Core Curriculum Objective: Evaluate how surface and subsurface geologic processes cause changes on the earth's surface.
(8ES-1, 8ES-2)
Overview: Students will work in a group to design, construct, and present a working model of a plate tectonic concept.
Focus Overview: Students will be required to organize information, predict what materials will be needed to construct a model of a plate tectonic process, construct a model, problem solve, evaluate their work, demonstrate how it works, and explain how this process causes changes on the earth's surface.
Time Frame:
Four sixty-minute classes:
Two classes to complete chart and design model
Two classes to construct model
One class to do presentations
Materials:
Web site - pubs.ugs.gov/publications/text/dynamic.html
Windows on Science vol. 1
Because students are designing their models, it becomes their responsibility to provide their own materials. I suggest to the students that they work with paper mache, clay, and or cardboard. I tell them I will provide the following:
- 1 cardboard box per group
- Heavy duty scissors
- Paper mache (cornstarch and water)
- Plastic containers
- 2 rolls masking tape
- Tempera paint (red, brown, blue, yellow, black, green)
- Paint brushes
- A 1-1/2 ft. pile of newspaper
- Rags
I did provide groups with other materials they asked for, and I could easily obtain.
Culminating Assessment: Students will be graded based on the rubric.
Instructional Activities:
Inform students well ahead of time that they will be doing this project so they can start thinking of ideas and materials.
Groups will work together to complete the plate tectonic summary chart off the
web site; or they will copy the information from the Windows on Science As a class. Students will use this chart (especially the diagrams), as a primary resource for their model.
Students will complete the goal and procedure worksheet to design their project. The teacher should check these over to be sure their project is "doable."
Each group will bring their materials to class and work on their model.
Note: This can get kind of crazy, be sure that you have a well established and practiced set of procedures in your room for students to be successful.
Students will evaluate their model using the self-evaluation guide. Then they will score themselves on the rubric.
Each group will prepare their presentation being sure to meet the guidelines on the rubric.
Groups will present their model to the class.
Many models can be displayed around the school for other students to learn from.
PLATE TECTONIC SUMMARY CHART
| Type of Plate Movement |
Draw the Process and Label the Earth's Layers |
Explain the Process |
New Land Formation |
Where in the World it's Happening |
DIVERGENT
OCEAN PLATE/
OCEAN PLATE |
|
|
Mid-ocean ridge |
Atlantic Ocean |
DIVERGENT
CONT. PLATE/ CONT. PLATE |
|
|
|
|
CONVERGENT
OCEAN PLATE/ CONT. PLATE |
|
|
|
|
CONVERGENT
CONT. PLATE/
CONT. PLATE |
|
|
|
|
| TRANSFORM BOUNDARIES |
|
|
Fault line |
|
| HOT SPOT |
|
|
|
|
STEPS FOR A SOLUTION TO A PROBLEM
Goal: __________________________________________________
Steps needed to obtain your goal:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
If more room is needed use additional paper
Materials needed:
SELF EVALUATION GUIDE
| Did
you... |
Yes |
No |
Not Needed |
| Show and properly label all that is required? check each item |
|
|
|
| Do you have a title, and key for you product? |
|
|
|
| Is your name and class inf. clearly visible? |
|
|
|
| Is the product neat and clear? |
|
|
|
| Spelling and grammar |
|
|
|
| Does written work relate to your visual representations? |
|
|
|
* If you need more space write on the back
Write the goal of your assignment:
What steps did you take to complete it?
What problems did you run in to?
How did you solve them?
Looking back on the process you used to complete the assignment, what should you have done differently?
|
PLATE TECTONIC MODEL RUBRIC |
| GOAL AND PROCEDURES |
MY PTS. |
TEACH
PTS. |
| Goal
Not Stated |
Goal
Stated, But
Not Clear |
Goal
Clearly Stated |
|
|
Procedures
Not
Written |
Procedures
Written, Not Clear, No Logical Sequence |
Procedures
Don't Follow A Logical Sequence |
Procedures
Clear, Follow a Logical Sequence |
|
|
| Materials
Not Listed |
Most
of the Materials are Listed |
All
Materials Listed |
|
|
| MODEL |
|
|
| Nothing's
Accurate |
Missing
Information/ Things Are In The Wrong Place |
Things
Identified Wrong |
Everything
Is Accurate |
|
|
| Model
Does Not Match Procedures At All |
Some
of the Model Matches Procedures |
Most
of the Model Matches Procedures |
All
of the Model Matches Procedures |
|
|
| Nothing
Is Identified/Labeled |
Some
Things Are Identified/Labeled |
Most
Things Are Identified/Labeled |
Everything
Is Identified/
Labeled |
|
|
| No
Creativity |
Used
A Unique Idea Or Material |
Used
A Unique Idea And Material |
|
|
|
| Very
Messy, Can't Follow |
Parts
Hard To See/ |
Fairly
Neat |
Very
Neat |
|
|
| PRESENTATION |
|
|
No
Explanation Of How Each Layer Contributes To
Changes On The Earth's Surface.
|
No
Explanation Of How Each Layer Contributes To
Changes On The Earth's Surface. Not Clear/ Inaccurate |
A
Few Minor Errors In Explanation Of How Each
Layer Contributes To Changes On The Earth's
Surface.
|
No
Errors In Explanation Of How Each Layer
Contributes To Changes On The Earth's Surface. |
|
|
| Voice
Not Loud/Clear, Group
Members Playing Around |
Voice
Loud And Clear, Pays
No Attention To Audience |
Voice
Loud And Clear, Pays
Attention To Audience |
|
|
| Nothing
Moves Or Erupts |
Minor
Movement Or Eruption |
Obvious
Movement Or Eruption |
|
|
| TOTAL |
|
|
|
