Download Formation of Oceanic Features

Formation of Oceanic Features
Resource ID#: 29756
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This is a picture inquiry based lesson for students to explore four specific oceanic features (midocean ridge, trench, seamount, and continental shelf). Groups of three students will observe and
explain features found in pictures and share ideas with their peers.
Subject(s): English Language Arts, Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students,
Internet Connection, LCD Projector, Overhead Projector, Microsoft Office, Java Plugin
Instructional Time: 50 Minute(s)
Freely Available: Yes
Keywords: Tectonic plates, convergent boundary, divergent boundary, mid-ocean ridge, trench,
seamount, and continental shelf
Instructional Component Type(s): Lesson Plan
Instructional Design Framework(s): Confirmation Inquiry (Level 1)
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Teacher Notes and Pictures.doc
LESSON CONTENT

Lesson Plan Template:
Guided or Open Inquiry

Learning Objectives: What will students know and be able to do as a result of this
lesson?
Students will be able to identify a mid-ocean ridge, seamount, trench, and continental shelf on a map.
Students will be able to describe the formation of a mid-ocean ridge, seamount, trench, and continental
shelf.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students must know about plate tectonics.
Students should recall the layers of the Earth.

Guiding Questions: What are the guiding questions for this lesson?
What features are located in the picture?
What supporting evidence can you describe to prove the feature is located in the picture?
How do you think that ocean feature developed?
What type of boundary is this feature located at (convergent, divergent, or transform boundary)?
(All questions can be asked for each of the four features that students are expected to described.)
How can scientists use this information of the oceanic features in their research?

Introduction: How will the teacher inform students of the intent of the lesson? How will
students understand or develop an investigable question?
Students will be placed in groups of three. Class will discuss plate tectonics and layers of the earth.
New terminology (convergent boundaries, divergent boundaries, mid-ocean ridge, seamount, trench, and
continental shelf listed in the teacher notes) will be brought to the attention of students. Students can copy
the information in notebooks to reference later.
Each group will be provided with a laptop in order to log on to Google Earth in order to explore and find
real life examples. Teacher will facilitate any misconceptions while listening to group conversations. (Use
this link if you and or your students are not familiar with Good
Earth.http://www.youtube.com/watch?v=6ATw1f_qcEg

Investigate: What will the teacher do to give students an opportunity to develop, try,
revise, and implement their own methods to gather data?
Students will view pictures (attached, scroll the document) and discuss observations and explanations for
what they are looking at. Each group member must write one observation from the two pictures (3 total for
the group).
Then, each group member must write an explanation for an observation.
Internet Links for pictures:
http://www.nnvl.noaa.gov/MediaDetail.php?MediaID=572&MediaTypeID=1
http://visual.merriam-webster.com/earth/geology/ocean-floor.php

Analyze: How will the teacher help students determine a way to represent, analyze, and
interpret the data they collect?
Students will record their group's thoughts from the discussion about the previous pictures on whiteboards
for teacher to view. This information needs to be written out so that the teacher has an idea of the
information the group has, since he might not be present for the entire discussion on each oceanic feature.
Students will be called upon after sufficient time of their groups discussion of the pictures to state their
explanations of each term with the class. Other groups should pay attention to the group talking as they will
have an opportunity to add, discount, or comment on the explanation. (it is important for students to not
only participate in the discussion, but to listen and comprehend what their peers are saying. This is why
after one group's explanation, the teacher should not offer comments of right or wrong. However, another
group should be called upon to agree or disagree with the first group's comments.)

Closure: What will the teacher do to bring the lesson to a close? How will the students
make sense of the investigation?
Teacher will clear up any inaccurate information (should there be any).
Teacher will review pictures. Students will complete summation assessment of the explanation and
identification of the four terms.

Summative Assessment
Students will identify and describe each of the following oceanic features:
Mid-ocean ridge, seamount, trench, and continental shelf
Definitions and sample pictures of how students should describe and identify the features are located on the
attached teacher notes.

Formative Assessment
Students and teacher will discuss layers of the Earth, plate tectonics, and convergent and divergent
boundaries. Teacher will reinforce understanding as needed throughout the lesson. Through discussions and
feedback from students, teacher will gain the knowledge of student understanding.

Feedback to Students
Instructor will circulate through the class as teams discuss oceanic features from pictures. Teacher will
make note of discussion by listening to the oceanic floor terms. Teacher will clear up any misconceptions
student teams have while discussing features.
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Hearing impaired students will be allowed to read observations and explanations of any group called upon
if needed for the student.
Vision impaired students can be give a topographical globe in order to feel the depth of a trench,
continental shelf, seamount, and mid-ocean ridge. They will still be required to give an observation and
explanation, verbally if needed.
ESOL/ELL students, depending on English skill level, will be allowed to speak in Spanish AND English
with their group for comfort of the student, but if the student is called upon for an observation or
explanation to share with the class, student will be encouraged to speak in English.
Leeway will be given to grammar of sentence structure in the summative assessment.

Extensions:
Transform boundaries and earthquakes can be discussed if time permits.
Exploration of the Mariana Trench can be shown and discussed, including deep sea exploration,
technology, and organisms.

Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet
Connection, LCD Projector, Overhead Projector, Microsoft Office, Java Plugin

Special Materials Needed:
Materials for student use:
o
o
o
a copy of the two pictures, preferably in color, for each group (attached)
a whiteboard for each group
3 different color markers for each person in each group
o
o
o
o

posted new terminology for students to use while recording observations/explanations.
paper and writing utensil for summative assessment
Materials for teacher use:
teacher notes (attached)
Further Recommendations:
This is a lesson designed is based on Larry Chew's picture inquiry for whiteboarding. A teacher is simply a
facilitator rather than a dictator for information. Students are encouraged to learn from one another in a
respectful manner with this technique.
SOURCE AND ACCESS INFORMATION
Contributed by: Katlyn Wicks
Name of Author/Source: Katlyn Wicks
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.1112.WHST.1.2:
Description
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or
technical processes.
a. Introduce a topic and organize complex ideas, concepts,
and information so that each new element builds on that
which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the
topic.
c. Use varied transitions and sentence structures to link the
major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and
techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a
knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of
likely readers.
e. Provide a concluding statement or section that follows
from and supports the information or explanation
provided (e.g., articulating implications or the
significance of the topic).
Particular alignment to:
LAFS.1112.WHST1.2b:
SC.912.E.6.5:
Develop the topic thoroughly by selecting the most significant
and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
Describe the geologic development of the present day oceans
and identify commonly found features.
Remarks/Examples:
Describe the topography of the ocean floor and how it
formed (e.g. plate tectonics, sea level changes).