sea floor spreading, thomas（海底扩张,托马斯）.docVIP

Sea-floor Spreading Developed by: K. Thomas, A. Knudson J. Ta. Teacher Material California State Standards Earth Sciences, 3c. Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. Investigation and Experimentation, 1d. Formulate explanations using logic and evidence. Synopsis The students have since learned about the Earth’s layers, plate boundaries, and how all of the continents originated in Pangaea and drifted to their current location. They also have reviewed convection currents and understand that is one way plates move. Here, the students study the second mechanism for plate movement; they study sea floor spreading through the context of discovering why the Atlantic Ocean is expanding using observations of the features of the ocean floor. Students review the importance of using evidence when making theories and are provided with a model that simulates the events on the ocean floor. Objectives Students will analyze and synthesize the evidence provided in the activity to develop a theory to explain why the Atlantic Ocean is expanding. Students will construct models to demonstrate sea-floor spreading. Students will become more familiar with the scientific method. Students will develop writing skills by completing the required sections for the activity and responding to the email. Students will develop inquiry skills by analyzing, summarizing, and discussing evidence. Suggested Timeline I. Why is the Atlantic Ocean Expanding? (35 minutes) In groups: - Students complete the activity that begins with the USGS email. They develop a theory to explain why the Atlantic Ocean is expanding based on the evidence found in the activity. - Students construct models to demonstrate sea-floor spreading. II. Discussion (15 minutes) As a class: - The teacher conducts the discussion (see suggested questions, below) which reviews the questions at the end of the activity by asking similar qu