Plate Tectonics: a full term of science

Ten ready-to-teach lessons for Year 8 Earth and space sciences. Print this pack and the term is prepared: every lesson has a plan, talk prompts, a student worksheet, cards or tickets, and answers.

Start here: five minutes to Monday

1. Skim the term at a glance on the next page.
2. Print the lesson you need (plan, worksheet, cards).
3. Gather everyday items under You need on the plan.
4. Open the free interactive unit on your board.
5. Teach from the plan: timings, prompts and answers are on one page.

No science background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan. Safety: no open flames or boiling water unless an adult controls a warm-water step named on the plan.

The term at a glance

One lesson a week for a term. Run in order where you can.

Curriculum links (Australian Curriculum V9)

The term teaches AC9S8U03. Lessons also work these Inquiry and Human Endeavour descriptors:

Assessment

• Every plan ends with answers and look-fors.
• The assessment kit near the front has a rubric and class checklist.
• Lesson 10 is the summative check and model task.

Materials for the whole term

One gathering session covers all ten lessons. Prefer classroom and home items. No science cupboard required. Adult handles any warm water.

Safety in one look

• No open flames, hotplates or boiling water for children.
• Adult pours warm water when a plan needs heat.
• Wipe spills; keep floors clear.
• Food allergy checks before any tasting stations.

Assessment without extra work

Lesson plans carry look-fors. Lesson 10 is summative. Use this sheet for ongoing notes.

The three levels

Class observation checklist

A tick a lesson is plenty.

Word wall cards

Cut out and build the wall as words arrive across the term.

Dear families

This term in science, Year 8 explores plate tectonics. We use observation, simple tests and clear science words. Ask: What did you notice today? What evidence did you use?

Try this at home

• Talk about a pattern you both notice outdoors or in the kitchen.
• Ask for one science word from the week and use it in a sentence.
• Draw a simple diagram of something they investigated.

Warm regards,

The Year 8 team

seegongsik.com/au/y8/earth-and-space/AC9S8U03/pack

Inside the Earth: layers and plates

Children explore “Inside the Earth: layers and plates” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind inside the earth: layers and plates in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Inside the Earth: layers and plates” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about inside the earth: layers and plates.
• Drawings or numbers match the board story.

Inside the Earth: layers and plates

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Divergent boundary: plates pull apart

Children explore “Divergent boundary: plates pull apart” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind divergent boundary: plates pull apart in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Divergent boundary: plates pull apart” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about divergent boundary: plates pull apart.
• Drawings or numbers match the board story.

Divergent boundary: plates pull apart

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Convergent boundary: plates collide

Children explore “Convergent boundary: plates collide” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind convergent boundary: plates collide in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Convergent boundary: plates collide” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about convergent boundary: plates collide.
• Drawings or numbers match the board story.

Convergent boundary: plates collide

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Transform boundary: plates slide past

Children explore “Transform boundary: plates slide past” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind transform boundary: plates slide past in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Transform boundary: plates slide past” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about transform boundary: plates slide past.
• Drawings or numbers match the board story.

Transform boundary: plates slide past

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

The evidence for plate tectonics

Children explore “The evidence for plate tectonics” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind the evidence for plate tectonics in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “The evidence for plate tectonics” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about the evidence for plate tectonics.
• Drawings or numbers match the board story.

The evidence for plate tectonics

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Inside the Earth: layers and plates

Children explore “Deeper look: Inside the Earth: layers and plates” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind inside the Earth: layers and plates in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Inside the Earth: layers and plates” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about inside the Earth: layers and plates.
• Drawings or numbers match the board story.

Deeper look: Inside the Earth: layers and plates

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Divergent boundary: plates pull apart

Children explore “Deeper look: Divergent boundary: plates pull apart” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind divergent boundary: plates pull apart in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Divergent boundary: plates pull apart” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about divergent boundary: plates pull apart.
• Drawings or numbers match the board story.

Deeper look: Divergent boundary: plates pull apart

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Convergent boundary: plates collide

Children explore “Deeper look: Convergent boundary: plates collide” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind convergent boundary: plates collide in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Convergent boundary: plates collide” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about convergent boundary: plates collide.
• Drawings or numbers match the board story.

Deeper look: Convergent boundary: plates collide

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Transform boundary: plates slide past

Children explore “Deeper look: Transform boundary: plates slide past” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind transform boundary: plates slide past in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Transform boundary: plates slide past” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about transform boundary: plates slide past.
• Drawings or numbers match the board story.

Deeper look: Transform boundary: plates slide past

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Show what we know

Children explore “Show what we know” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind show what we know in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Show what we know” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about show what we know.
• Drawings or numbers match the board story.

Show what we know

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.