ERESE Workshop Master Document

ERESE Teacher Lesson Plan Template (CEO1A)

Teacher Name	Amber Snapke
Lesson Title	Pacific Plate Movement for the last 65 million years
Grade	High School (9-12)
School	Huron High School
City, State	Ann Arbor, MI
Purpose of Lesson	The purpose of this lesson is for students to calculate the rate of movement and direction of the Pacific plate (15°-50°N to 155°-175°W) for the last 65 million years. Students will also study the Hawaiian Islands and Emperor seamonts of that area to conclude the age of the islands/seamounts and deterimine where the current hot spot is located.
Education Standards	National Science Standards: In the vision presented by the Standards, inquiry is a step beyond "science as a process," in which students learn skills, such as observation, inference, and experimentation. The new vision includes the "processes of science" and requires that students combine processes and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of science. In successful science classrooms, teachers and students collaborate in the pursuit of ideas, and students quite often initiate new activities related to an inquiry. Students formulate questions and devise ways to answer them, they collect data and decide how to represent it, they organize data to generate knowledge, and they test the reliability of the knowledge they have generated. As they proceed, students explain and justify their work to themselves and to one another, learn to cope with problems such as the limitations of equipment, and react to challenges posed by the teacher and by classmates. At grades 9-12 the content standards in Earth Science are: students focus on matter, energy, crustal dynamics, cycles, geochemical processes, and the expanded time scales necessary to understand events in the earth system. National Science Education Standards Link Michigan Science Standards: Constructing New Scientific Knowledge (C) #1-5 High School Geosphere (EG) #2 High School
INQUIRY STAGE 1
Orientation	Review concepts about how to view maps, such as how to read a scale, how to use the color key, orientation of direction, latitude and longitude. Review concepts already learned: Types of plate boundaries, hotspots, and seamounts.
Purpose	Make students feel comfortable with using maps to make observations and to conclude any relationships they see on the maps.
Procedure	Before students do their fieldwork, we will review map reading skills. This will include reviewing scales, color keys, direction, latitude and longitude. We will review the concepts: hotspots, seamounts, and types of plate boundaries. I will ask them questions as a class to review these concepts to prepare for fieldwork.
INQUIRY STAGE 2
Fieldwork	Provide students with provoking, relevant phenomena.
Purpose	To foster their interest and ownership and generate their own questions about the pacific plate and the Hawaiian Islands.
Procedure	Students will work in groups and rotate between the different stations(number of groups will depend on how many students are in the class, limit group size to no more than 4 students) . Some groups will work on the computers to view the world map of plates and plate boundaries, other groups will use the maps of the Emperor Seamounts and Hawaiian Islands to make observations. Then all groups will make connections between the maps through observations and conclusions to further investigate. Each group will be responsible for coming up with a list of questions, observations or conlcusions to share with the class. Students will use a student activity sheet for this lesson. (Insert link to student activity sheet here) 1) View the world Map of Plates and types of plate boundaries on Earthref.org link-World Map of plates and boundaries. Look for the Pacific plate and the Hawaiian Islands. Make observations about the plates, identify the types of plate boundaries. Are there any plate boundaries around the Hawaiian Islands and seamounts? What type of plate boundaries is the Pacific plate involved with? Record observations on student activity sheet. 2) View the maps of Emperor Seamounts and Hawaiian Islands around the room. Make observations about age of islands and seamounts, direction of movement, depths of islands and seamounts,etc. (Teacher needs to have maps in class, could research on Earthref.org to get the proper maps) Record observations on student activity sheet. 3) Profiles: You need to make three profiles using the depths on the Topographic map of the Hawaiian Islands/Seamount.(Teachers will need to provide the topo map, if you don't have access to a topo map, then use the depths on the map of the Emperor Seamounts/Hawaiian Islands) Make sure you do one diagonally, two west-east horizontal (you pick the latitude you want to do it at). Mark the location of each island and seamount, record the depth next to each, shade areas of red. Make your profiles on the newspaper provided. Use the profiles to make observations, questions and conclusions about the ages of the islands and seamounts, hot spot locations, etc. What do the gray areas mean? What do the red areas on the gray areas represent? Record observations on student actvity sheet. 4) From observations of the maps and their profiles they will make relationships between the age of the islands and seamounts, direction of plate movement in the area of the Hawaiian Islands, relative rate of plate movement, any active hotspot areas. Record observations on student activity sheet.
INQUIRY STAGE 3
Debriefing	Teacher honors all student observations.
Purpose	Assist students in developing testable questions and hypotheses.
Procedure	1) List all observations, questions and conclusions from the groups on the board. Possible observations, questions and conclusions: Red areas on Hawaii represent volcanic activity, therefore there is an active hot spot under the island. Kilauea is the youngest volcano because it is closest to the active hot spot. Seamounts are eroded older volcanoes. The Hawaiian islands are not on a plate boundary. They are part of an overriding plate that is part of a subduction zone. A subduction zone is a convergent bounday, meaning 2 plates are coming together where one plate subducts under the overriding plate. The Emperor seamounts are northwest of Hawaii, so the pacific plate is moving towards the northwest. How do we calculate rate of movement? Do different plates move at different rates? If students are making these types of observations, questions, conclusions then they are on the right track. 2) Then the teacher and students will group observations, questions and conclusions on the board into researchable questions.. The teacher will direct the researachable questions to be: a) What is the rate and direction of movement of the Pacific plate in the area of the Hawaiian Islands and Emperor seamounts? b) What is the youngest Hawaiian island and is it close to an active hot spot? What is the youngest seamount? 3) Students will be divided into groups based on their chosen question. (Even though there are only 2 researchable questions, there should be multiple groups for each question, keep group size to 3-4 students). Students should come up with their own hypotheses (in their groups) once they have picked their researchable question. Predicted Student hypotheses: The Hawaiian Islands move to the northwest at a relatively constant rate as it moves away from the active hot spot. The youngest island of the Hawaiian ridge is Hawaii and the youngest seamount is Loihi, because they are closest to the active hot spot. The age of the Hawaiian Islands and Emperor seamounts increases as they move away from the active hotspot in a northwestardly direction. Students can deviate from these hypotheses, but the teacher should verify that hypotheses are relevant to their researchable question.
INQUIRY STAGE 4
Experimental design	Design an appropriate investigation.
Data collection	Use data from Earthref.org databaseData of Hawaiian Islands/Seamount ages, supplied maps, profiles.
Purpose	Gather data that addresses the identified question and hypothesis.
Procedure	Depending on the chosen researchable question, each group will decide on what data to use to answer their question. (See activity sheet that students have been working on)
Data analysis	Groups will decide to either graph their data collected, use a drawing to analyze their data, explain the data, etc. The analysis will be based on the type of data they collect.
Purpose	Analyze data that addresses the identified question and hypothesis.
Procedure	1) Use the Hawaiian island age data to make a graph: put the distance on the x-axis and age on the y-axis. 2) To figure out the rate of movement of the Pacific plate in this area use Velocity=Distance/Time. Students should fiind the velocity for each island and seamount listed in the data table and then find an average for the rate. 3) Compare the different rates with their locations on the map 4) Graph data of Hawaiian Islandss/seamounts, x:axis-distance from Kilauea and y:axis-age. 5) Students should compare their graph to a graph of Age of Hawaiian Islands and Emperor seamounts to distance from Kilauea on the Earthref.org site Graph of Age vs. Distance. Also compare your graph to a another link on Earthref.org showing age as a function of distance Graph of Age vs. Distance. 6) How did your predicted ages of the islands and seamounts compare to actual ages? See Earthref.org link Erosion/Age of Hawaiian Islands/Emperor Seamounts. Students will fill-in the student activity sheet. **Extension(Further Investigation): How did the Hawaiian Islands form in the middle of the Pacific plate when they are more than 3200 km away from a plate boundary?
INQUIRY STAGE 5
Presentation	Communicate what they have learned.
Purpose	Provide students an opportunity to communicate their results in a forum that reflects the scientific community.
Procedure	Student presentations will be done in a MUSEUM style format: 1) Students will present what they have learned by going around to each group and observing their collected data and data analysis to their chosen researchable question. 2) Students will fill-in the student activity sheet as they share results with one another. 3) Groups that did the same question will compare/contrast their data and analysis. Groups that did different questions will teach and explain to the other groups their data collected and analysis. Students will record what they have learned on their activity sheets.

	ERESE Teacher Reflective Plan Template
INQUIRY STAGE 1
Orientation	Introduce available tools and concepts so that students feel safe taking intellectual risks
Type of Evidence	I will use questions as evidence to verify that students are feeling comfortable with their map reading skills.
Teacher profile	3: I will direct students as we review map reading skills. I will ask them the following questions: 1) What is a scale on a map and how do you use it? 2) What does the color key represent on the map? Do an example, look at Kilauea and tell me it's elevation based on the color key. 3) How do you read latitude? Longitude? Do an example, what is the latitude and longitude of Kilauea. 4) Where is North on the map? 3: I will ask questions about concepts already learned. 1) What is a hotspot and seamount? 2) Describe the types of plate boudaries and give examples of each.
1) Student profile	2: Students will verbally (as a group) answers questions.
Reflective practice
INQUIRY STAGE 2
Fieldwork	Give students experience to foster their interest and ownership; provoke students to explore, observe and generate their own questions about the phenomenon
Type of Evidence	Students will use the student activity sheet to reocrd observations, questions and conclusions they make from the maps.
Teacher profile	2: I will help students focus on making certain observations, but allow for their own input and ideas during their fieldwork.
Student profile	3: The students will make general observations, questions and conclusions. They will adapt and modify them as needed.
Reflective practice
INQUIRY STAGE 3
Debriefing	Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
Type of Evidence	Write all observations, questions and conclusions on the board.
Teacher profile	2: I will act as a recorder of their observations, questions, conclusions. I will then use the recorded information to formulate the researachable questions.
Student profile	3: Students will provide the information to formulate the researachable questions. They will get to pick the researachable question of their choice to do their experimental design on.
Reflective practice
INQUIRY STAGE 4
Experimental design	Design an investigation wherein students gather and analyze data that address the identified question
A. Data collection	Define approach for collecting data
Type of Evidence	Students will record on their student activity sheet the type of data they will collect.
Teacher profile	2-3: Direct students as to what data to use, but help guide them on evidence to collect from the maps and profiles.
Student profile	3: Student selects, adapts, data provided and data analysis methods.
Reflective practice
B. Data analysis	Define approach for analyzing data
Type of Evidence	Students will record their data analysis (which could include calculations and a graph) on their student activity sheet.
Teacher profile	2: Teacher will guide students in their analysis and interpretation of data collected.
Student profile	4: Students will formulate their own explanations from the data collected.
Reflective practice
INQUIRY STAGE 5
Presentation	Teacher provides students an opportunity to prepare and communicate what they have learned.
Type of Evidence	Verbal discussion between groups of students and record what they have learned from each other on their student activity sheet.
Teacher profile	1-2: Teacher will guide student findings on student activity sheet and facilitate logical arguments to explain their data and data analysis.
Student profile	4: Students will formulate their own arguments while they are sharing with other groups during the presentation of results.
Reflective practice