A continental, volcanic B oceanic, land C land, pangaea D oceanic, volcanic E oceanic, continental. A a convergent zone B a divergent zone C a ring of fire D a hot spot E a subduction zone.
A oceanic B convergent C volcanic D transform E continental. A oceanic B convergent C continental D volcanic E transform. A clouds B oceans C volcanoes D crusts E mountains. A transform B oceanic C continental D convergent E divergent.
A 3 inches B 30 inches C 3 cm D 30 cm E 30 meters. As the ocean seafloor spreads, the newly formed floor will adapt a specific magnetic signature according to the Earth's magnetic pole at that time. A magnetic B zubductive C volcanic D convergent E divergent. A prettier B newer C rockier D younger E older.
A rockier B older C newer D prettier E younger. A continental, volcanic B oceanic, land C land, pangaea D oceanic, volcanic E oceanic, continental 2.
A a convergent zone B a divergent zone C a ring of fire D a hot spot E a subduction zone 3. A oceanic B convergent C volcanic D transform E continental 4. A oceanic B convergent C continental D volcanic E transform 5. A clouds B oceans C volcanoes D crusts E mountains 7. A transform B oceanic C continental D convergent E divergent A 3 inches B 30 inches C 3 cm D 30 cm E 30 meters A magnetic B zubductive C volcanic D convergent E divergent A prettier B newer C rockier D younger E older Suggested Student Grouping: Students work as individuals.
Framework Integration: Themes: Patterns of change: over time, new sea-floor is created by the upwelling of magma at mid-ocean spreading centers; old ocean floor is destroyed by subduction at deep sea trenches.
Sea Floor Spreading Lab?
Science skills and processes: Inferring from a model. Integrating with other disciplines: Physical science: dipole magnets and magnetic fields; convection. Oceanography: topography of the ocean floor. Life Science: animals found at hot-water vents on the ocean floor. Related Activities: Submarine Mountains. The outer km or so is a rigid layer called the lithospherewhich is made up of the crust and uppermost mantle. The lithosphere is broken into a number of large and small plates that move over the asthenospherea plastic layer in the upper mantle.
Earthquakes and volcanoes are concentrated at the boundaries between lithospheric plates. It is thought that plate movement is caused by convection currents in the mantle Fig.
Lithosphere plates are moving at rates of a few cm per year. If a plate of oceanic lithosphere collides with thicker and less dense continental lithosphere, the denser oceanic plate will dive beneath the continent in a subduction zone Fig. Mid-ocean ridges are part of chain of mountains some 84, km long. The Mid-Atlantic Ridge is the longest mountain chain on Earth. These ridges are spreading centers or divergent plate boundaries where the upwelling of magma from the mantle creates new ocean floor.
Deep-sea trenches are long, narrow basins which extend km below sea level. Trenches develop adjacent to subduction zones, where oceanic lithosphere slides back into the mantle Fig. Wegener used several lines of evidence to support his idea that the continents were once joined together in a supercontintent called Pangaea and have since moved away from one another: 1 the similarity in shape of the continents, as if they once fit together like the pieces of a jigsaw puzzle; 2 the presence of fossils such as Glossopterisa fossil fern whose spores could not cross wide oceans, on the now widely-separated continents of Africa, Australia, and India; 3 the presence of glacial deposits on continents now found near the equator; and 4 the similarity of rock sequences on different continents.
Return to top Wegener's hypothesis of continental drift was not widely accepted because he had no mechanism to explain how the continents move. The idea was not revived until new technology made exploration of the ocean floor possible.
On each side of the ridge, sea floor moves from the ridge towards the deep-sea trencheswhere it is subducted and recycled back into the mantle Fig.
A test of the hypothesis of sea-floor spreading was provided by studies of the Earth's magnetism. The field behaves as if a permanent magnet were located near the center of the Earth, inclined about 11 degrees from the geographic axis of rotation Fig. Note that magnetic north as measured by a compass differs from geographic north, which corresponds to the planet's axis of rotation. Placing a bar magnet beneath a piece of paper with iron filings on it will create a pattern as the filings align themselves with the magnetic field generated by the magnet.
The Earth's magnetic field is similar to that generated by a simple bar magnet. At present, the lines of force of the Earth's magnetic field are arranged as shown in Figure 4; the present orientation of the Earth's magnetic field is referred to as normal polarity. In the early s, geophysicists discovered that the Earth's magnetic field periodically reverses; i.
Hence, the Earth has experienced periods of reversed polarity alternating with times like now of normal polarity. Although the magnetic field reverses at these times, the physical Earth does not move or change its direction of rotation.This lesson is the first day of a two-day lesson involving the process of sea floor spreading.
The lesson itself involves a brief introduction on mid-ocean ridges as divergent plate boundaries that extend and widen the ocean basins. Students then construct a graphical profile of the elevation of the ocean floor, labeling and identifying key features.
Students are coming in with a fairly good base on the various types of crustal movement and plate boundaries, but this lesson focuses in specifically on the divergent boundaries at mid-ocean ridges.
We start the lesson with a brief introduction pulled from an Earth Science textbook. I wanted to embed specific CFUs that I could both ensure that students complete successfully for comprehension, so I put those directly into the resource. While the questions themselves are fairly straightforward, they give students an opportunity to work together I have them do this assignment with their table partner and ensure clarity and consistency of answers.
I then, before we go into the graph portion of the lesson, randomly using my popsicle sticks cold call on students to read their responses out loud. I then have students add or modify their responses as necessary based upon what students say after one student is cold-called, I usually ask other students to agree, elaborate on, or add to the original student's response. The actual graph, the main part of the lesson, due to its complexity and the multifarious ways in which students create, manipulate, and analyze the information, is the part of the lesson that is spread over two days see next day's lesson here.
Attached in the graphing resourcethere are two pages. The first page contains information that they'll actually graph out to create a sea floor profile.
It contains information on both the depth in kilometers below sea level and the distance from the east coast of the North American shoreline. As they start, students should first be tasked with the usual graphing steps - identifying the variables and determining the appropriate scale and intervals to use. I take some whole-group time to make sure that they get the chance to think through what goes where. The x-axis has been labeled for them, but they need to think constructively about how to structure the intervals on both axes in order to make sure it takes up most of the space on the graph.
Additionally, since this is an actual profile of the ocean floor, most of the values on the y-axis the depth are going to be negative. Ultimately, only a small portion of the values should actually be positive.
Most of the y-axis space should extend into negative values - the lowest point on the profile is Quite frankly, I find that the discussion and plotting of the axes and intervals on the graph takes the remainder of the class period.
Some really advanced students may be at a point where they can start graphing, but by extending the class into multiple days, students get the opportunity to graph at their own pace, and then do a legitimate analysis of much of the data. I didn't find it too hard for students to pick up where they left off, either.
Unlike most of my other lessons, there is no summative assessment at the end. Due to the multi-day nature of the graphing exercise, the closing consists of packing up and, if necessary, collecting any materials or resources to make for efficient distribution the next day personally, I ask my students to hold onto the information for the next day, but if it suits your classroom or is more efficient from a logistical perspective, it might be easier to collect the information and hold onto it.
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Modeling Sea Floor Spreading
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Sea Floor Spreading
Lesson Planet. For Teachers 6th - 8th.
They use paleomagnetic data to calculate the rate of Sea Floor Spreading. Get Free Access See Review. For Teachers 5th - 12th Standards. How do seafloor sediment deposits support the theory of seafloor spreading? Dive in to an activity comprised of observation and data analysis. Learners examine the Juan de Fuca Ridge and graph data collected during an actual expedition For Teachers 5th - 9th. Students create a paper model to illustrate sea-floor spreading.
For Students 8th - 9th. For this seafloor spreading worksheet, students find mistakes in statements that are descriptive of seafloor spreading. Students correct the given sentences to make a true statement. For Teachers 6th - 12th. Students examine how geologists determine rates of sea floor spreading between two tectonic plates. They apply mathematical concepts such as the calculation and use of velocities and conversion from one set of units to another.
For Teachers 5th - 8th Standards. Spread the word about seafloor spreading! Junior geologists prove Albert Wegener right in an activity that combines data analysis and deep ocean exploration.In this ocean floor modeling worksheet, middle schoolers answer 6 questions about structures on a model showing sea-floor spreading. Students describe sea-floor spreading after answering the questions in order demonstrate an understanding of what is shown through the model.
Save time and discover engaging curriculum for your classroom. Reviewed and rated by trusted, credentialed teachers. Get Free Access for 10 Days! Curated and Reviewed by. Lesson Planet. Resource Details. Reviewer Rating. Grade 6th - 8th. Subjects Science 2 more Resource Types Lesson Plans 3 more Audience For Teacher Use. Concepts the sea floor. More Less. Additional Tags featuresocean floorslits.
Start Your Free Trial Save time and discover engaging curriculum for your classroom. Try It Free. Sea Floor Spreading Lesson Planet. Students examine sea-floor spreading and key terms that are associated with it. Plate Tectonics Lesson Planet.
Eighth graders create models of plate boundaries. In this earth science instructional activity, 8th graders discuss how sea floor spreading supports the Continental Drift theory. They develop a creative presentation about the topic.
Help young scientists piece together the theory of plate tectonics with this comprehensive collection of materials. Science Lesson Planet. Seventh graders study the theory of plate tectonics.
In this activity lesson students complete an activity to determine how seafloor spreading and volcanoes contribute to solving the plate tectonics puzzle. Young scholars examine the movement of the oceanic plates. They construct shoe box models simulating divergent plate boundaries and a mid-ocean ridge spreading center. They discover how magna rises and the plates are pushed away from A Model of the Sea-floor Lesson Planet.
Students create a paper model to illustrate sea-floor spreading. Students discuss convection currents in the Earth's mantle, how they form, and how they move as well as the causes of earthquakes.
Working in a group, they analyze a color coded World Earthquake Map and try to determine which direction Mid-Ocean Magnetism Lesson Planet.Given that this lesson is a continuation from the previous day, there is no traditional 'Do Now,' as there is in most of my other lessons.
Students still enter the same way - they quietly get to their seats and take out their materials from yesterday if you wanted to collect their materials for safe-keeping, I would either hand it out as they enter the room, or have it readily and easily accessible for them as they go to their seats.
Once they have their materials out, they can either immediately continue graphing if they didn't finish yesterday or start on the post-graph analysis section, which has them utilize their graph to provide additional information on sea-floor spreading.
Again, as noted in yesterday's lesson, they key reason that this lesson is actually designed to be taught over two days is because of the extensive time that students need to actually Graph the sea floor profile, and then begin the post-graph analysis. Once students have the hang of it this should have been gone over yesterday, although individual students might need some help as you circulateI just give them the time to individually and carefully!
They can use a ruler or a straight-edge to connect the points on the line you can pass these out at the beginning of the lesson if students don't already have thembut in circulating, pay careful attention to the correctness of their axes and to how faithfully they're plotting the points. Due to the nature of it being a negative axes and kind of an odd graph that they're not really used toI need to be extra vigilant for mistakes here.
Also, if students finish early, encourage them to go onto the next section, the post-graph analysis see below for resource. All the graphing stuff is helpful in terms of getting them to practice their graphing skills and think critically about how best to plot an ocean floor profile, but this is actually where they begin to illustrate the idea of sea floor spreading by marking up their graphs. Using the resource, I have them answer the questions in complete sentences, using their plotted graphs, and notes, as supporting evidence.
In terms of how you would lead this, I generally do it by the feel of the class. This year, I have a class that has students who struggle a bit more academically, so when I frame this section for them, I model the first part of each step and then leave my semi-completed graph on the ELMO for students to reference as needed.
For my other classes, which tend to be a little more advanced, I usually back off a bit and let them complete steps in their own way.Pillow Tectonics: Modeling Seafloor Spreading & the Breakup of Pangea
Sometimes, it might be acceptable to have them reference a partner for hep if you're getting individualized questions. In the last few minutes of class, I have students complete the daily Exit Ticket.
For the sake of time, I have students grade them communally, with a key emphasis on particular questions and items that hit on the key ideas of the lesson Note: This usually manifests as students self-grading, or having students do a "trade and grade" with their table partners.
After students grade their exit tickets, they usually pass them in so that I can analyze them and track their exit ticket scores on a unit Exit Ticket Tracker. After students take a few seconds to track their scores, we usually wrap up in a similar way. I give students time to pack up their belongings, and I end the class at the objective, which is posted on the whiteboard, and ask students two questions:. Empty Layer. Home Professional Learning.
Professional Learning. Learn more about. Sign Up Log In. Earth Science Kane Koller. SWBAT create a graph modeling the process of sea-floor spreading in continental drift and rock formation.
Big Idea In this lesson, students construct a graphical model of the ocean floor the Atlantic Oceandescribing its physical features, identifying its plate motion and associated characteristics, and diagraming its magnetic polarity. Lesson Author. Grade Level.
Earth and Space Science. HS-ESS Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Lesson Introduction.
Graph 30 minutes. Post-Graph Analysis 20 minutes. I give students time to pack up their belongings, and I end the class at the objective, which is posted on the whiteboard, and ask students two questions: Do you feel that you mastered the objective for the day? Previous Lesson. Next Lesson. Related Lessons.Well really i only need help with questions 2 and 4 but, if you feel like you want to do 1 and 3 go ahed, maybe it would help me to check my answers. For question 1 I got it represent sea floor spreading by showing how and where the new oceanic crust moves.
It also represents where the new crust comes from. The marker stripes in this lab represent the new rock forming during sea floor spreading, where the newest rock are closer to the mid-ocean ridge, and the oldest rock are further away from the mid-ocean ridge.
To reconstruct sea floor spreading model using strips of paper that are already marked, one would have to repeat the lab procedures expect there is no need to make any marks across the paper this time. Katie James. Update: Well really i only need help with questions 2 and 4 but, if you feel like you want to do 1 and 3 go ahed, maybe it would help me to check my answers.
Update 2: For question 1 I got it represent sea floor spreading by showing how and where the new oceanic crust moves. It also represents where the new crust comes from 2.
They represent boundries. Answer Save. Sea Floor Spreading Lab. Seafloor Spreading Lab. What do the side slits represent. How do you think about the answers? You can sign in to vote the answer. Still have questions? Get your answers by asking now.