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Grade 6 · unit review

Review: Earth Plates and the Rock Cycle

Model plate boundaries and rock transformations.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Which scientific label fits the specifically described step or feature? Supplied case: Spreading ridge separates plates.
Need a hint?
  • Look for the described feature: plates move apart.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.
2. Which scientific label fits the specifically described step or feature? Supplied case: Molten material hardens.
Need a hint?
  • Look for the described feature: molten material solidifies.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.
3. Supplied case 5: model rate (cm/year)=6; elapsed years=10, using the explicitly named quantities. Displacement in centimeters equals centimeters per year multiplied by years. What result follows?
Need a hint?
  • Displacement in centimeters equals centimeters per year multiplied by years.
  • These model rates are not measurements of a named plate.
4. Which scientific label fits the specifically described step or feature? Supplied case: Matching ancient organism remains.
Need a hint?
  • Look for the described feature: matching ancient organism evidence.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Create a four-panel explanation for “Earth Plates and the Rock Cycle” using one supplied case from each lesson. Include the observation, scientific mechanism or calculation, result and a limitation. You may draw and speak your explanation; all inputs are supplied.

Work on paper or in your own document. Explain the choices you made.

  • Use one supplied case from each of the four lessons.
  • Name the relevant structure, quantity or process in every panel.
  • Show calculations with units or a causal evidence chain.
  • Distinguish source facts from fictional classroom data.
  • State a model limit or a condition that would change the result.
Compare with a model response

Panel 1: Two plates move apart at a ridge where new crust forms. Predict the pattern as time passes. Which inference or prediction is best supported? Result: Older crust is carried farther from the ridge.. Reasoning: Formation near the ridge and outward motion generate an age-with-distance pattern. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 2: A supplied rock melts, then the melt cools and crystallizes. What sequence is supported? Which inference or prediction is best supported? Result: Melting produces magma; cooling can form igneous rock.. Reasoning: Melting and crystallization describe different physical stages while matter remains. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 3: Supplied case 1: model rate (cm/year)=2; elapsed years=10, using the explicitly named quantities. Displacement in centimeters equals centimeters per year multiplied by years. What result follows? Result: 20 cm. Reasoning: Substitute the supplied values: (2)*(10) = 20 cm. Multiply a rate by time. Long extrapolations require the constant-rate assumption. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 4: Matched fossil types occur on separated coasts, and fit/rock patterns also align. What is supported? Which inference or prediction is best supported? Result: Several independent patterns can support former connection and plate movement.. Reasoning: Converging evidence strengthens a tectonic interpretation but does not supply exact unmeasured details. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.