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Juan de Fuca Plate – 7th Grade Science, Bethel SD
Juan de Fuca Plate
Middle School Systems Scenario
(field study context)
Copyright © 2009 by Washington Office of the Superintendent of Public Instruction (OSPI)
All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to
reproduce this document must contact OSPI.
Adapted from OSPI by Bethel SD
1
April 2012
Juan de Fuca Plate – 7th Grade Science, Bethel SD
Description: Students answer questions about the system of plates and plate boundaries in the NW U.S.
Note: This is a system scenario that uses geologic information presented in a map form. The collection of the data would have
been done in a field study manner – various measurements made in many locations without manipulating the natural
environment. The main thrust of the scenario and items is in the area of plate tectonics items (ES2 & ES3). Students are
also given SYS, INQ, and APP assessment items, as well as density (PS2) and energy (PS3) questions that underlie plate
tectonics events. Students are asked to use geologic evidence to support claims about plate tectonic phenomena.
Instructional Resources:
 Discovering Plate Boundaries (Rice University) – Guides students in using four types of geologic data (on world maps)
to describe different types of plate boundaries. Available at http://terra.rice.edu/plateboundary/home.html
 Savage Earth (PBS – especially useful are the animations) – Text, images, and animations model geologic processes.
Available at http://www.pbs.org/wnet/savageearth/
Item Description (Performance Expectation statement from
the 8th grade Item Specifications)
Describe what may happen where plate boundaries meet (i.e.,
earthquakes, volcanoes, tsunamis, faults, mountain building).
2009 WA Science
Std & P.E.
Item
Type
Answer
ES2-F(2)
MC
B – (Juan deFuca is denser)
ES2-F(1)
MC
B – (magma pushing up)
Describe that convection in the upper mantle causes crustal plate
movement.
ES2-F(1)
MC
C – (convection currents in
the mantle)
Give an example of an output of matter or energy from a given
system that can become input for another system (e.g., household
4 waste goes to a compost and becomes input for a garden; an output
of energy from a person pushing down on a bike pedal becomes an
input of energy to the bike system to turn the wheels).
SYS-C(1)
CP
(volcano magma comes
from subducted oceanic
plate)
MC
C – (seismic waves through
the plate)
MC
A – (seismic & tsunami)
APP-B(1)
MC
D – (scientist understand
Earth; engineer make it
more accurate)
ES3-A(1)
MC
A – (past & future land
mass locations)
INQ-F(2)
MC
C – (rock layers are from
the same geologic age)
ES2-G(2)
SA
(build up & wear down)
(where EM came from &
where it is now)
ES2-F(2)
SA
(see SA rubric)
1 Predict the behavior of one or more substances given characteristic
intrinsic properties of the substances (i.e., density, solubility, boiling
point, melting point).
PS2-A(3)
2
Describe that convection in the upper mantle causes crustal plate
movement.
3
Describe what may happen where plate boundaries meet (i.e.,
earthquakes, volcanoes, tsunamis, faults, mountain building).
5 Describe how energy is transformed from one form to another
and/or how energy is transferred from one place to another in a
given system other than an electrical circuit.
Describe what may happen where plate boundaries meet (i.e.,
earthquakes, volcanoes, tsunamis, faults, mountain building).
6 Describe how energy is transformed from one form to another
and/or how energy is transferred from one place to another in a
given system other than an electrical circuit.
Explain that the goal of scientists is to answer questions about the
natural world and/or the goal of engineers is to design solutions.
7
Describe that Earth processes which can be observed and measured
8 today provide clues to understanding Earth’s past (eg, sedimentation
rate, movement of crustal plates, changed atmosphere composition).
Describe the differences between an objective summary of the
9 findings of an investigation and an inference made from the findings
(e.g., the difference between citing data and drawing a conclusion).
Explain that a given landform (e.g., mountain) has been shaped by
10 processes that build up structures (e.g., uplift) and/or by processes
that break down and carry away material (e.g., weathering, erosion).
11
Describe what may happen where plate boundaries meet (i.e.,
earthquakes, volcanoes, tsunamis, faults, mountain building).
Adapted from OSPI by Bethel SD
2
ES2-F(2)
PS3-A(2)
ES2-F(2)
PS3-A(2)
April 2012
Juan de Fuca Plate – 7th Grade Science, Bethel SD
Juan de Fuca Plate
Directions: Use the following information to answer questions 1 through 11.
Three tectonic plates are located in the Pacific Northwest. Two of the plates are oceanic, the Pacific and
the Juan de Fuca Plates. There is a spreading zone between these two oceanic plates. The third plate is the North
American Plate, a continental plate. There is a subduction zone between the Juan de Fuca Plate and North
American Plate. The diagram below, Plates of the Pacific Northwest (top view) shows these plates.
Another way to look at these plates is by a cross section. Below is a cross section of a line connecting Points A
and B in the diagram above.
Adapted from OSPI by Bethel SD
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April 2012
Juan de Fuca Plate – 7th Grade Science, Bethel SD
1 Why is the Juan de Fuca Plate being subducted under the North American Plate?
o
o
o
o
A. The ocean water forces the Juan de Fuca Plate downward.
ES2-F(2)
PS2-A(3)
B. The Juan de Fuca Plate is the denser of the two plates.
C. The mantle pulls less on the North American Plate.
D. The North American Plate is moving northward.
ES2-F(1)
2 What type of activity causes the Juan de Fuca Ridge to keep forming new crust?
o
o
o
o
A. Oceanic plates moving against each other
B. Magma pushing up through the plates
C. Earthquakes occurring underwater
D. Weathering of the tectonic plates
3 What causes the movement of the Juan de Fuca Plate?
o
o
o
o
ES2-F(1)
A. Temperature differences between the ridge and continental plate
B. Magnetic forces between the North and South poles
C. Convection currents in the mantle
D. Earth’s spin and axial tilt
4 Where does the magma come from that feeds the volcano system along the
western boundary of the North American plate?
SYS-C(1)
Write your answer in the box:
5 As the Juan de Fuca Plate is subducted deep under Washington State, energy is stored and
periodically released. How does this energy reach the surface of Washington State?
o
o
o
o
ES3-F(2)
PS3-A(2)
A. Chemical energy traveling in magma
B. Light waves traveling in the Pacific Ocean
C. Seismic waves traveling through the North American Plate
D. Electromagnetic energy traveling through Earth’s tectonic plates
Adapted from OSPI by Bethel SD
4
April 2012
Juan de Fuca Plate – 7th Grade Science, Bethel SD
6 What are two ways the energy from an underwater earthquake centered at the Juan de Fuca Ridge can reach
coastal cities of Washington State?
o
o
o
o
A. Seismic waves in the plates and tsunamis in the ocean
ES2-F(2)
PS3-A(2)
B. Volcanic eruptions and earthquakes in the plates
C. Earthquakes and changing weather patterns
D. Heating of the ocean and seismic sea waves
7 For many years, satellites have been orbiting Earth to determine the exact locations and movements of
tectonic plates. Explain how the goals of scientists and engineers differ with respect to this satellite
technology.
o
o
o
o
A. Scientists use it to invent new technologies, and Engineers use it to solve problems.
APP-B(1)
B. Scientists use it to invent new technologies, and Engineers use it to answer questions.
C. Scientists use it to understand Earth’s History, and Engineers use it to answer questions.
D. Scientists use it to understand Earth’s History, and Engineers make the technology more accurate.
8 Today’s satellite measurements of the speed and direction of tectonic plate movements can be used to infer:
o
o
o
o
A. Past and future locations of continental land masses
ES3-A(1)
B. The thickness of the Earth’s crust in a tectonic plate
C. When and where the next major earthquake will occur
D. The geologic age of lava plains in Eastern Washington State
9 A series of statements about fossil clams is given in A-D below.
INQ-F(2)
Identify the statement that includes an inference.
o
o
o
o
A. An unusual type of fossil clam was identified in rock layers high in the Swiss Alps.
B. The same type of fossil clam was also discovered in formations in the Rocky Mountains.
C. The layers of rock described in A & B above are from the same geologic age.
D. The type of clam described in A & B above has never been found alive.
Adapted from OSPI by Bethel SD
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April 2012
Juan de Fuca Plate – 7th Grade Science, Bethel SD
10 Mount Rainier has been shaped by processes that (1) build it up, and by other processes that (2) wear it
down. Name and describe one example of each process, including where the earth materials came from and
where they are now.
In your description, be sure to:
 Identify one process of each type:
o Builds up Mt. Rainier
o Wears down Mt. Rainier
 Describe where the earth material for that process came from and where it is now.
ES2-G(2)
Name a process that builds up Mt. Rainier:
Describe where the earth material for this process
came from:
Describe where the earth material for this process is
now:
Name a process that wears down Mt. Rainier:
Describe where the earth material for this process
came from:
Adapted from OSPI by Bethel SD
Describe where the earth material for this process is
now:
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April 2012
Juan de Fuca Plate – 7th Grade Science, Bethel SD
11 Use two of the geological data types listed below as evidence for understanding what happens
ES2-F(2)
at tectonic plate boundaries.
Types of geologic data: elevation maps, sea floor age maps, volcano maps, earthquake maps
In your description, be sure to:
 Identify two types of geologic data, and describe what each type of data measures.
 Describe how this type of geologic data helps to explain about plate boundaries.
Identify one type of geologic data (from list above):
Describe what this type of geologic data measures:
Describe what this type of geologic data helps to explain about plate boundaries:
Identify another type of geologic data (from list above):
Describe what this type of geologic data measures:
Describe what this type of geologic data helps to explain about plate boundaries:
Adapted from OSPI by Bethel SD
7
April 2012