Landforms and Oceans Procedures 1. Intro Essential Questions and questions related to use of large ocean model. (slide 2) 2. To introduce or review terminology, students label oceanic landforms in small model (roll back its “water”) and continental landforms on the big model. Pass out labels while talking. Before rolling back “water,” have students name the landforms above water in the smaller model. Have students describe their landforms and place them correctly on the models. Have all use hands and arms to model each landform. Next, students place their oceanic landform labels in the pocket chart opposite the matching continental landform. 3.Use world map (slide 3) to review geography, terms, units, use of a color-­coded scale. 1) Have all students call out the names of the continents and oceans at you point to them. 2) Point to the color key for elevation. What is 0 elevation? What unit does the m stand for? About how many feet are in a meter? (show conversion fact) How many feet are in 2000 m, 4000 m, and 6000 m? (let them calculate, then show answers) 3) Ask a volunteer to come up and point to the highest mountains on land. Then, have volunteers come up and find the Rocky Mountains and the Appalachian Mountains. 4) Ask volunteers to find the continental shelf, abyssal plains, and mid-­‐ocean ridge. 5) Show softball as model of Earth, stitching = mid-­‐ocean ridge. 4. How did people determine these depths? 1) Sounding with a lead line. Knots were 6’ apart. Calculate depth in image. (slides 4 & 5) 2) Mid-­‐Atlantic ridge discovered in 1870s, comes to surface in Iceland. (slides 6 & 7) 5. Show video of eruptions near Iceland. (slide 8) Discuss constructive and destructive forces. Pass around a piece of basalt, the most common volcanic rock type in the ridge and rift zone. Show cross-­‐section through mid-­‐ocean ridge and rift zone. (slide 9) 6. Discuss plate tectonics role in forming mid-­‐ocean ridges and trenches. (slides 10 & 11) Note different types of plate boundaries and use hands and arms to demonstrate each. Ask, What does this label Ring of Fire mean? 7. (slide 12) Discuss diagram; rub hands together and connect with plates rubbing, melting rock, producing magma and volcanoes. Observe list of 10 deepest trenches. Note which of them are in Atlantic and which is deepest. 8. How do we determine the depth of the ocean today? Show SONAR video (slide 13). Ask if Mt. Everest would be under water or above water if we could put it in the Mariana Trench. Have students explain the echo-­sounding graphic (slide 14). 9. Survey the sea floor in the large ocean model. (slide 15) Students plan and conduct the investigation. Provide tools and guidance as needed. Display Diagram of Oceanic Landforms (slide 16) while students work. Set timer for 7-­‐10 minutes then put the model back together. Predict where landforms are based on the pattern of sticks. Remove and collect sticks, then remove lids from boxes to see inside model. Discuss whether predictions were correct. [Horizontal Scale: 1 in. =30 mi., Vertical Scale: 1 in.=2500 ft. or ½ mi., Vertical Exaggeration 60:1] Model and lesson developed by Darlene Smalley, USC Aiken 10. What region of the world does the model represent? Refer to world map on wall and provide clues (e.g. the equator is along the bottom of the model) as needed. When they figure it out or are stumped, show map of region represented by model (slide 17). Talk about the islands (slides 18 & 19) and ask if they know the name of the trench before revealing it (slide 20). Discuss continental landforms in the model (slides 21-­‐25), ask students how they formed and what evidence they see in the model that connects continental landforms to oceanic landforms. 11. Ask, Why do we need to know about the landforms in the ocean? (slide 26) After they have time to think and share, show some answers (slide 27). If desired, discuss locations of earthquakes and volcanoes along plate margins (slides 28 & 29). Remaining slides provide opportunities for further discussions about pertinent topics: Slide 30 – Ring of Fire and locations of trenches Slide 31 – SONAR defined and illustrated Slide 32 – Illustrations of only 2 subs to reach the bottom of the Mariana Trench Slide 33 – Video of the long way down to the bottom of the Mariana Trench and link to You Tube documentary on James Cameron’s solo dive to the bottom of the Mariana Trench in March 2012 Model and lesson developed by Darlene Smalley, USC Aiken