Download Plate Tectonics OmniGlobe Lesson Plan Grade / Class / Subject

Plate Tectonics
OmniGlobe Lesson Plan
Grade / Class / Subject: High school 9th Grade Geophysical Science (Earth Science)
Lesson Time: 4 - 60 min lessons to be given over the course of 1 week
Unit / Theme: Plate tectonics
2010 Colorado State Standards:
3. Earth Systems Science : 3. The theory of plate tectonics helps to explain geological, physical, and
geographical features of Earth
Essential Question: Content Objective(s):
How does the theory of Plate Tectonics explain the geographical features of the Earth?
Lesson Delivery:
Overview:
This content could be delivered in two ways depending on access to the Omni Globe. If you have the OG
all week use option 1. If you only have the OG for a day, use option 2.
Option 1 : Full OG integration
Day 1: Earth structure
Savage earth “web quest”
All Cracked up “lab”
OG- Earth structure slide (need to make)
Option 2: OG for only one day
Day 1: Earth structure
Savage earth “web quest”
All Cracked up “lab”
Day 2: Plates and plate tectonics
Theory of plate tectonics “web quest”
Day 2: Plates and plate tectonics
Theory of plate tectonics “web quest”
Snickers/Milky Way demonstration
Day 3: Plates and plate tectonics: Omni Globe
Presentation
OG-Earth plates
OG-Earth quakes
OG- volcanoes
OG- overlay previous two and discuss how
they occur along boundaries
Day 4: Pangea and plate movement over time
Pangaea “web quest”
OG - Pangaea past animation
OG - Future animation (find or make)
Day 3: Snickers/Milky Way demonstration
Pangaea “web quest”
Day 4: OG- Demos
OG- Earth structure slide (need to make)
OG-Earth plates
OG-Earth quakes
OG- volcanoes
OG- overlay previous two and discuss how
they occur along boundaries
OG - Pangaea past animation
OG - Future animation (find or make)
Page 1 of 10
Created by: Dimi Reed FHS
Note: All of the websites used in this “lesson” lend themselves to be printed and used offline if you
do not have ready access to a computer lab or computers.
Day 1:
Material Needed:
Copies of Savage earth WQ.
1 hardboiled egg and 1 marker for each group
A knife for the teacher to use to cut eggs in half
Notes: For the All cracked up lab see the teacher notes.
These can be presented in reverse order. You can use the egg lab as an intro or you can use it to back up
the knowledge gained in the reading.
Day 2:
Materials needed
Copies of plate tectonics WQ
Snickers/Milkyway candy bars for class
Notes: For the candy bar demo, see the teacher notes. Again these can be presented in reverse order.
Day 3;
Materials needed
None
Notes: Show slides then either as you show the slide or after you are done, have students write a reaction
to what they saw on the Omni gGobe., either in a science journal or as a separate assignment.
Day 4:
Material needed
Copies of Pangaea WQ
Notes: Show the Pangaea Animations. have students write a reaction to what they saw on the Omni
Globe, either in a science journal or as a separate assignment.
Page 2 of 10
Created by: Dimi Reed FHS
Savage Earth Web Quest
Name ________________
Go to http://www.pbs.org/wnet/savageearth/hellscrust/index.html and answer the following
questions. I expect you to be working the whole time. If you finish these questions, feel free to explore
other sections on this site. DO NOT go to other sites or use Google to search!
Hell’s Crust: Our ever-changing planet
1. Describe the crust of the earth.
2. Draw a picture modeling the interior of the earth. Be sure to include labels and distances. (hint
click on the hot zones link)
3. What is a subduction zone?
4. What is a collision zone?
5. What might the core of our planet be like? How do you know this?
6. Do earth quakes only occur at plate boundaries? Explain why or why not.
Page 3 of 10
Created by: Dimi Reed FHS
All Cracked Up Lab: Teacher’s Notes
http://www.sd393.k12.id.us/wjshs/science/earthscience.htm
Many of the objects scientist study, like planets or atoms, are too big or too small to work with by hand.
Too sole this problem, scientists build scale model, like shrinking a planet down to the size of a basketball
or blowing an atom up to the size of a baseball. Scale models make objects easier for scientists to study,
and they also make it easier to learn about the patterns that can be found in nature.
Good models usually focus on only several parts of the object that is being studied. A model car, for
example, shows it shape and appearance but no how the engine works. A classroom globe shows
national boundaries but not what kind of rocks make up Earth’s surface.
Different kinds of scale models serve different purposes. Geologists sometimes build scale models to
study Earth. In this activity, you will examine several geological models of Earth to learn more about
some of Earth’s important features.
One important aspect of Earth that scientists have studied extensively is it interior. Through a variety of
techniques, scientists now believe that Earth consists of several geological layers. These layers are all
different in their composition and characteristics. Earth’s outer layer is the crust, and the crust is stiff
and brittle. The crust is made of a wide variety of chemical elements and compounds. Beneath the crust
is the mantle, which is composed of materials that are denser than those of the crust. Although the
mantle is composed of solid rock, it is not brittle like the crust. The mantle’s characteristics are unique
and important in explaining many geological events we observe on Earth’s surface.
The outer region of Earth (the crust and upper part of the mantle) is divided into sections called plates.
Very slow movement of these plates has been observed, and their movement is the result of forces
occurring deep within Earth.
Beneath the mantle are the outer core and inner core. Scientists have strong evidence to suggest that the
outer core is composed of hot, molten liquid metals (mostly iron and nickel). Scientists believe the inner
core to be solid and, like the outer core, mostly made of iron and nickel.
Page 4 of 10
Created by: Dimi Reed FHS
All Cracked up Lab
Name _______________
Material Needed: 1 hardboiled egg and 1 marker
Procedure: Follow the steps below carefully, and answer the questions as given. Be sure to use
responsibility with all given materials.
1. Obtain and egg from your teacher. In the space below, write your description of the outside of the egg.
What part of the Earth does the shell represent in this egg model?
2. Tap the egg GENTLY on the table, then partially ROTATE the egg and tap it GENTLY on the table
again. Describe the appearance of the shell.
3. Use the tip of a marker to outline the pattern of cracks. What part of the crust is represented by the
spaces between the cracks?
4. The teacher will cut the egg in half for you. Once this has happened, examine the inside of the egg.
Record your observations in the space below.
Page 5 of 10
Created by: Dimi Reed FHS
5. Make a dot in the center of the yolk with your marker. What part of the Earth’s structure does the dot
represent?
6. What parts of the Earth’s structure are represented by the egg white and the egg yolk?
7. Sketch the cross section of your egg visible after it was cut.
a) On the left side of your sketch, label the parts of the egg.
b) On the right side of your sketch, use the egg as a model for the structure of the earth and label
the mantle, inner core, outer core, crust and crustal plates.
8. Look up the terms lithosphere and asthenosphere in a dictionary or on the web. Define these terms
Lithosphere
Asthenosphere
9. Explain how the terms lithosphere and asthenosphere are related to the parts of the earth studied in
this activity.
10. Overall on a scale of 1-10 I rate this activity a _______________. My suggestion for how to make it better
is:
Page 6 of 10
Created by: Dimi Reed FHS
The Theory of Plate Tectonics
Name ________________
Complete this web quest to the best of your ability. All of the links are listed on the Academy web page
http://www.inetteacher.com (search for Linda Wilkinson) You will also find the web addresses to all the
web pages listed below. Answer all questions in complete sentences!
Site 1 http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html
1. What is the theory of plate tectonics?
2. What new information led to the theory of plate tectonics?
3. About how fast do the plates move in relation to each other each year?
4. What is it called when two plates meet?
Site 2 http://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.html
1. What are convergent boundaries?
2. What occurs when a continental and oceanic plate collide?
3. When an oceanic plate digs into Earth's hot interior, what occurs?
4. How were the Andes Mountains in South America formed?
Page 7 of 10
Created by: Dimi Reed FHS
Site 3 http://www.cotf.edu/ete/modules/msese/earthsysflr/plates3.html
1. What are divergent boundaries?
2. Explain how volcanoes form in the central valley of a divergent boundary?
3. How much does the Atlantic Ocean widen per year due to divergent boundaries?
Site 4 http://www.cotf.edu/ete/modules/msese/earthsysflr/plates4.html
1. What are transform boundaries?
2. What could happen to a stream bed that is split by a transform boundary?
3. Name one of Earth's most famous transform boundaries? Where is it located?
4. True or False? Do to transforming plates, Los Angeles will break away from California.
Explain your answer.
Page 8 of 10
Created by: Dimi Reed FHS
Teacher notes Candy bar Intro activity: Snicker's Science (T.Trimpe, Havana Junior High, Havana, IL)
Illinois Learning Standard: 12.E.3a
An easy and tasty way to illustrate plate tectonics is using candy bars, such as Snickers or Milky Way.
Have students wash their hands before starting this activity! They should use a fingernail to make a few
breaks in the "crust" or top of the candy bar. To illustrate tension (associated with normal faults) have
them gently pull on the edges of the candy bar. They will notice that the "plates" move apart to reveal the
caramel/nuts or "asthenosphere". To illustrate the force of shearing (associated with lateral fault) have
the students push the plates back together, then slide one half of the candy bar forward and the other
backwards. To illustrate the force of compression (associated with reverse and thrust faults) have the
students push on both ends of the candy bar to squeeze it together. They should notice the plates
colliding and possible see one slide over the top of another. This simple activity is a great discussion
starter for any lesson on plate tectonics!
http://sciencespot.net/Pages/classearth.html#Anchor-49575
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Created by: Dimi Reed FHS
Pangaea: Plate moment over time
Name ____________________
Go to the web page http://pubs.usgs.gov/gip/dynamic/historical.html and answer the following questions.
1. Explain the theory of plate tectonics.
2. What was Pangaea?
3. How long ago did Pangaea break up?
4. How did the theory of plate tectonics develop?
5. How did the scientists apply the scientific method to develop the theory of plate tectonics?
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Created by: Dimi Reed FHS