Download Lesson Plan - edu221spring09class

UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Fecteau
Grade Level: 6 - 8
Date of Lesson: 3
Topic: Recognize; Geology/Earth
Objectives
Student will understand that the four boundary zones cause immediate changes upon the Earth's
surface.
Student will know the Convergent, Transformation, Divergent, and Subduction zones and their unique
function.
Student will be able to do a model and recognize each of the different types of boundary zones. Product:
Comic Life of boundary zones.
Maine Learning Results Alignment
Maine Learning Results: Science and Technology - D. The Physical Setting
D2. Earth
Grade 6-8 Geology
Students describe the various cycles, physical and biological forces and processes, position in space,
energy transformations, and human actions that affect the short-term and long-term changes to the Earth.
f. Give examples of abrupt changes and slow changes in Earth Systems.
Rationale: This lesson will be completed by the students through Think-Pair-Share in the
cooperative learning and will be self-assessed by using a given checklist before handing into me.
Assessment
Formative (Assessment for Learning)
Students will first apply their understanding in the class discussion after they have gotten together and
shared with a partner. During the pairs and class discussion, the students will be filling out their graphic
organizers. The organizer is titled Cluster/Word Web 1. Once they are done with those they will design
clay models of the boundary zones and check with me before photographing them for Comic Life. At the
end of class, I will ask them to take the last ten minutes of class to blog about their pair interactions and
reflect on what they liked and disliked with the lesson. At the end of the class I will have the students bow
their heads and close their eyes. They will then give me a thumbs up, a thumbs down, or anywhere in
between suggesting their understanding. A confidential photograph will be taken for a visual artifact to
see my students' progress.
Summative (Assessment of Learning)
Product: Comic Life of boundary zones- In this final product the students will photograph their clay
models of the boundary zones and add them to Comic Life for a digital version.
Integration
As the teacher, I will not be using technology for the hook this time. For this lesson I will be using the
technology of Blogger to check the students' blog entries after every class as always. The students
themselves however will be using Comic life in addition to the blog entries. Another piece of technology
that students will come familiar with is the camera. In order for them to upload the pictures digitally, my
students will need the access of a computer or laptop of some sort. This tool can also be used for the
further research of the content.
Subject:
Art: The students will be creating clay models of the various boundary zones and on top of the models
they will be photographing the clay models.
Groupings
Think-Pair-Share: As students enter my scientific laboratory they will be handed a particular card from a
rigged deck of cards. The deck of cards will contain doubles of each card. Students will use these cards to
match up with their partners in the cooperative learning. Students will first be briefly confronted with the
names of the four types of plate boundary zones. Individually, students will then do a constructive
thinking to see what they already know, or might have a guess at the definition of the zones. From there,
students get into pairs and see what they collectively think and will come to an agreement before sharing.
As they come comfortable with the ideas shared between each other, the class as a whole will listen in on
what the pair has come up with.
Differentiated Instruction
Strategies
Verbal: Students interact with each other as they come together in pairs and when they share with the
class during the cooperative learning procedure.
Logical: The graphic organizer is given to them at the beginning of class.
Visual: There are multiple usages like the organizer, experiments, and models.
Bodily-Kinesthetic: During the introduction model, students use the tables as plate representations and
push them against each other to simulate an earthquake.
Musical: Constructive music will be playing while the students are working. If students have their own
music, then they can listen to their audio devices at a reasonable level.
Interpersonal: The first step in the cooperative learning process allows these students to brainstorm
individually.
Intrapersonal: Students have pair and class discussions about the content.
Naturalist: A volcano replica is made and undergoes a mini eruption.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and
accommodations.
Absent Students: If a student misses a class, then they are expected to get the class notes from his
or hers’ peers. If a particular assignment was due the day of their returning, then they are also expected to
have it completed the following day for me. If a student is incapable of doing the assigned work, then a
note from a doctor or parent will be taken into consideration for an extended due date. If no note is given,
then the student will receive a zero for the assignment. If the student also fails to turn in the homework
assignment even with the extended due date, then the consequences are the same as the regular.
Extensions
Students will have the option of looking deeper into modeling plate boundaries by finding more
various ways to model boundary zones. Students will report their findings in short paragraph form or
verbally explaining it to the class.
Materials, Resources and Technology
Clay (different colors)
Pieces of rug
Pencil or Pen
Camera
Comic Life software
Graphic Organizer (paper)
Blog accounts
Deck of cards
Constructive CD (music)
Volcano replica
Baking soda
Laptops
Tables
Source for Lesson Plan and Research
All Plate Boundary Zones
http://www.platetectonics.com/book/page_5.asp Plate boundaries that can be found throughout the world.
http://scign.jpl.nasa.gov/learn/plate4.htm Video clips of boundary actions.
http://www.pbs.org/wgbh/aso/tryit/tectonics/ Side links on plate tectonics.
http://pubs.usgs.gov/gip/dynamic/understanding.html Definitions and an in depth look of boundaries.
http://www.visionlearning.com/library/module_viewer.php?mid=66 Diagrams and specific definitions
and explanations.
http://www.learner.org/courses/essential/earthspace/session4/closer2.html Real life pictures/models.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by
providing learning opportunities that support their intellectual, physical, emotional, social, and
cultural development.
Rationale: In lesson three of my scientific unit, students will see all aspects of developmental learning
from beginning to end. For students that really drive with procedural steps and engage in learning through
experience will be able to be successful. These individuals will find that I have met their needs by
providing bodily-kinesthetic experiments and a posting the instructions of what is expected of them on the
whiteboard. For those students who really enjoy understanding mechanical concepts and wants to know
more about the subject, then this lesson was meant for them. This lesson is set up so that my students can
understand the basic movements of the plates and what happens to them on the edges. The students will
be dying to find better ways to model the zones; seen in the extension. As usual, many students need room
for integration with their peers and the extra boost to get them comfortable with the class. The cooperative
learning process of Think-Pair-Share will allow these students to work at a steady pace, but at the same
time, allow me to meet others' needs. The hook for my lesson will capture those students that enjoy the
excitement and energy that needs to be involved in a science class. Once again, the hook is a great area
where these students will excel. Also, the hands-on modeling of the different types of zones will grasp
these students.
•
Standard 4 - Plans instruction based upon knowledge of subject matter, students,
curriculum goals, and learning and development theory.
Rationale: The facet that this lesson is using is Self-Knowledge. Student will be able to recognize and
model the different types of boundary zones. The final product for this lesson is going to be a Comic Life
of the different types of boundary zones. This lesson will be completed by the students through ThinkPair-Share in the cooperative learning and will be self-assessed by using a given checklist before handing
into me. For contents notes, please see below Teaching and Learning Sequence section.
•
Standard 5 - Understands and uses a variety of instructional strategies and appropriate
technology to meet students’ needs.
Rationale:
Verbal: Students interact with each other as they come together in pairs and when they share with the
class during the cooperative learning procedure.
Logical: The graphic organizer is given to them at the beginning of class.
Visual: There are multiple usages like the organizer, experiments, and models.
Bodily-Kinesthetic: During the introduction model, students use the tables as plate representations and
push them against each other to simulate an earthquake.
Musical: Constructive music will be playing while the students are working. If students have their own
music, then they can listen to their audio devices at a reasonable level.
Interpersonal: The first step in the cooperative learning process allows these students to brainstorm
individually.
Intrapersonal: Students have pair and class discussions about the content.
Naturalist: A volcano replica is made and undergoes a mini eruption.
Type II technology will be used by students through blogging after every class for reflection and the
Comic Life for the product. In addition, students are also blogging about any other addition questions if
asked.
•
Standard 8 - Understands and uses a variety of formal and informal assessment
strategies to evaluate and support the development of the learner.
Rationale: Students will be assessed by the feedback I give them on their graphic organizers. Students
will also complete a blog entry every time the group meets to see that fairness is being practiced. The
Comic Life slide show of the boundary zones will be the students' final product. Students are using the
class discussion and experiments, graphic organizers, clay models, photographing them, and then loading
it into a digital source to complete this task.
Teaching and Learning Sequence:
Day 1
Students enter class and receive a card at the door.
Raise hand for silence.
Hook; Represent boundary zone features through introductory models and experiments. Time: 10 minutes
Go over instructions on the whiteboard. Time: 5 minutes
Students are given time to individually brainstorm. Time: 10 minutes
Students get into pairs and discuss concepts. Time: 15 minutes
Pairs share ideas with class. Time: 5 minutes
Class discussion. Time: 20 minutes
Feedback on graphic organizers. Time: 10 minutes
Create clay models. Time: 30 minutes
Photograph for understanding. Time: 5 minutes
Blogging: Time: 10 minutes
Day 2
Raise hand for silence.
Go over instructions on the whiteboard. Time: 5 minutes
Comic Life. Time: 105 minutes
Blog. Time: 10 minutes
For the second lesson students' working surfaces will be arranged in a two's formation. This arrangement
will be handy for when the cooperative learning process for when go from individually working to
working in pairs. As students enter the classroom they will draw a card from a rigged deck of cards. The
cards in the deck will be doubled so that students can match up later on in the class with the same card.
When the students are seated and somewhat prepared for class, I will raise my hand before them and wait
for them to quiet down. This method relies on other students to quiet down their peers. When they see my
hand raised, they are to raise their hand as well and remain quiet. When their peers see each other doing
this, they will shortly follow. At this time I would then introduce the students to the hook, which is
representing the boundary zone features through introductory models and experiments. I will show
students how these plates move by rolling pieces of rug over each other, by pushing tables forcefully
against each other, and through models of volcanoes with chemical reactions for the eruptions.
Afterwards, students will be handed a graphic organizer and the instructions on the board. They will then
go into the cooperative learning of Think-Pair-Share. From there they will apply this to their clay models
and photograph them. Their photographs will be used in their final product. Students will understand that
the four boundary zones cause immediate changes upon the Earth's surface. Students will need to know
the various types of plate boundary zones and their placement because it may affect where they decided to
live. Students describe the various cycles, physical and biological forces and processes, position in space,
energy transformations, and human actions that affect the short-term and long-term changes to the Earth.
What, Where, Why, Hook, Tailor: Visual, Verbal, Bodily-Kinesthetic, Intrapersonal, Interpersonal,
Logical, Naturalist
Students will need to know the Convergent, Transformation, Divergent, and Subduction zones and their
unique function. I am going to deliver the instructions by writing them on the board clearly. After the
hook, I will verbally outline the instructions so that the students understand their mission. Once I have
finished going over the instructions, I will ask if anyone has any questions on what is expected of them.
Throughout the class I will be falling in and out of the pairs and answering any raised hands. I am
continuously monitoring my students. The students' understanding will be checked by the class discussion
and by me collecting their graphic organizers and giving positive feedback. At the end of the class I will
have the students bow their heads and close their eyes. They will then give me a thumbs up, a thumbs
down, or anywhere in between suggesting their understanding. A confidential photograph will be taken
for a visual artifact to see my students' progress. For contents notes, please see below Teaching and
Learning Sequence section.
Equip, Tailor: Logical, Visual, Bodily-Kinesthetic, Verbal, Intrapersonal, Naturalist
Before beginning the cooperative learning procedures, the students will be handed a graphic organizer
that is titled Cluster/Word Web 1. Students will first be briefly confronted with the names of the four
types of plate boundary zones. Individually, students will then do a constructive thinking to see what they
already know, or might have a guess at the definition of the zones. Now here is where the students' cards
will come into play. They will be asked to look at what card they have and match up with the person the
has the same card. The rigged deck of cards will not be set up in suits, but rather the numbers of the card.
For example, a student draws a nine, therefore he or she will have to find the other nine. Once all of the
pairs have shared their brainstormed ideas, the pairs will be able to have a chance to go back and have a
relook at their organizer. Once the organizers have been handed into the teacher, feedback is given to
them, and then given back to them for revisions. Students will take their Comic Life product and selfassess themselves using a given checklist before handing into teacher. Student will be able to recognize
and model the different types of boundary zones. Product: Comic Life of boundary zones. I will facilitate
the learning process by starting with the teaching session and going well into the graphic organizer or
cluster web.
Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Logical, Visual, Interpersonal,
Intrapersonal, Naturalist, Bodily-Kinesthetic
Students will take their Comic Life product and self-assess themselves using a given checklist before
handing into teacher. The collected graphic organizers will be given positive feedback and handed back.
When the students complete their products, they will be graded and returned the following week, if not
sooner. The students' blogs that were done at the end of class will be looked at and commented as soon as
possible. If the clay models were not finished in class, then they will be assigned for homework.
Therefore, the students will be well prepared to start their Comic Life the next class. This lesson will be
the foundation of knowledge for students to know before going more in depth with the boundary zones
and their features.
Evaluate, Tailor: Intrapersonal, Interpersonal, Visual, Logical, Bodily-Kinesthetic, Naturalist
Content Notes
Three Parts of Earth's Interior:
A knowledge of earth's interior is essential for understanding plate tectonics. A good analogy for teaching
about earth's interior is a piece of fruit with a large pit such as a peach or a plum. Most students are
familiar with these fruits and have seen them cut in half. In addition the size of the features are very
similar.
Source: http://www.myschoolhouse.com/courses/C/4/Images/earth.gif
If we cut a piece of fruit in half we will see that it is composed of three parts: 1) a very thin skin, 2) a seed
of significant size located in the center, and 3) most of the mass of the fruit being contained within the
flesh. Cutting the earth we would see: 1) a very thin crust on the outside, 2) a core of significant size in
the center, and 3) most of the mass of the Earth contained in the mantle.
Source: http://www.physicalgeography.net/fundamentals/images/seafloor_spreading.gif
Earth's Crust: There are two different types of crust: thin oceanic crust that underlies the ocean basins
and thicker continental crust that underlies the continents. These two different types of crust are made up
of different types of rock. The thin oceanic crust is composed of primarily of basalt and the thicker
continental crust is composed primarily of granite. The low density of the thick continental crust allows it
to "float" in high relief on the much higher density mantle below.
Source: http://www.usgs.gov/visitors/images/earthshells.gif
Earth's Mantle: Earth's mantle is thought to be composed mainly of olivine-rich rock. It has different
temperatures at different depths. The temperature is lowest immediately beneath the crust and increases
with depth. The highest temperatures occur where the mantle material is in contact with the heatproducing core. This steady increase of temperature with depth is known as the geothermal gradient. The
geothermal gradient is responsible for different rock behaviors and the different rock behaviors are used
to divide the mantle into two different zones. Rocks in the upper mantle are cool and brittle, while rocks
in the lower mantle are hot and soft (but not molten). Rocks in the upper mantle are brittle enough to
break under stress and produce earthquakes. However, rocks in the lower mantle are soft and flow when
subjected to forces instead of breaking. The lower limit of brittle behavior is the boundary between the
upper and lower mantle.
Source: http://static.howstuffworks.com/gif/compass-core.gif
Earth's Core: Earth's Core is thought to be composed mainly of an iron and nickel alloy. This
composition is assumed based upon calculations of its density and upon the fact that many meteorites
(which are thought to be portions of the interior of a planetary body) are iron-nickel alloys. The core is
earth's source of internal heat because it contains radioactive materials which release heat as they break
down into more stable substances.
The core is divided into two different zones. The outer core is a liquid because the temperatures there are
adequate to melt the iron-nickel alloy. However, the inner core is a solid even though its temperature is
higher than the outer core. Here, tremendous pressure, produced by the weight of the overlying rocks is
strong enough to crowd the atoms tightly together and prevents the liquid state.
Convergent/Subduction Zone
Source: http://www.platetectonics.com/book/images/Convergence2.gif
Convergent plate boundaries are locations where lithospheric plates are moving towards one another. The
plate collisions that occur in these areas can produce earthquakes, volcanic activity and crustal
deformation.
Convergent Plate Boundary - Oceanic and Continental Plates: (see illustration above) When
continental and oceanic plates collide the thinner and more dense oceanic plate is overridden by the
thicker and less dense continental plate. The oceanic plate is forced down into the mantle in a process
known as "subduction". As the oceanic plate descends it is forced into higher temperature environments.
At a depth of about 100 miles (160 km) materials in the subducting plate begin to approach their melting
temperatures and a process of partial melting begins.
This partial melting produces magma chambers above the subducting oceanic plate. These magma
chambers are less dense than the surrounding mantle materials and are buoyant. The buoyant magma
chambers begin a slow asscent through the overlying materials, melting and fracturing their way upwards.
The size and depth of these magma chambers can be determined by mapping the earthquake activity
arround them. If a magma chamber rises to the surface without solidifying the magma will break through
in the form of a volcanic eruption.
The Washington-Oregon coastline of the United States is an example of this type of convergent plate
boundary. Here the Juan de Fuca oceanic plate is subducting beneath the westward moving North
American continental plate. The Cascade Mountain Range is a line of volcanoes above the melting
oceanic plate. The Andes Mountain Range of western South America is another example of a convergent
boundary between an oceanic and continental plate. Here the Nazca Plate is subducting beneath the South
American plate.
Visit the Interactive Plate Boundary Map to explore satellite images of convergent boundaries between
oceanic and continental plates. Two locations are marked to show this type of plate boundary - the
Cascade volcanoes along the Washington-Oregon coast of North America and the Andes mountain range
on the western margin of South America.
Effects of a convergent boundary between an oceanic and continental plate include: a zone of earthquake
activity that is shallow along the continent margin but deepens beneath the continent, sometimes an ocean
trench immediately off shore of the continent, a line of volcanic eruptions a few hundred miles inland
from the shoreline, destruction of oceanic lithosphere.
Source: http://www.platetectonics.com/book/images/Convergence2.gif
Convergent Plate Boundary - Oceanic: (See Illustration above.) When a convergent boundary occurs
between two oceanic plates one of those plates will subduct beneath the other. Normally the older plate
will subduct because of its higher density. The subducting plate is heated as it is forced deeper into the
mantle and at a depth of about 100 miles (150 km) the plate begins to melt. Magma chambers are
produced as a result of this melting and the magma is lower in density than the surrounding rock material.
It begins ascending by melting and fracturing its way throught the overlying rock material. Magma
chambers that reach the surface break through to form a volcanic eruption cone. In the early stages of this
type of boundary the cones will be deep beneath the ocean surface but later grow to be higher than sea
level. This produces an island chain. With continued development the islands grow larger, merge and an
elongate landmass is created.
Japan, the Aleutian islands and the Eastern Caribbean islands of Martinique, St. Lucia and St. Vincent and
the Grenadines are examples of islands formed through this type of plate boundary. Visit the Interactive
Plate Boundary Map to explore satellite images of these three areas.
Effects that are found at this type of plate boundary include: a zone of progressively deeper earthquakes,
an oceanic trench, a chain of volcanic islands, and the destruction of oceanic lithosphere.
Source: http://www.platetectonics.com/book/images/Convergence3.gif
Convergent Plate Boundary - Continental: (see illustration above) This is a difficult boundary to draw.
First it is complex and second, it is poorly understood when compared to the other types of plate
boundaries. In this type of convergent boundary a powerful collision occurs. The two thick continental
plates collide and both of them have a density that is much lower than the mantle, which prevents
subduction (there may be a small amout of subduction or the heavier lithosphere below the continental
crust might break free from the crust and subduct).
Fragments of crust or continent margin sediments might be caught in the collision zone between the
continents forming a highly deformed melange of rock. The intense compression can also cause extensive
folding and faulting of rocks within the two colliding plates. This deformation can extend hundreds of
miles into the plate interior.
The Himalaya Mountain Range is the best active example of this type of plate boundary. Visit the
Interactive Plate Boundary Map to explore satellite images of the Himalaya Range where the Indian and
Eurasian plates are currently in collision. The Appalachian Mountain Range is an ancient example of this
collision type and is also marked on the map.
Effects found at a convergent boundary between continental plates include: intense folding and faulting, a
broad folded mountain range, shallow earthquake activity, shortening and thickening of the plates within
the collision zone.
Transformation Zone
Source:
http://www.scarborough.k12.me.us/wis/teachers/dtewhey/webquest/nature/images/transform%20boundari
es.gif
Transform Plate Boundaries are locations where two plates slide past one another. The fracture zone that
forms a transform plate boundary is known as a transform fault. Most transform faults are found in the
ocean basin and connect offsets in the mid-ocean ridges. A smaller number connect mid-ocean ridges and
subduction zones.
Source: http://www.see.leeds.ac.uk/structure/faults/types/classes/strike/strike.gif
Source: http://web.arc.losrios.edu/~borougt/TransformFaults.jpg
Transform faults can be distinguished from the typical strike-slip faults because the sense of movement is
in the opposite direction (see illustration above). A strike-slip fault is a simple offset, however, a
transform fault is formed between two different plates, each moving away from the spreading center of a
divergent plate boundary. When you look at the transform fault diagram above, imagine the double line as
a divergent plate boundary and visualize which way the diverging plates would be moving.
A smaller number of transform faults cut continental lithosphere. The most famous example of this is the
San Andreas Fault Zone of western North America. The San Andreas connects a divergent boundary in
the Gulf of California with the Cascadia subduction zone. Another example of a transform boundary on
land is the Alpine Fault of New Zealand. Both the San Andreas Fault and the Alpine Fault are shown on
our Interactive Plate Tectonics Map.
Transform faults are locations of recurring earthquake activity and faulting. The earthquakes are usually
shallow because they occur within and between plates that are not involved in subduction. Volcanic
activity is normally not present because the typical magma sources of an upwelling convection current or
a melting subducting plate are not present.
Divergent Zone
Source: http://www.stacey.peak-media.co.uk/Year10/B6ManagingHazards/B6ManagingHazardsTectonics/B6ManagingHazards-Tectonics/diverge229x88.gif
Divergent plate boundaries are locations where plates are moving away from one another. This occurs
above rising convection currents. The rising current pushes up on the bottom of the lithosphere, lifting it
and flowing laterally beneath it. This lateral flow causes the plate material above to be dragged along in
the direction of flow. At the crest of the uplift, the overlying plate is stretched thin, breaks and pulls apart.
Source: http://stloe.most.go.th/html/lo_index/LOcanada4/403/images/1_1.jpg
Divergent Plate Boundary - Oceanic: (see illustration above) When a divergent boundary occurs
beneath oceanic lithosphere, the rising convection current below lifts the lithosphere producing a midocean ridge. Extensional forces stretch the lithosphere and produce a deep fissure. When the fissure
opens, pressure is reduced on the super-heated mantle material below. It responds by melting and the new
magma flows into the fissure. The magma then solidifies and the process repeats itself.
The Mid-Atlantic Ridge is a classic example of this type of plate boundary. The Ridge is a high area
compared to the surrounding seafloor because of the lift from the convection current below. (A frequent
misconception is that the Ridge is a build-up of volcanic materials, however, the magma that fills the
fissure does not flood extensively over the ocean floor and stack up to form a topographic high. Instead, it
fills the fissure and solidifies. When the next eruption occurs, the fissure most likely develops down the
center of the cooling magma plug with half of the newly solidified material being attached to the end of
each plate.
Visit the Interactive Plate Boundary Map to explore satellite images of divergent boundaries between
oceanic plates. Two locations are marked: 1) the Mid-Atlantic Ridge exposed above sea level on the
island of Iceland, and 2) the Mid-Atlantic Ridge between North America and Africa.
Effects that are found at a divergent boundary between oceanic plates include: a submarine mountain
range such as the Mid-Atlantic Ridge; volcanic activity in the form of fissure eruptions; shallow
earthquake activity; creation of new seafloor and a widening ocean basin.
Source:
http://www.math.montana.edu/~nmp/materials/ess/geosphere/advanced/activities/mountain_build/diverge
nt.gif
Divergent Plate Boundary - Continental: (See Illustration above.) When a divergent boundary occurs
beneath a thick continental plate, the pull-apart is not vigorous enough to create a clean, single break
through the thick plate material. Here the thick continental plate is arched upwards from the convection
current's lift, pulled thin by extensional forces,and fractured into a rift-shaped structure. As the two plates
pull apart, normal faults develop on both sides of the rift and the central blocks slide downwards.
Earthquakes occur as a result of this fracturing and movement. Early in the rift-forming process, streams
and rivers will flow into the sinking rift valley to form a long linear lake. As the rift grows deeper it might
drop below sea level allowing ocean waters to flow in. This will produce a narrow, shallow sea within the
rift. This rift can then grow deeper and wider. If rifting continues a new ocean basin could be produced.
The East Africa Rift Valley is a classic example of this type of plate boundary. The East Africa Rift is in a
very early stage of development. The plate has not been completely rifted and the rift valley is still above
sea level but occupied by lakes at several locations. The Red Sea is an example of a more completely
developed rift. There the plates have fully separated and the central rift valley has dropped below sea
level.
Visit the Interactive Plate Boundary Map to explore satellite images of divergent boundaries between
continental plates. Two locations are marked within the rift valley of East Africa and another location is
marked within the Red Sea.
Effects that are found at this type of plate boundary include: a rift valley sometimes occupied by a long
linear lakes or a shallow arm of the ocean, numerous normal faults bounding a central rift valley and
shallow earthquake activity along the normal faults. Volcanic activity sometimes occurs within the rift.
(All Text) Source: http://geology.com/nsta/convergent-plate-boundaries.shtml
Handouts
Graphic Organizer
Checklist
Checklist for Comic Life
~*You Must Complete the Following*~
1.) ___ Graphic Organizer has been filled out
2.) ___ Shared ideas with class (Think-Pair-Share)
3.) ___ There are three different types (boundary zones) of clay
models
4.) ___ Graphic Organizer has positive feedback on it
5.) ___ Students have a Comic Life
6.) ___ Photographs of clay models
7.) ___ Comic Life is colorful, organized, grammatically
correct, handed in on time, and finished.
8.) ___ Blog entries were maintained
9.) ___ Now give yourself a pat on the back! Great job!