MC	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

What kind of evidence do scientists use to locate boundaries of plates and interpret what type of boundary is present?

a. matching fossil records

b. similar rock layers

c. distribution of earthquakes and volcanoes

d. the way the continental coastlines fit together like a puzzle.

Correct Answer: c

MC	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

What kind of movement on a plate boundary causes mountain building?

a. Divergent movement

b. Convergent movement

c. Transform movement

d. Biome movement

Correct Answer: b

MC	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

Which of the following discoveries caused science to re-evaluate its opinion of Wagner’s hypothesis about continental drift?

a. Sea floor spreading in the Atlantic Ocean.

b. Valley and delta land forms on Mars

c. The coastlines of Africa and South America have similar fossils.

d. The global rate of volcanic activity has changed over time.

Correct Answer: a

MC	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

If science accepts the conclusion that continents have drifted, what are they assuming is true?

a. Gravity works the same on Earth as it does on other planets and stars in the universe.

b. Convection currents worked in the past the same way they work now.

c. The world’s climate has changed a lot over time.

d. Carbon dating is an accurate way to measure age.

Correct Answer: b

MC	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

Where are earthquakes most likely to occur on Earth?

a. They are spread evenly around the globe.

b. On plate boundaries.

c. On continents.

d. On the sea floor.

e. In mountains.

Correct Answer: b

I	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

Use the map to answer the following questions.

1. Where are the most volcanoes located?

a. Atlantic Ocean

b. Pacific Ocean

c. African Continent

d. Asian Continent

2. What type of plate boundary is located on the west side of Africa?

a. Convergent

b. Divergent

c. Transform

d. Strike/Slip

3. Why are there more volcanoes where ocean and land meet?

a. Wave action on land plate.

b. Ocean plate pulling away from land plate.

c. Land plate moving past ocean plate.

d. Ocean plate colliding with land plate.

4. Which symbol on the map show evidence of plate movement?

a. hot spot

b. active volcano

c. plate boundary

d. lines

Correct Answers:

1. b

2. c

3. d

4. a

E	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

Teacher Notes:

The classic story of the development of the Theory of Plate Tectonics is a fascinating report of scientific evolution as much from a human-interest perspective as from a scientific one. Above all, science is a human activity. This topic area offers great opportunity for insightful discussion and profound observations on human nature, paradigm shifts, in addition to those on the nature of science.

Student Instructions:

Alfred Wegener used skills of observation to note certain patterns of factual evidence that led, after first interpretation, to the highly disputed Theory of Continental Drift. Eventually, and after more opposition, the Theory of Plate Tectonics replaced that of Continental Drift.

Part I: List and briefly describe three (3) of the patterns Wegener observed which supported his initial Continental Drift hypothesis.

Part II: Explain briefly why it is initially called a hypothesis, even though there is a fair amount of evidence to indicate a pattern.

Part III: Compare and contrast the Theory of Continental Drift and that of Plate Tectonics; explain what new discovery/discoveries pushed scientists to adjust and even re-name their theory.

Part IV: Wegener died on a research expedition in Greenland years before the theory of continental drift, one of the most ridiculed of scientific hypothesis in history, was accepted.

a. Explain why this hypothesis was discounted.

b. Justify Wegener's hypothesis.

c. Apply the story of Alfred Wegener, his observations and discoveries and subsequent discoveries to the following quote:

"Knowledge claims in science are tentative [temporary], the problems they investigate, the methods they use, and how they interpret evidence changes from time to time." **

**Source: Intended Learning Outcomes of the Utah Secondary CORE Curriculum.

P	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

Teacher Instructions:

• An additional objective of this activity is to test the ability of students to work in a group. This goal should be explained clearly to students - many students are more accustomed to content-only testing.
• This is a cooperative testing activity. The group will all share the same final grade. (Yes! below is an explanation of how and why this IS fair). Each in their group will be responsible to create and explain a model of one of several possible crustal Earth process. Teacher will rotate from group to group during testing so an alternate assignment must be given for groups not being tested at the time the teacher is with another group. For each accurate model and successful explanation by the individual, the group will earn points; this may also be worked on a pass/fail format.
• The effective "trick" of this testing model is the selection of WHICH phenomena the student will be called upon to model and define. This is determined by pure chance. That is, the student does not know ahead of time which of the 5 or 6 possibilities will be pulled from a "hat." This makes EACH student accountable for ALL possible test items. Since all students in the group share the same grade, each has an investment in the other's success. In a class period previous to testing, the testing process is explained to all students. Each group then has a reasonable period of time to study, confirm concepts, assist and tutor others in the group with the final goal of competency for all. Yes, some will be efficient, some irresponsible.
• Suggestions for younger students or those new to this type of exam: Rotate study buddies, block time periods for a "one-topic-at-a-time" approach.
• Fairness: You must be prepared to counter those who will protest that the same grade should not be given to all..."Susie shouldn't be penalized...Travis did almost nothing and my son said that he did most of the work and ...." It is helpful if cooperative learning process goals are in your disclosure statement, also allow students to test again if they desire. Explain to the students the realistic and long-term value of learning cooperative skills. Most students appreciate when a second chance is allowed (within a limited time window and at teacher's convenience) where the team can REDRAW and retest for an improved grade or 100%. There is value in the reinforcement and most perceive this as a fair chance to show the student's ability.

Teacher Scoring Options:

Pass/Fail, "All or Nothing" is one possibility

X points for each success is one possibility

A combination of both of the above options

minimum required for passing grade is another possibility.

Materials (suggested):

H₂O

Modeling Clay

Sand

Cardboard pieces

butter tubs or flexible containers

paper

Glass slides

plastic spoons

other as inspired.....

Student Instructions:

Using the materials provided at your table, design and construct a model of one of the phenomena of Earth's crust listed below. After you have created your model you will explain the forces and the consequences of that Earth movement process. Each student will select one of the following at random. All concepts will be tested.

Lateral Fault (Strike-slip)

Normal Fault

Reverse Fault

Thrust Fault

Liquefaction

Folding

All members at your table will share the same grade. Follow verbal and written instructions carefully. Your success will depend on your attentive class behavior, study, and group cooperation.

P	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

Imagine you are Alfred Wegener in 1912. You have to give a lecture to your fellow scientists defending your continental drift hypothesis. Write a lecture on what you would say and the evidence you would use.

Scoring Guide:

1 point For each piece of evidence used (puzzle-like fit of continents, plant fossils, animal fossils, rock clues, climate clues).

1 point For clearly defined ideas.

1 point For preparedness.

1 point For grammar.

1 point For spelling.

P	Earth Systems	Standard: 03
Objective: 01. Explain the evidence that supports the theory of plate tectonics.
ILO:

Wegener’s theory of continental drift was not widely accepted until long after his death. Name several advances in technology in the mid 1900’s that led to the acceptance of continental drift and, eventually, the theory of plate tectonics.

Scoring Guide:

Give one point for each of the following technological advances.

submarine and/or deep sea submersible

sonar (for mapping the ocean floor)

radioactive dating techniques

deep sea drilling (to bring materials from the ocean floor to the surface)

magnetometers (to defect magnetic stripping