Name: _____________________________________________ Period: _________
Handout A3—Plate Tectonics Rocks
A Lesson by Mary Curtis & Brittany Heller
in collaboration with Carol Waters
Here’s your chance to Rock and Roll with Plate Tectonics!! Just think—you are going to show
the class just what it means to be a transform, converging, or diverging plate boundary.
Ready?! Put on your creative hats and let’s –Shake, Rattle, and Roll your plates to a groovy,
earthquakin’ beat with a hot lava tune! Let’s show the plates in motion!
Purpose
To describe different plate boundaries and be able to recognize them through student’s
acting and creative drawing.
Procedure
1. Choose or be assigned a plate boundary:
a. Transform
b. Converging
1. Colliding (two plates of the same composition)
2. Subducting (one plate oceanic and one plate continental composition)
c. Diverging
2. Discuss with your group the movement and characteristics of the plates you were
assigned.
a. Determine: How can you effectively act out the plate boundary? What “characters”
will you need? What role will they take? How can you portray it through acting with
no talking?
b. Be sure to discuss the directions plate move, the resulting landform(s), the possible
natural hazard(s) associated with the plate movement, what happens to the land
(any melted rock, pressure, movement of plates due to convection, etc.)
3. Take 15 minutes to come up with a skit that describes your type of plate boundary
and its movement.
4. Make “costumes” to help describe your “characters.” You may use construction pa
per, butcher paper, tape, markers, & scissors to make your costumes.
a. Here are just SOME examples of types of roles/characters. Please use your
imagination!
1. Crust (Continental & Oceanic), Convection Current(s), Magma/Lava,
Volcano, Mountains, Valley, Trench, earthquakes, etc.
5. You must use at least two sheets of paper—one for each plate.
6. Be sure to include arrows to indicate direction of plate movement.
7. Hold a couple “dress rehearsals” to go over the skit with your group. Discuss if the
audience will be able to determine what type of plate boundary and movement your
group will be portraying.
8. Final Performance – each group will perform in front of the class. Your performance
will take no longer than 2 minutes. During each performance, the audience will observe the groups and write down the type of plate boundary & its movement.
Plate Tectonics Rocks!
It’s Time to Shake, Rattle, and Roll!
1
Name: _____________________________________________ Period: _________
Handout A3—Plate Tectonics Rocks
A Lesson by Mary Curtis & Brittany Heller
in collaboration with Carol Waters
Plate Boundary Skit: Part 1
1. Type of plate boundary assigned. ______________________________________
2. Write a brief description of your plate boundary. Include the direction of movement and
examples found throughout the world below.
3.
Complete the table below.
Student Name
Role/Character
Description of Role
Plate Tectonics Rocks!
It’s Time to Shake, Rattle, and Roll!
2
Name: _____________________________________________ Period: _________
Handout A3—Plate Tectonics Rocks
A Lesson by Mary Curtis & Brittany Heller
in collaboration with Carol Waters
Plate Boundary Skit: Part 2
Audience directions: Audience members will watch each group respectfully and complete the
table below.
Group #
Type of Plate Boundary
Movement
1
2
3
4
5
6
7
8
Reflection:
1. What did you enjoy about this activity?
2. What changes would you make to it to improve it for future students?
Plate Tectonics Rocks!
It’s Time to Shake, Rattle, and Roll!
3
Handout A4—Plate Tectonics Rocks
A Lesson by Mary Curtis & Brittany Heller
in collaboration with Carol Waters
Plate Tectonics Rocks!
It’s Time to Shake, Rattle, & Roll!
Grading Rubric
Student Name: _______________________________________________
CATEGORY
Picture/Props/Costume
(25 Points)
4 (Excellent)
The picture clearly
shows the type of plate
boundary/ movement
and resulting natural
hazards and physical
features.
3 (Average)
The picture somewhat
clearly shows the type
of plate boundary/
movement and resulting natural hazards and
physical features.
2 (Fair)
The picture does not
clearly shows the type
of plate boundary/
movement and resulting natural hazards and
physical features.
1 (Poor)
There is no picture included in the presentation.
Plate Boundary
(25 Points)
Supportive facts accurately describe the type
of plate boundary/
movement.
Supportive facts are
mostly accurate in the
description of the type
of plate boundary/
movement.
Supportive facts somewhat accurately describe the type of plate
boundary/ movement
with some confusion.
Supportive facts do not
accurately describe the
type of plate boundary/
movement.
Resulting Natural Hazards
and Physical Features
(25 Points)
Supportive facts accurately describe the resulting natural hazards
and physical features.
Supportive facts are
mostly accurate in the
description of the resulting natural hazards
and physical features.
Supportive facts somewhat accurately describe the resulting
natural hazards and
physical features.
Supportive facts do not
accurately describe the
resulting natural hazards and physical features.
Participation and overall
presentation
(25 Points)
The group functioned
exceptionally well. All
members listened to,
shared with and supported the efforts of
others. The group (all
members) was almost
always on task!
The group functioned
pretty well. Most members listened to, shared
with and supported the
efforts of others. The
group (all members)
was almost always on
task!
The group functioned
fairly well but was
dominated by one or
two members. The
group (all members)
was almost always on
task!
Some members of the
group were often off
task AND/OR were
overtly disrespectful to
others in the group
AND/OR were typically
disregarded by other
group members.
Total
(100 Points)