L3+Fecteau+Cameron

 **LESSON PLAN FORMAT ** 
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * __Teacher’s Name __****: ** Mr. Fecteau ** __Date of Lesson__: **3
 * __Grade Level __****: **6 - 8** __Topic__:** Recognize; Geology/Earth

 Maine Learning Results: Science and Technology - D. The Physical Setting D2. Earth Grade 6-8 Geology Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth. f. Give examples of abrupt changes and slow changes in Earth Systems. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Objectives __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will understand that **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> the four boundary zones cause immediate changes upon the Earth's surface.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will know **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">the Convergent, Transformation, Divergent, and Subduction zones and their unique function. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will be able to do **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">a model and recognize each of the different types of boundary zones. Product: Comic Life of boundary zones. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Maine Learning Results Alignment __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> Rationale: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">This lesson will be completed by the students through Think-Pair-Share in the cooperative learning and will be self-assessed by using a given checklist before handing into me. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; text-decoration: none;"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Students will first apply their understanding in the class discussion after they have gotten together and shared with a partner. During the pairs and class discussion, the students will be filling out their graphic organizers. The organizer is titled Cluster/Word Web 1. Once they are done with those they will design clay models of the boundary zones and check with me before photographing them for Comic Life. At the end of class, I will ask them to take the last ten minutes of class to blog about their pair interactions and reflect on what they liked and disliked with the lesson. At the end of the class I will have the students bow their heads and close their eyes. They will then give me a thumbs up, a thumbs down, or anywhere in between suggesting their understanding. A confidential photograph will be taken for a visual artifact to see my students' progress. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-spacerun: yes; msospacerun: yes;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Product: Comic Life of boundary zones- In this final product the students will photograph their clay models of the boundary zones and add them to Comic Life for a digital version. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Assessment __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Formative (Assessment for Learning) **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Summative (Assessment of Learning) **

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">As the teacher, I will not be using technology for the hook this time. For this lesson I will be using the technology of Blogger to check the students' blog entries after every class as always. The students themselves however will be using Comic life in addition to the blog entries. Another piece of technology that students will come familiar with is the camera. In order for them to upload the pictures digitally, my students will need the access of a computer or laptop of some sort. This tool can also be used for the further research of the content. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> Art: The students will be creating clay models of the various boundary zones and on top of the models they will be photographing the clay models. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Integration __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * Subject: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Think-Pair-Share: As students enter my scientific laboratory they will be handed a particular card from a rigged deck of cards. The deck of cards will contain doubles of each card. Students will use these cards to match up with their partners in the cooperative learning. Students will first be briefly confronted with the names of the four types of plate boundary zones. Individually, students will then do a constructive thinking to see what they already know, or might have a guess at the definition of the zones. From there, students get into pairs and see what they collectively think and will come to an agreement before sharing. As they come comfortable with the ideas shared between each other, the class as a whole will listen in on what the pair has come up with. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Groupings __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; text-decoration: none;">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Differentiated Instruction __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Strategies **
 * Verbal: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Students interact with each other as they come together in pairs and when they share with the class during the cooperative learning procedure.
 * Logical:** The graphic organizer is given to them at the beginning of class.
 * Visual:** There are multiple usages like the organizer, experiments, and models.
 * Bodily-Kinesthetic**: During the introduction model, students use the tables as plate representations and push them against each other to simulate an earthquake.
 * Musical**: Constructive music will be playing while the students are working. If students have their own music, then they can listen to their audio devices at a reasonable level.
 * Interpersonal**: The first step in the cooperative learning process allows these students to brainstorm individually.
 * Intrapersonal**: Students have pair and class discussions about the content.
 * Naturalist**: A volcano replica is made and undergoes a mini eruption. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-spacerun: yes; msospacerun: yes;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> //** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. **//
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Modifications/Accommodations **
 * Absent Students: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> If a student misses a class, then they are expected to get the class notes from his or hers’ peers. If a particular assignment was due the day of their returning, then they are also expected to have it completed the following day for me. If a student is incapable of doing the assigned work, then a note from a doctor or parent will be taken into consideration for an extended due date. If no note is given, then the student will receive a zero for the assignment. If the student also fails to turn in the homework assignment even with the extended due date, then the consequences are the same as the regular. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Students will have the option of looking deeper into modeling plate boundaries by finding more various ways to model boundary zones. Students will report their findings in short paragraph form or verbally explaining it to the class. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Extensions **

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Clay (different colors) Pieces of rug Pencil or Pen Camera Comic Life software Graphic Organizer (paper) Blog accounts Deck of cards Constructive CD (music) Volcano replica Baking soda Laptops Tables <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Materials, Resources and Technology __**

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">All Plate Boundary Zones [] Plate boundaries that can be found throughout the world. [] Video clips of boundary actions. [] Side links on plate tectonics. [] Definitions and an in depth look of boundaries. [] Diagrams and specific definitions and explanations. [] Real life pictures/models. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; text-decoration: none;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Source for Lesson Plan and Research __**

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; text-decoration: none;">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: In lesson three of my scientific unit, students will see all aspects of developmental learning from beginning to end. For students that really drive with procedural steps and engage in learning through experience will be able to be successful. These individuals will find that I have met their needs by providing bodily-kinesthetic experiments and a posting the instructions of what is expected of them on the whiteboard. For those students who really enjoy understanding mechanical concepts and wants to know more about the subject, then this lesson was meant for them. This lesson is set up so that my students can understand the basic movements of the plates and what happens to them on the edges. The students will be dying to find better ways to model the zones; seen in the extension. As usual, many students need room for integration with their peers and the extra boost to get them comfortable with the class. The cooperative learning process of Think-Pair-Share will allow these students to work at a steady pace, but at the same time, allow me to meet others' needs. The hook for my lesson will capture those students that enjoy the excitement and energy that needs to be involved in a science class. Once again, the hook is a great area where these students will excel. Also, the hands-on modeling of the different types of zones will grasp these students.


 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: The facet that this lesson is using is Self-Knowledge. Student will be able to recognize and model the different types of boundary zones. The final product for this lesson is going to be a Comic Life of the different types of boundary zones. This lesson will be completed by the students through Think-Pair-Share in the cooperative learning and will be self-assessed by using a given checklist before handing into me. For contents notes, please see below Teaching and Learning Sequence section.


 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">:
 * Verbal: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Students interact with each other as they come together in pairs and when they share with the class during the cooperative learning procedure.
 * Logical:** The graphic organizer is given to them at the beginning of class.
 * Visual:** There are multiple usages like the organizer, experiments, and models.
 * Bodily-Kinesthetic**: During the introduction model, students use the tables as plate representations and push them against each other to simulate an earthquake.
 * Musical**: Constructive music will be playing while the students are working. If students have their own music, then they can listen to their audio devices at a reasonable level.
 * Interpersonal**: The first step in the cooperative learning process allows these students to brainstorm individually.
 * Intrapersonal**: Students have pair and class discussions about the content.
 * Naturalist**: A volcano replica is made and undergoes a mini eruption.

Type II technology will be used by students through blogging after every class for reflection and the Comic Life for the product. In addition, students are also blogging about any other addition questions if asked. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; text-decoration: none;"> Students enter class and receive a card at the door. Raise hand for silence. Hook; Represent boundary zone features through introductory models and experiments. Time: 10 minutes Go over instructions on the whiteboard. Time: 5 minutes Students are given time to individually brainstorm. Time: 10 minutes Students get into pairs and discuss concepts. Time: 15 minutes Pairs share ideas with class. Time: 5 minutes Class discussion. Time: 20 minutes Feedback on graphic organizers. Time: 10 minutes Create clay models. Time: 30 minutes Photograph for understanding. Time: 5 minutes Blogging: Time: 10 minutes
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: Students will be assessed by the feedback I give them on their graphic organizers. Students will also complete a blog entry every time the group meets to see that fairness is being practiced. The Comic Life slide show of the boundary zones will be the students' final product. Students are using the class discussion and experiments, graphic organizers, clay models, photographing them, and then loading it into a digital source to complete this task.
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Teaching and Learning Sequence __****<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * Day 1 **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">

Raise hand for silence. Go over instructions on the whiteboard. Time: 5 minutes Comic Life. Time: 105 minutes Blog. Time: 10 minutes
 * Day 2**

For the third lesson students' working surfaces will be arranged in a two's formation. This arrangement will be handy for when the cooperative learning process for when go from individually working to working in pairs. As students enter the classroom they will draw a card from a rigged deck of cards. The cards in the deck will be doubled so that students can match up later on in the class with the same card. When the students are seated and somewhat prepared for class, I will raise my hand before them and wait for them to quiet down. This method relies on other students to quiet down their peers. When they see my hand raised, they are to raise their hand as well and remain quiet. When their peers see each other doing this, they will shortly follow. At this time I would then introduce the students to the hook, which is representing the boundary zone features through introductory models and experiments. I will show students how these plates move by rolling pieces of rug over each other, by pushing tables forcefully against each other, and through models of volcanoes with chemical reactions for the eruptions. Every student will be able to experience each of these stations. Afterwards, students will be handed a graphic organizer and the instructions on the board. They will then go into the cooperative learning of Think-Pair-Share. After the class cooperative learning we will go into a class discussion. In the discussion we will talk about boundary zones within our country so that students can relate to the lesson as far as the real life. From there they will apply this to their clay models and photograph them. Their photographs will be used in their final product. Students will understand that the four boundary zones cause immediate changes upon the Earth's surface. Students will need to know the various types of plate boundary zones and their placement because it may affect where they decided to live. Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth.
 * What, Where, Why, Hook, Tailor: Visual, Verbal, Bodily-Kinesthetic, Intrapersonal, Interpersonal, Logical, Naturalist**

Students will need to know the Convergent, Transformation, Divergent, and Subduction zones and their unique function. I am going to deliver the instructions by writing them on the board clearly. After the hook, I will verbally outline the instructions so that the students understand their mission. Once I have finished going over the instructions, I will ask if anyone has any questions on what is expected of them. Throughout the class I will be falling in and out of the pairs and answering any raised hands. I am continuously monitoring my students. The students' understanding will be checked by the class discussion and by me collecting their graphic organizers and giving positive feedback. At the end of the class I will have the students bow their heads and close their eyes. They will then give me a thumbs up, a thumbs down, or anywhere in between suggesting their understanding. A confidential photograph will be taken for a visual artifact to see my students' progress. For contents notes, please see below Teaching and Learning Sequence section.
 * Equip, Tailor: Logical, Visual, Bodily-Kinesthetic, Verbal, Intrapersonal, Naturalist**

Before beginning the cooperative learning procedures, the students will be handed a graphic organizer that is titled Cluster/Word Web 1. Students will first be briefly confronted with the names of the four types of plate boundary zones. Individually, students will then do a constructive thinking to see what they already know, or might have a guess at the definition of the zones. Now here is where the students' cards will come into play. They will be asked to look at what card they have and match up with the person the has the same card. The rigged deck of cards will not be set up in suits, but rather the numbers of the card. For example, a student draws a nine, therefore he or she will have to find the other nine. Once all of the pairs have shared their brainstormed ideas, the pairs will be able to have a chance to go back and have a relook at their organizer. Once the organizers have been handed into the teacher, feedback is given to them, and then given back to them for revisions. Students will take their Comic Life product and self-assess themselves using a given checklist before handing into teacher. Student will be able to recognize and model the different types of boundary zones. Product: Comic Life of boundary zones. I will facilitate the learning process by starting with the teaching session and going well into the graphic organizer or cluster web.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Logical, Visual, Interpersonal, Intrapersonal, Naturalist, Bodily-Kinesthetic**

Students will take their Comic Life product and self-assess themselves using a given checklist before handing into teacher. The collected graphic organizers will be given positive feedback and handed back. When the students complete their products, they will be graded and returned the following week, if not sooner. The students' blogs that were done at the end of class will be looked at and commented as soon as possible. If the clay models were not finished in class, then they will be assigned for homework. Therefore, the students will be well prepared to start their Comic Life the next class. This lesson will be the foundation of knowledge for students to know before going more in depth with the boundary zones and their features.
 * Evaluate, Tailor: Intrapersonal, Interpersonal, Visual, Logical, Bodily-Kinesthetic, Naturalist** <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> A knowledge of earth's interior is essential for understanding plate tectonics. A good analogy for teaching about earth's interior is a piece of fruit with a large pit such as a peach or a plum. Most students are familiar with these fruits and have seen them cut in half. In addition the size of the features are very similar.
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Content Notes __**
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Three Parts of Earth's Interior: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">

Source: [] If we cut a piece of fruit in half we will see that it is composed of three parts: 1) a very thin skin, 2) a seed of significant size located in the center, and 3) most of the mass of the fruit being contained within the flesh. Cutting the earth we would see: 1) a very thin crust on the outside, 2) a core of significant size in the center, and 3) most of the mass of the Earth contained in the mantle.

Source: []


 * Earth's Crust:** There are two different types of crust: thin oceanic crust that underlies the ocean basins and thicker continental crust that underlies the continents. These two different types of crust are made up of different types of rock. The thin oceanic crust is composed of primarily of basalt and the thicker continental crust is composed primarily of granite. The low density of the thick continental crust allows it to "float" in high relief on the much higher density mantle below.

Source: []


 * Earth's Mantle:** Earth's mantle is thought to be composed mainly of olivine-rich rock. It has different temperatures at different depths. The temperature is lowest immediately beneath the crust and increases with depth. The highest temperatures occur where the mantle material is in contact with the heat-producing core. This steady increase of temperature with depth is known as the geothermal gradient. The geothermal gradient is responsible for different rock behaviors and the different rock behaviors are used to divide the mantle into two different zones. Rocks in the upper mantle are cool and brittle, while rocks in the lower mantle are hot and soft (but not molten). Rocks in the upper mantle are brittle enough to break under stress and produce earthquakes. However, rocks in the lower mantle are soft and flow when subjected to forces instead of breaking. The lower limit of brittle behavior is the boundary between the upper and lower mantle.

Source: []


 * Earth's Core:** Earth's Core is thought to be composed mainly of an iron and nickel alloy. This composition is assumed based upon calculations of its density and upon the fact that many meteorites (which are thought to be portions of the interior of a planetary body) are iron-nickel alloys. The core is earth's source of internal heat because it contains radioactive materials which release heat as they break down into more stable substances.

The core is divided into two different zones. The outer core is a liquid because the temperatures there are adequate to melt the iron-nickel alloy. However, the inner core is a solid even though its temperature is higher than the outer core. Here, tremendous pressure, produced by the weight of the overlying rocks is strong enough to crowd the atoms tightly together and prevents the liquid state.

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; text-align: center;"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Source: []
 * __Convergent/Subduction Zone__**

Convergent plate boundaries are locations where lithospheric plates are moving towards one another. The plate collisions that occur in these areas can produce earthquakes, volcanic activity and crustal deformation.


 * Convergent Plate Boundary - Oceanic and Continental Plates:** (see illustration above) When continental and oceanic plates collide the thinner and more dense oceanic plate is overridden by the thicker and less dense continental plate. The oceanic plate is forced down into the mantle in a process known as "subduction". As the oceanic plate descends it is forced into higher temperature environments. At a depth of about 100 miles (160 km) materials in the subducting plate begin to approach their melting temperatures and a process of partial melting begins.

This partial melting produces magma chambers above the subducting oceanic plate. These magma chambers are less dense than the surrounding mantle materials and are buoyant. The buoyant magma chambers begin a slow asscent through the overlying materials, melting and fracturing their way upwards. The size and depth of these magma chambers can be determined by mapping the earthquake activity arround them. If a magma chamber rises to the surface without solidifying the magma will break through in the form of a volcanic eruption.

The Washington-Oregon coastline of the United States is an example of this type of convergent plate boundary. Here the Juan de Fuca oceanic plate is subducting beneath the westward moving North American continental plate. The Cascade Mountain Range is a line of volcanoes above the melting oceanic plate. The Andes Mountain Range of western South America is another example of a convergent boundary between an oceanic and continental plate. Here the Nazca Plate is subducting beneath the South American plate.

Visit the [|Interactive Plate Boundary Map] to explore satellite images of convergent boundaries between oceanic and continental plates. Two locations are marked to show this type of plate boundary - the Cascade volcanoes along the Washington-Oregon coast of North America and the Andes mountain range on the western margin of South America.

Effects of a convergent boundary between an oceanic and continental plate include: a zone of earthquake activity that is shallow along the continent margin but deepens beneath the continent, sometimes an ocean trench immediately off shore of the continent, a line of volcanic eruptions a few hundred miles inland from the shoreline, destruction of oceanic lithosphere.

Source: []


 * Convergent Plate Boundary - Oceanic:** (See Illustration above.) When a convergent boundary occurs between two oceanic plates one of those plates will subduct beneath the other. Normally the older plate will subduct because of its higher density. The subducting plate is heated as it is forced deeper into the mantle and at a depth of about 100 miles (150 km) the plate begins to melt. Magma chambers are produced as a result of this melting and the magma is lower in density than the surrounding rock material. It begins ascending by melting and fracturing its way throught the overlying rock material. Magma chambers that reach the surface break through to form a volcanic eruption cone. In the early stages of this type of boundary the cones will be deep beneath the ocean surface but later grow to be higher than sea level. This produces an island chain. With continued development the islands grow larger, merge and an elongate landmass is created.

Japan, the Aleutian islands and the Eastern Caribbean islands of Martinique, St. Lucia and St. Vincent and the Grenadines are examples of islands formed through this type of plate boundary. Visit the [|Interactive Plate Boundary Map] to explore satellite images of these three areas.

Effects that are found at this type of plate boundary include: a zone of progressively deeper earthquakes, an oceanic trench, a chain of volcanic islands, and the destruction of oceanic lithosphere.

Source: []


 * Convergent Plate Boundary - Continental:** (see illustration above) This is a difficult boundary to draw. First it is complex and second, it is poorly understood when compared to the other types of plate boundaries. In this type of convergent boundary a powerful collision occurs. The two thick continental plates collide and both of them have a density that is much lower than the mantle, which prevents subduction (there may be a small amout of subduction or the heavier lithosphere below the continental crust might break free from the crust and subduct).

Fragments of crust or continent margin sediments might be caught in the collision zone between the continents forming a highly deformed melange of rock. The intense compression can also cause extensive folding and faulting of rocks within the two colliding plates. This deformation can extend hundreds of miles into the plate interior.

The Himalaya Mountain Range is the best active example of this type of plate boundary. Visit the [|Interactive Plate Boundary Map] to explore satellite images of the Himalaya Range where the Indian and Eurasian plates are currently in collision. The Appalachian Mountain Range is an ancient example of this collision type and is also marked on the map.

Effects found at a convergent boundary between continental plates include: intense folding and faulting, a broad folded mountain range, shallow earthquake activity, shortening and thickening of the plates within the collision zone.


 * __Transformation Zone__**

Source: []

Transform Plate Boundaries are locations where two plates slide past one another. The fracture zone that forms a transform plate boundary is known as a transform fault. Most transform faults are found in the ocean basin and connect offsets in the mid-ocean ridges. A smaller number connect mid-ocean ridges and subduction zones.

Source: []

Source: []

Transform faults can be distinguished from the typical strike-slip faults because the sense of movement is in the opposite direction (see illustration above). A strike-slip fault is a simple offset, however, a transform fault is formed between two different plates, each moving away from the spreading center of a divergent plate boundary. When you look at the transform fault diagram above, imagine the double line as a divergent plate boundary and visualize which way the diverging plates would be moving.

A smaller number of transform faults cut continental lithosphere. The most famous example of this is the San Andreas Fault Zone of western North America. The San Andreas connects a divergent boundary in the Gulf of California with the Cascadia subduction zone. Another example of a transform boundary on land is the Alpine Fault of New Zealand. Both the San Andreas Fault and the Alpine Fault are shown on our [|Interactive Plate Tectonics Map].

Transform faults are locations of recurring earthquake activity and faulting. The earthquakes are usually shallow because they occur within and between plates that are not involved in subduction. Volcanic activity is normally not present because the typical magma sources of an upwelling convection current or a melting subducting plate are not present.


 * __Divergent Zone__**

Source: []

Divergent plate boundaries are locations where plates are moving away from one another. This occurs above rising convection currents. The rising current pushes up on the bottom of the lithosphere, lifting it and flowing laterally beneath it. This lateral flow causes the plate material above to be dragged along in the direction of flow. At the crest of the uplift, the overlying plate is stretched thin, breaks and pulls apart.

Source: []


 * Divergent Plate Boundary - Oceanic:** (see illustration above) When a divergent boundary occurs beneath oceanic lithosphere, the rising convection current below lifts the lithosphere producing a mid-ocean ridge. Extensional forces stretch the lithosphere and produce a deep fissure. When the fissure opens, pressure is reduced on the super-heated mantle material below. It responds by melting and the new magma flows into the fissure. The magma then solidifies and the process repeats itself.

The Mid-Atlantic Ridge is a classic example of this type of plate boundary. The Ridge is a high area compared to the surrounding seafloor because of the lift from the convection current below. (A frequent misconception is that the Ridge is a build-up of volcanic materials, however, the magma that fills the fissure does not flood extensively over the ocean floor and stack up to form a topographic high. Instead, it fills the fissure and solidifies. When the next eruption occurs, the fissure most likely develops down the center of the cooling magma plug with half of the newly solidified material being attached to the end of each plate.

Visit the [|Interactive Plate Boundary Map] to explore satellite images of divergent boundaries between oceanic plates. Two locations are marked: 1) the Mid-Atlantic Ridge exposed above sea level on the island of Iceland, and 2) the Mid-Atlantic Ridge between North America and Africa.

Effects that are found at a divergent boundary between oceanic plates include: a submarine mountain range such as the Mid-Atlantic Ridge; volcanic activity in the form of fissure eruptions; shallow earthquake activity; creation of new seafloor and a widening ocean basin.

Source: []


 * Divergent Plate Boundary - Continental:** (See Illustration above.) When a divergent boundary occurs beneath a thick continental plate, the pull-apart is not vigorous enough to create a clean, single break through the thick plate material. Here the thick continental plate is arched upwards from the convection current's lift, pulled thin by extensional forces,and fractured into a rift-shaped structure. As the two plates pull apart, normal faults develop on both sides of the rift and the central blocks slide downwards. Earthquakes occur as a result of this fracturing and movement. Early in the rift-forming process, streams and rivers will flow into the sinking rift valley to form a long linear lake. As the rift grows deeper it might drop below sea level allowing ocean waters to flow in. This will produce a narrow, shallow sea within the rift. This rift can then grow deeper and wider. If rifting continues a new ocean basin could be produced.

The East Africa Rift Valley is a classic example of this type of plate boundary. The East Africa Rift is in a very early stage of development. The plate has not been completely rifted and the rift valley is still above sea level but occupied by lakes at several locations. The Red Sea is an example of a more completely developed rift. There the plates have fully separated and the central rift valley has dropped below sea level.

Visit the [|Interactive Plate Boundary Map] to explore satellite images of divergent boundaries between continental plates. Two locations are marked within the rift valley of East Africa and another location is marked within the Red Sea.

Effects that are found at this type of plate boundary include: a rift valley sometimes occupied by a long linear lakes or a shallow arm of the ocean, numerous normal faults bounding a central rift valley and shallow earthquake activity along the normal faults. Volcanic activity sometimes occurs within the rift.

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Graphic Organizer Checklist <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; text-decoration: none;">
 * (All Text) Source: []** <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Handouts __**

**__<span style="font-size: 20pt; font-family: 'Times New Roman','serif';">Checklist for Comic Life __** <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; text-align: center; text-decoration: none;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; text-align: center; text-decoration: none;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">1.) _ __Graphic Organizer has been filled out__
 * <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">~*You Must Complete the Following*~ **

_ Shared ideas with class (Think-Pair-Share) 2.) _ Shared ideas with class (Think-Pair-Share)

3.) _ __There are three different types (boundary zones) of clay models__

_ Graphic Organizer has positive feedback on it 4.) _ Graphic Organizer has positive feedback on it

5.) _ __Students have a Comic Life__

_ Photographs of clay models 6.) _ Photographs of clay models

7.) _ __Comic Life is colorful, organized, grammatically correct, handed in on time, and finished.__

_ Blog entries were maintained 8.) _ Blog entries were maintained

9.) ___ Now give yourself a pat on the back! Great job!