Distribute the Plate Tectonics Guiding Questions sheet and give students a few minutes to read it silently.

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1 Lesson 1: Introduction Objectives: Students will: Familiarize themselves with questions that will guide our unit Articulate their own ideas and questions about specific concepts related to Plate Tectonics on a KWL chart Activities: Distribute the Plate Tectonics Guiding Questions sheet and give students a few minutes to read it silently. Check for understanding by having students shout out some guiding questions. Briefly reiterate what is on the Guiding Questions sheet to make sure that students have a clear sense of what is to come in the next few days. This should generate some excitement about the topic. Ask students if they are familiar with a KWL chart. If they know the purpose behind the KWL activity, go ahead and distribute the KWL sheet. If they are not, explain the purpose behind the activity. Draw three columns on the board and explain what the K, the W, and the L stand for: K= What do I know or think I know? W= What do I want to know? L= What have I learned? Tell them that they will be filling out the last column (L) at the end of the unit and explain how it will help them and you assess their progress. Distribute the KWL sheet and give students a few minutes to fill it out. Draw a class KWL chart on a big white poster paper. Ask students what they wrote in their individual charts. Fill out the class chart based on student responses. Hang this chart in a conspicuous place in the classroom and leave it there till the end of the unit. Assessment: The KWL chart serves as a major assessment tool in this unit. Students come back to this chart at the end of the unit and fill out the L column. They reflect back and see if their knowledge and understanding has increased or stayed the same. Student responses on this sheet would also help me see if any incorrect knowledge is replaced by correct knowledge. I will use the attached rubric (adapted from FOSS general assessment rubric) to assess their understanding. Homework: No homework is assigned Materials: Plate Tectonics Guiding Questions sheet KWL sheet for each student White poster paper and markers Shamsa Gilani 1

2 Plate Tectonics Guiding Questions Have you ever wondered about the following? 1. Where do rocks you see around you come from? 2. How do mountains, such as the Himalayas form? 3. What causes earthquakes and why are some places, like California, more prone to earthquakes than others? 4. How do volcanoes form and where does lava come from? 5. What will you find if you keep digging into the earth? What lies beneath the surface of the earth? We will be able to answer these questions as we proceed with our unit on Plate Tectonics. We will make some fascinating discoveries, such as the fact that the continent we are standing on is actually moving! We will discover that the North American continent will not be in its present position millions of years from now. We will also discover that the Himalayas are rising higher each year! Let s begin our journey Shamsa Gilani 2

3 Plate Tectonics KWL Chart Name: Section: Date: Earth s interior structure K (What do I know or think I know about) W (What I want to know about) L (What have I learned about) Earthquakes (What causes them? Which places are more prone?) Volcanoes (What causes volcanic eruptions? Where does lava come from?) Mountains (How do mountains form?) Shamsa Gilani 3

4 KWL Rubric 3 Student shows strong understanding of concepts related to the four questions. All important information is included in the L column. 2 Student shows fairly good understanding of concepts related to the four questions. Minor pieces of information have been left out in the L column. 1 Student shows limited understanding of concepts related to the four questions. There are significant mistakes and misconceptions. Important pieces of information have been left out in the L column. Adapted from FOSS general assessment rubric Shamsa Gilani 4

5 Lesson 2: Earth s Layers Standard: Describe the layers of the solid earth, including the lithosphere, the hot convecting mantle, and the dense metallic core Objectives: Students will: Describe earth s layers in terms of properties and scientific names Give examples of objects from daily life that can be used to study the internal structure of the Earth Activities: Distribute the Eating the Earth sheet. Give each student one-half of an apple and ask them to draw and color their apple model on the space provided on the sheet. Explain to them that the apple they are holding is a model, which represents the layered structure of the earth. Tell them that the skin of the apple represents the outermost hard and rocky layer of the earth, the crust (just like the crust of bread or pizza). On their drawing, ask students to write down what the apple skin represents (the crust) and have them describe the crust (hard and made up of rocks). Explain to them that the meat of the apple represents the mantle and it is the layer where lava is generated. Tell them that unlike the crust, the mantle is composed of rock, which is softer and tends to flow (fluid molten rock). On their drawing, ask students to write down what the meat of the apple represents (the mantle) and have them describe the mantle (fluid molten rock). Ask students to speculate why rocks in the mantle, which are deeper than the crustal rocks, tend to flow. Some students may mention heat. Explain to them that the temperature increases as we go deeper into the earth. Bring students attention to the core of the apple and explain that the core represents the core of the earth. Point out that unlike the core of the apple, the core of the earth is divided up into two layers, a liquid outer core and a solid inner core. Tell students that unlike the crust and the mantle, which are made of rocks, the core is metallic: it is composed of iron and nickel (liquid state in the outer core and solid state in the inner core). On their drawing, ask students to write down what the core of the apple represents (the outer core and the inner core) and the composition of each layer (solid iron and nickel, and liquid iron and nickel). Draw a cross section of the earth on the board (showing all the layers without labels) and ask students to copy this drawing on the Eating the Earth sheet. Have students label all the layers on their drawing Shamsa Gilani 5

6 Tell students that they are welcome to eat their apples. Assessment: I will look at students completed Eating the Earth sheet and their responses to the homework question to assess their understanding of Earth s layers. Homework: Students will answer the following questions for homework: Read the question carefully and answer all three parts of the question. In class today, we used the apple model to study the internal structure of Earth. 1. List three other objects that can be used as models to study the internal layered structure of Earth (objects should not include an apple!) 2. For each object, explain why the object can serve as a model to study the structure of the Earth. 3. For each object, also point out a weakness of your model (why the object does not represent the Earth accurately) Materials: Apples (enough to let each student have one-half of an apple) A Knife for the teacher Eating the Earth sheet (one per student) Color pencils The apple activity has been adapted from Scott Johnson s earth science lessons. Scott Johnson is an elementary school teacher at Lincoln Elementary in Grand Forks, and a member of the Volcano World Development team. The lesson can be found at: Shamsa Gilani 6

7 Eating the Earth Name Section: Date: Draw your apple model here. Label the parts of the apple and write down the names and properties of earth s layers that are represented by these apple parts. Draw the cross section of the Earth here and label each layer Shamsa Gilani 7

8 Earth s Layers Homework Name Section: Date: Read the question carefully and answer all three parts of the question. In class today, we used the apple model to study the internal structure of Earth. 1. List three other objects that can be used as models to study the internal layered structure of Earth (objects should not include an apple!). 2. For each object, explain why the object can serve as a model to study the structure of the Earth. 3. For each object, also point out a weakness of your model (why the object does not represent the Earth accurately) Shamsa Gilani 8

9 Lesson 3: The lithosphere and plates Standard: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic core Objective: Students will: Describe the lithosphere as the part of the Earth that is broken into big slabs, called plates, which fit together like puzzle pieces, and that these plates move around to cause changes on the Earth s surface. Activities: Distribute the Earth s Plates worksheet. Tap a hard-boiled brown egg on a hard surface until a pattern of cracks is produced. Using a permanent marker, outline some of the cracks. Explain to students that the crust and the uppermost part of the mantle are brittle and can fracture at certain places just like the cracked eggshell. Point out the outlined cracked pieces on the eggshell and explain to students that as a result of fracturing, the earth s surface is broken up into sections or pieces called, plates, that fit together like puzzle pieces. Crack some more eggs and pass them out to students to explore. Ask students to sketch the cracked shell on their worksheet and have them write down what the cracked shell pieces represent (Earth s plates). Explain to students that the layers of the earth that form the plates are the crust and the uppermost part of the mantle, collectively known as the lithosphere. Have students write this down on their worksheet. Explain to students that unlike the shell pieces, the lithospheric plates move around slowly on their own, which brings about changes on the earth s surface. Ask students to predict what would happen if they moved the cracked pieces of the eggshell around. Have students do this. Ask them about their observations (observations would vary). Students should understand that similar to the changes that were brought about on the surface of the egg by moving the cracked shell pieces, Earth s surface also experiences changes due to movement of Earth s plates. Have students turn to page 101 of their FOSS Earth History books and bring their attention to the map of Earth s lithospheric plates. Explain to them that the black borders on the map indicate Earth s plate boundaries. Explain to students that Earth s plates can collide into one another, move away from each other, or slide past each other. Ask students to predict the outcome of these movements (earthquakes, mountain building, rift valleys, formation of new ocean floor) and have them write their predictions on their worksheet. Have students share their responses with the entire class. Have students clean up and return their eggs to the appropriate area Shamsa Gilani 9

10 Assessment: I will look at students completed Earth s Plates worksheet to assess their understanding. Homework: Students will read the first four paragraphs of the section tilted Earth s Dynamic Systems, (pages ) from the FOSS Earth History book. Materials: Earth s Plates worksheet for each student A hard-boiled brown egg for each student and the teacher A permanent marker FOSS Earth History text Paper towels The boiled egg demonstration has been adapted from Activity 2, page 36 of Ford, B. A. (1998). Project Earth Science: Geology. Virginia: National Science Teachers Association Shamsa Gilani 10

11 Earth s Plates Name Section: Date: Sketch the cracked eggshell here What do the cracked shell pieces represent? The crust and the uppermost part of the mantle form Earth s plates. What are these layers collectively known as? What might you expect to see at a point on Earth where two plates collide? What might you expect to see at a point on Earth where two plates move away from each other? What might you expect to see at a point on Earth where two plates slide past each other? Shamsa Gilani 11

12 Lesson 7: Tracking Earthquakes Standard: Describe how the movement of the Earth s crustal plates causes both slow changes in the earth s surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). Objectives: Students will: Investigate the relationship between location of earthquakes and the location of Earth s tectonic boundaries. Relate the location of earthquakes to Earth s plate boundaries. Activities: Distribute the Tracking Earthquakes Pre-investigation Questions worksheet. Using a computer, computer projector, and a screen show students a map that shows earthquake activity over the last 8-30 days from the following USGS website: (This world map also shows the location of Earth s tectonic boundaries). Explain to students that the yellow lines indicate Earth s plate boundaries and the circular spots indicate location of recent earthquakes around the world. Explain to students that the different colors on the map are there to indicate the depth of the earthquake beneath the surface of the Earth. Tell students to ignore the colors for the time being and focus on the location of earthquakes. Ask them if they see a pattern. Ask them to describe the pattern of the earthquakes (the earthquakes follow the edges of Earth s plate boundaries). Ask them to describe it on their worksheet. Ask them if they see some earthquakes that do not follow the regular pattern followed by most earthquakes (yes, may be two or three). Ask them to write their responses on their worksheet. Explain to them that scientists used a similar map of Earth s largest earthquakes to determine the location of Earth s plate boundaries. Tell them that the fact that most earthquakes are located on plate boundaries is a powerful piece of evidence for the existence of Earth s plates. Tell them that over the next seven days they will pretend to be seismologists (scientists who study earthquakes) and collect earthquake data from the following National Earthquake Information website: Show them what the earthquake activity chart looks like on the website. Thoroughly explain the different elements on the chart (date, time, magnitude, location) Shamsa Gilani 12

13 Use a globe to explain latitude and longitude. Briefly tell them that the magnitude is a measure of the size of the earthquake. Use a couple of examples from the chart to help them understand that an earthquake with a greater magnitude is bigger than the earthquake with a smaller magnitude. Tell them that they will be tracking earthquakes, which have a magnitude 4.5 or greater, over the next seven days. Show them the data sheet they will use to record their data. Explain each element on the data sheet. Distribute data sheets. Tell them that they will use a dot to indicate one earthquake at a particular location on a particular day, and two dots to indicate two earthquakes, and so on. Using the data sheet transparency, show them what the data sheet should look like after they are finished recording their data. Ask for a volunteer to draw a blown up version of the data sheet that will hang in a conspicuous place in the classroom while the project is in progress. Tell students that for the next seven days, they will have the computer and projector ready at the beginning of every class period. Tell them that whoever enters the class first will get an opportunity to use the computer and display the earthquake data on the screen for the whole class. Tell that that you will give them a few minutes to record the data on their data sheets. Recruit a volunteer who will be responsible for updating the class data sheet. For the next seven days, students will record earthquake data. On the seventh day, after students have entered their final data, have them total the number of earthquakes at each location and have them enter their answers on their data sheet. Distribute maps on which students will be mapping their data (this map also shows Earth s plate boundaries). Using an overhead transparency of the map, show students how they will use the latitude and longitude information to indicate the position of an earthquake on their maps. Tell them how they will account for the frequency of earthquakes at a particular location (concentric circles). Tell them that they will draw a tiny circle to indicate one earthquake at a particular location and another circle outside of the smaller circle to indicate two earthquakes at a location. Show them on the transparency what the circle would look like for a place that has one earthquake versus a place that has two or three earthquakes. Invite a couple of students to come to the front and map a couple of earthquake locations (from their data) on the transparency. Give students time to map their data. Tell them to use a pencil. (It would also be ideal to obtain a class size map of Earth s tectonic boundaries and map earthquake data on it as well and then display this map in the classroom) Shamsa Gilani 13

14 After students have finished mapping their data, have them analyze their data and study their maps to get them ready to answer the post-investigation questions. Distribute the Post-investigations sheet. Have them answer the post investigation questions on the sheet. Assessment: I will look at student responses on the Post-Investigation sheet to see if my learning objectives for them have been met. I will assess their work based on the attached rubric. I will share this rubric with them before they start collecting earthquake data. I will also ask them if they want to add anything to this rubric or would like changes made to this rubric. I will explain each category in the rubric and emphasize what students need to do to get a 4 on their work. I will ask them to keep this rubric handy and advise them to refer to it while working on this project. Homework: I will ask students to work on the post-investigation questions at home. The following day I will discuss the questions that students have difficulty understanding or answering. Materials: Tracking Earthquakes Pre-investigation Questions sheets for each student A computer with Internet access A computer projector An overhead projector Data sheet transparency Data sheets (one per student) Big poster paper and markers to draw the class data sheet World s tectonic boundary map transparency World s tectonic boundary maps (one per student) Class size world map of Earth s tectonic boundaries (optional but ideal) Tracking Earthquakes Post-investigation Questions sheets (one per student) Rubric handouts (one per student) This lesson has been adapted from Barbara Linsley s lesson titled Tracking Earthquakes around the World, which can be found at Linsley is an Earth science online teacher for Discovery Channel School and technology trainer/teacher for Ontario-Montclair School District, Ontario, California Shamsa Gilani 14

15 Tracking Earthquakes Project Rubric Presentation Mechanics Science Concepts Thoroughness, evidence Work is neat. Work is neat. Work is sloppy. Work is sloppy. All writing Most writing Some writing Only few prompts have prompts have prompts have writing prompts been answered. been answered. been answered. have been All sentences are complete. There are no spelling mistakes. Shows strong understanding of the relationship between plate boundaries and earthquakes. All answers are correct. All responses are thorough and detailed. Uses evidence from data to support all answers. Most sentences are complete. There are a few spelling mistakes, but they don t interfere with understanding. Shows fairly good understanding of the relationship between plate boundaries and earthquakes. Most answers are correct. Most responses are thorough and detailed. Uses evidence from data to support most answers. Some sentences are incomplete and/or there are many spelling mistakes such that they interfere with understanding. Shows limited understanding of the relationship between plate boundaries and earthquakes. Some answers are correct. Some responses are thorough and detailed. Uses evidence from data to support some answers. answered. Many sentences are incomplete. There are many spelling mistakes. Responses are hard to understand. Shows no understanding of the relationship between plate boundaries and earthquakes. Few answers are correct Shows little or no effort at being thorough and detailed. Does not use evidence from data to support answers. Total points possible: 16 Total student points: Percentage: Grade: Teacher comments: Shamsa Gilani 15

16 Tracking Earthquakes Pre-investigation Questions Name Section: Date: 1. On the map your teacher has displayed, what do you notice about the location of earthquakes? 2. Do you see earthquakes that do not follow this pattern? How many such earthquakes do you see? Shamsa Gilani 16

17 Tracking Earthquakes Data Sheet Name: Section: Date: Location Lat Lon Date Date Date Date Date Date Date Total for each location Shamsa Gilani 17

18 Tracking Earthquakes Post-investigation Questions Name: Section: Date: A seismologist s job (any scientist s job) is not only to collect data, but also to study this data. Put on your seismologist hat and get to work. Use your data sheet and map to answer the following questions. Answer in complete sentences and be thorough and specific with your responses. Remember you need to be thorough to earn full credit. So work carefully. 1. Which location (s) had the highest number of earthquakes? How many earthquakes did this location (s) experience? 2. Which location (s) had the lowest number of earthquakes? How many earthquakes did this location (s) experience? 3. On your earthquake map, do you see earthquakes following a pattern? If so, describe this pattern Shamsa Gilani 18

19 4. What does this pattern (that you described in the last question) tell you about the relationship between the location of earthquakes and the location of Earth s plate boundaries? 5. Why do you think the earthquakes follow this pattern? (Think about what may be happening at the plate boundaries). 6. Check your earthquake map to see if the location (s) with the highest number of earthquakes follows the pattern you described in question 3. Now, use your answer to question 5 to give a reason why this location (s) might have experienced the highest number of earthquakes Shamsa Gilani 19

20 7. Check your earthquake map to see if the location (s) with the lowest number of earthquakes follows the pattern you described in question 3. Now, use your answer to question 5 to give a reason why this location (s) might have experienced the lowest number of earthquakes. 8. Would you prefer to live in a place that is located on one of Earth s plate boundaries? If yes, why? If not, why not? Shamsa Gilani 20

21 Lesson 8: Pangaea and plate motion Standard: Describe how the movement of the Earth s crustal plates causes both slow changes in the earth s surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). Objective: Students will: Relate the breakup of the supercontinent Pangaea to plate motion Activities: Distribute paper cutouts of continents. Each student should have cutouts for each of the seven continents. Explain to students that the continents have not always been in their present position. Tell them that millions of years ago, the continents were clumped together into one giant supercontinent, Pangaea. Ask students to color their continent paper cutouts and try to fit them all together into one giant continent. Have them stick their supercontinents on their Pangaea and Plate motion worksheet. Show students an animation of Pangaea breaking up and the continents drifting to their present positions. The animation can be found at the following web site: (animation # 08.gif) Have students compare their Pangaea map with the current world map (direct them to the world map hanging in the classroom). Ask them if they notice any difference in the position of continents. Have them write their answers on their worksheet. Next, ask them if they can use their knowledge of lithospheric plates and plate motion to explain this difference. Have them write their explanations on their worksheet. Then, have them share their responses with the entire class. Assessment: I will look at their responses to the questions on the Pangaea and Plate motion worksheet to assess their understanding. Homework: No homework Materials: Pangaea and plate motion worksheet for each student Paper cutouts of seven continents for each student A computer with Internet access A computer projector Shamsa Gilani 21

22 A class world map showing the current position of continents and oceans The paper cutout activity is adapted from Barbara Linsley s lesson titled Tracking Earthquakes around the World, which can be found at Linsley is an Earth science online teacher for Discovery Channel School and technology trainer/teacher for Ontario-Montclair School District, Ontario, California Shamsa Gilani 22

23 Pangaea and Plate Motion Name Section: Date: Stick your supercontinent, Pangaea, on this page Shamsa Gilani 23

24 Compare your Pangaea map with the current world map (Refer to the class world map). What is different about the position of continents between the two maps? Using your knowledge of lithospheric plates and plate motion, explain the reason for this difference Shamsa Gilani 24

25 Lesson 10: Importance of Plate Tectonics Standard: Describe how the movement of the Earth s crustal plates causes both slow changes in the earth s surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). Objective: Students will Explain the importance of the Plate Tectonics Theory. They will understand the relevance of Plate Tectonics for people. Activities: Start the class by saying the following: We have been talking about Earth s plates and how they move. We have also been talking about how mountains form, why earthquakes occur, and why volcanoes erupt. Then pose the following questions to the class: So why should we care about all this? Why do scientists try to understand plate motion? What is the relevance of all this for people like you and me? Write these questions on the board. Ask students to discuss these questions in pairs and tell them to jot down their ideas on a piece of paper. Float around the room to listen in on student discussions. After a few minutes, ask each pair to share its ideas with the whole class. Make a list of these ideas on the board. Preview the Forces of Nature film to be watched at the Museum of Science. Explain how the film follows three scientists at work (a volcanologist, a meteorologist, and a seismologist). Tell students to keep in mind the questions they discussed at the beginning of the lesson while watching the film. Take students to the Museum of Science to watch the film. After students have watched the film, distribute the Importance of Plate Tectonics worksheet. Have students discuss the questions on this worksheet in pairs. Tell students to write their responses on the worksheet while they discuss the questions Shamsa Gilani 25

26 After students have discussed all the questions, read each question out loud and have each pair share its response to that question with the whole class. Assessment: I will look at student responses on the Importance of Plate Tectonics worksheet to assess their understanding. Homework: No homework Materials: Importance of Plate Tectonics worksheet for each student Preparation for the Museum of Science trip: Arrange transportation Reserve movie tickets Go over behavior expectations, and emphasize the importance of safe behavior Make students aware of consequences for inappropriate behavior Tell students whether to bring lunch Tell students to dress appropriately Give permission slips to be signed by parents Arrange chaperones Make sure you take a First Aid kit with you. Forces of Nature is a film produced by the National Geographic Society, which can be viewed at the Museum of Science in Boston. The script of the film can be found at the following website: Shamsa Gilani 26

27 Importance of Plate Tectonics Name: Section: Date: 1. Imagine that you are a seismologist (an earthquake specialist). How does your work affect people? 2. As a seismologist, do you care about Plate Tectonics? If yes, why? If no, why not? 3. Now, imagine that you are a volcanologist (a volcano expert). How does your work affect people? Shamsa Gilani 27

28 4. As a volcanologist do you care about Plate Tectonics? If yes, why? If no, why not? 5. Use your responses to questions 1, 2, 3 and 4 to explain the importance of the Plate Tectonics Theory Shamsa Gilani 28