Matt Ekdahl Ed 331 12-12-12 Unit Plan: Plate Tectonics Overview: This unit is a unit about Plate Tectonics. My unit plan would fit into a general Earth Science middle school or high school class. My unit will cover the kinds of tectonic faults, along with the history of tectonic movement and the results of tectonic movements. Concepts: The major concepts in my unit plan will be how faults work and the different types of faults including subduction, convergent, divergent, transform, and oceanic faults. I will also teach the students about various land forms that are created or influenced by tectonic faults such as volcanoes and mountain ranges. Heat flow will also be taught and the convection process due to heat flow. There are three key fault boundaries and one that is also very important. Convergent boundaries are where two plates come together to create an uplift which is the cause for several mountain ranges throughout the world. Divergent boundaries are boundaries that are moving away from each other and often cause sea floor spreading as a result. Transform boundaries are where two boundaries are moving parallel to each other. A subduction zone is where two plates meet each other and one plate is forced under another plate and dissolved through the convection current process. Long Term Unit Goal: 1. Students will be able to explain how plate tectonics accounts for the features and processes (sea 2. Students will be able to explain seafloor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges through drawing diagrams and concept maps. 3. Students will be able to explain why tectonic plates move using the concept of heat flowing through mantle convection by writing a written report on the three main points of convection currents. 4. Students will be able to describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance as well as explain virtual Pangaea animations. Professional Content Standards: E3.p3A Describe geologic, paleontological, and paleoclimatalogic evidence that indicates Africa and South America were once part of a single continent. E3.p3B Describe the three types of plate boundaries (divergent, convergent, and transform) and geographic features associated with them (e.g., continental rifts and mid-ocean ridges, volcanic and island arcs, deep-sea trenches, transform faults). E3.p3C Describe the three major types of volcanoes (shield volcano, stratovolcano, and cinder cones) and their relationship to the Ring of Fire. E3.3A Explain how plate tectonics accounts for the features and processes (sea floor spreading, midocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface. E3.3B Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased density. E3.3C Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance. E3.3d Distinguish plate boundaries by the pattern of depth and magnitude of earthquakes. E3.r3e Predict the temperature distribution in the lithosphere as a function of distance from the midocean ridge and how it relates to ocean depth. (recommended) E3.r3f Describe how the direction and rate of movement for the North American plate has affected the local climate over the last 600 million years. (recommended) E3.4A Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries. E3.4B Describe how the sizes of earthquakes and volcanoes are measured or characterized. E3.4C Describe the effects of earthquakes and volcanic eruptions on humans. E3.4d Explain how the chemical composition of magmas relates to plate tectonics and affects the geometry, structure, and explosivity of volcanoes. E3.4e Explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems. E3.4f Explain why fences are offset after an earthquake, using the elastic rebound theory. Day 1 Learning Objectives: 1. Students will be able to Identify the four different boundaries and be able to explain the differences of each boundary through sketching and completing a worksheet. 2. Students will be able to explain the similarities and differences of Convergent and Divergent plate boundaries by writing a response to a reflection question. Anticipatory Set: As students walk into the classroom I will ask them to turn in their homework from the previous day and have a warm-up question on the board. Students will have five minutes to write down a response and will be ready to share what they came up with. This question will show me their prior knowledge and get them thinking about how plate tectonics work. The question will look similar to the following: When thinking about how the continents have moved overtime, why do you think this happens? In a couple of sentences write down your hypotheses or ideas as to why and how the continents move overtime. Be prepared to share you answer. Advanced Preparations: The instructor will need to print out enough worksheets for his class as well as get the PowerPoint loaded before class. Equipment and Technology: The instructor will need a PowerPoint system as well as a computer and projector. Procedure-Lesson Development: 1. Students will write down a response to the anticipatory set and then discuss their answers as a class with a teacher led discussion. 2. The Instructor will lead a short PowerPoint on the different types of fault as well as lead a guided discussion on how the different boundaries work and how it affects the world. 3. Students will complete a worksheet and must sketch the different boundaries as well as write their definition and real world examples of each boundary. 4. Students will perform an exit slip before leaving class. Assessment: Students will have to turn in an exit slip before leaving at the end of the class period. The instructor will put a question on the board and the students will have to respond and turn in the piece of paper as they leave the room. The question should look something like the following: (Formative) We talked about the difference in the four different boundaries in class today. In a short response, tell me the difference between a divergent and convergent boundary, and how a subduction zone is different from the other two boundaries? When you are finished please place your paper on my desk as you leave class. Day 2 Learning Objectives: 1. Students will be able to identify seafloor spreading, mid-ocean ridges, and subduction zones based on their characteristics and properties through drawing and creating concept maps of seafloor spreading and the various characteristics around the world. 2. Students will be able to explain the cause of Mountain ranges through the collision of tectonic plates through clay modeling. Advanced Preparations: The instructor will need to check the websites and PowerPoint to make sure they are still functional. The instructor will also need to get three blocks of clay for each student. They will also need to print out the concept map for the assessment. Equipment and Technology: The instructor will need internet access as well as a PowerPoint presentation system. Anticipatory Set: Students will be asked to turn in their boundary maps from the previous day and write a short response to the warm up question given on the board. Students will have five minutes to write down a response and then share with the rest of the class their ideas on the subject. The warm up question should look something like the following: In your own words, how do you think the plates are able to become larger over millions of years? How do you think islands form overtime? In a few sentences brainstorm some hypotheses as to how these occur and be ready to share with the class once everyone is finished. Procedure- Lesson Development: 1. Students will discuss and share their warm up responses and come up with different ideas as to how the ocean floor becomes larger overtime and how islands form. 2. There will be a lecture on seafloor spreading and how sea floor spreading occurs. I will also explain how a mid ocean ridge is formed through sea floor maps online and other materials. Lecture- http://www.mabryonline.org/blogs/davis/Sea%20Floor%20Spreading2.ppt 3. Students will grab two blocks of clay and compact them into thin sheets. Once the clay is put into thin sheets the students should stack the clay onto each other and then push on each of the sides to press the sides towards each other. This will create a model uplift and the students will cut the clay into two halves to see how the layer inside have changed since uplifting. 3. Students will then finished the class drawing a concept map and labeling each section and if it’s spreading area, oceanic trench, or mid ocean ridge Assessment: Students will be given a map of the Atlantic Ocean as well as the Pacific Ocean and be asked to draw in and label the different features. Students will have to label the maps different sections and put where the oceanic trenches, mid ocean ranges, and seafloor spreading are occurring at each area in the world and turn it in for a grade. If students do not complete the activity by the time class ends, then it will become homework and be turned in the next day at the beginning of class. Day 3 Learning Objectives: 1. Students will be able to explain the effects of earthquakes and volcanoes have from plate tectonics and explain why plate tectonics are directly related to earthquakes and volcanoes through matching the various volcano and earthquake traits with tectonics. 2. Students will be able to explain how earthquakes occur through the elastic rebound theory. 3. Students will be able to identify and explain how mountain ranges are formed through boundary collisions. Advanced Preparations: The instructor should preload the YouTube videos to make sure there will not be any buffering problems and also check the PowerPoint to make sure there aren’t any slides that are malfunctioning. Equipment and Technology: The instructor will need YouTube access along with internet access to have the video clips work. The instructor will also need a computer and projector as well. Anticipatory Set: Students will be asked to turn in the concept map they drew from the previous day and then will write down a short response to the warm up question on the board. Students will be given five minutes to respond to the question and then asked to share what they came up with. The warm up question should look something like the following: When there are different intensities of earthquakes it can tell scientists a number of things about the environment and pressure build up in the area. In a couple of sentences, try to come up with an explanation as to why there are different earthquake intensities and what an earthquake really is. Be prepared to share your answers. Procedure- Lesson Development: 1. Discuss student’s reaction to the warm up and have them explain their idea to the whole class. 2. Show YouTube short segments on how certain volcanoes erupt and a video segment on how the San Francisco earthquake San Francisco- http://www.youtube.com/watch?v=IDQsL800V-A Volcano- http://www.youtube.com/watch?v=R0Zbj7S22zs 3. Have a class discussion about how elastic rebound theory works and how that represents how earthquakes work. 4. Have a PowerPoint slide show on volcanoes and how they are affected by plate tectonics. 5. Students will have a matching activity where they will split up into groups and each group will have different numbers and answers so they will have to find the correct answers with numbers and match each section up. Assessment: For the Assessment I would be doing the matching activity where students have to match up the answers with the proper number of the question. Each group table would get a set of numbers and mixed up answers. Each table would have a different set of answers and numbers, so each table would have to find each other and then write down their answers after matching up the numbers to answers. At the end of the class period, students will turn in their worksheets to be graded. (Formative) Day 4 Learning Objectives: 1. Students will be able to describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance. Advanced Preparations: The instructor should check the animation websites to be sure they are still in working condition and have the groups already worked out before students walk into the classroom. Make sure the computers are working for the students Equipment and Technology: The instructor will need enough computers for 30 students and internet connections for each computer. Anticipatory Set: Start the class off by telling students to turn in their worksheets from the matching activity from the previous day. After students have turned in the worksheet, they should then find a partner on the other side of the classroom and begin to work on the warm-up activity in their journal. The students will write down their thoughts and ideas for five minutes and then they will share their ideas with the class. The following question should look similar to the following: Are there any similarities with the east coast of American and the Northwest part of Africa? In a couple of sentences write down what you think the earth could of possibly looked like billions of years ago. Be prepared to share your answers. Procedure- Lesson Development: 1. Start off by discussing the warm up with the class and have students share their ideas of what the earth’s land masses looked like. Students should share for five to ten minutes depending on how the discussion goes. 2. Students will get into groups and look at a number of websites that show virtual animations of how Pangaea drifted apart overtime Pangaea animations-http://www.scotese.com/pangeanim.htm 3. The class will stay in their groups and browse a few online websites where students can see a virtual reconstruction of the large land mass known as Pangaea. 4. The instructor will change gears and talk about the Hawaiian formation throughout history and how the Hawaiian Islands were formed. 5. Students will come up with two facts about Pangaea and one lie and then as a class, we will go around and try to figure out which one is the lie. Assessment: For the final part of the lesson, I will have students do a guess the fib exercise come up with three facts and two have to be true with one being false. We will work on the facts for five to ten minutes and once everyone is finished I will start at one end of the room and work my way throughout the class having people read and try to get their classmates to guess the fib. (formative) Day 5 Learning Objectives: 1. Students will be able to explain why tectonic plates move using the concept of heat flowing through mantle convection by writing a short report on the three important steps in convection currents. Advanced Preparations: The instructor will need to load the YouTube video clip before class so he does not run into any buffering issues during the class time. The instructor will also need to print out the handouts for each student in the class. Equipment and Technology: The instructor will need access to YouTube and the internet along with a computer and a projector. Anticipatory Set: Students will come in and begin to write a response to the warm up question posted on the board. The students will have five minutes to form a group of four and write down their thoughts on what convection means to them. The question should look something like the following: When you think of the word convection, what do you think of? In a few sentences write down a couple of things you think of when you hear the term convection. Do you think the Earth has any Convection present in it? Why or why not? Be prepared to share your response. Procedure- Lesson Development: 1. The educator will have students share their ideas about what convection is to them. There will be a class led discussion to get their prior knowledge activated on convection. 2. The teacher will lead a class discussion using PowerPoint and show a short video clip on how convection in the earth works- http://www.youtube.com/watch?v=Kpoko_l34ZE 3. The Class will then get a handout and they will have to label various parts of the convection process and label whether or not the stage is cold or hot in the position it is at. 4. Students will get the rest of the time to write a short report on the convection process Assessment: For the last part of class, I will have students write a short report style paper about heat flow in the earth. Since they will have a lecture in the earlier section of the class period, they will know the three important factors that make convection necessary for the stability of earth. I will give students twenty to thirty minutes to write down their initial ideas or create an outline. The paper should be around two pages double spaced in 12 font. The assignment is due at the beginning of next class period. Day 6 Exam Meeting the Needs of All Students: Language: Draw diagrams on board or at stations of procedures to follow. Use simple labels on diagrams and materials. Ability: Stop and ask if students need assistance on a regular basis throughout the class. Gender: Do single-sex groupings of students to encourage all students to participate. Lecture: students who have trouble following along will have the opportunity to receive a copy of the lecture notes to follow along in. Extra Assistance: students will be able to come in during lunch and afterschool for extra help on assignments or understanding concepts Assistance: Walk around the classroom so students will have many opportunities to talk about what they do not understand References: Test From: http://www.lites.lth5.k12.il.us/finale_units/4th/platetectonics/test.pdf Worksheet from: http://images.search.yahoo.com/images/view?p=Plate+boundaries+worksheet&back=http%3A%2F%2F search.yahoo.com%2Fsearch%3Fei%3DUTF8%26p%3DPlate%2Bboundaires%2Bworksheet&w=950&h=697&imgurl=www.regentsearthscience.com %2Ftsunami%2Fplates.gif&size=87KB&name=plates.gif&rcurl=http%3A%2F%2Fwww.regentsearthscienc e.com%2Ftsunami.htm&rurl=http%3A%2F%2Fwww.regentsearthscience.com%2Ftsunami.htm&type=& no=3&tt=115&oid=e98fcc03acfa22fed2af7f7c3600bd25&tit=Tectonic+Plates+Map+from+the+N.Y.S.+Ea rth+Science+Reference+Tables&sigr=11eg2sp9u&sigi=11evhs0kn&sigb=124d2pdgd&fr=slv8-msgr Rubric from: http://www.sites4teachers.com/links/redirect.php?url=http://edweb.sdsu.edu/triton/tidepoolunit/Rubr ics/reportrubric.html Handouts from: http://www.phschool.com/webcodes10/index.cfm?wcprefix=cfd&wcsuffix=1012&area=view&x=7&y=1 5 Plate Tectonics Test _________________Name Part I: Vocabulary—Match the word with the correct definition by placing the letter of the word in the blank next to the definition. (4 points each) plates crust ring of fire mantle fault volcano core erosion Pangaea trench aftershocks hotspots 1_______________ long, narrow depression in the sea floor 2_______________ minor tremors 3_______________ opening in the volcano 4_______________ approximately 15 large masses of rock 5_______________ long area of frequent plate activity 6_______________ innermost part of the earth 7_______________ outermost layer of the earth 8_______________ weathering due to wind, water, sand movement 9_______________ theory of large super continent 10_______________ middle layer of earth 11_______________ opening in earth’s crust 12_______________ boundaries between plates Part II: Cause & Effect—In the box below make a sketch of an effect with appropriate labels and/or phrases to clarify the action-taking place. (10 points each) On the lines below explain in your own words how and where the above effect is caused. Circle all vocabulary words that you use. (10 points each) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Part III: Short Answer—Answer the following questions with a word, phrase, or sentence. Make sure that you answer the question completely. (4 points each) 13. Earthquakes and volcanoes occur all over the world. However, most of them occur along_____________________. 14. Explain how scientists measure earthquakes. ___________________ __________________________________________________________ 15. Some volcanic islands, like Hawaii, form in the middle of plates. Why? _______________________________________________________ _______________________________________________________ _______________________________________________________ 16. Wegener’s idea of continental drift helps explain why fossils of the same organisms are found on different continents. What is continental drift? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 17. Name the 3 major layers of the earth and describe each one. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 18. How do people know what happened in the ancient city f Pompeii during the first century A.D.? ___________________________________________________________ ___________________________________________________________ 19. Describe what happens when a volcano erupts. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 20. Describe what happens during an earthquake. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Name_____________________ Convection Worksheet 1. What sources of heat cause convection currents in the mantle? 2. What causes the convection current to flow up at point D? 3. If the mantle cools between point B and point A, what happens to its density? 4. What force causes the convection cell to turn down at point B? If the mantle cools What force cause 5. What happens to the mantle's temperature between point C and point D? What happens to Scientific Report Rubric Title of Report __________________________________ Authors' names: __________________________________ __________________________________ __________________________________ __________________________________ Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Gives very little information. Gives too much information-more like a summary. Presents a concise lead-in to the report. Answers some questions and includes a few other interesting facts. Answers most questions and includes many other interesting facts. Introduction Does not give any information about what to expect in the report. Research Does not answer any questions suggested in the template. Answers some questions. Purpose/Problem Does not address an issue related to tidepools. Addresses a tidepool issue which is unrelated to research. Addresses an issue somewhat related to research. Addresses a real issue directly related to research findings. Procedure Not sequential, most steps are missing Some of the steps are understandable; most are Most of the steps are understandable; some lack detail Presents easy-tofollow steps which are Score or are confusing. confusing and lack detail. Data & Results Data table and/or graph missing information and are inaccurate. Both complete, minor inaccuracies and/or illegible characters. Conclusion Presents an illogical explanation for findings and does not address any of the questions suggested in the template. Grammar & Spelling or are confusing. logical and adequately detailed. Both accurate, some ill-formed characters. Data table and graph neatly completed and totally accurate. Presents an illogical explanation for findings and addresses few questions. Presents a logical explanation for findings and addresses some of the questions. Presents a logical explanation for findings and addresses most of the questions. Very frequent grammar and/or spelling errors. More than two errors. Only one or two errors. All grammar and spelling are correct. Attractiveness Illegible writing, loose pages. Legible writing, some ill-formed letters, print too small or too large, papers stapled together. Legible writing, well-formed characters, clean and neatly bound in a report cover, illustrations provided. Word processed or typed, clean and neatly bound in a report cover, illustrations provided. Timeliness Report handed in more than one week late. Up to one week late. Up to two days late. Report handed in on time. Total Plate Boundaries Worksheet Name___________________ Plate Tectonics Day 1 Group #_______ Date____________________ Complete the following Table. Need help? Check out http://pubs.usgs.gov/gip/dynamic/understanding.html#anchor15039288 Plate Boundary 1. Convergent 2. Divergent 3. Transform Sketch Definition Real world Example Plate Boundary Questions 1. Which of the above boundaries can produce earthquakes? At which of those is the largest earthquakes produced? (p 94) 2. Which of the above boundaries can produce volcanoes? 3. At which of the above boundaries is sea floor created? 4. At which of the above boundaries is sea floor destroyed? 5. What are the three sub-types of convergent plate boundaries? 6. What is the most studied transform fault in the world? 7. Write your own question based on plate boundaries here.