Download Unit B: Geology of the Seafloor

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