Subjects: Science and Geography

Learner Outcomes: The student will:

1. Using a world map,  construct a model of the continents using thin sheets of Styrofoam
2. over the course of the class period, plot the movement of the continents at  equal time increments
3. record the water temperature and time increments
4. measure the movement of the continents
5. calculate the rate of movement
6. graph the rate of movement as a function of water temperature (optional)

Duration of Lesson: One 50 minute class period

Materials: 

1. Blackboard with different colored chalk
2. construction paper
3. small sheet of Styrofoam
4. Exacto knives
5. photocopy of a world map
6. wave table (transparent pan that is put on an overhead projector)
7. meter stick
8. thermometer (optional)
9. stopwatch

Technology Tools/Courseware: 

1. computer with Microsoft Excel (optional)
   projection device

Teacher Notes: 

• It may be possible to lay the entire thermometer in the pan if it can be easily read, if not the bulb can be positioned in the water and then the shaft taped to the projector tower or clamped to a ring stand positioned beside the projector.
• Have the map photocopied prior to class. Each continent should be copied on a different  sheet. The size should allow the whole group of continents to fit in the pan with room to travel.
• If you allow students to cut the Styrofoam with an Exacto knife, the lab tables could be covered with cardboard and the students supervised carefully.

Procedures: 

1. Handout photocopies of world map to different lab teams, each team responsible to cut out a continent. This is done with exacto knives. The students should roughly approximate the outline of the continent. This team will be responsible during the activity to record data for this continent only. 
2. Setup the overhead projector with a wave table or other shallow, transparent pan. Put in an inch or so of water in the pan 
3. Turn on the projector and trace (one at a time) the shadow of each continent on construction paper or cardboard.  These will be later used to quickly trace the progressing positions of the continents.
4. Place the thermometer in the water (see teacher note)
5. Assemble the continents in the pan, either as a 'super continent' or in its present location.
6. Have a student be the time-keeper.  Equal increments of time should be recorded.  At that time the students at the blackboard should quickly trace the location of the continent using new different colored chalk for each recording.  To save time the student could place the construction paper cut-out on the shadow to trace. The temperature should be recorded also (start with 2 to 3 minute increments)
7. Each time increment, temperature increase and length of movement should be recorded in the student's logbook
8. Each lab group should be responsible only for recording the data of  their assigned continent. 
9. After several plots have been made, measure the distance (from the center of the last position to the center of the current position {a hole could be placed in the center of each cardboard cut-out}
10. The rate of motion is determined by dividing the length of movement by the time it took each to move.

Modifications:

• This exercise could be used with several shallow pans covered with a sheet of plexiglass.  Students could plot the movement of the continents with several colors of  markers or grease pencils on the plexiglass.  A heating pad could be positioned under one of the pans to compare the effect of heat on movement. Students must be careful not to jar the pan when plotting the new positions.
• This could be done on a large-scale with continents made of large sheets of Styrofoam and the experiment performing in a swimming pool.
• Rheoscopic fluid could be used to replace the water, this would allow currents in the water to be viewed and discussed.

Enrichment Activities: 

• A graph could be made comparing the rate of continental movement with respect to temperature of the water and the results graphed using Microsoft Excel. 
• A graphing calculator could be used to graph the data in a cartesian coordinate plane.

Evaluation/Assessment: 

The students will be observed for participation and understanding during the activity.  They will also turn in a written lab report using Microsoft Word on the activity including the computation of the rate of movement.

Science: 8.1, 8.2, 8.8, 8.10, 8.13, 8.16, 8.20, 8.21, 8.22, 8.57, 8.60, 8.64, 8.70, 8.72, 8.84, 8.85, 8.86, 8.87, 8.88, 8.89, 8.90, 8.91, 8.92, 8.93
Mathematics: 8.9, 8.11, 8.16, 8.21, 8.26, 8.41, 8.46

Science:

• Understands Earth's composition and structure
• Knows that the Earth's crust is divided into plates that move at extremely slow rates in response to movements in the mantle

Mathematics: 

• Understands and applies basic and advanced properties of the concepts of measurement
• Uses basic and advanced procedures while performing the processes of computation

References: 

• a virtual textbook on physical geography can be found at http://www.geog.ouc.bc.ca/physgeog/contents/8q.html
• several very cool websites:
  
  • http://observe.arc.nasa.gov/nasa/earth/tectonics/Tectonics1.html
  • http://www.ucmp.berkeley.edu/geology/tectonics.htm

Authors: Bryan Barnett, Patricia Ryan and Judy Staats 
 
 

Overview

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5