Download Evidence for Plate Tectonics and the Formation of Crustal Features

Grade 8
Science
Unit: 07
Lesson: 01
Suggested Duration: 8 days
Evidence for Plate Tectonics and the Formation of Crustal Features
Lesson Synopsis:
In this lesson, students will describe the historical development of evidence that supports plate tectonic theory. Students
will relate plate tectonics to crustal feature formation, and describe how Newton’s law of action and reaction applies to
Earth’s tectonic activities.
TEKS:
8.9
8.9A
8.9B
8.6
8.6C
Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:
Describe the historical development of evidence that supports plate tectonic theory. Supporting Standard
Relate plate tectonics to the formation of crustal features. Readiness Standard
Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The
student is expected to:
Investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of actionreaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket
launches. Readiness Standard
Scientific Process TEKS:
8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
8.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and
predict trends.
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving
to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
8.3A
In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical
reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those
scientific explanations, so as to encourage critical thinking by the student.
Relate the impact of research on scientific thought and society, including the history of science and contributions of
scientists as related to the content.
8.3D
8.4
8.4A
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter
sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances,
microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as
needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
• Create a timeline that shows the sequence of the key events and/or discoveries in the development of plate
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tectonic theory. Include the names of the scientists involved. (8.3A, 8.3D; 8.9A)
5B, 5F
Create a cause-and-effect graphic organizer to describe how mountain ranges, ocean trenches, the Ring of Fire,
ocean ridges, and rift zones are formed and how they are related to plate tectonics. (8.2E; 8.9B)
1C; 5G
Key Understandings and Guiding Questions:
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Many scientists have contributed to the theory of plate tectonics.
— What is a theory?
— What makes a theory accepted or not accepted?
— What is the theory of plate tectonics?
— How does historical evidence support the theory of plate tectonics?
Some crustal features on the land surface and beneath the ocean are caused by plate movement.
— What are crustal features?
©2012, TESCCC
06/31/13
page 1 of 12
Grade 8
Science
Unit: 07 Lesson: 01
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How are crustal features related to plate tectonics?
How does Newton’s law of action and reaction apply to Earth’s tectonic activities?
Are there patterns of volcanic activity caused by plate movement? Explain.
Are underwater and land surface mountains formed by the same plate movement? Explain.
Vocabulary of Instruction:
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Pangaea
theory of plate tectonics
continental drift
sea floor spreading
convection currents
subsidence
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boundary
convergent boundary
divergent boundary
transform boundary
rift
ridge
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trench
fault
theory
subduction zone
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
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Handout: Pangaea Puzzle (see Advance Preparation, 1 half sheet per student)
Teacher Resource: Pangaea Puzzle KEY (1 for projection)
Teacher Resource: Pangaea Movement (1 for projection)
Teacher Resource: Structure of the Earth (1 for projection)
Handout: Scientist Theory and Evidence (see Advance Preparation, 7 half sheets per student)
Teacher Resource: Theory Development
Teacher Resource: Evidence for Plate Tectonics (for projection)
Teacher Resource: Performance Indicator Instructions 01 KEY (1 for projection)
Handout: Plate Boundary Movement (1 per student)
Teacher Resource: Plate Boundary Movement KEY
Teacher Resource: Plate Boundaries Card Sort (see Advance Preparation, 1 set per group)
Teacher Resource: Plate Boundaries Card Sort KEY (1 for projection)
Teacher Resource: Stations: Plate Boundary Model (see Advance Preparation, 1 per set of 5 stations)
Teacher Resource: Templates for Station Models (see Advance Preparation)
Teacher Resource: Plate Boundaries Notes Template (1 for projection)
Teacher Resource: Crustal Features and Plate Boundaries Card Sort (see Adv. Prep., 1 per group)
Teacher Resource: Crustal Features and Plate Boundaries Card Sort KEY (1 for projection)
Teacher Resource: Crustal Features and Plate Boundaries Notes Template (1 for projection)
Teacher Resource: Plate Boundaries (1 for projection)
Teacher Resource: Ring of Fire (1 for projection)
Handout: Cause and Effect (1 per student)
Teacher Resource: Cause and Effect KEY
Teacher Resource: Performance Indicator Instructions 02 KEY (1 for projection)
Advance Preparation:
1. Prior to Day 1, copy the Handout: Pangaea Puzzle, and cut it in half (1 half sheet per student). Be prepared to
provide a small, resealable, plastic bag to each student.
2. Prior to Day 3:
• Arrange for access to student computers/Internet for research.
• Copy the Handout: Scientist Theory and Evidence, and cut it in half (7 half sheets per student). There are
two information collection blocks on the handout.
3. Prior to Day 5:
• Copy the Teacher Resource: Plate Boundaries Card Sort on cardstock, laminate, cut apart, and place in
resealable, plastic bags. You will need one set of cards per group.
• Cut construction paper sheets (9”x12”) into one-fourths. You will need ¼ sheet per student.
©2012, TESCCC
06/13/13
page 2 of 12
Grade 8
Science
Unit: 07 Lesson: 01
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Prepare plate boundary station models following instructions on the Teacher Resource: Templates for
Station Models.
• Collect and assemble all materials for the stations. Station 5 - Consider drawing a scene with structures, a
river, mountain, or road so students can see the impact of the movement. Duplicate stations may be set up to
accommodate smaller group sizes.
• Copy the Teacher Resource: Stations: Plate Boundary Model on cardstock, laminate, and cut apart (1 set
of cards per 5 stations).
4. Copy the Teacher Resource: Crustal Features and Plate Boundaries Card Sort on cardstock, laminate, cut
apart, and bag. You will need one set of cards per group.
• Locate and download a district approved interactive satellite map showing plate boundaries.
5. Prepare attachment(s) as necessary.
Background Information:
This lesson bundles student expectations that address the historical development of evidence that supports the theory of
plate tectonics and crustal formations caused by plate movement.
During this lesson, students will be introduced to the historical development of evidence that supports plate tectonic
theory. Students will relate plate tectonics to crustal feature formation. Students should develop an understanding that
scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the devising of
hypotheses and explanations to make sense of the collected data. After this unit, plates are not addressed again in Grade
8.
The force and motion focus of this lesson should be on the action forces and the reaction forces when plates move,
whereas the cause and effect focus should be on the relationship between plate tectonics and the formation of crustal
features (TEKS 8.6C). Newton’s law of action and reaction is not a cause/effect relationship, but rather force pairs acting
simultaneously.
STAAR Notes:
The historical development of evidence supporting plate tectonic theory (8.9A) will be assessed as a Supporting Standard
under Reporting Category 3: Earth and Space on the STAAR Grade 8 Science Assessment. The relationship of plate
tectonics to crustal formation (8.9.B), identification of erosional features through topographical maps and satellite views,
and prediction of the reshaping of those features by weathering (8.9C) will be assessed as Readiness Standards under
Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Pangaea Puzzle
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Display a picture of the Earth, a world map, or hold up a globe.
Ask:
• Has the Earth always looked like this? Accept reasonable answers.
Students may be aware of a supercontinent that existed in the Earth’s
past.
2. Distribute the Handout: Pangaea Puzzle.
Say:
• The continents shown on the Pangaea Puzzle are not to scale.
They are in the approximate location as present day continents.
• Label the continents. Some large islands, such as Madagascar
and Greenland, are not included.
©2012, TESCCC
06/13/13
Materials:
• globe, world map, or photo of Earth
(1 per teacher)
• scissors (1 per student)
• resealable plastic bags (see
Advanced Preparation, 1 per
student)
Attachments:
• Handout: Pangaea Puzzle (see
page 3 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
3. Distribute scissors to each student.
• You are to cut apart the continents and then form a
supercontinent. A supercontinent describes a large landmass
formed by all the continents coming together.
• You will be forming the supercontinent, Pangaea. Evidence
supports the theory that Pangaea may have existed
approximately 225-260 million years ago.
• Pangaea is from the Greek origin and means “all lands”. The word
can be spelled as Pangaea or Pangea.
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Advance Preparation, 1 half sheet
per student)
Teacher Resource: Pangaea
Puzzle KEY (1 for projection)
Instructional Notes:
Continental drift theory, major tectonic
plate identification, and Earth’s structure
were addressed in Grade 6. Material in
this lesson will include a review as
necessary.
4. Monitor and assist students as they label the continents, cut out, and then
construct their supercontinents.
5. As students finish, project the Teacher Resource: Pangaea Puzzle KEY.
6. Allow students to adjust their supercontinent, if necessary, and check for
accurate labeling of the continents.
Misconception:
• Students may think that the
continents are now in a fixed
position.
7. Instruct students to title a page in their notebooks, “Pangaea”.
8. Instruct students to sketch or trace the outline of their supercontinent into
their science notebooks. Instruct students to remove one piece at a time
and finish the outline of that continent by tracing around the remaining
piece(s).
Science Notebooks:
Students sketch or trace the outline of
the supercontinent Pangaea in their
science notebooks.
9. Distribute a resealable, plastic bag to each student. Instruct students to
place continent pieces in the bag for later use. Students should attach the
Continental Puzzle Piece bag to their notebooks for safe keeping.
10. Ask students to justify their placement of certain continents. Answers may
vary. The main idea of the answers should be that some edges of some of
the continents seem to fit together “like a puzzle.”
11. Ask student volunteers to share ideas on how the continents are able to
move. Answers may vary. Acknowledge all answers at this point.
EXPLORE/EXPLAIN – Plate Tectonics
Suggested Day 2
1. Project the Teacher Resource: Pangaea Movement. Point out the
directional arrows that indicate the general direction of each continent’s
movement.
2. Instruct students to reform Pangaea from the continents in their
Continental Puzzle Piece bag. They may refer back to the tracing done
during the ENGAGE activity.
3. Say:
• Look at the projected supercontinent. The arrows show the
general direction of movement of the continents.
• Move the plates to their approximate location today.
4. Instruct students to title a page in their notebooks, “Current Position”.
5. Instruct students to sketch or trace the outline of each continent into their
science notebooks. Instruct students to remove pieces one at a time after
tracing around each, and label the names of the continents on the sketch.
©2012, TESCCC
06/13/13
Materials:
• Continental Puzzle Piece bags
(previously distributed, 1 per
student)
Attachments:
• Teacher Resource: Pangaea
Movement (1 for projection)
• Teacher Resource: Structure of
the Earth (1 for projection)
Instructional Notes:
Make the globe, world map, or Earth
photo used in the ENGAGE portion
available for students to use to arrange
page 4 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
Place continent pieces back in the plastic bag.
the continents in their current positions.
6. Ask:
• What is the theory of plate tectonics? The theory of plate tectonics
provides an explanation for how the continents can move. According
to this theory, Earth's outer crust is divided into several plates. These
plates consist of the crust and a small amount of the underlying
mantle. The plates move due to convection currents within the mantle.
7. Instruct students to record the answer in their notebooks.
8. Ask:
• What is a theory? A well-researched idea or thought that has a
substantial amount of evidence to support it. It can still be further
researched and possibly disproved.
• What makes a theory accepted or not accepted? Evidence to
explain the phenomenon is necessary to have a theory accepted.
9. Activate prior knowledge from Grade 6 about the structure of the Earth
(inner core, outer core, mantle, crust, asthenosphere, and lithosphere).
Ask:
• Which layer of the Earth would contain the plates? (Lithosphere)
• On which layer do the pieces of the lithosphere float?
(Asthenosphere)
• What causes the movement of the plates? (Convection)
Asthenosphere is difficult for students to
comprehend. They often confuse it with
lithosphere.
Misconception:
• Students may think that the Earth is
molten, except for its crust.
Science Notebooks:
Students record answers to questions,
and sketch or trace the outline of the
current position of each continent into
their science notebooks.
Students sketch the structure of the
Earth in their notebooks during the
review portion of the lesson.
10. Project the Teacher Resource: Structure of the Earth.
11. As a review, instruct students to make a sketch of the structure of the
Earth. See Instructional Notes for a website with additional graphics.
12. Facilitate a discussion, using the following points, to review the structure of
the Earth:
• Inner core
• Outer core
• Lower mantle
• Upper mantle
• Asthenosphere
• Lithosphere
• Crust
• Plates (part of the lithosphere) are carried along on top of the
asthenosphere as it flows because of convection in the mantle.
• The convection is caused by the lower parts of the mantle being
heated by the outer core. This part of the mantle becomes less dense
and rises to the surface. The mantle comes close to the surface of the
Earth, and starts to move horizontally in a parallel motion to the
lithosphere. The lithosphere is then dragged with the motion of the
mantle. The mantle eventually cools, becomes denser, and descends
back down to the lower parts of the mantle.
EXPLORE/EXPLAIN – Theory Development
Suggested Days 3 and 4
Computer Research
1. Distribute seven half sheets of the Handout: Scientist Theory and
©2012, TESCCC
06/13/13
page 5 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
Evidence to each student (see Advance Preparation).
2. Allow students time to research the following scientists and complete an
information collection block for each:
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Abraham Ortelius
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Frederick J. Vine
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Alfred Wegener
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Arthur Holmes
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Harry Hess
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Dan McKenzie
3. Time permitting: (Otherwise, facilitate a large group discussion).
After students have completed the Handout: Scientist Theory and
Evidence, number students 1–7, and assign each student one of the
scientists to discuss. Group the students so that there is at least a 1, 2, 3,
4, 5, 6, and 7 in each group. Each student is now responsible for
discussing their assigned scientist and the others will check their own
research and modify it accordingly.
4. Ask:
• How does historical evidence support the theory of plate
tectonics? Evidence to explain the forces that could cause the
movement of the continents or other physical or geological proof was
necessary to have the theory accepted.
5. Inform students that the focus of their discussion should be on the
evidence that supported the theory and why the theory was or was not
accepted.
6. Monitor and facilitate the group discussions over the evidence that
supported the theories, and direct the discussion to why each theory was
or was not accepted.
7. Instruct students to affix the information collection blocks for each scientist
to their notebooks.
8. Project the Teacher Resource: Evidence for Plate Tectonics.
Ask:
• How can these images be used as evidence to support the theory
of plate tectonics? The distribution of the fossils is evidence that
supports the theory. Unless the continents once were connected, it
would be impossible to have the distribution of this evidence to be as
exactly matched as it is. The mountain ranges and glacial deposits
match up as well.
9. Instruct students to answer the question in their notebooks.
Attachments:
• Handout: Scientist Theory and
Evidence (see Advance
Preparation, 7 half sheets per
student)
• Teacher Resource: Theory
Development
• Teacher Resource: Evidence for
Plate Tectonics (1 for projection)
Instructional Notes:
Research may be done using
computers. Consider setting up seven
research stations around the room.
Provide a couple of laptops at each
station and have the research link
preset.
Use a group discussion strategy to hold
students accountable for their research.
Allowing students the opportunity to
discuss in small groups builds their
confidence and allows them to modify
their answers prior to being graded on
them.
Refer to the Instructional Focus
Document specificity of TEKS 8.9A for
information regarding the evidence
supporting the development of plate
tectonic theory.
Science Notebooks:
Students affix the information collection
blocks to their science notebooks and
record answers to questions as well.
Check for Understanding:
Students explain how the projected
image can be used as evidence to
support the theory of plate tectonics.
Suggested Day 4 (continued)
ELABORATE – Performance Indicator
Performance Indicator
• Create a timeline that shows the sequence of the key events and/or
discoveries in the development of plate tectonic theory. Include the
names of the scientists involved. (8.3A, 8.3D; 8.9A)
5B, 5F
©2012, TESCCC
Materials:
• glue or tape (per group)
06/13/13
Materials:
• paper (construction, 12”x18”, 1
sheet per student)
page 6 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Refer to the Teacher Resource: Performance Indicator Instructions 01
KEY for information on administering the performance assessment.
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markers or colored pencils (per
group)
glue or tape (per group)
Attachments:
• Teacher Resource: Performance
Indicator Instructions 01 KEY (1
for projection)
Engage – Plate Boundaries
Suggested Day 5
1. Inform students today they will be conducting an activity to review their
knowledge about the types of plate boundaries.
2. Distribute all materials for the activity. Instruct students to:
• Use the ruler to find the center of each index card from the top to
the bottom. Place a dot at this point.
• Use the ruler and a marker to draw a straight line across the center of
the card horizontally.
• Place an arrow head at one end of the line on each card.
3. Distribute the Handout: Plate Boundary Movement. (This handout may
assist students in recalling information taught previously.)
4. Instruct students to use index cards to represent the plates and manipulate
the cards to show the three ways their boundaries can interact.
Ask:
• What are the different types of plate boundaries? (Transform,
convergent, and divergent)
5. Instruct students to record their findings in their notebooks and affix the
Handout: Plate Boundary Movement.
6. Instruct students to devise a pocket for storing index cards in their
notebooks by taping ¼ of a piece of construction paper inside their
notebooks. Point out to students that they can use the index cards to
review the types of plate boundary movements.
7. Distribute card sets from the Teacher Resource: Plate Boundaries Card
Sort (see Advance Preparation, 1 set per group of students).
8. Monitor groups and facilitate thinking by asking guiding questions as
students model each type of plate boundary.
9. Project the Teacher Resource: Plate Boundaries Card Sort KEY for
students to check their answers.
Materials:
• index cards (3”x5”, 2 per student)
• ruler (1 per student)
• markers (per group)
• paper (see Advance Preparation,
construction, 9”x12”, ¼ sheet per
student)
Attachments:
• Handout: Plate Boundary
Movement (1 per student)
• Teacher Resource: Plate
Boundary Movement KEY
• Teacher Resource: Plate
Boundaries Card Sort (see
Advance Preparation, 1 set per
group)
• Teacher Resource: Plate
Boundaries Card Sort KEY (1 for
projection)
Instructional Note:
The card sort may be used as a preassessment or a check for
understanding.
Science Notebooks:
Students record three ways plate
boundaries can interact. Students affix
the Handout: Plate Boundary
Movement. Additionally, the index
cards are stored in the notebooks (use a
pocket for card storage).
EXPLORE – Plate Boundary Models
Suggested Days 5 (continued) and 6
1. Inform students that today they will rotate through stations to investigate
different types of plate boundaries (see Advance Preparation and the
Teacher Resource: Stations: Plate Boundary Model and the Teacher
Resource: Templates for Station Models).
Materials:
• blocks (see Advance Preparation,
©2012, TESCCC
06/13/13
page 7 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
2. Divide the class into groups of 3-4 to complete the stations.
3. Discuss the instructions for each station with students, and instruct
students to copy the name of each station into their science notebooks and
to follow the procedures for each of the five stations.
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4. Inform students that they are not to move to another station until you give
them the signal.
5. Instruct students that they are to return all materials to their original
positions for the next group.
6. Allow approximately five minutes per station. After the last rotation,
students will return to their seats and complete any unfinished writing.
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paper, 1 set per Station 1 and 2)
• cardstock
• tape
• marker
divergent boundary model (see
Advance Preparation, 1 set per
Station 3)
• cardboard shoebox with lid
• adding machine tape (1 meter
per model)
composition books (2 per Station 4)
blocks (wood, 2 per Station 5)
Attachments:
• Teacher Resource: Stations: Plate
Boundary Model (see Advance
Preparation, 1 per set of 5 stations)
• Teacher Resource: Templates for
Station Models (see Advance
Preparation)
7. Monitor and assist groups during the rotations.
Instructional Notes:
More than one set of stations may be
set up to allow for smaller group sizes.
Stations 1 and 2 – Wood blocks cut in
the shapes of the model may be
substituted.
Station 5 - Consider drawing a scene
with structures, a river, mountain, or
road on the blocks so students can see
the impact of the movement.
Science Notebooks:
Students record information from each
station in their notebooks.
Misconceptions:
• Students may think that landforms
of similar appearance are formed in
only one manner.
• Students may think earthquakes are
caused only by explosions from
volcanoes.
EXPLAIN
Suggested Days 6 (continued) and 7
1. Project the Teacher Resource: Plate Boundaries Notes Template.
2. Distribute necessary materials for construction of graphic organizers.
Instruct students to construct a 4-tab graphic organizer for taking notes
©2012, TESCCC
06/13/13
Materials:
• paper (copy, 1 sheet per student)
page 8 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
during the discussion of the boundary models stations. Notes should
include boundary type, description, examples, and illustrations.
3. Make the card sets from the Teacher Resource: Plate Boundaries Card
Sort (previously distributed) available to students as they take notes on
their 4-tab graphic organizer.
4. Facilitate a discussion of their findings about each type of plate boundary.
5. Instruct students to record notes on their 4-tab graphic organizer during the
discussion.
6. Project the teacher selected map (see Advance Preparation).
7. Allow students time to record notes between discussing each type of
boundary.
8. Remind students to use the card sets to model the different boundary
movements during the discussion.
Say/Ask:
• Divergent boundaries are areas where two plates are moving
away from each other. When a divergent boundary is first formed
in the middle of a continent, a rift valley will occur (East African
Rift Valley). If this continues to occur, a large rift valley will be
created and water will start to be held there (Red Sea). Eventually
the two sides will continue to separate and new ocean floor will
be made at a Mid Oceanic Ridge (Mid Atlantic Ridge).
• Which station(s) modeled divergent boundaries? (Stations 1 and 2
are models of divergent boundaries.)
• At Station 1, subsidence is occurring. Subsidence is a lowering in
the elevation of land. This lower area usually fills in with water.
An example of this on the earth is the Great Rift Valley in Africa.
• At Station 2, molten material is coming to the surface creating
new crust. This occurs at the Mid-Atlantic Ridge. (Use the models
from Stations 1 and 2 to demonstrate as you discuss.)
• Convergent boundaries are where two plates are moving toward
each other; this can be from two continental plates, two oceanic
plates, or one of each. The geographical features of the area will
vary depending on what two types of plates are colliding. Note*
there is one location on Earth where three plates are colliding in one
location (The Boso Triple Junction offshore Japan).
• Which station(s) modeled convergent boundaries? (Station 3
shows that the crust is pushed up. Station 4 the plates came together.)
• At Station 3, uplift is occurring. Uplift happens when two
continental plates collide. Since both are less dense than the
mantle they are sitting on, they cannot be forced down. The only
place for them to go is up, creating mountain ridges like the
Rockies and the Himalayas.
• At Station 4, subduction occurred. Subduction zones occur when
two plates collide and one plate is forced under the other. The
subducting plate has to be denser or very close to the density of
the mantle and denser than the plate it is being subducted under.
Since continental plates are always less dense than the mantle,
they cannot be subducted. Oceanic plates become denser as they
age. Therefore, the older oceanic plate will be subducted under
the younger oceanic floor.
• Which station(s) modeled subduction zones? (Station 4 is an
©2012, TESCCC
06/13/13
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scissors (1 per student)
glue or tape (per group)
Plate Boundary Card Sort
(previously distributed, 1 set per
group)
Attachments:
• Teacher Resource: Plate
Boundaries Notes Template (1 for
projection)
• Teacher Resource: Plate
Boundaries Card Sort (previously
distributed, 1 set per group)
• Teacher Resource: Plate
Boundaries Card Sort KEY (1 for
projection)
Check for Understanding:
Card sorts may be used to pre-assess
or check for understanding.
Instructional Notes:
Consider modeling the 4-tab graphic
organizer for students.
Science Notebooks:
Students record notes, answer
questions, and affix the 4 tab graphic
organizer to their notebooks.
page 9 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
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Notes for Teacher
example of a subduction zone, a type of convergent boundary.)
Transform boundaries occur when two plates slide past one
another. The two plates are not moving away or toward each
other. Earthquakes are very common, and some uplift can be
found since the transform boundary is not always in a perfectly
straight line.
Which station(s) modeled transform boundaries? (Station 5
illustrates this type of plate boundary.)
Faults form at transform boundaries often causing earthquakes in
these areas. The San Andreas Fault is an example of a transform
boundary.
9. Monitor and assist as students record notes on their graphic organizers.
10. Instruct students to affix their 4-tab graphic organizers to their notebooks.
11. Instruct students to discuss the following questions with a partner and
record their answers in their notebooks.
12. Ask:
• How does Newton’s law of inertia apply to the Earth’s tectonic
activity? The plates stay stable and do not move until there is
enough force built up to move the plates. This movement is seen and
felt as earthquakes.
• How does Newton’s law of force and acceleration apply to the
Earth’s tectonic activity? The greater the force that is built up in the
rock between the plates, the faster the acceleration. This is seen by
the size of the earthquakes that are affecting the land.
• How does Newton’s law of action and reaction apply to the
Earth’s tectonic activity? When two plates collide, plate A will push
on plate B as plate B will push back on plate A with the same amount
of force. The pushing of the plates on one another will result in
mountains and other geographical features.
• What are crustal features? Landforms on the crust of the Earth such
as mountains.
• How are crustal features related to plate tectonics? When the
plates move, the crust can change shape by moving apart, coming
together, or sliding.
13. Facilitate a discussion by asking students to share their answers with the
class.
EXPLORE/EXPLAIN
Suggested Days 7 (continued) and 8
1. Distribute the Teacher Resource: Crustal Features and Plate
Boundaries Card Sort (see Advance Preparation, 1 set per group).
2. Monitor student groups and facilitate thinking by asking guiding questions
as students match cards.
3. Project the Teacher Resource: Crustal Features and Plate Boundaries
Card Sort KEY for students to check their answers. Students should keep
the cards displayed on their tables.
4. Project the Teacher Resource: Crustal Features and Plate Boundaries
Notes Template.
©2012, TESCCC
06/13/13
Check for Understanding:
Interactively questioning students as
they take notes may serve as formative
assessment of boundary types
Attachments:
• Teacher Resource: Crustal
Features and Plate Boundaries
Card Sort (see Advance
Preparation, 1 set per group)
• Teacher Resource: Crustal
page 10 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
5. Instruct students to set up pages in their notebooks according to the
Crustal Features and Plate Boundaries Notes Template structure for
taking notes.
•
6. Project the Teacher Resource: Plate Boundaries and discuss each
feature.
•
7. Instruct students to take notes as you discuss the features identified in the
graphic. They can use the card sort for help.
8. Monitor and assist by asking questions regarding the definitions, boundary
types, and illustrations of the terms.
• Trench – a deep depression of the sea floor caused by the subduction
of one plate under another (convergent)
•
Rift Zones – a large valley shaped area of the earth in which plates of
the earth's crust are moving away from each other, forming a system
of cracks and faults (divergent)
•
Oceanic Ridges – underwater mountain ranges where the crust is
spreading creating new ocean floor (divergent)
•
Underwater Mountain Ranges – long, continuous volcanic chain of
various mountain ranges (divergent) rising from the ocean floor
•
Mountain Ranges on Land – a series or chain of mountains that
are close together and rise 300 m (1,000 ft.) above its surrounding
area (convergent)
•
Fault – a crack in the Earth’s crust where rocks slide past one another.
Different types of faults may form based on direction of plate
movement (divergent, convergent, and transform).
•
Features and Plate Boundaries
Card Sort KEY (1 for projection)
Teacher Resource: Crustal
Features and Plate Boundaries
Notes Template (1 for projection)
Teacher Resource: Plate
Boundaries (1 for projection)
Teacher Resource: Ring of Fire (1
for projection)
Instructional Note:
Note taking should be interactive to
keep students engaged.
Science Notebooks:
Students record Crustal Features and
Plate Boundaries notes and the
answers to questions in their notebooks.
9. Ask:
• Are underwater and land surface mountains formed by the same
plate movement? Explain. (Underwater mountains are caused by
divergent boundaries, whereas land surface mountains are caused by
convergent boundaries.)
10. Allow students to discuss the question with a partner.
11. Ask students to share their answers with the class and record the answers
in their notebooks.
12. Project the Teacher Resource: Ring of Fire. Point out the plate
boundaries and the red dots that indicate volcanoes.
• Ring of fire – volcanoes that are concentrated on the edges of
continents, along island chains, or beneath the sea forming long
mountain ranges. More than half of the world's active volcanoes above
sea level encircle the Pacific Ocean to form the "Ring of Fire."
(convergent)
13. Ask:
• Are there patterns in volcanoes caused by plate movement?
Explain. The Ring of Fire indicates that volcanoes typically form along
the edges of the continents at convergent plate boundaries around the
Pacific Ocean.
©2012, TESCCC
06/13/13
page 11 of 12
Grade 8
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
14. Allow students to discuss the question with a partner.
15. Ask students to share their answers with the class and record the answers
in their notebooks.
ELABORATE/EVALUATE – Performance Indicator
Performance Indicator
• Create a cause-and-effect graphic organizer to describe how mountain
ranges, ocean trenches, the Ring of Fire, ocean ridges, and rift zones
are formed and how they are related to plate tectonics. (8.2E; 8.9B)
1C; 5G
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY Rubric and the Teacher Resource: Cause and Effect KEY for
information on administering the performance assessment.
©2012, TESCCC
06/13/13
Suggested Day 8 (continued)
Attachments:
• Handout: Cause and Effect (1 per
student)
• Teacher Resource: Cause and
Effect KEY
• Teacher Resource: Performance
Indicator Instructions 02 KEY (1
for projection)
page 12 of 12