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Unit B: Geology of the Seafloor Standards Addressed During Unit Overview Students extend their understanding of the seafloor as they learn about its geology. Students study what scientists have discovered about the seafloor and how those concepts have changed over time. Students should be able to make relevant learning connections about the change in the seafloor through studying plate tectonics. Students understand and practice safe research practices in the classroom as they are engaged in laboratory investigations. Fundamental Skills: Background information on challenges of ocean exploration Familiarity with structures of the earth’s crust Science laboratory safety practices Coherence In the grade prior students… Discuss the theories of how the Earth was formed Learn about plate tectonics Use the steps of the scientific method Highlighted Nature of Science Standards SC.912.N.1.1 SC.912.N.1.3 SC.912.N.1.6 SC.912.N.2.5 SC.912.N.3.1 SC.912.N.3.5 SC.912.N.4.1 Unit B: Geology of the Seafloor Unit Essential Question: What processes shape the surface of the Earth? Unit B: Geology of the Seafloor Standards: SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. Students will understand the dynamic processes & interactions that determine the surface features of Earth. Know Do Declarative knowledge: Facts, vocabulary, information. Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts. 1. Earth was formed approximately 4.6 billion years ago and the process of Earth’s formation led to its internal structure. 2. The interaction between atmospheric conditions & geological activity led to the formation of Earth’s oceans. 3. The theory of plate movement has changed over time. 4. Geological forces create, destroy, & move plates. 5. Lithospheric plates have three types of plate boundaries: convergent, divergent, & transform fault. 6. Island chains form from the movement of plates over hot spots. Performance Task: Features of the Ocean Floor 1. 2. 3. 4. 5. 6. Diagram & label a cross section of the Earth Describe the creation & destruction of the seafloor. Compare & contrast the two types of crust. Analyze the development of the theory of plate tectonics. Compare & contrast the three types of plate boundaries. Describe the features of the ocean floor. 7. Describe the formation of the Hawaiian Islands as an example of island hot spots. Students will model and explain the formation of the features of the seafloor along at least 2 different plates. They will label their model with vocabulary from each of the concepts. They would label any boundaries of the plates. CONCEPT: Continental Drift and the Seafloor Sample Scale I can: Score 4.0 o o o o research information regarding Earth’s formation & utilize that information to advance present knowledge about when & how the Earth’s internal layers & surface features formed examine evidence used by scientists to develop the theory of plate tectonics & predict what would have happened if the more technologically advanced evidence was available in Wegener’s lifetime model the various features of the seafloor interpret the findings of modern scientists & technology in regards to the geology of the seafloor Sample Performance Tasks Plate Tectonic Lesson Plans: http://geology.com/teacher/plate-tectonics.shtml Ocean Contour: http://www2.sunysuffolk.edu/lynchp/oCONToc.htm Seafloor Spreading Centers: https://earthref.org/SCC/lessons/2011/seafloorspreading/ o Score 3.0 I can: o o o o Score 2.0 I can: Score 1.0 I can: o o o o o o o o compare & contrast the characteristics of the two (2) types of crust (oceanic & continental) analyze the development of the theory of plate tectonics, and the contributing scientists and their evidence describe the various geological forces/processes that continue to shape the Earth’s crust since its formation, including convection currents & the three (3) types of plate boundaries (convergent, divergent, & transform) draw & label an ocean basin, including the various features of the seafloor describe the formation of Earth’s layers 4.5 billion yrs ago identify the two (2) types of crust (oceanic & continental) draw & label a diagram of Earth’s layers explain what a convection current is label the features of the seafloor given a topographical map & word bank know that Earth’s early formation created its internal layers can label the various layers of Earth and seafloor given a diagram & word bank know that the advancement of technology has helped scientists view the features of the seafloor Inside Earth Webquest: http://schools.cbe.ab.ca/b689/homework/homework/Inside%20Earth%20WebQuest. htm A Model of Sea-floor Spreading: http://www.ucmp.berkeley.edu/fosrec/Metzger3.html Mapping the Ocean Floor: http://oceanexplorer.noaa.gov/edu/curriculum/section2.pdf Seafloor Features: http://www.sophia.org/tutorials/seafloor-features NOAA Learning Objects: http://www.montereyinstitute.org/noaa/ The Earth’s Layers: http://mjksciteachingideas.com/pdf/EarthFoldable.pdf What is Plate Tectonics?: http://mjksciteachingideas.com/pdf/EarthFoldable.pdf Seafloor Block Model: http://www.smusd.org/cms/lib3/CA01000805/Centricity/Domain/1836/Sea%20floor %20Model.pdf Concept: Formation of the Earth SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. Vocabulary Driving Questions: How did Earth’s early formation create its internal layers? What geological processes shaped oceanic basins? Student Investigations: Inside the Earth: http://www.enchantedlearning.com/subjects/astronom y/planets/earth/Inside.shtml inner core, outer core, mantle, lithosphere, asthenosphere, oceanic crust, continental crust, density, ocean basin Student Text: Textbook and other complex text sources: Marine Biology, Castro-Huber, 8th Edition, Chapter 2, pgs 1820 Literature Connections: The Earth Forms http://www.bbc.co.uk/science/earth/earth_timeline/earth_f ormed Concept: Plate Tectonics SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Sample Formative Assessment Task Multiple Choice: Black smokers form as a result of the accumulation of ___. a. Lava b. Biogenous sediments c. Minerals d. Lithogenous sediments Essay: Compare & contrast active & passive margins. Resources Student Misconceptions: Deeper Learning Opportunities: Career/STEM Connections: Except for a few major changes due to large volcanoes that have erupted or meteorites that have struck the earth, environmental conditions have stayed the same throughout the history of the earth Origin of Earth: http://study.com/academy/lesson/the-origin-oflife-on-earth-theories-and-explanations.html Since the time life began, conditions have remained the same in the oceans but have changed on land Driving Questions: How has the theory of plate movement changed over time? What are the geological forces that create, destroy, & move plates?How doe an Student Investigations: Sample Formative Assessment Task Essay: 1. According to the theory of plate tectonics, what happens at divergent, convergent, & transform boundaries? What geological features/activities are found at each boundary? (You may use a 3columned table to answer this question) SC.912.N.1.6 Mountain Maker, Earth Shaker: Describe how scientific inferences are drawn from scientific http://www.pbs.org/wgbh/aso/tryit/tectonics/# observations and provide examples from the content being NOAA Learning Objects: studied. http://www.montereyinstitute.org/noaa/ SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. SC.912.N.4.1 2. What evidence did Wegener use for the theory of continental drift? Why was his theory originally rejected? Vocabulary continental drift, sea- floor spreading, paleomagnetism, fossil record, Pangaea, Panthalassa, plate tectonics, convection currents, convergent boundary, divergent boundary, transform boundary, fault, mid-ocean ridge, subduction Student Text: Textbook and other complex text sources: Marine Biology, Castro-Huber, 8th Edition, Chapter 2, pgs 2132 Literature Connections: “Geologic History of Florida: Major Events That Formed the Sunshine State” by Albert C. Hine “Creating the first map of the world’s ocean floor” Continental Drift and Seafloor spreading http://www.divediscover.whoi.edu/historyocean/continental.html Alfred Wegner http://www.ucmp.berkeley.edu/history/wegener.ht ml Resources Student Misconceptions: Students don’t understand the mechanism that moves the plates. Deeper Learning Opportunities: Robert Ballard Argument for Seafloor Mapping ARGUMENTATION Sourcehttps://www.ted.com/talks/robert_ballard_on _exploring_the_oceans?language=en Concept: Submarine Geology SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.4.1 Driving Questions: How does plate movement result in specific geological features? an object’s state of m Student Investigations: Seafloor Features Modeling: https://seagrant.uaf.edu/marine-ed/curriculum/grade7/investigation-5.html Vocabulary Sample Formative Assessment Task: Multiple Choice: What are island arcs associated with? a. Mid-ocean ridges b. Continental shelves c. Continental slopes d. Deep-sea trenches Essay: How does the hot spot theory explain the creation of island chains well away from plate boundaries? hot spots, trench, abyssal plain, abyssal hill, seamount, guyot, deep sea fan, hydrothermal vent, submarine canyon, Ring of Fire, active margin, passive margin, continental shelf, continental slope, continental rise, atoll, rift valley Resources Student Text: Textbook and other complex text sources: Marine Biology, Castro-Huber, 8th Edition, Chapter 2. Pgs 3238 Student Misconceptions: Deeper Learning Opportunities: Career/STEM Connections: http://oceancareers.com; http://marinecareers.net; http://www2.vims.edu/bridge/search/bridge1out put_menu.cfm?q=career Using Sound in Marine Research: http://www.coseese.org/files/southeast/using_sound_in_marine_re search1.pdf