Earth’s Layers & Plate Tectonics Notes
date_________
NAME_______________________
VIDEO: http://www.schooltube.com/video/6c530e67330b161a5c47/Layers-of-the-Earth
Layers of Solid Earth: each layer has it’s own properties
1. CRUST = outermost layer, comprised of continents and oceans, made up of mainly aluminumsilicate material, rigid layer, rocky, brittle, fractures easily, composed mostly of basalt and granite
a. Continental Crust = less dense
b. Oceanic Crust = more dense
-
LITHOSPHERE = rigid outer layer
includes crust and upper mantle layer
divided into plates that are continuously moving, changing shape/size
2. MANTLE = semisolid rock, molten slush capable of slow movement over time, comprised of most of
Earth’s mass containing mainly Iron, Magnesium, Aluminum, Silicon, and Oxygen
-
ASTHENOSPHERE = fluid layer of mantle found below lithosphere
motion/movement driven by convection currents
3. OUTER CORE = liquid, super hot, mainly Iron and Sulfur
4. INNER CORE = solid iron-nickel center of the Earth that is very hot and under great pressure
Earth’s Layers & Plate Tectonics Notes
date_________
NAME_______________________
VIDEO: http://www.schooltube.com/video/6c530e67330b161a5c47/Layers-of-the-Earth
Layers of Solid Earth:
1. CRUST =
a. Continental Crust = _____________ dense
b. Oceanic Crust = ________________ dense
2. LITHOSPHERE =
MANTLE =
ASTHENOSPHERE =
3. OUTER CORE =
4. INNER CORE =
How do oceanic and continental plates move?
What are convection currents?
http://www.youtube.com/watch?v=7xWWowXtuvA
How is heat transferred on Earth?
http://library.thinkquest.org/28327/html/interactive/main.html
Enter the site and select Planet Earth.
Click on Interior on the left hand side and click on Layers of Earth on the right hand side.
1. What is the transition layer?
2. What is the “D” layer? What makes it distinguishable?
3. What part of the Earth is the smallest?
4. What two things make up the lithosphere?
Modeling Earth’s Layers
date ______
NAME______________________
The structure of the Earth can be thought of as successive spherical layers on top of one another. If we
were to drill from the Earth’s surface down to the center, the spheres would appear as stripes or layers.
Materials: adding machine tape (1.5m), meter sticks, colored pencils (green, yellow, red, blue, purple),
tape, pencil
Procedure: In this activity, you will use the information on the Earth’s layers and their thicknesses given
below to construct a drawn to scale slice of the Earth on a piece of adding machine tape. Be sure to color
and label all layers and take note of the scale. Convert scaled thickness before you leave classroom.
SCALE: 1 cm = 100 km
Layer Name
Continental Crust
Oceanic Crust
Mantle
Outer Core
Inner Core * from outer core to
center of Earth
Thickness
(km)
65
10
2900
2100
1390
USE MATH to
convert from km
to cm by moving
decimal 2 places
to the right
Scaled
Thickness (cm)
Once you have your initial layers constructed, add the following information:
Zone
Distance from Earth’s Surface
Top of Lithosphere to
Bottom of Lithosphere
0 km > 90 km
Top of Asthenosphere to
Bottom of Asthenosphere
Color
Green
Green
Yellow
Red
Blue
Color
Dot with lead pencil
Dot with purple pencil
90 km > 700 km
DISCUSSION QUESTIONS:
1. Which of the Earth’s layers is the thinnest? _____________________________
2. If you combined the inner core and the outer core to form one layer, which layer would be the
thickest? _______________________________
3. In which of Earth’s layers do you find the asthenosphere? _________________________
4. How has man learned about these layers we cannot see? Explain your response.
SYNOPSIS:
Complete the Earth’s Layers Foldable labeling activity. Use the terms on the left side of the page to
label this slice of Earth. Use ALL the terms on the slice.
Theory of Continental Drift Notes
date_________
NAME_______________________
Has the Earth always looked the same?
Theory of Continental Drift
Hypothesis:
Evidence to Support Theory
1. Puzzle 
2. Fossils 
3. Rocks 
4. Climates 
Support of this hypothesis:
* Continents Adrift Video
* Building Pangaea GIZMO
* Making it Fit Puzzle
1915
Alfred Wegener
(German Scientist)
Continental Drift Pangaea Puzzle – Making it Fit
date ________
NAME________________
According to the theory of plate tectonics, the continents once formed one landmass named Pangaea. As
new rust was formed along the mid-Atlantic ridge, the seafloor began to spread apart. According to the
theory, the seafloor spreading widened the Atlantic Ocean and separated Pangaea into the positions of
the continents we observe today.
Purpose: Reconstruct a model of Pangaea
Materials: maps, scissors, colored pencils, glue/tape
Procedure:
1. Color the continents the following: Eurasia = blue, Greenland = green, North America = yellow,
India = light blue, Africa = red, South America = orange, Australia = violet, Antarctica = dark
blue
2. Cut out the continents. Arrange or fit the continents together into Pangaea, one large landmass.
3. ONLY when you have the best fit, glue continents down to back of this paper. Answer the
questions below.
Questions-Conclusions
1. Which two continents have the best fit?
2. For the best arrangement, which continent forms the core of Pangaea?
3. Which continent is now part of Eurasia but, according to the theory, was originally a separate
continent that moved northward into its present position?
4. Why isn’t the fit perfect if the continents were once part of Pangaea?
5. If the continents were drawn on a Mercator map, would your chances of finding a fit have been
improved or worsened? Explain why or why not.
6. Scientists theorize that the continents are still drifting apart. What will be the eventual position of
North America with respect to Eurasia?
7. How did the Atlantic Ocean form?
8. If the continents were once connected, what might be similar about the coastlines where they
were connected?
Earth Science Notes -Plate Boundary Types
date____
http://www.learner.org/interactives/dynamicearth/plate2.html
NAME___________________
Is the Earth below our feet in constant motion?
Earth is divided into major plates and minor plates. Plates of the lithosphere float atop the
asthenosphere layer.
MAJOR PLATES:
1. Eurasion plate (which is what covers Asia and Europe); (light blue)
2. North American plate (North America); (red)
3. South American plate (South America); (orange)
4. Pacific Plate; (green)
5. African plate (Africa and Middle East); (yellow)
6. Australian plate; (dark blue)
7. Antarctic plate. (brown)
MINOR PLATES:
1. Cocos Plate
2. Juan de Fuca
3. Anatolian
4. Scotia
5. Caribbean
Go to the following link to help you label and color all the major plates and just label the minor
plates that create the crust of the Earth. Use your lithospheric plates map handout.
http://www.globalchange.umich.edu/globalchange1/current/lectures/evolving_earth/plates.gif
Answer these questions.
1. On what plate is most of the United States?
2. What part of the United States is not on that plate?
3. What plate matches almost perfectly with the “Ring of Fire”, where most of the world’s
earthquakes and volcanoes occur?
4. List two continents whose edges are not all on plate boundaries.
5. Where are most plate boundaries?
Earth Science Notes -Plate Boundary Types
Candy Continents Guided Notes Activity
date____ NAME___________________
What happens when plates meet?
1. DIVERGENT BOUNDARY - plates move apart from one another
- also called spreading center
- as plates move apart, new material from below fills in cracks creating new crust
EX. East African Rift Valley, Mid-Atlantic Ridge
In a divergent boundary, the plates move _________________.
This opens up an area for new magma to come _____________ from the interior of the Earth.
These areas are called _________ valleys. There are major rift valleys in ______________________
and _________________________________________.
Grab your candy continent from each end and slowly pull the bar in half. Pull horizontally without
twisting the candy bar.
1. Describe what happens.
2. What do each of the layers in the candy bar now visible represent?
3. In the actual divergent boundary, more magma comes up to fill the opening. What would happen
to the candy bar if we could make that happen here?
2. CONVERGENT BOUNDARY – plates crash into one another
- also called subduction zones b/c one plate is pulled below another depending on density
EX. Crash of India into Asian plate
1. oceanic plate + continental plate
2. oceanic plate + oceanic plate
3. continental plate + continental plate
At a convergent boundary, the plates move _____________________.
This causes ____________________ to form or creates ______________________ zones.
Subduction is :
Grab each end of the candy and push the candy bar back together. Push horizontally without twisting
the candy.
1. Describe what happens.
2. The candy bar has the same density on each side. This causes the bar to push up just like tectonic
plates! When tectonic plates are the same density, _______________________ forms as they
push together.
3. If one plate is denser than the other, the denser plate goes ____________ the other plates. This is
called __________________. An oceanic plate is denser than continental plates.
4. Why might the oceanic plate be denser?
3. TRANSFORM FAULT BOUNDARY – plates slide past one another
- plates grind past each other and release energy
- earthquakes may occur along fault boundaries as plates slide past one another
EX. San Andreas Fault, CA
In a transform fault boundary, the plates move _________________________.
Grab your candy continents and let them touch each other. Pull one piece toward yourself and push one
piece away from yourself.
1. Describe what happens.
2. This type of boundary causes many _____________________________.
3. Explain why so many earthquakes occur during a transform fault movement.
Boundary Types Synopsis Activity
date_________
NAME____________________
Using the map that follows, answer the following questions and label the map according to the
directions. You will use this plate boundary map to analyze plate movement on Earth’s surface. The
arrows show the direction of plate movement.
1. Using a GREEN pencil, circle one rift valley.
This is caused when two plates move ______________.
2. Using a BLUE pencil, circle one plate boundary that shows subduction. This occurs when denser
______________________ crust meets less dense __________________ crust.
3. Using a BROWN pencil, circle one plate boundary that is causing the formation of mountain
ranges. This occurs when two colliding plates have the _________________ density.
4. Using an ORANGE pencil, circle one area where the plates are sliding by each other. This area
will have more ____________ than other areas because the rocks get stuck on each other and
break free quickly which releases lots of energy.
Complete the Theory of Plate Tectonics Worksheet 1-15.
Evidence for Plate Tectonics Notes
date_____
NAME____________________________
What evidence do we have to support the theory of Plate Tectonics?
http://www.wwnorton.com/college/geo/egeo/animations/ch2.htm
1. Paleomagnetism – evidence of magnetism in rocks, Earth has a magnetic field or invisible lines of
force
How does a compass work? Rocks contain iron rich minerals called magnetite. As rocks cool, minerals
align in direction parallel (similar) to magnetic field. These minerals become frozen or locked in this
position.
Magnetized rocks act like a compass needle by pointing towards magnetic poles. Different time periods
contain different magnetic pole positions Rocks can tell us location of magnetic poles of certain time
periods.
Have the pole positions always been the same?
POLE REVERSAL - rocks can tell us about pole reversals if the magnetism is switched or reversed
Normal Polarity
Where N and S are today
Reversed Polarity
opposite of where N and S are today
2. Earthquake Patterns - occur as oceanic crust is subducted below continental crust - Ring of Fire
(color with red pencil)
3. Seafloor Spreading and Ocean Drilling
- age of sediments increases as distance from ocean center or mid-ocean ridge increases
-
D crust older than A crust BECAUSE D crust is further away from spreading center of ocean where
new crust is forming!
OLDER crust near continents
YOUNGER crust near spreading centers
4. Hot Spots - As plates move over hot spot of magma, volcanoes are formed, new crust is created
EXAMPLE = Hawaii - Older Islands move away from hot spot and begin to erode over time thus
becoming smaller
Evidence for Plate Tectonics Student Notes
date_____
NAME________________________
What evidence do we have to support the theory of Plate Tectonics?
http://www.wwnorton.com/college/geo/egeo/animations/ch2.htm
1. Paleomagnetism – evidence of magnetism in rocks, Earth has a magnetic field or invisible lines of
force
How does a compass work? Rocks contain iron rich minerals called _____________________. As
rocks cool, minerals align in direction _________________________ to magnetic field. These minerals
become __________ or locked in this position. Draw what this would look like using different colors.
Have the pole positions always been the same?
___________________________________ - rocks can tell us about pole reversals if the magnetism is
switched or reversed
Normal Polarity
Reversed Polarity
2. Earthquake Patterns
3. Seafloor Spreading and Ocean Drilling - age of sediments ______________________ as distance
from ocean center or mid-ocean ridge increases
-
D crust _____________than A crust BECAUSE D crust is __________________ from spreading
center of ocean where new crust is forming!
___________________ crust near continents
____________________ crust near spreading centers
4.
-
Hot Spots
As plates move over hot spot of magma, volcanoes are formed, new crust is created
EXAMPLE = _________________
Older Islands move away from hot spot and begin to erode over time thus becoming smaller
Which island in this chain is the oldest? ________________
Which island in this chain is the youngest? ______________
Evidence of Plate Tectonics Activity – Seafloor Spreading
NAME__________________
Objective: to construct a paper model to illustrate how the seafloor is created along a mid-ocean ridge
and to illustrate how oceanic crust descends below into trenches at subduction zones
Materials: copy of seafloor model, scissors, colored pencils (orange, yellow, green blue), tape
Procedure:
1. Cut along the dotted lines of the seafloor spreading model pattern attached.
2. Color the areas indicated on the two strips with colored pencils.
3. Tape together the orange ends of the strips with the colored sides facing each other.
4. Thread the two strips through SLIT B of the larger sheet. Pull one side down through SLIT A
and the other through SLIT C.
5. Pull the strips through the slits so that the same colors on both strips emerge from SLIT B and
disappear into SLIT A and SLIT C at the same time.
ANALYSIS and CONCLUSION
1. What is happening at SLIT B?
2. What feature occurs at the corresponding location on the seafloor?
3. What is happening at SLITS A and C?
4. What feature occurs at the corresponding locations on the seafloor?
5. If you were to sample and date the rocks along the colored strip starting at SLIT B and moving
toward SLIT A, what change would you see in the age of the rocks? Getting older or getting
younger?
6. If you were to sample and date the rocks along the colored strip starting at SLIT B and moving
toward SLIT C, what change would you see in the age of the rocks?
7. In this model, what do the strips represent?
8. What do the colors represent?
9. New seafloor rock is continually being formed at mid-ocean ridges and old seafloor is
continually being removed along ocean trenches. If the rock on the continents is continually
formed but not removed, how would the age of the oldest rocks on the continents compare with
the age of the oldest rocks on the seafloor?
Earth Science: Earthquake Notes date__________
NAME___________________
What is an earthquake?
Where do earthquakes occur?
PARTS of an Earthquake:
1. FOCUS:
2. EPICENTER:
CAUSES of an earthquake:
1. build up of elastic energy
2. internal friction must be overcome
3. rocks slip past each other at focus location
4. movement releases energy
5. rocks/plates snap back into place termed ELASTIC REBOUND
Aftershock –
Foreshock –
MEASURING earthquakes:
Intensity vs. Magnitude
Mercalli Scale vs. Richtor Scale
Seismograph vs. Seismogram
http://tlc.discovery.com/convergence/quakes/interactives/makeaquake.html
Earth Science Notes: WAVES
date_______
NAME_____________________
What are waves?
Parts of a Wave:
A ______________
B ______________
C_______________
D_______________
E_______________
F_______________
G_______________
Types of Waves:
1. P Wave – Primary Wave
2. S Wave – Secondary Wave
http://www.pbs.org/wnet/savageearth/earthquakes/index.html
http://www.classzone.com/books/earth_science/terc/content/visualizations/es1002/es1002page01.cfm
3. L Wave – Love Wave
Earthquake VIDEO –Japan’s Killer Quake – NOVA
http://video.pbs.org/video/1863101157/
Earth Science: Let’s do the Wave
date________
NAME____________________
In order to understand wave motion, we will be modeling three waves through motion.
Part I: Modeling P waves (push-pull waves, primary waves)
1. Visit this website and examine how P waves move.
http://www.classzone.com/books/earth_science/terc/content/visualizations/es1002/es1002page01.cfm
2. Describe the motion of the blue dot within the wave.
3. Now physically model this motion by taking two steps forward and one step backward. Repeat.
Part II: Modeling S waves (side to side waves, secondary waves)
1. Visit this website and examine how S waves move.
http://www.classzone.com/books/earth_science/terc/content/visualizations/es1002/es1002page01.cfm
2. Describe the motion of the blue dot within the wave.
3. Now physically model this motion by taking two steps to the right, then one step forward, then two
steps to the left, then one step forward. Repeat.
Part III: Modeling L waves (Love waves, surface waves)
1. Visit this website and examine how L waves move.
http://www.tjhsst.edu/~jlafever/wanimate/Wave_Properties2.html
2. Describe the motion of the black box within the wave.
3. Now physically model this motion by taking a step forward, pause, jump twice in place, take another
step forward, pause, jump twice in place.
Part IV: Modeling waves: You will be assigned a wave group – stay in your group and practice your
wave motion. All waves will begin at a common starting point and will travel to an ending point.
DON”T CHEAT!
If the students don't "cheat," the ___ waves should arrive at the finish line first, _______ should arrive
second and ____________ should arrive last.
Part V: Modeling “ The Wave”: Students stand adjacent to one another and do “the wave”. What type
of wave does this represent? ____________________ Explain why?
Earth Science: Earthquake - Slinky Lab
date________
NAME____________________
Please do NOT pull the spring or slinky out too far. Please place them on the floor as you move them.
Failure to do these two things may cause the slinky to become tangled or stretched out and will result in
you getting a zero on this lab. Use the handouts/diagrams to aid in answering the questions.
Part I: Modeling P waves (push-pull waves)
1. In your partnership, one person holds their end of the slinky still. The other person pushes his/her
hand toward the other end of the slinky.
2. Describe what these waves look like in words.
3. Draw a picture of these types of waves.
4. Explain how the direction of the wave energy and the particle motion are related.
Part II: Modeling S waves (shaking or secondary waves)
1. In your partnership, one person holds their end of the slinky still. The other person shakes his/her
end from side to side.
2. Describe what these waves look like.
3. Draw a picture of these waves.
4. Explain how the direction of the wave energy and the particle motion are related.
SUMMARY:
1. State two ways that these waves are similar by comparing these waves.
2. State two ways that these waves are different by contrasting these waves.
Earthquakes in North Carolina Webhunt
date____
NAME__________________
http://earthquake.usgs.gov/earthquakes/states/index.php?regionID=33
Using the weblink listed above, explore earthquakes in North Carolina. READ CAREFULLY!
Click on Earthquake History in NC.
1. When and where was the first recorded earthquake in NC?
2. How many earthquakes occurred between Feb. 10 and April 17, 1874?
3. What EQ caused the most property damage in NC?
4. What damage was noticed from this quake?
Click on Seismicity of NC.
1. How deep are the origins of earthquakes located in NC?
Click on Notable Earthquakes.
1. When and where did the most sever earthquake in NC occur?
2. Where is this city in NC?
3. What was the magnitude?
Click on Earthquake Epicenters in NC.
1. Describe the location of the nearest fault to NHS.
2. Draw a mini-map of NC and include the locations of the coast, the mountains, NHS, and the
nearest fault to our location.
3. Is this fault active or ancient?
4. The city on this map with the most severe measured earthquake is located where?
Go to http://earthquake.usgs.gov/earthquakes/states/top_states.php
1. List and number the top ten earthquake states in the US.
2. Why might the top 5 have the most earthquakes?
Go to http://neic.usgs.gov/neis/qed/
1. When and where was the last earthquake recorded?
2. What was the magnitude?
3. What was the scale that the magnitude measured on?
4. Latitude of the last earthquake =
Longitude of the last earthquake =
Go to http://earthquake.usgs.gov/earthquakes/eqarchives/year/byyear.php
1. When and where was the largest earthquake on Earth?
2. What was the magnitude?
3. Were there any fatalities?
Go to http://earthquake.usgs.gov/earthquakes/world/seismicity/
1. From the map, where do most of the more intense earthquakes occur?
2. What type of boundary might this be?
Include on more fun fact that you learned about earthquakes from this activity.