TCNJ Lesson Plan

Graham Cracker Plate Tectonics

Student Name: Kristen Gombas

Grade Level: Third Grade

School Name: Hopewell Elementary

Host Teachers Name: Ms. Hamilton

Guiding and/or Essential Questions:

How does the movement of tectonic plates change the Earth?
Why/how do scientists create and test hypothesis?
Why/how do scientists conduct research?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
The students have not learned about tectonic plates in school, so I will need to
introduce this idea. Students have had prior lessons on the earth and created a model of the
layers. They should know that the crust sits on top of magma. Students have not used the word
hypothesis so far in 3rd grade science class, but have made them under the name claim.
Standards:
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earths features.
Learning Objectives and Assessments:
Learning Objectives

Assessment

Students will identify the three different types

of fault lines.

Students will perform the experiment and

record observations about each type of fault.
Also, the teacher will have students show each
plate movement with their hands.
Teacher will assess for correct identification
of the three types of fault lines in their
observations.

Students will create a hypothesis based on

research before the lab and reflect on it after
making observations.

Students will write a research based on

research, then after the lab students will
evaluate their hypothesis.
The teacher will assess for logical hypothesis
by reviewing each students hypothesis.

Students will describe how the earth changes

because of tectonic plates.

Materials/Resources: (List materials, include any online or book references and resources)
Graham crackers
frosting
paper plates
marker
plastic spoon/knife
Worksheet packet
Idea and worksheets from Ms. Hamilton and the other third grade teachers
Plan for set-up/distribution/cleanup of materials:
The packets will be passed out by me during whole group instruction. The plates will be
distributed after the research part of the lesson so they do not cause a distraction. While the
students are researching I can put graham crackers and frosting at each station. If this is likely to
cause a distraction, I can ask Megan to put the materials at each station while I am going over the
directions. Students can hand in their packets to me, or if there is already a place they hand in
work they can put it there. I will clean up the rest of the materials after the students transition to
the next period.
Step by Step plan (numbered):
1.
Lesson beginning: Students will be at their desks so there can be a whole group
discussion. I will begin by telling the students we need to think like scientists because we are
learning something brand new about the earth today. I will first review the layers of the earth,
focusing on the crust and the mantle. I will ask the students to verbally list all the facts they
know about these two layers. If not listed, I will lead the students to saying that the crust sits on
top of the mantle and that the crust is broken into parts. Then, I will write plate tectonics on the
board and explain that this is the concept that the plates move on top of the magma. Faults are
where two plates meet.
2.
I will pass out the packets and explain that today we will perform a lab that looks at three
different types of plate movement. I will ask for one student to read the question.
3.
I will move on to the hypothesis and pause to ask what they think that word means. After
taking some ideas, I will explain that it is a claim scientists make that can be tested. For example,
if someone asked you what two colors make purple, a hypothesis would be red and blue mixed
together make purple. Is that testable? What experiment would we do to test this?
4.
Students will be split into small groups of six to research plate tectonics and form a
hypothesis. I will count them off by three and direct each group to a different area of the room
(center desks, side table, back table). Each group will send one person to get a pair of iPads.
They will have 10 minutes to research and form a claim.

5.
Students will return the iPads and I will read the paragraph on the top of the second page
of the packet. The will remain in their small groups. I will pass out paper plates and have the
students divide the plate into three equal pieces. I will go over what they will be doing. They will
be using frosting and graham crackers to represent magma and the earths crust. We will be
moving the graham crackers like different faults and recording how the frosting/magma reacts. I
will have the students flip to the observation page so the will know where to record their
diagrams and observations. Since there are three teachers, each of us will be at one station. Each
station has a different type of fault.
6.
Each group will have about five minutes at each station. They will record their data in
their lab packet.
Strike-Slip Fault: Students will label one section of their plate Strike-Slip Fault. Place a small
amount of frosting in this section and use a knife/spoon to flatten it out. Place two crackers on
top of the frosting side by side. Push the crackers in opposite directions (refer to diagram for
help). The slide should erode the side of the cracker away.
Normal Fault: Students will label one section of their plate Normal Fault. Place a small amount
of frosting in this section and use a knife/spoon to flatten it out. Place two crackers on top of the
frosting side by side. Push each cracker gently down and away from one another (see diagram
for help). The magma should fill in the space between and create new land.
Reverse Fault: Students will label one section of their plate Normal Fault. Place a small
amount of frosting in this section and use a knife/spoon to flatten it out. Place two crackers on
top of the frosting side by side. Push the crackers towards each other. A small mountain should
form.
7.
After completing all the stations, students will return to their desks and reflect on the
lesson by completing the last page in their packet. They must write about whether their
hypothesis is correct and use their observations as evidence. There is also a true or false section
to be completed. Students will hand in their packet.
8.
As a quick review I will read the true and false statements and have students give a
thumbs up for true and a thumbs down for false. I then name a fault line and ask them to
demonstrate the movement using their hands.
Key Questions (that you will ask):
What are the layers of the earth?
What are characteristics of the crust and mantle?
What is a hypothesis?
How does the movement of plate tectonics change the earth?

Logistics:
Timing: 60
Lesson beginning: 5
Hypothesis and Research: 15

Directions and Plate: 3

Stations: 15
Last Page of Packet: 10
Closing: 2
.
Transitions:
The students will begin the lesson in a whole group and then split into small groups. I
will tell each group where to go so there is no confusion. Instead of calling the students back to
their desks, I will do my instruction of the lab while they are still in small groups. I will have to
make sure all groups can see me. The groups will be signaled to rotate by a bell or the wind
chimes. Students will return to their desks to finish the packet and remain there until the next
period.
Classroom Management:
Having students work in small groups will reduce the amount of management problems
because there will be a teacher with them. The materials will be passed out right before the lab so
students are not distracted during instruction. If any groups are not working well together I will
see this during the research part of the lesson and can switch students around before going into
the lab part. They will have about 5 minutes but I will observe to see when the groups finish so
there is not a lot of time to fool around with the frosting.
Differentiation
S and M cannot be in the same group so I will have to plan a way to make groups so that
they are separated. They sit next to each other so counting off should work. If not, I pre-made a
list of groups.
The observations page tells the students to draw detailed diagrams and label it. I will
remind students of this and say pictures are okay so that students who struggle with writing can
have observations.