1. Prepare for a Relay Race:
Row 1: Color the Transform Boundaries
Row 2: Color the Divergent Boundaries
Row 3: Color the Convergent Boundaries
Row 4/Side: Circle the Main Tectonic Plates and Color in the Oceans

3. Opening LESSON INTRODUCTION
* State the Objective(s)/Standard (s)- Sc.7.4b – Explain the causes and effects of historical processes shaping the planet Earth (movement of continents, continental plates, subduction zones, trenches, etc.)
* State the Purpose (Big Idea) - This week’s lessons are essential to compile evidence to answer how events under the Earth shape the planet and determine resources and materials available on the surface to support life.
Student reads while I pass white boards/markers

4. Knowledge Targets Students must:
Identify subduction zones and trenches
Explain how the zones are related to the movement of tectonic plates and the shape of the land/sea
- Students must know explicit information is stated directly in the text.
- Students must know an inference is implied in the text through clues, but is not explicitly stated in the text

5. Activate Prior Knowledge
Correctly label pictures/examples as:
Subduction zone
Mountain
Trench
Fault line
Ridge

6. Subduction zone
Mountain
Trench
Fault line
Ridge

7. Subduction zone
Mountain
Trench
Fault line
Ridge

8. Subduction zone
Mountain
Trench
Fault line
Ridge

9. Subduction zone
Mountain
Trench
Fault line
Ridge

10. Subduction zone
Mountain
Trench
Fault line
Ridge

11. I Do
I will provide definitions of vocabulary. I will show examples from anticipatory set again and walk through each answer.

12. Vocabulary Words
Subduction zones. Trenches. Mountain Range. Ridge. Fault Line.

13. Subduction zone
Mountain
Trench
Fault line
Ridge
WE DO

14. Work Period (You Do) Agenda
Quiet volume with groups or silent and alone
In groups, students will complete the following task(s):
-Students will collaboratively read a given case study of an earthquake zone and create a wanted poster for each scenario. Students will list violations, description, hideout, and cost of damages for each case. When reading is complete, student groups will have to share what they have created from their readings.
Independently, students will complete the following task (s):
- Students will be given a map of the tectonic plates on the globe. Arrows will be drawn in showing the movement of the plates in relation to each other. Students will label connections as sites to likely cause trenches, mountains, or earthquakes.

15. Name It Picture Where? When? # Killed $ Cost
What makes it special?
Where?
When?
Magnitude #
Quake or Tsunami?
What caused it?
# Killed
$ Cost

17. Closing
* Have each group to share if vocabulary could be used in other contexts or be defined with Greek or Latin roots. * Have each group to share the evidence or examples from their assigned text that support their assigned text-based questions. * Have each group to tell if their responses are explicit or inferred, justifying their answers with specific details from the text.