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Plate Tectonics

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by

Rebecca Peare-Lambrix

on 6 December 2013

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Transcript of Plate Tectonics

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli
Curricular Integration Project
Rebecca Lambrix

Introduction:
The intended grade levels for this lesson are 6th-8th grades depending on the district.
In the district that I am currently located there is a great diversity in both race and disabilities.
This lesson requires students to pair up or small groups of 3-4 students.
Project: WebQuest based on Plate Tectonics
http://zunal.com/webquest.php?w=222882
Learning about plate tectonics through technology is more exciting than the teacher is lecturing the students. With technological interaction the students will have the opportunity to explore preset sites for the students.
Steps taken to completion
First: A search of pertinent information that met my objectives for this lesson.
Second: Had to decide what kind of WebQuest I wanted to create. I decided on a Zunal.
Last: The creation of my Zunal, first time I have ever transformed a written lesson in to an electronic lesson.
Description
What I learned...
This a new, fun exciting way to present a lesson to the students.
Technology can bring the students places that we can't do through lectures and activities.
My questions that I still had after taking geology were answered.
Conclusion
This is definitely a great way to present lessons and will be brought in to my classroom in as many different way as possible.
Don't be afraid to extend yourself into an unknown. For me it is technology.
WebQuest Cont.
I feel that this lesson is a great opportunity for a student(s) to take another student with an L.D. and work as a team. With this opportunity to work as a team it teaches cooperative learning and patience.
When working with a WebQuest the students have that ability to look back to information that may have been overlooked or a need to clarify.
This lesson will give students a little insight in to the world around them. Being from the midwest students don't think about the shifting of the plates unless they hear about it on the news.
My job as a science teacher is to bring the world outside in.
Plate Tectonics
My anticipatory set consists of wood blocks, two towels, and 3 different world maps hanging on the wall.
The blocks will be for the demonstration of how the different plate boundaries move.
The towels will be for a demonstration of mountain building.
Lastly the maps, though not labeled, they will be color coded. Red for volcanoes, green for mountains, and blue for earthquakes. The students will be asked to interpret each map before the teacher steps in to explain the significance of each.
Following the anticipatory set the students will group themselves.
Using laptops, ipads, chromebooks, or any other technology that is available they will enter into the Zunal that has been created for the lesson.
The students will initially be watching a short 5 minute video about plate tectonics and taking notes on words that they feel are key to lesson.
With each key term they will writing details about it so that the following day we can discuss the words.

Day 1
Day 2
We will come together with our notes that were taken during the short video and discuss what terms we felt were pertinent to this lesson.
Convergent/ Divergent Plate Boundaries
Continental/ Oceanic Crust
Normal/ Transform/ Reverse Faults
Lithosphere/ Asthenosphere
Subduction Zones
Days 3 & 4
On these 2 days we will focus on getting our presentations together in our small groups. The students will be given the option to use what ever technology they choose to present their two vocabulary terms.
To ensure that no two groups have the same words the students will be checking with me to approve their choices.
Dependant upon progress the students will be presenting on the Day 5.
Full transcript