Download Lesson 1: Introduction Objectives: Students will: • Familiarize

Lesson 1: Introduction
Objectives: Students will:
• Familiarize themselves with questions that will guide our unit
• Articulate their own ideas and questions about specific concepts related to Plate
Tectonics on a KWL chart
Activities:
Distribute the Plate Tectonics Guiding Questions sheet and give students a few minutes
to read it silently.
Check for understanding by having students shout out some guiding questions. Briefly
reiterate what is on the Guiding Questions sheet to make sure that students have a clear
sense of what is to come in the next few days. This should generate some excitement
about the topic.
Ask students if they are familiar with a KWL chart. If they know the purpose behind the
KWL activity, go ahead and distribute the KWL sheet. If they are not, explain the
purpose behind the activity. Draw three columns on the board and explain what the “K,”
the “W,” and the “L” stand for:
K= What do I know or think I know?
W= What do I want to know?
L= What have I learned?
Tell them that they will be filling out the last column (L) at the end of the unit and
explain how it will help them and you assess their progress.
Distribute the KWL sheet and give students a few minutes to fill it out.
Draw a class KWL chart on a big white poster paper. Ask students what they wrote in
their individual charts. Fill out the class chart based on student responses. Hang this chart
in a conspicuous place in the classroom and leave it there till the end of the unit.
Assessment: The KWL chart serves as a major assessment tool in this unit. Students
come back to this chart at the end of the unit and fill out the “L” column. They reflect
back and see if their knowledge and understanding has increased or stayed the same.
Student responses on this sheet would also help me see if any “incorrect” knowledge is
replaced by “correct” knowledge. I will use the attached rubric (adapted from FOSS
general assessment rubric) to assess their understanding.
Homework: No homework is assigned
Materials: Plate Tectonics Guiding Questions sheet
KWL sheet for each student
White poster paper and markers
© 2004-2005 Shamsa Gilani
1
Plate Tectonics Guiding Questions
Have you ever wondered about the following?
1. Where do rocks you see around you come from?
2. How do mountains, such as the Himalayas form?
3. What causes earthquakes and why are some places, like
California, more prone to earthquakes than others?
4. How do volcanoes form and where does lava come from?
5. What will you find if you keep digging into the earth? What
lies beneath the surface of the earth?
We will be able to answer these questions as we proceed with
our unit on Plate Tectonics. We will make some fascinating
discoveries, such as the fact that the continent we are standing
on is actually moving! We will discover that the North
American continent will not be in its present position millions
of years from now. We will also discover that the Himalayas are
rising higher each year!
Let’s begin our journey.
© 2004-2005 Shamsa Gilani
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Plate Tectonics KWL Chart
Name:
Section:
K (What do I know or think W (What I want to
I know about)
know about)
Date:
L (What have I learned about)
Earth’s interior
structure
Earthquakes (What
causes them? Which
places are more prone?)
Volcanoes (What
causes volcanic
eruptions? Where does
lava come from?)
Mountains (How do
mountains form?)
© 2004-2005 Shamsa Gilani
3
KWL Rubric∗
3
2
1
∗
Student shows strong understanding of concepts
related to the four questions. All important
information is included in the “L” column.
Student shows fairly good understanding of
concepts related to the four questions. Minor
pieces of information have been left out in the
“L” column.
Student shows limited understanding of
concepts related to the four questions. There are
significant mistakes and misconceptions.
Important pieces of information have been left
out in the “L” column.
Adapted from FOSS general assessment rubric
© 2004-2005 Shamsa Gilani
4
Lesson 2: Earth’s Layers
Standard:
• Describe the layers of the solid earth, including the lithosphere, the hot convecting
mantle, and the dense metallic core
Objectives: Students will:
•
•
Describe earth’s layers in terms of properties and scientific names
Give examples of objects from daily life that can be used to study the internal
structure of the Earth
Activities:
Distribute the Eating the Earth sheet. Give each student one-half of an apple and ask them
to draw and color their apple model on the space provided on the sheet.
Explain to them that the apple they are holding is a model, which represents the layered
structure of the earth. Tell them that the skin of the apple represents the outermost hard and
rocky layer of the earth, the crust (just like the crust of bread or pizza). On their drawing,
ask students to write down what the apple skin represents (the crust) and have them
describe the crust (hard and made up of rocks).
Explain to them that the meat of the apple represents the mantle and it is the layer where
lava is generated. Tell them that unlike the crust, the mantle is composed of rock, which is
softer and tends to flow (fluid molten rock). On their drawing, ask students to write down
what the meat of the apple represents (the mantle) and have them describe the mantle (fluid
molten rock).
Ask students to speculate why rocks in the mantle, which are deeper than the crustal rocks,
tend to flow. Some students may mention heat. Explain to them that the temperature
increases as we go deeper into the earth.
Bring students’ attention to the core of the apple and explain that the core represents the
core of the earth. Point out that unlike the core of the apple, the core of the earth is divided
up into two layers, a liquid outer core and a solid inner core. Tell students that unlike the
crust and the mantle, which are made of rocks, the core is metallic: it is composed of iron
and nickel (liquid state in the outer core and solid state in the inner core). On their drawing,
ask students to write down what the core of the apple represents (the outer core and the
inner core) and the composition of each layer (solid iron and nickel, and liquid iron and
nickel).
Draw a cross section of the earth on the board (showing all the layers without labels) and
ask students to copy this drawing on the Eating the Earth sheet. Have students label all the
layers on their drawing.
© 2004-2005 Shamsa Gilani
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Tell students that they are welcome to eat their apples.
Assessment: I will look at students’ completed Eating the Earth sheet and their responses
to the homework question to assess their understanding of Earth’s layers.
Homework: Students will answer the following questions for homework:
Read the question carefully and answer all three parts of the question.
In class today, we used the apple model to study the internal structure of Earth.
1. List three other objects that can be used as models to study the internal layered structure
of Earth (objects should not include an apple!)
2. For each object, explain why the object can serve as a model to study the structure of the
Earth.
3. For each object, also point out a weakness of your model (why the object does not
represent the Earth accurately)
Materials: Apples (enough to let each student have one-half of an apple)
A Knife for the teacher
Eating the Earth sheet (one per student)
Color pencils∗
∗
The apple activity has been adapted from Scott Johnson’s earth science lessons. Scott Johnson is an
elementary school teacher at Lincoln Elementary in Grand Forks, and a member of the Volcano World
Development team. The lesson can be found at:
http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Ch1CMB/Handson1.html
© 2004-2005 Shamsa Gilani
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Eating the Earth
Name
Section:
Date:
Draw your apple model here. Label the parts of the apple and write down the names and
properties of earth’s layers that are represented by these apple parts.
Draw the cross section of the Earth here and label each layer.
© 2004-2005 Shamsa Gilani
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Earth’s Layers Homework
Name
Section:
Date:
Read the question carefully and answer all three parts of the question.
In class today, we used the apple model to study the internal structure of
Earth.
1. List three other objects that can be used as models to study the internal
layered structure of Earth (objects should not include an apple!).
2. For each object, explain why the object can serve as a model to study the
structure of the Earth.
3. For each object, also point out a weakness of your model (why the object
does not represent the Earth accurately).
© 2004-2005 Shamsa Gilani
8
Lesson 3: The lithosphere and plates
Standard:
• Describe the layers of the solid Earth, including the lithosphere, the hot
convecting mantle, and the dense metallic core
Objective: Students will:
• Describe the lithosphere as the part of the Earth that is broken into big slabs,
called plates, which fit together like puzzle pieces, and that these plates move
around to cause changes on the Earth’s surface.
Activities:
Distribute the Earth’s Plates worksheet.
Tap a hard-boiled brown egg on a hard surface until a pattern of cracks is produced.
Using a permanent marker, outline some of the cracks. Explain to students that the crust
and the uppermost part of the mantle are brittle and can fracture at certain places just like
the cracked eggshell. Point out the outlined cracked pieces on the eggshell and explain to
students that as a result of fracturing, the earth’s surface is broken up into sections or
pieces called, “plates,” that fit together like puzzle pieces.
Crack some more eggs and pass them out to students to explore. Ask students to sketch
the cracked shell on their worksheet and have them write down what the cracked shell
pieces represent (Earth’s plates). Explain to students that the layers of the earth that form
the plates are the crust and the uppermost part of the mantle, collectively known as the
lithosphere. Have students write this down on their worksheet.
Explain to students that unlike the shell pieces, the lithospheric plates move around
slowly on their own, which brings about changes on the earth’s surface. Ask students to
predict what would happen if they moved the cracked pieces of the eggshell around.
Have students do this. Ask them about their observations (observations would vary).
Students should understand that similar to the changes that were brought about on the
surface of the egg by moving the cracked shell pieces, Earth’s surface also experiences
changes due to movement of Earth’s plates.
Have students turn to page 101 of their FOSS Earth History books and bring their
attention to the map of Earth’s lithospheric plates. Explain to them that the black borders
on the map indicate Earth’s plate boundaries. Explain to students that Earth’s plates can
collide into one another, move away from each other, or slide past each other.
Ask students to predict the outcome of these movements (earthquakes, mountain
building, rift valleys, formation of new ocean floor) and have them write their predictions
on their worksheet. Have students share their responses with the entire class.
Have students clean up and return their eggs to the appropriate area.
© 2004-2005 Shamsa Gilani
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Assessment: I will look at students’ completed Earth’s Plates worksheet to assess their
understanding.
Homework: Students will read the first four paragraphs of the section tilted “Earth’s
Dynamic Systems,” (pages 100-101) from the FOSS Earth History book.
Materials:
Earth’s Plates worksheet for each student
A hard-boiled brown egg for each student and the teacher
A permanent marker
FOSS Earth History text
Paper towels ∗
∗
The boiled egg demonstration has been adapted from Activity 2, page 36 of Ford, B. A. (1998). Project
Earth Science: Geology. Virginia: National Science Teachers Association.
© 2004-2005 Shamsa Gilani
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Earth’s Plates
Name
Section:
Date:
Sketch the cracked eggshell here
What do the cracked shell pieces represent?
The crust and the uppermost part of the mantle form Earth’s plates. What are these layers
collectively known as?
What might you expect to see at a point on Earth where two plates collide?
What might you expect to see at a point on Earth where two plates move away from each
other?
What might you expect to see at a point on Earth where two plates slide past each other?
© 2004-2005 Shamsa Gilani
11
Lesson 7: Tracking Earthquakes
Standard:
• Describe how the movement of the Earth’s crustal plates causes both slow
changes in the earth’s surface (e.g., formation of mountains and ocean basins) and
rapid ones (e.g., volcanic eruptions and earthquakes).
Objectives: Students will:
• Investigate the relationship between location of earthquakes and the location of
Earth’s tectonic boundaries.
• Relate the location of earthquakes to Earth’s plate boundaries.
Activities:
Distribute the Tracking Earthquakes Pre-investigation Questions worksheet.
Using a computer, computer projector, and a screen show students a map that shows
earthquake activity over the last 8-30 days from the following USGS website:
http://neic.usgs.gov/neis/qed/
(This world map also shows the location of Earth’s tectonic boundaries).
Explain to students that the yellow lines indicate Earth’s plate boundaries and the circular
spots indicate location of recent earthquakes around the world. Explain to students that
the different colors on the map are there to indicate the depth of the earthquake beneath
the surface of the Earth. Tell students to ignore the colors for the time being and focus on
the location of earthquakes. Ask them if they see a pattern. Ask them to describe the
pattern of the earthquakes (the earthquakes follow the edges of Earth’s plate boundaries).
Ask them to describe it on their worksheet. Ask them if they see some earthquakes that
do not follow the regular pattern followed by most earthquakes (yes, may be two or
three). Ask them to write their responses on their worksheet.
Explain to them that scientists used a similar map of Earth’s largest earthquakes to
determine the location of Earth’s plate boundaries. Tell them that the fact that most
earthquakes are located on plate boundaries is a powerful piece of evidence for the
existence of Earth’s plates.
Tell them that over the next seven days they will pretend to be seismologists (scientists
who study earthquakes) and collect earthquake data from the following National
Earthquake Information website:
http://neic.usgs.gov/neis/bulletin/
Show them what the earthquake activity chart looks like on the website. Thoroughly
explain the different elements on the chart (date, time, magnitude, location).
© 2004-2005 Shamsa Gilani
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Use a globe to explain latitude and longitude. Briefly tell them that the magnitude is a
measure of the size of the earthquake. Use a couple of examples from the chart to help
them understand that an earthquake with a greater magnitude is bigger than the
earthquake with a smaller magnitude. Tell them that they will be tracking earthquakes,
which have a magnitude 4.5 or greater, over the next seven days.
Show them the data sheet they will use to record their data. Explain each element on the
data sheet. Distribute data sheets. Tell them that they will use a dot to indicate one
earthquake at a particular location on a particular day, and two dots to indicate two
earthquakes, and so on. Using the data sheet transparency, show them what the data sheet
should look like after they are finished recording their data.
Ask for a volunteer to draw a blown up version of the data sheet that will hang in a
conspicuous place in the classroom while the project is in progress.
Tell students that for the next seven days, they will have the computer and projector
ready at the beginning of every class period. Tell them that whoever enters the class first
will get an opportunity to use the computer and display the earthquake data on the screen
for the whole class. Tell that that you will give them a few minutes to record the data on
their data sheets.
Recruit a volunteer who will be responsible for updating the class data sheet.
For the next seven days, students will record earthquake data.
On the seventh day, after students have entered their final data, have them total the
number of earthquakes at each location and have them enter their answers on their data
sheet.
Distribute maps on which students will be mapping their data (this map also shows
Earth’s plate boundaries).
Using an overhead transparency of the map, show students how they will use the latitude
and longitude information to indicate the position of an earthquake on their maps. Tell
them how they will account for the frequency of earthquakes at a particular location
(concentric circles). Tell them that they will draw a tiny circle to indicate one earthquake
at a particular location and another circle outside of the smaller circle to indicate two
earthquakes at a location. Show them on the transparency what the circle would look like
for a place that has one earthquake versus a place that has two or three earthquakes.
Invite a couple of students to come to the front and map a couple of earthquake locations
(from their data) on the transparency.
Give students time to map their data. Tell them to use a pencil.
(It would also be ideal to obtain a class size map of Earth’s tectonic boundaries and map
earthquake data on it as well and then display this map in the classroom).
© 2004-2005 Shamsa Gilani
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After students have finished mapping their data, have them analyze their data and study
their maps to get them ready to answer the post-investigation questions.
Distribute the Post-investigations sheet.
Have them answer the post investigation questions on the sheet.
Assessment: I will look at student responses on the Post-Investigation sheet to see if my
learning objectives for them have been met. I will assess their work based on the attached
rubric. I will share this rubric with them before they start collecting earthquake data. I
will also ask them if they want to add anything to this rubric or would like changes made
to this rubric. I will explain each category in the rubric and emphasize what students need
to do to get a 4 on their work. I will ask them to keep this rubric handy and advise them
to refer to it while working on this project.
Homework: I will ask students to work on the post-investigation questions at home. The
following day I will discuss the questions that students have difficulty understanding or
answering.
Materials:
Tracking Earthquakes Pre-investigation Questions sheets for each student
A computer with Internet access
A computer projector
An overhead projector
Data sheet transparency
Data sheets (one per student)
Big poster paper and markers to draw the class data sheet
World’s tectonic boundary map transparency
World’s tectonic boundary maps (one per student)
Class size world map of Earth’s tectonic boundaries (optional but ideal)
Tracking Earthquakes Post-investigation Questions sheets (one per student)
Rubric handouts (one per student)∗
∗
This lesson has been adapted from Barbara Linsley’s lesson titled “Tracking Earthquakes around the
World,” which can be found at http://school.discovery.com/lessonplans/activities/trackingearthquakes/.
Linsley is an Earth science online teacher for Discovery Channel School and technology trainer/teacher for
Ontario-Montclair School District, Ontario, California.
© 2004-2005 Shamsa Gilani
14
Tracking Earthquakes Project Rubric
4
Work is neat.
All writing
prompts have
been answered.
3
Work is neat.
Most writing
prompts have
been answered.
2
Work is sloppy.
Some writing
prompts have
been answered.
Mechanics
All sentences
are complete.
There are no
spelling
mistakes.
Science
Concepts
Shows strong
understanding
of the
relationship
between plate
boundaries and
earthquakes.
All answers are
correct.
Some sentences
are incomplete
and/or there are
many spelling
mistakes such
that they
interfere with
understanding.
Shows limited
understanding
of the
relationship
between plate
boundaries and
earthquakes.
Some answers
are correct.
Thoroughness,
evidence
All responses
are thorough
and detailed.
Uses evidence
from data to
support all
answers.
Most sentences
are complete.
There are a few
spelling
mistakes, but
they don’t
interfere with
understanding.
Shows fairly
good
understanding
of the
relationship
between plate
boundaries and
earthquakes.
Most answers
are correct.
Most responses
are thorough
and detailed.
Uses evidence
from data to
support most
answers.
Presentation
Some responses
are thorough
and detailed.
Uses evidence
from data to
support some
answers.
1
Work is sloppy.
Only few
writing prompts
have been
answered.
Many sentences
are incomplete.
There are many
spelling
mistakes.
Responses are
hard to
understand.
Shows no
understanding
of the
relationship
between plate
boundaries and
earthquakes.
Few answers
are correct
Shows little or
no effort at
being thorough
and detailed.
Does not use
evidence from
data to support
answers.
Total points possible: 16
Total student points:
Percentage:
Grade:
© 2004-2005 Shamsa Gilani
Teacher comments:
15
Tracking Earthquakes Pre-investigation Questions
Name
Section:
Date:
1. On the map your teacher has displayed, what do you notice about the location of
earthquakes?
2. Do you see earthquakes that do not follow this pattern? How many such
earthquakes do you see?
© 2004-2005 Shamsa Gilani
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Tracking Earthquakes Data Sheet
Name:
Location
Section:
Lat
© 2004-2005 Shamsa Gilani
Lon
Date:
Date Date Date Date Date Date Date Total
for each
location
17
Tracking Earthquakes Post-investigation Questions
Name:
Section:
Date:
A seismologist’s job (any scientist’s job) is not only to collect data, but also to study this
data. Put on your seismologist hat and get to work.
Use your data sheet and map to answer the following questions. Answer in complete
sentences and be thorough and specific with your responses. Remember you need to be
thorough to earn full credit. So work carefully.
1. Which location (s) had the highest number of earthquakes? How many earthquakes did
this location (s) experience?
2. Which location (s) had the lowest number of earthquakes? How many earthquakes did
this location (s) experience?
3. On your earthquake map, do you see earthquakes following a pattern? If so, describe
this pattern.
© 2004-2005 Shamsa Gilani
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4. What does this pattern (that you described in the last question) tell you about the
relationship between the location of earthquakes and the location of Earth’s plate
boundaries?
5. Why do you think the earthquakes follow this pattern? (Think about what may be
happening at the plate boundaries).
6. Check your earthquake map to see if the location (s) with the highest number of
earthquakes follows the pattern you described in question 3. Now, use your answer to
question 5 to give a reason why this location (s) might have experienced the highest
number of earthquakes.
© 2004-2005 Shamsa Gilani
19
7. Check your earthquake map to see if the location (s) with the lowest number of
earthquakes follows the pattern you described in question 3. Now, use your answer to
question 5 to give a reason why this location (s) might have experienced the lowest
number of earthquakes.
8. Would you prefer to live in a place that is located on one of Earth’s plate boundaries?
If yes, why? If not, why not?
© 2004-2005 Shamsa Gilani
20
Lesson 8: Pangaea and plate motion
Standard:
• Describe how the movement of the Earth’s crustal plates causes both slow
changes in the earth’s surface (e.g., formation of mountains and ocean basins) and
rapid ones (e.g., volcanic eruptions and earthquakes).
Objective: Students will:
• Relate the breakup of the supercontinent Pangaea to plate motion
Activities:
Distribute paper cutouts of continents. Each student should have cutouts for each of the
seven continents.
Explain to students that the continents have not always been in their present position. Tell
them that millions of years ago, the continents were clumped together into one giant
supercontinent, Pangaea. Ask students to color their continent paper cutouts and try to fit
them all together into one giant continent. Have them stick their supercontinents on their
Pangaea and Plate motion worksheet.
Show students an animation of Pangaea breaking up and the continents drifting to their
present positions. The animation can be found at the following web site:
http://www2.nature.nps.gov/geology/usgsnps/animate/pltecan.html (animation # 08.gif)
Have students compare their Pangaea map with the current world map (direct them to the
world map hanging in the classroom).
Ask them if they notice any difference in the position of continents. Have them write
their answers on their worksheet.
Next, ask them if they can use their knowledge of lithospheric plates and plate motion to
explain this difference. Have them write their explanations on their worksheet. Then,
have them share their responses with the entire class.
Assessment:
I will look at their responses to the questions on the Pangaea and Plate motion worksheet
to assess their understanding.
Homework: No homework
Materials:
Pangaea and plate motion worksheet for each student
Paper cutouts of seven continents for each student
A computer with Internet access
A computer projector
© 2004-2005 Shamsa Gilani
21
A class world map showing the current position of continents and oceans∗
∗
The paper cutout activity is adapted from Barbara Linsley’s lesson titled “Tracking Earthquakes around
the World,” which can be found at http://school.discovery.com/lessonplans/activities/trackingearthquakes/.
Linsley is an Earth science online teacher for Discovery Channel School and technology trainer/teacher for
Ontario-Montclair School District, Ontario, California.
© 2004-2005 Shamsa Gilani
22
Pangaea and Plate Motion
Name
Section:
Date:
Stick your supercontinent, Pangaea, on this page.
© 2004-2005 Shamsa Gilani
23
Compare your Pangaea map with the current world map (Refer to the class world map).
What is different about the position of continents between the two maps?
Using your knowledge of lithospheric plates and plate motion, explain the reason for this
difference.
© 2004-2005 Shamsa Gilani
24
Lesson 10: Importance of Plate Tectonics
Standard:
• Describe how the movement of the Earth’s crustal plates causes both slow
changes in the earth’s surface (e.g., formation of mountains and ocean basins) and
rapid ones (e.g., volcanic eruptions and earthquakes).
Objective: Students will
• Explain the importance of the Plate Tectonics Theory. They will understand the
relevance of Plate Tectonics for people.
Activities:
Start the class by saying the following:
“We have been talking about Earth’s plates and how they move. We have also been
talking about how mountains form, why earthquakes occur, and why volcanoes erupt.”
Then pose the following questions to the class:
“So why should we care about all this? Why do scientists try to understand plate motion?
What is the relevance of all this for people like you and me?
Write these questions on the board.
Ask students to discuss these questions in pairs and tell them to jot down their ideas on a
piece of paper.
Float around the room to listen in on student discussions.
After a few minutes, ask each pair to share its ideas with the whole class. Make a list of
these ideas on the board.
Preview the Forces of Nature film to be watched at the Museum of Science. Explain how
the film follows three scientists at work (a volcanologist, a meteorologist, and a
seismologist).
Tell students to keep in mind the questions they discussed at the beginning of the lesson
while watching the film.
Take students to the Museum of Science to watch the film.
After students have watched the film, distribute the Importance of Plate Tectonics
worksheet. Have students discuss the questions on this worksheet in pairs. Tell students
to write their responses on the worksheet while they discuss the questions.
© 2004-2005 Shamsa Gilani
25
After students have discussed all the questions, read each question out loud and have
each pair share its response to that question with the whole class.
Assessment: I will look at student responses on the Importance of Plate Tectonics
worksheet to assess their understanding.
Homework: No homework
Materials:
Importance of Plate Tectonics worksheet for each student
Preparation for the Museum of Science trip:
Arrange transportation
Reserve movie tickets
Go over behavior expectations, and emphasize the importance of safe behavior
Make students aware of consequences for inappropriate behavior
Tell students whether to bring lunch
Tell students to dress appropriately
Give permission slips to be signed by parents
Arrange chaperones
Make sure you take a First Aid kit with you.∗
∗
Forces of Nature is a film produced by the National Geographic Society, which can be
viewed at the Museum of Science in Boston. The script of the film can be found at the
following website: http://www.mos.org/doc/1363?id=557
© 2004-2005 Shamsa Gilani
26
Importance of Plate Tectonics
Name:
Section:
Date:
1. Imagine that you are a seismologist (an earthquake specialist). How does your
work affect people?
2. As a seismologist, do you care about Plate Tectonics? If yes, why? If no, why
not?
3. Now, imagine that you are a volcanologist (a volcano expert). How does your
work affect people?
© 2004-2005 Shamsa Gilani
27
4. As a volcanologist do you care about Plate Tectonics? If yes, why? If no, why
not?
5. Use your responses to questions 1, 2, 3 and 4 to explain the importance of the
Plate Tectonics Theory.
© 2004-2005 Shamsa Gilani
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