Plate
Tectonics
Name:____________________________________________________________
Period:________ Sci. Teacher: _______________________________________
Dimmitt Middle School 2013-2014
Safety In Science Class
1. Never perform unauthorized experiments or use any equipment without
permission.
2. Wear proper eye protection when the potential for eye injury exists.
3. Do not eat or drink in the lab at any time.
4. Consider every chemical dangerous. Avoid inhaling fumes, or tasting,
touching, or smelling any chemicals unless specifically told to do so by the
instructor.
5. Nothing is to be taken from the science classroom.
6. Never become involved in horseplay or practical jokes.
7. Discard only those liquids or solids in the sink as indicated by the
instructor.
8. Note the location and be familiar with operation of any safety equipment.
9. Notify the instructor immediately in the event of an accident.
10.
Keep voices at a low volume.
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Lesson #1: Storing Waste
You will be able to….
 explain what nuclear waste is, why it is dangerous, and how it is stored.
 evaluate statements and decide if they provide evidence for or against using
Yucca Mountain as a storage site for nuclear waste.
 discuss the trade-offs of using Yucca Mountain as a nuclear waste storage site.
 decide if you would recommend using Yucca Mountain to store nuclear waste
and support your decision with evidence.
Key Vocabulary:
active
dormant
extinct
evidence
nuclear waste
risk
trade-offs
3
Storing Nuclear Waste?
Each year, the United States produces many tons of nuclear waste. For more
than forty years, scientists have been considering different ways to store this waste.
They have contemplated sending it into space, placing it in the ocean floor, and
burying it on a remote island, or an ice sheet in Antarctica. But all of these options
pose dangers. Most scientists now believe that the safest solution is to store the
waste in special containers placed deep in underground rooms.
In 1983, the U.S. government began to consider Yucca (YUK-uh) Mount
Mountain in Nevada as a place for this underground storage. Not everyone agrees
with this decision, though, and no waste is likely to be buried there before the year
2010.
 What are the advantages and disadvantages of storing
nuclear waste in Yucca Mountain?
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Directions:
Read the following article. Show evidence of two reading strategies. Then answer
questions #1-5.
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6
Directions:
After reading, “Background Information about Nuclear Waste”, answer the questions
below.
1. What is nuclear waste?
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2. Why is nuclear waste harmful to people?
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3. How is nuclear waste stored?
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4. What makes storing nuclear waste difficult?
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5. What are some other questions do you have about nuclear waste?
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Analyzing Evidence: Yucca Mountain
Directions:
Discuss each statement with your group. Decide if it provides evidence for or against
Yucca Mountain as a place for storing nuclear waste.
Statement
Evidence Evidence
For
Against
1. No one lives in the Yucca Mountain area.
2. To reach Yucca Mountain, nuclear waste would be shipped
from or through 43 states.
3. Las Vegas, a city of almost ½ million people, is located 161
km (100 mi) from Yucca Mountain. In the case of a severe
accident, an area of about 110 km2 (42.5 mi2) could become
contaminated.
4. Yucca Mountain receives about 19 cm (7.5 inches) of rain
per year. The average rainfall per year for the United States
is 87.6 cm (34.5 inches).
5. Scientists believe that the last time a very destructive
earthquake (6.5 on the Richter scale) occurred in the Yucca
Mountain area was about 50,000 years ago.
6. At Yucca Mountain, the average temperature is 13°C (63°F).
Summer temperatures can be over 38°C (100°F) and winter
temperatures average are often lower than 5°C (40°F).
7. In the U.S., Nevada has the fourth highest number of
earthquakes per year (after Alaska, California, and Hawaii).
8. Yucca Mountain was formed from the eruptions of a
volcano that is now extinct. There are seven dormant
volcanoes within 43 km (27 mi) of Yucca Mountain.
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Yucca Mountain Discussion
Directions:
Explain how each statement supports or does not support storing nuclear waste at
Yucca Mountain.
1.
2.
3.
4.
5.
6.
7.
8.
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Storing Waste - Analysis Questions
1. What other information would you like to have before you make a decision about
whether nuclear waste should be stored in Yucca Mountain?
2. Do you think nuclear waste should be stored in Yucca Mountain?
a. State your decision.
b. Support your decision with as many pieces of evidence as you can.
c. Discuss the trade-offs of your decision.
3. Reflection: Would you agree to have nuclear waste stored near where you live?
Why or why not?
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Lesson #2: Volcanic Landforms
You will be able to….
 use a model to investigate the effects of two different kinds of volcanic
eruptions.
 describe the three different types of volcanoes; shield volcanoes, cinder cones,
and composite volcanoes.
 Identify variables, write a hypothesis, and collect and analyze data during an
investigation to explore the effects of viscosity on lava flows.
Key Vocabulary:
Landform
Magma
Lava
Model
constructive
force
destructive
force
Viscosity
manipulated
variable
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responding
variable
controlled
variables
hypothesis
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Volcanic Landforms
Most people think of volcanoes as destructive. The high temperature of
volcanic lava can burn almost anything in its path. Volcanoes also release large
amounts of gas and ash that can cause other types of damage. But volcanoes can
also be constructive because they form rocks that eventually result in new
landforms.
Millions of years ago, explosive volcanoes erupted in the Yucca Mountain Area.
These eruptions released ash and hot liquid rock called magma. As this material
cooled, it formed the layers of rock that make up Yucca Mountain. Not all volcanic
eruptions are the same. Some of the rock in the Yucca Mountain area is from later
volcanic eruptions. These eruptions were smaller and much less explosive. The force
of an eruption is affected by the amount of gas in the magma.
 How do volcanic eruptions vary?
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How does the amount of gas in magma affect
volcanic eruptions?
Manipulated variable: ____________________________
Responding variable: _____________________________
Type of Magma
Trial 1
Trial 2
Less Gassy
“magma”
More Gassy
“magma”
Hypothesis:
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Labeled Diagram: Draw a labeled diagram of the More Gassy volcano eruption model
in the space below.
Was your hypothesis supported or not supported by the data you collected in the investigation?
Be sure to use your recorded observations as evidence to support your answer.
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Igneous Rocks form when lava cools and hardens.
Pumice
Basalt
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Types of Volcanoes
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Types of Volcanoes Brochure
Directions
Create a brochure that shows the following information for each
type of volcano (composite, shield, cinder cone)
For each type of volcano your brochure should……
 Label the type of volcano
 Include a colored and labeled, diagram
 Describe the type of eruption(s) that formed the volcano
 Describe the type of lava that formed the volcano
 Predict the kind(s) of rocks found at the volcano
 Give an example (name and location) of this type of volcano
 Extension: To earn a 4 on this brochure, you must also include
information about specific hazards associated with each type of
volcano.
Rubric
4




Information is

complete,
accurate, and
detailed.
Brochure is neat, 
high quality, and
colorful.
Front cover has

a title,
illustration, and
your name.
Extension info is
included for each
type of volcano.
3
Information is

complete,
accurate, and
detailed.
Brochure is neat, 
high quality, and
colorful.
Front cover has

a title,
illustration, and
your name.
2
Some
information is
missing, vague,
or inaccurate.
Brochure lacks
neatness,
quality, or color.
Front is missing
parts.
1



Much
information is
missing, vague,
or inaccurate.
Brochure lacks
neatness,
quality, or color.
Front is missing
parts.
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Got the Runs?
Learning Objective: You will be able to identify variables, write a hypothesis, collect and analyze
data during an investigation to explore the effects of viscosity on lava flows.
Question: Which type of fluid will flow the fastest?
Manipulated variable: _______________ Responding variable: _________________
Controlled variables: ___________________________________________________
Hypothesis: (Write about which fluid will flow the fastest; which will flow the slowest and give a
reason using the word viscosity.)
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Materials:
Liquids (syrup, oil, dish soap)
cardstock paper
timer
ruler
newspaper
Diagram of Set up:
Results:
Type of Fluid vs Distance the Fluid Flows (mm)
Type of Fluid
Trial 1
Trial 2
Trial 3
Average
Viscosity: is the resistance of a material (usually a fluid) to flow.


A fluid that has more resistance will have a higher viscosity and will flow
slower.
A fluid that has less resistance will have a lower viscosity and will flow faster.
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Conclusion:
Claim: (Answer the investigative question, “Which type of fluid will flow the fastest?”)
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Evidence: (Include data from the Type of Fluid vs Distance the Fluid Flows table that supports
your claim.)
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Reasoning: (Explain why your evidence/data supports your claim. Explain how the viscosity
affected the flow of the fluids.)
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Volcanic Landforms - Analysis Questions
1. a. Describe the similarities and differences between the eruptions of less gassy and
more gassy magma.
b. Which type of magma produced a more explosive eruption?
2. Over time, there have been both very explosive and less explosive eruptions in the
Yucca Mountain area. Which type(s) of volcanic rock might you find there? Explain
your reasoning.
3. Imagine a volcano erupting many times over a period of years. Which of the
following landforms is most likely a result of volcanic eruptions: a valley, a mountain,
or a canyon? Explain.
4. What were the strengths and weaknesses of the volcano model? HINT: Think
about ways in which the model did or did not represent real volcanic eruptions.
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Lesson #3: Beneath the Earth’s Surface
You will be able to….
 explain that the earth is made of different layers and describe the characteristics
of each of those layers.
 use a scale model to create a realistic model of the earth.
Key Vocabulary:
crust
mantle
inner core
outer core
lithosphere
scale
When volcanoes erupt, magma is released. Where does the magma come from? To
answer this question, it helps to know more about the inside of the earth.
 What is beneath earth’s surface?
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Layers of the Earth
Chorus
Throw your hands up for the layers of the earth
Throw ‘em up for what’s below the surface
Throw your hands up, and let’s discuss
The inner core, outer core, mantle, and crust
Verse I
The layer we’ll discuss first
Is the central inner core, in the center of the earth
A solid ball buried below the dirt
We believe it’s primarily metallic iron
You could never take a trip to the inner core, right?
The heat will burn you up, 9,000º Fahrenheit
4,000 miles below the Earth’s crust
One down three to go y’all.
1,800 miles from the tip top
The outer core is hard at work and it don’t stop.
It’s busy spinning around the inner core, and listen,
This steady movement causes Earth’s magnetism.
Ranging from 4 to 9,000 degrees,
It contributes 1/5 of the heat flowin’ to you and me.
It’s liquid metals that violently flow
So let it settle… and when you’re ready let me know. Just…
Chorus
Verse II
The mantle layer is the largest of the class.
About half of our planet’s mass.
The mantel is composed of very hot dense rocks,
That move and flow, always on the go, they never lock,
Never stop, and they’re responsible for tectonic shift
Please believe the Earth’s plates are adrift
It’s pretty thick and the heat is awesome
1,600 at the top, 4,000 at the bottom
The continental crust’s surface is where we breathe
A lot of rock up to 25 miles deep.
The oceanic crust is next door
It’s 3-5 miles thick just below the ocean floor.
Earth’s surface: 70% H20.
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Where do you get all that water? Salty sea flow,
fresh water’s in the glaciers, ice caps, and snow.
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Earth Layer Foldable
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Lesson #4: Earth Time
You will be able to….
 understand how old the earth is and when different events in earth’s history
have occurred.
 explain how geological time differs from how we normally think about time.
Key Vocabulary:
paleontologist
geological time
The earth is over 4 billion years old. But modern humans have only been around for hundreds
of thousands of years, or 0.01% of earth’s history. That’s why paleontologists use fossil evidence,
as well as radioactive decay in rocks, to figure out when things happened. Paleontologists are
scientists who use evidence from rocks and fossils to understand when events occurred in the
history of life.
Six of the seven volcanoes in the Yucca Mountain area last erupted somewhere between
385.000 years and one million years ago. The remaining volcano is believed to have been active
within the last 75,000 years. All of these time periods are very long compared to the average
human lifespan. Paleontologists usually refer to time periods of thousands, millions, and billions of
years as geological time.
 When did particular events in earth’s history occur?
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Earth Time- Analysis Questions
1. How did your group’s original order of events differ from that of the
paleontologist? Explain.
2. Would units of time such as minutes and hours be useful in measuring events in
earth’s history? Why or why not?
3. Some nuclear waste may be active for 250,000 years. Would you consider this to
be a long or short period in geological time? Explain your reasoning.
4. Your younger brother tells you about a television show he watched
where humans ride dinosaurs instead of cars. He says he wishes he could
go back to the time when people lived with dinosaurs. Based on what you
learned in this activity, what do you tell him?
5. Reflection: How did placing these events in order yourself help you to
understand the earth’s history? HINT: Think about how your
understanding of events in geological time has changed.
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Lesson #5: Sedimentary Strata
You will be able to….
 determine which fossils are older and younger than others and which are extinct
using the Law of Superposition.
 understand that similar sequences of rocks and fossils are found in different
geological locations.
 explain that over time, the environment and associated ecosystem of a given
area can change and these changes are reflected in rocks and fossils.
Key Vocabulary:
Drill core
Fossil
Sedimentary
layer
Stratigraphic
column
Relative Age
Absolute Age
Law of
Superposition
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Whose idea do you most agree with and why? Describe your ideas about how a
fossil could end up on top of a tall mountain.
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Correlating Sedimentary Strata
 How can you determine which fossils are older, which are
younger, and which are likely to be from extinct species?
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Correlation Chart
Paste your stratigraphic columns here.
sandstone
shale
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Stratigraphic Columns- Analysis Questions
1. Use your correlation chart to determine the relative age of the fossils and write
your answers on the lines provided below.
Youngest:
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Oldest:
________________________________
2. Describe some of the difficulties you had trying to match evidence found in one
drill core with evidence found in other drill cores. What additional evidence would
have helped you make your correlations?
3. Based on evidence from all four drill cores, which, if any, of the organisms
represented by the fossils may be from species now extinct? Explain.
4. Which fossil species could have lived at the same time? Explain.
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5. Using the information in the chart on the right and list you made in question #1,
determine the geologic era(s) when each species is believed to have been alive and
place a line above the fossil name in
an appropriate places on the
timeline below. Explain how you
determined you answer.
trilobite
ammonite
fern
fish
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Lesson #6: The Continental Puzzle
You will be able to….
 Use evidence from fossils, landforms, and climate to explain that the earth’s
surface has changed over geological time.
Key Vocabulary:
continent
Pangea
(Pangaea)
Volcanoes occur all over the world. How likely is it that volcanic eruptions will
occur at Yucca Mountain? To answer these questions, it helps to study the past. You
will find out more about the history of the earth in the next few activities.
In the early 1900s, Captain Robert Scott, who was from England, explored the
continent of Antarctica. In his journal, he described finding plant fossils. These
fossils were later identified as Glossopteris, an extinct fern-like plant that grew on
earth about 250 million years ago. Glossopteris grew in warm, wet areas, and could
not have survived in an extremely cold place like Antarctica. How did the fossils of
this plant end up in Antarctica?
 What can rearranging the continents tell you about earth’s
history?
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World Puzzle Sketch
Directions: Sketch an outline of the shape of your completed puzzle. Then, draw and label the
individual puzzle pieces within your outline. Make sure you place the fossil and landform evidence
on your sketch.
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The Continental Puzzle - Analysis Questions
1. Describe what has happened to the land on the surface of the earth over the past 425 million
years.
2. There are seven continents and there were seven puzzle pieces. But not every puzzle piece
represented a continent. Why do you think this is? HINT: Think about how you used the pieces to
model changes on earth’s surface.
3. What types of evidence did the puzzle provide about change on the earth’s surface?
4.
a. Look at information in Table 1, “Approximate Time Period of Some Extinct Organisms”.
On your “Ordering Events,” page, record when each of these organisms lived.
b. Pangea began to break apart about 200-225 million years ago. Record this event on your
“Ordering Events” page.
c. Which of the extinct organisms listed in the table below lived on Pangea before it broke
apart?
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Lesson #7: Continental Drift
You will be able to….
 evaluate evidence related to Continental Drift.
 explain the idea of Continental Drift.
Key Vocabulary:
Continental
Drift
Alfred Wegner
In 1915, a German scientist name Alfred Wegner (1880-1930) put together
several kinds of evidence – including the location of fossils and rocks on different
continents - to come up with a new idea about the history of the continents. His idea
was that the continents were once joined together to form a single large continent
called Pangea. Over geological time, Pangea split apart and parts of it moved away
to form today’s continents. Today, this idea is called continental drift. “Drift” refers
to the idea that the continents slowly moved away from each other, or drifted apart.
In this activity you will examine more evidence for this movement of continents.

What is the evidence that the continents have moved?
Fossilized Glossopteris leaf.
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Is it
evidence for
Continental
Drift?
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Claim: The continents used to be connected in one land mass, and have moved
apart over geological time.
Evidence
Reasoning
Fossils of the Glossopteris plant are found in
southern Africa, South America, Australia,
Antarctica, and India.
These markings were probably made from one ice sheet
since they are all going in the same direction.
These places with warm climates now, could have been
in a place on earth with colder climates.
A South American mountain range in Argentina
lines up with an ancient African mountain range in
South Africa.
Since the continents are now moving, they must have
been moving in the past.
Rock layers on the western coast of Africa are in
the following sequence: Basalt rock, shale
containing reptile fossils, coal layers with
Glossopteris fossils, rocks containing Mesosuarus
fossils, and shale. Almost identical rock layers are
found on the eastern coast of South America.
Earthworms can’t move across the large ocean, so these
parts of land were likely once connected. Also, these
places must have shared a similar climate in order to
have the same organism.
Computers were used to match the coasts of South
America and Africa; they match well at the ocean
depth of 1,000 meters.
Earthworms can’t move across the large ocean, so these
parts of land were likely once connected. Also, these
places must have shared a similar climate in order to
have the same organism.
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1. Imagine you have been asked to write an encyclopedia entry or Wikipedia page about the
movement of earth’s continents. Write a paragraph about continental movement, describing how
the history of this idea and citing as many pieces of evidence as you can.
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Lesson #8: The Theory of Plate Tectonics
You will be able to….
 Compare the idea of Continental Drift to the Theory of Plate Tectonics.
 Explain that the surface of the earth is split into plates that move over
geological time.
Key Vocabulary:
plates
plate tectonics
theory
In “The Continent Puzzle,” you investigated the movement of continents.
Today, Geologists know that it’s not just the continents that move – it is the entire
surface of the earth! The earth’s surface is broken into large sections called plates.
These plates not only include the surface of the earth, but also extend down into the
solid part of the upper mantle. This is one reason that geologists use the term
“lithosphere.” The movement of these lithospheric plates is called plate tectonics.

How did continental drift lead to the theory of plate
tectonics?
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Continental Drift - Analysis Questions
1. Why are scientists surprised to find coal in the Artic?
2. Think about what you learned from the video about where volcanoes are most likely to occur.
Based on this information, do you think that the risk of a volcanic explosion at Yucca Mountain is
high or low? Explain.
3. The idea of continental drift eventually leads to the modern theory of plate tectonics.
Continental
Drift
Theory of Plate
Tectonics
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Lesson #9: Measuring Earthquakes
You will be able to….
 use a model seismograph to explore the relationship between earthquakes and
plate boundaries.
Key Vocabulary:
earthquake
Richter Scale
seismograph
seismogram
fault
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The earth’s plates continue to move. Today, the plate that includes North
America is moving away from the plate that includes Europe at a rate of about two
centimeters (cm) each year. Moving these huge plates takes lots of energy. Some of
this energy causes large sections of underground rock to break and shift positions,
resulting in an earthquake.
Scientists measure the intensity of an earthquake using a tool known as a
seismograph. A seismograph contains a thin needle-like pen that records the
movements detected within the earth on a roll of paper. The lines recorded on the
paper are called a seismogram.

How can a seismograph be used to measure earthquakes?
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Measuring Earthquakes - Analysis Questions
1. What are the similarities and differences did you observe among your group’s 8 seismograms?
2.



What did each half of the seismograph model represent?
What did the toothpick represent? (HINT: reread the introduction.)
When did an “earthquake” occur? It occurred when:
a.
The Data Recorder began pulling the paper tray.
b. Plate B was first pushed.
c.
The toothpick broke.
 What type of plate movement did you simulate?
a. Plate colliding
b. Plates sliding past each other
c. Plate pulling apart.
3. Describe what the seismogram looked like:
 when there was little or no movement.
 when the toothpick broke.
4. This activity modeled an earthquake occurring along a plate boundary. What do you think are
the strengths and weaknesses of this model?
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Lesson #10: Mapping Plates
You will be able to….
 use earthquake and volcano data to discover the location of earth’s plate
boundaries.
As you’ve learned, some of the earth’s lithospheric plates are slowly sliding
past each other, some plates are slowly colliding, and some plates are slowly moving
apart. Both earthquakes and volcanoes occur more frequently along such plate
boundaries.

How can you use earthquake and volcano data to map the
earth’s plate?
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Mapping Plates - Analysis Questions
1. Are the size and shapes of the continents the same as the sizes and shapes of the
plates? Support your answer with a specific example from you map.
2. Look again at Table 2. In terms of geological time, would you consider these
volcanoes and earthquakes to have occurred recently or a long time ago? Explain.
3. What is the relationship between earthquakes, volcanoes, and plate boundaries?
4. In the first lesson, “Storing Waste,” you learned that Nevada has the fourth highest
number of earthquakes in the U.S. Which state would you predict to have a higher
number of earthquakes, Washington or Texas? Why?
5. In the “Continent Puzzle.” The country of India was a separate puzzle piece. Use
your map to help you explain why.
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Lesson #11: Understanding Plate Boundaries
You will be able to….
 Identify the three different types of plate boundaries and what geological
processes are likely to occur.
 Explain how landforms are the result of constructive and destructive forces.
Key Vocabulary:
transform
divergent
convergent
subduction
hot spot
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The map below shows the locations of earthquakes and volcanoes on
earth’s surface. Today, many of the world’s most active volcanoes are located around
the edges of the Pacific Ocean, and are often referred to as the “Ring of Fire”. You
may notice that both volcanoes and earthquakes tend to be concentrated in
particular areas. The theory of plate tectonics helps explain this pattern.

How does the theory of plate tectonics help to explain the
locations of earthquakes, volcanoes, and mountain ranges?
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Plate Boundaries
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Understanding Plate Boundaries - Analysis Questions
1. Describe two ways in which the movement of lithospheric plates can result in formation of
mountains.
2. On your Plate Boundaries map, you drew the boundaries of large lithospheric plates. Use
information from this reading to identify and label: a) transform boundary b) divergent boundary
and c) convergent boundary.
3. Yucca Mountain is located close to H6 on your map. Which type of boundary is closest to it?
4. There are three different types of rocks: igneous, metamorphic, and sedimentary. Which type
of rock would you expect to find along a divergent plate boundary? Explain.
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Lesson #12: Convection Currents
You will be able to….
 explain how convection currents cause plate movement.
Key Vocabulary:
convection
current
Scientist don’t know exactly what drives plate motion. One theory is that
there are convection currents within the earth’s mantle. Convection occurs when
there is a temperature difference within a substance like magma, causing it to move
in a circular pattern. This convection of the magma within the mantle is believed to
cause plate movement. In this activity, you will investigate how differences in
temperature can cause substances like magma to move.

How do differences in temperature cause a convection
current?
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Convection Currents
Directions: Sketch your observations from the activity.
Trial 1
Trial 2
Analysis Questions
1.
a. Did both trials result in the movement of water? Why or why not?
b. What do you think is necessary for convection currents to form?
2. Compare the results of your two trials. When warm and cold water are mixed, what happens:
a. to the war?
b. to the cold water?
3. Imagine that hotter magma is lying beneath an area of cooler magma deep in the mantle. What
do you predict will happen? Be as specific as you can and explain your reasoning.
4. What do scientists believe causes plates to move?
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Lesson #13: Spreading Plates
You will be able to….
 Use a computer simulation to investigate what happens when the earth’s plates
move apart.
The earth’s plates move very slowly-even the fastest move less than 10 cm per year.
But they have also have been moving for millions of year. As a result, their motion
has changed the surface of the earth. In this activity, you will further explore what
happens to the earth’s surface as two plates move apart from each other.
What happens when the earth’s plates move apart over
time?
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Spreading Plate Observation
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Spreading Plates- Analysis Questions
1. In this simulation, you saw water collect between the spreading plates: where does this water
come from?
2. In the simulation, how many years passed before you observed major changes to the earth’s
surface?
3. There are seven continents on earth today. How many do you predict there will be: a) in a
thousand years? Explain. b) in 20 million years? Explain.
4.
a. List at least three things that can happen as plates spread apart.
b. Place these events in order by numbering them.
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Sea Floor Spreading
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Lesson #14: Other Types of Plate Motion
You will be able to….
 Use a computer simulation to investigate what happens when the earth’s plates
collide as well as slide past each other.
Plates can move in different directions. In the last activity, you explored
what happens to the earth’s surface as two plates move apart. Plates can also collide
or slide past each other. Find out how these plate motions are similar to, or different
from spreading plates.
What happens when the earth’s plates collide or slide plast
each other?
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Other Plate Motions
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Other Types of Plate Motion- Analysis Questions
1. Why do the geological processes that occur at convergent boundaries vary?
2. In this activity, which type of boundary modeled: a) the formation of the Himalayan Mountains?
b) the formation of Greenland, a volcanic island country in the northern Atlantic Ocean.
3. Comparing Plate Motion
Directions: Identify the scientific term for each type of plate boundary and then place a check (√)
to identify what is likely to happen at each type of plate boundary.
Types of
Motion
Plate Scientific Term for Boundary Earthquakes
Type
Volcanoes
Mountain
Formation
Colliding
Sliding
Spreading
4. Imagine that your parents ask you what you are learning in school. In your own words, explain:
a) The theory of plate tectonics
b) How earthquakes, volcanoes, and mountain formation are related to plate tectonics.
Be as specific as you can.
6. REFLECTION: Do you think the world’s continents and oceans will look the same in the future as
they do now? Why or why not?
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Lesson #15: Comparing Site Risk
You will be able to….

Use your knowledge of plate tectonics and additional evidence to evaluate
various possible nuclear waste disposal sites.

Discuss the risks associated with each site and make a site recommendation.
In the “Storing Waste,” activity, you evaluated Yucca Mountain, Nevada as a
site for storing nuclear waste. The U.S. Congress considered several other sites
before selecting Yucca Mountain. Today, there is still much controversy surrounding
the selection of this site.
Imagine that the year is 2015 and Congress is reconsidering its selection.
Use what you have learned in this unit to help you evaluate two other sites that
Congress first considered in the early 1980s.
Which site would you recommend for storing nuclear
waste?
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Volcano and Earthquake Risk
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Comparing Site Risks- Analysis Questions
1. Aside from earthquakes and volcanoes, what other risks might you want to consider when
selecting a site for storing nuclear waste?
2. Where do you think the nuclear waste should be stored: Deaf Smith County, Texas; Hanford,
Washington; or Yucca Mountain, Nevada?
a) State you Claim (decision)
b) Support you claim with as many pieces of evidence as you can.
c) Explain why your evidence supports your claim.
d) Rebuttal: Explain why you did NOT choose one of the other sites. Include evidence and
reasoning.
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