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Page |1 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 CI554—SU10 Page |2 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)” CI554—SU10 Page |3 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: 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 CI554—SU10 Page |4 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 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. CI554—SU10 Page |5 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 CI554—SU10 Page |6 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. CI554—SU10