Download Puzzling Plates

Eighth Grade
Puzzling Plates
Students will understand the history of Earth, how and why the plates move. Students will
observe, predict and analyze different situations in this unit. Students will be able to relate the
plate movements to changes on the Earth’s surface and the formation and disappearance of
lands on Earth’s crust. Students will be able to predict where the plates might be in the
future.
Overview of Learning Experiences
Engage
Focus: 8.14
•
The student knows that natural
events and human activities can
alter earth systems
•
The student is expected to predict
land features resulting from gradual
changes such as mountain building,
beach erosion, land subsidence and
continental drift
Explore
Focus: 8.14
•
The student knows that natural
events and human activities can
alter earth systems
•
The student is expected to predict
land features resulting from gradual
changes such as mountain building,
beach erosion, land subsidence and
continental drift
Explain
Focus: 8.14
Elaborate
•
•
TEKS Assessed
Use clues and inferences to complete
a puzzle
Understand and predict plates
movement
Goals:
•
Create a model to illustrate plate
tectonics
Goals:
Present and consider possible
hypotheses that account for plate
movement
•
The student is expected to predict
land features resulting from gradual
changes such as mountain building,
beach erosion, land subsidence and
continental drift
•
Create a model presenting moving
plates
•
The student is expected to predict
land features resulting from gradual
changes such as mountain building,
beach erosion, land subsidence and
continental drift
Focus: 8.14
•
The student knows that natural
events and human activities can
alter earth systems
•
The student is expected to predict
land features resulting from gradual
changes such as mountain building,
beach erosion, land subsidence and
continental drift
8.3 A
Analyze, review and critique
scientific explanation
Evaluate the impact of research on
scientific thought, society and
environment
8.1 A
Demonstrate safe practices during
laboratory investigation
8.2 A
Implement investigative procedure
including forming testable
hypotheses
8.2 D
Communicate valid conclusion
8.3 C
Represent the natural world using
models and identify their limitations
TEKS Assessed
•
The student knows that natural
events and human activities can
alter earth systems
Organize, analyze, predict trends
from direct or indirect evidences.
TEKS Assessed
The student knows that natural
events and human activities can
alter earth systems
•
8.2 C
8.3 D
•
Focus: 8.14
Evaluate
Goals:
Goals:
8.2 B
Collect data by observing and
measuring
8.3 C
Represent the natural world using
models and identify their limitations
8.14 A Predict land features resulting from
gradual changes such as mountain
building and continental drift
TEKS Assessed
•
Plot earthquake and volcano locations
on a world map
8.2 A
Plan and implement investigations
using equipment and technology
•
Compare earthquake and volcano
locations with plate boundaries
8.2C
•
Discuss future movement of plates
Organize, analyze, evaluate, and
infer from direct and Indirect
evidence
8.2 E
Construct graphs, maps and charts
using tools (including computers) to
examine data
Goals:
•
TEKS Assessed
Choose from several evaluation ideas
to demonstrate understanding of the
plate tectonic boundaries and
interactions
GRADE 8
Plan and implement investigative
procedures
8.2C
Organize, analyze, evaluate, and
infer from direct and Indirect
evidence
8.2 D
Communicate valid conclusion
8.14 A Describe changes taking place on
Earth’s surface
-2Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
8.2 A
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
Targeted Texas Essential Knowledge & Skills
Science TEKS
8.1
The student conducts field and laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A)
(B)
8.2
The student uses scientific inquiry methods during field and laboratory investigations. The student is
expected to:
(A)
(B)
(C)
(D)
(E)
8.3
plan and implement investigative procedures including asking questions, formulating testable
hypotheses, and selecting and using equipment and technology;
collect data by observing and measuring;
organize, analyze, evaluate, infer, and predict trends from direct and indirect evidence;
communicate valid conclusions; and
construct graphs, tables, maps, and charts using tools (including computers) to organize,
examine, and evaluate data.
The student uses critical thinking and scientific problem solving to make informed decisions. The
student is expected to:
(A)
(B)
(C)
(D)
(E)
8.14
demonstrate safe practices during field and laboratory investigations; and
make wise choices in the use and conservation of resources and the disposal or recycling of
materials.
analyze, review, and critique scientific explanations (including hypotheses and theories) as to
their strengths and weaknesses using scientific evidence and information;
draw inferences based on data related to promotional materials for products and services;
represent the natural world using models and identify their limitations;
evaluate the impact of research on scientific thought, society, and the environment; and
connect Grade 8 science concepts with the history of science and contributions of scientists.
The student knows that natural events and human activities can alter Earth systems. The student is
expected to:
(A)
The student predicts land features resulting from gradual changes such as mountain building,
beach erosion, land subsidence, and continental drift.
GRADE 8
-3Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
Targeted Texas Essential Knowledge & Skills
Social Studies TEKS
8.21
The student applies critical-thinking skills to organize and use information acquired from a variety of
sources including electronic technology. The student is expected to:
(C)
Organize and interpret information from outlines, reports, databases, and visuals including
graphs, charts, timelines, and maps;
(F)
use appropriate mathematical skills to interpret social studies information such as maps and
graphs.
Language Arts TEKS
8.13
Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The
student is expected to:
(A)
8.24
form and revise questions for investigations, including questions arising from readings,
assignments, and units of study
(D)
interpret and use graphic sources of information such as maps, graphs, timelines, or tables to
address research questions.
Viewing/representing/production. The student produces visual images, messages, and meanings that
communicate with others. The student is expected to:
(A)
select, organize, or produce visuals to complement and extend meanings;
(B)
produce communications using technology or appropriate media such as developing a class
newspaper, multimedia reports, or video reports.
Mathematics TEKS
8.14
Underlying processes/mathematical tools. The student applies Grade 8 mathematics to solve
problems connected to everyday experiences, investigations in other disciplines, and activities in and
outside of school. The student is expected to:
(A)
(C)
(D)
identify and apply mathematics to everyday experiences, to activities in and outside of school,
with other disciplines, and with other mathematical topics;
select or develop an appropriate problem-solving strategy from a variety of different types,
including drawing a picture, looking for a pattern, systematic guessing and checking, acting it
out, making a table, working a simpler problem, or working backwards to solve a problem; and
select tools such as real objects, manipulatives, paper/pencil, and technology or techniques
such as mental math, estimation, and number sense to solve problems.
GRADE 8
-4Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
Targeted Texas Essential Knowledge & Skills
Interdisciplinary
Connections
Mathematics
•
Art
Calculate rates of plate movement
•
Complete a puzzle.
•
Draw diagrams of models.
•
Create models and draw pictures
showing plate movement.
Puzzling
Plates
Social Studies—Geography
Language Arts
•
Use a world map to complete a
puzzle of Pangaea.
•
Brainstorm and discuss Pangaea.
Write responses to questions.
Locate earthquake and volcano
areas on a map.
•
•
•
•
Explain possible reasons for these
patterns of earthquake and volcano
areas on a map.
Create and share original work of a
story, comic, or play to explain plate
movement.
•
Compose fictitious letters to people
in hazard zones.
GRADE 8
-5Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
Teacher Background Information
Rocks and Plate Tectonics
What are rocks?
Rocks are a mixture of one or more minerals.
Igneous rocks form from magma cooling inside Earth (intrusive rock) or from lava cooling on Earth’s surface
(extrusive rock). Igneous rocks are classified according to texture and grain size. Intrusive rocks have large
crystals because the magma cooled very slowly which allowed the crystals time to grow. Extrusive rocks
have small crystals because the lava cooled quickly. Some extrusive rocks cooled almost instantly and have
no grains. Obsidian is an example.
Sedimentary rocks form when sediments are compacted and cemented together. These rocks are classified
by the way they form. The three main types of sedimentary rock are chemical, clastic and organic.
Sedimentary rocks can have fossils that give clues about the age of the rocks.
Metamorphic rocks form when heat, pressure or fluid acts upon igneous, sedimentary or other metamorphic
rocks and changes the texture or composition. Metamorphic rocks have either foliated or non-foliated texture.
In the rock cycle, processes change rocks slowly over time from one type to another under certain conditions
such as melting, heat, and pressure inside Earth, weathering and erosion, deposition, and solidification on
Earth’s surface.
GRADE 8
-6Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
Teacher Background Information
“Courtesy of NOAA http://www.pmel.noaa.gov/vents/nemo/education/curr_p1_08.html”
What is the Theory of Plate Tectonics?
The Theory of Plate Tectonics states that the continents have moved and are still moving. In 1912, Alfred
Wegener introduced a hypothesis of continental drift, but he did not fully understand what caused the plates
to move. As scientists amassed more data, Wegener’s hypotheses was amended to become the plate
tectonic theory. A theory is an explanation of a scientific process that has been successfully tested. The
motion of Earth's plates help scientists to understand why earthquakes, volcanoes, and mountain building
occur.
Scientists believe these plates have been moving for millions of years. Their research indicates that 250
millions years ago, the Earth's continents were all grouped together into one super-continent called Pangaea.
About 200 million years ago, Pangaea covered approximately 30% of Earth’s surface. A large ocean,
Panthalassa, covered the rest of the planet.
Pangaea broke apart to form Laurasia and Gondwana, which were separated by the Tethys Sea. Some
clues leading scientists to the idea of Pangaea were:
•
Fossil clues: Fossils of the reptile Mesosaurus have been found in South America and Africa. Since
the reptile couldn’t swim that distance, Wegener hypothesized that this reptile lived on both continents
when they were joined. Additionally, plant fossils and matching rock layers have been found on both
continents.
•
Rock Clues: Similar rocks were found in United States, Western Europe, and Greenland.
•
Climate Clues: Glacial deposits found in South America, Africa, India and Australia provide additional
evidence that continents were connected.
GRADE 8
-7Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
Teacher Background Information
What are the three types of plate-plate interactions?
Earth is a warm planet sailing through cold space. Some of the mantle of our planet is hot enough to flow.
The surface of Earth, however, is chilled as it loses heat into space. As a result, the familiar rocks of Earth’s
surface are hard and brittle. The cold outer layer of our planet, which holds together as a rigid shell, is not
made of one solid piece. Instead this shell is broken into separate pieces, or tectonic plates, that slide on top
of the mobile interior.
The tectonic plates driven by the flowing part of the mantle are in motion. The movement of the plates
causes a complex puzzle of plate collisions around the globe.
There are three types of plate-plate interactions based upon relative motion:
•
Convergent boundary - where plates collide
•
Divergent boundary - where plates separate
•
Transform boundary - where plates slide past one another
Tectonic plates are sections of Earth’s crust. Some scientists believe that convection currents in the mantle
cause the movement of the plates. Convection currents are the result of hot less dense rocks moving upward
and cold denser rocks sinking downward. Current data shows that plates are moving at a rate of
approximately 1 cm to 12 cm per year.
Artist's cross section illustrating the main types of plate boundaries (see text); East African Rift Zone is a good example of a continental rift zone.
(Cross section by José F. Vigil from This Dynamic Planet -- a wall map produced jointly by the U.S. Geological Survey, the Smithsonian Institution, and
the U.S. Naval Research Laboratory.) http://pubs.usgs.gov/gip/dynamic/Vigil.html
GRADE 8
-8Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
Teacher Background Information
What happens at the convergent boundary? What forms around that boundary?
Plates converge, which means two plates move toward each other. Usually an oceanic plate converges with
a continental plate. Since oceanic plates are more dense than continental plates, ocean plates are subducted
or go down into the mantle in an area called the subduction zone.
This type of boundary creates a deep-sea trench. At the
subduction zone the temperature of the rocks rises and causes
them to melt, which forms magma that is forced upwards to
create volcanoes. The Andes Mountain range of South
America contains many volcanoes that formed at the
convergent boundary of the Nazca and South American plates.
When two continental plates collide and push up the crust,
they form mountain ranges such as the Himalayas. No
volcanoes form. There is little or no subduction to produce
the high temperature required for melting the rocks.
For more information about volcanoes log on to:
http://www.noaawatch.gov/themes/volcanoes.php
What happens at the divergent boundary? What
forms around that boundary?
Plates separate, which means two plates move away from each
other. Usually an oceanic plate diverges from another oceanic plate.
Seafloor spreading occurs at divergent oceanic plate boundaries
and leads to the creation of new ocean floor. As two tectonic plates
slowly separate, molten material rises from within the mantle to fill
the opening. In this way the rugged volcanic landscape of a midocean ridge is created along the plate boundary.
As the ocean floor slowly separates, new rocks form at the mid-ocean
ridge. The Mid-Atlantic Ridge is getting wider at a rate of 2.5 cm
every year. Approximately 200 million years ago, a rift began to form
between Greenland and Scotland. This rift led to the formation of the
North Atlantic Ocean, which began to appear 65 million years ago.
Images obtained from: http://usgs.gov.
GRADE 8
-9Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
Teacher Background Information
When the sea floor moves, magma moves upward and flows from cracks at the mid ocean ridge. The
magma cools and forms a new sea floor. This sea floor spreading idea is supported by the following
observations:
1. When scientists tested rocks at the mid-ocean ridge and on both sides of the ridge, they found that the
youngest rocks were closer to the ridge and older rocks were farther away from the ridge.
2. Earth has a magnetic field that from time to time reverses magnetic north and south poles. Volcanic rock
provides a record of the magnetic poles at the time the rock cooled, thus past reversals are recorded in
rocks forming along mid-ocean ridges. The reversals shown in the rocks on both sides of the ridge
match.
What happens at the transform boundary? What forms around that
boundary?
Plates slide past each other at different rates. When one plate
suddenly slips past another plate, earthquakes occur. The San Andreas
fault is part of a transform boundary where the Pacific plate slides
against the North American plate.
For more information about earthquakes log on to:
http://www.ngdc.noaa.gov/seg/hazard/earthqk.shtml
Images obtained from: http://usgs.gov
GRADE 8
- 10 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
ENGAGE
Teaching Guide
PANGAEA PUZZLE
Suggested Time: 45 Minutes
Materials
Students will work in groups to develop an understanding of tectonic plate
movements. The students will use clues and make inferences to
reconstruct the super-continent Pangaea.
For the teacher:
Peach
Knife
World map
Modeling Earth Layers
As a review of previous learning, the teacher will use a peach to create a
model of Earth’s structure. Cut a peach in half. Make the cut from the top
(stem side) down through the core. The teacher will point out the
similarities between the peach and Earth's layers. (See notes below)
For each group:
Clip art images (from Student
Pages) cut into pieces and
put in a bag
Scissors
Glue
Construction paper (blue if
available)
Crust
Tectonic Plate Student Sheet
For each student:
Mantle
Science notebook
Core
The teacher will cut a peach in half leaving the seed inside one half. The teacher will point to the peach parts
and compare them to the layers of Earth. The skin of the peach represents the crust of the Earth. The fruit part
represents the mantle and the seed represents the core. The teacher will point out the difference between the
thickness of the crust and compare the mantle and the core. The teacher needs to explain to the students that
the crust when compared to the rest of the Earth is much thinner than the skin, as is skin to the rest of the peach.
Students need to know that the mantle is the biggest part of the Earth’s structure and is composed of solid
hot rocks. The crust is floating on top of the mantle.
The seed of the peach will represents the inner and outer core inside Earth. Explain that the core is
composed of very hot liquid metals, nickel and iron. The inner core is composed of the same nickel and iron,
but due to intense pressure the inner core is in a solid state.
Discuss the strengths and weaknesses of this model. Strengths may include: It is a good visual for the inside
part of the Earth where we cannot reach. Weaknesses may include: It is not to scale and not as hot.
GRADE 8
- 11 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
ENGAGE
Teaching Guide
PANGAEA PUZZLE - CONT’D.
PART A:
Take the clip art images on Student Pages 8-A through 8-F and cut them into puzzle pieces. Put the pieces
of each puzzle into it’s own bag.
Have students take the pieces of the puzzle out of the bag. Have the students fit the pieces together so that
they look like the original image.
Answer the questions below on your own paper or in your science notebook:
1. What information did you use to help you fit the pieces together?
Answers may vary but should include the shapes and colors of pieces
2. Why was it so easy to fit the pieces back together?
Answers may vary but students may be looking for similarities of color, shapes, shades…etc
3. How would you fit the pieces together if there were no color clues to help you? (What would you look at?)
Students may be looking at the similarities and patterns between edges of pieces.
GRADE 8
- 12 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
ENGAGE
Teaching Guide
PANGAEA PUZZLE - CONT’D.
PART B:
Each group receives the continent pieces map and tries to fit the continent in the best way possible.
By doing this, students are putting together the one landmass called Pangaea that the Earth had a
long time ago. Students can use a world map for clues.
glossopteris
lystrosaurus
GRADE 8
mesosaurus
- 13 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
cynognathus
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
ENGAGE
Teaching Guide
PANGAEA PUZZLE - CONT’D.
PART B:
Students should answer the following in their science notebooks when they finish Part B:
1. What clues, other than shape, did you use to fit the continent pieces together?
Students may be comparing continents to the ones in world map and comparing fossil evidence across
the continents.
2. Describe how the position of the continents has changed over time.
By looking at the current world map, students can see that the continents have migrated and rotated to
different locations on the globe.
3. Since the continents appear to have changed their positions, describe how they might look in the future.
Continents will stay in motion at a slow rate; therefore continents might change locations.
4. What did you learn from this activity about Pangaea?
All of the current continents were once one huge landmass. Over time, the super-continent broke apart
and the smaller landmasses migrated and rotated creating the continents we see today.
5. Assuming the continents move at an average rate of 2 cm per year, how many years would it take for
each continent to move 1 meter? 1 kilometer?
If a continent moves 2 cm/year then it will need 50 years to move 1 meter and 50,000 years to move a
kilometer. (1m=100 cm and 1 km=100,000 cm)
GRADE 8
- 14 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
EXPLORE
Teaching Guide
DANCING MANTLE
Suggested Time: 45 Minutes
Materials:
For the teacher:
Students will brainstorm and discuss Earth’s structure and mechanics.
Students will create a model to demonstrate the force behind the
movement of the lithospheric plates, convection currents.
Set-up of convection model
Labeled chart paper
Markers
For each group:
Beaker, 600 ml
Students will set up the model:
1. Students will fill beakers with 400 ml of water.
2. They will place the hole-punch circles into the water.
3. Students will then place the beakers on the hotplate and turn the
hot plate to medium.
4. Students will start the brainstorming activity.
Hotplate
Approximately one handful of
small paper circles from a
hole punch
Water
For each student:
Safety goggles
Brainstorming Activity
Student sheet
This activity has the students recall prior knowledge about earth science
concepts introduced at earlier grades. It also introduces new terms and
may reveal possible misconceptions pertaining to what students might know about plate tectonics.
1. On the wall, hang five poster papers with the following titles: Earth Structure, Rock Cycle, Continents,
Pangaea, and Convection Currents.
2. Group the students and assign each group a poster location to start at which to start.
3. Allow the students to spend 1-2 minutes with their group at each poster to record as much as they know
about each word or phrase. A timer can be used to organize transitions.
4. When every group has responded to all five posters, have the students report on all information written on
the poster where they stopped. The teacher will lead a discussion concerning what the students wrote.
Discuss each poster in the following order: Earth Structure, Rock Cycle, Continents, Pangaea, and
Convection Currents.
5. Students will return to their seat and observe the hot plate and beaker set-up.
GRADE 8
- 15 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
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EXPLORE
Teaching Guide
Convection Model
Students will observe the behavior of the hole-punch circles in the beaker. Class discussion on observations
should include the driving force behind the movement of the lithospheric plates, convection currents,.
Describe convection currents and the forces that may cause them to occur. The teacher may use the
following website to demonstrate convection currents and how they drive lithospheric plate movement:
http://education.sdsc.edu/optiputer/flash/convection.htm
Science Notebook Entry
Students will draw diagrams of the convection model in their science notebooks. These diagrams explain
how the hole-punch circles moved and how this movement relates to convection currents in the mantle.
Students will answer the following questions after observing the model.
1. When the water is near-boiling, what happens to the hole-punch circles?
They move in a circular pattern.
2. Why does this happen?
As the water is heated, it rises. As it gets farther from the heat source, it cools and then sinks. The heat
again causes the water to rise, and the cycle continues. This movement of heat in currents is called
convection. The hole-punch circles simply move along with the convection currents as the solid rock does
in the mantle.
3. How does this activity explain what happens within the mantle of the Earth?
This activity shows how heat can create and maintain convection currents.
4. In correspondence to the Earth’s interior, what do the papers and the hot plate represent?
The papers represent the composition of the mantle with different densities, the hot plate represent the
heat source inside the Earth which might be from pressure, friction or radioactive decay.
5. What is the effect convection has on the Earth’s surface?
It will cause the solid plates in the upper mantle to move.
6. Why it is important to learn what makes the Earth’s surface move?
Scientist can predict the changes that will take place on the Earth’s surface and be ready and prepared
for these changes. Also, people in the areas where earthquakes and volcanoes might take place could
be warned and take precautions.
7. What are the strengths and weaknesses of this model?
Answers may include:
Weaknesses: Model is not to scale. Convectional currents don’t happen at this fast rate.
Strengths:
The ability to see hat happens when plates interact since plates move slowly and we
cannot notice the plate motion.
GRADE 8
- 16 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
EXPLORE
Teaching Guide
Extension
As an extension, students can research the hot spot under Hawaii and explain how it is changing Earth’s
crust. Students can use pictures, draw diagrams and make models with index cards to show how the Pacific
plate moves.
Stress the hot spot is an area where rock from deep within Earth’s mantle is brought to the asthenosphere.
Here, the rock melts and creates magma that rises through the lithosphere where magma reaches the
surface and generates a volcanic eruption. When the plate moves, the hot spot may produce a new volcanic
eruption and begin to form a new island.
GRADE 8
- 17 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY
Suggested Time: 45 minutes
Students create a tasty model that illustrates tectonic plate movement and the processes that occur at the
plate boundaries.
Procedure
Materials:
Each pair of students will receive the materials required for this activity.
Have students tape wax paper to their table. Follow instructions on the
Set-up diagram included below.
For Teacher
Transparencies or computer
presentation of models
For each group
One large graham cracker
broken in half
Two 7.5cm squares
(approx.) of rolled fruit
snacks
Cup of water
Small paper cup with
frosting
Wax paper
Tape
Plastic spoon
As the students set up their model, discuss what the parts represent and why those items were chosen.
The source of this image is Windows to the Universe, of the University Corporation for Atmospheric Research.
Copyright © 2004 University Corporation for Atmospheric Research. All Rights Reserved. Used with permission.
GRADE 8
- 18 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY - CONT’D.
Making the models
1. Divergent plate boundary
Discuss with students the meaning of divergent boundary. Instruct students to place the two squares of the
fruit snack (oceanic plates) onto the frosting right next to each other as directed in the diagram below.
Ask students to predict what will happen when they press down slowly on the fruit snack. (Because they are
dense, they will sink a bit into the asthenosphere as you slowly push them apart about ½ cm.)
Students notice how the frosting is exposed and pushed up where the plates are separated. In their science
notebooks, students draw what they observed, label as directed, and answer the related questions.
Students understand that this is analogous to how magma comes to the surface where real plates are moving
apart at divergent plate boundaries. Most divergent plate boundaries are located within oceanic crust. When
plates begin to pull apart at continents, rift valleys are formed, like the Great Rift Valley in Africa, which can
become the bottom of the sea floor if the plates continue to pull apart. An example of a divergent plate
boundary is the mid-oceanic ridge in the Atlantic Ocean
The source of this image is Windows to the Universe, of the University Corporation for Atmospheric Research.
Copyright © 2004 University Corporation for Atmospheric Research. All Rights Reserved. Used with permission.
GRADE 8
- 19 Texas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY - CONT’D.
Student responses (can be done on worksheet or in science notebook)
1. Draw your model as a cross section by looking at the edge of your model. Label each drawing with the
following: Divergent Plate Boundary, Asthenosphere, and Oceanic Plate.
2. What happened to the frosting (asthenosphere) when the rolled fruit snacks were pushed away from each
other?
The frosting was pushed up between the plates, which is similar to the action of magma. The action of the
magma welling up at the weak point in the crust causes the plates to be pushed apart resulting in the
formation of new crust.
3. Where are most divergent boundaries located?
The ocean.
4. Predict what will happen to the continents if this process continued to happen under the ocean. New sea
floor will continue to form pushing the land on both sides further away from each other.
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EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY - CONT’D.
2. Continental-Oceanic Plate Boundary
Instruct students to remove one of the fruit snacks from the frosting. (They can eat it, if allowed.)
Tell students to place one of the graham cracker halves lightly onto the frosting asthenosphere next to the
remaining fruit snack piece. The graham cracker represents continental crust, which is thicker and less
dense than oceanic crust (fruit snack). The cracker floats high on the asthenosphere so don't push it down.
Gently push the continent (graham cracker) towards the ocean plate (fruit snack) until the two overlap and the
graham cracker is on top. The oceanic plate sinks below the continental plate. This is called subduction.
Students should understand that when this type of plate boundary action occurs, the resulting subduction
may cause deep oceanic trenches to form. At these locations, volcanic activity can occur. Trenches can be
found on the edges of the Pacific Ocean, the deepest of which is the Mariana Trench, having a depth of over
11 km.
The source of this image is Windows to the Universe, of the University Corporation for Atmospheric Research.
Copyright © 2004 University Corporation for Atmospheric Research. All Rights Reserved. Used with permission.
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EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY - CONT’D.
Student responses (can be done on worksheet or in science notebook)
1. Draw your model as a cross section by looking at the edge of your model. Label each drawing with the
following: Asthenosphere, Continental Plate, and Oceanic Plate.
Student will draw what they observed
2. What happens to the oceanic plate when it collides with the continental plate?
Subduction occurs as the oceanic plats sinks under the continental plate. This occurs as a result of the
oceanic plate having greater density than the continental plates.
3. What do you expect to happen to the rock that comprises the oceanic plate? Why?
Rocks under pressure and high temperature might start to melt.
4. You learned that volcanoes can be associated with this type of boundary. Why does this happen?
Because of the subduction and the resulting melting of the oceanic plate, the less dense molten rock will
migrate to the surface. The release of the molten rock forms a volcano.
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EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY - CONT’D.
3. Continent-continent collision
Tell students that they will next model what happens when two continents collide. Have them remove both
the cracker and snack roll up from the frosting asthenosphere. (Students can eat or discard the fruit snack.)
Place one edge of both crackers into the glass of water for just a few seconds.
Place the crackers onto the frosting with the wet edges next to each other.
Slowly push the graham crackers toward each other.
Notice how the wet edges crumple? This is how mountains are made at convergent plate boundaries! When
continents move toward each other, a large amount of rock moves up!
When this type of plate boundary action occurs, the resulting collision causes mountains to form. An
example of this type of boundary is where the two plates collided and created the Himalayan Mountain
range. The collision continues to happen and the mountains are still growing.
The source of this image is Windows to the Universe, of the University Corporation for Atmospheric Research.
Copyright © 2004 University Corporation for Atmospheric Research. All Rights Reserved. Used with permission.
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EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY - CONT’D.
Student responses (can be done on worksheet or in science notebook)
1. Draw your model as a cross section by looking at the edge of your model. Label each drawing with the
following: Asthenosphere, Continental Plate, and Mountains.
2. Explain what happened to the plates when they collided?
The plates buckled, and mountains were formed.
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EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY - CONT’D.
4. Transform plate boundaries
Get two new crackers and place them on the frosting next to each other. Be sure they are touching.
Push one cracker past the other. Be sure the crackers rub against each other.
Students should understand that when two plates slide against each other tension occurs. When the tension
becomes too great, the rock breaks. As a result, earthquakes can occur. The area where this occurs is called
a fault. An example of a transform plate boundary is the San Andreas fault.
Student responses (can be done on worksheet or in science notebook)
1. Draw your model as a cross section by looking at the edge of your model. Label each drawing with the
following: Asthenosphere, Continental Plate, and Fault Line.
2. What is expected to happen as a result of such motion?
Faults will form which causes earthquakes
The source of this image is Windows to the Universe, of the University Corporation for Atmospheric Research.
Copyright © 2004 University Corporation for Atmospheric Research. All Rights Reserved. Used with permission.
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EXPLAIN
Teaching Guide
SNACK TECTONIC ACTIVITY - CONT’D.
The following questions can be used at the end of this section to connect the information about plate
boundaries. These can be completed on a worksheet or in the science notebooks.
1. After working with these models, will new landforms continue to form? Support your answer.
Yes, more landforms will continue to form since the asthenosphere is molten rock and convection
currents are happening continuously. Volcanoes will continue to form and earthquakes will continue to
happen, continually changing the surface of the Earth.
2. Relate the plate movement to the rock cycle.
Magma is formed as a result of subduction, When it comes to the surface and hardens, it is exposed to
agents of weathering and erosion. Exposure to wind, water and ice erosion, weathering and deposition
will change the igneous rocks to sedimentary rocks. These sedimentary rocks might get exposed to high
temperatures or pressure and change into metamorphic rocks. If these rocks are near a subduction zone,
they will melt and go back to magma. The cycle will continue.
3. In your own words, describe the limitations and strengths of the models you created. Tell how the model
is different from and/or the same as the real world.
Answers may include:
A strength is the ability to see what happens when plates interact. Since plates move slowly, we cannot
notice the plate motion.
Weaknesses are that the model is not to scale. The frosting is not hot magma, so pressure cannot be
felt. The rate at which the plates move is slower than the rate at which the model represents.
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ELABORATE
Teaching Guide
MAPPING EARTHQUAKES AND VOLCANOES
Students will use latitude and longitude to locate various volcanoes
and earthquakes on a map. The students will understand that
earthquake and volcanic activity correspond with tectonic plate
boundaries.
Materials:
For Each Group
World map with latitude
and longitude
World map with tectonic
boundaries
Note: If the teacher has time, ask the students to use the Internet
and search for current active volcanoes and earthquakes. Students
will use the information to create data sheets.
Table of volcanoes and
earthquakes locations
Blank transparencies
Transparency marker
Three colors of pencils
Procedure:
1. Each student group will receive the data sheets for major earthquakes and volcanoes and plot those
positions on the world map. Mark the volcanoes with red dots, and earthquakes with blue dots.
2. A transparency should be placed over the tectonic plate boundary, and students should trace the
boundaries with the black marker.
3. Students will overlay the transparency on the world map with the plotted volcanoes and earthquakes.
4. Students should observe the location of earthquakes and volcanoes to find the relationship between the
locations and plate boundaries.
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ELABORATE
Teaching Guide
The following questions can be used to facilitate discussion about events at plate boundaries.
Questions can also be completed on a worksheet or in the science notebooks.
1. Which ocean has a ring of volcanoes around it? Why are volcanoes present in those locations?
Volcanoes are located around the edges of the Pacific Ocean. This is because of the convergent
boundaries (subduction zones) that result in volcanic activity.
3. Where do most major earthquakes occur? Why?
Major earthquakes occur at the plate boundaries because of the plate movement created as a result of
convection currents.
4. Explain why it is important to know and be able to locate these geologically active areas?
Answers might include:
To be able to save lives by evacuating people from such locations.
To make sure that the construction of buildings in such areas can withstand the destructive forces of
earthquakes.
5. Why is the west coast of the United States susceptible to earthquakes? Explain your answer.
There are both transform plate boundaries and convergent plate boundaries on the west coast.
Earthquakes are commonly associated with these types of plate boundaries.
6. Write paragraphs explaining why earthquakes and volcanoes tend to occur on plate boundaries.
Paragraphs might include the slow movement of the plates that cause them to converge, diverge or slide
past each other, releasing stress, causing volcanoes and earthquakes to occur.
9. Based on your experiences with this activity, what kind of change would you expect to see on the world
map as tectonic activity continues?
Earthquakes and volcanoes will continue to occur, building and destroying land masses and shifting
major bodies of land.
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Teaching Guide
Extension to the lesson
Teacher can show the students a video on earthquakes and volcanoes. Ask the students to do one of the
following:
•
Choose a particular volcano (e.g., Mount St. Helens or Mount Rainier) or earthquake risk zone (e.g., San
Francisco Bay or Los Angeles) and find out more about the risks associated with living near this natural
hazard. Ask students to find information on web sites and any other Internet related sites.
•
Write letters to the fictitious people who live near the volcano or in the earthquake zone they chose
above. Their letters should describe how the natural hazard develops, and how people can prepare for
the hazard.
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Teaching Guide
DATA SHEET
MAJOR VOLCANOES
Volcanoes
Name
Longitude Latitude
A
Aconcagua
70W
35S
B
Tungurahua
80W
0N
C
Pelee
61W
15N
D
Tajumulco
90W
15N
E
Popocatepetl
100W
20N
F
Lassen
122W
40N
G
Rainier
122W
47N
H
Katmai
155W
60N
I
Fujiyama
139E
35N
J
Tambora
120E
10S
K
Krakatoa
108E
5S
L
Mauna Loa
155W
20N
M
Kilimanjaro
37E
3S
N
Etna
15E
38N
O
Vesuvius
14E
41N
P
Teide
16W
28N
Q
Laki
20W
65N
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Teaching Guide
DATA SHEET
MAJOR EARTHQUAKES
Earthquakes
Location
Longitude Latitude
1
China
110E
35N
2
India
88E
22N
3
Pakistan
65E
25N
4
Syria
36E
34N
5
Italy
16E
38N
6
Portugal
9W
38N
7
Chile
72W
33S
8
Chile
75W
50S
9
Ecuador
78W
0
10
Nicaragua
85W
13N
11
Guatemala
91W
15N
12
California
118W
34N
13
California
122W
37N
14
Alaska
150W
61N
15
Japan
139E
36N
16
Japan
143E
43N
Students can also log in to http://www.iris.edu/seismon/last30days.html for more data on latest earthquakes.
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ELABORATE
Teaching Guide
World Map
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ELABORATE
Teaching Guide
Tectonic Plate Boundary Map
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EVALUATE
Teaching Guide
Each student will be asked to use the title When Plates Move to create one of the following:
1. A story book
2. A comic strip
3. A play
Any of the above should include:
• An introduction and description of the landform created when tectonic plates move (converge,
diverge, slide past by each other).
• A diagram, illustration or a model of the process involved in creating the landform
• An example of a place in the world where such landform is found.
• Pictures of related landforms.
Each student will share the information with the class and be graded according to the scoring rubric.
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EVALUATE
Teaching Guide
Student Name: ________________________________
When Plates Move Rubric
CATEGORY
4
3
2
1
Content - Accuracy
All facts in the work
are accurate.
Convergent,
divergent and
transform boundaries
are covered.
99-90% of the facts in
the work are
accurate. Only
convergent and
divergent boundaries
covered.
89-80% of the facts in
the work are
accurate.
Only convergent
boundaries covered.
Fewer than 80% of
the facts in the
work are accurate.
None of the plate
boundaries
covered.
Graphics/Pictures
Graphics go well with
the text and there is
a good mix of text
and graphics.
Graphics go well with
the text, but there are
so many that they
distract from the text.
Graphics go well with
the text, but there are
too few and the work
seems "text-heavy".
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.
Attractiveness &
Organization
The work has
exceptionally
attractive formatting
and well-organized
information.
The work has
attractive formatting
and well-organized
information.
The work has wellorganized
information.
The work
formatting and
organization of
material are
confusing to the
reader.
Spelling &
Proofreading
No spelling errors
remain after one
person other than the
typist reads and
corrects the work.
No more than 1
spelling error remains
after one person
other than the typist
reads and corrects
the work.
No more than 3
spelling errors remain
after one person
other than the typist
reads and corrects
the work.
Several spelling
errors in the work.
Sources
Careful and accurate
records are kept to
document the source
of 95-100% of the
facts and graphics in
the work.
Careful and accurate
records are kept to
document the source
of 94-85% of the
facts and graphics in
the work.
Careful and accurate
records are kept to
document the source
of 84-75% of the
facts and graphics in
the work.
Sources are not
documented
accurately or are
not kept on many
facts and graphics.
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MATERIALS LIST
Teaching Guide
Engage
For teacher:
□ Peach
□ Knife
□ World map
For each
□
□
□
□
□
group:
Clip art images (from Student Pages) cut into pieces and put in a bag
Scissors
Glue
Construction paper (blue if available)
Tectonic Plate student page
For each student:
□ Science notebook
Explore
For teacher:
□ Labeled chart paper
□ Markers
For each
□
□
□
□
group:
Beaker, 600 ml
Hotplate
Approximately one handful of small paper circles from a hole punch
Water
For each student:
□ Safety goggles
□ Dancing Mantel student sheet
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MATERIALS LIST
Teaching Guide
Explain
For teacher:
□ Transparencies or computer presentation of models
For each group:
□
One large graham cracker broken in half
□
Two 7.5cm squares (approx.) of rolled fruit snacks
□
Cup of water
□
Small paper cup with frosting
□
Wax paper
□
Tape
□
Plastic spoon
Elaborate
For each group:
□
World map with latitude and longitude
□
World map with tectonic boundaries
□
Table of volcanoes and earthquakes locations
□
Blank transparencies
□
Transparency marker
□
Three colors of pencils
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READING CONNECTION
Teaching Guide
How To Dig A Hole to the Other Side of the World
Faith McNulty, Illustrated by Marc Simont. HarperCollins,
1990
A child takes an imaginary 8,000-mile journey through the Earth and discovers what’s inside. As he passes through the Earth’s crust,
then the mantle, and into the core, the book describes the structure of the Earth, the heat energy stored in the center of the Earth, and
how far the boy has come and how far he has to go. The reader gains information about the composition of each layer, connections to
magma and geysers, and an awesome appreciation of the size of the Earth. ISBN 0064432181
Volcanoes
Franklyn M. Branley. Crowell, 1986.
A nonfiction book that explains an exploration of volcanoes including how they are formed and how their eruptions effect the earth.
Color illustrations accompany the text. Explains how volcanoes are formed and how they affect the earth when they erupt.
ISBN 0690044518
Dance Of The Continents
Roy A. Gallant. New York Benchmark Books, 2000.
Describes the development of geological theory from the ancient Greek philosophers to the discovery of plate tectonics, which
explains the forming of geological structures. ISBN 0761409629
Plate Tectonics
Alvin, Virginia and Laura Silverstein. Twenty First Century Books, 1998.
These veteran science writers outline the development of Western civilization's ideas about the structure of the earth, and accurately
present the plate tectonic theory as the currently dominant view. After explaining how scientists confirmed it, they lay out its
ramifications, including how volcanoes and earthquakes occur, calling them "earth's safety valves." The authors conclude by
mentioning prospects for predicting earthquakes and eruptions, uses of geothermal energy, and examples of plate tectonics on other
planets. ISBN 0761332251
Shake, Rattle, And Roll: The World's Most Amazing Earthquakes, Volcanoes, And Other Forces
Spencer Christian and Antonia Felix. John Wiley and Sons, 1997.
Examines the powerful forces found in Earth, with an emphasis on earthquakes and volcanoes. Includes activities, glossary, and
index. ISBN 0471152919
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REFERENCES
Teaching Guide
Glencoe Texas Science, Grade 8. Glencoe McGraw-Hill 2002
Holt Science & Technology, Grade 7. Holt, 2002
People, Places and Changes, Grade 8. Holt, 2002
Windows to the Universe team. Snack Tectonics. Boulder, CO: ©2000-04 University Corporation of
Atmospheric Research (UCAR), ©1995-1999, 2000 The Regents of the University of Michigan, last Modified:
November 5, 2003. Online. Available: http://www.windows.ucar.edu. Date Accessed: March 15, 2006
http://www.coast-nopp.org/resource_guide/elem_mid_school/plate_tectonics_acts/crack.html
Mapping Earthquakes and Volcanoes.
Sharon H. Walker, and Kimberly Damon-Randall (Senior Editors) and Howard D. Walters (Associate Editor).
1998. Oceanography and Coastal Processes Resource Guide. Institute of Marine Sciences—J.L. Scott
Marine Education Center and Aquarium, administered by The University of Southern Mississippi. Biloxi,
Mississippi. Printed by Calagaz Digital Imaging and Printing, Mobile, Alabama
www.lalc.k12.ca.us/target/overview/mapping.html - mapping earthquakes and volcanoes activity
http://www.geokem.com/homogen.html - composition of Earth’s mantle
http://pubs.usgs.gov/gip/dynamic/historical.html - for more information on Pangaea
http://www.fossweb.com/modulesMS/EarthHistory/index.html - literature connection references
http://newton.nap.edu/html/nses/6d.html - science national standards
The world and plate maps were taken from discovering plate boundaries by Dale Sawyer at Rice University
from the following website: http://terra.rice.edu/plateboundary/intro.html
http://scign.jpl.nasa.gov/learn/plate1.htm animation for Earth structure, plate movement and convection
current
http://www.odsn.de/odsn/services/paleomap/animation.html Pangaea animation
http://pubs.usgs.gov/gip/dynamic/continents.html Pangaea fossil clues
http://pubs.usgs.gov/gip/dynamic/developing.html Sea floor spreading
http://www.seed.slb.com/en/scictr/watch/living_planet/mountains.htm Plates animation by from
http://education.sdsc.edu/optiputer/flash/convection.htm convection current animation
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Student
Pages
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glossopteris
lystrosaurus
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Pangaea Puzzle
Part A:
Answer the questions below:
A. What information did you use to help fit the pieces together?
B. Why was it so easy to fit the pieces back together?
C. How would you fit the pieces together if there were no color clues to help you? (What would you look at?)
Part B:
Answer the following when you finish:
A. What clues, other than shape, did you use to fit the continent pieces together?
B. Describe how the position of the continents has changed over time.
C. Since the continents appear to have changed their positions, describe how they might look in the future.
D. Describe Pangaea.
Assuming the continents move at an average rate of 2 cm per year, how many years would it take for each
continent to move 1 meter? 1 kilometer?
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The Dancing Mantle
Answer the following questions
Image obtained from: http://usgs.gov
A. When the water is near boiling, what happens to the hole-punch circles?
B. Why does this happen?
C. How does this activity explain what happens within the mantle of the Earth?
D. In correspondence to the Earth’s interior, what do the papers and the hot plate represent?
E. What is the effect of convection on the Earth’s surface?
F. Why it is important to learn what makes the Earth’s surface move?
G. What are the strengths and weaknesses of this model?
E.
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Snack Tectonics Activity
Name: _____________________________
Period: _________
Date: ___________________________
Divergent Plate Boundaries
A. Draw your model as a cross section by looking at the edge of your model. Label each drawing with the
following: Divergent Plate Boundary, Asthenosphere, and Oceanic Plate.
B. What happened to the frosting (asthenosphere) when the rolled fruit snacks were pushed away from each
other?
C. Where are most divergent boundaries located? Why?
D. Predict what will happen to the continents if this process continued to happen under the ocean.
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Convergent Plate Boundaries (continental-oceanic collision)
A. Draw your model as a cross section by looking at the edge of your model. Label each drawing with the
following: Asthenosphere, Continental Plate, and Oceanic Plate.
B. What happens to the oceanic plate when it collides with the continental plate?
C. What happens to rock that comprises the oceanic plate? Why?
D. You learned that volcanoes can be associated with this type of boundary. Why does this happen?
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Convergent Plate Boundaries (continent-continent collision)
A. Draw your model as a cross section by looking at the edge of your model. Label each drawing with the
following: Asthenosphere, Continental Plate, and Mountains.
B. Explain what happened to the plates when they collided.
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Transform Plate Boundary
A. Draw your model as a cross section by looking at the edge of your model. Label each drawing with the
following: Asthenosphere, Continental Plate, and Fault Line.
B. What is expected to happen as a result of such motion?
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Concluding Questions
A. After working with these models, do you think new landforms will continue to form? Support your answer.
B. Relate the plate movement to the rock cycle.
C. In your own words describe the limitations and strengths of the models you created. Tell how the model is
different from and/or the same as the real world.
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Mapping Earthquakes and Volcanoes
1. Which ocean has a ring of volcanoes around it? Why are they present in those locations?
2. Where do most major earthquakes occur? Why?
3. Explain why it is important to know and be able to locate these geologically active areas.
4. Why is the west coast of the United States susceptible to earthquakes? Explain your answer.
5. Write paragraphs explaining the reasons why earthquakes and volcanoes tend to occur on plate
boundaries.
6. Based on your experiences with this activity, what kind of change would you expect to see on the world
map as tectonic activity continues?
GRADE 8
-8-OTexas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
When Plates Move
We have been studying about continental drift and plate tectonics. Using the information you learned and the
internet as another resource, choose one of the following to address the title When Plates Move.
1. A storybook
2. A comic strip
3. A play
Any of the above should include:
•
An introduction and description of a landform created when tectonic plates move (converge, diverge,
or slide past by each other).
•
A diagram and illustration of the process involved in creating the landform.
•
An example of a place in the world where such landform is found.
•
A picture of related land forms.
You will share your information with the class and be graded according to the scoring rubrics.
GRADE 8
-8-PTexas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
When Plates Collide
Student Name: ________________________________
CATEGORY
Content Accuracy
Graphics/Pictures
Attractiveness &
Organization
Spelling &
Proofreading
Sources
4
All facts in the
work are
accurate.
Convergent,
divergent and
transform
boundaries are
covered.
Graphics go well
with the text and
there is a good
mix of text and
graphics.
The work has
exceptionally
attractive
formatting and
well-organized
information.
No spelling errors
remain after one
person other than
the typist reads
and corrects the
work.
Careful and
accurate records
are kept to
document the
source of 95100% of the facts
and graphics in
the work.
3
99-90% of the
facts in the work
are accurate.
Only convergent
and divergent
boundaries
covered.
2
89-80% of the
facts in the work
are accurate.
Only convergent
boundaries
covered.
1
Fewer than 80%
of the facts in the
work are
accurate.
Non of the plate
boundaries
covered.
Graphics go well
with the text, but
there are so
many that they
distract from the
text.
The work has
attractive
formatting and
well-organized
information.
Graphics go well
with the text, but
there are too few
and the work
seems "textheavy".
The work has
well-organized
information.
No more than 1
spelling error
remains after one
person other than
the typist reads
and corrects the
work.
Careful and
accurate records
are kept to
document the
source of 94-85%
of the facts and
graphics in the
work.
No more than 3
spelling errors
remain after one
person other than
the typist reads
and corrects the
work.
Careful and
accurate records
are kept to
document the
source of 84-75%
of the facts and
graphics in the
work.
Graphics do not
go with the
accompanying
text or appear to
be randomly
chosen.
The work
formatting and
organization of
material are
confusing to the
reader.
Several spelling
errors in the
work.
GRADE 8
-8-QTexas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
Sources are not
documented
accurately or are
not kept on many
facts and
graphics.
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
DATA SHEET
MAJOR VOLCANOES
Volcanoes
Name
Longitude
Latitude
A
Aconcagua
70W
35S
B
Tungurahua
80W
0N
C
Pelee
61W
15N
D
Tajumulco
90W
15N
E
Popocatepetl
100W
20N
F
Lassen
122W
40N
G
Rainier
122W
47N
H
Katmai
155W
60N
I
Fujiyama
139E
35N
J
Tambora
120E
10S
K
Krakatoa
108E
5S
L
Mauna Loa
155W
20N
M
Kilimanjaro
37E
3S
N
Etna
15E
38N
O
Vesuvius
14E
41N
P
Teide
16W
28N
Q
Laki
20W
65N
GRADE 8
-8-RTexas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
DATA SHEET
MAJOR EARTHQUAKES
Earthquakes
Location
Longitude Latitude
1
China
110E
35N
2
India
88E
22N
3
Pakistan
65E
25N
4
Syria
36E
34N
5
Italy
16E
38N
6
Portugal
9W
38N
7
Chile
72W
33S
8
Chile
75W
50S
9
Ecuador
78W
0
10
Nicaragua
85W
13N
11
Guatemala
91W
15N
12
California
118W
34N
13
California
122W
37N
14
Alaska
150W
61N
15
Japan
139E
36N
16
Japan
143E
43N
GRADE 8
-8-STexas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
NAME: _____________________________
WORLD MAP
GRADE 8
-8-TTexas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency
NAME: _____________________________
TECTONIC PLATE BOUNDARY MAP
GRADE 8
-8-UTexas Regional Collaboratives for Excellence
In Science and Mathematics Teaching
PUZZLING PLATES
Supported by Math and Science Partnership
Funding through the Texas Education Agency