Chevron Summer Teacher Collaborative Lesson

Subject / Grade Level: Plate Tectonic Theory / 8^th Grade

Duration: 3 Days

JASON Learning : Operation: Tectonic Fury Mission Four

Materials:

Day One

• Operation: Tectonic Fury Student Edition Books

• Computer and AV Device (to show videos)

• Layers of the Earth Diagram

• Colored Pencils or Crayons

Day Two

• Operation: Tectonic Fury Student Edition Books

• Computer and AV Device (to show videos)

• Materials for Each Expert Station

• Large Chart Paper, White Boards, or Poster Board

Day Three

• Scissors

• Card Stock

• Index Cards

• Graph Paper

• Construction Paper

• Unlined Paper

• Glue

• Markers

• Game pawns and dice in case students choose to create board games

TEKS:

8.9(A) The student knows the natural events that impact Earth systems. The student is expected to describe the historical development of evidence that supports plate tectonic theory. Readiness Standard

6.10(A) The student understands the structure of the Earth, the rock cycle, and plate tectonics. The student is expected to build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere. Supporting Standard

Lesson Objective:

Content Objective: The student will describe the historical development of evidence that supports the plate tectonic theory.

Language Objective: The student will be able to understand the historical development of the plate tectonic theory by explaining the evidences of this theory as found in expert groups.

ENGAGEMENT- Day One (15-45 minutes*)

1. Introduce unit by showing Mission Briefing 4: Earth on the Move video. Show this video from beginning to 1:55 minutes.

2. Ask the students probing questions, such as:

   1. What are your predictions on what causes these natural disasters?

   2. Could these types of disasters happen in Texas?

   3. Have any of you ever experienced any kind of natural disaster?

3. Connections- Remind students of what they learned in sixth grade about the layers of the Earth, the Earth’s lithosphere being broken into plates, and the plates floating and moving on the asthenosphere of the Earth.

(*Teacher Note: For students who do not have a full understanding of the layers of the Earth, please continue to steps 4 and 5 below. If this does not apply, continue to Exploration.)

4. Show Layers of the Earth video. (Extension for Struggling Learners- Operation: Tectonic Fury , Student Edition, Page 98-99)

5. Student Debriefing- Students will diagram the layers of the Earth in their interactive notebook, binder, or student notes. Students can refer to Operation: Tectonic Fury, Student Edition, Page 98-99. This diagram should include a visual of all four layers, student labeling of all four layers, and descriptive words that explain all four layers. In addition to this, students should answer questions, such as:

   1. What are the key characteristics of each layer?

   2. Which layer do we live on?

   3. Which layer(s) has/have the most impact on our lives?

   4. If the events occurred where the lithosphere and asthenosphere meet, how do we feel the impact?

EXPLORATION- Day Two (45 minute class period)

1. Remind students of the previous day’s activities through a warm-up, brain pop, or bell ringer.

2. Students are divided into expert groups that will explore pieces of evidence that support Alfred Wegener’s Continental Drift Theory, Arthur Holmes and his ideas about convection currents, and Harry Hess’s Sea-Floor Spreading proposals. Learning stations should be focused on the work of these scientists that led up to the development the Theory of Plate Tectonics, such as:

Fossils: Plant and animal fossils found on land masses that are no longer connected imply that land masses were connected in the past. (Resource: http://www.geolsoc.org.uk/Plate-Tectonics/Chap1-Pioneers-of-Plate-Tectonics/Alfred-Wegener/Fossil-Evidence-from-the-Southern-Hemisphere)

Puzzle Pieces: The edges of the continental shelves appear to fit together like a giant puzzle. (Resource: http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener/ )

Coal Beds: Coal beds deposited at the same period of time on different continents. (Resource: http://www.accuracyingenesis.com/coal.html)

Rocks: Includes mountain ranges, glacier striping and magnetization of rocks within the ocean floor. (Resource: http://www.fromquarkstoquasars.com/continental-drift-theory/)

Climate: Fossils that are normally found in certain climates are today found in unusual climates. (Resource: http://www.britannica.com/EBchecked/topic/463912/plate-tectonics/14459/Climate)

Seafloor Spreading: As new material is created by volcanism at the mid ocean ridges, old material is recycled at the edges of the plates due to subduction. (Resource: Operation: Tectonic Fury, Mission 4, Student Edition 100-101 )

Paleomagnetism: Around the Mid-Atlantic Ridge, magnetic stripes exist in the seafloor as the iron particles align with the Polar magnetism reversals of the Earth. These strips are symmetric, indicating that the sea floor spreads outward from the mid ocean ridges. (Resource: http://www.thisoldearth.net/Geology_Online-1_Subchapters.cfm?Chapter=3&Row=4)

Mountain Chains: Seem to connect from continent to continent. South America to South Africa, and India to Australia.

(Resource: http://www.platetectonics.com/book/page_11.asp)

(Teacher Note: Teacher should create learning stations for students that includes information and pictures. These stations should reflect the information that teacher and/or school district would like for the student to know. Additionally, students can create a chart to fill in information as they learn it from each peer expert.)

3. Students rejoin their groups and one member from each expert group shares what was learned and the group members take notes in their interactive notebook, binder, or student note taking device. Students will need to leave space in their notes for teacher input.

4. Teachers can use different classroom materials to allow students to share out: chart talk, white board sharing, poster making, etc.

EXPLANATION- Day Three (10 minutes of 45 minute class period)

1. Teacher should do a whole group explanation of pieces of evidence that support the Plate Tectonic Theory. This whole-group instruction should review all the types of evidence the students previously learned. Teachers may choose to use a PowerPoint, Prezi (use above link), FlipChart, video, or lecture/demonstrations. The following link can be used to help provide a quick visual for students: http://prezi.com/d8nalfzlyr5i/5-pieces-of-evidence-for-theory-of-the-continental-drift/ .

(Teacher Note: The link to the Prezi above only includes five of the eight pieces of evidence mentioned. This presentation is editable and should be revised to fit teacher and district needs. Not all districts teach the same evidence to support the plate tectonic theory.)

2. Teacher should allow students to ask questions to clear up any misconceptions before formally evaluating.

ELABORATION- Day Three (35 minutes of 45 minute class period)

1. Students will create games that formally assess their understanding of the evidence that supports the Plate Tectonic Theory. Examples of these games include: card sort, acrostic puzzles, crossword puzzles, etc.

(Teacher Note: It will be helpful for the students and teacher to have a rubric that defines student expectations for this activity. Rubrics can be created at rubistar.forteachers.org)

2. Vocabulary to be covered: puzzle piece fit, Pangaea, Alfred Wegener, continental drift, seafloor spreading, glaciers, coal beds, fossil, climate, continents, tectonic plates, plate boundary

EVALUATION

The following questions can be used as assessment questions, exit tickets, warm-ups, or as any other form of evaluation throughout this lesson.

1. What is the function of seafloor spreading in the process of continental drift?

   1. It releases hot lava into the water, creating convection currents.

   2. It releases hot lava into the water, pushing old curst upward.

   3. It creates new layers of curst, deepening the crust on the ocean floor.

   4. It creates new crust pushing older crust outward.

2. Describe what happens during seafloor spreading. Include in your answer a description of the movement of the plates.

3. Which best describes the theory of plate tectonics?

   1. Earth’s continents are moved by convection in the mantle.

   2. Earth’s crust is broken into plates that move because of processes in the mantle.

   3. Earth’s lithosphere is broken into plates that are moved by convection in the mantle.

   4. Earth’s lithosphere is broken into plates that move because of processes in the mantle.

4. Which relationship is fundamental to understanding how convection in the mantle works?

   1. Density is related to mass.

   2. Temperature is related to buoyancy.

   3. Buoyancy is related to density.

   4. Density is related to temperature.

Differentiation strategies to meet diverse learner needs:

Extension for Pre-AP, GT, or Advanced Students:

• Have students do further research on sea-floor spreading. Challenge them to create a model to demonstrate how seafloor spreading works. Establish criteria for the model in advance by brainstorming the major pieces of the process. You can use the models to gauge students’ understanding of the process and/or to provide a reteaching opportunity for students who need additional exposure to the process.

Extension for Struggling Learners:

• ELL and struggling learners can complete this Continental Drift Virtual Lab or this Continental Drift Activity Packet to further their understanding of the Theory of Continental Drift.

ELPS :

ELPS 3.D: The student will speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency. (Seen in Explanation Section)

ELPS 4.C: The student will develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials. (Seen in Exploration and Explanation section)

ELPS 4.F:  The student will use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language. (Seen in Exploration and Explanation section)

STEM Careers :

1. Have students read the Explorer’s Connection on page 100 of the Student Edition. Ask them to speculate as to how the robotic systems used by Bob Ballard. What are the advantages of using such robotic systems? What kinds of things do you think we’ll be able to learn with them?

2. Have students explore Argonaut Stories via http://gated.jason.org/gated/Pages/OTFArgoStories.aspx. Students may read biographies, watch videos, and create questions about these scientific careers.