Continents Adrift: An Introduction to Continental Drift and Plate Tectonics Teachers Guide Grade Level: 5-8 Curriculum Focus: Science Lesson Duration: Four class periods

Program Description

Continents Adrift: An Introduction to Continental Drift and Plate Tectonics Earthquakes, volcanoes, and mountains have a shared origin and serve to remind us that our planet is constantly changing. This program begins with German scientist Alfred Wegeners theory that continents can move (continental drift). It explores the idea that the earths shell is broken into plates that move (plate tectonics) and examines the causes of landmass splitting. Topics covered include divergent, convergent, and transform boundaries; mid-ocean ridges and the process of sea-floor spreading; subduction zones; faults; and seismic waves. Students will discover how new shorelines are formed, what makes towering mountains rise higher still, and why earthquakes and volcanoes will continue to shape our planet. Discussion Questions

What evidence did Alfred Wegener offer to support his theory of continental drift? What evidence did exploration of the ocean floor reveal to further support Wegeners theory? How does the movement of tectonic plates occur? What are the three types of tectonic plate movement? What changes in the surface of the earth

might each of these cause?

Discuss the differences between the volcanoes that formed the Hawaiian Islands and those bordering the Pacific plate in the Ring of Fire.

Lesson Plan

Student Objectives Understand the genesis of the theory of continental drift. Explore the processes by which continental drift occurs.

e ty ent and p Examine th

Establish a con

and mountain

Prepare a writrelationship bepes of tectonic plate movemnection between plate movement andbuilding).

ten report that demonstrates an undertween plate movement and geologic elate boundaries. geologic events (earthquakes, volcanoes,

standing of plate tectonics and the vents.

Continents Adrift: An Introduction to Continental Drift and Plate Tectonics Teachers Guide 2 Materials

Continents Adrift: An Introduction to Continental Drift and Plate Tectonics video and VCR, or DVD and DVD player, or access to the program in downloadable or streaming format online

Computer with Internet access Print resources about plate tectonics, earthquakes, and the Ring of Fire.

Procedures 1. Prior to viewing the program, ask students the following about the region where they live: Do

you know if there have been any earthquakes in this area? Do you think an earthquake is likely to occur in the future? Why or why not? Are there signs of past volcanic activity in the area? If so, where? Do you think future volcanic activity is likely? Why or why not? Depending on whether or not there are mountains in the region, ask students to suggest reasons for their presence or absence. Earthquakes, volcanoes, and mountain formation all have a common cause. What might that be?

2. After viewing the program, ask students to discuss what they learned about plate tectonics. Who first proposed the theory? What does the theory state? What scientific evidence supports the theory? How do plate movements affect geological events on the earths surface? Are students aware of any areas of the earth that are particularly affected by plate movements today?

3. Ask students to research the major tectonic plates of the world using print or Web resources. In a follow-up class discussion, have students answer the following questions: What are the names of the major tectonic plates? Which plate carries the United States? Which plates are adjacent to that plate and could have an effect on it?

The Web sites below are a good starting point for online research:

Extreme Science: A Lesson in Plate Tectonics http://www.extremescience.com/PlateTectonicsmap.htm

Major Tectonic Plates of the World http://geology.er.usgs.gov/eastern/plates.html

4. Ask students to visit the Web page below, or print out a copy of the page for class discussion: Earthquake Hazards Program: The Top Earthquake States http://neic.usgs.gov/neis/states/top_states.html

Based on information presented on the Web site, have student answer the following: Which state experiences the most earthquakes? Which state comes in second? Which states experience the fewest earthquakes? Which states experience none? How many earthquakes were recorded in your state? What is the relationship between plate tectonics and earthquakes?

Published by Discovery Education. 2005. All rights reserved.

Continents Adrift: An Introduction to Continental Drift and Plate Tectonics Teachers Guide 3

5. Using print and Web resources, have students research the Ring of Fire in preparation for a general class discussion. These Web sites offer good information:

The Earths Ring of Fire http://news.bbc.co.uk/1/hi/sci/tech/136248.stm

Savage Earth http://www.pbs.org/wnet/savageearth/

USGS: Active Volcanoes, Plate Tectonics, and the Ring of Fire http://vulcan.wr.usgs.gov/Glossary/PlateTectonics/Maps/map_plate_tectonics_world.html

Where is the Ring of Fire? Why is it called the Ring of Fire? What geologic events occur here more frequently than any other place on Earth? Why? How is this geologic activity related to plate tectonics?

6. Ask students to visit the following Web site and read the short article Why Should Continental Drift Matter to Me? (or provide printed copies for students to read): http://kids.earth.nasa.gov/archive/pangaea/conclusion.html

Why does the shape of the earths oceans and continents continue to change? What is happening to the Atlantic Ocean? The Pacific? What continent will eventually connect with Europe? Why will the Himalayas increase in height? In what direction is the west coast of the United States (specifically California) moving? About how long will it take for California to collide with Alaska? In 200 million years or so, what continent will be within easy reach of our Pacific coast?

7. Ask students to imagine that they are scientists who must provide support for their theory of plate tectonics. In a written report, have them summarize the supporting evidence they have found through fossil evidence as well as exploration of the ocean floor and the Ring of Fire region. Encourage students to supplement reports with sketches, drawings, maps, and the like.

8. In addition to or as an alternative to Procedure #7, have students prepare and present a report/demonstration that describes and illustrates one type of tectonic plate movement.

Assessment Use the following three-point rubric to evaluate students work during this lesson.

3 points: Students conducted all required research and gathered the requested information; were attentive and highly engaged in class discussions; prepared a well-written report and/or oral presentation that demonstrated clear understanding of the topic.

2 points: Students conducted most of the required research and gathered sufficient information to engage in class discussions; participated in class discussions; prepared a written report and/or oral presentation that demonstrated adequate understanding of the topic.

Published by Discovery Education. 2005. All rights reserved.

Continents Adrift: An Introduction to Continental Drift and Plate Tectonics Teachers Guide 4

1 point: Students conducted less than half of the required research, gathering insufficient information for class discussions; participated minimally in class discussions; prepared an inadequate report and/or oral presentation.

Vocabulary

continent Definition: One of the main landmasses of the globe, usually counted as seven in number (Europe, Asia, Africa, North America, South America, Australia, and Antarctica) Context: The continent of North America is drifting away from the continent of Africa.

continental drift Definition: The theory governing movement of continents which explains the formation, alteration, and extremely slow movement of the continents across the earths crust Context: German scientist Alfred Wegener first proposed the theory of continental drift.

fault Definition: A crack in the earths crust resulting from the displacement of one side with respect to the other Context: The grinding of plates along convergent boundaries creates cracks or faults.

lithosphere Definition: The solid part of the earth consisting of the crust and outer mantle Context: The lithosphere is brittle enough at some locations to fracture and produce earthquakes.

magma Definition: The hot, liquefied matter beneath the earths surface that erupts from volcanoes and cools to produce igneous rock Context: As plates along the mid-ocean ridge drift apart, , magma wells up to fill the gap.

mid-ocean ridge Definition: Any of several seismically active submarine mountain ranges that extend through the Atlantic, Indian, and South Pacific Oceans, each hypothesized to be the locus of sea-floor spreading Context: The mid-ocean ridge represents a divergent boundary, an area where two plates are moving apart.

Published by Discovery Education. 2005. All rights reserved.

Continents Adrift: An Introduction to Continental Drift and Plate Tectonics Teachers Guide 5

Pangaea Definition: A hypothetical continent including all the landmass of the earth prior to the Triassic period when it split into Laurasia and Gondwanaland Context: Alfred Wegener first theorized that continents had been joined in a single supercontinent he called Pangaea.

plate Definition: Any of the segments of the earths crust that move in relation to one another as defined by the theory of plate tectonics Context: The United States sits on the North American plate.

plate tectonics Definition: A theory that ascribes continental drift, volcanic and seismic activity, and the formation of mountain belts to moving plates of the earths crust supported on the less rigid material of the mantle Context: After many years of scientific investigation, Wegeners theory of continental drift evolved into plate tectonics.

sea-floor spreading Definition: In the theory of plate tectonics, the process by which new oceanic crust is formed by the upwelling of magma at mid-ocean ridges, resulting in the continuous lateral (sideways) displacement of existing oceanic crust Context: Due to sea-floor spreading, Africa and North America are slowly being pushed apart.

subduction Definition: A geological process in which one edge of a crustal plate is forced sideways and downward into the mantle below another plate Context: Subduction occurs at convergent boundaries when one plate is heavier than the other.

Academic Standards National Academy of Sciences

The National Academy of Sciences provides guidelines for teaching science in grades K-12 to promote scientific literacy. To view the standards, visit this Web site: http://books.nap.edu/html/nses/html/overview.html#content

This lesson plan addresses the following national standards:

Physical Science: Motions and forces Earth and Space Science: Earths history

Published by Discovery Education. 2005. All rights reserved.

Continents Adrift: An Introduction to Continental Drift and Plate Tectonics Teachers Guide 6

Published by Discovery Education. 2005. All rights reserved.

Mid-continent Research for Education and Learning (McREL)

McRELs Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visit http://www.mcrel.org/.

This lesson plan addresses the following national standards:

ScienceEarth and Space Sciences: Understands Earths composition and structure SciencePhysical Sciences: Understands forces and motion Language ArtsViewing: Uses viewing skills and strategies to understand and interpret

visual media

American Association for the Advancement of Science

Benchmarks for science literacy, developed by the American Association for the Advancement of Science (AAAS), state what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. To view the benchmarks online, go to http://www.project2061.org/tools/benchol/bolintro.htm

This lesson plan addresses the following national standards:

The Physical Setting: Processes that shape the earth

National Council for Geographic Education

The National Council for Geographic Education (NCGE) provides 18 national geography standards that the geographically informed person knows and understands. To view the standards online, go to http://www.ncge.org/publications/tutorial/standards/

This lesson plan addresses the following NCGE standards:

Physical Systems: The physical processes that shape the patterns of Earths surface Environment and Society: How physical systems affect human systems

Support Materials

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Credit Patricia A. Peirson, freelance writer; former elementary school and adult ESL educator

Program DescriptionDiscussion QuestionsLesson PlanStudent ObjectivesMaterialsProceduresAssessmentVocabularyAcademic Standards

Support MaterialsCredit