Jonna Reamer Grade 9: Earth Science

Plate Motion 1) Learning Context: The purpose of this Learning Experience is to provide opportunity for students to understand plate tectonics and how the process it has shaped the Earth as we know it today.

Standards: This Learning Experience will be addressing Learning Standard Four which states Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. The Performance Indicator which is being addressed is Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of earths plates. In the Core Curriculum for Earth science, the Performance Indicator is linked to a series of major understandings (2.1j-2.1n) which involve students knowing the properties of Earths internal structure, mantle convection theory, plate boundaries, and landforms associated with plate collisions. 2.1j: Properties of earths internal structure (crust, mantle, inner core and outer core) can be inferred from the analysis of the behavior of seismic waves (including velocity and refraction).

2.1k: The outward transfer of earths internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising earths surface. 2.1l: The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate earth is a dynamic geologic system. 2.1m: Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma at both subducting and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust. 2.1n: Many of earths surface features such as mid-ocean ridges/rifts/trenches/subduction zones/island arcs, mountain ranges, hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.

By the end of this Learning Experience, students will have an understanding of the plate tectonic theory, its influence on history and how it interplays with mantle convection theory and other systems on Earth, as well as the different collision zones, landforms and hazards.

2) Assessment Plan: Levels of Student Performance:

Criteria Mathematical concepts Really getting it Obtains correct rate and unit of Almost there Shows most steps clearly, but has A bit off Starts off with some correct Have you even come to class? No understanding of measurements

plate motion. Shows all steps clearly and identifies slow vs fast with understanding of ramification of classification. Theoretical concepts Clearly defines the theories at hand (plate tectonic and mantle convection) and correctly applies theory to a given scenario to produce a logical explanation. Can correctly relate the rock cycle to plate dynamics. Understands the different rheological layers, and how they apply to plate tectonics.

Historical Concepts

Demonstrates understanding of specific facts of the history of each theory and demonstrates understanding of implications these have made on scientific progress.

problem with either units or decimals. Identifies each rate as either slow or fast but demonstrates no understanding of classification. Able to define the theories of plate tectonics and mantle convection and begins to connect one of them to the scenario, but ends up with the wrong explanation due to lack of understanding in applying the theory. Has basic understanding of how the rock cycle is affected by plate dynamics. Can name the different rheological layers and understands they are important in plate tectonics, but lacks clear details on how. Demonstrates understanding of most specific facts of the history of each theory and begins to explain ways this has affected scientific progress but leaves

measurements or mathematics, but lacks correct procedure for obtaining a definite answer. No demonstration of classification. Identifies some aspects of the theories, but cannot relate them to a given scenario and demonstrates no understanding of the application of the theory. Unable to explain most of the rock cycle in terms of plate dynamics, but knows there should be a connection there. Can identify some of the rheological layers, but does not demonstrate how they are important to plate tectonics.

to begin with or procedure to follow. Unable to classify or explain the classification chosen.

Cannot define the theories at hand nor apply them to a scenario at all with no attempt at explanation. Does not relate the rock cycle to plate dynamics at all. Cannot identify the rheological layers.

Knows unconnected pieces of history but unable to show how scientific progress has been affected.

Unable to demonstrate understanding of historical aspects of any given theory. Does not attempt to explain how scientific progress has been impacted by any

Critical thinking section

explanation too vague. Properly identifies Identifies most hazards and hazards and features of collision features of each zones. Is able to collision zone. relate these to Demonstrates plate correct reasons motion/interaction. behind them in Able to speculate terms of plate on why these are motion and present as well as interaction, but how humans may only has vague be affected and ideas about how what can be done humans are to prevent affected and injury/destruction prevention and relates techniques. A bit scenarios to their vague on own life. application to Understands their own tectonic seismic processes setting. in all layers of the Understands Earth. seismic wave motion through most layers of the Earth.

theory. Identifies some hazards and features of each collision zone, but doesnt know why these are related to the plate motion/interaction at hand. May state some basic ways humans are affected but no extrapolation on how to prevent this. Some ideas about their own tectonic situation. Understands seismic wave motion through some layers of the Earth. Unable to identify hazards or features of any type of collision zone with no further explanation in terms of plate motion and interaction. Does not understand how humans may be affected or how to prevent injury/destruction. Does not understand their own tectonic setting. Cannot describe seismic wave motion in any layer of the Earth.

3) N/A 4) Procedure: On day one, the instructor will introduce plate tectonic theory and mantle convection theory, stressing how plate motion happens. There will be either a video or computer animations used to demonstrate the motions associated with each (some possible short clips are: How Mountains Form (2007), Plate Tectonics (2006), and Plate Tectonics Animation (2007). At least one of the videos included should explain who was responsible for the theory of plate tectonics, and how it changed science. For next class,

students are asked to research what type of boundary makes up the eastern coast of the US, and come in with either a question or interesting fact to share with the class. Day two will begin with the research assignment from the last class. Volunteers to begin the discussion will be asked for, but everyone must participate at some point for participation points. During the discussion, the theories will be expanded upon. There will be a focus on explaining different types of plate boundaries. There will be brief notes defining volcanoes, landslides, lahars and earthquakes. The formation of each of these hazards, as well as where in the world they might be found, will also be covered. At this point, there is one more animation to show from you-tube called Continental Drift and Plate Tectonics(2008). For homework this day, students will be assigned a volcano and asked to make a 1-2 minute mini-presentation about the eruption history of it. Day three will begin with half of the presentations. Following this, rates of plate motion will be discussed. Before being told where and why the most rapid motion can be found, students will be asked to speculate about it, and share thoughts with each other. The actual facts will then be covered, with notes as to why certain spreading centers are faster than others, and where these can be found. As homework, each student should try to find out how plate tectonics affect US citizens. What places are particularly dangerous? What types of things are being done to prevent injuries in these areas? Students will write their findings in a 2-3 paragraph essay. Day four will focus on explaining how all of this plate motion affects human populations, and the different hazards associated with each type of zone. The rest of the presentations will start off the day, and lead into a group discussion of findings from the

homework. I would like to show selections from The Wild Adirondacks by Carl Heilmann II, provided I can obtain a copy of the DVD (Heilmann, 2006). Day 5: Finally, a lab will be handed out where the students are expected to pair up and read through the instructions to complete the lab. The entire class will need to move to the computer lab for this exercise, as it is a digital lab. The instructions will be read through briefly, and an example of calculating spreading rates shown on the board. The lab will be about rates of plate motion and have the students expand their knowledge of plate tectonics. As some of the material is new, students will be given two full classes to work on the lab, as well as additional days before the assignment is due. Additionally, the last question will be omitted. This provides ample time for students to receive extra help as well as find computer time. 5) Resources: Packets of the lab with maps must be photocopied and rulers provided, as well as overheads made to demonstrate class examples and provide a visual of the lecture for note-taking. Time in the computer lab for the class must be booked in advance. The video must be obtained and a computer with projector to view the movie and animations is required. Links to the animations have been provided in the procedure. *A copy of the lab is uploaded as a file attachment or can be found at the following URL*(<http://geology.isu.edu/Digital_Geology_Idaho/Labs/Plate%20Tectonics%20Lab. pdf>) Formal citations: Link, P., Lewis, R., Khan, S., Schmidt, K. (2004). Plate Tectonics Lab [Lab Handout]. Department of Geosciences, Idaho State University, Idaho, USA.

Heilmann, N. (2006). The Wild Adirondacks [motion picture]. USA: Natural History Museum of the Adirondacks. (2007, September 13). Plate Tectonics Animation [video file]. Retrieved from http://www.youtube.com/watch?v=ZLJLFYXp-0Q&feature=related

(2006, April 30). Plate Tectonics [video file]. Retrieved from http://www.youtube.com/watch?v=GYVS_Yh6dTk&feature=related (2007, July 16). How Mountains Form [video file]. Retrieved from http://www.youtube.com/watch?v=ngV66m00UvU&feature=related (2008, January 11). Continental Drift & Plate Tectonics [video file]. Retrieved from http://www.youtube.com/watch?v=ANeH9W-HMPc&feature=fvw

6) Instructional/Environmental Modifications: A student with learning disabilities would be responsible for less work, as was dictated in the students IEP. For most of the Learning Experience, physically handicapped students will not require modification. If a student is unable to write or use a ruler, most likely they already have an aid assigned to them. Otherwise, they may work with their lab partner and me, and dictate what we should be writing. Wheelchair bound students should have no significant problems with this exercise, provided they have the mobility to navigate a computer and write.

7) Time Required:

This learning experience includes both the lessons on plate tectonics and related material as well as the lab being described on rates of plate motion. Each of the four lessons are designed to be presented in one class period, as well as the lab in 2 separate class periods. This brings the total amount of time for application of the Learning Experience to 6 classes, assuming that each class is 45 minutes long. However, preparation will be extensive. PowerPoints for note taking need to be created and videos researched and selected. This will take an additional four hours of preparation. Grading time for the lab also needs to be considered. It should take two days to grade the class, though this may vary with class size. 8) Reflection: This was chosen as it is common for students to never truly grasp the slow rates at which Earths lithospheric plates are moving. As for the Standard being addressed, this Learning Experience will force students to go beyond just calculating some rates and have them critically thinking about what is happening and why they are getting these results. It helps to take all of the knowledge the students have accrued on a particular topic (plate tectonics) and link the pieces together for true understanding. This lab will link mantle convection with hot spots, the theory of tectonics and collision types. The students should be thinking about warning systems for earthquakes and volcanoes. Knowing how a plate moves gives us a better way to predict what might happen and save lives.