Download Evidence

Discovering Plate Boundaries Shi5s in Learning Earth Science •  Prior standards focused on sub-­‐processes and systems –  Lots of facts, rather isolated and disconnected –  Missing a holis@c perspec@ve on how and why aspects interact and work together –  Implicit assump@on that because the Earth is all around us, it is inherently interes@ng to learn about •  NGSS places emphasis on interac(ons between key global systems, the role of energy and water across systems, and the impact of these interac@ons on the environment (both physical and biological) –  Emphasizes mul@ple connec@ons to the physical and life sciences –  Promotes the no@on of change, as a concept and a lens to view the consequences of Earth processes Modes of Earth Science Inquiry •  Earth Science is a science of both what and how we know about the Earth –  Need to understand the ways that we study and learn •  Six different ways that Earth scien@sts engage in scien@fic inquiry of large-­‐scale Earth processes and phenomena • 
• 
• 
• 
• 
• 
Classic “experiment” Changes over @me Varia@ons across space Comparisons with modern processes Physical models Computa@onal models •  Each mode engages different kinds of evidence, allows for different kinds of ques@ons, and different understandings to be explored and developed Kastens & Rivet (2008). Mul@ple modes of inquiry in the earth sciences. The Science Teacher, 75(1), 26-­‐31 Inves@ga@on: Discovering Plate Boundaries •  Discovering plate boundaries: h\p://plateboundary.rice.edu/home.html Dr. Dale Sawyer •  Objec@ves: Synthesize evidence from Earth data to describe and explain the nature of tectonic plates Situa@ng the Ac@vity •  Overall inves@ga@on of the local landscape, comparing the local topography to other areas around the world. –  e.g., students in NJ might be asking why it is flat by the shore, but there are mountains along the CA coast . •  Driving Ques@on: How are Earth’s tectonic plates moving? (And how do we know?) Part 1 Organiza@on Move into specialist groups now! Plate Map Earthquakes Volcanoes Sea Floor Age Topography/Bathymetry Part 1 Direc@ons (see handout) •  Divide into groups of 3-­‐4 for each specialty •  Carefully analyze the map, and answer the following ques@ons: –  what kind of data is displayed? –  what do the colors represent? –  Where on the map are there similar pa\erns or trends in the data ? •  Iden@fy a set of 2-­‐4 categories of these similar pa\erns, and mark those loca@ons on your map using different colors •  10 minutes to analyze and categorize the data Part 2 Organiza@on Return to you original groups. You should have exper@se from each data type in your group! Plate Map Part 2 Direc@ons •  In your mixed groups, make an interpreta@on across the data maps. –  Share your data categories for the boundaries of the plates –  Interpret the the data. What pa\erns do you see across data types? What kinds of data seem to go together? Part 3 Direc@ons •  Write a SCIENTIFIC EXPLANATION that states what is happening along ONE plate boundary (to be assigned), in response to the overall driving ques@on: •  How are Earth’s tectonic plates moving? What is a Scien(fic Explana(on? A discussion/argument of how or why a phenomenon occurs and the
conditions and consequences of the observed event
A Framework for a Scientific Explanations
•  Claim: a conclusion about a problem. Typically the
claim answers a question
•  Evidence: scientific data that supports the claim
•  Appropriate and sufficient evidence
•  Reasoning: a justification that shows why the data
counts as evidence to support the claim using
appropriate scientific principles
•  Consider alternative explanations
Adapted from Toulmin’s model of argumentation
CER Framework Adapted from Toulmin (1958) Question
Data
Evidence Data Evidence Data Evidence Rebuttal
Claim
Not Claim 2 because of evidence and reasoning Scientific ideas &
reasoning
From: McNeill, K. L. & Krajcik, J. (2011). Suppor@ng grade 5-­‐8 students in construc@ng explana@ons in science: The claim, evidence and reasoning framework for talk and wri@ng. New York, NY: Pearson Allyn & Bacon. Construc(ng an Explana(on Write a scien&fic explana&on that states how the tectonic plates are moving along your plate boundary. •  Claim: (Write a statement that responds to ques@on.) •  Evidence: (Provide scien@fic data to support your claim. Use appropriate and and sufficient data. •  Reasoning: (Connect your claim and evidence to show how your data links to your claim. Also, tell why your data counts as evidence to support your claim by using scien@fic principles. Remember, reasoning is the process where you apply your science knowledge to answer the ques@on.) •  What New Ques(ons do you have? Real Issue for the Pacific Northwest •  h\p://
www.newyorker.
com/magazine/
2015/07/20/the-­‐
really-­‐big-­‐one Real-­‐Time Earthquake Tracker •  h\p://earthquaketrack.com/ DCI ESS2: Earth’s Systems •  The array of interrelated processes that create Earth’s current condi@ons and their con@nual change over @me •  5 component ideas –  Earth materials and systems –  Plate tectonics and large-­‐scale system interac@ons –  The roles of water in Earth’s surface proper@es –  Weather and climate –  Biogeology Plate Tectonics in the Framework •  ESS2.B: PLATE TECTONICS AND LARGE-­‐SCALE SYSTEM INTERACTIONS • 
• 
• 
• 
Why do the con@nents move, and what causes earthquakes and volcanoes? Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a coherent account of its geological history. This theory is supported by mul(ple evidence streams—for example, the consistent paNerns of earthquake loca(ons, evidence of ocean floor spreading over (me given by tracking magne(c paNerns in undersea rocks and coordina(ng them with changes to Earth’s magne(c axis data, the warping of the land under loads (such as lakes and ice sheets), which show that the solid mantle’s rocks can bend and even flow. The lighter and less dense con@nents are embedded in heavier and denser upper-­‐mantle rocks, and together they make up the moving tectonic plates of the lithosphere (Earth’s solid outer layer, i.e., the crust and upper mantle). Tectonic plates are the top parts of giant convec@on cells that bring ma\er from the hot inner mantle up to the cool surface. These movements are driven by the release of energy (from radioac@ve decay of unstable isotopes within Earth’s interior) and by the cooling and gravita@onal downward mo@on of the dense material of the plates a5er subduc@on (one plate being drawn under another). The plates move across Earth’s surface, carrying the con@nents, crea@ng and destroying ocean basins, producing earthquakes and volcanoes, and forming mountain ranges and plateaus. Most con(nental and ocean floor features are the result of geological ac(vity and earthquakes along plate boundaries. The exact paNerns depend on whether the plates are being pushed together to create mountains or deep ocean trenches, being pulled apart to form new ocean floor at mid-­‐ocean ridges, or sliding past each other along surface faults. Most distribu@ons of rocks within Earth’s crust, including minerals, fossil fuels, and energy resources, are a direct result of the history of plate mo@ons and collisions and the corresponding changes in the configura@ons of the con@nents and ocean basins. This history is s@ll being wri\en. Con@nents are con@nually being shaped and reshaped by compe@ng construc@ve and destruc@ve geological processes. North America, for example, has gradually grown in size over the past 4 billion years through a complex set of interac@ons with other con@nents, including the addi@on of many new crustal segments. Plate Tectonics in the Framework •  ESS2.B: PLATE TECTONICS AND LARGE-­‐SCALE SYSTEM INTERACTIONS • 
Why do the con@nents move, and what causes earthquakes and volcanoes? Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a coherent account of its geological history. This theory is supported by mul(ple evidence streams—for example, the consistent paNerns of earthquake loca(ons, evidence of ocean floor spreading over (me given by tracking magne(c paNerns in undersea rocks and coordina(ng them with changes to Earth’s magne(c axis data, the warping of the land under loads (such as lakes and ice sheets), which show that the solid mantle’s rocks can bend and even flow. The lighter and less dense con@nents are embedded in heavier and denser upper-­‐mantle rocks, and together they make up the moving tectonic plates of the lithosphere (Earth’s solid outer layer, i.e., the crust and upper mantle). Tectonic plates are the top parts of giant convec@on cells that bring ma\er from the hot inner mantle up to the cool surface. These movements are driven by the release of energy (from radioac@ve decay of unstable isotopes within Earth’s interior) and by the cooling and gravita@onal downward mo@on of the dense material of the plates a5er subduc@on (one plate being drawn under another). The plates move across Earth’s surface, carrying the con@nents, crea@ng and destroying ocean basins, producing earthquakes and volcanoes, and forming mountain ranges and plateaus. Most con(nental and ocean floor features are the result of geological ac(vity and earthquakes along plate boundaries. The exact paNerns depend on whether the plates are being pushed together to create mountains or deep ocean trenches, being pulled apart to form new ocean floor at mid-­‐ocean ridges, or sliding past each other along surface faults. Most distribu@ons of rocks within Earth’s crust, including minerals, fossil fuels, and energy resources, are a direct result of the history of plate mo@ons and collisions and the corresponding changes in the configura@ons of the con@nents and ocean basins. This history is s@ll being wri\en. Con@nents are con@nually being shaped and reshaped by compe@ng construc@ve and destruc@ve geological processes. North America, for example, has gradually grown in size over the past 4 billion years through a complex set of interac@ons with other con@nents, including the addi@on of many new crustal segments. This theory is supported by multiple evidence streams—for
example, the consistent patterns of earthquake locations,
• 
evidence
of ocean floor spreading over time given by
tracking magnetic patterns in undersea rocks and
coordinating them with changes to Earth’s magnetic axis
• 
data,
the warping of the land under loads (such as lakes
and ice sheets), which show that the solid mantle’s rocks
can
bend and even flow.
• 
Plate Tectonics in the Framework •  ESS2.B: PLATE TECTONICS AND LARGE-­‐SCALE SYSTEM INTERACTIONS • 
Why do the con@nents move, and what causes earthquakes and volcanoes? Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a coherent account of its geological history. This theory is supported by mul(ple evidence streams—for example, the consistent paNerns of earthquake loca(ons, evidence of ocean floor spreading over (me given by tracking magne(c paNerns in undersea rocks and coordina(ng them with changes to Earth’s magne(c axis data, the warping of the land under loads (such as lakes and ice sheets), which show that the solid mantle’s rocks can bend and even flow. The lighter and less dense con@nents are embedded in heavier and denser upper-­‐mantle rocks, and together they make up the moving tectonic plates of the lithosphere (Earth’s solid outer layer, i.e., the crust and upper mantle). Tectonic plates are the top parts of giant convec@on cells that bring ma\er from the hot inner mantle up to the cool surface. These movements are driven by the release of energy (from radioac@ve decay of unstable isotopes within Earth’s interior) and by the cooling and gravita@onal downward mo@on of the dense material of the plates a5er subduc@on (one plate being drawn under another). The plates move across Earth’s surface, carrying the con@nents, crea@ng and destroying ocean basins, producing earthquakes and volcanoes, and forming mountain ranges and plateaus. Most con(nental and ocean floor features are the result of geological ac(vity and earthquakes along plate boundaries. The exact paNerns depend on whether the plates are being pushed together to create mountains or deep ocean trenches, being pulled apart to form new ocean floor at mid-­‐ocean ridges, or sliding past each other along surface faults. Most distribu@ons of rocks within Earth’s crust, including minerals, fossil fuels, and energy resources, are a direct result of the history of plate mo@ons and collisions and the corresponding changes in the configura@ons of the con@nents and ocean basins. This history is s@ll being wri\en. Con@nents are con@nually being shaped and reshaped by compe@ng construc@ve and destruc@ve geological processes. North America, for example, has gradually grown in size over the past 4 billion years through a complex set of interac@ons with other con@nents, including the addi@on of many new crustal segments. This theory is supported by multiple evidence streams—for
example, the consistent patterns of earthquake locations,
• 
evidence
of ocean floor spreading over time given by
tracking
patterns
in undersea
rocks and
Mostmagnetic
continental
and ocean
floor features
are the result of
coordinating
withand
changes
to Earth’s
magnetic
axis
geologicalthem
activity
earthquakes
along
plate boundaries.
• 
data,
theexact
warping
of thedepend
land under
loads (such
as lakes
The
patterns
on whether
the plates
are being
and pushed
ice sheets),
which
the solidormantle’s
rocks
together
to show
createthat
mountains
deep ocean
can
bend and being
even flow.
trenches,
pulled apart to form new ocean floor at mid• 
ocean ridges, or sliding past each other along surface faults.
NGSS Learning Performance •  MS-­‐ESS2-­‐2. Construct an explana(on based on evidence for how geoscience processes have changed Earth's surface at varying (me and spa(al scales. [Clarifica@on Statement: Emphasis is on how processes change Earth’s surface at @me and spa@al scales that can be large (such as slow plate mo@ons or the upli5 of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reac@ons), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposi@on by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] NGSS Learning Performance •  HS-­‐ESS1-­‐5: Evaluate evidence of the past and current movements of con(nental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks [Clarifica@on 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 con@nental crust increasing with distance away from a central ancient core (a result of past plate interac@ons).] Pause and Reflect •  Did this ac@vity engage you, the learner, in 3-­‐
dimensional Learning? •  Did it build towards an NGSS PE? Overview of EQuIP I. Alignment to the NGSS II. Instruc(onal Supports III. Monitoring student progress Supports learning for 1. Three dimensional: all students through Supports students in meaningful three dimensional scenarios, suppor@ng learning to make prac@ces, supports sense of phenomena phenomena and or design solu@ons representa@ons Assessments evaluate three-­‐
dimensional learning; include forma@ve; are accessible and unbiased 2. Coherence: Lessons fit together coherently, develops connec@ons Pre, forma@ve, and summa@ve aligned to three-­‐
dimensional learning Provides guidance for teachers to build coherence across the unit How would EQuIP evaluate this lesson on three dimensional learning? 1.  Elements of the science and engineering prac@ce(s), disciplinary core idea(s), and crosscusng concept(s), blend and work together to support students in three-­‐
dimensional learning to make sense of phenomena or design solu@ons. –  Provides opportuni@es to use specific elements of the scien@fic or engineering prac@ces(s) to make sense of phenomena or design solu@ons Did the lesson clearly provide opportuni@es for students to use elements of the prac@ce to make sense of phenomena or design solu@ons? Poll Yes or No How would EQuIP evaluate this lesson on three dimensional learning? 1.  Elements of the science and engineering prac@ce(s), disciplinary core idea(s), and crosscusng concept(s), blend and work together to support students in three-­‐
dimensional learning to make sense of phenomena or design solu@ons. –  Provides opportuni@es to construct and use specific elements of the disciplinary core idea(s) to make sense of phenomena or design solu@ons Did the lesson clearly provide opportuni@es for students to use core ideas to make sense of phenomena or design solu@ons? Poll Yes or No How would EQuIP evaluate this lesson on three dimensional learning? 1.  Elements of the science and engineering prac@ce(s), disciplinary core idea(s), and crosscusng concept(s), blend and work together to support students in three-­‐
dimensional learning to make sense of phenomena or design solu@ons. –  Provides opportuni@es to construct and use specific elements of the cross cusng concept(s) to make sense of phenomena or design solu@ons Did the lesson clearly provide opportuni@es for students to use cross cuRng concepts to make sense of phenomena or design solu@ons? Poll Yes or No How would EQuIP evaluate this lesson on three dimensional learning? 1.  Elements of the science and engineering prac@ce(s), disciplinary core idea(s), and crosscusng concept(s), blend and work together to support students in three-­‐
dimensional learning to make sense of phenomena or design solu@ons. Did the lesson clearly provide opportuni@es for students to use all three dimensions to make sense of phenomena or design solu@ons? Poll Yes or No