Earthquakes, Volcanoes, and Uplift Grade 5 Science

2 ½ Weeks

Earthquakes, Volcanoes, and Uplift 2 ½ Week Unit

Introduction to unit This unit will cover earthquakes, volcanoes, and uplift. We will discuss how they change the surface of the earth, and learn about the landforms they create. We will also discuss how plate tectonics creates earthquakes, volcanoes and uplift. There is a final project that will be due at the end of this unit. The class will be split into three groups, with each group creating a movable model of either an earthquake, volcano, or uplift. Each group will present their project to the class. Don’t panic! You will learn all you need to know to create your movable model. I will had out directions for this project next week, and we will discuss it at that time. Text and Materials School text book, note book for taking notes, pencil or pen, color pencils. Materials needed for the final unit project will be listed on the directions for that project. Any other materials needed will be announced in class. Unit Goals The goals in this unit is for you to understand how plate tectonics work, identify the three different types of tectonic plate boundaries, explain how they are different and how plate tectonics create earthquakes, volcanoes, and uplift. You will also understand how earthquakes, volcanoes, and uplift create landforms by changing the surface of the earth. You will also understand the differences between the different types of earthquakes, and volcanoes. Grading: There will be 100 points possible for this unit. Homework assignments will be worth a total of 55 possible points. Two pop quizzes worth 10 points each for a total of 20 possible points. The final project will be worth 25 possible points. Please acknowledge you have read and understand this disclosure. ____________________________ ___________________________ Student signature Parent signature Schedule Day 1 - Plate tectonics. Day 9 - Landforms created by volcanoes Day 2 - Plate tectonics and earthquakes. Day 10 - Uplift. Day 3 - Plate tectonics and volcanoes. Day 11 - Landforms created by uplift. Day 4 - Plate tectonics and uplift. Day 12 - Review of days 6 - 11 Day 5 - Review of days 1-4 Day 13 - Group presentations of movable Hand out model project info. models. Day 6 - Earthquake faults Day 7 - Landforms created by earthquakes

Day 8 - Volcanoes

Contextual Factors Topic Paper

Feb 6, 2006

During my field experience, I noticed one boy in particular who was very fidgety. His desk had

books and papers scattered everywhere, and there were crumpled up balls of paper at his feet. He

continually walked to the front of the class and fumbled through a box of papers. I do not know what

the box contained, but he was apparently looking for something. This boy obviously has trouble with

organization. His preoccupation of looking for something took away from his actual learning of the

assignment. After he found what he was looking for, he asked the teacher to explain the assignment to

him. This preoccupation is a contextual factor that hindered his learning.

There was another student I noticed having a difficult time understanding the math lesson that

was taught that day. The teacher asked her if she was ok, if she needed help understanding and she

replied “No, I’m fine”. She then asked other students to help her. She appeared to be shy and

withdrawn, and perhaps scared or embarrassed to admit to the teacher she really did need help. This is

an example of a contextual factor that hinders learning. The contextual factor being social, or emotional

development of the student.

Another contextual factor I noticed is the classroom itself. The teacher has many things posted

on the wall, or hanging from the ceiling to help the students. There is a map of the world, multiplication

table chart, spelling and grammar rules, and various other forms of information for the students to

reference. There is no fluffy, pretty useless decorations or information, just educational charts and such

available for the students. This is a positive contextual factor that helps students learn.

The third contextual factor I noticed during my field experience is the postings of the school

being drug, smoke, and violence free. This is a positive contextual factor that helps the students learn

because they can feel safe and comfortable while at school. The students can relax, and concentrate on

learning, which is after all, their job!

Align Objectives with Assessment Subject: Science Grade: 5th Topic: How earthquakes, volcanoes, and uplift affect earth’s surface. State or national standards and objectives: Standard 2 - Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth’s surface. Objective 2- Explain how volcanoes, earthquakes, and uplift affect Earth’s surface. Day Objective Instructional

Activities Media

Enhancement

Assessment (Evidence)

Day 1

Understand how plate tectonics

work.

See Hunter lesson plan.

Hand out, and explain directions

for Summative assessment.

Movie clip Class assignment/Homework. Correctly identify the 3 types

of plate boundaries, and explain how they differ.

Day 2

Explain how plate tectonics create

earthquakes.

See 4Mat lesson plan.

Overhead/Elmo

Class assignment/Homework. Hand out 3 or 4 essay/short answer questions. Students

will use text, internet, or other sources available to find

answers. Day 3

Explain how plate tectonics create

volcanoes.

Lecture, draw diagrams on board

while explaining concepts.

Overhead/Elmo

Class assignment/Homework. Hand out 3 or 4 essay/short answer questions. Students

will use text, internet, or other sources available to find

answers. Day 4

Explain how plate tectonics create

uplift.

Lecture, draw diagrams on board

while explaining concepts.

Overhead/Elmo

Class assignment/Homework. Hand out 3 or 4 essay/short answer questions. Students

will use text internet, or other sources available to find

answers.

Day 5

Review of Day 1-4. Assign the 3

groups for model project, allow

students to start organizing their

project.

Lecture while showing power

point presentation.

Power Point Pop quiz based on day 1-4 assignment/homework

questions.

Day 6

Describe the 3 types of earthquake

faults, and how they differ.

Lecture while using pictures of faults, and the landforms they

create.

Power Point.

Homework. Draw a diagram/picture showing how

each fault releases energy.

Day 7

Know which landform is created

by each type of fault.

Hand out a pliable candy bar to each student, have them

simulate an earthquake fault using the candy bar to see the

different shapes (landforms) it

creates.

Class assignment of matching pictures of landforms with the correct types of earthquake

fault that created it.

Day 8

Describe at least 3 types of volcanoes

and how they erupt.

Lecture, draw diagrams on board

while explaining concepts.

Homework. Draw a diagram/picture showing how each type of volcano erupts.

Day 9

Identify landforms created by volcanoes.

Lecture Power Point Class assignment of matching pictures of landforms with the correct type of volcano that

created it. Day 10

Describe how uplift

occurs Lecture, draw

diagrams on board while explaining

concepts.

Verbally ask class questions about uplift.

Day 11

Identify the mountain ranges created by uplift

Review concepts of uplift that create mountain ranges

Class assignment. Locate mountain ranges on a world

map or globe. Draw the locations on a blank map of

continents. Day 12

Review of day 6-11

Lecture while showing power

point presentation

Power Point Pop quiz covering material from day 6-11.

Summative

assessme

Each 1/3 of class will build a

moveable/working

Student presentations of

models

Each group will demonstrate their model to the class, and explain how plate tectonics

nt

model of the event assigned to that

group (earthquake, volcano, uplift).

changes/creates landforms on the surface of the earth.

Hunter Lesson Plan Grade 5 Day 1 from Align Objective with Assessment Title: Reshaping of the Earth’s surface Objectives: 1) Students will understand how plate tectonics work. 2) Students will be able to identify and differentiate the three types of plate boundaries. Materials: Computer, with overhead projection. Handout of pictures of the continents, a blank piece of paper & tape, bubbleyum / bubblicious gum, various types of candy bars, Homework assignment. Anticipatory Set: Show pictures of land masses that formed Euramerica, Gondwanaland, Pangea, and today’s continents. Standards/Expectations: Inform students they will be expected to understand and be able to describe how plate tectonics changed the land mass of Pangea into what are the continent of today through forces of convergent, divergent, transform boundaries, and subduction. They should understand and be able to explain how mountain ranges, volcanoes, and earthquakes are formed through the forces of plate tectonics, and need to be able to see how the shapes of today’s continents fit together like a jig-saw puzzle. Teaching: Play movie clip from http://pioneer.uen.org/k12/index.jsp , choose eMedia link, search “tectonics” preview “Elements of Earth Science” section on plate tectonics. After film clip is shown, ask if anyone can summerize what the film clip was explaining. Respond to students comments. Input: Explain • Continental Drift vs Plate Tectonics. • Convergent plate boundaries, and subduction zones. • Divergent plate boundaries. • Transform plate boundaries. • All three plate boundaries are part of plate tectonics. Check For Understanding: • To check for understanding, ask the class if anyone is confused, has questions, or just

needs further explanations. Ask the class two or three questions and continue. Guided Practice: • Divide the class into groups of 4 or 5. • Give students a handout with pictures of the continents. • Have students cut out the continents and fit them together like a jig-saw puzzle, and tape

them onto a different piece of paper. • Have each student explain to the others in their group how plate tectonics split the one

land mass they just made into separate continents. • Walk around the room listening to how students are explaining plate tectonics,

correcting any misunderstandings. • Extension - Hand out the homework assignment for the day to students who finish early,

letting them start working on it. Closure: • Ask the class what they learned today. • Respond to their answers by asking open ended questions. • Review the concept of how plate tectonics drives each of the plate boundaries. Independent Practice: Hand out homework assignment consisting of 3 or 4 essay questions which require students to correctly explain and differentiate between the three types of plate boundaries. They will be allowed to use their text book, class notes, internet, or any other source available to them. Corrective: Unwrap one gum piece and apply convergent (compressional) forces with your fingers on the gum. Record your observations.

Reshape gum piece and apply divergent (tensional) force with your fingers on the gum. Record your observations.

Unwrap second piece of gum and apply transverse (transversal) force with your finger on the gum. Record your observations.

Use the candy bars, repeat above forces Observe the effects of the forces on different candy bars by looking at the candy bars of at least five other students. Record your observations on five different candy bars.

Extension: Use the class computer to find interactive web sites on the forces that reshape the earth’s surface. Report findings to the class.

Name__________________________ Date____________ Day 1, plate boundary homework. What you do not finish in class, you need to complete and turn in tomorrow. Directions: Correctly identify the following three types of plate boundaries, and explain how they differ from each other. (HINT) Drawing a diagram/picture is sometimes helpful in explaining how the plate boundaries work. You may use the back of this paper if needed. 1) Explain a convergent plate boundary.

2) Explain a transform plate boundary.

3) Explain a divergent plate boundary.

4)Explain the differences between convergent, divergent, and transform plate boundaries.

Name_KEY_________________________ Date____________ Day 1, plate boundary homework. What you do not finish in class, you need to complete and turn in tomorrow. Directions: Correctly identify the following three types of plate boundaries, and explain how they differ from each other. (HINT) Drawing a diagram/picture is sometimes helpful in explaining how the plate boundaries work. You may use the back of this paper if needed. 1) Explain a convergent plate boundary. Convergent plate boundaries are where two separate plates collide into eachother. One plate is subducted beneath the other. The impact of the two plates colliding create landforms such as mountain ranges and uplift.

2) Explain a transform plate boundary.

A transform plate boundary is where the two plates slide past eachother in opposite directions.

3) Explain a divergent plate boundary.

Divergent boundary is where the plates separate. Divergent oceanic boundaries create new ocean floor as the plates pull apart from eachother.

4)Explain the differences between convergent, divergent, and transform plate boundaries.

Convergent boundaries collide, divergent boundaries pull apart from eachther, and transform boundaries slide past

eachother.

Name__________________________ Date__________

Day 2, plate tectonics and earthquakes homework. What you do not finish in class, you need to complete and turn in tomorrow. Directions: Answer the following essay questions. You may use your text book, internet, class notes, or other sources available to you. You must explain in your own words. Do NOT copy and paste if using the internet! You may use the back of this paper, or attach additional paper if needed. 1) How do transform plate boundaries create earthquakes? a) Draw a diagram of how this works. 2) How do convergent plate boundaries create earthquakes? a) Draw a diagram of how this works 3) How do divergent plate boundaries create earthquakes?

a) Draw a diagram of how this works

http://library.thinkquest.org/03oct/00758/en/disaster/earthquake/tectonics.html

http://www.msnucleus.org/membership/html/k-6/pt/volcanoes/4/ptv4_1a.html Volcano slide

Name__KEY________________________ Date__________ Day 2, plate tectonics and earthquakes homework. What you do not finish in class, you need to complete and turn in tomorrow. Directions: Answer the following essay questions. You may use your text book, internet, class notes, or other sources available to you. You must explain in your own words. Do NOT copy and paste if using the internet! You may use the back of this paper, or attach additional paper if needed. 1) How do transform plate boundaries create earthquakes? Because the two plates are touching while sliding past eachother in opposite directions, it builds energy. When that energy is too much for the boundaries to stay in place, the energy is released (think of a rubber band being stretched then finally breaking), which results in the shaking of the two plates. That release of energy (or tension) travels through the plate and that is what results in the shaking of the ground we call an earthquake. a) Draw a diagram of how this works. 2) How do convergent plate boundaries create earthquakes? Convergent boundaries are where one plate is subducted beneath another. Just like with the transform, it builds energy as the two plates are pushing against eachother. When the pushing of the two plates becomes too much for the plates to stay in one spot, the built energy is released, and the subducting plate slides deeper beneath the upper plate. The released energy then travels through the plate and results in the shaking of the ground we call an earthquake. a) Draw a diagram of how this works 3) How do divergent plate boundaries create earthquakes? During an earthquake at a divergent fault line, tectonic plates separate. These types of earthquakes usually occur in the ocean. As the plates separate, hot lava from Earth's mantle rises between them. The lava gradually cools, contracts, and cracks, creating faults. Along the faults, blocks of rock break and slide down away from the ridge, producing earthquakes. a) Draw a diagram of how this works

Hunter Lesson Plan, Grade 5 Day 3 from Align objectives with assessment Title: Volcanoes and plate tectonics. Objectives: 1) Students will understand the role plate tectonics play in the creation and eruption of volcanism. 2) Students will be able to identify and explain the three types of volcanoes discussed in class (shield, cinder cone, composite). 3) Students will be able to identify land forms created by volcanism. Materials: Computer with overhead projection, Elmo/overhead projector for drawing diagrams, overhead markers, Index cards with questions about volcanoes. Anticipatory Set: As class time is starting, play the computer generated erupting volcano from http://volcano.und.edu/vwdocs/kids/fun/volcano/volcano.html on the overhead projector. Standards/Expectations: Inform students they will be expected to understand and correctly explain the processes of how volcanoes work starting with the subduction zone through the eruption. They will also need to understand the concept of the subduction zone is part of plate tectonics. Students will also be expected to correctly identify landforms volcanoes make, and correctly describe at least three different kinds of volcanoes. Teaching: Input: • Use the web site http://library.thinkquest.org/17457/english.html as an introduction to

subduction and a short review of plate tectonics. Use Elmo to show diagrams of the construction of volcanoes, and the processes that create eruption.

• Use the web site http://library.thinkquest.org/17457/english.html (Click on volcano link) to explain the differences of the volcanoes that are pictured there. Reload page to get more random sample pictures. Use the Elmo to show pictures and descriptions of volcanoes that are not on the above web page.

• Use the web site http://eduscapes.com/nature/lava/ , click on the link to show pictures of landforms, and explain what the web site is saying about each one. Show pictures on the Elmo for more examples of landforms created by volcanoes.

Modeling: • Show samples of Scoria, Breccia, Obsidian, Basalt, Andesite, and Rhyolite. Check for understanding: • Have the students write a 2-3 minute bell assessment on the information just presented. Guided Practice:

• Split the class in two groups. • Each student will have an index card with a question written on it (that I provide). • One student at a time will ask the opposing group the question on their card. • The team with the most correct answers will receive a package of Pop Rocks. Closure: • Briefly summerize what was taught • Pick students names out of hat and ask that student a question about today’s lesson. • Again, briefly summerize what was taught. Independent Practice: Hand out homework assignment consisting of 3 or 4 essay questions which require students to: • Correctly explain and differentiate between different type of volcanoes. • How plate tectonics plays a role in the creation and eruption of volcanism. • Identification of landforms created by volcanoes. • Students will be allowed to use their text book, class notes, internet, or any other source

available to them. Extensions: Allow students to start working on their homework in class, or start a volcanic crossword puzzle, or complete a work sheet.. Correctives: Go over several animated videos from http://www.classzone.com/books/earth_science/terc/navigation/visualization.cfm Ask student(s) if they know what is happening, ask them to explain it to the teacher first. If they are not correct, then the teacher will explain the events that are happening in the animation.

Name_______________________ Date____________ Day 4, uplift homework. What you do not finish in class, you need to complete at home and turn in tomorrow. Directions: Answer the following essay questions. You may use your text book, internet, class notes, or other sources available to you. You must explain in your own words. Do NOT copy and paste if using the internet! You may use the back of this paper or attach additional paper if needed. If using the back or an additional paper, please label your answer. 1) What is the definition of uplift? 2) Identify which of the three plate boundaries create uplift, and explain how it creates uplift. 3) Sketch a drawing of your answer in question #2.

Name_____KEY___________________ Date____________ Day 4, uplift homework. What you do not finish in class, you need to complete at home and turn in tomorrow. Directions: Answer the following essay questions. You may use your text book, internet, class notes, or other sources available to you. You must explain in your own words. Do NOT copy and paste if using the internet! You may use the back of this paper or attach additional paper if needed. If using the back or an additional paper, please label your answer. 1) What is the definition of uplift? A force that creates a rise of land to a higher elevation. 2) Identify which of the three plate boundaries create uplift, and explain how it creates uplift. Convergent plate boundary. Two plates collide, one plate subducts under the other, which is the site of mountain building, or uplift. (Extra credit if earthquake, trench, volcanism is mentioned) 3) Sketch a drawing of your answer in question #2. Drawing must include all features included in #2 answer

Name_____________________ QUIZ 1 Date____________ Multiple Choice. Circle the correct answer for each of the following questions. 1) A convergent plate boundary is where two tectonic plates A) slide past each other B) collide into each other C) pull apart from each other D) have nothing to do with each other 2) A transform plate boundary is where two tectonic plates A) slide past each other B) collide into each other C) pull apart from each other D) have nothing to do with each other 3) A divergent plate boundary is where two tectonic plates A) slide past each other B) collide into each other C) pull apart from each other D) have nothing to do with each other Matching Place the letter of the term with the correct definition. A) Composite volcano D) Uplift G) Divergent plate boundary B) Shield volcano E) Subduction zone H) Convergent plate boundary C) Cinder Cone volcano F) Transform plate boundary 1)____ This volcano erupts with gently flowing lava. 2)____ This is where subduction occurs. 3)____This volcano has steep sides, built of alternating layers of lava flow, volcanic ash, & cinders 4)____ This is where earthquakes occur, and some volcanoes are formed. 5)____ This is the place where only earthquakes occur. 6)____This volcano is the simplest type of volcano that is built from particles and blobs of lava ejected from a single vent. 7)___ New oceanic crust is formed here.

8)____ This is also known as a mountain building event

Name_____________________ QUIZ 1 Date____________ Multiple Choice. Circle the correct answer for each of the following questions. 1) A convergent plate boundary is where two tectonic plates A) slide past each other B) collide into each other C) pull apart from each other D) have nothing to do with each other 2) A transform plate boundary is where two tectonic plates A) slide past each other B) collide into each other C) pull apart from each other D) have nothing to do with each other 3) A divergent plate boundary is where two tectonic plates A) slide past each other B) collide into each other C) pull apart from each other D) have nothing to do with each other Matching Place the letter of the term with the correct definition. A) Composite volcano D) Uplift G) Divergent plate boundary B) Shield volcano E) Subduction zone H) Convergent plate boundary C) Cinder Cone volcano F) Transform plate boundary 1)__B__ This volcano erupts with gently flowing lava. 2)__H__ This is where subduction occurs. 3)__A__This volcano has steep sides, built of alternating layers of lava flow, volcanic ash, & cinders 4)__E__ This is where earthquakes occur, and some volcanoes are formed. 5)__F__ This is the place where only earthquakes occur. 6)__C__This volcano is the simplest type of volcano that is built from particles and blobs of lava ejected from a single vent. 7)__G_ New oceanic crust is formed here. 8)__D__ This is also known as a mountain building event

Name________________________ Date__________ Day 6, earthquake faults homework. What you do not finish in class, you need to complete at home and turn in tomorrow. Directions: Draw a diagram/picture showing how each of the three faults release energy. You need to name each fault you are drawing, and label each part of the fault including the direction of movement. 1) Name of fault______________________ a) Label: Foot wall, Hanging wall, fault plane, fault line, direction of movement. If none, then label “there is no ______ on this type of fault” b) What force creates this type of fault? 2) Name of fault________________________ a) Label: Foot wall, Hanging wall, fault plane, fault line, direction of movement. If none, then label “there is no ______ on this type of fault” b) What force creates this type of fault? 3) Name of fault____________________ a) Label: Foot wall, Hanging wall, fault plane, fault line, direction of movement. If none, then label “there is no ______ on this type of fault”

b) What force creates this type of fault?

Name_______KEY__________________ Date__________ Day 6, earthquake faults homework. What you do not finish in class, you need to complete at home and turn in tomorrow. Directions: Draw a diagram/picture showing how each of the three faults release energy. You need to name each fault you are drawing, and label each part of the fault including the direction of movement. 1) Name of fault__NORMAL_______ a) Label: Foot wall, Hanging wall, fault plane, fault line, direction of movement. If none, then label “there is no ______ on this type of fault” b) What force creates this type of fault? Stress, or pulling apart 2) Name of fault__THRUST OR REVERSE_ a) Label: Foot wall, Hanging wall, fault plane, fault line, direction of movement. If none, then label “there is no ______ on this type of fault” b) What force creates this type of fault? Compression, or pushing together

3) Name of fault___STRIKE-SLIP______________ a) Label: Foot wall, Hanging wall, fault plane, fault line, direction of movement. If none, then label “there is no ______ on this type of fault” No foot wall, hanging wall b) What force creates this type of fault? Sheering, or sliding past eachother

Name____________________ Date______________ Day 7, fault identification Identify each of the following by writing the name of the fault that created the landform shown.

1)______________________________ 2) _____________________________ 3) _____________________________

4)_____________________________ 5)___________________________ 6)___________________________

7)___________________________

8)____________________________ 9)________________________ 10)________________________ 11)________________________

12)__________________________

KEY Day 7, fault landform indentification 1) Strike-Slip 2) Reverse 3) Normal 4) Normal 5) Reverse 6) Normal 7) Normal 8) Strike-Slip 9) Strike-Slip 10) Reverse 11) Strike-Slip 12) Normal

Name________________________ Date_____________

Day 8, Structure of volcanoes homework. What you do not finish in class, you need to complete and turn in tomorrow. Directions: Draw a diagram/picture (cross section) showing the structure of volcanoes, and how they erupt. You need to label the features of the three volcanoes we talked about. 1) Name of volcano _________________________ 2) Name of volcano _________________________ 3) Name of volcano __________________________

Name_________KEY_______________ Date_____________ Day 8, Structure of volcanoes homework. What you do not finish in class, you need to complete and turn in tomorrow. Directions: Draw a diagram/picture (cross section) showing the structure of volcanoes, and how they erupt. You need to label the features of the three volcanoes we talked about. 1) Name of volcano _______Cinder Cone______

Must identify crater, central vent, several pyroclastic layers of deposition.

2) Name of volcano_____Composite______ Must identify crater, central vent, alternating layers of flow and pyroclastics

3) Name of volcano_______Shield_________ Must identify magma chamber, central vent, flank eruption, and summit caldera.

Name__________________________ Date__________ Day , Volcanoes and Plate Tectonics homework. What you do not finish in class, you need to complete and turn in tomorrow. Directions: Answer the following essay questions. You may use your text book, internet, class notes, or other sources available to you. You must explain in your own words. Do NOT copy and paste if using the internet! You may use the back of this paper, or attach additional paper if needed. 1) Explain how a Composite, Shield, and Cinder Cone volcano are different from eachother. 2) How does plate tectonics play a role in the creation of volcanism?

3) Name two examples of an Island Arc Chain, and where are they located?

Name__KEY________________________ Date__________ Day , Volcanoes and Plate Tectonics homework. What you do not finish in class, you need to complete and turn in tomorrow. Directions: Answer the following essay questions. You may use your text book, internet, class notes, or other sources available to you. You must explain in your own words. Do NOT copy and paste if using the internet! You may use the back of this paper, or attach additional paper if needed. 1) Explain how a Composite, Shield, and Cinder Cone volcano are different from eachother. A Shield volcano erupts with gently flowing lava. The volcano on the surface of the crust is built up by the acumulatoin of thousands of thins basaltic flows. This forms a broad shield shaped volcano. Lava can flow from the central vent, or from the sides of the volcano. Cinder Cone Volcanoes are the simplest type of volcano. They are built from particles and blobs of congealed lava ejected from a single vent. Lava is blown into the air, which breaks into small fragments that solidify and fall as cinders around the vent to form a circular or oval cone. Most cinder cones have a bowl-shaped crater at the summit, and rarely rise more than a thousand feet or so above their surroundings. Composite volcanoes are steep-sided, symmetrical cones of large dimension built of alternating layers of lava flow, volcanic ash and cinders. Composite volcanoes will rise as much as 8,000 feet above their base. Most composite volcanoes have a crater at the summit, which contains a central vent or a clustered group of vents. One essential feature about composite volcanoes is the conduit system. This is when the magma from a reservoir deep in the Earth's crust rises to the surface. This type of volcano is built by the accumulation of materials erupted through the conduit, which increases in size as lava, cinders, and ash are added to its slopes. 2) How does plate tectonics play a role in the creation of volcanism? As the subducting oceanic crust melts as it goes deeper into the Earth, the newly-created magma rises to the surface and forms volcanoes. If the activity continues, the volcano may grow tall enough to reach the surface of the ocean creating an island. Hot spots. This is when the tectonic plate moves over a magma chamber that is stationary. Over time, the volcano that is on the surface of the earth moves with the plate. When this happens, it becomes an extinct volcano. Since the magma chamber is stationary, it starts building a new volcano behind the one that just moved off of it. This is called an Island Arc Chain. 3) Name two examples of an Island Arc Chain, and where are they located? 1) Hawaiian islands. In the South Pacific Ocean 2) Aleutian islands. Near Alaska

Name________________________ Date_______________ Day 9, volcanic landform identification. Directions: Identify each of the following by writing the name of the volcano that created the landform shown.

1)_________________________

2) _________________________

3) __________________________

4)____________________________

5)_____________________________

6)____________________________

7)___________________________

8)___________________________

9)___________________________

10)___________________ KEY Day 9, volcanic landform identification. 1) Cinder Cone 2) Shield 3) Composite 4) Cinder Cone 5) Shield 6) Cinder Cone 7) Composite 8) Composite 9) Shield 10) Shield

Name_________________________ Date________________ Day 10, in class assignment on uplift. Carefully unwrap and take out the candy bar from it’s wrapper. Bite off one end of the candy bar. Look at the layers and imagine them representing the layers of the earth as follows: Chocolate - thin like Earth's crust Caramel - fluid like the asthenosphere (Earth's fluid layer) Nougat - solid, representing the Earth's mantel Core - sorry. Use your imagination here! Next, gently push your finger into the surface of your candy bar making sure the chocolate layer is cracked. Answer the following questions: If the chocolate represent the Earth’s crust 1) What happens to the “crust” when the plates (the candy bar) is pulled apart? 2) If the plates are pushed together, explain how this represents uplift. What do you see? Does only one side of the candy bar buckle, does it smoosh and fold, do both sides buckle? 3) What landform was made? Was it a mountain range, or did it look more like an earthquake fault, or perhaps folding of the layers? Explain what it looks like to you. 4) Lastly, after you have answered these questions, and you have built your landform, comes the

most fun....destroying your landform through consumption!!!

Name_________________________ Date________________ Day 10, in class assignment on uplift. Carefully unwrap and take out the candy bar from it’s wrapper. Bite off one end of the candy bar. Look at the layers and imagine them representing the layers of the earth as follows: Chocolate - thin like Earth's crust Caramel - fluid like the asthenosphere (Earth's fluid layer) Nougat - solid, representing the Earth's mantel Core - sorry. Use your imagination here! Next, gently push your finger into the surface of your candy bar making sure the chocolate layer is cracked. Answer the following questions: If the chocolate represent the Earth’s crust 1) What happens to the “crust” when the plates (the candy bar) is pulled apart? Answers will vary 2) If the plates are pushed together, explain how this represents uplift. What do you see? Does only one side of the candy bar buckle, does it smoosh and fold, do both sides buckle? It represents the compressional tectonic force. Results will vary 3) What landform was made? Was it a mountain range, or did it look more like an earthquake fault, or perhaps folding of the layers? Explain what it looks like to you. Answers will vary 4) Lastly, after you have answered these questions, and you have built your landform, comes the most fun....destroying your landform through consumption!!!!

Day 11 assessment. Students will locate mountain ranges on a world map, or globe. They will then draw the mountain ranges on a blank outlined map of the continents. Students must identify at least two mountain ranges in North American, two ranges in South America, two ranges in Africa, two in Europe, and two in Asia. Each mountain range notated on the blank map will be worth ½ point, for a total possible of 5 points.

Name__________________ QUIZ 2 Date_____________ True or False. Write the word TRUE or FALSE in the blank, do not just write a T or F. 1) With a normal fault, the hanging wall drops along the fault line. __________________ 2) The fault that results in a sheering motion is a strike-slip fault. ___________________ 3) A composite volcano has altering layers of pyroclastics and lava. _________________ 4) A shield volcano has only one vent that magma flows through. ___________________ 5) Mountain ranges only occur at convergent plate boundaries. _____________________ Multiple Choice. Circle the correct answer for each of the following questions. 1) What mountain building force created the Hawaiian Islands? A) Convergence C) Earthquakes B) Divergence D) Volcanoes 2) Which flat volcanoes indicate quite eruptions and lava flows? A) Shield C) Strata B) Composite D) Cinder Cone 3) The force that creates a reverse fault is? A) Compression C) Tension B) Stress D) None of these 4) Which of these is true for uplift? A) Created by compressional force D) Strike-slip movement is responsible B) Builds volcanoes E) Both A and C C) Reshapes the crust of the earth F) None of these 5) Stress creates which type of fault? A) Reverse C) Normal B) Strike-slip D) Thrust EXTRA CREDIT: How do we know the Hawaiian plate is moving? A) The northwestern volcanoes are older than the southern ones. B) The southern volcanoes are older than the northwestern ones. C) Because the arrows on the map show they are moving

D) Because of the volcanic thrust faults

Name__________________ QUIZ 2 Date_____________ True or False. Write the word TRUE or FALSE in the blank, do not just write a T or F. 1) With a normal fault, the hanging wall drops along the fault line. ____FALSE________ 2) The fault that results in a sheering motion is a strike-slip fault. ____ TRUE_________ 3) A composite volcano has altering layers of pyroclastics and lava. ___TRUE_________ 4) A shield volcano has only one vent that magma flows through. _____FALSE________ 5) Mountain ranges only occur at convergent plate boundaries. _______FALSE________ Multiple Choice. Circle the correct answer for each of the following questions. 1) What mountain building force created the Hawaiian Islands? A) Convergence C) Earthquakes B) Divergence D) Volcanoes 2) Which flat volcanoes indicate quite eruptions and lava flows? A) Shield C) Strata B) Composite D) Cinder Cone 3) The force that creates a reverse fault is? A) Compression C) Tension B) Stress D) None of these 4) Which of these is true for uplift? A) Created by compressional force D) Strike-slip movement is responsible B) Builds volcanoes E) Both A and C C) Reshapes the crust of the earth F) None of these 5) Stress creates which type of fault? A) Reverse C) Normal B) Strike-slip D) Thrust EXTRA CREDIT: How do we know the Hawaiian plate is moving? A) The northwestern volcanoes are older than the southern ones. B) The southern volcanoes are older than the northwestern ones. C) Because the arrows on the map show they are moving

D) Because of the volcanic thrust faults

Summative Assessment: Building A Structure For this assignment, the class will be split into three groups with each group assigned one of the three forces that change the Earth’s surface - earthquakes, volcanoes, and uplift. You will be learning about each of these over the next 2 ½ weeks. This assignment is due at the end of the 2 ½ week unit, and each group will demonstrate their model to the class. For each group, you will be required to build a movable structure that represents how plate tectonics create an earthquake, builds a volcano, or creates uplift. Since the Earth’s plates move, so should your structure. This is important because to properly demonstrate how plate tectonics create these forces, you need to demonstrate how the movement of plate tectonics create the force assigned to your group. Each member of your group is required to participate in the construction of the structure, and must participate in the class demonstration of your structure. The demonstration will include the explanation of how your structure works related to plate tectonics, and each member must have the scientific knowledge of the force assigned to your group. This does not mean you do not need to listen, pay attention and learn about the other two forces your group is not assigned. There will be periodic testing and assignments through out the 2 ½ week unit on ALL the tectonic forces. You will need to make a list of where you acquired the information you use to explain your force. For example, if you saw a movie on the Discovery Channel about earthquakes, or if a family member is a Geologist, or you used information you learned in class, your list would look something like this: 1) Discovery Channel, (then put the name of the show) 2) My uncle Carl is a Geologist, and he helped me understand how earthquakes occur. 3) I learned about this in school. Your grade for this assignment will be based upon your entire group’s knowledge of your force, where you gathered the information you use to explain your group’s force, and how many sources you use (you should use at least 3). The appearance and movability of your structure, and each part of your structure must be labeled. Lastly you will be graded on your groups usage of consistent and correct use of terminology. See rubric for details on grading. This assignment is meant to be fun. Use your imagination and get creative! You can use whatever materials are available to you, such as play-dough, Styrofoam, wood, plastic milk cartons, etc. I will allow time in class for you to organize with your group and come up with a plan.

RubiStar

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Building A Structure : Earthquake, Volcano, Uplift Teacher Name: Mrs. Reyes Student Name: ________________________________________

CATEGORY

4

3

2

1

Scientific Knowledge

Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.

Information Gathering

Accurate information taken from several sources in a systematic manner.

Accurate information taken from a couple of sources in a systematic manner.

Accurate information taken from a couple of sources but not systematically.

Information taken from only one source and/or information not accurate.

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.

Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.

Labels

Every item that needs to be identified has a label. It is clearly and correctly explained and/or demonstrated.

Almost all items (90%) that needs to be identified has a label. It is clearly and correctly explained and/or demonstrated.

Most items (75-89%) that needs to be identified has a label. It is clearly and correctly explained and/or demonstrated.

Less than 75% of items that needs to be identified has a label. It is clearly and correctly explained and/or demonstrated.

Terminology Consistent and correct Partial and correct use Inaccurate use of No use of appropriate

use of appropriate scientific language and/or terminology

of appropriate scientific language and/or terminology

appropriate scientific language and/or terminology

scientific language and/or terminology