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Lesson title
 Continental Drift?
Intent of the lesson
 What proof do we have that the continents were, in the past, one landmass? To instruct students in the continental drift theory.
Ed. standards
 Applicable level and state and national standards
Read, construct and interpret data in various forms produced by self or others in both written and oral form.
Orientation
 Introduce available tools and concepts so that students feel safe taking intellectual risks
Dectectives like to solve crimes.  The  students will be given four maps that they will put together , one at a time, so that they can understand continent drift.
  Intent
 Provide directions to the students on cutting the continents and glueing them on the construction paper.  They will examine the first map and we will have a questioning period.
  Procedure  Should include a description of any activities or lessons you include to get the students focused on the skills they will use to experience the provocative phenomenon
Look at the edges of Africa and South America.  Describe the match of the east coast of South America and the west coast of Africa.  Write a testable hypothesis that can explain your observations.
  Type of Evidence
 Questioning. 
  Teacher  profile
 2  What did you notice about the coast line?  Why do you think they look this way?  What do you think happened to make them "break apart"?
  Student profile
 2.5 Students should be able to answer the questions aked of them.  They should be able to make a hypothesis of what might have happened to South America and Africa.
Fieldwork
 Give students experience to foster their interest and ownership; provoke students to explore, observe and generate their own questions about the phenomenon
Give students  four maps one at a time.  They consist of : map 1 -- the continents, map 2 -- the continents with the fossil remains in Africa, South America, India and Antarctica, map 3 -- the continents with the fossil remains and mountain ranges (marked 1-5) , map 4 -- the continents with fossil remains, mountain ranges, and glacial drift.
  Intent
 Provide the students with the second map with data about the location of four different fossils.  These will be cut out and put on construction paper.
  Procedure
 Should include a detailed instructions, identify  the provocative phenomenon and a list of the anticipated observations
This time as the students put the second puzzle together, they notice that not only do Africa and South America fit together but also India, Antarctica, and Madagascar  share the  same fossil remains.
How did the fossils get there?
Why is India connected to Africa?
What could have happened to break this land area apart?
What are these fossils?
Are there other fossils that are found on this landmass?
Are these fossils found any other place?
How can Antartcica have fossils when it's so cold?
  Type of Evidence
 Questioning now is from the students and not from the teacher.
  Teacher profile
 2 Focuses the student observations and allows for student questioning
  Student profile
 3  Generates the questions that they would like to discover.
Debriefing
 Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
  Intent
 Facilitates leaners in asking questions.
  Procedure
 Should include detailed instructions of the process including the anticipated hypothesis and question, along with a description of any content lessons  necessary to achieve this stage
Ask student if they have any questsions about the hypotheses they have identified. 
  Type of Evidence
 Probing questions
What do you notice about the mountain ranges?  How difficult was it to match the mountain ranges?  What was easier to match the fossils or the mountain ranges?  Describe any differences between this model landmass and your first map.
  Teacher profile
 2 Provides the opportunity for the students to generate their own questions
  Student profile
 3 Students will begin to generate their own questions about how the plates move and how the continents drifted apart.
Why do we only see the mountain ranges at the coasts?  How can mountain ranges break apart?
Experimental design
1.  The students will make observations about their first map.  If the pieces fit together,
     why do you think they do?  What would cause them to fit together?  Make sure you
     have a key on your map and #1.
2.  After the second map is put together matching the fossil remains, answer the following
     questions?  What fossil remains was found in this area?  What patterns do you see?
     What conclusions can you draw from this map?  Make sure you have a key for your
     Map.
4. Put together the third map.  Did you have any difficulty with this one?  Why do you 
     think you had problems with the mountain ranges?  What conclusions can you draw
     from your map?  Make sure you have a key for your map.
5. Put together the fourth map.  What conclusions can you come up with for this map?
    Where are the glacier remains found?   What is the climate in these continents today? 
    Why do you  think that the glaciers remains were not found in the northern areas?
Data collection
 Define approach for collecting data
The data the students have collected is based on the evidence that scientists have collected.  Here are some websites to enforce their conclusions about their maps.  [Located under procedure]
 Intent
 The last time the students puts this map together, they have looked at the evidence that scientists have used to give us information about earth's past.
  Procedure
 Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage
Put together the fourth map.  What conclusions can you come up with for this map?
Where are the glacier remains found?   What is the climate in these continents today?  Why do you think that the glaciers remains were not found in the northern areas?
  Type of Evidence
 Questioning is now coming from the students instead of the teacher.
How do scientists know this "stuff"?  If this happened in the past, will it happen in the future?
  Teacher profile
 2 Provides for the students to generate their own questions
  Student profile
 3 Students will begin to generate their own questions
Data analysis
 Define approach for analyzing data
As the students look at their final map, they will see that they have matched up shapes, fossils, mountain ranges, and glacial drift.  When they look at that final map (their data) they will reach the conclusion that,  yes, the continents were a large landmass.
  Intent
 Each piece of evidence that the students were given is a little bit more of the puzzle that scientists are trying to put together.  We don't know for sure what happened 250 million years ago but scientists are trying to understand what did from the evidence that we find today.
  Procedure
 Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage
Give the students one map at a time to put together and begin to question why scientists think it would be put together that way.  The students are using many different observations as evidence to test the hypothesis that the continents were one large landmass.
URL:
Quick Quiz
Animation
Story
  Typre of Evidence
 The students are shown the evidence that the scientists have to support the idea that the supercontinent of Pangea once existed.
  Teacher profile
 2  Provides the opportunity of the students to generate their own questions
  Student profile
 3 Students will begin to generate their own questions.
Presentation
 Teacher provides students an opportunity to prepare and communicate what they have learned.
Each group (lab table) will present their findings to the whole class. 
  Intent
 The students would be sharing their ideas of the process of putting their maps together?  What they have discovered and what else they would like to investigate.
  Procedure
 Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage
What new ideas have you discovered?  What else would you like to investigate to make your understanding of the continental drift better?  If you talk to a scientist that worked on this theory, what would you ask?
  Type of Evidence
 Since the students have put the four maps together, they have seen that the Earth is not always the same and these changes have occured over millions of years.
  Teacher profile
 2 Provides the opportunity of the students to share their invetigation and generate their own questions
  Student profile
 3 Students will begin to generate their own questions.
CP0001 Expedition - Cruise Planning Back to index


Expedition - Planning the Mission (logistics and operations)
Expert level
 Data
Images
Text
1-3
(Elementary)
   Supporting resources:
  Distance on the globe for kids web site




4
(Middle School)
 NGA (NIMA) World Port Index
SIO port stops with lat,lon
  Supporting resources:
  Great Circle distance calculator web site
 Metadata
Metadata


Operational Plan Template - middle school
  Supporting resources:
  History of Navigation web site
  Oceanographers Telescopes - the Research Fleet (presentation)
  Oceanographers Telescopes - the Research Fleet (speakers notes)
  SIO Ship Operations web site
  Research Vessel Roger Revelle overview
Metadata


Metadata
Metadata
5
(High School)
   Supporting resources:
  NGA Marine Navigation Calculator




Operational Plan Template - high school and up
Contingency Planning
Project Budget Template
Cruise Calulator (waypoints, distances and times)
  Supporting resources:
  Revelle's Current schedule web site
 Metadata
Metadata
Metadata
Metadata
6
(College)



Peru Clearance Cliffhanger Metadata
7-9
(Graduate
and Research)



Scheduling the UNOLS Fleet
  Supporting resources:
  SIO Chief Scientists Manual web site 		Metadata

 

Expedition - Planning the Science
Expert level
 Data
Images
Text
1-3
(Elementary)
  





4
(Middle School)
 NIMA world port facility index
 Metadata


Project Summary Page Template - middle school and up
Project Description Template - middle school 		Metadata
Metadata
5
(High School)
  



Project Description Template - high school and up Metadata
6
(College)





7-9
(Graduate
and Research)




 

Expedition - Case Study:  Panorama Leg 1  near 21°N
Expert level
 Data
Images
Text
1-3
(Elementary)
  





4
(Middle School)
 PANR01MV track chart
CruiseViewer snapshot
of PANR01MV, over global topography
Lonsdale location figure


 Metadata
 Prior work:  Gulf of California 1939 Expedition
 PANR01MV weekly report
PANR01MV cruise report
Metadata
Metadata
5
(High School)
 Observed magnetic profile
Magnetic model
 Metadata
Metadata
 PANR01MV Multibeam bathymetry visualization experience

Lonsdale-Eakins Alarcon map collection


 Metadata
 PANR01MV QC report
Publications
Lonsdale, 19xx
 Metadata
6
(College)





7-9
(Graduate
and Research)






Expedition - Regional Study of the EPR near 21°N
Expert level
 Data
Images
Text
1-3
(Elementary)
  





4
(Middle School)

CruiseViewer snapshot
of nearby cruises, over global topography
Lonsdale location figure
Prior work:  Gulf of California 1939 Expedition
List of cruises
Cruise reports for each cruise
5
(High School)
 Observed magnetic profile

Magnetic model
CruiseViewer snapshot
of nearby cruises, over crustal age

Regional Multibeam bathymetry visualization experience

Lonsdale-Eakins Alarcon map collection

gtnavmap dredge map


 Metadata
 All QC reports
Publications
Lonsdale, 19xx
6
(College)





7-9
(Graduate
and Research)






Expedition - Historical  Voyages of Discovery  (web resources)
Expert level
 Data
Images
Text
1-3
(Elementary)
  



National Maritime Museum, Greenwich UK
National Maritime Museum, Sydney Australia
National Maritime Museum, Auckland New Zealand
4
(Middle School)

David Rumsey Online historic map collection
Discoverers Web by Andre Engels
European Voyages of Discovery in the New South Wales Library
5
(High School)
  





California Explores the Oceans - early SIO expeditions
Menard Anatomy of an Expedition chapter on planning
6
(College)





7-9
(Graduate
and Research)






 

 

 

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    
















 

 

 

 

 

 

 

 

2004-07-19 09:15 AM