Download Science Grade 08 Unit 07 Exemplar Lesson 01: Evidence for Plate

Grade 8
Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
Science Grade 08 Unit 07 Exemplar Lesson 01: Evidence for Plate Tectonics and the Formation of
Crustal Features
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only
a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of
State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students will describe the historical development of evidence that supports plate tectonic theory. Students will relate plate
tectonics to crustal feature formation, and describe how Newton’s law of action and reaction applies to Earth’s tectonic activities.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required
by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
8.6
Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy.
The student is expected to:
8.6C Investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in
vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
Readiness Standard
8.9
Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:
8.9A Describe the historical development of evidence that supports plate tectonic theory.
Supporting Standard
8.9B Relate plate tectonics to the formation of crustal features.
Readiness Standard
Scientific Process TEKS
8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data,
and predict trends.
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the contributions of relevant scientists. The student is expected
to:
8.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the student.
8.3D Relate the impact of research on scientific thought and society, including the history of science and
contributions of scientists as related to the content.
8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated
cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators,
computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Last Updated 04/26/13
page 1 of 41 Grade 8
Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
Performance Indicators
Grade 08 Science Unit 07 PI 01
Create a timeline that shows the sequence of the key events and/or discoveries in the development of plate tectonic theory. Include the names of the scientists
involved.
Standard(s): 8.3A , 8.3D , 8.9A
ELPS ELPS.c.5B , ELPS.c.5F
Grade 08 Science Unit 07 PI 02
Create a cause-and-effect graphic organizer to describe how mountain ranges, ocean trenches, the Ring of Fire, ocean ridges, and rift zones are formed and how
they are related to plate tectonics.
Standard(s): 8.2E , 8.9B
ELPS ELPS.c.1C , ELPS.c.5G
Key Understandings
Many scientists have contributed to the theory of plate tectonics.
— What is a theory?
— What makes a theory accepted or not accepted?
— What is the theory of plate tectonics?
— How does historical evidence support the theory of plate tectonics?
Some crustal features on the land surface and beneath the ocean are caused by plate movement.
— What are crustal features?
— How are crustal features related to plate tectonics?
— How does Newton’s law of action and reaction apply to Earth’s tectonic activities?
— Are there patterns in volcanoes caused by plate movement? Explain.
— Are under water and land surface mountains formed by the same plate movement? Explain.
Vocabulary of Instruction
Pangaea
theory of plate tectonics
continental drift
sea floor spreading
convection currents
subsidence
boundary
convergent boundary
divergent boundary
transform boundary
rift
ridge
trench
fault
theory
subduction zone
Materials
adding machine tape (1 meter per model)
blocks (see Advance Preparation, paper, 1 set per Station 1 and 2)
blocks (wood, 2 per Station 5)
cardboard shoebox with lid
cardstock
composition books (2 per Station 4)
Continental Puzzle Piece bags (previously distributed, 1 per student)
divergent boundary model (see Advance Preparation, 1 set per Station 3)
globe, world map, or photo of Earth (1 per teacher)
glue or tape (per group)
index cards (3”x5”, 2 per student)
markers or colored pencils (per group)
paper (construction, 12”x18”, 1 sheet per student)
paper (copy, 1 sheet per student)
paper (see Advance Preparation, construction, 9”x12”, ¼ sheet per student)
Plate Boundary Card Sort (previously distributed, 1 set per group)
resealable plastic bags (see Advanced Preparation, 1 per student)
ruler (1 per student)
scissors (1 per student)
tape
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are
not accessible on the public website.
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page 2 of 41 Grade 8
Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
Handout: Pangaea Puzzle
Teacher Resource: Pangaea Puzzle KEY (1 for projection)
Teacher Resource: Pangaea Movement (1 for projection)
Teacher Resource: Structure of the Earth (1 for projection)
Handout: Scientist Theory and Evidence (see Advance Preparation, 7 half sheets per student)
Teacher Resource: Performance Indicator Instructions 01 KEY (1 for projection)
Handout: Plate Boundary Movement (1 per student)
Teacher Resource: Plate Boundary Movement KEY
Teacher Resource: Plate Boundaries Card Sort (see Advance Preparation, 1 set per group)
Teacher Resource: Plate Boundaries Card Sort KEY (1 for projection)
Teacher Resource: Templates for Station Models (see Advance Preparation)
Teacher Resource: Plate Boundaries Notes Template (1 for projection)
Teacher Resource: Crustal Features and Plate Boundaries Card Sort (see Adv. Prep., 1 per group)
Teacher Resource: Crustal Features and Plate Boundaries Card Sort KEY (1 for projection)
Teacher Resource: Crustal Features and Plate Boundaries Notes Template (1 for projection)
Teacher Resource: Plate Boundaries (1 for projection)
Teacher Resource: Ring of Fire (1 for projection)
Handout: Cause and Effect (1 per student)
Teacher Resource: Cause and Effect KEY
Teacher Resource: Performance Indicator Instructions 02 KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prior to Day 1, copy the Handout: Pangaea Puzzle, and cut it in half (1 half sheet per student). Be prepared to provide a small,
resealable, plastic bag to each student.
2. Prior to Day 3:
Arrange for access to student computers/Internet for research.
Copy the Handout: Scientist Theory and Evidence, and cut it in half (7 half sheets per student). There are two information collection
blocks on the handout.
3. Prior to Day 5:
Copy the Teacher Resource: Plate Boundaries Card Sort on cardstock, laminate, cut apart, and place in resealable, plastic bags.
You will need one set of cards per group.
Cut construction paper sheets (9”x12”) into one­fourths. You will need ¼ sheet per student.
Prepare plate boundary station models following instructions on the Teacher Resource: Templates for Station Models.
Collect and assemble all materials for the stations. Station 5 - Consider drawing a scene with structures, a river, mountain, or road so
students can see the impact of the movement. Duplicate stations may be set up to accommodate smaller group sizes.
Copy the Teacher Resource: Stations: Plate Boundary Model on cardstock, laminate, and cut apart (1 set of cards per 5 stations).
4. Copy the Teacher Resource: Crustal Features and Plate Boundaries Card Sort on cardstock, laminate, cut apart, and bag. You will
need one set of cards per group.
Locate and download a district approved interactive satellite map showing plate boundaries.
5. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations that address the historical development of evidence that supports the theory of plate tectonics and crustal formations
caused by plate movement.
During this lesson, students will be introduced to the historical development of evidence that supports plate tectonic theory. Students will relate plate tectonics to
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page 3 of 41 Grade 8
Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
crustal feature formation. Students should develop an understanding that scientific investigations usually involve the collection of relevant data, the use of logical
reasoning, and the devising of hypotheses and explanations to make sense of the collected data. After this unit, plates are not addressed again in Grade 8.
The force and motion focus of this lesson should be on the action forces and the reaction forces when plates move, whereas the cause and effect focus should be
on the relationship between plate tectonics and the formation of crustal features (TEKS 8.6C). Newton’s law of action and reaction is not a cause/effect relationship,
but rather force pairs acting simultaneously.
STAAR Notes:
The historical development of evidence supporting plate tectonic theory (8.9A) will be assessed as a Supporting Standard under Reporting Category 3: Earth and
Space on the STAAR Grade 8 Science Assessment. The relationship of plate tectonics to crustal formation (8.9.B), identification of erosional features through
topographical maps and satellite views, and prediction of the reshaping of those features by weathering (8.9C) will be assessed as Readiness Standards under
Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Pangaea Puzzle
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Display a picture of the Earth, a world map, or hold up a globe.
Ask:
Has the Earth always looked like this? Accept reasonable answers.
Students may be aware of a supercontinent that existed in the Earth’s past.
2. Distribute the Handout: Pangaea Puzzle.
Say:
The continents shown on the Pangaea Puzzle are not to scale. They
are in the approximate location as present day continents.
Label the continents. Some large islands, such as Madagascar and
Greenland, are not included.
3. Distribute scissors to each student.
You are to cut apart the continents and then form a supercontinent.
A supercontinent describes a large landmass formed by all the
continents coming together.
You will be forming the supercontinent, Pangaea. Evidence supports
the theory that Pangaea may have existed approximately 225-260
million years ago.
Pangaea is from the Greek origin and means “all lands”. The word can
be spelled as Pangaea or Pangea.
4. Monitor and assist students as they label the continents, cut out, and then
construct their supercontinents.
Materials:
globe, world map, or photo of Earth (1 per
teacher)
scissors (1 per student)
resealable plastic bags (see Advanced
Preparation, 1 per student)
Attachments:
Handout: Pangaea Puzzle (see Advance
Preparation, 1 half sheet per student)
Teacher Resource: Pangaea Puzzle KEY (1 for
projection)
Instructional Notes:
Continental drift theory, major tectonic plate identification, and
Earth’s structure were addressed in Grade 6. Material in this
lesson will include a review as necessary.
Misconception:
Students may think that the continents are now
in a fixed position.
5. As students finish, project the Teacher Resource: Pangaea Puzzle KEY.
6. Allow students to adjust their supercontinent, if necessary, and check for
accurate labeling of the continents.
Science Notebooks:
Students sketch or trace the outline of the supercontinent
Pangaea in their science notebooks.
7. Instruct students to title a page in their notebooks, “Pangaea”.
8. Instruct students to sketch or trace the outline of their supercontinent into their
science notebooks. Instruct students to remove one piece at a time and finish
the outline of that continent by tracing around the remaining piece(s).
9. Distribute a resealable, plastic bag to each student. Instruct students to place
continent pieces in the bag for later use. Students should attach the Continental
Puzzle Piece bag to their notebooks for safe keeping.
10. Ask students to justify their placement of certain continents. Answers may vary.
The main idea of the answers should be that some edges of some of the
continents seem to fit together “like a puzzle.”
11. Ask student volunteers to share ideas on how the continents are able to move.
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Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
Answers may vary. Acknowledge all answers at this point.
EXPLORE/EXPLAIN – Plate Tectonics
Suggested Day 2
1. Project the Teacher Resource: Pangaea Movement. Point out the directional
arrows that indicate the general direction of each continent’s movement.
Materials:
2. Instruct students to reform Pangaea from the continents in their Continental
Puzzle Piece bag. They may refer back to the tracing done during the ENGAGE
activity.
Continental Puzzle Piece bags (previously
distributed, 1 per student)
3. Say:
Attachments:
Look at the projected supercontinent. The arrows show the general
direction of movement of the continents.
Move the plates to their approximate location today.
4. Instruct students to title a page in their notebooks, “Current Position”.
Teacher Resource: Pangaea Movement (1 for
projection)
Teacher Resource: Structure of the Earth (1
for projection)
5. Instruct students to sketch or trace the outline of each continent into their
Instructional Notes:
science notebooks. Instruct students to remove pieces one at a time after
Make the globe, world map, or Earth photo used in the ENGAGE
tracing around each, and label the names of the continents on the sketch. Place
portion available for students to use to arrange the continents in
continent pieces back in the plastic bag.
their current positions.
6. Ask:
What is the theory of plate tectonics? The theory of plate tectonics
provides an explanation for how the continents can move. According to this
theory, Earth's outer crust is divided into several plates. These plates consist
of the crust and a small amount of the underlying mantle. The plates move
due to convection currents within the mantle.
Asthenosphere is difficult for students to comprehend. They
often confuse it with lithosphere.
Misconception:
7. Instruct students to record the answer in their notebooks.
Students may think that the Earth is molten,
except for its crust.
8. Ask:
What is a theory? A well-researched idea or thought that has a substantial
amount of evidence to support it. It can still be further researched and
possibly disproved.
What makes a theory accepted or not accepted? Evidence to explain
the phenomenon is necessary to have a theory accepted.
9. Activate prior knowledge from Grade 6 about the structure of the Earth (inner
core, outer core, mantle, crust, asthenosphere, and lithosphere).
Ask:
Which layer of the Earth would contain the plates? (Lithosphere)
On which layer do the pieces of the lithosphere float?
(Asthenosphere)
What causes the movement of the plates? (Convection)
Science Notebooks:
Students record answers to questions, and sketch or trace the
outline of the current position of each continent into their
science notebooks.
Students sketch the structure of the Earth in their notebooks
during the review portion of the lesson.
10. Project the Teacher Resource: Structure of the Earth.
11. As a review, instruct students to make a sketch of the structure of the Earth. See
Instructional Notes for a website with additional graphics.
12. Facilitate a discussion, using the following points, to review the structure of the
Earth:
Inner core
Outer core
Lower mantle
Upper mantle
Asthenosphere
Lithosphere
Crust
Plates (part of the lithosphere) are carried along on top of the
asthenosphere as it flows because of convection in the mantle.
The convection is caused by the lower parts of the mantle being heated by
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Lesson: 01
Suggested Duration: 8 days
the outer core. This part of the mantle becomes less dense and rises to the
surface. The mantle comes close to the surface of the Earth and starts to
move horizontally in a parallel motion to the lithosphere. The lithosphere is
then dragged with the motion of the mantle. The mantle eventually cools,
becomes denser, and descends back down to the lower parts of the mantle.
EXPLORE/EXPLAIN – Theory Development
Suggested Days 3 and 4
Computer Research
Materials:
1. Distribute seven half sheets of the Handout: Scientist Theory and Evidence
to each student (see Advance Preparation).
glue or tape (per group)
2. Allow students time to research the following scientists and complete an
information collection block for each:
Attachments:
Abraham Ortelius
Frederick J. Vine
Drummond Hoyle Matthews
Alfred Wegener
Arthur Holmes
Harry Hess
Lawrence Morley
Handout: Scientist Theory and Evidence (see
Advance Preparation, 7 half sheets per student)
Teacher Resource: Theory Development
Teacher Resource: Evidence for Plate
Tectonics (1 for projection)
3. Time permitting: (Otherwise, facilitate a large group discussion.
After students have completed the Handout: Scientist Theory and Evidence,
number students 1–7, and assign each student one of the scientists to discuss.
Group the students so that there is at least a 1, 2, 3, 4, 5, 6, and 7 in each
group. Each student is now responsible for discussing their assigned scientist
and the others will check their own research and modify it accordingly.
4. Ask:
How does historical evidence support the theory of plate tectonics?
Evidence to explain the forces that could cause the movement of the
continents or other physical or geological proof was necessary to have the
theory accepted.
5. Inform students that the focus of their discussion should be on the evidence that
supported the theory and why the theory was or was not accepted.
6. Monitor and facilitate the group discussions over the evidence that supported
the theories, and direct the discussion to why each theory was or was not
accepted.
7. Instruct students to affix the information collection blocks for each scientist to
their notebooks.
8. Project the Teacher Resource: Evidence for Plate Tectonics.
Ask:
Instructional Notes:
Research may be done using computers. Consider setting up
seven research stations around the room. Provide a couple of
laptops at each station and have the research link preset.
Use a group discussion strategy to hold students accountable
for their research. Allowing students the opportunity to discuss
in small groups builds their confidence and allows them to
modify their answers prior to being graded on them.
Refer to the Instructional Focus Document specificity of TEKS
8.9A for information regarding the evidence supporting the
development of plate tectonic theory.
Science Notebooks:
Students affix the information collection blocks to their science
notebooks and record answers to questions as well.
Check For Understanding:
Students explain how the projected image can be used as
evidence to support the theory of plate tectonics.
How can this image be used as evidence to support the theory of
plate tectonics? The distribution of the fossils is evidence that supports the
theory. Unless the continents once were connected, it would be impossible to
have the distribution of this evidence to be as exactly matched as it is.
9. Instruct students to answer the question in their notebooks.
ELABORATE – Performance Indicator
Suggested Day 4 (continued)
Grade8 Science Unit07 PI01
Materials:
Create a timeline that shows the sequence of the key events and/or discoveries in the
development of plate tectonic theory. Include the names of the scientists involved.
Standard(s): 8.3A , 8.3D , 8.9A
ELPS ELPS.c.5B , ELPS.c.5F
1. Refer to the Teacher Resource: Performance Indicator Instructions 01 KEY
for information on administering the performance assessment.
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paper (construction, 12”x18”, 1 sheet per
student)
markers or colored pencils (per group)
glue or tape (per group)
page 6 of 41 Grade 8
Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
Attachments:
Teacher Resource: Performance Indicator
Instructions 01 KEY (1 for projection)
Engage – Plate Boundaries
Suggested Day 5
1. Inform students today they will be conducting an activity to review their
knowledge about the types of plate boundaries.
2. Distribute all materials for the activity. Instruct students to:
Use the ruler to find the center of each index card from the top to
the bottom. Place a dot at this point.
Use the ruler and a marker to draw a straight line across the center of the
card horizontally.
Place an arrow head at one end of the line on each card.
Materials:
index cards (3”x5”, 2 per student)
ruler (1 per student)
markers (per group)
paper (see Advance Preparation, construction,
9”x12”, ¼ sheet per student)
Attachments:
3. Distribute the Handout: Plate Boundary Movement. (This handout may assist
students in recalling information taught previously.)
4. Instruct students to use index cards to represent the plates and manipulate the
cards to show the three ways their boundaries can interact.
Ask:
What are the different types of plate boundaries? (Transform,
convergent, and divergent)
Handout: Plate Boundary Movement (1 per
student)
Teacher Resource: Plate Boundary
Movement KEY
Teacher Resource: Plate Boundaries Card
Sort (see Advance Preparation, 1 set per
group)
Teacher Resource: Plate Boundaries Card
Sort KEY (1 for projection)
5. Instruct students to record their findings in their notebooks and affix the
Handout: Plate Boundary Movement.
Instructional Note:
6. Instruct students to devise a pocket for storing index cards in their notebooks by
The card sort may be used as a pre-assessment or a check for
taping ¼ of a piece of construction paper inside their notebooks. Point out to
understanding.
students that they can use the index cards to review the types of plate boundary
movements.
7. Distribute card sets from the Teacher Resource: Plate Boundaries Card Sort
(see Advance Preparation, 1 set per group of students).
8. Monitor groups and facilitate thinking by asking guiding questions as students
model each type of plate boundary.
Science Notebooks:
Students record three ways plate boundaries can interact.
Students affix the Handout: Plate Boundary Movement.
Additionally, the index cards are stored in the notebooks (use a
pocket for card storage).
9. Project the Teacher Resource: Plate Boundaries Card Sort KEY for students
to check their answers.
EXPLORE – Plate Boundary Models
Suggested Days 5 (continued) and 6
1. Inform students that today they will rotate through stations to investigate
different types of plate boundaries (see Advance Preparation and the Teacher
Resource: Stations: Plate Boundary Model and the Teacher Resource:
Templates for Station Models).
2. Divide the class into groups of 3-4 to complete the stations.
3. Discuss the instructions for each station with students, and instruct students to
copy the name of each station into their science notebooks and to follow the
procedures for each of the five stations.
4. Inform students that they are not to move to another station until you give them
the signal.
5. Instruct students that they are to return all materials to their original positions for
the next group.
6. Allow approximately five minutes per station. After the last rotation, students will
return to their seats and complete any unfinished writing.
7. Monitor and assist groups during the rotations.
Materials:
blocks (see Advance Preparation, paper, 1 set
per Station 1 and 2)
cardstock
tape
marker
divergent boundary model (see Advance
Preparation, 1 set per Station 3)
cardboard shoebox with lid
adding machine tape (1 meter per model)
composition books (2 per Station 4)
blocks (wood, 2 per Station 5)
Attachments:
Teacher Resource: Stations: Plate Boundary
Model (see Advance Preparation, 1 per set of 5
stations)
Teacher Resource: Templates for Station
Models (see Advance Preparation)
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Lesson: 01
Suggested Duration: 8 days
Instructional Notes:
More than one set of stations may be set up to allow for smaller
group sizes.
Stations 1 and 2 – Wood blocks cut in the shapes of the model
may be substituted.
Station 5 - Consider drawing a scene with structures, a river,
mountain, or road on the blocks so students can see the
impact of the movement.
Science Notebooks:
Students record information from each station in their
notebooks.
Misconceptions:
Students may think that landforms of similar
appearance are formed in only one manner.
Students may think earthquakes are caused
only by explosions from volcanoes.
EXPLAIN
Suggested Days 6 (continued) and 7
1. Project the Teacher Resource: Plate Boundaries Notes Template.
2. Distribute necessary materials for construction of graphic organizers. Instruct
students to construct a 4-tab graphic organizer for taking notes during the
discussion of the boundary models stations. Notes should include boundary
type, description, examples, and illustrations.
3. Make the card sets from the Teacher Resource: Plate Boundaries Card Sort
(previously distributed) available to students as they take notes on their 4-tab
graphic organizer.
4. Facilitate a discussion of their findings about each type of plate boundary.
5. Instruct students to record notes on their 4-tab graphic organizer during the
discussion.
6. Project the map from the website http://geology.com/plate-tectonics.shtml. Click
on various dots while discussing the types of movement (see Instructional
Notes).
Materials:
paper (copy, 1 sheet per student)
scissors (1 per student)
glue or tape (per group)
Plate Boundary Card Sort (previously
distributed, 1 set per group)
Attachments:
Teacher Resource: Plate Boundaries Notes
Template (1 for projection)
Teacher Resource: Plate Boundaries Card
Sort (previously distributed, 1 set per group)
Teacher Resource: Plate Boundaries Card
Sort KEY (1 for projection)
7. Allow students time to record notes between discussing each type of boundary.
8. Remind students to use the card sets to model the different boundary
movements during the discussion.
Say/Ask:
Check For Understanding:
Card sorts may be used to pre-assess or check for
understanding.
Divergent boundaries are areas where two plates are moving away
from each other. When a divergent boundary is first formed in the
middle of a continent, a rift valley will occur (East African Rift Valley).
Science Notebooks:
If this continues to occur, a large rift valley will be created and water
will start to be held there (Red Sea). Eventually the two sides will
Students record notes, answer questions, and affix the 4 tab
continue to separate and new ocean floor will be made at a Mid
graphic organizer to their notebooks.
Oceanic Ridge (Mid Atlantic Ridge).
Which station(s) modeled divergent boundaries? (Stations 1 and 2 are
models of divergent boundaries.)
At Station 1, subsidence is occurring. Subsidence is a lowering in the
elevation of land. This lower area usually fills in with water. An
example of this on the earth is the Great Rift Valley in Africa.
At Station 2, molten material is coming to the surface creating new
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Suggested Duration: 8 days
crust. This occurs at the Mid-Atlantic Ridge. (Use the models from
Stations 1 and 2 to demonstrate as you discuss.)
Convergent boundaries are where two plates are moving toward
each other; this can be from two continental plates, two oceanic
plates, or one of each. The geographical features of the area will
vary depending on what two types of plates are colliding. Note* there
is one location on Earth where three plates are colliding in one location (The
Boso Triple Junction offshore Japan).
Which station(s) modeled convergent boundaries? (Station 3 shows
that the crust is pushed up. Station 4 the plates came together.)
At Station 3, uplift is occurring. Uplift happens when two continental
plates collide. Since both are less dense than the mantle they are
sitting on, they cannot be forced down. The only place for them to go
is up, creating mountain ridges like the Rockies and the Himalayas.
At Station 4, subduction occurred. Subduction zones occur when two
plates collide and one plate is forced under the other. The
subducting plate has to be denser or very close to the density of the
mantle and denser than the plate it is being subducted under. Since
continental plates are always less dense than the mantle, they
cannot be subducted. Oceanic plates become denser as they age.
Therefore, the older oceanic plate will be subducted under the
younger oceanic floor.
Which station(s) modeled subduction zones? (Station 4 is an example
of a subduction zone, a type of convergent boundary.)
Transform boundaries occur when two plates slide past one another.
The two plates are not moving away or toward each other.
Earthquakes are very common, and some uplift can be found since
the transform boundary is not always in a perfectly straight line.
Which station(s) modeled transform boundaries? (Station 5 illustrates
this type of plate boundary.)
Faults form at transform boundaries often causing earthquakes in
these areas. The San Andreas Fault is an example of a transform
boundary.
9. Monitor and assist as students record notes on their graphic organizers.
10. Instruct students to affix their 4-tab graphic organizers to their notebooks.
11. Instruct students to discuss the following questions with a partner and record
their answers in their notebooks.
12. Ask:
How does Newton’s law of inertia apply to the Earth’s tectonic
activity? The plates stay stable and do not move until there is enough force
built up to move the plates. This movement is seen and felt as earthquakes.
How does Newton’s law of force and acceleration apply to the Earth’s
tectonic activity? The greater the force that is built up in the rock between
the plates, the faster the acceleration. This is seen by the size of the
earthquakes that are affecting the land.
How does Newton’s law of action and reaction apply to the Earth’s
tectonic activity? When two plates collide, plate A will push on plate B as
plate B will push back on plate A with the same amount of force. The
pushing of the plates on one another will result in mountains and other
geographical features.
What are crustal features? Landforms on the crust of the Earth such as
mountains.
How are crustal features related to plate tectonics? When the plates
move, the crust can change shape by moving apart, coming together, or
sliding.
13. Facilitate a discussion by asking students to share their answers with the class.
EXPLORE/EXPLAIN
Suggested Days 7 (continued) and 8
1. Distribute the Teacher Resource: Crustal Features and Plate Boundaries
Attachments:
Last Updated 04/26/13
page 9 of 41 Grade 8
Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
Card Sort (see Advance Preparation, 1 set per group).
2. Monitor student groups and facilitate thinking by asking guiding questions as
students match cards.
3. Project the Teacher Resource: Crustal Features and Plate Boundaries Card
Sort KEY for students to check their answers. Students should keep the cards
displayed on their tables.
4. Project the Teacher Resource: Crustal Features and Plate Boundaries
Notes Template.
5. Instruct students to set up pages in their notebooks according to the Crustal
Features and Plate Boundaries Notes Template structure for taking notes.
6. Project the Teacher Resource: Plate Boundaries and discuss each feature.
7. Instruct students to take notes as you discuss the features identified in the
graphic. They can use the card sort for help.
8. Monitor and assist by asking questions regarding the definitions, boundary
types, and illustrations of the terms.
Trench – a deep depression of the sea floor caused by the subduction of
one plate under another (convergent)
Rift Zones – a large valley shaped area of the earth in which plates of the
earth's crust are moving away from each other, forming a system of cracks
and faults (divergent)
Oceanic Ridges – underwater mountain ranges where the crust is spreading
creating new ocean floor (divergent)
Teacher Resource: Crustal Features and
Plate Boundaries Card Sort (see Advance
Preparation, 1 set per group)
Teacher Resource: Crustal Features and
Plate Boundaries Card Sort KEY (1 for
projection)
Teacher Resource: Crustal Features and
Plate Boundaries Notes Template (1 for
projection)
Teacher Resource: Plate Boundaries (1 for
projection)
Teacher Resource: Ring of Fire (1 for
projection)
Instructional Note:
Note taking should be interactive to keep students engaged.
Check For Understanding:
Interactively questioning students as they take notes may serve
as formative assessment of boundary types
Science Notebooks:
Students record Crustal Features and Plate Boundaries notes
and the answers to questions in their notebooks.
Underwater Mountain Ranges – long, continuous volcanic chain of various
mountain ranges (divergent) rising from the ocean floor
Mountain Ranges on Land – a series or chain of mountains that are close
together and rise 300 m (1,000 ft.) above its surrounding area (convergent)
Fault – a crack in the Earth’s crust where rocks slide past one another.
Different types of faults may form based on direction of plate movement
(divergent, convergent, and transform).
9. Ask:
Are underwater and land surface mountains formed by the same
plate movement? Explain. (Underwater mountains are caused by
divergent boundaries, whereas land surface mountains are caused by
convergent boundaries.)
10. Allow students to discuss the question with a partner.
11. Ask students to share their answers with the class and record the answers in
their notebooks.
12. Project the Teacher Resource: Ring of Fire. Point out the plate boundaries and
the red dots that indicate volcanoes.
Ring of fire – volcanoes that are concentrated on the edges of continents,
along island chains, or beneath the sea forming long mountain ranges. More
than half of the world's active volcanoes above sea level encircle the Pacific
Ocean to form the "Ring of Fire." (convergent)
13. Ask:
Are there patterns in volcanoes caused by plate movement? Explain.
The Ring of Fire indicates that volcanoes typically form along the edges of
the continents at convergent plate boundaries around the Pacific Ocean.
Last Updated 04/26/13
page 10 of 41 Grade 8
Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
14. Allow students to discuss the question with a partner.
15. Ask students to share their answers with the class and record the answers in
their notebooks.
ELABORATE/EVALUATE – Performance Indicator
Suggested Day 8 (continued)
Attachments:
Grade8 Science Unit07 PI02
Create a cause-and-effect graphic organizer to describe how mountain ranges, ocean
trenches, the Ring of Fire, ocean ridges, and rift zones are formed and how they are related to
plate tectonics.
Standard(s): 8.2E , 8.9B
ELPS ELPS.c.1C , ELPS.c.5G
Handout: Cause and Effect (1 per student)
Teacher Resource: Cause and Effect KEY
Teacher Resource: Performance Indicator
Instructions 02 KEY (1 for projection)
1. Refer to the Teacher Resource: Performance Indicator Instructions 02 KEY
and the Teacher Resource: Cause and Effect KEY for information on
administering the performance assessment.
Last Updated 04/26/13
page 11 of 41 Grade 8
Science
Unit: 07 Lesson: 01
Pangaea Puzzle
©2012, TESCCC
09/19/12
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Pangaea Puzzle KEY
http://commons.wikimedia.org/wiki/File:Pangaea_continents.png
©2012, TESCCC
09/19/12
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Pangaea Movement
http://commons.wikimedia.org/wiki/File:Pangaea_continents.png
©2012, TESCCC
09/19/12
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Structure of the Earth
http://pubs.usgs.gov/gip/dynamic/inside.html
©2012, TESCCC
04/26/13
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Scientist Theory and Evidence
Theory
Evidence
Who:
Hypothesis:
Agree or disagree with theory and why:
Scientist Theory and Evidence
Theory
Evidence
Who:
Hypothesis:
Agree or disagree with theory and why:
©2012, TESCCC
09/19/12
page 1 of 1
Grade 08
Science
Unit: 07 Lesson: 01
Performance Indicator Instructions 01 KEY
Performance Indicator
Create a timeline that shows the sequence of the key events and/or discoveries in the development of plate
tectonic theory. Include the names of the scientists involved.
(8.3A, 8.3D; 8.9A)
5B, 5F
Materials:
paper (construction, 12”x18”, 1 sheet per student)
markers or colored pencils (per group)
glue or tape (per group)
Instructional Procedures:
1. Students completed the research portion of the Performance Indicator during the previous Explore/Explain section.
2. Instruct students to use their research to create a timeline that shows the sequence of key events and/or discoveries
that led to the formation of the plate tectonic theory. Included in the timeline should be dates, names of scientists, and
the name(s) of the theory/theories.
3. Instruct students to write a summary paragraph explaining the importance of evidence to the acceptance of a scientific
theory. The paragraph may be affixed to the back of the timeline.
Instructional Notes:
Refer to the Instructional Focus Document specificity of TEKS 8.9A for information regarding the evidence supporting the
development of plate tectonic theory.
©2012, TESCCC
04/26/13
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Plate Boundary Movement
Each card represents a tectonic plate. The edges of the cards represent the edges of the plates called
boundaries. The arrows represent direction of movement. Read each description below, and use the two cards to
model that movement between plate boundaries. Draw the model in the box provided below each type of
boundary.
Divergent Boundary and Movement
Created when two plates are being pulled apart. Divergent plate boundaries
start in the middle of a single continental plate, but later on are found in the
middle of two separate oceanic plates.
Starts in the middle of a continent and causes the continent to become thinner;
examples include: East Africa rift in Kenya and Ethiopia and the Rio Grande rift
in New Mexico
After enough time, the continent will begin to separate and a new sea will form; an example includes: Red Sea.
The continent will completely separate into two individual continents, and the ocean floor will be created at the
mid-oceanic ridge (MOR). The ocean will become larger as the two new continents move away from each other,
and a new ocean floor is formed (The Atlantic Ocean is growing at around 2.5 cm a year.); examples include: the
Mid-Atlantic Ridge and East Pacific Rise.
Effects – Ridges (underwater mountain ranges), shallow earthquakes, new seafloor, and widening oceans
Convergent Boundary and Movement
Occur when two plates collide. There are three types of convergent
boundaries based on the types of plates colliding: oceanic/oceanic plates,
continental/continental plates, or oceanic/continental plates.
When two oceanic plates collide, the older, denser plate will be subducted
(forced down into the Earth). Where the two plates collide, a deep trench is
formed. These trenches are the deepest part of the oceans. Example: The
Marianas Trench is the result of the Philippine Plate subducting under the
Pacific Plate.
Part of the subducted plate will melt and rise to the surface. The material
will work its way through the other oceanic plate and form undersea
volcanoes. Eventually, the volcanoes will build up and form volcanic
islands. The islands are normally found in chains called island arcs;
examples include: Japan, the Aleutian islands, and the Eastern Caribbean
©2012, TESCCC
04/26/13
Oceanic-continental convergence
page 1 of 2
Grade 8
Science
Unit: 07 Lesson: 01
islands.
When two continental plates collide, neither one can be subducted into the
mantle because both of them have a density that is much lower than the
mantle’s density. Since neither plate can be subducted, they have to go up,
creating large mountain chains. Volcanic activity is not associated with a
continent/continent convergent boundary since there is not a subducted
plate beneath that can be melted. Examples: The Himalaya Mountain
Range where the Indian and Eurasian plates are currently in collision and
the Appalachian Mountain Range in North America.
When an oceanic and a continental plate collide, the oceanic plate is
subducted underneath the continental plate. The oceanic plate pushes on
the continental plate, and mountains are formed on the continental plate.
The subducted oceanic plate will still melt like it does when two oceanic
plates collide. This melting causes volcanoes to form on the continental
plate. An example incudes the Cascadia Subduction Zone, in the Pacific
Northwest, where the Pacific Plate is being subducted beneath the North American Plate.
Effects – island arcs, intense folding and faulting, a broad folded mountain range, shallow earthquake activity,
volcanic islands.
Transform Boundary and Movement
Occurs as two plates slide by each other. Land is not created or destroyed since the plates are just sliding by
each other.
Occurs mainly in the oceans in association with other types of plate boundaries; example: Pacific Ocean fracture
zones
They can occur on land, but very rare; example: San Andreas Fault, California
Effects – earthquake, but no volcanic activity
http://pubs.usgs.gov/gip/dynamic/understanding.htm
©2012, TESCCC
04/26/13
page 2 of 2
Grade 8
Science
Unit: 07 Lesson: 01
Plate Boundary Movement KEY
Plate Boundary Movement
Each card represents a tectonic plate. The edges of the cards represent the edges of the plates called
boundaries. The arrows represent direction of movement. Read each description below, and use the two cards to
model that movement between plate boundaries. Draw the model in the box provided below each type of
boundary.
Divergent Boundary and Movement
Created when two plates are being pulled apart. Divergent plate boundaries
start in the middle of a single continental plate, but later on are found in the
middle of two separate oceanic plates.
Starts in the middle of a continent and causes the continent to become
thinner; examples include: East Africa rift in Kenya and Ethiopia and the Rio Grande rift in New Mexico.
After enough time, the continent will begin to separate and a new sea will form; an example includes: Red Sea.
The continent will completely separate into two individual continents, and the ocean floor will be created at the
mid-oceanic ridge (MOR). The ocean will become larger as the two new continents move away from each other,
and a new ocean floor is formed (The Atlantic Ocean is growing at around 2.5 cm a year.); examples include: the
Mid-Atlantic Ridge and East Pacific Rise.
Effects – Ridges (underwater mountain ranges), shallow earthquakes, new seafloor, and widening oceans
Convergent Boundary and Movement
Occur when two plates collide. There are three types of convergent boundaries
based on the types of plates colliding. oceanic/oceanic plates,
continental/continental plates, or oceanic/continental plates.
When two oceanic plates collide the older, denser plate will be subducted (forced
down into the Earth). Where the two plates collide, a deep trench is formed.
These trenches are the deepest part of the oceans. Example: The Marianas
Trench is the result of the Philippine Plate subducting under the Pacific Plate.
Part of the subducted plate will melt and rise to the surface. The material will
work its way through the other oceanic plate and form undersea volcanoes.
Eventually, the volcanoes will build up and form volcanic islands. The islands are
normally found in chains called island arcs; examples include: Japan, the
Aleutian islands, and the Eastern Caribbean islands.
©2012, TESCCC
04/26/13
Oceanic-continental convergence
page 1 of 2
Grade 8
Science
Unit: 07 Lesson: 01
When two continental plates collide, neither one can be subducted into the
mantle because both of them have a density that is much lower than the
mantle’s density. Since neither plate can be subducted, they have to go up,
creating large mountain chains. Volcanic activity is not associated with a
continent/ continent convergent boundary since there is not a subducted plate
beneath that can be melted. Example: Himalaya Mountain Range where the
Indian and Eurasian plates are currently in collision. The Appalachian
Mountain Range in North America.
When an oceanic and a continental plate collide, the oceanic plate is
subducted underneath the continental plate. The oceanic plate pushes on the
continental plate and mountains are formed on the continental plate. The
subducted oceanic plate will still melt like it does when two oceanic plates
collide. This melting causes volcanoes to form on the continental plate. An
example includes the Cascadia Subduction Zone, in the Pacific Northwest,
where the Pacific Plate is being subducted beneath the North American Plate.
Effects – island arcs, intense folding and faulting, a broad folded mountain range, shallow earthquake activity,
volcanic islands.
Transform Boundary and Movement
Occurs as two plates slide by each other. Land is not created or destroyed since the plates are just sliding by
each other.
Occurs mainly in the oceans in association with other types of plate boundaries; example: Pacific Ocean fracture
zones
They can occur on land, but very rare; example: San Andreas Fault, California
Effects – earthquake, but no volcanic activity
http://pubs.usgs.gov/gip/dynamic/understanding.htm
©2012, TESCCC
04/26/13
page 2 of 2
Grade 8
Science
Unit: 07 Lesson: 01
Plate Boundaries Card Sort
convergent
Areas where plates move toward each
other and collide, causing uplift.
divergent
Areas where plates move away from
each other, forming either mid oceanic
ridges or rift valleys.
transform
Areas where two plates grind past each
other resulting in faults such as the San
Andreas. Earthquakes often occur at
fault lines.
subduction zone
Convergent boundary where an oceanic
plate is pushed beneath a continental
plate forming a trench. The oceanic
crust melts resulting in the formation of
volcanoes.
©2012, TESCCC
09/20/12
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Plate Boundaries Card Sort KEY
convergent
Areas where plates move toward each
other and collide, causing uplift.
divergent
Areas where plates move away from
each other, forming either mid oceanic
ridges or rift valleys.
transform
Areas where two plates grind past each
other resulting in faults such as the San
Andreas. Earthquakes often occur at
fault lines.
subduction zone
Convergent boundary where an oceanic
plate is pushed beneath a continental
plate forming a trench. The oceanic
crust melts resulting in the formation of
volcanoes.
©2012, TESCCC
09/20/12
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 02
Templates for Station Models
Stations 1 & 2 - Run one copy per station of this page. (You may set up more than
one set of stations). Cardstock works best.
Cut around the outside of the tabs and shape. Fold along all dotted lines, and tape or
glue it in place. This is the center section of the model.
Earth’s
Surface
©2012, TESCCC
04/26/13
page 1 of 3
Grade 8
Science
Unit: 07 Lesson: 02
Stations 1 & 2 - Run two copies per station of this page. Cardstock works best. Cut
around the outside of the tabs and shape. Fold along all dotted lines, and tape or glue
it in place. These will be the outside two sections of the model.
When the models are built for Stations 1 and 2, use a marker to draw a wide line or
pattern horizontally all the way around the model. This will allow students a reference
point to see a change in position.
©2012, TESCCC
04/26/13
page 2 of 3
Grade 8
Science
Unit: 07 Lesson: 02
Station 3 - Prepare one shoebox lid for each set of stations ahead of lab time. Cut
three slits slightly longer and wider than the adding machine tape using a box knife:
one slit in the center of the cardboard and a slit about 5 cm from each end of the
cardboard. Cut about a meter of adding machine tape. Use a ruler and marker to draw
lines as shown below. Fold the strip of paper so the lines are facing inward. Staple
along the fold several times. This should keep the paper from being pulled through the
center slit. While the paper is still folded, slide the unstapled ends through the center
slit. Open the paper, and thread each end into the side slit from the top. Pull each end
slightly so that students will be able to grasp the ends. Put the adding machine tape in
the shoebox, and replace the lid. Test to see that the adding machine tape moves
smoothly while being pulled.
Strips of adding machine tape
fed through center slit and
pulled out outside slits
Shoebox lid with three
slits cut out
©2012, TESCCC
04/26/13
page 3 of 3
Grade 8
Science
Unit: 07 Lesson: 01
Plate Boundaries Notes Template
Outside:
divergent boundary
convergent boundary
transform boundary
subduction zone
Lay a piece of paper on your desk in the landscape format. Locate the top, center edge. Fold
the side edges over to the center to create a shutter type fold. Fold the paper in half from top
to bottom. Cut from the center to the outside edge, in both directions, on the crease to create
four tabs.
Inside:
Label the four flaps as shown above. The definitions, examples, and illustrations can be
recorded inside.
The graphic organizer can be affixed to the science notebook when complete.
©2012, TESCCC
04/26/13
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Crustal Features and Plate Boundaries
Trench
A deep depression of the sea floor
caused by the subduction of one plate
under another
convergent
Rift Zones
An area in the middle of a continental
plate where the plate is beginning to
separate. A large valley will form in the
area as the crust thins.
divergent
Oceanic Ridges
Underwater mountain ranges where
the crust is spreading apart creating
new ocean floor
divergent
©2012, TESCCC
04/26/13
page 1 of 3
Grade 8
Science
Unit: 07 Lesson: 01
Underwater Mountain
Ranges
Long, continuous volcanic chain of
various mountains
divergent
Mountain Ranges on
Land
A series or chain of mountains that are
close together and rise 300 m (1000 ft.)
above its surrounding area
convergent
Ring of Fire
©2012, TESCCC
An area that is surrounding the Pacific
Ocean that is comprised of multiple
chains of volcanic islands. This area
also has an abundance of volcanic
activity.
04/26/13
convergent
page 2 of 3
Grade 8
Science
Unit: 07 Lesson: 01
Fault
©2012, TESCCC
A crack in the Earth’s crust where
rocks slide past one another. Different
types of faults may form based on
direction of plate movement
(divergent, convergent, and transform).
04/26/13
divergent
convergent
transform
page 3 of 3
Grade 8
Science
Unit: 07 Lesson: 01
Crustal Features and Plate Boundaries KEY
Trench
A deep depression of the sea floor
caused by the subduction of one plate
under another
convergent
Rift Zones
An area in the middle of a continental
plate where the plate is beginning to
separate. A large valley will form in the
area as the crust thins.
divergent
Oceanic Ridges
Underwater mountain ranges where
the crust is spreading apart creating
new ocean floor
divergent
©2012, TESCCC
04/26/13
page 1 of 3
Grade 8
Science
Unit: 07 Lesson: 01
Underwater Mountain
Ranges
Long, continuous volcanic chain of
various mountains
divergent
Mountain Ranges on
Land
A series or chain of mountains that are
close together and rise 300 m (1000 ft.)
above its surrounding area
convergent
Ring of Fire
An area that is surrounding the Pacific
Ocean that is comprised of multiple
chains of volcanic islands. This area
also has an abundance of volcanic
activity.
convergent
©2012, TESCCC
04/26/13
page 2 of 3
Grade 8
Science
Unit: 07 Lesson: 01
Fault
©2012, TESCCC
A crack in the Earth’s crust where
rocks slide past one another. Different
types of faults may form based on
direction of plate movement
(divergent, convergent, and transform).
04/26/13
divergent
convergent
transform
page 3 of 3
Grade 8
Science
Unit: 07 Lesson: 01
Crustal Features and Plate Boundaries Notes
Term
Definition
Boundary Type
Illustration
Trench
Rift Zone
Oceanic Ridges
Underwater Mountain
Ranges
Mountain Ranges on
Land
Ring of Fire
Fault
©2012, TESCCC
09/20/12
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Plate Boundaries
http://pubs.usgs.gov/gip/dynamic/Vigil.html
©2012, TESCCC
04/26/13
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Ring of Fire
©2012, TESCCC
09/20/12
page 1 of 1
Grade 8
Science
Unit: 07 Lesson: 01
Cause and Effect
Cause
Effect
Ocean plates move apart
from each other
Volcanoes form along the
edges of plate boundaries.
Two
plates
collide and
one is
Two
continental
plates
pushed
collideupward
(converge), and
one is pushed upward.
Faults, like San Andreas,
form. Many earthquakes
occur along these faults.
Continental plates move
apart from each other.
(diverge).
©2012, TESCCC
09/20/12
page 1 of 2
Grade 8
Science
Unit: 07 Lesson: 01
Cause and Effect
Ring of Fire
Subduction of one
plate under another
Clue Bank: Each word belongs in its own box. Complete the boxes with
as much information as necessary to describe the cause or effect. The list
is incomplete.
©2012, TESCCC
Transform
Ocean trenches
Mountains
Rift Zones (Valley)
Ocean ridges
Volcanoes
Mountain Ranges on Land
Subduction
09/20/12
page 2 of 2
Grade 8
Science
Unit: 07 Lesson: 01
Cause and Effect KEY
Cause
Effect
New crust is formed at places
called mid-ocean ridges. The
Atlantic Ocean is enlarging at a
rate of 2 cm per year as magma
wells up and is moved aside.
Ocean plates move apart from
each other (diverge).
Two plates collide, and one
is pulled underneath the
other at a subduction zone.
The plate that is pulled under
melts creating magma that
rises.
Volcanoes form along edges of
plate boundaries.
Two continental plates collide
(converge), and one is pushed
upward.
Mountains form because of the
uplift of material.
Faults, like San Andreas, form.
Many earthquakes occur along
these faults.
Transform plates slip past one
another.
Continental plates move apart
from each other (diverge).
©2012, TESCCC
Subsidence occurs. The
Great Rift Valley in Africa is
an example.
09/19/12
page 1 of 2
Grade 8
Science
Unit: 07 Lesson: 01
Cause and Effect KEY
Plates move together (converge)
forming a ring of volcanoes
around the edges of the
continents and encircle the
Pacific Ocean.
Ring of Fire
Subduction of one plate
under another.
Ocean Trenches
Clue Bank: Each word belongs in its own box. Complete the boxes with as
much information as necessary to describe the cause or effect. The list is
incomplete.
©2012, TESCCC
Transform
Ocean Trenches
Mountains
Rift Zones (Valley)
Ocean Ridges
Volcanoes
Mountain Ranges on Land
Subduction
09/19/12
page 2 of 2
Grade 08
Science
Unit: 07 Lesson: 01
Performance Indicator Instructions 02 KEY
Performance Indicator
Create a cause-and-effect graphic organizer to describe how mountain ranges, ocean
trenches, the Ring of Fire, ocean ridges, and rift zones are formed and how they are related to
plate tectonics.
(8.2E; 8.9B)
1C; 5G
Attachments:
Handout: Cause and Effect (1 per student)
Teacher Resource: Cause and Effect KEY
Instructional Procedures:
1. Distribute the Handout: Cause and Effect to each student.
2. Review the requirements of the task. Instruct students to refer to their notebooks to complete the
Handout: Cause and Effect.
3. Inform students that they will need to provide either the cause of crustal features or the effect of
plate movement.
4. Direct student attention to the partial clue bank included on page 2 of the Handout: Cause and
Effect. Inform students that the bank is not complete and they will be expected to fill in more
information as needed.
5. Instruct students to write a brief description of how Newton’s law of action and reaction applies to
Earth’s tectonic activities. The descriptive writing should be attached to the Cause and Effect
handout.
6. Answer any questions students may have regarding the task.
Instructional Notes:
Remind students that Newton’s law of action and reaction is not a cause/effect relationship, but rather
force pairs acting simultaneously.
The force and motion focus should be on action forces and reaction forces when plates move,
whereas the cause and effect focus should be on the relationship between plate tectonics and the
formation of crustal features.
©2012, TESCCC
04/26/13
page 1 of 1