Download Plate Tectonics Lesson Plan

Plate Tectonics Lesson Plan
Adam Fox
A. Standards Addressed:
Standard ES-3: Students will demonstrate an understanding of the internal and external dynamics of solid Earth.
ES-3.2
Explain the differentiation of the structure of Earth’s layers into a core, mantle, and crust based on
the production of internal heat from the decay of isotopes and the role of gravitational energy
ES-3.3 Summarize theory of plate tectonics (including the role of convection currents, the action at plate
boundaries, and the scientific evidence for the theory).
ES-3.4 Explain how forces due to plate tectonics cause crustal changes as evidenced in earthquake activity,
volcanic eruptions, and mountain building.
(Some of above concepts must be included in follow-up lesson; this lab focuses on basic
understanding of the processes)
B. Performance Objectives:
 Students will be able to recognize that lab activities are a model/simulation of what happens
inside the Earth.
 Students will recognize the three basic types of tectonic plate boundaries, and be able to explain
what happens at each
 Students will be able to draw and label a cross-sectional diagram of the Earth
C. Lesson Plan:
The purpose of this lesson plan is to allow students to explore some of the processes that drive
Plate Tectonics. It is intended to be an introduction to concepts which will be reinforced in a
follow-up lecture.
1. Concept Exploration:
a. Provide a brief introduction about how the Earth is moving beneath our feet. Summarize what
students will do in each section of the lab.
b. Have students work through lab.
i. I broke the class up into groups of 4, and provided each group with the materials for
Part 1 and Part 2. I had two Part 3 set-ups in the back of the classroom and rotated
which groups worked on that part.
ii. For the most part, the worksheet is pretty self explanatory for students. I found that the
groups working on Part 3 generally needed a little more guidance.
-Part 3 Setup:
Take two equal-sized pieces of Styrofoam and bevel the edges on them (this will
make it easier for them to slide). See diagram below for rest of assembly:
Secure weights to Styrofoam by
wrapping string/wire around a popsicle
stick on top of plate
Styrofoam square with hole
poked through the center
Weight (enough to sink Styrofoam
significantly) attached to string/wire
2. Concept Introduction:
a. Part 4 introduces some vocabulary and asks students to label a cross-section of the Earth.
Students are also asked to apply Plate Tectonics vocabulary words to describe the activities
in Parts 1-3.
b. Part 5 requires internet access. It may be done by lab groups if computers are available or by
the class as a whole using a digital projector. Randomly assign each student an event from
the second page of the worksheet.
f. I recommend that the following class period should include a lecture to solidify what students
learn about tectonic processes and to explain Plate Tectonics in further detail.
Other notes: Play-Doh was unexpectedly re-usable. I had assumed that it would get pretty muddled up
by each lab group, but if the students aren’t too rough with it, colors can be separated. Additionally, I
may attempt Parts 1 and 2 with three layers of Play-Doh next time I run this lab.
Adapted from:
http://neogeo.kent.edu/activities/NEOGEO-plate%20boundaries.pdf
Name______________________________ Date_______________ Group________________
Plate Tectonics
The ground beneath our feet is moving! You might not notice it, but our continents and ocean floors
move in relation to each other at a rate of about 1 inch per year, the same rate at which your fingernails
grow. The theory describing how parts of the Earth move and interact is called Plate Tectonics. Today
we will explore some of the processes that drive Plate Tectonics.
Materials:
-Play-Doh (2 Colors)
-Styrofoam, String, Mass Weights, Bin of Water
Each color of Play-Doh represents a different type of rock unit.
Part 1:
1. Using the two different colors, create a block with 2 “rock unit” layers.
2. Draw an illustration of your rock units. Include color names and label the
oldest and youngest layers.
3. Using the cutting tool, cut your block in half so you have two sections of
“rock,” each with 2 layers.
4. With the two halves together, slide them past each other in opposite directions,
as shown below.
5. Describe in your own words what happens to the blocks.
6. If your Play-Doh block represented the Earth’s crust, what would be happening to the ground
under your feet? Imagine what you would see if you were standing on top of the block?
Part 2:
You will use your Play-Doh rock unit created in Part 1.
7. Flatten out your rock layers so they look like your drawing in Question 2.
8. Align the two sections of “rock” and push them together as indicated below.
9. Draw a picture showing what happened to the rock layers.
10. If your Play-Doh block represented the Earth’s crust, what would be happening to the ground
under your feet? Imagine what you would see if you were standing on top of the block?
11. Separate the different colors of Play-Doh and place them back in the correct containers.
Part 3:
3A. Density Review
12. What is density? How is it calculated?
13. What happens when you place a denser liquid in a less dense liquid?
14. What happens when you place a less dense object in a more dense liquid?
3B. Activity
15. Place two pieces of Styrofoam in the middle of the container of water. What
happens to the Styrofoam in the water? Explain in terms of density.
Gently push the two pieces of Styrofoam together.
17. Describe what happens upon impact.
18. Do you think the two pieces of Styrofoam the same density? Explain your answer.
We will now change the densities of the two pieces of Styrofoam. Attach weights to one piece of
Styrofoam.
19. Gently push the two pieces of Styrofoam together. Describe what happens upon impact.
20. What causes this to occur? Explain in terms of density.
Part 4: Vocabulary



Core – The core is composed mainly of iron, nickel, sulfur, oxygen and possibly uranium.
There are really two cores:
o Inner Core - (solid) is about 4300oF
o Outer Core - (liquid) around the inner core.
Mantle – the mantle is the layer between the Earth’s core and crust.
o The inner layer of the mantle is solid.
o The outer layer of the mantle is plastic. This means it’s a partially melted solid.
Crust – The crust is the thin, rocky brittle outer coating of the Earth, including both continents
and seafloors.
o Continental Crust – The land crust of the earth. Most continental crust is very old.
o Oceanic Crust – The crust underlying the ocean basins. This layer is much thinner than
the continental crust, and is generally younger.
19. Label the diagram below, showing a cross-section of the Earth.
Cross-Section of Earth


Plate Tectonics – The geological theory stating that the surface of the earth is broken into large
plates. The size and position of the plates change over time. It was proposed by Alfred Wegener
in 1912, but was not widely accepted until the 1960s.
Plates – the Earth’s crust is broken into many moving plates. Some plates are very large and
some are much smaller, but each is about 50 miles thick. They move relative to one another an
average of a few inches a year. Plates sit on top of the mantle, and the mantle’s plasticity is what
allows them to move.



Convergent Boundary – Occurs when plates move toward each other.
There are 3 types of convergent boundaries:
o Continental-Continental: both plates buckle, forming mountains.
o Oceanic-Continental: the oceanic plate Subducts (goes underneath) under the continental
plate, forming a Ocean Trenches. The continental plate may also buckle, forming
mountains.
o Oceanic-Oceanic: When two oceanic plates converge, one is denser and will subduct
under the other, forming very deep trenches.
Divergent Boundary – Occurs when plates move away from each other.
o As plates diverge, hot molten rock rises and cools, adding new material to the edges of
the mid-oceanic plates (and forming Mid-Ocean Ridges). This process is known as sea
floor spreading.
Transform Boundary / Transform Fault – Occurs when two plates slide against each other.
20. What type of boundary did Part 1 simulate?_________________________
21. What type of boundary did Part 2 simulate?_________________________
22. In Part 3B. What part of the Earth did the Styrofoam simulate?___________________
What did the water simulate?________________________
23. What type of boundary did you simulate in Part 3?_________________________
24. Ocean crust has a density of 3.3grams/cm3. Continental crust has a density of 2.7grams/cm3.
Using density, explain what will happen when these two types of crust come together.
Part 5: Global Application
25. You know that the earth is moving at plate boundaries. What features might you expect to find
closely related to plate boundaries? (Take a guess!)
Go to http://www.uky.edu/AS/Geology/howell/goodies/elearning/module04swf.swf
26. Look at the world map. First view the Volcanoes layer, and then view the Earthquakes layer.
What do you notice about how the locations of these features relate?
27. Now view the Boundaries layer. How do the plate boundaries relate to the positions of most
earthquakes and volcanoes?
28. Find one example of a Transform plate boundary.
(Hint: Use the Velocity layer to see what direction the plates are moving)
a. Which plates are involved? (Hint: Use the Names later)
b. What geologic feature(s) do you find at the boundary?
c. How does this compare to what you saw in Part 1?
29. Find one example of a Convergent plate boundary.
a. Which plates are involved?
b. What geologic feature(s) do you find at the boundary?
c. How does this compare to what you saw in Part 2?
d. How does this compare to what you saw in Part 3?
30. Find one example of a Divergent plate boundary.
a. Which plates are involved?
b. What feature(s) do you find at the boundary?
c. How old (relatively) must rocks be on the ridge right at the plate boundary?