Download Unit 7 Lesson 1 Forces that Change the Earth

Campus: Clark Junior High
:
Author(s): Lori Smith , Dina D’Onofrio,
Kelli Judge
Date Created / Revised: November 6, 2016
Six Weeks Period: 3rd six weeks
Grade Level & Course: 8th grade Science
Timeline: 8 days
Unit Title: : Forces that Change the Earth
Stated Objectives:
TEK # and SE
Lesson # 1
Evidence for Plate Tectonics and the Formation of Crustal Features
Content TEKS
8.6: The student knows that there is a relationship between force, motion, and
energy. The student is expected to:
8.6C Investigate and describe applications of Newton's law of inertia, law of
force and acceleration, and law of action-reaction such as in vehicle restraints,
sports activities, amusement park rides, Earth's tectonic activities, and rocket
launches.
8.9: Earth and space. The student knows that natural events can impact Earth
systems. The student is expected to:
8.9A Describe the historical development of evidence that supports plate
tectonic theory (Supporting)
8.9B Relate plate tectonics to the formation of crustal features (Readiness)
Process TEKS
8.2: The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
8.2E: Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
8:3 Scientific investigation and reasoning. The student uses critical thinking,
scientific reasoning, and problem solving to make informed decisions and knows
the contributions of relevant scientists. The student is expected to:
8.3A: In all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and experimental
and observational testing, including examining all sides of scientific evidence of
those scientific explanations, so as to encourage critical thinking by the student.
8.3B Use models to represent aspects of the natural world such as an atom,
molecule, space, or geologic feature.
8.3C Identify advantages and limitations of models such as size, scale,
properties, and materials.
8.3D Relate the impact of research on scientific thought and society, including
the history of science and contributions of scientists as related to the content.
8.4: The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
8.4A: Use appropriate tools to collect, record, and analyze information, including
lab journals/notebooks, beakers, meter sticks, graduated cylinders,
anemometers, psychrometers, hot plates, test tubes, spring scales, balances,
microscopes, thermometers, calculators, computers, spectroscopes, timing
devices, and other equipment as needed to teach the curriculum.
.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Misconceptions
Many scientists have contributed to the theory of plate tectonics.
What is a theory?
What makes a theory accepted or not accepted?
What is the theory of plate tectonics?
How does historical evidence support the theory of plate tectonics?
Some crustal features on the land surface and beneath the ocean are caused by plate
movement.
What are crustal features?
How are crustal features related to plate tectonics?
How does Newton’s law of action and reaction apply to Earth’s tectonic activities?
Are there patterns in volcanoes caused by plate movement? Explain.
Are under water and land surface mountains formed by the same plate movement? Explain.
Students demonstrate safe practices as outlined in the Texas Safety Standards.
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Students may think the Earth is molten, except for its crust.
Students may think earthquakes are caused only by explosions from volcanoes.
Students may think that landforms of similar appearance are formed in only one manner.
Students may think the continents are now in a fixed position.
Key Vocabulary
Key Vocabulary
continental drift: the hypothesis that the continents slowly move across Earth’s surface
Pangaea: the name of the single landmass that began to break apart 200 million years
ago and gave rise to today’s continents
fossil: the preserved remains or traces of an organism that lived in the past
mid-ocean ridge: an undersea mountain chain where new ocean floor is produced; a
divergent plate boundary under the ocean
sea-floor spreading: the process by which molten material adds new oceanic crust to
the ocean floor
deep-ocean trench: a deep valley along the ocean floor beneath which oceanic crust
slowly sinks toward the mantle
subduction: the process by which oceanic crust sinks beneath a deep-ocean trench
and back into the mantle at a convergent plate boundary
plate: a section of the lithosphere that slowly moves over the asthenosphere, carrying
pieces of continental and oceanic crust
divergent boundary: a plate boundary where two plates move away from each other
convergent boundary: a plate boundary where two plates move toward each other
transform boundary: a plate boundary where two plates move past each other in
opposite directions
plate tectonics: the theory that pieces of Earth’s lithosphere are in constant motion,
driven by convection currents in the mantle
asthenosphere: the soft layer of the mantle on which the lithosphere floats
convection: the transfer of thermal energy by the movement of a fluid
convection current: the movement of a fluid, caused by differences in temperature,
that transfers heat from one part of the fluid to another
stress: a force that acts on rock to change its shape or volume
tension: stress that stretches rock so it becomes thinner in the middle
compression: stress that squeezes rock until it folds or breaks
shearing: stress that pushes masses of rock in opposite directions, in a sideways
movement
fault: a break in Earth’s crust along which rocks move
normal fault: a type of fault where the hanging wall slides downward; caused by
tension in the crust
reverse fault: a type of fault where the hanging wall slides upward; caused by
compression in the crust
strike-slip fault: a type of fault in which rocks on either side move past each other with
little up or down motion
plateau: a large landform that has high elevation and a more or less level surface
caldera: the large hole at the top of a volcano formed when the roof of a volcano’s
magma chamber collapses
Suggested Day
5E Model
Day 1Engage/Explore
Instructional Procedures
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
TOPIC: THEORY OF CONTINENTAL DRIFT
OBJECTIVE: SWBAT CONSIDER DIFFERENT THEORIES AND
PIECES OF EVIDENCE LEADING UP TO CONTINENTAL DRIFT
Materials
 PLICKERS
 CONTINENTAL DRIFT
PUZZLE
 PACKETS
 PENCILS
LESSON PLAN:
1. WarmUP: PLICKERS & DAY 1
2. Engage: Have students put together a simple map of
land masses with animals and plants
3. Vocabulary cards
4. Direct-teach Notes
Alfred Wegener – Continental drift
 Father of plate tectonic theory
Evidence that support continental drift
1. Shape of continents
2. Fossils
3. Climate
5. Activity: Have students consider all 4 of the continental
drift theories and agree whether they agree or disagree
6. Exit Ticket
Day 2 - Explain
TOPIC: SEA-FLOOR SPREADING
OBJECTIVE: SWBAT ANALYZE AND EVAULATE ONE OF THE
PIECES OF EVIDENCE THAT CONTINENAL DRIFT OCCURRED
MILLIONS OF YEARS AGO.
Materials
 VIDEO CLIPS
 PACKETS
 PENCILS
 SEA-FLOOR
SPREADING
ACTIVITY
MATERIALS
LESSON PLAN:
1. WarmUP: Day 2
2. Engage: Video Clip Sea-Floor Spreading
https://www.youtube.com/watch?v=GyMLlLxbfa4
3. Direct-teach Notes
More Evidence from the ocean floor
 Sea-floor spreading
 Ocean floor material
 Magnetic Stripes
Drilling Samples
4. Sea-Floor Spreading Activity
5. Video Clip:
https://www.youtube.com/watch?v=WEDUtS0IMws
6. Exit ticket
7. Video Clip: IceAge
https://www.youtube.com/watch?v=TzzGPfVx32M
Day 3-–
Explore/Explain
TOPIC: THEORY OF PLATE TECTONICS
OBJECTIVE: SWBAT COMPARE THE CONTINENTAL DRIFT
THEORY TO THE THEORY OF PLATE TECTONICS AND HOW
OVER TIME OUR PLATES DRIFTED APART TO WHERE THEY
ARE TODAY.
Materials
 PLICKERS
 DEMO MATERIALS
FOR CONVECTION
CURRENTS
 PENCILS
LESSON PLAN:
1. WarmUP: plickers or Day 3
2. Engage: Demonstration with Convection Currents
3. Direct-teach Notes
 Theory of Plate tectonics
 Plate Movement
4. Activity Theory of Plate tectonics
5. Exit ticket/closure
Day 4Explore/Explain
TOPIC: PLATE MOVEMENT AND CONVECTION CURRENTS
OBJECTIVE: STUDENTS WILL BE ABLE TO CONNECT THE
CONVECTION CURRENTS UNDERNEATH OUR EARTH’S
SURFACE TO TECTONIC PLATE MOVEMENT AND THE
THEORIES.
Materials
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PACKETS
PENCILS
ANIMATIONS
POWERPOINT
LESSON PLAN:
1. WarmUP: Day 4
2. Vocabulary
3. Direct-teach; TEACHER WILL GIVE A LECTURE AS A
WHOLE GROUP
 Divergent
 Convergent
 Transform boundaries
4. Exit Ticket
5. Animations of plate movement and their creations
Day 5 -Elaborate
TOPIC: TYPES OF FAULTS
OBJECTIVE: SWBAT SEE THE FORMATION OF FAULTS
THROUGH ANIMATIONS AND BE ABLE TO DRAW THEM.
LESSON PLAN:
1. WarmUP: PLickers or Day 5
2. Vocabulary
3. Direct-teach
 Stress
 Tension
 Compression
 Shearing
 Fault
 Normal Fault
 Reverse fault
 Strike-slip fault
o plateau
4. Drawing Faults
Materials
 PACKET PENCILS
 POWERPOINT
5. VIDEO CLIP: SAN ANDRES FAULT
6. Exit Ticket
Day 6 - Elaborate
TOPIC: GEOGRAPHIC LANDFORMS
OBJECTIVE: SWBAT TO CONNECT LANDFORMS TO THE
THEORY OF PLATE TECTONICS AND THEIR MOVEMENTS.
Materials
 PACKETS
 PENCILS
LESSON PLAN:
1. WarmUP:
2. Vocabulary cards
3. Direct-teach notes
 Caldera
 Cinder cone
 Composite volcano
 Shield volcano
 Volcanic neck
 Dike
 Sell
 Batholith
4. Activity : labeling the different types of landforms
Day 7 - Elaborate
TOPIC: REVIEW
OBJECTIVE: SWBAT REVIEW AND STUDY FOR THEIR UNIT 7
TEST ON PLATE TECTONICS.
Materials
 STUDY GUIDES
 PENCILS
 PACKETS
LESSON PLAN:
1. Study Guides (give students about 15 min to work
independently)
2. Go over study guide as a class.
Day 8-- Evaluate
TOPIC: UNIT 7 TEST: PLATE TECTONICS
OBJECTIVE: SWBAT EARTH A 100% ON THEIR PLATE
TECTONICS TEST.
Materials
 UNIT 7 TEST
 PENCILS
LESSON PLAN:
1. Students will take their test over Plate Tectonics
Teacher will collect all tests when students have
completed.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.