This document provides instructions for an activity to identify boundaries between tectonic plates by mapping the distributions of earthquakes, volcanoes, and mountains. Students are asked to trace earthquake locations and volcanoes onto transparent sheets and overlay them to see their relationships. By noticing that earthquakes, volcanoes, and mountain ranges often occur in the same areas along plate boundaries, students are meant to understand the scientific basis for dividing the lithosphere into separate plates.
Mga kaguro sa Araling Panlipunan isinishare ko po sa inyo ang first quarter module para sa Grade 10 Kontemporaryong Isyu dahil karamihan wala pang reference at hindi tayo nakaattend ng training for G 10 kontemporaryong isyu. sana makatulong ito sa inyo. ATB/2017
Mga kaguro sa Araling Panlipunan isinishare ko po sa inyo ang first quarter module para sa Grade 10 Kontemporaryong Isyu dahil karamihan wala pang reference at hindi tayo nakaattend ng training for G 10 kontemporaryong isyu. sana makatulong ito sa inyo. ATB/2017
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
Page 65 4.1 InTroduCTIonIn chapter one, we reviewed th.docxalfred4lewis58146
Page | 65
4.1 InTroduCTIon
In chapter one, we reviewed the scientific method and the exact meaning of a
theory, which is a well-supported explanation for a natural phenomenon that still
cannot be completely proven. A Grand Unifying Theory is a set of ideas that
is central and essential to a field of study such as the theory of gravity in physics
or the theory of evolution in biology. The Grand Unifying Theory of geology is the
theory of Plate Tectonics, which defines the outer portion of the earth as a brit-
tle outer layer that is broken into moving pieces called tectonic plates. This the-
ory is supported by many lines of evidence including the shape of the continents,
the distribution of fossils and rocks, the distribution of environmental indicators,
as well as the location of mountains, volcanoes, trenches, and earthquakes. The
movement of plates can be observed on human timescales and easily measured
using GPS satellites.
Plate tectonics is integral to the study of geology because it aids in reconstruct-
ing earth’s history. This theory helps to explain how the first continents were built,
how oceans formed, and even helps inform hypotheses for the origin of life. The
theory also helps explain the geographic distribution of geologic features such as
mountains, volcanoes, rift valleys, and trenches. Finally, it helps us assess the po-
tential risks of geologic catastrophes such as earthquakes and volcanoes across
the earth. The power of this theory lies in its ability to create testable hypotheses
regarding Earth’s history as well as predictions regarding its future.
4.1.1 learning outcomes
After completing this chapter, you should be able to:
• Explain several lines of evidence supporting the movement of tectonic plates
• Accurately describe the movement of tectonic plates through time
• Describe the progression of a Hawaiian Island and how it relates to the
Theory of Plate Tectonics
4Plate TectonicsBradley Deline
Page | 66
Introductory GeoloGy Plate tectonIcs
• Describe the properties of tectonics plates and how that relates to the
proposed mechanisms driving plate tectonics
• Be able to describe and identify the features that occur at different plate
boundaries
4.1.2 Key Terms
4.2 evIdenCe of The movemenT of ConTInenTs
The idea that the continents appear to have been joined based on their shapes is
not new, in fact this idea first appeared in the writings of Sir Francis Bacon in 1620.
The resulting hypothesis from this observation is rather straightforward: the shapes
of the continents fit together because they were once connected and have since bro-
ken apart and moved. This hypothesis is discussing a historical event in the past and
cannot be directly tested without a time machine. Therefore, geoscientists reframed
the hypothesis by assuming the continents used to be connected and asking what
other patterns we would expect to find. This is exactly how turn of the century earth
scientists (.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
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2. OBJECTIVES
1.Describe the distribution of
active volcanoes, earthquake
epicenters, and major mountain
belts.
2.Determine the scientific basis
for dividing the Lithospheric
plates.
3. MATERIALS
• (Fig. 5)Map of earthquake distribution
• (Fig. 6)Map of active volcanoes of the
world
• (Fig. 7)Mountain ranges of the world
• 2 pcs. Plastic sheet used for book cover,
same size as a book page.
• Making Pens ( two different colors)
4. PROCEDURE
1. Study Figure 5 showing the
earthquake distribution around
the world. Trace the
approximate locations of several
earthquake “clusters” using a
marking pen on one of the
plastic sheets.
5. QUESTIONS
Q5. How are earthquakes distributed
on the map?
Q6. Where are they located?
Q7. Where are there no earthquakes?
Q8. Why is it important for us to
identify areas which are prone to
earthquakes?
7. QUESTIONS
Q9. How are volcanoes
distributed?
Q10. Where are they located?
Q11. Based on the map, mention a
country that is unlikely to
experience a volcanic eruption?
8. PROCEDURE
3. On the second plastic sheet,
sketch the approximate locations
of several volcanoes using a
marking pen.
4. Place the earthquake plastic
sheet over the volcano plastic
sheet.
9. QUESTIONS
Q12. Compare the location of
majority of earthquake
epicenters with the location
of volcanoes around the
world.
11. QUESTIONS
Q13. How will you relate the
distribution of mountain
ranges with the distribution of
earthquake epicenters and
volcanoes?
12. PROCEDURE
6. Now that you have seen
the location of volcanoes,
mountain ranges, and
majority of earthquake
epicenters, study Figure 2.
Map of Plate Boundaries.
13. QUESTIONS
Q14. What do you think is
the basis of scientists in
dividing Earth’s
lithosphere into several
plates?
14. Let’s check your answers!
Q5. The world’s earthquake are not
randomly distributed over the
Earth’s surface. They tend to be
concentrated in narrow zones.
Q6. Some are located near the edges
of the continents, some are in mid-
continents, while others are in
oceans.
15. Let’s check your answers!
Q7. Large part of the Pacific
ocean, northernmost Asia,
majority of Europe, eastern
portion of North and South
America and western Africa.
16. Let’s check your answers!
Q8. It is important to identify
areas which are prone to
earthquakes so that necessary
precautions could be done if
ever you’re living in one of those
places.
17. Let’s check your answers!
Q9. Volcanoes are not randomly
distributed. Majority of them are
found along the edges of some
continents.
18. Let’s check your answers!
Q10. Majority are found along the
edges of some continents,
particularly in the western coast
of North and South America.
East and South East Asia.
Q11. Answers may vary.
19. Let’s check your answers!
Q12. Earthquake epicenters and
volcanoes are both situated at
the same locations.
Q13. Mountain ranges are found
in places where volcanoes
and/or earthquakes epicenters
are also located.
20. Let’s check your answers!
Q14. Geologic activities such as
seismicity (occurrence of
earthquakes), volcanism and
mountain formation are the
basis of scientists in dividing
Earth’s lithosphere.
