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Transcript
Plate Tectonics: Author’s Motivation & Unit Rationale “You are not here merely to make a living. You are here in order to enable the world to live more amply, with greater vision, with a finer spirit of hope and achievement. You are here to enrich the world, and you impoverish yourself if you forget the errand.” Woodrow Wilson My motivation stems from a great love of science sown by my father, himself a great mathematician and scientist. I have always looked at the world with a sense of wonder and wanting to know more with every question that pops into my head. I want to inspire this interest and questioning nature in my students as it can enrich their lives in many ways. On the practical side promoting questioning, critical thinking and problem solving can help them in any field they might work in as well as solve every day problems in their lives. On the inspiring side, interest in learning can be a life long hobby that can open up many unexpected avenues like meeting new and interesting people, to creating an interesting side job, to simple enjoyment and pride in accomplishment in learning something new creating confidence in yourself. My teachers inspired me to love learning for learning sake and in spite of the society’s misplaced focus on test results proving what we are doing in the classroom as being successful and the subject needing to be ‘useful’ in a vocational sense, we need to balance this with the human need to explore and experiment to satisfy our curiosity about this wonderful world. In my opinion, no other course than Plate Tectonics fully captures that awesome wonder of the Earth. How can we stay unmoved in the sight of an erupting volcano or learning that the Himalayas were made by continental collisions?! Unit rationale: Why Study Plate Tectonics? When a student finishes this unit I want them to take away a larger sense of the world as a dynamic system. A greater appreciation for the geologic history of the world and our relative place in it. This unit has a definite practical side to it which I want the students to come away with, understanding the dangers of volcanoes and earthquakes but also grow a sense of wonder of the amazing forces that have shaped the land forms around us. In addition this unit takes us around the world to different areas connected with geologic motion including the Himalayas and Hawaii, which I hope will inspire my student’s sense of wonder about the world as well as their knowledge of other countries and people that live there. Beyond high school and into college, plate tectonics is the basis of any geology program. It is also required in some engineering classes that are focused on the problems of building in certain areas. Geography classes are part of general education requirement in the first year of college as well and a unit like this would set up a first year college student well. But also Plate Tectonics is a wonderful way to incorporate all sciences (geology, chemistry, biology, physics) in an integrated way with physical evidence around the world which will make science more approachable and relevant to the students. Our Dynamic Earth as described by Plate Tectonics Theory Learning Hierarchy Generalization: Plate tectonics is the process by which mountain building, continental drift, volcanoes, hot spots, subduction and sea floor spreading can be explained. The theory also provides a unifying theory to explain the mechanism of mantle convection and the layers of the interior of the Earth. Plate tectonics is the process by which mountain building, continental drift, volcanoes, hot spots, subduction and sea floor spreading can be explained. The theory also provides a unifying theory to explain the mechanism of mantle convection and the layers of the interior of the Earth. Plate Tectonics Concepts Changing Earth Volcanoes Strato & Shield Hot spots Earthquakes Thrust, Slip & Transform fault Waves: Secondary & primary Love & Rayleigh Ring of fire Earth’s History Continental drift Pangaea Seafloor spreading Subduction Inside Earth Density Basalt/Granite Mantle convection Earth’s interior layers Inner / outer core Crust /lithosphere Athenosphere Evidence: Continental shapes: Bullard, Wegener Fossils: Wegener Magnetic field:Vacquier Ocean rifts: Heezen Earthquakes/Volcano: Wadati & Benioff Subduction: Hess Facts: Changing Earth Volcanoes and earthquakes are related to plate movements. Strato volcanoes are found at plate boundaries. Shield volcanoes are found at seafloor spreading areas, known as hot spots. Transform faults develop along plate boundaries. Primary waves move through the center of the earth and move through liquid. Secondary waves can not move through liquid and was instrumental in proving the composition of the interior of the earth. Love and Rayleigh waves are surface waves that cause a great deal of damage. The ‘ring of fire’ is an example of the Pacific Rim plate boundaries where there is a lot of movement and tension, resulting in earthquake and volcanic prone area. Earth’s History Continents are made of less dense material than oceanic rock. Continental plates ‘float’ on more dense rock and crack and move, called ‘continental drift’. New rock material is made at ocean ridges causing sea floor spreading. Evidence of the history of sea floor spreading can be seen with the change of magnetic fields through out history. Subducted oceanic plate causes heat which result in volcanoes. Mountains are formed in places where continents have collided and caused the continental crust to up-swell. Fossils and similar rocks is evidence for historic continental masses, one particularly called ‘Pangaea’ Inside Earth: More dense material is heavier and will subduct under continents. Mantle convection is the process by which subducted rock material cycles, cooling material moving downward and hotter, less dense material raises to the surface. Mantle convection is driven by density differences and thermal heat generated by radioactive decay. The interior of the Earth is made of different layers that have different temperatures, densities and compositions associated with them. The outer core is liquid iron and nickel The inner core is solid iron and nickel. The mantel is highly plastic rock: Basalt, more dense, less silicate rock. The continental plates are made of silicate rock: Granite, less dense. The temperature of the center of the earth reaches the temperature of the surface of the sun! Evidence: It took over a hundred years to fully develop the Theory of Plate Tectonics Many scientists were involved. Alfred Wegener did more than anyone else to create a unifying theory but he did not get recognition in his lifetime. It wasn’t until after WW2 that the evidence was found for his theory. The Theory was generally accepted by 1970s. New Generation Science Standards for High School * underlined topics covered in unit HS-ESS1-5: Earth’s Place in the Universe Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).] HS-ESS2-3: Earth’s Systems Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] Disciplinary Core Ideas ESS2.B: Plate Tectonics and Large-Scale System Interactions The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. (HS-ESS2-3) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust. (ESS2.B Grade 8 GBE) (HSESS2-1) Science and Engineering Practices *below are science practices incorporated into lessons in the unit Developing and Using Models : Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS2-1),(HS-ESS2-3),(HS-ESS2-6) Use a model to provide mechanistic accounts of phenomena. (HS-ESS2-4) Planning and Carrying Out Investigations: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-ESS2-5) Analyzing and Interpreting Data: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-ESS2-2) Engaging in Argument from Evidence : Construct an oral and written argument or counter-arguments based on data and evidence. (HS-ESS2-7) Unit Planning: Evaluation and Transformative Questions 1) What are the race, gender and class underpinnings of your unit? Throughout the unit I will highlight the contribution of women and people from different ethnic backgrounds to the field of Geology and Plate Tectonics and focus on different places in the world to provide a multinational view. International Places: I will provide examples of places around the world where Plate Tectonics is taking place and where discoveries have been made to build a more international focus in the class. I will try especially to bring in countries students ancestors are from including Mexico, Africa, India, Middle East, Europe. Role Plays: I will provide interesting role plays with people from different genders and ethnic backgrounds to bring the viewpoints of people of different backgrounds actively into the unit. Multicultural Scientists: I will also provide and refer to other current or historic scientists that were/are women or people of color. For example there are many lists of biographies on the internet including a resource on 18 and 19 century women geologists, as well as a list of famous black scientists in history. For more current scientists both National Association of Black Geoscientists (1981) and the Geological Society of Africa provide a list of active scientists in the field. But just at a glance I found these scientists that I could have students research and make posters to decorate the classroom: Andrés Manuel del Río (1764–1849), Spanish–Mexican mineralogist, discoverer of vanadium. Seikei Sekiya (1855–1896), Japanese seismologist, created the model showing the motion of an earth-particle during an earthquake Shen Kuo (1031–1095), Chinese scientist, magnetic compass pioneer, geomorphology theory. Etheldred Benett (22 July 1776 – 11 January 1845) was an early female English geologist, considered the 'first lady geologist.' Her fossil collection played a significant part in the development of geology as a field. Discoverer of Iguanadon. Ammonites benettianus is named after her. Current African Woman Scientist: Dr. Maideyi Lydia Meck Geology Department University of Zimbabwe and her work: Geochemistry for Sustainable Development in Africa: Zimbabwe Case Study. Native American Origin Stories: Another way that I can promote multiculturalism in the classroom is to use stories from Native American origin ‘myths’ that often tell of volcanic and cataclysmic beginnings which are thought to be racial memories of great volcanic eruptions, earthquakes and the even the Ice Age. One in particular from the Native American Klamath Tribe from the Crater Lake area in Oregon tell of the origins of the crater from a giant eruption 7,700 years ago. 2) How did the lesson content and strategies promote or impede educational equity? Readiness Activities: I will provide activities that incorporate different levels of readiness. For example provide role plays that have different levels of complexity and responsibilities. Provide lessons for multiple intelligences and provide choices of ways to express knowledge which encourages the active participation of everyone in the class whatever their learning style or learning difficulties. Student Interests and Relevancy: I will also make every effort to include student interests by surveying possible topics and activities before the unit as well as link the unit to their own lives to make the topic of Plate Tectonics relevant. This could include the examples of Plate Tectonics in their areas or areas that they have seen or been or the evaluation of where to live in terms of relative safety in earthquake or volcanic areas. Although student interests and relevancy may not seem to directly promote educational equity, to create a classroom where the students feel that their point of view, interests and life context is relevant promotes equity in the classroom. 3) How did the lesson content and instructional strategies promote cultural plurism and intergroup harmony within your classroom? I will make every effort to build an atmosphere of a cooperative learning environment in the classroom and throughout the unit by engaging the class in cooperative activities ranging from small everyday activities to bigger projects in the class: small group pair shares for quick work to end of the unit cooperative group projects. The ethos of the class must be established that everyone’s point of view is respected and listening to each other is valued. 4) How does the lesson content correct distortions in the historical/scientific record that may be linked to racism, exploitation and oppression or particular groups? Judeo-Christian View: Plate Tectonics explains the age of the Earth in the geological record and thus problematizes traditional Judeo-Christian narratives of creation and supports evolutionary theory. Although many students will come from a Christian-based household, and great sensitivity must be employed to ensure students feel their beliefs are respected, the JudeoChristian/Western thought has a long history of oppression and exploitation (e.g. so called racial theories of evolution) that science (hopefully) can help rectify. Distorted Map Projections: Plate tectonics also provides an alternative method of envisaging the world that is not distorted by Eurocentric cartography as illustrated by Greenwich Mean Time (GMT, i.e. zero degrees longitude), a relic of British imperial history. For example the Gall–Peters projection is an equal-area map promoted by UNESCO. Plate Tectonics that can be used to decenter such Eurocentric geographical perceptions. Some other examples are of an ‘upside-down’ world map or one centered on Antarctica (see image at the end of this paper). 5) How did the lesson content and strategies make use of or help to develop collaborative empowering relationships among parents, teachers, and community? Throughout the unit I will try to parents and the community. First by providing an ‘Introduction to the Unit’ paper to send home to the parents and have them sign with some interview questions the student can ask their parents like a pre-assessment that students can evaluate their own family’s knowledge on the subject. As per the pressures on family time and involvement I will require this to be brief and maybe only oral responses. I will also research people in the community that may have some pertinent knowledge to this unit. For example if a parent works with construction or gardening, they could have knowledge that I could use about local geology. Depending on the parent’s time constraints either they could visit the class or I could just tie-in what they do to the lesson. The final project of the unit could involve an open-house inviting the community to see what the student’s have done or student’s could take on a relevant geological issue in the neighborhood and gather information and then report back to the community or give advice on the issue. This could be a road or hill that is weathering and threatening the community or another relevant geological topic. Three examples of different world views: 1)An example of a projection of the world that is different from Eurocentric maps: Antarctica as the center point – strange but beautiful! And maybe a case could be made for the international ‘sharing’ of Antarctica? 2) The Galls-Peter Projection that puts Africa in true proportion to the rest of the world. 3) The ‘upside down’ map that brings the world’s hierarchy into question.