Samantha Castagna Unit on Plate Tectonics

Can You Move it Like This?

Your name: Samantha Castagna Content Area(s): Georgia (Earth) Science Standards: S6E ! Essential Question: "hat are the #i!!erent $a%s in $hich Earth&s 'lates move( an# $hat a!!ects #o the% have on the 'lanet&s lan#sca'e? Warm Up: )ave the stu#ents #ra$ a 'icture an# la*el Earth&s crust( mantle( an# core+ ,nclu#e at least t$o im'ortant !acts a*out each la%er+ "hen ever%one is #one( #ra$ the earth&s la%ers on the *oar# an# have !our stu#ents come u' an# !ill in the correct la*el !or each+ ,nvite stu#ents to raise their han#s an# give a !act a*out each la%er+ Introduction/review: -evie$ $ith stu#ents the #i!!erent la%ers o! earth an# $hat rocks make u' each la%er+ .rie!l% go over the #i!!erent classi!ications o! rocks learne# the 'revious #a%+ /e0t ask the stu#ents1 2 )o$ #o mountains !orm? 2 "hat causes the earth3uakes out in Cali!ornia? 2 "hat is sea2!loor s'rea#ing? Development: .egin a #iscussion o! the movement o! earth&s 'lates+ 4o a #emonstration o! trans!orm( convergent( an# #ivergent movement $ith alrea#% ma#e mo#els+ (Make sure all stu#ents can see+) This $a% stu#ents can see the conce'ts *e!ore the% are even tol# $hat the% are+ This $ill also hel' them *e a*le to see $hat $ill *e taught *e!ore stu#ents *egin taking notes+ (-eset the mo#els an# allo$ the stu#ents to tr%+) 5!ter this( go over the notes an# 'o$er'oint $ith the stu#ents( relating the $or#s an# 'ictures to the #emonstration the% took 'art in+ 5s %ou go through the notes( take time an# let the stu#ents #ra$ 'ictures o! each movement *e!ore an# a!ter the movement occurs+ This is another $a% !or them to interact $ith the #i!!erent 'late movements+ /otes $ill inclu#e #etails o! the !ollo$ing1 2 6our #i!!erent ma's on the *oar# (all #i!!erent 'ictures o! the continents moving !rom Pangaea to their 'resent location)+ 5sk the stu#ents to i#enti!% $hat earth looks like 'resentl%( an# then ask them i! the% think Earth has al$a%s looke# that $a%+ 7Can lan# move? ,! , sit here an# #o 'ushu's( can , move the earth? Can earth move naturall%?8 Listen to an# remem*er $hat the stu#ents sa%( es'eciall% the common incorrect ans$ers+ These $ill nee# to *e a##resse# an# correcte# *e!ore the en# o! the class+ Grade Level: 6th

Samantha Castagna 2 Convergent *oun#aries1 'lates come together9 collisions ten# to *e slo$ *ecause 'lates move onl% a !e$ centimeters each %ear+ (Sho$ stu#ents animate# 'icture o! t$o convergent *oun#aries+) Use the com'arison o! the !ront en#s o! t$o cars #uring a collision to t$o 'lates colli#ing+ This movement can cause earth3uakes+ 2 T$o t%'es o! convergent *oun#aries1 2 Su*#uction an# continental collision9 e0'lain $hat each is an# $hat the #i!!erence is9 give e0am'les9 the #angers o! each 2 4ivergent *oun#aries1 'lates move a'art9 eru'tion o! volcanoes *ecause o! this (volcano sli''ing #o$n *et$een the t$o #iverging 'lates( The sinking o! the valle% causes a ri!t an# magma see's through the cracks)9 sea!loor s'rea#ing9 locations o! some active an# #ormant sights9 earth3uakes occur along !aults an# volcanoes !orm $here the magma reaches the sur!ace 2 Trans!orm *oun#aries1 'lates sli#ing 'ast each other( no tearing or crunching9 linear valle%s are the most 'rominent lan# !eature conse3uence9 San 5n#reas !ault o! Cali!ornia (misconce'tion that Cali!ornia $ill *reak o!!+ ,! is !ar more likel% that the 'lates $ill sim'l% continue to sli#e 'ast each other 2 -elate the earth&s movements *ack to the original #iscussion o! Pangaea an# sho$ them the same 'ictures the lesson starte# o!! $ith+ Use each ma' to sho$ ho$ the 'lates move# over time+ (Make sure the stu#ents kno$ this 'rocess took millions o! %ears+ ,t #i# not ha''en 3uickl%+) "hen stu#ents are !inishe# $ith their #ra$ings an# the notes( the% $ill #o one o! the !ollo$ing1 re#ra$ the *oun#aries in !ull #etail an# color $ith #escri'tions( ver*all% e0'lain $hat each *oun#ar% is an# ho$ it e!!ects earth *% using a #iagram:'icture !rom their te0t*ook( create a mo#el $ith 'a'er o! each *oun#ar%( or $rite a #escri'tion o! each *oun#ar% $ith e0am'les o! locations+ Closure 4o a 3uick revie$ o! $hat $as taught+ 5sk the stu#ents to #emonstrate( $ith their han#s( the three #i!!erent 'late movement t%'es+ 5sk them to give an e0am'le o! each ($hether a s'eci!ic occasion:location( or a lan#!orm)+ Early Finisher ,! the% !inish earl%( stu#ents ma% !inish their Earth La%ering activit% !rom the 'revious #a%( or ma% rea# ($hether ahea# in their te0t*ook or a li*rar% *ook)+

Samantha Castagna Plan ; < 4i!!erentiation $ithin a common gra#e level "hile stu#ent teaching( , sa$ a lesson similar to this one in $hich the teacher sim'l% stoo# u' in !ront o! the classroom an# lecture#+ 4uring the class 'erio#( the stu#ents sim'l% took notes an# com'lete# a $orksheet+ , !oun# that 'articularl% *oring( so , #eci#e# to mo#i!% the lesson an# Plan ; is ho$ , $oul# teach the lesson $ith multi'le intelligences in min#+ 5ll stu#ents have their o$n metho#s o! learning an# stu#%ing( an#( as such( this lesson shoul# *e taught in a $a% that allo$s stu#ents to #emonstrate their kno$le#ge ho$ the% are most com!orta*le #oing so+ The $arm u' $orks to$ar# several #i!!erent intelligences+ The stu#ents are aske# to #o a com*ination o! #ra$ing( ver*ali=ing( an# getting u' in !ront o! the class to e0'lain their ans$ers+ ,! 'ossi*le( , $ill kno$ the stu#ents main intelligence t%'e earl% on in the %ear so , can utili=e these $hen asking them to #o certain tasks+ 6or this lesson( , can $alk aroun# the room an# see $hat those $ho are *etter at #ra$ing have 'ut on 'a'er( an# , can call on those stu#ents $ho are *etter at ver*ali=ing to sho$ their $ork on the *oar#+ The #emonstration 'ortion o! the lesson is a great $a% to start o!! the class+ /ot onl% #o the stu#ents get u' o!! their !eet an# see something ne$( *ut the% get to interact $ith $hat the% $ill soon *e learning *e!ore the% even un#erstan# $hat the mo#els re'resent+ , $ill sho$ the stu#ents the #emonstration $ithout relating it too much to earth&s movement+ "hile teaching the lesson( , $ill allo$ the stu#ents (an# $ill assist i! nee#e#) to make the connection *et$een the #emonstration an# lan# movements+ >!ten times( $hen stu#ents make their o$n connections( the% remem*er the in!ormation *etter+ "hile teaching $ith a 'o$er 'oint an# having the stu#ents $rite #o$n notes ma% seem *oring( , think it&s im'ortant the stu#ents have the in!ormation $ritten #o$n+ 5lso( !or the stu#ents $ho learn *est *% $riting( this 'art o! the lesson $ill hel' them a*sor* the in!ormation+ The !inal activit% o! this lesson has *een mo#i!ie# !or these learning ha*its+ /o t$o stu#ents are alike( an# as such( the a*ove metho# ena*les stu#ents to sho$ $hat the% have learne#+ There are eight #i!!erent multi'le intelligences+ Those $ho associate $ith a linguistic learning st%le can ver*all% tell me $hat the% have learne#+ The% can use a 'icture !rom their te0t*ook an# thoroughl% e0'lain the 'rocess o! each *oun#ar%+ Logical:Mathematical( inter'ersonal( an# s'atial learners can #ra$ a 'icture #e'icting each o! the three #i!!erent *oun#ar% t%'es+ .o#il%:?inesthetic learners can create a mo#el $ith 'a'er (*% !ol#ing or cutting)+ /aturalist an# ,nter'ersonal learners can $rite #o$n e0am'les o! locations on earth $here each o! these *oun#aries occur( an# give a #escri'tion o! each to ensure the% !ull% un#erstan# the conce't+ Learners $ho are intra'ersonal or musical can either $rite me a #escri'tion or create a 'oem:song a*out each *oun#ar%+ M% main goal $ill *e to have the stu#ents un#erstan# the in!ormation+ 5s long as the% have the conce't( , $ill let them #eci#e ho$ the% $ish to sho$ me the% un#erstan#+ This ma% *e #i!!icult in 'ractice an# $ill most certainl% take much 'lanning an# thought( *ut , !eel it is a goo# $a% to give stu#ents the o''ortunit% to learn in their o$n in#ivi#ual $a%s+

Samantha Castagna Unit on Plate Tectonics

Can You Move it Like This?

Your name: Samantha Castagna Content Area(s): Georgia (Earth) Science Essential Question: "hat are the #i!!erent $a%s in $hich Earth&s 'lates move( an# $hat a!!ects #o the% have on the 'lanet&s lan#sca'e? Warm Up: )ave the stu#ents #ra$ a 'icture an# la*el Earth&s crust( mantle( an# core+ ,nclu#e the #e'th( com'osition( an# tem'erature o! each la%er( as $ell as $hether it&s soli# or li3ui#+ Take u' the $arm u' *e!ore going over it in or#er to check the stu#ents& 'rogress+ (These $ill *e gra#e# !or com'letion( not accurac%+ This also hel's ensure that the stu#ents are #oing their $arm u'+) "hen ever%one is #one( #ra$ the earth&s la%ers on the *oar# an# ask stu#ents $hat each la%er re'resents+ ,nvite stu#ents to raise their han#s an# give a !act a*out each la%er+ Introduction/review: .rie!l% go over the #i!!erent classi!ications o! rocks learne# the 'revious #a% an# $h% the% are 'resent in certain la%ers o! the earth+ /e0t ask the stu#ents1 2 )o$ #o mountains !orm? 2 "hat causes the earth3uakes out in Cali!ornia? 2 "hat is sea2!loor s'rea#ing? Development: .egin a #iscussion o! the movement o! earth&s 'lates+ Sho$ the stu#ents a vi#eo o! each *oun#ar% t%'e 5!ter this( go over the notes an# 'o$er'oint $ith the stu#ents( relating the $or#s an# 'ictures to the vi#eo+ 5s %ou go through the notes( take time an# let the stu#ents #ra$ 'ictures o! each movement *e!ore an# a!ter the movement occurs+ This is another $a% !or them to interact $ith the #i!!erent 'late movements+ /otes $ill inclu#e #etails o! the !ollo$ing1 2 6our #i!!erent ma's on the *oar# (all #i!!erent 'ictures !rom the continents moving !rom Pangaea to their 'resent location)+ 5sk the stu#ents to i#enti!% $hat earth looks like 'resentl%( an# then ask them i! the% think Earth has al$a%s looke# that $a%+ 7Can lan# move? ,! , sit here an# #o 'ushu's( can , move the earth? Can earth move naturall%?8 Listen to an# remem*er $hat the stu#ents sa%( es'eciall% the common incorrect ans$ers+ These $ill nee# to *e a##resse# an# correcte# *e!ore the en# o! the class+ 2 Convergent *oun#aries1 'lates come together9 collisions ten# to *e slo$ *ecause 'lates move onl% a !e$ centimeters each %ear+ (Sho$ stu#ents animate# 'icture o! t$o convergent *oun#aries+) Use the com'arison o! the !ront en#s o! t$o cars #uring a collision to t$o 'lates colli#ing+ This movement can cause earth3uakes+ 2 T$o t%'es o! convergent *oun#aries1 Grade Level: ;@th

Samantha Castagna 2 Su*#uction an# continental collision9 e0'lain $hat each is an# $hat the #i!!erence is9 give e0am'les9 the #angers o! each 2 4ivergent *oun#aries1 'late move a'art9 eru'tion o! volcanoes *ecause o! this (volcano sli''ing #o$n *et$een the t$o #iverging 'lates( The sinking o! the valle% causes a ri!t an# magma see's through the cracks)9 sea!loor s'rea#ing9 locations o! some active an# #ormant sights9 earth3uakes occur along !aults an# volcanoes !orm $here the magma reaches the sur!ace 2 Trans!orm *oun#aries1 'lates sli#ing 'ast each other( no tearing or crunching9 linear valle%s are the most 'rominent lan# !eature conse3uence9 San 5n#reas !ault o! Cali!ornia (misconce'tion that Cali!ornia $ill *reak o!!+ ,! is !ar more likel% that the 'lates $ill sim'l% continue to sli#e 'ast each other "hen stu#ents are !inishe# $ith their #ra$ings an# the notes( the% $ill nee# to rea# the in!ormation sheets on the histor% *ehin# 'late tectonics an# ans$er the 3uestions 'rovi#e# on the sheet+ (Sheets area attache# at the en# o! the lesson 'lan+) Closure 4o a 3uick revie$ o! $hat $as taught+ 5sk the stu#ents to #emonstrate( $ith their han#s( the three #i!!erent 'late movement t%'es+ 5sk them to give an e0am'le o! each ($hether a s'eci!ic occasion:location( or a lan#!orm)+ Early Finisher ,! the% !inish earl%( stu#ents ma% *egin $orking on their re'resentations o! the trans!rm *oun#aries+ This $ill *e a 'roAect #ue at the en# o! the $eek (the% $ill have a*out B #a%s to $ork on it *oth at home an# some in class)+ Stu#ents ma% $ork in grou's o! t$o or three+ The% $ill use the remaining class time to get $ith their 'artner an# #iscuss i#eas( metho#s( an# $hat materials the% $ill nee#+ This re'resentation can *e a 'oster( song( B24 mo#el( 'oem( stor%( or Aust a*out an% other i#ea , a''rove+ The goal is !or stu#ents to interact $ith these #i!!erent *oun#aries in $hichever $a%s the% *est kno$ ho$+

Samantha Castagna Plan C1 4i!!erentiation Learning Plan across Gra#e Levels The *eginning o! the #evelo'ment section shoul# *egin $ith a revie$ o! the la%ers o! earth an# continue $ith a #iscussion on the i#ea that the earth is ma#e u' o! 'lates+ .% sho$ing the stu#ents a vi#eo o! each o! the *oun#aries *e!ore the% learn a*out them( the% $ill *e a*le to relate $hat the% soon $ill learn to real $orl# e0am'les+ ,t is goo# !or them to see $hat $ill *e taught *e!ore the 'o$er 'oint *egins+ This gives them at least a slight !oun#ational kno$le#ge o! 'late movement+ , !eel the% $ill also *e a*le to han#le more #etails a*out the catastro'hes than the mi##le school stu#ents+ "hile the mi##le school stu#ents $oul# *ene!it !rom seeing the mo#els an# 'h%sicall% interacting $ith them( , !eel the high school stu#ents un#erstan# more *% seeing real $orl# e0am'les+ The% $ill have a *etter kno$le#ge o! #i!!erent locations aroun# the nation an# $orl# an# can thus un#erstan# the vi#eos *etter than the mi##le school stu#ents $oul#+ There is a lack o! maturit% involve# $ith the %ounger stu#ents that coul# 'otentiall% 'revent true un#erstan#ing+ , also !eel that seeing vi#eos $ill hel' the ol#er stu#ents more than the mo#els $ill in this instance+ The notes 'ortion o! the lesson can mostl% sta% the same !or mi##le an# high school+ "hile , $oul# a##ress the stu#ents #i!!erentl% ($ith ol#er stu#ents( a $i#er voca*ular% can an# shoul# *e use#)( the same kno$le#ge nee#s to *e conve%e#+ "hereas , might give the mi##le stu#ents !ill in the *lank notes or tell them s'eci!icall% $hat to $rite( , $oul# allo$ the high school stu#ents to $rite $hat the% !eel necessar%+ , $oul# $alk aroun# the room( making sure stu#ents $ere taking notes( *ut , $oul# not *e s'eci!ic a*out $hat the% $oul# nee# to $rite+ 6or all stu#ents( $hether college *oun# or not( rea#ing something an# *eing a*le to 'ull out the im'ortant in!ormation is a vital skill to have+ The activit% use# $ith the mi##le school stu#ents a!ter the% take notes $oul# $ork !or the high school stu#ents( *ut , !eel a #i!!erent activit% $oul# hel' the ol#er stu#ents un#erstan# the material on a #ee'er level+ The han#out $ill give them more kno$le#ge on the theor% *ehin# 'late movements+ The 3uestions em*e##e# in the sheets $ill hel' rea#ers 'ull out the im'ortant in!ormation+ Even at the high school level( stu#ents nee# 'ractice $ith rea#ing com'rehension+ This set o! $orksheets is *oth e#ucational an# interesting+ "hile much o! the multi'le intelligence metho#s are remove# !rom the teachings #uring class times( the stu#ents are still given the o''ortunit% to #emonstrate their kno$le#ge in almost an% $a% the% see !it+ , $ill have to a''rove $hichever i#ea the% choose( *ut as long as the% #emonstrate the kno$le#ge o! trans!orm *oun#aries an# un#erstan# the conce'ts *ehin# each( , $ill give them a goo# #eal o! !ree#om to e0'ress themselves in their B24 re'resentation or 'resentations #ue later in the $eek+ , !eel it is im'ortant !or stu#ents to #o $ork outsi#e o! the classroom( at least on an occasional *asis( an# *% giving them a 'roAect $ith !ree#om( the% might *e a*le to enAo% the $ork more than the% $oul# i! , !orce# them to all #o the same #emonstration+