LU Title: The Dynamic Crust

Author(s): Deborah Haynes

Grade Level: 9

School Address: Holland Patent Central School

Subject Area: Earth Science

School Phone/Fax: 315-865-8154

Declarative

Procedural

Vocabulary list for Topic XII

Use of internet resource and CD ROM

 Historical background of plate tectonic theory

 Presentation of data graphically

 Three kinds of plate boundaries

 triangulation

 Relationship between boundaries, earthquakes, volcanoes and mountain ranges

 Causes of earthquakes, earthquake hazard, historically significant quakes

 Richter and Mercalli scales of intensity

 Determination of epicenter location

Benchmarks: Many of the phenomenon we observe on Earth involve interactions among air, water and land

Benchmarks: Information technology is used to retrieve, process and communicate information and as a tool to enhance learning

Standard: MST 4 Physical Setting: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard: MST 2 Information Systems;

Students will access, generate, process and transfer information using appropriate technnologies.

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

1. Vocabulary list for Topic XII

• Is familiar with the historical background of plate tectonic theory, beginning with continental drift and continuing to the present.

• Understands that the lithosphere consists of plates which move relative to one another; identify 3 kinds of plate boundaries and describe their relative movements.

4.Understands the relationship between plate boundaries, volcanoes and mountain ranges.

5.Understand the cause of most earthquakes, effects of earthquakes, earthquake hazard, examples of historically-significant quakes and description of the damage, and understand Richter and Mercalli scales of intensity.

 Students will work in collaborative groups to look up definitions on computer.

Vocab quiz

Class discussion

CD ROM- collaborative groups (TASA Graphics: The Theory of Plate Tectonics )

CD ROM-200 years of National Geographic

Film: Earthquake! (National Geographic Explorer)

Text pp 209-211

Class discussion

Sketching plate boundaries

CD ROM (TASA Graphics)

Overhead diagrams

Look at map produced in initializing activity.

Scanned photos

Photos in The Earth, An Intro-duction to Physical Geology by Tarbuck and Lutgens

CD ROM (TASA)

Hand-out

Review of types of boundaries

Video: Earthquake

Computer: Internet

Listen to "real-life" stories

Scanned photos

College lecture/field trip

Look at graphs

Ruler activity

 Construct meaning for vocabulary terms

3 minute pause

graphic organizer-time sequence

Lab: Continental Drift

 Reciprocal Teaching

Note taking with graphic representations

3 minute pause

advance organizer question

cause/effect graphic organizer

KWL

Graphs and charts

Have students experience content using a variety of senses.

Advanced organizer questions

Ticket-out-the-door

 To develop working vocabulary, students will look up definitions using a computer reference site. We will then discuss terms and use strategies from Tactics for Thinking.

Initially,students will work collaboratively on the CD ROM. We will break into large group to discuss what we learned and to get additional information. We will use the 3 minute pause during discussion. Lastly, students will construct graphic organizers to depict the time sequence of scientific understanding from Continental Drift Theory to Plate Tectonic Theory.

Students will watch a 5 minute film on plate tectonics. Students will read a short section describing the lithosphere, plate motion and boundaries. We will try to construct meaning using reciprocal teaching strategies to use before, during and after reading. We will look at overhead diagrams and discuss what we learned using guided imagery. Students will work collaboratively on the CD ROM and sketch boundaries using note taking with graphic representations.

We will refer to our map and review our theories regarding the locations of earthquakes and volcanoes. Using the 3 minute pause, students construct basic understanding including a review of plate boundaries. Students will be provided advanced organizer questions and will work in small groups on the CD ROM. We will discuss the questions and look at scanned photos of various topography and geographic features associated with each type of plate boundary. Students will complete cause/effect graphic organizer.

We will begin by filling out the K and W on the KWL chart We will look at scanned photos depicting earthquake damage and listen to "real-life" stories. Students will watch a video and examine graphics depicting earthquake magnitude and frequency. Students will be guided through understanding quakes using imagery and the ruler acticity .ler activity.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

1. Use Internet resource sites and CD ROMS t o access information.

• Present gathered data on a graph

3.Triangulate to determine epicenter locations using seismograms.

 Provide students with a graphic or written representation of what they will do.

Practice with variations

Common pitfalls

Set of written steps

Point out common errors and pitfalls

Review declarative knowledge

Think aloud

Ticket-out-the-door

Internalizing is not a goal

 Students will be given instruction on the use of this particular CD ROM as well as review of web-browser tool bar options.

We will practice graphing with variables other than earthquake data; review necessary declarative knowledge such as independent and dependent variables and common pitfalls. I will circulate and have students explain what they are doing and why they are doing it.

Students will triangulate to determine epicenters.

A brief review of declarative knowledge will take place and a set of written steps will be on the board. Students will be led through a think-aloud and advised of common errors and pitfalls. As a ticket-out-the-door, students will work in groups and successfully locate the epicenter of an "unknown" earthquake when provided with 3 seismograms.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 Dynamic nature of crust and its connection to earthquakes, volcanoes, mountain ranges and ocean trenches.

The history of the development of plate tectonic theory

Earthquake P, S and L waves.

• *Comparing *
• *Classifying *
• Inductive Reasoning
• Deductive Reasoning
• Error Analysis
• *Analyzing Perspectives *
• Constructing Support
• Abstracting
• Other:

 Students will select three characteristics they wish to compare and explain how boundaries are alike and different with respect to these characteristics.

Students will gather data from the Internet to access epicenter locations, and the locations of recent volcanoes. Students will be asked to predict why these occur where they do.

Students will identify the issues about which people disagreed and articulate one perspective. Students will be asked to explain the logic behind this perspective. Students will repeat the process with the other perspective. We will remind ourselves to focus on analysis and try to remain objective. Students will be provided with graphic organizers.

Students will create categories for classifying earthquake waves. Reclassifying using different categories.

Planning Guide

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

 s

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[x ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Students will be asked to assume the role of reporters reporting on a major earthquake in the northeast, which has significantly affected New York State. Students, working in groups of two or three, will be asked to prepare an evening television news report targeted for the general public identifying the epicenter location, the Richter and Mercalli magnitudes damage reports, and appropriate emergency procedures. Students should include in their reports, using seismograms, how the epicenter location was determined and what safety procedures should be followed.

Students will be provided three seismograms and asked to assume that power is not interrupted. Graphics (posters, charts) should be constructed and utilized in the reports. Student groups can report any level of damage and intensity, but damage reports must be consistent with the intensity they assign.

Element #1

Element #2

Element #3

Element #4

Elements

Scale

 Planning

Report
(Clarity of information and analysis

Quality of posters and diagrams

Language/Vo-cabulary

Weights

 35%

35%

20%

10%

4

 The report was fully developed and detailed. The report was handed in on time.

 Detailed, thorough report which is very easy to follow.

Reported intensity, damage and triangulation were fully consistent and realistic

 Neatly done; exemplary effort at accuracy; effective graphics. Very clear and precise.

 Language used is consistently precise and vividly descriptive.

3

 The report was well organized. The report was handed in on time.

 The report is easy to follow. Most information is reported clearly.

Reported intensity, damage and triangulation were reasonably accurate, consistent and realistic.

 Reasonable effort at accuracy; graphics graphics clear and precise

 Language used was precise and descriptive

2

 The report was organized. The report was handed in on time.

 The report is somewhat confusing and hard to follow in parts.

Reported damage, intensity and triangulation were not closely correlated.

 Little or no effort obvious

 Language used which was grade appropriate and generally descriptive

1

 The report lacked a plan of organization and/or the report is not turned in on time.

 The report is very confusing and difficult to follow.

Reported damage, intensity and triangulation showed no consistency

 No graphics or so messy cannot be read easily

 Language was occasionally incorrect

Score Point 4

Score Point 3

[x ] Report was fully developed and detailed. Report was handed in on time.

[ x] Report was well organized and turned in on time.

[x] Posters are neatly done, effective graphics, exemplary effort at accuracy

[x ] Reasonable effort at accuracy; graphics clear and precise.

[ x Consistently used precise and vividly descriptive language.

[ x] Used language which was precise and descriptive.

[ x] Detailed and thorough report which is very easy to follow.

[ x] Report is easy to follow. Most information is reported clearly

Score Point 2

Score Point 1

[ x]Report is well organized. Report is in on time.

[ x] No plan of organization evident and/or report is not in on time.

[ x] Little or no effort obvious.

[ x] No graphics or graphics are so messy that they cannot be read easily.

[x] Grade-appropriate language used. Language which is generally descriptive.

[ x] Student occasionally used incorrect language.

[ x] Report is somewhat confusing and hard to follow in parts.

[x] Report is very confusing and difficult to follow.