Lesson Plan Implementation

Well, I really loved using this model for plate tectonics, specifically what happens at each of the plate boundaries with the group of 6th grade students last week. Because the theory of plate tectonics is such a large scale idea and a very long and slow process, I find that students have a hard time visualizing the processes that take place at plate boundaries. During implementation, I was able to hear students' comments as they modeled the different processes that take place at plate boundaries using the different materials (graham crackers for crust, fruit roll-ups for oceanic crust, and frosting for the asthenosphere), especially at the divergent boundaries where sea floor spreading occurs and at the two continental crust boundaries where mountains form. Students were able to discuss the process after visualizing it happening, as well as, seeing the larger scale model on the video simulations I during the presentation. I heard comments such as, "oh, I get it now" or "oh, I see how that happens now!" Using this model to simulate a real world process was a great way for students to understand the theory of plate tectonics, As I reflect back on this lesson, I thought adding the video simulations to each part of the model was very helpful for students to first model it on a small scale and then see it through a video on a larger scale so they could relate how it actually happens in the real world. Students were actively engaged in the lesson because it was fun, they were able to manipulate the materials in the model to simulate real world activity, and of course were excited to eat the materials used in the end. One thing that I would change in this lesson would be the order in which we drew the illustrations of each model and answered the questions during the investigation. Because of time restrictions, students should only draw the models during the investigation, then answer questions at the end if time allows, or do as a home work assignment or group discussion the next day so you can get through all 4 models during one class period. Because food is involved you really do not have the luxury to finish the investigation the next day if you run out of time. I know right away when I started doing the lesson that if I kept the lesson going at the same pace we would never get through. I changed it after the first model and had the students use their illustrations to answer the questions that went along with the lab for a post lab assignment. In the end, the lesson went well, the students were engaged, and they gained a better understanding of what takes place at each of the plate boundaries.