Teachers Log |
ERESE
Teachers Log |
Anna
Alcorn |
Lesson
title |
As
the world turns... |
Intent
of the lesson |
Objective: Students will analyze scientific publications showing current information to discover evidence for plate tectonics. |
Ed.
standards |
CA: Dynamic Earth Processes 3a,b National: Earth & Space Science Standards 6.4 |
Orientation |
Introduce available tools and concepts so that students feel safe taking intellectual risks |
Intent |
Introduce
plate tectonic concepts through maps and videos.
Outline: Students examine scientific graphs, maps and data in groups of 3-4. Students take observation notes, discuss and analyze data and create a list of questions and a hypothesis for each data set. |
Procedure | Let students understand that they are not expected to know the material ahead of time, but that this is an opportunity to work as real scientists do in the field. Scientists often are presented with new or confusing data that they have to figure out. Orient students to computer locations, entering site addresses. Students are directed to take their 'log book' (daily 'shipboard' learning log. This can be notebook paper.) and make 1/4 page of scientific observations and questions at each station unless otherwise directed. Show on projector an image of the earth to focus their minds. Discuss observations and encourage questioning to model. (this assumes teacher has previously discussed the nature of 'scientific questioning') |
Evidence |
Student
understanding of procedure directions will be indicated with nodding
of heads and happy faces. Questions relating to directions will also
prove this. |
Teacher |
2,
Provide general instructions as to where to find data to analyze.
Encourage focus and scientific thinking skills. "What does this look
like to you?" "What do you thin is happening there?" |
Student |
3, student integrates general instructions. "It looks like a puzzle, How do we know it looked like that? Why are the continents all smashed together? What caused it to look like that and why did it change?, If there is magma below, why doesn’t the lithosphere melt into it? How can the lithosphere move around?" |
Fieldwork |
Give students experience to foster their intererst and ownership; provoke students to explore, observe and generate their own questions about the phenenomon |
Intent |
Guide
students in focusing observations and allow for a variety of ideas and
adaptation. |
Procedure |
Students
will be organized into specific learning groups of 3-4. This varies by
class and teacher. They will be given instructions and a location to
begin. Computer stations are marked with numbers/letters to facilitate
starting and rotation. Instructions will be located at each station. 15 minute rotations on a timer keep the flow
and energy moving. Teacher circulates around room, observing
interaction and encouraging scientific thinking. Often asking, "Why?"
Teacher does not offer answers or solutions. Students are encouraged to
discuss ideas among their groups only.
1. manipulate plates with online pangea activity 2. Layers diagram 3. Tectonic Activity Diagram 4. Map of Plates 5. Plate Movement 6. Components of Plate Movement 7. Lithospheric Subduction 8.
Sea floor Age Data http://atlas.geo.cornell.edu/education/student/tectonics/continental_drift.html> Students will play with computer program to refit plates/continents to pangea. Map of Pangea is helpful to focus students understanding. Write scientific observations and questions. <> Station 2. Layers Diagram: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00013.i1.earth.layers.gif Students will draw and examine layers and >write scientific observations and questions. <> Station 3. Tectonic Activity Diagram: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00013.d2.map.of.volcanoes.gif Students will write scientific observations and questions.> <>Station 4. Map of Plates: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00013.i2.map.of.plates.gif Students will observe plates and write questions.> <>Station 5. Plate movement: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00013.d4.aadi1734.jpg Keep plate map and pangea in mind while observing.> Station 6. Components of Plate Movement: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00013.i4.plates.processes.gifHmmm... Station 7. Lithospheric subduction: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00016.i3.subduction.zone.gifKeep layers diagram in mind while observing this to make your scientific observations and questions. Station 8. Seafloor age data: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00001.i4.10ma.age.heirtzler.jpgLook at familiar features and try to figure out if or how this fits in. Anticipated observations/questions: <>Do the red triangles mean earthquakes?, How do the plates move if they are all touching?, There are different ways that each plate moves against the others. What is the difference?, How do scientists study this?, Why are the plates different? Why don’t they all do the same things?, Do some plates melt back into the magma?, Are we loosing earth? Will earthquakes swallow us into the magma? Add to scientific process: Discuss scientific validity/relevance of ancient conditions. (Is studying Pangea necessary or relevant NOW to consider when doing research?)> |
Evidence |
Questions
from students will reflect new learning and connections and will
demonstrate ownership in their learning. |
Teacher |
1,
The experience of making observation and creating questions is entirely
student generated. |
Student |
4,
students will interpret maps to the best of their ability without
teacher interaction. |
Debriefing |
Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic. |
Intent |
Intent
is to let students feel ownership of learning experience by sharing in
revelations or confusions. This also lets teacher see what was
understood and what needs more clarification when teaching. |
Procedure |
Teacher/aid
writes down ALL student observations and questions. Does not rephrase
or modify. Then students are directed to read all and decide as a
group which ones are scientifically researchable. From this new list,
create categories for the items they want to keep. For each category, a
group must meet to rewrite into a scientific question and ultimately a
hypothesis that could be studied. The teacher should have a
predetermined idea of the questions, and help guide the student groups
into those ideas.
Researchable Questions:
|
Evidence |
Inclusive
student
participation and relevant questions indicate learning. |
Teacher |
1.5,
allow students to drive experience- from generating q's and
observations to begining discussions. |
Student |
4,
offer first impressions, observations and questions from their
experiences at each station. |
Experimental
design |
Design an investigation wherein students gather and analyze data that address the identified question |
Data
collection |
Define
approach for collecting data |
Intent |
|
Procedure. |
<>1. Researchable Question: Why do the plates move? Researchable Hypothesis: If the planet/continents/plates have shifted then there is a scientifically researchable reason for this movement. Concept: Students should recognize that lithospheric plates shift around because of seafloor spreading and in some cases, convection in the Asthenosphere. Focusing exercise before Class demos: show convection-why do you think this happens, seafloor spreading. Look at maps showing seafloor ages, and subduction. ><> A. Data: Sea floor ages. This diagram shows ages of the seafloor and includes magnetic reversals. Students should examine to realize that as the seafloor spreads, the older stuff is farther from the center and records magnetism: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00001.d4.formation.of.mag.anomalies.1.jpg > <>Data Analysis: Answer these questions to focus study: How are these magnetic reversals related to plate movement? Does this information support or reject the theory of plate tectonics? B.
Data: Sea floor spreading + magnetism. This animation
shows seafloor spreading and includes a MY clock & magnetic
reversals: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/2.3.swf C. Data: Sea floor spreading. This animated model shows the plates shoving apart and includes colors representing dates (oldest near continental shelves): http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00002.i1.2.seafloor.spreading.swf < style="background-color: rgb(204, 204, 255);">Data Analysis: Create a graph of distance from spreading center versus age of the sea floor. Where does the new land come from?> <> D. Data: Spreading (Atwater)This animation shows spreading with a date counter and newest material in the middle of the ridge. Students will recognize that the spreading is generated from the center and shoves outward from there: http://animations.geol.ucsb.edu/animations/quicktime/sm01PacN.mov Data Analysis: Students will draw diagram and label plates and hypothesis as to the significance of the disappearing plate! Extend your Research: What plate was it that disappeared? What happened to it? (remember the law of matter...) > <> E. Data: Convection in the mantle. http://earthref.org/cgi-bin/ado.cgi?n=359&dbms=ERDA Data Analysis: Defend the relevance of convection to plate movement.
For Advanced Students: F. Data: Spreading rate + mag anoms:http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaac/m00002.d4.model.mag.rates.jpghttp://earthref.org/cgi-bin/ado.cgi?n=338&dbms=ERDA Data Analysis: Students will compare
data and
analyze to determine approximate spreading rate. <>2. Researchable Question: What happens at plate boundaries? Researchable Hypothesis:If plates collide, then something must happen at their boundaries. Concept: Students should identify the results of plate interaction, and the reasons for different types of boundaries. > <> A. Data: Convergent Subduction (Atwater): http://animations.geol.ucsb.edu/animations/quicktime/sm09mesozoicsubduction.mov Data Analysis: Explain what is happening in the animation. Include as much as information as possible to explain the relationship between volcanoes and plate movement.> <>B. Data: Transform (ERDA & Atwater): http://earthref.org/cgi-bin/ado.cgi?n=219&dbms=ERDA> <>http://animations.geol.ucsb.edu/download/%20%20Puzzle_Instructions.doc Data Analysis: View the fly-thru several times to find the areas that used to be together. Then follow directions with cutout puzzle. What mechanism of this justifies plate movement.> <> C. Data: Convergent Thrust 1: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00016.i4.continents.converging.jpg Data Analysis: Identify the differences between continental and oceanic materials.> <> > <>D. Data: Convergent Thrust 2: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00016.i2.himalayas.gif Data Analysis: Propose a reason for the creation of the Himalayas. > <> > < style="background-color: rgb(255, 204, 204);">E. Data: Divergent Boundary 1: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00017.i4.divergentboundary.images.jpg Data Analysis: Use your experiences and the following URL’s to determine over what sort of time period would these results be evident.> http://earthref.org/cgi-bin/ado.cgi?n=208&dbms=ERDA http://earthref.org/cgi-bin/ado.cgi?n=212&dbms=ERDA <>F. Data: Divergent Boundary 2: http://earthref.org/cgi-bin/z-download.cgi?database_name=erda&search_start=advanced&h=html-header&file_path=/projects/earthref/archive/archive/aaab/m00017.d3.heat.data.jpg Data Analysis: What evidence does this graph provide to support the theory of plate techtonics?> <> 3. Researchable Question: How can we prove plate tectonics?> <>Researchable Hypothesis: If plates move then it is evidenced by Pangea and in new seafloor. Concept: Students should cite pangea, similar rocks and fossils, and tectonic activity occurring along plate boundaries to support the theory of plate tectonics. > <> A. Data: http://emvc.geol.ucsb.edu/forteachers/flashmovies/Pangea.swf Data Analysis: What fallacies could exist in this movie?> <>B. Data: Fossil evidence: http://earthref.org/cgi-bin/ado.cgi?n=358&dbms=ERDA Data Analysis: Define the premise of this map and decide if it is relevant or not applicable.> C. Data: Magnetic reversals: < style="background-color: rgb(204, 204, 255);">1:http://earthref.org/cgi-bin/ado.cgi?n=281&dbms=ERDA2: http://earthref.org/cgi-bin/ado.cgi?n=285&dbms=ERDA> < style="background-color: rgb(204, 204, 255);"> 3: http://earthref.org/cgi-bin/ado.cgi?n=286&dbms=ERDA> <> Data Analysis : Judge the relevance of magnetic reversals in proving the theory of plate tectonics. > <>Advanced: Data: Magnetic reversals: http://earthref.org/cgi-bin/ado.cgi?n=338&dbms=ERDA> Data Analysis: Interpret these charts. |
Evidence |
Questioning.
Students will tap into innate curiosity to find out and will continue
to ask questions until they understand. |
Teacher |
2,
teacher provided URL's to use in data collection. |
Student |
3,
students are encouraged to use specific data sets and maps to analyze. |
Data
analysis |
Define approach for analyzing data |
Intent |
Analysis
of data will evidence student learning. |
Procedure |
See
Data Analysis sections listed above. |
Evidence |
Students
will formulate concepts and address hypothesis stated with evidence. |
Teacher |
1.5,
teacher lets students analyze data and reach own conclusions. |
Student |
4,
student examines evidence and determines relevance. |
Presentation |
Teacher provides students an opportunity to prepare and communicate what they have learned. |
Intent |
Indicate
learning through presentation of comprehensive information. |
Procedure |
Direct
students to choose how they want to present their own information. This
can be in the form of a report, poster, presentaion to the class or
portfolio. Any presentation needs to include initial data collected
(observations, questions, feelings, etc.), station information
(experimenting), data analysis, and the most important: the conclusion.
The conclusion must address the 3 hypothesis and give what they thought
was the most important piece of supporting evidence. |
Evidence |
Student
postulation in presenting specific evidences and any further
exploration into existing evidences will indicate learning. |
Teacher |
1,
encourages students to explore the aspects of each hypothesis they felt
was the most relevant. |
Student |
4,
expected to own the learning and experience through a personally
created defense of hypothesis. |