claim? We made observations and collected data from the Ancient Earth
simulation.
How does the evidence support our claim? From our observations and the data we collected, we know about
how long ago the Appalachians, the Urals, and the Himalayas were
formed.
The simulation allowed us to observe the changes that have occurred
at each mountain range over millions of years up to the present day.

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6. Navigation 4 min

Materials: None
Determine next steps. Show slide N and say, We have figured out a lot about the changes both below and above
the surface of Earth caused by the interaction of plates. We have also figured out that the Appalachians and the Urals are
very old mountain ranges formed by the collision of plates many millions of years ago. What we cannot explain is why the
Appalachians are shrinking or why the Urals are neither shrinking or growing if they aren’t at a current plate boundary. So,
let’s think about other processes that occur at the surface of Earth that might help us explain what is happening. Turn and
talk to your partner:
• What processes might be at work to cause the Appalachians to decrease in elevation?
• Do you think these processes might also explain why the Urals aren’t increasing or decreasing in elevation?
Give students time to talk, then ask a few to share their ideas with the class. Look for the following to surface:
• Rain, snow, and ice can cause erosion.
• Plants can break down rock and compacted soils, which can then be washed away by water.
• These processes might help us explain why the Appalachians are shrinking and why the Urals are not shrinking or
growing.
Say, These are ideas that we need to investigate further to see if they can help us explain the changes we have not yet been
able to explain.

Additional Guidance

If rain, snow, and ice, or processes such as weathering and erosion do not surface, you can:
• Revisit the Possible Causes for Mountain Growth chart, which may include one or more of these ideas.
• Take a walk around the school to find examples of weathering and erosion. Then ask students to describe what they
think might be causing the land around the school to change.
• Use images to show examples of weathering and erosion, and ask students to describe the changes they see and
what might be causing those changes.

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LESSON 13

What causes mountains to shrink in elevation?

Previous Lesson We determined that the Appalachians and the Urals are different from the other mountains that we have studied because they are
not located near plate boundaries and are not increasing in elevation. We used an online simulation to help us figure out how both
mountain ranges were formed. This led us to think that other processes are causing the decreasing elevation of the Appalachians
and the unchanged elevation of the Urals.

This Lesson After recalling what we already know about erosion and weathering, we read about erosion
rates and how scientists use these rates to determine how erosion is changing the surface.
Problematizing
Then, using both the erosion rates and uplift rates for Mt. Everest and Mt. Mitchell, we
1 day develop a representation of each model and how these two processes are affecting them.
We determine that when erosion rates are higher than uplift rates, like at Mt. Mitchell, a
mountain will shrink in elevation.

Next Lesson We will revisit our Driving Question Board and explain our related phenomena using our science ideas. We will gather relevant
evidence and take an assessment to explain the presence of marine fossils on mountains. We then revisit our Driving Question Board
and answer our unit question.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 13.A Apply mathematical concepts (proportional relationships and unit rates) from the unobservable processes of erosion
MS-ESS2-3 and plate movement over time to figure out how much Mt. Everest and Mt. Mitchell are changing now and use these to
predict how much they would change in the future.

What Students Will Figure Out

• Erosion rates are a representation of how much an area of land is worn down by all the erosive processes together.
• Uplift rates are a representation of how much the land is being pushed up from below by plate movements.
• The relationship between the erosion rates above the surface and the uplift rates below the surface determine the
elevation above sea level.
Erosion rates that are higher than uplift rates result in land decreasing in elevation.
Erosion rates that are less than uplift rates result in land increasing in elevation.
Erosion rates that are equal to uplift rates results in no change in elevation.
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Lesson 13 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 2 min NAVIGATION A
Recall what we still want to figure out about Mt. Mitchell and the
Appalachians.
2 5 min ABOVE THE SURFACE PROCESSES B poster paper, markers
Recall from earlier grades what we already know about erosion and
weathering events.
3 10 min WHAT ARE EROSION RATES? C-D Erosion Rates, 6.4 Lesson 13 Erosion Timelapse (See the
Make sense of erosion rates and how the processes above the surface Online Resources Guide for a link to this item. www.
affect how the surface looks. coreknowledge.org/cksci-online-resources)

4 20 min EROSION RATES VS. UPLIFT RATES E- I Erosion Rates vs. Uplift Rates
We analyze ratio data to compare how plate collision versus the rate
of erosion is related to whether an area is increasing in elevation,
decreasing in elevation or not changing in elevation.
5 4 min ADD TO CAUSAL CHAIN OF EVENTS J Causal Chain of Events poster, markers
Revisit the Causal Chain of Events poster from Lesson 9 to add
what we have figured out about above the surface processes and
mountains shrinking.
6 6 min PREDICT FUTURE CHANGES USING EROSION AND UPLIFT RATES K Erosion Rates vs. Uplift Rates
Individually calculate the changes to Mt. Everest and Mt. Mitchell in
the future using the rates of erosion and uplift we have figured out in
this lesson.
End of day 1

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Lesson 13 • Materials List

per student per group per class

Lesson materials • Erosion Rates • poster paper
Student Procedure Guide Student Work Pages • Erosion Rates vs. Uplift Rates • markers
• 6.4 Lesson 13 Erosion Timelapse (See the Online
Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources)
• Causal Chain of Events poster

Materials preparation (15 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.
Be sure you have materials ready to add the following words to the Word Wall: erosion rate and uplift rate. Do not post
these words on the wall until after your class has developed a shared understanding of their meanings.
A sample definition is included below:
• erosion rate (the rate an area is worn down over time)
• uplift rate (how much an area of land is pushed up over time)
Prior to class, ensure the link is working properly (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources). Though it is only a little over two minutes long, it is recommended to
double the playing speed to make the erosion happening over time more visible. This can be controlled using the gear
icon at the bottom right of the menu bar under the video. After opening the gear menu, choose playback speed and
click on “2” to double the speed.

Lesson 13 • Where We Are Going and NOT Going

Where We Are Going
Students are using what we know about erosion and weathering from elementary grades to figure out how erosion
affects land on Earth, specifically mountains, over time. In particular, this lesson leverages these pieces of these
previously developed disciplinary core ideas:
ESS1.A: Rainfall helps shape the land and affects the types of living things found in a region. Water, ice, wind, living
organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
ESS1.C: Understanding how landforms develop, are weathered (broken down into smaller pieces), and erode (get
transported elsewhere) can help infer the history of the current landscape.
In this lesson students work with two rates, erosion rates and uplift rates. The rates represented here are approximated.
Working with unit rates is a key idea targeting the CCMS standards for math. Students engage with using computational
and mathematical thinking as they compare rates of change due to erosion processes (above the surface) to rates of
Lesson 13 PLATE TECTONICS AND ROCK CYCLING | 306
change due to plate processes (from below the surface) over time to figure out why Mt. Everest is still growing (erosion
rates lower than plate processes) and why Mt. Mitchell is shrinking (erosion rates higher than plate processes). They
further engage with this SEP as they considered the combined (net) effect of erosion and plate motion on a mountain,
which is an extension opportunity to use mathematical models related to moving up and down a number line. Students
use the crosscutting concepts that proportional relationships (e.g., speed as the ratio of distance traveled to time taken)
among different types of quantities to provide information about the magnitude of properties and processes. This
occurs when students use change in mm/year or rates change in mm/1,000 years, to proportionally scale up these rates
to and predict how these two rates will affect the scale of change one would expect to see on mountains over different
magnitudes of time (of change one would see over 1 year, 100 years, 100,000 years and 1 million years into the future).
Where We Are NOT Going
In the middle school grade band, we are not figuring out many of the mechanisms that affect the rates of both erosion
and uplift, as they are above grade band. The uplift rates represented in this lesson are bound to orogenic uplift and
not surface plasticity or buoyancy which will be investigated in higher grade bands. These characteristics are described
here for teacher reference only:
• Orogenic uplift - the result of tectonic-plate collisions that results in mountain ranges or a more modest uplift over a
large region.
• Surface plasticity - the land has elastic characteristics and stretches and rebounds over time, this rebound can cause
plates to change densities and thicknesses over time as they are compressed or stretched as they move in relation
to other plates and are affected by the flow of the mantle.
• Buoyancy of the plates/Isostasy - plate buoyancy depends on the density and thickness. The tectonic plates (part of
the lithosphere or top layer of Earth’s crust) float on the asthenosphere (the layer directly below the crust) which is
made up of molten rock. This physical property of the plates affects the ways continents change in stability. As the
land is eroded, the plate’s buoyancy will be affected, as it will become less dense and will allow the plate to rebound.
In addition, for every meter that an area of land erodes, it rebounds (due to plate buoyancy/plasticity) roughly 5/6
back up. For this lesson we are focused on the 1/6 that erodes or wears down the land. We don’t investigate rebound
or isostasy because they are above grade band, and have simplified the erosion and uplift rates to inherently include
these ideas based upon the current data.
Just as rates vary over many years, the uplift is approximated in this lesson. As with all scientific geologic
measurements over time, the rates we use in the lesson are indicative of the more recent day uplift rates. The uplift
for Mt. Mitchell was extrapolated from various data points across the Appalachian region based upon current plate
processes at and around the continental US.
References used in determining the approximations for erosion and uplift rate can be found online. (See the Online
Resources Guide for a link to this item. www.coreknowledge.org/cksci-online-resources)

Lesson 13 PLATE TECTONICS AND ROCK CYCLING | 307

LEARNING PLAN FOR LESSON 13

1. Navigation 2 min

Materials: None
Recall we still don’t know why Mt. Mitchell is decreasing in elevation. Display slide A. Say, Okay, in our last lesson
we figured out the Appalachian Mountains that are currently shrinking, are not located on an active plate boundary. Let’s
take a moment to remind ourselves what we have already figured out so we can zero in on what we still need to investigate.

Suggested prompts Sample student responses

What have we figured out about the relationship between When the plates move, they can cause the mountains to
mountains and plate boundaries? What effect do they have move to a different spot and if they collide, they can cause
on mountains? mountains to get taller in elevation.
When they spread apart new land can be made.

Okay, so if there isn’t plate movement near the Appalachians Maybe erosion, rain, and wind can make a mountain get
causing the mountains to grow or shrink, what were some smaller?
of our ideas for what could be causing a mountain to shrink We had ideas on our Possible Causes chart, like wind, rain,
over time? erosion, rocks on the surface moving or breaking apart.
Say, Let’s investigate some of these ideas about water, wind, and other things that may be causing erosion today to see how
they might be interacting with the surface of the land.

2. Above the Surface Processes 5 min

Materials: poster paper, markers

Recall what we already know about erosion and weathering from earlier grades. Display slide B. Say, Let’s begin
by sharing what we already know about erosion from earlier grades. As you share, I will record these ideas on a poster. Many
of you have talked about erosion as processes you think can change the surface of Earth. Some of you also had this listed or
drawn as well in your initial model.

Suggested prompt Sample student response

What about weathering? What do you already know This happens where wind or rain breaks down the surface.
about weathering, or things that can cause the rocks and
material on the surface of Earth to break down?

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Suggested prompts Sample student responses
What are some examples of weathering? big rocks being broken down into smaller rocks near a shoreline
like when ice cracks the sidewalks in the winter
wind wears down large hills into smaller hills
Weathering describes the processes that break down rock. It is when materials, like dirt or sand, are moved from one place
Erosion describes processes that move that broken rock to another.
away from the place where it is broken down. What do Wind and precipitation or water moving over the surface can
you already know about erosion from earlier grades? carry things like rocks, sand, gravel and dirt away from one
place to somewhere else.
What are some examples of erosion happening? like when a river moves rocks or sand or gravel from one part
and deposits it somewhere else
when strong wind blows sand or dirt from one place to another
place further away
waves on a shore washing away big parts of a cliff
So it sounds like erosion and weathering are closely The difference is that weathering wears down the land in one
related. How are they different? area and erosion is when these worn down pieces get moved to
other places on Earth through wind or water moving.
Erosion moves the worn off pieces to a different location by
wind or moving water. Sometimes these pieces collide with
other land and wear it down as well.
Okay so now that we have reminded ourselves what dirt, sand, or rocks falling out of a water current
these two processes are, let’s think about their effects on wind that dies down and dust or sand that falls out of it
the land. If weathering wears down the land and erosion
moves material from one place to another, let’s talk about
one other process—deposition. Deposition is when that
material is carried away and is deposited somewhere
new. What are some examples of this?
What are some ways that weathering, erosion, or Since weathering breaks down rocks, it would decrease the
deposition could change the height of the surface of the height of the surface of the land.
land? Since erosion carries materials away from one place to
somewhere else, it would decrease the height of the surface of
the land where it carries those materials away from.
Since deposition deposits new material from somewhere else
in a new place, the height of the land at that new place would
increase.
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 Additional Guidance

This brief discussion is designed to elicit from students what they already know about erosion and weathering, based
on prior knowledge or DCIs related to ESS1.A and ESS1.C, from engaging with the related PEs around weathering and
erosion from 4th grade.
According to 4ESS2-1: Make observations and/or measurements to provide evidence of the effects of
weathering or the rate of erosion by water, ice, wind, or vegetation, students will have investigated different
erosional and weathering events and their effects on the land including thinking about these processes as a rate or
effect. Students will have figured out that water, wind and biological factors all play a role in eroding and breaking
down the land.

3. What are erosion rates? 10 min

Materials: Erosion Rates, 6.4 Lesson 13 Erosion Timelapse (See the Online Resources Guide for a link to this item.
www.coreknowledge.org/cksci-online-resources)
Read an article about erosion and how scientists measure the effect it has on land. Display slide C. Show a short
clip of computer simulation that a scientist created to try to visualize what is happening to a mountain over time as
water flows over it. Tell students this clip is a timelapse that has been sped up so we can make observations of what
we notice about interactions that might be happening. Show the clip (See the Online Resources Guide for a link to
this item. www.coreknowledge.org/cksci-online-resources). It is suggested to speed up the timelapse to twice
the speed so that students will see the changes more readily. This can be done by clicking on the gear button at the
bottom right corner of the video and choosing playback speed. Then choose “2” as the playback speed to increase the
speed to 2.
Ask students to share what they saw happening and how this might be causing the land to increase in height in some
areas and decrease in height in others.

Suggested prompts Sample student responses

Does the flow of water over this surface seem to affect the height Yes!
of the surface?
Is it possible that erosion and weathering make a mountain I think so.
decrease in height or shrink based on what we see here? It looked like it definitely changed how wide the
mountains were.
It looked like some changed in height a little bit.
The material that was eroded away must eventually be deposited It would start to pile up.
somewhere else. What would happen to the height of the surface Its height would increase.
at the locations where that material was deposited?

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Making sense of rates of erosion. Display slide D. Say, When scientists research how different areas on Earth are
changing due to erosion, one rate they use in their research is called an erosion rate. What do you think this might refer to
based on what you already know about erosion? Students should say something like, how fast erosion happens, or what
types of erosion happen.
Continue by saying, Let’s read a short article on how scientists collect this data and how they determine this rate. Distribute
Erosion Rates to each student. Say, Let’s record at the top what question we are trying to answer by reading an article. What
are we trying to figure out? Guide the class to record a question such as “What are erosion rates?” or “How are erosion
rates found?” Give students 8 minutes to read. Then hold a brief discussion to share what we determined erosion rates
are, how they are determined, and the types of erosion that have the biggest effect on land.

Suggested prompts Sample student responses

What did you figure out from the reading about erosion They are how fast or slow erosion is affecting the land.
rates? They are a number that tells how fast an area is being eroded or
worn down over a certain time.
Erosion rates are different rates for different locations.
Erosion rates are measured over different timescales. Mt. Everest
has a yearly measurement, but Mt. Mitchell has a 1,000 year
measurement.
What are the types of erosion that the scientists They measure how a river moves—like how deep and fast it is.
measure to figure out the erosion rate for an area? They measure glaciers too! Like how much they are melting and
how much they move—I didn’t know glaciers move!
They also measure winds in different areas—how often and how
fast they are.
So when researchers determine the rate of erosion, They mainly focus on the effects of rivers and glaciers.
how do they do that when there are different types of By taking a lot of measurements over time, they can come up
erosion? with a rate based on how an area of land changes in size.
Add erosion rate to the Word Wall.
Ask, So it seems like these processes that are happening above and just under the
surface have a regular effect on the land like the processes below the surface (plate
movement). What relationship might all these processes have to how Earth’s surface
changes? Accept all responses.

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4. Erosion Rates vs. Uplift Rates 20 min

Materials: Erosion Rates vs. Uplift Rates

Briefly reflect on erosion rates of Mt. Mitchell and Mt. Everest we read about. Say, In our reading we read about the erosion
rates between Mt. Mitchell and Mt. Everest. What did you notice and wonder about the erosion rates and the two mountains?
Students might respond that the erosion rate for Mt. Everest is much higher than Mt. Mitchell, but Mt. Mitchell is
decreasing in height, while Mt. Everest is increasing in height.
Ask students, I found that interesting too. If there is a higher rate of erosion happening at Mt. Everest than Mt. Mitchell, but
Mt. Everest is growing in height, then what else do we have to figure out about what is happening at Mt. Everest that could be
causing it to keep growing in elevation?
Students should respond that we have figured out that the plates moving under the surface are causing Mt. Everest to
keep growing.
Problematize the idea about the relationship between erosion rates and uplift rates. Display slide E. Say, So
if we know that there are processes that are affecting the land above the surface, like erosion and weathering, and there
are processes occurring below the surface, like plates colliding causing uplift, then let’s think about how these affect Earth’s
surface when they are occurring at the same time.
Distribute Erosion Rates vs. Uplift Rates. Read through the first part together. Then do part one together. Say, Let’s do Mt.
Everest and the Himalayas together.

Suggested prompt Sample student response

First let’s think about the uplift rate. What would this be I think this would be how much taller the mountain is
referring to? getting. We figured out that when plates collide the land
gets pushed or lifted up, and this is where mountains are
forming, so this number is how much the land is being
pushed up. Uplift must be how much it’s lifted up.
Add uplift rate to the Word Wall. Say, Great. So in the first box, let’s capture this idea by drawing Mt. Everest and an arrow
pointing up, labeled uplift = 2 cm/year. As students are doing this on their handout, do this along with them either on a
whiteboard, or on a piece of paper under a document camera or on a poster paper. An example is included here:

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 Suggested prompts Sample student responses
The erosion rate for Mt. Everest is also included here. I would think glaciers or ice since we read there are glaciers on
What do you think the main forms of erosion are for Everest and we see ice.
Everest? Yeah, and I think rivers too because lower on the mountain there
isn’t snow or ice, but there would be rivers.
Maybe wind too. It looked really windy in some of the videos or
photos.
What is the erosion rate for Everest? 9.3 mm/year
Say, So if we want to add this to our handout for the image of Mt. Everest
we drew, and we used an up arrow to represent the uplift, how might we
represent the erosion rate? Guide the class to argue that we need to draw
an arrow pointing down for erosion since it wears down the land.
Say, Okay, let’s add a down arrow for the erosion rate, and label it “erosion
rate = 9.3 mm/year”. An example is included here.
Compare unit and rate representations. Make sense of these two
numbers with the class by asking, Let’s make sense of what these two
numbers are representing. I noticed they are not represented in the same
units so in order for us to be able to more accurately compare them, let’s put
them both in the same units. Can anyone do that for us? Ask for a volunteer
to share; they should say that 2 cm is the same as 20 mm, so we could
change the 2 cm/year for uplift to 20 mm/year. Model this class example
you have been developing.
Compare the two rates and make sense of what they represent. Ask,
What is happening to the elevation of Mt. Everest? Students should
say we know it is getting taller. Tell students to turn and talk with a
partner about any connections they see between the rates they have
represented on their handout and what is happening to the elevation of
Mt. Everest. Then bring the class back together and discuss.

Lesson 13 PLATE TECTONICS AND ROCK CYCLING | 313

Suggested prompt Sample student responses
If we look at the model we just developed with the rate The amount of uplift is higher than the amount of erosion so
of erosion and the rate of uplift recorded, what is the the mountain is getting taller.
relationship between these two rates and whether a The uplift is 20 mm each year and the erosion is 9.3 mm
mountain is getting taller or not? each year. That is a difference of almost 11 mm/year.
Ask, So if we were to write a statement about the relationship between uplift rates and erosion rates for a mountain that is
increasing in elevation, what would we write? Use the space on your handout to formulate your statement. Give students a
minute or two to write this then ask for a volunteer or two to share. Make sure the class is in agreement before moving
on to analyzing the data for Mt. Mitchell and the Appalachians. They should say that when uplift is greater than
erosion, the mountain will increase in elevation.
Continue making sense of erosion rates versus uplift rates for Appalachians and Urals. Display slide F. Say, Now
that we have a better idea about how processes above the surface and below the surface affect Mt. Everest, let’s go back to
Mt. Mitchell and the Appalachians. We were trying to figure out more about why they are shrinking in elevation. Let’s look at
the same rates for Mt. Mitchell. Look at part two of your handout.

Suggested prompts Sample student responses

What is the uplift for Mt. Mitchell? Very little uplift! It is measured over 1,000 years!
What does this mean? This means the land is barely being lifted upwards.
Does this make sense with what we now know about Yes! We just figured out there isn’t a plate boundary today
uplift? where Mt. Mitchell is, so there isn’t anything colliding directly
underground that would cause it to lift up.
Tell students to represent Mt. Mitchell in the space
on part 2 of Erosion Rates vs. Uplift Rates. Then they
should add notation to represent there is very little
uplift currently at Mt. Mitchell. Continue with your class
example as well, either on the whiteboard, or under the
document camera or on poster paper.

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 Suggested prompts Sample student responses
What is the erosion rate at Mt. Mitchell? 5 mm/1,000 yr
What does this mean? It looks different than the erosion This means that every 1,000 years, Mt. Mitchell erodes
rate for Mt. Everest that was per year. away by 5 mm.
Say, Okay, great! Let’s add this to our representation of Mt.
Mitchell too. Should we represent the erosion rate with a
downward arrow as well? Students should say yes since
it is how much the mountain wears down. Be sure to
add to the model you are making as well.
Display slide G. Tell students to turn and talk with their
partner: what do they notice about the relationship
between the rate of uplift and the rate of erosion at Mt.
Mitchell and how the mountain is changing?

Suggested prompt Sample student responses

What did you and your partner notice about the erosion Since the rate of uplift is zero and there is some erosion, we think
rate and the uplift rate in relation to what is happening that is why the mountain is shrinking.
to the elevation of Mt. Mitchell? Since there is some erosion happening at Mt. Mitchell but there
aren’t plates pushing the mountain up, that is why the mountain
is shrinking.
Ask, So if we were to write a statement about the relationship between uplift rates and erosion rates for a mountain that is
shrinking in elevation, what would we write? Use the space on your handout to formulate your statement. Give students a
minute or two to write this, then ask for a volunteer or two to share. Make sure the class is in agreement. They should
argue that when uplift is less than erosion, the mountain will shrink in elevation. Say, Now let’s take stock of what we
have just figured out. It seems like a big idea!

Suggested prompts Sample student responses

So if erosion rates represent how much the land is worn Erosion happens everywhere on Earth because there is wind and
down, does erosion happen everywhere? Just some water moving everywhere.
places?
And the larger the rate of erosion means what? The more the land is worn down in that area.

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Suggested prompts Sample student responses
How do the erosion rates of Mt. Everest and Mt. Mitchell Mt. Everest has a much higher rate of erosion than Mt. Mitchell.
compare? Yeah… and Mt. Everest changes in elevation every year but Mt.
Mitchell only changes every 1,000 years.
How do we know this—that the changes to Mt. Everest Because the measurements, or rates for Mt. Mitchell are per 1,000
occur more often than Mt. Mitchell? years and for Mt. Everest the rates are per 1 year.
I noticed that too, so why isn’t Mt. Everest shrinking even Because Mt. Mitchell also has almost no uplift.
more than Mt. Mitchell, if the erosion rate is higher? Because there are plates colliding under Mt. Everest, pushing it
up, and this is happening at a rate that’s higher than the erosion
is happening.
So now we have some ideas for what causes a The rate of erosion must be the same as the rate of uplift.
mountain to grow or shrink in elevation. We should
be able to return to our mountain cards and explain
why they are changing. What about the one mountain
we have been investigating as part of the Urals, Mt.
Narodnaya? What could be causing them to not
be changing in elevation (they are not shrinking or
growing)?
If we could get data for this mountain, what would we They would be the same.
expect to see with the relationship between the rates of
erosion and uplift?
Add to models in Erosion Rates vs. Uplift Rates how energy is involved. Display slide H. Say, Okay, so now that
we have figured out how the processes that are occurring above and below the surface affect how the surface looks, let’s
continue to add onto our two mountain drawings on our handout to include what is causing these processes to happen to
explain what is causing THOSE causes, erosion and uplift, to occur.

Additional Guidance

One of the DCIs that is part of this unit is ESS2.C: The Roles of Water in Earth’s Surface Processes: Water’s
movements—both on the land and underground—cause weathering and erosion, which change the land’s surface
features and create underground formations.
Students are at a point in the unit that they are ready to put pieces together thinking about the source of the energy
that causes erosion processes and plate movement. This next section contains a couple brief discussions with students
to encourage them to think about the causes of the processes that are affecting mountain elevation changes, such
as the cause of the wind and rain that leads to erosion and the cause of the movement of the magma. In Storms Unit
students have already figured out that the cause of the wind and rain is ultimately the sun’s interaction with the

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ground which leads to the ground heating up and transferring energy to everything above it. The uneven heating of
different parts of the ground lead to different densities of air rising and sinking which results in wind and rain occuring.
Here we want students to draw on this prior understanding to reason out that the energy source for erosion is the sun.
In the same Storms Unit, students figured out that materials that are less dense than the surrounding area will rise,
and materials that are denser than the surrounding area will sink. They figured this out in terms of air masses. In the
brief discussion we have about why rock gets hotter deeper underground, we want students to begin thinking about
the possibility this could have to do with density of material under the surface as it heats up differently underground.
Going further than this to explain convection of the mantle is above grade band.

Suggested prompts Sample student responses

If we think our big drivers of erosion are wind and rain, we We figured that out in Storms Unit.
probably need to explain how those are occurring as well.
When did we figure out how wind and rain move?
Back in our Storms Unit unit, what did we figure out causes Clouds form when water evaporates from the ground and
precipitation to happen? becomes water vapor that condenses when it is cooled
down as it gets higher in the air.
Precipitation happens when the water vapor in the clouds
gets too heavy and falls to the ground.
We also figured out how energy from the sun can cause Convection causes warm air to rise. Cooler (or denser air) fills
convection. How does that contribute to causing winds at in the space left behind by that rising air, which contributes
the surface? to surface winds moving toward the place where that rising
air left.
And what did we figure out causes water to evaporate? Water evaporates when it gets heated up by the sun.
Right… we figured out that the ground heats up when the
sunlight is absorbed by it, which leads to this evaporation
process and it also contributes to convection, which causes
some of the winds we experience.
If we think about the wind and rain that cause erosion, I think we could add the sun since it is what causes wind
how could we revise our mountain model to represent the and rain.
primary source of where the energy comes from? What Without the sun the water and wind wouldn’t move to the
causes the air and water to move, so that it ultimately ends top of the mountains.
up moving over the land to cause things like weathering and
erosion?

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Say, Great! Add that to both of your mountains on your handout. Add this to the examples you have been creating too.

Suggested prompt Sample student responses

And so if mountains are eroding and getting weathered down As long as the sun is heating the land.
today by wind and water, do you think these processes will keep Yes!
going into the future? Will mountains keep eroding many years
from now?
Make the connection between magma moving and mountain growth. Say, In addition to erosion we also have
figured out that there are plates below the surface and that uplift affects mountains.

Suggested prompts Sample student responses

Now let’s think about what is going on below the surface. We When there are plates colliding underneath it.
have uplift labeled on our drawings. What causes a mountain to
be uplifted?
Right and what causes the plates to move? The movement of the magma below the plates.
Why does the magma move? It gets hot and cold, and the hot magma pushes things
around more.
It is hot liquidy rock that moves and creeps.
Make a connection between processes above and below the surface. Say, So if the magma is hot and liquidy and
moves, then something must be causing it to heat up and move.

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Suggested prompts Sample student responses
When we explained erosion and the movement of water I don’t think so.
and wind, we identified an energy source that drives No… when I dig a little bit down into the ground, it isn’t hot near
the movement of those two materials. We said above the surface, it actually feels cold.
the surface, the sun is what heats things up. Could the
sun be causing it to get hotter and hotter further and No, because we read that it begins to get much hotter after
further under Earth’s surface? people dig far below the surface so that wouldn’t make sense for
the sun to cause that.
We know something is making it hot underground because
we read about how it was hotter the further down we go. The
machinery started to melt and stuff.
So if the temperature is getting higher the further we go Maybe there is something like a sun in the middle of Earth too?
underground, then what could be causing this increase There has to be something hot underneath the mantle.
in temperature if not the sun?
There must be something really hot in the middle of Earth.
Brainstorm source of energy for magma movement. Display slide I. Say, This is what scientists thought too, that there
must be something in the middle of Earth or towards the middle of Earth that is really hot. The image on the slide represents
what they found through collecting data.

Suggested prompts Sample student responses

What do you notice is happening to the temperature the further It is really hot in the middle of Earth!
into Earth one goes?
So if it is really hot in the middle of Earth, how could this be This could be what is causing the magma to be liquidy
related to what we have figured out about magma and plates and move.
moving? It seems like this could be transferring energy to the
magma which then moves the plates.
If there is stuff that is hotter more towards the middle of Earth, It would transfer energy to it and make it hotter.
then how does this affect the material that is above?
So could this really hot stuff in the middle of Earth be the source Yeah!
of energy that is causing the underground processes to happen Maybe. It seems like it could be since we know energy
that affect the surface of Earth? can be transferred between particles of hotter materials
to cooler materials.
Maybe, but I wonder what is causing it to be so hot in
Earth’s center?

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Suggested prompts Sample student responses
So I hear us thinking the really hot stuff deep in Earth could be Yes! That makes sense.
transferring energy to the magma and plates above it to cause
them to move, separate, and lift in different places?
But we are still wondering what is going on deep inside Earth Yes.
that is the ultimate source for all of this energy?
Okay, so would it make sense to add to our model that there is Yes.
an energy source causing the magma to move that comes from
deep in Earth, but we aren’t sure what?
Tell students to capture this on their handout and add it to the class example. Make sure to include students’ questions
about why this is.

Additional Guidance

MS-ESS2-1 (Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives
this process), includes making sense of multiple sources of energy that affect the different processes forming and
changing the surface of Earth. In Unit 6.3: Why does a lot of hail, rain, or snow fall at some times and not others? (Storms
Unit) students have already figured out that the sun is the main cause of weather processes. In this lesson, we use what
we have already figured out about the sun as a source of energy and connect it to erosion processes. This helps us to
expand our understanding of how the interaction of the sunlight with Earth helps to form the different features we
see on the surface. And in Unit 6.2: How can containers keep stuff from warming up or cooling down? (Cup Design Unit),
students have figured out that when particles interact they transfer energy between them. We also figure out that
particles of materials that are at a higher temperature are moving faster and transfer energy faster than particles of a
material at a lower temperature. We use this conceptualization as we reason out where the energy source must be that
is causing the magma in the mantle to move which in turn moves the plates and results in changes to the surface. If
your students have not participated in these two units, this connection and discussion may need extra support or you
may choose to skip this discussion.

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5. Add to causal chain of events. 4 min

Materials: Causal Chain of Events poster, markers

Add to the Causal Chain of Events poster. Display slide J. Say, We know Mt. Mitchell is shrinking and we wanted to
figure out what is causing that. Now that we know more about erosion and how it affects Earth’s surface over time, let’s
return to our Causal Chain of Events poster to update it with what we have figured out.

Suggested prompts Sample student responses

What causes of change to Earth’s surface have we been erosion
investigating today? uplift
Right. So if we look at our Causal Chain of Events poster, do We have plates moving which is what causes uplift, so kind of.
we have these causes on our poster? We don’t have erosion.
So do we want to add uplift next to plates moving then? Yes!
And what about erosion, where should that go on our poster? not sure
Does erosion cause mountains to move or grow—the two No! It causes land to wear down or erode, so it would be a
effects we have on our poster? cause of a mountain shrinking.
So it sounds like we need to add another effect, mountains Yes!
shrinking to our poster?
How about deposition, how can that cause the height of any It can cause it to increase.
surface to change?
Say, Okay, let’s add uplift and erosion to our poster.
Say, Wow! We have figured out a lot about how things happening below and above the surface can lead to changes to
Earth’s surface.

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6. Predict future changes using erosion and uplift rates. 6 min

Materials: Erosion Rates vs. Uplift Rates

Display slide K. Distribute Erosion Rates vs. Uplift Rates to each student. Say, Now that we have a better idea about how
processes above and below the surface affect changes we see on the surface, let’s use this to think about the future. Erosion
Rates vs. Uplift Rates has a few questions based on what we have just figured out for you to work through to help you think
about how Mt. Everest and Mt. Mitchell will look in the future. Take the last few minutes to work on this and turn it in before
the end of class. And then next time, let’s see if we can explain all the changes we saw on all of our mountain sites.

Assessment Opportunity

13.A Apply mathematical concepts (proportional relationships and unit rates) from the unobservable processes of
erosion and plate movement over time to figure out how much Mt. Everest and Mt. Mitchell are changing now and use
these to predict how much they would change in the future.
What to look for/listen for: See Erosion Rates vs. Uplift Rates for guidance.
What to do: Depending on when in the year you teach this unit, your students may need more or less scaffolding
with the mathematics used in this assessment. Unit rate and ratios are part of the Common Core State Standards for
Mathematics in 6th grade (CCSS.MATH.CONTENT.6.RP.A.3). Because the rates of change for Mt. Mitchell are per 1,000
years, students will need to do some conversions to figure out how much this mountain will be affected per year in
order to be able to successfully make comparisons between Mt. Everest and Mt. Mitchell. Some students may need
some scaffolding in these conversions. See Erosion Rates vs. Uplift Rates for more guidance.

Additional Guidance

The constant unit rates we have been using in the lesson for the erosion rate and uplift rate for both Mt. Mitchell and
Mt. Everest are used again in the assessment. The purpose of the assessment is to continue to support students in
beginning to develop a conceptual model of the competing mechanisms occurring above and below the surface to
Earth’s surface that result in the changes we see happening. As explained in the Where we are not going section of
this lesson, we acknowledge that the processes that are measured and used to calculate these rates are much more
complicated than they are represented here. In addition, we acknowledge that over time, as plates collide, the uplift
rates change. We simplified both the uplift and erosion rates for this lesson and unit due to grade level boundaries and
to allow students to begin seeing that erosion wears down the land, and plate movement can push up the land, and
the elevation we see and can measure is due in part to these two processes. In later years, they will continue to add to
this model as they figure out more about the mechanisms that affect Earth and the changes we see at the surface.

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ADDITIONAL LESSON 13 TEACHER GUIDANCE
Supporting Students in Making Connections in MATH
CCSS.MATH.CONTENT.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems,
e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations.
Students work with constant unit rates of change for erosion and uplift to determine how both Mt. Mitchell and Mt.
Everest will change over different time periods (1,000 years and 1,000,000 years). Using the unit rates for both erosion
and uplift, students will determine how the elevation of each of the two mountains will be affected over time.
CCSS.MATH.CONTENT.6.RP.A.3.D: Use ratio reasoning to convert measurement units; manipulate and
transform units appropriately when multiplying or dividing quantities.
The unit rate for Mt. Mitchell is represented as a change in mm per 1,000 years. This mountain is changing very slowly.
Because the unit rates for this mountain are represented this way, in order for students to successfully calculate these
rates for different times in the future, they will need to convert the 1,000 years to per year by dividing by how many
years into the future they are calculating the change for.

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LESSON 14

How is there an exposed marine fossil on Mt. Everest? And,

what other remaining questions from our Driving Question
Board can we now answer?
Previous Lesson After recalling what we already know about erosion and weathering, we read about erosion rates and how scientists use these
rates to determine how erosion is changing the surface. Then, using both the erosion rates and uplift rates for Mt. Everest and
Mt. Mitchell, we develop a representation of each model and how these two processes are affecting them. We determine that when
erosion rates are higher than uplift rates, like at Mt. Mitchell, a mountain will shrink in elevation.

This Lesson In this lesson, we revisit our Driving Question Board to determine what questions we have
made progress on and explain our related phenomena using our science ideas. We revisit
Putting Pieces Together
our mountain cards to determine that we still need to explain the presence of marine fossils
2 days on mountains. We gather evidence to help support what is occurring for marine fossils to
end up on mountains and take an assessment. We then revisit our Driving Question Board
and answer our unit question.

Next Lesson There is no next lesson.

Building Toward NGSS What Students Will Do

MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, 14.A Develop and use a model to show the tectonic process of uplift can create mountains at a time scale too large to see.
MS-ESS2-3
14.B Construct an explanation based upon prior investigations and evidence that gradual changes have caused marine
fossils to become exposed on mountains due to erosion (accumulating) over time, and those gradual changes will lead to the
destruction of the marine fossils due to erosional processes over time.

What Students Will Figure Out

• Tectonic plate movement has caused uplift to occur at mountains, pushing up rocks that used to exist on ancient seafloors.
• Over time, marine fossils from the ancient seafloor are exposed due to erosional processes.
• Erosional processes will always be occurring and will continue to erode the landscape into the distant future.

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 • We can now better explain our related phenomena using our science ideas.
• We can now explain more questions from our Driving Question Board using our science ideas.

Lesson 14 • Learning Plan Snapshot

Part Duration Summary Slide Materials

1 3 min NAVIGATION A
Celebrate all we have accomplished.
2 15 min REVISIT OUR DRIVING QUESTION BOARD B-C 5 sticky dots, Driving Question Board, markers
Students revisit the DQB to take stock of all the questions we can now answer.
3 15 min EXPLAIN RELATED PHENOMENA D-G 2 sticky notes, Related Phenomena poster
Revisit the Related Phenomena poster and compare them to mountain from Lesson 1, Potential Causes for Mountain
creation and destruction processes. Use those processes to explain what Movement, markers, sticky notes (or index cards or
might cause the related phenomena to occur. scratch paper)

4 12 min TAKE STOCK OF WHAT WE CAN AND STILL NEED TO EXPLAIN H-I Data Cards for Other Mountains and Mt. Everest
Revisit the Data Cards for Other Mountains and Mt. Everest to take stock of from Lesson 1
what we can explain and we still need to figure out.
End of day 1
5 3 min NAVIGATION
Get ready to share with the class the pages in our notebook that have
evidence to help explain how a fossil was found on the top of Mt. Everest.
6 15 min DEVELOP A LIST OF RELEVANT EVIDENCE J poster paper titled, Supporting Evidence
Share the pieces of data and evidence we have identified as important in
explaining the fossil found on Mt. Everest and record these ideas as a list.
7 20 min TAKE THE LESSON 14 ASSESSMENT K Fossil Assessment
Use the Fossil Assessment to explain how the marine fossil is at the top of
Mt. Everest, how it is exposed, and if it will always be on Mt. Everest.
8 8 min TAKE ONE LAST PASS AT THE DQB AND UNIT QUESTION L Driving Question Board, Potential Cause for
Return to the remaining questions on the DQB to see if we can answer them Mountain Movement chart, Chain of Events poster
after working through the assessment. Revisit and answer the unit question.
End of day 2

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Lesson 14 • Materials List

per student per group per class

Lesson materials • science notebook • 5 sticky dots • Driving Question Board
Student Procedure Guide Student Work Pages • Data Cards for Other • 2 sticky notes • markers
Mountains and Mt. Everest • Related Phenomena poster from Lesson 1
from Lesson 1
• Potential Causes for Mountain Movement
• Fossil Assessment
• sticky notes (or index cards or scratch paper)
• poster paper titled
• Supporting Evidence
• Potential Cause for Mountain Movement chart
• Chain of Events poster

Materials preparation (15 minutes) Online Resources

Review teacher guide, slides, and teacher references or keys (if applicable).
Make copies of handouts and ensure sufficient copies of student references, readings, and procedures are available.

Lesson 14 • Where We Are Going and NOT Going

Where We Are Going
In this lesson, students begin by revisiting our DQB and Related Phenomena poster to take stock of what questions
we can answer. At this point in the unit, students should be able to explain most of the questions on the DQB. The
lingering questions will most likely be around the information on the mountain cards that there are fossils found on
these tall mountains.
In Lessons 10 and 11, students have worked with fossil data to develop a model of where the continents would have
been in the distant past and how the placement of fossils indicates the order in geologic time that they were formed.
Once students have determined we still need to explain how it is that fossils can be found and seen on mountain
tops, they will spend the second day of the lesson on a summative, near transfer task. During the assessment they
will explain how and why marine fossils are exposed on many of the mountain ranges. The models they make of the
large-scale tectonic processes over large periods of time, that led to the creation of Mt. Everest and the Himalayan
Mountains, will utilize ideas from Lessons 10-12. They also use science ideas from Lesson 13 to explain how the
marine fossils are exposed, and that over time the marine fossils will no longer be on the mountains due to erosional
processes.
Students ultimately wrap up the unit in this lesson by revisiting the Driving Question Board to answer questions
related to the discovery of fossils on mountains as they revisit and answer the unit question, “What causes Earth’s
surface to change?”

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Where We Are NOT Going
While students may use ideas from Lesson 13 to explain why a marine fossil is exposed on Mt. Everest and determine
that such exposed fossils will also eventually erode, students will not be calculating an estimate of time in which the
marine fossils will take to erode from the mountain. Erosion rates that occur with mineral replacement, as seen in many
of the marine fossils, are slightly different than the surrounding material they are embedded in (e.g. limestone). But,
this difference is not an important focus for their work and therefore is not raised in this unit.

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LEARNING PLAN FOR LESSON 14

1. Navigation 3 min

Materials: None
Reflect on all we have figured out. Project slide A. Say, Wow! We have figured out a lot about what causes changes to
Earth’s surface, not only mountains! We have a causal chain of events for processes that happen to cause mountains to move,
grow, and shrink. We have really figured out a lot! Let’s look back at our DQB and see what questions we have made progress
on and what questions we can now answer.

2. Revisit our Driving Question Board. 15 min

Materials: 5 sticky dots, Driving Question Board, markers *Supporting Students in

Gather at the DQB and mark questions that students think we have answered. Present slide B. Ask Engaging in Asking Questions
students to turn to a partner. Distribute 5 sticky dots to each partner pair and have partners discuss and and Defining Problems
place sticky dots on the class DQB next to the questions that they think we have made progress on. You Revisiting the DQB at the end of
may want to have students do something similar for the Ideas for Investigations and Sources of Data poster the unit helps students see the
they started in Lesson 1 and added to across the unit. Using this list you could ask them to identify and tag progress they have made toward
any of the ideas where we ended up exploring a very similar source of data or idea for an investigation.* answering the questions that were
important to them at the onset
Alternate Activity of the unit. At that time, students
have asked a wide series of
Another option for evaluating DQB questions is to have students work either individually or in pairs to answer the questions “that required sufficient
questions they posed. This can be done by asking them to write their questions on a sheet of paper and answer the and appropriate evidence to
questions in words and/or pictures. To help students feel like they made progress answering their own questions, answer.” Through investigations
create a focus on the questions that we have not answered, but now feel we could (or partially could) using the ideas and individual and whole-group
we have developed. sensemaking around the lines of
evidence they have developed,
As another option, some teachers may start a Wonder board to house questions that have not yet been answered, but
they can now answer many of their
students are still interested in pursuing. These questions are available for students to pursue independently or as time allows.
initial questions. This final visit
Look for patterns using the sticky dots. In the Scientists Circle, ask the class to focus on the questions that have the to the DQB also allows students
most newly added sticky dots. to see how their work toward a
Discuss as a class the questions the class can now answer. Present slide C if desired. Have the class discuss the shared learning goal can help
answers to these questions as a group. If you have space, you might make a Take-Aways poster to record the class’s them figure out the anchoring
answers. phenomenon and can also explain
other phenomena in the world.
Prompts on the slide:
• Which questions have we made the most progress on?
• What have we figured out?
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3. Explain related phenomena. 15 min

Materials: science notebook, 2 sticky notes, Related Phenomena poster from Lesson 1, Potential Causes for Mountain
Movement, markers, sticky notes (or index cards or scratch paper)
Say, Now that we have had a chance to answer many of our questions, let’s work together to see if we can explain any more
phenomena. That is one of the exciting things about developing a set of general model ideas about how the world works—we
can continue to test the applicability of those ideas to a larger and larger set of phenomena to better understand what other
things in our world they might help explain. Let’s look back at our Related Phenomena poster from Lesson 1 to see if we can
explain any of our related phenomena.
Recap development of ideas in the unit thus far. Direct students to look at the Related Phenomena board and
quickly verbally list the related phenomena identified by the class, along with their accompanying potential causes.
Group potential causes with related phenomena. Project slide D. Be sure the Potential Cause for Mountain
Movement chart is visible along with the Related Phenomena poster. Also have sticky notes, or notecards, or scratch
paper available with markers. Say, Let’s use what we have figured out about the different causes we have on our Potential
Cause for Mountain Movement chart to look back at our related phenomena and see if any of these causes could
help explain any of our related phenomena. Any that we agree on as a class, let’s take the sticky note with that related
phenomenon and place it on our Potential Cause for Mountain Movement chart next to the cause. Tell students they
also might want to look back at the causal chain of events posters for processes that cause mountains to grow, shrink,
and move. Decide as a class if we believe that the causes are accurate or if they need updating. Move any related
phenomena next to the cause we believe to be accurate. Add any new causes to the board.
Remind students that when we started our unit, we began by figuring out how a mountain can increase in elevation
over time and move due to plate movement and plate interactions. After that, we determined how a mountain can
decrease in elevation over time through surface processes such as erosion. We used the constructive process of
tectonic uplift and destructive erosional processes to describe how these mountains have changed over time.

Additional Guidance

Should students struggle to connect these processes to their related phenomena, you may wish to remind students
of two terms added to our Word Wall in Lesson 7, constructive and destructive, when we discovered different ways
volcanoes affect the land. You may wish to remind students of these two words on the Word Wall if they struggle to
connect these processes to their related phenomena.
Ask students, If we were to start to group our related phenomena to better explain what is occurring, how could we group
these processes? What have we done so far in our unit that we can utilize here?
Students should consider that we could group the list by phenomena that seem constructive and phenomena
that seem destructive or wear away the land. Students also might suggest processes that happen to the surface of
mountains versus processes that occur under mountains, such as uplift.
Remind students that when we started our unit, we first started to determine how a mountain can increase in
elevation over time. After that, we then determined how a mountain can decrease in elevation over time. We used

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the constructive process of tectonic uplift and destructive erosional processes to describe how these mountains have
changed over time.
Organize phenomena into ones that are occuring due to either primarily constructive vs. destructive
processes. Work with the class to organize the cards into two groups—constructive and destructive. At the end of the
sorting process, reflect on the sorting.
Say, We have now sorted our related phenomena into two groups. When we looked at mountains, we also thought of them
in two groups. Mountains that are growing and mountains that are shrinking or staying the same. Let’s look at these that are
now grouped into mostly constructive vs. mostly destructive processes, and compare them to our mountains to see if what is
occurring on our mountains also applies to our related phenomena.
Begin Comparing Related Phenomena. Project slide E. Distribute Comparing Related Phenomena to partner pairs.
Explain that students will pick one related phenomena and try to explain what is causing that change to occur. After
that, we will then reflect on whether the same processes that create and destroy mountains are influencing the
changes we see in the related phenomena.
Conduct a related phenomena gallery walk. Project slide F. After students have had time to complete Comparing
Related Phenomena, have students place the handouts in a highly visible place, such as on a wall or on the top of
desks. Give partner pairs a moment to walk around the room with 2 sticky notes. Ask each partner pair to analyze
other students Comparing Related Phenomena and think about the related phenomena being explained and how the
processes are similar or different from the processes of the related phenomenon that they themselves explained on
their Comparing Related Phenomena. Have the partner pairs discuss and write how this related phenomenon is similar
or different to their related phenomena on their sticky notes, and leave the sticky note by the related phenomenon
they are comparing it to.
Asks partners to return to their seats. Give partners a moment to read over any sticky notes that were left by their
chosen related phenomenon.
Discuss similarities and differences as a class. Project slide G. Take a moment to debrief similarities and differences
as a class. Ask students to explain any patterns that they noticed over the related phenomena or sticky notes, and any
similarities or differences that stood out to them.
Students may mention the following:
• Most of the classroom destructive related phenomena were a result of erosional processes.
• Even though we had some constructive processes, most were not related to plate movement directly.
• Most of the constructive processes that we observe around us had to do mostly with deposition of sediment or
other materials that were moved away (eroded) from other places.
• The natural processes we tend to see above the surface are a result of weathering, erosion, and deposition.
• The process of uplift happens on a much larger scale than what we see in just our backyards or communities.
• Some processes occur relatively quickly, while others are much slower or more gradual.

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4. Take stock of what we can and still need to explain. 12 min

Materials: Data Cards for Other Mountains and Mt. Everest from Lesson 1
Take stock of what we have been able to explain about the different mountains. Display slide H. Say, If we look
back at our Data Cards for Other Mountains and Mt. Everest, we can explain a lot of the data on the cards. For example,
if we look at Mt. Everest card and remind ourselves that it moves 4 cm/year to the NE and grows 2 cm/year, we now know
the processes that are happening to cause Mt. Everest to move and grow. What is causing this? Students should say plate
movement.
Continue the discussion with, And, I bet using some of what we figured out in Storms Unit, we might even be able to explain
some of the weather Mt. Everest has. But what about the image of the marine fossil that was found on Mt. Everest? How is
it that a fossil of a marine organism that lives in the sea could be found on the top of the tallest and very cold mountain?
We may have some initial ideas for why this is possible, but we know that in our class we need to support our explanations
with evidence.
Explain to students that before anyone shares their explanation, we need to consider what evidence we have that
would help us develop an explanation for the marine fossil. Tell students that they will work with a partner to go back
through their notebooks, and mark any page or data that can be used as evidence to explain how the marine fossil is
found at the top of a mountain.
Work in partner pairs to identify potential evidence. Pair up students and project slide I. Tell students they
can dog-ear, or attach a sticky note to any pages that has evidence they and their partner want to include in their
explanation. Give groups until the end of this class to go back through their notebook. In the last minute of class, tell
students that at the beginning of the next day, we will share out as a class the different pieces of data and evidence we
think will be important to include in this explanation through developing a Gotta-Have-It Checklist.

 End of day 1

5. Navigation 3 min

Materials: science notebook

Get ready to share the data and evidence marked in our science notebook. Say, Last class you worked with a
partner to find the evidence in your notebook that will be needed to explain how a fossil of an organism from the ocean
could end up on top of Mt. Everest and be seen by people. Let’s get together in our Scientists Circle and be ready to share
with the class what you and your partner found. Gather the class into a Scientists Circle and have a poster paper ready to
record the data or evidence students share.

6. Develop a list of relevant evidence. 15 min

Materials: science notebook, poster paper titled, Supporting Evidence

Convene in a Scientists Circle. Display slide J. Say, What are some of the pages you flagged in your notebook as
having data and evidence that would be needed to explain how a tropical fossil could be seen at the top of Mt. Everest? Ask

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volunteers to share. As students share their ideas, press them to explain why they chose that piece of data or evidence.
Then ask the rest of the class if anyone else also had the suggested data or evidence flagged in their notebook. Press
for consensus on what should and shouldn’t be included on the Supporting Evidence poster. Below are suggested
prompts to use as probing questions.

Suggested prompts Sample student responses Follow-up questions

What data or evidence did you flag in Plate movement images from Lesson 5 Did others have this too?
your notebook? because we know there are plates
colliding to form Mt. Everest.
What other data or evidence should The way the continents looked in the What do others think of adding this?
we add that you have flagged in your past from Lesson 11 because we should
notebook? move the plates that are forming Mt.
Everest back in time to see where they
would be.
Continue with the discussion until the class has narrowed in on what they think is important to include on the
Supporting Evidence poster. Below is an example of what students might argue as evidence that should be included on
the poster:
• From Lesson 5 - these plates move at different speeds and in different directions - everything on top of the plate
moves with it.
• From Lesson 6 - when plates collide, mountains can form and move and grow. When plates move apart from each
other, the creepy, hot rock, or magma might come to the surface.
• From Lesson 8 - where the plates spread apart, magma rises to the surface and makes new land and new mountains.
• From Lesson 8- when plates move away from each other, new oceanic plate is created. When plates move towards
each other, oceanic plate between them is destroyed.
• From Lesson 10 - back in time, South America and Africa used to be together in a different configuration and we
know this based on multiple pieces of data.
• From Lesson 10 - the arrows of current plate movement can be reversed to infer where the plates probably used to
be located.
• From Lesson 11 - all the land masses were together at one point in history and we know this from multiple pieces
of data.
• From Lesson 11 - coral reef data shows that there was once an ocean between China and Nepal.
• From Lesson 12 - now we have a good idea how mountains are formed and how they move and grow - plate
collisions. We figure out that all mountains at one time were formed at plate boundaries, but over hundreds of
millions of years plate boundaries can become inactive based on our data.
• From Lesson 13 - erosion rates and plate movement rates both affect land changes. When one is more than the
other, mountains grow or shrink. When these are the same, mountains don’t change based on our erosional and
uplift comparison data.

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7. Take the Lesson 14 assessment. 20 min

Materials: Fossil Assessment

Additional Guidance

Prior to middle school, students will have had some experiences with fossils and begun to figure out some things
about fossils. According to 3LS4-1, Analyze and interpret data from fossils to provide evidence of the organisms
and the environments in which they lived long ago, students will figure out fossils are of organisms from the
past and can help to determine the environment that the organism lived in, specifically marine fossils found where
there is not water anymore and fossils of tropical organism in areas that are not currently tropical. In fourth grade,
according to 4ESS1-1, Identify evidence from patterns in rock formations and fossils in rock layers to support an
explanation for changes in a landscape over time, students will build on their understanding about fossils to figure
out that looking at patterns of where fossils are found can be used to determine what the land was like in the past. For
example, if fossils of marine organisms are found below fossils of non-aquatic plants, then what once might have been
an ocean later became dry land.
In addition, according to 4ESS2-1, Make observations and/or measurements to provide evidence of the effects
of weathering or the rate of erosion by water, ice, wind, or vegetation, students will have investigated different
erosional and weathering events and their effects on the land, including thinking about these processes as a rate or
effect. Students will have figured out that water, wind and biological factors all play a role in eroding and breaking
down the land.
This lesson assumes students have engaged with these performance expectations (PEs) prior to middle school
and therefore will begin with a short discussion to support students in recalling what they have figured out from
elementary school. If your students have not experienced these PEs in elementary school, you will need to build in
time to support them in making sense of:
1. What fossils are and why they are found where they are found.
2. What erosion and weathering are and the effects they have on the land.
Say, We saw a lot of marine fossils on most of our mountain cards. We even saw a picture of a sea lily fossil like the ones
found on Mt. Everest. Using our list of supporting evidence, let’s try to explain how this marine fossil got in the Himalayan
Mountains and what we think will happen to it over time.
Go over the lesson assessment. Project slide K. Distribute Fossil Assessment. Go over each question with students. On
question 1, make sure to point out that there is an area to draw and label what is happening with the mountain, and an
area added for students to explain what they are representing in their models.
Conduct the Lesson 14 assessment. Allow students time to complete Fossil Assessment.

Assessment Opportunity

Building towards: 14.A Develop and use a model to show the tectonic process of uplift can create mountains at a
time scale too large to see.
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What to look for: Look for students to show an ancient ocean between the Indian and Eurasian plate. Students should
model the tectonic plate movement of the Indian plate from the Southern region of a world map to the Northern
region over millions of years. Look for students to show that during this process, the oceanic plate material is broken
up and some of that material is pushed up during the collision of the Indian plate and Eurasia over a scale that spans
millions of years. This slow process of plate material folding should be modeled and explained, condensing millions of
years into three distinct models. See Key for the Fossil Assessment for further guidance.
What to do:
• Revisit the puzzle pieces from Lesson 11 and consider the placement of the Indian and Eurasian plates. Determine
what had to occur over time for the two plates to have merged together.
• Look back at data (specifically coral reef data) to determine that there was once an ocean between India and
Eurasia.
• Discuss what must have happened to the oceanic plate material that used to exist between the two plates based
upon the plate movement arrows on the basemap and GPS data, and what life would have once existed in that space.
• Revisit the slow plate folding processes from Lessons 6-9 to determine what occurred when the two plates collided
to create the mountains we now see today.

Assessment Opportunity

Building towards: 14.B Construct an explanation based upon prior investigations and evidence that gradual changes
have caused fish fossils to become exposed on mountains due to erosion (accumulating) over time and those gradual
changes will lead to the destruction of the marine fossils due to erosional processes over time.
What to look for: Look for students to identify that the slow process of erosion on the mountain sides has caused the
marine fossils to become exposed over time, and over time the currently exposed marine fossils will be eroded away,
exposing matter from underneath the marine fossils. See Key for the Fossil Assessment for further guidance.
What to do:
• Revisit science ideas listed by the class as evidence that can help to explain the sea lily fossil on Mt. Everest. Go over
each piece of evidence independently and ask the students to explain how the data helps to answer the question.
• Look back at erosional data from Lesson 13 and have the students consider the changes to the fossil over time with
the proposed erosional rate.
• Ask students to consider if the mountain range will always be as tall as it is, and if it will ever look like Mt. Mitchell.
Determine that eventually it will erode away once uplift ceases, and along with it, the marine fossil will also erode away.

8. Take one last pass at the DQB and unit question. 8 min

Materials: Driving Question Board, Potential Cause for Mountain Movement chart, Chain of Events poster
Convene in a standing Scientists Circle around the DQB. Say, We still have a few questions left on our DQB about
fossils found on the mountains. Let’s see if we feel we can answer any of these now after the assessment.

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Gather at the DQB and mark questions that students think we have answered. Read over the remaining
questions about fossils with students and determine if the class has made progress on these questions. Mark any new
questions the class has made progress on. Say, Now that we have looked at our individual questions, let’s revisit our unit
question and see if we have made progress on it.
Revisit the unit question. Project slide L. To begin to close out the discussion, pose the current driving
question,”What is causing mountains and the land beyond them to grow, shrink, and move?” Reflect on how well the
learning fits the current driving question, and realize that the processes of mountain change are not the only things
we have learned about. Collaboratively with the class, update this question to be reflective of the broader changes in
which we have been studying in Lessons 10-13 to something similar to: ”What causes changes to Earth’s surface?”

Suggested prompts Sample student responses

At the beginning of our unit we started with the question, We changed it to, “What is causing mountains and the land
“What causes mountains to move?” As we learned more over beyond them to grow, shrink and move?”
time, we came back to this question and modified it. What
did we change it to as we learned more information?
Does this question really reflect what we were wondering We’ve definitely studied some bigger changes.
over the past few lessons, or have we broadened what Yeah, like we not only learned about how mountains
changes we are studying? change, but about how landscapes are changed by erosion.
So does this process only happen on mountains? No, it definitely happens everywhere else.
We saw it happen a lot in our related phenomenon.
So would we say that we were studying, in the end, how Definitely something more than just mountains.
mountains are changing, or how something broader is We were looking at the areas around us and also at the
changing? mountains. It was like how the land around us is changing,
not just mountains.
So should we update our question to focus less on Yeah, it should focus on Earth’s surface.
mountains, and more on what we were looking at, Earth’s
surface around us?
How about, What causes Earth’s surface to change? Yes. That sounds right.
Modify and update this question to be reflective of changes
on Earth’s surface, and in the language used by students if
they desire.
Answer the new unit question as a class. Elicit students’ new ideas and answers to this question. As students
mention factors such as plates and erosional processes, press students to explain how those forces interact with Earth
to cause broader changes.

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Suggested prompts Sample student responses
Now that we have considered our questions we had Plate movement definitely causes Earth’s surface to change.
during our unit, let’s think back on our bigger unit Yeah, when plates move they can cause mountains to form and
question we just developed. In light of what we have oceans to get created or destroyed.
learned, what do we think causes Earth’s surface to
change? Plates moving also cause earthquakes and volcanoes, which
change the surface.
Tell me more about the plates. What do they do? What The plates move over time. When they collide they can create
changes do they cause to Earth’s surface? ridges or mountains. Sometimes they go under one another too
and create mountains that way.
Yeah the interactions where one plate goes under another
generally have volcanoes that form too.
When they move away from each other they make ridges, and
that can make some volcanoes too, but it also can create ridges
and more oceanic plate material.
Plate movement also causes earthquakes, which can really
affect what we see on the surface. The plates moving change the
location of the ground, like at Ridgecrest, and can also destroy
things above ground when it shakes.
So it seems like plates moving causes changes to Earth’s Weathering and erosion do too.
surface. Is there anything else that causes Earth’s
surface to change?
What changes do those things cause? Weathering causes things to break down. We see that happening
on our mountains over time, and we also see that happening
with a lot of our related phenomena.
Erosion carries some of that material away from where it
originally was. That means that the landscape changes in
a couple of locations because that material has to end up
somewhere. Wherever it ends up is changed too.
Water and wind can break up landscapes and then pick it up
and move that material around, eventually depositing it in new
locations.
They also cause changes around us. Like we saw with some of
our related phenomena.

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Celebrate the progress made on answering the unit question. Take a moment with the class to look back at what
they have learned over the course of the unit. Reflect on how our unit question has evolved as we have learned more,
and how our understanding of changes have shifted from a simple Potential Cause for Mountain Movement chart to
a causal chain of events that we can use to explain processes all over and under Earth’s surface. As class is ending, ask
students if they have any larger takeaways about the processes of Earth and the changing landscape. Allow students to
share any reflections they have with the class.

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 Teacher Resources
Table of Contents
Assessment System Overview����������������������������������������������������������������������� 339 Lesson 11: Teacher Reference, Teacher Prep
Lesson 2: T eacher Reference, Student Mountain for Assembling Landmass Data Set Baggies ��������������������������� 361
Observations Key��������������������������������������������������������������������������� 350 Lesson 11: Evaluating Two Models��������������������������������������������������������������� 365
Lesson 6: Teacher Reference 1, Guidance for Physical Lesson 11: Answer Key 1 ������������������������������������������������������������������������������ 368
Modeling Activity��������������������������������������������������������������������������� 352 Lesson 13: Erosion Rates vs. Uplift Rates����������������������������������������������������� 370
Lesson 8: Teacher Reference 1, Mid-Atlantic Lesson 13: Answer Key����������������������������������������������������������������������������������� 372
Ridge Artifact Evidence ��������������������������������������������������������������� 355 Lesson 14: Fossil Assessment������������������������������������������������������������������������� 374
Lesson 8: Teacher Reference 2, Potential Ridge Lesson 14: Answer Key ��������������������������������������������������������������������������������� 377
Claims and Evidence ��������������������������������������������������������������������� 357
Acknowledgments
Lesson 8: Answer Key������������������������������������������������������������������������������������� 359
ASSESSMENT SYSTEM OVERVIEW
Each unit includes an assessment system that offers many opportunities for different types of assessments throughout the lessons, including pre-assessment,
formative assessment, summative assessment, and student self assessment. Formative assessments are embedded and called out directly in the lesson plans.
Please look for the “Assessment Icon” in the teacher support boxes to identify places for assessments. In addition, the table below outlines where each type of
assessment can be found in the unit.

Overall Unit Assessment

Assessment and
When Scoring Guidance Purpose of Assessment
Lesson 1 Initial models in Pre-Assessment
science notebooks The student work in Lesson 1 available for assessment should be considered a pre-assessment. It is an opportunity
Driving Question to learn more about the ideas your students bring to this unit. Revealing these ideas early on can help you be more
Board strategic in how to build from and leverage student ideas across the unit.
The initial models developed on the first and third days of Lesson 1 are a good opportunity to pre-assess student
understanding of Earth’s systems, including how land can move and change. At the end of day 1, after students
compare their initial models, and during day 2, the class develops an initial consensus model for a mountain
growing. On day 3, after students compare their second initial model for a mountain shrinking, the class develops
an initial consensus model.
The Driving Question Board is another opportunity for pre-assessment. Reinforce for students to generate open-
ended questions, such as how and why questions and to post to the board. However, any questions students share,
even if they are close-ended questions, can be valuable. Make note of any close-ended questions and use navigation
time throughout the unit to have your students practice turning these questions into open-ended questions when
they relate to the investigations underway.
Lesson 11 Student Assessment Summative
L11 Assessment This is a summative assessment at a point in the unit where students can synthesize what they have figured out.
Scoring Guidance Using models they have co-developed of where the continents might have been in the past based on multiple data
sets, students explain why the evidence they have from the data sets supports the model they created and where the
continents will be in the future. This is an opportunity for midpoint grading, if needed.
Lesson 13 Student Assessment Formative and Summative
L13 Assessment This is an assessment that could be used either formatively or summatively or both. Students use erosion rate data
Scoring Guidance and uplift rate data to predict how Mt. Everest and Mt. Mitchell will potentially be changed over time into the future.
This could be used formatively informing whether students are ready for the assessment in the following lesson where
students will need to apply this idea that there are opposing processes affecting changes to the surface of Earth.

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 Assessment and
When Scoring Guidance Purpose of Assessment
Lesson 14 Student Assessment Summative
L14 Assessment This lesson includes a transfer task to give students an opportunity to use the 3 dimensions to make sense of a different
Scoring Guidance phenomenon. This is meant to be a summative assessment task for the unit and it gives you a grading opportunity. In this
task it is presented to students that fossil fragments of crinoid organisms ended up towards the top of mountains like Mt.
Everest. Scientists were able to see and identify these exposed fossils on mountains without having to dig them up. Using
what students know about plate tectonics and the processes of weathering and erosion, they develop a model and explain
how this fossil can be at the top of Mt. Everest and how it can be seen at the top of Mt. Everest without having to dig to find it.
After each Lesson Performance Formative Assessment
lesson Expectation Use this document to see which parts of lessons or student activity sheets can be used as embedded formative
Assessment Guidance assessments.
Occurs in Progress Tracker Formative and Student Self-Assessment
several lessons The Progress Tracker is a thinking tool that was designed to help students keep track of important discoveries that the class
makes while investigating phenomena and figures out how to prioritize and use those discoveries to develop a model to
explain phenomena. It is important that what the students write in the Progress Tracker reflects their own thinking at that
particular moment in time. In this way, the Progress Tracker can be used to formatively assess individual student progress or
for students to assess their own understanding throughout the unit. Because the Progress Tracker is meant to be a thinking
tool for kids, we strongly suggest it is not collected for a summative “grade” other than for completion.
Anytime after Student Self- Student Self-Assessment
a discussion Assessment Discussion The student self-assessment discussion rubric can be used anytime after a discussion to help students reflect on
Rubric their participation in the class that day. Choose to use this at least once a week or once every other week. Initially,
you might give students ideas for what they can try to improve for the next time, such as sentence starters for
discussions. As students gain practice and proficiency with discussions, ask for their ideas about how the classroom
and small group discussions can be more productive.
After Students Peer Feedback Peer Feedback
Complete Facilitation: A Guide There will be times in your classroom when facilitating students to give each other feedback will be very valuable for
Substantial, their three-dimensional learning and for learning to give and receive feedback from others. We suggest that peer
Meaningful review happen at least two times per unit. This document is designed to give you options for how to support this in
Work your classroom. It also includes student-facing materials to support giving and receiving feedback along with self-
assessment rubrics where students can reflect on their experience with the process.
Peer feedback is most useful when there are complex and diverse ideas visible in student work and not all work is the
same. Student models or explanations are good times to use a peer feedback protocol. They do not need to be final pieces
of student work, rather, peer feedback will be more valuable to students if they have time to revise after receiving peer
feedback. It should be a formative, not summative type of assessment. It is also necessary for students to have experience
with past investigations, observations, and activities where they can use these experiences as evidence for their feedback.
For this unit, Peer Feedback works best for Lessons 8, 10, 13, and 14 during the consensus moments where students
are sharing their consensus models, or after an investigation where students share what they figured out with peers.

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For more information about the approach to assessment and general program rubrics, visit the Teacher Handbook.
Lesson-by-Lesson Assessment Opportunities
Every lesson includes one or more lesson-level performance expectations (LLPEs). The structure of every LLPE is designed to be a three-dimensional learning,
combining elements of science and engineering practices, disciplinary core ideas and cross cutting concepts. The font used in the LLPE indicates the source/
alignment of each piece of the text used in the statement as it relates to the NGSS dimensions: alignment to Science and Engineering Practice(s), alignment to
Cross-Cutting Concept(s), and alignment to the Disciplinary Core Ideas.
The table below summarizes opportunities in each lesson for assessing every lesson-level performance expectation (LLPE). Examples of these opportunities
include student handouts, home learning assignments, progress trackers, or student discussions. Most LLPEs are recommended as potential formative
assessments. Assessing every LLPE listed can be logistically difficult. Strategically picking which LLPEs to assess and how to provide timely and informative
feedback to students on their progress toward meeting these is left to the teacher’s discretion.

Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 1 1.A Develop a model 1.A Developing and Using Models; Patterns, Cause and Effects
showing what is happening When to check for understanding: Collect students’ initial models on Explain How Mt. Everest Moves and
at a scale larger than we can Grows and Explaining Other Mountains That Shrink at the end of day 1 and day 3.
see (patterns) to help explain
what happened to the What to look for/listen for: Look for students to include causes for a large mountain moving and
different mountains to (cause) changing in height using mechanisms they are familiar with, such as weathering (rain, ice, snow) and
them to change (in elevation erosion (wind, moving water). See the related Assessment callout box for additional guidance.
and/or location). 1.B Asking Questions; Cause and Effects
1.B Ask questions that When to check for understanding: When students generate questions on sticky notes with their initials
arise from our analysis on back. You may also want to look through student notebooks to see their individual ideas for future
of information showing investigations to pursue.
that Mt. Everest and four
What to look for/listen for: Listen for questions that are open (how/why) and testable versus closed (yes/
other mountain peaks are
no) in the classroom. Also listen for questions that are specific to Mt. Everest, the mountain case sites, and
changing to seek additional
related phenomena involving land and landforms changing over time. See the related Assessment callout
information about what
box for additional guidance.
caused the changes (effects)
we read about.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 2 2.A Present an oral and 2.A Engaging in Argument from Evidence; Cause and Effect
written argument that When to check for understanding: At the beginning of day 2, students argue if earthquakes cause or are
earthquakes either caused correlated to mountain changes in elevation and location, and support their argument with evidence.
or are correlated to the
elevation and location What to look/listen for:
changes of the mountain • Look and listen for students to write and orally argue that data and observations support a correlation,
cases and Ridgecrest, not a causal relationship, between earthquakes and mountain growth and movement.
California. • Students should cite changes to the surface after an earthquake as evidence of a correlational
2.B Use digital tools to relationship, and evidence from the videos as not showing direct changes occurring during the
examine a large data set at earthquakes to make a causal relationship.
different spatial and temporal 2.B Using Mathematics and Computational Thinking; Scale, Proportion, and Quantity
scales to compare global
earthquake activity to local When to check for understanding: During day 2, as students work with larger data sets in Seismic
activity. Explorer to make sense of the depth and breadth of earthquake depth and magnitude data.
What to look/listen for:
• Look for students to locate mountain regions identified in case site information and narrow focus to
earthquake data that applies to those areas that would not be discernible at a larger scale.
• Students should filter through earthquake data and analyze the large sets of earthquake data for any
patterns in depth, location, frequency, or magnitude at the regional scale for evidence of earthquakes
being causal or correlational to mountain movement and growth.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 3 3.A Develop and use 3.A Developing and Using Models; Stability and Change
models to describe the When to check for understanding:
structure, composition, and • At the end of day 1, students revisit their models and make changes using data as evidence to support
temperature of materials their thinking.
below the surface of Earth,
and some of the processes • At the end of day 2, students again revisit their models and use pictures, words, and symbols to
(pressure and heat) that represent their current understandings in their Progress Trackers.
cause changes to those earth What to look for/listen for:
materials. • At the end of day 1, look for students to adjust their models to include bedrock at or just below the
3.B Construct a scientific surface of Mt.Everest. They might include a thin layer of loose sediment (soil, dirt, broken rocks) at the
explanation based on surface, if at all. They should also indicate that the temperature of the rock below the surface increases
evidence from text, media, with depth.
and investigations to explain • At the end of day 2, look for students to revise their model in their Progress Trackers and cite sources
changes that occur to of evidence for their ideas related to the structures found on and below the surface of Earth, the
materials below the surface composition of those structures, and the changes that occur due to pressure and heat deep in Earth’s
of Earth that are not directly bedrock. Students’ Progress Trackers should include the following ideas:
observable. There may be sediment at the surface of Mt.Everest. This sediment is most likely made up of soil,
sand, and/or broken rock.
The layers of bedrock found below the surface are made up of sedimentary (limestone and shale)
and volcanic (granite) rock.
Some of the rock deep beneath the surface of Mt. Everest has changed due to heat and pressure,
which caused the rock to become soft and pliable.
3.B Constructing Explanations and Designing Solutions; Scale, Proportion, and Quantity
When to check for understanding: At the end of day 2, students revisit their models and document
their current understandings in their Progress Trackers. They cite evidence to support their thinking from
storymap, images, readings, and the rock investigations.
What to look for/listen for: As students revise their models in their Progress Trackers to reflect their
current thinking, look for the following ideas in their models and supporting evidence from their
observations of storymap and images, readings, and their investigations.
• Possible composition of the layers of bedrock (sedimentary rock, including shale and limestone, and
volcanic rock, including granite).
• Increases in the temperature of the rock as the depth increases.
• Changes in the rock due to high temperature and pressure. For example, students should indicate that
the rock becomes soft and pliable and tends to shift and move.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 4 4.A Develop a profile model 4.A Developing and Using Models; Scale, Proportion, and Quantity
across the North American When to check for understanding: On day 2 on Constructing Profile Model West and East of Ridgecrest.
plate to explain the changes
seen in bedrock after an What to look for/listen for: Students to include
earthquake by showing what • differences in elevation across the North American plate
is found at and below the • some type of sediment at the surface in the lower elevation areas
observable surface.
• bedrock exposed on some of the higher elevations
4.B Construct an explanation
• bedrock underneath everything going down deep
using qualitative evidence
from class investigations to • additionally, they may represent rock beginning to shift or move far under the surface due to temperature
explain what is happening 4.B Construct Explanations and Design Solutions; Scale, Proportion, and Quantity
to the bedrock below the When to check for understanding: 1. On day 1, when students work with their small group to explain
observable surface when an what must happen to the bedrock below the surface when there is an earthquake that results in breaking
earthquake causes a shift or the surface. 2. On day 2, when students fill in their Progress Tracker.
break in the land.
What to look for/listen for: 1. Listen for students to explain that the surface of the land cracks and shifts
in elevation and location during an earthquake. 2. Listen for students to explain that where there are long
lines of fault lines from earthquakes, these cracks must go all the way through the bedrock, otherwise
the land couldn’t change in elevation or shift. In addition, students should argue that if these long lines
of fault line cracks in the bedrock happen at the edges of the different plates on Earth, then maybe the
whole plate moves too.
Lesson 5 5.A Analyze a graphical 5.A Analyzing and Interpreting Data; Cause and Effect: Mechanism and Prediction
display of a large data set of When to check for understanding: Students have two opportunities to demonstrate their ability to find
plate movement in order to patterns in data to establish the existence of a causal relationship. (1) First, with a partner, students will use
determine whether a causal GPS data regarding the North American plate (after slide F) to say that the movement of Mt. Mitchell may
or correlational relationship be caused by the movement of the North American plate. (2) Later, students will revisit Seismic Explorer to
exists between plate explore a larger set of data (slides K-L) in order to uncover patterns establishing a causal link between
movement and mountain plate movement and mountain movement.
movement.
What to look for/listen for:
(1) Using North American Plate Manipulative, students place the North American plate slightly to the west
of its original location, and rotate it slightly counterclockwise. Students should be able to support this
prediction by referring to the arrows shown on the Seismic Explorer map of the North American plate.
(2) Students use Seismic Explorer data to make the claim that all plates are moving, and conclude that
each case of mountain movement is due to plate movement. On the Potential Causes for Mountain
Movement chart, students will change the link between plate movement and mountain movement from a
dashed line (representing correlation) to a solid line (representing causation).

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 6 6.A Develop and use models 6.A Developing and Using Models; Scale, Proportion, and Quantity
showing what is happening When to check for understanding: As students develop representational models of plate interactions
at varying spatial and time on day 2.
scales to describe how plates
interact at plate boundaries. What to look/listen for: Students make connections between the components and relationships in
students’ models and the real-world phenomena they represent, such as the following:
6.B Construct an argument
supporting a model of how • Referring to the foam pieces as “plates” as they work with them.
plate interactions could cause • Describing a change in height of a foam piece as a “change in elevation.”
mountains and earthquakes. • Proposing surface phenomena that might be explained by the observations they are making as they
manipulate their models.
• Wondering about how the model interactions they are observing would look (or feel) at an Earth-sized
scale.
• Labeling and describing components of their models with the real-world phenomena they represent
(e.g. plate rather than foam piece; liquidy rock layer rather than water; arrows labeled as plate
movement).
6.B Engaging in Argument from Evidence; Cause and Effect
When to check for understanding: On Day 3, students construct two explanations. (1) After students
have written their arguments supporting the model they think best explains what is happening at Mt.
Everest and (2) how earthquakes happen.
What to look/listen for: For both explanations, students should include similar pieces of evidence in
supporting two different claims. (1) These pieces of evidence will have been discussed or referenced in
the lesson before students are called to use them in their writing. (2) The evidence that plate movement
causes specific surface changes should come from what they see in their models, and what they know
about surface phenomena involving mountains and earthquakes. Through constructing their written
arguments, they identify pieces of evidence and articulate why the evidence supports the claim for both
explanations.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 7 7.A Apply scientific ideas 7.A Construct Explanations and Design Solutions; Scale, Proportion, and Quantity
and evidence to construct an When to check for understanding: At the end of the lesson.
explanation for the processes
that cause some of the large What to look for/listen for: Look for students to use evidence from the Seismic Explorer map images,
scale interactions of Earth’s the Data Cards for Other Mountains and Mt. Everest from Lesson 1, and How are Volcanoes Formed and
plates that result in the What Kinds of Changes Do They Cause? to describe the processes that play a role in the development of
effects (volcanoes) of those volcanoes and the changes that volcanoes cause to the surface of Earth. (See the key ideas listed above.)
interactions. Some examples of what students might argue:
• We know that volcanoes do not cause mountains to move, so we can claim that none of the changes in
location were caused by volcanoes at or near any of the mountain sites.
• We also know that volcanoes can create new landforms or build up existing land when lava flows out
and over the top of a volcano.
• But a volcano can only add to its own height, not the height of surrounding mountains.
• So, the only mountain that might possibly be increasing in elevation because of volcanic eruptions is
Mt. Hotaka because it is the only active volcano in our list of 6 mountain sites.
Lesson 8 8.A.1 Support or refute a 8.A Constructing Explanations and Designing Solutions; Scale, Proportion, and Quantity
claim orally and in writing, When it happens: (1) At the end of day 1 when students complete the final question on Evidence Tracker
based on evidence from and (2) at the beginning of day 2 as students share their claims and evidence, and explain whether the
multiple locations over a evidence supported or refuted their claims.
large distance along the ridge
to explain what is happening What to look/listen for: (1) On day 1, look for students to cite evidence that is relevant to their claim
where two plates are moving and use the evidence to evaluate whether their claims are supported or refuted. (2) On day 2, listen for
apart. students to explain whether the evidence supports or refutes their claims, and give feedback to their
partners on whether their evidence is sufficient for supporting or refuting their claims.
8.B Compare data and
evidence from the case cards 8.B Analyzing and Interpreting Data; Cause and Effect
and the Mid-Atlantic Ridge to When it happens: On day 2 as students update the Potential Causes for Mountain Movement chart to
determine that volcanoes are consider the relationship between volcanoes, changes to elevation, and location of mountains.
correlated with some cases
What to look/listen for: Students should state that while there is evidence of volcanoes at some of our
of mountain change, but not
mountain cases, this evidence does not exist at all of the class mountain locations. While volcanoes can
the cause of all mountains
cause changes to mountain elevation, this is not seen at all of our mountain cases. Students should reason
changing.
out that volcanoes are correlated, but not causing changes in location and elevation to all mountain cases.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 9 9.A Construct an explanation 9.A Constructing Explanations and Designing Solutions; Cause and Effect
using representations on the When it happens: After the class has developed the causal chain of events for a mountain to change.
Causal Chain of Events poster
to explain how the causal What to look for/listen for:
(not correlational) events lead Students explaining that:
to a mountain changing in
• Magma is moving liquidy rock that is found far below the surface.
elevation or location.
• Magma moving makes the plates on the surface of Earth move.
• Plate movement changes the surface of Earth when they interact or spread apart.
Lesson 10 10.A Analyze maps 10.A Analyzing and Interpreting Data; Patterns
displaying patterns of large When to check for understanding: During the exit ticket on Lesson 10 Exit Ticket, students construct an
sets of data to determine that evidence-based argument for whether the plates were or were not touching. Students use evidence from
Africa and South America maps to support their claim.
could have been touching
at the Mid-Atlantic Ridge What to look for/listen for:
(spatial relationship) between • Students state in their claim that the two continents were once touching at the Mid-Atlantic Ridge.
roughly 125 and 146 million • Students should cite all data sets to show that the plates were touching.
years ago.
• Students should include the following reasons when justifying how the data supports their claim:
Similar rock types, rock strata, and land formations: some areas that show similarities can be
traced directly across from one continent to another, specifically at the top and middle of the two
continents.
• Evidence of past glaciers:
Glacier data fits like a puzzle piece if the continents were moved together.
• Location of fossils:
Fossils of the same type are found at the middle and bottom sections of both continents.
• Rocks of similar types and ages:
The top-middle of each rock layer are very similar across the two continents.
• Areas where coral fossils have been found:
Coral fossils were found on the outside of the two continents, meaning that when they were formed
there was no ocean in between the continents.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 11 11.A Construct an 11.A Constructing Explanations and Designing Solutions; Stability and Change
explanation of changes in When to check for understanding: On day 2 of the lesson, collect students’ diagrams from the Create a
the global position of land Map that Represents a Claim activity along with their written answers from the Describe the Reasoning that
masses over time including Supports the Claim Diagram activity as recorded on Evaluating Two Models.
reasoning that shows how
rock strata and fossil evidence What to look for/listen for: See Assessment Callout and Teacher Key for Evaluating Two Models for details.
adequately supports a map What to do: If students are struggling, direct their attention to the T-charts they constructed in their
of where Earth’s land masses science notebooks that describe similarities and differences as well as strengths and weaknesses of
(parts of plates that were not their models.
created or destroyed as plates
were moving) were located
millions of years ago.
Lesson 12 12.A Construct a scientific 12.A Constructing Explanations and Designing Solutions; Scale, Proportion, and Quantity
explanation based on When to check for understanding: After students have used the virtual simulation to observe the
evidence from a model that formation of the Appalachian Mountains, the Ural Mountains, and the Himalayan Mountains, and have
colliding tectonic plates documented their observations in a series of Notice and Wonder charts in their science notebooks.
caused the formation of the
Appalachian Mountains and What to look for/listen for: After using the virtual simulation to observe the formation of the Appalachian
the Ural Mountains at time Mountains, the Ural Mountains, and the Himalayan Mountains, students work collaboratively to construct a
and spatial scales that are not scientific explanation that describes how the Appalachians and the Urals were formed in the same way as
observable. the Himalayas—through plate collisions. Students also figure out that the Appalachian Mountains, which
were formed about 400 million years ago, and the Urals, which were formed about 280 million years ago,
are much older than the Himalayan Mountains, which were formed 35 to 50 million years ago, and that the
Appalachians increased in elevation for a long time, but are now decreasing in elevation.
Lesson 13 13.A Apply mathematical 13.A Using Mathematics and Computational Thinking; Scale, Proportion, and Quantity
concepts (proportional When to check for understanding: At the end of the lesson.
relationships and unit rates)
from the unobservable What to look for/listen for: See Erosion Rates vs. Uplift Rates for guidance.
processes of erosion and
plate movement over time
to figure out how much Mt.
Everest and Mt. Mitchell are
changing now and use these
to predict how much they
would change in the future.

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 Lesson-Level Performance
Lesson Expectation(s) Assessment Guidance
Lesson 14 14.A Develop and use a 14.A Developing and Using Models; Scale, Proportion, and Quantity
model to show the tectonic When to check for understanding: On day 2 during Question 1 of Fossil Assessment.
process of uplift can create
mountains at a time scale too What to look for: Look for students to show an ancient ocean between the Indian and Eurasian plate.
large to see. Students should model the tectonic plate movement of the Indian plate from the Southern region of
a world map to the Northern region over millions of years. Look for students to show that during this
14.B Construct an process, the oceanic plate material is broken up and some of that material is pushed up during the
explanation based upon collision of the Indian plate and Eurasia over a scale that spans millions of years. This slow orogenic
prior investigations and process folding of the plate material) should be modeled and explained, condensing millions of years into
evidence that gradual three distinct models. See Key for the Fossil Assessment for further guidance.
changes have caused marine
fossils to become exposed 14.B Constructing Explanations; Stability and Change
on mountains due to erosion When to check for understanding: On day 2 during Questions 2-3 of Fossil Assessment.
(accumulating) over time,
What to look for: Look for students to identify that the relatively slow process of erosion on the mountain
and those gradual changes
sides has caused the marine fossils to become exposed over time, and that over time the currently
will lead to the destruction
exposed marine fossils will be eroded away in the future, exposing additional matter from underneath the
of the marine fossils due to
marine fossils. See Key for the Fossil Assessment for further guidance.
erosional processes over time.

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LESSON 2: TEACHER REFERENCE

Student Mountain Observations Key

Mountain Change Magnitude(s) Depth(s) Other observations

Mt. Mitchell, Appalachian Decreasing in Most are a magnitude of 3 or All earthquakes are at a Appalachia doesn’t have very many
Mountains, North Carolina elevation below depth of 30km or above earthquakes in general.
Most earthquakes are very Earthquakes are shallow and weak.
shallow
Mt. Aconcagua, Andes Increasing in Most near the mountain have Depth of 100-200km The larger earthquakes on the map
Mountains, Argentina elevation a magnitude of 3-6; other under Mt. Mitchell; other tend to be deeper in the earth in
earthquakes north of the earthquakes on the range this region.
mountain have been as large as a can be deeper than 500km
magnitude 9
Mt. Narodnaya, Ural Not changing in Only 1 earthquake has occurred Only earthquake by the Almost all earthquakes on the
Mountains, Russia elevation near the mountain, magnitude mountain was at a depth of range are under a magnitude of 5.
of 4.4 13.64km All but 1 is at a depth 30km or
above.
Mt. Everest, Himalayan Increasing in Mostly magnitude 2-5 earthquakes Many earthquakes between Most earthquakes on the range are
Mountains, between China elevation on the mountain 0-100km deep between 2-5 magnitude.
and Nepal Some larger earthquakes Some larger earthquakes exist, vary
7-8 magnitude around mountain in depth from 0-100km deep.
Larger earthquakes tend to be
between 0-30km.
Mt. Hotoka, Japanese Alps, Increasing in Most around the mountain have a The east of the mountain Most earthquakes at the mountain
Japan elevation magnitude of 3, but some can be has earthquakes with an are around a magnitude of 3, and
as large as a 6 average depth of 0-30km; 0-30km in depth.
to the west some can be A lot of earthquakes occur to
between 300-500km deep the east of the mountain, with
magnitudes as high as 9. Some
earthquakes in the region are over
500km deep.

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 Mountain Change Magnitude(s) Depth(s) Other observations
Mt. Cook, Southern Alps, Increasing in Majority of earthquakes around Around Mt. Cook the Larger earthquakes around Mt.
New Zealand elevation the peak are magnitude 3-5, with earthquakes are mostly Cook (6-7 in magnitude) occur
some larger earthquakes in the above 30km mostly above 30km.
6-7 range Very few earthquakes are Larger earthquakes happen around
between 30-100km in depth New Zealand, and to the north,
North of the peak very large and deep earthquakes
earthquakes can become can occur.
much deeper
Some earthquakes to the
north can reach over 500km
deep

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LESSON 6: TEACHER REFERENCE 1

Guidance for Physical Modeling Activity

This video will illustrate how to hold and move the models of plates, as well as some of the types of interactions that
students may observe as they use the physical model. The water in the video and the images that follow has some red
food coloring added to make it easier to see. Note that it is important for students to hold and move the plate models
from the back, and keep them as flat as possible on the surface of the water as they move them. Slow sustained
movement is the most useful for making observations. (See the Online Resources Guide for a link to this item. www.
coreknowledge.org/cksci-online-resources)
Students should be encouraged to move slowly, splash as little as possible, and make very detailed observations about
what is happening. It will be helpful to have them try out the “moving apart” motion first since that has the fewest
details to observe and record. Students are likely to see models that look like these:

A B C

Next, have them try out the “sliding past each other” motion. Here they should observe and record how the rough
edges of the plates catch on each other, and then snap past each other as they continue to try to move the plates past
each other laterally. They may also observe the continental plate model bending. Students are likely to see models that
look like these:

D E F

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Lastly, have them try out the “moving together” motion. This motion has the widest variety of interaction types, and
students are likely to make and record several different types of interactions. In each interaction, the relative position
of the two plate rock models to each other, and where the liquid layer is in relation to the plate rock models will be
important for students to notice. Students may see models that look like any of these, or possibly others:

G H I J

K L M N

Or, as they continue to move the plates together, they may see that J resolves into K, or that M resolves into N. All of
these models represent plate interactions that may actually occur on Earth.

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They may also observe some of the interactions shown below, which do not represent plate interactions that
happen in the real world. In reality, denser (basalt, oceanic) plates will always move underneath plates that are less
dense (granite, continental), leading to the denser plates eventually going down into the mantle. The model they
are working with, like every other model, is not perfect. However, if students observe and record these “impossible”
interactions, that is fine. They should be encouraged to record what they actually observe happening as they
manipulate their models.

Different groups may record different interactions, even if they have the same plate rock types. Those interactions
that are outlined in blue above are critical for at least one group in the class to observe and record. These represent
models that will be necessary to have for subsequent lessons. Students should repeat their observations multiple
times and may see different results even when they are modeling the same plate movement. They should take careful
notes to record their observations, using the questions on Plate Movement Maps to guide their observations. Sketches
or drawings of the shapes they see should also be recorded.
Questions listed in the description of this activity in the Teacher Guide may help students to arrive at useful models of
plate interactions that they can observe and record.

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LESSON 8: TEACHER REFERENCE 1

Mid-Atlantic Ridge Artifact Evidence

Artifact Observations/ Evidence Collected by Students

1 Divide between two plates
• Two distinct plates are present.
• It is very rocky.
• There is a gap between the two plates filled in with rock and living things.
• This appears to have been active in the past, but the presence of living things and a road make it
appear as if it is a somewhat stable area.
2 Divide between plates in Silfra - underwater
• There appears to be a larger, deeper gap in the plates than between the first artifact.
• It is very rocky, like the first artifact.
• If divers are there, it must not be too active of an area at the moment.
3 Divide between two plates - near the Bridge between Continents
• There are still two distinct plates.
• The sediment between the rocks is mainly volcanic rock.
• There are no volcanoes in the picture.
• The gap is still very large.
• Something happened to the volcanic rock to turn it into dirt.
4 Reykjanes Peninsula Fissure
• There isn’t as much of a gap between where the two plates may be in this picture.
• There are hot gasses coming out of the ground.
• It is very rocky and made of basalt (like the ocean bedrock).
• The ground looks similar in color to artifact #3.
• The area seems a lot more active than artifact #1.

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 Artifact Observations/ Evidence Collected by Students
5 Fissure with magma
• We can see a split in the ground in artifact #5, but the plates aren’t as distinct.
• The opening is filled with lava/magma.
• The lava may or may not be flowing.
• There is hot gas coming out of the ground.
• It is near a volcano, but is not a volcano, rather it’s an opening in the ground.
6 Mid-Atlantic Ridge seafloor vent
• The water coming out of the vents is over 400 degrees.
• The drills melt, like in the really deep mines.
• The water comes into contact with something hot to heat it up.
• The hot stuff is inside the vent, which kind of looks like a mini volcano.
7 Video of black smoker
• Minerals are coming out of the ground with the water.
• The minerals come out hot and cool down.
• The minerals form deposits and new land.
• The water is being heated somewhere and coming out very hot, just like artifact #6.
8 Bathymetric map
• The seafloor of the ridge is higher in elevation than the ocean around it.
• The Mid-Atlantic Ridge looks like a mountain range under the ocean.
9 Iceland map
• Magma is located under a large portion of iceland.
• It follows the line of the Mid-Atlantic Ridge.
• Volcanoes can be found on Iceland on the Ridge, but there isn’t a line of volcanoes forming.

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LESSON 8: TEACHER REFERENCE 2

Potential Ridge Claims and Evidence

Potential claims made by students Example evidence that may be used by Potential questions to ask students about
students the evidence
Claim: To support: • Are volcanoes forming at all locations along
Volcanoes are forming all along the ridge. • Iceland has volcanoes. the ridge?
• There are lava flows on the surface. • Do we see volcanoes in places other than
Conclusion:
Iceland?
Some volcanoes are forming at the ridge, but not
• Are there areas where we did not see
in a constant line. We also do not have complete
volcanoes forming?
evidence to show that there are volcanoes all
along the ridge. To refute: • Would we say that this claim is still supported
• We only saw volcanoes on Iceland. by evidence?
• There were places along the ridge where
magma was coming out, but not from a
volcano cone.
Claim: To support: • Did we see places along the ridge where there
Volcanoes are filling in the space in the ridge and • Iceland has volcanoes present on the ridge. weren’t volcanoes?
forming new mountains. • Magma can be found under the country where • Can there be locations where magma exists
the plate boundaries are. under the plates, and not have volcanoes in
Conclusion:
those locations?
While some volcanoes are present, volcanoes are • Some areas where there were fissures had
volcanoes nearby. • Were the fissures active volcano sites?
not filling the space between the plates. Instead,
magma appears to be filling this space. To refute: • What did we see in those other places? Did we
• We did not see volcanoes in all the spaces see something other than volcanoes?
along the ridge. • Do we see evidence of anything else other
• In places where the ridge had seemingly than tall volcanoes filling the spaces between
moved less recently, we saw a crack not a the plates?
volcano.
• We did see evidence of some magma filling in
the space between the plates, but did not see
a volcano.

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 Claim: To support: • Was the gap empty? Or did it have a bottom?
A big gap is appearing at the ridge. • There is a space seen in between the plates in • What did we see at the bottom of the gap? Was
artifacts 1, 2, and 3. it the same in each picture?
OR
• Were there places where we didn’t see gaps?
A canyon is forming at the ridge.
What was going on there? Does this support or
Conclusion: refute our cairns?
A gap has formed in each case, but something is To refute: • What was the something that it was filled in
filling in that gap as the plates are moving. with or is filling up with? Was this the same
• The space between the plates was always filled
or filling in with something. thing in each case?
• The space between some plates had lava or • Why do you think that the space was being
magma. filled in some places like artifacts 4, 5, 6, and 7?
• Some cracks in the ground had gases or • Does the rock or magma just naturally fill that
magma coming out. space, or is it acting like it is being pushed up?
• In the ridge, where the plates are coming apart, • In the vents, do we see gaps?
we see that there are a lot of minerals coming
out of the ground.
Claim: To support: • Do all areas have active lava flows, or just
Lava is flowing in the ridge. • We saw lava or magma coming up and out of some?
the ground in artifact 5. • Is lava the same as magma?
Conclusion:
• The ocean seafloor vents all had superheated
Lava is flowing at some places of active
water coming out of them, and the water had
movement, and evidence of lava/magma under
to be heated that hot by something.
the surface is present. But, not all areas have
active lava flows. • There is magma under Iceland, and volcanoes
are present.
To refute: • Do we see anything other than magma coming
• There are areas, like in artifacts 1-3, where out of the ridge?
something has filled in the plate gap in the • Are there any locations where we don’t see
past, but it is not currently being filled. magma, but there is evidence of it potentially
• The areas that have been filled in are rocky, so being in that location?
it may have been magmatic in the past, but not
now.

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LESSON 8: ANSWER KEY

Individual Potential Claims and Evidence

Use the table below to assess the individual student claims on the bottom of Evidence Tracker that you have collected
at the end of Day 1. Use this to gauge where your students are at in connecting evidence with claims, specifically using
data as evidence to support or refute their initially developed claim and to prepare for the discussion around the Class
Claims for What is Happening at the Ridge chart on Day 2. The purpose of collecting this and providing you this scoring
guidance is formative, not summative and therefore we recommend you collect the handout and record your own
data. In addition, you may choose to use this to help you organize partnerships depending on the claims students have
written to pair up students that will lead to rich arguments and discussions as they share evidence in Day 2.

Potential claims made by students Example evidence that may be used by students
Volcanoes are forming all along the ridge. To support:
Conclusion: • Iceland has volcanoes.
• Some volcanoes are forming at the ridge, • There are lava flows on the surface.
but not in a constant line.
To refute:
• We do not have complete evidence to
• We only saw volcanoes on Iceland.
show that there are volcanoes all along the
ridge. • There were places along the ridge where magma was coming
out, but not from a volcano cone.
Volcanoes are filling in the space in the ridge To support:
and forming new mountains. • Iceland has volcanoes present on the ridge.
Conclusion: • Magma can be found under the country where the plate
• While some volcanoes are present, boundaries are.
volcanoes are not filling the space • Some areas where there were fissures had volcanoes nearby.
between the plates.
To refute:
• Instead, magma appears to be filling this
space. • We did not see volcanoes in all the spaces along the ridge.
• In places where the ridge had seemingly moved less recently,
we saw a crack not a volcano.
• We did see evidence of some magma filling in the space
between the plates, but did not see a volcano.

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 A big gap is appearing at the ridge. To support:
OR • There is a space seen in between the plates in artifacts 1, 2, and 3.
A canyon is forming at the ridge. To refute:
Conclusion: • The space between the plates was always filled or filling with
• A gap has formed in each case, but something.
something is filling in that gap as the • The space between some plates had lava or magma.
plates are moving. • Some cracks in the ground had gases or magma coming out.
• In the ridge, where the plates are coming apart, we see that
there are a lot of minerals coming out of the ground.
Lava is flowing in the ridge. To support:
Conclusion: • We saw lava or magma coming up and out of the ground in
• Lava is flowing at some places of active artifact 5.
movement, and evidence of lava/magma • The ocean seafloor vents all had superheated water, and the
under the surface is present. water had to be heated that hot by something.
• Not all areas have active lava flows. • There is magma under Iceland, and volcanoes are present.
To refute:
• There are areas, like in artifacts 1-3, where something has filled
in the gap in the past, but it is not currently being filled.
• The areas that have been filled in are rocky, so it may have been
magmatic in the past, but not now.

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LESSON 11: TEACHER REFERENCE

Teacher Prep for Assembling Landmass Data Set Baggies

The materials needed to prepare the manipulatives for the investigation
Make sure you start with the following:
• 30 - 11×17 Plate Movement maps
• 5 - 11×17 Evidence of Past Coral Reefs maps
• 5 - 11×17 Evidence of Past Mountains maps
• 5 - 11×17 Evidence of Past Glaciers maps
• 5 - 11×17 Location of Fossils maps
• 5 - 11×17 Similar Rock and Mineral Types maps
• 5 - 11×17 Similar Rock Layers and Formations maps
• 5 - 11×17 Antarctic pieces for each map
• 5 - 8.5×11 Evidence of Past Coral Reefs maps
• 5 - 8.5×11 Evidence of Past Mountains maps
• 5 - 8.5×11 Evidence of Past Glaciers maps
• 5 - 8.5×11 Location of Fossils maps
• 5 - 8.5×11 Similar Rock and Mineral Types maps
• 5 - 8.5×11 Similar Rock Layers and Formations maps
Note: The 11×17 are to be used for cutting out the manipulative pieces for students to use. The 8.5×11 are to be used
as reference maps for the students as they manipulate the different landmass pieces. If you have not chosen to order
the kit for this unit you will need to print out a class set of these different data sets. You can reuse them between
classes. Ideally these would be printed in color on cardstock for durability.
Land Mass Data Set Preparation and Baggie Assembly Instructions
Prior to this lesson you will need to prepare the following 6 landmass data map types. There are 6 different data sets.
• 5 sets - 11×17 Evidence of Past Coral Reefs maps
• 5 sets - 11×17 Evidence of Past Mountains maps
• 5 sets - 11×17 Evidence of Past Glaciers maps
• 5 sets - 11×17 Location of Fossils maps
• 5 sets - 11×17 Similar Rock and Mineral Types maps
• 5 sets - 11×17 Similar Rock Layers and Formations maps
• 5 sets - 11×17 Antarctic pieces for each map—these will be added to the related data set.

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For a class of 30 students, 6 students will be analyzing the same data set, so you will want 5 sets of each data set. Each
student should receive a set of cut apart landmass data for the group they are assigned and a 8.5×11 map reference
that includes the key for the cut apart pieces.
For each map data set:
1. Cut up each map on the 11×17 paper to make a set of manipulatives for each student. Every map should be cut up
along the same dotted lines overlain in the example below so that the continent pieces are the same shape for
every set. Your maps will not have a dotted line to follow. It is not important to follow all the details of the coastlines
as you cut. To simplify the activity for students, a number of adjustments have been made to what landmass pieces
students will manipulate.
• The following locations are not included on the landmass pieces: Mexico, the Caribbean, some of the Indonesian
islands, New Zealand, the northeasternmost area of Asia, and the Bering Islands of Alaska.
• The Saudi Arabian Peninsula is attached as part of the African landmass and will be moved together in the
activities.

2. Cut out each of the 6 Antarctica pieces (30 total) and place them with their corresponding map data.
3. Number 30 baggies - 5 each with Data Set #1, Data Set #2, Data Set #3, Data Set #4, Data Set #5 and Data Set #6.
These will be used to collect the map data pieces for each of the 30 sets of data.
4. See the images below for representations of what each map set of data will look like before cutting, after cutting
and paperclipped together on a baggy with a Data Set # on it. After cutting out each map piece for a data set,
number each piece on the back with the number that matches the baggy they will be included in. This will help
students replace the correct map pieces into the correct baggy.
5. Assemble one baggy per data set. For 30 students, you will have 30 baggies - 5 each of the 6 different data sets.

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 Data set How it looks cut apart

#1 - Past Coral Reefs

#2 - Past Mountains

#3 - Past Glaciers

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 #4 - Location of Fossils

#5 - Rock and Mineral Types

#6 - Rock Layers and Formations

Completing your Baggie Assembly

After all the data set pieces have been added to the baggies, insert a 8.5x11 map with the corresponding data set
in each baggie. This will allow students to have access to the original arrangement of the land masses and their
associated key - the cut out pieces will not have a key associated with them if the 8.5x11 map is not added.

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Name: Date:
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Evaluating Two Models

To do this assessment, you will need two models for where the continents might have been in the distant past.
1. You developed a first model with your first group based on one type of data and recorded it in your notebook.
2. You will carefully diagram the second model that you developed with your jigsaw group here.
You can also use any resources in your notebook as you do this assessment.
Second model of the location of the continents in the past based on combining all the data sets
TEACHER RESOURCES
As you compare the two models, answer the questions below.
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Reflection Questions
1. How do your two models compare? What changes did you make in the second model?
2. What continents did you keep in the same location? Why? Explain using evidence from the data sets.
3. What continents did you change the position or location of? Why? Explain using evidence from the data sets.

TEACHER RESOURCES
4. Which model is a better representation of where the continents were millions of years ago? Why?
PLATE TECTONICS AND ROCK CYCLING | 367
5. What kind of data do you wish you had to be more confident about the location of the continents millions of years
ago? How would this data make you more confident?

TEACHER RESOURCES
LESSON 11: ANSWER KEY 1

Teacher Key for Evaluating Two Models

To do this assessment, you will need two models for where the continents might have been in the distant past.
1. You developed a first model with your first group based on one type of data and recorded it in your notebook.
2. You will carefully diagram the second model that you developed with your jigsaw group here.
You can also use any resources in your notebook as you do this assessment.
Second model of the location of the continents in the past based on combining all the data sets
As you compare the two models, answer the questions below.
Reflection Questions
1. How do your two models compare? What changes did you make in the second model?
Accept all answers.
Students will most likely say they made some changes in positions of continents relative to one another
(they may or may not describe spedfic changes), or that they twisted or adjusted the orientation of
individual continents (they may or may not describe which continents they adjusted).
It is possible that some students may not have made any changes in the second model. This is OK as long
as they have clearly articulated reasons for why they did not change anything in their answer to question 2.
2. What continents did you keep in the same location? Why? Explain using evidence from the data sets.
Students should explain why they left particular continents in the same location using references to one
or more types of data from the map continent pieces that support the position in both models. Some
examples of what students might say are included below, but this list is not necessarily exhaustive.
If your students can refer to specific types of data, or multiple types of data and articulate some reasons why
• the data that refutes the continent’s position is weak or absent, or
• the data that supports the continent’s position is strong, or
• there are multiple types of data that support the continent’s position, then they have successfully
responded to this question. An example of what a model will look like.
• I did not change any of the locations of the continents between the two models. The data set I had to analyze was the coral reef data which had data on
almost all the continent pieces. Using the data, shapes of the continents and the movement of the plates, I was able to figure out where all the continents
would have been in the past. When I worked with my jigsaw group, the other data types didn’t have data on all their continent pieces, but the data they
did have matched the positions from my first model, so it just helped me be more sure of where the continents would have been in the past.

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3. What continents did you change the position or location of? Why? Explain using evidence from the data sets.
Students should explain why they changed any of the positions of the continents using references to one or more types of data from the map continent pieces
that support the position in the second model. An example of what students might say is included below, but this answer is not necessarily exhaustive.
If your students can refer to specific types of data, or multiple types of data and articulate some reasons why
• the data that provided weak, or no support in their original data set was refuted by a different kind of data that showed stronger support, or
• the data that supported the continent’s position in their original data set could also support (did not refute) the changed position in the second model, or
• there are multiple types of data that support the continent’s position in the second model, then they have successfully responded to this question. Some
examples:
• The type of data I analyzed was glacial data. Based on the glacial data, it was difficult to know where the North American continent would be in the past
because there wasn’t any glacial data for it. But when I joined my jigsaw group and could see all the different types of data for the continents, then it was
easier to figure out where North America would have been in the past.
• The type of data I analyzed was mountain data. The mountain data made it seem like the edge of the European continent would have been in line above
the edge of the North American continent. But when I joined my jigsaw group and could see all the different types of data, most of that data supported
Europe being lower down, and the mountain ranges could still fit together when we moved it down lower.
4. Which model is a better representation of where the continents were millions of years ago? Why?
Students may say either their first model, their second model, or that both looked the same, so they are both a good representation of where the continents
were millions of years ago. Which model is better relies on which model has more data, or stronger data, or data of multiple types that support the positions of
the continents.
If your students can refer to the amount or quality of data and articulate that
• more data is more convindng, or
• having data of multiple different types is more convincing, then they have successfully responded to this question. Some example student responses:
When I met with my small group and was able to use all the types of data, I felt more confident in the model I had for where the continents would have
been in the past, so the second model I have is the best one to predict where the continents were millions of years ago.
My model looked the same as the model my small group put together, so both models are good predictions of where the continents were millions of
years ago. But maybe the second model is even better because more than one type of data supported the location of the continents.
5. What kind of data do you wish you had that would make you even more sure of the location of the continents millions of years ago? How would this data
make you more sure of the locations?
Accept all answers regarding what kind or type of data.
Regarding why data would make them more sure of the locations, students should refer to there being
• more of one (or several) of the types of data they worked with, or
• a different type of data that would support their locations, i.e. exist across continents that are adjacent, or not exist on two continents that are not adjacent, or
• data from a time millions of years ago.

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 Erosion Rates vs. Uplift Rates
PLATE TECTONICS AND ROCK CYCLING | 370

Part 3: What will Mt. Mitchell and Mt. Everest look like in the future?
Mt. Everest
If erosion rates stay at 9.3 mm/year and uplift rates stay at 20 mm/year, how much will the elevation of Mt.
Everest potentially change in:
1,000 years
1,000,000 years
(1 million years)

TEACHER RESOURCES
Mt. Mitchell
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If erosion rates stay at 5 mm/1,000 years and uplift rates stay at 1 mm/1,000 years, how much will the
elevation of Mt. Mitchell potentially change in:
1,000 years
1,000,000 years
(1 million years)
Using your predictions above, which mountain do you predict will change the most over the next 10,000 years? Why?
(use the calculations above as evidence in your explanation)

TEACHER RESOURCES
LESSON 13: ANSWER KEY

Erosion Rates vs. Uplift Rates

Part 3: What will Mt. Mitchell and Mt. Everest look like in the future?
Mt. Everest

If erosion rates stay at 9.3 mm/year and uplift rates stay at 20 mm/year, how much will the elevation of
Mt. Everest potentially change in:
1,000 years Erosion = 9.3 mm x 1,000 = 9,300 mm of erosion
Uplift = 20 mm x 1,000 = 20,000 mm of uplift
If uplift is 20,000 mm and erosion is 9,300 mm, then Mt. Everest will get (20,000–9,300)
10,700 mm taller over 1,000 years.
Students may go further with their conversions to represent the 10,700 mm as cm (1,070
cm) or m (1.07 m), but this is not expected as part of the task. The goal is for students to be
thinking about the two mechanisms at work that are leading to changes to the mountain.
1,000,000 years Erosion = 9.3 mm x 1,000,000 = 9,300,000 mm of erosion
(1 million years) Uplift = 20 mm x 1,000,000 = 20,000,000 mm of uplift
If uplift is 20,000,000 mm and erosion is 9,300,000 mm, then Mt. Everest will get (20,000-
9,300) 10,700,000 mm taller over 1,000 years.
Students may go further with their conversions to represent the 10,700,000 mm as cm
(1,070,000 cm) or m (10,700 m), but this is not expected as part of the task. The goal is for
students to be thinking about the two mechanisms at work that are leading to changes to
the mountain.

Mt. Mitchell
NOTE: The mathematics for this mountain includes one more step students will need to do in order to compare the
rate of erosion to the rate of uplift. Since these rates are measured per 1,000 years, when students are figuring out how
much the mountain will change over other time periods, they will need to divide the time period by 1,000 in order to
make a one to one comparison between the effects of erosion to the effects of uplift. If your students are struggling
with this extra step, you may want to pause and talk through this with the class so that students will be able to do the
calculations successfully and be able to make sense of the results.

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 If erosion rates stay at 5 mm/1,000 years and uplift rates stay at 1 mm/1,000 years, how much will the
elevation of Mt. Mitchell potentially change in:
(Hint: Remember the rate here is per 1,000 years.)
1,000 years Erosion = 5 mm x 1 = 5 mm of erosion
Uplift = 1 mm x 1,000 = 1 mm of uplift
The erosion rate and uplift rate at Mt. Mitchell are slow, so over 1,000 years there wouldn’t
be much change. Since the uplift is 1 mm compared to the erosion rate of 5 mm, Mt.
Mitchell will continue to shrink by erosion, but at a very slow rate of 4 mm.
OR
Mt. Mitchell will continue to shrink, but very slowly over time. The amount of erosion is
higher than the amount of uplift by 4 mm, so it will continue to shrink.
1,000,000 years Erosion = 5 mm x (1,000,000/1,000) = 5 mm x 1,000 = 5,000 mm of erosion
(1 million years) Uplift = 1 mm x (1,000,000/1,000) = 1 mm x 1,000 = 1,000 mm or uplift
The amount of erosion is higher than the amount of uplift for Mt. Mitchell so it will
continue to shrink.

Using your predictions above, which mountain do you predict will change the most over the next 10,000 years? Why?
(use the calculations above as evidence in your explanation)

Mt. Everest will continue to get taller over the next 10,000 years by 107,000 mm since the amount of uplift is more
than the amount of erosion.
Erosion = 9.3 mm x 10,000 = 93,000 mm
Uplift = 20 mm x 10,000 = 200,000 mm
200,000 - 93,000 = 107,000 mm
Mt. Mitchell will continue to shrink over the next 10,000 years by 40 mm since the amount of erosion is more than
the amount of uplift.
Erosion = 5 mm x (10,000/1,000) = 5 mm x 10 = 50 mm
Uplift = 1 mm x (10,000/1,000) = 1 mm x 10 = 10 mm
Mt. Everest will continue to grow and Mt. Mitchell will continue to shrink. The changes to Mt. Mitchell are happening
slower than the changes to Mt. Everest. So over 10,000 years, Mt. Everest will have more changes than Mt. Mitchell.

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Name: Date:
PLATE TECTONICS AND ROCK CYCLING | 374

Fossil Assessment
Scientists and others who have trekked on Mt. Everest have reported
seeing many marine organism fossils. This includes fossils like sea
lilies, small shrimp-like organisms, and other small shelled organisms,
which date back to 500 million years ago. Marine fossils have not only
been found in the Himalayas, they have been found on many other
mountain ranges as well, including the Appalachian Mountains.
The images of the fossil shown here are part of a type of tropical
organism called a crinoid, or feather star. These sea creatures would
attach to the sea bottom with their very long stalk, or stem, and then
use the feathery type limbs to capture food. Some of the stalks of
these ancient organisms were several feet tall.
Somehow, fossil fragments of crinoid organisms ended up towards
the top of mountains like Mt. Everest. Scientists were able to see
and identify these exposed fossils on mountains without having to
dig them up. Using what we know about plate tectonics and the
processes of weathering and erosion, answer the following questions
about how this fossil can be at the top of Mt. Everest and how it can
be seen at the top of Mt. Everest without having to dig to find it.
1) From what we figured out in our unit, we now know that Mt.
Everest did not always exist. So it seems odd and surprising that a
fossil of a sea organism is at the top of the tallest mountain above sea
level. Using the space below and all that you have figured out about
the different causes and processes that affect changes to Earth’s
surface, you will develop three models to show:
• what the area that created the mountain might have looked like as far back as 500 million years ago;
• what happened to the area over time to create the Himalayan Mountains and Mt. Everest; and
• what happened to cause a fossil to end up towards the top of Mt. Everest.
As you develop your models, use evidence from your notebook as you think about how this fossil, which is much older
than the mountain itself, ended up towards the top of Mt. Everest. Make sure to label the different components in your
model. Use your model to explain what processes led to this fossil being at the top of Mt. Everest and led to it being
visible to be found by scientists without them having to dig to find it.

TEACHER RESOURCES
 PLATE TECTONICS AND ROCK CYCLING | 375

Develop your models in this column: Explain what is happening in this model:
Show what
the area that
created the
mountain
might have
looked like as
far back as 500
million years
ago. Include
in your model
how this could
account for
there being a
sea organism
found here.
What
happened to
the area over
time to create
the Himalayan
Mountains and
Mt. Everest?
What
happened to
cause a fossil to
end up towards
the top of Mt.
Everest?

TEACHER RESOURCES
2) Every year, people on Mt. Everest find new fossils that were not visible the year before. Some fossil fragments from
PLATE TECTONICS AND ROCK CYCLING | 376

other sea creatures are now visible that were not visible 100 years ago. What is causing new fossils to be exposed on
Mt. Everest?
3) Do you think that these newly exposed fossils will be visible on the mountain range thousands or millions of years
from now?

TEACHER RESOURCES
Name: Date:

LESSON 14: ANSWER KEY 1

Key for the Fossil Assessment

Scientists and others who have trekked on Mt. Everest have reported seeing many marine organism fossils.
This includes fossils like sea lilies, small shrimp-like organisms, and other small shelled organisms, which date
back to 500 million years ago. Marine fossils have not only been found in the Himalayas, they have been found
on many other mountain ranges as well, including the Appalachian Mountains.
The images of the fossil shown here are part of a type of tropical organism called a crinoid, or feather star.
These sea creatures would attach to the sea bottom with their very long stalk, or stem, and then use the
feathery type limbs to capture food. Some of the stalks of these ancient organisms were several feet tall.
Somehow, fossil fragments of crinoid organisms ended up towards the top of mountains like Mt. Everest.
Scientists were able to see and identify these exposed fossils on mountains without having to dig them up.
Using what we know about plate tectonics and the processes of weathering and erosion, answer the following
questions about how this fossil can be at the top of Mt. Everest and how it can be seen at the top of Mt. Everest
without having to dig to find it.
1) From what we figured out in our unit, we now know that Mt. Everest did not always exist. It seems odd and
surprising that a fossil of a sea organism is at the top of the tallest mountain above sea level Using the space
below and all that you have figured out about the different causes and processes that affect changes to
Earth’s surface, you will develop three models to show:
• what the area that created the mountain might have looked like as far back as 500 million years ago;
• what happened to the area over time to create the Himalayan Mountains and Mt. Everest: and
• what happened to cause a fossil to end up towards the top of Mt. Everest.
As you develop your models, use evidence from your notebook as you think about how this fossil which is
much older than the mountain itself, ended up towards the top of Mt. Everest. Make sure to label the different
components in your model Use your model to explain what processes led to this fossil being at the top of Mt.
Everest and led to it being visible to be found by scientists without them having to dig to find it.

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 Develop your models in this column: Explain what is happening in this model:
Model should show: Explanation should include:
• Nepal and China separated. • In the past, the two sides of the mountain (Nepal and China or the
• An ocean or other large body of water, such as a Indian and Eurasian plate) were once separated by an ocean.
Show what the area
sea between Nepal and China. • The presence of an ocean indicates that there would have been
that created the
marine life there at one point.
mountain might have
looked like as far Potential supporting evidence could include:
back as 500 million • From Lesson 5 - plates move at different speeds and directions,
years ago. Include indicating that they have been in different locations according to GPS
in your model how and other data.
this could account • From Lesson 6 - mountains form when plates collide, so prior to a
for there being a sea collision, the mountains could have been flatter land based upon our
organism found here. investigations.
• From Lesson 11 - one source of data indicated a coral reef used to exist
between Nepal and China.
• From Lesson 11 - all of the continents used to be in different locations
according to multiple sources of data.
Model should show: Explanation should include:
• Land mass containing Nepal (the Indian plate) • The two land masses (that Nepal and China are on) moved together
moving towards the land mass containing China over time.
(the Eurasian plate). • While the two plates met, the continental land masses collided and
++ Nepal moving North at a much faster rate than pushed up on each other, creating mountains.
the land mass with China moving. Potential supporting evidence could include:
• Arrows or other indicators of movement showing • From Lesson 5 - the plates move over time to new locations based on
What happened to
the two plates colliding. plate movement and GPS data.
the area over time to
create the Himalayan • The two plates pushing up on each other to • From Lesson 6 - mountains form when plates collide, so prior to a
Mountains and Mt. create a mountain. collision, the mountains could have been flatter land based upon our
Everest? investigations.
• From Lesson 11 - all continents used to be in different locations,
meaning that there had to have been collisions and movement
occuring in the Nepal/China region.
• From Lesson 12 - evidence shows that these plate interactions to
create mountains occur over millions of years, meaning that this
interaction occurred over millions of years to create the mountains in
the Himalayas.

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 Model should show: Explanation should include:
• Oceanic plate material getting destroyed as the • As the two plates are moving, the two plates (mainly the Indian plate)
two plates merge. destroy oceanic plate material between the two plates.
• In the collision, part of the oceanic material • During the collision of the two plates, some of the oceanic material is
getting pushed up as the land masses are material lifted up towards the top of the mountain.
colliding. • As the oceanic material, matter that is on the material also rises, such
What happened to • A marine fossil rising towards the top of the as marine fossils.
cause a fossil to end mountain during the collision.
up towards the top of Potential supporting evidence could include:
Mt. Everest? • From Lesson 6 - mountains form when plates collide, so prior to a
collision, the mountains could have been flatter land based upon our
investigations.
• From Lesson 8 - oceanic plate material is created or destroyed as
continental plates move towards and away from each other.
• From Lesson 11 - one source of data indicated a coral reef used to exist
between Nepal and China.

2) Every year, people on Mt. Everest find new fossils that were not visible the year before. Some fossil fragments from other sea creatures are now visible that
were not visible 100 years ago. What is causing new fossils to be exposed on Mt. Everest?
Explanation should include:
• Over time, forces such as rain, wind, and ice break down the landscape.
• After the materials are broken down, they are moved to a new location through erosion.
• This will expose material that was not previously seen from under the eroded material.
• Fossils that were once layered under rock have had the rock eroded away from above it, exposing these new fossils.
Potential supporting evidence could include:
• From Lesson 10 - older material is layered under newer material.
• From Lesson 13 - erosion is always occurring.
• From Lesson 13 - (recalled from elementary school) the process of erosion exposes material under the material that is being eroded.
3) Do you think that these newly exposed fossils will be visible on the mountain range thousands or millions of years from now?
Potential supporting evidence could include:
• From Lesson 10 - older material is layered under newer material.
• From Lesson 13 - erosion is always occurring.
• From Lesson 13 - (recalled from elementary school) the process of erosion exposes material under the material that is eroded away over time.
• From Lesson 13 - the process of erosion is acting on all of our mountains, even if the mountains are experiencing uplift.
• From Lesson 13 - erosion happens over a long period of time.
• From Lesson 13 - (recalled from elementary school) erosion is always occurring.
• From Lesson 13 - erosion will continue to happen in the future as it is happening today and has happened in the past.
TEACHER RESOURCES PLATE TECTONICS AND ROCK CYCLING | 379
• PEs
• MS-ESS-2.2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and
spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow
plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience
processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of
geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that
shape local geographic features, where appropriate.]
• SEPs
• SEP6.3 Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
• SEP2.5 Develop and/or use a model to predict and/or describe phenomena.
• DCIs
• ESS2.A The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of
years. These interactions have shaped Earth’s history and will determine its future.
• CCCs
• CCC7.3 Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
• CCC3.1 Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

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 CK Sci™
Core Knowledge Science™

Editorial Director
Daniel H. Franck
Source Material Attribution Chris Moraine, Multimedia Graphic Designer New Mexico Rhode Island
Kate Chambers, Multimedia Graphic Designer Yanira Vazquez Kate Schulz
Source Material Attribution Shafiq Chaudhary Erin Escher
The original material for this unit was developed by OpenSciEd OpenSciEd
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(Copyright © 2020). James Ryan, Executive Director
Tiffany Neill Ellen Ebert
The OpenSciEd name is subject to the Creative Commons license and may Sarah Delaney, Director of Science
Susan Wray
not be used without the prior and express written consent of OpenSciEd. Matt Krehbeil, Director of Outreach
This curriculum includes images that are public domain, openly licensed, Field Test Teachers
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information with each image for ownership details and any restrictions Daniel C. Edelson, Director
Dawn Arbogast Bruce Kamerer
on its use. Unless otherwise noted in the image attribution information, Audrey Mohan, Associate Director
all images are licensed for distribution under the terms of the Creative Michelle Baptista Gar-Hay Kit
Professional Learning Center at Boston College
Commons Attribution License. Laura Barker Regan McKinnon
Katherine McNeill, Director
The NGSS Badge is only awarded to the version of these materials that was Monica Cordisco Roselynn Rodriguez
reviewed. The Science Literacy modifications in this version have not been Renee Affolter, Assoc. Director
Sarah Couris Daniel Rogier
reviewed. If any modifications are made to this unit for your use, the revised Instructional Materials Center at BSCS Science Learning
version cannot be promoted as earning a badge. Bruce Hansen Eric Meuse
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Bruce Jennings Go Sasaki
Unit Development Team Audrey Mohan, Associate Director
Anya Pierre Michigan
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Dana Center, The University of Texas at Austin Gilly Ryan Denise Church
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Audrey Mohan, Field Test Unit Lead, BSCS Science Learning Robert Sherriff Rebecca Hicks
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exas at Austin William Penuel, University of Colorado, Boulder,
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Instructional Materials Center at Northwestern University Emily Hurst Lauren Pasanek
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Illustration and Photo Credits Core Knowledge Foundation Core Knowledge Foundation
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Bart Pro / Alamy Stock Photo: Cover C
Six Red Marbles
Borges Samuel / Alamy Stock Photo: Cover A Subject Matter Expert
Carri Walters
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Ian Webster/DinosaurPictures.org.: 291, 292a-c, 298a-b, Greenville, NC
300a-b
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NASA: 55, 69d
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USGS: 69a-b

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CK Sci™
Core Knowledge Science™
Plate Tectonics and Rock Cycling
Core Knowledge Science 6

What is the Core Knowledge Sequence?

The Core Knowledge Sequence is a detailed guide to specific
content and skills to be taught in Grades K–8 in language arts,
history, geography, mathematics, science, and the fine arts. In
the domains of science, including Earth and space, physical, and
life sciences, the Core Knowledge Sequence outlines topics that
build systematically grade by grade to support student learning
progressions coherently and comprehensively over time.

Unit 4 Unit 4
For which grade levels are these books intended?
Science

PlateCKTectonics and Plate Tectonics and

opics from
Plate Tectonics Science Literacy
Sci
Rock Cycling:
™
Core Knowledge Science™
A comprehensive program in science, integrating topics from Rock Cycling: In general, the content and presentation are appropriate for
with
quence
and Rock Cycling: What causes Earth’s surface to change?
Earth and Space, Life, and Physical Sciences with
What causes Earth’s surface to change?

students in middle school, Grades 6–8. For teachers and schools

concepts specified in the Core Knowledge Sequence
8). (content and skill guidelines for Grades K–8).

What causes Earth’s Student Procedure Guide

Plate Tectonics and Rock Cycling

CK Sci™ Student Work Pages

Plate Tectonics and Rock Cycling

surface toCore
change?
Knowledge S cience
™

A comprehensive program in science, integrating

Core Knowledge Science™

following the Core Knowledge Sequence, these books are intended

Science Literacy Student Reader
topics from Earth and Space, Life, and Physical Sciences with
concepts specified in the Core Knowledge Sequence units at this level include:
Hawaii volcano (content and skill guidelines for Grades K–8). Iceland rift
Light and Matter
•
Procedure Guide

Thermal Energy
•
Reader

g Weather, Climate, and Water Cycling

Plate Tectonics and Rock Cycling
Core Knowledge Science™
GRADE 6 Core Knowledge Science®

for Grade 6 and are part of a series of Core Knowledge SCIENCE

GRADE 6 Core Knowledge Science®

units at this level include: Natural Hazards

Cells and Systems
Light and Matter
Thermal Energy www.coreknowledge.org
Weather, Climate, and Water Cycling
Plate Tectonics and Rock Cycling
Natural Hazards

units of study.
Cells and Systems
Plate boundaries

www.coreknowledge.org
ISBN: 978-1-68380-704-9

Core Knowledge Curriculum Series™

CKSci™

CKSci™

ISBN: 978-1-68380-702-5
™ Core Knowledge Curriculum Series™

CKSci_G6U4_SWP_Covers.indd 1 15/07/22 8:19 AM

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For a complete listing of resources in the

Core Knowledge SCIENCE series,
visit www.coreknowledge.org.
 CK Sci™
Core Knowledge Science™
A comprehensive program in science, integrating
topics from Earth and Space, Life, and Physical Sciences with
concepts specified in the Core Knowledge Sequence
(content and skill guidelines for Grades K–8).

Core Knowledge Science™

units at this level include:

Light and Matter

Thermal Energy
Weather, Climate, and Water Cycling
Plate Tectonics and Rock Cycling
Natural Hazards
Cells and Systems

www.coreknowledge.org

ISBN: 978-1-68380-789-6
Core Knowledge Curriculum Series™