For my lesson plan, I focused on modeling the three types of
plate boundaries; convergent, divergent, and transform boundaries. This was something that I discussed in my week
4 post. I was originally going to do the
activity that I found at: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340776_1%26url%3D
but decided to try something a little more engaging. I chose a similar lesson except the students used
graham crackers and honey to model the three boundaries. After they modeled the boundary with the
graham crackers, they had to determine what type of geological event would
occur at this boundary. This information
was given in the background information and was also discussed during the introductory
PowerPoint. The graham cracker model
effectively demonstrated mountain building at convergent boundaries and volcano
building at divergent boundaries. If you
did not recall the information learned in the background section, you would not
know what geological event was occurring at the transform boundary though. I had to remind the girl that I was working
with to refer to the front of the lab for additional help.
Has anyone ever performed this activity before? If so, how did you effectively demonstrate a transform
boundary?
Below I added a few pictures and a brief description of the lesson:
Modeling a Divergent Boundary: First the student had to hold the graham crackers (tectonic plates) next to each other on
top of the honey (asthenosphere). As she pulled the graham crackers apart, the
“magma” filled in the gap and eventually cooled and harden forming a
volcano.
Modeling a Convergent Boundary: With a new
set of materials, the student had to take the graham crackers and push them together. As the graham crackers met, they began to
buckle up and form a mountain.
Modeling a Transform Boundary: Once again,
the student had to gather a new set of supplies. This time she placed the graham crackers
(tectonic plates) next to each other and had to slide them past each
other. This geological event was not as
obvious as the others, but she eventually figured out that she created an
earthquake.
Lauren,
ReplyDeleteThis looks like a really fun lab! Your student looks like she is having way too much fun.
Sincerely,
David
I think it is very important for a lesson to be engaging but I also think that it is equally important that they take meaning from the lesson. I believe that overall, this lesson was able to accomplish both.
ReplyDeleteHello,
ReplyDeleteFor the transform boundary, would it help to take a "process of elimination" approach? ie. Since a mountain won't be formed, and a valley would not be made, what other geologic event could occur? This is just a thought :) Amy
To help students remember background information given, I sometimes give graphic organizers to students to fill out what they know about the topic. By having this information written down, they are able to refer back to the graphic organizer.
ReplyDeleteLauren,
ReplyDeleteI agree with Monica- it looks like there is paper on the table next to your student. Did you have her record any observations or thoughts on what was happening at the boundaries? My lesson was almost identical to yours and I noticed that my students (who were much younger than yours) had a hard time remembering the vocabulary of it all. They LOVED playing with their food though!
Lauren,
ReplyDeleteI like the idea of using honey. Using food is always a hit during lessons. I find that most of the time, students remember the concepts/content easier relating it back to food. :) Looks like your lesson went well.
Shellee