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ERESE Master Document Index: |
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| Teachers Log | Back to index |
| ERESE
Teachers Log |
Jerrie
Reining |
| Lesson
title |
Mapping
the Ocean Floor |
| Intent
of the lesson |
To
use distance and depth data to determine the shape of
the ocean floor |
| Ed.
standards |
Georgia Standard S6CS1a,b; S6CS2a,b; S6CS3a,b,d; Sb6CS4a,b,c; S6CS5a,b; S6CS6c, S6CS7b, S6CS8a,b; S6CS9a,b,c,d,e; SS6E3b; 6E5d,e |
| Orientation |
Introduce
avaibile tools and concepts so that students feel safe taking
intellectusl risks |
|
Intent |
Through
observation students will generate questions on a bathymetric map of a
section of the Pacific Ocean |
| Procedure | Students
will view a bathymetric map (http://earthref.org/cgi-bin/ado.cgi?n=365&dbms=ERDA
). They
will be asked to list observations related to three questions from
viewing the map. Skills: 1. Patterns (color, shapes, linear patterns) 2. Scale (key, distances, units) 3. Geography (land masses) |
|
Type of Evidence |
Questioning |
|
Teacher profile |
4.
Gives specific instructions Teacher will ask the following types of questions. What do the colors represent? What does the key indicate? What is the scale? What units are used in the scale? What do the numbers on the margin represent? Can you identify a body of water? What land masses can you identify? |
|
Student profile |
1.
Provided with specific instructions. Students will demonstrate knowledge of maps, scale, geography, physical features by recording responses in thier Journals. The colors represent....... |
| Fieldwork
(provocative phenomenon) |
Give students experience to foster their interest and ownership; provoke students to explore, observe and generate their own questions about the phenomenon |
|
Intent |
To
astertain if the shape of the bottom of a shoebox can be
determined by asking probing questions as they view a
demonstration |
|
Procedure |
Students
will observe me plunging a pencil several times through holes in the
top of a
shoebox. (I am using a shoe box that contains wooden blocks of varying heights. There will be multiple holes the diameter of a pencil in a straight in the lid of the box. A grid will be imprinted on the side of the box.) Anticipated observations: The pencil doesn't hit the bottom of the box in every hole The pencil is hitting something on the bottom of the box The pencil goes down different distances in different holes The holes are in a straight line The distance the pencil goes down can be measured |
|
Type of Evidence |
Questioning
with a shift of ownership from my question to theirs |
|
Teacher profile |
1.
Provides an experience to generate student observations. Examples would
be: Can you explain what is happening? What can you say about.....? Can you make use of these fasts to.....? What facts would you select to show....? |
|
Student profile |
4.
Generates independent observations. The students will be writing
in their Journals statements like: The pencil did not go the same distance to the bottom everytime. There was something on the bottom of the box that kept the pencil from touching the bottom. The bottom of the box is not level The distance from the top of the box to the bottom can be measured |
| Debriefing |
Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic. |
|
Intent |
Facilitates
learners in generating questions |
|
Procedure |
Ask
students to share their observations and record them on the board for
all to see. After all responses have been recorded divide them
into 2 groups. Group 1 = observations that cannot be answered either because of time or know how group distance/depth Group 2 = observations that they might be able to answer from research Observations from Group 2 will then be classified by topic (distance and depth) Students will then be instructed to take these observations and turn them into a researchable question followed by a testable hypothesis. They will be given time to write this in their Journal. |
|
Type of Evidence |
Probing
questions derived from the debriefing |
|
Teacher profile |
1.
Engages
in the generation of scientifically worded questions by providing an
opportunity to generate questions. A suggestion would be to classify the researchable data Examples would be: How would you organize the selected data? What facts would you select to show_________? How would you catagorize___________? what units would you use for measurements/ |
|
Student profile |
3.Selects
and adapats from questions provided Students connect their observations and questions to the problem by answering and elaborating on the probing questions I have posed. Students begin to offer possible researchable questions and develop a testable hypothesis Examples: Researchable questions I think the holes have different depths. I think the bottom of the shoebox is multilevel. I think the distance from the top of the box to the bottom can be measured. I think the distance between each hole can be measured. Testable hypothesis I think if I measure the distance between each hole and the distance from the top of the box to the bottom then I can draw a profile of the bottom of the shoebox. |
| Experimental
design |
Design an investigation wherein students gather and analyze data that address the identified question |
| Data
collection |
Define
approach for collecting data |
|
Intent |
To
assist students in identifying major concepts necessary to answer their
questions as well as the procedure that will be used. |
|
Procedure |
Students
will work in groups of three in our computer lab. They will
brainstrom their Journal entries to come up with a testable
hypothesis. After a review and approval by me they will begin to
gather researchable evidence to either prove or disprove their
hypothesis. Links will be posted on the board that will assist students in the type of data they need to collect. Students will view the links and decide if they can answer their hypothesis. http://earthref.org/cgi-bin/ado.cgi?n=410&dbms=ERDA http://earthref.org/cgi-bin/ado.cgi?n=409&dbms=ERDA http://earthref.org/cgi-bin/ado.cgi?n=370&dbms=ERDA http://earthref.org/cgi-bin/ado.cgi?n=408&dbms=ERDA Expected data Travel logs from ships showing the distance and depth covered The question and hypothesis the students will address are: Question: How can you use data of ocean floor depth to determine the shape of the ocean floor? Hypothesis: If depth and distance data from a ship can be obtained, then the shape of the shape of the sea floor can be mapped. |
|
Type of Evidence |
Questioning,
probing the students for understanding |
|
Teacher profile |
2.
Students are guided as to what evidence to collect and how to collect
it: learner decides on the method. Examples would be: Does this look like something you could use? How would you use it? Do you need to look for more data? |
|
Student profile |
3.5.
Students are directed to data but they will determine how to analyze it. Examples These ship logs show depth and distance. I think I could make a graph out of the data to show the ocean floor. |
| Data
analysis |
Define approach for analyzing data |
|
Intent |
To
help students analyze their data in a useful way to communicate their
findings. |
|
Procedure |
Student
groups will decide if they have collected the appropriate data to map
the ocean floor. They will take this information and vizualize it
with a graph. Graph paper will be provided. Each student will make their own graph. Content lesson on how to configure the axis, scale, and labeling will be covered. |
|
Typre of Evidence |
Probing
questions |
|
Teacher profile |
1.
Encourages/monitors the formation of logical analysis to explain
data. Expects students to interpret the results of their graph Examples How will you configure your data to show the shape of the sea floor? What would be the best way to illustrate your information? |
|
Student profile |
4.
Independently explains what their evidence exhibits |
| Presentation |
Teacher provides students an opportunity to prepare and communicate what they have learned. |
|
Intent |
Student
will have the opportunity to formally present their work to each other. |
|
Procedure |
Students
will create a graph showing a profile of the ocean floor and write a
one paragraph conclusion in their Journal on the results of their
of their inquiry. The graph must have both axes labeled with the
appropriate units and a title. Both the Journal and the graph
will be submitted for a lab grade. |
|
Type of Evidence |
Student
graphs and paragraph |
|
Teacher profile |
1.
The learner is encouraged to explain the data and is expected to have
logicaal results |
|
Student profile |
4.
The student independently explains a their graph and its particulars. |
| 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 | |||
2004-07-19 09:15 AM