Procedure

This lesson is designed to familiarize the students with the WWW and how to search for information.

• Pair up students and assign a computer to each pair. If this is not possible, larger teams may work if each person is allowed to use the computer and search for a source.
• Review how the WWW is used and how to search using key words in the navigate or find function. Check for understanding by having the students find a particular home page or topic that relates to the class.
• Review earthquake and volcano definitions and relevance to Plate Tectonics.
• Explain that they will use the WWW to search for data on recent earthquakes and volcanoes in order to learn how to use the WWW to gather data. Remind them what a URL (document address) is and where it can be found on their screen (usually near the top under the title).
• Distribute Worksheet 1 and walk them through to one source. Let them explore while monitoring and offering assistance.
• Finish as much as possible in class. Depending on class time and experience with the WWW, this lesson may take longer than one period. Adjust accordingly.
• You may want to encourage sharing of shortcuts and ideas during class.
• Have each group print out a picture of a volcano in order to learn how to download material off of the net.
• Assign section IV for homework.

This lesson concentrates on gathering larger amounts of data and using it to draw inferences on the Earth's plate boundaries.

• Review lesson from day before. Allow students to discuss any hardships that they may have encountered and how they overcame them. Share any shortcuts and list URLs of good sources of information.
• Review theory of Continental Drift and how earthquakes and volcanoes play a part in this theory.
• Explain that the students will gather as much data as possible from the WWW that pertains to the location of earthquakes and volcanoes. Discuss how these locations may relate to the plates that make up the lithosphere. They may want to make a different type of mark for volcanoes and earthquakes and remind them to keep track of their URL list.
• Review longitude and latitude if needed. Arrange students into same groups as prior lesson.
• Explain that once each group has enough data to begin to see a pattern, or line, that they can begin to draw a boundary of a plate in pencil. They may want to make corrections as they gather more data. Hint: that there are approximately 13 major plates and that it will be very difficult to find them all.
• Distribute Worksheet 2 and Map for Worksheet 2.
• Have students search for and compile data and apply to their maps after they have found the most recent earthquake and volcano. Provide assistance if necessary.
• If far enough along, assign naming of the plates as homework.

Review work from prior day.

• Share any shortcuts and addresses of sources. If needed, continue to work on maps leaving time towards end of period to share results and names of plates.
• Either discuss correct location of plate boundaries using an overhead projector or collect work and review individually. Hint: you can place the student's work over the master key and use the overhead projector as a light table.
• This lesson may be of a high enough level for an average sixth grade class or even an eighth grade class with no prior Earth science experience.

This lesson extends the concept of plate boundaries and covers the types of interactions that occur at these boundaries. This lesson is intended for those who have experience in the theory of plate tectonics, the forces of earth movement and some geology. Although not required, these experiences will make this lesson much more understandable and successful.

• Discuss inferences drawn from prior lesson concerning plate boundaries.
• Discuss what forces plates to move (convection, seafloor spreading, etc...) and if the plates are moving, where do they go?
• Review different types of faults and interactions at plate boundaries.
• Group students again and distribute Worksheet 3 Map.
• Explain that they will look at the plate boundaries and try to infer what type of interaction is occurring at the boundaries. They will note this on their maps using a legend.
• Direct their attention to the fact that geological features such as mountains, volcanoes, mid-ocean trenches and mid-ocean ridges are clues as to what type of interactions the plates are experiencing.
• Because of the scale of the map and the wide variety of faults, you may want to keep the fault list down to the four mentioned on the Key.
• Allow students to research data on the WWW and provide assistance as needed.
• Discuss results and share with class the areas noted on the Key.
• Ask for student additions.
• When finished, collect sheets for review.

This lesson is designed as an extension to the concept of plate tectonics which involves comparing the Earth to Mars through volcanic data.

• Review prior days' lessons, emphasizing the main points covered.
• Pose the question to students why Olympus Mons is such a large, singular, massive volcano, and the Hawaiian volcanoes are a chain of individual, smaller volcanoes.
• If needed, introduce the theory of static plate activity as evidenced by Olympus Mons vs. dynamic plate activity as evidenced by the Hawaiian volcanic chain.
• Allow students to research data on the WWW, looking at a comparison of Olympus Mons on Mars and Kilauea in Hawaii. Provide assistance as needed.
• Have students write a paper on their theory as why these two volcanoes are so different. (Olympus Mons is one giant singular volcano that rests upon a "hot spot" whereas Kilauea is part of a chain of volcanoes that move over a "hot spot". Thus, one may infer that whereas Earth's plates are moving, the plates of Mars, or at least in this one location, do not move.)
• Discuss theories and accept all that have scientific data backed up with research and good scientific understanding.