PUZZLING PLATES overview
LESSON PLAN Overview
To further bring these concepts to life, students are then tasked with selecting an actual volcano and earthquake that they will investigate and present on. By having students lead their own research projects and prepare oral presentations, they can really delve into these concepts and further grasp them with specific, real-life examples.
- Examine the location of volcanoes and earthquakes to be able to identify and discuss the role of plates in their formations.
- Differentiate the interior layers of the Earth and recognize their contributions to volcanic eruptions and other related topics.
- Create original presentations on the attributes of actual volcanoes and earthquakes, applying concepts learned from the app and independent research.
Step 1: Have students get into groups of 4-5 individuals. Then, have each student play the second level in Puzzling Plates, but not the bonus round yet. Calculate the total number of volcanoes and earthquakes uncovered by each group to see which one found the most.
- NOTE: To replicate the color coding in the app, have students use different colors when they label their maps (e.g. red for volcanoes and yellow/blue for earthquakes.)
- What did you notice about the distribution of volcanoes? What did you notice about earthquakes?
- Where were the majority of volcanoes and earthquakes?
- Why do you think that they emerge around plate boundaries? (By this point, students should have already recognized the pattern of volcanoes and earthquakes emerging around plate boundaries)
Step 4: With this discussion, students can begin to identify the relationship between the movement of plates and the emergence of volcanoes/earthquakes. Make sure to emphasize the similarities and differences between volcanoes and earthquakes. Some questions relating to this include:
- How do volcanoes form? How do earthquakes form?
- How are these processes similar? How are they different?
- Why do you believe volcanoes formed in one area, but not earthquakes (and vice versa)?
- NOTE: Make sure to clarify the difference between shallow-focus and deep-focus earthquakes, since these concepts are briefly mentioned in the app. For instance, shallow-focus earthquakes tend to occur 0-70 km below the surface and have a larger area of effect (although most are not felt). On the other hand, deep-focus earthquakes tend to occur 300-700 km deep and have smaller areas of effect but larger magnitudes from the impact of plate collisions.
Step 8: After students complete the bonus round, clarify any questions that they may have about the role of the Earth’s interior layers with the formation of volcanoes.
Step 9: To bring these concepts to real life, have students choose one volcano located anywhere around the world and one earthquake that happened any time in history to research and make a presentation on. Students can highlight the following subject areas for volcanoes and earthquakes:
- History of volcano
- Type of volcano
- Last eruption or dormant
- Plates & fault involved
- Social impact on countries
- NOTE: Depending on the size of the class, try to make it so that students do not replicate others' choices of volcanoes and earthquakes. Also, for more efficiency reasons, you may want to have students work with partners or in groups.
Here are some supplemental websites that may be helpful for students’ research:
Photo credit (for banner) to Reuters
Next Generation Science
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.
disciplinary core ideas
Plate Tectonics and Large-Scale System Interactions: The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
DISCIPLINARY CORE IDEAS
Earth Materials and Systems: Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
Common Core - English Language Arts
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening
CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Science & Technical Subjects
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
1. Creativity and Innovation
Apply existing knowledge to generate new ideas, products, or processesCreate original works as a means of personal or group expressionUse models and simulations to explore complex systems and issuesIdentify trends and forecast possibilities
2. Communication and Collaboration
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediaCommunicate information and ideas effectively to multiple audiences using a variety of media and formatsContribute to project teams to produce original works or solve problems
3. Research and Information Fluency
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
Evaluate and select information sources and digital tools based on the appropriateness to specific tasksProcess data and report results
4. Critical Thinking, Problem Solving, and Decision Making
Identify and define authentic problems and significant questions for investigation
5. DIGITAL CITIZENSHIP
Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
6. Technology Operations and Concepts
Understand and use technology systemsSelect and use applications effectively and productively