Lesson Plans – Earth’s Layers and Plate Tectonics
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Lesson Plans – Earth’s Layers and Plate Tectonics
Objectives – Students will be able to: E2.2A Describe the Earth’s principal sources of internal and external energy (radioactive decay, gravity, solar energy – also extraterrestrial impacts) – section 6.2. E2.2C Describe the natural processes in which heat transfer in the earth occurs by conduction, convection, and radiation (motion of plates is due to convection currents in mantle) – section 6.2. E3.1B Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks – section 6.4. E3.2A Describe the interior of the Earth (in terms of crust, mantle, inner and outer cores) and where the magnetic field of the Earth is generated - section 6.1 (especially convergent and divergent plate boundaries) E 3.2C Describe the differences between oceanic and continental crust (including density, thickness, age, composition) – sec 6.1-6.4. E3.3A Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface. (6.1-6.4) E3.3B Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that results from their increased density – section 6.2. E 3.3C Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance – section 6.3. E3.4A Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries Use at start of unit next time (16-17): Log: Look at the image of the earth that is up on the screen and describe what you see (well enough so that another person can try to visualize it by using your description). The earth now looks a lot different than this recreation of what scientists believe it looked like about 250-270 million years ago, propose a way in which the earth may have changed to look like it does today. Classwork: Hand out textbooks and textbook condition assessment forms while students complete the log question. 8th graders get their book from last year. All students must complete (or verify) a condition assessment document, get it signed by their parent/guardian, and return the sheet by Wed, 12 Dec. Introduce earth’s layers and plate tectonics. Put name in textbook – this means YOU! Discuss log. Introduce concept of plate tectonics, relate to structure of the earth’s interior. Begin Earth’s Layers Foldable (complete between today and tomorrow, quiz on Thurs). Homework: Get book assessment sheet signed by Wed. Get (or make) a cover for your textbook by 17 Dec. Vocab (Mon – Wed): 17 Oct 2014: Classwork: Use textbook to begin the Layers of the Earth flipbook. Be sure to put any distances in both km and miles. Vocab (17-21 Oct): Pangaea, crust, mantle, inner core, outer core, lithosphere, asthenosphere, convection currents. 20 Oct: Classwork: Finish the Layers of the Earth flipbook. Use pages 88-91 of the class set of “Inside the Restless Earth” textbooks to add to your info from your textbook. Classwork/Homework: RSG 8.2, Sec Rev, P. 189 probs 1-3 Homework: Play “Earth’s Layers” game (number 11768) at www.reviewgamezone.com if you have time. Otherwise, you can do it from home. 21 Oct: Enviro Club meets today from 3-4:30pm. You must be picked up promptly at 4:30pm or you risk being excluded from the club. Classwork: Help with yesterday’s homework as needed. Discuss flipbook. Add details from Princeton Prof’s study of the composition and thickness of the mantle. Discuss amorphous solids, temp and pressure impact on “mineral” perovskite to make lower mantle a solid, definition of minerals, reasons we believe inner core is solid and outer core is liquid, density and layering of the earth. Perovskite’s current/future use in solar panels. Vocab: Amorphous, viscous, density, mineral Homework: “Quiz” sheet from Bill Nye Crust movie – used as a review/check for understanding, not a grade (quiz section). “Why Was the Earth so Hot?” (e.e.) reading passage and 6 related questions. Due: Flipbook on Earth’s Layers, with today’s added notes 22 Oct: Log: What does density apparently have to do with the current setup of the layers of the earth? Due: Yesterday’s homework Classwork: Go over “Why Was the Earth so Hot?” (e.e.) and add details for asteroids, meteors, meteorites, and uniformitarianism. Discuss/take notes on age of the universe and earth, minimum duration of mantle convection current loop (at least 75 million years) – EC for finding scientific research for this duration. Vocab: Asteroid, Meteor, Meteorite, Uniformitarianism Homework: Cloze procedure for “Why Was the Earth so Hot?” (e.e.) article, with 6 related questions on the back. This is a review of the sheet that we went over in class today. 23 Oct: Is 100,000 years a long or short time period in relationship to a human life span? How about in relationship to planet earth’s age? By the way – how old do scientists think the earth is at this time? Due: Cloze procedure from last night. Classwork, Part 1: Exchange 17-question fill-in-the-blank Cloze procedure from “Why Was the Earth so Hot?” article with a person in your group so that you don’t have your paper, score the worksheet for accuracy, then turn them in with your NAME, HOUR, ST# on the top of the page that has been graded. Put the Score out of 17 possible points in the big empty space to the right of the vocab list at the top of the page. Classwork, Part 2: Read “Plate Tectonics” (e.e.) article, while highlighting or underlining the important information and key terms in the article, and then answer the related questions on the back. Classwork, Part 3: The last paragraph of the Plate Tectonics article indicates that there are 12 large plates making up the surface of the earth. Use page 195 in your text to label 9 of those plates on the map of the earth you picked up on the way into class (e.e.); put the arrows from page 195 on your map as well. Vocab: Infer, Wegener, continental drift, convergent, divergent, boundary, supercontinent, mid-Atlantic ridge Homework: Section review, page 195, questions 1-3, 6. (e.e.) 24 Oct: MEET IN LAB 3 – Room 227 – Complete PBIS ppt during Phantom Time (in lab 15) Log: Complete the graphs and charts activity that you picked up on the way into class. (logs) Due: Sec Rev, P. 195 Extra item to deal with: Enviro Club permission slips and Enviro Club field trip forms (for 11 Nov Turkey Farm visit) Classwork, part 1: Predict what the U.S. Forest Service’s map of fall colors will look like, then go to http://www.fs.fed.us/fallcolors/2014/index.shtml and have a look to see if you are correct. Classwork, Part 2: Complete “Internet Introduction to Pangaea” (e.e.) exercise that is handed out in class. Any remaining time: For review, use our quizlet (Mr. C Approved MACAT plate tectonics and also play “Earth’s Layers” game (number 11768) at www.reviewgamezone.com if you have time. Otherwise, you can do it from home. Vocab: mya, bya, Pangaea, Laurasia, Panthalassa, Tethys Sea, Wegener Homework: Anything not completed in class 27 Oct: Mr. C at Central Office 8-11:30am Log: Pangea’s name is derived from the Greek pangaia, meaning “all the Earth.” Why was it named that way by scientist Alfred Wegener in 1912? Classwork, Part 1: Read the article called “Magnetic Mapping of the Ocean Floor” (e.e.) and answer the question on the back, as well as the related questions on the back of the “Why Was the Earth so Hot?” (e.e.), which was the cloze procedure (fill-in-the-blank) sheet from last week (Pass these sheets back out from the stack in the outbox, if needed). Classwork, part 2: In your e.e. section, do the following on one page: Answer the “Check Your Reading” questions on pages 201, 202, and 204. Do the Section Review on page 204 (all of it) Vocab: magnetic reversal, paleomagnetism, magnetometer Homework: “Magnetic Mapping of the Ocean Floor” (e.e.) cloze procedure. As always, try to complete this sheet without using the word bank or the original passage, but feel free to use those items for help if needed. (due tomorrow) 28 Oct: Due: “Magnetic Mapping of the Ocean Floor” cloze procedure Classwork: Magnetic reversals lab. Prepare for the plate tectonics individual/group project (each student will draw and label specific items on ¼ of the planet and be graded on that work; when assembled together each group has the entire planet) Homework: Start working on your part of the project! Vocab: Polarity, Polar 29 Oct: MEET IN LAB 3 – Room 227 
Classwork: Research for your part of the plate tectonics individual/group project – group determines who does each part of the project and puts initials next to every item (1-37) on the directions side of the rubric. Set up the ocean ridges to cross from one map to the other smoothly, label the oceans and continents and anything else you can label. Maps/other info for projects: Hotspots: http://geology.about.com/od/platetectonicmaps/ss/World-Hotspots-Map.htm (beware, it’s centered differently than our map for class). short URL: http://abt.cm/ZZH4W7 Mid-Ocean Ridge map: http://pubs.usgs.gov/gip/dynamic/baseball.html (not perfect, but has many of the big ones). short URL: http://on.doi.gov/10yBGtY MMS and Richter Scales: (for later use): http://www.kids-fun-science.com/moment-magnitude-scale.html Short URL: http://bit.ly/1sErJAS VEI: (for later use) http://volcanoes.usgs.gov/images/pglossary/vei.php Short URL: http://on.doi.gov/1wFIxgP 30 Oct: Classwork: Continue plate tectonics individual/group project – in class. Add this lesson in 2016-17: Classwork: Discuss answers to log question. Complete Mid-Ocean Ridge and Sea Floor Spreading lab similar to the one in the text – use Mr. C’s version that is handed out (labs – due at end of class). Due: Today’s lab is due today 31 Oct: Log: Assuming uniformitarianism, if the Atlantic continues to widen at its current rate (2.5cm/yr) how much farther will the 5860 km (3650 mile) trip from NYC to Paris be in 100 years, 1,000 years, and 1,000,000 years? Classwork: http://www.fs.fed.us/fallcolors/2014/index.shtml U.S. Forest Service Fall Colors. Plate tectonics individual/group project continues. Vocab: Purpose-built, borehole, magnetic reversal, crust, mantle, crust and mantle thickness (6km, 60km) Classwork/Homework: Due Wed, both sheets go in the E.E. Section: Review Sheet with one side having 2 images of earth for compositional and structural fill-in-the-blank questions, “Video Questions” on the other side (we skipped the video, but the questions are a great review of what you should know by now). 2nd sheet is an article about a billion dollar mission to drill into the mantle, with questions about the article. 3 Nov: Meet in lab 3 – Room 227, Hours 2-4 (my room 1st hour) Due: I will begin checking parts of the projects today. Anything that is done can be marked on your rubric (by me) Classwork: Remind students that the ring of fire needs to be highlighted with a pink line around the Pacific. Work on project – trench depths (look them up) and sea floor spreading rates (see document in my outbox). Homework: Article about oldest crust on earth to show plate tectonic movement – for “tomorrow” (Wed) – with several questions on the article. 4 Nov – No School 5 Nov: Phantom Time: Conduct survey for yearbook Log: How old is the earth? How old is the oldest continental crust we have found? How old is the oldest basaltic ocean floor we can find? How do you account for the differences in these 3 ages? Due: Structure and Composition of the earth/”Video Questions” review sheet and Billion Dollar Mantle Mission article questions are due. Oldest crust on earth to show plate tectonic movement is also due. Classwork: Complete both sides of 11x17 “Tectonic Map” review (T/Q) in class – alone and then in groups to check work while I give credit for “Billion Dollar Mantle Mission” article. Small groups discuss all of the work that is due, give credit parts of each student’s map while students work on making all 4 maps agree with one-another and each student makes a key for their part of the map. Classwork/homework: “Hot Spot Hawaii” (e.e.) article with questions – due tomorrow. Vocab: Hot spot 6 Nov: Log: “I can” review with learning targets/objectives for this unit (from last lesson plans). Due: Plate tectonics maps will be checked for adequate progress Classwork: Discuss “Hot Spot Hawaii”. Start map activity with laminated maps of elevation (geography), earthquakes (seismology), volcanoes (volcanology), sea floor ages (geochronology). Vocab: Volcanology, seismology, geochronology Homework: Read both sheets of the “Density of Oceanic Crust” lab (labs!) and complete the chart on the back of the first page “Density vs. Depth at Site/Hole 1256C” so you can ask more about it before we do the rest of the lab. 7 Nov: Log: Graphs and charts activity, with several questions (logs). Classwork: Continue to work on the activity with the laminated maps in your groups of 4 (finish next Wed, since we have the computer lab on Mon and Tues to finish your big world maps) Homework: You still need to be working on your part of the big world map! Should be done with everything except the earthquake and volcano by now. 10 Nov: Meet in room 227 – comp lab #3 Classwork: Work on volcano and earthquake plotting on your map with the volcano and earthquake that I give to you. Begin the 9 island arcs, trenches, earthquakes and volcanoes questions that have been added to the rubric file in my outbox on the server (with quakes and volcanoes). Vocab: Shield volcano, cinder cone, composite volcano (stratovolcano), VEI, Richter scale, Moment Magnitude Scale. Homework: Use the Quizlet to study for our 12 Nov Plate Tectonics Quiz – Join the “Mr. C’s MACAT Approved” class, and perhaps the MACATs class on Quizlet. 11 Nov: Meet in room 227 – comp lab #3 – work on maps Classwork: Finish volcano and earthquake mapping on your part of the big map, plus complete the sheet of related questions that you started yesterday. The Rubric document in my outbox can be emailed home or saved to your google drive so that you can continue to work after class as needed. DON’T FORGET TO MAKE THE MAP KEY WHILE USING ALL OF THE COLORS THAT ARE LISTED IN THE RUBRIC! Vocab: Uniformitarianism, Pangaea Homework: Any parts of yesterday or today’s work that are not done. You should be done with your maps, and they are due on 13 Nov. 12 Nov: Due: All 9 of the density problems on the “Density of Oceanic Crust” lab’s “Density vs. Depth at Site/Hole 1256C” chart (middle of page 2 of the 4 sides in the packet) Log: Write down what you think the pattern of autumn leaves will be if we look at them on the U.S. Forest Service’s autumn map. Look at the site and write what you actually see. As part of what you write, describe what elevation and latitude have to do with fall colors. Classwork: Discuss the 9 density problems. Go over the independent and dependent variables for the graph described in part 2 on the top RHS of the 1st page of the lab. Continue the presentations of the laminated map info that we started last Friday. Vocab: independent and dependent variables Homework: Plot the densities for the lab for next Wed. 13 Nov: Note: 4th hour Box Tops for Education Contest starts now and runs until January 15th. The winning 7th and 8th grade classes will receive a pizza party. Classwork: Hand out and explain/discuss classroom grading version of the map project rubric. Maps will now be due on 17 Dec. Begin to watch “How the Earth Was Made” video, Part 1, with PPT review questions about Wegener and Plate Tectonics. Link for video: http://documentaries-plus.blogspot.com/2011/02/how-earth-was-made.html Homework: Compare the updated and more detailed rubric (includes the earthquakes and volcanoes we added) to your project and make sure that you are all set for Monday. Ask additional questions tomorrow. 14 Nov: PLC Day – short classes. Classwork: More map questions. Discuss the lander that just arrived on the comet after 10 years and 4 billion miles of travel. Relate the recent events with Kilauea volcano on Hawaii’s big island (30th year of continuous eruption, not overtaking another town). Discuss the recent earthquake, initially thought to be on the New Madrid Fault , but actually too far away, may be due to fracking in Kansas? Video – beware of the comments, I watched with comments disabled: https://www.youtube.com/watch?v=0p1sTZ0MpU0 Vocab: New Madrid Fault 
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