Where Plates Meet Activity

Transcription

1 Where Plates Meet Activity Name: 4th grade PSI Science Activity Question What do we find on the Earth s surface at tectonic plate boundaries? Before You Begin What does convergent, divergent, and transform boundary mean? Convergent: Divergent: Transform: What forms on earth s surface at these different types of plate boundaries? (think about continental and oceanic crust) Convergent: Divergent:

2 Transform: Which is heavier, oceanic or continental crust? Purpose During this experiment, you will explore tectonic plate boundaries across the globe. You will look at the formations that are found at different kinds of plate boundaries, and see real-life examples of convergent, divergent, and transform boundaries. From exploring these boundaries across the world, you will see how oceanic and continental plates react differently, even at the same kinds of plate boundaries. With your group, you will focus on one plate boundary and construct a model that helps the class to better understand that type of plate boundary. Materials (for each station) Internet access Projector Blank sheets of paper Writing utensils Modeling clay brown, red, and blue Procedure 1. With the class, briefly explore the interactive plate tectonics map online ( 2. Select a plate boundary that your group will explore in more detail.

3 plate boundary: 3. With the class, look at the plate boundaries that will be explored. Pay close attention when your plate boundary is zoomed in on. Take note of the type of plate boundary it is and what you see at the boundary Lab Questions. 4. After all six boundaries have been looked at on the map, discuss with your group your plate boundary. What type of boundary is it? What formation is at the boundary? Are the plates continental or oceanic? 5. Have at least two people from the group work with others in the group to draw a picture of the plate boundary. The pictures should include the mantle, the plates, and water if either of the plates are oceanic crust. 6. Once drawings are finished, compare them to each other. Discuss any differences and agree upon what is happening at the boundary. It is important that the whole group comes to a conclusion since you will work together to create one model to share with the class. 7. Use modeling clay to build a model of the plate boundary. Use brown modeling clay to represent the crust, red for the mantle, and blue for water. Your model must include the mantle and crust, but not all plate boundaries will include water. In your models, remember that the Earth s crust floats on top of the mantle, and is also much thinner than the mantle. 8. Prepare with your group to present your model to the class. 9. Share your model with the class.

4 Lab Questions 1. What type of plate boundary is your group exploring? (convergent, divergent, transform) 2. What types of crust are interacting at your plate boundary? (oceanic, continental) 3. What can be found on Earth s surface at your plate boundary? 4. Do all convergent boundaries look the same? Divergent? (Watching your classmates presentations will help you answer this.) Why or why not?

5 Conclusion Questions 1. What was the most difficult thing to model with the materials you used? 2. What plate boundary was the most difficult to understand? Why was it difficult?

6 TEACHER NOTES Before the lesson begins, have the page up on the projector and ready to use. Students should be split into six groups, since there are six different boundaries the class will explore. During step one, zoom into one or two of the flagged plate boundaries on the map that students will not explore further and briefly talk about them with the class. The most important things to make sure they understand at this point are the topographic map and what is shows. Plate boundaries that students will explore include: Himalayas (convergent, continental continental) Andes (convergent, continental oceanic) Aleutian Islands (convergent, oceanic oceanic) East African Rift Valley (divergent, continental continental) Mid Atlantic Ridge (divergent, oceanic oceanic) San Andreas Fault (transform, continental) Groups can be assigned these plate boundaries in any way you think best, whether it be by picking from a hat or assigning them before the lesson begins. If it is possible, students will likely benefit from having time to research their plate boundary more online. If there is the time and capability for them to do this, one day can be spent researching the plate boundaries and the next drawing and building the models. You may want to model drawing plate boundaries or creating a model with clay for your students; it depends on the kind of support you think you re class will need to be successful. It can be just as helpful to provide support to groups as they work.

7 Answer Key Answers to Lab Questions 1. What type of plate boundary is your group exploring? (convergent, divergent, transform) 2. What types of crust are interacting at your plate boundary? (oceanic, continental) 3. What can be found on Earth s surface at your plate boundary? 4. Do all convergent boundaries look the same? Divergent? (Watching your classmates presentations will help you answer this.) Why or why not? No, not all convergent and divergent boundaries look the same. Convergent boundaries can create mountains, volcanoes, or islands depending on the type of crust that is converging. Divergent boundaries can create mid-ocean ridges in the ocean or deep rift valleys on land. Answers to Conclusion Questions 1. What was the most difficult thing to model with the materials you used? 2. What plate boundary was the most difficult to understand? Why was it difficult?