Investigating Tectonic Plates

Context These activities were conducted with a year 6/7 class. The students are academically strong and capable of independently completing activities. This introductory unit of work commenced at the beginning of term, it will lead into a unit of work on Earthquakes. Lesson 1 Introduction to tectonic plate theory Teacher held up a hard boiled egg and asked students to discuss how this egg was similar and different to the Earth. Students were able to identify different layers of the Earth and that it had a hard outer shell. Discussion was led to the fact that one way that the Earth was different from the egg was that the surface of the Earth is not one solid surface. The teacher broke the shell of the egg around its centre and discussed that this was a more appropriate representation of the Earths surface, as it is made up of a number of pieces. The term tectonic plate was introduced and defined. Students were asked to suggest possible ways that the two halves of the egg shell could move they suggested pulled apart, pushed together and twisted. The students observed what happened when the two parts of the egg shell were moved in the various ways. Discussion occurred about how the egg shell movement and results could be linked to the movement of tectonic plates that happened over time. The terms convergent, divergent / subduction and transforming movements were introduced. Students watched a youtube video: (http://www.youtube.com/watch?v=mB2pzhWUaiU) This video included information about the four types of plate movement. They were asked to take notes about which natural features and natural disasters occurred where the plates met. In groups of 3 they were asked to transfer the information from their notes into a flip & fold booklet (see attached: resource sheet 1) Lesson 2 Salt dough models With a partner students were asked to choose a type of plate movement and create a salt dough model that represented the movement type and the result of that plate movement. Students created annotations for their model. The model and annotations were glued onto a hard board. Lesson 3 Plate Boundaries Students were given a copy of a world map and asked to colour each continent a different colour (see attached: resource sheet 2) Each student was given a copy of a sheet showing the tectonic plate boundaries and plate movement indicators (see attached: resource sheet 3). Students then placed this sheet inside a plastic sleeve and traced the outlines, naming plates and arrows indicating movement onto a plastic sleeve. The sheet was then removed and the World map placed inside the plastic sleeve. As a result of the children colouring the continents in different colours they were

clearly able to see how the different continents were situated on the tectonic plates, the arrows indicated the direction of the movement of the plates.

Where to from here? Students will be given a cloze activity to assess individual understanding of plate tectonics We will be investigating how the plates have moved over a long period of time We will be watching the National Geographic DVD: National Geographic Natures Fury as an introduction to Earthquakes Well be exploring data about where earthquakes occur, and the magnitude and frequency of earthquakes We will look at how earthquake information is gathered and recorded We will be writing a report about a particular earthquake that has occurred. Reflection At this stage we have completed 3 lessons of our unit of work. The hands on activities, as well as the youtube video have helped the students understand the basics of tectonic plate movement. The close activity will give me a better insight into whether individual students have the foundation knowledge that I would like them to have. Individual misconceptions will be addressed as needed before moving further into the program. Links to the AC: Science Science Understanding: Earth and Beyond Sudden geological changes or extreme weather conditions can affect Earths surface (ACSSU096) Science as a Human Endeavour Nature and Development of science Science involves testing predictions by gathering data and suing evidence to deelp explanations of events and phenomena (ACHE081) Use and Influence of science Scientific understanding, discoveries and inventions are used to solve problems that directly affect peoples lives (ACSH083) Scientific knowledge is used to inform personal and community decision (ACSHE217) Resources sheets from: Earthquake Explorers Stage 3 Primary Connections