| ERESE Teacher Lesson Plan Template (CEO1A) |
| Teacher Name | Nicole
Y. Murawski |
| Lesson Title | Magnetic
Anomalies and the Age of the Sea Floor |
| Grade | 9
(Including a variety of student populations, such as ESL and Special
Ed.) |
| School | Kimball
High School |
| City, State | Royal
Oak, Michigan |
| Purpose
of Lesson |
Students
will demonstrate an understanding of how scientists use magnetic
anomalies to determine the age of the sea floor. |
| Education
Standards |
Michigan
Curriculum Framework Science Benchmarks Primary Benchmark Addressed by Lesson: V.1.HS2 Use the plate tectonics theory to explain features of the Earth's surface and geological phenomena and describe evidence for the plate tectonics theory. Secondary Benchmarks Addressed Throughout Lesson: I.1.HS1 Ask questions that can be investigated empirically. I.1.HS2 Design and conduct scientific investigations. I.1.HS4 Gather and synthesize information from books and other sources of information. I.1.HS5 Discuss topics in groups by making clear presentations, restating or summarizing what others have said, asking for clarification or elaboration, and taking alternative persectives and defending a position. II.1.HS6 Develop an awareness of and sensitivity to the natural world. II.1.HS7 Describe the historical, political, and social factors affecting the developments in science. IV.1.HS5 Describe how electric currents can be produced by interacting wires and magnets, and explain applications of this principle. IV.2.HS3 Contrast nuclear fission, nuclear fusion, and natural radioactivity. IV.4.HS4 Describe different types of waves and their technological applications. V.1.HS2 Use the plate tectonics theory to explain features of the Earth's surface and geological phenomena and describe evidence for the plate tectonics theory. |
| INQUIRY STAGE 1 | |
| Orientation |
Introduce
available tools and concepts. |
|
Purpose |
Make students feel safe taking intellectual risks. |
| Procedure | Students will have the following knowledge
and skills prior to this lesson: During a unit on waves, students will have learned about sonar and technological applications such as mapping the ocean floor. During a unit on electricity and magnetism, students have learned about magnets and magnetic fields. In middle school, students learn about Pangaea and continental drift, but not sea floor spreading or the theory of plate tectonics. In addition, during a unit on nuclear chemistry, students have learned about radiocarbon dating and radioactive isotopes. Activities that lead into this lesson: Two activities will be done at this stage to introduce the topic of sea floor spreading and plate tectonics. Lesson1 involves analyzing the location of extinct plant and animal fossils found around the world to find patterns to support the past presence of Pangaea and continental drift. Lesson 2 involves using known data of the age of regions of the sea floor as a means to compute the rate of sea floor spreading at the Mid Atlantic Ridge. (To be uploaded later) |
| INQUIRY
STAGE 2 |
|
| Fieldwork |
Provide
students with provoking, relevant phenomena. |
| Purpose | To foster their interest and ownership and generate their own questions about the phenomena. |
|
Procedure |
Map to be used as Provocative Phenomenon: Digital Isochrons of the World's Ocean Floor Map Ask questions that have students making observations such as:
Additional Resources to use for Background Information or Instruction: Geomagnetic Polarity Time Scale USGS - Magnetic Stripes and Isotopic Clocks Juan de Fuca Magnetic Stripes Diagram Map of Pangea and Present Day Location of Fossils Fossil Evidence for Pangea Fossil and Geological Evidence of Pangea Puzzle Divergent Plate Boundary Diagram Magnetic Anomalies on a Mid Ocean Ridge Diagram Formation of Oceanic Crust along the Mid-Ocean Ridges Diagram Magnetic Anomaly Profiles for Different Spreading Rates over the East Pacific Rise Testing the Sea Floor Spreading Hypothesis USGS - This Dynamic Earth: The Story of Plate Tectonics |
| INQUIRY
STAGE 3 |
|
| Debriefing |
Teacher honors all student observations. |
| Purpose | Assist students in developing testable questions and hypotheses. |
|
Procedure |
The teacher will list observations,
comments and
questions pertaining to the Ocean Floor Map on the board. Group
and summarize student observations. Accept all suggestions from
students for explaining how the Digital Isochrons of the Ocean Floor
map was created. Students will likely draw on prior knowledge of
radioisotope dating as an explanation of how scientists might go about
determining the age of the rocks. Guide them to acknowledge the
key in the upper left-hand corner of the map. Provide students
with a hardcopy of the key and discuss as a class. At this point, the
teacher should direct
students towards the development of the researchable question as stated
below. Researchable Question: Can we determine the age of the sea floor by using magnetic anomalies? Testable Hypothesis: The age of the sea floor spreading can be determined by using magnetic anomalies. |
| INQUIRY
STAGE 4 |
|
| Experimental
design |
Design
an appropriate investigation. |
|
Data collection |
Define
approach for collecting data. |
| Purpose | Gather data that address the identified question and hypothesis. |
|
Procedure |
During this stage, students will
participate in a couple of small and large group activities designed to
understand magnetic anomalies, magnetic strips and the Cande & Kent
1995 geomagnetic polarity time scale. These activities are: 1. Magnetic Anomalies Activity 2. Geomagnetic Polarity Time Scale Activity Direct instruction may be necessary for clear explanation of these processes - to be determined by the instructor. See the above resource links for more information. |
|
Data analysis |
Define approach for analyzing data. |
| Purpose | Analyze data that address the identified question and hypothesis. |
|
Procedure |
See activities
decribed in the data collection procedures above. |
| 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 |
As a part of the
activities above, students will be involved in informal presentations
within their groups. Each student
will have a different diagram to create, share or analyze.
Therefore, within their groups they will each be responsible for
explaining to their partners the similarities and differences between
their diagrams. In addition, the students will be involved in a
whole class discussion to summarize their findings. |
| 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 |
Questioning and analysis of accuracy of
students' answers to questions in the activities |
|
Teacher profile |
3.5. Teacher provides specific
instruction and directions via general instructions |
|
Student profile |
1.5. Students follow specific
instructions, clarify/sharpen and adapt instructions |
| 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 |
Language patterns |
|
Teacher profile |
2. Teacher directs students to specific observations |
|
Student profile |
4. Students create/formulate independent
observations |
| 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 |
Questioning and discussion of student observations |
|
Teacher profile |
2. Teacher guides the development of questions |
|
Student profile |
3. Students select and modify provided questions |
| 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 |
Questioning
and observing student discussions, groups should arrive at the correct
results of the activity |
|
Teacher profile |
3.5. Teacher provides data and
specific directions for conducting analysis, and directs students as to
what evidence to collect and how to collect it |
|
Student profile |
1. Students use methods provided |
| Reflective practice | |
| B.
Data analysis |
Define
approach for analyzing data |
|
Type of Evidence |
Questioning and observing student discussions, Groups should arrive at the correct results of the activity |
|
Teacher profile |
1. Teacher facilitates students in
analysis and interpretation of data |
|
Student profile |
4. Students create/formulate explanations from evidence |
| Reflective practice | |
| INQUIRY STAGE 5 |
|
| Presentation |
Teacher
provides students an opportunity
to prepare and communicate what they have learned |
|
Type of Evidence |
Student conversations within groups and
during whole class discussions |
|
Teacher profile |
3.
Teacher directs students in what and how to present |
|
Student profile |
3.5.
Students select and modify the argument and presentation format, and
create/formulate reasonable and logical arguments and presentation
format |
| Reflective practice |