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| Teachers Log | Back to index |
| ERESE
Teachers Log |
Tina
Mueller |
| Lesson
title |
Got
Hot Spots? And where do we find them? |
| Intent
of the lesson |
For
the students to discover the evidence for looking
at island chains and seamounts as the effect of Hot Spots. To discover
evidence for plate motion and direction. |
| Ed.
standards |
Middle
Level Earth Science National Standards for Earth Science Structure Of The Earth System 1. The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core. 2. Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. 3. Landforms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion. |
| Orientation |
Introduce available tools and concepts so that students feel safe taking intellectual risks |
|
Intent |
To
introduce the idea of Hot Spots, to give clear instruction to the
students about what observations they will be making during the
fieldwork, and to focus them on map scales, seafloor topographic
features,
patterns and trends in island chains and seamounts, patterns in
the colors on the maps. |
| Procedure | This
lesson would be given in the the middle of a unit on plate
tectonics. A short review of the history of plate tectonics and
types of plate boundaries should be given at this point. A map of the
Pacific will be handed out in their workpackage. Students will make
observations and questions on colors and patterns they see on the map
in their science journal or on a prepared sheet given to them.
Direct student to pay close attention to the shapes, features, and
trends, color patterns, anything they think might be unusual. |
|
Evidence |
Questioning |
| Teacher |
3;
Provide direction via gernaral instructions; Teacher will ask questions
such as "What do you observe in this map?", "Do you see any
patterns in the ocean?", "Is there anything you notice in the trend of
the Hawaiian Islands?", "Any patterns in the color?", "How would
you recognize a pattern?" |
| Student |
2;
Students should clarify teachers instructions. Students should
formulate questions from their observations of the map specifically
about color patterns and topographic features. |
| Fieldwork |
Give students experience to foster their intererst and ownership; provoke students to explore, observe and generate their own questions about the phenenomon |
|
Intent |
To
foster interest and generate questions about what is going on in the
Hawaiian Island/Emperor Seamount Chain and how they are related to hot
spots and plate motion. Guide students in focusing observations and
allow for adaptions. |
|
Procedure |
The
provacative phenomenon: 1. Give students the map of the Pacific. Bathymetric Pacific Map Have students use science journal or lab sheet provided to write down observation and questions that come to them by observing the phenomenon. Expected observations: • Kids will look at colors on the map • They will recognize green in the ocean • They will begin to identify features such as trenches, ridges, Ring of Fire • Observe the Hawaiian islands are located near a bend in the green mountains • Some islands are larger than others Formative assesment: Check science journal or lab worksheet to make sure each student made several observations and questions. |
|
Evidence |
Questioning |
|
Teacher |
2;
Provides a focus for observations that allows for adaption. The
following questions will be asked: For the map: "Could you explain what is happenning in the green areas on the map?", "Are there differences in the green areas? Compare and contrast, describe them?" , "What do the changes in color represent?", "How would you compare the lighter colors with the darker colors?" |
|
Student |
3;
Provides focus for observations with some directed
questions. The students should be making observations on what
they are seeing on the map and from the graph they created from the
table of data given. |
| Debriefing |
Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a reserach topic. |
|
Intent |
Facilitates
students in generating questions. Provides students the opportunity to
share their observations and questions in written form on the
board. Also provide the opportunity to go through the student's
list of questions to get them to think about the viability of their
wquestion, identify the variables, and decide what data would be
collected. |
|
Procedure |
All
students will write at least one observation and one question on the
board. Encourage questions that begin with "I Wonder." As a whole
class discussion, the students will be lead to think about the
viablilty of their questions, turning them into research
questions. This discussion should produce a final set of
researchable questions that are testable. Each student will sign
up for one of the final questions that interest them and they will work
in groups. Content lesson: How to take raw observations from the map and the graph and turn them into researchable hypothesis. [The anticipated hypothesis question] Examples of researchable questions: • How does the age and relative map view trend of the island chain or seamounts reveal plate motion and plate direction? • What is a hot spot? • What is a seamount? • How are island chains formed? • Where are the major hot spots located around the world? • Determine the relative plate motion and ages of islands by tracing the hot spot. Example of researchable hypothesis: • The locations and progressive age of island chains and seamounts reveal plate motion direction and the rate of movement of the plates can be determined. Formative assesment: Each student should write at least one observation and one question on the board. |
|
Evidence |
Questioning |
|
Teacher |
1;
Provides opportunity to generate questions. Ask students to elaborate
on observations: "What else did you notice?", "How would you summerize
the patterns you see in the graph and on the map?" |
|
Student |
4;
Student generates questions. They will be able to connect their
observations and questions to the bigger picture of the science by
answering and elaborating on teacher lead probing questions. |
| Experimental
design |
Design an investigation wherein students gather and analyze data that address the identified question |
| Data
collection |
Define
approach for collecting data |
|
Intent |
Assist
each group in identifying major concepts to answer their
questions and as well as the procedure to be used. |
|
Procedure |
With the Pacific Map: Students will draw two lines on the map, marking the two directions of major trends of the Hawiian Island/Emperor Seamount Chain and label the age of each island. Expected observations: • There is a bend in the Hawaiian Chain • Seamount and Islands are on two distinct lines • The island get older as they move further from the Big Island. With the data table: Students will given a table with age of the islands and water depth or them to graph. They will then observe what they graph and make observations and questions again on what they see on their graph. They will graph depth of each island or seamount above or below sealevel vs. distance from the island of Hawaii; labeling each data point with the age of that island or seamount. Expected observations: • Islands are sinking as they get older • If there is a recognizable pattern in the disctance between islands • Some islands are above and seamonts are below sealevel |
|
Evidence |
Questioning |
|
Teacher |
2;
Guides learners as to what evidence to collect and how to collect it;
learner decides method. For the map: "Is there any pattern in the way the islands or seamount are alligned?", "Does the age of the islands give clues to anything?" For the graph: "What can you say about this graph?", "Can you explain what is happening to the islands?", "Are there any patterns you can see?" |
|
Student |
3;
Student guided to collect specific data and to do specific data
analysis. |
| Data
analysis |
Define approach for analyzing data |
|
Intent |
To
help students analyze their data in a useful way to communicate their
findings. |
|
Procedure |
The
students will work in groups to analyze the data they have
collected. • The students should be able to look at the ages of the islands and the distances and speculate plate motion. • The should be able to corrolate age vs. depth below/height above sealevel • |
|
Evidence |
Questioning |
|
Teacher |
2;
Guides the learner ro analyze and interpret data. |
|
Student |
3;
Guided in process in formulating explanations |
| Presentation |
Teacher provides students an opportunity to prepare and communicate what they have learned. |
|
Intent |
To
provide students with the opportunity to present their work to each
other. |
|
Procedure |
Students
will submit lab report using the scientific method. The report is to
include researchable questions, researchable hypothesis, maps, graphs,
data collected, and conclusions. |
|
Evidence |
Student
generated reports |
|
Teacher |
2;
Guides the learner how to present their results |
|
Student |
3;
Guided throughout development of arguments and lab report. |
V1.01 2004-07-08
| CP0001 Expedition - Cruise Planning | Back to index |
| M00001 Simple Seafloor Spreading (Reykjanes Ridge) | Back to index |
| Standard | Subject | ||||||
| M00001 | Simple Seafloor Spreading | ||||||
| General Metadata | |||||||
| magnetic
anomalies, seafloor spreading, magnetic stripes, magnetism, magnetic
anomaly, mid-ocean ridge |
|||||||
| Level (L) | Images (I) | Data (D) | Text (T) | ||||
| 1-2 (Elementary) |
Photograph of bar magnet and nearby iron filings | Index Page | |||||
| 3 (Middle School) |
Magnetic Seafloor and Deeper Reversals | Table 1: Le Pichon 1968 | Index Page | Definition of Mid-Ocean Ridge | Index Page | ||
| 4 (High School) |
Age of the Seafloor Along Reykjanes Ridge | Index Page | Cross-Section Formation of Magnetic Anomalies with Geologic Timescale | Index Page | Definition of Seafloor Spreading | Index Page | |
| 5 (College) |
Magnetic Polarities Along Reykjanes Ridge | Index Page | Magnetic Poloraity and Ocean Depth Versus Longitude Along the Reykjanes Ridge | Index Page | Abstract-Heirtzler et al 1966 | Index Page | |
| 6-9 (Graduate & Research) |
Figure 1: Heirtzler et al 1966 | Index Page | Figure 2-Heirtzler et al 1966 | Index Page | Abstract-Heirtzler et al 1966 | Index Page | |
| M00002 Complex Seafloor Spreading | Back to index |
| Standard | Subject | ||||||
| M00002 | Complex Seafloor Spreading | ||||||
| General Metadata | |||||||
| magnetic
anomalies, seafloor spreading, magnetic stripes, |
|||||||
| Level (L) | Images (I) | Data (D) | Text (T) | ||||
| 1-2 (Elementary) |
Seafloor Spreading Animation | Index Page | |||||
| 3 (Middle School) |
Magnetic Particles in Oceanic Sediment | Index Page | Cross-Section Formation of Magnetic Anomalies with Geologic Timescale | Index Page | Text 01 from Vine 1966 | Text 01 from Vine 1966 | |
| 4 (High School) |
Magnetic Anomalies Off the Coast of the Pacific Northwest | Index Page | Geomagnetic-Polarity Epochs and Respective Age of Seafloor | Index Page | Text 04 from Vine 1966 | Text 04 from Vine 1966 | |
| Magnetic Anomalies and the Sea-floor Spreading Rate | Index Page | ||||||
| 5 (College) |
Figure 1-Vine 1966 (Raff & Mason) | Index Page | Table 1. Mid-Ocean Ridge Data Table (Wilson) | Index Page | Chapter 2 Mason - Oreskes | Chapter 2 Mason - Oreskes | |
| Multiple Maps of Diverging Plate Boundary and Cruise Paths | Index Page | Magnetic Profile and Map of Spreading Center | Index Page | ||||
| 6-9 (Graduate & Research) |
Magnetic Anomaly Data for Multiple Seafloor Locations | Index Page | Magnetic Anomlay Data from Multiple Seafloor Locations | Index Page | Chapter 3 Vine - Oreskes | Chapter 3 Vine - Oreskes | |
| Map of Diverging Plate Boundary and Cruise Path | Index Page | Magnetic Profiles and Map of Diverging Plate Boundary | Index Page | ||||
| M00006 Magnetic Reversals | Back to index |
| Standard | Subject | ||||||
| M00006 | Magnetic Reversals | ||||||
| General Metadata | |||||||
| magnetic field reversals, geomagnetic field reversals | |||||||
| Level (L) | Images (I) | Data (D) | Text (T) | ||||
| 1-2 (Elementary) |
Magnetic Reversal Video Along a Spreading Center | Index Page | Magnetic Rock Sample Polarity Data Table | Index Page | Definition of Magnetic Reversal - Elementary School | Index Page | |
| 3 (Middle School) |
Figure of a Normal and Reversed Magnetic Field | Index Page | Magnetic Reversal Data and Timescale | Index Page | Definition of Magnetic Reversal - Middle School | Index Page | |
| 4 (High School) |
Direction of Changing Magnetic Poles based on Basalt Samples in Japan | Index Page | Magnetic Reversal Data Table | Index Page | |||
| Magnetic Profiles | Index Page | ||||||
| 5 (College) |
Magnetic Field Reversal Video | Index Page | Magnetic Profile Data Across the East Pacific Rise | Index Page | |||
| 6-9 (Graduate & Research) |
Magnetic Reversals Based on Dipole and Nondipole Field Strength | Index Page | Paleomagnetic Data of Field Intensity and Polarity | Index Page | Chapter 6 - Oreskes: Morley | Chapter 6 - Oreskes: Morley | |
| M00008 Seamounts | Back to index |
| Standard | Subject | ||||||
| M00008 | Seamounts | ||||||
| General Metadata | |||||||
| Level (L) | Images (I) | Data (D) | Text (T) | ||||
| 1-2 (Elementary) |
|||||||
| 3 (Middle School) |
|||||||
| 4 (High School) |
Bathymetric map of the Magellan Seamount Trail including Vlinder Morphology Analysis | Index Page | |||||
| Bathymetry of the Magellan Seamount Trail | Index Page | ||||||
| Ralik and Ratak Seamount Trails | Index Page | ||||||
| 5 (College) |
Map of West Pacific Seamount Province | Index Page | |||||
| Map of the Japanese Seamount Trail | Index Page | ||||||
| WPSP Seamount Trails | Index Page | ||||||
| 6-9 (Graduate & Research) |
West Pacific Seamount Province and the Japanese Seamounts | Index Page | |||||
| Northern and Southern Wake Seamount Trails | Index Page | ||||||
| Euler Pole derivation | Index Page | ||||||
| M00013 Tectonic Plates | Back to index |
| Standard | Subject | ||||||
| M00013 | Tectonic Plates | ||||||
| General Metadata | |||||||
| plate tectonics, tectonic plates, crustal blocks, lithospheric plates | |||||||
| Level (L) | Images (I) | Data (D) | Text (T) | ||||
| 1-2 (Elementary) |
The Earth's Layers | Index Page | Plate Tectonics and Volcanoes | Index Page | Definition of Lithospheric Plates and Plate Tectonics | Index Page | |
| 3 (Middle School) |
The Major Tectonic Plates of the World | Index Page | Map of Tectonic Plates and Their Movement | Index Page | Fill-in-the-Blank Plate Tectonic Exercise | Index Page | |
| 4 (High School) |
Map of the North American Plate and the Eurasian Plate Diverging Over Iceland | Index Page | Geology of Africa and South America | Index Page | |||
| 5 (College) |
Diagram Illustrating Components of Plate Tectonics | Index Page | Movement between Tectonic Plates (Table 5) | Index Page | Chpt 1. -- Oreskes | Index Page | |
| 6-9 (Graduate & Research) |
Rates of Plate Rotation (Table 4) | Index Page | Abstract -- Morgan | Abstract -- Morgan | |||
| M00016 Convergent Boundaries | Back to index |
| Standard | Subject | ||||||
| M00016 | Convergent Plate Boundaries | ||||||
| General Metadata | |||||||
| Level (L) | Images (I) | Data (D) | Text (T) | ||||
| 1-2 (Elementary) |
The Eurasian Plate and Indian Plate Converging to Create the Himalayas | Index Page | |||||
| 3 (Middle School) |
Subduction Zone | Index Page | Relationship of Temperature and Earthquakes in a Downgoing Slab | Index Page | |||
| 4 (High School) |
The Collision of Two Continents | Index Page | Temperature Distribution in a Sinking Lithospheric Plate Compared to Surrounding Mantle | Index Page | Converging Plate Boundaries | Index | |
| Global image of the Pacific Margins | Index Page | ||||||
| 5 (College) |
|||||||
| 6-9 (Graduate & Research) |
|||||||
| M00017 Divergent Boundaries | Back to index |
| Standard | Subject | ||||||
| M00017 | Divergent Plate Boundaries | ||||||
| General Metadata | |||||||
| divergent plate boundary, spreading center | |||||||
| Level (L) | Images (I) | Data (D) | Text (T) | ||||
| 1-2 (Elementary) |
Simple Figure for a Divergent Boundary | Index Page | Simple Definition of Divergent Plate Boundaries | Index Page | |||
| 3 (Middle School) |
Image of a Divergent Boundary | Index Page | Heat Level Data Over Divergent Boundary | Index Page | Definition of Divergent Plate Margins - Middle School | Index Page | |
| 4 (High School) |
Divergent Boundary Between Two Continents | Index Page | Gravity Data Over Oceanic Ridge | Index Page | |||
| 5 (College) |
Topographic Map of a Divergent Plate Boundary | Index Page | |||||
| 6-9 (Graduate & Research) |
|||||||
| M00018 Strike Slip Boundaries | Back to index |
| Standard | Subject | ||||||
| M00018 | Strike-Slip Plate Boundaries | ||||||
| General Metadata | |||||||
transform faults, strike-slip faults |
|||||||
| Level (L) | Images (I) | Data (D) | Text (T) | ||||
| 1-2 (Elementary) |
3-D Image with Arrow Plate Motion | Index Page | |||||
| 3 (Middle School) |
Transform fault at Mid-Ocean Ridge vs. Seafloor Age | Index Page | Definition of Transform Fault | Index Page | |||
| 4 (High School) |
Fig. 1-Wilson 1965: Transform and Transcurrent Faults | Index Page | Text 01-Wilson
1965: Definition of Transform and Transcurrent Faults |
Text 01-Wilson
1965: Definition of Transform and Transcurrent Faults *need to scan & archive* |
|||
| 5 (College) |
Mendocino Transform Fault | Index Page | |||||
| 6-9 (Graduate & Research) |
Fig.3-Wilson 1965: Juan de Fuca Ridge and related faults | Index Page | Table 1-Wilson 1965: Location of points on Figure 3 | Index Page | |||
2004-07-15 10:44 AM