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ESCI-Learning Cycle Assignment-Earths Crust

# ESCI-Learning Cycle Assignment-Earths Crust

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05/09/2014

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Learning Cycle Assignment
Sarah Martinuk
1.Engagement Activity:
Map of Tectonic Plates as shown by Earthquake, Volcano andMountain Locations (20 MINUTES, discussion to follow)OBJECTIVES:
Students will be able to infer where plate boundaries occurbased on the patterns of locations of the effects from colliding plates.Students will be able to identify specific locations by using a world map.
ACTIVITY:
Have a large political world map hanging slightly lower then atstudents’ eye level. As students enter classroom, give each student a map of a region of the world, with dots where volcanoes, earthquakes or majormountain chains occur. When all students are settled, get students withvolcanoes to go up and map their locations given to them with one color of pin. Then when they are finished, give students with major earthquakelocations another color of pin, and get them to come up and map theirlocations, and etc. for the mountain chain locations. Get students to observethe map, and guess at what is being shown to them based on the locations of the major natural occurrences. Ask students what may be causing them,what can we
infer
. Because earthquakes, volcanoes and mountains all occurin similar locations, what is the pattern for the cause of each?
THE SCIENCE BEHIND…
Earthquakes, Volcanoes, and Mountains occuroften on the edges of tectonic plates. (HotSpots are exceptions that occur ina weakness in the earth’s crust) When the edges of the plates shift past eachother, spread apart or collide, one of these land transformers occurs. Themap will then demonstrate the size and general shape of each of the tectonicplates.
SAFETY:-
Don’t give students tacks/pins until they come up to the board, so as theyare not tempted to poke other students with them, or themselves.
-
Place the map at a height where students can reach so they don’t need tostand on anything to reach and risk falling.
MATERIALS NEEDED:
large world map, three colors of map pins or dots, orerasable markers(if map is laminated), maps for each students with markingsof the locations of volcanoes, earthquakes or mountain ranges.

2.Exploration Activity:
Do like the Plates Do (1 CLASS)OBJECTIVES:
Students will learn by doing, how tectonic plates move, howthe earth’s crust is affected by it, and what the effects from it are.Students will make diagrams to demonstrate their knowledge about how theearth’s crust is affected by movement.
ACTIVITY:
Students will be grouped in partners with desks pushed together,and given two balls of different colored plasticine,(or two layered spongeswould also work) and a container with some jelly in it(~1 inch). Giveinstructions that students would be figuring out ways that tectonic platesmove, and how the earth’s crust would be effectedby it. The plasticine canbe smoothened out into a flat layer, and the other color likewise would besquished on top, this allows students to see the different layers(representinglayers of rock). Cut the plasticine in half to show the two ‘plate edges’andplace over top of jelly. Get students to then go on their own and play with theactions that the plates might react in(colliding, spreading apart, sliding overtop of the other, or rubbing past each other). Get students to draw and labelwhat they see with each action, the direction of the action(using arrows)andhow the jelly underneath reacts. When students have finished, as a class,discuss the findings, and all the ways that the ‘plates’ reacted. Some guidingquestions may be: Which ways could the plates move and react to eachother? What did this look like? Which of the 3 natural reactions to tectonicplates and their movements(Volcanoes, Earthquakes or Mountains) may havebeen the consequence? How do you know this? Ask students in general, butremember students who were making correct assumptions, and call on themif the right answers are not brought up.
Some expected outcomes:

THE SCIENCE BEHIND…
Earthquakes are formed when the plates shift past each other, and energy isreleased, volcanoes occur in a spot where the earths crust is shifting orspreading apart(divergent boundaries) and magma(in this case, the jelly) isallowed at anopening in the earths crust in which to flow out of, graduallybuilding up a volcano. As well, volcanoes may also be formed at points whereplates collide(convergent boundaries), often on the bottom of the ocean(alsoknown as sea-floor spreading) and one plate slides under the other, forminglocations where magma can slide through the cracks, and again, graduallyform a volcanic mountain. Mountains occur when plates again may collide,and the earths crust may either buckle, fold, or rise up over each other.
SAFETY:
-Students should not eat either the jelly or plasticine.-Students should have paper towels at each desk to mop up any spilt jelly sothat no one slips on it.
MATERIALS:
shallow containers, jelly(or stirred jello, etc), plasticine in atleast 2 different colors(or multilayered sponges), paper towel, paper, pencil3.
Exploration Activity
:

Hotlist: allows students to explore on their own how tectonic platesreact to each other, and further information regarding volcanoes,earthquakes and mountains. (1-2 CLASSES)
http://www.kn.att.com/wired/fil/pages/listeffectssa1.html
OBJECTIVES:
Students will learn about the relationship between thecollision or sliding of plates and the occurrence and details aboutearthquakes, volcanoes, or mountain building .Students will independently explore take in and re-write information at theirown pace.
ACTIVITY:
Students will log on to the Hotlist(made by myself) and explorefollowing the provided directions
(By looking through at least 2 of the linksbelow from EACH CATEGORY, discover how tectonic plates move, and theeffects that they have on the earth and the people. As you go, write downimportant facts about mountains, volcanoes, and earthquakes that you think  you may need to know...(hint hint...they may be useful in a later assignment!!)
at their own pace and learn more about tectonic plates,volcanoes, earthquakes and mountains using a variety of pre-chosen