A Modification of Discovering Plate Boundaries

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A Modification of Discovering Plate Boundaries

By Richard Sedlock

Discovering Plate Boundaries, designed by Dr. Dale Sawyer, asks students to use several types of scientific data to classify plate boundaries. Link to the Discovering Plate Boundaries Web site to read the original exercise, and to download maps and other materials.

At the outset, the activity identifies plates and their boundaries. The modification I outline here asks the students to deduce the locations of the plate boundaries from the same data; classification could follow as in Sawyer's original instructions.

Students are initially assigned only to a Scientific Specialty:

A. Seismology
B. Volcanology
C. Geography
D. Geochronology
E. Satellite Geodesy

Each Scientific Specialty group is provided with a world map showing data relevant to locating plate boundaries and understanding plate boundary processes. [Note to teachers: as suggested by Sawyer, you may want to omit Satellite Geodesy, especially for younger students.]

Step 1: Assemble in Scientific Specialty groups

Task 1: Look at your group's map and talk about what you see. For the point data (volcanoes and earthquakes) look for distribution patterns. For surface data (topography, gravity, seafloor age), look for variations in values, especially at the high and low ends of the range. Work as a group. Let everyone talk about what they see.

Task 2: Use patterns or variations in the data on your map to infer possible plate boundaries. For now, don't worry about why or how such patterns or variations might correspond to a boundary. Show the possible boundaries with a colored pencil.

Instructor assigns students to Plate ID groups (of 4 or 5, depending on number of scientific specialties).

Step 2: Assemble in Plate ID groups

Task 1: Each person should make a brief presentation to the rest of their group about their Scientific Specialty's data type and plate boundary inferences.

Task 2: Compare the locations of plate boundaries inferred from each type of data. Where do the locations differ? Try to reconcile the differences so that your group can propose a consensus map showing inferred plates and their boundaries.

Step 3: Whole Class Discussion

Representative(s) from each Plate ID group should present their consensus map to the whole class (perhaps just post for peer review). The instructor will summarize the students' inferences and compare them to a map of plate boundaries currently used by geoscientists.

Instructor assigns students to plate groups (as in Sawyer's design).

Step 4: Assemble in Plate Groups (same as Sawyer's "Period 2")

Step 5: Whole Class Discussion (same as Sawyer's "Period 3")

Student products: Same as for Sawyer, with plus group Plate ID maps.

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updated January 28, 2002