Name _______________________ Partner __________________________ Period _____

Plate Tectonics Model Project - Due Date _Tuesday, 2-24-15_

Your Goal:

Create a video with narration that models the movements at plate

boundaries. You can use just about anything (Legos, toys, food,

wood, humans, etc.) to model six different plate boundaries

specified in your project packet. You must narrate your video. Your

narration must include both vocabulary from designated word-

banks, but also how the plate movement relates to one of

Newton’s Laws of Motion. You will be graded highly on creativity and effort. 

Steps to Follow for this Project: 

Research the following plate boundaries: 1) convergent boundary with oceanic to continental

plates, 2) convergent boundary with oceanic to oceanic plates, 3) convergent boundary with

continental to continental plates, 4) divergent boundary with oceanic to oceanic plates, 5)

divergent boundary with continental to continental plates, and 6) transform boundary with

continental to continental plates. Determine what types of crustal formations are made at the

boundaries listed above.

Determine what materials you will use to model these boundaries. You may use just about

anything, but you need to use materials that clearly demonstrate plate movement and the crustal

formation created by it. If you do this project at school, you can use the chrome books to video

plate movement of your six models; otherwise you need to determine how you will film your

video at home.

Use the website “Movenote” or other technology approved by your teacher to record and narrate

plate movement in each model.

Write a script using words from the word-bank provided to narrate or explain what exactly is

happening in each model.

Leave time to put all the pieces together (gathering materials, finding a location, filming, script

writing, editing, and overlaying your narration on your video.

Submit your video electronically to Ms. Gregory or fill in your URL in Ms. Gregory’s drop box on

her website.

Day One – Planning Your Models:

Determine how you will model each of the six plate boundaries.

Who will create? Film? Write? Narrate? Edit? There are many parts of this project that must be

done to have a completed project to turn in.

Determine what materials will you need and how much.

Determine how you will label features so your audience will better understand what is happening

From which angle will you film in order to best show plate movement?

Will you be doing this at school using chrome books or will you film at home?

Begin writing scripts for each of the six plate boundary models. You must use words from word-

banks provided and relate the plate movement to one of Newton’s Laws of Motion.

Checkpoint (Day 1):

___ Materials to create models __________________________________

___ Roles assigned for creating, filming, writing, narrating, and editing

___ Location determined for creating project _______________________

___ Filming and Editing tools determined __________________________

___ Labels determined ________________________________________

___ Scripts for each of the six models started using word-banks and Newton’s Laws

___________________________Teacher Signature

Day Two – Complete Scripts: 

Scripts for each of the six models must be completed today. All words in each word-bank must be

used correctly in scripts.

1) Convergent Boundary with Oceanic to Continental Plates

2) Convergent Boundary with Oceanic to Oceanic Plates

3) Convergent Boundary with Continental to Continental Plates

4) Divergent Boundary with Oceanic to Oceanic Plates

5) Divergent Boundary with Continental to Continental Plates

6) Transform Boundary with Continental to Continental Plates

Word-Bankasthenosphere, oceanic plate, continental plate, convergent boundary, subduction, trench, volcanic mountains, one of Newton’s Laws of Motion

Word-Bankasthenosphere, oceanic plate, oceanic plate, convergent boundary, subduction, trench, island arcs, one of Newton’s Laws of Motion

Word-Bankasthenosphere, continental plate, continental plate, convergent boundary, folded mountains, one of Newton’s Laws of Motion

Word-Bankasthenosphere, oceanic plate, oceanic plate, divergent boundary, ocean floor spreading, mid-ocean ridge, one of Newton’s Laws of Motion

Word-Bankasthenosphere, continental plate, continental plate, divergent boundary, rift valley, one of Newton’s Laws of Motion

Word-Bankasthenosphere, continental plate, continental plate, transform boundary, shearing, fault, one of Newton’s Laws of Motion

___________________________Teacher Signature

Checkpoint (Day 3):

Filming and editing should occur on Day 3. Make sure to match narration to the movement occurring at

the plate boundary. Additionally, make sure you relate the movement to one of Newton’s laws. In

other words, explain how the plate movement represents one of Newton’s Laws of Motion.

_________________________Teacher Signature

Plate Tectonics Video Model Project Rubric

_____ Video contains all six models (12 pts.)

_____ Narration for all six models is included with video (12 pts.)

_____ How Newton’s Laws relate to each model is included in each narration (12 pts.)

_____ Word-bank vocabulary included in each narration (12 pts.)

_____ Project packet turned in along with video file or URL (2 pts.)

CATEGORY 10 7 4 1

Models Models have been well thought out and accurately display crustal formations, boundaries, etc.

Student did an ok job constructing models accurately displays crustal formations, boundaries, etc.

Student did an poor job constructing models or is but is missing crustal formations, boundaries, etc.

Some models are not poorly constructed or are messy and hard to understand.

Narration/Scripts Student demonstrates an exceptional understanding of Plate Tectonics. All words from word-banks used in narration and narration matches action in video.

Student demonstrates an ok understanding of Plate Tectonics. Most words from word-banks used in narration or narration almost matches action in video. Could use more time editing.

Student demonstrates a minimal understanding of Plate Tectonics. Only a few words from word-bank used in narration or narration doesn’t match action in video.

Student did not demonstrate understanding of Plate Tectonics based on narration in videos.

Video Video clearly and concisely demonstrates exceptional understanding of Plate Tectonics.

Video demonstrates an ok understanding of Plate Tectonics. Some parts of video show inaccurate information.

Video demonstrates a minimal understanding of Plate Tectonics. Many parts of video show inaccurate information.

Video did not demonstrate understanding of Plate Tectonics.

Plate Movement Student did an excellent job creating plate boundaries. Labels or arrows have been added to show the direction of plate movement. Plate movement is logical.

Student did an ok job creating plate boundaries. Labels or arrows have been added to show the direction of plate movement, but some plate movements are illogical.

Student did a poor job creating plate boundaries. Labels or arrows have not been added to show the direction of plate movement or many plate movements are illogical.

Student did not demonstrate understanding of Plate Tectonics based on plate movement.

Creativity The project reflects an exceptional degree of student creativity.

The project reflects student creativity in its creation and/or display.

The project reflects little student creativity in its creation/and or display.

The project does not reflect creativity.

Types of Plate Boundaries Organizer and the Results of Each Type

Continental : Oceanic – Convergent Boundary 

Results: Subduction zone, basaltic oceanic crust is more dense than granitic continental crust.  Deep

Ocean Trenches and Volcanic Mts. on Land. ex. Cascade Mountains in the Pacific Northwest US and

the Andes Mountains in South America. 

Oceanic : Oceanic – Convergent Boundary

   

Results: Subduction zone.  Deep Ocean Trenches, Island Arcs, Undersea Volcanism.  ex. Mariana

Trench, Japan, Aleutian Islands (Alaska)

Continental : Continental – Convergent Boundary

Results: Folded Mountains on Land.  ex. Himalayan Mts., the Alps in Europe, the Appalachian Mts.

Oceanic : Oceanic – Divergent Boundary

 

Results:  Mid-Ocean ridges surrounded by new oceanic crust, the newest crust is closest to the rift

zone. ex. Mid-Atlantic Ridge, East Pacific Rise.

Continental : Continental – Divergent Boundary

 

Results:  Young plate boundaries, rift valleys that may eventually fill with ocean water creating a new

ocean and then it becomes an oceanic-oceanic divergent boundary/mid-ocean ridge. ex. Great Rift

Valley Africa, Lake Superior in North America (ancient/dormant rift).

Transform Boundaries

 

Results:  Moderate Earthquakes on land or on the ocean floor, shearing force.  ex. San Andreas fault

(California, USA), North Anatolian fault (Turkey, active), Chaman fault (Pakistan, active), Dead Sea

fault (Middle East).