the hawaiian islands and the hot...
TRANSCRIPT
GRADE
4
Author: P. Evans Lesson #: 6
Unit Title: Hawaiʻi as an ESS Lab Time Frame: Two 50Minute periods
The Hawaiian Islands and the Hot Spot
ABSTRACT Students will investigate how the Hawaiian archipelago formed in the middle of the Pacific Ocean more than 3,200 kilometers from the nearest tectonic plate boundary. They will explore evidence to support a theory to explain how Hawaiʻi was formed and how these islands have changed over time. They will see how this is a result of interaction within Earth’s spheres. Students will learn through discussions, view videos, and examine maps and photographs of the Hawaiian archipelago from United States Geologic Survey and NASA images to investigate evidence of interactions in the Hawaiian geosphere.
PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES
BACKGROUND INFORMATION FOR TEACHERS The Hawaiian Islands that we walk upon are the tops of huge volcanic mountains formed by eruptions of lava over millions of years. The volcanic peaks that rise above the ocean’s surface are small compared to the gigantic submerged Hawaiian Ridge, called the Emperor Seamount Chain, and made of more than eighty large volcanoes. The Hawaiian Islands are an archipelago with eight major islands, several atolls, many smaller islets and many underwater seamounts that extend about 1,500 miles from the island of Hawaiʻi in the south to the Kure Atoll in the north. If nearly all of the world’s earthquakes and active volcanoes are located along or near tectonic plate boundaries, why are Hawaiian volcanoes found in the middle of the Pacific Plate? This is more than 2,000 miles from the nearest tectonic plate boundary! The linear shape of the Hawaiian Emperor Chain of Islands shows evidence that the Pacific Plate has been continuously moving over a deep and fixed “hot spot”. This “hot spot” partly melts the area just below the moving Pacific Plate, producing small areas of magma which come together and rise through weak zones and eventually erupt as lava onto the ocean floor to build volcanoes. The progressive northwesterly line of the islands from a “hot spot” is also supported by evidence from the ages of the lava flows on the various Hawaiian Islands. These range from the oldest in the northwest to the youngest in the southwest. The Main Hawaiian islands are thought to range from Kauaʻi being 5.1 million years old to Hawaiʻi being less than 0.7 million years old.
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The island of Hawaiʻi is the youngest island in the chain. It is also the most southeasterly island. It is thought that it is presently overlying the hot spot and still taps the magma source that feeds its active volcanoes. Off the island of Hawaiʻi’s southern coast is the active, submerged volcano we call Lōʻihi. It is also being fed from this magma and may eventually rise above the surface of the ocean and become our youngest island. Throughout these millions of years, opposing forces of creation and destruction have been at work on each island. Once an island rose above the ocean surface, elements from the atmosphere, the wind, rain, and waves began to wear and break it back down, slowly and over thousands of years. These islands are an ideal study of Earth systems science with their interesting origin by hot spot, their everchanging land shaped by wind, water, and waves, and the interactions between the atmosphere, geosphere and the biosphere they support.
PLANNING Essential Questions
Where did the Hawaiian Islands come from and where are they going? How does geology relate to me on my island home? How can we study the origin of the Hawaiian islands when no one was here to record what
happened? Instructional Objectives
Students will: Research and explain the movement of the Pacific plate and what interactions occur along its
boundaries. Compare and contrast Hawaiian volcanoes and other volcanoes in the Ring of Fire. Examine evidence of the “hot spot” theory and how Hawaiian Island chain demonstrates the
movement of the Pacific plate. Share a selfselected assessment with peers to share a personal interpretation of their new
understanding of the hot spot theory. Key Vocabulary
Volcano Plate tectonics Hot spot Mantle Crust Magma Lava
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INSTRUCTION Materials
For overall lesson: A dyed hardboiled egg, plastic knife and a paper plate for each pair of students Big red circle of construction paper for student demonstration of hot spot and island formation
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Class set: “Hawaiʻi’s Timeline” Images: Active Volcanoes, Tectonic Plates, and the “Ring of Fire”
Preparation Gather images and print out “Hawaiʻi’s Timeline”, and Active Volcanoes, Tectonic Plates, and the
“Ring of Fire” Dye hard boiled eggs for Earth’s layers demonstration
Resources
NASA: Scientific Visual Studio, Volcanic activity over time:
http://svs.gsfc.nasa.gov/cgibin/details.cgi?aid=2908 Bishop Museum:
Meet me at the Hotspot: https://drive.google.com/file/d/0B3ku8leUn4LfamJpN1FUNU9PajA/view
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ENGAGE
1. Have students explore a model of Earth’s layers using dyed hardboiled eggs. Students will work in
pairs or small groups with their own hardboiled eggs. The teacher can facilitate student exploration through observation, discussion, and recording in their science notebooks with pictures and words.
Note to the teacher: be aware of student allergies to eggs before beginning this lesson. Also, perhaps plan on having students eat the eggs after the activity to avoid food waste.
Gently crack the egg’s shell, these pieces will represent the Earth’s plates on the crust. Take turns to manipulate the cracked shell gently to show what happens when plates
interact, this will simulate mountainbuilding, volcanoes, and earthquakes. Peel away some of the crust and observe the next more slippery layer, showing the upper
and lower mantle. The dye on the cracked shell may highlight the lines of the tectonic plates of the shell as students see the egg white mantle underneath. Have students carefully cut into the egg white and cut the hardboiled egg in half.
Each of them will now have a model to examine. Dye patterns may remain on the surface and show the edges of the plates.
Students will find the yolk in the center of the egg, representing the Earth’s core. Have students wash their hands and return to tell about their discoveries in their science
notebooks. Have students discuss their findings.
2. Guiding questions during this activity may include:
What do you notice about the outer layer of the egg? When you cracked the egg, what did you notice? When you were moving the shell of the egg and having the pieces come together or separate
apart, what did you see happening to the shell? How could these parts of the egg represent a model of our Earth? How is this activity is related to the images of the active volcanoes?
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3. Display this image and have students discuss in pairs or triad what they see and relate it to the demonstration. Have students record their understandings in the science notebooks along with creating pictorial representations of the earth’s layers.
Image courtesy of NASA.
EXPLORE
1. Show and discuss the following map:
Image Courtesy of United States Geological Survey
Explain that the red dots are all locations where active volcanoes are found. Have students generate questions or “I wonder” statements based on what they see in the map:
How has the Earth’s surface changed over millions of years? Where are most volcanoes located? What is the Ring of Fire? Why? What happens along plate boundaries?
2. View Volcanic Activity Over Time. Have a whole group discussion on volcanic activity located near
plate boundaries while referencing satellite images and maps. Ask students:
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Why are Hawaiian volcanoes thousands of kilometers from the nearest plate boundaries?
Read the title and explain to students the various plate movements explained in the caption. Students can follow and model various plate movements with hand motions that represent how the plates interact. Pause the interactive and ask what students are noticing in this short clip:
Where is most of the volcanic activity taking place? Where do you see some active volcanoes far away from the others? Why are they not clumped together with the others?
3. Display these images of Hawaiian volcanoes. Have students summarize what they have learned
from examining tectonic plates and the Ring of Fire. They can explain why Hawaiʻi has an exceptional set of volcanoes.
Image courtesy of G. Ulrich.
Image courtesy of United States Geological Survey.
EXPLAIN
1. Ask students how they could explain by demonstrating the idea of a hot spot in a tectonic plate somewhere on Earth. Encourage them to physically demonstrate the activity. In small groups, have students discuss how they might act out the formation of the islands using a big red dot of construction paper to symbolize the hot spot. Guide your students with following statements and questions:
You can use yourselves as the islands What happens when you drift over the hot spot? Who is young and who is old? How can we tell?
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Be creative in your formation as an island, think about what forces are at play when the Pacific Plate moves over the “hot spot” and what happens to the island as it moves off the “hot spot”.
2. Now view Bishop Museum’s Meet me at the Hotspot. Pause during the video so that students may
record key vocabulary words, questions about what they are viewing, or connections with what they notice in the video.
3. After viewing the clip, students share their notes in small groups and negotiate one significant fact that they learned from this video and activity. Have students share back with the class. Students may add new ideas to their science journals.
EXTEND
1. Ask students what they know about Lōʻihi. As they share ideas, categorize them and write them on the board. Students may also write in their science notebooks. Have students choose titles for each group of ideas.
2. Ask for student questions about Lōʻihi. What do they want to know about and how could they find
out more?
Image courtesy of NSF and NOAA.
3. Watch a short clip that shows the new island of Lōʻihi being formed under the ocean’s surface.
Discuss the continual change and evolution of the islands. Pose these questions after viewing this short clip:
How does the formation of the new island Lōʻihi provide evidence that Hawaiʻi is moving over
a hot spot? How might Lōʻihi change over millions of years and how would you know? What might happen to the the older islands over long periods of time? What evidence supports your answers?
4. Have students research and locate underwater maps that show the birth of Lōʻihi.
What sources did they use? Which items help build their understanding?
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Image courtesy Wikimedia Commons.
5. In their science notebooks, have students describe in words and pictures what Lōʻihi might look like
a 30,000 to 100,000 years from now.
6. Have students predict what could happen to the main islands as they age in contrast to Lōʻihi. Have them work in groups to tell about one of the main eight islands we know now as the Hawaiian archipelago. Use the timeline worksheet to organize the events.
EVALUATE
1. Students choose one of the following activities to display their understanding of hot spot theory as it
pertains to Hawai‘i: Find and choose an image that displays how the islands were formed by volcanic activity and
write an essay to accompany the image. Create a multimedia display to show how the islands were formed. Illustrate a timeline of island. Create and recite a poem that demonstrates the processes of Hawaiian islands’ formation. Create a dance that shares the origin of Hawaiian islands. Make a threedimensional model with captions that explains the formation of the island chain.
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ASSESSMENT OPTIONS Formative Assessment
Ongoing student progress can be observed during class participation, with contributions to the KWL chart, timeline, miniresearch on selfconstructed questions, as well as science notebooks.
Summative Assessment
Students’ understanding will be assessed using their chosen modes of presentation with the picture and essay, poster and illustrations, multimedia display, illustrated timeline of the islands, poem, dance, or threedimensional model that shows new learning about Hawaiʻi and hot spot theory.
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CULTURE CONNECTION
Image courtesy of Hawaiʻi Volcano Observatory.
ʻŌlelo Noʻeau
A collection of Hawaiian proverbs, translated and annotated by Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions.
O ka lā ko luna, o ka pāhoehoe ko lalo. (Hawaiian proverb) The sun above, the smooth lava below. (English translation)
Traveling around the Hawaiian Islands, we are struck by their natural beauty and reminded of the magnificent geological forces that created them. When visiting the youngest island of Hawaiʻi, with its active and turbulent volcanoes, we are reminded of the processes that formed these remote islands over vast periods of time and where we are heading as we drift over the hot spot that helped form them.
DIFFERENTIATION Emerging Learners
Some students may need help with construction of their islands and recording of responses in their science notebooks. Emerging learners may use more pictures and diagrams to show their understanding of earth’s processes, islandbuilding, and volcanism. Creation of illustrated glossaries of vocabulary terms may be beneficial for emerging learners.
Advanced Learners
Students may wish to create visuals and/or use technology to show their understanding of hot spot theory and islandbuilding. They may create and share presentations such as posters, flyers, newsletters, Powerpoints, podcasts, or Prezis to share with their classmates.
English Language Learners
Students may need help with academic vocabulary and might benefit from creating vocabulary notecards to use throughout their investigations. Their science notebooks may have more illustrations and diagrams with labels for sheltered English language development. Students may be given the option to share their findings verbally rather than in written form. As with emerging
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learners, creation of illustrated glossaries for vocabulary terms may help our English language learners.
EXTENSIONS
In small groups, students pick an island and research its formation. Students may also investigate any special land features on their island, and any myths or legends associated with their island’s geology. Groups of students may collaborate and use clay to construct a scale model of their island. This can be added to a larger display which could include multiple island of the Hawaiian archipelago. Each group reports interesting facts about their own island.
Students will examine photos, topographic maps, and take a virtual tour that shows Lōʻihi and add this to their scale model showing island growth. University of Hawaiʻi, Hawaiʻi Center for Volcanology: http://www.soest.hawaii.edu/GG/HCV/loihitour.html
Students will write their own myth or legend about how their favorite island and how it was formed. To inspire their creativity, students may read books on Pele and view Ōiwi TV video clip entitled Pele Searches for a Home: https://vimeo.com/33308751
Investigate various types of lava; pāhoehoe, ʻaʻā, Pele’s hair and how these Hawaiian terms are used by geologists all over the world. View the Bishop Museum’s Meet me at the Hotspot: https://drive.google.com/file/d/0B3ku8leUn4LfamJpN1FUNU9PajA/view video clip to begin these investigations. Visit the Bishop Museum to participate on handson exploration of lava varieties in the Science Adventure Center.
STANDARDS
Next Generation Science Standards
Crosscutting Concepts: Patterns In grades 35, students identify similarities and differences in order to sort and
classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
Systems and System Models In grades 35, students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.
Cause and Effect In grades 35, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.
Science and Engineering Practices: Obtaining, evaluating, and communicating information Analyze and interpret data
Disciplinary Core Idea: ESS2.B Plate Tectonics and LargeScale System Interactions The locations of mountain
ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
ESS2.E Biogeology Living things affect the physical characteristics of their regions. Common Core
4.RI.7 Integration of Knowledge and Ideas: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on
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Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Hawaii Content & Performance Standards III
SC.4.8.2 Describe how fast processes sometimes shape and reshape the surface of the Earth. General Learner Outcomes
Community Contributor Complex Thinker Quality Producer
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ADDITIONAL RESOURCES
Dunford, B. (2002). The Hawaiians of Old. Honolulu: The Bess Press, Inc. Foster, N. (1995). Bishop Museum and the Changing World of Hawaii. Honolulu: Bishop Museum
Press. NASA’s Goddard Media Studios. (2009). USGS Video of a Hawaiian Volcano. Retrieved from:
http://svs.gsfc.nasa.gov/cgibin/details.cgi?aid=10398 NASA’s Space Place in a Snap: Tectonic Forces: http://spaceplace.nasa.gov/tectonicssnap/en/ Varez, D., & Kanahele, P. (1991). Pele, the fire goddess. Honolulu, HI: Bishop Museum Press.
REFERENCES Hawaii Volcano Observatory. (2003). Advancing Pahoehoe toe, Kilauea Hawaii 2003. [Photograph]
Retrieved from: http://commons.wikimedia.org/wiki/File:Pahoehoe_toe.jpg
Hawaii’s Hotspot. (2010, November 5). Hawai‘i’s Hotspot [video file]. Retrieved from:
https://www.youtube.com/watch?v=bYv6V5EJAKc NASA World Book. (2015). Earth’s layers. [Image] Retrieved June 6, 2015, from:
http://commons.wikimedia.org/wiki/File:Earth_layers_NASA.png Pacific Resources for Education and Learning. (2012). Pele Searches for a Home [video file].
Retrieved from: https://vimeo.com/33308751 Pukui, M. (1983). Ōlelo noʻeau: Hawaiian proverbs & poetical sayings. Honolulu, Hawaiʻi: Bishop Museum
Press.
Ulrich, G.E. (2004). Puʻu ‘Oʻo, a Volcanic Cone on Kilauea, Hawaii. [Photograph] Retrieved April 12, 2015, from: http://upload.wikimedia.org/wikipedia/commons/6/6d/Puu_Oo_cropped.jpg
United States Geological Survey. (2009). Aerial photo of Halemaumau crater in 2009. [Photograph]
Retrieved April 20, 2015, from: http://en.wikipedia.org/wiki/Halemaumau_Crater United States Geological Survey. (1997). Active Volcanoes, Tectonic Plates, and the “Ring of Fire”.
[Image] Retrieved April 20, 2015, from:
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http://upload.wikimedia.org/wikipedia/commons/b/b0/Map_plate_tectonics_world.gif Wikimedia Commons. (2009). Hawaii island topographic map. [Image]
http://upload.wikimedia.org/wikipedia/commons/thumb/2/2e/Hawaii_Island_topographic_mapenloihi.svg/1243pxHawaii_Island_topographic_mapenloihi.svg.png
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Name: ______________________________ Date: ____________________
Hawaiʻi’s Timeline
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