Sequence | Background | Objectives | Materials | Activity | Extensions | Evaluations

TOPIC-TITLE Plate Tectonics - A Global Puzzle! AUTHOR Shannon Buckalew Marcla Sue Ellison Rebecca Henderson GRADE SUITABILITY Middle School SCOPE Geological Oceanography

Sequence This activity should follow a lesson on plate tectonics. Explain the three types of plate boundaries and associated geological formations of each. Use photographic and geographic examples (maps) for each type boundary, with chalkboard drawings of the movement, thereby visually reinforcing concepts. Show locations of boundaries on a wall map to reinforce relative locations. Have students list the characteristics of each type boundary. < < go top

Background Summary The plates that cover the Earth's surface are constantly in motion. When the plates collide with each other or push toward each other, it is called convergent movement. When the plates are separating from each other, it is called divergence. Movement in which plates slide past each other is called transform or lateral movement. < < go top Objectives Students will be able to do the following: Name, explain, and identify the three types of plate boundaries. Create and explain a physical example of each of the three types of plate boundaries. Explain the effects of the three plate boundary types on geological features. < < go top Materials Photographs of examples of geological formations at the three plate boundaries Crayola® model magic clay (six, 3" x 5" portions for each group) Laboratory question sheets Large wall map of the world with plate boundaries and geological topography Blank world maps depicting plate boundaries (for each student for extension 1) Colored pencils (for extension 1) Teacher-made information on cards for student journal report (for extension 2) < < go top Activity Student Demonstration: Bring two students to the front of the class and position them nose to nose. Ask the class to explain how the two individuals could move relative to each other while keeping their feet on the floor. Brainstorm. The class should arrive at the conclusion there are three ways for individuals to move: toward each other, away from each other, or along each other. (This class discussion will be used to relate the three types of plate boundary movement: convergent (toward each other), divergent (away from each other), and transform (beside each other). Place students into cooperative learning groups of three to four per group. Have one student record observations and answers to the questions. Students will follow the directions and answer the following questions: (directions) Put two portions of clay together horizontally, long end to long end. Push them toward each other. (question) Record observations relative to the changes in the clay and include a sketch of the observations. Why do you think this happened? (question) Name the type of boundary you have just created. Base your answer on your group's observation and class discussion. (question) In your own words, give a definition for the boundary you just created. (question) Based on what happened to your clay, what do you think would happen if two crustal plates moved in the same way? (directions) Put two portions of clay together, long end to long end, and slide them along each other in opposite directions. (questions) Have students answer questions b-e, pertaining to the experiment. (directions) Pinch two slabs of clay together, long end to long end. Grasp the outer edges of the clay square you have just formed and pull them in opposite directions. (questions) Have students answer questions b-e, pertaining to the experiment. At the end of the laboratory exercises, hold a class discussion, calling on the groups' reporters to help explain their observations during these activities. The focus of the discussion should be on similarities and differences of observations between groups. < < go top Possible Extension Social Studies: Use a large topographical wall map of the world to identify plate boundaries. Students will label these boundaries (location and type) on individual maps. Six to eight of the photographic examples given in class should also be labeled on the maps. Use colored pencils to make a key. How do people adapt to life at tectonically active plate boundaries? Language Arts: The instructor will create situation cards on example boundary locations given in class. Each card will describe a drastic geological phenomenon occurring at the given location. (These may be fictional; however, they must be plausible.) Students will role play as a CNN reporter and write and orally present what is happening and why it is happening at the given location. Science: Preserve the models of plates made in the laboratory exercise to be used later for addition of other topographical features studied in future lessons. < < go top Teacher Evaluation Student performance will be evaluated by the following: Graded assessment of laboratory sheets. Interaction during experiment (one-on-one questioning by teacher). Participation during discussions. Authentic Assessment: Assign a plate boundary region to each student and, after research, have each student determine the type of relative motion at this boundary. Students should be able to support their conclusions. < < go top