Download Tectonic World - PEI

Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
Centennial Museum Lesson Plan
UTEP Course: MSED 4311- Teaching Science in Intermediate and Middle Grades
Designers:Olga Carreon, Monica Corona, Rocio Rodriguez
1. Lesson Title: Tectonic World
2. Grade: 6th grade
3. Time: 30 minutes
4. Learning Objectives
(1) Learners will be able to identify and describe the Earth’s structure and plate
tectonics by looking at the visuals, models and working on hands on activities.
(2) Learners will be able to create and construct the different types of plate tectonics
and Earth’s model through various hands on activities.
(3) Learners will be able to compare and analyze the plate tectonic background visuals
and models with their own creation of plate tectonics.
(4) Learners will be able to infer the three types of tectonic plate movements when
earthquakes, volcanic eruption, ocean basins or mountain building happen.
(5) Learners will be able to pinpoint and recognize the three types of tectonic plates by
using a background visual as a guide for their activity.
(6) ELL Learners will be able to identify words and text from background visuals and
definitions and relate them to models and activities.
5. TEKS Alignment
112.18 Science, Grade 6
(b) Knowledge and Skills.
(10) Earth and Space. The student understands the structure of Earth
and plate tectonics. The student is expected to:
(D) Describe how plate tectonics causes major geological events such as ocean
basins, earthquakes, volcanic eruptions, and mountain building.
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
6. Concept Map
7. Materials in the Centennial Museum
1. 2 Tables, 3 chairs
2. Geology Area (Rocks)
8. Self-Created Materials
(1) Pencils and Paper
(2)Play-doh
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
(3)Sample of earth structure
(4) Plate Tectonic Puzzle Map
(5) Hand Sanitizer
(6) Poster Boards for Visuals
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
(7) A bag of Milky Way chocolates
(8) Plates
(9) Rice (small bag)
(10) Foam Paper (to create plate tectonics)
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
(11) Red Arrows on Box
9. Safety Consideration
(1) Students will be observed and monitored at close proximity as they handle the
materials samples listed above and for each activity. Possible dangers may happen when
materials are mishandled causing an accident or purposely throwing an object at another
student. Students may get hurt physically or emotionally.
(2) Students will be observed and monitored to keep a clear and safe distance from
objects and other students in order to provide a safe learning environment. Possible
dangers may happen if students behave inappropriately causing harm to self or others.
(3) Students will be told to keep hands to self and avoid misbehavior. Possible dangers
may occur if students do not follow instructions causing harm to self or others.
(4) Students will be told to not play with food intheir mouth because it is a choking
hazard.
(5) Students will be told to sanitize their hands before handling the chocolates to avoid
unsanitary complications.
(6) To prevent an allergic reaction students will be inform that the chocolates contain
peanuts.
10. Scientific Topics
(1) Plate Tectonic-The plates are all moving in different directions and at different
speeds. The nature of the ocean floor, Earth's ancient magnetism, the distribution
of volcanoes and earthquakes, the flow of heat from Earth's interior are all
affected by plate tectonics. The theory states that Earth's outermost layer, the
lithosphere, is broken into 7 large, rigid pieces called plates: the African, North
American, South American, Eurasian, Australian, Antarctic, and Pacific plates.
Several minor plates also exist, including the Arabian, Nazca, and Philippines
plates.
(2) Convergent Boundaries-Places where plates crash or crunch together are called
convergent boundaries
(3) Divergent Boundaries-Places where plates are coming apart are called divergent
boundaries.
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
(4) Transform Boundaries-Places where plates slide past each other are called
transform boundaries
(5) Plate Boundaries-the place where the two plates meet.
(6) Crust-Hard and rigid, the earth’s outermost and thinnest layer. It is only a few
miles (5km) thick under the oceans and averages 20 miles (30km) thick under the
continents.
(7) Mantle-This dense layer of the earth is made of hot, semisolid rock and is located
directly below the crust. It is about 1,800 (2,900 km) thick.
(8) Inner Core-The innermost layer of the earth, an extremely hot, solid sphere of
mostly iron and nickel. The inner core is 3,200 to 3,690 miles (5,150 to 6378 km)
below the surface and about 750 miles (1200 km) thick.
(9) Pangea-The name given to the supercontinent that existed more than 225 million
years ago, in which present-day were joined together in one large landmass.
Earthquake-A trembling and shaking of the earth’s surface resulting from the
sudden release of energy in the crust, either along fault lines or from volcanic
activity.
Tsunami-A huge ocean wave caused by a sudden, powerful shift on the ocean
floor, like an undersea earthquake, landslide, or volcanic eruption.
(10) Trench-A deep valley that forms at the edge of a continent when an oceanic
plate sinks underneath a continental plate.
(11) Subduction Zone-The place where one plate is getting bent and pulled under
the edge of another plate.
(12) Collision Zone-The place where a collision between two continental plates
crunches and folds the rocks at the boundary, lifting them up and leading to
mountain formation.
(13) Mid-Ocean Ridge-A raised area or mountain range under the oceans formed
when magma fills the space between two tectonic plates that are spreading apart.
(14) Rift-A dropped zone where two tectonic plates are pulling apart.
(15) Seafloor Spreading-The process that forms new ocean floor and oceanic
crust. Magma oozes up from the mantle through a crack in the ocean floor, filling
in the space and spreading out from the plate boundary.
(16) Fault-A crack or fracture in Earth’s crust where two tectonic plates grind
past each other in horizontal direction.
11. Opening Activity (hook)
(1) Teacher will begin opening hook by asking students various questions about the
Earth’s structure.
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
What do you know about the Earth? What makes up the Earth? Do you know
what is inside the Earth? Do you know what happens inside the Earth and causes
ocean basins, earthquakes, volcanic eruptions, and mountain building?
(1) Teacher will use clay model to represent and explain the Earth’s structure. The
clay model will be shaped as the Earth (round). It will have three layersof
different colored clay. The innermost is the core, the middle layer is the mantle
and the outer core is the crust.
(2) Teacher will also use the clay model to demonstrate how the three types of plate
tectonic differ from each other; divergent, convergent and transform.
(3) First, the teacher will show the cracks on the clay model which represent the
different plate boundaries.
(4) Second, the teacher will separate the clay representing divergent boundaries
(pulling apart), push together clay model representing convergent boundaries
(crashing) and move clay model up and down representing transform boundaries
(sideswiping).
12. Practice for the targeted audience
Confirmation Inquiry- Tectonic Puzzle Map
Background Visual of Tectonic Plate Boundaries
Note: the background visual will be on a poster board with clear labels and red arrows
representing the three types of tectonic plates (divergent, convergent, transform).
2 Color Coded Puzzle Map
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
Note: The 2 puzzle maps will be color coded with (1) orange color and (1) green color on
the back of each puzzle map to distinguish the difference between both maps. They will
then be pre-cut and placed separate from each other.
Given Problem: Connect the Puzzle Map of Plate Tectonic Boundaries
Given Procedure: There will be two medium size puzzle maps for two groups of
students to work on. The students will be grouped in pairs of two. Each pair will be
instructed to piece together the color coded puzzle map of plate tectonic
boundaries.Students will then be asked to point out where the convergent, divergent and
transform boundaries meet and what they think happens throughout these areas.
Known Answer: Atectonic plate boundary map will be set up as a background visual to
guide students as they connect their puzzle maps.
Structured Inquiry-Using Red Arrows to identify Plate Tectonics
Given Problem-Can you identify the three plate tectonics?
Given Procedure-Students will have a total of six red arrows. Students will be
instructed to demonstrate each plate tectonic by placing two red arrows in the direction
that represents if they are convergent, divergent or transform. Underneath each red arrow
the students will then place the tectonic plate word that belongs with the red arrows.
No answer- Students will have to use prior knowledge to explain their reasoning.
Confirmation Inquiry- Mountains, Valleys and Earthquakes
Given Problem: Using Rice and Book Mark to demonstrate how plate tectonics move
and what they form.
Given Procedure:Students will use their pre-cut book marks (which are diagonally cut in
half) to represent tectonic plates. They will then use a flat plate filled with rice. The rice
represents the crust or land. Students will place the book marks (tectonic plates) on top
of the rice and move the book marks towards each other, away from each other or up and
down. The first demonstration, students will move book marks (tectonic plates) together
forming a mountain. The second demonstration, the students will separate the book
marks forming a valley and the third demonstration, the students will move book marks
up and down forming earthquakes.
No answer-The students will demonstrate each plate tectonic movement and explain
what they are and form by using prior knowledge from given procedure.
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
13. Practice for younger audience (guided inquiry)
Given Problem: I like to get my students engaged is by using play dough in their
activities. Whether my students are 10 or 20 years old, they get excited about the chance
to play with play dough. There's just something about the smell and feel that takes
everyone back to their childhood.
- paper / styrofoam plates
- plastic knives for "carving" the play dough
- a "can" of play dough for each student
- plain white or lined paper
I hand out a "can" of play dough to each student
I ask students to do the following:
Given Procedure:
Plate Boundaries
- You must demonstrate your understanding of the three types of plate boundaries
(converging, diverging and sliding).
- You must include all features associated with each boundary - trench, volcano, ridge...
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
Volcanoes
- You must demonstrate your understanding of the three types of volcanoes (cinder cone,
strata, shield)
1.Cinder cone, 2.Shield, and 3.Strata
Earthquakes
- You must demonstrate your understanding of the three types of faults we studied in
class (normal, reverse, transform (Strike Slip)
Known Answer:There will be visuals set up so the students can reflect on and see how
each activity is constructed.
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
14. Practice for older audience (use confirmation, structured, or guided inquiry)
(confirmation inquiry)
Given Problem- With candy bars students will be allow to observe the different
movements and formations of the tectonicplate.
Given Procedures- The teacher will facilitate information on how the earth moves
beneath our feet using the candy bars.
Known answer- In every step done the teacher will provide the different names of
theplate tectonics. The teacher will provide visuals so that the students can compare their
experiment with the real image.
(Students will be ask to sanitize their hands before they begin the activity)
1)Students will press on the top of the candy bar lightly with their fingernail in several
spots to make a few cracks across the top. Teacher will explain that the broken chocolate
pieces represent tectonic plates.
2) To create a divergent plate boundary students will slowly stretch the candy bar no
more than 1/2 inch. The chocolate should have separated slightly exposing the caramel
beneath. Explain the caramel represents the top of the atmosphere. The teacher will
explain that if it happens in the ocean it spreads the sea floor and rift valleys if it occurs
on the land.
3) To create convergent plate boundary the students push slowly the stretched candy bar
back together and keep pushing until it crumples the surface and become up lifted. The
teacher explains that when two plates collide they create mountains or volcanoes.
4) To create a transform plate boundary the student will cut the candy bar into two pieces
and slide them in opposite directions. The teacher will explain that when two plates rub
or slide against each other they create earthquakes.
At the end students will be allowed to eat their chocolate.
1)
2)
3)
4)
15. Assessment for the targeted audience
(1) Teacher will observe students while they connect their puzzle maps.
(2) Teacher will ask various questions as student’s piece together and finish their
puzzles. For example, how did you connect your plate tectonics together? How did you
know where to place each piece of the puzzle? Did you use the background visual or the
red arrows to help you? What are the three types of plate tectonics? What do the red
arrows represent? Which plate tectonic pulls together? Which plate tectonic pulls apart?
Which plate tectonic sideswipes? What causes earthquakes, volcanic eruption, ocean
basins or mountain building and why? By looking at the map where do earthquakes,
ocean basins, volcanic eruption or mountain building happen? How did your puzzle help
you remember the plate tectonics and their boundaries?
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
(3) Teacher will observe students as they place red arrows in the right direction of the
three plate tectonics. Students will also place the proper labels underneath each of the
three types of arrows. Students will explain what each arrow represents.
(4) Teacher will observe students as they use their bookmarks to demonstrate the three
plate tectonics and their formations. Students will explain each plate tectonic movement
and formation in their own words.
16. Assessment for the younger audience
I will ask guided questions throughout their activity and have them explain to me how
each of the activities were constructed and see if they enjoyed themselves and if they
learned what they were wanting to learn from our activity.
17. Assessment for the older audience
Students will be ask to fill out the diaphragm to test what they have learned.
Type of plate Boundaries
Types of Boundaries
18. References
Sketch Direction of
Motion
Description and Features of
Plate Boundaries
http://www.cotf.edu/ete
1. Scientific Topics. Earth Floor: Plate Tectonics-Exploring the Environment.
http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html
2. Practice for Older Audience,
www.meridianschools.org/.../Edible%20Tectonics.pdf
3. Concept Map Tool: https://bubbl.us/
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Course: MSED 4311
Instructor: Dr. Pei-Ling Hsu
4. Texas Essential Knowledge and Skills(TEKS):
http://tea.state.tx.us/index2.aspx?id=6148
5. Addie Education –Teacher Talk: Play Tectonic Play Dough. teachertalkaddie.blogspot.com/2014/03/plate-tectonic-play-dough.html
.htmlwww.meridianschools.org/.../Edible%20Tect
onics.pdfhttps://bubbl.us/http://tea.state.tx.us/inde
x2.aspx?id=6148
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