Lesson Content

Estimated Time

4-6 50 minute classes for 5th-8th grade students

Main Idea: Students will be learn aspects of the theory of plate tectonics

Nevada State Science Standards:

E.8.C.1 Students know sedimentary rocks and fossils provide evidence for changing environments and the constancy of geologic processes. 

·    E.8.C.3 Students know Earth is composed of a crust (both continental and oceanic); hot convecting mantle; and a dense, metallic core.

·   E.8.C.4 Students know the very slow movements of large crustal plates result in geological events.

Lesson Outline

Engagement –Have students explore a plate tectonics model and introduce the class project: to answer the question, “Is California going to fall into the Ocean in the next 7 years?”

Exploration – Internet and book research, 2 column notes, model making

Explanation – Shared presentations (model of the earth, Pangaea, ring of fire)

Elaboration—Discussion panel/assessment review

Evaluation—Using a map of the world have student:

·         identify plate boundaries

·         describe what geological processes and landforms happen at these boundaries

·         Identify the types of plate movements at a few specific boundaries

·         Compare a picture of Pangaea with a contemporary map and have student

o   1) explain what happened

o   2) how scientist know this is true

o   3) estimate how long it took to happen

·         Have students explain why California falling into the Ocean is a fallacy.

Objectives

·         Define plate tectonics

·         Identify plate boundaries and types of movement at specific boundaries

·         Explain the theory of plate tectonics

·         Distinguish landforms found on plate boundaries

Key Vocabulary

Plate Tectonics, Continental plate, Oceanic plate, magma, crust, Pangaea, fossils

Materials

Advanced Preparation

·         Be cautious with boiling water.

·         Make source website handout for each group and scaffold notes as needed for learners.

·         Purchase and organize materials for earth models.

·         Create a map showing plate and boundaries which can be labeled by students—see references:

Procedure

a.       Engagement (20 min):

                                I.            Give each student group some materials in the Earth Model kit.  Students should work in lab groups of 2 to depending on class size.  Each group should:  1) pour water into their pie plate, 2) place the sponges in the water, 3) record notes in their project/science notebook (sketches and descriptive sentences).  Have students sketch what they see on a sheet of paper.  Ask some probing questions: What do you see?  Are your sponges moving?  Why or why not? What happens if you place your stick in the water?  Why do the sponges move?  What would happen if there was no water in the bowl—would the sponges move?  Why or why not?

                              II.            Teacher demo: Show students your model, but this time with boiling water.  What do they see?  How is your model similar to theirs?  How is it different? Have student record motion and movement of sponges—maybe take pictures to show movement. 

                            III.            Let sponges dry and then post them the board or someplace in the room so students can revisit this model concept.  Have students clear their desks and tell them as a class we are going to answer the question, “Is California going to fall into the Ocean in the next 7 years?”  Is this this myth, truth, or confusion?

a.       Exploration (50-100 min):  Using a jigsaw teaching method, have at least two groups complete guided on-line research using the links found on this site https://sites.google.com/site/nvdmunderthestars/volcanoe  Student can collect information on the topics below. 

                                I.            Pangaea (plate tectonics and evidence used to support the theory such as fossils, soil type and living species)

                              II.            The layers of the Earth and how the crust moves (plate tectonics and boundaries)

                            III.            Ring of Fire (plate boundaries and landforms look for San Andreas fault)

You can have students take 2 column notes to emphasize the connection between what they see and what it means.  You can also scaffold notes by providing guiding sentences of key information.  When students have collected the information needed to present to the class, have them brainstorm a way to model what they have learned.  This model will be used to explain information each group collected.  Students can use a bowl of cereal, a hardboiled egg, layered candy bars, play dough, their bodies, construction paper etc. http://www.ehow.com/info_8619817_ways-teach-tectonic-plates.html)

b.      Explanation (50 minutes):  Have each group present the research information collected and show their model.  During presentations make sure all listening groups are completing their presentations handouts.  Make sure to emphasize each group’s 3 key findings. 

c.       Elaboration: Have each group compare their models of the earth.  How do they compare with the sponge model?  What are the pros and cons of each?  Watch the BBC plate tectonics video clip again and talk about the pros and cons of this type of computer model.  Why is it helpful to have models?  Have students list 3 ways they could improve their model if money, time or reality were not a constraint.

d.      Evaluation Options:

1)    Have the following discussion and provide a rubric for presentations. Revisit the sponge model and ask students to identify what each piece represented (sponges—plates, water—magma, popsicle stick or boiling water—convection).  Then ask students to discuss the original question and ask student to answer the question—Is California going to fall into the Ocean in the next 7 years based on what you have learned about plate tectonics?  Why do people say that? (earthquakes, it borders a major fault line).  What causes earthquakes and volcanoes? How fast do faults move?  How does the San Andres fault move? How long did it take for the continents to drift from the Pangea shape to what we see now?  Sketch a picture of what the west Coast of the Us could look like in 50 year, 1500 years, and 1 million years. 

2)      Using a map of the world have student:

a.       identify plate boundaries

b.      describe what geological processes and landforms happen at these boundaries

c.       Identify the types of plate movements at a few specific boundaries

d.      Compare a picture of Pangaea with a contemporary map and have student

                                                                           i.      1) explain what happened

                                                                         ii.      2) how scientist know this is true

                                                                        iii.      3) estimate how long it took to happen

e.      Have students explain why California falling into the Ocean is a fallacy.

Extension ideas    

1) Make volcano kits for students to take home and experiment with the following:

                 i.      Model for Shield volcanoes: Use a soda bottle with an aluminum foil cone around the opening and then mix Mentos and soda represent shield volcanoes

                 ii.      Models for Dome Volcanoes: Use a soda bottle with an aluminum foil cone around the opening and place baking soda and vinegar in the bottle

                 iii.      Have students create a scavenger hunt of the 10 coolest geologic features on the earth

Literacy Connections

                                I.            Seymour Simon's Volcanoes

                              II.            Pompeii and Other Lost Cities by John Malam

                            III.            The Krakatau Eruption by Peter Benoi

                            IV.            21 Balloons William Pene du Bois

References

Advance