Lesson Plans for Plate Tectonics

24 Oct: Classwork: Return and discuss Layers of the Earth quiz, with class set of answer keys. Quiz make-ups. Go over the Precision vs. Accuracy issues regarding data. Begin Plate Tectonics with the North and South Dakota cartoon.

Remember, you have 10 points for lab behavior/participation that were given to you at the start of the year, don’t lose them by being disruptive or inattentive!

25 Oct 2016: Log: Look at the image on the front screen of the 150 million years since the start of the breakup of Pangaea interactive model in Classzone: : https://goo.gl/kMGCTQClasswork: Begin “Discovering Plate Boundaries” plate tectonics data analysis activity. Assign groups for each Scientific Specialty (use rows – 1 row for each of the 4 Specialties). All lab materials available here: http://plateboundary.rice.edu/downloads.html

26 Oct 2016: Reminder: Put name, date, period, ST# on map. Also put Specialty on top LHS of map.Log: Explain what’s happening in the picture at the top of the page (look at vocab below for hints). Vocab: Law of original horizontality, law of superposition, theory of uniformitarianism, strata.Classwork: Discuss the MACAT science resolution of religious and political differences with science and age of earth, evolution, and climate change.Classwork: In your Specialty Groups – finish what we started yesterday for the plate tec lab

27 Oct 16: Classwork, part 1: Get out your “Billion Dollar Mission” article and pass it forward, be sure to your name and student number on it, front people put them in order for Mrs. Withun! Classwork, part 2: Answer the log and lab questions (1-8). Put the info in your labs section with the lab directions and the drawings you made for the lab this week.Log Questions (put in labs section this time): 1. It has been hypothesized that the minimum duration of a mantle convection current loop is at least

75 million years. If the asthenosphere portion of the mantle moves 2-5 cm per year, how far can the material in the mantle move in 75 million years? (2 answers are needed, one for 2cm per year, the other for 5 cm per year – show your setup for the problems, not just the answers – calculators are OK to use.)

2. Referring back to problem 1, you should remember that the asthenosphere is the denser, weaker layer beneath the lithospheric part of the mantle. According to National Geographic’s incredibly detailed but easy to understand “Mantle” article (http://nationalgeographic.org/encyclopedia/mantle/ ) the asthenosphere lies between about 100 kilometers (62 miles) and 410 kilometers (255 miles) beneath Earth’s surface. If we make the distance through the asthenosphere the DIAMETER of a circle, what would the circumference of the circle be? (pi times d) Again, show your problem setup, not just the answers!!

3. Referring back to the previous 2 questions, you now have the speed (rate) of the mantle (2-5 cm/ year), and you have the distance the mantle material would go if it goes in circles. Since time = distance /rate, how long are the minimum and maximum times it would take for the mantle material to make one full revolution?

4. Compare your 2 answers to #3 with the hypothesized 75 million years per loop for the mantle material given in question #1. What did you find?

27 Oct 16: LAB QUESTIONS (go with log questions, in labs section):5. At this point in the lab what are the four types of data (Scientific Specialties) that the class is using

to investigate plate tectonic boundaries? (refer to your directions if you need to!) 6. What was the hardest part of creating categories and/or determining how to divide up the info on

your Scientific Specialty map?7. There are two types of crust that you have learned about. As you know they can meet at a plate

boundary, like they do on your little maps. There are approximately 9 different interactions two plates could have when they’re next to one another. Some are based on density, and all appear to be influenced by the movement of the asthenosphere. Draw two plates side by side, label the types of crust that you've just drawn, and describe (1-2 sentences) an interaction that they could have.

8. Repeat the previous question for as many different 2 plate interactions as you can think of. You should easily be able to come up with at least 4-5 different drawings and properly label/describe

them. A little help: Plate tectonics – possible plate interactions: http://www.learner.org/interactives/dynamicearth/tectonicsmap/

27 Oct 16: Classwork, part 3: Complete RSG 8.1 for TuesdayVocab: Pan, Tectonic, and Strata are the three new words to put into the online vocab list so far for this unit. You should also know about rift, diverge, converge, and fault zone. Link for Mr. C’s example Greek/Latin/Other word origins vocab: https://goo.gl/4zJ8aD

28 Oct 2016: Classwork: Discuss the MACAT science resolution of religious and political differences with science and age of earth, evolution, and climate change. (as needed - 1st and 4th hour in particular)

Classwork: Form new groups of students from each of the 4 Scientific Specialties. 1. Within your groups, each of you will present your most significant/important Scientific

Specialty findings in about 1-2 minutes.2. After all 4 Scientific Specialties are done presenting, come up with a way of classifying the

following spots on the planet about which data is available from all 4 Specialties:a. Atlantic: Plate boundary in middle of the ocean from top to bottom of mapb. Atlantic: Relationship of crust along east coast of U.S. and N.W. coast of Africa.c. Pacific: Alaska/Aleutiansd. Pacific: West coast of South Americae. Pacific: Hawaiif. Pacific: Los Angeles coast all the way down to just past Baja Mexico.

3. Draw this new info on your 2nd little map, making sure to include a key/explanation of why each spot is unique and identifiable across the specialties.

4. You will need to elect a spokesperson to explain this info to the class in a 3 minute speech using the projector on Monday.

Classwork/Homework questions: 1. Did any of the other Specialties in your second group have the same/very similar types of

categorization of the plate boundaries that your group created? Explain. 2. Are there places where your group categorized the plate boundary so differently from the

other groups that it appears as though you may be completely incorrect due to you lacking the information from the maps that they had available at the beginning of this lab?

3. Go back and look at what you drew for questions 7-8 on the 27th of Oct. Label where you see at least four of your plate-to-plate interactions occurring on your final map that you just made with info from all 4 Specialties. I'll get you started: you know that India ran into China what kind of plate interaction is that?

Done? – Use this site: https://goo.gl/68RdAR (thetruesize.com)Or visit this site with all types of maps: https://www.jasondavies.com/maps/Or this page with a cool diagram showing size of Africa: https://goo.gl/L1kyfG

31 Oct 2016: Classwork: Continue to complete the map exercise from last week and answer the related questions found on your desk on a sheet with a red number in the upper right–hand corner and also found in tomorrow’s lesson plan and on my site as “Map Questions – Prep for a Quiz – Tectonic Plate Group Lab.docx”. Finally, be sure to answer all of the questions from the 27 and 28 Oct lesson plans (both items are on my site and more copies available in class).

Plate Tec Resources: http://www.learner.org/interactives/dynamicearth/tectonicsmap/ http://geology.com/nsta/convergent-plate-boundaries.shtml http://www.scienceclarified.com/landforms/Basins-to-Dunes/Continental-Margin.htmlhttp://www.universetoday.com/43822/subduction-zone/http://www.livescience.com/43220-subduction-zone-definition.html

1 Nov 2016: Many kids absent 2nd hour due to Materials Processing - Young Inventors Contest.

Classwork: 1. 8.1 RSG due – discuss as needed (no grade). 2. Finish using the information from the 4 map Specialties to detail your 2nd plate map.3. Finish any work you still have to do on the questions in the 27 and 28 Oct lesson plans.4. Answer/finish answering the following questions from yesterday (also available on my site as “Map

Questions – Prep for a Quiz – Tectonic Plate Group Lab.docx”)a. On the map you have just completed, what is/are the similarity(ies) between the Pacific coast of

Alaska and the Pacific coast of S. America? Be specific – use the Specialties in your answer.b. On the map you have just completed, what is/are the difference(s) between the Pacific coast of

Alaska and the Pacific coast of S. America? Be specific – use the Specialties in your answer.c. What type of earthquakes are generally seen in Hawaii – shallow or deep? d. What type of plate interaction is occurring in the middle of the Atlantic Ocean halfway between the

coasts? Use the necessary terms from this list in your answer: oceanic, continental, converge, diverge, tectonic plate.

e. There is very little oceanic crust that is over 180 million years old, but there is continental crust that is approximately 4 billion years old in North America (Canada), Australia, and Africa. Give a possible explanation for this, using the east coast of the U.S., northwest coast of Africa, and the west coast of S. America.

f. What is/are the difference(s)/similarity(ies) between the Pacific coast of S. America, and the area along Los Angeles/Baja Mexico – use the 4 specialties in your answer.

5. ?.

Reminder: Link for Mr. C’s example Greek/Latin/Other word origins vocab: https://goo.gl/4zJ8aD - you should have added strata

2 Nov 2016: Vocab: MA = mega annum, GA = giga annum. Define Mega, Giga, and Annum in your Latin/Greek on-line vocab.

MSC RECOMMENDATIONS: Discuss MSC, CAPA, IB, and Global Ed programs due to so many students asking for rec letters for MSC (we automatically complete rec letter forms if you apply)Classwork, Part 1: Obtain and complete “Plate Tectonics Internet Activity ‘Dynamic Earth’” (E.E. - may take time in class tomorrow, too, depends on how fast you work).

I need to show the map for this activity on the screen and describe the 2 plate boundaries between N. America and Eurasia, describe the variations on the plate boundary between India and Australia, Mention the dozens of missing smaller plates, Explain future demise of the Juan de Fuca Plate, Explain reasons for S. America/Africa split speed & distance compared to ‘pinned” N.

America/Eurasia split. Illustrate the 3 types of plate boundary (crustal boundary) interactions that can occur and

which crustal interactions they represent to get us to 9 total examples in our learning targets (use motion demos below Dynamic Earth map on website for today’s lab.)

Classwork, Part 2: Obtain and look over the “‘I Can’ Plate Tectonics Objectives – Learning Target Analysis” sheet (T/Q) to determine where you are in your learning.

3 Nov: Classwork, part 1: Organize binders and locate the “Interactive Rock Cycle Internet Activity” 2 page sheet needed for Monday (e.e.). Print a new one if you lost your copy!Classwork, part 2: Complete work from yesterday.Classwork, Part 3: Complete “Convergent Boundary Diagrams” (T/Q), which is a new review sheet this year. It’s on my site with a partial answer key, but also with this additional and very useful link from the USGS: http://pubs.usgs.gov/gip/dynamic/understanding.html - scroll down a bit to see the exact diagrams used to make this review sheet.

Reminder for review: When you are done, you can use the Plate Tectonic Quizlet in “Mr. C’s MACAT Approved” - https://goo.gl/HB2OkL (that’s a capital O in the link)Additional Resource from your Textbook: Classzone internet activity for the 3 types of plate movement – convergent, divergent, and transform: http://www.classzone.com/books/earth_science/terc/content/visualizations/es0804/es0804page01.cfm or https://goo.gl/OtuYmt (that’s a capital O in the link)Working ahead: “Hot Spot Hawaii” (e.e.) is for next week, but you can start now if you’d like. It’s on my site and available in class.

4 Nov: You Be The Chemist (YBTC) first meeting is on 9 Nov from 3-4pm – get your permission slips in! (available in class and on my site)(Today’s plan is out of sequence due to computer lab availability 2016-17, should have been 2 Nov) Log: 1. In this class, what is the difference between plate boundary(ies) and crustal interactions?

2. How many types of plate boundaries have we studied and what are they?

3. Which crustal interactions have we studied?***Return papers!!!!!!***Classwork, part 1: Use color set of 16 pages with the 4 Specialties on each plate to go over the various plate interactions in the 4 Map exercise from earlier this week/last week. Discuss the proper vocabulary for what has been noted in the students’ research and categorization of tectonic plate data (convergent, divergent, subduction, tectonic, strata). Classwork, part 2: Discuss the 6 questions from the Tectonic Plate Group Lab (big laminated map lab)Classwork, part 3: Go over the recent worksheets from the computer lab, as needed. Discuss “Learning Target Analysis” from Wed.Reminder: Link for Mr. C’s example Greek/Latin/Other word origins vocab: https://goo.gl/4zJ8aD

7 Nov: Log: Draw a subduction zone at a plate boundary with the typical subduction seen when the crustal interaction is O-C. Label everything and explain why you drew it that way! Give an example from our studies of where this is seen in our hemisphere. (that’s a great test question!)Classwork, part 1: Science dept FA #1 – Climate. Conduct and score in class. Discuss.Classwork, part 2: We’ve now discussed plates and the rocks associated with them. Go back and add the correct rock type(s) to the chart on pages 2-3 of the “Interactive Rock Cycle Internet Activity” (e.e.).Tidy up binders: Find “Why was the Earth so Hot” for tomorrow. Note: Does 4th hour still need to see the quiz key?Classwork/homework: “Hot Spot Hawaii” (e.e.)

8 Nov: Election Day – No School – Teacher Professional Development Day

9 Nov: Log: Read “Magnetic mapping of the Ocean Floor” (e.e.) and answer questions on the back of “Why was the Earth so Hot” from last week (e.e.).Classwork: Pass around plate tec model – magnetic reversals for those who have not yet seen it. Go over keys to log questions. Discuss ramifications of a magnetic reversal.Classwork, part 2: Begin magnetic reversals lab.Classwork/Homework: Work on the lab questions/calculationsReminders: Latin/Greek Vocab: add strata, mega, giga, annum, and now paleo

Weather vocab – add stratus clouds

10 Nov: Log: Look at your “‘I Can’ Plate Tectonics Objectives – Learning Target Analysis” sheet (T/Q) and determine if you have any issues. Complete “Questions, Clarify, Connect, Visualize” sheet and discuss in small groups/hand in.Classwork: Finish, score, and discuss magnetic reversals lab.

11, 14, 15 Nov: Log: Wegener “Plate Tectonics” sheet – with questions on back. Use the site for 5 types of evidence Wegener used to support his Continental Drift theory (later plate tectonics theory): https://www.geolsoc.org.uk/Plate-Tectonics/Chap1-Pioneers-of-Plate-Tectonics/Alfred-Wegener Watch : How the earth was made. Review questions.

Density of oceanic crust lab and related real-time data sheet, “Cores” sheet

Test review – with large plate map fill-in-the-blank and questions

Test

Volcanoes

“Intro to Pangaea” – begin geologic time.

Geo time – intro to radioactivity

As soon as it’s available: Xploration Earth 2050 – S3, Ep 8 – air date 10/24/16 – great show with magnetic reversals and current research

Quakes – add “Seismologists Surprised by Deep California Quakes”

Jet stream ppt, winter storms, and related lessons (3 days)

Sound (waves and energy – part b)

Plants/organisms

Solar collectors, astronomy, radioactivity in the sun