Download Non-Trad PA - Layers and Tectonics of Earth

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NONTRADITIONAL PERFORMANCE ASSESSMENT
LAYERS OF THE EARTH & PLATE TECTONICS
SUMMARY:
In this performance assessment, 8th grade earth science students will demonstrate their
knowledge of how the movements of tectonic plates result from interactions among the
lithosphere, mantle and core by creating a Styrofoam model of the earth. On the model, they
will mark in detail the continents, the tectonic plates, and the locations of various types of
tectonic activity. They will slice the model in half and identify the layers of the earth. Finally,
students will research and give a five-minute presentation to the class about a historical
geologic event.
STANDARD TO BE ASSESSED:
Strand 3. Earth and Space Science
Substrand 1. Earth Structure and Processes
Standard 1. The movement of tectonic plates results from interactions among the
lithosphere, mantle and core.
Benchmark 8.3.1.1.1 Recognize that the Earth is composed of layers, and describe
the properties of the layers, including the lithosphere, mantle and core.
Benchmark 8.3.1.1.2 Correlate the distribution of ocean trenches, mid-ocean
ridges and mountain ranges to volcanic and seismic activity.
Benchmark 8.3.1.1.3 Recognize that major geological events, such as earthquakes,
volcanic eruptions and mountain building, result from the slow movement of
tectonic plates.
DESCRIPTION OF THE ASSESSMENT:
MATERIALS NEEDED:
Part I: Oceanic Plates Assessment
 large Styrofoam ball
 pencil
 fine-tipped permanent markers in several colors
 globe for reference
 handouts used in class about tectonic plates
Part II: Layers of the Earth Assessment
 Chef’s knife to slice Styrofoam model in half
 adult supervision
 several large paper clips
Part III: Major Geological Events Assessment
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internet access
DESCRIPTION OF WHAT STUDENTS WILL DO OR MAKE:
Part I: Oceanic Plates Assessment
Each student will have one week to work on this project at home, with time in the classroom given
at the teacher’s discretion.
Directions:
1. Obtain a large Styrofoam ball from a craft store to use for a model of the earth.
2. Draw on the ball the Equator, the Prime Meridian, and the International Date Line.
3. Focusing on one section at a time created by these three dividing lines, and using a globe as a
model, draw the outlines of the seven continents on the ball. Suggestion: start by penciling them
on. When satisfied with their shape and placement, use a Sharpie marker to outline them
permanently.
4. Draw the major tectonic plates of the earth using the handouts we studied in class.
5. Add the directional arrows on the tectonic plates to show their generalized movements.
6. Identify locations at which one could expect to find ocean trenches, mid-ocean ridges, oceanic
mountain ranges, earthquakes, volcanoes, and mountain building activity based on your
knowledge of the movement of tectonic plates. Creativity is encouraged with the method of
marking these items on the model earth. For example, certain colors of marker could show
locations of each type of tectonic event, as long as there is an accompanying color key that fully
explains the model.
GEOLOGIC EVENT
WHERE IT COULD OCCUR
ocean trenches
mid-ocean ridges
Mid-ocean - plates moving away from each other
Mid-ocean - plates moving away from each other
(magma leaks out to form ridges)
Mid-oceans - plates moving toward each other
Anywhere that plates move
Plate boundaries on land
plates moving toward each other
oceanic mountain ranges
earthquakes
volcanoes
mountain building activity
Part II: Layers of the Earth Assessment
1. With adult supervision, slice the model earth in half.
2. On one of the halves, draw the four layers of the earth and label them by name and generalized
composition:
LAYER
NAME OF LAYER
Center of model
Layer surrounding the center
Layer under outer layer
Outer layer of model
“inner core”
“outer core”
“mantle”
“lithosphere”
COMPOSITION OF
LAYER
“solid (nickel)”
“liquid magma”
“viscous magma”
“solid (non-metal)”
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3. Then match the two halves of the earth back up and secure them together with large,
straightened-out paper clips such that they can be taken apart easily to see the layers.
Part III: Major Geological Events Assessment
1. Students will pick one example each from a teacher-created list of real-world examples of
earthquakes, volcanoes, and mountain building events due to tectonic plate movement.
2. Students will research their events at home and give a 5 minute presentation to the class in the
style of a television newscaster answering the following four details about the event.
 mark the location the event(s) on their models
 tell when the event occurred
 discuss the plate tectonic movement that caused the event
 tell about the effects the event had on society
SUMMARY OF ELEMENTS OF THE TASK THAT ALIGN TO SCORING CRITERIA ON
THE RUBRIC AND THE BENCHMARKS FROM THE STANDARD:
Part I: Oceanic Plates Assessment:
Benchmark 8.3.1.1.2 Correlate the distribution of ocean trenches, mid-ocean ridges and
mountain ranges to volcanic and seismic activity.
Part II: Layers of the Earth Assessment:
Benchmark 8.3.1.1.1 Recognize that the Earth is composed of layers, and describe the
properties of the layers, including the lithosphere, mantle and core.
Part III: Major Geological Events Assessment:
Benchmark 8.3.1.1.3 Recognize that major geological events, such as earthquakes,
volcanic eruptions and mountain building, result from the slow movement of tectonic
plates.
SPECIFY COURSE
Grade Level: 8th grade earth science students of average ability
SPECIFY TIME TO COMPLETE THE ASSESSMENT
Part I: Oceanic Plates Assessment & Part II: Layers of the Earth Assessment:
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The models will be made at home and students will be given a week to complete them.
Each completed model will be graded according to the rubric.
Part III: Major Geological Events Assessment:
 Part III will need 15 minutes for the class to choose their events to report on.
 On presentation day, each student will need 5 minutes for his/her newscast.
SPECIFY STUDENT SKILLS PREREQUISITE TO DO THE TASK
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Students know how to conduct research on the internet.
Students have been instructed in basic presentation skills.
Students will have learned about the location and properties of the internal layers of the
earth. Students will also have learned how these layers interact with each other.
Geological phenomenon such as earthquakes, volcanoes, and mountains will also have
been covered including their connection to plate tectonics, relation to plate boundaries,
and effects on resident human populations.
BRIEFLY LIST THE GRADING CRITERIA
Specific expectations
 The students will have already learned about the layers of the earth, plate tectonics, and
the causes and typical locations of major geologic events related to tectonic movement.
 Students will be assessed on their knowledge of Earth’s internal structure and how
different layers of the internal structure interact with each other.
 Students will also need to understand geologic features such as mid-ocean ridges,
oceanic trenches, and mountain ranges correlation to volcanic and seismic activity as
well as plate boundaries.
 Students need to understand how geologic events such as earthquakes, volcanic
eruptions, and mountain building correlate to the slow movement of tectonic plates.
General expectations
 Students can recognize how a model and a globe of the earth represent the earth and
identify locations on each to demonstrate their knowledge.
 Students know how to research a real-world event on the internet.
 Students know how to prepare and present a basic presentation.
 Students have seen a television newscast to use as a model for imitation.
PROMPTS, INSTRUCTIONS, TIPS, OR CONDITIONS TO BE GIVEN TO STUDENTS
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What students will be told
Any printed directions that the students will receive
Part I: Oceanic Plates Assessment & Part II: Layers of the Earth Assessment:
 Students will be aware of the model project since the beginning of the Plate Tectonic
Unit.
 During the unit, students will learn about mid-ocean ridges, oceanic trenches, and
mountain ranges, including where they are located in the world, how they form, how
they relate to plate tectonics, and how they correlate to volcanic and seismic activity
Part III: Major Geological Events Assessment:
 Students will be aware of the Geological Events Presentation since the beginning of the
Plate Tectonic Unit.
 A list of examples of historical earthquakes, volcanic eruptions, and mountain building
events will be provided for students to choose from, enough so that every student can
choose a different event.
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Students will receive a handout with instructions and the four criteria they will need to
learn and present about for their event.
Students are encouraged to use humor to imitate newscasters if they wish.
GRADING RUBRIC
O U T S TA N D I N G
4 P O I N TS
PROFICIENT
3 P O I N TS
A P P R E N TI C E
2 P O I N TS
NOVICE
1 POINT
Student can correlate
the distribution of
ocean trenches, midocean ridges and
mountain ranges to
volcanic and seismic
activity.
Student
correctly
locates every
type of geologic
activity on
his/her model.
Student
correctly
locates
almost every
type of
geologic
activity on
his/her
model, with
1-2 errors or
omissions.
Student
correctly
locates 1-2
types of
geologic
activity on
his/her model
with several
errors or
omissions.
Students
attempts but
fails to
correctly
locate any
geologic
activity on
his/her model.
Student demonstrates
knowledge that the
Earth is composed of
layers including the
lithosphere, mantle and
core.
Student
correctly
identifies all 4
of the layers of
the earth on
his/her model.
Student
correctly
identifies 3 of
the layers of
the earth on
his/her
model.
Student
correctly
identifies 1-2
of the layers
of the earth
on his/her
model.
Student
attempts but
fails to
correctly
identify any of
the layers of
the earth on
his/her model.
Student can describe
the properties of the
layers of the Earth.
Student
correctly
describes the
properties of all
four layers of
the earth on
his/her model.
Student
correctly
describes the
properties of
3-4 layers of
the earth on
his/her
model.
Student
correctly
describes the
properties of
1-2 layers of
the earth on
his/her
model.
Student
attempts but
fails to
correctly
describe any
of the
properties of
any of the
layers of the
earth on
his/her model.
Student demonstrates
knowledge of how
major geological events,
such as earthquakes,
volcanic eruptions and
mountain building,
result from the slow
Student
correctly
described all 4
of the points
required in the
newscast
presentation.
Student
adequately
described 3
of the points
required in
the newscast
presentation.
Student
adequately
described 1-2
of the points
required in
the newscast
presentation.
Student did
not
adequately
research the
event and/or
did not
adequately
C R I TE R I A
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C R I TE R I A
movement of tectonic
plates.
O U T S TA N D I N G
4 P O I N TS
PROFICIENT
3 P O I N TS
A P P R E N TI C E
2 P O I N TS
NOVICE
1 POINT
cover any of
the points
required in
the newscast
presentation.
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