Evidence for Plate Tectonics and the Formation of Crustal Features

Transcription

1 Unit: 07 Lesson: 01 Suggested Duration: 8 days Evidence for Plate Tectonics and the Formation of Crustal Features Lesson Synopsis: In this lesson, students will describe the historical development of evidence that supports plate tectonic theory. Students will relate plate tectonics to crustal feature formation, and describe how Newton s law of action and reaction applies to Earth s tectonic activities. TEKS: 8.9 Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: 8.9A Describe the historical development of evidence that supports plate tectonic theory. Supporting Standard 8.9B Relate plate tectonics to the formation of crustal features. Readiness Standard 8.6 Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: 8.6C Investigate and describe applications of Newton s law of inertia, law of force and acceleration, and law of actionreaction such as in vehicle restraints, sports activities, amusement park rides, Earth s tectonic activities, and rocket launches. Readiness Standard Scientific Process TEKS: 8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 8.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 8.3D Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. 8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicator(s): Create a timeline that shows the sequence of the key events and/or discoveries in the development of plate tectonic theory. Include the names of the scientists involved. (8.3A, 8.3D; 8.9A) 5B, 5F Create a cause-and-effect graphic organizer to describe how mountain ranges, ocean trenches, the Ring of Fire, ocean ridges, and rift zones are formed and how they are related to plate tectonics. (8.2E; 8.9B) 1C; 5G Key Understandings and Guiding Questions: Many scientists have contributed to the theory of plate tectonics. What is a theory? What makes a theory accepted or not accepted? What is the theory of plate tectonics? How does historical evidence support the theory of plate tectonics? Some crustal features on the land surface and beneath the ocean are caused by plate movement. What are crustal features? 2012, TESCCC 06/31/13 page 1 of 12

2 How are crustal features related to plate tectonics? How does Newton s law of action and reaction apply to Earth s tectonic activities? Are there patterns of volcanic activity caused by plate movement? Explain. Are underwater and land surface mountains formed by the same plate movement? Explain. Vocabulary of Instruction: Pangaea theory of plate tectonics continental drift sea floor spreading convection currents subsidence boundary convergent boundary divergent boundary transform boundary rift ridge trench fault theory subduction zone Refer to section for materials. Handout: Pangaea Puzzle (see Advance Preparation, 1 half sheet per student) Teacher Resource: Pangaea Puzzle KEY (1 for projection) Teacher Resource: Pangaea Movement (1 for projection) Teacher Resource: Structure of the Earth (1 for projection) Handout: Scientist Theory and Evidence (see Advance Preparation, 7 half sheets per student) Teacher Resource: Theory Development Teacher Resource: Evidence for Plate Tectonics (for projection) Teacher Resource: Performance Indicator Instructions 01 KEY (1 for projection) Handout: Plate Boundary Movement (1 per student) Boundary Movement KEY Boundaries Card Sort (see Advance Preparation, 1 set per group) Boundaries Card Sort KEY (1 for projection) Teacher Resource: Stations: Plate Boundary Model (see Advance Preparation, 1 per set of 5 stations) Teacher Resource: Templates for Station Models (see Advance Preparation) Boundaries Notes Template (1 for projection) Teacher Resource: Crustal Features and Plate Boundaries Card Sort (see Adv. Prep., 1 per group) Teacher Resource: Crustal Features and Plate Boundaries Card Sort KEY (1 for projection) Teacher Resource: Crustal Features and Plate Boundaries Notes Template (1 for projection) Boundaries (1 for projection) Teacher Resource: Ring of Fire (1 for projection) Handout: Cause and Effect (1 per student) Teacher Resource: Cause and Effect KEY Teacher Resource: Performance Indicator Instructions 02 KEY (1 for projection) Advance Preparation: 1. Prior to Day 1, copy the Handout: Pangaea Puzzle, and cut it in half (1 half sheet per student). Be prepared to provide a small, resealable, plastic bag to each student. 2. Prior to Day 3: Arrange for access to student computers/internet for research. Copy the Handout: Scientist Theory and Evidence, and cut it in half (7 half sheets per student). There are two information collection blocks on the handout. 3. Prior to Day 5: Copy the Teacher Resource: Plate Boundaries Card Sort on cardstock, laminate, cut apart, and place in resealable, plastic bags. You will need one set of cards per group. Cut construction paper sheets (9 x12 ) into one-fourths. You will need ¼ sheet per student. 2012, TESCCC 06/13/13 page 2 of 12

3 Prepare plate boundary station models following instructions on the Teacher Resource: Templates for Station Models. Collect and assemble all materials for the stations. Station 5 - Consider drawing a scene with structures, a river, mountain, or road so students can see the impact of the movement. Duplicate stations may be set up to accommodate smaller group sizes. Copy the Teacher Resource: Stations: Plate Boundary Model on cardstock, laminate, and cut apart (1 set of cards per 5 stations). 4. Copy the Teacher Resource: Crustal Features and Plate Boundaries Card Sort on cardstock, laminate, cut apart, and bag. You will need one set of cards per group. Locate and download a district approved interactive satellite map showing plate boundaries. 5. Prepare attachment(s) as necessary. Background Information: This lesson bundles student expectations that address the historical development of evidence that supports the theory of plate tectonics and crustal formations caused by plate movement. During this lesson, students will be introduced to the historical development of evidence that supports plate tectonic theory. Students will relate plate tectonics to crustal feature formation. Students should develop an understanding that scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the devising of hypotheses and explanations to make sense of the collected data. After this unit, plates are not addressed again in Grade 8. The force and motion focus of this lesson should be on the action forces and the reaction forces when plates move, whereas the cause and effect focus should be on the relationship between plate tectonics and the formation of crustal features (TEKS 8.6C). Newton s law of action and reaction is not a cause/effect relationship, but rather force pairs acting simultaneously. STAAR Notes: The historical development of evidence supporting plate tectonic theory (8.9A) will be assessed as a Supporting Standard under Reporting Category 3: Earth and Space on the STAAR Grade 8 Assessment. The relationship of plate tectonics to crustal formation (8.9.B), identification of erosional features through topographical maps and satellite views, and prediction of the reshaping of those features by weathering (8.9C) will be assessed as Readiness Standards under Category 3: Earth and Space on the STAAR Grade 8 Assessment. GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES ENGAGE Pangaea Puzzle 1. Display a picture of the Earth, a world map, or hold up a globe. Ask: Has the Earth always looked like this? Accept reasonable answers. Students may be aware of a supercontinent that existed in the Earth s past. 2. Distribute the Handout: Pangaea Puzzle. Say: The continents shown on the Pangaea Puzzle are not to scale. They are in the approximate location as present day continents. Label the continents. Some large islands, such as Madagascar and Greenland, are not included. NOTE: 1 Day = 50 minutes Suggested Day 1 globe, world map, or photo of Earth (1 per teacher) scissors (1 per student) resealable plastic bags (see Advanced Preparation, 1 per student) Handout: Pangaea Puzzle (see 2012, TESCCC 06/13/13 page 3 of 12

4 3. Distribute scissors to each student. You are to cut apart the continents and then form a supercontinent. A supercontinent describes a large landmass formed by all the continents coming together. You will be forming the supercontinent, Pangaea. Evidence supports the theory that Pangaea may have existed approximately million years ago. Pangaea is from the Greek origin and means all lands. The word can be spelled as Pangaea or Pangea. 4. Monitor and assist students as they label the continents, cut out, and then construct their supercontinents. 5. As students finish, project the Teacher Resource: Pangaea Puzzle KEY. 6. Allow students to adjust their supercontinent, if necessary, and check for accurate labeling of the continents. Advance Preparation, 1 half sheet per student) Teacher Resource: Pangaea Puzzle KEY (1 for projection) Instructional Notes: Continental drift theory, major tectonic plate identification, and Earth s structure were addressed in Grade 6. Material in this lesson will include a review as necessary. Misconception: Students may think that the continents are now in a fixed position. 7. Instruct students to title a page in their notebooks, Pangaea. 8. Instruct students to sketch or trace the outline of their supercontinent into their science notebooks. Instruct students to remove one piece at a time and finish the outline of that continent by tracing around the remaining piece(s). 9. Distribute a resealable, plastic bag to each student. Instruct students to place continent pieces in the bag for later use. Students should attach the Continental Puzzle Piece bag to their notebooks for safe keeping. Notebooks: Students sketch or trace the outline of the supercontinent Pangaea in their science notebooks. 10. Ask students to justify their placement of certain continents. Answers may vary. The main idea of the answers should be that some edges of some of the continents seem to fit together like a puzzle. 11. Ask student volunteers to share ideas on how the continents are able to move. Answers may vary. Acknowledge all answers at this point. EXPLORE/EXPLAIN Plate Tectonics Suggested Day 2 1. Project the Teacher Resource: Pangaea Movement. Point out the directional arrows that indicate the general direction of each continent s movement. 2. Instruct students to reform Pangaea from the continents in their Continental Puzzle Piece bag. They may refer back to the tracing done during the ENGAGE activity. 3. Say: Look at the projected supercontinent. The arrows show the general direction of movement of the continents. Move the plates to their approximate location today. 4. Instruct students to title a page in their notebooks, Current Position. 5. Instruct students to sketch or trace the outline of each continent into their science notebooks. Instruct students to remove pieces one at a time after tracing around each, and label the names of the continents on the sketch. Continental Puzzle Piece bags (previously distributed, 1 per student) Teacher Resource: Pangaea Movement (1 for projection) Teacher Resource: Structure of the Earth (1 for projection) Instructional Notes: Make the globe, world map, or Earth photo used in the ENGAGE portion available for students to use to arrange 2012, TESCCC 06/13/13 page 4 of 12

5 Place continent pieces back in the plastic bag. 6. Ask: What is the theory of plate tectonics? The theory of plate tectonics provides an explanation for how the continents can move. According to this theory, Earth's outer crust is divided into several plates. These plates consist of the crust and a small amount of the underlying mantle. The plates move due to convection currents within the mantle. 7. Instruct students to record the answer in their notebooks. 8. Ask: What is a theory? A well-researched idea or thought that has a substantial amount of evidence to support it. It can still be further researched and possibly disproved. What makes a theory accepted or not accepted? Evidence to explain the phenomenon is necessary to have a theory accepted. 9. Activate prior knowledge from Grade 6 about the structure of the Earth (inner core, outer core, mantle, crust, asthenosphere, and lithosphere). Ask: Which layer of the Earth would contain the plates? (Lithosphere) On which layer do the pieces of the lithosphere float? (Asthenosphere) What causes the movement of the plates? (Convection) the continents in their current positions. Asthenosphere is difficult for students to comprehend. They often confuse it with lithosphere. Misconception: Students may think that the Earth is molten, except for its crust. Notebooks: Students record answers to questions, and sketch or trace the outline of the current position of each continent into their science notebooks. Students sketch the structure of the Earth in their notebooks during the review portion of the lesson. 10. Project the Teacher Resource: Structure of the Earth. 11. As a review, instruct students to make a sketch of the structure of the Earth. See Instructional Notes for a website with additional graphics. 12. Facilitate a discussion, using the following points, to review the structure of the Earth: Inner core Outer core Lower mantle Upper mantle Asthenosphere Lithosphere Crust Plates (part of the lithosphere) are carried along on top of the asthenosphere as it flows because of convection in the mantle. The convection is caused by the lower parts of the mantle being heated by the outer core. This part of the mantle becomes less dense and rises to the surface. The mantle comes close to the surface of the Earth, and starts to move horizontally in a parallel motion to the lithosphere. The lithosphere is then dragged with the motion of the mantle. The mantle eventually cools, becomes denser, and descends back down to the lower parts of the mantle. EXPLORE/EXPLAIN Theory Development Suggested Days 3 and 4 Computer Research 1. Distribute seven half sheets of the Handout: Scientist Theory and 2012, TESCCC 06/13/13 page 5 of 12

6 Evidence to each student (see Advance Preparation). 2. Allow students time to research the following scientists and complete an information collection block for each: Abraham Ortelius Frederick J. Vine Alfred Wegener Arthur Holmes Harry Hess Dan McKenzie 3. Time permitting: (Otherwise, facilitate a large group discussion). After students have completed the Handout: Scientist Theory and Evidence, number students 1 7, and assign each student one of the scientists to discuss. Group the students so that there is at least a 1, 2, 3, 4, 5, 6, and 7 in each group. Each student is now responsible for discussing their assigned scientist and the others will check their own research and modify it accordingly. 4. Ask: How does historical evidence support the theory of plate tectonics? Evidence to explain the forces that could cause the movement of the continents or other physical or geological proof was necessary to have the theory accepted. 5. Inform students that the focus of their discussion should be on the evidence that supported the theory and why the theory was or was not accepted. 6. Monitor and facilitate the group discussions over the evidence that supported the theories, and direct the discussion to why each theory was or was not accepted. 7. Instruct students to affix the information collection blocks for each scientist to their notebooks. 8. Project the Teacher Resource: Evidence for Plate Tectonics. Ask: How can these images be used as evidence to support the theory of plate tectonics? The distribution of the fossils is evidence that supports the theory. Unless the continents once were connected, it would be impossible to have the distribution of this evidence to be as exactly matched as it is. The mountain ranges and glacial deposits match up as well. 9. Instruct students to answer the question in their notebooks. ELABORATE Performance Indicator Performance Indicator Create a timeline that shows the sequence of the key events and/or discoveries in the development of plate tectonic theory. Include the names of the scientists involved. (8.3A, 8.3D; 8.9A) 5B, 5F glue or tape (per group) Handout: Scientist Theory and Evidence (see Advance Preparation, 7 half sheets per student) Teacher Resource: Theory Development Teacher Resource: Evidence for Plate Tectonics (1 for projection) Instructional Notes: Research may be done using computers. Consider setting up seven research stations around the room. Provide a couple of laptops at each station and have the research link preset. Use a group discussion strategy to hold students accountable for their research. Allowing students the opportunity to discuss in small groups builds their confidence and allows them to modify their answers prior to being graded on them. Refer to the Instructional Focus Document specificity of TEKS 8.9A for information regarding the evidence supporting the development of plate tectonic theory. Notebooks: Students affix the information collection blocks to their science notebooks and record answers to questions as well. Check for Understanding: Students explain how the projected image can be used as evidence to support the theory of plate tectonics. Suggested Day 4 (continued) paper (construction, 12 x18, 1 sheet per student) 2012, TESCCC 06/13/13 page 6 of 12

7 1. Refer to the Teacher Resource: Performance Indicator Instructions 01 KEY for information on administering the performance assessment. markers or colored pencils (per group) glue or tape (per group) Teacher Resource: Performance Indicator Instructions 01 KEY (1 for projection) Engage Plate Boundaries Suggested Day 5 1. Inform students today they will be conducting an activity to review their knowledge about the types of plate boundaries. 2. Distribute all materials for the activity. Instruct students to: Use the ruler to find the center of each index card from the top to the bottom. Place a dot at this point. Use the ruler and a marker to draw a straight line across the center of the card horizontally. Place an arrow head at one end of the line on each card. 3. Distribute the Handout: Plate Boundary Movement. (This handout may assist students in recalling information taught previously.) 4. Instruct students to use index cards to represent the plates and manipulate the cards to show the three ways their boundaries can interact. Ask: What are the different types of plate boundaries? (Transform, convergent, and divergent) 5. Instruct students to record their findings in their notebooks and affix the Handout: Plate Boundary Movement. 6. Instruct students to devise a pocket for storing index cards in their notebooks by taping ¼ of a piece of construction paper inside their notebooks. Point out to students that they can use the index cards to review the types of plate boundary movements. 7. Distribute card sets from the Teacher Resource: Plate Boundaries Card Sort (see Advance Preparation, 1 set per group of students). index cards (3 x5, 2 per student) ruler (1 per student) markers (per group) paper (see Advance Preparation, construction, 9 x12, ¼ sheet per student) Handout: Plate Boundary Movement (1 per student) Boundary Movement KEY Boundaries Card Sort (see Advance Preparation, 1 set per group) Boundaries Card Sort KEY (1 for projection) Instructional Note: The card sort may be used as a preassessment or a check for understanding. 8. Monitor groups and facilitate thinking by asking guiding questions as students model each type of plate boundary. 9. Project the Teacher Resource: Plate Boundaries Card Sort KEY for students to check their answers. Notebooks: Students record three ways plate boundaries can interact. Students affix the Handout: Plate Boundary Movement. Additionally, the index cards are stored in the notebooks (use a pocket for card storage). EXPLORE Plate Boundary Models Suggested Days 5 (continued) and 6 1. Inform students that today they will rotate through stations to investigate different types of plate boundaries (see Advance Preparation and the Teacher Resource: Stations: Plate Boundary Model and the Teacher Resource: Templates for Station Models). blocks (see Advance Preparation, 2012, TESCCC 06/13/13 page 7 of 12

8 2. Divide the class into groups of 3-4 to complete the stations. 3. Discuss the instructions for each station with students, and instruct students to copy the name of each station into their science notebooks and to follow the procedures for each of the five stations. 4. Inform students that they are not to move to another station until you give them the signal. 5. Instruct students that they are to return all materials to their original positions for the next group. 6. Allow approximately five minutes per station. After the last rotation, students will return to their seats and complete any unfinished writing. 7. Monitor and assist groups during the rotations. paper, 1 set per Station 1 and 2) cardstock tape marker divergent boundary model (see Advance Preparation, 1 set per Station 3) cardboard shoebox with lid adding machine tape (1 meter per model) composition books (2 per Station 4) blocks (wood, 2 per Station 5) Teacher Resource: Stations: Plate Boundary Model (see Advance Preparation, 1 per set of 5 stations) Teacher Resource: Templates for Station Models (see Advance Preparation) Instructional Notes: More than one set of stations may be set up to allow for smaller group sizes. Stations 1 and 2 Wood blocks cut in the shapes of the model may be substituted. Station 5 - Consider drawing a scene with structures, a river, mountain, or road on the blocks so students can see the impact of the movement. Notebooks: Students record information from each station in their notebooks. Misconceptions: Students may think that landforms of similar appearance are formed in only one manner. Students may think earthquakes are caused only by explosions from volcanoes. EXPLAIN Suggested Days 6 (continued) and 7 1. Project the Teacher Resource: Plate Boundaries Notes Template. 2. Distribute necessary materials for construction of graphic organizers. Instruct students to construct a 4-tab graphic organizer for taking notes paper (copy, 1 sheet per student) 2012, TESCCC 06/13/13 page 8 of 12

9 during the discussion of the boundary models stations. Notes should include boundary type, description, examples, and illustrations. 3. Make the card sets from the Teacher Resource: Plate Boundaries Card Sort (previously distributed) available to students as they take notes on their 4-tab graphic organizer. 4. Facilitate a discussion of their findings about each type of plate boundary. 5. Instruct students to record notes on their 4-tab graphic organizer during the discussion. 6. Project the teacher selected map (see Advance Preparation). 7. Allow students time to record notes between discussing each type of boundary. 8. Remind students to use the card sets to model the different boundary movements during the discussion. Say/Ask: Divergent boundaries are areas where two plates are moving away from each other. When a divergent boundary is first formed in the middle of a continent, a rift valley will occur (East African Rift Valley). If this continues to occur, a large rift valley will be created and water will start to be held there (Red Sea). Eventually the two sides will continue to separate and new ocean floor will be made at a Mid Oceanic Ridge (Mid Atlantic Ridge). Which station(s) modeled divergent boundaries? (Stations 1 and 2 are models of divergent boundaries.) At Station 1, subsidence is occurring. Subsidence is a lowering in the elevation of land. This lower area usually fills in with water. An example of this on the earth is the Great Rift Valley in Africa. At Station 2, molten material is coming to the surface creating new crust. This occurs at the Mid-Atlantic Ridge. (Use the models from Stations 1 and 2 to demonstrate as you discuss.) Convergent boundaries are where two plates are moving toward each other; this can be from two continental plates, two oceanic plates, or one of each. The geographical features of the area will vary depending on what two types of plates are colliding. Note* there is one location on Earth where three plates are colliding in one location (The Boso Triple Junction offshore Japan). Which station(s) modeled convergent boundaries? (Station 3 shows that the crust is pushed up. Station 4 the plates came together.) At Station 3, uplift is occurring. Uplift happens when two continental plates collide. Since both are less dense than the mantle they are sitting on, they cannot be forced down. The only place for them to go is up, creating mountain ridges like the Rockies and the Himalayas. At Station 4, subduction occurred. Subduction zones occur when two plates collide and one plate is forced under the other. The subducting plate has to be denser or very close to the density of the mantle and denser than the plate it is being subducted under. Since continental plates are always less dense than the mantle, they cannot be subducted. Oceanic plates become denser as they age. Therefore, the older oceanic plate will be subducted under the younger oceanic floor. Which station(s) modeled subduction zones? (Station 4 is an scissors (1 per student) glue or tape (per group) Plate Boundary Card Sort (previously distributed, 1 set per group) Boundaries Notes Template (1 for projection) Boundaries Card Sort (previously distributed, 1 set per group) Boundaries Card Sort KEY (1 for projection) Check for Understanding: Card sorts may be used to pre-assess or check for understanding. Instructional Notes: Consider modeling the 4-tab graphic organizer for students. Notebooks: Students record notes, answer questions, and affix the 4 tab graphic organizer to their notebooks. 2012, TESCCC 06/13/13 page 9 of 12

10 example of a subduction zone, a type of convergent boundary.) Transform boundaries occur when two plates slide past one another. The two plates are not moving away or toward each other. Earthquakes are very common, and some uplift can be found since the transform boundary is not always in a perfectly straight line. Which station(s) modeled transform boundaries? (Station 5 illustrates this type of plate boundary.) Faults form at transform boundaries often causing earthquakes in these areas. The San Andreas Fault is an example of a transform boundary. 9. Monitor and assist as students record notes on their graphic organizers. 10. Instruct students to affix their 4-tab graphic organizers to their notebooks. 11. Instruct students to discuss the following questions with a partner and record their answers in their notebooks. 12. Ask: How does Newton s law of inertia apply to the Earth s tectonic activity? The plates stay stable and do not move until there is enough force built up to move the plates. This movement is seen and felt as earthquakes. How does Newton s law of force and acceleration apply to the Earth s tectonic activity? The greater the force that is built up in the rock between the plates, the faster the acceleration. This is seen by the size of the earthquakes that are affecting the land. How does Newton s law of action and reaction apply to the Earth s tectonic activity? When two plates collide, plate A will push on plate B as plate B will push back on plate A with the same amount of force. The pushing of the plates on one another will result in mountains and other geographical features. What are crustal features? Landforms on the crust of the Earth such as mountains. How are crustal features related to plate tectonics? When the plates move, the crust can change shape by moving apart, coming together, or sliding. 13. Facilitate a discussion by asking students to share their answers with the class. EXPLORE/EXPLAIN Suggested Days 7 (continued) and 8 1. Distribute the Teacher Resource: Crustal Features and Plate Boundaries Card Sort (see Advance Preparation, 1 set per group). 2. Monitor student groups and facilitate thinking by asking guiding questions as students match cards. 3. Project the Teacher Resource: Crustal Features and Plate Boundaries Card Sort KEY for students to check their answers. Students should keep the cards displayed on their tables. 4. Project the Teacher Resource: Crustal Features and Plate Boundaries Notes Template. Check for Understanding: Interactively questioning students as they take notes may serve as formative assessment of boundary types Teacher Resource: Crustal Features and Plate Boundaries Card Sort (see Advance Preparation, 1 set per group) Teacher Resource: Crustal 2012, TESCCC 06/13/13 page 10 of 12

11 5. Instruct students to set up pages in their notebooks according to the Crustal Features and Plate Boundaries Notes Template structure for taking notes. 6. Project the Teacher Resource: Plate Boundaries and discuss each feature. 7. Instruct students to take notes as you discuss the features identified in the graphic. They can use the card sort for help. 8. Monitor and assist by asking questions regarding the definitions, boundary types, and illustrations of the terms. Trench a deep depression of the sea floor caused by the subduction of one plate under another (convergent) Rift Zones a large valley shaped area of the earth in which plates of the earth's crust are moving away from each other, forming a system of cracks and faults (divergent) Oceanic Ridges underwater mountain ranges where the crust is spreading creating new ocean floor (divergent) Underwater Mountain Ranges long, continuous volcanic chain of various mountain ranges (divergent) rising from the ocean floor Features and Plate Boundaries Card Sort KEY (1 for projection) Teacher Resource: Crustal Features and Plate Boundaries Notes Template (1 for projection) Boundaries (1 for projection) Teacher Resource: Ring of Fire (1 for projection) Instructional Note: Note taking should be interactive to keep students engaged. Notebooks: Students record Crustal Features and Plate Boundaries notes and the answers to questions in their notebooks. Mountain Ranges on Land a series or chain of mountains that are close together and rise 300 m (1,000 ft.) above its surrounding area (convergent) Fault a crack in the Earth s crust where rocks slide past one another. Different types of faults may form based on direction of plate movement (divergent, convergent, and transform). 9. Ask: Are underwater and land surface mountains formed by the same plate movement? Explain. (Underwater mountains are caused by divergent boundaries, whereas land surface mountains are caused by convergent boundaries.) 10. Allow students to discuss the question with a partner. 11. Ask students to share their answers with the class and record the answers in their notebooks. 12. Project the Teacher Resource: Ring of Fire. Point out the plate boundaries and the red dots that indicate volcanoes. Ring of fire volcanoes that are concentrated on the edges of continents, along island chains, or beneath the sea forming long mountain ranges. More than half of the world's active volcanoes above sea level encircle the Pacific Ocean to form the "Ring of Fire." (convergent) 13. Ask: Are there patterns in volcanoes caused by plate movement? Explain. The Ring of Fire indicates that volcanoes typically form along the edges of the continents at convergent plate boundaries around the Pacific Ocean. 2012, TESCCC 06/13/13 page 11 of 12

12 14. Allow students to discuss the question with a partner. 15. Ask students to share their answers with the class and record the answers in their notebooks. ELABORATE/EVALUATE Performance Indicator Performance Indicator Create a cause-and-effect graphic organizer to describe how mountain ranges, ocean trenches, the Ring of Fire, ocean ridges, and rift zones are formed and how they are related to plate tectonics. (8.2E; 8.9B) 1C; 5G 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY Rubric and the Teacher Resource: Cause and Effect KEY for information on administering the performance assessment. Suggested Day 8 (continued) Handout: Cause and Effect (1 per student) Teacher Resource: Cause and Effect KEY Teacher Resource: Performance Indicator Instructions 02 KEY (1 for projection) 2012, TESCCC 06/13/13 page 12 of 12