PLATE TECTONICS
(5 HOURS, 40 MINUTES)
36 DO
TALKING IT
OVER:
Storing Waste
Time needed: 30 min
37 DO
MODELING:
Volcanic Landforms
Getting started
Introduce science Notebook, TR-123, intro TG support, Discuss what to do with SS in notebook, i.e.
reduce to 75% and cut and paste, paste and fold, create appendix, optional use of SS, etc.
Intro unit overview (TR 1) and SB layout.
Introduce the issue of nuclear waste disposal at Yucca Mountain, Nevada. Point out the background
information in the TG. Field testing showed that students know far less about nuclear waste and nuclear
power plants than the developers originally thought. There may be direct instruction needed.
Doing the activity
Discuss how groups will work together to read statements and identify relevant evidence. Point out
Analyzing Evidence SS and Discussion Web. Reference the Literacy Section/matrix in TR-2.
Follow up
Discuss whether Yucca Mountain meets the general criteria for a good storage site and discuss the concept
of risk analysis. (ET ASSESSMENT)
Materials needed
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Getting started
Introduce the purpose of scientific modeling in this activity. Warn against perpetuating a common
misconception of using the baking soda/vinegar reaction is that volcanoes are the result of a chemical
reaction.
Doing the activity
Model eruptions of less gassy and more gassy magma.
Follow up
Discuss the strengths and weaknesses of the volcano model. Reference Safety Section of TR (TR 1)
including safety contract.
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Materials needed
Water and sink (or buckets) for cleaning equipment.
Time needed: 30 min
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38 TALK
Time needed: 10 min
Getting started
Point out SEPUP method of DOING activities together so everyone has a common basis of understanding
and then READING the activity for the content.
Introduce the Talking Drawing as an opportunity for students illustrate their preconceptions of the earth’s
size and structure.
Doing the activity
Briefly read about the earth’s structure.
Follow up
Point out the quick check; used for formative assessment (Follow-up step 4) and the word sort (AQ 2).
Discuss how students will draw and label a scaled diagram of the earth’s structure.
Discuss how students will compare their initial drawings to their scaled diagrams. (UC ASSESSMENT)
Materials needed:
Paring knife and apple for optional demonstration.
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39 DO
Getting started:
Identify which of three events happened thousands, millions, and billions of years ago.
READING: Beneath
the Earth’s Surface
INVESTIGATION:
Earth Time
Time needed: 20 min
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Doing the activity:
Work together in groups to place events in one of four time periods.
Follow up
Discuss how different groups organized the events in the history of the earth.
Materials needed:
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40 DO
INVESTIGATION:
The Continent
Puzzle
Time needed: 15 min
41 DO
TALKING IT
OVER:
Continental Drift
Time needed: 45 min
42 DO
Getting started
After reading the introduction in the Student Book, discuss the continents on the earth.
Doing the activity
Work together to put the puzzle together.
Follow up
Discuss what the puzzle suggests about the history of the earth. Show the SEPUP website
(www.sepuplhs.org) for more information on plate tectonics and animations of plate tectonics and the
breakup of Pangaea.
Materials needed
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Getting started
Discuss how teachers can use the introduction in the Student Book to explain the concept of continental
drift.
Doing the activity
Discuss how students will evaluate evidence on Student Sheet 41.1.
Follow up
Relate continental drift to previous activities.
Have participants write a paragraph on continental drift. (AQ 3) (UC, SI ASSESSMENT). Point out the
Writing Frame to differentiate instruction.
Introduce the SEPUP assessment system, (TR-3) (SI Assessment) This SI exemplar is in TR. Point it out to
teachers or copy and let teachers score each level if you do not have samples of student work. Reference the
Assessment section in the TR, including the item bank and moderation form.
Materials needed
SI scoring guides, student work samples of SI or copies of SI Exemplars from TR-3 with scores removed.
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Getting started
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VIEW AND
REFLECT: The
Theory of Plate
Tectonics
Time needed: 30 min
43 DO
MODELING:
Measuring
Earthquakes
Review the questions in the Student Book and on Student Sheet 42.1.
Doing the activity
View the video and use Student Sheet 42.1 to take notes.
Follow up
Review the idea that plate tectonics describes the movement of lithospheric plates. Venn diagram
opportunity.
Materials needed
TV, DVD or computer w/DVD player and projector
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Getting started
Introduce the seismograph model. The models only work with the pens in the kit (same ones from topo
mapping activity) If the pen does not swing freely, bend the long metal bar on the model.
Time needed: 45 min
Doing the activity
Model earthquakes. (GI ASSESSMENT) Make sure everyone gets the opportunity to do all 4 tasks
Follow up
Apply observations from the model to plate tectonics.
Materials needed
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44 DO
Getting started
Elicit student ideas about the earth’s plates using an Anticipation Guide.
PROBLEM
SOLVING:
Mapping Plates
Doing the activity
Complete Student Sheet 44.2, “Key to Plate Boundaries.”
Follow up
Revisit initial ideas as they discuss the movement of the lithospheric plates by discussing responses to the
Anticipation Guide.
Materials needed
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Time needed: 30 min
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45 TALK
Getting started
Point out SEPUP method of DOING activities together so everyone has a common basis of understanding
and then READING the activity for the content.
Use Figure 1 to discuss the location of earthquakes and volcanoes on the earth.
Doing the activity
Briefly read about how plate tectonics helps explain earthquakes, volcanoes, and mountain ranges. Point out
the DART (Directed Activity Related to Text) and reference the Literacy section/matrix in TR-2.
Follow up
Review the constructive and destructive forces that shape the surface of the earth.
READING:
Understanding Plate
Boundaries
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Time needed: 10 min
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46 DO
Getting started
Read the introductory text in the Student Book.
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MODELING:
Convection Currents Doing the activity
Time needed: 30 min
Investigate convection currents.
Follow up
Discuss how differences in temperature cause convection currents. th is
Materials needed:
Supply of hot and cold water (warm and ice water works)
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Combine Activities 47 and 48.
47 DO
COMPUTER
Getting started:
Use screen shots on color transparency to introduce SEPUP’s Plate Motion computer simulation or simply
show the program.
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SIMULATION:
Spreading Plates
Time needed: 5 min
Doing the activity:
Use computers to simulate spreading plates or demonstrate it on a computer
Follow up
Summarize the observed changes.
Materials needed:
Multiple computers with internet access or one computer with internet access and LCD projector.
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48 DO
Getting started
Review the types of plate boundary interactions.
COMPUTER
SIMULATION:
Doing the activity
Other Types of Plate Use a computer to simulate other types of plate motion.
Motion
Follow up
Time needed: 10 min
Compare the geological processes that occur at different types of plate boundaries. (UC ASSESSMENT)
Materials needed
Multiple computers with internet access or one computer with internet access and LCD projector.
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49 TALK
Getting started
Read the introduction in the Student Book.
TALKING IT
OVER: Comparing
Site Risk
Time needed: 10 min
Doing the activity
Work in groups to identify relevant evidence and debate the characteristics of the three sites.
Follow up
Discuss the risk of earthquakes and volcanoes at each site. (ET ASSESSMENT) is
Materials needed
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