Dynamic Earth:
The Story of
Plate Tectonics
Shamsa Gilani
1
Context
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Seventh grade
Urban school
Limited access to computers
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Generative Topic
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Central to the study of Earth
History
Relates to my passions
Accessible through multiple entry
points
Worth teaching
3
Targets of Difficulty
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The idea is abstract and counterintuitive for middle schoolers
Visualizing plate motion is difficult
Misconceptions about plate
boundaries and continental
boundaries
Lack of motivation
Below grade level reading skills
4
Understanding Goals
(TFU, Wiske, and
TWT, Norton &
Wiburg)
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Big Idea: Changing surface of earth
Consequences of plate motion: Volcanic
eruptions, earthquakes, and formation of
mountains
Methods: Science is not fixed
Knowledge or structures: Causes and
consequences of plate motion
Forms: Proficiency in using scientific
terms related to the topic
Purposes: Why do scientists strive to
understand the tectonic theory?
5
POUs involving
Technology
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Brainstorming and semantic mapping
(technology provides efficiency and acts
as a mindtool)
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Continental Drift Animation (technology
addresses targets of difficulty by
providing a visualization tool)
“…computers can make a unique
contribution to the clarification and
correction of commonly held
misconceptions of phenomena by
visualizing those ideas”(Snir, quoted in
Jonassen)
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POU’s
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Matching plate boundaries with
earthquake and volcano locations
(technology helps access information
that would not have been accessible
otherwise)
Plate Tectonics WebQuest (technology
not only helps access information but
also addresses reading level TOD by
providing sites that cater to different
reading levels)
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Assessment
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Portfolio of concept maps:
integration of new knowledge into
existing schema (mindtool)
Multimedia presentation:
“students constructing multimedia and
hypermedia are actively engaged in
creating representations of their own
understanding by using their own modes
of expression. Multimedia affords more
creative expression than text-only
presentations.” (Jonassen)
“students are highly motivated by the
activity” (Jonassen)
8
Dilemmas and
Insights
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Keeping track of the UG-POU-OA loop
was challenging
IMPLEMENTATION IN SPRING!!
Educating cooperating teacher in TFU
Coordinating with computer teacher to
set up lab schedules
Mentally prepare myself to step away
from being the transmitter of knowledge
to being a guide who helps students
construct their own knowledge
9