Finding Earth S Plate Boundaries

Finding Earth’s Plate Boundaries

Subject Earth-Space Science

Unit Energy Flow

Enduring Understa The flow of energy from Earth’s interior is one of the many factors nding responsible for shaping the Earth’s surface and can be measured quantitatively.

ES.7-A: The student will investigate and understand geologic processes including plate tectonics. Key concepts include SOL a) geologic processes and their resulting features Objective ES.10-D The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations. Key concepts include d) features of the sea floor as reflections of tectonic processes

Title Finding Earth’s Plate Boundaries

Lesson  Students will use Google Earth and open-source data to Objective identify patterns in geologic features.

 Students will use data to correctly draw plate boundary locations.

Inquiry Level 2/3 (depending on assistance given—see section on Level differentiation)

Materials Materials: Google Earth, World Map Worksheet, Dynamic_Earth.kmz file Required (watch http://vimeo.com/55107481 then go here: http://serc.carleton.edu/files/sp/library/google_earth/examples/dynamic_ea rth_kmz_file.v2.kmz to obtain the file)

LEVE QUESTION METHODS SOLUTION L 2-3 Where are Earth’s Students explore patterns of Students will sketch major plate geologic features in order to plate boundaries on a boundaries? identify plate boundaries. blank map.

Background Knowledge (Content): Students should be familiar with the three major plate boundaries (convergent, divergent, transform) and be aware that volcanoes and earthquakes are prevalent at both convergent and divergent plate boundaries, while transform plate boundaries generally generate earthquakes alone. In addition, advanced students should note that oceanic-oceanic plate boundaries produce the deepest trenches in the world, and that oceanic crust subducts beneath the lighter continental crust. This will be helpful when exploring earthquake depths.

Topography: the patterns of hills, rivers, valleys, etc. that occur on the Earth’s surface

Bathymetry: like topography, but on the ocean floor

Background Knowledge (Skills): Students should be familiar with Google Earth and be able to select and deselect various layers in order to view patterns in geologic features. Students should be able to read the keys that accompany each data set. The “Introduction to Google Earth” video below may be helpful to view before heading to the lab.

Time Frame: 3-4 block classes

Question: Where are Earth’s major plate boundaries?

Procedure: Students should explore all layers provided in the Dynamic_Earth.kmz file to identify patterns found in seafloor depth, earthquakes, and volcanoes. Then, students will use their prior knowledge about these features and the patterns they have discovered through Google Earth to sketch the plate boundaries on a blank map of the Earth. Students should create a color-coded key to represent each plate boundary:

Red=Convergent Blue=Divergent Green=Transform Differentiation: If students need a more-structured activity or guidance, please reference the following videos for help. It should be noted that they were created for a different project that represents question numbers that will not apply to this particular inquiry activity.

Topographic Patterns: http://vimeo.com/55109951 Bathymetric Patterns: http://vimeo.com/55110628 Earthquake Patterns: http:// vimeo.com/55273956 Ridges & Trenches: http://vimeo.com/55274155 Volcano Patterns: http://vimeo.com/55274071

Final Product: Using the color-code key above, students will sketch all major plate boundaries along with a short reflection on the patterns they used to arrive at their conclusion. See rubric below.

Helpful Videos:

 Adding the Dynamic_Earth.kmz file: http://vimeo.com/55107481

 Introduction to Google Earth (first part of video can be skipped because it is very specific to another project): http://vimeo.com/55121953

Lesson Source: http://serc.carleton.edu/sp/library/google_earth/examples/49004.html

Adapted From: Using Google Earth to Explore Plate Tectonics by Laurel Goodell, Department of Geosciences, Princeton University, Princeton, NJ 08544 ([email protected]): Inspired by and borrowed from, the GIS-based Exploring the Dynamic Earth series of Saquaro exercises, authored by Michelle K. Hall, Science Education Solutions, Los Alamos, NM (http://www.scieds.com/).

Excellent Adequate Present Incomplete Seven plate Six plate Five plate boundaries are boundaries are boundaries are properly properly identified properly identified Less than five plate identified (though (though they do (though they do boundaries are properly they do NOT NOT need to be NOT need to be identified (though they do need to be Plate Boundary Map labeled). They are labeled). They are NOT need to be labeled). labeled). They MOSTLY all MOSTLY all A few are properly color- are all properly (50%) properly color- properly color- coded to indicate the type color-coded to coded to indicate coded to indicate of boundary. Key is indicate the type the type of the type of missing from the map. of boundary. Key boundary. Key is boundary. Key is is included on included on map. included on map. map.

In 3-5 paragraphs, students make reference to patterns Students make some found in topography, Students make references to patterns, bathymetry, and reference to patterns but do not include all earthquake and found in topography, Students attempt to make four major patterns Reflection volcano locations in bathymetry, and some references to patterns, included in the order to identify plate earthquake and but it is poorly written, (50%) program: (topography, boundary locations. volcano locations in confusing, or incomplete. bathymetry, and Students should order to identify plate earthquake and comment on boundary locations. volcano locations). difficulties they encountered and how they overcame them.