Earth Science Unit 6

Geology: Plate Tectonics

Suggested Time: 5 Weeks

During this unit, students will explore the interactions between the internal and external Earth structures and effects. The interactions between plates influence the shape, size, and positions of continents, mountain ranges, location of earthquakes and volcanoes, and the distribution of resources and living organisms. Plate tectonics is the explanation for the causes of earthquakes, volcanoes, folding, and faulting. Students should come to earth science with knowledge of the Earth’s layers and the idea of convection currents. Plate tectonics should be introduced and reflected on with each additional geologic process.

Virginia’s provinces are a direct result of the Earth’s geologic processes. Students should be able to give distinguishing characteristics for the five physiographic provinces.

BIG IDEAS: Earth is a dynamic planet. Geologic processes that occur today have occurred throughout geologic time.

STAGE 1 –Desired Results UNIT 6 BIG IDEAS:

Earth is a dynamic planet. Geologic processes that occur today have occurred throughout geologic time.

Enduring Understandings: Essential Questions: The Earth is a dynamic system that is constantly in motion. Most geologic activity occurs as a result of relative motion along plate boundaries. Geologic processes are evidenced in the physiographic provinces of Virginia.

How do geologic features and processes of today inform us of the past?

How and why is the Earth continuously changing?

Instructional Focus Standards of Learning Essential Knowledge and Skills Virginia Beach Objectives

Virginia Department of Education Expectations 6.1 Plate Tectonics

ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include:

a) geologic processes and their resulting features; and

b) tectonic processes. ES.10 The student will

investigate and understand that oceans are complex, interactive physical, chemical, and biological systems

label on a map the physiographic provinces of Virginia.

comprehend the topographic, rock-type and geologic-structural characteristics of each physiographic province of Virginia.

analyze the geologic history of Virginia in terms of the structures, rock types, and topography represented in the five physiographic provinces.

integrate and interpret the rock cycle, plate tectonics, and Virginia’s geology in an interacting diagram.

analyze how multiple continental collisions and rifting events over the last billion years have created the current physiography of Virginia.

comprehend and apply the details of

Compare and contrast the layers of the Earth (the core, mantle, and crust) focusing on depth, physical characteristics, and any special features (such as convection currents in the mantle) for each layer. (6.1.1)

Differentiate between continental crust and oceanic crust according to topography, density, and thickness. (6.1.2)

Outline the evidence for the Plate Tectonics Theory to include continental drift and sea-floor spreading (seafloor age, magnetic reversals, seismic profiles, laser-measured motion studies, fossil evidence, rock types associated with particular tectonic environments). (6.1.3)

Explain how the lithosphere is divided into plates that are in motion with respect

and are subject to long- and short-term variations. Key concepts include:

d) features of the sea floor as reflections of tectonic processes.

Plate Tectonics Theory to the formation of continents, mountain chains, island arcs, deep open trenches, earthquake zones, and continental and mid-ocean volcanism.

analyze the composition and structure of the continental and oceanic lithosphere in terms of topographic features, density, thickness, and rates of motion.

compare and contrast various types of volcanism and geothermal activity (i.e., Hawaii, Iceland, Mount St. Helens, Catoctin Greenstone, Tambora, the Deccan Traps, and Yellowstone).

compare and contrast different types of current and ancient plate boundaries (i.e., Japan, California, New Madrid, Missouri, the Appalachian system, Iceland, and Tonga).

analyze how seismic waves provide evidence of the structure of the deep Earth including the inner and outer core in terms of composition, density, and viscosity.

analyze the body of evidence for Plate Tectonics Theory (i.e., seafloor age, magnetic information, seismic profiles, laser-measured motion studies, fossil evidence, rock types associated with particular tectonic environments).

analyze the various structures produced in convergent plate

to one another (compression, tension, and shearing) because of convection currents in the mantle. (6.1.4)

Describe and identify the features of the three plate boundaries: divergent (sea floor spreading, mid-ocean ridges, rift valleys, fissure volcanoes and flood lavas), convergent (subduction and continental collision, folded and thrust-faulted mountains, volcanoes, trenches and island arc formation), and transform (strike-slip faults). Include information about Hot Spot activity. (6.1.5)

Explain how folds and faults form and identify the three types of faults to include: normal, reverse, and strike-slip. (6.1.6)

Compare and contrast the types of volcanism and geothermal activity (i.e., Hawaii, Iceland, Mt. St. Helens, Catoctin Greenstone, Tambora, the Deccan Traps and Yellowstone). (6.1.7)

Compare and contrast seismic waves and earthquake location and relate how they are used to provide evidence of the structure of the deep Earth, including inner and outer core composition, density and viscosity. (6.1.8)

Interpret a map to determine that large scale, high energy events of geologic activity (earthquakes, volcanoes and mountain building) occur as a result of motion along plate boundaries. (6.1.9)

Interpret the tectonic history of an area based on the range and type of rocks as

boundaries. offer interpretations of the tectonic

history of an area based on the range and type of rocks found in that area.

compare and contrast the tectonic activity of the east coast and the west coast of North America.

shown on a map paying special attention to the east and west coast of North America. (6.1.10)

Compare and contrast different types of current and ancient plate boundaries (i.e. Japan, California, the Appalachian system, Iceland, Tonga and New Madrid, Missouri.) (6.1.11)

6.2 Virginia Geology

ES.6 The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include: c) resources found in

Virginia.

analyze the formation of fossil fuels in terms of the rock cycle and Plate Tectonics Theory, and relate the formation of fossil fuels to ancient biologic and atmospheric conditions and changes and locations within Virginia.

Summarize how the five physiographic provinces in Virginia were produced by a billion-year-long tectonic and geologic history including the effects of multiple continental collisions and rifting events. (6.2.1)

Locate the physiographic provinces on a map. (6.2.2)

Describe the rock types, topography, resources and geologic structure of the Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge (Karst topography) and Appalachian Plateau (coal deposits). (6.2.3)

Integrate the rock cycle with Plate Tectonics Theory and determine how this is reflected in the geology of Virginia’s five physiographic provinces. (6.2.4)

Determine that in Virginia fossils (mostly marine) are found mainly in the Coastal Plain, Valley and Ridge, and Appalachian Plateau provinces which indicates that large areas of the state were periodically covered by seawater. (6.2.5)

Students will know… Students will be able to…

Earth consists of a solid, mostly iron inner core; a liquid, mostly iron outer core; a rocky, plastic mantle; and a rocky, brittle crust.

There are two different types of crust – oceanic and continental – that have very different characteristics.

The lithosphere is the solid outer shell of the Earth, composed of the uppermost portion of the mantle.

The Earth’s lithosphere is divided into plates that are in motion with respect to each other.

Plate motion occurs as a consequence of convection in Earth’s mantle. Plate tectonics is driven by convection in the mantle.

Most geologic activity (e.g., earthquakes, volcanoes, and mountain building) occurs as a result of relative motion along plate boundaries.

Relative plate motions and plate boundaries are convergent (subduction and continental collision), divergent (sea floor spreading), or transform.

There are two different types of crust (oceanic and continental) that have very different characteristics

Ocean crust is relatively thin, young, and dense. Continental crust is relatively thick, old, and less dense. Continental drift is a consequence of plate tectonics. Hot spot volcanic activity, such as volcanic islands, is exceptional

in that it is not related to plate boundaries. An earthquake is a shaking of the Earth’s crust caused by a release

of energy. Earthquake activity is associated with all plate boundaries. Major features of convergent boundaries include collision zones

(folded and thrust-faulted mountains) and subduction zones (volcanoes and trenches).

Major features of divergent boundaries include mid-ocean ridges, rift valleys, and fissure volcanoes.

Major features of transform boundaries include strike-slip faults. A fault is a break or crack in Earth’s crust along which movement

occurs. Many types of faults occur due to the movement of plates. Most active faults are located at or near plate boundaries.

Earthquakes result when movement occurs along a fault. When rocks are compressed horizontally, their layers may be

deformed into wave-like forms called folds. This commonly occurs during continental collisions.

A volcano is an opening where magma erupts onto Earth’s surface. Most volcanic activity is associated with subduction, rifting, or sea floor spreading.

There are three different types of volcanoes based on the structure of their cones and the type of ejecta that caused them to form. Shield volcanoes are formed when large amounts of lava spill from

Describe the properties of Earth’s crust and interior.

Predict the geologic activity (e.g., earthquakes, volcanoes, and mountain building) that occurs as a result of relative motion along plate boundaries.

Label a map of the physiographic provinces of Virginia.

Identify evidences of geologic processes in the physiographic provinces of Virginia including the Coastal Plain, the Piedmont, the Blue Ridge, the Valley and Ridge, and the Appalachian Plateau.

a vent and spread widely. Cinder cones build up when mostly tephra erupts from a vent and falls back to Earth around the vent. Composite volcanoes form when both lava and tephra erupt. The materials pile up in alternating layers and form a towering, cone-shaped mountain.

Evaluate the impact of earthquakes and volcanoes on environment. Virginia has five physiographic provinces produced by past tectonic

and geologic activity. Each province has unique physical characteristics resulting from its

geologic past. The five physiographic provinces of Virginia are Coastal Plain,

Piedmont, Blue Ridge, Valley and Ridge, and Appalachian Plateau. The Coastal Plain is a flat area underlain by young, unconsolidated

sediments. These layers of sediment were produced by erosion of the Appalachian Mountains and then deposited on the Coastal Plain.

The Piedmont is an area of rolling hills underlain by mostly ancient igneous and metamorphic rocks. The igneous rocks are the roots of volcanoes formed during an ancient episode of subduction that occurred before the formation of the Appalachian Mountains.

The Blue Ridge is a high ridge separating the Piedmont from the Valley and Ridge province. The billion-year-old igneous and metamorphic rocks of the Blue Ridge are the oldest in the state. Some metamorphism of these rocks occurred during the formation of the Appalachian Mountains.

The Valley and Ridge province is an area with long parallel ridges and valleys underlain by ancient folded and faulted sedimentary rocks. The folding and faulting of the sedimentary rocks occurred during a collision between Africa and North America. The collision, which occurred in the late Paleozoic era, produced the Appalachian Mountains.

The Appalachian Plateau has rugged, irregular topography and is underlain by ancient, flat-lying sedimentary rocks. The area is actually a series of plateaus separated by faults. Most of Virginia’s coal resources are found in the plateau province.

Stage 2- Assessment Evidence

Title of Performance Assessment The Case of Continental Drift

Description of Task During this task, students engage in a historical case study that gives them an opportunity to engage in authentic scientific argumentation with the goal of developing a deeper understanding of the nature of science. Students present their findings in a position-driven symposium. The task consists of three components: evidence analysis, symposium preparation, and the symposium. Standards of Learning ES.1.c, ES.1.d, ES.7.a, ES.7.b, ES.10.d Virginia Beach Objectives 6.1.3, 6.1.4, 6.1.5, 6.1.9 Science Practices In this task, students construct explanations, engage in argument from evidence, obtain, evaluate, and communicate information. In addition, students will work with multiple hypotheses by which they must weigh scientific evidence in light of competing explanations of the continental drift. 4 C’s In this task, students will collaborate with peers on the evidence presented for each hypothesis (collaboration), apply scientific principles to engage in analysis of evidence (critical thinking), and communicate their conclusions in written as well as verbal forms (communication). Assessment Outcomes/Performance Expectations 1. Analyze and interpret multiple sources of data presented in maps 2. Use evidence to construct a historical geological argument 3. Use evidence to support an argument 4. Analyze the body of evidence of the Plate Tectonics Theory 5. Explain how the continental drift is a consequence of plate tectonics General Teacher Instructions This task will take approximately 90-180 minutes to complete, depending on the task components teachers wish to assign to students to complete outside of class. This performance task was modified from: NSTA: Science Scope. March, 2015. Pages 25-33. Part 1: Analysis of evidence Divide the class into three symposium groups. Each symposium group will be assigned one view of the continental drift. Once students are divided into symposium groups, pair students up for the evidence analysis in stations. Prepare the following stations: 1. Station 1: Students use cutouts of modern-day continents and examine ways the continents might have

fit together in the past (e.g., South America and Africa). Students are asked to trace the potential past arrangements of continents on their own paper. Further, students were asked to justify their proposed arrangements in writing. See http://the-ec-way.com/uh-cut-out-continents.shtml for examples.

2. Station 2: Students examine a new series of cutouts that show the distribution of example plant and animal species from the fossil record (e.g., Mesosaurus and Glossopteris). Students are asked to arrange these continents in a way that accounts for the observed patterns. Students are also introduced to two plausible explanations for this distribution— land bridges and continental drift—and asked to use evidence from this station to evaluate each theory. See http://volcanoes.usgs.gov/about/edu/dynamicplanet/ for examples.

3. Station 3: Students examine a map of glacial striations that shows patterns of grooves superimposed on the continents and how they are continuous when the continents are placed together. Given that most students have not analyzed this type of data before, students were asked clarifying questions about the location and cause of the grooves, and what meaning could be made of them in terms of relative fit of

the continents. See http://academic.brooklyn.cuny.edu/geology/grocha/plates/ for examples. 4. Station 4: Students look at the distribution and similarity of mountain ranges (e.g., Appalachian

Mountains and mountain ranges in northern Europe). Given the evidence in both this station and station 3, students are again asked to weigh the likelihood of land bridges against that of continental drift as the most plausible explanation for this distribution. See http://academic.brooklyn.cuny.edu/geology/grocha/plates/ for examples.

5. Station 5: Students read a short passage examining Wegener’s idea of a centrifugal “pole-fleeing force” as one possible mechanism for continental drift. Students are asked to summarize the proposed mechanism and explain how it could be used as part of an explanation for continental drift. The activity prepares students to use evidence in constructing a scientific argument. See http://www.ucmp.berkeley.edu/geology/techist.html for examples.

Part 2: Symposium preparation Provide students with an invitation to the symposium:

In their symposium groups ( The State of Geosciences (1915) focused on pre-Wegener theories of continental movement, Alfred Wegener Group, and T.C. Chamberlin group), students should be given class time to discuss these views within their groups and do some additional computer and text-based research on their assigned area. From the information given in the invitation, students develop an argument for their position, create a visual representation, such as a diagram or chart, and prepare questions to ask the other groups during the symposium. Asking groups to prepare a list of questions the other groups might ask them and to find answers to these possible questions is recommended. See the student handout page for additional resources. Part 3 Symposium The day of the 1922 Geological Society of America annual symposium begins with a brief introduction to the order of the presentations, a review of appropriate behaviors during the presentations (including guidance on asking appropriate questions to clarify, qualify, or rebut part of the speaker’s argument), and the KLEWS chart (see student handout), which students should complete for each group presenting. After each presentation, students from other groups should be encouraged to ask questions of the group presenting. At the end of the symposium, one member of each group makes a concluding remark.

IRWIN B. WRIGHT Chairman, Geological Society of America May 9, 1922 Science Community Member 1234 General St. NE Sometown, USA 98765 Dear Colleague, We are pleased to invite you to our upcoming Geological Society Symposium to be held on May 13 at 8:30 a.m. As you are aware, this symposium is the premier gathering of the Geological Society of America and allows participants to hear about current ideas in geoscience and debate these ideas. Further, it has come to our attention that you are an expert in the current controversy over the theory of continental drift. We would be honored if you would attend this symposium and prepare a 15-minute presentation that states your claims as well as the evidence and reasoning that support these claims. There is great interest in the continental drift controversy, so please be prepared to answer questions from other participants who may dispute your claims. We, of course, also welcome questions that you may have for participants with competing claims. Thank you for your work in preparing for the symposium, and we greatly look forward to your attendance and participation. Cordially, Irwin B. Wright, PhD President, Geological Society of America

Calibration for Scoring Student Work and Examination of Data Scoring performance based assessments should occur in PLC’s. Research shows that when teachers “use, score, and discuss results of high-quality performance assessments over time, both teaching and learning improve” (Darling-Hammond, 2014, p. 11). It is recommended that teams follow the Team Protocol for examining data found on the Secondary Science SharePoint site. A summary is also included below. 1. One person serves as the facilitator and shares an overview of the process. 2. Each team member is given 5-7 minutes to look over a sample of student responses (teachers may choose to look

over 3 or 4 very strong responses and 3 or 4 weaker responses). Each team member reflects on the following and then shares their thoughts with the group: 1. I wonder if… 2. I predict that… 3. Some possibilities for learning that the data might offer are…

3. After all members have shared their thoughts, they are provided 8-10 minutes to jot down their observations: 1. What do you observe in the responses? 2. What important points in the responses initially “popped out” at you? 3. What patterns or trends did you notice? 4. What surprising or unexpected features are present in the responses?

4. The team shares their responses to the above questions for 5-10 minutes. 5. The team chooses three student responses to evaluate as a team. Each teacher evaluates the responses based on

grading criteria established and provided in this document for 5-10 minutes. 6. Each team member takes turns discussing each responses, how the response was evaluated, and why. The team

discusses any discrepancies in grading and decides on how the performance assessment task will be evaluated. The purpose of this step is to overcome rater bias.

7. Next, teachers grade their student’s responses and bring data to the meeting on a different date. 8. On the second meeting, teachers discuss the results. Teachers are provided with 5-10 minutes to reflect on the

following question: “What are the implications for teaching, learning, and improving student achievement in the area(s) we have been examining?” The purpose of this step is to make connections between what needs to be done, what should be changed, and what is working. The following questions should be taken into account as team members individually record their ideas: 1. What have we learned from the data? 2. What steps should be taken next? 3. What are appropriate strategies or solutions that will address the needs implied in the data? 4. What does the dialogue make you think about in terms of your own practice? 5. In what areas should we change what we are doing? 6. What other data or information would help us determine if our solutions are working?

9. After individual think time, the team engages in dialogue for 10-15 minutes in which all members share their thoughts. Each idea is considered and recorded on chart paper.

10. Team members take another 5-10 minutes to form consensus on one or two major issues identified and one or two strategies to address these issues. The team also decides upon the method(s) to be used to assess whether the strategies have successfully addressed the issues.

Materials 1. Student handouts 2. Rubric 3. Components for stations Resources 1. UC Berkley audio and video: http://www.ucmp.berkeley.edu/geology/anim1.html 2. NASA interactive Pangea map: http://science.nasa.gov/ 3. PBS profile: http://www.pbs.org/wgbh/aso/databank/entries/do12we.html 4. When continental drift was considered pseudoscience: http://www.smithsonianmag.com/science-nature/when-

continental-drift-was-considered-pseudoscience-90353214/?no-istAssessment Task with Student Directions See next page.

The Case of Continental Drift Resource describing the three views of continental drift: (Note to teachers: each group should receive only information about their assigned perspective) State of Geosciences (1915) Alfred Wegener T.C. Chamberlin Most geologists at the time were “contractionists.” They believed that the Earth was formed as a molten sphere that gradually cooled, forming the crust. As it continued to cool, it contracted (shrunk), forming “wrinkles” on the surface such as mountain ranges, continents, and other geological features. Because the crust is solid, there seemed no way for landmasses to move around. This theory explained almost everything we saw on the surface of the Earth. Even before Wegener, others had noticed that the continents fit together like puzzle pieces. Many contractionists explained the fact that similar plants and animals could be found on continents far away from each other by the existence of land bridges that connected the continents before collapsing into the ocean. For others, land bridges were impossible because they believed in the theory of “isostasy.” This meant that the continents were lighter than the material underneath, which allowed the continents to float on top and to move up and down as they got heavier or lighter. This would make land bridges impossible.

The shapes of the continents suggest they once fit together into a single continent, much like puzzle pieces. He called this massive continent “Pangaea,” meaning “all Earth.” Both living and fossil species in areas separated by vast oceans share striking similarity (such as marsupials in Australia and South America). Species-distribution patterns indicated a rough shape for what the continents must have looked like when they were connected in the distant past. There was striking similarity in geological features among vastly separated landmasses. In some areas, geological features such as mountain ranges seem to continue virtually uninterrupted, regardless of the presence of an ocean between them, as if they had been torn apart. Fossils and rocks formed during past ice ages suggested the continents must have at one point been connected and located in different places from where they are today. For example, fossils of tropical plants and animals can be found in Antarctica, suggesting the continent used to be closer to the equator. Provided centripetal and tidal forces as a possible mechanism for the movement of the continents (Wegener’s “pole-fleeing” mechanism).

Wegener could not offer a convincing mechanism for how continental drift could occur. Centripetal and tidal forces were a dubious explanation, and the frictional forces for the movement of continental rafts were too great to overcome. Chamberlin disagreed fundamentally with how Wegener approached science. Chamberlin believed that one should treat all hypotheses equally until evidence favored a particular hypothesis above others. He saw Wegener’s approach of sticking to one hypothesis and defending it with all the evidence he could find to be “bad science.” Wegener was not a geologist by training and therefore not part of the geological community and must have nothing worthy to contribute. Chamberlin, on the other hand, was well respected in the field of geology. Wegener’s argument is made up of many pieces of evidence, each of which can be explained in other ways. As another geologist said, “If we are to believe Wegener’s hypothesis, we must forget everything which has been learned in the last 70 years and start all over again.”

Symposium checklist: To be ready for the symposium, make sure you and all members of your group can answer the following questions. 1. What is the main claim you are making? 2. What evidence supports this claim? 3. Explain how this evidence supports your claim. 4. What evidence does not support this claim? 5. How do you explain this evidence? 6. What do you think other groups might say about your claim and evidence?

Perspective being presented:_____________________________________________ What do I already KNOW about this perspective?

LEARNING What claims are the presenters making?

What EVIDENCE is being presented to support the claim?

WONDERINGS What kinds of things do you wonder about as you are listening to the presentation?

What SCIENTIFIC PRINCIPLES can we connect the evidence and claims to?

The Case of Continental Drift

RUBRIC Performance Expectations:

Analyze and interpret multiple sources of data presented in maps Use evidence to construct a historical geological argument Use evidence to support an argument Analyze the body of evidence of the Plate Tectonics Theory Explain how the continental drift is a consequence of plate tectonics

Score Advanced Proficient Developing

Presents argument with accurate evidence and reasoning

Gives several clear reasons and accurate evidence that support position

Gives at least one clear reason and piece of accurate evidence to support position

Does not give clear reasons and accurate evidence to support position

Arguments consistent with assigned historical perspective

Arguments match the assigned historical perspective well

Arguments mostly match the assigned historical perspective

Arguments do not strongly match the assigned historical perspective

Overall presentation

The presentation is well organized and of appropriate length and uses appropriate visual aids

The presentation is mostly well organized, is slightly long or short, and has mostly appropriate visual aids

The presentation lacks significant organization, is significantly too long or short, and lacks appropriate visual aids

Fielding questions Successfully differentiates position from other positions and appropriately address questions

Some ability to differentiateposition from other positions and appropriately address questions

Struggles to differentiate position from other positions and appropriately answer questions

Comments

Goals

Actions

The Case of Continental Drift

SELF-ASSESSMENT and REFLECTION 1. What process did you go through in this assessment? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. Which performance expectations did you meet? What evidence do you have that you mastered

them? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. How would you rate your work using the rubric on the previous page? What do you need to take

into account next time? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 4. What did you learn through the performance task that can inform your future work? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 5. What does this piece reveal about you as a learner? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 6. One thing I would like to improve upon is… _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

Other suggestions-

Earthquake Zone Goal: Your goal is to convince people providing infrastructure within your town to carefully consider zoning laws when designing plans for location of housing, hospitals, dams, business parks, garbage dumps, water dams, freeways and nuclear power plants. Role: You are the mayor of a city located within an active earthquake zone. Audience: Your target audience consists of lawmakers responsible for making zoning laws and people who build houses, businesses, schools, landfills, hospitals, etc. as well as local citizens. Situation: The challenge involves convincing people who are oblivious to the dangers of earthquakes to strategically plan the city to avoid loss of life and property. Product Performance and Purpose: You will need to prepare a power point, model, public service announcement, commercial, etc. to educate your audience on the importance of strategic planning. Standards and Criteria for Success: Your product (power point, model, etc.) will be presented to your audience in 5 minutes or less. It must include information about earthquake preparedness, information about what other cities are doing to prevent major disasters associated with earthquakes, and information about possible results stemming from poor planning.

Key Criteria: Folding and Faulting Earthquakes Movement of the Earth’s Crust Plate Boundaries

Plate Tectonics and Virginia Geology Suggested Assessment Evidence Pre-Assessment

K-W-L about faults, earthquakes, and volcanoes. Ask students about any life experiences they might have had with earthquakes and/or volcanoes. Word Splash: faulting, folding, volcanism, mountain building, converging, diverging, transform

processes, constructive forces, oceanic crust, continental crust. 10-Question Multiple Choice Pre-test: teacher generated. Teaching Transparencies – 4, 49-70 and Bell Ringer Transparencies associated with Chapter 2 Section

1, Chapters 10-13. Ongoing Assessment

Use frequent questioning strategies ranging from basic to upper level thinking skills. Suggestions include:

What is the theory of plate tectonics? What are the characteristics of the crust, the mantle, and the outer and inner cores of the Earth? How is the lithosphere related to plate tectonics? How are convection currents related to plate tectonics? What are the features of a convergent boundary? What are the traits of a divergent boundary? How are earthquakes and transform boundaries related? What geologic features are found at each boundary? What forces create each boundary? What is a volcano?

o What is most volcanic activity associated with? o What is the relationship between volcanoes and plate boundaries? o Where do volcanoes occur?

What is an earthquake? o How can earthquakes be predicted? o Differentiate between a focus and an epicenter.

Relate the types of mountains to plate boundaries. What is a physiographic province and what five major provinces are found in Virginia?

o How are boundaries between provinces defined? Section Quizzes from Holt Chapter Resource Files for Chapter 2 Section 1, and Chapters 10-13. Have students create a comparison matrix comparing mass, depth, and physical features of each layer of the interior of the Earth. Have students write a creative, but scientifically accurate, poem about each of the mountain types discussed.

Summative Assessment

Performance Task – Earthquake Zone. TE Alternative Assessments – pp. 246, 254, 260, 277, 283, 300, 304, 308, 324, 330. Introducing the Unit

PowerPoint or Picture Synectics – show earthquake and volcanic damages and have students try to identify the causes of destruction.

Demonstrate convection currents using a small fish tank elevated on books. Place ice in a Styrofoam

cup with holes in the bottom and food coloring on one side. Turn on a lamp and shine the light down into the water. A convection current will form. Replenish ice as needed.

Suggested Learning Activities and Resources Pangaea Puzzle Plate Tectonics Group Project Plate Boundaries Worksheet (with map) Plate Tectonics Crossword Puzzle Plate Tectonics Worksheet For Earth’s Interior CD Interactive Tutor – Earth’s Interior TE Physics Connection – Seismic Waves, p. 28 TE Using the Figure – Earth’s Interior Structure, p. 28 Teacher Transparency 4 – Earth’s Interior

For Topic Movement of Earth’s Crust TE Debate – Wegener’s Idea, p. 241 Sea-Floor Sediments, p. 242 SE Quick Lab – Modeling Isostasy, p. 272 TE Activity – CD Interactive Tutor – Continental Drift TE Demonstration – Earth’s Magnetic Field, p. 244 SE Quick Lab – Making Magnets, p. 245 SE Making Models Lab – Sea-Floor Spreading, pp. 266-267 Activity – Jigsaw Puzzle, p. 247 TE Using the Figure Mantle Convection, p. 252

For Topic Plate Boundaries CD Interactive Tutor – Tectonic Plates VID HRW Earth Science Video – Plate Tectonics. SE Quick Lab Tectonic Plate Boundaries, p. 253 TE Activity – Modeling Rifting, p. 255 TE Demonstration – Modeling Accretion, p. 256 TE Group Activity – Responses to Climate Change, p. 257 TE Discussion – Mountain Features, p. 279

TE Group Activity – Plates and Mountain Formation, p. 282 Teacher Transparency 49 Sea-Floor Spreading with Worksheet TE Group Activity Plates and Mountain Formation p. 282 Teacher Transparency 59 How Mountains Form with worksheet SE Making Models Lab Continental Collisions, pp. 290-291 Teacher Transparency 60 Types of Mountains in the United States CRF Making Models Lab – Eggshell Tectonics TE Activity – The Mediterranean of the Past, p. 293

Topic Folding and Faulting TE Demonstration – Deformation of the Earth’s Crust, p. 271. TE Demonstration – Types of Stress, p. 273 SE Quick Lab – Modeling Stress and Strain, p. 274 TE Group Activity – Modeling Locked Faults, p. 296 Teacher Transparency 57 Folds with worksheet Teacher Transparency 58 Faults with worksheet TE Group Activity – It’s Your Fault, p. 277 SE Maps in Action – Shear Strain in New Zealand, p. 292 TE Activity Geophysics of New Zealand, p. 292 Topic Volcanoes and Earthquakes SE Maps in Action – Locations of Earthquakes in South America, 2002-2003, p. 268 SE Mapping Expeditions – A Case of the Tennessee Shakes, pp. 834-835 CRF Inquiry Lab – Where Do Earthquakes Happen? TE Internet Activity – Earthquakes, p. 248 TE Internet Activity – The Heimaey Eruption, p. 269 VID NOVA Video – Earthquake Teacher Transparency 62 Anatomy of an Earthquake Teacher Transparency 63 Seismic Waves and Earth’s Interior Teacher Transparency 64 Earthquakes and Tectonic Plate Boundaries TE Demonstration – Elastic Rebound, p. 295 TE Group Activity Model a Seismograph, p. 301 SE Skills Practice Lab Finding an Epicenter, pp. 314-315 TE Group Activity Charting Volcanic Activity, p. 338 Teacher Transparency 67 Volcanoes and Tectonic Plate Boundaries Teacher Transparency 68 Hot Spots and Mantle Plumes Teacher Transparency 69 Types of Volcanoes VID Earth Science Video Volcanoes Topic Virginia Geology TE and SE Reference Maps Topographic Provinces of North America, p. 881 TE and SE Geologic Map of Virginia, p. 152

Instructional Resources

Text: Holt, Reinhart, Wilson, Earth Science

For Topic: Earth’s Interior and Crust

TE and SE Chapter 2: Plate Earth as a System 26-38 http://scign.jpl.nasa.gov/learn/plate2.htm http://scign.jpl.nasa.gov/learn/plate3.htm

For Topic: Movement of the Earth’s Crust TE and SE Chapter 10, pp. 238-269

http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=163 http://scign.jpl.nasa.gov/learn/plate4.htm

For Topic. Plate Boundaries

TE and SE Chapter 10, pp. 249-260, Chapter 11, pp. 280-284

For Topic: Folding and Faulting TE and SE Chapter 11: Deformation of the Crust, pp. 270-278

For Topic: Volcanoes and Earthquakes

TE and SE Chapter 12: Earthquakes, pp. 294-317 TE and SE Chapter 13 Volcanoes and Plate Tectonics, pp. 318-339 http://sciencecourseware.com/VirtualEarthquake/ Virginia Disaster Resistance Library “A Toolbox For Teachers” CD ROM (one per school)

For Topic: Virginia Geology

http://structural-geology-portal.com/menu_driven_animations.html www.runet.edu/~swoodwar/CLASSES/GEOG202/physprov/physprov.html www.wm.edu/geology/virginia/

Stage 3: Learning Plan Activities for Earth’s Interior and Crust

Earth’s Layers

Thickness

Depth % Earth’s

Mass

Composition Temperature State

Inner Core

Outer Core

D”

Lower Mantle

Transition Region

Upper Mantle

Oceanic Crust

Continental Crust

On the back of this sheet, please draw, color and label a cross section of the Earth’s interior.

Activities for Plate Tectonics

PANGAEA PUZZLE Purpose Construct the large land mass called Pangaea by joining the continents together Materials: Pangaea worksheet Scissors Glue Paper Directions

1. Cut out the continents from the map, Pangaea Worksheet, provided by the teacher.

2. Try to fit the continents together as if the continents were a part of a large jigsaw puzzle. You may have to try several times.

3. Hints

a. Look at the dash lines on several continents. This represents a terminal moraine of one large glacier that occurred during the time. As you move your continents around, use these lines as a clue for the correct fit.

b. Remember that during this time there were large inland seas and the continental borders were not exactly the same as today.

4. When you have selected the most logical position to form Pangaea, glue the continents on a piece of paper.

Questions

1. How does this model help explain the theory of continental drift?

2. What other evidence do scientists have to help support the concept of Pangaea?

GREAT PLATE DEBATE

Congratulations, you have been selected to serve in an elite group of geologists to develop and study the Theory of Plate Tectonics. This is ISCAG’s highest honor that can be bestowed on to any of its members. You were picked due to your intense earth science background and your willingness to work in groups with other scientists. Read below for your mission. You and your fellow scientists will work together to develop the Theory of Plate Tectonics. Then, when your work is complete, you will travel to Earth Science High School in the United States of America to present and defend this theory to three other groups of professionals and the ISCAG board. Work quickly and thoroughly for this meeting is next week. Good luck to you and your team. 1. Explain what the Theory of Plate Tectonics is all about. Please be able to discuss all aspects of your

theory. Making sure that everyone in your group can explain any point that may develop at this conference.

2. Listing the strong points of your theory, why you and your peers believe that this theory can explain

how the earth looks today, for instance, the location and shapes of continents and oceans. 3. How would you, as scientists, explain the formation and existence of:

a) volcanoes; b) earthquakes; c) mountain chains; d) valleys; e) deserts; and f) trenches.

3. Group Presentations: Visuals

a) At least two color pictures that provide a visual explanation of the Plate Tectonics Theory (see diagrams in the textbooks provided). Neatness, labeling, titles and brief explanations must be included.

b) Each member of the group must speak and help to present your theory. Everyone must have the knowledge to answer questions from other groups when called upon.

c) Remember that this is a presentation, so eye contact and speaking clearly are very important. Reading directly from note cards or the textbook is not professional. You are the expert of this theory; tell the panel what you know.

d) Audience: Each group will be responsible for generating at least three questions related to each one of the other groups. You are to remain with your group, so you can work together on this.

These are your requirements for this very important and highly honored mission. Thank you very much for your help in this matter. Good luck.

Volcanoes, Earthquakes & Plates PURPOSE: To determine the relationship between the lithographic plates and the location of

volcanoes and earthquakes MATERIALS: Map of the Ocean floor, colored pencils, textbook PROCEDURE:

1. Using page 473 in your textbook, draw the general location of active volcanoes of the world. Use a red colored pencil. Do not try to get every dot exactly. Label one volcano on each continent.

2. Using page 510 in your textbook, draw the worlds’ earthquake epicenter locations. Use a blue colored pencil. Do not try and get every dot, you’re trying to see the general pattern.

3. Using page 528, draw the major mountain belts in orange and the ocean ridges in purple. 4. Using page 455 in your textbook, draw and LABEL the Earth’s tectonic plates. Draw them in

green. Include the arrows to show the direction of movement. QUESTIONS:

1. Draw a color key on the side of the map. 2. Describe the motion at the Mid Atlantic Ridge (which way are the plates moving).

a. Due to the direction of the movement, what type of boundary is this? b.What crustal feature is found here?

3. Find the Boundary between South American Plate and the Nazca Plate.

a. What is the direction of the movement at this boundary? b. Due to the direction of the movement, what type of Boundary is this? c. What crustal features ARE found here? d. Draw a cross section of this boundary below. Label the ocean and the continental plates

and make sure you draw in the crustal features that are here.

4. Is there a plate boundary around India? a. Which way are the plates moving here? b. Due to the direction of the movement, what type of Boundary is this?

c. What crustal feature is found here?

5. Surrounding the Pacific Ocean is an area that is called “The Ring of Fire”. By looking at this

map, why do you believe that it is termed this?

6. Why does Virginia have no major earthquakes and volcanic activity?

7. Look at Iceland, there are several volcanoes on this Atlantic Ocean Island. Why are there so many volcanoes on this small island?

8. Do you think that the Mediterranean Sea is very volcanic? What would cause these volcanoes?

9. What is the relationship between the location of earthquakes, volcanoes, ridges, certain

mountain chains and plate boundaries?

10. Since volcanoes tend to occur along plate boundaries, then explain the formation of Hawaii.

PLATE BOUNDARIES

Purpose: To identify the boundaries of plates using the occurrence of selected volcanoes and earthquakes and the location of ocean ridges and trenches.

Materials: World Map, which does not divide the Pacific Ocean. Colored pencils

Procedure 1. Using the latitude and longitude coordinates given, plot the positions of frequent earthquake activity

with a blue dot.

Areas of Frequent Earthquakes Latitude Longitude

Gulf of Alaska 59 N 145 W

Aleutian Islands 53 N 167 W

Kodiak Island 56 N 153 W

Honshu Japan 36 N 140 E

Kurl Island 47 N 154 E

Sea of Okhotsk 55 N 142 E

Philippine Islands 19 N 121 E

Taiwan 23 N 122 E

Mariana Island 19 N 146 E

Santa Cruz Islands 11 S 166 E

Bali Sea 7 S 117 E

South Pacific Cordillera 55 S 128 W

Easter Island 47 N 154 E

Peru – Ecuador Border 3 S 77 W

Chiapas, Mexico 17 N 94 W

Southern California 34 N 118 W

Washington 47 N 123 W

Mid-Atlantic Ridge 1 N 28 W

Crete 35 N 23 E

Concepcion, Chile 36 S 75 W

(20 examples)

2. Using the latitude and longitude coordinates given; plot the positions of volcanic activity on your map with a red dot.

Areas of Volcanic Activity Latitude Longitude

Lassen Volcanic Park 40 N 121 W

Mt. St. Helens 46.2 N 122.5 W

Katamai National Park 58 N 155 W

Paricutin, Mexico 18 N 101 W

Catopaxi, Ecuador 0 N 78 W

Aconcaqua, Argentina 32 S 71 W

Falcon Island 20 S 175 W

Krakatoa 6 S 105 E

Rabaul Harbor 4 S 152 E

Misti Peru 16 S 71 W

Toal, Philippines 14 N 121 E

Pelee 14 N 62 W

Hekla 64 N 19 W

Westman Islands 63 N 20 W

Vesuvius 40 N 14 E

Stromboli 38 N 15 E

Mt. Myohjang 40 N 126 E

Ruapehu, New Zealand 39 S 175 E

Hawaiian Islands 21 N 147 W

Society Island 16 S 142 W

(20 examples)

Mid Ocean Ridges 3. Using the latitude and longitude coordinates given; plot the positions of the mid-ocean ridges with a

green dot. Connect the dots with a line and label.

Mid-Atlantic Ridge East Pacific Rise Mid-Indian Ridge

80 N, 0 55 N, 135 W 20 N, 60 E

75 N, 5 E 50 N, 130 W 10 N, 70 E

70 N, 10 W 40 N, 120 W 0, 70 E

60 N, 30 W 30 N, 115 W 10 S, 70 E

55 N, 25 W 20 N, 110 W 20 S, 70 E

50 N, 25 W 10 N, 110 W 30 S, 70 E

40 N, 30 W 0, 110 W 40 S, 75 E

30 N, 35 W 10 S, 115 W 50 S, 80 E

20 N, 40 W 20 S, 115 W 50 S, 90 E

10 N, 30 W 30 S, 115 W 60 S, 110 E

0, 20 W 40 S, 115 W 50 S, 150 E

10 S, 10 W 50 S, 120 W 50 S, 170 E

20 S, 10 W 60 S, 120 W

30 S, 10 W 60 S, 130 W

40 S, 10 W 60 S, 140 W * Break * (start a new line)

50 S, 10 W 60 S, 150 W

60 S, 160 W 50 S, 70 E

50 S, 170 W 50 S, 60 E

55 S, 40 E

55 S, 20 E

60 S, 10 W

60 S, 30 W

Ocean Trenches 4. Using the latitude and longitude coordinates given; plot the positions of the ocean trenches with a row

of black dots. Label each.

Sandwich Trench Aleutian Trench Puerto Rico Trench

45 S, 30 W 55 N, 155 W 20 N, 75 W

50 S, 30 W 50 N, 160 W 20 N, 70 W

55 S, 30 W 50 N, 165 W 20 N, 65 W

60 S, 30 W 45 N, 170 W 20 N, 60 W

Peru-Chile Trench Marianas Trench Java Trench

20 N, 105 W 15 N, 150 E 20 S, 95 E

15 N, 100 W 10 N, 145 E 20 S, 105 E

10 N, 95 W 5 N, 140 E 20 S, 110 E

10 N, 90 W 0 N, 135 E

5 N, 85 W

0, 85 W

10 S, 85 W

15 S, 80 W

20 S, 75 W

30 S, 80 W

40 S, 80 W

5. Using another color (connecting the red, blue, green and black dots where appropriate) show the belts

which mark the boundaries between plates. Name the plates.

Conclusion Questions (Answer in complete sentences) 1. Write a paragraph to explain the relationship between plate boundaries and the location of

earthquakes, volcanoes, trenches, and ridges. Be thorough. 2. On your map (in pencil) outline and label the major lithospheric plates of the world. 3. Which area has the greatest amount of volcanic activity? Why? 4. Is there a particular area on the map which has the most abundant earthquakes? Where? 5. How are the Ridges formed? 6. What causes Trenches? Be specific. 7. Explain Convection Cells. 8. Color the land and oceans different colors.

PLATE TECTONICS

1. Energy for Plate movement comes from _____________________________________

2. Define these terms: Divergence Convergence Lateral

3. Name the men who formed these theories Continental Drift

Plate Tectonics

4. What is the difference between the Lithosphere and the Asthenosphere?

5. During Convergence what are the three types of events that can occur

6. Draw these tectonic features Trench Ridge Volcano Hot spot Earthquake (transform fault) Subduction

7. Explain what these forces create in plate movement Compression Tension Shear Convection cells

Using the Figure below, identify the locations on the Map

Matching 31. A. Mid Ocean ridge 32. B. Oceanic Plate 33. C. Deep-sea trench 34. D. Island arc system 35. E. Continental Plate Matching 36. A. Asthenosphere 37. B. Convection Cell 38. C. Ascending magma 39 D. Lithosphere 40. E. Subduction

RING OF FIRE Web Quest Overview: Becoming educated in physical geography requires an understanding of the theory of plate tectonics and the Earth's geological history. In this lesson, students will learn more about these concepts as they investigate the region known as the Ring of Fire, where 75% of the Earth's active and dormant volcanoes are located. Materials Required:

Computer with Internet access Drawing and writing materials

Objectives: Students will

review the theory of plate tectonics; use the Internet to research the Ring of Fire, and answer questions about this region; view an animation of the Earth’s tectonic history, and draw maps predicting what the Ring of Fire

region will look like in one hundred million years; and write paragraphs explaining what they have drawn.

Please use the following websites to answer the questions.

http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=v http://geography.about.com/cs/earthquakes/a/ringoffire.htm http://www.pbs.org/wnet/savageearth/ http://vulcan.wr.usgs.gov/Glossary/PlateTectonics/Maps/map_plate_tectonics_world.html http://pubs.usgs.gov/gip/dynamic/fire.html Questions:

Where is the Ring of Fire?

Why is it called the Ring of Fire?

What does the Ring of Fire have to do with plate tectonics?

What events on the Earth's surface tend to occur in this region more frequently than in other regions of the Earth? Why do they occur here?

What do trenches and mountain ranges have to do with the Ring of Fire and plate tectonics?

View the animation below. http://www.ucmp.berkeley.edu/geology/anim1.html In one or two paragraphs, predict what the Ring of Fire Region might look like 100 million years from now.

Activities for Folding and Faulting Name_________________

Date_________________ Block_________________

Faults Web Quest

1. a. Draw a picture of a strike slip fault.

b. Name one found in the United States.

c. Provide the address(es) for the website(s) that you used to locate this information. 2. a. Draw a reverse fault.

b. What is another name for a reverse fault?

c. What kind of force causes a reverse fault?

d. Provide the address(es) for the website(s) that you used to locate this information. 3. a. Draw a normal fault.

b. What kinds of forces cause a normal fault?

c. Think of a good way for you to remember the differences between the three types of faults. Be prepared to share your idea with the class.

Created by Brenda Roesch

Fill in the Venn diagram for the layers of the Crust:

Activity for Volcanoes and Earthquakes

Created by Brenda Roesch

Created by Brenda Roesch