The Geosciences

Geosciences Unit’s Defining Concept:

Earth has been a dynamic, interconnected and stable planet since its formation 4.56 billion years ago. Our fossil record provides evidence of geologic processes that have changed Earth's surface at varying time and spatial scales. These changes can be of considerable extent such as tectonic plate motions or the uplift of large mountain ranges. Changes can also be relatively small and rapid, such as earthquakes and volcanic eruptions.

57. Engineering For Earthquakes: This handout serves as an introduction to your week-long project involving research/design, group collaboration/construction . . . and ultimately the testing of a structure engineered to best withstand the forces of an earthquake, or their teacher's beastly earthquake shake table. If students don't enjoy this . . . then, well . . . . . . ummm.

56. Intro to Earthquakes: Introduction to earthquakes by visiting website of the United States Geological Society (USGS). Link to 2011 NOVA documentary, Japan's Killer Quake. Not all of the documentary was shown in class, but the better part of two classes was needed to watch/discuss this nation-altering geologic disaster.

USGS Earthquake Magnitude Calculator:

Link to the homepage of United States Geological Society (USGS)

55. Seafloor Spreading: Students created a model of seafloor spreading with the use of legal paper (8.5x14 in) and two desks pinched together. This simple exercise allowed students to: (a) visualize the process of sea-floor spreading (at the Mid-Atlantic Ridge), and (b) establish that the oldest oceanic crust (rock) is farthest from the actual spreading (divergent boundary), and the newest rock is closest.

54. Building Everest: Sequential fill-in-the blanks outline for students as they watched The History Channel documentary, Mt. Everest and Its Geological Story. Video link here. From this, students constructed a detailed explanation for the existence of Mt. Everest based on fossil evidence presented in the video such as crinoid (sea lily 400 mya), glossopteris leaves (seed fern 250 mya), ammonites (50 mya) and their understanding of convergent plate boundaries.

53. British Broadcasting Corporation's video Men of Rock - Moving Mountains (min 41:50 - 58:00): Professor Iain Stewart examines how geologist Arthur Holmes came to hypothesize that convection currents deep inside Earth were the driving force behind continental movement. This video strongly reinforces page 2 of the VERY IMPORTANT Handout #51. This diagram forms the foundation for explaining how continents move.

52. Plate Tectonics Lab - Graham Crackers & Fruit Strips: By using Graham crackers, cake frosting and fruit roll-ups, students built models that examined four primary plate interactions. These interactions reinforce (hopefully) how geologic processes have, and continue to change the surface of our planet. Emphasis was on how processes that change Earth’s surface can be large and gradual, such as slow plate motions and the uplift of large mountain ranges; or abrupt, such as the release of extraordinary amounts of stored energy via earthquakes or volcanic eruptions.

51. Subduction Zones & Convection Diagram: Two diagrams that display (i) convergent, divergent boundaries and subduction zones, and (ii) what causes tectonic plates to move. It is VERY IMPORTANT to understand these diagrams because they form the foundation of explaining how continents could move. Remember, Alfred Wegener ("Vegner") first proposed his Theory of Continental Drift back in 1915, but was laughed at by most in the scientific community because he couldn't explain how continents could move. You can!

50. Tectonic Plates & Plate Movements (Mar 21): Blank diagram of seven major tectonic plates, six minor plates and two important micro plates. Students fill in plate names and arrows indicating pate movement. Students were to fill in plate names and arrows based on the second diagram. The 3rd diagram was informational.

It's important to develop a visual perspective of earth’s fractured surface, the general movement of its pieces (plates) AND what drives plate movement. This is foundational to the geosciences because the movement of tectonic plates has, and continues to change our planet’s surface.

These changes can be substantial and slow such as plate interactions resulting in the uplift of large mountain ranges (Himalayas). These changes can also be isolated and immediate such as the rapid release of stored energy via earthquakes or volcanic eruptions.

49. Layers of the Earth Fill-In: Students fill-in-the-blanks diagram for Earth's three layers. Answer key found on page 2, which is posted here. Why not simply hand them a completed copy . . . . ? Don't get me started. Children of all ages are more likely to remember detail when motor action (writing/illustrating) prints memory in their gray matter.

48. Layers of the Earth Interactive: Designed by Annenberg Learner, this student-led interactive introduces Earth's Layers, Plate Tectonics & Plate Boundaries. Students began interactive exploration of earth’s three layers by completing a sequential notes outline from Learner.org. There is also an introduction to plate tectonics where students will distinguish convergent, divergent and transform plate boundaries. Link to interactive here

47. Geologic Time Scale Paper Strip Project: Handout describing the project where students will create an illustrative geologic timeline of earth's significant events on a 49-inch strip of adding machine paper. One-inch represents 100 million years in earth's development.

Link to Wikipedia Timeline for help in the paper strip project.

Death of the Dinosaurs: Ever wonder why the dinosaurs disappeared? This video investigates the mass extinction of dinosaurs 66 mya and the clues used to develop the asteroid-impact theory that is well-accepted. This video tells the story of the extraordinary detective work that solved one of the greatest scientific mysteries of all time. Explore the fossil evidence of these prehistoric animals, and other organisms that went extinct, through this lively educational video.

Link to article about the first plants on land (~470 mya)

Link to second article about first plants on land

Link to article about the Permian-Triassic mass extinction event (252 mya)

Link to article explaining the timeline of Pangea's break-up (280-230 mya)

Link to video on the formation of Mt. Everest 50 mya.

46. History of Earth: Handout allowing students to sequentially fill-in information while viewing the History Channel documentary, History of Earth in Two Hours (minutes 10:40 – 38:00). The video was selected to be the primary source of historical events in earth’s history for completion of three-day in-class project, Geologic Time: Adding Machine Tape Project.

45. Geologic Time Scale: Student copy of time scale on blue paper.

44. Geologic Time: Student introduction into how geologists have arranged time intervals for earth's history. Students are reminded that this is not a memorization exercise. We want them to recognize that earth operates on a geologic time scale that is measured in million, even billions of years. They also come to know that the scale is not evenly divided and how it gets divided. French version.

43. Dynamic Earth Over Geologic Time: Working in groups of 3-4, students cite examples as evidence that earth has been dynamic and interconnected since its formation 4.56 billion years ago. Using this sheet, students transferred information to 2x4 foot white boards for a gallery walk. French version.

42. Colliding Continents: Sequential, fill-in-the-blanks outline that served as an informational and visual introduction to the world of geology. Link to the video: Colliding Continents.

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