Our Dynamic Earth
10 Lesson Unit
Unit Schedule:
Pre-assessment & Interest Inventory
Introduction to Plate Tectonics
Lesson 1: Evaluating the Evidence
Cooperative/ Inductive
Conference Debate
Students are given all the up-to-date evidence around the world that proves the Theory of
Plate Tectonics that they debate in a conference style class.
Changing Earth
Lesson 2: Volcanoes
Direct Lesson: Demonstration & Simulations
Students study different volcanoes and how their silca content affects their shape through
simulations and demonstration.
Lesson 3: Earthquakes
Engineering Lesson: Kinesthetic/Visual Learners
Task Cards
Students build a model town to demonstrate the effects of different earthquake waves and
faults.
Lesson 4: Ring of Fire
Inductive Lesson: Levels of Readiness Task Cards
Map skills
Students use map skills to hypothesize the plate boundaries by the evidence of volcanoes
and earthquakes.
Earth’s History
Lesson 5: Evidence for Continental Drift
Direct Lesson: Group research by interests
Students choose their own research on land and sea formations around the world to
demonstrate the evidence of continental drift. Students give short summary presentations
in small groups.
Lesson 6: Mechanics of Continental Drift:
Subduction and Seafloor Spreading
Cooperative Lesson: Engineering Class for Mixed Learning Styles
Students build a conveyor belt that demonstrates the mechanics of Plate Tectonics.
Lesson 7:Pangaea
Cooperative Lesson: Kinesthetic/Visual Learning Style
Students make a large puzzle of the continents in ancient history and move them to where
they are now.
Earth’s Interior
Lesson 8: Mantel Convection: The Relationship between Density & Temperature
Direct Lesson: Guided Practice & Levels of Readiness
Scientific Experiment Exploration
Students work on a simulation program to demonstrate density and then determine the
density of ‘real’ rocks.
Lesson 9: Layers of Earth
Multiple Intelligences Lesson: Visual/Spatial, Verbal Linguistic, Musical/Rhythmic
Students produce a song, or a poem, or a drawing, or a clay model, or a story about the
layers of the Earth.
Conclusion: Building the Theory of Plate Tectonics
Lesson 10: Scientific Development (3 days)
Research & Role Play Lesson
Student will do research on scientists that have collaborated to develop the Theory of
Plate Tectonics. They will perform a role play of two scientists talking together.
Project Day: Prepare for Dynamic Earth Show
Students will be preparing the gym and gathering food for the show. Time in class will be
spent on finishing projects to show.
Review Day: Prepare for Unit Test
Wikipedia Activity: Students will collaborate together as a class to combine their
knowledge to make one comprehensive review that can be edited by all students until
complete.
Unit Summative Test
Total 15 days
Lesson 1: Introduction to Plate Tectonics: Evaluating the Evidence
Inductive & Cooperative Lesson
Conference Debate
Grade: H.S. 10th/11th grade
Prior Knowledge: Students will have had an ‘Interests Inventory’ the Friday before with
some pre-assessment questions on what they may already know about Plate Tectonics but
this lesson is aimed at students who have no pre-knowledge about the subject. However,
if they do know or remember something from previous classes that is fine, I will just ask
them to evaluate the evidence that they have directly in front of them like scientists.
Essential Question: What forces shaped the Earth’s surface that we see today? (including
mountains, volcanoes, continents, ocean basins)
Concepts: Continental Drift, Plate Tectonics, Pangaea
Content Standards: NGSS: ESS2.B: Plate Tectonics and Large-Scale System Interactions
Objectives: Cognitive: Synthesis & Evaluate: SWBT analyze/evaluate evidence, propose
a theory to unify all the evidence.
Affective: Responding: SWBT cooperate with each other to create a hypothesis that
unifies all the evidence from everyone in the class in the way that the science community
does.
Preparation: Materials Needed (for 25 students):
5 World Map
5 group role cards (4 persons each)
5 reporter role cards
A. Content
Set: Engage
5 min
When the students arrive there will be a big sign saying welcome to “The First Annual
Evaluating the Evidence Conference: The Changing and Moving of the Earth’s Surface!”
All members register and receive name tag at front desk. Students will be given roles to
play as scientists or experts in their field.
Whole Group Instruction / Input:
5 min
The teacher will ask the students “Have you ever wondered how the mountains were
made? Or volcanoes? How did the oceans basins form? (Ask about something in the
immediate area *not The Great Lakes as they were not formed by Plate Tectonics!)
Although some discussion can evolve, not much time should be spent on ‘warming up’
the topic as this is an inductive lesson. Instead the discussion will be aimed at how
scientists evaluate evidence and propose a hypothesis. (If they have already discussed this
in previous lessons this will be a reminder or if this is the first time more time will be
taken here with examples and the word ‘hypothesis’ written on the board with other
synonyms ‘educated guess’. The Teacher will emphasize that everyone in the class was
now either scientists or experts in their field and this conference is no different from any
other conference where scientists and experts come together to share evidence. The goal
is to come up with a unifying theory by the end of the class and to give it a ‘catchy name’
(not plate tectonics).
Stated Purpose:
2 min
To have students evaluate the evidence of Plate Tectonics in a ‘Nature of Science’ way.
Students will evaluate the evidence for the movement of the Earth’s surface with some of
the same data that was gathered to form the theory of Plate Tectonics from the early 20th
century up until the 1950s.
Explaining the Task:
5 min
Role cards, task card for the group, and a world map will be handed out to each group of
4 students (picked accordingly at the beginning of class when handed name tags). Each
student will also be give one page of their own evidence to share (not show) to the group.
They will have 5 minutes to just read and understand their roles and evidence. Then they
will be given 15 minutes to share their evidence and draw on the map the group’s
evidence and try to find a unifying theory. The reporters will be given a task and role
cards and their own world map to make notes on. Their job is to listen and ask questions
at each table and move around every few minutes. *Note on readiness: different roles
require different levels of involvement and responsibilities.
Then the teacher will hand out the scaffolding:
group/reporter task cards
individual role play cards and evidence
group world map
Check for Understanding:
Teacher monitoring is important here to make sure students understand their roles. There
maybe some issues here of students differing abilities to read something and summarize
to the other group members so some of the roles are appropriately simpler than others and
can be assigned in terms of ‘readiness’ and no overwhelm some students with too much
information.
B. Process: Explore
20 min
Group Process: Students will be working in groups during this time while the reporters
will be interviewing each group.
Teacher Monitoring:
The teacher will tell the students they are being monitored on how well they work
together and will be given a group grade and an individual grade.
The checklist will include
being on task
helping each other to synthesize all evidence
the ability to clearly report to the reporters.
C: Product
Task Completion:
8 min
The groups will try to come up with a unifying theory and a catchy name for this theory
to tell the reporters. Then the reporters will come together and synthesize what they have
heard and put it all on one map and choose one catchy title for the ‘newspaper public’
and prepare to present it to the group.
Presentation: Explain
5 min
Reporters present to the group the findings of the conference and a catchy unifying name.
This can be recorded as if it were on the 5 o’clock news.
Assessment: Evaluate
The teacher will use the checklist and each group’s world map to assess how well the
students worked together. The reporters will be assessed on the presentation and how
well they shared responsibilities and synthesized information.
Feedback:
5 min
After the presentation students will be asked if they have any other explanations for the
evidence that was presented today. There is a chance that not all of plate tectonics theory
was explained or that the students came up with ideas that are not in agreement with the
current theory so this is the time to address that. Also this is the time that students who
may have known more at the beginning but were asked to hold back and only evaluate
the evidence can present their ideas. The theory name ‘Plate Tectonics’ should be
introduced at the end and tell the students that we will be having an exciting couple of
weeks studying this in greater detail.
Closure:
2 min
Students will be asked to fill out an exit card with one question they have for tomorrow
connected to today’s class.
Homework: Extend
Students will be asked to either 1) bring to class any information they found on the
internet in connection with the role play they had (i.e. if they were a mineralogist, to look
that up on the internet) or (for those who don’t have internet at home) 2) write a short
paragraph about any role that they saw or played that interested them and might consider
being in the future.
Changing Earth
Lesson 2: Volcanoes
Direct Lesson/ Whole Group Instruction
Grade: 10th/11th grade
Prior Knowledge: Students have studied volcanoes and earthquakes in middle school but
may not have gone into depth as to why the difference between volcanoes and silica
affecting density of fluid and the shape and dangerousness of the volcano.
Essential Question: How are volcanoes related to Plate Tectonics?
Concepts: Strato and shield volcanoes
Content Standards: HS: ESS2.B: Plate Tectonics and Large-Scale System
Cognitive Objectives: Knowledge: SWBT define the difference between a strato and
shield volcano and identify where in the world they are. Analysis: SWBT diagram the
parts of a volcano.
Materials:
an overhead projector or smart board to show visuals and simulations or a
computer to show simulation, or computer room for students to use simulations.
a jar of honey
a cup of instant oatmeal (thick mixed with warm water)
a large tray
A: Content
Set:
5 min
As students come in they will be directed to the warm up questions on the board to
discuss with their partner and write down the answers on a piece of paper:
What are volcanoes? Where are volcanoes? What are the types of volcanoes?
What causes the difference between volcanoes? What are the parts of a volcano?
The teacher will monitor what students are saying to each other and after a few minutes
will get feedback from the group. With a whole group discussion on their ideas. The
teacher will ask what volcanoes in the world they know. The teacher will bring up Mt.St.
Helens, Mt.Rainier and the Hawaiian volcanoes if the students don’t. The teacher will
bring up example of recent volcano activity in Japan (show article on overhead)
Input:
Power Point Presentation:
5 min
Introduce terms: strato and shield. Have students compare the photos of the volcanoes
and guess what would make the difference and write it down on the same paper as before.
Show videos:
10 min
Kilauea 2009 from news update with beautiful close ups of the slow lava (showing
viscosity) (watch 4 min)
https://www.youtube.com/watch?v=HpNWLCmXyTE
Watch the video from the USGS of Mt. St Helens erupting in 1980 (5 min)
https://www.youtube.com/watch?v=xP2dreOI8gI
Followed by Mt. Rainer possible eruption and the threats to area by this physics
simulation (2 min) https://www.youtube.com/watch?v=RStpgsLkhhY
After the videos and the power point presentation, ask students to review what they wrote
before and make any changes to what they know now. This will be collected at the end.
B: Process
The teacher will now direct students to a demonstration of the differences between the
silica content in strato vs. shield volcanoes creates their different shapes because of the
viscosity. The teacher will demonstrate while asking prompts to assess understanding.
Demonstrate the speed of honey and oatmeal on a tilted tray
5 min
Prompts:
Which is faster? Honey or oatmeal?
Which one is compared to the lava of Kilaeua? Mt. St. Helens?
Which one can get stuck in the volcano mouth? What shapes will they make? What will
happen to all the gases and lava if it can’t get out? Which one is more dangerous?
Stop the demonstration and have students write down what they observed and what that
means. Next, introduce term ‘silicate rock’ (high silica content = thicker). Show silicone
sealant from any hardware store.
Prompts:
Is this thick?
What is this good for at home? Why?
Which volcano has higher silica?
Kilauea or Mt. St. Helens?
How can you tell?
After some whole class discussion direct the students to write down the answers to these
prompts on their paper. Do not answer the questions; tell them they will confirm their
answers in the simulations.
Simulations:
10 min
http://discoverykids.com/games/volcano-explorer/ good simulation where students
choose the level of viscosity and gas to make either a strato or shield volcano. Also good
detailed map of the inside of the volcano.
http://www.alaskamuseum.org/education/volcano Also a good simulation of a volcano
erupting but students don’t choose the viscosity or gas but use a slide that changes both.
C: Product
Assessment:
10 min
Diagram the parts of a volcano
Show the diagram for a few minutes and then turn it off and ask students to recreate it on
the group paper and compare with each other (present as a memory game) on a blank
piece of paper.
Give time for students to go over all that they have written on their piece of paper and
correct any mistakes. As students leave they turn in the paper they wrote their initial
guesses and group ideas and reassessments. The teacher will not grade this but use it to
evaluate student’s understanding for next class and address any misconceptions.
Extension for homework for extra credit:
Synthesis: Create a poster on how are diamonds made showing volcanic forces.
(or) Reconstruct the history of the world’s most famous eruptions (i.e. Mt Vesuvius,
Krakatoa)
(or) Evaluation: Evaluate where and when it is safe to observe a volcano, and what signs
would mean evacuation and contrast between which volcano is more dangerous. (Can use
the simulation on Mt. Rainier shown in class).
* If students do not have access to a computer I will hand out topographic maps of Mt.
Rainer and surrounding areas of Seattle that they can guess how the lava (lahar) will
flow. Similarly, I can hand out a history page of famous volcanoes and the students can
recreate the day as if they were there witnessing in story form. An example list from:
http://www.epicdisasters.com/index.php/site/comments/the_worlds_worst_volcanic_erup
tions/
Lesson 3: Earthquakes
Engineering Lesson: Kinesthetic/Visual Learners
Class: 10/11th grade High School
Concept: Earthquakes
Conceptual Question: What type of damage does different earthquake waves and faults
do? Why do some waves go through liquid and others don’t?
Standards: NGSS: ESS2.B: Plate Tectonics and Large-Scale System Interactions
Objectives: Cognitive: Knowledge /Comprehensive: SWBT identify and explain
different faults and types of waves village and show how certain waves and faults could
effect it. Application: SWBT to demonstrate the damage of different faults and waves.
Evaluate: SWBT evaluate the most dangerous fault or wave.
Affective: Responding SWBT cooperate in groups to build a demo- village.
Psychomotor: Create SWBT create a model of a proxy
Content:
Set:
Group Discussion/Demonstration:
5 min
When students come in the teacher will be playing with a slinky and a fish tank will be on
the table with water. These two things will get the students attention. Introducing waves
and earthquakes with open discussion from the students about what they know about
earthquakes or experienced and what they know about waves (Have they been to the
ocean?). T will ask for a volunteer to demonstrate with the slinky simple up and down
wave and ask them if there is a different kind of wave. Side to side wave. Discuss
different earthquake experiences feeling up and down and side to side. Tell them an
interesting fact through these different waves we have discovered that the interior of the
earth is liquid. Why?
Group Experiment:
5 min
Bring them up to the tank and have them experiment with up and down motion with their
hands and side to side. Side to side do not produce waves in liquid. Tell them this is the
secondary wave, up and down is primary wave.
Input:
Watch a quick video on Earthquakes
https://www.youtube.com/watch?v=SPbLpE5tQ_A
Go through short power point and simulations:
UPSeis: website for budding seismologists
Simulation of different earthquake waves
http://www.geo.mtu.edu/UPSeis/waves.html
5 min
10 min
IRIS: Incorportated research institutions for sesimology
http://www.iris.edu/hq/files/programs/education_and_outreach/aotm/6/SeismicWaveBeh
avior_Building.pdf
http://www.tlc.com/games-quizzes/earthquake-simulator.htm
choose magnitude and safety features
http://www.eduweb.com/portfolio/bridgetoclassroom/earthmoves.html
Simulation of possibilities of California earthquakes
Process:
20 min
Students will break into prearranged groups according to readiness to build a model
village out of dominoes, toothpicks and putty on cardboard to demonstrate different wave
and fault damage.
Task Cards: four groups 32 students= 8x4
1) up and down: Primary & Rayleigh
2) side to side: Love & Secondary
3) slip fault: San Andreas
4) thrust/normal
Group A) Thrust Fault
You are a group of Building Engineers and must demonstrate the danger of a thrust fault
in your area to the city government.
1) Build a village using dominoes (bricks) and toothpicks (wood) attached to
cardboard and each other with putty.
2) Demonstrate what a thrust fault will do by moving the cardboard as if an
earthquake happened.
How does a thrust fault move? Check your notes!
Group B) Slip Fault
You are a group of Building Engineers and must demonstrate the danger of a slip fault in
your area to the city government.
1) Build a village using dominoes (bricks) and toothpicks (wood) attached to
cardboard and each other with putty.
2) Demonstrate what a thrust fault will do by moving the cardboard as if an
earthquake happened.
How does a slip fault move? Check your notes!
Group C) Side to Side Wave: Secondary or Love Wave
You are a group of Building Engineer and must demonstrate the danger of a Secondary or
Love wave in your area to the city government.
1) Build a village using dominoes (bricks) and toothpicks (wood) attached to
cardboard and each other with putty.
2) Demonstrate what the wave will do by moving the cardboard as if an earthquake
happened.
How does a Secondary or Love Wave move? Check your notes!
Group D) Up and Down Wave: Primary or Rayleigh Wave
You are a group of Building Engineers and must demonstrate the danger of a Secondary
or Love wave in your area to the city government.
1) Build a village using dominoes (bricks) and toothpicks (wood) attached to
cardboard and each other with putty.
2) Demonstrate what the wave will do by moving the cardboard as if an earthquake
happened.
How does a Primary or Rayleigh wave move? Check your notes!
Product:
10 min
Students present their village and simulate the damage to demonstrate different faults and
wave damage to areas in small groups.
Closure & Feedback:
5 min
Ask the students to evaluate which faults or waves seemed the most dangerous.
Extension Homework: For extra credit:
Comprehensive: Illustrate how different faults move and predict the future shape of
California.
Evaluation: Evaluate which area is the safest site to build a house in California.
Lesson 4: The Ring of Fire
Inductive
Task Cards: Levels of Readiness
Class: 10th/11th grade high school
Concept: Plate Boundaries with Earthquakes and Volcanoes (Ring of Fire)
Conceptual Question: Is there a relationship between where earthquakes and volcanoes
are in the world? What does this relationship show?
Standards: NGSS: ESS2.B: Plate Tectonics and Large-Scale System Interactions
Objectives: By the end of the lesson students will be able to:
Cognitive: Knowledge: SWBT define what the Ring of Fire is and identify where it is in
the world. Comprehensive: SWBT explain how volcanoes and earthquakes are related to
the Ring of Fire.
Affective: Responding: SWBT cooperate and discuss ideas in pairs
Psychomotor: Create: SWBT create a map with both earthquakes and volcanoes on it.
Content:
Set up (no input!):
3 min
Two maps of the world are put on the overhead, one of volcanoes and one of earthquakes.
As this is an inductive lesson, the teacher will make a point of telling the class that this is
their investigation today and the teacher will not prompt them but give them the chance
to be scientific detective finding out something that scientists took centuries to work out
and only in a class time!
Process: Students will be put in pairs in groups of readiness
20 min
Below Grade Level:
Given example of earthquake movement from last class. Given a (picture) map of the
volcanoes of the world. Given a map copy with earthquakes in the world on it to draw on.
On your map:
1) Draw lines to connect the volcanoes in the world.
2) Answer:
Do the lines of earthquakes and volcanoes overlap?
Where mostly? Near where?
Is there an area that is only earthquakes or only volcanoes?
Why do you think?
*Check the earthquake movement : Converge, diverge and transform.
4) Write your hypothesis (your guess) in a box on your map.
At Grade Level:
Given a paper blank map of the world to draw on, one (picture) map of the world with
volcanoes and one (picture) map with earthquakes
On your map:
1) Draw lines where the earthquakes and volcanoes occur together.
2) Answer: Is there a relationship between these two phenomenon?
3) Write your hypothesis in a box on your map.
4) Write how you will test your hypothesis in another box on your map.
Above Grade Level:
Given a blank paper map of the world to draw on and only a list of coordinates of areas
of earthquakes and volcanic eruptions.
Idea from the National Park Service
http://www.nps.gov/mora/forteachers/upload/mapping-the-ring-of-fire_studenthandout.pdf
On your map:
1) Use the list of coordinates to draw points on the map for earthquakes and volcanic
eruptions
2) Connect the points with lines
3) Is there a relationship between these two phenomenon?
4) Write your hypothesis in a box on your map.
5) Write how you will test your hypothesis in another box on your map.
Product:
15 min
When students are finished with their map and have written their hypothesis and how
they will test it, they are each given time to research on their own on class computers. If
there isn’t access to computers then some reference resource materials will be available.
Appropriate websites will be made available but they can also search on their own.
Seismology institution: IRIS
http://ds.iris.edu/sm2/
Recent earthquakes
Volcanoes around the world
http://volcano.oregonstate.edu/oldroot/volcanoes/volc_images/africa/africa.html
Assessment/ Feedback:
15 min
Students will be asked by the teacher what their understanding is in small groups and at
the end in a whole group discussion. The concluding fact the class should come to is that
earthquakes and volcanoes show plate boundaries and where earthquakes and volcanoes
overlap it is a converging boundary (near ocean/continental plates) and diverging in the
ocean. Then the final map will be handed out to compare with plate boundaries on it to
see how they did. Using this map students then predict what will happen in the future of
the earth’s movement.
Closure:
5 min
Students will fill out exit cards with any questions or comments they have.
Homework Extension (for extra credit)
Evaluate evidence of recent earthquakes in the Ring of Fire to predict volcanic eruptions
Synthesis: Create a model of the Ring of Fire with major volcanoes and earthquakes in
history labeled.
Evidence of Earth’s History
Lesson 5: Evidence of Continental Drift
Direct Lesson: Research: Group by Interests
Class: 10th/11th grade high school
Concept: Continental Drift
Conceptual Question: What is the physical evidence of Continental Drift? How are
mountains and rift valleys made?
Standards: NGSS: ESS2.B: Plate Tectonics and Large-Scale System Interactions.
Objectives:
Cognitive: Analysis: SWBT differentiate landforms and how they were constructed (i.e.
mountains, valleys, oceans). Synthesis: SWBT reconstruct the evidence of mountain
building as evidence of continental collision (i.e. the Alps and Himalayas) or rift valleys
as evidence of continental divergence (i.e. Africa’s Rift Valley). Synthesis: SWBT
compile a list of famous landforms and organize them into how they were developed.
Affective: Receiving: SWBT listen to other group’s findings.
Psychomotor: Organization: SWBT produce a summary of their findings.
Content:
Set up:
10 min
When students come in they will be directed to the question on the board, “How are
mountains made?” The teacher monitors what students are saying and then gets feedback
from the whole group. The teacher demonstrates with layers of towels how when they are
pushed together the towels are pushed up into mountain-like formations. For fun students
can be given two biscuits with peanut butter and jam on them (considering allergies etc.)
and when one biscuit is scraped across the other the peanut butter and jam mix and are
pressed up into ridges. Looking at a map of the world ask the class why there are whale
fossils in the Himalayas? Students write down their answers on a piece of paper and then
are told they will find out the answer during the power point presentation.
Input:
Evidence of Continental Drift Power Point
10 min
At the end of presentation remind students of what they wrote and have them determine if
they were right or wrong and ask the question again, “Why are there whale fossils in the
Himalayas?”
Pangaea simulator http://www.geo.cornell.edu/hawaii/220/PRI/continental_puzzle.html
Process:
20 min
Separate groups by interests:
Around the class areas are 10 areas of further study that the students choose. At these
stations there will be some pictures and a recent news article as well as a computer
bookmarked with useful websites. Students write up notes and present to small groups
what found. *Hopefully the class will break naturally into groups no larger than four.
Hawaii
The Serengeti and Mt Kilimanjaro
Yellowstone Geyser
Baja California
Iceland
Mt. Fuji
Cascade Mnts
The Himalayas
The Alps
The Appalachians
Product:
10 min
Students share with other groups what they found. This is not a presentation to the whole
class but more like two groups getting together to share ideas. This should be presented
as an opportunity to ‘show off’ what the student learned and affective points will be
given how they work in groups as the teacher is monitoring.
Assessment:
5 min
On wall of class, each group given the name of their study and to place it under the titles:
1) Created by continental convergence (collision) 2) Created by continental divergence 3)
Created by continental collision with oceanic crust 4) Created by breaks in the earth’s
crust.
Extension Homework (extra credit): Pick anyone of these formations for further research
on your own.
Closure: Exit card
.
Lesson 6: The Mechanics of Continental Drift: The Rise & Fall of Ocean Crust
Direct Lesson/Cooperative: Engineering Class for Mixed Learning Style Groups
Class: 10th/11th grade high school
Concept: How continental drift works: seafloor spreading, subduction
Conceptual Question: How do the continents move? How are seafloor spreading &
subduction related? How are oceans made?
Standards: NGSS: HS: ESS2.B: Plate Tectonics and Large-Scale System Interactions.
Objectives:
Cognitive: Knowledge: SWBT identify subduction & seafloor spreading zones.
Affective: Responding: SWBT cooperate in their groups.
Psychomotor: Organization: SWBT create a 3-D model of plate tectonics.
Content:
Set up:
5 min
Warm up question in groups: Ask students “How does continental drift work?” building
on from last class. Teacher walks around listening if students have come up with seafloor
spreading and subduction on their own to assess how much they have learned from the
previous classes or knew from previous classes.
Input: Power Point presentation
15 min
Start with conveyor belt example and ask what this might ‘hint’ about continental drift.
Allow time for students to guess. Stop presentation at the last diagram of the entire Plate
Tectonics system and have each student recreate the diagram on a blank piece of paper.
Show the diagram for 1 minute and then turn it off. This can be presented as a memory
game with a number of points per item remembered. Tell them that a question just like
this will be on the quiz. Also this will aid them in recreating the model in next part.
Finish presentation with Plate tectonics simulation from Phet.
http://phet.colorado.edu/en/simulation/plate-tectonics
Process/Product:
Show students that there are 10 stations around the room with a ‘conveyor belt kit’ with
the makings of a conveyor belt: paper rolls, pencils, butcher paper, tape, scissors and
index cards for signs. Groups of four students chosen especially to be create a mixed
learning style group (*ideally at least one visual learner, one kinesthetic, and one verballinguistic).
The Task:
30 min
Students make a working conveyor belt with signs showing the important aspects of plate
tectonics like in the diagram shown. Signs: volcano zone, earthquake zone, subduction,
seafloor spreading, new ocean crust, old ocean crust, orogeny (mountain growing),
continental plates, mantel convection.
Below Level:
Students given a working conveyor belt with signs already made and a handout with
diagram from power point presentation.
1) Put signs of the major plate tectonic in their places *Check your diagram
*Some signs may be put on the belt and move or some may be around or under the belt.
2) Demonstrate how plate tectonics works to the teacher/classmates
At Level
1) Create a moving conveyor belt
2) Make signs of the major plate tectonic aspects:
volcano zone, earthquake zone, subduction, seafloor spreading, new ocean crust, old
ocean crust, orogeny (mountain growing), continental plates, mantel convection
3) Place the signs on/under/next to the conveyor belt to show how plate tectonics work.
4)Demonstrate to the teacher/classmates
Above Level
1) Create two moving conveyor belts that will meet in the middle
2) Make signs of the major plate tectonic aspects:
volcano zone, earthquake zone, subduction, seafloor spreading, new ocean crust, old
ocean crust, orogeny (mountain growing), continental plates, mantel convection
3) Place the signs on/under/next to the conveyor belt to show how plate tectonics work.
4) Suggest improvements on the design or make improvements if materials are available.
5)Demonstrate to the teacher/classmates
*Note to teacher for creating a conveyor belt:
The butcher paper is wrapped around the two paper rolls as a ‘belt’. The paper rolls move
around pencils that are held by two students. The signs are attached to the paper to show
continents or ocean floor and move with the paper. Other signs stay on the side or under
the belt to show formations like the mantel, earthquakes, volcanoes.
Assessment:
5 min
Students will walk around and check other classmate examples and vote on the best one.
Discussion about why it is the best one. Take a picture and put a write up about the
winners in the class newspaper. Give an ‘award certificate’ to the students.
Extension Homework (extra credit): Create a topographical map of the seafloor with
trenches and mountain chains. Label the depths and names of important formations.
Google maps of the ocean floor: a virtual tour! http://earthsky.org/earth/google-oceanmaps-dive-deep
Discovery website: http://news.discovery.com/earth/oceans/thousands-of-seamountsdiscovered-in-new-seafloor-map-141003.htm
Lesson 7: Pangaea: Making of Today’s Continents
Cooperative Lesson: Kinesthetic/Visual Learning Style
Class: 10th/11th grade high school
Concept: Pangaea: Evidence for Ancient Continental Drift
Conceptual Question: Have the continents moved in the past? Where are they moving
now?
Standards: NGSS: HS: ESS2.B: Plate Tectonics and Large-Scale System Interactions.
Objectives:
Cognitive: Knowledge: SWBT identify where the continents used to be placed in
Panagea and the relative ages of this movement. Application: SWBT demonstrate the
movements of the continents by moving continents around on a board.
Affective: Responding: SWBT cooperate in groups.
Psychomotor: Organization: SWBT build a moving model of Pangaea.
Preparation: Materials Needed:
Computer to watch video: Pangaea: The History of the Continents
World Map
Blue Poster
Construction paper, scissors
Handout with picture of Pangaea & world map
A. Content
Set:
5 min
When students arrive a large world map will be displayed and students will be asked to
point out what they remember from the last class discussion on continental drift and
Pangaea. What continents look like they fit together? The students will be encouraged to
summarize their knowledge of continental drift. A commonly available world map will
be sufficient but it would be even better to have a puzzle map like the one included at the
end to demonstrate continents fitting together.
Whole Group Instruction:
Input:
5 min
Then students will be directed to watch a short video of students making a Pangaea
puzzle: Pangaea: The History of the Continents
https://www.youtube.com/watch?v=QL7LX5-ytOg
Unlike other Pangaea animations this one is an example of what students can make
themselves.
Stated Purpose:
2 min
After the video the teacher will state the purpose of the class is to build a Pangaea puzzle
themselves in groups. Some discussion on cooperative learning maybe necessary if the
class has not done much group work before, with emphasis on being able to contribute to
a bigger project that would be very difficult for one student alone but as a group they can
get it done easily.
The Task:
2 min
Each group responsible for one continent (7 continents, 3 students a group = 21 students)
Eurasia, North America, India, Africa, Australia, South America, Antarctica.
Make two drawings of the continent’s shape as it was in Pangaea and its shape today and
on an empty map, draw the path it takes and any new land forms that result from this
movement (mountains). All the groups will get together at the end and put all the pieces
together and move them to today’s shape.
Check for understanding: The teacher will check for understanding before putting the
students to work in their groups by asking what it is that they are expected to do. The
teacher will be assessing whether it is necessary to reteach.
Scaffolding: The students will be given task cards to assign to different roles.
B. Process
25 min
Group Procedure:
Students will be given direction cards and the materials above to create their part of the
puzzle. The will assign roles to themselves.
A) The Historian will design and cut old shape of the continent
B) The Modern Cartographer will design and cut today’s shape of the continent
C) The Mover and Shaker will draw the path the continent moved in relation to the
others to its place today and, when the class comes together, move the continent
to its current position.
Teacher Monitoring:
The teacher will walk around and observe group work and use a checklist to assess group
work. The checklist will include 1) being on task 2) quality of the product 3) helping each
other problem solve 4) group moral
Group Process:
Students will follow directions in groups to create their part of the puzzle. Together they
will practice moving the continent:
1st the old continent shape, 2nd the continental drift 3rd today’s shape and position.
C: Product
Task Completion:
5 min
The students will return to the center of the classroom and put their Pangaea together and
move the pieces to the current position.
Assessment:
The teacher will use the checklist and the resulting product to assess how well the
students worked together.
Closure and Feedback:
5 min
Students will conclude the class by orally explaining the movement of Pangaea as group
feedback to Teacher prompts.
Extension Homework for extra credit:
Ask two different people in your community (friends or family) what they think or know
about Pangaea. They might be amazed or unbelieving or disagree. Do not disagree with
them, just ask them what they think and how they know this. This is a good exercise to
understand popular ideas about science. Write down what you found out.
Pangaea simulator
http://www.geo.cornell.edu/hawaii/220/PRI/continental_puzzle.html
http://dnr.louisiana.gov/assets/TAD/education/BGBB/1/plate_tec.html
shows a good time lapse movement of Pangaea and the future!
From The Puzzle Man
http://thepuzzleman.com/maps.html
Pangaea found on Wikipedia
Example of a world map without countries from http://www.escapefoundation.org
Inside the Earth
Lesson 8: Mantel Convection: The Relationship between Density and Temperature
Direct lesson: Scientific Experiment Exploration
Class: 10th/11th grade high school
Concept: Mantel convection
Conceptual Question: How does mantel convection work? Does density affect plate
movements? Do rocks have different densities?
Standards: NGSS: HS: ESS2.B: Plate Tectonics and Large-Scale System Interactions.
Objectives:
Cognitive: Knowledge : SWBT identify where mantel convection takes place and
identify the reason why (cooling and heating of magma). SWBT identify different rocks,
ocean rock (basalt) and continental rock (granite), and their relative densities.
Comprehensive: Explain how density effects floatation and illustrate how the (lighter less
dense) lithosphere floats on (heavier more dense) ocean rock.
Application: SWBT operate density simulator online to demonstrate density
relationships.
Content:
Set up:
10 min
When students come in direct their attention to a lava lamp on at the front of the class and
ask them to talk to their partner about how it works.
After a few minutes ask students what they think. The teacher will connect their ideas
about the lava lamp to demonstrate mantel convection, hot wax rising and cold wax
falling and endlessly repeating. Make a diagram on the board of mantel convection. Ask
why does the wax rise, or hot air rise and steer the class to talking about densities. What
makes things float? Give examples from their own lives. Show examples of different
objects in water, wood, ice, metal, and Styrofoam. Direct the class to rock examples
around a large table. Allow students to pick up and feel relative densities, some rocks are
heavier than others. Discuss volume. What is density? Show how to work out different
densities of rock with volume and mass. Demonstrate weighing on a scientific scale and
doing the equation. They will need this for the simulation.
Input: Power Point Presentation
Process/Product:
Density simulator
Application: Operate density simulator online and fill out handout.
http://phet.colorado.edu/en/simulation/density
Differentiation by Readiness:
Below Level:
10 min
20 min
Students below level will not be given the handout but the teacher will monitor their time
using the simulator and stop and ask questions as they go along. Guiding them as they go
through the simulation but not overloading them with too many tasks.
At Level:
Students will be directed to filling out the hand out.
Above Level:
Students will not be given out the hand out but asked to summarize what they have
learned and create a table of data on their own.
Rock Density Lab:
10 min
After the simulator and students have completed the handout, direct students to rock
stations where they can practice taking real rocks and working out what they are by
weighing and determining density.
Below Level:
Students will be guided by the teacher on how to take measurements and determine the
density of one rock.
At Level:
Students will be given the opportunity to do the measuring and compare their rocks to the
density chart.
Above Level:
Students will be given the opportunity to measure and determine the density of their
rocks and prepare a chart with the data from the density chart given.
Assessment:
5 min
After using both the density simulator and determining the rock densities students will be
asked to draw a diagram with red arrows showing heat and blue arrows showing cold of
what happens in the mantel and how that affects the upper layer of the earth (lithosphere).
This will give the teacher a good idea if the students are connecting the ideas of density
to mantel convection.
Closure: Exit Card
Extension Homework: Write down at least 10 things in around you at home and at school
that you see as evidence for changes in density with heat and temperature. You can use
examples of air, water and objects.
Rock Densities: g/cm3
Andesite
2.5 - 2.8
Basalt
2.8 - 3.0
Coal
1.1 - 1.4
Diabase
2.6 - 3.0
Diorite
2.8 - 3.0
Dolomite
2.8 - 2.9
Gabbro
2.7 - 3.3
Gneiss
2.6 - 2.9
Granite
2.6 - 2.7
Gypsum
2.3 - 2.8
Limestone
2.3 - 2.7
Marble
2.4 - 2.7
Mica schist
2.5 - 2.9
Peridotite
3.1 - 3.4
Quartzite
2.6 - 2.8
Rhyolite
2.4 - 2.6
Rock salt
2.5 - 2.6
Sandstone
2.2 - 2.8
Shale
2.4 - 2.8
Slate
2.7 - 2.8
Density Handout
Mass/Volume = Density
m/v=d
Go to http://phet.colorado.edu/en/simulation/density
Select: Run Now
You will see different colored blocks that are labeled with their mass in kg (kilograms).
When you put a block into the water its volume is the amount of the water displaced: It
starts at 100 Liters so if you put a block in and it changes to 101 liters = the volume is 1
liter. To calculate density, calculate the volume by the difference in water level and
divide mass by that number. On the menu to the right are several choices. Do them all.
Answer the questions below:
Custom:
Check the differences between wood, ice, brick and aluminum. Write their densities in
equation form with numbers given.
Same Mass: Work out the densities in the blocks:
Red
Yellow
Green
Blue
Put them in order of dense to lightest
Same Volume: Work out the densities in the blocks:
Red
Yellow
Green
Blue
Put them in order of dense to lightest.
Same Density: Work out the volumes of the blocks:
Red
Yellow
Green
Blue
Put them in order of volume. How is this different from the same mass and same volume?
Mystery:
Figure out the mystery blocks by comparing their densities to the table given.
Red
Yellow
Blue
Green
Purple
What did you learn from this simulation?
Lesson 9: Earth’s Interior Layers
Multiple Centers of Learning:
Visual/spatial, Verbal linguistic, Musical/Rhythmic
Class: 10th/11th grade high school
Concept: Earth’s Interior Layers
Conceptual Question: What is the interior of the Earth like?
Standards: NGSS: HS: HS-ESS2-3: Develop a model based on evidence of Earth’s
interior to describe the cycling of matter by thermal convection.
Objectives: Knowledge: SWBT identify layers in the interior of the Earth. Analysis:
SWBT differentiate between the different layers in terms of composition, heat and
density.
Content:
Set up:
When students come in the teacher will direct them to centers of learning around the
room and lead a discussion on different types of learning styles and make a quick survey
of hands of what ways students prefer to learn. The class will be set up with three
different learning centers around the room where students can choose to join depending
on their interests and learning style. Students will be encouraged to pick a center to fit
their learning style. All groups will be encouraged to share their creations.
Process/Product:
At each center of learning students will be given a task card. After
Center A: Musical /Rhythmic
Students at this center of learning will be given a choice to make their own song or dance
about the layers of the earth. They can watch some example video songs with the lyrics
provided.
Center A Task Card: Musical
1)
2)
3)
4)
Choose to make a song or a dance about the layers of the Earth
Go to websites bookmarked: Layers of the Earth
Write a song or compose a dance
Perform for the class
“Our Earth inside out song”
http://www.kidsknowit.com/educational-songs/play-educationalsong.php?song=Our%20Earth%20Inside%20Out
Layers of the Earth rap: “Throw your hands up”
https://www.youtube.com/watch?v=Q9j1xGaxYzY
http://www.educationalrap.com/music-contents/layers_of_the_earth-233_122.html
Same rap song clip with students dancing:
https://www.youtube.com/watch?v=inkyt-iBkYw
Center B: Visual/Spatial
Students at this center of learning will be given an option to draw or build a model Earth
with colored clay that has the different layers labeled and their composition and
temperatures. They will be given some examples to create something similar but
encourage to create their own unique creation. Art supplies will be available including
poster board, different kinds of drawing utensils and clay.
Center B Task Card: The Earth’s Layers
1) Choose to draw or build a model of the Earth.
2) You must label all the layers, their composition and temperatures
3) Use the handout for information
4) Show to class
Center C: Verbal/Linguistic
The students at this center will be given the option to write a story about going to the
center of the Earth. They can read a short version or an excerpt of Jules Vern’s Journey to
the Center of the Earth and critic it or invent their own more scientifically correct version
using up to date research about the problems with deep Earth core drilling.
Story background: Although Jules Vern wrote the story in 1864, it is still popular and has
continued to perpetuate misconceptions what the interior of the Earth is like. The story
involves German professor Otto Lidenbrock who believes there are volcanic tubes going
toward the centre of the Earth. He, his nephew Axel, and their guide Hans descend into
the Icelandic volcano Snæfellsjökull, encountering many adventures, including
prehistoric animals and natural hazards, before eventually coming to the surface again in
southern Italy, at the Stromboli volcano
The entire book is available online for free at ibiblio.org (The Public Library Digital
Archive) http://www.ibiblio.org/julesverne/books/jce%20revd%20edn.pdf
Center D Task Card: Writing a Story
1) Read an excerpt from Jules Vern’s ‘Journey to the Center of the Earth’.
2) Choose to write a critical analysis of how Jules Vern’s story is impossible or write
your own.
3) Read aloud your story to the class.
Assessment:
The teacher will give credit to student’s creations depending on accuracy of the
information they used.
Homework for extra credit:
Synthesis: Design a drill that can go to the center of the Earth using data about the
deepest drill and design problems (great heating and pressure).
Evaluation: Contrast the interior of the Earth to other planets and how that affects
possibilities of life.
Layers of the Earth Examples for Visual/Spatial
An example of a clay Earth model
Lesson 10: Conclusion: Building Plate Tectonic Theory: The Scientists (3 days)
Kinesthetic/Verbal-Lingual: Research Presentation & Role play
Class: 10th/11th grade high school
Concept: The history of the development of Plate Tectonics
Conceptual Question: How was the Theory of Plate Tectonics developed? How long did
it take to form this theory? Who were the scientists involved?
Standards: NGSS: HS: ESS2.B: Plate Tectonics and Large-Scale System Interactions.
Objectives:
Cognitive: Knowledge: SWBT list/identify/outline the important scientists. SWBT
describe what important research their scientist did. Synthesis: SWBT create a role play
that is historically accurate of their scientist.
Affective: Valuing: SWBT value/appraise/appreciate other student’s role plays.
Psychomotor: Organization: SWBT organize a class timeline.
Content:
Set up:
5 min
When students come in they will be directed to a warm up question on the board to
discuss with their partners. How long did Plate tectonics Theory take to develop? Who
was involved? Are there any controversies or things about plate tectonics we don’t know?
The teacher will walk around and monitor what students know about the nature of science
of the theory. The teacher will get feedback from the whole group and then use their
answers to introduce Alfred Wegener.
Input:
Watch short youtube by Science Show on Alfred Wegener by hip scientist
https://www.youtube.com/watch?v=nbU809Cyrao (5 min)
10 min
After the video, the teacher will go to a website with interactive timelines of different
scientists involved in the development of P.T.
http://www.timetoast.com/timelines/plate-tectonic-theory-timeline
http://www.britannica.com/EBchecked/topic/463912/platetectonics/261582/Unanswered-questions
Process:
30 min
Students will be directed to a list of scientists and they will choose names out of a hat to
do research on. Students will be randomly paired this way. Class time will be given to
research on computers. Students will be directed to taking notes to give a short
introduction on the scientist at the end of class. * As this is a random student grouping the
teacher will monitor pairs that are below level may need extra guided assistance with
research.
1596 Abraham Ortelius: mapmaker
1750 Pierre Bouguer: density of continental crust
1854 George Airy: densities of continental crust
1912 Alfred Wegener
1929: Arthur Holmes: mantel convection
1920 Wadati-Benioff: Earthquake zones
1957 Vacquier: magnetic changes
1960 Heezen: sea floor spreading & expanding earth
1960 Edward Bullard: continental fit
1960 Harry Hess & Dietz: subduction
1963Vine & Matthews & Morley: earth’s geomagnetic field
1963 John Wilson: transform faults for moving plates
Product:
10 min
Day 1: Create Class Timeline
After initial research on this subject, students will be asked to first order themselves as a
class in order of a timeline and quickly tell the class their scientist’s name and their
research. Then write their scientists name and research on a long paper on the board. This
will take communication and organization of the students.
Day 2: Role Play Preparation
all class time
Students will be grouped together randomly to prepare a role play between two scientists.
They will prepare a script that is historically accurate and that covers the most important
developments and disagreements. They will perform this at the next class period.
Day 3: Role Plays
all class time
Students will perform their role plays. The best role play will be voted on by the class and
performed at the ‘Dynamic Earth’ Show.
Assessment:
The teacher will assess how the students role plays incorporate knowledge of the
discoveries of science and the controversies.
Extension Homework for extra credit (to be added into the show)
Make a time line poster with the important scientists and their discoveries.
Write a letter to Alfred about all the discoveries that have proved his theory right after his
death.
Construct a memorial tribute to Wegener to be put in Greenland. Where he died Wegener
made what was to be his last expedition to Greenland in 1930. While returning from a
rescue expedition that brought food to a party of his colleagues camped in the middle of
the Greenland icecap, he died, a day or two after his fiftieth birthday.
Unit Schedule
Project Day/Show
Test review: Wikipedia style
All class get points, review questions on overhead, each student must change at least
once, but maybe more, all the class works on making a perfect review and will all get the
same points at end when teacher corrects.