Scaffolding for History of the Earth: Plate movements and climate
Learning Experience
This material is to help students "visualize" and experience geologic time. This is one of the most difficult units for students because the scale is immense. It requires big picture thinking and systems thinking. Students have to integrate plate tectonics, the vastness of geologic time, and evolution of life.
This material is to help students "visualize" and experience geologic time. This is one of the most difficult units for students because the scale is immense. It requires big picture thinking and systems thinking. Students have to integrate plate tectonics, the vastness of geologic time, and evolution of life.
Objectives:
ES.7 The student will investigate and understand that plate tectonic theory explains Earth’s internal and external geologic processes:
b) features and processes occur within plates and at plate boundaries;
c) interaction between tectonic plates causes the development of mountain ranges and ocean basins
ES.9 The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils.
ES.7 The student will investigate and understand that plate tectonic theory explains Earth’s internal and external geologic processes:
b) features and processes occur within plates and at plate boundaries;
c) interaction between tectonic plates causes the development of mountain ranges and ocean basins
ES.9 The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils.
In order to assist the students with the integration of these concepts, we will use 3 online resources as scaffolds in their learning activities.
Scaffold 1: Animated Plate Tectonic Maps
A quick video that animates the motion and position of the plates through geologic time. It covers the past 550 million years. It helps students visualize the location of the plates at key time periods time and orients them to the way continents have formed and then broken apart, repeatedly, throughout Earth's history. Students can watch and rewatch the video. As they proceed with the lessons, they can revisit the video and link the climate in the past with where a particular plate may have been located. This video supports the conceptual development of the bigger picture of Earth through time. It provides a "big picture" view of the vastness of geologic time.
A quick video that animates the motion and position of the plates through geologic time. It covers the past 550 million years. It helps students visualize the location of the plates at key time periods time and orients them to the way continents have formed and then broken apart, repeatedly, throughout Earth's history. Students can watch and rewatch the video. As they proceed with the lessons, they can revisit the video and link the climate in the past with where a particular plate may have been located. This video supports the conceptual development of the bigger picture of Earth through time. It provides a "big picture" view of the vastness of geologic time.
Scaffold 2: A Brief History of Geologic TIme
This scaffold is a YouTube video created by PBS which summarizes life on Earth. I would consider the use of this scaffold to be covering the conceptual aspects with the learning experience. It helps orient them to key events through geologic time. This video can be used in conjunction with the location of the plates to help students visualize a particular time period in the past. They can put together a picture of the location of the area, the climate, and the types of plants and animals that were there.
This scaffold is a YouTube video created by PBS which summarizes life on Earth. I would consider the use of this scaffold to be covering the conceptual aspects with the learning experience. It helps orient them to key events through geologic time. This video can be used in conjunction with the location of the plates to help students visualize a particular time period in the past. They can put together a picture of the location of the area, the climate, and the types of plants and animals that were there.
Scaffold 3: A Tour through Geologic TIme
This is a module-based activity where the student works through the concepts of geologic time. It is also an example of a cognitive scaffolding technique as it supports the development of the "big picture" thinking throught the lesson. The module takes the age of the Earth and relates the scale of geologic time to pages in a book. The students realize that the book would be so long that it would take a lifetime to read.
This is a module-based activity where the student works through the concepts of geologic time. It is also an example of a cognitive scaffolding technique as it supports the development of the "big picture" thinking throught the lesson. The module takes the age of the Earth and relates the scale of geologic time to pages in a book. The students realize that the book would be so long that it would take a lifetime to read.