Download Unit 7 Lesson 1 Forces that Change the Earth

Campus: Clark Junior High
:
Author(s): Lori Smith and Brent Bellman
Date Created / Revised: November 6, 2014
Six Weeks Period: 2nd six weeks
Grade Level & Course: 8th grade Science
Timeline: 8 days
Unit Title: : Forces that Change the Earth
Stated Objectives:
TEK # and SE
Lesson # 1
Evidence for Plate Tectonics and the Formation of Crustal Features
Content TEKS
8.6: 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.
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)
8.9B Relate plate tectonics to the formation of crustal features (Readiness)
Process TEKS
8.2: 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.
8.3B Use models to represent aspects of the natural world such as an atom,
molecule, space, or geologic feature.
8.3C Identify advantages and limitations of models such as size, scale,
properties, and materials.
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: 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.
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See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Misconceptions
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.
Students demonstrate safe practices as outlined in the Texas Safety Standards.
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Students may think the Earth is molten, except for its crust.
Students may think earthquakes are caused only by explosions from volcanoes.
Students may think that landforms of similar appearance are formed in only one manner.
Students may think the continents are now in a fixed position.
Key Vocabulary
Key Vocabulary
continental drift: the hypothesis that the continents slowly move across Earth’s surface
Pangaea: the name of the single landmass that began to break apart 200 million years
ago and gave rise to today’s continents
fossil: the preserved remains or traces of an organism that lived in the past
mid-ocean ridge: an undersea mountain chain where new ocean floor is produced; a
divergent plate boundary under the ocean
sea-floor spreading: the process by which molten material adds new oceanic crust to
the ocean floor
deep-ocean trench: a deep valley along the ocean floor beneath which oceanic crust
slowly sinks toward the mantle
subduction: the process by which oceanic crust sinks beneath a deep-ocean trench
and back into the mantle at a convergent plate boundary
plate: a section of the lithosphere that slowly moves over the asthenosphere, carrying
pieces of continental and oceanic crust
divergent boundary: a plate boundary where two plates move away from each other
convergent boundary: a plate boundary where two plates move toward each other
transform boundary: a plate boundary where two plates move past each other in
opposite directions
plate tectonics: the theory that pieces of Earth’s lithosphere are in constant motion,
driven by convection currents in the mantle
asthenosphere: the soft layer of the mantle on which the lithosphere floats
convection: the transfer of thermal energy by the movement of a fluid
convection current: the movement of a fluid, caused by differences in temperature,
that transfers heat from one part of the fluid to another
stress: a force that acts on rock to change its shape or volume
tension: stress that stretches rock so it becomes thinner in the middle
compression: stress that squeezes rock until it folds or breaks
shearing: stress that pushes masses of rock in opposite directions, in a sideways
movement
fault: a break in Earth’s crust along which rocks move
normal fault: a type of fault where the hanging wall slides downward; caused by
tension in the crust
reverse fault: a type of fault where the hanging wall slides upward; caused by
compression in the crust
strike-slip fault: a type of fault in which rocks on either side move past each other with
little up or down motion
plateau: a large landform that has high elevation and a more or less level surface
caldera: the large hole at the top of a volcano formed when the roof of a volcano’s
magma chamber collapses
Suggested Day
Instructional Procedures
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
5E Model
Day 1Engage/Explore
Have students watch the Untamed Science Video: Diving Toward
Divergence (this can be found online in Pearson under Chapter 7
video. The Untamed Science crew visits Iceland, where the MidAtlantic Ridge rises above the surface of the ocean, allowing the
crew to take a close look at sea-floor spreading.
Introduce STEMscopes Engage activity 8.9AB:
In this activity students are introduced to Wegener’s proposed
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Materials
Teacher Printout:
Landmasses (1 per
student)
Engage Student
Handout (1 per
student)
1 Scissor (per pair)
theory of Continental Drift and put together a puzzle based on
evidence from land mass shape, fossil evidence, and climate.
Preparation:
Print the Teacher Printout: Landmasses, one-sided and one for
each pair of students. Students will need scissors and a glue
stick.
Before starting the lesson, open a class discussion about the
history of Earth. Ask students if they see any patterns to the
continents. Use this time to determine the knowledge level before
beginning the unit. Students should notice that South America
and Africa look like they could fit together. If they do not, guide
them to this conclusion.
Share with the students the ideas of Alfred Wegener in the early
1900’s:
Alfred Wegener was the first scientist who proposed and found
evidence for the idea that the continents move. Wegener came to
this conclusion after seeing a scientific paper that discussed how
on two separate continents with a large ocean in between the
same types of plant and animal fossils had been found. At the
time, the scientific community could not explain this in any way
other than saying that there must have been land bridges that
connected them and that have since been destroyed or eroded
away.
Wegener was highly criticized for this idea. He knew he needed
to do more research and find more evidence. He then compared
the surface features like mountains and rock types on different
continents. He looked more closely at the fossils to determine
what the climate would be like for the plants and animals. He
found a fossil on Arctic Island that would only grow in a tropical
climate. How did that fossil get there? Was the climate totally
different millions of years ago, or did the continent move?
Wegener put together the continent puzzle he created from all of
his research. He discovered that all the continents used to be
connected! He named this one large landmass Pangaea.
Even with all the evidence he found, he was alone in his ideas.
The scientific community did not accept his Continental Drift. It
was not until 40 years later that the idea resurfaced when
technology developed to explore the ocean floor.
In this activity you will re-create Wegener’s puzzle. You will use
the evidence from climate, fossils, and land mass shape to create
Pangaea.
Distribute the Teacher Printout: Landmasses to each pair of
students.
Student Handout
1. What was Wegener’s theory of Continental Drift? What
evidence did he use to support it?
Continental Drift was the idea that the continents move over time.
Wegener based his theory on climate change and fossil
evidence, surface features, and landmass shape.
2. Paste the landmasses together below. Use the legend to
match up the fossils, fossil evidence of climate change,
and the shapes of landmasses.
You might want to walk around and verify locations before having
students glue it down on the Student Handout.
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1 Globe or World Map
(per teacher)
1 Glue, stick (per
pair)
Student handout
STEMscopes engage
activity 8.9AB
Teacher resources
STEMscopes engage
8.9AB
Pearson chapter 7
untamed science
video: Diving toward
divergence
Continents Answer Key
Have students complete the Differentiated Instruction L3
activity listed on page 287 in the teacher edition. Students
will host a short debate toward the end of class or go home
and form arguments for a debate to be had at the beginning
of day 2. Students will be participating in a debate based
purely on information available to people in the early 1900’s.
They will be arguing for or against the idea of Pangea based
on the early 1900’s information.
Day 2 - Explain
Begin by giving students warm up over the continental drift.
Have students read from their Pearson text book pgs 288-289.
Explain that sea-floor spreading adds rock surface to the ocean
floor, pushing older strips of rock outward from the ridge.
Have students complete Figure 3: Evidence for Sea-Floor
Spreading on p. 289 of the text.
Have students read from their Pearson text book pgs 290-291.
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Teach the key concept by explaining that at deep-ocean
trenches, old oceanic rock sinks slowly back into the
mantle, in a process taking tens of millions of years.
Have students read and complete the activity in Figure 4:
The Ocean Floor Conveyor Belt on p. 290 of the text
Check for understanding by having students complete the
lesson quiz on pg 291C Teachers edition.
Have students complete the Differentiated Instruction L3
activity listed on page 289 in the teacher edition.
Students will discuss why sea floor spreading may or
may not be noticed on a daily basis. This can also lead
into a discussion about how sea floor spreading offers
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Materials
Pearson text book
Lesson quiz pg 291C
Teachers edition
evidence that the magnetic north and south pole of the
earth may have switched places over long periods of
time.
Day 3-–
Explore/Explain
Have students complete the Modeling Sea-Floor spreading open
inquiry. This can be found in the student lab manual on pg 102106. Read with students Plan a descriptive investigation. Assist
students win implementing a descriptive investigation.
Refer to the Teacher resources online: Pearson chapter 7 lesson
and labs –Modeling Sea-Floor spreading.
Problem:
How does sea-floor spreading add new material to the ocean
floor?
Read with students.
1. Imagine that you are one of the first geologists to
discover the mirror-image pattern of magnetic stripes in
the sea floor on either side of a mid-ocean ridge. How can
you use basic materials to make a hands-on
demonstration of sea-floor spreading and incorporate the
magnetic stripe phenomenon as evidence of sea-floor
spreading?
2.
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Materials
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Student lab manual
scissors
transparent tape
colored marker
metric ruler
2 sheets of unlined
letter-sized paper
Manila folder or file
Teacher resource
Sea-Floor spreading
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Materials
Pearson Lesson 7.2
Theory of plate
tectonics editable
pres.
Pearson text book
and teacher edition
With your group, make observations by taking a look
3. Use the space on the next page to sketch your model
and write notes for guiding your construction.
4. Use models to represent aspects of the natural world, in
this case the process of sea-floor spreading, by following
these instructions: Have your teacher approve your plan,
then construct and use your model.
5. Make observations regarding how successfully your
model demonstrates sea-floor spreading. Record your
observations in the space provided.
See Teacher Resources for Sea-Floor spreading lab to assist
students creating their investigation and analyzing and
concluding their investigation.
Assign the post lab questions either for in class work or home
work and review with students.
Have students complete the Differentiated Instruction L3
activity listed on page 291. Lead students in a
discussion about the Pacific and Atlantic ocean floors.
Ask students what will happen to these oceans as sea
floor spreading continues.
Students may also complete the Enrich activity listed on
page 291B in the teacher edition.
Day 4-
Teach the key concept by explaining that the theory of plate
tectonics states that Earth’s plates are in slow, constant motion,
driven by convection currents in the mantle. Go over pgs. 292297 in the Pearson book.
Use The Theory of Plate Tectonics Editable pres. in Pearson
Chapter 7.2 to assist students understanding.
After reading with students show students Earth’s Changing
Crust interactivity.
Have students complete Understanding Plate Tectonics Activity
worksheet. This can be found in Pearson online under 7.2
Practice.
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Have students complete the Differentiated Instruction L3
activity listed on page 295 in the teacher edition. Lead
students in a discussion about the Law of Conservation of
Matter and the surface of the earth. If matter is not created
or destroyed, where does the surface of the earth go? How
does the law of conservation of mass apply to the changing
of the earth’s surface?
Day 5 -Elaborate
Teacher will demo Part III: A hot plate and the ring of fire. This
lab can be found in STEMscopes 8.9AB explore- teacher
resources part III. This will model how convection moves the
tectonic plates using a hot plate, tin foil, and water.
Have students answer the questions in the student journal
STEMscopes 8.9 explore Part III.
Have students apply their knowledge to answer the reflection and
conclusions from the Explore 8.9AB lab (even though we did not
perform all labs the students should be able to answer the
questions.
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Materials
STEMscopes 8.9AB
explore student
journal, student
guide, and teacher
guide.
Hot plate
500mL beaker
Foil
Have students complete the Differentiated Instruction L3
activity listed on page 297. Students will make a timeline
outlining the creation of the Himalayan mountains. Have
students present their timelines to the class on day 6.
Day 6 - Elaborate
Explain how stress in the crust change the Earth’s surface,
describe how the three types of faults are formed. explain how
plate movements create new landforms and compare their
features. Copy pg. 299-301 and have students glue into their
journal. Read with students pgs. 298-301.
Demonstrate Modeling Faults Quick lab teacher resource found
in Pearson Chapter 7 under lesson and labs.
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Materials
Modeling faults Quick
lab found in Pearson
3 different colors of
modeling clay
Plastic knife
Have students complete the Enrich worksheet on page 297B
in the teacher edition.
Day 7 - Elaborate
Explain how plate movements create new landforms and
compare their features, and teach volcanic landforms and the
features formed by magma: volcanic necks, dikes, sills, domes,
mountains, and batholiths. Discuss with students pgs 302-305 in
Pearson text book. Copy pgs. 304-305 for students to glue into
their journal.
Have students complete the lesson quiz on pg. 305C in Pearson
text book teacher edition.
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Materials
Pearson text book
Pg. 304-305 for
students to glue into
journals
Lesson Quiz pg. 305C
Pearson Teacher
edition
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Materials
Comprehensive unit
quiz 8.9AB in pshare
3rd six weeks folder
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Materials
Have students complete the Differentiated Instruction L3
activity listed on page 305 and present their findings to the
class.
Day 8-- Evaluate
Day 9 -
Students will take a comprehensive quiz over this unit covering
standards 8.9AB.
This quiz will be located in pshare under 3rd six weeks foldertitled comprehensive quiz 8.9AB
Day 10 -
Accommodations
for Special
Populations
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Materials
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.