6 • Plate Tectonics w/ Google Earth

Note: Lesson Plan and worksheets in MS Word format can be downloaded below. Created by: Kelly Knotts Grade Level: 6 Target Discipline: Science Title: Plate Tectonic Exploration through Google Earth Revision Date: June 24, 2009 Objectives: Students will better understand the effects of plate tectonic movement. By viewing Google Earth, students will deduce and explain why most earthquakes and volcanoes occur near plate boundaries. Students will become familiar and/or more proficient at using Google Earth to study Earth’s geography and geology. Essential Question: Why do earthquakes and volcanoes occur/form where they do? Abstract: Students will use hands-on learning to better understand what tectonic plates are, how they move, and what their movements cause.  They will do so mostly by interacting with Google Earth.  Through teacher-guided discussions and activities and student explorations, students will have the opportunity to learn how to navigate in Google Earth to see landscape features of the Earth and to focus on earthquakes and volcanoes to realize that they form due to the movements of tectonic plates. Description: A. Show pictures/diagrams of cross-sections of tectonic plates on SmartBoard using Internet sites or SmartBoard technology -Describe parts of tectonic plate – continental crust or oceanic crust on upper part of athenosphere http://www.windows.ucar.edu/tour/link=/earth/interior/earths_crust.html&edu=elem -Have students draw and label in notebook Discuss Pangea and how plates have moved over time     -Ask how would they move?     -If move forward in one direction, what happens at the “back” end? Write responses on chart paper     B. Using the SmartBoard, show earth on Google Earth     -Zoom in to better see oceanic crust and continental crust of tectonic plates     -Show mid-ocean ridges, but do not tell students what they are yet     -Show areas where oceanic and continental crust meet -Ask students why does it look like there are “lines” (1) on ocean floor (where mid-ocean ridge is) and (2) where oceanic crust and continental crust meet? -Students write responses on Questions about Google Earth sheet -Have volunteers share their responses. C. Students get laptops and go to website for animations of each type of plate movement. http://www.wwnorton.com/college/geo/egeo/animations/ch2.htm#6 -Show “Basic Plate Boundaries”, “Sea Floor Spreading”, “Formation of Ocean Crust”, “The Process of Subduction”, and “Hot-spot Volcanoes”     -Have students work in pairs on laptops to access and use above animations and any others on that page D. Continuing on SmartBoard, teacher turn on volcano and earthquake icons (Go to ‘Gallery’ and click ‘Earthquakes’ and ‘Volcanoes’ -Zoom in and point out volcano and earthquake icons -Click on specific vol/earthquakes that students recommend to briefly read about a couple -Ask students why are the earthquakes and/or volcanoes “bunched together” or located in same areas? -Students write down responses on Questions about Google Earth sheet. -Ask students to discuss in groups of 4 how the locations of volcanoes and earthquakes are related to our discussion of plate movement.  -Responses can include a diagram if needed.  Group comes up with one response to share with class, but ALL write response on Question sheet.     -Teacher writes each group’s idea on SmartBoard page. -After discussing each group’s response, refer to Google Earth to show/explain where earthquakes and volcanoes are compared to plate boundaries and how plate movement would cause earthquakes and volcanoes to occur. E. Lesson on how to navigate on Google Earth     - Pairs of students need a computer to open Google Earth     - Demonstrate and have students practice zooming in and out, turning earth, adjusting angle of view, searching for specific location, etc. - Assign students to answer guided questions to help them learn how to navigate in Google Earth (Google Earth Exploration Guide) F. Students use Google Earth to explore earthquakes, volcanoes, and their locations. - Students complete organizer (Exploring Geologic Features) for three geologic sites: Maunaloa, HI; Mount Everest, Nepal; Mount Saint Helens, WA - Assign pairs of students to use Google Earth to locate 2 additional earthquakes and 2 volcanoes.  Each student in the pair must find one of each and record on organizer (My Choice of Geologic Features) G. Review plates and plate movement before giving students new copy of ‘Questions about Google Earth’, but renamed ‘Questions about Plate Tectonic Movement’ to assess student understanding. AND/OR Quiz on plate boundaries Resources Needed: SmartBoard Laptop computers for student pairs to use High speed Internet Access Google Earth application Chart paper Websites listed in description of AE Student question sheets listed in description of AE Prior Learning Required: How to access the Internet from a school computer and open an application 3 main layers of the Earth and their composition Why tectonic plates move Types of plate boundaries (convergent, divergent, collisional, transform) Generally what an earthquake and volcano are Adaptations for Special Needs Students/ELLs: For computer time, special needs students and ELLs will be partnered with a classmate who is proficient with computer use. Modified questioning sheets and responses Preferable to have Special Education Teacher, para-professional, or teacher spend time pre-teaching special needs and ELLs how to use Google Earth Teacher Notes and Reflections: Great website for understanding tectonic plates and their movement – http://www.scienceclarified.com/Ph-Py/Plate-Tectonics.html Helpful site for learning more about Google Earth-         http://gelessons.com/lessons/ State Standards Addressed:  Grade Range: 5-8 State Science Standards: C INQ. 5 Use appropriate tools and techniques to make observations and gather data. C INQ. 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic. C 20 Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes. State Technology Framework: Content Standard 2: Information Processing - Finding information Students will understand and demonstrate information skills and strategies to locate and effectively use print and non-print resources to solve problems and conduct research. Content Standard 3: Information Processing – Evaluate and use information Students will apply information from a variety of sources and formats using evaluative criteria to interpret ,analyze, organize and synthesize both print and non-print material Content Standard 4: Application Students will use appropriate information and technology to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others. Content Standard 5: Technology Use The student will operate and use computers and other technologies as tools for productivity, problem solving and learning across the content areas.      Local Curriculum Connections: Ashford Science Curriculum: Grade Level Topic: Earth Science Text connection: Earth Changing Surface Science and Technology Connection: How has technology improved our understanding of the Earth’s processes? Ashford Technology Curriculum: Use technology to create documents or projects designed to communicate thoughts, ideas or stories Use simulation programs in conjunction with content curriculum Use technology to find, evaluate, organize and reorganize information Basic navigation within an Internet site unassisted Use information gathered through electronic media in a report Location of appropriate Internet sites Use Internet vocabulary