“Rescue the Time Agent!”
Plate Tectonics Project Based Lesson
Robin Foster, Science Teacher and Secret Time Agent Contact
Project Abstract
This is a proposal for a Project Based Lesson that promotes understanding of plate tectonics theories as required by the State of Texas per Texas Essential Knowledge and Skills stand 9) a-c. Students will examine and correlate a portion of the evidence that Alfred Wegener used to formulate his continental drift theories. Project based science lessons are meaningful and relevant to the students lives, offer a platform that accommodates various learners and are sensitive to the needs of a diverse student population. (Krajcik and Czerniak, 2007) Using the scenario of a stranded Time Agent character the students will then create a presentation and model to demonstrate knowledge and understanding of modern plate tectonics as well as the history of the discoveries and theories that led up to current understanding of plate tectonics.
Statement of Relevance To Today's needs
The challenges facing our society to become more sustainable are substantial and require inter-disciplinary approaches. Although geologists possess specialized problem-solving skills that make them well-suited to help society move toward more sustainable practices, they tend to be under-represented in relation to other disciplines. The Geological Society of America predicts a 20 year shortage of geologists and most companies that employ geologists actively recruit from outside the USA. This under-representation calls for broad-scale educational opportunities to increase engagement with students who have an interest in the geological sciences. The inclusion of these exercises in middle school would have the effect of making geology more relevant to students who are fascinated by the subject (Gilbert et al, 2010) but who do not pursue it, possibly because they see it as less relevant, less prestigious or less scientific than other disciplines (Hoisch and Bowie, 2010), particularly by minority students who may view geology simply as the study of rocks (Kurtis, 2009) rather than a path to a challenging and fulfilling career that also pays well.
One of the main tenets of Project Based Instruction is to make the lessons relevant to the students’ lives. Both the teacher and the students pursue the answers to questions about the world around them. Most high schools do not have geology courses despite the built-in geologic relevancy to water, soil, mineral resources, energy and natural hazards. Students become actively engaged in the topic when they see how it relates to the environment around them (Krajcik and Czerniak, 2007) so middle school may be the only exposure the students have to the geological sciences. Project Based Lessons allow for the opportunity for the student to explore the topic in a way that is relevant to their lives and help them integrate the knowledge rather than a rote lesson that is barely retained long enough to take the test.
Project Description
“Save the Time Agent” uses an entry document and video to explain how a Time Agent has been stranded back in the early 1900s. This adventurer-explorer type figure accidentally lands in the early 1900s in a German pub crawl with Alfred Wegener. When they wake the next morning Alfred has amnesia and can no longer remember any of his theories on continental drift. Because of the damage tot he time line our time agent is now stranded. So the time agent needs all the information we have on what led up to the theories of continental drift and a good understanding of plate tectonics. He needs this because so he will know how much information to give to Wegener, but not give him too much information which would cause a new problem on the time line. *The Driving Question for the students then is "How does plate tectonics work and what led up to it?" Since our time agent's vortex manipulator (time travel device) was damaged he is unable to time jump but will be able to open a one way time window and watch anything happening in the classroom 3 weeks from the date that the letter is opened. The students have 3 weeks to create a presentation and models to explain plate tectonic theory well enough in 50 minutes that the Time Agent can re-establish the Time Line and Save the World.
“Save the Time Agent!” is a three week Project Based Lesson that will allow the students a hands-on taste of geology as well as learning about plate tectonics. Students will use a hand lens to examine fossil samples obtained from 2 sites on a one day field trip. They will also be taught the proper use of a rock hammer as well a review of scientific method, bagging and tagging their samples and later examining those samples under a microscope. In addition, the students will be deciding which models best illustrate the concepts and recording their data in a Rite in the Rain notebook similar to what geologists use in the field. The class will be broken up into 5 groups based on the 5 types of evidence that originally led Alfred Wegener to theorize about continental drift. The success of the project will be measured by how well each group is able to represent their portion of the evidence that led up to Wegener's continental drift theory and explains how it works.
Project Evaluation
The project contains formative assessment using Exit Tickets, Quick Writes and an embedded assessment in the form of a journal. These techniques are designed to keep the students on track and focused as they require the student to turn in a 3x5 file card or the equivalent. The teacher can then quickly determine if a concept needs to be revisited and if the students are making satisfactory progress on the project itself. In this context Exit Tickets usually require the answer to a question(s) while a Quick Write is more free form and open ended.
The students will also be creating journals that is based on the idea of a geologist’s field journal. The journals will be graded at the end of the project but will be returned to the student afterwards. The before the presentations the students as a class will help create a concept map for plate tectonics. This will also be used as an assessment to make sure they have understood the relationship between the various mechanisms of plate tectonics.
The project itself has the group of students creating a presentation and a model. The presentation can be a video they create or a Power Point. Other formats may be acceptable but would have to be cleared with the teacher. The models can be made using 3-D modeling software or can be physical models. The students would grade each other using a rubric provided by the teacher for this purpose. This encourages the students to listen when their fellow students are presenting. In fact, they must listen and watch while looking for certain criteria to be able to choose a score for the topic. The rubrics are anonymous and only the teacher knows what score each student gave the group, although the group will be informed of their total score.
*Texas Essential Knowledge and Skills (TEKS) targeted in this lesson:
(9)Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:
(A)describe the historical development of evidence that supports plate tectonic theory;
(B)relate plate tectonics to the formation of crustal features
References Cited
Gilbert, L.A., Stempien, J.A., Matheney, R.K., McConnell, D.A., Perkings, D., Van der Hoven Kraft, K.J., Vislova, T., Jones, M.H., Nyman, M., and Budd, D., 2010, Retention in geosciences: What influences students to continue beyond an introductory undergraduate course?: Geological Society of America Abstracts with Programs, v. 42, no. 5, p. 584.
Hoisch, T.D., and Bowie, J.I., 2010, Assessing factors that influence the recruitment of majors from introductory geology classes at Northern Arizona University: Journal of Geoscience Education, v. 58, no. 3, p. 166–176, doi: 10.5408/1.3544297.
Kurtis, K.A., 2009, Minority college student attitudes toward the geological sciences; unearthing barriers to enrollment [Thesis]: Long Beach, California State University, p. 79
Krajcik, Joseph, Czerniak, C., 2007, Teaching Science in Elementary and Middle School, 3rd edition p. 6
Plate Tectonics Project Based Lesson
Robin Foster, Science Teacher and Secret Time Agent Contact
Project Abstract
This is a proposal for a Project Based Lesson that promotes understanding of plate tectonics theories as required by the State of Texas per Texas Essential Knowledge and Skills stand 9) a-c. Students will examine and correlate a portion of the evidence that Alfred Wegener used to formulate his continental drift theories. Project based science lessons are meaningful and relevant to the students lives, offer a platform that accommodates various learners and are sensitive to the needs of a diverse student population. (Krajcik and Czerniak, 2007) Using the scenario of a stranded Time Agent character the students will then create a presentation and model to demonstrate knowledge and understanding of modern plate tectonics as well as the history of the discoveries and theories that led up to current understanding of plate tectonics.
Statement of Relevance To Today's needs
The challenges facing our society to become more sustainable are substantial and require inter-disciplinary approaches. Although geologists possess specialized problem-solving skills that make them well-suited to help society move toward more sustainable practices, they tend to be under-represented in relation to other disciplines. The Geological Society of America predicts a 20 year shortage of geologists and most companies that employ geologists actively recruit from outside the USA. This under-representation calls for broad-scale educational opportunities to increase engagement with students who have an interest in the geological sciences. The inclusion of these exercises in middle school would have the effect of making geology more relevant to students who are fascinated by the subject (Gilbert et al, 2010) but who do not pursue it, possibly because they see it as less relevant, less prestigious or less scientific than other disciplines (Hoisch and Bowie, 2010), particularly by minority students who may view geology simply as the study of rocks (Kurtis, 2009) rather than a path to a challenging and fulfilling career that also pays well.
One of the main tenets of Project Based Instruction is to make the lessons relevant to the students’ lives. Both the teacher and the students pursue the answers to questions about the world around them. Most high schools do not have geology courses despite the built-in geologic relevancy to water, soil, mineral resources, energy and natural hazards. Students become actively engaged in the topic when they see how it relates to the environment around them (Krajcik and Czerniak, 2007) so middle school may be the only exposure the students have to the geological sciences. Project Based Lessons allow for the opportunity for the student to explore the topic in a way that is relevant to their lives and help them integrate the knowledge rather than a rote lesson that is barely retained long enough to take the test.
Project Description
“Save the Time Agent” uses an entry document and video to explain how a Time Agent has been stranded back in the early 1900s. This adventurer-explorer type figure accidentally lands in the early 1900s in a German pub crawl with Alfred Wegener. When they wake the next morning Alfred has amnesia and can no longer remember any of his theories on continental drift. Because of the damage tot he time line our time agent is now stranded. So the time agent needs all the information we have on what led up to the theories of continental drift and a good understanding of plate tectonics. He needs this because so he will know how much information to give to Wegener, but not give him too much information which would cause a new problem on the time line. *The Driving Question for the students then is "How does plate tectonics work and what led up to it?" Since our time agent's vortex manipulator (time travel device) was damaged he is unable to time jump but will be able to open a one way time window and watch anything happening in the classroom 3 weeks from the date that the letter is opened. The students have 3 weeks to create a presentation and models to explain plate tectonic theory well enough in 50 minutes that the Time Agent can re-establish the Time Line and Save the World.
“Save the Time Agent!” is a three week Project Based Lesson that will allow the students a hands-on taste of geology as well as learning about plate tectonics. Students will use a hand lens to examine fossil samples obtained from 2 sites on a one day field trip. They will also be taught the proper use of a rock hammer as well a review of scientific method, bagging and tagging their samples and later examining those samples under a microscope. In addition, the students will be deciding which models best illustrate the concepts and recording their data in a Rite in the Rain notebook similar to what geologists use in the field. The class will be broken up into 5 groups based on the 5 types of evidence that originally led Alfred Wegener to theorize about continental drift. The success of the project will be measured by how well each group is able to represent their portion of the evidence that led up to Wegener's continental drift theory and explains how it works.
Project Evaluation
The project contains formative assessment using Exit Tickets, Quick Writes and an embedded assessment in the form of a journal. These techniques are designed to keep the students on track and focused as they require the student to turn in a 3x5 file card or the equivalent. The teacher can then quickly determine if a concept needs to be revisited and if the students are making satisfactory progress on the project itself. In this context Exit Tickets usually require the answer to a question(s) while a Quick Write is more free form and open ended.
The students will also be creating journals that is based on the idea of a geologist’s field journal. The journals will be graded at the end of the project but will be returned to the student afterwards. The before the presentations the students as a class will help create a concept map for plate tectonics. This will also be used as an assessment to make sure they have understood the relationship between the various mechanisms of plate tectonics.
The project itself has the group of students creating a presentation and a model. The presentation can be a video they create or a Power Point. Other formats may be acceptable but would have to be cleared with the teacher. The models can be made using 3-D modeling software or can be physical models. The students would grade each other using a rubric provided by the teacher for this purpose. This encourages the students to listen when their fellow students are presenting. In fact, they must listen and watch while looking for certain criteria to be able to choose a score for the topic. The rubrics are anonymous and only the teacher knows what score each student gave the group, although the group will be informed of their total score.
*Texas Essential Knowledge and Skills (TEKS) targeted in this lesson:
(9)Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:
(A)describe the historical development of evidence that supports plate tectonic theory;
(B)relate plate tectonics to the formation of crustal features
References Cited
Gilbert, L.A., Stempien, J.A., Matheney, R.K., McConnell, D.A., Perkings, D., Van der Hoven Kraft, K.J., Vislova, T., Jones, M.H., Nyman, M., and Budd, D., 2010, Retention in geosciences: What influences students to continue beyond an introductory undergraduate course?: Geological Society of America Abstracts with Programs, v. 42, no. 5, p. 584.
Hoisch, T.D., and Bowie, J.I., 2010, Assessing factors that influence the recruitment of majors from introductory geology classes at Northern Arizona University: Journal of Geoscience Education, v. 58, no. 3, p. 166–176, doi: 10.5408/1.3544297.
Kurtis, K.A., 2009, Minority college student attitudes toward the geological sciences; unearthing barriers to enrollment [Thesis]: Long Beach, California State University, p. 79
Krajcik, Joseph, Czerniak, C., 2007, Teaching Science in Elementary and Middle School, 3rd edition p. 6
