Brittany Karavas' Online Portfolio



Cortney Kittridge and Brittany KaravasUbD Template: Plate TectonicsStage 1 – Desired ResultsBig Ideas for the Lessons: Plate Tectonic VocabularyPlate Tectonic MovementMajor Geological Events – earthquakes, volcanic eruptions, mountain buildingLayers of the earth – lithosphere, mantle, coreContent: GLCEs or NGSS standards (Disciplinary Core Ideas, Science and Engineering Practices, Crosscutting Concepts)E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.Objectives:Objective 1: The learner will construct their own vocabulary list using 8-10 unfamiliar terms from Plate Tectonic trade books previewed in class and correctly use these terms throughout the unit.Objective 2: The learner will identify the four major types of tectonic plate boundaries. Objective 3: The learner will describe characteristic features of each plate boundary type. Objective 4: The learner will each demonstrate their ideas on how or why natural disasters happen by using models. Objective 5: Students will name Earth’s layers and describe their characteristics individually and relative to the other layers.Objective 6: Students will use reference materials to research a layer of Earth.Assessment: Objective 1:Assessment 1- Oral questioning of each student during trade book preview (Formative)Assessment 2- Review game using vocabulary list generated from trade books. (Formative)Assessment 3- Use of vocabulary throughout the unit. (Summative)Objective 2:Assessment 1 – Oral questioning of each group during Snack Tectonics (Formative)Assessment 2 - Review Snack Tectonics Results and Discussion (Formative)Assessment 3 – Drawing pictures on foldable (Summative)Objective 3:Assessment 1 – Oral questioning of each group during Snack Tectonics (Formative)Assessment 2 – Review Snack Tectonics Results and Discussion (Formative)Assessment 3 - Describing characteristic features on foldable (Summative)Objective 4:Assessment 1 – Oral questioning of each student during investigation time (Formative)Assessment 2 – Reading through the worksheet as students write their observations and understandings (Formative)Assessment 3 – Student demonstrations using the materials of a given scenario (Summative)Objective 5:Assessment 1- Oral questioning of each student during research project (Formative)Assessment 2- Reading child’s research project papers (Summative)Assessment 3- Listening to child’s research project presentation (Summative)Objective 6:Assessment 1- Oral questioning of each student during research project (Formative)Assessment 2- Reading child’s research project papers (Summative)Assessment 3- Listening to child’s research project presentation (Summative)Stage 3 – Learning PlanDo not put procedure here. List the types of Pedagogical Strategies for teaching each objective . . . Examples: Interactive game plotting the course of a water droplet through the water cycle, read books and internet sources about plant structures, investigative experiment comparing solids, liquids and gases, analysis of weather data. . . . . Objective 1:Learning Strategy 1 – Read trade books about plate tectonics.Learning Strategy 2 – Interactive game using vocabulary list generated during book preview.Learning Strategy 3 – Application of vocabulary terms throughout unit work.Objective 2:Learning Strategy 1 – Investigative experiment comparing 4 different tectonic plate boundaries.Learning Strategy 2 – Collaborative work during Snack Tectonics/Peer TeachingLearning Strategy 3 – Creation of informational foldable projectObjective 3:Learning Strategy 1 – Investigative experiment comparing 4 different tectonic plate boundaries.Learning Strategy 2 – Collaborative work during Snack Tectonics/Peer TeachingLearning Strategy 3 – Creation of informational foldable projectObjective 4:Learning Strategy 1 – Investigation using laboratory materialsLearning Strategy 2 – Self correction of ideas and analysis of possible explanations throughout the investigation.Learning Strategy 3 – Individual demonstration of scenario to the teacherObjective 5:Learning Strategy 1 – Read books and internet sources about layers of the earthLearning Strategy 2 – Formal project writing about layers of the earthLearning Strategy 3 – Oral presentation about layers of the earthObjective 6:Learning Strategy 1 – Read books and internet sources about layers of the earthLearning Strategy 2 – Formal project writing about layers of the earthLearning Strategy 3 – Oral presentation about layers of the earthScientific Background for this Unit:(Information learned from Insiders Alive- Earthquakes and Volcanoes by American Education Publishing)The ground beneath our feet seems solid and fixed but in fact is always moving and changing. If you cut Earth in half, you would see it is made up of different layers- the crust, the mantle, and the core. The hard rocky crust is divided into giant pieces called tectonic plates. Under the crust is the mantle, an extremely hot layer of partly melted rock which slowly swirls and moves around. The swirling currents are so powerful that they push and pull the plates in different directions. In some places, this makes the plates crash into each other or rub against one another. This causes volcanoes and earthquakes to occur on earth’s surface.The main force that shapes our planet's surface over long amounts of time is the movement of Earth's outer layer by the process of plate tectonics. The rigid outer layer of the Earth, called the lithosphere, is made of plates that fit together like a jigsaw puzzle. These plates are made of rock, but the rock is, in general, lightweight compared with the denser, fluid layer underneath. This allows the plates to "float" on top of the denser material. The fluid dense material is called asthenosphere and in this activity it is represented by the frosting. However, plates are not all the same. Plates made of continental crust are thicker but less dense than plates made of ocean crust, which are denser but thinner. In this activity, ocean plates are represented by fruit roll ups and continental crust is represented by graham crackers.Movements deep within the Earth, which carry heat from the hot interior to the cooler surface, cause the plates to move very slowly on the surface, about 2 inches per year on average. There are several different hypotheses to explain exactly how these motions allow plates to move.Deep underwater, new seabed crust is forming. Where two plates move apart, magma rises to plug the gap. As it cools, it hardens, forming mountain ranges called ridges. The two oceanic plates move apart and magma from the mantle rises between them. An undersea ridge forms between the two plates and as the plates continue to move apart the ocean floor gets wider.Most earthquakes happen at plate boundaries along the edges of the two plates. These cracks in Earth’s crust are called faults. Here, the plates can suddenly slip and slide past each other or might be pushed underneath or on top of each other. Occasionally, earthquakes happen far away from faults on the sites of old plate boundaries.Earthquakes happen when Earth’s plates jostle one another, putting the rocky crust under strain. Suddenly, the rocks can slip against each other with huge force. The point deep underground where the rocks slip is called the focus. Shock waves spread out from the focus like ripples when you throw a pebble in a pond. When the waves hit the Earth’s surface they cause the ground to shake.All volcanic eruptions begin deep inside the Earth. The heat down there melts the rocks into magma. This collects in a large, underground chamber. The pressure from the surrounding rocks rise until the magma and any gas dissolved finally burst up through the gigantic pipe, called a conduit. The magma pours out through openings in Earth’s crust called vents. Since Earth began, volcanoes have helped to shape the landscape. Over millions of years, volcanic eruptions have created mountains, craters, and islands as well as huge lava plains. A large eruption can damage the land around it leaving it covered in thick, grey ash.Trade Books for this Unit:Plate Tectonics (Great Ideas of Science) by: Rebecca L. JohnsonThe Kidhaven Science Library- Plate Tectonics by: Linda GeorgeThe Island that Moved by: Meredith HooperShifting Shores (Restless Sea) by: Caroline Garbuny VogelEarth Movements (Reading Essentials in Science) by: Traci PedersonMoving Continents: Our Changing Earth by: Thomas G. AylesworthEarth’s Crust (Early Bird Earth Science) by: Conrad J. StoradThe Lithosphere: Earth’s Crust by: Gregory VogtEarth’s Core and Mantle by: Gregory VogtHow Landform’s Change by: The Brooklyn Children’s MuseumLESSON #1: Introduction to Unit Vocabulary TermsStandard: E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building. Objective:#1: The learner will construct their own vocabulary list using 8-10 unfamiliar terms from Plate Tectonic trade books previewed in class.Anticipatory Set:Begin reading I Survived the San Francisco Earthquake of 1906 by Lauren Tarshis. This story will introduce the idea of natural disasters through the eyes of a 10 year old boy. We will read this book for about 10 minutes at the beginning of each science block which begins when the students return from lunch.Input:Accommodations:Remediation: Students who are reluctant to learning will work with a smaller number of vocabulary words.Extension: Excelling students will have the opportunity to investigate more vocabulary words or begin constructing a class bulletin board for the unit.Materials:I Survived the San Francisco Earthquake BookTrade books for the Unit listed belowSticky NotesInstructional Methods:Objective 1:Learning Strategy 1 – Read trade books about plate tectonics.Learning Strategy 2 – Interactive game using vocabulary list generated during book preview.Learning Strategy 3 – Application of vocabulary terms throughout unit work.Modeling:As we begin reading I Survived the San Francisco Earthquake of 1906 I will demonstrate to the children how I sticky note concepts that are new to me while reading. This allows me as a reader to look up the words after reading to get a better understanding of the story. Today, we will be starting a new unit of study about Plate Tectonics. We will use this strategy in today’s lesson.Guided Practice:Trade books about plate tectonics, geological events, and the layers of the Earth have been handed out on the tables. With a partner, look at the books and sticky note vocabulary concepts that are new to you. You are acting as the teacher write now working hard to think about words that you and your classmates might need extra practice with. Place the sticky note on the page in your book and write the word and the definition for the word using the text on the page or the glossary for the book. We will work on this for about 30 minutes. You can pass books and share with your table partners during this time.After students have come up with their sticky notes ask students to begin placing them on the board. Have students group their sticky notes by other similar words. As a class read through the vocabulary words and determine the 20 most important vocabulary terms for the unit. Have students notice the similarities in the vocabulary words and point out how many of the books had the same words.Independent Practice:“We are going to play a bingo game to begin practicing these new vocabulary terms. Please fill out the bingo sheet you are being handed with the vocabulary terms of your choice. I will read the definition for a word and if you have the word written in your card you will put a chip on that word. Go ahead and take the next 5 minutes or so to fill out your cards.”This will serve as an assessment tool because the teacher will be walking around looking at how the students are responding and what students are beginning to learn the vocabulary and who still needs help.“Now that we have learned this sticky note strategy to talk about plate tectonics you can use it in your sustained silent reading time for questions you might come across or words that you are unfamiliar with. This is another strategy that will help you become the best reader you can be.”The teacher can monitor the use of these sticky notes throughout SSR with students and conference with them regarding items they flag and need further instruction or guidance on.Closure:Today we started reading I Survived the San Francisco Earthquake and created a vocabulary list for this unit of study. Tomorrow we will dig deeper in to this topic and start investigating plate tectonics in a fun way.Assessment: Objective 1:Assessment 1- Oral questioning of each student during trade book preview (Formative)Assessment 2- Review game using vocabulary list generated from trade books. (Formative)Assessment 3- Use of vocabulary throughout the unit. (Summative)BINGOFree SpaceName: _____________________________LESSON #2: Plate Tectonic Movement (2 days)Standard:E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.Objective:#2: The learner will identify the four major types of tectonic plate boundaries. #3: The learner will describe characteristic features of each plate boundary type. Anticipatory Set:Begin reading I Survived the San Francisco Earthquake of 1906 by Lauren Tarshis. This story will introduce the idea of natural disasters through the eyes of a 10 year old boy. We will read this book for about 10 minutes at the beginning of each science block which begins when the students return from lunch.Students will watch a short YouTube video () which will give them a visual understanding of the movements of the plates of the earth and engage them in a rap. This video will pull together everything they read about in the trade books from the previous lesson.Input:Show youtube video () to the class.Discuss/brainstorm words that describe plate movements from our reading and the videoWrite the descriptive words on the board for students to refer to throughout the lesson.Accommodations:Remediation: For reluctant learners the lesson work load will be shortened. These students will work collaboratively to investigate 2 of the 4 major plate types. They will then report about these two plate boundaries in their foldable. Another group of students will report on the other two and share their work.Extension: For excelling students we will create large posters to be displayed in the room for the unit. Students who are done with their work quickly will help work on these posters of the four major plate boundaries for the classroom.Materials:Youtube Video: Tectonics Student HandoutGraham CrackersFrostingFruit Roll UpsWaterWax PaperPlastic KnifeConstruction PaperGlueMarkersPoster BoardInstructional Strategies:Objective 2:Learning Strategy 1 – Investigative experiment comparing 4 different tectonic plate boundaries.Learning Strategy 2 – Collaborative work during Snack Tectonics/Peer TeachingLearning Strategy 3 – Creation of informational foldable projectObjective 3:Learning Strategy 1 – Investigative experiment comparing 4 different tectonic plate boundaries.Learning Strategy 2 – Collaborative work during Snack Tectonics/Peer TeachingLearning Strategy 3 – Creation of informational foldable projectModeling:Students will see the first plate boundary type demonstrated by the teacher under the document camera. This will give them an understanding of the amount of materials necessary and the methods for being successful with this experiment. They will also be shown an example of the foldable they will be creating which will give them a better understanding of what is expected.Checking for Understanding:Students will be asked to give a thumbs up/down throughout the lesson if they are understanding what is being done in their lab. The teacher will also be circulating around the room to monitor progress and answer questions. Also, the foldable will be turned in at the end of the lesson and assessed.Guided Practice: The students will work in small groups to complete the Snack Tectonics lab. The teacher will be walking around helping the students complete this and answering any questions along the way. This is a whole group investigation and therefore students will be stopping along the way so the teacher can explain the plate movements throughout the lab. The student handout for the Snack Tectonics lab is attached.Independent Practice: Upon completion of the Snack Tectonics lab, students will be creating a foldable. This foldable will list the four major types of plate boundaries discovered in snack tectonics. For each plate type students will draw a visual representation and write a brief description. An example for this assignment is attached.Closure:We have been learning about the major types of plate boundaries for the last two days. Tomorrow we are going to learn about the major geological events that are associated with the movement of the Earth’s plates. Thanks for all of your hard work today and I am excited to continue learning tomorrow.Assessment: Objective 2:Assessment 1 – Oral questioning of each group during Snack Tectonics (Formative)Assessment 2 - Review Snack Tectonics Results and Discussion (Formative)Assessment 3 – Drawing pictures on foldable (Summative)Objective 3:Assessment 1 – Oral questioning of each group during Snack Tectonics (Formative)Assessment 2 – Review Snack Tectonics Results and Discussion (Formative)Assessment 3 - Describing characteristic features on foldable (Summative)Name: __________________Date: ________2971804127500Snack Tectonics Lab ProcedureBackground:The main force that shapes our planet's surface over long amounts of time is the movement of Earth's outer layer by the process of plate tectonics. The rigid outer layer of the Earth, called the lithosphere, is made of plates that fit together like a jigsaw puzzle. These plates are made of rock, but the rock is, in general, lightweight compared with the denser, fluid layer underneath. This allows the plates to "float" on top of the denser material. The fluid dense material is called asthenosphere and in this activity it is represented by the frosting. However, plates are not all the same. Plates made of continental crust are thicker but less dense than plates made of ocean crust, which are denser but thinner. In this activity, ocean plates are represented by fruit roll ups and continental crust is represented by graham crackers.Movements deep within the Earth, which carry heat from the hot interior to the cooler surface, cause the plates to move very slowly on the surface, about 2 inches per year on average. There are several different hypotheses to explain exactly how these motions allow plates to move.Interesting things happen at the edges of plates. At divergent plate boundaries, rift valleys and spreading ridges form as plates pull away from each other. At convergent plate boundaries, where plates are coming together, subduction zones form when an oceanic plate and a continental plate collide and mountains build when two continental plates collide. Large faults form when plates slide past each other making the Earth tremble with earthquakes.Materials:1 graham cracker broken in half (2 squares)2 square fruit roll ups1 paper cup with water1 scoop of frosting1 sheet of wax paper1 plastic knife Methods:Make the modelYou will need about a square foot of wax paper and a large dollop of frosting. First, spread frosting into a layer about half a cm thick on the wax paper.The frosting in this model represents the asthenosphere, the viscous layer on which Earth's plates ride. The plates in this model are represented by the fruit roll up (oceanic crust which is thin and dense) and graham crackers (continental crust which is thick but less dense).2. Divergent plate boundarya. Next, place the two squares of fruit roll up (oceanic plates) onto the frosting right next to each other.b. Press down slowly on the fruit roll ups (because they are dense and will sink a bit into the asthenosphere) as you slowly push them apart about half a cm.c. Notice how the frosting is exposed and pushed up where the plates are separated? This is similar to how magma comes to the surface where real plates are moving apart at divergent plate boundaries. Most divergent plate boundaries are located within oceanic crust. When plates begin to pull apart at continents, rift valleys are made, like the Great Rift Valley in Africa, which can become the bottom of the sea floor if the plates continue to pull apart.3. Continental-oceanic collisiona. Remove one of the fruit roll ups from the frosting. (You can eat it if you wish!)b. Place one of the graham cracker halves lightly onto the frosting asthenosphere next to the remaining fruit roll up piece. The graham cracker represents continental crust, which is thicker and less dense than oceanic crust (fruit roll up). It floats high on the asthenosphere so don't push it down.c. Gently push the continent (graham cracker) towards the ocean plate (fruit roll up) until the two overlap and the graham cracker is on top. The oceanic plate is subducted below the continental one.4. Continent-continent collisiona. The next model shows what happens when two continents collide. Remove both the cracker and fruit roll up from the frosting asthenosphere. (You can eat or discard the fruit roll up.)b. Place one edge of both crackers into the glass of water for just a few seconds.c. Place the crackers onto the frosting with wet edges next to each other.d. Slowly push the graham crackers towards each other.e. Notice how the wet edges crumple? This is how mountains are made at convergent plate boundaries! When continents move towards each other there is nowhere for the rock to go but up!5. Transform plate boundariesa. Pick the two crackers up off the frosting and turn them around so that the two dry edges are next to each other.b. Push one cracker past the other to simulate a transform plate boundary like the San Andreas Fault!6. You may eat all of the materials used in the lab with the exception of the wax paper and plastic knife. After you have eaten the materials you would like, you may throw the rest in the garbage and wipe off your table top.Results:Draw and label what you observed during the lab for each plate boundary type.Divergent BoundaryContinental- Oceanic BoundaryContinent- Continent BoundaryTransform BoundaryDiscussion:What type of crust is represented by the graham crackers?What type of crust is represented by the fruit roll-up?What physical layer of the earth does the frosting represent?Give one real –life example of each type of plate boundary:Continental- Continental CollisionOceanic-Continental CollisionTransform BoundaryDivergent BoundaryLESSON #3: Major Geological EventsStandard:E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. Objective:#4. The learner will each demonstrate their ideas on how or why natural disasters happen by using models. Anticipatory Set:Begin reading I Survived the San Francisco Earthquake of 1906 by Lauren Tarshis. This story will introduce the idea of natural disasters through the eyes of a 10 year old boy. We will read this book for about 10 minutes at the beginning of each science block which begins when the students return from lunch.Input:Accommodations:Remediation: Students who are struggling with the concept of natural disasters will not rotate to every station so they can have more time at one given station to learn the concept.Extension: Students who excel and are completing the assignments at the various stations rapidly will be able to continue working on the class bulletin board and posters for this unit.Materials:Materials are listed within their station below for each specific activityClassroom set of netbooks or IpadsScience Notebooks Instructional Methods:Objective 4:Learning Strategy 1 – Investigation using laboratory materialsLearning Strategy 2 – Self correction of ideas and analysis of possible explanations throughout the investigation.Learning Strategy 3 – Individual demonstration of scenario to the teacherModeling:Students will not see any direct modeling in this lesson plan but we will be going over what is expected during group work and during lab experiments prior to beginning our station circuit.Checking for Understanding:The students will be working through their worksheet with partners and asking their partners when they need help. The groups will serve as a check point for students. Also, the teacher will be going around the room to work with students on difficult topics.Guided Practice:Students will be rotating with one or two partners through stations to learn about natural disasters. Students will have about 15 minutes at each station to investigate with the given materials. The worksheet attached will guide students as they work their way through the stations.When students get to the demonstration and response stations they will remain at those stations for about 40 minutes.Station 1: EarthquakesAt this station students will investigate website. On this website, students will need to pay particular attention to the science behind earthquakes tab and the animations tab.Station 2: Earthquakes 2At this station students will watch an animated slideshow about how earthquakes happen . As they watch the slideshow they will complete their packet for this topic.Station 3: Volcanic EruptionsAt this station students will watch the National Geographic video about volcanoes . Station 4: Volcanic Eruptions 2At this station students will investigate which volcanoes are still active and the different types of volcanoes. 5: Mountain BuildingAt this station students will investigate to learn about the formation of mountains around the world.Station 6: Mountain Building 2At this station students will watch a film from the history channel about how our mountains were formed. 7: Earthquake Demonstration/ ResponseUsing the materials at this station, students will explain how an earthquake occurs and orally tell the teacher about how this happens and explain their understanding of the topic. Students will complete the experiment for a “Sweet and Sticky Earthquake Shake” and teacher will assess orally as they work through the lab. (This lab was adapted from ) Materials:To build your shake table, you will need:Packing tapeCoffee can lid, or any flat plastic lid with approximately 3/8” lip that can fit under the shake table trayMarbles, or any small balls of the same size (1-2 dozen)Shallow box, like the lid on a board game boxTray (1); any shallow, large tray that is a few inches smaller than your game box lid, but that will snugly hold the trays that will hold your test soil and houses (see the?To prepare your soil trays, you will need?materials list, below); consider Styrofoam?take-out containers.To build your test houses, you will need:Butcher paper or newspaperDamp cloth to wipe your hands onSugar cubes (approximately 600)BowlSpoonPeanut butter (32 oz.), or a substitute, such as soy butter if you are allergic to peanuts. Ask your parent or allergist what a good substitute is for you.ScissorsTo prepare your soil trays, you will need:Play-Doh (approximately 5-6 regular-sized canisters), or homemade doughNote:?If you are making homemade dough, you will need:Flour (3 ? cups)Salt (? cup)Oil (3 tablespoons)Water (2 cups, boiling)Grape-Nuts cereal (1 box)Cornstarch (1 box)Water (approximately 4 cups)Bowls (2); for mixing Grape-Nuts with water, and cornstarch with waterSpoonForkA handful of dried beans, marbles, or coins to simulate the weight of your sugar and peanut butter house as you check the consistency of your cornstarch,?and?a small container in which to put them; the container should be able to fit into your cornstarch mixing bowl.Trays (4); any shallow nesting trays that are bigger than your test houses, but will fit snugly inside your shake table tray, such as take-out containers, the plastic lids from frozen dinners, or packaging for fresh fruit; see Figure 5 for an example.To test your houses, you will need:StopwatchLab notebookStation 8: Volcanic Eruptions Demonstration/ ResponseDue to the dangerous/messy nature of creating volcanoes in a classroom setting, students will be using this interactive website to further investigate volcanic formation. Like the other demonstration and response stations, the teacher will be walking around and assessing the students understanding. Station 9: Mountain Building Demonstration/ ResponseAt this station students will work with given materials to build mountains. The directions for this activity:(adapted from )The teacher will be walking around this station asking children to explain their thinking and assess the knowledge of individual students regarding the topic. Instructional Procedures for Creating Activity Tools:Cut foam into strips 2-4 inches wide and 8-12 inches long.Cut two small holes into each end with scissors or a paper punch.Alternate thickness and color to create a stack of 3 to 5 pieces.Thread string through the holes cut in the foam to fasten the pieces together forming a foam sandwich.Make sure the string is loose enough that the foam pieces can slide when bent.Cut wood into angled pieces of 45 degrees or more.Drill a hole through each piece so they line up.Slide a rope through the blocks and tie a knot at each end. Make sure to leave 3 to 4 inches between the knot and the end of the block.Independent Practice:Students will be working on these various stations in groups however; the teacher will do verbal questioning and assessing of the students individually.Closure:“For the past several days we have been working in groups experimenting with different stations to learn about natural disasters. Tomorrow we will continue our journey through plate tectonics. Thank you for all of your hard work today!”Assessment: Assessment 1 – Oral questioning of each student during investigation time (Formative)Assessment 2 – Reading through the worksheet as students write their observations and understandings (Formative)Assessment 3 – Student demonstrations using the materials of a given scenario (Summative)Modeling Mountain Forming Activity Instructions:The foam layers represent layers of rock. By pushing and folding the foam you can imagine how rock layers respond to the same forces. Obviously, folding and buckling mountains in nature takes a very long time, but the process is replicated quite well with foam.Wood blocks represent portions of the crust as it responds to extensional forces. Start with the blocks pushed together forming a flat surface and then pull them apart to form mountains and valleys. In nature, the higher portions are called horsts and the falling portions are called grabens.Explain what the layers of foam represent and what the wood blocks represent. If possible show pictures of landforms that show the rock layers with folds or bends. A topographic or geologic map of Nevada would be helpful to show the mountains and valleys formed by stretching the crust.Demonstrate to the class the different types of mountain building processes.Give a demonstration on how they can use each tool to build their own mountains.Break students into as many groups as possible so that each group can have their own foam and blocks.Recreate each landform they have studied.Draw on a paper the forces, noted by arrows, that are responsible for creating each landform.Discussion:What are the different forces that build mountains? How do they work? Are there any mountains near you? If so, do you know how they formed? Can we ever feel mountains moving (yes, earthquakes)? What do we call the shaking we feel when there is movement along a fault?Sweet and Sticky Earthquake ShakeExperimental ProcedureBuilding Your Shake TableA shake table is used to create motion with which you can test your sugar cube houses' response to shaking. For your shake table, you will try to imitate the pushing-and-pulling P-waves. Figure 3 shows the components of the shake table and how it is assembled.Figure 3.?This is how to assemble the shake table.Cut off a strip of the packing tape and form it into a loop with the sticky part on the outside.Attach the tape to the top of the coffee can lid and the bottom of one of the trays so that the top of the lid is stuck to the bottom of the tray.Dump the marbles into the game box lid.Set the tray with its attached coffee lid so that it is resting on top of the marbles. The lip of the lid should be resting on the marbles. This tray will hold your other trays as you perform each trial. Now you're ready to shake the game box side to side to create your P-waves. Continue with the rest of the steps first.Building Your Test HousesOK, this will be messy, but fun! You can build any shape of houses that you want, but keep in mind that you will need to build 12 of them, they should all be exactly the same, and they must fit inside your trays.First, spread out some butcher paper or newspaper to make cleanup a little easier. Keep a cloth or bowl of water around to clean your hands if they get super gooey during the building. You should also make some clear space on the table or another counter for your completed houses.Dump out some of your sugar cubes into a pile on the butcher paper or newspaper. You have a lot of sugar cubes and a lot of houses to build, so don't dump them all out at once.Scoop out some peanut butter (or your substitute) into a bowl and put it next to the sugar cubes.Now start dipping sides of the sugar cubes into the peanut butter and sticking them together. The sugar cubes are like little white bricks, and the peanut butter is like mortar. Build your first house on a section of paper that you can cut out when you are finished. Continue until you have created your first test house. Don't eat more than you build!Cut out the paper around the test house and set it aside until you're ready to test.Repeat steps 3–6 until you have 12 test houses that are built exactly the same and are all on their own pieces of butcher paper.Below are four example test houses for the first experimental trial of each soil type.Figure 4.?Here are four example test houses for the first experimental trial.Preparing Your Soil TraysYou will be preparing four trays for testing models of four different soil types: bedrock, gravel, alluvium, and sand.To prepare the bedrock model, fill one tray about half full of Play-Doh (either store-bought or homemade).To make homemade dough,?mix the flour and salt together. Have an adult help you slowly add the oil and hot water as you stir. The water is very hot so be careful! Keep stirring until the mixture is cool enough to knead (press and squeeze and fold on a hard, lightly floured surface). Knead the dough well and then place it in the tray.To prepare the gravel model, pour dry Grape-Nuts cereal into another tray until it is about half full.To prepare the alluvium model, mix about 2–3 cups of dry Grape-Nuts cereal with about 1 cup of water and pour the mixture into another tray until it is about half full.To prepare the sand model, you will need a ratio of?about?two parts cornstarch to one part water. Put 3 cups of cornstarch in a bowl.?Slowly?add?about?1 ? cups of water to the cornstarch, mixing as you go with a fork or with your hands. You will know that you have the right consistency of the cornstarch mixture when it is firm enough to support a test house, but still liquid enough that you can press your finger slowly down into it. Another clue is that when you slowly press your finger down into it and then shake the mixture from side to side, it will kind of feel like your finger is in a liquid. If the mixture is too thin and runny, and the house sinks way into it, add a little more cornstarch. If the mixture is too hard, like the bedrock Play Doh model, and you can’t press your finger into it, or it doesn’t quiver and feel a bit like a liquid when you shake it, add a little more water. Once you get the consistency just right, pour your cornstarch mixture into another tray until it is about half full. Figure 5 shows an example of how your prepared trays should look. Read the additional notes below before you begin making your cornstarch mixture.To test whether the cornstarch mixture will support a test house, put a small container on top of the mixture in your mixing bowl and fill it with something like dried beans, marbles, or coins—something that weighs about the same as one of your sugar and peanut butter houses. See if the container sinks way down into the cornstarch mixture, or if it rests mostly on top. (You want it to sink down just a little bit—not to the bottom of the bowl.) By using a container and small weights, you can test the cornstarch consistency without potentially ruining a sugar and peanut butter house before you are ready to run your experiment.Note:?You are not using real sand for this?model?because you are trying to model the liquefaction process—the process in which sand changes from a solid to a liquid when it is shaken in an earthquake. With your simple, hand-powered shake table, you cannot shake real sand fast enough to achieve liquefaction; so instead, a cornstarch mixture is used, which can support a test house when there is no shaking going on, but that behaves more like a liquid under the influence of hand-powered shaking.The cornstarch mixture has very unusual properties—sometimes it acts like a liquid, sometimes it acts like a solid. The faster you stir it, the more it acts like a solid! This is why you need to mix it up slowly with a fork or with your hands, rather than rapidly with a spoon. You will notice that the mixture feels very strange. You can read more about its amazing properties in the Bibliography.Important Cleanup Notes:?Do not ever pour any large amount of cornstarch and water mixture down the drain. It will clog it up! Instead, dump any extra mixture into a large plastic garbage bag and throw it away in the trash.Figure 5.?These prepared trays hold models of four different soil types.Create a data table in your lab notebook to record the results of your shaking tests, like the one below:Number of Broken or Fallen WallsBedrockGravelAlluviumSandTrial 1Trial 2Trial 3Sum of trialsAverage of trialsTesting Your Shake HousesNow it's time to try this out! You finally get to shake your test houses on the four different soils.Begin trial 1 with bedrock. Slide a test house and its paper gently onto the middle of the bedrock tray. Press the house down slightly into the test soil so that there is good contact between the test soil and the test house, and the test house does not slide around on top of the test soil during testing.Place the prepared bedrock tray into the empty shake table tray. The bedrock tray should "nest" snugly into the empty tray in the shake table.Have a helper time you shaking the box lid for 20 seconds. When you're ready to start, have the helper say, "Go!" and start a stopwatch.Now shake or vibrate the game box lid from side to side very rapidly until 20 seconds have passed and your helper says, "Stop!". During the shaking, your hands should move from side to side no more than an inch or two, and you should avoid letting the tray bump the sides of the game box.Record the number of broken or fallen walls in your data table. In the Figure 6 example, below, the test house in alluvium resulted in three fallen walls, so the number "3" would be recorded in the data table.Figure 6.?This is a test house 1710055-444500in alluvium at the end of shaking, which shows three fallen walls.Take photographs for your display board, if desired.Remove the prepared tray and the broken test house.Repeat steps a-e for the three remaining soil types: gravel, alluvium, and sand. Be sure to record your results in your data table after each shaking test.Repeat "Testing Your Shake Houses" steps 1-4 for two additional trials per soil type so that all 12 houses are tested.Which soil type caused your test houses to break apart the most? Which soil type caused your test houses to break apart the least? On which type of soil might it be safest to build a home if you live in an earthquake-prone city?LESSON #4: Layers of the EarthStandard:E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.Objective:#5. Students will name Earth’s layers and describe their characteristics individually and relative to the other layers.#6. Students will use reference materials to research a layer of Earth.Anticipatory Set:Finish reading I Survived the San Francisco Earthquake of 1906 by Lauren Tarshis. This story will introduce the idea of natural disasters through the eyes of a 10 year old boy. We will read this book for about 10 minutes at the beginning of each science block which begins when the students return from lunch.Ask the students to write about the following prompt in their writer’s notebook:“We just finished our book for this unit about a young boy named Leo surviving an earth quake in San Francisco. Using what we heard in the story and your prior knowledge, give a logical explanation for how this natural disaster occurred.”Using a large piece of chart paper, write along the top ‘Brainstorm: How earth quakes happen’. Have students share their thoughts and create a chart of ideas as the student’s brainstorm how natural disasters occur. Leave this chart displayed in the room and explain that we will be investigating natural disasters over the next few days. Anticipatory Set #2: Post the following questions/prompts to the students: “What does the interior of the Earth look like? Are there different layers and if so, what are these layers called? Is the Earth’s interior composed of a solid, liquid, gas, or composition of the three? Draw a diagram to represent your thinking.” Input:Show video the episode of The Magic Schoolbus: Inisde the Earth!Show the following pictures derived from GoogleImages while teacher instruction occurs: Potentially make a slideshow of more photos for students to observe while instruction is occurring. Scientific Background: Teacher Reads: “First of all, like the video states, Earth measures more than 12,000 km in diameter. This diameter of the Earth is divided into three distinct layers, and each layer is different than the one preceding. The core is the innermost layer divided into the inner core and the outer core. The inner core is solid and mostly made of iron. The outer core, which is liquid iron, forms a shell-like covering around the solid interior. The mantle, which takes up about 80% of the Earth’s volume, is the middle and largest layer. The rock in this layer is actually solid and liquid! This is because it is mostly solid however there are regions of molten rock that scientists consider to be liquid. Another interesting reason as to why the mantle is both solid and liquid is because solid rock can flow, if heated due to increased pressure and temperature within the earth. The outermost layer of the Earth, composed of solid rock, is called the lithosphere, or the crust. This is a very thin layer that is broken into “plates” (hence the name plate tectonics) that essentially float on top of the mantle.”212090-190500Accommodations:Remediation: Cooperative Learning Groups (Guided Practice) encourages peer-teaching for students who don’t fully understand or grasp the material. Also, the research project/paper can be shortened for students who have difficulty time-managing for research and transferring the research into a written paper. Extension: Encourage proficient, high-achieving students to elaborate and extend their research, asking deeper questions such as: “How is heat (generated by the innermost part of the Earth) able to reach our Earth’s surface?” Materials:Educational Video: The Magic Schoolbus: Inside the Earth! And the appropriate technology required to show the videoInformational text containing information about the inside composition of the Earth and identification of its layersInternet AccessPoster paperMarkers/Colored Pencils/CrayonsInstructional Methods:Objective 5:Learning Strategy 1 – Read books and internet sources about layers of the earthLearning Strategy 2 – Formal project writing about layers of the earthLearning Strategy 3 – Oral presentation about layers of the earthObjective 6:Learning Strategy 1 – Read books and internet sources about layers of the earthLearning Strategy 2 – Formal project writing about layers of the earthLearning Strategy 3 – Oral presentation about layers of the earthModeling: The teacher may show several personal diagrams from the anticipatory set to provide students with a potential, sample model for the group diagram. For the research project, the teacher may model how to effectively search on the internet and in informational text to find information about the interior of the Earth, emphasizing credible sites (like .edu, .gov, .net, etc.) Checking for Understanding: The teacher will make their way around the room as students are conducting research asking what they are researching as well as why that information is going to be helpful to them in their research project; asking why it is relevant to the information about the layers of the Earth. Also, before the final project papers are complete, the group posters demonstrating the layers of the Earth is checking for understanding. Guided Practice: After students watch the designated videos and teacher-directed instruction is complete, students will form groups to discuss their own personal depictions of what they believe the interior of the Earth to look like (from the Anticipatory Set). The group will discuss, with teacher input and guidance when necessary, and then collaborate to draw one diagram for the group to present to the class; each taking a turn explaining different parts on their diagram. Encourage creativity! Not all group diagrams should look alike!Independent Practice:Students are independently writing their research project/paper, and presenting. Closure:“I have really enjoyed this unit of study about plate tectonics. We have had the opportunity to hear some great presentations from each of you and I know I learned a lot from hearing each of you speak. On a sticky note, write what ‘stuck with you’ today. Stick your notes up on the whiteboard for me to read over before tomorrow. I will grade these papers over the weekend and have them back to you on Monday. Thank you for all of your hard work and have a great weekend!”** Reviewing these sticky notes will give the teacher an idea of what the students gained from each other’s presentations and if there are any misconceptions at this time that need to be addressed.Assessment: Objective 5:Assessment 1- Oral questioning of each student during collaborative group activity and research project (Formative)Assessment 2- Reading child’s research project papers (Summative)Assessment 3- Listening to child’s research project presentation (Summative)Objective 6:Assessment 1- Oral questioning of each student during collaborative group activity and research project (Formative)Assessment 2- Reading child’s research project papers (Summative)Assessment 3- Listening to child’s research project presentation (Summative) ................
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