Finding Earth’s Plate Boundaries
Subject
Earth-Space Science
Unit
Energy Flow
Enduring
Understan
ding
SOL
Objective
The flow of energy from Earth’s interior is one of the many
factors responsible for shaping the Earth’s surface and can be
measured quantitatively.
ES.7-A: The student will investigate and understand geologic
processes including plate tectonics. Key concepts include
a) geologic processes and their resulting features
ES.10-D 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
Title
Lesson
Objective
Finding Earth’s Plate Boundaries


Students will use Google Earth and open-source data to
identify patterns in geologic features.
Students will use data to correctly draw plate boundary
locations.
Inquiry
Level
Level 2/3 (depending on assistance given—see section on
differentiation)
Materials
Required
Materials: Google Earth, World Map Worksheet, Dynamic_Earth.kmz
file (watch http://vimeo.com/55107481 then go here:
http://serc.carleton.edu/files/sp/library/google_earth/examples/dy
namic_earth_kmz_file.v2.kmz to obtain the file)
LEVEL
QUESTION
2-3
Where are Earth’s
major plate
boundaries?
METHODS
SOLUTION
Students explore patterns
Students will sketch
of geologic features in
plate boundaries on
order to identify plate
a blank map.
boundaries.
Background Knowledge (Content): Students should be familiar with the three
major plate boundaries (convergent, divergent, transform) and be aware that
volcanoes and earthquakes are prevalent at both convergent and divergent
plate boundaries, while transform plate boundaries generally generate
earthquakes alone. In addition, advanced students should note that oceanicoceanic plate boundaries produce the deepest trenches in the world, and that
oceanic crust subducts beneath the lighter continental crust. This will be helpful
when exploring earthquake depths.
Topography: the patterns of hills, rivers, valleys, etc. that occur on the
Earth’s surface
Bathymetry: like topography, but on the ocean floor
Background Knowledge (Skills): Students should be familiar with Google Earth
and be able to select and deselect various layers in order to view patterns in
geologic features. Students should be able to read the keys that accompany
each data set. The “Introduction to Google Earth” video below may be helpful
to view before heading to the lab.
Time Frame: 3-4 block classes
Question: Where are Earth’s major plate boundaries?
Procedure: Students should explore all layers provided in the Dynamic_Earth.kmz
file to identify patterns found in seafloor depth, earthquakes, and volcanoes.
Then, students will use their prior knowledge about these features and the
patterns they have discovered through Google Earth to sketch the plate
boundaries on a blank map of the Earth. Students should create a color-coded
key to represent each plate boundary:
Red=Convergent
Blue=Divergent
Green=Transform
Differentiation: If students need a more-structured activity or guidance, please
reference the following videos for help. It should be noted that they were
created for a different project that represents question numbers that will not
apply to this particular inquiry activity.
Topographic Patterns: http://vimeo.com/55109951
Bathymetric Patterns: http://vimeo.com/55110628
Earthquake Patterns: http://vimeo.com/55273956
Ridges & Trenches: http://vimeo.com/55274155
Volcano Patterns: http://vimeo.com/55274071
Final Product: Using the color-code key above, students will sketch all major
plate boundaries along with a short reflection on the patterns they used to arrive
at their conclusion. See rubric below.
Helpful Videos:


Adding the Dynamic_Earth.kmz file: http://vimeo.com/55107481
Introduction to Google Earth (first part of video can be skipped because it
is very specific to another project): http://vimeo.com/55121953
Lesson Source:
http://serc.carleton.edu/sp/library/google_earth/examples/49004.html
Adapted From: Using Google Earth to Explore Plate Tectonics by Laurel Goodell,
Department of Geosciences, Princeton University, Princeton, NJ 08544
(laurel@princeton.edu): Inspired by and borrowed from, the GIS-based Exploring
the Dynamic Earth series of Saquaro exercises, authored by Michelle K. Hall,
Science Education Solutions, Los Alamos, NM (http://www.scieds.com/).
Excellent
Plate
Boundary
Map
(50%)
Reflection
(50%)
Seven plate
boundaries are
properly identified
(though they do NOT
need to be labeled).
They are all properly
color-coded to
indicate the type of
boundary. Key is
included on map.
In 3-5 paragraphs, students
make reference to
patterns found in
topography, bathymetry,
and earthquake and
volcano locations in order
to identify plate boundary
locations. Students should
comment on difficulties
they encountered and
how they overcame them.
Adequate
Six plate
boundaries are
properly
identified
(though they do
NOT need to be
labeled). They
are MOSTLY all
properly colorcoded to
indicate the
type of
boundary. Key is
included on
map.
Students make
reference to
patterns found in
topography,
bathymetry, and
earthquake and
volcano locations in
order to identify
plate boundary
locations.
Present
Five plate
boundaries are
properly
identified
(though they do
NOT need to be
labeled). They
are MOSTLY all
properly colorcoded to
indicate the
type of
boundary. Key is
included on
map.
Students make some
references to
patterns, but do not
include all four
major patterns
included in the
program:
(topography,
bathymetry, and
earthquake and
volcano locations).
Incomplete
Less than five plate
boundaries are properly
identified (though they
do NOT need to be
labeled). A few are
properly color-coded to
indicate the type of
boundary. Key is missing
from the map.
Students attempt to make
some references to
patterns, but it is poorly
written, confusing, or
incomplete.
Missing
MISSING
MISSING