Energy Flow & Tectonics

Unit: Exploring Earth's Layers (Lesson 5 of 5)

Grade: 8th Grade
Duration: 45 minutes
Class Size: 30 students
Subject: Science
Instructor Style: Inquiry-based, hands-on, equity-focused

Learning Objectives

By the end of this lesson, students will be able to:

I can explain how energy from Earth's interior causes tectonic plate movements.
I can describe the relationship between seismic waves and tectonic activity using models.
I can collaboratively create and present a model that illustrates energy flow through Earth’s layers and its impact on tectonics.

Standards Alignment (Common Core & Next Generation Science Standards)

Standard Type	Standard Code	Description
NGSS - Performance Expectation	MS-ESS2-3	Analyze and interpret data on the distribution of fossils and rocks to provide evidence of past plate motions.
NGSS - Disciplinary Core Ideas	ESS2.B: Plate Tectonics and Large-Scale System Interactions	Earth's systems interact causing tectonic activity, driven by energy flow.
NGSS - Science and Engineering Practices	Developing and Using Models	Construct, use, and revise models to explain phenomena and design solutions.
CCSS - Reading Informational Text	RI.8.1, RI.8.4	Cite textual evidence; determine word meaning in scientific texts.
CCSS - Speaking and Listening	SL.8.1, SL.8.4	Engage in collaborative discussions; present claims and findings clearly.

Materials

Diagram posters of Earth's layers
Student sets of colored clay or craft supplies for model creation
Seismic wave animation video (captions/subtitles enabled)
Whiteboard and markers
Dyslexia-friendly printed text excerpts about seismic waves and energy flow (structured with clear fonts, line spacing, and color highlighting)
Graphic organizer handouts (visual, dyslexia-friendly)
Timer or stopwatch
Rubric for group presentations (simple language, visual icons)

Lesson Plan Timeline

1. ENGAGE (5 minutes)

Begin with the question: "What makes the Earth's surface constantly change?" Write responses on the board.
Show a 1-minute animation illustrating seismic waves generated from an earthquake and tectonic plate movement.
Prompt brief turn-and-talk: "What do you notice about the connection between seismic waves and Earth's layers?"
Supports: Sentence starters provided for ELL/dyslexic students (e.g., "I notice that...").

2. EXPLORE (10 minutes)

Activity: Students work in groups of 4 to manipulate clay or craft supplies to build a 3D model showing Earth’s layers and arrows indicating energy flow from inner core to crust.
Hand out dyslexia-friendly text summaries with simplified explanations and key vocabulary (e.g., mantle convection, seismic waves, plate boundary).
Teacher circulates, asking guiding questions:
- "How do you think the energy moves through these layers?"
- "How might this energy cause plates to move?"
Groups record observations on graphic organizers.

3. EXPLAIN (10 minutes)

Groups share explanations using their models with the class (2 mins per group).
Teacher models explicit scientific vocabulary pronunciation and usage.
Clarify misconceptions by linking student models to scientific concepts: energy from radioactive decay heats the mantle, causing convection currents that move plates.
Use visual anchor charts to highlight key concepts: Energy flow → Mantle convection → Plate motion → Seismic waves.

4. ELABORATE (15 minutes)

Group Project: Each group creates a brief presentation answering:
- How does energy from inside Earth cause tectonic plate movement?
- How are seismic waves evidence of this movement?
Use a step-by-step presentation scaffold to support diverse learners: topic sentence, visual/model explanation, real-world example.
Groups practice and then present.
Peers use a simple peer-feedback rubric with smiley faces to evaluate clarity and teamwork.

5. EVALUATE & CLOSE (5 minutes)

Whole-class reflection: Students write an exit ticket responding to "Explain in your own words how energy moves through Earth's layers to cause earthquakes."
Collect exit tickets to assess individual grasp of concepts.
Teacher provides immediate verbal feedback to groups where needed.

Success Criteria

Students accurately describe energy flow through Earth’s layers and its effect on plate movement.
Students use scientific vocabulary appropriately during presentations and discussions.
Students demonstrate teamwork and clear communication in group tasks.
Exit ticket responses show understanding of key concepts with appropriate depth.

Differentiation Strategies

Learner Profile	Strategy
Dyslexic learners	Use dyslexia-friendly text formats; provide audio recordings of text; visual models; clear, organized graphic organizers.
English Language Learners (ELLs)	Provide sentence frames, key vocabulary lists with images; paired discussions; bilingual glossary where applicable.
Students with IEPs	Flexible grouping for peer support; allow use of speech-to-text for exit ticket; extra processing time; tactile learning through clay models.
Advanced learners	Challenge to create a diagram that shows how seismic wave types differ through layers; research recent earthquake data; add a short written explanation.

Extension Activities

Independent research project: Students investigate a recent earthquake and describe how seismic energy was transmitted through Earth's layers.
Create a digital animation or stop-motion video demonstrating energy flow and resulting tectonic movement.
Debate the impact of tectonic activity on human populations and how scientists prepare communities.

Notes on Instructional Approach

Emphasize inquiry by prompting open-ended questions and encouraging student exploration rather than rote memorization. Facilitate a supportive environment where students feel comfortable sharing partial ideas and building on peers’ thinking. Use frequent formative checks to ensure understanding and adapt pacing as needed. Celebrate every student’s contribution to build scientific identity and classroom community.

Prepared by AI for an Inquiry-Based Science Classroom
Designed to engage diverse learners while closely aligning to Common Core and NGSS standards in a rigorous but accessible manner.

Teaching Instructions