EDMU 525 5E Science Mini Unit

Unit Overview

Title of the Unit:

Another Plate Please- Earth’s Tectonic Plates

Grade Level:

5th Grade

Science Disciplinary Area of Focus (Life Science, Earth & Space Science, or Physical Science):

Earth & Space Science

Unit Objec ves (include 3-5 objec ves)

By the end of this unit students will be able to:
Create a wri en explana on of the process by which mountains, volcanoes, and trenches are formed
and the occurrences which cause via plate tectonics by using academic language and applicable facts
and sources.

Accurately iden fy different types of faults and match them to applicable characteris cs or
phenomena.

Create a visual representa on of tectonic plates on Earth and the processes/phenomena associated
with tectonic plates and fault lines.

Correla on to the Next Genera on Science Standards and Common Core Standards
Science and Engineering Disciplinary Core Ideas* Crosscu ng Concepts*
Prac ces *

List standard number and descrip on of the standard

Using Models- ESS2.A: Earth Materials and Scale, Propor on, and Quan ty-
Develop a model to describe Systems- Standard units are used to
phenomena. (5-LS2-1) Earth’s major systems are the measure and describe physical
geosphere (solid and molten quan es such as weight and
rock, soil, and sediments), the volume. (5-ESS2-2)
hydrosphere (water and ice), the
atmosphere (air), and the
biosphere (living things,
including humans). These
systems interact in mul ple ways
to affect Earth’s surface materials
and processes. The ocean
 supports a variety of ecosystems
and organisms, shapes
landforms, and influences
climate. Winds and clouds in the
atmosphere interact with the
landforms to determine pa erns
of weather. (5-ESS2-1)
Analyzing Data- Systems and System Models-
Represent data in graphical A system can be described in
displays (bar graphs, pictographs terms of its components and
and/or pie charts) to reveal their interac ons. (5-ESS2-1)
pa erns that indicate
rela onships. (5-ESS1-2)
Engaging in Argument-
Support an argument with
evidence, data, or a model.
(5-ESS1-1)
Evalua ng and Communica ng
Informa on
Common Core State Standard Connec ons (List standard number and descrip on of the standard)
English Language Arts (must address at least one ELA standard)
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, defini ons, concrete details, quota ons, or other informa on and examples
related to the topic.

CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informa onal texts to support analysis, reflec on, and research.

Mathema cs (as applicable)

n/a

Arts Integra on (must address at least one Visual and Performing Arts (VPA) standard)
2.3- Demonstrate beginning skill in the manipula on of digital imagery (e.g., computer generated art,
digital photography, or videography).

*List only those student performance expecta ons, science and engineering prac ces, disciplinary core
ideas or crosscu ng concepts that apply to your mini unit
* Your unit should incorporate at least one Common Core English Language Arts Standard and may also
address Common Core math standards
* Your unit must also address at least one Visual and Performing Arts Standard

5 E Lesson Ac vi es – Include at least one ac vity for each phase of the 5E Model (Engage, Explore,
Explain, Elaborate and Evaluate) For each ac vity include the materials needed, a descrip on of what
students will do and what teachers will do, and the science process skills that are u lized in the ac vity.
Lesson A- Volcanoes & Earthquakes

Engage
Materials:
Students will need a notebook, pencils, colored pens or highlighters if they prefer to color code their
notes, and a loose sheet of paper. Addi onally students with learning disabili es, vision or hearing
impairments, or language barriers may need accommoda ons including the use of a computer and
headphones to view non-English versions of the videos or to hear or see them more clearly, key term
sheets or transla ons material to assist with notes, and/or wri en outlines of the lesson if the lecture
is not easily audible.

Ac vity (What will students and teachers do?):

Students will watch the Pixar short “LAVA” and an earthquake scene from The Land Before Time. The
teacher will then use a 3 dimensional model of a volcano and tectonic plates to show how the second
volcano from “LAVA” would have started to form as the older one “died”. Addi onally, students will be
asked to volunteer to cause an earthquake within the model by sliding the two sides of a transform
fault past each other.

Science Process Skills:

This por on of the lesson will focus mainly on observing and predic ng. Students will need to observe
and make notes on the two videos that will be used along with applicable prior knowledge to form a
predic on regarding the forma on of volcanoes and cause of earthquakes. Students will write their
predic ons on the loose sheet of paper and place it in their table baskets prior to moving on to the
next stage.

Explore
Materials:
Students will need a computer and headphones, as well as their notebooks and pencils. Students will
also need access to the internet and Google Classroom/class website to access applicable website
links.

Ac vity(What will students and teachers do?):

Students will explore one or both virtual field trips listed on Google Classroom/class website
individually or in pairs. The first is a trip along the San Andreas fault line that runs through California.
This virtual trip includes photos and videos take from the air as well as a “walking” tour in several
notable loca ons along the fault including in San Bernardino, Wallace Creek, and Palm Springs/Desert.
With this field trip students will be prompted to review several informa onal notes and will have an
audio tour guide. The second trip is a virtual tour of a volcano in Hawaii. This tour includes an audio
tour guide who shares informa on on the forma on of volcanoes and how they have a sort of life
cycle. Both virtual tours include brief quizzes and progress/understanding checks which students are
expected to complete and take note of in their notebooks. Students will then pair up with another
student or pair to discuss what they learned from or what assump ons they have a er the tour/s they
completed.
Science Process Skills:
In this sec on of the lesson students will again focus on observing and predic ng, with observa ons
being noted again in students’ notebooks and predic ons being added to their loose paper. Students
will also be expected to communicate their new knowledge, predic ons, and assump ons about the
material with their peer/s.

Explain
Materials:
Students will need their notebooks and pencils.

Ac vity(What will students and teachers do?):

Students will use their knowledge from the videos/trips and the images provided to explain what they
know about volcanoes and earthquakes and their rela on to plate tectonics. Students will share their
predic ons from the prior steps and the teacher will address misconcep ons as needed. The “explain”
por on of the lesson also includes the brief sharing students/pairs did in the prior step.

Science Process Skills:

This focuses on inferring and communica ng, as students will need to communicate their observa ons
and learning while making inferences using their own knowledge and the informa on shared by their
peers.

Elaborate
Materials:
Students will need a piece of paper, pencil, tape, foam poster board for each table that will be cut into
4 sec ons (one for each student), markers/colored pencils, and scissors. The teacher will need a
computer, projector, Powerpoint/video, and internet access.

Ac vity (What will students and teachers do?):

Students will cut their group’s foam board into 4 even pieces, one for each student, which will be used
to demonstrate different fault types. Students will cut their smaller piece of the foam board into 2
pieces and will roll their paper into a cone. These will represent the two plates at a fault line and a
volcano. The teacher will use a prepared video and a similar foam board set up to elaborate on the
types of fault and how they relate to volcanoes and earthquakes. Students will use markers to draw
arrows indica ng the mo on of each plate. For example, on side “A” they will draw their arrows so
they appear parallel to each other on either side of the fault and are pointed in opposite direc ons (up
and down). This will indicate a transform fault where an earthquake would occur. Then side “B” would
show arrows poin ng at each other, indica ng that the two plates would be moving towards each
other resul ng in subduc on. Students would then place the volcano on the applicable fault type.
With this the video will include addi onal clarifying details regarding volcanoes and earthquakes.

Science Process Skills:

This sec on of the lesson focuses on classifying and observing as students will have a demonstra on,
but must also iden fy the fault types and applicable informa on and phenomena.
Evaluate
Materials:
Students will need a computer or paper and pencil.

Ac vity (What will students and teachers do?):

Students will write a short story about an earthquake or volcano. This may be en rely fic onal, a
retelling of a personal experience, or based on a real historical event (Mt. Saint Helen, Northridge,
etc.). Their story should be one to three pages in length and must reference a specific fault type, at
least one other key term, a comparison to either the Hawaii (for volcanoes) or San Andreas Fault (for
earthquakes) virtual field trip (i.e. “The fault line suddenly split beneath the house, like the San
Andreas splits the desert floor in California”). This story is intended to integrate English and assess the
student’s understanding of.

Science Process Skills:

This por on of the lesson focuses on communica ng knowledge and informa on about this topic.
Lesson B- Mountains & Trenches

Engage
Materials:
Students will need their notebooks and a pencil. The teacher will need a computer, projector, and
internet access.

Ac vity (What will students and teachers do?):

Students will watch a video about the forma on of some of Earth’s largest mountains. Students are
expected to take a moment a er the video ends to write down their thoughts about what living in a
mountainous area tells us about the plates in the area.

Science Process Skills:

This focuses on observing, predic ng, and inferring. Students will note their observa ons about the
video and in turn create predic ons and inferences.

Explore
Materials:
Each table will be given two plas c storage bins and several blankets and towels. Addi onally,
students will need at least one computer per group.

Ac vity(What will students and teachers do?):

Students will divide into table groups and stack provided towels and blankets between their two
storage bins. They will then push their bins towards each other slowly. This will cause the blankets and
towels between the bins to fold and bunch into peaks that represent mountains. This will show how
the movement of two plates will result in the forma on of mountains. Students may also accomplish
this by balancing the stacked materials on top of the boxes and then again moving the bins towards
each other. Students will use their class computer to record this ac vity to later create a 1 to 3 minute
video.

Science Process Skills:

This por on of the lesson focuses on observa on and predic on. Students must record their
observa ons and predic ons.

Explain
Materials:
Students will be provided a print map, clear paper, and marker. Students may need their notebook
and pencil if they wish to take notes and those with specific needs may make use of computers and
headphones or other assis ve technology.

Ac vity(What will students and teachers do?):

Students will be given a map of the Earth’s largest mountain ranges and a clear sheet with a map of
the major plates on Earth’s surface. A poster of the first page will be taped to the board and a copy of
the clear sheet will be projected on top of the poster. The teacher will review the connec on between
the forma on of mountains and collision of tectonic plates. Addi onally, the teacher will introduce
the forma on of trenches by sea floor spreading. Students will then watch a short video about the
forma on of mountains and trenches and engage in discussion.

Science Process Skills:

This por on of the lesson focuses on observing, inferring, and predic ng.

Elaborate
Materials:
Each pair will be given 4 candy bars. Addi onally, students will need at least one computer per group.
Ac vity (What will students and teachers do?):
Students will take two provided mini candy bars. They will work in pairs to use the candy to
demonstrate how mountains and trenches are formed. For example, the pair will need to push two
bars together to form and mountain at a fault line and pull one cracked bar apart to show how
spreading can create a trench. As review the pairs will also use the candy to show how subduc on
leads to volcanoes and how transform faults cause earthquakes. Students will record this process with
their computers as well.

Science Process Skills:

This ac vity focuses on observing, predic ng, and communica ng, as the students must explain and
support their observa ons and assump ons during this.

Evaluate
Materials:
Students will need on class computer per pair of students.

Ac vity (What will students and teachers do?):

Students will work in pairs to edit the two videos from the lesson using WeVideo. They will need to
add commentary, notes, sound, etc. as the video requires. The teacher will observe and assist as
needed. The videos will be posted to the class dropbox and Google Classroom for students to view and
reference.

Science Process Skills:

This is based on communica ng informa on gathered during observa ons in the prior steps.
Lesson C- Types of Faults

Engage
Materials:
Students will need a computer, headphones, their notebook and a pencil.

Ac vity (What will students and teachers do?):

Students will watch a video on con nental dri and Pangea and within their table groups come up
with a theory of why the con nents dri ed apart. The groups will then share out their theories which
will be wri en on the board.

Science Process Skills:

This focuses on inferring and predic ng. The video includes many clues on what causes con nental
dri , thus students must make inferences based on this informa on and then form their theories.

Explore
Materials:
Students will be provided with a puzzle worksheet and tape. Students will also be needing scissors and
a blank sheet of paper. The teacher will need a computer, projector, and the prior fault line map and
poster.

Ac vity(What will students and teachers do?):

Students will draw a flat globe outline and cut out the con nent shapes from the provided worksheet.
Then students will tape the con nents to the outline to build a rendi on of the Earth. Students will
then review the previously presented map and fault line map.Students will copy the fault line map by
drawing on their paper. The students will then research one large mountain range on each con nent
and add it to map by drawing triangles on the con nents. Students will then iden fy what faults may
have created these mountains. Students will do the same with at least 3 volcanoes, 1 trench, and the
loca on of at least 3 major earthquakes or at least 3 loca ons that o en have earthquakes. Students
will then iden fy the direc on each plate involved is likely going. For example, those that made
mountains should be moving towards each other, those near trenches should be moving away from
each other, and so on.

Science Process Skills:

This ac vity focuses on classifying and inferring, as students will need to make inferences based on
their knowledge to classify and label the faults.

Explain
Materials:
Students will need the completed work sheet from the prior ac vity.

Ac vity(What will students and teachers do?):

The teacher will add the same items that students added to their work sheets in the last ac vity and
as they are added will discuss the faults involved. Students will be asked to iden fy which fault type,
they thought was involved in each item added. The teacher will make correc ons and give
clarifica on as needed.
Science Process Skills:
This will focus on observing and communica ng. Students will need to create a legible representa on
of their inferences to share from and in turn must note the observa ons map during the comple on of
the master map on the board.

Elaborate
Materials:
Students will need a class computer with access to Word, PowerPoint, Paint, or other similar program.

Ac vity (What will students and teachers do?):

Students will use their physical map and the master map as inspira on, students will create a detailed
map of the area discussed in their previously wri en piece. Students will need to include the type of
fault associated with the phenomena they discussed as well as one other type of fault in the area. For
example if the student focused on California’s San Andreas fault, wri ng about “The Big One”, the
student would need to include the references transform fault and another fault line around the Pacific
Ocean or the Americas. Their map must include labeling for the type of faults included as well as all
applicable loca ons. This map will be created by manipula ng and adding to exis ng images to create
a unique map.

Science Process Skills:

This ac vity focuses on classifying and communica ng. Students must communicate their knowledge
and findings in a visual representa on.

Evaluate
Materials:
Students will need a computer and access to the internet and Google Classroom/class website.

Ac vity (What will students and teachers do?):

Students will take a brief quiz reviewing the unit lessons thus far. This also includes a brief self
assessment and wri en response.
h ps://docs.google.com/forms/d/1mgXCD5RrTqS93OmK34X_W-4YYQyJtDxRsCjAauv-QLo/prefill

Science Process Skills:

This focuses on communica ng student knowledge.
Lesson C- Types of Faults

Engage
Materials:
Teacher will need access to the lunch room, lunch tables, and laminated arrows.

Ac vity (What will students and teachers do?):

Students will be split into groups to recreate and watch the recrea on of different fault types. Under
teacher and aide supervision students will move the lunch tables around according to the arrows
placed on them to create a visual representa on of the faults. For example, students will push two
tables alongside each other in opposite direc ons to create a transform fault. The teacher and aides
will push two table together causing one to begin to fold to mimic the forma on of a mountain and so
on.

Science Process Skills:

This focuses en rely on observing as it shows physical examples of each fault type and phenomena
associated.

Explore
Materials:
Students will need a provided white board, markers, and laminated arrows.

Ac vity(What will students and teachers do?):

Students will work quickly to win a “draw the thing” game. In this game students will take turns
picking a card out of a hat that list a per nent term or phrase. Students will then race to draw it on
their white boards and apply the correct arrows as needed. For example, if the word is subduc on
students would need to draw one plate going under the other and put two arrows facing each other.

Science Process Skills:

This focuses on communica ng as each group will need to explain their answer based on their exis ng
knowledge.

Explain
Materials:
Students will need their notebooks and a pencil.

Ac vity(What will students and teachers do?):

The teacher will present a review PowerPoint that includes informa on regarding plate tectonics,
volcanoes, earthquakes, mountains, etc. that had previously been discussed. As this is presented the
teacher will ask students to relate items to their recent research and will take ques ons from the class
to further clarify on the topic.

Science Process Skills:

This will focus on observing and communica ng. Students will need to further add to their notes and
communicate their current knowledge with the teacher.
Elaborate
Materials:
Students will need a class computer with access to the internet.

Ac vity (What will students and teachers do?):

Students will go to Brain Pop and select one of the games about plate tectonics, earthquakes, or
con nental dri . Students will complete the video, game, etc. for their selected ac vity and will then
share their experiences with at least one other classmate. They will also need to write a Google
Classroom/class website post about what they learned by comple ng the Brain Pop ac vity. They will
need to then complete an ac vity that another student recommended in their discussion or post.

Science Process Skills:

This ac vity focuses on communica ng the knowledge and informa on gathered by students.

Evaluate
Materials:
Students will need a piece of ssue paper, a print out provided by the teacher, a pair of scissors, and
tape.

Ac vity (What will students and teachers do?):

Students will recreate the in class ac vity at home. They will need to teach a family member, parent,
sibling, friend, neighbor, etc. about con nental dri and the super con nent that was once on Earth.
Students will need to spend 15 to 20 minutes teaching and answering ques ons. They will then write a
1 page essay about their experience teaching this informa on to someone else. Did they feel confident
teaching it? Was there anything they did not know? etc.

Science Process Skills:

This focuses on communica ng student knowledge.
Lesson D- Finishing Up

Engage
Materials:
Teacher will need a computer, projector, and internet access.

Ac vity (What will students and teachers do?):

Students will watch an “ac on movie trailer” created by the teacher. This “trailer” will be for a film
adapta on of Earth’s tectonic plates and the phenomena associated with them. It will focus on the
forma on of mountains and trenches, as well as one volcanoes and earthquakes. This will serve as an
example for the students’ projects as well/

Science Process Skills:

This focuses en rely on observing as it shows video examples of each fault type and phenomena
associated.

Explore
Materials:
Students will need their notebook, a computer, and internet access.

Ac vity(What will students and teachers do?):

Students will work in pairs to research and create a bubble map that will be used to help build their
“movie trailer” project. Students will need to create a map which includes a main star ng point with
at least 3 subpoints, each with at least 2 subpoints of their own.

Science Process Skills:

This focuses on observing and communica ng as students will uses the bubble map as a means to
communicate the knowledge gained from the observa ons made in their research.

Explain
Materials:
Students will need their notebooks and a pencil.

Ac vity(What will students and teachers do?):

The teacher will present a review PowerPoint that includes informa on regarding plate tectonics,
volcanoes, earthquakes, mountains, etc. that had previously been discussed. As this is presented the
teacher will ask students to relate items to their recent research and will take ques ons from the class
to further clarify on the topic.

Science Process Skills:

This will focus on observing and communica ng. Students will need to further add to their notes and
communicate their current knowledge with the teacher.
Elaborate
Materials:
Students will need a class computer with access to the internet and WeVideo or another similar
product/service.

Ac vity (What will students and teachers do?):

Students will work in pairs to prepare a “movie trailer” regarding plate tectonics on Earth. The trailer
must be 2 to 5 minutes long and must include music and/or narra on, images, at least one applicable
sta s c or reference to an event, and at least 3 key terms from the unit. Students will have most of
the day to work on the project and will be provided with several samples. Students must also
complete a 1 to 3 paragraph explana on of the “trailer”

Science Process Skills:

This ac vity focuses on communica ng the knowledge and informa on gathered by students.

Evaluate
Materials:
Teacher will need a computer, access to the internet and a projector. Students will need access to their
completed videos and their wri en work.

Ac vity (What will students and teachers do?):

Students will introduce, present, and explain their “trailers”. Students will present in a film fes val
style in which they will introduce themselves and the film with a brief statement and will conclude
with a brief statement and a Q&A segment a er the “trailer” is shown. Students will ask applicable
ques ons regarding the topic content in the video.

Science Process Skills:

This focuses on communica ng student knowledge.

Instruc onal Strategies and Adapta ons

Describe instruc onal strategies and adapta ons made in this unit for English Learners, students who are
gi ed and students with special needs. (include three strategies for each type of learner)
All material will be available in both English and Spanish. In class students will have access to
translator programs on their computers as provided by the school. Addi onally, any material that goes
home or requires parent/family support will be provided in English and any necessary alternate
language. As a Spanish speaker myself, I will also give the Spanish version of key terms or important
points during every lesson. Addi onally, most materials and lessons are designed to be mostly visual,
auditory, and kinesthe c, rather than reading based.

For GATE, gi ed, or otherwise advanced students I always encourage a deeper level of thinking.
Students who fall into this category will be encouraged to research other factors that impact the
forma ons and phenomena discussed in this unit. Addi onally, gi ed students will have the
opportunity to assist with the unit in a tutor/teaching role of sorts. Lastly, with the final project GATE
students will be asked to go beyond the “movie trailer” assignment and create an actual 10 minute
scene from the movie by actual filming themselves or other or crea ng a cartoon or other online
version. This will allow students to further develop their understanding of the unit and develop their
technology skills.

For SPED students, class buddies are my general go to. I find that a key part of helping students with
special needs succeed academically is helping them succeed socially as well. Thus, those with
par cular needs are encouraged to buddy up with a peer that can understand and/or help with their
needs. In addi on to this, students with reading, vision, and hearing concerns specifically will be
provided access to reading programs and voice-to-text/text-to-voice programs provided by the school
at all mes. All wri en work may also be submi ed as a voice memo or video style submission to
avoid wri ng or reading concerns that may impede the student’s success. For students who have more
severe or mul ple disabili es, addi onal assistance and accommoda ons including one-on-one aides
and addi onal work me will be provided. All 505 plans and IEPs will of course also be addressed and
taken into considera on when developing accommoda ons.

Community Connec ons

Describe opportuni es to extend learning outside of the classroom to families and/or the community
(include three extension ac vi es)
The San Andreas fault line runs directly through San Bernardino and Palm Springs. Both ci es have
online resources available to the public. These would be included on the Google Classroom/class
website. Addi onal, informa on and worksheets regarding the San Andreas and similar fault lines
would also be included. I believe that the crea on of these types of “family field trips” is very
important.

At the start of this, and every unit, I will send home a packet/le er that includes a series of resources
and ac vi es that students and families can do at home. This is intended to give parents a base of
informa on to gather from and in turn help their students. With this one ac vity will include a piece
of ssue paper and a printout of the globe that can be cut. This can be used for a tectonic plate
movement ac vity where the ssue paper will be accordion folded, then spread out slightly, the cut
out con nents will be taped to the ssue paper. then two people will pull the paper to spread the
con nents apart. This can be used as a way for parents to review the informa on with their children
or for students to review the informa on by teaching it to their parents or siblings.

I think it is important to show students where they can improve. Thus at any point when a graded
assignment is returned, I will give some recommenda ons and provide resources or worksheets that
can help them improve their skills and knowledge. These can be worked on at home or with family
and are designed to be fun and informa ve.

Assessment of Student Learning

Describe the summa ve assessment tool that will be used to assess student learning at the end of the
unit.
I do not believe that standardized tes ng is an effec ve way to gauge learning. Thus for this unit, the
final project of a “movie trailer” will serve as the summa ve assessment. In it, they must display both
technological and English skills, in addi on to the display of understanding regarding the material at
hand. This is designed to be fun and interac ve as students can film or make a cartoon or other form
of video. Allowing for crea ve freedom will also help students gain more knowledge from their peers.
References
Cite any resources used in the development of the unit using appropriate APA format.