ERESE Workshop Master Document

ERESE Teachers Log	Bruce Eric Reiter
Lesson title	Finding the Edges - Under the Sea
Intent of the lesson	To make students aware of the presence of plate boundaries and motion in our region
Ed. standards	(National) Standard Content D - Structure of the Earth System Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movement in the mantle. Properties of Earth Materials Some Changes in the solid earth can be described as the “rock cycle…Eventually those new rocks may be brought to the surface by the forces that drive plate motions, and….. (OR) Describe the Earth’s structure and how it changes over time. Describe the evidence for and the development of the theory of plate tectonics.
Orientation	Introduce available tools and concepts so that students feel safe taking intellectual risks
Intent	The students will become aware of plate tectonics in our “backyard”.
Procedure	I will outline the skills necessary to read a map including scale, patterns, orientation, legends, symbols and grids. Have the students look at bathymetric maps of the world, and look at examples of plate boundaries morphology with magnetic data in locations of known plate boundaries Possible Content Lesson: The students will be looking at maps of the area around the school. Use topographic map or http://www.portlandmaps.com/ The students will also be given an aerial photograph of the same area. Use copies of aerial photographs or http://www.portlandmaps.com/ They will have the opportunity to locate where they live and their neighborhood. Emphasis will be made to observe changes in topography, scale, and use of symbols by asking questions such as: What is the scale of the map? Is the scale of the aerial photograph the same? How big is your house on the aerial photograph? How big would your house be on the map? What is the difference in elevation between your house and the school? Bathymetric of the World - Bathymetric map of the Atlantic Ocean - http://earthref.org/cgi-bin/ado.cgi?n=363&dbms=ERDA \ or http://earthref.org/cgi-bin/ado.cgi?n=372&dbms=ERDA Bathymetric map of the Pacific Ocean - http://earthref.org/cgi-bin/ado.cgi?n=364&dbms=ERDA
Evidence	Questioning and ease of use of the maps.
Teacher	3' Provide directions via general instructions by asking question such as; " What do the colors represent? How big is this particular feature? What does this symbol mean?"
Student	1.75; Clarifies Lead Learners instructions by providing specific questions. Students may ask questions like: How would you show a hole in the ground on the map? Can you see people in their backyards in the aerial photograph?Students should be able to compare maps and determine what the map is showing.
Fieldwork	Give students experience to foster their interest and ownership; provoke students to explore, observe and generate their own questions about the phenomenon
Intent	To recognize groups of patterns, specific tectonic plate boundary characteristics
Procedure	The students will be divided into two groups of table groups. In this, the students will discover how alternating magnetic reversals manifest itself in the rocks and maps around us. Provocative Phenomena are: One group will participate at station A (multiple locations) while the other group (one table group) will go to station B. At Station A, the students will do the paper stripping activity {One strips of white paper, folded in the middle and placed in the crack between two tables. Two students will pull the ends slowly away from the edges of the table, perpendicular. while another student will be using a thick marker to mark the meeting of the two ends periodically.) Station B will have a model of the alternating magnetic based on rocks of the Columbia River Basalts using compasses to plot the changes of compass needle orientation. Animated Diagram that shows the connection of plate spreading and changes in compass direction (magnetic reversals - Magnetic Reversal Video Along a Spreading Center . I will hand out bathymetric maps of the world to each table group, or have students look at maps on computer monitors. I will give each table group 15 minutes to inspect and list features of the map and label the features in terms of plate boundaries. Anticipated Observation: Why does the magnetics alternate? Why does the area on the Pacific Northwest map look different than the other areas? Why do the plate boundaries in one area of the world look different from the other areas. Show pictures and models of plate tectonic boundaries. Paper Model of plate tectonics http://pubs.usgs.gov/of/1999/ofr-99-0132/ Divergent plate http://earthref.org/cgi-bin/ado.cgi?n=304&dbms=ERDA Divergent and convergent plates with convection cell http://earthref.org/cgi-bin/ado.cgi?n=359&dbms=ERDA Example of 3D bathymetry map - PANR01MV Multibeam bathymetry visualization experience
Evidence	Questions that show the students observe differences in plate boundaries forms and that they can see similarities with the model to be able to classify patterns as specific plate boundaries.
Teacher	2: Provide a focus for observations that allows adaptation.
Student	4: Generates independent observations. The students should be saying things like "Why are the rifts different? Why can't we see data in some areas?"
Debriefing	Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
Intent	To recognize certain shapes of ocean bottom features are tectonic plate boundaries. To recognize the tectonic plate boundaries that exists in the Pacific Northwest and the movements of the plates.
Procedure	Each group will take turns in expressing their ideas of each categorized ocean floor characteristic.Record all observations for all to see. Start from the first group and move to the next group until all groups have expressed their ideas. Group all responses in terms of morphology with emphasis to compliment all observations. List ideas with supporting data. Group the observations to spreading centers, subductions, strike slips, and hot spots. Cross-Section Formation of Magnetic Anomalies with Geologic Timescale Magnetic Poloraity and Ocean Depth Versus Longitude Along the Reykjanes Ridge Magnetic Polarities Along Reykjanes Ridge Diagram Illustrating Components of Plate Tectonics The Collision of Two Continents Topographic Map of a Divergent Plate Boundary
Evidence	Defending their assignment of sea floor characteristic observation to plate boundaries.
Teacher	2; Provides questions as options for students, allows for student adaptations. Ask students to defend their decisions, and comment on others ideas.
Student	3; Selects and adapts from questions provided. The students will be able to connect ocean bottom features to plate boundaries.
Experimental Design	Design an investigation wherein students gather and analyze data that address the identified question Students will pick out features on the bathymetric maps, including size, shape and depth to organize shape to plate boundary.
Data collection	Define approach for collecting data: Students will use rulers and scale to classify each feature.
Intent	Students will be able to find additional plate boundaries from characteristics of features on the Ocean bottom. Additionally use magnetic data to aid in feature description.
Procedure	Use rulers, map scales and magnetic anomalies to examine the features on the map of the Pacific Northwest Region. Pose answerable question: What specific ocean bottom forms delineates what plate boundaries? Possible Content Lesson: Pick out a feature on the map and have all the students measure it in length, width, and depth. Bathymetric map of The Pacific Northwest - Have the students calculate the volume of the feature. The students should then think of an object they come in contact each day to compare the size to like their house or the shopping mall or a specific mountain.
Evidence	Questions and identified possible plate boundaries that can be the cause of the ocean bottom feature.
Teacher	2: Guide learners as to what evidence to collect it ; learner decides method. Teacher will supply tools for obtaining information but student needs to decide on how to do it.
Student	3; Guided to collect specific data and do specific data analysis. Students should end up with a set of measurements for each feature.
Data analysis	Define approach for analyzing data
Intent	To classify all obvious features on the Pacific Northwest Bathymetric map in terms of plate boundaries.
Procedure	Observe pictures of ocean bottom features in areas in the Atlantic and in the South Pacific Oceans that are known plate boundaries. Show the magnetic anomalies of these features. Bathymetric Map of the world - Magnetic Anomaly pictures of specific plate boundaries - Look at the ocean bottom ,features that have been picked out by the students in the Pacific Northwest Region, along with any magnetic data available for that feature Magnetic Anomaly map of the Pacific Northwest .= (M00002 I-4) Draw conclusions from the known comparisons.
Evidence	Students will explain their conclusions with supportive examples.
Teacher	1; Allows students to independently analyze and interpret data. Students will use the diagrams of other features to decide which specific type of tectonic plate boundary their feature represents.
Student	4; formulates explanations from evidence. Students will have at least one ocean bottom feature that they have assigned to a specific type of tectonic plate boundary.
Presentation	Teacher provides students an opportunity to prepare and communicate what they have learned.
Intent	Have each student show the methods they used to decide what tectonic plate boundary their feature represents.
Procedure	Each student will maneuver in the Pacific Northwest Region using a three dimensional program and data set to show their feature. Three Dimensional Pacific Northwest Bathymetirc map - The student will show the magnetic anomalies of their feature and a few examples of known plate margins that they have determined are similar to their feature.
Evidence	Student will show a logical proof of their conclusion comparing model to their feature. Pacific Northwest Plate boundaries - (M00018 I-5) - (M00002 I-4) Pacific Northwest plate motion with Mt. St. Helens - Graphic,20K,InlineGIF] Cascade Range and Plate tectonics - Graphic,20K,InlineGIF]
Teacher	1: Encourages/monitors formation of logical arguments to explain data; expects learners to develop logical presentation of results. The students should have supporting data/diagrams for their choice.
Student	4; Independently forms reasonable and logical arguments and presentation. Students should should show the class how they came up with their conclusion, showing each logical step they took to their final decision.

V1.01 2004-07-08

2004-07-15 10:44 AM