The document instructs students to draw and label four types of plate boundaries: 1) a divergent boundary, 2) a convergent boundary involving oceanic-continental collision, 3) a convergent boundary involving continental-continental collision, and 4) a transform boundary. It then asks a critical thinking question about which boundary the classroom model was unable to depict and how it could be shown by adding materials to the graham cracker and frosting plate tectonic model.

1. ANSWER ON A SEPARATE SHEET OF PAPER!
Draw and label the following plate boundaries
1. Divergent plate boundary
2. Convergent – Continental/Oceanic Collision (Subduction)
3. Convergent – Continent/Continent Collision (Uplift)
4. Transform Boundary (Shearing Fault)
Critical Thinking Question:
We weren’t able to show ALL of these plate boundaries using our model today.
Which weren’t we able to show? Why couldn’t we show it?
Using food materials like we did in our model, how could we show this other plate boundary?
What could we add to our graham cracker and frosting model?