UNIT COVER PAGE. School District: Bremen Dist. 228 Department: Science Course: Earth Science. Unit Title: Plate Tectonics Grade Levels: 9

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1 UNIT COVER PAGE School District: Bremen Dist. 228 Department: Science Course: Earth Science Unit Title: Plate Tectonics Grade Levels: 9 Topic Areas: Plate Tectonics, Earthquakes, Volcanoes Time Frame: 4 weeks Date Created: 2/29/08 Date Modified: Unit Designer(s): Paul Dorney, Jacob Mooney, Tony Rappold, Melissa Reed, Mark Reiss, Vivian Turek Link to National/State Standards 11.A Know and apply the concepts, principles and processes of scientific inquiry. Given test results on different models, choose the model which best solves the design problem. Understand that interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing transformation of the earth system. Understand that we can observe some changes (such as earthquakes and volcanic eruptions) on a human time-scale, but many processes (such as mountain building and plate movements) take place so sporadically or so slowly (over hundreds of millions of years) that we cannot observe them but only infer that they take place from other kinds of evidence. Identify the various features of the ocean floor which furnish evidence for plate tectonics: magnetic patterns, age, and topographical features. Identify the properties of rocks and minerals based on the physical and chemical conditions in which they are formed, including plate tectonic processes. Understand why earthquakes occur and how scales are used to measure their intensity and magnitude, specifically the Richter and Mercalli scales. Differentiate between the two main kinds of volcanoes: one kind with violent eruptions producing steep slopes and another kind with voluminous lava flows producing gentle slopes. Understand that Earth s climate has changed over time, corresponding to changes in Earth s geography, atmospheric composition, plate movement, and the cyclic changes in the orientation of Earth s axis of rotation and the shape of its orbit around the sun. Summary of Unit This unit encompasses the story of our dynamic earth. Resources Online virtual seismology lab Internet: USGS.gov; Volcano World; volcano.und.edu Video: The History of Earth, Ultimate Earthquake Earthquake wave board 1

2 Key Words Continental drift Pangaea Isochron Magnetic reversal Magnetometer Paleomagnetism Seafllor spreading Convergent boundary Divergent boundary Rift valley Subduction Theory of plate tectonics Transform boundary Asthenosphere Outer core Inner core Plate Earthquake Shearing Hanging wall Footwall Reverse fault Ring of fire Island arc Aa Pryoclastic flow Shield volcano Ridge push Slab pull Viscosity Batholith Dike Laccolith Pluton Sill Stock Caldera Cinder-cone volcano Composite volcano Crater Heat transfer Radiation Conduction Scientific theory Tension Compression Fault-block mountain Folds Anticline Hot spot Chamber Active Dormant Volcanic neck Hot spot Pyroclastic flow Shield volcano Tephra Vent Epicenter Fault Focus Primary wave Secondary wave Strain Stress Surface wave Convection Density Convection current Plate tectonics Deformation Strike-slip fault Syncline Plateau Seismograph Lava flow Crater Extinct Hot spring Seismogram Seismometer Magnitude Modified Mercalli scale Moment magnitude scale Richter scale Seismic gap Tsunami Seismic wave Pressure Crust Mantle Lithosphere Fossil Mid-ocean ridge Sonar Sea-floor spreading, deep-ocean trench subduction Normal fault Liquefaction Aftershock Base-isolated building Silica Pahoehoe Geyser Geothermal energy 2

3 STAGE 1: IDENTIFY DESIRED RESULTS Enduring Understandings Students will understand that the earth is dynamic (constantly checking). Earth s movements dramatically impact human interaction. Earth s internal forces drive plate motion. volcanoes and earthquakes are a destructive and productive force that help shape the earth. not all areas are equally affected by earthquakes and volcanoes. earthquakes are measurable and there are precautionary steps to follow in order to minimize damage. technology is always improving in order to predict seismic activity. Essential Questions What is the key idea in plate tectonics? How is plate tectonics connected to earthquakes and volcanoes? What does magma reveal in earth s interior? How could we use technology to overcome earthquake damage? How are earthquakes similar to or different from volcanoes? How might it feel to be an impoverished farmer in Indonesia? How do I know the difference between the types of volcanoes? Knowledge and Skills Students will know theory of plate tectonics three types and characteristics of volcanoes waves S, P, L (earthquakes) types of plate boundaries and features layers of earth magma types igneous rock types produced by volcanoes types of faults earthquake measuring locations of volcanoes and earthquakes continental drift Students will be able to recognize the 7 continents read and interpret a seismograph finding the epicenter of an earthquake provide evidence supporting plate tectonics predict features based on plate boundaries plot location of earthquakes and volcanoes on a map identify the layers of earth label a diagram with epicenter, focus and P, S, L wave Students will be familiar with Wegner projected model of earth historical volcanoes major mountain ranges earthquake history of Illinois possible future disasters ex. Yellowstone, New Madrid Fault 3

4 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE What evidence will show that students understand? Required Assessments (brief description) Plotting earthquakes and volcanoes (Explanation) Other Assessments (brief description) Epicenter project Internet Create a world Re-create Pangaea Earthquake depth lab Activity: type of volcano Activity: earthquake damage of Tinley Park 4

5 Learning Activities PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? W How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? Discuss global geography using a relief map; talk about how some continents fit together, why mountain ranges extend across continents. H How will you hook students at the beginning of the unit? Video clips: disasters caused by earthquakes and volcanoes. E What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? Historical investigations ex. Pompeii artistic/multidisciplinary projects mapping. R How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Use the knowledge of earth s dynamic features to explain earthquakes in Illinois project. E T How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? Reflect upon changes needed to lifestyle if one moved to California. Reflect on life on Hawaii. How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? Address multiple learning styles thru use of video, computer, hands-on activities. O How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? Plate tectonics. Earthquakes Volcanoes 5

6 Essential Questions at Topic Level Use the six facets of understanding to generate possible essential questions for the topic of your three-circle audit (curricular priorities). Explanation Interpretation What does magma reveal in earth s interior? What is the key idea in plate tectonics? How is plate tectonics connected to earthquakes and volcanoes? Application How could we use technology to overcome earthquake damage? (Topic Area) Plate Tectonics Empathy How might it feel to be an impoverished farmer in Indonesia? Self-Knowledge How do I know the difference between the types of volcanoes? Perspective How are earthquakes similar to or different from volcanoes? 6

7 Student Performance Task Unit: Plate Tectonics Task: Explanation Course: Earth Science Time Frame: 2 days Overarching Understanding: Students will understand that the key theories of Earth Science can be applied to solve current global problems. Enduring Understanding: Students will understand that not all areas are equally affected by earthquakes and volcanoes. Essential Question: How is plate tectonics connected to earthquakes and volcanoes? Vignette: As a respected volcanologist, you have been asked by the United Nations Council to identify the most seismically active areas in the world. Your task is to plot these locations on a map in order to convince the U.N. that there is a world-wide need for oceanic seismic sensors. Standard: You will be graded on the following scale: Map rubric overlay 7

8 Performance Task Blueprint Unit: Plate Tectonics Type: Explanation Topic Area: Earthquakes & Volcanoes Time Frame: Goal Your task is to plot the locations of volcanoes and earthquakes on a world map. Role You (volcanologist) have been asked to ID the most seismically active areas in the world. Audience United Nations Council Situation You need to convince the U.N. that there is a world-wide need for oceanic seismic sensors. Product or Performance You will create a map in order to show the locations of volcanoes and earthquakes. Standards Your work will be judged by the map rubric overlay. 8