Download Lesson Sample Part 1

Science In General—EARTH and SPACE
9th Grade
Table of Contents
Page
1
3-4
5
Title
Concept
Title and Permissions Page
Table of Contents
Safety Concerns
Earth and Space Science
Content Standard C
As a result of their activities in grades 9-12, all students should develop understanding of:
Origin and Evolution of the Earth System
7-30
31-67
69-113
A Handful of Earth
Part I
Part II
As the World Turns
Part I
Part II
Part III
Part IV
revolution/rotation
length of day/seasons
moon phases/location
eclipses
Taking Earth’s Time
Part I
Part II
Part III
Part IV
Part V
fossil formation
Earth materials/fossils
geological principles/matter/half-life
relative age/dating
Earth’s time line
Earth model
scale model of Earth
Energy in the Earth System
115-160
161-198
Making and Breaking Plates
Part I
Part II
Part III
Part IV
Part V
Earth structure/forces
tectonic plates
volcanism/plate tectonics
tectonic plates
mountains/plates
Earth Transformers
Part I
Part II
Part III
Part IV
volcanoes/Earth temperature
erosion
erosion/deposition
Earth heat engine
Science In General—EARTH and SPACE
Energy in the Earth System (Continued)
199-242
Weather or Not
Part I
Part II
Part III
Part IV
Part V
atmosphere layers
clouds and weather
jet stream
ocean currents
tracking weather
Geochemical Cycles
243-275
277-320
321-369
It’s a Rockin’ World
Part I
Part II
weathering and rock types
types of rocks
My Earth, My Stuff
Part I
Part II
Part III
Part IV
Part V
soil characteristics/germination
Earth structure
elements and resources
Earth materials
renewable energy
Planetary Circles
Part I
Part II
Part III
Part IV
Part V
Earth’s sphere
carbon cycle
nitrogen cycle
oxygen cycle
water cycle
Origin and Evolution of the Universe
371-412
Glossary
413-455
Pages For Notes
457-460
It’s Out There
Part I
Part II
Part III
Part IV
Part V
comparison of planets
solar system
sun structure
star types
galaxies/expanding universe
Teacher to Teacher
Part I
The flat pan needs to be about twice as big as your “Pangea” to allow enough room for the
continents to “float”. Photocopy the map of Pangea onto cardstock or heavy construction
paper for the best results. The stronger the paper, the better your “continent” pieces will
float and move. If the paper is too thin, it curls up. Remind the lab groups Pangea was the
“super continent” all continents were thought to be connected into at some time in the
ancient past.
Part II
The Making and Breaking Plates Part II lesson will be done before the volcano, earthquake,
and mountain mapping lessons. This plate mapping activity will make the students much
more comfortable with plate names, boundaries, and how the plates are moving. This
information will make a lot of sense when they finish putting mountains, ocean trenches,
earthquakes and volcanoes on their maps. They may want to refer back to this map
during the other lessons. Put all the maps together in the last lesson for comparison. You
will find the correct plate number on the Making and Breaking Plates Part II Teacher’s
page. Some students may find maps whose plate margins vary from these.
This is
because scientists have slight disagreements on these boundaries.
Part III
Remind the groups to make their marks small and precise. The relationships between plate
boundaries and volcanoes will be more apparent and easier to see. You may want to split
the group to let them concentrate on one continent or area instead of the whole Earth.
Part IV
Remind the groups to make their marks small and precise. It is very important to see the
relationship between earthquakes and plate boundaries. Since you use the same maps in
all parts, students can start to see relationships between plates, trenches, volcanoes,
tectonics, and earthquakes. Encourage them to make inferences about these different
processes as they do the lessons.
Part V
The students will be very comfortable with plate names, boundaries, and how the plates
are moving by now. All the information they’ve been producing to this point will make a lot
of sense when they finish putting mountains, ocean trenches, earthquakes and volcanoes
on their maps in Parts II, III, IV, and V. These five lessons show students the relationship
between plates, volcanoes, earthquakes, ocean trenches, and mountain ranges. Have the
lab groups compare their maps from Parts II, III, IV, and V.
It is a good idea to have the groups lay the four maps side by side to compare
various parts of plate tectonics and the results of the plate interactions.
When news
reports of earthquakes or volcanic eruptions make the news, the lab groups should be able
to use their maps to locate what plates are involved in these actions.
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Teacher Background Information
Part I
Earth’s top Layer, the Crust is the thin layer we live on. The Mantle is a semimelted layer under it and just above the Liquid and Solid Cores. The cores are very hot,
Transferring much Heat to the mantle. Since the mantle is like a combination of Liquid
and Solid, it slowly moves and transfers Energy to the crust. The mantle near the core
gets hot and rises. It rises until it gets near the crust. This cools it and makes it Denser,
so it sinks. More hot mantle comes up to replace it. This “conveyor belt” movement is
called a Convection Current. These internal forces move the Earth’s Crustal or Tectonic
Plates.
Part II
What’s happening inside and outside the Earth can be divided into two divisions, the
Internal Heat Engine and External Heat Engine. Any process or Earth change happening
inside or outside the Earth can be placed into these two categories.
As the plates move apart, new Oceanic Crust is produced in a process called SeaFloor Spreading. When you see a map showing the plates, without the oceans, these are
the baseball-like “seams” ringing the Earth. The plates come together in many places, but
they only come apart at the Mid-Oceanic Ridge.
Erosion, Weather, Ocean Currents, Jet Streams, Storms, and Wind are some
examples of the Earth’s external heat engine. The Sun Evaporates water, creates heat
differences moving water and air and ocean currents and wind. The Sun is the “engine”
running these processes. Gravity helps rain fall, rivers run, and rocks fall, so it provides
some Force for the external heat engine.
Part III
The Energy supplied from the core’s Heat powers the processes of Plate Tectonics,
Mountain Building, Earthquakes, and Volcanism.
Most of these are Constructive
Processes, meaning they build up or create new land. The Earth’s External Heat Engine
is powered by the energy of the Sun and Gravity pulling objects downhill.
Erosion,
Weather, and Climate are examples of the external heat engine. Compare these engines
to a car. A car’s engine powers it, energy is Converted to cause movement. This happens
with Earth processes. Most of these external happenings are Destructive Processes.
Earth processes can be classified as either constructive or destructive. They are caused by
either the internal heat engine or the external heat engine. Volcanoes usually happen at
plate boundaries, but there were exceptions like Hawaii. These are hot spots, areas where
Magma is coming to the surface.
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Teacher Background Information
Part IV
The battles between Earth’s internal and external forces cause each other to build
up and tear down the Earth’s Crust or Lithosphere. Tectonics is the study of the origin,
movement, and arrangement of Earth’s structural features, due to movement of Tectonic
Plates.
Plate movement cause earthquakes but their Seismic Waves actually cause the
destruction. Earthquake waves are either Body Waves or Surface Waves. Body waves
are classified as P (Primary) or S (Secondary) waves. Think of a stretched spring held
motionless by a partner. If you push it back and forth directly at your friend, you’ve created
a primary wave. (Extremely fast, up to 15,000 mph!) If you wiggle it back and forth, you’ve
created a secondary wave. (About half as fast as P waves.) Surface waves are slower but
cause tremendous damage as they travel along the surface. Love Waves move side to
side, they’re responsible for many buildings falling off their foundations. Rayleigh Waves
move up and down, like an ocean wave. These are responsible for most earthquake
damage because of this movement.
Part V
An Oceanic Plate moving downwards under another creates an ocean trench. A
Continental Plate shoved upwards creates mountains. Large areas of molten rock are
created when the “diving” plate is melted. This Magma moves upward, in some cases
producing a Volcano. This entire scenario is called a Subduction Zone.
When plates
move apart, molten rock oozes upward to fill in the gaps. This is called Sea-Floor
Spreading. On a map, it’s the rough “zipper” called Rift Zones you see on a Plate
Tectonics map. The Earth’s Crust recycles this way. No part of the Earth’s crust is as old
as the planet. It is extremely rare to find one billion old rocks on our 4.6 billion year old
planet.
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Extension/
Assessment/Further Investigation Ideas
Part I
1. Enlarge or shrink the map to different sizes and repeat the lesson.
2. Make drawings of Pangea breaking up over time.
3. Where on Earth are active earthquakes and volcanoes? Compare to plates.
4. Learn about the Richter Scale for earthquakes.
5. Where are there other convection currents?
6. Find the deep Ocean Trenches in the Pacific Ocean. How are they formed?
7. Where is the Ring of Fire located? Locate this area on a map.
Part II
8. Read and write about convection currents. What are they, how are they produced,
and how important are they in homes, on the Earth’s surface, and underneath the Earth?
9. What unique living things are found in deep sea areas near plate boundaries?
10. What are the differences in Continental and Oceanic Crust? (Don’t let them just
say underwater or not, that’s not specific enough!)
11. What happens when the continental crust comes apart? Read and write about it.
12. Read and write about the Mid-Oceanic Ridge, Fracture Zones , and a Rift Valley.
Part III
13. Read and write about the VEI. (Volcanic Explosivity Index)
14. Read and write about the Earth’s Internal and External Heat Engines.
15. How are plate tectonics and earthquakes caused by the internal heat engine?
16. Tell how water is a key component in the external heat engine. Tell how heat
energy is involved. Make charts, drawings, bulletin board, or a power point presentation.
17. Read and write about the various gases released by a volcano. How is and was
the Earth’s atmosphere changed by these gases?
18. Read and write about different kinds of volcanoes.
Part IV
19. Read and write about Convergent Plate Boundaries.
20. Read and write about Divergent Plate Boundaries.
21. Read and write about Transform Plate Boundaries.
22. Read and write about P, S, Love, and Rayleigh Waves.
23. Read and write about how earthquake waves have enabled scientists to see inside
the Earth and its layers. (Even though we have NEVER been under the Earth’s crust!)
24. What is a Tsunami? Read and write about what causes a tsunami.
Part V
25. Find a cross sectional diagram of a subduction zone. Make a bulletin board of it,
showing on the cross section what they learned.
26. Read and write about Hot Spots, places in the middle of plates showing volcanic or
seismic action. Hawaii and Yellowstone National Park are examples of hot spots.
27. List some rocks considered to be Igneous Rocks.
28. Read and write about the Convection Currents within the mantle.
29. Find out how deep some of our planet’s ocean trenches are.
30. Find out how fast mountains are rising due to plate interactions.
31.Which mountain ranges are actively rising? Which ones are declining?
32.Read and write about how Mineral Deposits are related to magma, volcanoes, plate
movements, sea-floor spreading, etc.
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Student/Lab Group: _______________________________________
Think It Through Questions—Part I
1. Find a picture of Pangea, draw and describe it.
2. Find a picture of Laurasia, draw and describe it.
3. Find a picture of Gondwanaland, draw and describe it.
4. Explain sea-floor spreading and how it moves crustal plates.
5. Explain subduction zones and its relation to plate tectonics.
Science Writing Heuristics
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Part I
Before You Begin
It takes so much time for Earth’s crust to move, but we can speed this up
in Part I.
Materials (* means you must supply the item)
map of “Pangea” photocopy
flat pan*
liquid soap
paper towels*
8” x 11” cardboard
water*
Safety Alert:
Scissors,
Slippage
scissors*
Directions
1. Use your scissors to cut out the continents from Pangea.
2. Lay your piece of cardboard down on the desk. Reassemble the continent pieces
of Pangea back into their original shape on the cardboard.
3. Fill the flat pan about half full of water. Pick up the cardboard and very gently
slide the paper pieces onto the water’s surface. Try not to disturb the order of the “puzzle
pieces” any more than you have to. They should
float on the water.
4. Quickly put one small drop of liquid
soap on the water’s surface near the
middle of the “puzzle pieces”. Observe.
Don’t forget about your Science Journal.
The Science You Just Used
What made the Continental Plates move? Water
Molecules are like tiny magnets. One end of a water
molecule attracts the opposite end of another molecule.
These little “magnets” attracting each other makes water into a giant “net”.
This “net” is called Surface Tension. Detergent breaks up surface
tension. The water molecules let go and carry the paper with
them.
The “puzzle pieces” are the Plates of the
Earth’s Crust. They were all hooked together at
one time. Over time they broke up and
were moved apart by Plates moving
caused by Heat from deep in the
Earth’s Core.
This continental
wandering is called Plate
Tectonics or Continental Drift.
This process forms Mountains,
causes Earthquakes, and even
makes Volcanoes erupt.
Questions to Get You Started
1. Compare the final
locations of your plate “puzzle
pieces” to a real Earth map.
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Making and Breaking Plates
Part I
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1. some continent edges line up with others?
They were at one time connected.
2. a fault in a rock layer is related to an earthquake?
A break in a rock layer moves, this is an earthquake.
3. Earth’s plates move apart?
Magma is coming up and shoving plates apart.
4. a tsunami is so damaging?
They move fast, they carry lots of water, they move far inland, etc.
5. the super continent Pangea broke up?
Tremendous forces from convection currents deep under the crust.
1. Why are fossils of the same type found on separate continents?
These continents were at one time connected.
2. How can an earthquake happen in the middle of an Earth plate?
Like the one at New Madrid MO, scientists think it’s a buried ancient fault.
3. Where are plates going under other plates?
Where oceanic plates are being shoved under continental plates.
4. If plates are coming together, where are they separating?
At mid-oceanic ridges.
5. How do we know there have been magnetic field reversals?
As lava hardens, its magnetic particles line up with the existing poles.
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Name____________________________
Part I
Student Assessment
Let’s See What We’ve Learned!
1-3. What made the paper “continents” move in your pan?
4-6. What causes surface tension between water molecules?
7.
Continental ______________ or movement is what has formed our Earth’s
surface.
8-10. List three important Earth happenings that have happened and are happening
today due to this continental movement.
A)
B)
C)
Optional; Research current research on earthquake predictions.
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Name____________________________
Part I
Student Assessment
Let’s See What We’ve Learned!
1-3. What made the paper “continents” move in your pan?
breaking of surface tension
4-6. What causes surface tension between water molecules?
attraction of positive and negative ends
7.
Continental _____drift _____ or movement is what has formed our Earth’s
surface.
8-10. List three important Earth happenings that have happened and are happening
today due to this continental movement.
earthquakes, volcanoes, mountains, trenches, etc.
A)
B)
C)
Optional; Research current research on earthquake prediction.
student research
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Student/Lab Group: ______________________________ Part:_____
Science Journal
1. What steps in this lesson were difficult for me and why?
2. What steps in this lesson were easy for me and why?
3. What did I learn in this lesson that I didn’t know before?
4. Why is the science in this lesson important to us?
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Student/Lab Group: ______________________________ Part:_____
Science Journal
5. Record any measurements or data you took in this lesson.
6. What important observations did we see in this lesson?
7. Make drawings of what you observed or did in this lesson.
8. Internet ideas and sights related to this lesson.
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Student/Lab Group: ______________________________ Part:_____
Science Journal
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Student/Lab Group: ______________________________ Part:_____
Science Journal/Observations
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Let’s Give It a Try…Now It’s Your Turn to
Do It Yourself!
1. Write your own “Wonder Why” question for each part.
2. Write your own “Think Like a Scientist” question for each part.
3. Calculate your own mathematical problem for this lesson.
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Student/Lab Group: _______________________________________
Think It Through Questions—Part II
1. Why should you care about Earth's plates and their moves?
2. What is the science of plate tectonics?
3. Where does the energy come from to move the Earth’s plates?
4. What energy moves the Earth’s plates?
5. What is a convection current? Find examples.
Science Writing Heuristics
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Part II
Safety Alert:
Before You Begin
Let’s do some Making and Breaking Plates. But these plates aren’t for serving food.
Scissors,
They make up the Earth’s crust.
Materials (* means you must supply the item)
Making and Breaking Plates—Part II Plate Tectonic Map (2 per lab group)
Making and Breaking Plates—Part II Tectonic Plate Name
pen/pencil*
scissors*
Internet or reference books*
Directions
1. Cut out ONE of the Making and Breaking Plates—Part II Plate Tectonic Map with
the blank boxes along the dark lines. Mix these cutout pieces on the desk. Try to
reassemble the parts. (Use the full map sheet for help putting the plates back together
again if you need it).
2. Look up each plate on the Making and Breaking Plates—Part II Tectonic Plate
Name sheet in a reference book or the Internet. Write the name of the plate on the cutout
pieces.
3. Mix the plates up. Again reassemble
the Earth’s plates.
Notice how some of the
continent edges line up together. Don’t forget
about your Science Journal.
4. On the full sheet map write lightly in
pencil the appropriate corresponding number and name
of the plate in the boxes.
When you’re done, check
with the teacher. Correct any naming mistakes you
might have made.
5. Once you have the correct numbers and
names on the map, find out what directions these plates
are moving.
Put small arrows on the plate’s
boundaries to show how this plate is moving.
6. Hang on to this map, you want to use
it for later lessons.
The Science You Just Used
The Earth’s Crust is broken into “jigsaw” moving pieces called Plates.
Plate
Tectonics is the understanding of the Earth’s
Lithosphere, or crust. Convection Currents powered by Earth’s Interior Heat deep inside
it provides the Energy needed to move these plates. Some of these plates are coming
apart. These are called Divergent Boundaries. Some plates are coming together. These
are called Convergent Boundaries. Some plates slide by each other. These are called
Transform Boundaries.
The interaction of these boundaries cause Earthquakes, build
Mountains, create deep Ocean Trenches and even help cause Volcanoes.
But plate
movement isn’t fast. Most plates move about as fast as your fingernails grow, the rate is
measured in millimeters or perhaps centimeters per year.
Questions to Get You Started
1. What could be caused if plates slide side by side?
2. What could be caused if plates run into each other?
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Making and Breaking Plates
Part II
Teacher Answer Page
6
12
2
3
13
11
5
15
10
14
8
1
16
9
4
7
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Making and Breaking Plates
Part II
Plate Tectonic Map
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Making and Breaking Plates
Part II
Tectonic Plate Name Page
1. South American Plate
2. Australian Plate
3. Juan de Fuca Plate
4. Eurasian Plate
5. Cocos Plate
6. Eurasian Plate
7. Indian Plate
8. Scotia Plate
9. Arabian Plate
10. Antarctic Plate
11. North American Plate
12. Philippine Plate
13. Pacific Plate
14. Caribbean Plate
15. Nazca Plate
16. African Plate
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1. earthquakes occur?
Earth’s crust is broken, plates sliding by each other, plates colliding, etc.
2. mountains are made?
Plates colliding, volcanoes, etc.
3. mountains are found where plates collide?
Plates collide and one plate is pushed upwards, the other downwards.
4. plates move?
At the mid-oceanic ridge, the plates are separating.
5. volcanoes erupt?
Melted rock from plates going under one another, comes to the surface.
1. What is the energy source to move Earth’s plates?
The Earth’s internal heat, the internal heat engine.
2. Where are plates separating?
At the mid-oceanic ridge.
3. Why is the crust floating on the mantle?
It is less dense than the mantle.
4. Which plates are thicker, the ones under the ocean or land?
Under land.
5. What makes earthquakes happen?
Plates sliding past or colliding, faults breaking, etc.
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Name____________________________
Part II
Student Assessment
Let’s See What We’ve Learned!
1.
What plate do we live on in the continental United States? __________________
2.
What plate is the state of Hawaii on? _________________________
3-4. What is a divergent boundary of plates?
5-6. What is a convergent boundary of plates?
7-8. What is a transform boundary of plates?
9-10. What is the cause of earthquakes?
Optional; Read and write about Alfred Wegener and his plate tectonic theory.
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Name____________________________
Part II
Student Assessment
Let’s See What We’ve Learned!
1.
What plate do we live on in the continental United States? ___North American__
2.
What plate is the state of Hawaii on? ________Pacific _________________
3-4. What is a divergent boundary of plates?
plates are separating
5-6. What is a convergent boundary of plates?
plates are coming together
7-8. What is a transform boundary of plates?
plates are sliding by each other
9-10. What is the cause of earthquakes?
movement of plates past each other, breaking of rock layers, etc.
Optional; Read and write about Alfred Wegener and his plate tectonic theory.
student research
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