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ERESE Master Document Index: |
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| Teachers Log | Back to index |
| ERESE
Teachers Log |
Nancy
Dow |
| Lesson
title |
The
Mystery of the Pangea Puzzle |
| Intent
of the lesson |
For
the students to discover the evidence that supports Plate Tectonics
based on the model of Pangea. |
| Ed.
standards |
High
School Level (9-12) Sunshine State Standards (Florida) SC.D.1.4.2: Know that the solid crust of the Earth consists of slow moving, separate plates that floats on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth's surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands). SC.D.1.4.4- Knows that Earth's systems and organisms are the result of a long, continuous change over time. SC.H.1.4.1- Knows that investagations are conducted to explore new phenoma, to check previous results, to test how well a theory predicts, and to compare different theories. LA.A.2.4.4- Locates , gathers, analyzes, and evaluates written information for a variety of purposes including research projects, real- world tasks, and self-improvement. LA.A.2.4.8- Synthesizes information from multiple sources to draw conclusions. National Science Education Standards: Content Standard A: Science as a Inquiry* abilities necessary to do scientific inquiry * understanding about scientific inquiry Content Standard D: Earth and Space Science * Origin and evolution of the earth system. * Energy in the earth system Content Standards E: Science and Technology * Understanding science and technology
|
| Orientation |
Introduce available
tools and concepts so
that students feel safe taking intellectual risks. |
| Intent |
To
introduce the idea of Pangea, to give clear instruction and to model
for the students what I want them to observe during the fieldwork. To
focus their attention on scale, continents that change shape, the
dates, and the patterns of
the
color of the animation. |
| Procedure | 1.
Question
and record students prior knowledge of Pangea. 2. Introduce history of plate tectonics including Alfred Wegener and his ideas of Pangea. The history of magnetic reversals should be addresed in the history introduction. 3. Before showing the animated Pangea model direct student to use the lab notebook to write down any observations and questions ("I wonders") that come from the animation. 4. Direct students to pay careful attention to the shape changes of the continents, the color patterns, and the date changes as the plates move. 5. Show first animation on classroom T.V connected to the computer. Pangea model one Use this simple animation to model what you want them to accomplish on the rest of the models, which is to write down observations and any questions that might come to mind as they are viewing the animations/models, point out things like "Which direction are the continents moving?", "Are the continents changing shape?", "What do the numbers represent?", and "What do the colors represent?" |
|
Type of Evidence |
Questioning.
I will ask questions such as
"What do you know about Pangea?" to assess their prior knowledge, "What
is scale?", "How would you recognize a pattern?" |
|
Teacher profile |
3;
Provide direction via general instructions. I will ask question such as
"What is scale?", "How would you recognize a pattern?" |
|
Student profile |
2;
Students should clarify teacher instruction. Students will demonstrate
knowledge as to how scales are used, and what might
constitute a pattern. |
| Fieldwork |
Give students experience to foster their interest and ownership; provoke students to explore, observe and generate their own questions about the phenenomon |
|
Intent |
To foster interest get them asking question about what is going on, to reconstruct the ancient "supercontinent" Pangea and then let the continents "drift" to their present positions. Guide students in focusing observations and allow for adaptations. |
|
Procedure |
The
provocative
phenomenon: Give students The
Mystery of the Pangea Puzzle / Web Challenge. The students will
complete the web challenge, which includes several animated models of
Pangea. Have
students use lab notebooks to write down observations and questions
that come to them as they observe each model. Then I will give each
group of four students Pangea
Puzzle and Pangea
Puzzle
two
to
manipulate. They will first put them together as they were 200 million
years ago to create Pangea then they will slide them to their current
location. They will also add to their lab notebook any additional
observation and questions. Some of the anticipated observations will
be:
1. African and South American coasts match 2. Some shapes of continents change 3. Age of rock and time periods change as
the plates move. 4. Fossil patterns are obvious during
pangea. 5. Geological patterns are connected during
Pangea. 6. Magnetic patterns are formed between
South America and Africa. |
|
Type of Evidence |
Questioning
that demonstrates a shift in the ownership of the question from me to
the students. "What do you observe?", "How would you compare the
continent?" Students should be communicating in their group what
they are observing or wondering. |
|
Teacher profile |
2;
Provides a focus for observations that allows for adaptation. I will
ask the following type of questions, " What is happening?" , "What do
you notice about the shape of the continents?" , "Are there any
patterns that you notice?" |
|
Student profile |
4;
Students generate independent observations. The students should be
making observations and questions based on what they are seeing and
doing. They should be making observations like "the continents are all
spreading apart", "the continents are changing shape", and "their are
color patterns between the continent". |
| Debriefing |
Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic. |
|
Intent |
Facilitate the generation of students questions. Provide students an opportunity to share their observations and questions in written form. Also provide an opportunity to go through the students' lists of questions to get them to think about the viability of their question, identify the variables, and decide what data would be collected. |
|
Procedure |
All
students will write at least one observation and one question or "I
wonder" on the white board. Encourage questions that begin with " I
wonder". As a whole class discussion, lead students
to think about the viability of their question, so they can be turned
into researchable questions. The discussion should lead to a final set
of questions that are testable. The students will pick a question that
interest them and sign up for that group. Teacher should predetermine at least one researchable question and one testable hypothesis. See following examples: Researchable question: How would you determine that the continents were once connected as a single land mass? <>Researchable hypothesis: If the continents were once joined as a single land mass then fossils on shorelines that were once connected should match each other, the youngest ocean crust should be in the center of the basin, and patterns of magnetic reversals should be reflected across spreading centers.Content lesson: How to take raw observations and turn them into researchable hypothesis. Formative assessment: Each student should write at least one observation and one "I wonder" on the board. |
|
Type of Evidence |
Probing
Questions "How can you make your observation into a 'I wonder'
statement?" "Is it a testable question ?", " How would you
expalin what is happening?" |
|
Teacher profile |
1;
Provides an opportunity to generate questions. Ask students to
elaborate on observations- "What else did you notice?", "How does that
relate to ____?" " |
|
Student profile |
4;
Students generate questions. They will be able to connect their
observations and questions to the underlying themes by answering and
elaborating on my 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 necessary to answer their
questions and as well as the procedure that will be used. |
|
Procedure |
Once
students are in "question" groups they will form a researchable
hypothesis
by
brainstorming in small groups. Once approved, they will discuss major
concepts necessary to prove or disprove their hypothesis. Then the
group can start their research using the ERESE database. The students
should search the data base for data to help them answer their
question. The question and hypothesis should be entered into their lab
notebook. The question and hypotheses the students will address are the
following but not limited to: Researchable Question: How would you determine that the continents were once connected as a single land mass? Testable hypothesis: 1. If the continents were all joined as a single land mass then fossils on shorelines that were once connected should match. Possible data set to analyze Fossil evidence 2. If the continents were all once joined as a single land mass then the youngest ocean crust should be in the center of the basin where the spreading centers are located and the oldest ocean crust should be by the continental marigns. Possible data sets to analyze Sea floor spreading with age of ocean floor in millions of years 3. If the continents were all joined as a single land mass then the patterns of magnetic reversals should be reflected across spreading centers. Possible data sets to analyze Magnetic anomalies Concepts include understanding the geologic time scale, fossils found in certain geologic time periods, the earth's magnetic field and understanding the patterns of magnetic anomaly reversals recorded in the seafloor. Students will be encouraged to use images from the resource matrices to address their chosen questions. If the objects aren't available they may want to upload their own. Formative
assessment: Teacher will check student lab books to make sure
that each group has enough data to answer their main question. |
|
Type of Evidence |
Questioning,
Probing the students for understanding. "Are you finding enough data,
to support your hypothesis?" "How would you apply what you learned to develop your hypothesis?" |
|
Teacher profile |
2;
Guides learners as to what evidence to collect and how to collect it:
learner decides method. |
|
Student profile |
3;
Guided to collect speific data and 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. Put data in data tables, appropriate graphs or other
appropriate formats.. |
|
Procedure |
The groups will brainstorm how to
analyze the data
they have collected. They will put data into data tables then develop a
format to visualize the data and come up with a conclusion statement
about
whether the data support the hypothesis or not. They should
also list any addition questions or ideas that they would like to
investigate further. these process will be recorded in student log (lab
notebook). 1. Magnetic stripes, age and location graph 2. Fossil evidence data table 3. Another sample graph on fossil evidence Formative assessment: Teacher will assess the data tables and graphs generated by the students by checking their lab notebooks. Content lesson: Lesson on how to set up data tables and different types of graphs and when each is appropriate to use. |
|
Type of Evidence |
Probing
questions " How can you organize this data better to make it
clearer" " How would you organize your data to prove or disprove
your hypothesis?" " How would you show your understanding of the data?"
"What conclusions can you draw?" |
|
Teacher profile |
2; Guides the learner to analyze and interpret data. Ask questions to determine whether students are logically analyzing their data. |
|
Student profile |
3; Guided in process of formulating explanations. Students should ask each other "What does this mean?", "How do we inerpret this pattern?" |
| Presentation |
Teacher provides students an opportunity to prepare and communicate what they have learned. |
|
Intent |
The
intent of the presentation was to facilitate the students as they
prepare to formally present their work to each other. |
|
Procedure |
Students
will design presentations following the lab report format. They should fill out the Lab Report on their own. Each group will create a PowerPoint presentation on their project. The presentation should include a title page, a researchable question and their hypothesis. It should also include the data set used to answer their question. The data sets should be put into data tables and graphs were appropriate. Students will be encouraged to ask questions of each presenter. Each student should turn in their individual log and notebook, while only one presentation for each group. Summative assessment: Teacher will use a rubric to assess the quality of the group's presentations and a rubric to grade the student log. Content lessons: Teach basic powerpoint lesson on a as needed basis. |
|
Type of Evidence |
Language
patterns in questioning style. Conversations should be student to
student, not teacher to student. Student
generated presentations. |
|
Teacher profile |
1; Teacher and student ask same kinds of questions - clarifying questions. "Based on what you know, how would you explain the mystery of the pangea puzzle?" "What data was used to make the conclusion that all the contintents were once joined?" |
|
Student profile |
4;
Should be presenting and defending opinions by making judgements about
the information they've presented. Students in the audience should be
making comments and asking question that make connections between their
findings and the presentors. Questions like "I noticed that ..... ",
"How did your evidence support or refute my findings"? |
| 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 | |