Reunite Pangaea! A WebQuest for fifth grade geology Designed by Arielle Ascrizzi Roger Williams University

1. Reunite Pangaea! A WebQuest for fifth grade geology Designed by Arielle Ascrizzi Roger Williams University

2. Developer Page Student Pages • Introduction • Task • Process • Evaluation • Conclusion • Credits • Developer Materials • Introduction • Learners • Curriculum Standards • Process • Resources • Evaluation • Conclusion • Credits & References

3. Introduction • Reunite Pangaea! Is designed to serve as an introduction to plate tectonics for fifth grade students. This curriculum material was developed as part of the elementary science methods course at Roger Williams University, Bristol, Rhode Island. • Plate tectonics is the theory by which scientists currently explain geological phenomena such as volcanoes and earthquakes. It states that convection of the earth’s core moves sections of the mantle to collide or separate. This lesson uses a WebQuest to introduce this concept to students. Developer Page

4. Learners This lesson is intended for fifth grade students. Due to the complexity of the subject and the advanced language of the websites, fifth grade is the youngest age I recommend for this lesson. However, this lesson is well suited to older students and could be used with the “Learn More” links for middle- and high-school classes. Students should have some background knowledge in geology before starting this lesson, including understanding of a geologist’s job, the rock cycle, and how fossils form. For information on research findings, please visit Benchmarks for Science Literacy National Science Education Standards Developer Page

5. Curriculum Standards Rhode Island GSEs ESS1- The earth and earth materials as we know them today have developed over long periods of time, through continual change processes. ESS1 (5-8) Use geologic evidence provided to support the idea that the earth’s crust/lithosphere is composes of plates that move. ESS1 (5-6)-1 Students demonstrate an understanding of processes and change over time within earth systems by: 1a identifying and describing the layers of the earth. 1b plotting locations of volcanoes and earthquakes and explaining the relationship between location of these phenomena and faults. Developer Page

6. Curriculum Standards Rhode Island GSEs ESS1- The earth and earth materials as we know them today have developed over long periods of time, through continual change processes. ESS1 (5-8) Explain how earth events (abruptly and over time) can bring about changes in Earth’s surface, landforms, ocean floor, rock features, or climate. ESS1 (5-6)-3 3a describe events and the effect they have on climate. Developer Page

7. Benchmarks for Science Literacy • The Physical Setting: Standard 4C - Processes that Shape the Earth • Rock is composed of different comb9inations of minerals. Smaller rocks come from the breakage and weathering of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains-and contains many living organisms. • National Science Education Standards • Earth and Space Science Content Standard D (5-8): • The Structure of the Earth System • • The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core. • • Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions • Earth’s History • • The earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past. earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet. • • Fossils provide important evidence of how life and environmental conditions have changed. Developer Page

8. Curriculum Integration This WebQuest focuses strongly on science. However, it incorporates technology and writing in its structure. Language Arts Core Knowledge Standard 4-Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.  Standards 8-Students use a variety of technological and informational sources to gather and synthesize information and to create and communicate knowledge. NETS for Students 3. Technology productivity tools • Students use technology tools to enhance learning, increase productivity, and promote creativity 5. Technology research tools • Students use technology to locate, evaluate, and collect information from a variety of sources. Developer Page

9. Process • This WebQuest is organized into three sections. Prior to the start of the Webquest, the teacher is to read Tracking Trilobites with the class. The first section of the Webquest is called the Task, in which students are given a task to complete. The second section is the research section, called the Process, in which students are provided with the web links needed to research and complete their task. The third section requires students to demonstrate their knowledge by completing the task in written form. • This lesson is expected to last between two and three class periods. • The students can be grouped by the teacher into groups of between two and four. Two levels of websites are provided, so teachers may choose to group by ability. • It is recommended that the teacher consult the “Learn More” websites to prepare for the lesson and learn about plate tectonics. Developer Page

10. Teaching Resources • Technological Resources • Computers with internet access for each students • Access to the following websites • Pangaea Map A global map of the Pangaea supercontinent. • Pangaea Continent Map Images of the movements of the continents from Pangaea to the present. • The Earth and Pangaea Wonderful animated site about the movement of the earth’s plates after Pangaea. • You Try It-Plate Tectonics PBS on-line activity about plate tectonics. • Earth’s Continental Plates Animated website about all things tectonic. • Introduction to Trilobites Advanced text, but terrific pictures. • How Fossils Were Formed Animated website with great text and graphics. Developer Page

11. Teaching Resources Continued • Learn More with these websites: Great for advanced students, teachers, and budding geologists • Pangaea to the Present A fun, step-by-step guide to Pangaea and plate tectonics. • This Dynamic Earth On-line edition of the USGS publication. Everything to know about plate tectonics. • Trilobite.com More information about trilobites with some amazing images. • Additional Materials • Scientist notebooks • Tracking Trilobites by Judy Lundquist • Paper • Pencils • Classroom maps and globes Developer Page

12. Evaluation Developer Page

13. Evaluation (continued) Developer Page

14. Conclusion The resources selected for this WebQuest give information on an advanced topic of study. The expectation is that fifth grade students will come away from it with the knowledge that the continent of North America was at one time connected to the continent of Europe, as evidenced by the fossil record, and that the movement of the earth’s plates is responsible for the positions of the continents. These ideas grow out of the standards and expectations for fifth grade and pave the way for a deeper understanding of convection-driven processes such as formation of mountains and mid-ocean ridges. The websites used in this lesson could easily be used by students in later grades and accompanied by a different task. Developer Page

15. Credits & References • Images from Clip Art Microsoft Office Online • Backgrounds from Brainy Betty • Tracking Trilobites by Judy Lundquist • Blooms Taxonomy • Based on a template from The WebQuest Page • Benchmarks for Science Literacy • National Science Education Standards • Rhode Island GSEs Developer Page

16. Next Generation CD Toolkit • Content Clarification • Performance Assessment Builder • Standardized Test Item Generator • Curriculum Integrator • Curriculum WebLinks Developer Page

17. Student Materials • Introduction • Task • Process • Evaluation • Conclusion • Credits and References

18. Welcome to Reunite Pangaea!A geological WebQuest! Follow the steps in the Process to complete the Task! Have fun, learn a lot! Credits & References Task Process Evaluation Conclusion

19. Dear Students, I love collecting trilobite fossils. I like to compare the fossils I find with my pen pal, Stephen Jay. Stephen Jay says he found a trilobite fossil that looks just like one of mine! But Stephen Jay lives in Scotland, and I live here in Rhode Island! How could this happen? We know that there are lots of different kinds of trilobites. How could Stephen Jay and I find the same kind, even though we live so far apart? Please help us out! Work in groups to look at these websites and come up with an answer to our problem. Talk to each other to get and share ideas. Then write Stephen Jay a letter to tell him what you think. Remember, Stephen Jay and I are scientists, and we like all ideas to be explained and based on facts. Thanks everyone! From, Ms. A P.S. Use your scientist’s notebooks to keep track of your ideas. Use words and drawings to help you. Task Credits & References Introduction Process Evaluation Conclusion

20. Process • Read the Task CAREFULLY • Look at the following websites and answer the questions • ***Use your scientist’s notebook to record all your answers and ideas. • All About Plate Tectonics • You Try It: Plate Tectonics • ***What is Plate Tectonics? What does it do to the continents? How does it work? • How Fossils Form • Introduction to Trilobites • ***How do fossils form? What is a trilobite? Where would you expect to find trilobite fossils? • All About Pangaea • Map of Pangaea • Pangaea to the Present • ***What is Pangaea? What happened to it? Why did this happen? Credits & References Introduction Task Evaluation Conclusion

21. Process Continued • Talk to your group members. Share your ideas and listen to theirs. Consider what makes sense. Use facts and evidence to EXPLIAN and DEFEND your ideas. • Write a letter to Stephen Jay explaining how the same trilobite fossils could end up in Rhode Island and in Scotland. Use FACTS and EVIDENCE to explain your ideas. Learn More with these websites • This Dynamic Earth • A History of the Earth’s Plates • Trilobite.com Credits & References Introduction Task Evaluation Conclusion

22. Evaluation Credits & References Introduction Task Process Conclusion

23. Evaluation continued Credits & References Introduction Task Process Conclusion

24. Conclusion Congratulations on completing Reunite Pangaea! Thank you for helping Stephen Jay and me to answer our question about trilobite fossils. We loved getting your letters. We hope you had fun learning about the Supercontinent Pangaea! ***Please write a reflection in your scientist’s notebook. Questions to Consider: What would it be like to live on Pangaea? What happened before Pangaea? What do you think will happen to the continents in the future? Credits & References Introduction Task Process Evaluation

25. Credits and References • Images from Clip Art Microsoft Office Online • Backgrounds from Brainy Betty • Tracking Trilobites by Judy Lundquist • All About Plate Tectonics • You Try It: Plate Tectonics • How Fossils Form • Introduction to Trilobites • All About Pangaea • Map of Pangaea • Pangaea to the Present • This Dynamic Earth • A History of the Earth’s Plates • Trilobite.com Introduction Task Process Evaluation Conclusion