ERESE Workshop Master Document

ERESE Teachers Log
Lesson title	"Restless Earth"
Intent of the lesson	The learner will explore concepts of plate tectonics to understand how volcanoes are related to the movements of plates. The learner will also explore the environmental, economic, and societal challenges associated in living with such hazards.
Ed. standards	Abilities necessary to do scientific inquiry Understandings about scientific inquiry Energy in the earth system Abilities of technological design Understandings about science and technology Natural and human-induced hazards Science and technology in local, national, and global challenges
Orientation	Introduce available tools and concepts so that students feel safe taking intellectual risks
Intent	Provide direction via general instructions to review student knowledge on scientific principles on plate tectonic science.
Procedure	I will review concepts from previous lessons in a 5-10 random question and answer session.
Type of Evidence	Questioning
Teacher profile	1: Facilitates an experience without instruction http://www.earthref.org/index.html (Graphics displaced on an LCD projector from the ERDA website that exhibit sea floor spreading centers, seismic plate boundaries, etc... would be used to prompt the following lead in question and answer session) "We live in an area that if effected by what type of natural disasters? Now, let us transport ourselves far away to the other side of the planet to an area effected by natural disasters caused by seismic activity." 1. What causes seismic activity? 2. What are examples of seismic activity? 3. What are the characteristics of areas on planet earth that are effected by this type of motion?
Student profile	4. engages in an experience without instruction.
Fieldwork	<> Students will observe and record observations of the following images from the website displayed on an LCD projector and prompt class discussion on the geologic, environmental, and societal impact of the images. http://vulcan.wr.usgs.gov/Photo/Pictograms/framework.html http://volcano.und.nodak.edu/vwdocs/current_volcs/kilauea/kilauea.html
Intent	Facilitates a provocative phenomenon. Guide students in focusing observations and allow for interaction and discussion on the images as I let them roll on a timed photo viewer.
Procedure	Students will be divided into groups of four. Each student within the group will have a particular role and job description. The jobs will be geologic scientist, environmentalist, law maker, and Joe Public. The group will read their individual job description to the group prior to beginning the activity. The teacher will provide the group with “geologic situation cards” which are placed in the center of the table upside down. The students will decide who will draw the first card. The selected student will draw the card and read it to the group. Each group member will then discuss the repercussions of the situation from their perspective. Conclusion questions will be provided for the student group for closure and summary. Geologic Activity Cards (This is the data provided to the students. This section will identify concepts necessary to answer the questions.) Student Activity Card “There is a small town located dangerously close to a Mount Kilauea in Hawaii. Scientists have collected data indicating that eruptions could happen soon. How will your role as a (geologist, environmentalist, lawmaker, or Joe Public) respond to this? Procedure and materials used to address each role in the activity: Student Geologist: http://volcano.und.nodak.edu/vw.html and http://hvo.wr.usgs.gov/ The student geologist will use the website to explain to his group the basic anatomy and characteristics of the volcano and the methods on how to anticipate a potential eruption. This student explanation will provide scientific data for the community to decide on a plan of action. Student Environmentalist: http://www.bbc.co.uk/scotland/education/int/geog/envhaz/volcanoes/prediction/gas_emissions.shtml The student geologist will use the following website to provide the community with potential environmental hazards that should be addressed. The student explanation will provide environmental hazard data for the community to decide on a plan of action. Student Lawmaker: http://volcano.und.nodak.edu/vwdocs/msh/llc/hr/hrl/ev.html The student lawmaker will use the volcano simulation evacuation plan provided in the following website to develop one during the activity. Joe Public: The “Joe Public” student will express and record views based on personal views and response as what will happen to his home and family as the situation progresses. Anticipated Observations: Students interacting with each other from the perspective of their role in the activity. Students will also be expected to write a narrative from the experience. An enrichment activity could also be to research a past event and compare and contrast it to current events.
Type of Evidence	Questioning that demonstrates a shift in the ownership of the question from the teacher to the students.
Teacher profile	2: Teacher facilitates an experience with general instructions that allows for adaptations.
Student profile	3: Student will integrate general instructions into a model they develop within the group.
Debriefing	Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
Intent	Facilitates leaners in generating questions.
Procedure	The teacher will rotate among the groups to ask the groups to share and record observations for all to see and share with the class once we have reached the closure stage of our lesson. Each group will be allowed to share an overview with the entire class with the goal of analysis and conclusions about the activity. Encourage student guestioning
Type of Evidence	Probing questions
Teacher profile	2: Provides questions as options for students, allows for student adaptations.
Student profile	3: Students are generating questions and solutions among the group as they work through solutions.
Experimental design	Design an investigation wherein students gather and analyze data that address the identified questions.
Data collection	Define approach for collecting data
Intent	Assist each group in identifying major concepts necessary to answer their questions and as well as the procedure that will be used.
Procedure	The subtopics, questions and hypothesis the students will address are the following: 1. Describe in your own words what is happening on Mount Kilauea. 2. State in your own words what you think are the greatest environmental hazard associated with an eruption. 4. Distinguish the difference between needs of the community at large and the environmental regulations dictated at the local, state, and federal level.
Type of Evidence	Questioning
Teacher profile	1: Teacher allows students to determine what evidence (data) needs to be collected and methods for such collections
Student profile	4: Students collectively determine what constitutes evidence and collects data; determines analysis.
Data analysis	Define approach for analyzing data
Intent	Assist each group in formulating explanations from evidence collected.
Procedure	Student Questions: 1. Predict what problems would happen if the volcano erupted during peak tourist season. 2. Distinguish the difference between needs of the community at large and the environmental regulations dictated at the local, state, and federal level.
Type of Evidence	Probing questions
Teacher profile	1. Allows students to independently analyze and interpret data.
Student profile	4. Formulates explanations from evidence.
Presentation	Teacher provides students an opportunity to prepare and communicate what they have learned.
Intent	Assist students to communicate and justify explanations and present cogent information
Procedure	Student question: Create a model response team for the community to use based on sound scientific principles of volcanism.
Type of Evidence	Probing Questions
Teacher profile	1. Encourages/monitors formation of logical arguments to explain data: expects leaners to develop presentation of results.
Student profile	4. Independently forms reasonable and logical arguments and presentations.

CP0001 Expedition - Cruise Planning

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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)

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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

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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
4 (High School)	Magnetic Anomalies Off the Coast of the Pacific Northwest		Magnetic Anomalies and the Sea-floor Spreading Rate	Index Page	Text 04 from Vine 1966
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
5 (College)	Multiple Maps of Diverging Plate Boundary and Cruise Paths	Index Page	Magnetic Profile and Map of Spreading Center	Index Page	Chapter 2 Mason - Oreskes
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
6-9 (Graduate & Research)	Map of Diverging Plate Boundary and Cruise Path	Index Page	Magnetic Profiles and Map of Diverging Plate Boundary	Index Page	Chapter 3 Vine - Oreskes

M00006 Magnetic Reversals

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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
4 (High School)			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

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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

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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

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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
4 (High School)	Global image of the Pacific Margins	Index Page			Converging Plate Boundaries
5 (College)
6-9 (Graduate & Research)

M00017 Divergent Boundaries

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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

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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