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UNIT COVER PAGE
Bremen Dist. 228
School District:
Science
Department:
Unit Title: Plate Tectonics
Course:
Grade Levels:
Earth Science
9
Topic Areas: Plate Tectonics, Earthquakes, Volcanoes
Time Frame:
4 weeks
Unit Designer(s):
Date Created:
2/29/08
Date Modified:
Paul Dorney, Jacob Mooney, Tony Rappold, Melissa Reed, Mark Reiss, Vivian Turek
Link to National/State Standards
11.A
11.11.07
12.11.85
12.11.86
12.11.87
12.11.88
12.11.89
12.11.96
Know and apply the concepts, principles and processes of scientific inquiry.
Given test results on different models, choose the model which best solves the design
problem.
Understand that interactions among the solid earth, the oceans, the atmosphere, and
organisms have resulted in the ongoing transformation of the earth system. Understand
that we can observe some changes (such as earthquakes and volcanic eruptions) on a
human time-scale, but many processes (such as mountain building and plate movements)
take place so sporadically or so slowly (over hundreds of millions of years) that we
cannot observe them but only infer that they take place from other kinds of evidence.
Identify the various features of the ocean floor which furnish evidence for plate tectonics:
magnetic patterns, age, and topographical features.
Identify the properties of rocks and minerals based on the physical and chemical
conditions in which they are formed, including plate tectonic processes.
Understand why earthquakes occur and how scales are used to measure their intensity and
magnitude, specifically the Richter and Mercalli scales.
Differentiate between the two main kinds of volcanoes: one kind with violent eruptions
producing steep slopes and another kind with voluminous lava flows producing gentle
slopes.
Understand that Earth’s climate has changed over time, corresponding to changes in
Earth’s geography, atmospheric composition, plate movement, and the cyclic changes in
the orientation of Earth’s axis of rotation and the shape of its orbit around the sun.
Summary of Unit
This unit encompasses the story of our dynamic earth.
Resources
Online virtual seismology lab
Internet: USGS.gov; Volcano World; volcano.und.edu
Video: “The History of Earth,” “Ultimate Earthquake”
Earthquake wave board
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1
Key Words
Continental drift
Pangaea
Isochron
Magnetic reversal
Magnetometer
Paleomagnetism
Seafllor spreading
Convergent boundary
Divergent boundary
Rift valley
Subduction
Theory of plate tectonics
Transform boundary
Asthenosphere
Outer core
Inner core
Plate
Earthquake
Shearing
Hanging wall
Footwall
Reverse fault
Ring of fire
Island arc
Aa
Pryoclastic flow
Shield volcano
Ridge push
Slab pull
Viscosity
Batholith
Dike
Laccolith
Pluton
Sill
Stock
Caldera
Cinder-cone
volcano
Composite volcano
Crater
Heat transfer
Radiation
Conduction
Scientific theory
Tension
Compression
Fault-block
mountain
Folds
Anticline
Hot spot
Chamber
Active
Dormant
Volcanic neck
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Hot spot
Pyroclastic flow
Shield volcano
Tephra
Vent
Epicenter
Fault
Focus
Primary wave
Secondary wave
Strain
Stress
Surface wave
Convection
Density
Convection current
Plate tectonics
Deformation
Strike-slip fault
Syncline
Plateau
Seismograph
Lava flow
Crater
Extinct
Hot spring
Seismogram
Seismometer
Magnitude
Modified Mercalli scale
Moment magnitude
scale
Richter scale
Seismic gap
Tsunami
Seismic wave
Pressure
Crust
Mantle
Lithosphere
Fossil
Mid-ocean ridge
Sonar
Sea-floor spreading,
deep-ocean trench
subduction
Normal fault
Liquefaction
Aftershock
Base-isolated building
Silica
Pahoehoe
Geyser
Geothermal energy
2
STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
the earth is dynamic (constantly checking).
Earth’s movements dramatically impact human interaction.
Earth’s internal forces drive plate motion.
volcanoes and earthquakes are a destructive and productive force that help shape the earth.
not all areas are equally affected by earthquakes and volcanoes.
earthquakes are measurable and there are precautionary steps to follow in order to minimize
damage.
technology is always improving in order to predict seismic activity.
Essential Questions
What is the key idea in plate tectonics?
How is plate tectonics connected to earthquakes and volcanoes?
What does magma reveal in earth’s interior?
How could we use technology to overcome earthquake damage?
How are earthquakes similar to or different from volcanoes?
How might it feel to be an impoverished farmer in Indonesia?
How do I know the difference between the types of volcanoes?
Knowledge and Skills
Students will know
theory of plate tectonics
three types and characteristics of volcanoes
waves – S, P, L (earthquakes)
types of plate boundaries and features
layers of earth
magma types
igneous rock types produced by volcanoes
types of faults
earthquake measuring
locations of volcanoes and earthquakes
continental drift
Students will be able to
recognize the 7 continents
read and interpret a seismograph
finding the epicenter of an earthquake
provide evidence supporting plate tectonics
predict features based on plate boundaries
plot location of earthquakes and volcanoes on a map
identify the layers of earth
label a diagram with epicenter, focus and P, S, L wave
Students will be familiar with
Wegner
projected model of earth
historical volcanoes
major mountain ranges
earthquake history of Illinois
possible future disasters – ex. Yellowstone, New Madrid Fault
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Plotting earthquakes and volcanoes (Explanation)
Other Assessments (brief description)
Epicenter project
Internet
“Create a world”
Re-create Pangaea
Earthquake depth lab
Activity: type of volcano
Activity: earthquake damage of Tinley Park
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Discuss global geography using a relief map; talk about how some continents fit together,
why mountain ranges extend across continents.
H
How will you hook students at the beginning of the unit?
Video clips: disasters caused by earthquakes and volcanoes.
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Historical investigations ex. Pompeii artistic/multidisciplinary projects – mapping.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Use the knowledge of earth’s dynamic features to explain earthquakes in Illinois project.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Reflect upon changes needed to lifestyle if one moved to California.
Reflect on life on Hawaii.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Address multiple learning styles thru use of video, computer, hands-on activities.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Plate tectonics.
Earthquakes
Volcanoes
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
What does magma
reveal in earth’s
interior?
What is the key
idea in plate
tectonics?
How is plate
tectonics
connected to
earthquakes and
volcanoes?
Application
How could we use technology to
overcome earthquake damage?
(Topic Area)
Plate Tectonics
Empathy
Perspective
How might it feel to
be an impoverished
farmer in Indonesia?
Self-Knowledge
How do I know the difference
between the types of
volcanoes?
Z:\Earth Science\NEW UbD Units\Plate Tectonics\Plate Tectonics.doc
How are
earthquakes
similar to or
different from
volcanoes?
6
Student Performance Task
Unit: Plate Tectonics
Task: Explanation
Course: Earth Science
Time Frame: 2 days
Overarching Understanding:
 Students will understand that the key theories of Earth Science can be applied to
solve current global problems.
Enduring Understanding:
 Students will understand that not all areas are equally affected by earthquakes and
volcanoes.
Essential Question:

How is plate tectonics connected to earthquakes and volcanoes?
Vignette:
As a respected volcanologist, you have been asked by the United Nations Council to
identify the most seismically active areas in the world. Your task is to plot these locations
on a map in order to convince the U.N. that there is a world-wide need for oceanic seismic
sensors.
Standard:
You will be graded on the following scale:
 Map rubric overlay
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Performance Task Blueprint
Unit:
Plate Tectonics
Topic Area:
Earthquakes & Volcanoes
Goal
Your task is to plot the locations of volcanoes and earthquakes on a
world map.
Role
You (volcanologist) have been asked to ID the most seismically active
areas in the world.
Audience
United Nations Council
Situation
You need to convince the U.N. that there is a world-wide need for
oceanic seismic sensors.
Product or
Performance
You will create a map in order to show the locations of volcanoes and
earthquakes.
Standards
Your work will be judged by the map rubric overlay.
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Type: Explanation
Time Frame:
8