Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
WEATHER:
Natural Disasters and Exploring Plate Tectonics/
Regions around the World
8th Grade: Social Studies
Aimee Brookshire
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
Lesson Plan: Designed for Teaching Focus on Weather in Social Studies/Geography
Parts
TEKS
Attributes
113.24. Social Studies, Grade 8.
(10) Geography. The student uses geographic tools to collect, analyze, and interpret data.
The student is expected to:
(A) create thematic maps, graphs, charts, models, and databases representing various
aspects of the United States; and
(B) pose and answer questions about geographic distributions and patterns shown on
maps, graphs, charts, models, and databases.
(11) Geography. The student understands the location and characteristics of places and
regions of the United States, past and present. The student is expected to:
(A) locate places and regions of importance in the United States during the 18th and 19th
centuries;
(B) compare places and regions of the United States in terms of physical and human
characteristics; and
(C) analyze the effects of physical and human geographic factors on major historical and
contemporary events in the United States.
(12) Geography. The student understands the physical characteristics of the United
States during the 18th and 19th centuries and how humans adapted to and modified the
environment. The student is expected to:
(A) analyze how physical characteristics of the environment influenced population
distribution, settlement patterns, and economic activities in the United States during the
18th and 19th centuries;
(B) describe the consequences of human modification of the physical environment of the
United States; and
(C) describe how different immigrant groups interacted with the environment in the
United States during the 18th and 19th centuries.
Objectives
(using
Bloom's
Taxonomy)
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
Students will
 define and describe plate tectonic activities including earthquakes and
volcanoes;
 explore different plate tectonic settings;
 examine the biodiversity and ecosystems supported by various tectonic
settings; and
 determine the tectonic settings and related ecosystems of the Olympic Coast,
Cordell Bank, Gulf of the Farallones, Monterey Bay, and Channel Islands
national marine sanctuaries.
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
Anticipatory Set
1.Have students brainstorm a list of natural disasters that have occurred over the past
several years (or historically) and look for news articles and information describing the
causes and effects of the events.
2.National Geographic News
National Geographic: Forces of Nature (For Case Studies, open the interactive and select
any of the four choices; then select "Case Studies" from the tabbed navigation menu.)
Time for Kids
USA Today Storm Center
3.When students have found information on several events, ask them to catagorize the
information based on primary cause, either geologic (e.g., earthquakes, volcanic
eruptions, tsunamis) or meteorologic (e.g., hurricanes, tornadoes, or typhoons).
Focus student attention on the geological disasters and ask them to brainstorm a list of
adjectives that can be used to describe the events. Remind students to consider all the
outcomes of the disasters.
Instructional
Input/Teacher
Explanation &
Modeling
Part I:
Refocus student attention on the geological disasters they researched, and ask them if
they know what caused the events. Write the term "plate tectonics" on the board and ask
if any students are familiar with the term (most likely several students will be familiar
with the concept). Allow students to briefly share what they know about plate tectonics
and then direct student attention to this online tutorial from the PBS Savage Earth
website, Hell's Crust: Our Everchanging Planet to gain a greater understanding of plate
tectonics. Have students create a table in their notes and make an annotated diagram for
each of the types of tectonic settings described in the Hot Zones animation section of the
tutorial:
 Subduction Zone
 Collision Zone
 Spreading Center/Mid-Ocean Ridge
 Magma Chamber
Annotations should include information about how the plates of the earth move in each
scenario, and what the resultant land formations or shifts are.
Have students share their table and diagrams in small groups and then review as a whole
class.
Part 2:
Explain to students that the shifts in plates on Earth's surface are responsible for much of
the incredible variety of land formations, including volcanoes, mountains, and valleys.
Ask students how different landforms on the Earth's surface have an impact on the living
creatures and plants that inhabit those areas. Make a list of the environmental factors that
affect ecosystems (students should list factors including climate, temperature, shelter,
landforms, plant life, minerals, water, etc.). Ask students how these factors influence the
types of animals that inhabit a given area. Then explain that the same is true of undersea
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
ecosystems. The formations of land on the ocean floor have an impact on the types of
plants and animals that will survive there. Explain to students that they will be studying
the influence that tectonic systems have on the ecosystem biodiversity in a given area—in
this case, in several national marine sanctuaries maintained by the National Oceanic and
Atmospheric Administration (NOAA). Have students watch a West Coast Tectonics
video to get an overview of plate tectonics along the West Coast and the relationship
between activity of Earth's plates and life in the ocean. Then have students learn more
about how tectonic activity and systems influence the diversity of life in different areas
by visiting these webpages and reading these news articles describing undersea life near
hydrothermal vents (vents caused by activity in the Earth's crust):
"Unrivaled Submersible Pilot on a Life in the Deep"
"Giant Tubeworms Probed for Clues to Survival"
Hydrothermal Vents—Vent Basics
Vent Biology
Have students answer the following questions as they explore the Web sites:
 What did this expedition focus on?
 How did the geology affect the biology in this area?
 What was something that you learned that surprised you?
Lead a brief class discussion to have students share what they have learned about life near
hydrothermal vents, and how plate tectonics contributes to that type of ecosystem.
Part 3:
After students have discussed hydrothermal vents and their influence on undersea life,
explain that they will now spend some time learning about the tectonic systems of several
national marine sanctuaries and how those systems may influence the plant and animal
life in and around the sanctuaries.
Have students work in small groups to explore one of the national marine sanctuary sites
below. Each group should locate their chosen sanctuary and then create a poster
highlighting the tectonic activity within or near the sanctuary site, illustrating the
undersea land formations found there, and including the plant and animal life unique to
the area.
Olympic Coast National Marine Sanctuary
Cordell Bank National Marine Sanctuary
Gulf of the Farallones National Marine Sanctuary
Monterey Bay National Marine Sanctuary
Channel Islands National Marine Sanctuary
Student posters should include labels and annotations that focus on the ways in which the
tectonic system created or creates the physical environment, and how that physical
environment influences the types of creatures that thrive there.
Finally, have students share their posters with the class.
Part 4:
Explain to students that plate tectonic activity creates land formations and contributes to
the environment and ecosystem in numerous ways. Have students research tectonic
activity in their local areas, learn how mountains are formed well away from the edges of
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
tectonic plates, and discover what types of ecosystems develop in and around such
landforms by visiting these sites:
U.S. Geological Survey (Visit Science in Your State to learn about seismic activity in or
near your state.)
West Virginia Geological and Economic Survey: Feature Article—"Mountains"
North American Center for Environmental Cooperation: Ecological Regions of North
America
As information is collected about your local topography and ecosystems, have students
compile and convey the information in a class mural.
As students work, have them summarize what they have learned about plate tectonics and
the types of plant and animal populations that can develop in unique topographical areas
caused by shifts in Earth's surface. Using the information they have gathered about their
own local areas, have students add to their poster annotations from Activity 3.
Checking for
Understanding
To check for the students understanding of the topic, the teacher further discuss plate
tectonics and its implication on weather. By doing this, students need to explore natural
disasters such as hurricanes, earthquakes, monsoons, ect in different parts of the world.
Students can further their knowledge by learning about how the different plates shifting
effects climate, weather, and natural disasters.
It also might be a good idea here for the teacher to implement some illustrations of the
plates so that her students that need to understand the concept more visually might get a
better understanding. An example of an illustration has been provided attached to this
lesson plan.
It would also be a good idea to implement a mini-lesson here on earthquakes so that it
shows the students real evidence of a subducting plate. As you’ve learned in this unit, the
uppermost crust of the Earth is believed to be made up of a
series of plates. The rocks that make up the continental plates are lighter colored and less
dense
than the rocks that make up the oceanic plates. Earthquakes and volcanoes are the result
of the
interaction of the rocks that make up these plates, and the kinds of earthquakes and
volcanoes
produced depends on whether the plates are coming together, spreading apart, or sliding
past
each other.
The theory of plate tectonics has been widely accepted because of the many pieces of
evidence
that support it. You have already discussed some of the evidence in this unit. Like solving
a
jigsaw puzzle, scientists look for the best explanation that fits all the data available. In the
following lab, you will be looking at earthquake data and determining if plate tectonics
can
explain what you find.
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
EARTHQUAKES AND FAULTS
Earthquakes and faults are caused by the movement of the earth’s crust as it is pushed
together or
pulled apart. As the movement occurs, the rocks will often break and grind together,
releasing
vibrations of energy into the ground. The plane along which the rocks break and move is
called
a fault (see figure 1). This fault can occur near the ground surface where humans can
actually
see it, or deep below the ground. The technology we use to detect earthquakes can
actually tell
us exactly where the faulting has occurred below the surface. Figure 1 shows two blocks
of earth
that are sliding against each other. The location at which the rocks actually break during a
single
event is called the focus (or hypocenter) of the earthquake.
The point on the earth’s surface that is directly above the focus is called the epicenter.
This is
the area where the most violent shaking will occur because it is directly above the actual
rock
movement.
Procedure
On your data table you will find information on earthquakes near the west coast of South
America. Provided are the latitude, longitude, depth and magnitude (how strong the
earthquake
was) of each earthquake.
Your research will require you to take the data provided on earthquakes, construct a 3-D
dimensional model of these events, and determine what type of pattern (if any) that the
earthquakes create in the region.
Guided Practice
The table will be provided below for students to observe and chart what they find. I have
also included images below to help students better understand latitude/longitude and the
profile view of an earthquake.
Have students divide into groups and compare their results from their applications:
1.What information does an epicenter provide about an earthquake?
2. What is the difference between the focus and the epicenter of an earthquake?
3. What is happening to the rocks at the focus of an earthquake, and what do we call this?
4. What do you notice about the depth of the focus of the earthquakes as you go further
inland
from the coast of South America?
5. What appears to be happening to the two plates that meet along the west coast of South
America, according to your model?
6. Draw and label a diagram or make a model showing what is happening to the plates
along the
west coast of SA as you described in question 5:
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
Making Conclusions:
1. Describe the type of plate boundary which you think is present along the west coast of
South
America.
2. Explain how your data supports your conclusions in question 1.
3. How can our model explain the deep trench that lies just off the coast of South
America?
4. Looking at the maps of the world attached (figure 4), can you find some other areas
where
this same type of plate boundary is occurring?
Independent
Practice
Closure
Going Further
1. Consider the following: How is volcanism related to this type of boundary (study
where it is
in relation to the trench and plates)?
2. Mt. St. Helens is part of a volcanic belt formed under similar conditions as the Andes
Mountains. Search the Internet of library for seismicity data regarding the
Oregon/Washington
coast of the United States. What is happening there? What are the differences between
this area
and the SA coast?
1.The activities I will have the students perform to better their understanding would be
the making of a plate tectonics puzzle, this can also be done to re-creat Pangea so the
students understand how the Earth’s continents have shifted. On this puzzle, have
students make their markings on the continents that have severe natural disasters and
label what those disasters are on a different page. After each student has created their
puzzle, they will switch with another person and have their partner put the puzzle
together as well as try to determine what the natural disasters are for each area of the
contintent.
Also, I would implement worksheets to help with comprehension of the Plate Tectonics
Theory such as: labeling the Earth’s continents today and label what they would have
been during Pangea.
Have students revisit their brainstormed list of adjectives describing geologically-based
natural disasters. Ask them to consider what other terms they might now associate with
geological shifts that cause such events as earthquakes and volcanic eruptions. Also, have
student’s list underwater geological features that are important to the marine life
protected by each of the national marine sanctuaries.
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
Assessment
Have each student write a brief summary describing the influence of plate tectonics on
plant and animal life in specific geographic locations. Students may write about either the
marine sanctuary they studied or their own local eco-region.
Evaluate student participation in each activity from the lesson, as well as their
summaries, based on the following:
 Understanding of plate tectonics and how shifts in the Earth's surface create
landforms.
 Demonstrated understanding of the influence of landforms and other seismic
activity on living things.
Technology
Accommodation
s/Modifications
There are some helpful links that the students can go to for further research on this topic
and related finds:
Dive and Discover: Expeditions to the Seafloor
Educational Multimedia Visualization Center
Monterey Bay Aquarium Research Institute
NOAA: Channel Islands National Marine Sanctuary
NOAA: Cordell Bank National Marine Sanctuary
NOAA: Gulf of the Farallones National Marine Sanctuary
NOAA: Monterey Bay National Marine Sanctuary
NOAA: National Marine Sanctuary Program
NOAA: Olympic Coast National Marine Sanctuary
National Geographic EdNet: Oceans for Life
National Geographic News: "Giant Tubeworks Probed for Clues to Survival"
National Geographic News: "Unrivaled Submersible Pilot on a Life in the Deep"
National Geographic News:"Earthquake Prediction Remains a Moving Target"
National Park Service: Yosemite National Park—Yosemite at a Glance: Geology
North American Center for Environmental Cooperation: Ecological Regions of North
America
PBS: A Science Odyssey—You Try It: Plate Tectonics
PBS: Savage Earth Online
U.S. Geological Survey
U.S. Geological Survey: This Dynamic Earth—The Story of Plate Tectonics
West Virginia Geological and Economic Survey: Feature Article—"Mountains"
1. For a student that needs to move around or have a more focused lesson we could
turn this into a game or hands on activity. I could have the students use the
software to write a short story/news article and use the software as an outlining
tool. This would also be a great idea for an extension activity. I would use the
same software as from above. I also could plan to use a power point with this
lesson. I would make it with Microsoft office, but there are also free sources such
as Open office that you could use. For students with a LD, I might even record
me reading the different articles on plate tectonics or natural disasters. Here I can
add music, and the students would also hear how a good reader reads.
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
http://audacity.sourceforge.net/ Audacity® is free, open source software for
recording and editing sounds. It is available for Mac OS X, Microsoft Windows,
GNU/Linux, and other operating systems.
Extensions


Materials
Have students visit this PBS interactive on plate tectonics, and then create a
model or diagram illustrating one type of tectonic activity using clay, papiermbchi, diorama, etc. Students should be prepared to explain the process while
demonstrating their models/illustrations.
To help students learn more about the formation of mountain ranges, have them
visit this webpage from the National Park Service's Interactive Classroom
exhibit explaining the formation of the Sierra Nevada mountain range. Have
students use a relief map to look for major mountain ranges on each continent and
identify the plates likely to have contributed to that mountain formation by
referring to this map of the Major Tectonic Plates of the World.
. Materials Required:
 Computer with Internet access
 Writing/drawing materials/chart paper/poster board
 Seating arrangement: whole-class instruction and small-group activities
 Maximum number of students: no limit
 Keywords: tectonic plate, natural disaster, earthquake
 Preparation: preview video clips and embedded websites, gather materials
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
Plate Tectonics Illustration technique showing spatial and movement aspects of plate boundary environments. It
helps if the teacher uses images such as this one below to draw the concept for the students to see visual
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
TABLE 1. Table with data from actual earthquakes in South America from 1993-1994.
Station Latitude (S) Longitude (W) Depth (Km) Magnitude
1
19.8
66.6
259
4.6
2
27.8
63.2
513
5.1
3
26.2
63.3
550
4.8
4
31.2
71.5
33
5.0
5
23.2
66.4
200
4.8
6
23.5
71.0
25
5.0
7
24.5
70.8
33
5.0
8
21.3
68.2
122
4.7
9
23.6
70.0
42
5.0
10
23.5
70.5
50
NA
11
22.9
68.3
115
4.8
12
34.1
69.8
45
NA
13
22.3
66.1
274
5.0
14
23.2
69.3
67
4.9
15
22.5
67.4
168
4.5
16
19.5
65.8
305
4.5
17
21.4
68.1
123
5.1
18
27.0
63
500
4.9
19
27.2
67.1
155
4.7
20
20.4
66.0
300
4.5
21
25.6
66.0
385
5.0
22
22.2
64.5
440
4.8
Figure 1. Diagram showing a fault plane (Image courtesy of Kian H. Chong, Univ. of California, Davis)
Aimee Brookshire
Figure 2. Lines of latitude and longitude of the Earth.
EDU 3003.02/Head
August 4, 2010
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
Figure 3. A cross-section of South America along the Tropic of Capricorn. Notice
sea-level and the Andes mountains that rise high above the rest of the continent.
Illustration from CEEP (Crustal Evolution Education Project, Wards Natural Science Establishment, Inc.)
Figure 4. Ridge and trench systems of the world. Ridges are where new ocean crust is being
formed (plates are moving apart). Trenches are formed where an oceanic plate is being
subducted (plates are coming together). Figure from Global Science Laboratory Manual, John W.
Christensen, Kendall/Hunt Publishing.
Aimee Brookshire
EDU 3003.02/Head
August 4, 2010
Facts from the USGS earthquake site: http://earthquake.usgs.gov/4kids/facts.html
1. The largest recorded earthquake in the United States was a magnitude 9.2 that
struck Prince William Sound, Alaska on Good Friday, March 28, 1964.
2. The largest recorded earthquake in the world was a magnitude 9.5 (Mw) in Chile
on May 22, 1960.
3. The earliest reported earthquake in California was felt in 1769 by the exploring
expedition of Gaspar de Portola while the group was camping about 48 kilometers
(30 miles) southeast of Los Angeles.
4. The average rate of motion across the San Andreas Fault Zone during the past
3 million years is 56 mm/yr (2 in/yr). This is about the same rate at which your
fingernails grow. Assuming this rate continues, scientists project that Los Angeles
and San Francisco will be adjacent to one another in approximately 15 million years.
5. The East African Rift System is a 50-60 km (31-37 miles) wide zone of active
volcanics and faulting that extends north-south in eastern Africa for more than
3000 km (1864 miles) from Ethiopia in the north to Zambezi in the south. It is a
rare example of an active continental rift zone, where a continental plate is
attempting to split into two plates which are moving away from one another.
6. The first "pendulum seismoscope" to measure the shaking of the ground during an
earthquake was developed in 1751, and it wasn't until 1855 that faults were
recognized as the source of earthquakes.
7. Although both are sea waves, a tsunami and a tidal wave are two different
unrelated phenomenon. A tidal wave is a large sea wave produced by high winds, and
a tsunami is a sea wave caused by an underwater earthquake or landslide (usually
triggered by an earthquake) displacing the ocean water.
8. The hypocenter of an earthquake is the location beneath the earth's surface where
the rupture of the fault begins. The epicenter of an earthquake is the location
directly above the hypocenter on the surface of the earth.
9. The greatest mountain range is the Mid-Ocean Ridge, extending 64,374 km
(40,000 mi) from the Arctic Ocean to the Atlantic Ocean, around Africa, Asia, and
Australia, and under the Pacific Ocean to the west coast of North America. It has
a greatest height of 4207 m (13,800 ft) above the base ocean depth.
10. The world's greatest land mountain range is the Himalaya-Karakoram. It contains
96 of the world's 109 peaks of over 7317 m (24,000 ft). The longest range is the
Andes of South America which is 7564 km (4700 mi) in length. Both were created
by the movement of tectonic plates.
11. It is estimated that there are 500,000 detectable earthquakes in the world each
year. 100,000 of those can be felt, and 100 of them cause damage