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5.4.6.D 2011 Earth System Science: The Earth operates as a set of complete and dynamic interconnected systems, and is part of the all encompassing systems of the Universe. (5.4) Tectonics: The theory of Plate Tectonics provides a framework for understanding the dynamic processes within and on the Earth. (5.4.D) Essential Questions To what extent does the exchange of energy within the Earth drive geologic events on the surface? Enduring Understandings Energy flow and movement of material from the Earth’s interior causes geologic events on the Earth’s surface. Content Statements Lithosopheric plates consisting of continents and ocean floors move in response to movements in the mantle. Earth’s landforms are created through constructive (deposition) and destructive (erosion) processes. Earth has a magnetic field that is detectable at the surface with a compass. Cumulative Progress Indicators Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire. (5.4.6.D.1) Labs, Investigation, and Student Experiences Create a model of a conversation current using a large clear container filled with water, heat lamp, food coloring, hot water, and cold water. Pour the hot and cold water samples to demonstrate the circulation of warm water moving to cooler locations and cold water sinking. Assess and revise the model. (5.4.6.D.1) Using models of the Earth’s interior, apply the above process to the movement of the asthenosphere and the resultant movement of the lithospheric plates above the asthenosphere. Prepare a statement about the mechanism behind the movement of the litohspheric plate. (5.4.6.D.1) Using a map of the major and minor lithospheric plates, recognize that the plates are composed or oceanic and continental crust having different characteristics. Using the mechanism identified in the above activity, Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images. (5.4.6.D.2) Apply knowledge of Earth’s magnetic fields to successfully complete an orienteering challenge. (5.4.6.D.3) Desired Results 5.4.6.D 2011 apply the movement of these plates in creating the high concentration of earthquakes, and volcanic eruptions around the Pacific Plate. (5.4.6.D.1) Sample Assessments http://www.colorado.edu/GeolSci/Resources/WUSTectonics/PacNW /ring_of_fire.gif The USGS map above appears to show a relationship between active volcanoes, earthquakes and lithospheric plate boundaries. Describe a mechanism that could cause the concentrations of volcanoes and earthquakes around the Pacific Ocean. (5.4.6.D.1) How do temperature changes create convection currents? Draw and label a diagram showing convection in the mantle. (5.4.6.D.1) Draw and explain how changes in density generate convection currents in the mantle. (5.4.6.D.1) Describe the theory of sea floor spreading. (5.4.6.D.1) Challenge students to add to the visual presentation below by drawing a sixth map showing how the continents might look 100 million years from now. Students must consider that the earth’s lithosphere is made up of moving plates and must take into account the directions in which major plates are moving. (5.4.6.D.1) 5.4.6.D 2011 Describe how convection currents may cause tectonic plate movement. (5.4.6.D.1) Describe how scientists developed the theory of plate tectonics. (5.4.6.D.1) Explain in words or models how lithospheric plates that make up the Earth’s crust can also be compared to a sheet of ice on a river or lake. (5.4.6.D.1) Have students calculate how far a plate would move in 200 million years if it moved at the rate of 3 cm per year. Ask students to consult reference sources to find out the width of the Atlantic Ocean. Then have them discuss how their calculations and findings relate to the theory of plate tectonics. (5.4.6.D.1) Resources National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Changes in the Earth's Surface http://strandmaps.nsdl.org/?id=SMS-MAP-0048 NSDL Collection K-12 Short Cuts: Middle School http://nsdl.org/resources_for/k12_teachers/middle-school.php Science Curriculum Topic Study Plate Tectonics, p.182 Geology: Plate Tectonics http://www.ucmp.berkeley.edu/geology/tectonics.html Labs, Investigation, and Student Experiences (5.4.6.D.2) Collect images of volcanoes, faults, various mountain ranges, stream valleys, and eroded landforms such as those found in the Southwest United States, glacial landscapes, and beaches. 5.4.6.D 2011 Paleomap Project by Christopher R. Scotese The goal of the Paleomap project is to illustrate the plate tectonics development of the ocean basins and continents, as well as the changing distribution of land and sea during the past 1100 million years http://www.scotese.com/ Paleogeography Through Geologic Time http://jan.ucc.nau.edu/~rcb7/global_history.html http://www.platetectonics.com/ http://science.pppst.com/platetectonics.html The Ring of Fire http://www.crystalinks.com/rof.html http://pubs.usgs.gov/gip/dynamic/fire.html Pangea Map http://geology.com/pangea.htm http://www.nationalgeographic.com/xpeditions/lessons/15/g912/ri ng.html Classify these images by the constructive or destructive processes that created them. (5.4.6.D.2) Use the images below to describe the process that caused the following formations. (5.4.6.D.2) 5.4.6.D 2011 Desired Results (5.4.6.D.2) Sample Assessments The map below is a satellite image of Gateway National Recreation Area, located at Sandy Hook, NJ. (5.4.6.D.2) Labs, Investigation, and Student Experiences (5.4.6.D.3) Based on your understanding of erosion and deposition. 1. Explain how the “sandy hook” was created. 2. Where did the material probably come from and how did it get there? http://www.thecoolroom.org/data/data_codar.htm Explain how constructive and destructive forces shape and reshape the earth’s atmosphere? (5.4.6.D.2) Use a compass to follow a set of directions. (5.4.6.D.3) Create an orienteering challenge on school grounds or in a local park. See Orienteering located at: http://www.4orienteering.com/course_setup/ Note: Orienteering courses present a variety of safety issues that need to be considered when selecting an appropriate location for an orienteering course. 5.4.6.D 2011 Describe and find examples of how the following surface features are caused by constructive process. (5.4.6.D.2) Earthquakes Volcanoes Describe and find examples of how the following surface features are caused by destructive processes. (5.4.6.D.2) Erosion Weathering Resources National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Changes in the Earth's Surface http://strandmaps.nsdl.org/?id=SMS-MAP-0048 NSDL Collection K-12 Short Cuts: Middle School http://nsdl.org/resources_for/k12_teachers/middle-school.php Science Curriculum Topic Study Plate Tectonics, p.182 http://visibleearth.nasa.gov/view_set.php?categoryID=728 Images of erosion http://en.wikipedia.org/wiki/Erosion Desired Results (5.4.6.D.3) Sample Assessments 1. A compass and a global positioning system (GPS) can both be used to navigate through an orienteering course. Compare and contrast how Note: Students should be engaged in developing strategies for managing risks associated with their unique course. The risks may include, but are not limited to: flora, fauna, weather, topography, and human activities. (5.4.6.D.3) Students create and participate in a Geocaching event. See Geocaching - The Official Global GPS Cache Hunt Site located at: http://www.geocaching.com/ (5.4.6.D.3) Explain and list the parts of a compass and how they relate to the earth’s magnetic fields. Design and construct a compass. Use the compass to follow a set of directions around the school. (5.4.6.D.3) 5.4.6.D 2011 each works to help you to determine your direction of travel. (5.4.6.D.3) 2. Why will hikers probably get lost if they do not understand the difference between magnetic north and true north? (5.4.6.D.3) Have students investigate what is better for navigation a compass or a global positioning system (GPS). Students must then list the pros and cons. (5.4.6.D.3) Resources National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Electricity and Magnetism http://strandmaps.nsdl.org/?id=SMS-MAP-2085 NSDL Collection K-12 Short Cuts: Middle School http://nsdl.org/resources_for/k12_teachers/middle-school.php Science Curriculum Topic Study Structure of the Solid Earth, p.188 http://www.crystalinks.com/earthsmagneticfield.html http://science.nasa.gov/science-news/science-atnasa/2003/29dec_magneticfield/ http://www.windows2universe.org/physical_science/magnetism/earth_ma gnet_dipole_interactive.html http://www.windows2universe.org/earth/Magnetosphere/earth_magnetic_ poles.html 5.4.6.D 2011