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Distinction Betwe
Plate M

Convergent &
Ocean-Oce

S

Subduction beneath Su
oceanic plates = island pla

arcs (e.g., Japan) vo

een Ocean-Ocean
Margins

& Divergent
ean Margins

Spreading in East
Pacific Rise

ubduction beneath continental
ates = mountain belts with
olcanoes (e.g., Andes)

Electric Portfolio

Table of Contents
01 Syllabus Snapshot
02 Student Preparation Strategy
03 BOPPPS Lesson Plans
03a Plate Tectonics Lecture Slides
03b CAT Activity
03c Technology using Socrative Application
04 Test Questions
05 Rubric
06 Showcase Presentation
07 Reflective Essay

GEOL 1403 PHYS

PROFESSOR: Thomas A. Toth, Ph.D
EMAIL: [email protected]
OFFICE HOURS: by appointment

MINERALS & ROCKS STUDENT LEARNING

EARTH’S DYNAMICS 1.  Describe how the
PLATE TECTONICS 2.  Interpret the orig
3.  Describe the theo

features.
4.  Quan0fy the rate

context of geolog
5.  Communicate ho

hydrosphere, bio
6.  Iden0fy and desc
7.  Describe the inte
8.  Classify rocks and
9.  Apply knowledge
10.  Iden0fy landform
11.  Differen0ate the

processes that oc
12.  Iden0fy basic stru

created.
13.  Demonstrate the

SICAL GEOLOGY Grade Determina:on:
25% Final Exam (cumula0ve)
D. Monday, Wednesday 25% Unit Exams (5)
du 6:00 pm – 7:25 pm (lecture) 16% Presenta0ons (4)
14% Quizzes (8) – Drop lowest
7:35 pm – 9:00 pm (lab) 10% Lab Assignments
Room: B13.703 5% Reading
5% Par0cipa0on/AKendance

OUTCOMES:

e scien0fic method has led to our current understanding of Earth's structure and processes.
gin and distribu0on of minerals, rocks and geologic resources.
ory of plate tectonics and its rela0onship to the forma0on and distribu0on of Earth's crustal

es of physical and chemical processes ac0ng on Earth and how these processes fit into the
gic 0me.
ow surface processes are driven by interac0ons among Earth's systems (e.g., the geosphere,
osphere, atmosphere).
cribe the internal structure and dynamics of Earth
erac0on of humans with Earth (e.g., resource development or hazard assessment).
d minerals based on chemical composi0on, physical proper0es, and origin
e of topographic maps to quan0fy geometrical aspects of topography.
ms on maps, diagrams, and/or photographs and explain the process(es) that created them.
types of plate boundaries and their associated features on maps and profiles and explain the
ccur at each type of boundary.
uctural features on maps, block diagrams and cross sec0ons and infer how they were

e collec0on, analysis, and repor0ng of data.

REQUIRED MATERIAL:
E-book with Connect access: Exploring Geology
by Reynolds, Johnson, et al.: 4th edition. ($85)

•  To purchase book, you must enter through link on
D2L (Content à Course Info à Connect)

•  Connect Website: https://
connect.mheducation.com/class/toth-physical-
geology-fall-2017

•  Purchase loose-leaf version from Connect website for
additional $25

Seco

COURSE: GEOL 1403 Physical Geology
Lesson Title: Plate Boundaries Are the Source of Major Earth Tec
Course Student Learning Outcome: 11. DifferenEate the types of pla
profiles and explain the processes that occur at each type of b

Learning ObjecEves (these should be the ones you wrote in Module 1): By the
1. Draw profiles showing the disEncEon between divergent and convergent o
2. On the profiles, contrast how the generaEon of magma is different betwee
boundaries

ParEcipatory Learning:

Time Instructor Ac/vi/es Learner Ac/

10 min Introduce Plate boundaries using a Google Earth file Discuss wha
showing the main features on the Earth’s surface. showing blo

10 min Introduce a slightly different world map displaying Observe the
10 min loca9ons of earthquakes, volcanoes, and mountain where there
15 min belts, followed by a different type of map showing large differe
current tectonic plates con9nents.
Introduce 3 types of plate mo9on (moving apart, Connect the
moving together, moving past one another) and divergent, c
show worldwide occurrences of these plate transform) i
boundaries. plate bound
Introduce block diagrams showing how plates Have the st
interact at boundaries and processes occurring at profiles of d
the plate margins between tw
large enoug
Ch.3 slides (
earthquake
will be cove

See AAached PPT

Instruct them to make it large enough to add addi9onal informa9on not shown o
of crustal deforma9on) that will be covered in subsequent chapters

ond P

ctonic AcEviEes
ate boundaries and their associated features on maps and
boundary

e end of this session the student will be able to:
oceanic plates
en sea-floor spreading (divergent) and subducEon (convergent) plate

/vi/es Lesson Materials

at features stand out from the inset maps Slides of world map with
ow-ups of different styles of con/nental margins inset maps showing 6
e paAern of eleva9ons on land, especially curious loca/ons and a
e are mountains. Also no9ce that there are summary slide
ences between eleva9on of oceans and Slides

e types of pressure regimes (extensional -> Slides
compressional -> convergent, and shear -> Slides
influence the development of different types of Easel boards and colored
daries. markers
tudents create either individual or group
divergent and convergent plate boundaries
wo oceanic plates*. Instruct them to make it
gh to add addi9onal informa9on not shown on
(minerals and rock types, loca9on of
e epicenters, types of crustal deforma9on) that
ered in subsequent chapters.

on Ch.3 slides (minerals and rock types, loca9on of earthquake epicenters, types

BOPPPS LES

COURSE: GEOL 1403 Physical Geology
Lesson Title: Plate Boundaries Are the Source of Major Earth Tec


Bridge: Instructor will show a two-minute clip of the National Geographic video “
margin) would look like if the ocean water was drained, showing the ruggedness

Estimated time: 3-5 minutes
Course Student Learning Outcome: 11. Differentiate the types of plate boundari
processes that occur at each type of boundary

Learning Objectives: By the end of this lesson, students will be able to

1. Draw profiles showing the distinction between divergent and convergent
2. On the profiles, contrast how the generation of magma is different betwe

boundaries.
Pre-Assessment: Will conduct a pre-lesson quiz using Socrative app to assess lear
Chapter 3 (Plate Tectonics).

Estimated time: 5-10 minutes.
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified

Q1 In constructing your profiles, why must you make sure that the thickne
the same thickness? EVALUATING
Q2 How would you describe the location of the volcanic activity in the sea
located in subduction (convergent) settings? ANALYSIS
Q3 Which one of the two profiles would you expect to find mantle-derive
margin? INTERPRETING
Q4 Japan and the Philippines are examples of what type of prominent fea

• New instructional technology you are trying
The quiz that I created on Socrative is located at the following link: https://b.socrati

• At least one classroom assessment technique (CAT)
I would utilize Concepts Maps (#16) to augment being able to complete the Learn
sized 2-D profile similar to the block diagrams used in the Formal Assessment ass
additional chapters are completed, would add material related to how magma fo
intermediate-felsic), what minerals are expected based on the composition, and
deposited, and whether the resulted sedimentary rocks would be good reservoir

SSON PLAN

ctonic Activities

“Drain the Ocean” show what the Atlantic mid-ocean ridge (divergent plate
of the ridge and associated volcanic activity.

ies and their associated features on maps and profiles and explain the

t oceanic plates
een sea-floor spreading (divergent) and subduction (convergent) plate
rner prior knowledge of the topic. Should be over material covered in

ess of the two plates on either side of the plate boundary are roughly
a-floor spreading (divergent) profile relative to where volcanic activity is
ed magma? How could that affect the type of volcanic activity at the
atures of ocean-ocean convergent plate boundaries? RECALL

ive.com/teacher/#edit-quiz/31137271
ning Objectives. Students or groups of students should construct an easel-
signment. These would initially show components and processes, but as
orms in P-T space, what would the magma’s composition be (mafic-
the type of sediments (quartz-rich, lithic fragments, arkoses, etc.) would be
r rocks for oil/gas.

Instructor Activities Learner Activi


Time Discuss what
showing blow
10 mins. Introduce Plate boundaries using a Google Earth file
showing the main features on the Earth’s surface.

10 mins ntroduce a slightly different world map displaying Observe the p

locations of earthquakes, volcanoes, and mountain there are mou

belts, followed by a different type of map showing differences be

current tectonic plates

10 mins Introduce 3 types of plate motion (moving apart, Connect the t

moving together, moving past one another) and show divergent, com

worldwide occurrences of these plate boundaries. transform) in

plate bounda

15 mins Introduce block diagrams showing how plates Have the stud

interact at boundaries and processes occurring at the of divergent a

plate margins oceanic plate

add additiona

(minerals and

types of crust

subsequent c

Post-assessment: Will reuse the Socrative quiz as a post-lesson quiz to show how

compared to the pre-lesson quiz results.

Estimated time: 5-10 minutes

Summary: Will emphasize that their easels capture the main features and proces

will continually add more material related to mineralogy, magma and volcano typ

other chapters in the book to synthesize a multi-component snap shot of just two

Estimated time: 5 minutes



ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.

ities Lesson Materials

features stand out from the inset maps Slides of world map with
w-ups of different styles of continental margins inset maps showing 6
curious locations and a
pattern of elevations on land, especially where summary slide
untains. Also notice that there are large
etween elevation of oceans and continents. Slides

types of pressure regimes (extensional -> Slides

mpressional -> convergent, and shear ->

nfluence the development of different types of

aries.

dents create either individual or group profiles Slides

and convergent plate boundaries between two Easel boards and colored

es*. Instruct them to make it large enough to markers

al information not shown on Ch.3 slides

d rock types, location of earthquake epicenters,

tal deformation) that will be covered in

chapters.

w their knowledge of plate boundaries has been expanded greatly when

sses with divergent and convergent ocean-ocean boundaries. Discuss how we
pes, depositional environments, and structural styles as we go through the
o types of plate boundaries.

Observe the world map
Pacific
Northwest

South America

South Atlantic

p and each enlargement
Tibet

Japan

03.00.a1

Arabian Peninsula

Observe some of the main
Oceanic fracture zones Con

Linear island
and seamount
chains

Deep ocean
trenches

Mid-ocean ridges

features on Earth’s surface

ntinental shelves Submerged
Plateaus ridges and

island arcs

Continents

Oceanic plateaus 03.01.a1

Observe the pattern of e
Mountains in belts

Oceans vs.
continents

Some mountain belts
next to trenches

elevations (brown = high)

Southern Eurasia high

East Africa
high

03.03.b2

Most parts of continents
gentle and low

Compare the distribution
volcanoes (orange), and

of earthquakes (yellow),
d high elevations (brown)

EQ, volcanism, or
mountain building
= tectonic activity

Belts of tectonic
activity divide
lithosphere into
tectonic plates

03.04.a1

Three Types of Rela

Move apart:
divergent boundary

ative Plate Motions

Move toward each other:
convergent boundary

Move horizontally
past one another:
transform boundary

03.03.b

Oceanic Diverg

Oceanic plates
move apart at
mid-ocean ridges
(seafloor
spreading)

Mid-At
Ridge

gent Boundaries

Forms new
oceanic crust

tlantic

03.05.a1-2

Features and Processe

Narrow trough, or rift Ri

Asthenosphere
rises and melts

Sketch a mid-ocean
processes in yo

es of Mid-Ocean Ridges

idge high (hot rocks and
thin lithosphere)

Magma erupts
or solidifies at
depth; forms
new oceanic
crust

Magma rises
through fractures

n ridge, labeling the 03.05.a1
our own words

Ocean-Ocean Con

Two oceanic plates T
move toward one

another

One plate moves
down = subduction

nvergent Boundary

Trench and island arc

03.06.a1

Features and Processes in O
Trench

Accretionary
prism

Slab releases water

Sketch ocean-ocean con
processes in yo

Ocean-Ocean Convergence

Eruptions form volcanic
island arc

Magma rises through
mantle and crust

Water causes
melting of mantle

nvergence, labeling the
our own words

03.06.a1

Pacific Rin

Oceanic plate
on both

S

Subduction beneath Su
oceanic plates = island pla

arcs (e.g., Japan) vo

Explain the Pacific Ring
the west and east s

ng of Fire

es subducted
h sides

Spreading in East
Pacific Rise

ubduction beneath continental
ates = mountain belts with

olcanoes (e.g., Andes)

g of Fire, including why
sides are different

03.06.c2

SLOS:

3. Describe the theory of plate tectonics and its relationship to the formation and distribution of Earth's
crustal features.

11. Differentiate the types of plate boundaries and their associated features on maps and profiles and
explain the processes that occur at each type of boundary.
Learning Objectives: By the end of this session the student will be able to:
1. Draw profiles showing the distinction between divergent and convergent oceanic plates
2. On the profiles, contrast how the generation of magma is different between sea-floor spreading
(divergent) and subduction (convergent) plate boundaries
CAT:
I would utilize Concepts Maps (#16) to augment being able to complete the Learning
Objectives. Students or groups of students should construct an easel-sized 2-D profile similar to the block
diagrams used in the Formal Assessment assignment. These would initially show components and
processes, but as additional chapters are completed, would add material related to how magma forms in P-
T space, what would the magma’s composition be (mafic-intermediate-felsic), what minerals are expected
based on the composition, and the type of sediments (quartz-rich, lithic fragments, arkoses, etc.) would be
deposited, and whether the resulted sedimentary rocks would be good reservoir rocks for oil/gas.

Add Technology

The quiz that I created on Socrative is located at the following link:

https://b.socrative.com/teacher/#edit-quiz/31137271

1. What made you choose this tool? I chose Socrative as my option. I wanted something that I could use as a
formative assessment tool to see if my instruction was getting through to the students at the level I desired.

2. How have you used it to accomplish the lesson objectives? I created a quiz that I will give to my students.
There was not a steep learning curve and I was able to make my quiz in about an hour.

3. What (if any) challenges or difficulties did you have in learning this new tool? I preferred to use the Stu’s Quiz
Box app, but was unable to load it because it is not set up for use on a Mac computer. I then fell back on
using Socrative and the only part that was difficult was coming up with a variety of questions to ask that is
current with what we are covering. I also was trying to compose questions that covered the range of Bloom’s
Taxonomy.

4. Is this something you would be willing to use again in the future? Why or why not? Yes. I like the diversity it
provides for use on as a quiz or exit ticket. Although I provide a wrap up at the end of my lesson, it
addresses the more tech savvy students with an alternative or add-on to the wrap up.

Learning Objectives : By the end of this session the student will be able to:

1. Draw profiles showing the distinction between divergent and convergent oceanic plates
2. On the profiles, contrast how the generation of magma is different between sea-floor
spreading (divergent) and subduction (convergent) plate boundaries

1. Which feature on this figure is formed by bending
of the subducted plate? (Bloom – Apply)

a) A
b) B
c) C
d) D
e) E

Answer: B – represents an oceanic trench outboard of an ocean-ocean or ocean-continent subduction zone

2. Which feature on this figure is formed by melting
of mantle above the slab? (Bloom – Analyze)

a) A
b) B
c) C
d) D
e) E

Answer: D – The magma generated from melting of the mantle below the overriding oceanic plate results in the
development of the volcano associated with the Island Arc at location D.

3. The magma that formed the volcanoes associated
with the island arc at Location D would have a
which of the following mineral assemblages:
(Bloom – Evaluate)

a) Quartz, muscovite, K-feldspar
b) Biotite, hornblende, Na-plagioclase
c) Olivine, augite, Ca-plagioclase
d) Augite, hornblende, Na-plagioclase
e) Hornblende, olivine, augite

Answer: B – The composition of the magma generated from melting of the mantle below the overriding oceanic plate
results in an intermediate composition with these mineral assemblages using Bowen’s reaction series.

4. Describe which of the following textures and
magma compositions would be associated with
plutonic rocks associated with this spreading
center? (Bloom – Evaluate)

a) Phaneritic gabbro
b) Phaneritic diorite
c) Phaneritic granite
d) Aphanitic basalt
e) Aphanitic andesite

Answer: A – Student must recognize that the spreading center is where new oceanic crust is forming from mantle-
derived mafic magma. The only two mafic rock options are the finer-grained basalt and coarser-grained gabbro. The
question’s asking for plutonic rocks implies that the rocks formed from slow cooling of the magma. That would produce
a coarse-grained (phaneritic) texture.

Environment of Deposition (EOD) Presentation Fa
2
Excellent
3 pts N
co
Title page Excellent im
Includes Environment of Deposition re
(EOD) name, good representative Name of EOD is centered above or at
image(s) showing modern day the top of the image. Image shows a
example, and your name feature of the EOD and is large enough
to distinguish details. Image forms an
indelible impression related to EOD.

Location of EOD Excellent D
Details about where the EOD is EO
located along the spectrum from Details (with maps & images) about fr
non-marine mountainous to quiet, where the EOD is located along the qu
deep-water marine. spectrum from non-marine mountainous
to quiet, deep-water marine.

List of Sub-Environments Excellent D
Does the EOD consist of 1-2 sub- do
environments or many? Utilize Describes each sub-environment and
images that adequately provide what criteria (i.e., water depth or low
visual reminders of each sub- gradient/high gradient stream) are most
environment. important for distinguishing them.

Sediment Transport Mechanisms Excellent D
Air, water, ice, or gravity and m
whether transport action is high or Describes how the transport mechanism pr
low energy. impacts all physical properties (grain so
size, roundness, and sorting) of
material being transported.

Physical Properties (Clastic) Excellent In
Expected range of grain sizes and cl
mineralogy (mature vs. immature) of Indicates how provenance (where clasts af
clasts. come from) and energy regime affects se
grain size and maturity of sediments.

Physical Properties (Chemical) Excellent So
Describes chemical formation of ch
sediments Distinguish whether formation was due si
to biological or chemical reactions. If
biological, indicate whether material
could be reworked and deposited as
clasts.

Slides Excellent U
Overall appearance of presentation Sl
material in organized and ‘easy on Very creative and interesting way of ba
eyes’ format presenting information. Slide fonts and
background complemented the
material.

air Needs Work
pts 1 pts

Fair Needs Work

Name of EOD uses font color that Name of EOD and your name use small
ontrasts with image if shown at top of font making it difficult to read. Image
mage. Image lacks sufficient detail to missing or not representative of EOD
elate to EOD. feature.

Fair Needs Work

Details (with images) about where the Just mentions location in simple terms
OD is located along the spectrum without elaboration.
rom non-marine mountainous to
uiet, deep-water marine.

Fair Needs Work

Describes each sub-environment but Describes some sub-environments or
oesn’t utilize images. utilizes incorrect images.

Fair Needs Work

Describes how the transport Mentions the transport mechanism
mechanism impacts some physical with no elaboration of physical
properties.
roperties (grain size, roundness, and
orting) of material being transported.

Fair Needs Work

ndicates how provenance (where Mentions energy regime only, but not
lasts come from) or energy regime expected grain size of sediments.
ffects grain size and maturity of
ediments.

Fair Needs Work

ome distinction between biological or No distinction between biological or
hemical formation. No discussion of chemical formation of material.
ignificance of reworked materal.

Fair Needs Work

Useful in presenting information. Very little creativity or usefulness in
lides were hard to read because of presenting information. Slides were
ackground or font. hard to read and included misspellings

Presentation Excellent M
ad
All the required information was re
addressed verbally; only reading was w
from a note card, most eye contact was au
made with the audience, not the
instructor.

Fair Needs Work

More than two-thirds of the topics were Very few required topics were
ddressed verbally and very little was addressed verbally and/or the
ead from the slides, most eye contact presentation was completely read from
the slides, no eye contact with
was made with the instructor, not the audience or instructor.
udience.

ACP Showca
Physical Ge

Thomas To
Geol

Novembe

ase Por.olio
eology 1403


oth, Ph.D.
logy
er 7, 2017

Table of Contents


•  Student Prepara?on Strategy
•  BOPPPS lesson-be sure to highlight the follow

•  CAT
•  Ques?ons
•  Technology
•  Reflec?on

wing:

Student PreparaAon Strateg

•  dSliisdceuss saiso nstsa r?ng points for

•  oStbusdeervnats? odness cribe their

•  aDnradw d icffoenrneencc?eos ns between likes

•  Outline expected product
(Concept Map*)

*faoCdrAd fTie? #ao1tnu6ar l–e d sl aiattenard af rlployrmo uc sfeiunstsgue rase mw cihatpahp artose oarms r e fpoor sitory

gy

BOPPPS – BRIDGE


Two-minute clip of the Na?onal Geographic
video “Drain the Ocean” showing:
•  Ruggedness of Ridge
•  Ac?ve Volcanism
•  Long Linear Feature

Ac?ve Volcanism:
•  eMruaipn?lyo nnso n-explosive
•  vRoulgcgaendic fl aacn?kvsi tayl ong

Ruggedness of the Ridge:
•  Symmetry
•  Eleva?on of ridge above

deep ocean

Long Linear Feature:
•  Symmetry
•  Magma very close to

surface

BOPPPS – OBJECTIVES


Course Student Learning Outcome: 11. D
and their associated features on maps and
occur at each type of boundary.

Learning Objec6ves: By the end of this les
Draw profiles showing the dis?nc?on betw
plates
On the profiles, contrast how the genera?
floor spreading (divergent) and subduc?on

•  LIST

Differen?ate the types of plate boundaries
d profiles and explain the processes that

sson, students will be able to:
ween divergent and convergent oceanic
?on of magma is different between sea-
n (convergent) plate boundaries.

BOPPPS – PRE-ASSESSMEN

•  U?lize technology by using the
Socra?ve app to give a pre-lesson quiz
over material

•  Emphasize quiz is not for a grade
•  Use as a baseline for lesson emphasis