Exploring Plate Tectonics: Age of Crustal Rocks -- Data Lab (NGSS HS-ESS1-5)

Investigate how the ages of Earth’s crustal rocks provides evidence for the theory of plate tectonics in this minds-on data lab. Students will 

• use a key to color oceanic crust by age
• analyze the data to identify patterns and infer that new crust is created at mid-ocean ridges
• infer the movement of plates at mid-ocean ridges and identify these as divergent boundaries (suggested by the age of rocks increasing as they move away from the boundary)

This activity provides students with the opportunity to draw conclusions about plate tectonics, moving away from the “teaching as telling” approach and more toward student “meaning-making” through observation, analysis, and discussion.

Learning Targets:

• Students will analyze the ages of oceanic crust to provide evidence for the theory of plate tectonics.

This lesson includes:

• 5 student pages
• detailed teacher lesson guide (8 pages)
• answer keys

How can this lesson be used?

• guide student discovery of the movement of Earth’s plates
• practice analyzing and interpreting data
• a low-prep, engaging activity for substitute days

How much class time will this take?

• This activity can be completed within one class period. 

Is this NGSS-aligned?

This resource is part of a storyline designed to work toward the tagged Next Generation Science Standards. Because Performance Expectations are designed to assess learning by the end of the grade band, unit material may not fully assess every Performance Expectation tagged in the post.

Explore the completeEvidence For Plate Tectonics bundle here</a> or access through the Spark Subscription.

This activity works toward student mastery of the Disciplinary Core Ideas, Science and Engineering Practices, and/or Crosscutting Concepts in the tagged Performance Expectations.

This activity engages students in the following Science and Engineering Practices:

• Analyzing and Interpreting Data
• Constructing Explanations and Designing Solutions

This activity encourages students to think about the following Crosscutting Concepts:

• Patterns

Can I see an example of how you structure your lessons and student materials?

Download my Let's Talk Trash Anchor Phenomenon freebieHERE</a>!

What if I have questions?

You can email me at nvantassel@iexplorescience.com with questions about resources or implementation. I'm happy to help!

Check Out These Related Resources

• Graphing Seismic Waves: Evidence For Earth's Layers
• Exploring Plate Tectonics: Age of Crustal Rocks NGSS HS-ESS1-5
• Exploring Plate Tectonics: Landforms & Surface Features
• Evidence For Earth's Layers - CER Argumentation - Google Slides HS-ESS2-3
• Evidence For Earth's Layers - CER Engaging In Argument - Print HS-ESS2-3
• Modeling Convection: Evidence For Earth's Layers NGSS HS-ESS2-3
• Describing Earth's Layers NGSS HS-ESS2-3
• What's Inside Earth? [Volcano Investigative Phenomenon + Activity]
• Earth's Structure and Plate Tectonics - Digital and Print Workbook
• Rock Cycle Journey - Cycling Of Earth's Materials
• Evidence for Earth's Structure & Earth's Layers - NGSS HS-ESS2-3 *BUNDLE*
• Discovering Plate Tectonic Theory: Mapping Volcanoes & Earthquakes
• Catastrophic Cycles - Geoscience Processes & Plate Tectonics [Middle School Performance Expectations] *BUNDLE*
• Evidence For Plate Tectonics - Crustal Rocks & Surface Features - HS-ESS1-5 *BUNDLE*

This activity bundle is part of a complete unit storyline that works towards these standards:

• HS-ESS2-3Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
• HS-ESS1-5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
• HS-ESS2-1 Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. (progress towards)

What Other Teachers Are Saying:

⭐️ “I used this with my students as we began our discussion of plate tectonics this year. They were able to relate the topic to other things we had discussed like sea-floor spreading. It was a great visual for them to use to explain this topic!”

⭐️ “I have been having trouble finding resources that seem to be truly NGSS-aligned, but this activity is so helpful!  It really prompts students to analyze the data they're working with and come to an understanding on their own.”

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