1. Plate Tectonics Unit
Student Teaching 2013
Alison Zavertnik

2. SOL’s Covered
ES.1 The student will plan and conduct investigations in which volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;
a. Technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions;
b. scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted;
c. maps and globes are read and interpreted, including location by latitude and longitude;
d. variables are manipulated with repeated trials; and
e. current applications are used to reinforce Earth science concepts.
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and logic. Key concepts include
a. science explains and predicts the interactions and dynamics of complex Earth systems;
b. evidence is required to evaluate hypotheses and explanations;
c. observation and logic are essential for reaching a conclusion; and
d evidence is evaluated for scientific theories.

3. SOL’s Covered
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include
a. geologic processes and their resulting features; and
b. tectonic processes.
ES.10 The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations. Key concepts include
c. features of the sea floor as reflections of tectonic processes; and

4. Lessons One and Two: Structure of the Earth & Plate Tectonics
Engage: Discussion about Pangaea and video of movement
Explore: Alfred Wegener’s Puzzling Evidence
Explain: Notes & videos
Elaborate: Discussion about magnetic reversal
Engage: KWL Chart
Explore: Internal Structure
Explain: Notes/diagrams
Elaborate: Plate Tectonics Song, definitions

5. Slot Notes

6. Assessment Lesson One Evaluate: Participation, Definitions, Puzzle
NSTA1a,b: Content
NSTA6a: Curriculum
Lesson Two
NSTA 1a,b: Content
NSTA 2c: Nature of Science
NSTA 3b: Inquiry
NSTA 4b: Issues
NSTA 6a: Curriculum
NSTA 8a,b: Assessment
Evaluate: Participation, Definitions, Puzzle

7. Lesson Three: Plate Boundaries
5-E Learning Model
NSTA Standards
Engage: Review Quiz
Explore & Explain: Graham Cracker Lab
Elaborate: Plate Boundary Drawings
NSTA 3b: Inquiry
NSTA 4b: Issues
NSTA 6a: Curriculum
NSTA 8a,b: Assessment

8. Instructions

9. Assessment
Evaluate:
Participation
Activity Sheet
Boundary Drawings

10. Lesson Four: Faults 5-E Learning Model NSTA Standards
Engage: Large blocks & pictures
Explore & Explain: Faults Lab
Elaborate: Concept Map
NSTA 1a,b: Content
NSTA 4b: Issues
NSTA 6a: Curriculum
NSTA 8a,b: Assessment

11. Materials

12. Assessment
Evaluate:
Participation
Diagrams
Activity sheet
Concept map

13. Concept Map Review

14. Lesson Five: Review Day!
5-E Learning Model
NSTA Standards
Engage: Concept Map
Explore & Explain: “Fate” Game
Elaborate: look over notes & ask questions
Evaluate: participation
NSTA 1a: Content
NSTA 6a,b: Curriculum

15. Slot Notes

16. Lesson Six: Earthquakes
5-E Learning Model
NSTA Standards
Engage: Short videos
Explore: Activity Sheet
Explain: Notes
Elaborate: Computer Lab Activity
Evaluate:
Epicenter Sheet
Computer Lab Activity
NSTA 1a,b: Content
NSTA 4b: Issues
NSTA 6a: Curriculum
NSTA 8a,b: Assessment

17. Earthquake Student Work

18. Lesson Seven: Volcanoes
5-E Learning Model
NSTA Standards
Engage: Silica Lab
Explore: Igneous Rock Identification
Explain: Notes
Elaborate: Review Sheet
NSTA 1a,b: Content
NSTA 2c: Nature of Science
NSTA 3b: Inquiry
NSTA 4b: Issues
NSTA 6a: Curriculum
NSTA 8a,b: Assessment
ES.5 The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types based on mineral composition and textures. Key concepts include
a. igneous rocks;

19. Silica Lab

20. Igneous Rock Lab

21. Assessment Evaluate: Silica Lab Igneous Rock Identification
Review Sheet
“Quest”

22. Lesson Eight: Virginia Physiographic Provinces
5-E Learning Model
NSTA Standards
Engage: Discussion
Explore: Group Project
Explain: Presentations
Elaborate: Activity Sheet
NSTA 1a: Content
NSTA 3b: Inquiry
NSTA 6a: Curriculum
NSTA 8a,b: Assessment
ES.6 The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include
c. resources found in Virginia

23. Assessment

24. Virginia Provinces Student Work

25. Response Papers Applied Response General Response
“When Ms. Z started teaching the class I learned more about volcanoes. And there was different types of volcanoes, and I did not know that it needed a hot spot to shoot out lava, And that it rolls down the side and when it hardens it makes the volcano bigger or wider. The Hawaiian Islands are formed by a shield volcano plume a hot spot under the plate. And as the plate moves it makes new island volcanoes. As the plate moves the volcanoes are no longer activity.” - Applied ES Student
“While Ms. Z was teaching I learned a lot about earthquakes. I learned that it’s a sudden release of energy and that there are three types of waves associated with them. I also learned that the Richter Scale measures the magnitude of the earthquake. I also learned that you need at least three recordings of the P and S waves to find the epicenter of the earthquake. I also learned that earthquakes that occur in the ocean can cause lots of damage. For example tsunamis, like the one in Japan, are caused by earthquakes.” - General ES Student

26. Student Survey
1. What topic(s) did you enjoy learning the most while Ms. Zavertnik has been student teaching?
Most simply wrote plate tectonics; volcanoes and earthquakes were the next most popular response.
2. What activities, resources, homework, etc. was the most useful to your studies and comprehension of the material taught?
Hands-on labs were overwhelmingly what the students found to be most useful followed by notes, review and then songs.
3. What was your favorite laboratory activity performed in class? Why?
The Plate Tectonics graham cracker lab was by far the most popular followed by the igneous rock identification lab.
4 What topic(s) do you wish were covered in more detail?
Many simply wrote none however volcanoes and earthquakes were also frequent responses.

27. Student Survey Continued
5. What topic(s) do you think were covered in too much detail?
The majority of students wrote none.
6. The pace of the class was (too fast, too slow, just right) and the information was given in a sequence that (made sense, was out of order).
61 % just right and 31% too fast;
96% made sense
7. Did you feel that a variety of resources, such as technology, demonstrations and videos, were used appropriately to present information in a variety of ways? Explain
Yes; labs, songs, videos, computer lab, notes
8. Were the assignments and lab activities given meaningful and supportive of furthering your understanding of a topic?
Majority of students said yes the labs and reviews helped the most