Lesson 1
Title: Structure of the Earth & Introduction to Plate Tectonics Unit
Purpose: The purpose of this lesson is for students to analyze the composition and structure of the internal
features of the Earth using the 5-E Learning Model. Students will be introduced to the theory of plate
tectonics and the teacher will ascertain the students’ prior knowledge of the subject as a whole and gauge
their interest in various related topics.
Safety Issues & Accommodations: There are no major safety concerns associated with this lesson. Slot
notes will be used to accommodate for the variation of reading and ability levels in the classroom.
Relevant Virginia SOL’s:
ES.1 The student will plan and conduct investigations in which
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and
interpreted;
d) maps and globes are read and interpreted, including location by latitude and longitude;
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key
concepts include
a) geologic processes and their resulting features; and
b) tectonic processes.
NSTA Standards:
NSTA 1. Content. To show that they are prepared in content, teachers of science must demonstrate that they:
a) understand and can successfully convey to students the major concepts, principles, theories,
laws, and interrelationships of their fields of licensure and supporting fields as recommended
by the National Science Teachers Association
b) understand and can successfully convey to students the unifying concepts of science
delineated by the National Science Education standards
NSTA 6. Curriculum. To show that they are prepared to plan an implement an effective science curriculum,
teachers of science must demonstrate that they:
a) understand the curricular recommendations of the National Science Education Standards,
and can identify, access, and/or create resources and activities for science education that are
consistent with the standards
Materials and Resources: Computer, projector, notes sheets, pencils, ELMO, Internet access, white board
and markers
Procedures for Teaching:
1. Engage: The teacher will get the students to start thinking about the topic of plate tectonics and evaluate
their prior knowledge by engaging the students in creating a “KWL” chart. The teacher will begin by asking
the students basic questions like: “What is plate tectonics?” “What does earth’s internal structure look like?”
“How do we know about this?” etc. All correct responses will be recorded under the Know section of the
chart. Any questions that arise during this activity will be recorded under the Wonder section of the chart
and the teacher will ask the students if they have any relevant curiosities to be added to the chart. The
teacher will create the KWL chart for the entire class using the ELMO. All students can participate and this
KWL will be kept and reviewed toward the end of the unit. [15 min]
2. Explore: The teacher will lead the students in an investigation of the internal structure of the earth by
involving the students in a guided discussion about the different layers. The teacher will draw and label a
diagram on the board with student assistance. The students will be asked to copy the diagram in their notes.
[10 min]
http://www.learner.org/interactives/dynamicearth/structure.html
3. Explain: The teacher will explain the internal structure of the earth to the students by using a PowerPoint
and incorporating diagrams and important information. The students will be supplied with slot notes to
record the information that they learn. Variations of the slot notes will be provided depending on the reading
level of the student. [10 min]
4. Elaborate: The teacher will show a video about the internal structure of the earth and assign a homework
assignment requesting that the students define vocabulary terms related to the topic of plate tectonics. The
homework assignment will be checked for completeness in 2 days. [5 min]
Plate Tectonic Rap: http://www.youtube.com/watch?v=RiHRI_Z2Kgs
5. Evaluate: The students will not receive a direct grade for this lesson, however participation and
communication are a vital component of the lesson. Also, the definitions assigned for homework will be spotchecked for completeness in two days.
Definitions- 10 points for completion (Half credit for a day late)
Title: Plate Tectonics
Lesson 2
Purpose: The purpose of this lesson is for students to investigate the history and development of the theory
of plate tectonics using the 5-E Learning Model. By engaging the students in a hands-on puzzle activity the
students will gain a well-rounded view of the development of the theory of plate tectonics and understand
the background information for the rest of the unit.
Safety Issues and Accommodations: Students should use scissors and glue appropriately and safely. A slot
notes outline will be used to accommodate for the variation of reading and ability levels in the classroom.
Relevant Virginia SOL’s:
ES.1 The student will plan and conduct investigations in which
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and
interpreted;
d) maps and globes are read and interpreted, including location by latitude and longitude;
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and
logic. Key concepts include
c) observation and logic are essential for reaching a conclusion
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key
concepts include
c) geologic processes and their resulting features; and
d) tectonic processes.
ES.10 The student will investigate and understand that oceans are complex, interactive physical, chemical,
and biological systems and are subject to long- and short-term variations. Key concepts include
d) features of the sea floor as reflections of tectonic processes
NSTA Standards:
NSTA 1. Content. To show that they are prepared in content, teachers of science must demonstrate that they:
a) understand and can successfully convey to students the major concepts, principles, theories,
laws, and interrelationships of their fields of licensure and supporting fields as recommended
by the National Science Teachers Association
b) understand and can successfully convey to students the unifying concepts of science
delineated by the National Science Education standards
NSTA 2. Nature of Science. To show they are prepared to teach the nature of science, teachers of science must
demonstrate that they:
c) engage students successfully in studies of the nature of science including, when possible, the
critical analysis of false or doubtful assertions made in the name of science
NSTA 3. Inquiry. To show that they are prepared to teach through inquiry, teachers of science must
demonstrate that they:
b) engage students successfully in developmentally appropriate inquiries that require them to
develop concepts and relationships from their observations, data, and inferences in a
scientific manner.
NSTA 4. Issues. To show that they are prepared to engage students in studies of issues related to science,
teachers of science must demonstrate that they:
b) engage students successfully in the analysis of problems, including considerations of risks,
costs and benefits of alternative solutions; relating these to the knowledge, goals and values
of the students.
NSTA 6. Curriculum. To show that they are prepared to plan an implement an effective science curriculum,
teachers of science must demonstrate that they:
a) understand the curricular recommendations of the National Science Education Standards,
and can identify, access, and/or create resources and activities for science education that are
consistent with the standards
NSTA 8. Assessment. To show that they are prepared to use assessment effectively, teachers of science must
demonstrate that they:
a) use multiple assessment tools and strategies to achieve important goals for instruction that
are aligned with methods of instruction and the needs of students
Materials and Resources: Puzzle pieces, computer, projector, notes sheets, pencils, glue, tape, paper
Procedures for Teaching:
1. Engage: The teacher will engage the students in a discussion about Pangaea and probe the students’ prior
knowledge related to the development of the tectonic plate theory. The teacher will show the students a
video detailing the movement of the plates over the past few million years. The students will be able to see
how much the earth has changed over time. [10 min]
http://www.youtube.com/watch?v=hSdlQ8x7cuk
http://www.youtube.com/watch?v=WaUk94AdXPA
2. Explore: The students will put together “Alfred Wegener’s puzzling evidence.” In this activity the students
will work in small groups or pairs to put together a puzzle that will form Pangaea using fossil evidence and
rock formation clues. This activity will allow students to formulate their own understanding of how Alfred
Wegener developed his on theory of continental drift. The students will glue their puzzle onto a sheet of
paper and turn in for a grade. [15 min]
3. Explain: The teacher will explain the theory behind plate tectonics using a PowerPoint. Variations of the
slot notes will be provided depending on the reading level of the student. [15 min]
How the continents are moving: http://www.youtube.com/watch?v=omSRXtPI4cI
4. Elaborate: Typically, students have misconceptions about what magnetic reversal is and how it relates to
plate tectonics. The teacher will elaborate on the topic of magnetic reversal and seafloor spreading by
showing a video on the subject an engaging in discussion if the students have any further questions to
correct any misconceptions. [5 min]
Bill Nye Magnetic Reversal: http://science.discovery.com/tv-shows/greatest-discoveries/videos/earthscience.htm
5. Evaluate: The students will be evaluated on their completion of the puzzling evidence activity and given a
grade based on accuracy, effort and neatness.
Points
2
3
10
5
Puzzling Evidence Activity
Criteria
Evidence
Effort
Organized, On task
Accuracy
Continents close to or in correct locations
Neatness
Nothing falling off, easy to understand
Comprehension of material
5 questions total: 1 pt for each correct response
Wegener’s Puzzling Evidence
Alfred Wegener proposed the hypothesis of continental drift. Wegener’s hypothesis stated
that the continents have moved slowly to their current locations. Wegener suggested that all
continents were once connected as one large landmass. He called this landmass “Pangaea” meaning
“all land.” Wegener’s ideas were considered controversial and were not readily accepted at the time
because he was unable to explain how the continents drifted apart.
We now know that the Earth’s crust is not a solid shell. The crust and the upper portion of the
mantle form the lithosphere. The lithosphere is made up of thick, interconnecting pieces called
tectonic plates that fit together like a puzzle. They move atop the underlying asthenosphere, a really
thick layer of hot flowing rock within the Earth’s mantle. Together, these create plate tectonics!
By examining evidence such as similar rock layers in various places, fossilized desert belts, the
distribution of fossils, and the physical shapes of continents, scientists have concluded that the
Earth’s continents were once all connected to form a “supercontinent” called Pangaea that was
surrounded by an enormous ocean. In this activity, you will use different kinds of evidence to
reconstruct how the Earth may have looked approximately 220 million years ago.
Materials: Paper, Puzzle pieces, paper, pencil
Puzzle Instructions:
1. Use the legend provided to identify the symbols on each island or continent.
2. Cut out the landmasses along the dotted lines.
3. Look at the shapes of the continents and islands. What landmasses seem to fit together?
4. Draw a large circle on your own paper to represent the earth.
5. Examine the evidence and try to match up the landmass boundaries that show similar rock strata,
fossilized desert belts and dinosaur fossils!
*Not all the boundaries may touch and there might be areas of water separating them.
6. Look over your arrangement of the continents and islands. Determine if the position of any of the
landmasses should be changed. Once you are satisfied with you map of Pangaea, tape of glue it
down.
Response Questions:
You may use your book or notes to complete the following questions if needed. Please write in
complete sentences!
1. Who proposed the idea of continental drift?
2. Why wasn’t his theory readily accepted?
3. What evidence did you use to create Pangaea? Give 3 examples.
How does this compare to the evidence that Wegener used?
4. What are the lithosphere and asthenosphere?
5. How do the lithosphere and asthenosphere interact to create continental drift?
Title: Plate Boundaries
Lesson 3
Purpose:
The purpose of this lab is to teach the students about the differences between the different plate boundaries
using the 5-E Learning Model. By engaging the student in a kinesthetic activity using edible materials, the
students will build memorable connections and gain a deeper understanding of the movement of plate
boundaries.
Safety Issues & Accommodations: Food allergies and cleanliness are the main safety concerns for this
lesson and will be discussed with the students prior to beginning the lab.
Relevant Virginia SOL’s:
ES.1 The student will plan and conduct investigations in which
c) Scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and
interpreted;
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and
logic. Key concepts include
a) science explains and predicts the interactions and dynamics of complex Earth
systems;
ES.7
c) observation and logic are essential for reaching a conclusion
The student will investigate and understand geologic processes including plate tectonics. Key
concepts include
e) geologic processes and their resulting features; and
f) tectonic processes.
NSTA Standards: 4b, 6a
NSTA 4. Issues. To show that they are prepared to engage students in studies of issues related to science,
teachers of science must demonstrate that they:
b) engage students successfully in the analysis of problems, including considerations of risks,
costs and benefits of alternative solutions; relating these to the knowledge, goals and values
of the students.
NSTA 6. Curriculum. To show that they are prepared to plan an implement an effective science curriculum,
teachers of science must demonstrate that they:
a) understand the curricular recommendations of the National Science Education Standards,
and can identify, access, and/or create resources and activities for science education that are
consistent with the standards
NSTA 8. Assessment. To show that they are prepared to use assessment effectively, teachers of science must
demonstrate that they:
a) use multiple assessment tools and strategies to achieve important goals for instruction that
are aligned with methods of instruction and the needs of students
Materials and Resources: Computer, projector, Internet access, graham crackers, frosting, plastic knife,
cups, water
Procedures for Teaching:
1. Engage: The teacher will engage the students in a short review quiz asking the students questions related
to material covered so far in the unit. After the quiz, the teacher will show the students pictures of actual
plate boundaries. (ex. Himalayan Mountains, San Andreas Fault, African Rift Valley) [15 min]
2. Explore: The students will perform the Graham Cracker Plate Boundary lab. While performing this lab
students will create divergent, convergent and transform plate boundaries. The students will be engaged in a
hands-on exploration of the plate boundaries using graham crackers, frosting and rice crispy treats. The
students will be able to see how they interact as well as the effects of their movement on the surface features.
Before starting the lab, the teacher will go over rules and expectations. The teacher will lead the students
through each boundary type stopping in between to go over the questions. The students will be provided an
activity sheet to follow and be provided questions that they will need to answer after completion of the lab.
For the applied earth science classes, the teacher will discuss the response questions and ask the students
each question. Correct responses will be typed up in complete sentences and projected on the board for the
students to write down. [30 min]
3. Explain: The teacher will lead the students in a discussion about plate boundaries and discuss their
findings in the lab as well as provide them notes to ensure the students have the correct information. The
students will draw and label diagrams in their notes of the various plate boundaries. The diagrams will be
emphasized because the students will be expected to draw them on the test.[20 min]
4. Elaborate: The teacher will guide the students through a simulation of plate tectonics using an online
simulator and projecting onto the board. This activity will allow the students to visualize the different plate
boundaries. [10 min]
http://phet.colorado.edu/en/simulation/plate-tectonics
5. Evaluate: The students will be evaluated on their completion of the graham cracker lab. The students
should finish the lab during the class period. They may turn in the activity sheet at the end of class or finish it
for homework.
Points
34
8
Graham Cracker Plate Boundary Lab (40 pts total)
Criteria
Evidence
Comprehension of material 17 discussion questions total: 2 pts for each correct response
Participation
Appropriate behavior, On task
1. Where does new seafloor form?
a. trenches
b. mid-ocean ridges
Plate Tectonics Quiz General
c. abyssal plains
d. continental shelves
2. True/False. One of the most prominent features of the ocean floor is the mid-ocean ridge
3. ____________ are formed when one of the seafloors is forced under another part.
a. rift zones
b. mid-ocean ridges
c. ocean trenches
d. seamounts
4. Which marks the true edge of a continent?
a. shoreline
b. continental shelf
c. rift zone
d. ocean trench
5. When the seafloor spreads apart, volcanoes and ridges are formed because
a. sediments are deposited where the floor spreads, building ridges
b. as the plates pull apart, magma moves to the surface, building ridges
c. ocean water pushes down on the surrounding seafloor, pushing up ridges
d. underwater earthquakes lift the seafloor into long ridges
6. Which represents the flattest part of Earth’s surface?
a. deep sea trenches b. continental margins c. abyssal plains
d. mid-ocean ridges
7. Name the two different crust types. (Don’t over think!)
8. What is the lithosphere?
a. crust and the upper mantle
c. plates
b. the crust and lower mantle
d. the upper core and lower mantle
9. Alfred Wegener’s hypothesis was called _________________________.
10. Earth’s asthenosphere is found in the ________________________.
a. crust b. mantle
c. outer core d. inner core
11. Name two forms of evidence Alfred Wegener used to support his theory.
12. An ____________________ is a line on a map that connects points that have the same age.
a. isobar
b. isochron
c. isotope
d. isotherm
13. _________-bearing minerals found in rocks on the seafloor record the magnetic field direction
when they form.
a. copper
b. nickel
c. iron
d. silver
14. Even though the Earth’s inner core is hotter than the liquid outer core, it is still solid because of
_______________________.
15. ____________ was used during WWI to map the seafloor and revealed the Atlantic mid-ocean ridge.
a. laser beams b. Doppler radar
c. sonar
d. seismology
16. Plate motion occurs as a consequence of ____________________________________________.
a. convection b. Earth’s spin c. continents plowing through the seafloor d. magnetic reversal
BONUS. What is the name of the scientist who developed the theory of Seafloor spreading?
1. Where does new seafloor form?
a. trenches
b. mid-ocean ridges
Plate Tectonics Quiz- Applied
c. abyssal plains
d. continental shelves
2. True/False. One of the most prominent features of the ocean floor is the mid-ocean ridge
3. ____________ are formed when one of the seafloors is forced under another part.
a. rift zones
b. mid-ocean ridges
c. ocean trenches
d. seamounts
4. Which marks the true edge of a continent?
a. shoreline
b. continental shelf
c. rift zone
d. ocean trench
5. When the seafloor spreads apart, volcanoes and ridges are formed because
a. sediments are deposited where the floor spreads, building ridges
b. as the plates pull apart, magma moves to the surface, building ridges
c. ocean water pushes down on the surrounding seafloor, pushing up ridges
d. underwater earthquakes lift the seafloor into long ridges
6. Which represents the flattest part of Earth’s surface?
a. deep sea trenches b. continental margins c. abyssal plains
d. mid-ocean ridges
7. Name the two different crust types. (Don’t over think!)
8. What is the lithosphere?
a. crust and the upper mantle
c. plates
b. the crust and lower mantle
d. the upper core and lower mantle
9. Alfred Wegener’s hypothesis was called _________________________.
a. seafloor spreading
b. continental drift c. plate tectonics
d. slab pull
10. Earth’s asthenosphere is found in the ________________________.
a. crust
b. mantle
c. outer core d. inner core
11. Name one form of evidence Alfred Wegener used to support his theory.
12. An ____________________ is a line on a map that connects points that have the same age.
a. isobar
b. isochron
c. isotope
d. isotherm
13. _________-bearing minerals found in rocks on the seafloor record the magnetic field direction
when they form.
a. copper
b. nickel
c. iron
d. silver
14. Even though the Earth’s inner core is hotter than the liquid outer core, it is still solid because of
_______________________.
15. ____________ was used during WWI to map the seafloor and revealed the Atlantic mid-ocean ridge.
a. laser beams b. Doppler radar
c. sonar
d. seismology
16. Plate motion occurs as a consequence of ____________________________________________.
a. convection b. Earth’s spin c. continents plowing through the seafloor d. magnetic reversal
BONUS. What is the name of the scientist who developed the theory of Seafloor spreading?
Plate Tectonics Graham Cracker Activity
Background Information: The theory of plate tectonics states that the lithosphere of the Earth is composed of 7
major plates and numerous smaller plates. These plates move on the top of the hot plastic upper mantle known
as the asthenosphere. This theory also says that most of these plates are in motion, creating a variety of
interactions at the plate boundaries. At the plate boundaries, plates may converge (collide), diverge (separate), or
slide past each other in lateral motion. In addition, some plates may appear to be inactive. The purpose of this lab
is to demonstrate the interactions of plate boundaries.
Materials: 2 whole graham crackers, 1 rice crispy treat, notebook paper, cup of water, wax paper, pencil, frosting,
plastic knife
Read and follow all instructions for each part, then answer the questions that follow in complete sentences on a
separate sheet of paper. You will be given permission to eat your tectonic plates only AFTER you have turned in
your completed lab.
** Wash your hands before touching your lab materials!
Part 1. Divergent Plate Boundaries
Procedure:
1. Break a whole graham cracker into two square pieces.
2. Using the knife, spread a thick layer of frosting in the center of the wax paper. It should be about the size of a
whole graham cracker but twice as thick.
3. Lay the two pieces of graham cracker side by side on top of the frosting that they are touching.
4. To imitate the result of diverging oceanic plates, press down on the crackers as you slowly push down an apart
in opposite directions.
5. Remove the graham crackers from the frosting and scrape any frosting off
the crackers and return it to the wax paper. Set the crackers aside.
Discussion Questions
1. What happened to the frosting between the crackers?
2. What do the graham crackers represent?
3. What does the frosting represent?
4. Name a specific location on the Earth where this kind of boundary activity takes place.
5. What type of feature is produced by this movement?
6. What is the process called that creates new ocean floor from diverging plates?
Part 2. Convergent Plate Boundaries (Continental and Oceanic)
Procedure:
1. Take one of the graham cracker squares you used in Part 1 and lay it on top of the frosting.
This represents the thin but dense oceanic plate.
2. Lay the rice crispy treat next to the graham cracker so they are almost touching,
end to end.
The rice crispy treat represents the thicker but less dense continental plate.
3. Push the two “plates” slowly toward each other and observe which plate rides up
over the other. On the actual surface of the Earth, the lower plate is subducted.
Discussion Questions
7. What happens when a tectonic plate gets subducted?
8. Name a specific location on the Earth where this kind of boundary activity takes place.
9. What features are formed on the continent along this boundary?
10. What feature is formed in the ocean along the subduction zone?
Part 3. Convergent Plate Boundaries (Continental)
Procedure:
1. Break the other whole graham cracker in half, and then break each half in half again so you have 4 pieces. Use only
two of the pieces for Part 3, saving the other two for Part 4.
Each piece of graham cracker represents a continental plate.
2. Dip one end of each of the two graham crackers into a cup of water (about 2 cm). Quickly remove the crackers and
lay them on the frosting with the wet edges nearly touching.
3. Slowly push the two crackers together.
Discussion Questions
11. What happens to the wet ends of the graham crackers?
12. In what way do the wet crackers act more like the real crustal plates than the
dry crackers?
13. What feature do the resulting ends of the wet crackers represent?
14. Name a specific location on the Earth where this type of boundary activity takes place.
Part 4. Transform Plate Boundaries
Procedure:
1. Use the last two remaining graham cracker pieces for this part. Fit the two pieces
together side to side on top of the frosting on the wax paper.
2. Place one hand on each of the graham cracker pieces and push them together by
applying steady, moderate pressure. At the same time, also push one of the pieces
away from you while pulling the other toward you. If you do this correctly, the cracker should hold while you
increase the push-pull pressure, but finally break from the opposite forces.
Discussion Questions
15. Why is this movement often described as “horizontal” sliding?
16. Name a specific location on Earth where this type of boundary activity takes place.
17. Nothing happens at the beginning, but as the pressure increased, the crackers finally break. What do we call the
breaking and vibrating of the Earth’s crust?
Title: Faults
Lesson 4
Purpose: The purpose of this lesson is to have the students investigate the movement of faults using the 5-E
Learning Model. The students will engage in a hands-on activity that will allow the students to replicate fault
movements. Also, completion of a concept map will aid the students in connecting topics and reviewing for their
mid-unit test.
Safety Issues & Accommodations: There are no major safety concerns associated with this lesson. A slot notes
outline will be used to accommodate for the variation of reading and ability levels in the classroom.
Relevant Virginia SOL’s:
ES.1 The student will plan and conduct investigations in which
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and
interpreted;
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and
logic. Key concepts include
c) observation and logic are essential for reaching a conclusion
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts
include
g) geologic processes and their resulting features; and
h) tectonic processes.
NSTA Standards:
NSTA 1. Content. To show that they are prepared in content, teachers of science must demonstrate that they:
a) understand and can successfully convey to students the major concepts, principles, theories,
laws, and interrelationships of their fields of licensure and supporting fields as recommended by
the National Science Teachers Association
b) understand and can successfully convey to students the unifying concepts of science delineated
by the National Science Education standards
NSTA 4. Issues. To show that they are prepared to engage students in studies of issues related to science,
teachers of science must demonstrate that they:
b) engage students successfully in the analysis of problems, including considerations of risks, costs
and benefits of alternative solutions; relating these to the knowledge, goals and values of the
students.
NSTA 6. Curriculum. To show that they are prepared to plan an implement an effective science curriculum,
teachers of science must demonstrate that they:
a) understand the curricular recommendations of the National Science Education Standards, and
can identify, access, and/or create resources and activities for science education that are
consistent with the standards
NSTA 8. Assessment. To show that they are prepared to use assessment effectively, teachers of science must
demonstrate that they:
a) use multiple assessment tools and strategies to achieve important goals for instruction that are
aligned with methods of instruction and the needs of students
Materials and Resources: Computer, projector, fault models, activity sheet, notes sheet, pencil
Procedures for Teaching:
1. Engage: The teacher will engage the students in a discussion about “famous” faults that they may know about
and investigate the students’ prior knowledge of the subject. The teacher will show pictures to peak the
students’ interest on the topic. [5 min]
2. Explore: The students will explore the differences between normal, reverse and transform faults by doing the
“Modeling the Faults” lab. White performing this lab, the students will model the fault movements and replicate
their actions in a 3-D format. The students will work in pairs and use an instruction sheet to guide their activity
and probe their understanding of fault movements. The activity sheet will call for the students to draw diagrams
of each type of fault and answer questions related to their movement. The activity will be set up at the lab
stations prior to student arrival. Students will turn in individual response sheets once they complete the lab. [20
min]
3. Explain: The teacher will explain the topic of faults using a PowerPoint. The students will draw and label
diagrams in their notes of the various faults. These notes will provide the students with a resource that they can
study and review. Having these notes also ensures that the students have the correct information [10 min]
4. Elaborate: The students will work on a concept map activity sheet about plate boundaries and faults. The
activity sheet will incorporate important vocabulary and be used to organize ideas in a cohesive manner. This
activity sheet will be started in class and completed for homework if not finished. The concept map will allow
student to see the connections between the topics we have covered thus far in the unit. The concept map will
also serve as a method of reviewing and studying for the students. [10 min]
5. Evaluate: The students will be evaluated on the completion of the “Modeling of the Faults” lab. The lab will be
graded fore correctness. The students will also be graded on the concept map. The concept map will be spot
checked by the teacher the following day and the answers will be discussed as a review before the test.
Point Value
24
12
4
Modeling the Faults Lab (40 pts total)
Criteria
Evidence
Comprehension of material
12 Questions total: 2 pts for each correct response
Diagrams
3 Diagrams: 4 pts for each correct diagram
Participation
Appropriate behavior, On task
Point Value
22
2
Concept Map (25 pts total)
Criteria
Comprehension of material
Completion
Evidence
1 pt for each correct response
Done
Modeling the Faults
Background Information:
Faults are often (but not always) found near plate boundaries.
Each type of fault is often related to specific types of plate movements.
 Normal faults are often associated with extensional forces as a result of a divergent boundary
 Reverse faults are often associated with compressional forces as a result of a convergent boundary
 Transform faults are often associated with strike-slip forces as a result of a transform boundary
The stresses and strains in the Earth’s upper layers have many causes: thermal expansion and contraction,
gravitational forces, volume changes due to mineral phase transitions, etc. Faulting is one of the methods
of mechanical adjustment or release of such stress and strain.
Materials: Fault Model, Pencil, Paper
Normal fault:
a. Locate points A and B on your model.
b. Move point B so that it is next to Point A.
c. Observe your model from the side (its cross-section).
* Draw the normal fault as represented by the model you have just constructed.
Response Questions:
1. Which way did point B move relative to point A?
2. What happened to rock layers X, Y and Z?
3. Are the rock layers still continuous?
4. What likely happened to the river? The road? The railroad tracks? Explain your answer.
Reverse fault:
a. Locate points C and D on your model.
b. Move point C next to point D.
c. Observe the cross-section of your model.
* Draw the reverse fault as represented by the model you have just constructed.
Response Questions:
5. Which way did point D move relative to point C?
6. What happened to rock layers X, Y and Z?
7. Are the rock layers still continuous?
8. What likely happened to the river? The road? The railroad tracks? Explain your answer.
Transform fault:
a. Locate points F and G on your model.
b. Move the pieces of the model so that point F is next to point G.
* Draw an overhead view of the surface as it looks after movement along the fault.
Response Questions:
9. If you were standing at point F and looking across the fault, which way did the block on the
opposite side move?
10. What happened to rock layers X, Y and Z?
11. Are the rock layers still continuous?
12. What likely happened to the river? The road? The railroad tracks? Explain your answer.
Name: ___________________________
Modeling the Faults
Normal Fault
1. Which way did point B move relative to point A? _______________
_________________________________________________________
2. What happened to rock layers X, Y and Z? _____________________
_________________________________________________________
3. Are the rock layers still continuous? __________________________
4. What likely happened to the river? The road? The railroad tracks? Explain
your answer. ________________________________________
_________________________________________________________
_________________________________________________________
Reverse Fault
5. Which way did point D move relative to point C?________________
_________________________________________________________
6. What happened to rock layers X, Y and Z?_____________________
_________________________________________________________7. Are
the rock layers still continuous?__________________________
8. What likely happened to the river? The road? The railroad tracks? Explain
your answer.________________________________________
_________________________________________________________
_________________________________________________________
Transform
9. If you were standing at point F and looking across the fault, which way did
the block on the opposite side move? ____________________
_________________________________________________________
10. What happened to rock layers X, Y and Z?____________________
_________________________________________________________
11. Are the rock layers still continuous? _________________________
12. What likely happened to the river? The road? The railroad tracks? Explain
your answer. ________________________________________
_________________________________________________________
_________________________________________________________
Lesson 5
Title: Review Day!
Purpose: The purpose of this activity is to engage the students in a fun yet educational review game during
which the students will be asked important questions from the unit.
Safety Issues & Accommodations: There are no major safety concerns associated with this lesson. A slot notes
outline will be used to accommodate for the variation of reading and ability levels in the classroom.
Relevant Virginia SOL’s:
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts
include
i) geologic processes and their resulting features; and
j) tectonic processes.
NSTA Standards: 1a, 6a, 6b
NSTA 1. Content To show that they are prepared in content, teachers of science must demonstrate that they:
a) understand and can successfully convey to students the major concepts, principles, theories,
laws, and interrelationships of their fields of licensure and supporting fields as recommended by
the National Science Teachers Association
NSTA 6. Curriculum. To show that they are prepared to plan an implement an effective science curriculum,
teachers of science must demonstrate that they:
a) understand the curricular recommendations of the National Science Education Standards, and
can identify, access, and/or create resources and activities for science education that are
consistent with the standards
b) plan and implement internally consistent units of study that address the diverse needs and
abilities of students
Materials and Resources: computer, projector, Internet access, game card, white board, markers
Procedures for Teaching:
1. Engage: The teacher will play a video that encompasses all of the topics the class has covered thus far in the
unit. This video will serve as a short review. [5 min]
Bill Nye Intro to Plate Tectonics: http://www.youtube.com/watch?v=6CsTTmvX6mc
2-3. Explore & Explain: The students will play the game of “Fate.” This game engages the students in a fun and
exciting way that will allow the students to review plate tectonics while interacting with their peers. While the
students are playing the game, any questions that the students have difficultly with or need help answering will
be discussed to allow for complete understanding of the subject. [35 min]
4. Elaborate: The students will be allowed to look over their work from the past week and ask questions related
to the test. This will also serve as a form of studying for the students. [5 min]
5. Evaluate: The students will have an informal evaluation based on participation in the activity.
1-4. Label the layers of the Earth.
Multiple Choice:
Plate
Tectonics
Mid-Unit
TestGeneral
5. What is the lithosphere?
a. the crust and upper mantle c. plates
b. the crust and lower mantle d. the upper core and lower mantle
6. What was Alfred Wegener’s hypothesis called?
a. seafloor spreading c. continental drift
b. plate tectonics
d. slab pull
7. Mid-Ocean Ridges are an example of a _____________________ plate boundary.
a. convergent
b. divergent
c. transform
8. Continental crust is ____________________ than oceanic crust. (circle all that may apply)
a. denser
b. thicker
c. older
9. How does an Isochron map support the theory of seafloor spreading?
a. oldest near ocean ridges
c. youngest near ocean ridges
b. youngest at deep-sea trenches
d. thinnest in subduction zones
10. The fluid, plastic-like layer of the Earth’s mantle on which the plates are thought to move is known as the
a. lithosphere
b. asthenosphere
c. outer core
d. mantle
11. Even though the Earth’s inner core is hotter than the liquid outer core, it is still solid because
a. the heat rising from the inner core is melting the outer core
b. there is more water in the outer core and it dilutes the materials
c. the outer core is farther from the center and there is less gravity holding it together
d. the pressure from all of the Earth’s layers keeps it in a solid state
12. Which of the following features forms along a continental-continental convergent boundary?
ocean ridges
b. island arcs c. folded mountains
d. continental volcanoes
a. mid-
13. Which of the following features forms along a oceanic-continental convergent boundary?
a. mid-ocean ridges
b. island arcs c. folded mountains d. continental volcanoes
14. Which of the following features forms along a oceanic-continental convergent boundary?
a. mid-ocean ridges
b. island arcs c. folded mountains d. continental volcanoes
15. Earth’s asthenosphere is found in the _____________________.
a. crust
b. mantle
c. outer core d. inner core
16. ____________ of iron in rocks supports the theory of seafloor spreading.
a. plate movement
b. subduction
c. magnetic alignment
d. weathering
17. Many early mapmakers thought Earth’s continents have moved based on
a. plate boundary locations
b. fossil evidence
c. climatic data
d. matching coastlines
Fill in the Blank:
18. Old Crust is __________________________ at Convergent boundaries. (created, destroyed, deformed)
19. New Crust is ___________________________ at Divergent boundaries. (created, destroyed, deformed)
20. Crust is _______________________ at Transform boundaries. (created, destroyed, deformed)
21. The oldest rocks on the seafloor are found at ___________________________.
22. The Great Rift Valley in Africa is a ___________________________ boundary.
23. Earth’s ____________________________ is divided into plates that move on top of the asthenosphere.
24. Plate motion occurs as a consequence of _____________________________ in the Earth’s mantle.
25. The inner core is composed of the elements _______________ and __________________.
Short Answer:
26. Why was Wegener’s hypothesis rejected at first?
27. What evidence did Wegener use to support his hypothesis? (be specific)
28. Name the scientist who developed the theory of seafloor spreading.
29. What evidence was used to develop the theory of seafloor spreading?
Name the type of fault:
30.
31.
32.
True/False:
33. _______ Strike-Slip faults cause an offset of surface features.
34. _______ Reverse faults are fractures caused by horizontal shear.
35. _______ Normal faults are fractures that form as a result of horizontal compression.
36. _______ Normal faults extend the crust.
37. _______ Strike-Slip faults are fractures caused a result of compression.
38._______ Reverse faults cause a shortening of the crust.
Diagrams: (8pts each)
Diagrams: (8pts each)
Identify each type of boundary.
Be specific.
BONUS: Name one of the two landmasses that formed when Pangaea first split. (2pts)
Plate
Tectonics
Mid-Unit
Test
Applied
1-4. Label the layers of the Earth.
Multiple Choice:
5. What is the lithosphere?
a. the crust and upper mantle c. plates
b. the crust and lower mantle d. the upper core and lower mantle
6. What was Alfred Wegener’s hypothesis called?
a. seafloor spreading c. continental drift
b. plate tectonics
d. slab pull
7. Mid-Ocean Ridges are an example of a _____________________ plate boundary.
a. convergent
b. divergent
c. transform
8. Continental crust is ____________________ than oceanic crust. (circle all that may apply)
a. denser
b. thicker
c. older
9. How does an Isochron map support the theory of seafloor spreading?
a. oldest near ocean ridges
c. youngest near ocean ridges
b. youngest at deep-sea trenches
d. thinnest in subduction zones
10. The fluid, plastic-like layer of the Earth’s mantle on which the plates are thought to move is known as the
a. lithosphere
b. asthenosphere
c. outer core
d. mantle
11. Even though the Earth’s inner core is hotter than the liquid outer core, it is still solid because
a. the heat rising from the inner core is melting the outer core
b. there is more water in the outer core and it dilutes the materials
c. the outer core is farther from the center and there is less gravity holding it together
d. the pressure from all of the Earth’s layers keeps it in a solid state
12. Which of the following features forms along a continental-continental convergent boundary?
ocean ridges
b. island arcs c. folded mountains
d. continental volcanoes
a. mid-
13. Which of the following features forms along a oceanic-continental convergent boundary?
a. mid-ocean ridges
b. island arcs c. folded mountains d. continental volcanoes
14. Which of the following features forms along a oceanic-continental convergent boundary?
a. mid-ocean ridges
b. island arcs c. folded mountains d. continental volcanoes
15. Earth’s asthenosphere is found in the _____________________.
a. crust
b. mantle
c. outer core d. inner core
16. ____________ of iron in rocks supports the theory of seafloor spreading.
a. plate movement
b. subduction
c. magnetic alignment
d. weathering
17. Many early mapmakers thought Earth’s continents have moved based on
a. plate boundary locations
b. fossil evidence
c. climatic data
d. matching coastlines
18. What evidence did Wegener use to support his hypothesis?
a. rock types and ages
b. plate tectonics
c. ocean plants
19. What evidence was used to develop the theory of seafloor spreading? (circle all that may apply)
a. sonar evidence
b. fossils
b. magnetic evidence d. rock formations
Fill in the Blank:
20. The inner core is composed of ___________________________.
21. The oldest rocks are found at ___________________________.
22. The Great Rift Valley in Africa is a ___________________________ boundary.
23. Earth’s ____________________________ is divided into plates that move on top of the asthenosphere.
24. Plate motion occurs as a consequence of _____________________________ in the Earth’s mantle.
25. Crust is _______________________ at Transform boundaries.
26. Old Crust is __________________________ at Convergent boundaries.
27. New Crust is ___________________________ at Divergent boundaries.
Short Answer:
28. Name the scientist who developed the theory of seafloor spreading
29. Why was Wegener’s hypothesis rejected at first?
Word Bank
Destroyed
Trenches
Convection
Divergent
Deformed
Lithosphere
Iron & Nickel
Formed
Name the type of fault:
30.
31.
32.
True/False:
33. _______ Strike-Slip faults cause an offset of surface features.
34. _______ Reverse faults are fractures caused by horizontal shear.
35. _______ Normal faults are fractures that form as a result of horizontal compression.
36. _______ Normal faults extend the crust.
37. _______ Strike-Slip faults are fractures caused a result of compression.
38._______ Reverse faults cause a shortening of the crust.
Diagrams: (8pts each)
Identify each type of boundary.
Be specific.
BONUS: Name one of the two landmasses that formed when Pangaea first split. (2pts)
Lesson 6
Title: Earthquakes
Purpose: The purpose of this lesson is to have the students investigate earthquakes using the 5-E Learning
Model. The students will investigate the procedure used to triangulate the epicenter of an earthquake.
Safety Issues & Accommodations: There are no major safety concerns associated with this lesson. A slot notes
outline will be used to accommodate for the variation of reading and ability levels in the classroom.
Relevant Virginia SOL’s:
ES.1 The student will plan and conduct investigations in which
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and
interpreted;
d) maps and globes are read and interpreted, including location by latitude and longitude;
f) current applications are used to reinforce Earth science concepts.
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and
logic. Key concepts include
a) science explains and predicts the interactions and dynamics of complex Earth systems;
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts
include
a) geologic processes and their resulting features; and
b) tectonic processes.
NSTA Standards:
NSTA 1. Content. To show that they are prepared in content, teachers of science must demonstrate that they:
a) understand and can successfully convey to students the major concepts, principles, theories,
laws, and interrelationships of their fields of licensure and supporting fields as recommended by
the National Science Teachers Association
b) understand and can successfully convey to students the unifying concepts of science delineated
by the National Science Education standards
NSTA 4. Issues. To show that they are prepared to engage students in studies of issues related to science,
teachers of science must demonstrate that they:
b) engage students successfully in the analysis of problems, including considerations of risks, costs
and benefits of alternative solutions; relating these to the knowledge, goals and values of the
students.
NSTA 6. Curriculum. To show that they are prepared to plan an implement an effective science curriculum,
teachers of science must demonstrate that they:
a) understand the curricular recommendations of the National Science Education Standards, and
can identify, access, and/or create resources and activities for science education that are
consistent with the standards
NSTA 8. Assessment. To show that they are prepared to use assessment effectively, teachers of science must
demonstrate that they:
a) use multiple assessment tools and strategies to achieve important goals for instruction that are
aligned with methods of instruction and the needs of students
Materials and Resources: computer, projector, Internet access, compasses, pencil, activity sheet
Procedures for Teaching:
1. Engage: The teacher will engage the students by showing a short video about earthquakes. [5 min]
2. Explore: Students will explore how scientists find the epicenter of earthquakes by completing an activity
sheet. The teacher will guide the students through the activity. During this activity, students will evaluate
seismographs, a travel-time graph, and use compasses to determine the epicenter of an earthquake. [20 min]
3. Explain: The teacher will explain the internal structure of the earth to the students by using a PowerPoint and
incorporating diagrams and important information. The students will be supplied with slot notes to record the
information that they learn. Variations of the slot notes will be provided depending on the reading level of the
student. [10 min]
4. Elaborate: The teacher will elaborate on the topic of earthquakes by having the students complete the virtual
earthquake activity where the students will find the epicenter of an earthquake and become more aquatinted
with earthquake terminology. [10 min]
5. Evaluate: The students will be evaluated on completion of the epicenter activity sheet and definitions for
homework.
Earthquakes
Point Value
30
Criteria
Epicenter Activity
10
15
Definitions
Computer Lab Activity
Evidence
14 questions, 2 pts each
2 pts for completion
Spot Check, completion grade
Participation, On Task
Locating an Earthquake Epicenter
The three basic types of seismic waves generated by an earthquake at its focus are:
P-waves, S-waves and Surface waves.
P and S-waves are body waves that travel through the interior of the earth. P-waves have the greatest velocity
and reach the seismic station first. S-waves arrive at the seismic station second. The amount of time that passes
between the P-wave arrival and the S-wave arrival is important in helping seismologists determine the
epicenter of the earthquake.
Today we will be using a travel-time graph, where the vertical separation between the P and S curves is equal to
the difference in the arrival times between the P-wave and S-wave. To accurately locate and earthquake
epicenter, record from three seismograms are necessary.
Epicenter Activity Sheet
Name: ________________________________________
Using a travel-time graph
1. From the seismogram in Figure 1, the differences in arrival times between the first P-wave and the first S-waves
equals ____________ minutes.
2. Use Figure 2 to determine the difference in arrival times (in minutes) between the first P-wave and first S-wave
for stations that are the following distances from an epicenter.
a. 700 miles: ______________ min. difference
b. 450 miles: ______________ min. difference
c. 2500 miles: ______________ min. difference
d. 1000 miles: ______________ min. difference
3. Refer to the travel-time graph (Figure 2). What is the distance from the epicenter to the station that recorded
the earthquake in Figure 1? ______________________ miles
Determining an Earthquake Epicenter Directions:
Figure 3 illustrates seismograms from the same earthquake recoded at Los Angeles, Ca, St. Louis, MO and Houston,
TX. Use this information to answer the following questions.
1. Use the travel-time graph, Figure 2, to determine the distance
that each station in Figure 4 is from the epicenter.
Write your answers in the epicenter data table.
2. After you have determined the distance that each station is
from the epicenter, use the drawing compass provided to draw a
circle around each of the three stations with a radius, in miles,
equal to its distance from the epicenter.
Use the map of the United States.
(Note: Use the distance scale provided on the map to set the distance on the drawing compass for each station)
1. Did all three of the circles drawn with the compass overlap in one spot?
2. This earthquake occurred closest to which city, in which state?
Virtual Earthquake
Name:__________________ Pd:____
Go to the website: http://sciencecourseware.com/virtualearthquake/vquakeexecute.html
1. Why do earthquakes occur? ____________________________________________________________________________
2. What is the focus? ____________________________________________________________________________________
3. What are Seismic Waves? ______________________________________________________________________________
a. Define P waves: _______________________________________________________________________________
b. Define S waves: _______________________________________________________________________________
4. What's a Seismogram? ________________________________________________________________________________
5. What is the minimum number of seismograms needed to locate the epicenter of an earthquake?_____________________
Choose a region to generate a set of seismograms for an earthquake: ___________________
Click Submit Choice. Look at the map and read the information about measuring the S-P interval.
Then click View Seismograms.
Station Name
S-P Interval Estimate
Actual S-P Interval
1.
Look at the seismograms and determine the S-P time
interval for each of the recording stations.
2.
3.
Click Convert S-P Interval
Read the information about ‘Determining the Earthquake Distance.
6. What does the graph represent? ________________________________________________________________________
___________________________________________________________________________________________________
Use the S-P graph to estimate the Epicenter Distance.
Record your measurements on the table below
Click Find Epicenter
Station Name
Epicenter Distance
Estimate
Actual Epicenter
Distance
1
2
3
If all of your work was accurate, the screen will say “Excellent work your estimate is the actual!”
If your measurements were off then you may need to re-measure the S-P interval.
If the option to “View True Epicenter” is available, click on it and record the Actual Data in your charts above.
7. Where did the earthquake originate? _____________________________________________________________________
8. What factors might affect the speed of earthquake waves? ___________________________________________________
9. Should we always expect the method of triangulation to result in an exact point? __________
Click Compute Richter Magnitude
10. What does the Richter scale measure? ____________________________________________________________________
11. Define magnitude: ____________________________________________________________________________________
12. What 2 measurements are needed to determine the Richter magnitude? ________________________________________
Click Go To Next Page
13. What is a nomogram used to estimate? ___________________________________________________________________
Click on Go To Next Page
Estimate the magnitude for each seismogram
Station Name
Amplitude Estimate
Record your data in the table.
Click Submit to Nomogram
14. What is your estimate for magnitude? _________
Click Confirm Magnitude
15.What earthquake were you actually simulating? What damage did it cause? _____________________________________
___________________________________________________________________________________________________
*If there is time, go to the website http://tinyurl.com/giles13 read the information about volcanoes and complete the activities
found on the left-hand side of the pages
*If there is time after you have done this go to http://kids.discovery.com/games/build-play/volcano-explorer and learn about the
types of volcanoes
Lesson 7
Title: Volcanoes & Mountain Building
Purpose: The purpose of this lesson is to have the students investigate volcanoes and mountain building using
the 5-E Learning Model. The students will investigate the difference between composite, cinder-cone and shield
volcanoes by completing a computer lab activity. The students further their understanding of volcanoes by
completing a lab about magma viscosity. Next, the students will differentiate between the different mountain
types by creating 3-D models.
Safety Issues & Accommodations: There are no major safety concerns associated with this lesson. A slot notes
outline will be used to accommodate for the variation of reading and ability levels in the classroom.
Relevant Virginia SOL’s:
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and
logic. Key concepts include
c) observation and logic are essential for reaching a conclusion
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts
include
k) geologic processes and their resulting features; and
l) tectonic processes.
NSTA Standards:
NSTA 1. Content. To show that they are prepared in content, teachers of science must demonstrate that they:
a) understand and can successfully convey to students the major concepts, principles, theories,
laws, and interrelationships of their fields of licensure and supporting fields as recommended by
the National Science Teachers Association
b) understand and can successfully convey to students the unifying concepts of science delineated
by the National Science Education standards
NSTA 2. Nature of Science. To show they are prepared to teach the nature of science, teachers of science must
demonstrate that they:
c) engage students successfully in studies of the nature of science including, when possible, the
critical analysis of false or doubtful assertions made in the name of science
NSTA 3. Inquiry. To show that they are prepared to teach through inquiry, teachers of science must
demonstrate that they:
b) engage students successfully in developmentally appropriate inquiries that require them to
develop concepts and relationships from their observations, data, and inferences in a scientific
manner.
NSTA 4. Issues. To show that they are prepared to engage students in studies of issues related to science,
teachers of science must demonstrate that they:
b) engage students successfully in the analysis of problems, including considerations of risks, costs
and benefits of alternative solutions; relating these to the knowledge, goals and values of the
students.
NSTA 6. Curriculum. To show that they are prepared to plan an implement an effective science curriculum,
teachers of science must demonstrate that they:
a) understand the curricular recommendations of the National Science Education Standards, and
can identify, access, and/or create resources and activities for science education that are
consistent with the standards
NSTA 8. Assessment. To show that they are prepared to use assessment effectively, teachers of science must
demonstrate that they:
a) use multiple assessment tools and strategies to achieve important goals for instruction that are
aligned with methods of instruction and the needs of students
Materials and Resources: computer, projector, Internet access, pencil, computer lab activity sheet, magma lab
activity sheet, scissors, tape/glue
Procedures for Teaching:
1. Engage: The teacher will engage the students in learning about volcanoes by having the students investigate
how the silica content of a liquid can affect the viscosity. The students will use liquid soap and sand to
investigate. The students will relate their findings to the viscosity of the different types of magma (Basaltic,
Andesitic, Rhyolitic). The students will be supplied with an activity sheet and the response questions will be
completed and turned in at the end of class. [45 min]
2. Explore: The teacher will review how igneous rocks are formed and discuss the various characteristics we
can observe to identify the many different types of igneous rocks. The students will explore the differences
between igneous rocks in a rock identification lab. The students will be supplied with 7 rocks labeled A-G. The
students will be asked to fill in a chart describing the rocks and then use an identification guide to name each
sample. The teacher will circulate to ensure the students are correctly identifying the samples. By introducing
igneous rocks at this time, students will associate igneous rocks with magma. [45 min]
3. Explain: The teacher will explain the topic of volcanoes and mountain building using a PowerPoint. The
students will draw and label diagrams in their notes of the various volcanoes. These notes will provide the
students with a resource that they can study and review. Having these notes also ensures that the students have
the correct information [20 min]
4. Elaborate: The teacher will provide the students will a review activity sheet to guide the students through
their studying and help prepare them for the “Quest” (Quiz/Test)
5. Evaluate:
Point Value
Criteria
Evidence
25
Magma Lab Activity Sheet
12 questions, 3 pts each
4 pts for staying on task
30
15
Igneous Rock Lab
Review Sheet
15 points for completion
half credit for a day late
How Does Silica Affect Viscosity?
Name: ___________________________
The viscosity of magma largely controls the character of volcanic eruptions. The viscosity of a liquid
is its resistance to flow. The higher the viscosity of a liquid, the more it resists flowing, and the harder it is
for gas to escape from it. High viscosity lavas flow slowly and typically cover small areas. Gas pressures can
build up in high viscosity magmas, resulting in violent eruptions! In contrast, low viscosity magmas flow
more rapidly and form lava flows that cover thousands of square kilometers and allow gases to escape
easily.
In this activity, you will experiment with silica and liquid to determine how the silica content of a
substance affects its viscosity.
Procedure: Read the directions carefully.
 Put on your safety goggles.
 Measure 40 mL of liquid soap into three beakers. Label the beakers A, B and C. (This will be done for you!)
 Use the graduated cylinder to measure out 15 mL of fine sand. Add the sand to beaker B, and stir the mixture
thoroughly. Then, add 30 mL of fine sand to beaker C and stir the mixture thoroughly.
 Given that sand is made almost entirely our of silica (quartz grains), predict which of the liquids will flow most
quickly. Explain your reasoning. _________________________________________________________________
___________________________________________________________________________________________
 Place a straw into beaker A. Blow into the straw for exactly 5 seconds. Record how long it takes for the bubbles
to completely reach the surface and observe what the bubbles look like as the air escapes. Record your results
and observations in the table below.
 Repeat Step 5 for the other two beakers. Blow with the same pressure into each straw as you did for beaker A.
**Only one person should blow the bubbles for each sample! Germs!
 Remove a tablespoon of liquid from beaker A. Hold the spoon to allow the liquid to flow from the spoon onto a
plate. Use a stopwatch to time how long it takes the liquid to stop flowing off of the spoon. Record your findings
in the table below.
 Observe how the liquid spreads on the plate. For example, does it spread out over a large area or stay confined
to a small area where it flowed off of the spoon? Record your observations in the table below.
 Repeat steps 7 and 8 with liquid from the other two beakers. Make sure you measure out the same amount of
each liquid, and try to pour the liquid onto the plate the same way for each sample.
Silica Content and Viscosity
Sample A
Sample B
(no sand)
(15 mL of sand)
Time for bubbles to reach
surface
Sample C
(30 mL of sand)
seconds
seconds
seconds
seconds
seconds
seconds
Description of bubbles
Time for liquid to stop
flowing off spoon
Description of surface
area covered by liquid
Analysis and Conclusions:
Answer the following questions based on your findings from the experiment.
Write in Complete Sentences!
1. By adding sand to the liquid soap, you increased its silica content. How did the silica content of each liquid affect
the time it took to spread off of the spoon? ________________________________________________________
___________________________________________________________________________________________
2. Which liquid had the highest viscosity?_____________________________________________________________
3. What type of magma would we associate with high viscosity? (look in your notes) _________________________
____________________________________________________________________________________________
4. Which liquid had the lowest viscosity? _____________________________________________________________
5. What type of magma would we associate with low viscosity? (look in your notes) __________________________
____________________________________________________________________________________________
6. What process were you modeling when you blew into the samples? _____________________________________
7. From which sample did gas escape most quickly?____________________________________________________
8. From which sample did it take the longest time to escape? ____________________________________________
9. How was this model like real magma? _____________________________________________________________
10. How was this model unlike real magma? (Why couldn’t we just experiment using magma?) _________________
____________________________________________________________________________________________
IGNEOUS ROCK IDENTIFICATION LAB
Igneous rocks are formed from the crystallization of magma. Igneous rocks can be classified in two different
categories based on the location of their formation.
Formation:
 Intrusive Igneous Rock - Igneous rock formed inside the earth. This type of igneous rock cools very slowly
and is produced by magma. It has large grains, contains gas pockets, and usually lots of silicate minerals.
 Extrusive Igneous Rock - Igneous rock formed on the surface of the earth. This type of igneous rock cools
very fast and is produced by lava. It has small grains and contains little to no gas.
Composition:
 Felsic - Felsic igneous rocks are light in color and have a low density.
 Intermediate - Intermediate are between light and dark colored.
 Mafic - Mafic igneous rocks are dark colored and have a high density.
Lab Procedures:
1. Identify the texture of the rock as either glassy, course and fine-grained. Record your findings on the data
table.
2. Determine if the rock formation is either intrusive or extrusive. Record your findings on the data table.
3. Look at the composition of the rock and determine if the rock composition is either felsic, intermediate or
mafic. Look at the information above as a reminder of what these terms mean. Record your findings on the
data table.
4. After you have filled in this information, use the Igneous Rock Identification diagram below or the rock
identification guide handout to name each rock.
Igneous Rock Lab Response Sheet
Name: ____________________ Pd: ______
Data:
Rock #
Texture:
Glassy/
Coarse Grained/
Fine Grained
Formation:
Intrusive /
Extrusive
Composition:
Felsic/
Intermediate/
Mafic
Name of Rock
Example
A
B
C
D
E
F
Conclusions: Write in complete sentences!
1. Which rock do you think would cool more rapidly, one that cools underground, or one that cools on the surface?
Explain your answer. ____________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Think about the cooling rates of magma and the definitions for intrusive and extrusive. Would you expect an
intrusive rock to have large or small crystals? Explain your answer.
__________________________________________________________________________________________
3. Would you expect an extrusive rock to have large or small crystals? Why? Explain your answer.
__________________________________________________________________________________________
4. Which rocks in this lab do you think are intrusive? List them.
__________________________________________________________________________________________
__________________________________________________________________________________________
5. Which rocks in this lab do you think are extrusive? List them.
__________________________________________________________________________________________
__________________________________________________________________________________________
6. Which rock cooled the slowest? Why? Explain your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
7. Which rock cooled the fastest? Why? Explain your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
8. Explain why understanding the property of texture for igneous rocks is so important when you are trying to
identify these samples. What kind of clues does texture give you?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Earthquakes, Volcanoes and Mountain Building Review
Name: ____________________________________
Earthquakes
1. Earthquake occur due to a sudden release of ______________________ in the earth’s crust or upper mantle
2. Label the focus and epicenter on the diagram
3. Label the P-wave, the S-wave and the surface wave
on the diagram below.
4. _______-waves are the first to arrive and squeeze & pull rocks in the same direction along which the waves are
travelling
5. _______-waves are the second to arrive and cause the rocks to move at right angles in relation to the direction
of the waves.
6. Surface waves move in ______ directions, up and down and side to side. These waves are what you feel when
there is an earthquake
7. Which travels faster, a P-wave or an S-wave? ____________________________________
8. Define Richter Scale: ____________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
9. Define Modified Mercalli Scale: ________________________________________________________________________________________
____________________________________________________________________________________________________________________________
10. What is the fewest number of seismic stations that must record the arrival time of P and S waves in
order for the epicenter of an earthquake to be located? ________________
11. Draw an X over the epicenter of the earthquake in the diagram below.
Volcanoes
12. Plutons are intrusive __________________________ rock bodies.
There are many different types of plutons, an example is ________________________.
13. When a volcano is dormant, this means that _______________________________________________________
__________________________________________________________________________________________________________
14. Igneous rocks are formed by: _______________________________________________________
15. There are 2 different types of igneous rocks.
a. _______________________________: fine-grained, cool quickly on the Earth’s surface
b. Intrusive: _______________-grained igneous rocks, cool _____________________ beneath the earth’s surface.
16. What determines how explosive a volcano will be? _________________________________________________________________
17. What type of magma is typically explosive due to its high silica content? _________________________________________
18. When magma has low viscosity, how explosive will it be? _________________________________________________________
Name the type of magma that has low viscosity. ____________________________
19. What type of magma has intermediate viscosity and intermediate explosiveness? _______________________________
20. A ___________________________ volcano is the greatest and most explosive.
21. What type of volcano has broad, gently sloping sides? ______________________________________________________________
22 What is the smallest type of volcano? __________________________________________________________________________________
23. The Ring of Fire has formed due to plate ______________________________________.
24. ______________% of the world’s volcanoes occur at the Ring of Fire
25. ___________________ form over unusually hot regions of Earth’s.
An example of this occurrence would be __________________________.
Mountain Building
26. Define Isostasy: ________________________________________________________________________________________________________
27. Folded mountains form when ________________________________________________________________________________________.
28. Draw an Anticline
29. Draw and Syncline
30. ___________________________________ mountains form at convergent boundaries.
31. Up-warped mountains form when ___________________________________________________________________________________.
32. Define Fault-block Mountain: ___________________________________________________________________________________
1. The scale used to measure the strength of an earthquake is the
a. focus scale
b. Milne scale
c. Richter scale
2. What is isostasy?
a. a convergent-boundary mountain
c. a fault-block mountain
Diaster Test- General
d. San Andreas scale
b. a condition of equilibrium
d. a difference in crustal density
3. What is the fewest number of seismic stations that must record the arrival time of P and S waves in
order for the epicenter of an earthquake to be located?
a. 2
b. 3
c. 5
d. 10
4. The point on earth’s surface directly above where an earthquake originates.
a. focus
b. epicenter
c. fault line
d. shock wave
5. The most common cause of earthquakes is
a. tsunamis
b. fault movement
c. seismic waves
d. magma
6. What is the order in which seismic waves are recorded by a seismometer?
a. S-wave, P-wave, surface wave
b. surface wave, P-wave, S-wave
c. P-wave, S-wave, surface wave
d. S-wave, surface wave, P-wave
7. The point from which an earthquake originates under the ground is called the
a. focus
b. epicenter
c. fault line
d. shock wave
8. The Hawaiian volcanoes formed as a result of which of the following?
a. divergence
b. subduction
c. a hot spot
d. subsidence
For the next four questions, identify the following as a characteristic of:
a. cinder-cone volcano
b. composite volcano
c. shield volcano
(Each choice can be used once, more than once, or not at all)
9.
Has broad, gently sloping sides and a nearly circular base.
10. Olympus Mons on Mars is an extraterrestrial example of this type of example.
11. Forms when ash and rock is ejected into the air and then fall back to Earth and pile up around a vent,
they are small
12. These volcanoes usually have basaltic lavas. Some examples: Mauna Loa and Mauna Kea in Hawaii.
For the next three questions, identify the following as a characteristic of:
a. primary wave
b. secondary wave c. surface waves
(Each choice can be used once, more than once, or not at all)
13. This wave can travel through liquids and solids and can penetrate through the outer core
14. This wave is a compression wave that pushes and pulls rocks in the same direction as the wave
moves
15.This wave causes the most destruction
For the next four questions, identify the following as a characteristic of:
a. fault-block mountain b. folded mountain
c. volcanic mountain
d. up-warped mountain
(Each choice can be used once, more than once, or not at all)
16. Form when large pieces of crust are pushed up by forces inside the Earth.
17. Form when rock layers are squeezed from opposite sides.
18. Oceanic-continental convergent boundaries form large mountain ranges of this mountain type.
19. Huge, tilted blocks of rock that are separated by faults.
For the next three questions, identify the following as a characteristic of:
a. Basaltic b. Andesitic
c. Rhyolitic
(Each choice can be used once, more than once, or not at all)
22. Very explosive du to high silica content and large volume of trapped gas.
23. Commonly develops over hot spots, low viscosity.
24. Found along subduction zones and has intermediate viscosity.
20. After 9 minutes, how far are the S-waves from the epicenter?
21. It takes P-waves 2 minutes to travel about 500 miles.
How long does it take S-waves to travel the same distance?
22. If the difference in arrival time between P and S waves is
4 minutes, what is the distance from the epicenter?
a. 1000
b. 1500
23. The instrument that detects and records earthquakes is the _____________________________ .
24. The _________________________ is a zone of volcanic activity that surrounds the Pacific Ocean.
25. The diagram represents a(n) anticline or a syncline?
BONUS: Name the 3 different types of plate boundaries
1. The scale used to measure the strength of an earthquake is the
a. focus scale
b. Milne scale
c. Richter scale
2. What is isostasy?
a. a convergent-boundary mountain
c. a fault-block mountain
Disaster- Applied
d. San Andreas scale
b. a condition of equilibrium
d. a difference in crustal density
3. What is the fewest number of seismic stations that must record the arrival time of P and S waves in
order for the epicenter of an earthquake to be located?
a. 2
b. 3
c. 5
d. 10
4. The point on earth’s surface directly above where an earthquake originates.
a. focus
b. epicenter
c. fault line
d. shock wave
5. The most common cause of earthquakes is
a. tsunamis
b. fault movement
c. seismic waves
d. magma
6. What is the order in which seismic waves are recorded by a seismometer?
a. S-wave, P-wave, surface wave
b. surface wave, P-wave, S-wave
b. P-wave, S-wave, surface wave
d. S-wave, surface wave, P-wave
7. The point from which an earthquake originates under the ground is called the
a. focus
b. epicenter
c. fault line
d. shock wave
8. The Hawaiian volcanoes formed as a result of which of the following?
a. divergence
b. subduction
c. a hot spot
d. subsidence
9. The instrument that detects and records earthquakes is the _____________________________ .
a. seismogram
b. seismic waves
c. seismometer
d. Richter scale
10. The _________________________ is a zone of volcanic activity that surrounds the Pacific Ocean.
a. Hot Spots
b. Ring of Fire
c. Circle of Volcanoes
d. Ring of Flames
For the next four questions, identify the following as a characteristic of:
a. cinder-cone volcano
b. composite volcano
c. shield volcano
(Each choice can be used once, more than once, or not at all)
11. Forms when ash and rock is ejected into the air and then fall back to Earth and pile up around a vent,
they are small
12. These volcanoes usually have basaltic lavas. Some examples: Mauna Loa and Mauna Kea in Hawaii.
13.
Has broad, gently sloping sides and a nearly circular base.
14. Olympus Mons on Mars is an extraterrestrial example of this type of example.
For the next three questions, identify the following as a characteristic of:
a. primary wave
b. secondary wave c. surface waves
(Each choice can be used once, more than once, or not at all)
15. This wave can travel through liquids and solids and can penetrate through the outer core
16. This wave is a compression wave that pushes and pulls rocks in the same direction as the wave
moves
17.This wave causes the most destruction
For the next three questions, identify the following as a characteristic of:
a. fault-block mountain b. folded mountain
c. volcanic mountain
d. up-warped mountain
(Each choice can be used once, more than once, or not at all)
18. Form when large pieces of crust are pushed up by forces inside the Earth.
19. Form when rock layers are squeezed from opposite sides.
20. Oceanic-continental convergent boundaries form large mountain ranges of this mountain type.
21. Huge, tilted blocks of rock that are separated by faults.
For the next three questions, identify the following as a characteristic of:
a. Basaltic b. Andesitic
c. Rhyolitic
(Each choice can be used once, more than once, or not at all)
22. Very explosive du to high silica content and large volume of trapped gas.
23. Commonly develops over hot spots, low viscosity.
24. Found along subduction zones and has intermediate viscosity.
25. After 9 minutes, how far are the S-waves from the epicenter?
a. 3000
b. 1500
c. 1000
26. It takes P-waves 2 minutes to travel about 500 miles.
How long does it take S-waves to travel the same distance?
a. 2
b. 1000
c. 3.5
27. If the difference in arrival time between P and S waves is
4 minutes, what is the distance from the epicenter?
a. 1000
b. 1500
c. 2000
28. The diagram represents a(n) anticline or a syncline?
BONUS: Name the 3 different types of plate boundaries
Lesson 9
Title: Virginia Physiographic Provinces
Purpose: The purpose of this lesson is to have the students investigate the five physiographic provinces of
Virginia using the 5-E Learning Model. Students will be engaged creatively as well as given the responsibility of
becoming an expert on a topic. Students will work collaboratively to create an interesting collage about their
assigned province and will present their project and information to the class.
Safety Issues & Accommodations: Students should use scissors and glue appropriately and safely. A slot notes
outline will be used to accommodate for the variation of reading and ability levels in the classroom.
Relevant Virginia SOL’s:
ES.6 The student will investigate and understand the differences between renewable and nonrenewable
resources. Key concepts include
c) resources found in Virginia
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts
include
a) geologic processes and their resulting features; and
b) tectonic processes.
NSTA Standards:
NSTA 1. Content To show that they are prepared in content, teachers of science must demonstrate that they:
a) understand and can successfully convey to students the major concepts, principles, theories,
laws, and interrelationships of their fields of licensure and supporting fields as recommended by
the National Science Teachers Association
NSTA 3. Inquiry. To show that they are prepared to teach through inquiry, teachers of science must
demonstrate that they:
b) engage students successfully in developmentally appropriate inquiries that require them to
develop concepts and relationships from their observations, data, and inferences in a scientific
manner.
NSTA 6. Curriculum. To show that they are prepared to plan an implement an effective science curriculum,
teachers of science must demonstrate that they:
a) understand the curricular recommendations of the National Science Education Standards, and
can identify, access, and/or create resources and activities for science education that are
consistent with the standards
NSTA 8. Assessment. To show that they are prepared to use assessment effectively, teachers of science must
demonstrate that they:
a) use multiple assessment tools and strategies to achieve important goals for instruction that are
aligned with methods of instruction and the needs of students
Materials and Resources: computer, projector, Internet access
Procedures for Teaching:
1. Engage: The teacher will engage the students in a discussion about Virginia. The teacher will ask probing
questions about what the provinces are and how they a different from each other. [5 min]
2. Explore: The students will explore the Virginia physiographic provinces by participating in a group project.
The class will be divided into 5 different groups for each physiographic province. The teacher will prepare
packets of information for each group detailing the various features of the different physiographic provinces.
The students will become experts on their province and create a collage using drawings, magazine pictures,
words, etc. All of the collages created in each class will be compiled to create a large Virginia. The collages will
be shaped to fit into the province it was created about. Once the collage is finished the students will be able to
look at the completed Virginia and be able to differentiate between the different provinces of Virginia. [40 min]
3. Explain: Each group of students will present their collage to the class in a 5-minute presentation. The
students will be required to give reasoning for each component included in the collage. The students will be
required to include information related to geology, topography, key information, resources and the process of
formation. [30 min]
4. Elaborate: The students will be given a notes sheet to write down the information that they learn from the
presentations of their peers. The teacher will spot check the notes sheet after the presentations are completed
to ensure the students are paying attention. The following day a quiz will be given about the Virginia provinces.
[20 min]
5. Evaluate: The students will be given a rubric to use while completing the group project and will be used for
grading.
Points
5
5
10
5
5
Virginia Physiographic Provinces Rubric (120 pts total)
Criteria
Evidence
Creativity & Neatness
Effort, Clean, nothing hanging off, follows directions
Presentation
5 minutes, Informative, All group members present
Quality of Information
Follows directions, correct, accurate
Participation
All group members contribute to the project
Notes Check
All spaces filled in correctly
Virginia Physiographic Provinces
Project Guide
There are 5 Virginia physiographic provinces that divide the state. These provinces
from east to west include: Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge, and
Appalachian Plateau. Each province is unique and distinct in their formation, topography,
geology and resources. While completing this project, each of you will become an expert
about a specific province and will teach the rest of the class about your findings.
Project Instructions
The class will be divided into 5 groups to represent each province. A packet of information
detailing the background information about the province will be provided to each group and that
packet should be used to learn about and become an expert on the region.
Each group will create a collage using magazines, pictures, drawings, words, etc. to represent
the important details about the province. All of the collages will be compiled to create a big Virginia
map divided by provinces. Everything that is put on the collage should have an explanation and
reasoning as to why it is included. Once everyone has become an expert on his/her province and the
collage is completed, each group will give a 5-minute presentation to the class about their collage to
educate to your peers. During the presentation, every group member should present.
All of the collages created in each class will be compiled to create a large Virginia Map!
The following information should be presented and represented on your collage
1. Major resource(s) found in province
2. Geology
3. Key features/interesting facts
4. Topography
5. Process of formation
Project Rubric
Points
5
15
5
5
Criteria
Creativity & Neatness
Quality of Information
Presentation
Participation
Evidence
Effort, nothing falling off, appropriate materials used
All information presented/represented accurately
5 minutes, all members present
All group members contribute to the project
Name: ____________________________________ ______
Virginia Physiographic
Provinces
Fill out the information for each category as your peers present the information about their province.
1. Coastal Plain:
1. Major resource(s) found in province: _________________________________________________________
2. Geology: _________________________________________________________________________________________
3. Key features/interesting facts: ________________________________________________________________
____________________________________________________________________________________________________
4. Topography: ____________________________________________________________________________________
____________________________________________________________________________________________________
5. Process of formation: ___________________________________________________________________________
____________________________________________________________________________________________________
2. Piedmont:
1. Major resource(s) found in province: _________________________________________________________
2. Geology: _________________________________________________________________________________________
3. Key features/interesting facts: ________________________________________________________________
____________________________________________________________________________________________________
4. Topography: ____________________________________________________________________________________
____________________________________________________________________________________________________
5. Process of formation: ___________________________________________________________________________
____________________________________________________________________________________________________
3. Blue Ridge:
1. Major resource(s) found in province: _________________________________________________________
2. Geology: _________________________________________________________________________________________
3. Key features/interesting facts: ________________________________________________________________
___________________________________________________________________________________________________
4. Topography: ____________________________________________________________________________________
____________________________________________________________________________________________________
5. Process of formation: ___________________________________________________________________________
____________________________________________________________________________________________________
4.Valley and Ridge:
1. Major resource(s) found in province: _________________________________________________________
2. Geology: _________________________________________________________________________________________
3. Key features/interesting facts: ________________________________________________________________
____________________________________________________________________________________________________
4. Topography: ____________________________________________________________________________________
____________________________________________________________________________________________________
5. Process of formation: ___________________________________________________________________________
____________________________________________________________________________________________________
5. Appalachian Plateau:
1. Major resource(s) found in province: _________________________________________________________
2. Geology: _________________________________________________________________________________________
3. Key features/interesting facts: ________________________________________________________________
____________________________________________________________________________________________________
4. Topography: ____________________________________________________________________________________
___________________________________________________________________________________________________
5. Process of formation: ___________________________________________________________________________
Up to the Mid-Unit Test
Assignment
Total Points
Definitions- Plate Tectonics
10
Puzzle Activity
15
HW Questions
5
Quiz
50
Drawings
10
Boundary Lab
20
Fault Lab
30
Concept Map
15
Mid-Unit Test
100
255
Assignment
Definitions- Volcanoes
Definitions - Earthquakes
Disaster Quiz
Epicenter Lab
Magma Lab
Igneous Lab
Computer Lab
Review Sheet
VA Project
Total Points
10
10
70
30
25
30
15
15
30
235