Goal Directed Learning: Infusion Level

(5-8 Lesson)

"Presentation Plate Tectonics" Using Google Earth and Shared Presentations

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Grade Level

5-8

Classroom Configuration:

• Whole group and one to one, using computers in a computer lab or mobile lab setting

Arizona State Content Standards

• Science
  • Strand 1: Inquiry Process
    • Concept 1: Observations, Questions, and Hypotheses
      • PO 1: Formulate questions based on observations that lead to the development of a hypothesis.
      • PO 2: Select appropriate resources for background information related to a question, for use in the design of a controlled investigation.
    • Concept 2: Scientific Testing (Investigating and Modeling)
      • PO 1: Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
      • PO 3: Conduct simple investigations (e.g., related to forces and motion, Earth processes) based on student-developed questions in life, physical, and Earth and space sciences.
      • PO 5: Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.
    • Concept 3: Analysis and Conclusions
      • PO 1: Analyze data obtained in a scientific investigation to identify trends.
      • PO 2: Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).
    • Concept 4: Communication
      • PO 1: Communicate verbally or in writing the results of an inquiry.
      • PO 3: Communicate with other groups or individuals to compare the results of a common investigation
  • Strand 6: Earth and Space Science
    • Concept 1: Structure of the Earth
      • PO 2: Describe the properties and the composition of the following major layers of the Earth:
        • crust
        • mantle
        • core
      • PO 3: Explain the following processes involved in the formation of the Earth's structure:
        • erosion
        • deposition
        • plate tectonics
        • volcanism

Arizona Educational Technology Standards (2009)

• Strand 1 Creativity and Innovation
  • Concept 2: Models and Simulations
    • PO 1: Summarize the relationship amongst interdependent elements of a digital model or simulation.
    • PO 2: Analyze system processes and outcomes using models or simulations
    • PO 3: Analyze and apply understanding of how one system, digital models or simulations operates by comparing it to another system of a different type that operates in a similar manner.
• Strand 2: Communication and Collaboration;
  • Concept 1: Effective Communications and Digital Interactions
    • PO 1: Communicate digitally with others by selecting and using a variety of appropriate communication tools.
• Strand 3: Research and Information Literacy
  • Concept 1: Planning
    • PO 2: Evaluate diverse information sources.
• Strand 4: Critical Thinking, Problem Solving, Decision Making
  • Concept 2: Exploring Solutions
    • PO 1: Plan, conduct and manage research using appropriate digital resources to develop solutions for a question.
    • PO 2: Present defendable solutions and make decisions from multiple perspectives using collected resources and data.
• Strand 6: Technology Operations and Concepts
  • Concept 1: Understanding
    • PO 3: Choose technology applications appropriate for the audience and task.
    • PO 4: Recognize and demonstrate ergonomically safe and sound use of equipment.
  • Concept 2: Application
    • PO 3: Apply formatting features while using spreadsheet programs to customize tables, charts, and graphs.
    • PO 5: Create and edit visual and audio material to generate a stand-alone multimedia product.
    • PO 6: Identify criteria for evaluating technical and design qualities of a web site and then create web-based content from the identified criteria

Objectives

• Students will better understand the effects of plate tectonic movement.
• By viewing Google Earth, students will deduce and explain why most earthquakes and volcanoes occur near plate boundaries.
• Students will become familiar and/or more proficient at using Google Earth to study Earth's geography and geology.
• Students will be able to create a shared presentation in which they demonstrate plate tectonics and how this affects the earth's movement.
• Students will evaluate their own and other presentations by creating and completing an online rubric for their presentation.
• Students will be able to set a goal to research at least one effect of earthquake or volcano damage for future study.

Procedure

1. Show pictures/diagrams of cross-sections of tectonic plates on Interactive White Board using Internet sites or software associated with interactive whiteboard.
2. Describe parts of tectonic plate – continental crust or oceanic crust on upper part of asthenosphere Windows to the Universe
3. Have students draw and label in notebook
4. Discuss Pangaea and how plates have moved over time
5. Using the Interactive Whiteboard, show earth on Google Earth
6. Zoom in to better see oceanic crust and continental crust of tectonic plates
7. Show mid-ocean ridges, but do not tell students what they are yet
8. Show areas where oceanic and continental crust meet
9. Ask students why does it look like there are "lines" (1) on ocean floor (where mid-ocean ridge is) and (2) where oceanic crust and continental crust meet?
10. Students write responses to these questions in notebook for transfer to their presentation. The teacher can prepare aforementioned questions relating to the lesson in a shared document or presentation.
11. Students get laptops and go to website for animations of each type of plate movement. Visit the following site: Essentials of Geology
    1. Show "Basic Plate Boundaries", "Sea Floor Spreading", "Formation of Ocean Crust", "The Process of Subduction", and "Hot-spot Volcanoes"
12. Have students work in pairs on laptops to access and use above animations and any others on that page
13. Continuing on Interactive White Board, teacher identifies the photos of "Earthquakes" and "Volcanoes" -Students come to board and select these.
14. Have students click on specific vol/earthquakes that students recommend to briefly read about one.
15. Refer to Google Earth to show/explain where earthquakes and volcanoes are compared to plate boundaries and how plate movement would cause earthquakes and volcanoes to occur.
16. Students navigate Google Earth in pairs
17. Demonstrate and have students practice zooming in and out, turning earth, adjusting angle of view, searching for specific location, etc.
18. Assign students to create guided questions to help others learn how to navigate in Google Earth as a part of their presentation.
19. Students use Google Earth to explore earthquakes, volcanoes, and their locations.
20. Students find earthquakes and volcanoes for three geologic sites: Maunaloa, HI; Mount Everest, Nepal; Mount Saint Helens, WA (guided practice)
21. Students create shared presentation that demonstrates the following:
    1. A tutorial on how to use Google Earth while studying plate tectonics (either written or with screen shots)
    2. An explanation of plate tectonics and a photo that demonstrates this concept
    3. How to locate 2 additional earthquakes and 2 volcanoes in Google Earth. (Photos or written information)
    4. The final slide must include an assessment titled: "Questions about Plate Tectonic Movement."
       1. Students refer to teacher's questions and create their own so that they have a total of 5 questions about Plate Tectonics on the slide that the audience can answer with the information in the shared presentation.
       2. Students can present a Google Form embedded within their slide for students to answer, or they can email the form to class and gather data when finished.
       3. and/or Students can create a rubric for the information presented in their slideshow for other classmates to fill out
22. Extension: Using the shared calendar or other digital planner, students can sign up for a date the following week to present their findings about the effects of earthquake or volcano damage in at least one area of the world. This research can be carried out in a follow-up lesson.

Materials

• Interactive White Board
• Laptop computers with Internet connection
• Google Earth application loaded on each computer
• student notebooks
• Access with student/teacher accounts in Google Applications or other online sharing presentation and calendar tool.
• Rubric digital tool (Rubric Processor Rubrics Generator teAchnology )

Assessment

• Shared final presentation with the teacher for correction. "Questions about Plate Tectonics" and correct answers gathered (Google form optional). Student made online rubric grading the quality of the student slideshows.

Lesson adapted from "Plate Tectonics with Google Earth" by Kelly Knotts The Ashford School of Technology

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