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I have provided much more than can be used in a double period.Select slides and tasks that are appropriate to the ability of your class.

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Syllabus/Unit Code: C2 CHEMICAL RESOURCESLesson number: L01 Lesson Title: Structure of the Earth

Learning Outcomes How I did TargetsLearning Outcome 1: What is the structure of the earth?Grade C

I am working at grade .....because ......................................................

I can move up to grade…... by

…………………………………………

Learning Outcome 2:What are the plates? What affects the plates Movement?Grade B

I am working at grade .....because ......................................................

I can move up to grade…... by

…………………………………………

Learning Outcome 3: How was Wenger’s theory on plate tectonics accepted? Grade A/A*

I am working at grade .....because ......................................................

I can move up to grade…... by

…………………………………………

Connector:

What are the three types of rock?

How are they formed?

Give the names of rocks that belong to each type.

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Extended LearningResearch information and Collect Secondary data on:

How accurately can geologists predict volcanic activity? What problems arise when volcanoes erupt?

orWhat were the key points of Wegener’s theory of continental drift?What were the counter-arguments proposed in opposition to his theory?How did scientists resolve this?orC2 L01 Homework task HC2.2.1Due date:Next lesson

Research Report Criteria (6 marks total = Grade A):1) Range of different reliable sources used and references included (books/internet/survey etc),2) Information written in own words3) Clear and logical structure to research report including pictures/diagrams which have been referenced4) No evidence of copy and paste!

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BIG picture

• What skills will you be developing this lesson?

• Scientific Investigation- by Research and collecting secondary data, planning and collecting primary data, Analysis and Evaluation.

• Numeracy- by using formulae in calculations• Literacy- by writing well structured sentences

and paragraphs• ICT- by using Laptops and electronic

resources• Personal skills- team work, leadership• Thinking and Learning- organisation, logic,

participation, memory, exploration, creativity, judgement, planning, practice.

• Reflection- through self or peer assessment of each Learning Outcome

Key Question:

•Quick Discussion:•What do you already know?

•How is this lesson relevant to every day life?

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Keywords:

crustmantlecorelithospheretectonic platemagmalavasubduction

Here are some of the words we will be using this lesson…

1) Create sentences which use the keywords correctly.

2) Put your hand up if there is any key word from the list that you don’t know the meaning of.

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New Information for Learning Outcome 1

Explore and Discover:

• Visual:

• Audio:

• Kinaesthetic:

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Learning Activities for Outcome 1

The Earth’s Structure

Beneath the atmosphere the Earth consists of 3 main layers:

Exploring volcanic eruptionsSome volcanoes produce relatively mild eruptions (e.g. Hawaiian lavas) while others produce violent eruptions (e.g. Mount St Helens).

Hawaiian volcanohttp://www.bbc.co.uk/news/world-us-canada-12662036

Mount St Helenshttp://www.youtube.com/watch?v=pGImksoOwtU&feature=related

Two key factors determine the force of the eruption:• The viscosity of the magma.• The build up of pressure within the volcano.

Exploring viscosity

A viscous substance does not flow easily.

Place approximately equal sized amounts of the samples near the top of the plastic sheet and compare how they flow. List them in order of increasing viscosity.

Exploring pressure build up – wax volcano demonstration

http://www.youtube.com/watch?v=rlaKa_mEhK4

Both the sand and the water representthe crust of the Earth – the water does not represent the sea.The wax layer represents a layer in the Earth below the crust (called the mantle).The mantle is solid. At certain points it becomes hot enough to melt.

When the wax melts, it rises because of its lower density. It represents molten rock, known as magma.Some of the wax rises rapidly to the surface, imitating a volcanic eruptionwith lava flowing over the surface.Some of the wax sets very quickly in the cold water, forming grotesque shapes. These represent intrusive igneous rocks.

Molten wax has a low viscosity – it is runny. What type of volcanic eruption does this represent?Suggest what might happen if the experiment was repeated using a very viscous substance instead of the wax.

Atmosphere

Outer core

Crust

Mantle

Inner core

Attach labels to the correct part of the diagram.

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Create

Evaluate

Analyse

Apply

Understand

Remember

Apply (C)Can you identify the ALL the parts of the Earth?

Understand (D)Can you identify most of the parts of the Earth?

Analyse (B)

Can you explain what viscosity means and relate it to the observation of a volcanic eruption?

Demonstrate your Learning for Outcome 1

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Learning Outcome 1: Review

Learning Outcome How I did Targets

Learning Outcome 1: What is the structure of the earth?

Grade C

I am working at grade .....because ......................................................

I can move up to grade…... by

…………………………………………

Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

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New Information for Learning Outcome 2

Explore and Discover:

• Visual:

• Audio:

• Kinaesthetic:

Tectonic plates• The crust is made of about twelve platesplates.• These are like big rafts floating on the semi-molten mantle.• Convection currents within the mantle cause the plates to move.• Although they only move about 2-5 cm/year this can have huge

effects over long periods of time.

Tectonic platesOceanic plates float at a lower level in the mantle than the continental plates.

1. How do we know this? The oceanic plates are covered with water.2. Suggest why this is so. The oceanic plates are more dense.3. What happens where the plates meet? Volcanic activity.

The plates float on the magma at different depths due to their different densities

Oceanic plate

Continental plate

mantle

mantle

less dense floats higher

more dense floats lower

sea

What does this suggest about the weight of the minerals present in the two types of plates?

Because of convection currents in the mantle

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What happens where the tectonic plates meet?

What happens where the tectonic plates meet?

North American Plate

Pacific Plate

Earthquakes happen when tectonic plates move against each other suddenly.

Here the plates are travelling in opposite directions, and so grind past each other. Friction stops them moving, but every so often, there is enough force for them to move and an earthquake happens. http://www.learner.org/interactives/dynamicearth/slip3.html

The red spots show where there is volcanic activity

What happens where the tectonic plates meet?

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Sea Floor Spreading (3-6)

1. What will happen to the molten magma when it meets the sea water?

2. What effect will this have on the size of the crystals found in the extrusive igneous rocks that make up the oceanic crust?

http://education.sdsc.edu/optiputer/flash/seafloorspread.htm

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Subduction (8-14)

1. Why is the oceanic plate forced below the continental plate?2. What will happen to the rock of the oceanic plate?3. Some of the molten magma becomes trapped in the crust, it then cools

and solidifies. What effect will this have on the size of the crystals found in the intrusive igneous rocks formed?

molten magma rising

http://www.absorblearning.com/media/attachment.action?quick=12s&att=2781

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The Cascadia Subduction Zone Located off the West Coast of British Columbia.

Identify where and explain the processes involved in: 1.Sea floor spreading 2.Plates passing in opposite directions3.Subduction

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Learning Activities for Outcome 2

Rhyolite is silica-rich with small crystals

Gabbro has large crystals

Granite has large crystals. It is often used for kitchen worktops

The Giant’s Causeway in Northern Ireland. It consists of hexagonal columns of basalt, an iron-rich rock with small crystals.

Intrusive or extrusive rocks? Explain your choice.

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Create

Evaluate

Analyse

Apply

Understand

Remember

Apply (C)

Can you identify the THREE ways by which tectonic plates interact with each other?

Analyse (B)

Can you compare the THREE ways by which tectonic plates interact with each other?

Evaluate (A)Can you justify the movements of tectonic plates?Can you justify the size of crystals found in igneous rocks?

Demonstrate your Learning for Outcome 2

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Learning Outcome 2: Review

Learning Outcome How I did Targets

Learning Outcome 2: What are the plates? What affects the plates Movement?

Grade B

I am working at grade .....because ......................................................

I can move up to grade…... by

…………………………………………

Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

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New Information for Learning Outcome 3

Explore and Discover:

• Visual:

• Audio:

• Kinaesthetic:

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Learning Activities for Outcome 3 Alfred Wegener proposed the theory of continental drift at the beginning of the 20th century.

His idea was that the Earth's continents were once joined together, like a jig-saw puzzle, but gradually moved apart over millions of years.

Your task is to put the land masses together to form the super-continent Pangaea.

When you have done this, look closely at the finished map. What evidence is there that Wegener was correct?

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Pangaea

Look closely at the finished map. What evidence is there that Wegener was correct?

Jig-saw fit of land masses.Similar;

• fossils,• rocks, • deserts,

on continents that are now far apart from each other.

Continental Drift

distribution of fossils on the different continents

the match of geology between eastern South America and western Africa        

Evidence for continental drift

• Wegener proposed his theory in the early 20th century.• his ideas challenged scientists in geology, geophysics, zoogeography

and palaeontology • his training was as an astronomer and so he was considered an

outsider by these scientists• A radical new view on their discipline could be a threat to their own

authority • "If we are to believe in Wegener's hypothesis we must forget

everything which has been learned in the past 70 years and start all over again." - geologist R. Thomas Chamberlain

• Wegener did not have an explanation for how continental drift could have occurred.

• anti-German bias was very strong in the 1910's and 1920's. • After Alfred Wegener died, in 1930, the Continental Drift Theory was

ignored.• With the Continental Drift Theory out of the way, the existing theories

of continent formation were able to survive, with little challenge until the 1960's.

There was very strong opposition to Wegener’s idea.

What made scientists change their mind?

• By early 1953 samples taken from India showed that the country had previously been in the Southern hemisphere as predicted by Wegener

• the 1960s saw several developments in geology, notably the discoveries of seafloor spreading

• These led to the rapid resurrection of the continental drift hypothesis and its direct descendant, the theory of plate tectonics.

• Alfred Wegener was quickly recognized as a founding father of one of the major scientific revolutions of the 20th century.

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Create

Evaluate

Analyse

Apply

Understand

Remember

Analyse (B)

Can you

• Examine the opposing views to Wegener’s theory and List those that are valid?

• Distinguish between the valid and prejudiced views?

Evaluate (A)Can you Defend the opposition by scientist’s to Wegener’s theory? Which, if any, of their views could you Criticise?

Create (A*)

Are you able to Discuss the conflicting views to Wegener’s theory and Put together an effective discussion on how “the Scientific method” was applied to Wegener’s theory?

Demonstrate your Learning for Outcome 3

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Learning Outcome 3: Review

Learning Outcomes How I did Targets

Learning Outcome 3: How was Wenger’s theory on plate tectonics accepted?

Grade A/A*

I am working at grade .....because ......................................................

I can move up to grade…... by

…………………………………………

Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.

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Review

• Swap books with the person next to you and look over their work. Write a WWW and EBI statement.

• Stand up if you have developed some skills this lesson? What are they?

• Tell the person next to you three things you have learnt this lesson.

• Did you successfully complete tasks at your target grade?

• If not, what do you need to do next in order to meet your target grade? Record this in your diary to be done as part of your extended learning at home.

• Is there any part of the lesson you think you need to go over again next lesson?

• How will you remember what you have learned today for your exam?

Technicians’ list

Demo – exploring viscosityA sheet of perspex or similar, ca 0.5 m wide, 0.5-1 m long, propped at an angle of 30 to 45 degrees (I used bricks).Five household materials (in order of viscosity, high to low, (e.g bovril, golden syrup, tomato ketchup, washing up liquid and malt vinegar). Paper towels to absorb liquids at bottom of ramp. Spoons for bovril and syrup. Washing up liquid, ketchup , vinegar to have ‘squirty pouring holes’.

Demo - wax volcanoApparatus• one 500 cm3 or 600 cm3 Pyrex™ beaker• Bunsen burner• heat proof mat• tripod• gauze• safety screenChemicals• red candle wax• washed sand (sand can be washed by putting some in a bucket and usingrubber tubing to run water run into the bucket and allowing the water tooverflow into a sink until it runs clear)Safety notes• Wear eye protection.• The activity is safer than it sounds - the only potential hazard is a crackedbeaker, when some localised spillage of hot wax can occur: the waterremains cold throughout.• It is the responsibility of the teacher to carry out an appropriate riskassessment.

Work sheet - C2 L01 sea floor spreading_subduction handout.pdf

Class activity - C2 L01 Wegener plate tectonics activity12sets • Laminated or card copies of page 5• Card, or laminated pre-cut out land masses from page 6

Home work sheet - C2 L01 Homework task HC2.2.1

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Back ground info on The adoption of Wegener’s theory:

http://www.scientus.org/Wegener-Continental-Drift.html