Download UNIT PLAN 2A: PLATE TECTONICS

UNIT PLAN 2A: PLATE TECTONICS
WHAT HAS BEEN WILL BE AGAIN
Teacher Notes
Introduction / Timeline
The theory of plate tectonics is used to help explain earth processes that have
occurred in the past and present, and used to predict future events.
Admire: November, Wichita: December, Americus: November
Standards Link
Standard 4: Earth and Space Science Grades 5-7
Benchmark 2: The student will understand past and present earth
processes and their similarity.
Indicator 1: Understands that earth processes obtained today
(including movement of lithospheric plates and changes in
atmospheric conditions) are similar to those that occurred in
past; earth history is also influenced by occasional catastrophes,
such as the impact of a comet or asteroid.
Prior Knowledge Needed
 Basic understanding of earth structure
 Basic understanding of earthquakes and volcanoes
Common Misconceptions
Students typically do not believe that:
 The Earth is made of plates
 The plates move
 For a more complete list see Appendix A – NSTA Journal Article
Unit Vocabulary
(KSDE recommended vocabulary list)
lithospheric plates, convection currents, sea floor spreading, continental drift,
tectonic plates, diverging, subduction, converging, plate boundaries, rift valleys,
ocean trenches, coastal mountains, geothermal activity
Pre Test
Inquiry Labs
Activity 1 – Models of Earth’s Interior
Pre-Lab – Focus
Create a drawing of a cross-section of the Earth, and label the drawing with
as much detail as you can.
Materials List
basketball
baseball
onion
hard-boiled egg
orange
avocado
“jaw breaker” candy
rock
(materials may be substituted as needed)
Lab / Teacher Notes
golf ball
apple
chocolate covered cherry
globe
 Partner with another student, share ideas, make revisions, and whiteboard
revisions
 Share models, create a classroom model of the structure of the Earth on the
large whiteboard
 Review basic structure of the Earth.
Activity 2 – Hexaflexagon
Pre-Lab – Focus
Have the continents changed position? Explain.
Materials List
handout –
transparent tape
scissors
colored pencils
glue
ruler
Lab / Teacher Notes
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Make sure that all steps are followed in order.
Transparent tape is helpful at some steps.
Template will need to be enlarged and copied on 11x17 paper.
Be sure that the template is not cut completely when scoring.
Post-Lab Discussion Notes
 How did the continents change position over time?
 How would these changes affect the climate of the continents? (coal fields,
oil deposits, peat bogs; today versus history)
 What type of map projection is used?
Activity 3 – Pangaea Puzzle
Suzi Shoemaker
Pre-Lab – Focus
 What similarities are seen along the edges of the continents?
 Could these similarities be used to place the continents back together to
make one large continent?
 What kind of information would be helpful to determine how the continents
might have fit together in the past?
Materials List
For each student:
 Earth Puzzle Pieces (per each student)– vary evidence with groups
 Scissors
 Glue sticks
 Blank Piece of paper to glue pieces on
 Handout
For each group:
 Sharpie markers (color code so that the groups with the same evidence get
the same color)
 Transparency (blank)
Lab / Teacher Notes
 Working individually: begin continental drift activity by fitting the pieces of
the continents together based only on the continent shapes. (Make sure all
students at one table of 4 have the same evidence on their continent pieces).
 Working with a partner: Share ideas with the other person, discussing why
they chose to place the pieces where they did. Come to an agreement about
the best placement of the continents.
 Introduce the meaning of the evidence to the pairs (do not announce to the
entire class, as the groups will vary in their evidence).
 Pairs join another pair to form a group of four: again, discuss the best fit for
the continents and come to an agreement about the continents. Once
agreement is reached, students glue their continent pieces to the blank paper.
 Groups then trace the outline of each continent on to a blank transparency
using the sharpies.
Post-Lab Discussion Notes
 Discussion about what evidence was used to construct one large continent
from the continent pieces.
 Answers will, and should vary – this is where the discussion about the
tentative nature of science is introduced. (Knowledge changes as more
research is done and technology improves.)
 Students should realize that even with differing evidence there were some
similarities with all of the groups, as well as many differences.
 Define terms: Pangaea, evidence, continental drift, lithospheric plates,
tectonic plates
Reading – Wegener on Trial
Book: Dance of the Continents, by Roy A. Gallant, 2000, ISBN 0-7614-0962-9.
Socratic Circle – 2 Groups
Activity 4 – Drifting Away
Modified from Earth Science: A Graphing Calculator Approach
Pre-Lab Focus
How fast do the lithospheric plates move?
Materials List
Handout
Computer/Logger Pro
Lab / Teacher Notes
 Record the speed closest to each location in Table 1. (The locations are the
circled numbers.) Graph (1) this information using Logger Pro.
 Calculate how far these places will have moved in 5000 years. Enter the
results in Table 1. Graph (2) this information using Logger Pro.
 Mark 7 additional places on the map. Record the speed closest to each new
location in Table 2.
 Choose a number for the number of years to track the plates. Calculate how
far these places will have moved during your chosen time frame. Enter the
results in Table 2. Graph (3) this information using Logger Pro.
Post-Lab Discussion Notes
 Write a conclusion comparing Graphs 2 and 3.
 When will Point 6 of California pass Point 5?
 Create a map which shows the position of the major lithospheric plates in
5000 years time.
Activity 5 – Plate Boundaries with Earthquakes and Volcanoes
Pre-Lab Focus
Where are earthquakes and volcanoes located?
Materials List
computers
internet site (Google: Seisvol + Smithsonian)
http://www.geol.binghamton.edu/faculty/jones/
Scroll about 1/3 of the way down the page and click on the
“SeismicEruptionSetup.exe” link to install the program.
Once the program is installed, in order to show the different plate
boundaries go to Map, Colors, Tectonic Plates, and click on each
type to choose colors of representation.
Choose maps that best fit your teaching style.
Lab / Teacher Notes
 Exploratory – allow students to manipulate variables within the site.
Post-Lab Discussion Notes
 What do the patterns of earthquakes and volcanoes show? (without palte
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boundaries and continents)
Predict the locations of the continents.
What do you think the different colored arrows represent?
What is the Ring of Fire?
Discuss the impact of magnitude on the occurrence of the events.
Reading – The Ring of Fire – Worksheet 5
Top Shelf Science: Earth and Space Science, J. Weston Walch, Publisher, 2003
Activity 6 – Plate Boundaries with Food
Pre-Lab Focus
What ways can plate boundaries move? Draw a picture to explain.
Materials List
graham crackers
paper towels
pudding
plastic spoons
wax paper
rulers
Lab / Teacher Notes
Transform (Strike-Slip) Boundary (displacement)
 Each student gets one-half graham cracker.
 Have them divide the “half” in half again.
 Place the two pieces back together and try to slide them past each other
while pushing gently.
Convergent Boundary (mountain building)
 Each student gets one-half graham cracker.
 Have them divide the “half” in half again.
 Quickly dip one end of each graham cracker piece in water.
 Place each piece end to end on a piece of wax paper and gently push them
towards one another.
Divergent Boundary (rift systems)
 Each student gets one-half graham cracker.
 Have them divide the “half” in half again.
 Place a spoonful of pudding on the wax paper.
 Place each graham cracker piece end to end on top of the pudding.
 Gently apply downward pressure while sliding the pieces away from one
another.
Students should draw, label, and discuss with their lab partners the how, where,
and why the earth behaves as it does (whiteboarding) – this is a lab where
community discussion is highly important. Each person is making observations
based upon their own perceptions so there is much more room for interpretation (as
is true with scientists!)
Post-Lab Discussion Notes
 Connections to previous activities from this unit are important – how does
the material of the earth (i.e. rocks) allow for the type of motion that is
observed? What relationship do density and convection have in relation to
the plates?
 Because there is so much room for interpretation in this type of activity –
whiteboarding is essential! This will be quite time consuming as there are
so many questions, but students could be assigned sections based upon the
model they observed.
 Vocabulary: plate boundaries, diverging, converging, subduction,
transform, coastal mountains
Activity 7 – Magnetic Reversals
Pre-Lab Focus
What evidence was Alfred Wegener lacking to support his idea of
continental drift?
Materials List
whiteboards
compass
computers
Lab / Teacher Notes
magnetic board
magnetic field sensor
Go Link
dry-erase markers
Logger Pro
masking tape
 Directions for setup
 Allow students to explore using the sensor and magnetic board. No specific
directions at this point. Students should be making observations.
 Students should create their own method for surveying the entire ocean
floor.
 They should then model this method using the sensor and magnetic board.
 Using a compass and marker the students should mark reversal patterns on
the whiteboards.
 Correlate observations of sensor method and compass method.
 Discussion of how molten rock becomes magnetically charged and how
reversals occur.
Post-Lab Discussion Notes
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Explain the pattern observed with the magnetic field sensor.
Explain the pattern observed with the compass.
How do these two methods correlate?
What type of boundary occurs in this area?
How do molten rocks become magnetically charged?
How do reversals occur?
Vocabulary: seafloor spreading, rift valleys, ocean trenches,
paleomagnetic data
Evaluation
Research Question – 1-2 paragraphs
What has happened since Wegener formulated his original idea of continental
drift (1916) that allows us to have additional data to support continental drift as
we know it today?
Rubric
Activity 8 – Convection
Suzie Shoemaker
Pre-Lab Focus
What happens in a liquid while it is heated? Draw a picture to support your
answer.
Materials List
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Glass baking dish
Two or more cups to act as stands – or ring stands and rings
Heat source – Sterno or alcohol burners
Vegetable oil (amount will depend on the container used)
10 – 20 ml thyme
spoon
metric ruler
 stopwatches
 funnel (for clean up of oil)
 handout
Lab / Teacher Notes
 Set up the lab as follows:
 Group students based upon available lab equipment – if supplies are a
problem set the activity up as a set of centers.
 Remind students of the importance of accurate and detailed observations
(especially since they will be whiteboarding the results.
 If the thyme settles to the bottom, mix it up again, then wait for it to stop
moving before adding the heat source.
 Have students measure the rate of motion by picking one piece of thyme and
start / stop points and time how long it takes to travel this distance divided
by the distance itself.
 Have the students vary the temperature and note the change in the rate of
motion, or have them place the heat source in a location closer to one side or
the other.
 At the end of this lab the students should be able to relate the location of a
heat source to rising liquid – then bridge to the heat source of the core
heating the mantle causing convection.
 Many students have heard of plate tectonics, but to them the idea may be one
of those things that they were told, but never truly understood. In the
previous lab activity, they were introduced to the idea that solids can act like
liquids, especially under stress. This lab introduces them to the driving force
behind that stress – convection within the mantle. This would be a good
time to brainstorm for ideas – bring out as many misconceptions as possible.
 The most recent theory is that convection cells themselves do not move the
solid blocks of earth, but do provide the heat source to change the densities
of the rocks. The hotter, younger rocks are less dense and rise up (mid
ocean ridge); the more dense, older rocks sink down toward the mantle
(subduction zones). They may have been taught the conveyor belt theory;
in fact there is an extension to the original lab (by LW Braille) that models
the conveyor belt idea. It is up to the instructor how best to approach this
variation.
 They should observe a slight difference in motion with an increase in heat.
More energy added to the system – a good jumping off point for a discussion
of systems and energy.
 Convection will still occur with the location of the heat more towards one
end than the other.
Post-Lab Discussion Notes
 Record how many cells are created for one heat source, and ask them to
hypothesize how many there would be with multiple heat sources.
 What direction do the cells rotate, why does this occur? (a diagram of this
would be helpful for later discussion)
 Are the cells exactly the same size, what could make the size of the cells
change?
 How does convection relate to plate tectonics?
 Vocabulary: geothermal activity
Reading – Convection
Whiteboarding and Class Discussion
Post Test
See PDF File Student Ideas About Plate Tectonics
Name___________________________________Class________Date_____
PLATE TECTONICS
Pre / Post Test
Multiple Choice
Choose the most correct answer.
1. Pangaea is a term referring to
A. a new species of reptile
B. a layer of rock that covers the world
C. a name given to all continents when connected together
D. a newly found dinosaur skeleton
2. Seafloor spreading, plate boundaries, indicator fossils, and mineral
deposits are used to support
A. Pangaea
B. Continental Drift
C. Plate Boundaries
D. Plate Tectonics
3. How many major plates are described in Plate Tectonics?
A. 9
B. 8
C. 10
D. 7
4. In which state is an earthquake most likely to occur?
A. New York
B. Texas
C. California
D. England
5. Moving apart, moving together, and moving along side by side
describes what happens at_____.
A. convergence
B. plate boundaries
C. divergence
D. subduction zones
6. New plate material is added to a plate at which location?
A. rift valley
B. ocean trench
C. convection current
D. fault zone
7. Which of the following structures would indicate what would happen
when two plates collide?
A. the Hawaiian Islands
B. the Rocky Mountains
C. the Smokey Mountains
D. the Himalayan Mountains
8. Simply put, convection currents describe the process of hot materials rising
and cold materials sinking. Geologists believe that this process is a possible
explanation for the driving force for ________________.
A. continental drift
B. mountain building
C. coastal mountains
D. plate tectonics
9. Why was Wegener’s idea rejected?
A. Wegener died in 1930, before he could defend his hypothesis.
B. Wegener thought that the Earth’s rotation was the driving
force.
C. Wegener could not explain how or why the continents moved.
D. Wegener thought that the south pole had changed position.
10.Which of the following was NOT used by Wegener to support his
hypothesis that the continents had once been joined as one.
A. fossils of land-dwelling animals
B. paleomagnetic data
C. coal beds in Antarctica
D. glacial deposits
11.Rocks on the ocean floor are relatively _____ than rocks on the
continents.
A. older
B. younger
C. same age
D. there is no way to tell; the ocean is too deep
12.Ocean trenches are formed when two plates collide and one plate
slides under the other. Which term defines this process?
A. subduction
B. convergent
C. volcanoes
D. earthquakes
13.Assuming that magnetic North and South have reversed several times
in the past. Which process would this phenomena support?
A. subduction
B. continental drift
C. rift valleys
D. seafloor spreading
14.The fit of the coastlines of which of the following continents led
people to suggest that the continents had drifted apart.
A. North America and South America
B. North America and Africa
C. South America and Africa
D. Europe and North America
15.Alaska is more likely to have an earthquake than Florida because
A. Alaska is younger than Florida
B. Alaska is in the middle of a crustal plate
C. Alaska is on a plate boundary
D. Florida has more people
Short Answer
Answer all parts of the following using complete sentences.
16.Have today’s geologic processes occurred in the past? Could today’s
geologic process occur in the future? Explain your reasoning.
Name___________________________________Class________Date_____
PLATE TECTONICS – ANSWER KEY
Pre / Post Test
Multiple Choice
Choose the most correct answer.
1.Pangaea is a term referring to
A. a new species of reptile
B. a layer of rock that covers the world
C. a name given to all continents when connected together **
D. a newly found dinosaur skeleton
2.Seafloor spreading, plate boundaries, indicator fossils, and mineral
deposits are used to support
A. Pangaea
B. Continental Drift **
C. Plate Boundaries
D. Plate Tectonics
3.How many major plates are described in Plate Tectonics?
A. 9
B. 8
C. 10
D. 7 **
4.In which state is an earthquake most likely to occur?
A. New York
B. Texas
C. California **
D. England
5.Moving apart, moving together, and moving along side by side
describes what happens at_____.
A. convergence
B. plate boundaries **
C. divergence
D. subduction zones
6.New plate material is added to a plate at which location?
A. rift valley **
B. ocean trench
C. convection current
D. fault zone
7.Which of the following structures would indicate what would happen
when two plates collide?
A. the Hawaiian Islands
B. the Rocky Mountains
C. the Smokey Mountains
D. the Himalayan Mountains **
8. Simply put, convection currents describe the process of hot materials
rising and cold materials sinking. Geologists believe that this process
is a possible explanation for the driving force for ________________.
A. continental drift
B. mountain building
C. coastal mountains
D. plate tectonics **
9.Why was Wegener’s idea rejected?
A. Wegener died in 1930, before he could defend his hypothesis.
B. Wegener thought that the Earth’s rotation was the driving
force.
C. Wegener could not explain how or why the continents moved.*
D. Wegener thought that the south pole had changed position.
10.Which of the following was NOT used by Wegener to support his
hypothesis that the continents had once been joined as one.
A. fossils of land-dwelling animals
B. paleomagnetic data **
C. coal beds in Antarctica
D. glacial deposits
11.Rocks on the ocean floor are relatively _____ than rocks on the
continents.
A. older
B. younger **
C. same age
D. there is no way to tell; the ocean is too deep
12.Ocean trenches are formed when two plates collide and one plate
slides under the other. Which term defines this process?
A. subduction **
B. convergent
C. volcanoes
D. earthquakes
13.Assuming that magnetic North and South have reversed several times
in the past. Which process would this phenomena support?
A. subduction
B. continental drift
C. rift valleys
D. seafloor spreading **
14.The fit of the coastlines of which of the following continents led
people to suggest that the continents had drifted apart.
A. North America and South America
B. North America and Africa
C. South America and Africa **
D. Europe and North America
15.Alaska is more likely to have an earthquake than Florida because
A. Alaska is younger than Florida
B. Alaska is in the middle of a crustal plate
C. Alaska is on a plate boundary **
D. Florida has more people
Short Answer
Answer all parts of the following using complete sentences.
16.Have today’s geologic processes occurred in the past? Could today’s
geologic process occur in the future? Explain your reasoning.
Yes to both questions.
Identification of Processes: seafloor spreading; fossil, rock, and
glacial evidence; volcanic activity; earthquakes; mountain building (7)
Past Evidence: fossil record, mountain ranges on different continents
with same rock types, glacial deposits, age of ocean floor,
paleomagnetic reversals, Himalayan Mountains, fault margins (7)
Present Evidence: San Andreas and New Madrid Faults, active
glaciers, rift valleys, volcanic activity, Himalayan Mountains, ocean
floor cores (7)
For each of the above 3 sections:
5 out of 7 responses equals a score of 4
4 out of 7 responses equals a score of 3
3 out of 7 responses equals a score of 2
2 out of 7 responses equals a score of 1
Name ____________________________________________Class _____________Date_______
Geology Activity 3
Predict: How could you use the continents to create one large continent?
Part 1: Working individually
1. Cut out continent pieces – be careful not to lose the smaller ones!
2. Assemble the pieces to see if you can make them fit together to form
one large continent.
3. Make notes in your notebook about why you have placed the
continents in the locations you have selected.
4. Also make notes about any difficulties you are having placing the
continents together.
Part 2: Work with a partner
1. Compare your results with each other; record in your notebook any
similarities and any differences.
2. Now work together on the assignment using the information provided
by your teacher.
3. Again, make notes in your notebook about why you have placed the
continents in the locations you have selected.
4. Also, make notes about any difficulties you are having, including any
problems you have with coming to an agreement with your partner.
Part 3: Work with another pair so that you have a group of four.
1. Compare your results with each other; record in your notebook any
similarities and any differences.
2. Work together as a group to come up with one solution using as much
information as you can to justify your answers.
3. Again, make notes in your notebook about why you have placed the
continents in the locations you have selected.
4. Also, make notes about any difficulties you are having, including any
problems you have with coming to an agreement with your group.
Part 4: Group
1. Once the group has agreed upon one puzzle design, create a
transparency of your results using the sharpie and transparency film.
2. Make sure to include all coastlines and numbers on continents.
3. Also, record your team member’s names, and the pieces of
information given to you by your teacher.
4. Be prepared to explain your answer as a team!
5.
Claims:
Consensus:
New Terms:
Teacher Note: Students will need only one of the pages for cutting out – make
sure students in the same group have the same page!!!!
Activity 3 Answer Key
Evaluation of lesson: By the end of the lesson the students should be able to answer all of the
essential questions, and meet all of the objectives. This will be seen in the assessment of their
understanding as described in the previous section.
One Possible Answer from students:
(There are many variations of “correct” interpretations of Pangaea – and some are available as
animations online)
Wegener’s Evidence on Continent Pieces
.
Name_________________________________
Class_________________________________
Date__________________________________
Socratic Circle (1st Group)
What were the early ideas that Wegener built upon? And, what were his ideas?
Did everyone participate? If not how could you have included them?
Name_________________________________
Class_________________________________
Date__________________________________
Socratic Circle (2nd Group)
What did current geologists believe at that time?
How was Wegener criticized? For what reasons was Wegener’s ideas rejected.
Did everyone participate? If not how could you have included them?
Name____________________________Class_____Date________
Drifting Away
Table 1
Location
Speed (cm/yr)
Moved (m)
1
_________________
_________________
2
_________________
_________________
3
_________________
_________________
4
_________________
_________________
5
_________________
_________________
6
_________________
_________________
7
_________________
_________________
Location
Speed (cm/yr)
Moved (m)
1
__________________
_________________
2
__________________
_________________
3
__________________
_________________
4
__________________
_________________
5
__________________
_________________
6
__________________
_________________
7
__________________
_________________
Table 2
Number of Years to Track
_________________
Name____________________________Class_____Date________
Drifting Away Answer Key
Table 1
Location
Speed (cm/yr)
Moved (m)
1
8
0.08x5000=400
2
5
0.05x5000=250
3
10.7
4
6 or 8
0.107x5000=535
0.06x5000=300
0.08x5000=400
5
5.6
0.056x5000=280
6
8
7
6 or 6.6
0.08x5000=400
0.06x5000=300
0.066x5000=330
Table 2 (students select location and number of years moved)
Location
Speed (cm/yr)
1
2
3
4
5
6
7
Number of Years to Track
Moved (m)
NAME_________________________________________CLASS_____DATE________
Worksheet 5
Ring of Fire
1. What and where is the Ring of Fire?
2. Explain how the Hawaiian Islands formed.
3. How is the Ring of Fire both constructive and destructive?
4. The Japanese word tsunami means harbor wave. What does that mean when we are
discussing large seismic sea waves?
5. If you traveled near to or within the Ring of Fire, what precautions would you
need to take?
NAME_________________________________________CLASS_____DATE________
Worksheet 5 Answer Key
Ring of Fire
1.What and where is the Ring of Fire?
The ring of fire encircles the Pacific Ocean. It is the most active volcanic and
earthquake zone on Earth.
2.Explain how the Hawaiian Islands formed.
The Hawaiian Islands are formed on a hot spot in the Pacific Ocean. As the
seafloor spreads magma pushes through weak spots in the Earth’s crust. Each
island moves sway from the hot spot because of the continuous movement of that
lithospheric plate.
3.How is the Ring of Fire both constructive and destructive?
Constructive: build new islands, existence of current islands, active volcanoes
Destructive: active volcanoes and earthquakes destroying buildings, towns, and
lives; tsunamis
4.The Japanese word tsunami means harbor wave. What does that mean when we are
discussing large seismic sea waves?
An earthquake in the ocean generates the tsunami wave. These waves grow to
Large seismic sea waves upon entering shallow coastal waters.
5.If you traveled near to or within the Ring of Fire, what precautions would you
need to take?
Pay attention to radio/TV broadcast about volcanic activity and tsunami warnings.
Be ready to move from the location affected.
Have a safety kit in your car containing bottled water, food, medicine, flashlight,
first-aid supplies, and a battery operated radio.
ACTIVITY 7 – MAGNETIC REVERSALS
28”X 22” poster board
1/2 “ Magnetic
tape 19” long
2” From midline to first
magnetic tape
3” spacing between magnetic tape strips
*Make sure to mark each magnetic tape strip on the backing to indicate the
direction to the center of the roll. This is to insure that each tape strip is orientated
the same.
*Tape to the underside of a whiteboard with “Duck” tape.
*Orient the whiteboard N & S length wise.
Name
____________________
Class_____Date________
Activity 9
Predict: What happens in a liquid while it is heated? Draw a picture to support your answer.
Data:
Describe what is seen:
Prior to heating
During Heating
After heating for 5 minutes
Draw what is seen:
Prior to heating
During Heating
After heating for 5 minutes
Describe and Draw what is seen with any changes you make to the heat source:
Evaluation of Data:
1. Was the pattern of motion approximately symmetric? What happens if the heating source
is not in the middle of the baking dish?
2. Where do you observe downward flow in the dish?
3. Where do you observe horizontal flow in the dish?
4. How do these results compare to what you observed in the variations of matter lab?
Explain. How would this relate to a semi-solid mantle that is heated by the core?
Claims:
Consensus:
New Terms:
Convection Reading
Sometimes a single physical process in nature can explain a variety of events.
Convection is one such process. It functions because heated fluids or gases
rise and cooled fluids fall. A heated fluid will rise to the top of a column,
radiate heat away and then falls to be re-heated rise and so on. Gases also
undergo this same process.
Convection cells can form at all scales. They can be millimeters across or
larger than Earth. They work the same way regardless of their size. Examples
in nature can be found in the atmosphere – where convection plays a large role
in the weather patterns, or in the mantle – where convection plays a role in the
motion of the plates. Convection can also be seen in everyday cooking where
convection cells can be observed in any heated liquid.
Convection in the mantle cannot be “seen” so scientist must theorize about its
existence. Using various methods, they have determined that the mantle is
liquid (this has been scientifically proven). They have also determined that the
interior of the earth is very hot. So the theory that convection is occurring is a
very good one.
Based upon the convection theory, how might this cause the plates to move?
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6+1 Trait Writing Model : Activity 7 Magnetic Reversal
Teacher Name: S.J.K. L.R.H.
Student Name:
________________________________________
4
3
2
1
Accuracy of
Facts (Content)
All supportive facts
are reported
accurately.
Almost all supportive
facts are reported
accurately.
Most supportive
facts are reported
accurately.
NO facts are
reported OR most
are inaccurately
reported.
Sequencing
(Organization)
Details are placed in
a logical order and
the way they are
presented effectively
keeps the interest of
the reader.
Details are placed in a
logical order, but the
way in which they are
presented/introduced
sometimes makes the
writing less
interesting.
Some details are not
in a logical or
expected order, and
this distracts the
reader.
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
Capitalization &
Punctuation
(Conventions)
Writer makes no
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy
to read.
Writer makes 1 or 2
errors in capitalization
or punctuation, but the
paper is still easy to
read.
Writer makes a few
errors in
capitalization and/or
punctuation that
catch the reader's
attention and
interrupt the flow.
Writer makes
several errors in
capitalization and/or
punctuation that
catch the reader's
attention and greatly
interrupt the flow.
Conclusion
(Organization)
The conclusion is
strong and leaves
the reader with a
feeling that they
understand what the
writer is "getting at."
The conclusion is
recognizable and ties
up almost all the loose
ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the
paper just ends.
CATEGORY
Date Created: Jul 24, 2007 01:06 pm (CDT)
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