Download Plate Tectonics Unit - the E-Portfolio of Jessica Mann B.Com., RED

Name: Miss Mann Grade 7 Topic Date Dec 15 Allotted Time Sources used to develop this plan: BC Science 7 Textbook Plate tectonics 45 Rationale: To develop the understanding of the earths crust and its movements in order to understand how and why the earth’s surface is continually changing. On the west coast of Canada we live in a subduction zone that causes earthquakes and volcanic activity, the students are affected by this plate tectonic movement in building code restrictions and the need for earthquake preparedness. PLO: analyze the dynamics of tectonic plate movement and landmass formation
The theory of plate tectonics explains how and why the tectonic plates move and explains
why the Earth’s surface is continually changing
Stress in the Earth’s crust is released in tectonic plate movement and earthquakes
Heat within the Earth is released in volcanic activity
Assessment: Lesson Outcome Students will be able to explain how plate tectonics and boundaries work to shape the earth They will be able to relate this knowledge to our local geography the Juan De Fuca Plate Source of Evidence Plate boundary drawing Plate boundary model Participation in class discussion Answering the critical thinking questions Criteria Drawing are labelled with arrows showing plate movement Model accurately depicts assigned plate boundary 5 points for each CT question Resource Material and Preparation: Power point presentation, Plate tectonic workbook, Data Projector, Science 7 Text Book, Red, Green and blue foam, red and brown Pleistocene, camera, strips with different plate boundaries, Class list for anecdotal assessment recording, critical thinking question sheet Lesson Development Pacing Introduction: Have students take out their Plate tectonic workbook and go over the 10min diagrams that they drew last day of different plate boundaries Draw an example of each under the data projector Review cross section, diagram requirements and ensure students have clearly label their diagrams Teaching/Learning sequence: Have students in pairs make a model of an assigned plate boundary using 7min foam and Pleistocene Then have member (A) of the group go around the class to see the other 7min students models B student/group member will stay with their model and explain what is happening. Then switch so both group members can see the models **Circulate and anecdotally record students participation and understanding** Photograph the models Why do we on Vancouver island have to be prepared for an earthquake? Discuss 5min Look at Juan De Fuca Plate diagram in text on page 249 Discuss what is happening Talk about mount St Helen Volcano that was produced by Juan De Fuca 5min Plate Subduction Show Video Closure: Give Critical thinking questions with criteria 10min Brain storm some scientific vocabulary they may want to use Tell students we will discuss the answers next day Accommodations: Students are given a variety of mediums to explore the plate boundaries ie hearing me talk about it, drawing it and making a model We will brainstorm appropriate vocabulary as a class Name:
Critical Thinking Questions:
Will Vancouver Island sink in an Earthquake? Why,
why not?
If you are petrified of Earthquakes and Volcanoes where
on earth should you live to never experience one? Why?
Convergent - Continental - Continental
Convergent – Continental – Oceanic
Convergent – Oceanic- Oceanic
Divergent
Transform
Convergent - Continental - Continental
Convergent – Continental – Oceanic
Convergent – Oceanic- Oceanic
Divergent
Transform
Convergent - Continental - Continental
Convergent – Continental – Oceanic
Convergent – Oceanic- Oceanic
Divergent
Transform
Transform
Convergent - Continental - Continental
Convergent – Continental – Oceanic
Convergent – Oceanic- Oceanic
Divergent
Transform
Cole
Paige
Nathan
Tamika
Parker
Dakota
Shannon
Tanner
Lindsay
Ashley
Emillee
Hayden
Ella
Devin
Chelsey
Riley
Teresa
Rhianon
Connor
Ryan
Tristan
Billy
Colton
Aja
Mathew