The History of Plate Tectonics - Grade 8 Science -...

Name _________________________________ Class __________________ Date _________________________

ScienceFusion 372 Unit 7, Lesson 1 Grade 8 Lab Manual The Theory of Plate Tectonics Original content Copyright by Holt McDougal. Alterations to the original content are the responsibility of the instructor.

QUICK LAB

The History of Plate Tectonics At one time, cars did not have seat belts or air bags. At that time, the

thoughts about car safety consisted of controlling speed and making

cars heavy so they could better withstand a crash. Look at cars today.

Seat belts are essential. Air bags are standard features, and the

materials and the design that go into a car make it stronger and safer,

but not necessarily heavy. These changes and improvements came

gradually; they did not occur overnight. Through research and testing,

scientists and designers became more aware of what makes cars safe,

so their ideas and hypotheses of car safety were revised as more and

more things were discovered. Hypotheses changed, and they continue

to do so.

Just as new information changed our thoughts on cars and car

safety, new evidence also changed hypotheses related to Earths

moving continents and changing features. In this lab, you will

examine how the hypothesis of continental drift and the discoveries

that came after provided a means to develop the theory of plate

tectonics. You will find out how this affected both scientists and society over time.

You will use a computer or other resources to construct a timeline that shows the

key ideas and scientists that played a role in the development of our understanding

of plate tectonics.

PROCEDURE

Obtain a poster board you can use for a timeline. The timeline should be long enough and tall enough to show information about several events.

As you work with your group constructing a timeline, sequence the following events. You might assign a few events for each person in your

group to research. For each point, find additional information from the

Internet or other sources so that you can write a few sentences about each

one on your timeline. You should find a date or date range, any people

involved, and any other important information about each point. While you

research, if you find additional discoveries that are not on the list, add and

discuss them with your group.

Identical rock layers and fossils discovered on separate continents

Identical glacial weathering patterns discovered on separate continents

Pangaea proposed

Pangaea proposed to have broken up into Laurasia and Gondwanaland

Continental drift proposed

OBJECTIVES

Describe the

historical

development of the

theory of plate

tectonics.

MATERIALS

Internet access

markers

meter stick

poster board

scissors

Edit File

NameClassDate

QUICK LAB

The History of Plate Tectonics

At one time, cars did not have seat belts or air bags. At that time, the thoughts about car safety consisted of controlling speed and making cars heavy so they could better withstand a crash. Look at cars today. Seat belts are essential. Air bags are standard features, and the materials and the design that go into a car make it stronger and safer, but not necessarily heavy. These changes and improvements came gradually; they did not occur overnight. Through research and testing, scientists and designers became more aware of what makes cars safe, so their ideas and hypotheses of car safety were revised as more and more things were discovered. Hypotheses changed, and they continue to do so.

Just as new information changed our thoughts on cars and car safety, new evidence also changed hypotheses related to Earths moving continents and changing features. In this lab, you will examine how the hypothesis of continental drift and the discoveries that came after provided a means to develop the theory of plate tectonics. You will find out how this affected both scientists and society over time. You will use a computer or other resources to construct a timeline that shows the key ideas and scientists that played a role in the development of our understanding of plate tectonics.

PROCEDURE

Obtain a poster board you can use for a timeline. The timeline should be long enough and tall enough to show information about several events.

As you work with your group constructing a timeline, sequence the following events. You might assign a few events for each person in your group to research. For each point, find additional information from the Internet or other sources so that you can write a few sentences about each one on your timeline. You should find a date or date range, any people involved, and any other important information about each point. While you research, if you find additional discoveries that are not on the list, add and discuss them with your group.

Identical rock layers and fossils discovered on separate continents

Identical glacial weathering patterns discovered on separate continents

Pangaea proposed

Pangaea proposed to have broken up into Laurasia and Gondwanaland

Continental drift proposed

Quick Lab continued

Sea-floor spreading discovered

Magnetic reversal patterns discovered

Theory of plate tectonics first presented

Did you find anything that you thought was important in the development of plate tectonics but was not on the list? If yes, was it related to research and observation?

Did the scientific community accept continental drift when it was first proposed? Explain why or why not.

What key discovery led to acceptance of the fact that continental and oceanic crustal plates move, and that the movement can be explained by specific Earth processes?

Quick Lab continued

How did the discovery that earthquakes are related to plate boundaries impact scientific research and society?

Once you find all the information you need, set up a time scale on your timeline so you can correctly display the events and hypotheses. If your poster board isnt very long, you might want to use several rows to show your timeline.

Compare your timeline to those of other groups in your class. Describe any differences.

How does the research that was conducted in developing the theory of plate tectonics continue to have an impact on society and different fields of science?

ObjectiveS

Describe the historical development of the theory of plate tectonics.

Materials

Internet access

markers

meter stick

poster board

scissors

ScienceFusion372Unit 7, Lesson 1

Grade 8 Lab Manual

The Theory of Plate Tectonics

Original content Copyright by Holt McDougal. Alterations to the original content are the responsibility of the instructor.

Lab ManualsDouble-click to open or right-click to download file

Name _________________________________ Class __________________ Date _________________________


Quick Lab continued

Sea-floor spreading discovered

Magnetic reversal patterns discovered

Theory of plate tectonics first presented

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Did you find anything that you thought was important in the development of plate tectonics but was not on the list? If yes, was it related to research and

observation?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Did the scientific community accept continental drift when it was first

proposed? Explain why or why not.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What key discovery led to acceptance of the fact that continental and oceanic crustal plates move, and that the movement can be explained by

specific Earth processes?

_________________________________________________________________________

_________________________________________________________________________

Name _________________________________ Class __________________ Date _________________________


Quick Lab continued

How did the discovery that earthquakes are related to plate boundaries impact scientific research and society?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Once you find all the information you need, set up a time scale on your

timeline so you can correctly display the events and hypotheses. If your

poster board isnt very long, you might want to use several rows to show

your timeline.

Compare your timeline to those of other groups in your class. Describe any differences.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

How does the research that was conducted in developing the theory of plate

tectonics continue to have an impact on society and different fields of

science?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Name _________________________________ Class __________________ Date _________________________


QUICK LAB

Magnetic Reversals and Plate

Tectonics Tectonic plate movement has helped scientists understand how

continents have shifted over time during Earths history. One of the

key pieces of evidence leading to the theory of plate tectonics is the

magnetic reversal pattern found in the lithospheres crustal rocks.

These patterns are found on the sea floor, on either side of the

mid-ocean ridge where seafloor spreading occurs. In newly forming

oceanic crust, magnetic minerals line up with Earths north and south

poles like mini-magnets. They remain in this position after the rock

hardens. Throughout Earths history, Earths magnetic field has

reversed many times. Each time the poles magnetic polarity changed,

the newly forming minerals in the rock aligned in a direction to match

magnetic north and south. This discovery was important in

understanding how tectonic plates moved, and provided crucial

evidence that led to the theory of plate tectonics. In this activity, you

will implement an investigation by making observations. You will use

your observations to model magnetic reversal patterns and relate them

to plate tectonics. The advantages and limitations of your model will

be considered.

PROCEDURE

Examine the diagram on the next page. This diagram is a model of magnetic reversal patterns found in oceanic crustal rocks. New rock is continually

being formed at the mid-ocean ridge. Are we in a period of normal or

reverse polarity?

_________________________________________________________________________

Why do you think the patterns are mirror images of each other on either side of the mid-ocean ridge?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Observe the magnetic patterns in the diagram. Approximately how many times has the magnetic orientation changed in the past 4 million years?

_________________________________________________________________________

OBJECTIVES

Model and compare

magnetic reversal

patterns and relate

them to plate

tectonics.

MATERIALS

For each group

chalk, colored,

several colors

meter sticks, 2

paper, adding

machine, 2 m or

longer

stopwatch or clock

with second hand

large, hardcover books, 2

Edit File

NameClassDate

QUICK LAB

Magnetic Reversals and Plate Tectonics

Tectonic plate movement has helped scientists understand how continents have shifted over time during Earths history. One of the key pieces of evidence leading to the theory of plate tectonics is the magnetic reversal pattern found in the lithospheres crustal rocks. These patterns are found on the sea floor, on either side of the mid-ocean ridge where seafloor spreading occurs. In newly forming oceanic crust, magnetic minerals line up with Earths north and south poles like mini-magnets. They remain in this position after the rock hardens. Throughout Earths history, Earths magnetic field has reversed many times. Each time the poles magnetic polarity changed, the newly forming minerals in the rock aligned in a direction to match magnetic north and south. This discovery was important in understanding how tectonic plates moved, and provided crucial evidence that led to the theory of plate tectonics. In this activity, you will implement an investigation by making observations. You will use your observations to model magnetic reversal patterns and relate them to plate tectonics. The advantages and limitations of your model will be considered.

PROCEDURE

Examine the diagram on the next page. This diagram is a model of magnetic reversal patterns found in oceanic crustal rocks. New rock is continually being formed at the mid-ocean ridge. Are we in a period of normal or reverse polarity?

Why do you think the patterns are mirror images of each other on either side of the mid-ocean ridge?

Observe the magnetic patterns in the diagram. Approximately how many times has the magnetic orientation changed in the past 4 million years?

Quick Lab continued

Use the materials provided and your observations of the diagram to model magnetic reversals. Start by placing the textbooks on the table, spine to spine. Place one strip of paper under each book so that one end of each paper comes up between the spines. What does each paper represent?

Have two students in your group each hold one end of each paper strip between the books. They will pull the strips slowly at the same time across the tops of the books. What does the place where the two books meet represent?

One person in your group will be the timer. That student will call out normal polarity or reverse polarity every 5 seconds, alternating the terms as the paper is slowly but steadily pulled outward from the center of the books.

Two other students in your group will hold chalk against the paper on the edge of each book edge as the paper strips are pulled up and across each book. No chalk marks are made on the paper strips during reverse polarities.

Perform the activity. When the timer says normal polarity, slowly start pulling the paper between the books while pressing down on the chalk. When the timer says reverse polarity, stop making chalk marks on the paper, but continue pulling the paper.

Quick Lab continued

After all the paper has passed through the books, lay the papers out side by side and compare them. Explain what you see, and describe how your model compares with actual magnetic reversal data.

How does your model relate to scientific explanations about magnetic reversals found in crustal rock?

How did scientists use the information about magnetic reversals to explain why crustal plates move?

ObjectiveS

Model and compare magnetic reversal patterns and relate them to plate tectonics.

Materials

For each group

chalk, colored, several colors

meter sticks, 2

paper, adding machine, 2 m or longer

stopwatch or clock with second hand

large, hardcover books, 2


Grade 8 Lab Manual




Name _________________________________ Class __________________ Date _________________________


Quick Lab continued

Use the materials provided and your observations of the diagram to model

magnetic reversals. Start by placing the textbooks on the table, spine to

spine. Place one strip of paper under each book so that one end of each

paper comes up between the spines. What does each paper represent?

_________________________________________________________________________

_________________________________________________________________________

Have two students in your group each hold one end of each paper strip between the books. They will pull the strips slowly at the same time across

the tops of the books. What does the place where the two books meet

represent?

_________________________________________________________________________

One person in your group will be the timer. That student will call out normal polarity or reverse polarity every 5 seconds, alternating the

terms as the paper is slowly but steadily pulled outward from the center of

the books.

Two other students in your group will hold chalk against the paper on the

edge of each book edge as the paper strips are pulled up and across each

book. No chalk marks are made on the paper strips during reverse

polarities.

Perform the activity. When the timer says normal polarity, slowly start pulling the paper between the books while pressing down on the chalk.

When the timer says reverse polarity, stop making chalk marks on the

paper, but continue pulling the paper.

Name _________________________________ Class __________________ Date _________________________


Quick Lab continued

After all the paper has passed through the books, lay the papers out side by side and compare them. Explain what you see, and describe how your model

compares with actual magnetic reversal data.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

How does your model relate to scientific explanations about magnetic

reversals found in crustal rock?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

How did scientists use the information about magnetic reversals to explain why crustal plates move?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Name _________________________________ Class __________________ Date _________________________


EXPLORATION LAB

Modeling Geological Evidence In some ways, scientists are like detectives. They rely on empirical

evidence from their investigations to answer questions. Empirical

evidence is obtained when scientists make observations and collect

data. Evidence to support a theory is often accumulated over time by

different scientists. Some scientists repeat other scientists

investigations to confirm their results, while others try to test the same

ideas using different kinds of procedures. This is how the theory of

plate tectonics developed. In fact, evidence is still being collected

the theory is still being refined today.

In this lab activity, you will research one of the pieces of evidence

that was used to support the theory of plate tectonics. In the first class

period, you will research a scientific explanation related to an Earth

process that was used as evidence in support of the theory of plate

tectonics. You will analyze and evaluate the explanation by making

observations and describing how it explained tectonic movement of

the Earths crustal plates. In the second class period, you will use the

explanation and evidence you studied to construct a model of a particular

tectonic process.

PROCEDURE

IDENTIFY A PROBLEM

Below is a list of scientific discoveries and ideas that provided evidence to explain and support the theory of plate tectonics. Choose one of these topics

to research. You may also choose a valid research topic that is not on this

list.

Earths physical layers and mantle convection

Earths lithospheric plates (tectonic plates)

mid-ocean ridges

deep-ocean trenches

sea-floor spreading

continental drift

magnetic reversals

location of trenches, volcanoes, and earthquakes

OBJECTIVE

Analyze and

evaluate scientific

explanations in the

development of the

theory of plate

tectonics by using

empirical evidence.

MATERIALS

Internet access

markers

modeling clay

poster board

Edit File

NameClassDate

Exploration LAB

Modeling Geological Evidence

In some ways, scientists are like detectives. They rely on empirical evidence from their investigations to answer questions. Empirical evidence is obtained when scientists make observations and collect data. Evidence to support a theory is often accumulated over time by different scientists. Some scientists repeat other scientists investigations to confirm their results, while others try to test the same ideas using different kinds of procedures. This is how the theory of plate tectonics developed. In fact, evidence is still being collected the theory is still being refined today.

In this lab activity, you will research one of the pieces of evidence that was used to support the theory of plate tectonics. In the first class period, you will research a scientific explanation related to an Earth process that was used as evidence in support of the theory of plate tectonics. You will analyze and evaluate the explanation by making observations and describing how it explained tectonic movement of the Earths crustal plates. In the second class period, you will use the explanation and evidence you studied to construct a model of a particular tectonic process.

PROCEDURE

IDENTIFY A PROBLEM

Below is a list of scientific discoveries and ideas that provided evidence to explain and support the theory of plate tectonics. Choose one of these topics to research. You may also choose a valid research topic that is not on this list.

Earths physical layers and mantle convection

Earths lithospheric plates (tectonic plates)

mid-ocean ridges

deep-ocean trenches

sea-floor spreading

continental drift

magnetic reversals

location of trenches, volcanoes, and earthquakes

Exploration Lab continued

RESEARCH A PROBLEM

Use the Internet, your textbook, or other resources to research a scientific explanation that is used to support the theory of plate tectonics. As you do your research, make observations and evaluate how the evidence from the study supports our current understanding of this theory. Answer these questions as you conduct your research.

(a) What topic have you chosen to research?

(b) During what time period was the study conducted? For this topic, were multiple studies conducted over time?

(c) Name the scientists who participated in this research.

(d) What evidence, including quantitative data and qualitative observations, was collected? How was it collected?


(e) Based on the evidence, what conclusions were made? Describe how the conclusions support the theory of plate tectonics.

(f) What other pieces of evidence could researchers collect to further investigate this topic? What unanswered questions need further investigation?

DEVELOP A PLAN

After you have completed your research, decide how your group can construct a model that represents a piece of observational evidence that was used to support the theory of plate tectonics. You can use the materials provided, request additional materials from your teacher, or provide your own materials. Sketch and label a plan for your model. Have your teacher approve your plan before you proceed.


BUILD A MODEL

Build a model that represents how empirical evidence was used to support the theory of plate tectonics.

ANALYZE THE RESULTS

Analyzing Models Share your model with other classmates. Examine the models made by other groups. Describe the other empirical evidence that has led scientists to support the theory of plate tectonics. What time period did this span?

to the ESSENTIAL QUESTION

Applying Concepts Why is it important for scientists to use empirical evidence to support their scientific explanations?

Exploration LAB

Modeling Geological Evidence

In some ways, scientists are like detectives. They rely on empirical evidence from their investigations to answer questions. Empirical evidence is obtained when scientists make observations and collect data. Evidence to support a theory is often accumulated over time by different scientists. Some scientists repeat other scientists investigations to confirm their results, while others try to test the same ideas using different kinds of procedures. This is how the theory of plate tectonics developed. In fact, evidence is still being collected the theory is still being refined today.

In this lab activity, you will research one of the pieces of evidence that was used to support the theory of plate tectonics. In the first class period, you will research a scientific explanation related to an Earth process that was used as evidence in support of the theory of plate tectonics. You will analyze and evaluate the explanation by making observations and describing how it explained tectonic movement of the Earths crustal plates. In the second class period, you will use the explanation and evidence you studied to construct a model of a particular tectonic process.

PROCEDURE

IDENTIFY A PROBLEM

You will use the Internet, your textbook, or other resources to research a scientific explanation that is used to support the theory of plate tectonics. Begin your research by making a list of the types of evidence that have led scientists to develop the theory of plate tectonics.


RESEARCH A PROBLEM

Choose one of your topics listed to further research the discovery and development of the process and observations and evidence that were used to support the theory of plate tectonics. As you conduct your research, make observations and evaluate how the evidence from the study supports our current understanding of this theory. Answer these questions as you conduct your research.


(b) During what time period was the study conducted? For this topic, were multiple studies conducted over time?


(d) What evidence, including quantitative data and qualitative observations, was collected? How was it collected?


(e) Based on the evidence, what conclusions were made? Describe how the conclusions support the theory of plate tectonics.

(f) What other pieces of evidence could researchers collect to further investigate this topic? What unanswered questions need further investigation?

DEVELOP A PLAN

After you have completed your research, decide how your group can construct a model that represents a piece of observational evidence that was used to support the theory of plate tectonics. You can use the materials provided, request additional materials from your teacher, or provide your own materials. Sketch and label a plan for your model. Have your teacher approve your plan before you proceed.


BUILD A MODEL

Build a model that represents how empirical evidence was used to support the theory of plate tectonics.

ANALYZE THE RESULTS

Analyzing Models Share your model with other classmates. Examine the models made by other groups. Describe the other empirical evidence that has led scientists to support the theory of plate tectonics. What time period did this span?

to the ESSENTIAL QUESTION


Objective

Describe the historical development of the theory of plate tectonics.

Materials

Internet access

markers

modeling clay

poster board

Objective

Analyze and evaluate scientific explanations in the development of the theory of plate tectonics by using empirical evidence.

Materials

Internet access

markers

modeling clay

poster board


Grade 8 Lab Manual




Name _________________________________ Class __________________ Date _________________________



RESEARCH A PROBLEM

Use the Internet, your textbook, or other resources to research a scientific explanation that is used to support the theory of plate tectonics. As you do

your research, make observations and evaluate how the evidence from the

study supports our current understanding of this theory. Answer these

questions as you conduct your research.


_________________________________________________________________________

_________________________________________________________________________

(b) During what time period was the study conducted? For this topic, were

multiple studies conducted over time?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________


_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

(d) What evidence, including quantitative data and qualitative observations,

was collected? How was it collected?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Name _________________________________ Class __________________ Date _________________________



(e) Based on the evidence, what conclusions were made? Describe how the

conclusions support the theory of plate tectonics.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

(f) What other pieces of evidence could researchers collect to further

investigate this topic? What unanswered questions need further

investigation?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

DEVELOP A PLAN

After you have completed your research, decide how your group can

construct a model that represents a piece of observational evidence that was

used to support the theory of plate tectonics. You can use the materials

provided, request additional materials from your teacher, or provide your

own materials. Sketch and label a plan for your model. Have your teacher

approve your plan before you proceed.

Name _________________________________ Class __________________ Date _________________________



BUILD A MODEL

Build a model that represents how empirical evidence was used to support

the theory of plate tectonics.

ANALYZE THE RESULTS

Analyzing Models Share your model with other classmates. Examine the models made by other groups. Describe the other empirical evidence that

has led scientists to support the theory of plate tectonics. What time period

did this span?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

TO THE ESSENTIAL QUESTION


_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Name _________________________________ Class __________________ Date _________________________


EXPLORATION LAB

Modeling Geological Evidence In some ways, scientists are like detectives. They rely on empirical

evidence from their investigations to answer questions. Empirical

evidence is obtained when scientists make observations and collect

data. Evidence to support a theory is often accumulated over time by

different scientists. Some scientists repeat other scientists

investigations to confirm their results, while others try to test the same

ideas using different kinds of procedures. This is how the theory of

plate tectonics developed. In fact, evidence is still being collected

the theory is still being refined today.

In this lab activity, you will research one of the pieces of evidence

that was used to support the theory of plate tectonics. In the first class

period, you will research a scientific explanation related to an Earth

process that was used as evidence in support of the theory of plate

tectonics. You will analyze and evaluate the explanation by making

observations and describing how it explained tectonic movement of

the Earths crustal plates. In the second class period, you will use the explanation

and evidence you studied to construct a model of a particular tectonic process.

PROCEDURE

IDENTIFY A PROBLEM

You will use the Internet, your textbook, or other resources to research a scientific explanation that is used to support the theory of plate tectonics.

Begin your research by making a list of the types of evidence that have led

scientists to develop the theory of plate tectonics.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

OBJECTIVE

Describe the

historical

development of the

theory of plate

tectonics.

MATERIALS

Internet access

markers

modeling clay

poster board

Name _________________________________ Class __________________ Date _________________________



RESEARCH A PROBLEM

Choose one of your topics listed to further research the discovery and development of the process and observations and evidence that were used to

support the theory of plate tectonics. As you conduct your research, make

observations and evaluate how the evidence from the study supports our

current understanding of this theory. Answer these questions as you conduct

your research.


_________________________________________________________________________

_________________________________________________________________________

(b) During what time period was the study conducted? For this topic, were

multiple studies conducted over time?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________


_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

(d) What evidence, including quantitative data and qualitative observations,

was collected? How was it collected?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Name _________________________________ Class __________________ Date _________________________



(e) Based on the evidence, what conclusions were made? Describe how the

conclusions support the theory of plate tectonics.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

(f) What other pieces of evidence could researchers collect to further

investigate this topic? What unanswered questions need further

investigation?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

DEVELOP A PLAN

After you have completed your research, decide how your group can

construct a model that represents a piece of observational evidence that was

used to support the theory of plate tectonics. You can use the materials

provided, request additional materials from your teacher, or provide your

own materials. Sketch and label a plan for your model. Have your teacher

approve your plan before you proceed.

Name _________________________________ Class __________________ Date _________________________



BUILD A MODEL

Build a model that represents how empirical evidence was used to support

the theory of plate tectonics.

ANALYZE THE RESULTS

Analyzing Models Share your model with other classmates. Examine the models made by other groups. Describe the other empirical evidence that

has led scientists to support the theory of plate tectonics. What time period

did this span?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

TO THE ESSENTIAL QUESTION


_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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The History of Plate Tectonics - Grade 8 Science -...

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