Youth & Education in Science (YES)

Plate Tectonics from This Dynamic Planet Teaching Companion Lesson Title (https://volcanoes.usgs.gov/vsc/file_mngr/file-139/This_Dynamic_Planet- Teaching_Companion_Packet.pdf) Lesson 1: Wegener’s Puzzling Evidence Exercise Lesson 2: Plate Tectonics Tennis Ball Globe

Grades 5-7

Length Each lesson designed to take 2 class periods

Topics plate tectonics, fossil evidence, geology, mapping, science history

Materials Needed Included in teaching companion pdf: Overview: Plate Tectonics in a Nutshell Handouts and maps (see appendices) Coloring items—pencils, markers, sharp crayons Scissors Glue or tape Old tennis ball - lesson 2

NGSS Alignment NGSS_plate tectonics lesson.pdf

U.S. Department of the Interior Office in Youth and Education in Science U.S. Geological Survey

Overview These lessons are based on Alfred Wegener's pioneering studies that demonstrated that the scattered distribution of certain fossil plants and animals on present–day, widely separated continents would form coherent patterns if the continents are rejoined as the pre–existing supercontinent Gondwanaland. Although Alfred Wegener was not the first to suggest that continents have moved about the Earth, his presentation of carefully compiled evidence for continental drift inspired decades of scientific debate. Wegener's evidence, in concert with compelling evidence provided by post World War II technology, eventually led to universal acceptance of the theory of Plate Tectonics in the scientific community.

Objectives Lesson 1: Wegener’s Puzzling Evidence Exercise • Students will observe and analyze scientific evidence used by Wegener. • Students will read and interpret maps and map symbols. • Students will use the evidence to try to reconstruct the continents. • Students will interpret the evidence to formulate a hypothesis. • Students will defend their position on continental drift.

Lesson 2: Plate Tectonics Tennis Ball Globe • Students will examine one method for creating a two-dimensional map of a spherical surface. • Students will create a model of the earth that they can hold and examine. • Students will examine plate boundaries, continents, and oceans on a globe. • Students will examine divergent, convergent, and transform plate boundaries. • Students will draw plate boundaries on a map and learn that more scientific data are needed to more accurately locate certain boundaries.

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• Students will compare the features on a map that fits on a sphere with the same features on a more standard flat, two-dimensional, map to learn how our standard maps are distorted towards the poles.

This Dynamic Planet website, Smithsonian Institution. This site provides Related Links interactive mapping functions (including zoom), contains additional information not shown on the printed paper map, and includes downloadable PDF files of all map components and HTML pages. This Dynamic Planet, map showing the Earth's physiographic features, current plate movements, and locations of volcanoes, earthquakes, and impact craters. Alfred Lothar Wegener: Moving Continents, Biographical info.

Plate Boundaries & Tectonic Plates (video)

Vocabulary plate tectonics, fossil evidence, geology, convergent plate, transform plate, divergent plate, map projection

Teacher Background The theory of plate tectonics is a relatively new scientific concept. While its forerunner—the theory of continental drift—had its inception as early as the late 16th century, plate tectonics only emerged and matured as a widely accepted theory since the 1960s (see This Dynamic Earth booklet). In a nutshell, this theory states that the Earth’s outermost layer is fragmented into a dozen or more large and small solid slabs, called lithospheric plates or tectonic plates, that are moving relative to one another as they ride atop hotter, more mobile mantle material (called the asthenosphere). The average rates of motion of these restless plates—in the past as well as the present—range from less than 1 to more than 15 centimeters per year. With some notable exceptions, nearly all the world’s earthquake and volcanic activity occur along or near boundaries between plates. (more extensive background included in lesson plan PDF)

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Lesson 1: Wegener’s Puzzling Evidence Exercise Complete lesson plan http://volcanoes.usgs.gov/about/edu/dynamicplanet Overview: Teacher presents overview of Wegener’s theory of plate tectonics. Students cut and color pieces of the continents according to fossil evidence. Student groups arrange the pieces using Key to Wegener’s Evident to support their arrangement and present and defend their reconstruction. Students should understand that using the shape of the continents to fit them back together is using one type of evidence. Using the presence of the same rock types is another form of evidence, and the presence of the same type and age fossils is yet another. Ask students if they can think of other types of evidence to search for that might be useful in solving their puzzle. Lesson 2: Plate Tectonics Tennis Ball Globe Complete lesson plan http://volcanoes.usgs.gov/about/edu/dynamicplanet Overview: This activity creates a mini globe that shows the major plate boundaries of the world. It provides each student with his or her own physical model of the Earth’s plates and helps teach how hard it is to accurately portray a sphere (three-dimensional) on a flat map (two dimensional).

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THIS DYNAMIC PLANET: A TEACHING COMPANION

PARTICIPANTS IN THIS DYNAMIC PLANET: TEACHING COMPANION 4

PLATE TECTONICS IN A NUTSHELL 7

WEGENER'S PUZZLING EVIDENCE EXERCISE (6TH GRADE) 10

PLATE TECTONICS TENNIS BALL GLOBE 15

1 THIS DYNAMIC PLANET: A TEACHING COMPANION

BRIEF OVERVIEW OF PLATE TECTONICS

Since ancient times, the name Terra Firma (meaning "solid ground" in Latin) sometimes has been and occasionally still is used for planet Earth. While our planet is for the most part "solid" and firm, its outermost layer is everywhere in ceaseless motion, shifting at measurable average rates of several centimeters per year. This ever–moving layer upon which we live is a thin skin of solid crust and the rigid uppermost mantle making up Earth's lithosphere. The lithosphere is broken up into slabs that geologists call lithospheric plates or tectonic plates. During the 20th century, a major scientific concept—Theory of Plate Tectonics— emerged to explain why and how these plates move about and interact (see Plate Tectonics in a Nutshell). This theory has unified the study of the Earth and proven to be as relevant to the earth sciences as was the discovery of the structure of the atom to physics and chemistry, and as was the theory of evolution to the life sciences. Even though the plate tectonics theory is now widely accepted by the scientific community, some aspects of it are still being vigorously debated today.

THIS DYNAMIC PLANET MAP AND THIS DYNAMIC EARTH BOOKLET

In June 2006, the U.S. Geological Survey (USGS) and the Smithsonian Institution produced the Third Edition of This Dynamic Planet: A World Map of Volcanoes, Earthquakes, and Plate Tectonics. Like its two previous editions (1989 and 1994), this map—the all–time best–selling map of the USGS–remains exceptionally popular and widely distributed. Yet, despite the availability of this map, specifically intended for educational purposes, numerous and continued requests have been received from teachers for classroom materials that expand on the map's explanatory text. In response, a general–interest, non–jargon booklet called This Dynamic Earth: The Story of Plate Tectonics was published in 1996 to complement the map. This booklet partially filled the need, but additional classroom–specific activities and exercises are still being requested.

2 THE DEVELOPMENT OF THIS DYNAMIC PLANET: A TEACHING COMPANION

The educators' continuing requests spurred an intermittent effort, which began in the 1990s, to develop a collection of classroom exercises—A Teaching Companion— specifically geared to the existing USGS plate tectonics map and booklet. This Teaching Companion is intended to assist teachers to teach plate tectonics, primarily for grades 6–14. Through several workshops held during 1990s at the USGS Menlo Park Center, dozens of teachers from across the country worked together, not only with authors of both the map and booklet but also other USGS experts, in developing classroom activities.

THE LAUNCH OF THE FIRST THIS DYNAMIC PLANET: A TEACHING COMPANION EXERCISES

The first Teaching Companion Exercise released electronically is Wegener's Puzzling Evidence. This activity is based on Alfred Wegener's pioneering studies that demonstrated that the scattered distribution of certain fossil plants and animals on present–day, widely separated continents would form coherent patterns if the continents are rejoined as the pre–existing supercontinent Gondwanaland (web link to booklet).

The "Wegener's Puzzling Evidence" activity was selected to be released first because of its historical significance in the development of the Theory of Plate Tectonics. While the notion that continents may have not always been fixed in their present positions was suspected long before Wegener's time. Early map makers, for example Abraham Ortelius, noted as early as the late 16th century the similarity of the coastlines of the American and African continents and speculated that these continents might have once been joined. However, Wegener's analysis was the first to use geological and fossil evidence rather than merely fitting similar–looking coastlines.

3 PARTICIPANTS IN THIS DYNAMIC PLANET: TEACHING COMPANION

PROJECT DIRECTORS

• Gordon, Leslie C., U.S. Geological Survey • Tilling, Robert I., U.S. Geological Survey

ADVISORY COMMITTEE

• Babb, Janet, Hawaii Volcanoes GeoVentures • Brantley, Steve, U.S. Geological Survey • Carpenter, John, Univ. of South Carolina • Ed Geary, Colorado State University • Ireton, Frank Watt, Science Systems and Applications, Inc. • Ireton, Shirley Watt, JASON Academy • Jagoda, Sue, Lawrence Hall of Science • Kious, Jackie, U.S. Geological Survey volunteer • Lewis, Gary, Australian Geological Survey Organisation • Metzger, Ellen, San Jose State University • Moreno, Melanie, U.S. Geological Survey • Wallace, Laure, U.S. Geological Survey

CONTRIBUTORS (WRITERS)

SUMMER 1998 WORKSHOP

• Barnett, Shelly L., Woodward Middle School, Woodward OK • Bishop, Mary R., Saugerties High School, Saugerties, NY • Bixler, Nancy, St. Lawrence University, Canton, NY • Bonvie, Jeri, Hollister High School, Hollister, CA • Callister, Jeffrey C., Newburgh Free Academy, Newburgh, NY • Cheyney, Barbara B., The HaverfordSchool, Haverford, PA • Cogley, Michele M., John Muir Elementary School, San Francisco, CA • Dimmick, Howard, Stoneham High School, Stoneham, MA • Greenspan, Fran, Buckley Country Day School, Roslyn, NY • Katsu, Carl F., Fairfield Area School District, Fairfield, PA • Oliver, Susan, Owasso Eight Grade Center, Owasso, OK • Rudolph, Stacey, Strategies.org

4 • Sexton, Ursula, Green Valley Elementary School, Danville, CA • Sheehan, Michele, Hilo, HI • Simkin, Tom, National Museum of Natural History, Smithsonian Institution, Wash., DC • Stroud, Sharon, Widefield High School, Colorado Springs, CO • Tanigawa, Joy, El Rancho High School, Pico Rivera, CA • Toback, Claudia, Egbert Intermediate School, Staten Island, NY • Whitney, Robert, Lancaster High School, Lancaster, CA

SUMMER 1999 WORKSHOPS

• Brantley, Steve, U.S. Geological Survey • Burns, Dan, Los Gatos High School, Los Gatos, CA • Cheyney, Barbara, The HaverfordSchool, Haverford, PA • Dimmick, Howard, Stoneham High School, Stoneham, MA • Rudolph, Stacey • Shultz, Alex, Los Gatos High School, Los Gatos, CA • Stroud, Sharon, Widefield High School, Colorado Springs, CO • Tinkler, Candace, National Park Service, Everglades National Park, FL

SUMMER 2000 WORKSHOP

• Bishop, Mary R., Saugerties High School, Saugerties, NY • Cheyney, Barbara, The HaverfordSchool, Haverford, PA • Dimmick, Howard, Stoneham High School, Stoneham, MA • Katsu, Carl F., Fairfield Area School District, Fairfield, PA • Selvig, Linda, Boise, ID • Simkin, Tom, National Museum of Natural History, Smithsonian Institution, Wash., DC • Stroud, Sharon, Widefield High School, Colorado Springs, CO

SUMMER 2001 WORKSHOPS

• Bishop, Mary R., Saugerties High School, Saugerties, NY • Bixler, Nancy, St. Lawrence University, Canton, NY • Cheyney, Barbara, The Haverford School, Haverford, PA • Dimmick, Howard, Stoneham High School, Stoneham, MA • Holzer, Missy, Chatham High School, Chatham, NJ • Katsu, Carl F., Fairfield Area School District, Fairfield, PA • Selvig, Linda, Centennial High School, Meridian School District, Boise, ID • Stroud, Sharon, Widefield High School, Colorado Springs, CO • Whitney, Robert, Poway High School, Poway, CA

5 USGS STAFF

• Boore, Sara • Brown, Cindy • Kious, Jackie • Kirby, Steve • Mayfield, Susan • Moreno, Melanie • Stein, Ross • Venezky, Dina

6 PLATE TECTONICS IN A NUTSHELL The theory of plate tectonics is a relatively new scientific concept. While its forerunner—the theory of continental drift—had its inception as early as the late 16th century, plate tectonics only emerged and matured as a widely accepted theory since the 1960s (see This Dynamic Earth booklet). In a nutshell, this theory states that the Earth’s outermost layer is fragmented into a dozen or more large and small solid slabs, called lithospheric plates or tectonic plates, that are moving relative to one another as they ride atop hotter, more mobile mantle material (called the asthenosphere). The average rates of motion of these restless plates—in the past as well as the present—range from less than 1 to more than 15 centimeters per year. With some notable exceptions, nearly all the world’s earthquake and volcanic activity occur along or near boundaries between plates.

USING THE DIAGRAM TO DISCUSS HOW PLATE TECTONICS WORKS To learn more about how plate tectonics work, start at the diagram (Appendix 1) and explanation labeled (1). Although this diagram shows the interaction between continental and oceanic plates, the processes illustrated generally apply for the interaction between two oceanic plates.

1. There are two basic types of LITHOSPHERE: continental and oceanic. CONTINENTAL lithosphere has a low density because it is made of relatively light-weight minerals. OCEANIC lithosphere is denser than continental lithosphere because it is composed of heavier minerals. A plate may be made up entirely of oceanic or continental lithosphere, but most are partly oceanic and partly continental.

7 2. Beneath the lithospheric plates lies the ASTHENOSPHERE, a layer of the mantle composed of denser semi- solid rock. Because the plates are less dense than the asthenosphere beneath them, they are floating on top of the asthenosphere.

3. Deep within the asthenosphere the pressure and temperature are so high that the rock can soften and partly melt. The softened but dense rock can flow very slowly (think of Silly Putty) over geologic time. Where temperature instabilities exist near the core/mantle boundary, slowly moving convection currents may form within the semi-solid asthenosphere.

4. Once formed, convection currents bring hot material from deeper within the mantle up toward the surface.

5. As they rise and approach the surface, convection currents diverge at the base of the lithosphere. The diverging currents exert a weak tension or “pull” on the solid plate above it. Tension and high heat flow weakens the floating, solid plate, causing it to break apart. The two sides of the now-split plate then move away from each other, forming a DIVERGENT PLATE BOUNDARY.

6. The space between these diverging plates is filled with molten rocks (magma) from below. Contact with seawater cools the magma, which quickly solidifies, forming new oceanic lithosphere. This continuous process, operating over millions of years, builds a chain of submarine volcanoes and rift valleys called a MID- OCEAN RIDGE or an OCEANIC SPREADING RIDGE.

7. As new molten rock continues to be extruded at the mid-ocean ridge and added to the oceanic plate (6), the older (earlier formed) part of the plate moves away from the ridge where it was originally created.

8. As the oceanic plate moves farther and farther away from the active, hot spreading ridge, it gradually cools down. The colder the plate gets, the denser (“heavier”) it becomes. Eventually, the edge of the plate that is farthest from the spreading ridges cools so much that it becomes denser than the asthenosphere beneath it.

9. As you know, denser materials sink, and that’s exactly what happens to the oceanic plate—it starts to sink into the asthenosphere! Where one plate sinks beneath another a subduction zone forms.

10. The sinking lead edge of the oceanic plate actually “pulls” the rest of the plate behind it—evidence suggests this is the main driving force of subduction. Geologists are not sure how deep the oceanic plate sinks before it begins to melt and lose its identity as a rigid slab, but we do know that it remains solid far beyond depths of 100 km beneath the Earth’s surface.

11. Subduction zones are one type of CONVERGENT PLATE BOUNDARY, the type of plate boundary that forms where two plates are moving toward one another. Notice that although the cool oceanic plate is sinking, the cool but less dense continental plate floats like a cork on top of the denser asthenosphere.

12. When the subducting oceanic plate sinks deep below the Earth’s surface, the great temperature and pressure at depth cause the fluids to “sweat” from the sinking plate. The fluids sweated out percolate upward, helping to locally melt the overlying solid mantle above the subducting plate to form pockets of liquid rock (magma).

8 13. The newly generated molten mantle (magma) is less dense than the surrounding rock, so it rises toward the surface. Most of the magma cools and solidifies as large bodies of plutonic (intrusive) rocks far below the Earth’s surface. These large bodies, when later exposed by erosion, commonly form cores of many great mountain ranges [such as the Sierra Nevada (California) or the Andes (South America)] that are created along the subduction zones where the plates converge.

14. Some of the molten rock may reach the Earth’s surface to erupt as the pent-up gas pressure in the magma is suddenly released, forming volcanic (extrusive) rocks. Over time, lava and ash erupted each time magma reaches the surface will accumulate—layer upon layer—to construct volcanic mountain ranges and plateaus, such as the Cascade Range and the Columbia River Plateau (Pacific Northwest, U.S.A.).

TECTONIC TIDBITS: MISCELLANEOUS SALIENT FACTS • Plate tectonics processes almost certainly have been operating since the formation of the Earth (~ 4.6 billions years ago). However, the evidence of such processes very early in Earth’s history have been masked or obliterated by younger geologic processes and deposits.

• Present-day continents are much older geologically than the seafloor of present-day ocean basins. Earliest recognized and dated continental rock (in Australia) was formed about 4.3 billion years ago. In contrast, the geologically oldest seafloor formed about 180 million years ago.

• Why this huge difference in geologic age between continental and oceanic rocks? Answer: the new crust formed along the ocean ridge crests is carried away by plate movement, and is ultimately “recycled” deep into the earth along subduction zones. But because continental crust is thicker and less dense than thinner, younger oceanic, most does not sink deep enough to be recycled and remains largely preserved on land.

• Present-day continents are fragments of a “supercontinent” (Pangaea) that broke up about 225 million years.

• There were a number of pre-Pangaea supercontinents, although the evidence becomes more and more obscure/problematic the farther back in geologic time. Pangaea itself was the product of accretion of fragments of pre-Pangaea supercontinent.

• More than 80% of the world’s earthquakes and volcanoes occur along or near boundaries of the tectonic plates.

• Discovery and mapping of the rugged topography (e.g., huge mountain ranges, deep canyons) and the “magnetic striping” of the ocean floor were important milestones in the development of the plate tectonics theory.

• Earth is the only planetary body in our solar system that exhibits plate tectonics in action—at present as well as in the geologic past. To date, space-based planetary geological studies have not discovered any evidence of extra-terrestrial plate tectonics.

9 WEGENER'S PUZZLING EVIDENCE EXERCISE (6TH GRADE)

Although Alfred Wegener was not the first to suggest that continents have moved about the Earth, his presentation of carefully compiled evidence for continental drift inspired decades of scientific debate. Wegener's evidence, in concert with compelling evidence provided by post World War II technology, eventually led to universal acceptance of the theory of Plate Tectonics in the scientific community. The following pages are needed for this exercise: Teacher Overview (Appendix 2), (For Teachers) Wegener's Key to Continental Positions for grade 6 (Appendix 3), Student Puzzle Pieces (Appendix 4), Key/Legend to Wegener's Evidence sheet (Appendix 5), and Student Map of the World Today (Appendix 6). If students need additional hints beyond those provided below, there is a Puzzle Outline Hint (Appendix 7) to be used as a base for the puzzle.

OBJECTIVES

• Students will observe and analyze scientific evidence used by Wegener. • Students will read and interpret maps and map symbols. • Students will use the evidence to try to reconstruct the continents. • Students will interpret the evidence to formulate a hypothesis. • Students will defend their position on continental drift.

THE STUDENT PUZZLE PIECES AND LEGEND

10 To start this activity the teacher will present background information on Wegener (http://pubs.usgs.gov/gip/dynamic/wegener.html). Students will then be placed into groups of 2 to 3 and work to piece together continent cut-outs using this evidence. As students fit the continents together they find that isolated pieces of geologic information are no longer isolated. Groups describe what they have found, and must defend their conclusion by explaining how the evidence supports or refutes continental drift.

TIME FRAME

1-2 class periods. Time frame can vary according to how much work is done in class and how much is done as outside assignments.

NATIONAL STANDARDS REFERENCES

THE NATIONAL SCIENCE STANDARDS:

• UC&P - Unifying Concepts and Processes • A2 - Understandings about scientific inquiry • D1 - Structure of the Earth system • G3 - History of science

THE NATIONAL GEOGRAPHY STANDARDS:

• STANDARD 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information. • STANDARD 3: How to analyze the spatial organization of people, places, and environments on Earth's surface. • STANDARD 17: How to apply geography to interpret the past.

LINKS ACROSS THE CURRICULUM

Geography - reading and drawing maps Social Studies - History of science researchers, climate/culture of scientific community at the time of the research Language Arts - Writing persuasive essays, presentations

MATERIALS

FOR TEACHER:

11 Wegener's Key to Continental Positions for grade 6 – Appendix 3 (can made into an overhead). This Dynamic Planet Booklet (http://pubs.usgs.gov/gip/dynamic/).

FOR EACH STUDENT GROUP:

Student Map of the World Today – Appendix 6 Key/Legend to Wegener's Evidence sheet – Appendix 5 Student Puzzle Pieces – Appendix 4 Crayons or markers Scissors Glue or tape Paper

REFERENCE TO THIS DYNAMIC EARTH AND THIS DYNAMIC PLANET pp. 1, 5, 8-13; Includes the present positions and the shapes of the continents on the map at http://pubs.usgs.gov/gip/dynamic/dynamic.html.

CONTENT BACKGROUND FOR TEACHERS

• Continents do NOT fit together smoothly! The important concept of this activity is that the evidence matches up. • Background on Alfred Wegener can be found on pages 5, 9 -11 in This Dynamic Earth.

INSTRUCTIONS FOR ACTIVITY

Briefly present background on Wegener. Stress that although others had recognized the fit of Africa and South America, it was Wegener who gathered other scientific data to support his theory.

• Divide students into groups of two or three. These small groups allow students to discuss the significance of different lines of evidence as they piece together the continental puzzle. • Each group is given a cut-out sheet containing fossil evidence (Student Puzzle Pieces), the Key to Wegener's Evidence sheet, the Student Map of the World Today reference sheet, crayons or markers, and a pair of scissors. • Groups label the continents or land mass on each piece. The students then color each fossil type and the Key to Wegener's Evidence sheet. Then cut out the land masses from the evidence sheets. • Have the students arrange the puzzle pieces using the Key to Wegener's Evidence to support their arrangement. • The final puzzle configuration should be attached to paper with glue or tape. • When finished, each group will present and defend their reconstruction.

12 • You may compare the students' reconstructions with Wegener's Key to Continental Positions about 250 million years ago (Teacher Copy)

HINTS FOR SOLVING THE PUZZLE

1. Have the students look for all the pieces with the fossil remains of Cynognathus and then put them together (South America and Africa). 2. Then look for fossils that extend beyond the plate boundary such as the fern Glossopteris and the land-dwelling reptile Lystrosaurus. Put all of the continents with Glossopteris and Lystrosaurus near each other. Notice how two of the continents (Africa and Antartica) have the end regions of Lystrosaurus. Lystrosaurus is the key to solving the puzzle. What happens to the other continent (India) if you put Antartica next to Africa? The students must place India next to Africa to complete the puzzle. 3. You can also use the Puzzle Outline Hint (Appendix 7) as a base for the puzzles.

TEACHER ANSWER KEY

It is okay if students don't get the "correct" answer or the same solution Wegener proposed as long as they can explain their thought process and how they used the evidence to arrive at their conclusion. There is much information missing from the picture. For example, ancient shorelines were not the same as they are today due to changes in sea level and the tectonic process (continents colliding and pulling apart, causing rocks to be added or torn off). Scientists still debate the fine details of paleogeographic (ancient geography) reconstruction. It is far more important to have students grasp the concept of how scientists look for clues, or evidence, and put the pieces together to solve a problem. Students should understand that using the shape of the continents to fit them back together is using one type of evidence. Using the presence of the same type and age fossils is another. The presence of the same rock types is another form of evidence. Ask students if they can think of other types of evidence to search for that might be useful in solving their puzzle. See also illustrations on pages 1 and 8 of This Dynamic Earth.

ASSESSMENT SUGGESTIONS

• Students evaluate Wegener's hypothesis based on the evidence they observe. Student groups each write a 'position paper' on whether the evidence they researched is compelling and conclusive enough for scientific acceptance of the Theory of Continental Drift. • Each group then presents their conclusion as they would at a professional scientific meeting, explaining their research and how they came to this conclusion. Other students are encouraged to ask probing (but polite!) questions. • For self assessment, the teacher may hand out the Wegener's Key to Continental Positions.

13 EXTENSIONS

Assign students to two groups, those who have determined that the evidence supports the theory of continental drift, and those who believe that the evidence does not support the theory. Have these two groups debate their positions. For an interesting twist, put students into groups opposite to their view.

Ask students to think about continental reconstructions older than 250 million years ago. What would be the difficulties in creating a paleogeographic reconstruction of the continents 1 billion years ago?

ADDITIONAL RESOURCES

A good animation of plate movement over time can be found at http://www.scotese.com.

14 PLATE TECTONICS TENNIS BALL GLOBE

OVERVIEW

This activity creates a mini globe that shows the major plate boundaries of the world. It provides each student with his or her own physical model of the Earth's plates and helps teach how hard it is to accurately portray a sphere (three-dimensional) on a flat map (two-dimensional). The following files are needed for this exercise: Teacher Instructions (Appendix 8), Student Instructions (Appendix 9), Simplified Plate Tectonics Map (Appendix 10), and Plate Tectonics Tennis Ball Globe (Appendix 11). If you do not have a copy of the This Dynamic Planet Map (download at http://pubs.usgs.gov/imap/2800/) (Interactive version available - http://volcano.si.edu/tdpmap/), you will want to download parts of it, in particular, the interpretive map (Appendix 12).

OBJECTIVES

• Students will examine one method for creating a two-dimensional map of a spherical surface. • Students will create a model of the earth that they can hold and examine. • Students will examine plate boundaries, continents, and oceans on a globe. • Students will examine divergent, convergent, and transform plate boundaries. • Students will draw plate boundaries on a map and learn that more scientific data are needed to more accurately locate certain boundaries. • Students will compare the features on a map that fits on a sphere with the same features on a more standard flat, two-dimensional, map to learn how our standard maps are distorted towards the poles.

COLORED SIMPLIFIED PLATE TECTONICS MAP AND TENNIS BALL GLOBE MAP

TIME FRAME

This activity should take 2 class periods. Younger students could take several class sessions to finish because of the cutting and gluing. If you would like to complete the exercise in one class period, create a few completed tennis ball models beforehand and have the class do everything except the cutting and gluing to the tennis balls.

NATIONAL STANDARDS REFERENCES

15 See Science and Geography Standards matrices on pages X- Y.

LINKS ACROSS THE CURRICULUM

• Art • Geography • Mathematics - Geometry

MATERIALS

FOR TEACHER:

This Dynamic Planet map http://volcano.si.edu/tdpmap/ This Dynamic Planet Booklet http://pubs.usgs.gov/gip/dynamic/ Teacher Instructions – Appendix 8 Plate Tectonics Tennis Ball Globe – Appendix 11(complete the model to show a finished product) Simplified Plate Tectonics Map – Appendix 10 (color in to show an example)

FOR EACH STUDENT:

Student Instructions – Appendix 9 Simplified Plate Tectonics Map – Appendix 10 Plate Tectonics Tennis Ball Globe – Appendix 11 Old tennis ball White glue Coloring items - pencils, markers, sharp crayons Scissors

REFERENCE TO DYNAMIC EARTH BOOKLET AND DYNAMIC PLANET MAP

• This Dynamic Planet map • This Dynamic Earth: p. 2, 6, 7, 15, 16, 29, 30-38, 43, 50, 52, 56

16 ADDITIONAL INFORMATION FOR TEACHER

• The data on the small globe have been simplified for the small size of the project. • Cutting the map takes dexterity and patience. • Not all the plate boundaries are easy to see. For some, there is not enough scientific data to determine the precise locations. The students will need to use the insert Interpretive Map on the This Dynamic Planet map (available as a pdf). • New tennis balls will work, but since they are very fuzzy, they will be more difficult to glue onto. Tennis ball sizes vary slightly and the model may not fit exactly. • Tennis balls are usually available if you have a tennis club or courts nearby and you let people there that you need them for a science project. A bag or box should be supplied to collect them. • We recommend using six or more colors for coloring the map. The map can be colored with only four different colors but it's a classic logic puzzle and math problem (four color theorem) - see extensions below.

INSTRUCTIONS FOR ACTIVITY

(TEACHER INSTRUCTIONS INCLUDES ANSWERS TO QUESTIONS ON STUDENT INSTRUCTIONS) 1. Photocopy the three student pages. If possible, make extra copies of the Student Plate Tectonics Tennis Ball Globe handout and the Simplified Plate Tectonics Map in case of error. Make sure all students have an old tennis ball. 2. Have the students color the plates on their copy of the Simplified Plate Tectonics Map. No touching plates should be the same color so some planning will be needed. 3. Have the students answer the questions on their Instruction Sheet throughout the activity. 4. Have the students color in the different plate boundaries in black referring to the Simplified Plate Tectonics Map. Then color in the plates making sure that touching plates are not the same color. 5. Students then cut out their map. 6. Apply glue across the back of the equator. Apply to center of the tennis ball making sure both poles cover the ball. 7. Carefully brush glue on a flap and press down to ball. Repeat to glue the rest of the ball. 8. Cut out the base and glue its ends together to form a ring. When dry, rest globe on the base.

QUESTIONS FROM STUDENT INSTRUCTION SHEET AND ANSWERS

After the students have colored the plates on their copy of the Simplified Plate Tectonics Map

1. Which plates look the largest to you?

17 There is no 'right' answer. Many plates may look large but the goal is to have the kids compare the polar regions on both maps. Make sure students notice that most plates contain both continental and oceanic material.

2. Plate boundary types are not always the same across the entire boundary. Suggested answers are given to each question below. The India – Australia and North America – South America boundaries are not well defined and should not be included in the answers to this set of questions.

o List three divergent boundaries not including the example. Example: There is a divergent boundary between the Nazca and Pacific plates. Antarctic and Australia, Pacific, South America, Nubia Nubia and South America, India, Antarctic Australia and Antarctic North America and Nubia, Eurasia (on one side), Pacific (in two areas) o List two convergent boundaries. Pacific and North America, Eurasia India and Eurasia Nubia and Eurasia Australia and Eurasia, Pacific o Give an example of a transform plate boundary. North America and Carribean, Pacific South America and Carribean Australia and Pacific 3. After coloring the plate boundaries on your Plate Tectonics Tennis Ball Globe handout in black. Are all the plate boundaries easy to see? Compare your two maps to the This Dynamic Planet map. What boundaries are not as obvious as other boundaries? No. The following are difficult to see: North America – South America, India – Australia. Scientists do not have enough data to determine the plate boundaries in those areas. 4. Color the plates on your Plate Tectonics Tennis Ball Globe following your Simplified Plate Tectonics Map such that no adjacent plates are the same color. o Which plates look the largest to you? Here only the plates near the equator should look large. o How are the plates near the north and south poles different on your Plate Tectonics Tennis Ball Globe map than on your Simplified Plate Tectonics Map? The Plate Tectonics Tennis Ball Globe map is not a rectangle, it has multiple areas that are "cut out" to fit a sphere. Many students may not have seen the shape of a flattened sphere. This exercise will help reinforce geometry concepts about maps. In order to make a map from the flattened sphere, multiple calculations are used to "fill in" the spaces. The students should notice that the closer they look towards the poles, the more distorted the Simplified Plate Tectonics Map is. o What do your observations tell you about making maps? It's impossible to accurately represent an entire sphere on a flat map. 5. Compare your globe with the This Dynamic Planet Map. Where are the majority of the earthquakes and volcanoes? The vast majority of earthquakes and volcanoes are near or at plate boundaries.

18 ASSESSMENT SUGGESTIONS

The questions from the student instruction sheet can be used with this activity.

EXTENSIONS AND ADDITIONAL RESOURCES

• Use mandarin oranges or other fruits that are easy to peel to show how difficult it is to go from a three-dimensional object to a two-dimensional surface. Have students try to flatten the peel. • Talk about the accuracy of maps of different sizes, for example, a map of your school versus a map of the world. • Discuss the four-color theorem and let students try to figure out how to color the map using only four colors. Background: Francis Guthrie, in 1852, noticed that only four different colors were needed to color the map of counties of England such that no two adjacent regions are the same color. The Simplified Plate Tectonics Map can be colored using only four colors.

19 VERTICAL SCALE HIGHLY EXAGGERATED 1

O C E AN IC S 14 PR EA D T IN R G E NC R H ID G E 11 7 Magma 6 8 Magma source 13 O source CEA NIC 9 CONTINENTAL 5 L IT LITHOSPHERE HO S 12 ASTHENOSPHERE PH 2 ER E 4 ASTHENOSPHERE ASTHENOSPHERE 100 km (semi-solid, slowly 100 km flowing upper mantle)

3 10 LOWER MANTLE WEGENER'S PUZZLING CONTINENTAL DRIFT EVIDENCE – 6TH GRADE

Overview

Objectives • Students will observe and analyze scientific evidence used by Wegener. • Students will read and interpret maps and map symbols. • Students will use the evidence to try to reconstruct the continents. • Students will interpret the evidence to formulate a hypothesis. • Students will defend their position on continental drift.

To start this activity the teacher will present background information on Wegener. Students will then be placed into groups of 2 to 3 and work to piece together continent cut-outs using this evidence. As students fit the continents together they find that isolated pieces of geologic information are no longer isolated. Groups describe what they have found, and must defend their conclusion by explaining how the evidence supports or refutes continental drift. [Materials available online at http://volcanoes.usgs.gov/about/edu/dynamicplanet ]

Time frame

1-2 class periods. Time frame can vary according to how much work is done in class and how much is done as outside assignments.

National standards references

The National Science Standards: • UC&P - Unifying Concepts and Processes • A2 - Understandings about scientific inquiry • D1 - Structure of the Earth system • G3 - History of science

The National Geography Standards: • STANDARD 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.

• STANDARD 3: How to analyze the spatial organization of people, places, and environments on Earth's surface. • STANDARD 17: How to apply geography to interpret the past.

U.S. Geological Survey’s Wegener’s Puzzling Continental Drift Evidence http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener 1/4 Links across the curriculum

Materials

For teacher: • Teacher Copy of Wegener's Key to Continental Positions (can made into an overhead) • This Dynamic Planet map;

For each student group: • Student Map of the World Today • Key to Wegener's Evidence sheet • Student Puzzle Pieces • Crayons or markers • Scissors • Glue or tape • Paper

Reference to This Dynamic Earth & This Dynamic Planet pp. 1, 5, 8-13; Includes the present positions and the shapes of the continents on the map. http://pubs.usgs.gov/gip/dynamic/dynamic.html

Content background for teachers

Teacher instructions for activity Briefly present background on Wegener. Stress that although others had recognized the fit of Africa and South America, it was Wegener who gathered other scientific data to support his theory.

U.S. Geological Survey’s Wegener’s Puzzling Continental Drift Evidence http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener 2/4 fossil type and the Key to Wegener's Evidence sheet. Then cut out the land masses from the evidence sheets. • Have the students arrange the puzzle pieces using the Key to Wegener's Evidence to support their arrangement. • The final puzzle configuration should be attached to paper with glue or tape. • When finished, each group will present and defend their reconstruction. • You may compare the students' reconstructions with Wegener's Key to Continental Positions about 250 million years ago (Teacher Copy)

Hints for solving the puzzle • Have the students look for all the pieces with the fossil remains of Cynognathus and then put them together (South America and Africa). • Then look for fossils that extend beyond the plate boundary such as the fern Glossopteris and the land-dwelling reptile Lystrosaurus. Put all of the continents with Glossopteris and Lystrosaurus near each other. Notice how two of the continents (Africa and Antartica) have the end regions of Lystrosaurus. Lystrosaurus is the key to solving the puzzle. What happens to the other continent (India) if you put Antartica next to Africa? The students must place India next to Africa to complete the puzzle. • You can also use the Puzzle Outline Hint as a base for the puzzles.

Teacher answer key It is okay if students don’t get the “correct” answer or the same solution Wegener proposed. There is much information missing from the picture. For example, ancient shorelines were not the same as they are today due to changes in sea level and the tectonic process (continents colliding and pulling apart, causing rocks to be added or torn off). Scientists still debate the fine details of paleogeographic (ancient geography) reconstruction. It is far more important to have students grasp the concept of how scientists look for clues, or evidence, and put the pieces together to solve a problem.

Students should understand that using the shape of the continents to fit them back together is using one type of evidence. Using the presence of the same rock types is another form of evidence, and the presence of the same type and age fossils is yet another. Ask students if they can think of other types of evidence to search for that might be useful in solving their puzzle.

See also illustrations on pages 1 and 8 of This Dynamic Earth.

Assessment suggestions

Students evaluate Wegener’s hypothesis based on the evidence they observe.

• Student groups each write a ‘position paper’ on whether the evidence they researched is compelling and conclusive enough for scientific acceptance of the Theory of Continental Drift.

• Each group then presents their conclusion as they would at a professional scientific

U.S. Geological Survey’s Wegener’s Puzzling Continental Drift Evidence http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener 3/4 meeting, explaining their research and how they came to this conclusion. Other students are encouraged to ask probing (but polite!) questions.

• For self assessment, the teacher may hand out the Wegener's Key to Continental Positions.

Extensions

Additional resources A good animation of plate movement over time can be found at www.scotese.com.

U.S. Geological Survey’s Wegener’s Puzzling Continental Drift Evidence http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener 4/4 USGS Key for 6th Grade Exercise

The sixth grade exercise does not include North America, Madagascar, or Eurasia. A high school version will be released in the future that will contain additional continents along with the rock evidence.

This Dynamic Planet; A Teaching Companion Wegener’s Puzzling Continental Drift Evidence U.S. Department of the Interior U.S. Geological Survey, 2008 U.S. Geological Survey For updates see USGS Fossil Evidence DIRECTIONS: Cut out each of the continental land masses along the edge of the continental shelf (the outer line).

DIRECTIONS: 1. Label the land masses on each sheet. Color the fossil areas to match the legend below. 2. Cut out each of the continents along the edge of the continental shelf (the outermost dark line). Alfred Wegener's evidence for continental drift is shown on the cut-outs. Wegener used this evidence to reconstruct the positions of the continents relative to each other in the distant past. 3. Try to logically piece the continents together so that they form a giant supercontinent. 4.When you are satis ed with the ' t' of the continents, discuss the evidence with your partners and decide if the evidence is compelling or not. Explain your decision and reasoning on the evidence.

Key to Wegener’s Puzzling Evidence - Fossils

The continents is surrounded by the continental shelf (stippled pattern), which extends beyond the continent until there is a large change in slope.

By about 300 million years ago, a unique community of plants had evolved known as the European ora. Fossils of these plants are found in Europe and other areas. Color the areas with these fossils yellow.

Fossils of the fern Glossopteris have been found in these locations . Color the areas with these fossils green.

Fossil remains of the half meter-long fresh or brackish water (reptile) Mesosaurus. Mesosaurs ourished in the early Mesozoic Era, about 240 million years ago. Mesosaurs had limbs for swimming, but could also walk on land. Other fossil evidence found in rocks along with Mesosaurs indicate that they lived in lakes and coastal bays or estuaries. Color the areas with these fossils blue.

Fossil remains of Cynognathus, a land reptile approximately 3 meters long that lived during the Early Mesozoic Era, about 230 million years ago. It was a weak swimmer. Color the areas with these fossils orange.

Fossil evidence of the Early Mesozoic, land-dwelling reptile Lystrosaurus. They reproduced by laying eggs on land. In addition, their anatomy suggests that these animals were probably very poor swimmers. Color the areas with these fossils brown.

This map shows the continents as they appear today. Most of the the true edges of the continents. This map shows the continents as continental land masses lie above sea level, but the true edges of they appear today. Most of the continental land masses lie above the continents are not at the shoreline. The gray areas on this map sea level, but the true edges of the continents are not at the show the relatively shallow water that covers the fringes of the shoreline. These sea-covered borders are known as CONTINENTAL continents. These sea-covered borders are known as CONTINENTAL SHELVES . The margins of the continental shelves mark the true SHELVES (gray areas). The margins of the continental shelves mark edges of the continents.

Greenland

Eurasia North America

Africa

South America

Australia

Antarctica

The nished puzzle will t within this outline. Some of the pieces may overlap slightly.

Overview

This activity creates a mini globe that shows the major plate boundaries of the world. It provides each student with his or her own physical model of the Earth’s plates and helps teach how hard it is to accurately portray a sphere (three-dimensional) on a flat map (two- dimensional). See online materials http://volcanoes.usgs.gov/about/edu/dynamicplanet

Time frame

This activity should take 2 class periods. Younger students could take several class sessions to finish because of the cutting and gluing. If you would like to complete the exercise in one class period, create a few models beforehand and have the class do everything except for the cutting and gluing to the tennis balls.

Objectives

• Students will examine one method for creating a two-dimensional map of a spherical surface. • Students will create a model of the earth that they can hold and examine. • Students will examine plate boundaries, continents, and oceans on a map and globe. • Students will examine divergent, convergent, and transform plate boundaries. • Students will draw plate boundaries on a map and learn that more scientific data are needed to more accurately locate certain boundaries. • Students will compare the features on a map that fits on a sphere with the same features on a more standard flat, two-dimensional, map to learn how our standard maps are distorted towards the poles.

National standards references See Science and Geography Standards matrices on pages X- Y.

Links across the curriculum • Art • Geography • Mathematics - Geometry

Materials For teacher: • This Dynamic Planet map • This Dynamic Earth booklet • Student Plate Tectonics Tennis Ball Globe handout • Colored Simplified Plate Tectonics Map • Completed tennis ball model

U.S. Geological Survey’s Plate Tectonics Tennis Ball Globe 1/4 http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe For each student: • Student Plate Tectonics Tennis Ball Globe handout • Simplified Plate Tectonics Map (not colored) • Old tennis ball • White glue • Coloring items—pencils, markers, sharp crayons • Scissors

Reference to Dynamic Earth booklet and Dynamic Planet map

• This Dynamic Planet map • This Dynamic Earth: p. 2, 6, 7, 15, 16, 29, 30 – 38, 43, 50, 52, 56

Additional information for teacher

• The data on the small globe have been simplified for the small size of the project. • Cutting the map takes dexterity and patience. • Not all the plate boundaries are easy to see. For some, there is not enough scientific data to determine the precise locations. The students will need to use the insert Interpretive Map on the This Dynamic Planet map (available as a pdf at http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe/interpretive.pdf) • New tennis balls will work, but since they are very fuzzy, they will be more difficult to glue onto. Tennis ball sizes vary slightly and the model may not fit exactly. • Tennis balls are usually available if you have a tennis club or courts nearby and you let people there that you need them for a science project. A bag or box should be supplied to collect them. • We recommend using six or more colors for coloring the map. The map can be colored with only four different colors but it’s a classic logic puzzle and math problem (four color theorem) – see extensions below.

Instructions for activity

1. Photocopy the three student pages. If possible, make extra copies of the Student Plate Tectonics Tennis Ball Globe handout and the Simplified Plate Tectonics Map in case of error. Make sure all students have an old tennis ball. 2. Have the students color the plates on their copy of the Simplified Plate Tectonics Map. No touching plates should be the same color so some planning will be needed. 3. Have the students answer the questions on their Instruction Sheet throughout the activity. 4. Have the students color in the different plate boundaries in black referring to the Simplified Plate Tectonics Map. Then color in the plates making sure that touching plates are not the same color. 5. Students then cut out their map. 6. Apply glue across the back of the equator. Apply to center of the tennis ball making sure both poles cover the ball. 7. Carefully brush glue on a flap and press down to ball. Repeat to glue the rest of the

U.S. Geological Survey’s Plate Tectonics Tennis Ball Globe 2/4 http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe ball. 8. Cut out the base and glue ends together to form a ring. When dry, rest globe on base.

Questions from student instruction sheet and answers

After the students have colored the plates on their copy of the Simplified Plate Tectonics Map 1. Which plates look the largest to you? There is no ‘right’ answer. Many plates may look large but the goal is to have the kids compare the polar regions on both maps. Make sure students notice that most plates contain both continental and oceanic material.

List three divergent boundaries not including the example. Example: There is a divergent boundary between the Nazca and Pacific plates.

Antarctic and Australia, Pacific, South America, Nubia Nubia and South America, India, Antarctic Australia and Antarctic North America and Nubia, Eurasia (on one side), Pacific (in two areas)

List two convergent boundaries.

Pacific and North America, Eurasia India and Eurasia Nubia and Eurasia Australia and Eurasia, Pacific

Give an example of a transform plate boundary.

North America and Carribean, Pacific South America and Carribean Australia and Pacific

3. After coloring the plate boundaries on your Plate Tectonics Tennis Ball Globe handout in black. Are all the plate boundaries easy to see? Compare your two maps to the This Dynamic Planet map. What boundaries are not as obvious as other boundaries?

No. The following are difficult to see: North America – South America, India – Australia. Scientists do not have enough data to determine the plate boundaries in those areas.

U.S. Geological Survey’s Plate Tectonics Tennis Ball Globe 3/4 http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe 4. Color the plates on your Plate Tectonics Tennis Ball Globe following your Simplified Plate Tectonics Map such that no adjacent plates are the same color. Which plates look the largest to you?

Here only the plates near the equator should look large.

How are the plates near the north and south poles different on your Plate Tectonics Tennis Ball Globe map than on your Simplified Plate Tectonics Map?

The Plate Tectonics Tennis Ball Globe map is not a rectangle, it has multiple areas that are “cut out” to fit a sphere. Many students may not have seen the shape of a flattened sphere. This exercise will help reinforce geometry concepts about maps. In order to make a map from the flattened sphere, multiple calculations are used to “fill in” the spaces. The students should notice that the closer they look towards the poles, the more distorted the Simplified Plate Tectonics Map is.

What do your observations tell you about making maps?

It’s impossible to accurately represent an entire sphere on a flat map.

8. Compare your globe with the This Dynamic Planet Map. Where are the majority of the earthquakes and volcanoes?

The vast majority of earthquakes and volcanoes are near or at plate boundaries.

Assessment suggestions

The questions from the instruction sheet (answers above) can be used with this activity.

Extensions and Additional Resources

1. Exploring Maps Teacher packet http://egsc.usgs.gov/isb/pubs/teachers-packets/exploringmaps/index.html 2. What do Maps Show packet http://egsc.usgs.gov/isb/pubs/teachers-packets/mapshow/ 3. Investigate how maps are made and different types of projections. http://egsc.usgs.gov/isb/pubs/MapProjections/projections.html 4. Use clementines or other fruits that are easy to peel to show how difficult it is to go from a three-dimensional object to a two-dimensional map. 5. Talk about the accuracy of maps of different sizes, for example, a map of your school versus a map of the world. 6. Discuss the four-color theorem and let students try to figure out how to color the map using only four colors. Background: Francis Guthrie, in 1852, noticed that only four different colors were needed to color the map of counties of England such that no two adjacent regions are the same color. The Simplified Plate Tectonics Map can be colored using only four colors.

U.S. Geological Survey’s Plate Tectonics Tennis Ball Globe 4/4 http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe PLATE TECTONICS TENNIS BALL GLOBE INSTRUCTIONS

1. Color the plates on your copy of the Simplified Plate Tectonics Map such that no adjacent (sharing a boundary) plates are the same color. Some planning will be needed depending on how many different colors you are using. Notice that most plates contain continents and oceans. • Which plates look the largest to you?

2. Now turn to your Plate Tectonics Tennis Ball Globe handout. • List three divergent boundaries not including the example. Example: There is a divergent boundary between the Nazca and Pacific plates.

• List two convergent boundaries.

• Give an example of a transform plate boundary.

3. Color all the plate boundaries on your Plate Tectonics Tennis Ball Globe handout in black. Use your Simplified Plate Tectonics Map as a guide. As you color, notice which boundaries are divergent, convergent, and transform. • Are all the plate boundaries easy to see? Compare your two maps to the This Dynamic Planet map. What boundaries are not as obvious as other boundaries?

4. Color the plates on your Plate Tectonics Tennis Ball Globe following your Simplified Plate Tectonics Map such that no adjacent plates are the same color. • Which plates look the largest to you?

• How are the plates near the north and south poles different on your Plate Tectonics Tennis Ball Globe map than on your Simplified Plate Tectonics Map?

• What do your observations tell you about making maps?

5. Carefully cut out your Plate Tectonics Tennis Ball Globe. 6. Apply glue across the back of the equator. Press the equator of your map to the center of the tennis ball making sure both poles cover the ball. 7. Carefully brush glue on a flap and press down to ball. Repeat to cover the globe. 8. Cut out the base. Glue the ends together to form a ring. When dry, rest globe on base. • Compare the This Dynamic Planet Map with your globe. Where are the majority of the earthquakes and volcanoes?

U.S. Geological Survey’s Plate Tectonics Tennis Ball Globe http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe USGS Simplified Plate Tectonics Map

Plate boundary - Known area between two plates.

Some plate boundaries, such as the North America - South America boundary, are not shown because scienti c data are inadequate to determine precise locations. See the This Dynamic Planet Map insert for more information about these regions.

This Dynamic Planet; A Teaching Companion Plate Tectonics Tennis Ball Globe U.S. Department of the Interior U.S. Geological Survey, 2008 revised from This Dynamic Planet Map U.S. Geological Survey For updates see USGS Plate Tectonics Tennis Ball Globe

Glue here for globe base USGS The Earth’s Major Tectonic Plates Convergent plate boundaries Divergent (spreading) http://volcanoes.usgs.gov/about/edu/dynamicplanet plate boundaries Transform plate boundaries Fracture zone Globe made by ______

Eurasia Plate North America Plate

India Caribbean Nubia Plate Plate Plate Pacific Plate South America Nazca Plate Australia

Plate Plate

Anta ate

rctica

Divergent plate boundary - Where new crust is generated as the plates pull away from each other. Convergent plate boundary - Where crust is recycled as one plate dives under another (in the direction shown by sawteeth). Transform plate boundary - Where crust is neither produced nor consumed as plates slide horizontally past each other.

This Dynamic Planet; A Teaching Companion Plate Tectonics Tennis Ball Globe U.S. Department of the Interior U.S. Geological Survey, 2008 revised from Open-file report 93-380 A & B U.S. Geological Survey For updates see

5.Earth’s Systems 5.Earth’s Systems Students who demonstrate understanding can: 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] 5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.] 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models ESS2.A: Earth Materials and Systems Scale, Proportion, and Quantity Modeling in 3–5 builds on K–2 experiences and progresses . Earth’s major systems are the geosphere (solid and molten . Standard units are used to measure and to building and revising simple models and using models to rock, soil, and sediments), the hydrosphere (water and ice), describe physical quantities such as weight, represent events and design solutions. the atmosphere (air), and the biosphere (living things, and volume. (5-ESS2-2) . Develop a model using an example to describe a including humans). These systems interact in multiple ways Systems and System Models scientific principle. (5-ESS2-1) to affect Earth’s surface materials and processes. The ocean . A system can be described in terms of its Using Mathematics and Computational Thinking supports a variety of ecosystems and organisms, shapes components and their interactions. (5-ESS2- Mathematical and computational thinking in 3–5 builds on landforms, and influences climate. Winds and clouds in the 1),(5-ESS3-1) K–2 experiences and progresses to extending quantitative atmosphere interact with the landforms to determine measurements to a variety of physical properties and using patterns of weather. (5-ESS2-1) ------computation and mathematics to analyze data and compare ESS2.C: The Roles of Water in Earth’s Surface Processes Connections to Nature of Science alternative design solutions. . Nearly all of Earth’s available water is in the ocean. Most . Describe and graph quantities such as area and volume fresh water is in glaciers or underground; only a tiny fraction Science Addresses Questions About the to address scientific questions. (5-ESS2-2) is in streams, lakes, wetlands, and the atmosphere. (5- Natural and Material World Obtaining, Evaluating, and Communicating ESS2-2) . Science findings are limited to questions that Information ESS3.C: Human Impacts on Earth Systems can be answered with empirical evidence. (5- Obtaining, evaluating, and communicating information in 3– . Human activities in agriculture, industry, and everyday life ESS3-1) 5 builds on K–2 experiences and progresses to evaluating have had major effects on the land, vegetation, streams, the merit and accuracy of ideas and methods. ocean, air, and even outer space. But individuals and . Obtain and combine information from books and/or communities are doing things to help protect Earth’s other reliable media to explain phenomena or solutions resources and environments. (5-ESS3-1) to a design problem. (5-ESS3-1) Connections to other DCIs in fifth grade: N/A Articulation of DCIs across grade-levels: 2.ESS2.A (5-ESS2-1); 2.ESS2.C (5-ESS2-2); 3.ESS2.D (5-ESS2-1); 4.ESS2.A (5-ESS2-1); MS.ESS2.A (5-ESS2-1); MS.ESS2.C (5-ESS2- 1),(5-ESS2-2); MS.ESS2.D (5-ESS2-1); MS.ESS3.A (5-ESS2-2),(5-ESS3-1); MS.ESS3.C (5-ESS3-1); MS.ESS3.D (5-ESS3-1) Common Core State Standards Connections: ELA/Literacy – RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1) RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS2- 1),(5-ESS2-2),(5-ESS3-1) RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2),(5-ESS3-1) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1) SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5- ESS2-1),(5-ESS2-2) Mathematics – MP.2 Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1) MP.4 Model with mathematics. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1) 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences. May 2013 ©2013 Achieve, Inc. All rights reserved. 1 of 1 MS.Engineering Design

MS.Engineering Design Students who demonstrate understanding can: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems ETS1.A: Defining and Delimiting Engineering Problems Influence of Science, Asking questions and defining problems in grades 6–8 builds on . The more precisely a design task’s criteria and constraints can Engineering, and Technology on grades K–5 experiences and progresses to specifying relationships be defined, the more likely it is that the designed solution will Society and the Natural World between variables, and clarifying arguments and models. be successful. Specification of constraints includes . All human activity draws on . Define a design problem that can be solved through the consideration of scientific principles and other relevant natural resources and has both development of an object, tool, process or system and includes knowledge that are likely to limit possible solutions. (MS-ETS1- short and long-term multiple criteria and constraints, including scientific knowledge 1) consequences, positive as well as that may limit possible solutions. (MS-ETS1-1) ETS1.B: Developing Possible Solutions negative, for the health of people Developing and Using Models . A solution needs to be tested, and then modified on the basis and the natural environment. (MS- Modeling in 6–8 builds on K–5 experiences and progresses to of the test results, in order to improve it. (MS-ETS1-4) ETS1-1) developing, using, and revising models to describe, test, and predict . There are systematic processes for evaluating solutions with . The uses of technologies and more abstract phenomena and design systems. respect to how well they meet the criteria and constraints of a limitations on their use are driven . Develop a model to generate data to test ideas about designed problem. (MS-ETS1-2), (MS-ETS1-3) by individual or societal needs, systems, including those representing inputs and outputs. (MS- . Sometimes parts of different solutions can be combined to desires, and values; by the ETS1-4) create a solution that is better than any of its predecessors. findings of scientific research; and Analyzing and Interpreting Data (MS-ETS1-3) by differences in such factors as Analyzing data in 6–8 builds on K–5 experiences and progresses to . Models of all kinds are important for testing solutions. (MS- climate, natural resources, and extending quantitative analysis to investigations, distinguishing ETS1-4) economic conditions. (MS-ETS1-1) between correlation and causation, and basic statistical techniques of ETS1.C: Optimizing the Design Solution data and error analysis. . Although one design may not perform the best across all tests, . Analyze and interpret data to determine similarities and identifying the characteristics of the design that performed the differences in findings. (MS-ETS1-3) best in each test can provide useful information for the Engaging in Argument from Evidence redesign process—that is, some of those characteristics may be Engaging in argument from evidence in 6–8 builds on K–5 experiences incorporated into the new design. (MS-ETS1-3) and progresses to constructing a convincing argument that supports . The iterative process of testing the most promising solutions or refutes claims for either explanations or solutions about the natural and modifying what is proposed on the basis of the test results and designed world. leads to greater refinement and ultimately to an optimal . Evaluate competing design solutions based on jointly developed solution. (MS-ETS1-4) and agreed-upon design criteria. (MS-ETS1-2) Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include: Physical Science: MS-PS3-3 Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: MS-PS1-6 Articulation of DCIs across grade-bands: 3-5.ETS1.A (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3); 3-5.ETS1.B (MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); 3-5.ETS1.C (MS-ETS1-1),(MS- ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.A (MS-ETS1-1),(MS-ETS1-2); HS.ETS1.B (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.C (MS-ETS1-3),(MS-ETS1-4) Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3) RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-2),(MS-ETS1-3) WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ETS1-2) WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ETS1-1) WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2) SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ETS1-4) Mathematics – MP.2 Reason abstractly and quantitatively. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4) 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3) The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

7.SP Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. (MS-ETS1-4)

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

April 2014 ©2013 Achieve, Inc. All rights reserved. 2 of 2 MS.History of Earth MS.History of Earth Students who demonstrate understanding can: MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. [C larification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relativ e ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice A ge or the earliest fossils of homo sapiens) to v ery old (such as the formation of Earth or the earliest evidence of life ). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular liv ing organisms, or significant volcanic eruptions.] [A ssessment Boundary: A ssessment does not include recalling the names of specific periods or epochs and ev ents within them.] MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [C larification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, v olcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [C larification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [A ssessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.] The performance expectations abov e w ere dev eloped using the follow ing elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts A nalyzing and Interpreting Data ESS1 .C: The History of Planet Earth Patterns A nalyzing data in 6–8 builds on K–5 and progresses to extending . The geologic time scale interpreted from rock strata provides a way . Patterns in rates of change and other quantitativ e analysis to inv estigations, distinguishing between to organize Earth’s history . Analyses of rock strata and the fossil numerical relationships can prov ide correlation and causation, and basic statistical techniques of record prov ide only relative dates, not an absolute scale. (MS-ESS1- information about natural sy stems. data and error analy sis. 4) (MS-ESS2-3) . A nalyze and interpret data to provide evidence for . Tectonic processes continually generate new ocean sea floor at Scale Proportion and Quantity phenomena. (MS-ESS2-3) ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) . Time, space, and energy phenomena Constructing Explanations and Designing Solutions (secondary to MS-ESS2-3) can be observ ed at v arious scales C onstructing explanations and designing solutions in 6–8 builds ESS2 .A: Earth’s Materials and Systems using models to study sy stems that on K–5 experiences and progresses to include constructing . The planet’s sy stems interact over scales that range from are too large or too small. (MS-ESS1- explanations and designing solutions supported by multiple microscopic to global in size, and they operate over fractions of a 4),(MS-ESS2-2) sources of ev idence consistent with scientific ideas, principles, second to billions of y ears. These interactions have shaped Earth’s and theories. history and will determine its future. (MS-ESS2-2) . C onstruct a scientific explanation based on valid and reliable ESS2 .B: Plate Tectonics and Large-Scale System Interactions ev idence obtained from sources (including the students’ . Maps of ancient land and water patterns, based on inv estigations of ow n experiments) and the assumption that theories and rocks and fossils, make clear how Earth’s plates have moved great law s that describe the natural world operate today as they distances, collided, and spread apart. (MS-ESS2-3) did in the past and will continue to do so in the future. (MS- ESS2 .C: The Roles of Water in Earth’s Surface Processes ESS1-4),(MS-ESS2-2) . Water’s mov ements—both on the land and underground—cause

w eathering and erosion, which change the land’s surface features ------and create underground formations. (MS-ESS2-2) Connections to Nature of Science

Scientific Knowledge is Open to Revision in Light of New Evidence . Science findings are frequently revised and/or reinterpreted based on new ev idence. (MS-ESS2-3) C onnections to other DCIs in this grade-band: MS.PS1.B (MS-ESS2-2); MS.LS2.B (MS-ESS2-2); MS.LS4.A (MS-ESS1-4),(MS-ESS2-3); MS.LS4.C (MS-ESS1-4) A rticulation of DCIs across grade-bands: 3 .LS4.A (MS-ESS1-4),(MS-ESS2-3); 3.LS4.C (MS-ESS1-4); 3 .ESS3.B (MS-ESS2-3); 4 .ESS1.C (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3); 4 .ESS2.A (MS-ESS2-2); 4 .ESS2.B (MS-ESS2-3); 4 .ESS2.E (MS-ESS2-2); 4 .ESS3.B (MS-ESS2-3); 5 .ESS2.A (MS-ESS2-2); HS.PS1.C (MS-ESS1-4); HS.PS3.D (MS-ESS2-2); HS.LS2.B (MS-ESS2-2); HS.LS4.A (MS-ESS1-4),(MS-ESS2-3); HS.LS4.C (MS-ESS1-4),(MS-ESS2-3); HS.ESS1.C (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3); HS.ESS2.A (MS-ESS1-4),(MS-ESS2- 2),(MS-ESS2-3); HS.ESS2.B (MS-ESS2-2),(MS-ESS2-3); HS.ESS2.C (MS-ESS2-2); HS.ESS2.D (MS-ESS2-2); HS.ESS2.E (MS-ESS2-2); HS.ESS3.D (MS-ESS2-2) C ommon Core State Standards Connections: ELA /Literacy – RST .6-8.1 C ite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3) RST .6-8.7 Integrate quantitative or technical information expressed in words in a text with a v ersion of that information expressed visually (e.g., in a flow chart, diagram, model, graph, or table). (MS-ESS2-3) RST .6-8.9 C ompare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ESS2-3) WHST .6-8.2 Write informativ e/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-ESS1-4),(MS-ESS2-2) SL.8 .5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-2) Mathematics – MP.2 Reason abstractly and quantitatively. (MS-ESS2-2),(MS-ESS2-3) 6 .EE.B.6 Use v ariables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a v ariable can represent an unknow n number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3) 7 .EE.B.4 Use v ariables to represent quantities in a real-w orld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3)

*The performance expectations marked w ith an asterisk integrate traditional science content w ith engineering through a Practice or Disciplinary C ore Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K -12 Science Education: Practices, Cross-Cutting C oncepts, and C ore Ideas. Integrated and reprinted w ith permission from the National A cademy of Sciences. April 2014 ©2013 Achieve, Inc. All rights reserved. 1 of 1