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1 Version: January

2 Milky Way Plate Tectonics 1 st Draft Subject Area(s) (Select from TE subject areas) Associated Unit: City Planning and Plate Tectonics Associated Lesson Activity Title: Milky Way Plate Tectonics Header: The World Then and Now Essential Question: How do the Earth s plates move around, and what features form because of that movement? Grade Level: 5 th (4 th 6 th ) Activity Dependency Time Required: 45 minutes Group Size: Whole Class (working individually) Expendable Cost per Group: $5.00 for every 20 students Summary This activity begins with students viewing pictures of Pangea and the modern Earth and a discussion of how the Earth has changed over the millennia, as well as what ideas they have about what may cause the Earth s plates to move around. Next students use a Milky Way candy bar to model the layers of the Earth and develop conceptual understanding of convergent, divergent, and transform plate activity, and begin to answer the question How do the Earth s plates move around? In this introductory activity students will be introduced to the layers of the Earth, and observe the effects of various forces on the different layers. The important science concepts to be covered in this lesson include basic structure of the Earth s interior, and the contrasting properties of the rigid Earth s crust, the viscous mantle, and hot inner core. These differences are important because they explain why plates move. The hot core causes convection of the mantle that causes the rigid plates to move and separate which, in turn, results in the observable surface features (volcanoes, earthquakes, and mountain formation). Version: January

3 Engineering Connection: none in this lesson, but there are multiple engineering in other lessons during the unit. Engineering Category = This lesson is part of a larger unit. While this lesson does not have an engineering component, the broader unit does. Choose the category that best describes this activity s amount/depth of engineering content: 1. Relating science and/or math concept(s) to engineering 2. Engineering analysis or partial design 3. Engineering design process Keywords Pulling Force, Pushing Force, Uniform Force, Plate Tectonics Educational Standards National and State Minnesota Science Standards: STRAND 3: EARTH AND SPACE SCIENCE Substrand 1. Earth Structure and Processes Standard 1. Plate tectonics Standard 2. Earth s changing surface Standard 3. Rock sequences and Earth history Pre-Requisite Knowledge: None Learning Objectives After this activity, students should be able to: Recognize the Earth has liquid and solid layers, which respond differently to force Describe how the Milky Way models Earth s processes Predict the effects of a pulling force, pushing force, and uniform downward force Materials List Each group needs: 5 Milky Way bars (1 per student, plus one to cut in half for the group to observe) Science Notebook (1 per student) To share with the entire class: Multi-flow Map template for assessment Introduction / Motivation Vocabulary / Definitions Word Definition Force is a pushing, pulling or sliding that makes objects change speed or Force direction. Forces cause plates to move together or apart, and cause changes to the land that reflect these forces. Plate Plate tectonics is a scientific theory that the Earth s surface is made of giant plates Tectonics that move very slowly. A tectonic plate is a chunk of the Earth s crust, and outer Version: January

4 Pangea Crust Mantle Core Plate Boundary part of the mantle moves. Pangea is the theoretical landforms were together in one supercontinent. Solid outer layer of the Earth. The semi-liquid layer of rock between the Earth s crust and core. The inner-most layer of the Earth. A boundary is the area where two or more tectonic plates meet. There are three main kinds. A convergent boundary is formed when two plates move towards each other. A divergent boundary is formed from when two plates away from each other. A transform boundary is formed when two tectonic plates slide past each other horizontally. Procedure Background The Earth s crust is broken up into eight tectonic plates that push, pull, slide, or press down on each other causing earthquakes, volcanoes, and mountains to form. If plates move toward each other the effects of the force is different than if plates move away from each other, or slide along boundaries. Since it is not easy to directly observe what takes place inside along plate boundaries because we can t get deep inside the Earth, or under water far enough, scientists rely on indirect evidence. In this activity a Milky Way candy bar models the Earth s layers. You will make observations of what happens as different forces are applied and infer the effects of those by creating an analogy between the model and Earth s processes. Before the Activity Explain to students that in this activity a Milky Way candy bar will serve as a model to help us think about the effects of different kinds of forces on the Earth. With the Students: Whole Class 1. Give each group one Milky Way bar and have the class describe its properties. Prompt them to consider appearance, weight, thickness, size, etc. 2. Give each group a plastic knife and have them cut the Milky Way in half and describe the properties of each layer. Again prompt them to notice similarities and differences in appearance, weight, thickness, size, etc. 3. Ask students why the Milky Way works as a model for the inside of the Earth. Try to lead them to make analogies between each layer s properties and the properties of each layer. The chocolate is to the Milky Way as the Earth s crust is to the Earth, The caramel and nougat are to the Milky Way as the Earth s interior, etc. Have students draw a side view, and read the background information. 4. Hand out a Milky Way to each student, and tell students to place it on a clean surface so they can eat it later. Have them set-up their notebooks so they have space for four drawings and written observations as follows. Drawing 1: Pulling Force Drawing 2: Pushing Force Version: January

5 Observations: Observations: Drawing 3: Sliding Force Observations: 5. Have students gently pull apart the Milky Way by bending the edges down while pushing up in the middle without breaking bar completely, and record their written and visual observations for Drawing Have students push together the Milky Way, and record their written and visual observations for Drawing Have students slide the two parts of the Milky Way across each other, and record their written and visual observations for Drawing Show students video animations of convergent, divergent, and transform boundaries, and have them identify which animation is modeled by which force on the Milky Way. The animations are found at: 4page01.cfm?chapter_no=visualization 9. Whole class T-table for claims and evidence. 10. Have students work in groups of 3 or 4 to share their observations, re-read the background information, and discuss how the this activity models what happens when the Earth s eight tectonic plates push, pull, press, and slide past each other. Lead a class discussion to help students answer the question How do the Earth s plates move around, and what features form because of that movement? 11. Elaborate by drawing a diagram showing the Earth s layers and introducing vocabulary. For the drawing, include Crust, Mantle, Outer Core, and Inner Core. Describe properties of each layer, and relate properties the properties of the Milky Way. Have students copy the drawing into their notebook. Then discuss plate boundaries, providing the vocabulary terms associated with their earlier drawings. Label Drawing 1 as Divergent Plate Boundary, Drawing 2 as Convergent Plate Boundary, and Drawing 3 as Transform Plate Boundary. 12. Have students complete the Multi-flow Thinking map to demonstrate their understanding of the cause-effect relationship between force and plate boundary modeled in this activity. For more information on using thinking maps see Image Insert Image # or Figure # here (use Figure # if referenced in text) Version: January

6 Figure 1. Convergent Plate Boundary. Image Insert Image # or Figure # here (use Figure # if referenced in text) Figure 2. Divergent Plate Boundary Image Insert Image # or Figure # here (use Figure # if referenced in text) Figure 3. Transform Plate Boundary Attachments: none Version: January

7 Safety Issues: none Troubleshooting Tips: none Investigating Questions How do the Earth s plates move, and what features form because of that movement? Assessment: Multi-flow map to assess student understanding of the cause-effect relationship between force and plate boundary activity. Pre-Activity Assessment: Formally none, the drawings can be a formative assessment of understanding of plate movement. Activity Embedded Assessment: Formative Assessment during post-activity discussion Post-Activity Assessment Descriptive Title: Cause-Effect Thinking Map Have students make a Multi-flow map in their notebooks demonstrating their understanding of the effects of various forces on the Earth s surface. Version: January

8 Activity Extensions Consider providing more detailed information during post-activity discussion such as: Make sure students realize the Milky Way is not a perfect model because it is too simple. Tell students the Earth s center is molten and under high pressure. Tell them there are eight major plates, and the boundaries can be on land or in oceans. Point out that the properties of the Earth s surface plates (thick, less dense) are different from properties of the ocean plates (thin, dense). Activity Scaling For lower grades, draw pictures in each of the causes boxes, and have students draw pictures of the effects from their earlier drawings instead of explaining in words. For upper grades, ask students to try to explain what causes the force. Additional Multimedia Support References Wikipedia Redirect URL Images in Figures 1, 2 and 3 taken from: /es0804page01.cfm?chapter_no=visualization Contributors Supporting Program Acknowledgements Classroom Testing Information Wegener s Puzzle 1 st Draft Subject Area(s) (Select from TE subject areas) Associated Unit: City Planning and Plate Tectonics Associated Lesson Activity Title: Wegener s Puzzle Header: What is the evidence for continental drift? Image 1 Image file:? ADA Description:? Version: January 2013 Source/Rights: Copyright? 8

9 Grade Level: 5 th (4 th 6 th ) Activity Dependency Time Required: 50 minutes Group Size: 2-3 Expendable Cost per Group: n/a Summary This unit uses a paper puzzle of the continents with rock and fossil evidence printed to model how Wegner developed the theory of Continental Drift. The theory of Continental Drift is the scientific forerunner to Plate Tectonics. According to the continental drift theory, the supercontinent Pangaea began to break up about million years ago, eventually fragmenting into the continents as we know them today. (USGS, 1996). Show students The important science concepts to be covered in this lesson include similar fossils and land formations across continents. Engineering Connection: none in this lesson, but there are multiple engineering in other lessons during the unit. Engineering Category = This lesson is part of a larger unit. While this lesson does not have an engineering component, the broader unit does. Choose the category that best describes this activity s amount/depth of engineering content: 4. Relating science and/or math concept(s) to engineering 5. Engineering analysis or partial design 6. Engineering design process Keywords Alfred Wegner, Continental Drift, Fossil, Plate Tectonics, Theory, Hypothesis Educational Standards National and State Minnesota Science Standards: STRAND 3: EARTH AND SPACE SCIENCE Substrand 1. Earth Structure and Processes Standard 1. Plate tectonics Standard 2. Earth s changing surface Standard 3. Rock sequences and Earth history Pre-Requisite Knowledge: None Learning Objectives After this activity, students should be able to: Observe and analyze scientific evidence used by Wegener Read and interpret maps and map symbols Version: January

10 Use evidence to reconstruct the continents, and interpret to formulate a hypothesis Students will communicate how this activity models the work of Wegener Materials List Each group needs: Set of puzzle pieces Colored pencils Scissors World Map Key to Wegener s Evidence sheet Introduction / Motivation Vocabulary / Definitions Word Alfred Wegener Plate Tectonics Continental Drift Fossil Theory Hypothesis Plate Boundary Definition Person who gathered evidence, and generated hypothesis that the Earth is dynamic, with plates that move and change. His theory became known as Continental Drift, and was the precursor to the theory of Plate Tectonics. The scientific theory that explains why and how continents move on lithospheric plates, known as tectonic plates. Continental Drift is the scientific theory that hypothesized the Earth is not static, but dynamic and changing. According to the continental drift theory, the supercontinent Pangaea began to break up about million years ago, eventually fragmenting into the continents as we know them today. (USGS, 1996). Show students A fossil is the hardened remains of an organism that was once alive. A scientific theory unifies facts, laws, and hypothesizes. A hypothesis is a possible explanation. A boundary is the area where two plates meet. There are three kinds. A convergent boundary is formed from two plates running into each other. A divergent boundary is formed from two plates moving away from each other. A transform boundary is formed when two tectonic plates slide past each other horizontally. Procedure Background The Earth s crust is broken up into eight tectonic plates that push, pull, slide, or press down on each other causing earthquakes, volcanoes, and mountains to form. This idea is widely accepted today, but because the Earth s processes take place over huge time spans, it has not always viewed as a dynamic, changing planet. Alfred Wegner is credited with providing evidence for the Version: January

11 idea that at some point in geologic time the land was connected in a super continent called Pangaea. Pangaea means all lands. Explain that scientific thinking at the time firmly believed the world had been created as it is, and was unchanging. Before the Activity Explain to students that in this activity will serve as a model to help us think about the evidence for continental drift, as well as the kinds of evidence instrumental to the development of the theory. Explain who Wegener was, and that he gathered evidence to suggest continents move, which at the time was not obvious. With the Students: 13. Give each group of 2-3 students one set of puzzle pieces and instructions for making a key and coloring the puzzle. Have students cut out, color-code a key, and the evidence on the puzzle pieces. 14. Have students cut out the puzzle pieces and construct the continent puzzle. Resources for this include Wegener s Evidence sheet, the Student Map of the World Today, and a hint sheet if students get stuck. 15. Have students record what they notice about the geologic information. Have each group make a claim about how the evidence supports or refutes continental drift. Resources available online at After the activity explain that According to the continental drift theory, the supercontinent Pangaea began to break up about million years ago, eventually fragmenting into the continents as we know them today. (USGS, 1996). Show students diagrams of Pangaea, the present day map, and map showing what scientists think the Earth was like during the Triassic, Jurassic, and Cretaceous periods. It may be helpful to equate each period with the emergence of new life (dinosaurs are always popular). Figure 1. Version: January

12 Figure 2. Figure 3. Attachments: none Safety Issues: none Troubleshooting Tips: none Investigating Questions How do the Earth s plates move, and what features form because of that movement? Assessment: Pre-Activity Assessment: Activity Embedded Assessment: Formative Assessment during post-activity discussion Version: January

13 Post-Activity Assessment Have students compare their claims and evidence to Wegener s and compare and contrast using a Double Bubble map or Venn diagram. Wegener s Theory Highlights: Fit of S. America and African continents. Unusual geologic structures, and fossils of plant and animal fossils on matching coastlines of S. American and Africa even though they are separated by a huge ocean. Discovery of tropical plant fossils in Antarctica, suggested dramatic climate changes on some continents. Maybe, he thought, areas had be closer to the equator. Activity Extensions Activity Scaling Additional Multimedia Support References Redirect URL Contributors Supporting Program Acknowledgements Classroom Testing Information Using Maps to Understand Plate Movement 1 st Draft Yellow highlight = required component Version: January

14 Subject Area(s) (Select from TE subject areas) Associated Unit Plate Tectonics Associated Lesson Mapping the plates Activity Title Mapping Plate Movement Header Image 1 Image file:? ADA Description:? Source/Rights: Copyright? Caption:? Grade Level _5_ (_4_- 8) Activity Dependency Time Required minute class period Group Size 3-4 students per group Expendable Cost per Group US $ Summary This activity has students looking at maps of seismic and volcanic activity around the world and then determining how the plates are moving and what is the result of the movement. Engineering Connection This activity will continue to develop students understandings of plate movement which they will need for the Shaking Cities engineering activity. Engineering Category = Choose the category that best describes this activity s amount/depth of engineering content: Relating science and/or math concept(s) to engineering Keywords Plate tectonics, boundaries, seismic activity, volcanic activity Educational Standards National and State Choose standards from or browse educational standards on TeachEngineering. State/national science/math/technology (provide source, year, number[s] and text): Minnesota State Science Standard Earth Science 3. Earth and Space Science 1. Earth Structure and Processes Version: January

15 2. The surface of the Earth changes. Some changes are due to slow processes and some changes are due to rapid processes Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the Earth's surface. ITEEA Educational Standard(s) ITEEA (provide standard number, grade band, benchmark letter and text): Standard 17. Students will develop an understanding of and be able to select and use information and communication technologies. Grades 3-5 D. The processing of information through the use of technology can be used to help humans make decisions and solve problems. E. Information can be acquired and sent through a variety of technological sources, including print and electronic media. Pre-Requisite Knowledge Ability to read and understand basic maps Learning Objectives After this activity, students should be able to: Explain where plate movement happens Explain the different ways that the plates can move and the effect of the movement Materials List Each group needs: A copy of the seismic map, the volcanic map and the interpretive map A copy of the plate boundary map Colored pencils Notebook paper To share with the entire class: Overheads or large copies of each map (could be put under a document camera or on a smart board) Cross Section picture The New Madrid, Missouri earthquake story Regular U.S. wall map Chart paper and markers Introduction / Motivation Read the story about the earthquakes in New Madrid, MO out loud. Have students find Missouri on a regular U.S. map and talk about what might have been happening underground to cause this. Vocabulary / Definitions Word Seismology The study of earthquakes Definition Version: January

16 Volcanology Plate tectonics The study of plates A theory that the earth s surface is made of giant plates that move very slowly Procedure Background Before the Activity Put students into groups of 3 or 4 With the Students 17. Hand out the three maps to each group. Tell the students that they are to make observations for each map. One member of the group should record the observations that the group members make about each map. They should not try to explain what is happening from the data on the map but rather just record what they see. 18. After about minutes. The groups will share with the class the various observations that they have made about each map. The teacher should record the whole class observations on chart paper. 19. As a whole class, compare the observations from the group maps to the United States and world maps on the wall. Discuss the features of the land that are in the locations noted in the group observations. Students should notice mountains, canyons, trenches, etc 20. Hand out the plate boundary map to each student they can still be in groups but each student needs their own copy. The groups need to devise a coding system using the colored pencils to mark the features of the land along the plate boundaries based on their initial observations and the previous class discussion. Each student should make their own copy. 21. As a group, write a description of the coding system and how it can be used to explain what is happening with the plates. 22. As a whole group, the teacher will share the picture of the cross section of the earth and discuss the various processes that the plates are moving through. The vocabulary on the picture is at a higher level than most 5 th graders need to know but it could be used in the discussion to connect what is happening on the earth to the study of seismology and volcanology. Connections should be discussed between the Milky Way activity that the students previously did to the picture and vocabulary of the plate movement. Image Insert Image # or Figure # here (use Figure # if referenced in text) Figure 1 Image file:? ADA Description:? Source/Rights: Copyright? Caption: Figure 1:? Attachments Version: January

17 Seismology map Volcanology map Interpretive map Boundary map Cross section picture New Madrid, MO story Safety Issues Troubleshooting Tips Investigating Questions Assessment Pre-Activity Assessment Descriptive Title:? Activity Embedded Assessment Groups should hang up their plate boundary map with their coding system for others to observe and turn in their written description of what the group did to the teacher. The teacher should review the maps and the written description to assess understanding of the objectives. Post-Activity Assessment Descriptive Title:? Activity Extensions Activity Scaling For lower grades,? For upper grades,? Additional Multimedia Support References Other Redirect URL Contributors Supporting Program Acknowledgements Version: January

18 Classroom Testing Information City Planning and Plate Tectonics (Bethann) Subject Area(s) Data Analysis Associated Unit City Planning and Plate Tectonics Yellow highlight = required component Associated Lesson Activity Title A safe place to build? Header Image 1 Image file:? ADA Description:? Source/Rights: Copyright? Caption:? Grade Level 5 th grade (4 th 6 th ) Activity Dependency Time Required minute class periods Group Size 3 Expendable Cost per Group US $ Summary Students will gain a conceptual understanding of mean, median and mode in the context of neighborhoods and then using Richter scale data to decide where to build a new company. The Richter scale data will be converted into actual magnitude and graphed. Finally, students will have to use all of their data to determine where to build the new company and write an explanation based on their analysis. Engineering Connection Students will play the role of engineers hired to make a decision for a public company based on actual data. They will communicate through a report their analysis and interpretation of the data with their final recommendation to the company. Engineering Category Relating math concepts in a contextual setting to the work of engineers. Keywords Mean, median, mode, range, measure of center, magnitude, Richter scale Educational Standards Minnesota Math Standards 2007 Grade 5 Data Analysis and Probability Data Analysis -Display and interpret data; determine mean, median and range Know and use the definitions of the mean, median and range of a set of data. Know how to use a spreadsheet to find the mean, median and range of a data set. Understand that the mean is a "leveling out" of data Version: January

19 Create and analyze double-bar graphs and line graphs by applying understanding of whole numbers, fractions and decimals. Know how to create spreadsheet tables and graphs to display data. ITEEA Educational Standard(s) Standard 12: Students will develop the abilities to use and maintain technological products and systems. Grade 3-5 G. Use common symbols, such as numbers and words, to communicate key ideas. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Grade 3-5 D. The processing of information through the use of technology can be used to help humans make decisions and solve problems. Grade 3-5 G. Letters, characters, icons and signs are symbols that represent ideas, quantities, elements and operations. Pre-Requisite Knowledge Base 10 place value in exponents Exponents Learning Objectives After this activity, students should be able to: Compute mean, median and mode Create a bar graph and interpret the data Materials List Each group needs: Unifix cubes graph paper (chart paper size if possible) house outlines pencils Markers Calculators lined paper Data sets worksheet To share with the entire class: Bill Nye Richter scale video clip Richter Scale chart Introduction / Motivation Discuss what engineers have to do with city planning. Talk about the U.S. Census and how that data is collected. Talk about the make up of the neighborhoods that the students live in (i.e. houses, town houses, apartments etc ) Version: January

20 Vocabulary / Definitions Word Definition Mean The central value in a set of numbers if all the numbers in the set were the same Median The middle value of an ordered set of numbers Mode In a set of values, the number that occurs the most often (there can be more than one) Magnitude A measure of the amount of energy released by an earthquake Range Richter Scale The difference between the highest and lowest value in a set of data Developed to measure the intensity of an earthquake Procedure Background Students should have a conceptual understanding of plate tectonics and how earthquakes happen. Before the Activity Students should have experience with exponents and how the base 10 place value system works With the Students Day 1: Each group of three students will need a stack of the house outlines and unifix cubes. Begin by asking the students to layout five houses on their table. Tell them that the unifix cubes represent people in their neighborhood. This neighborhood has 15 people in it. They may place the cubes any way they would like in the houses. Have them look at their neighborhood and describe what they see. When they offer something like Three of my houses have the same number of people in it, ask others if they have some houses with the same number of people in it. As the conversation goes introduce the word Mode and put the word on the word wall. Continue with a discussion about ordering the size of the families in the houses and introduce the word median and put it on the word wall. Finally talk about what the neighborhood would be like if all the houses had the same number of people in them and introduce the word mean and put it on the word wall. Include a conversation about the range and put that word on the word wall. Remind the students that they cannot add or subtract people out of their neighborhood once they have been told how many houses and how many people to include. Continue this routine using various numbers of houses and people. (i.e. 3 houses and 12 people or 6 houses and 30 people) Record the results of the mean, median and mode for each neighborhood the groups develop. After multiple neighborhoods have been recorded, have a discussion about each of the terms to clarify understanding. Lead students toward looking at the relationship in the mean with the number of houses and the number of people in the neighborhood. Make a T-chart to help show the relationship. Students should be able to verbalize that the total number of people divided by the number of houses is the mean. Finally have groups write a rule to find a mean for any situation. Groups should share their rule and a collective rule should be posted. Examples could be expanded to larger numbers such as houses on a block and blocks in a neighborhood to reinforce the conceptual meanings of the measures of center and make further connections to city planning. Day 2: Begin by explaining to the groups that their team has been hired by a large company to help the company determine where to build their next building. They have narrowed the choices down to three cities in the United States. The company owners are worried about the effect of earthquakes on their Version: January

21 building. The student engineers job is to use Richter Scale data from the three cities to analyze which city they think will be the safest place to build the building. Hand out copies of the Richter Scale and discuss what the levels of magnitude mean and feel like. Put the word magnitude on the word wall. While at the word wall, review the terms mean, median and mode from the previous day. Hand out the data sheet of the Richter Scale readings for the three cities. Instruct the students that they have been hired to analyze the data and write a report back to the president of the company. Their report should include all the data that they used to determine what city the company should choose. (Allow the students to use calculators to find the mean). A possible starter could be to have each group pick one measure of center to use first and then expand their report based on that particular measure of center with follow up questions. As students are working, monitor that they are finding all three measures of center for each city. Once students have written their letter each group must pick a representative to read the letter to the class. When the letters are being read, ask probing questions like, why did you pick the mode or why the median. Look for understanding of the conceptual use of each measure of center. Allow other groups to ask questions about the decisions and argue about the decisions based on the data available. Day 3: Begin by showing the Bill Nye Richter Scale video clip. After watching it have a discussion about base 10 place value and review the exponent system that can represent base 10 place value. Create a double number line on the board with the top line representing the Richter Scale and the bottom line representing base 10 in exponents (i.e. top line starts with 0 and the bottom line starts with 10 0, next the top line has a 1 and the bottom line underneath it says 10 1 continue through 10 on the top line and ). As a class talk about how each level of the Richter scale is ten times bigger than the level before it. Remind students that that would mean that a 1 on the Richter Scale is actually a magnitude of 10 and that a 2 on the Richter Scale is actually a magnitude of 100. Look back at the data sheet from the day before and ask students to estimate where several of the actual pieces of data would be on each number line. For example a Richter Scale reading of 1.8 would be between 10 and 100 and closer to the 100. Instruct students how to use their calculators to find what actually represent. Students should calculate all of the actual magnitudes on the data sheet and create a separate bar graph for each city. Once completed each group should analyze their bar graphs and their letter from the previous lesson and either change or add continued support for their decision based on the additional information from the bar graphs. Finally have each group present their final proposal to the company president based on their analysis of all the data. Image Insert Image # or Figure # here (use Figure # if referenced in text) Figure 1 Image file:? ADA Description:? Source/Rights: Copyright? Caption: Figure 1:? Attachments House Outline template Data sheet Richter Scale diagram Version: January

22 Bill Nye Video clip Safety Issues N/A Troubleshooting Tips Students may need support in creating the scale on the bar graphs. The vertical axis needs to go up to at least 42,000 so scaling by 100 or 200 is necessary with some modification for the extreme data. depending upon the size of the graph paper. Chart paper size graph paper would be ideal. Be aware of how different calculators do exponents so that you can help students who do not know how to use their calculator. Investigating Questions During Lesson 2 question the 0 s in the data set for Truman, Arkansas. This may be needed for accuracy or for importance in the analysis. Question the range for each data set and how that may impact the analysis. After all the letters have been read, talk about what would happen if more data was given that was below the median or above the median. What would happen to each measure of center? Work through several examples as a whole class. Introduce the term outlier and give examples could be done after Day 3 when the students were working with the actual magnitudes. Assessment Activity Embedded Assessment Monitor accuracy in the students work throughout the three day lesson Post-Activity Assessment Descriptive Title: Letter to the Corporation President This should include accurate measures of center and their impact on the decision that the group made. Activity Extensions Make up additional Richter Scale data for each city. Students should discuss the impact that this new data would have on their report to the company president. Activity Scaling For upper grades or more advanced students add more pieces of data to each data set Additional Multimedia Support References Other Redirect URL Contributors Version: January

23 Supporting Program Acknowledgements Classroom Testing Information Shaking Towers 1 st Draft Subject Area(s) (Select from TE subject areas) Associated Unit Plate Tectonics Yellow highlight = required component Associated Lesson Activity Title Shaking Towers Header Image 1 Image file:? ADA Description:? Source/Rights: Copyright? Caption:? Grade Level _5_ (4-8) Activity Dependency Time Required five to six 50 minute class periods Group Size 2-4 students per group Expendable Cost per Group US $ Summary This is an architectural engineering design activity. The students will be designing the new corporate headquarters for a company. The building must hold weighted sandbags and survive an earthquake in order to be considered a successful design. Engineering Connection Structural design, effects of different types of substrate on building decisions. Engineering Category = Choose the category that best describes this activity s amount/depth of engineering content: 7. Engineering analysis or partial design Keywords Structure, foundation, symmetry, truss Educational Standards Minnesota State Standard 5 th grade Understand that different models can be used to represent natural phenomena and Version: January

24 these models have limitations about what they can explain. ITEEA Educational Standard(s) ITEEA (provide standard number, grade band, benchmark letter and text): Standard 8. Students will develop an understanding of the attributes of design. 3-5 C. The design process is a purposeful method of planning practical solutions to problems. D. Requirements for a design include such factors as the desired elements and features of a product or system or the limits that are placed on the design. E. Design is a creative planning process that leads to useful products and systems. F. There is no perfect design. 6-8 G. Requirements for design are made up of criteria and constraints Standard 9. Students will develop an understanding of engineering design. 3-5 C. The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the solution(s), making the item, evaluating it, and presenting the results. D. When designing an object, it is important to be creative and consider all ideas. E. Models are used to communicate and test design ideas and processes. Pre-Requisite Knowledge Learning Objectives After this activity, students should be able to: Students will be able to follow through a design process of creation, testing, redesigning and retesting in order to create a building that will withstand a model earthquake. Students will work together as a team Materials List Each group needs: Card board base (25 cm x 25 cm) 30 straws 100 paper clips (one box) 20 straight pins 2 meters of string Towers Handout A box of spaghetti gumdrops A box of toothpicks marshmallows 3 cardboard containers like the base of half gallon milk cartons 7 cm tall.5 L of sand,.5 L of sand mixed with diluted white school glue and.5 L of patching plaster To share with the entire class: Version: January

25 10-20 sandbags consisting of 250 grams of sand in ziplock sandwich bags. The bag should be taped into a hotdog shape 1 shake table made from two hard surfaces like a binder cover, 4 racquet balls and 2 rubber bands. The four balls are placed between the two hard surfaces and held together with the rubber bands. 4 large binder clips to secure the base to the shake table Introduction / Motivation Students will participate in a 5 E s framework to investigate connections between the earth s processes and the human built environment. Students participate in a series of engineering challenges to help them understand the effects of substrates on building structure and test them in a simulation of tectonic activity. From the data lesson, the teams have determined which city a company should build their new building in based on data about the earthquake activity in the area. Now the company would like the engineering team to design, build and test a model building that will withstand mild and severe earthquakes. The teams will create a poster of their experience to present to the company board of directors which will include the important information that the team learned in the design process for the model. Vocabulary / Definitions Word Definition structure something built or constructed, as a building, bridge, or dam. symmetry the correspondence in size, form, and arrangement of parts on opposite sides of a plane, line, or point truss to tie, bind, or fasten. foundation the natural or prepared ground or base on which some structure rests Procedure Background Review the previous plate tectonic ideas that have been developed in the unit. Before the Activity Build the shake table and assemble the sand bags. If possible build your own structure and test it in order to understand the challenges that the students might run into. Gather sand, glue, and plaster. Collect milk carton bases. Each material will be put into the base and four toothpicks will be inserted by the students in a square to dry overnight With the Students Engage 1. Students will work in teams of 3 or 4. Provide each group with a box of spaghetti and gumdrops. Students will have 15 minutes to build the tallest spaghetti and gumdrop tower that will withstand the shake of an earthquake. (Shake table). 2. As a whole class, each tower will be tested on the shake table. 3. Conclude with a discussion about all the towers that withstood the earthquake test by placing those towers in a central location. The teacher will facilitate a discussion about the similarities and differences of these towers. Record the ideas on chart paper. 4. The teacher should be sure to make connections between this experience and the overall unit. This activity will be the preliminary data for the overall engineering challenge. Version: January

26 5. Tell students tomorrow they will have another design challenge, this time to test the effects of different soil types on structural integrity. With about 15 minutes remaining until the end of the class period, or as a homework assignment, have each group member set up one soil type model with toothpick bases to dry overnight (each group needs 3 different models). Each group needs patching plaster, sand, glue, water, toothpicks, and container such as the base of a milk carton. One student will place.5 L of dry sand in the bottom of a milk carton, and insert 4 toothpicks in a 20 cm x 16 cm rectangle to serve as the base of the building you will build tomorrow. One student will place.5 L of sand hardened with diluted glue in the bottom of a milk carton, and insert 4 toothpicks in a 20 cm x 16 cm rectangle to serve as the base of the building you will build tomorrow. One student will place.5 L of patching plaster in the bottom of a milk carton, and insert 4 toothpicks in a 20 cm x 16 cm rectangle to serve as the base of the building you will build tomorrow. Explore The teacher should introduce the idea that soil types are not the same all over the world. The soils in two of the cities from the data lesson are sandy desert type soils while the third city is a loamier mountain/forest type soil. 1. Share the three soil types with the class; sand, sand with glue and plaster. Discuss the differences. Ideally, each group will test three different soil types to help students understand that engineering design must take into account physical considerations that influence building decisions. Alternatively, this could be done where the class is divided into thirds and results shared. 2. The group should plan a design that is going to be built in each soil type. The building should be the same for each type. 3. After about minutes of building, the whole class should observe as each building and soil is tested on the shake table to determine if it will with stand the shake. Explain 1. The teacher will facilitate a discussion about the observations from the tests. Be sure to talk about how the soil impacted the base of the tower and details about the design of the tower that helped or hindered the success of the structure. 2. Finally, the teacher should share information about base isolation systems or what architects design to help buildings withstand an earthquake depending on the soil type. 3. Magnitude, distance from the epicenter, and the soil conditions are the main determinants of the effects that you feel during an earthquake. 4. Students should be guided to use what they learned from the spaghetti experience and the toothpick experience as they design their straw structure in the next section. Elaborate 23. Introduce the challenge by telling the students that the company was so happy with their report on where to build their new company building. The company has hired them again as the engineering team that will be designing the building in that city. Hand out the student sheet for the students to follow along. 24. Explain the rules to build a testable model: A. The building must fit on the cardboard base. B. The building must be at least 36 cm tall C. The building must have two stories that are at least 18 cm tall each Version: January

27 D. Each story must support the weight of at least one sandbag E. A design must be submitted prior to receiving materials. The design should include the area of the base and the height of the structure. F. No additional materials will be given so use your group materials carefully 3. Share the materials that the groups will each receive as a whole class prior to them starting the design. 4. Student teams should begin working on their designs/drawings which should include measurements 5. Review the design of each group and then hand out the materials as they are reviewed. Students begin building their first design. 6. As groups finish, start the testing process. Testing Process: a. Place 1 sandbag on the first story and 1 sandbag on the second story b. Tap the top level of the shake table for a minor earthquake c. If the structure buckles or the sandbag(s) fall or drop off half way down or more the structure fails and the group needs to redesign their structure. The structure must remain standing for at least 10 seconds after the table is done shaking. d. If the structure survives the minor earthquake then test for a major earthquake. A major earth quake is made by holding the base of the table and pulling the top level back at least 3 cm and then letting go. (This should be consistent for each group) e. If the structure survives continue testing by next putting a second sandbag on the top level and redoing the major earthquake. f. Continue testing by adding a second bag on the first level and causing another major earthquake. g. Continue adding a bag to each level one at a time. h. At any point, if the structure fails, the team needs to make adjustments and then continue testing. Any measurement changes to the area of the base or the height of the structure should be recorded prior to testing. This design and testing process should take most of two class periods. At the conclusion of the second day, hold a class discussion about the experience. Introduce the vocabulary of foundation and truss as the students are sharing about their design process. When students are talking about the area of the base and the heights of the building record the data on the board or chart paper. Lead students toward conclusions about the height-base ratios that were successful and not successful. Evaluate 1. Students will share their designs with the class through a poster presentation. The poster should include their original sketch and then sketches of the redesign work that was done based on the testing, measurement information about the bases and heights as well as any other items of structural importance. A written conclusion should be part of the poster explaining what they learned and connecting it to what they know about the earth and its processes relating to plate movement. Image Insert Image # or Figure # here (use Figure # if referenced in text) Figure 1 Image file:? ADA Description:? Source/Rights: Copyright? Caption: Figure 1:? Version: January

28 Attachments Safety Issues Be clear about the use of the straight pins so that students are not poking each other with them. Troubleshooting Tips Investigating Questions How are successful trusses designed? How does symmetry figure into the design? What base-height ratios appear to be the most successful? Assessment Activity Embedded Assessment Analyze the teams ability to work through the design process as they are creating, testing and retesting their structures. Post-Activity Assessment Poster Report (see the Evaluate section above for more details) Each team will create a poster to present to the company board of directors that details their design process. Each stage of the process and the results should be represented on the poster. The final design and recommendations should be clearly stated. Each group will share their poster with the class. Activity Extensions Each group could rebuild their structure in the soil type of the city location that they chose from the data lesson. The Nevada and California cities are in desert regions so the sandy soil would be used and the Arkansas city is more mountain/forest so the soil and glue sample or the plaster sample should be used. Once the structure has been rebuilt in the soil sample proceed with the testing as was done previously. Activity Scaling For lower grades, _Stop groups periodically and talk about what is working and what is not working For upper grades, _Provide additional materials to choose from when building the structure References Redirect URL Contributors Supporting Program Acknowledgements Classroom Testing Information Version: January

29 Teaching Resources & Handouts for Each Unit Milky Way Plate Tectonic: None Wegner s Puzzle: Version: January

30 Version: January

31 Version: January

32 Version: January

33 Map Plate Tectonics: Earthquake Map Volcano Map Version: January

34 Interactive Plate Tectonic Map Version: January

35 Version: January

36 Plate Tectonics City Planning: Data Analysis Sheet Version: January

37 Plate Tectonics City Planning: Mean, Median, Mode Information Tonopah, Nevada Mean: 2.01 Median: 1.6 Mode: 1.6 Range: = 3.1 Richter Scale Data Measures of Center **Teacher Information Truman, Arkansas Mean: 2.07 Median: 3.0 Mode: 0 Range: = 3.9 Seeley, California Mean: 1.78 Median: 1.65 Mode: 0.9 Range: = 2.2 Version: January

38 Shaking Towers: Scoring Handout Earthquake Tower Challenge 100 points You and your partner have been hired as the structural engineers in charge of designing a new 2- story art building. There are many building codes you must follow. Each floor of the building must support at least 250 grams of weight. Also, the building will be located near an earthquake fault; therefore your building must be able to withstand both small and large earthquakes. Since the building will be used for art classes, you may be as creative as you like with the shape and design of the building (it does not need to be box shaped). You are limited to the following materials: 1 cardboard base (approximately 25 cm by 25 cm) 30 straws 100 paper clips (one box) 20 pins 2 meters of string Your building must meet the following requirements: The building must fit on the base. Attach your building to the base using pins, paper clips, or string. Your building must be at least 36 cm tall. Your building has 2 stories that are each at least 18 cm tall (approximately the height of 1 straw). Each story must support the weight of at least 1 sand bag (250 grams) without collapsing. A construction drawing with measurements and analysis must be submitted before earthquake testing. To survive an earthquake test, the building must not collapse for 10 seconds after the earthquake begins. The weights must stay on the building. You have 1 minute to repair any damage to your building before the next earthquake test. Hints and tips: PLAN CAREFULLY! Additional supplies will not be provided. Remember these words of wisdom: Measure twice. Cut once. Use the concepts of tension and compression. If an element is in tension and not compression, you can use string instead of straws. Try building without pins first, then add pins where connections need reinforcement. Make sure that your foundation is very strong. Remember to design a way to secure the weights so that they don t fall off AND so you can add additional weights to the top story. Version: January