Voyage Through Time – A Plate Tectonics Flipbookă Larry Braile, Professor
http://web.ics.purdue.edu/~braile Sheryl Braile, Teacher Happy April, 2000 |
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Objectives: To view the breakup of the super-continent Pangea over the past 190 million years and chart the subsequent movement of landmasses, and to better understand plate tectonics. (This lesson plan was adapted from a similar activity by Ford, 1994. A similar flipbook is presented in Tremor Troop (2000). Additional information on plate tectonics and continental drift can be found in Bolt, 1993; Ernst, 1990; and the USGS publication "This Dynamic Earth: The Story of Plate Tectonics" [also available on the Internet at: http://pubs.usgs.gov/publications/text/dynamic.html].)
Materials:
Each student will need:
- a copy of the map sheets (on card stock for Figures 1A to 1E)
- colored pencils or crayons: red, orange, yellow, green, blue, purple, tan
- scissors
- access to a world map showing terrain, such as mountains and seafloor (an excellent map for this purpose is This Dynamic Planet, Simkin et al., 1994, 1:30,000,000 scale. To order, call the U.S. Geological Survey Map Distribution at 1-888-ASK-USGS; http://pubs.usgs.gov/pdf/planet.html.)
Procedure:
1. Provide
students with copies of map sheets (Figure 1) photocopied on heavy paper (card
stock), each with a number of frames (F1 to F20). These frames are reconstructed maps of the
landmasses that existed on Earth at a specific time. The interval between successive frames is 10
million years (mya = millions of years ago).
Frame 20 depicts landmasses as they are today. The maps are a view (projection) of the
entire Earth, showing the outline of the continents, onto a flat surface. The orientation and representation of the
Earth’s continental regions can be most easily visualized by looking at map F20
(present day view) in Figure 1E. On this
and the other maps, the equator (zero degrees latitude) would be a horizontal
line through the middle of the map area (through northern South America,
central Africa and
2. Beginning with frame 20 and working back-wards, have students identify the landmasses listed in the table below. Have student groups color these landmasses as indicated in the table, assigning a different land mass to each student group. Have students continue working backwards through the frames until they can no longer identify the individual landmasses. By assigning different land masses to different groups, the students will be able to share their results when the flip books are completed and several different continental movements and plate tectonic interactions will be illustrated on the different flip books.
Land Masses Color
North and
Europe and
3. An option for coloring the landmasses is to select more than one continent that will display a particular movement and interaction through time. For example:
a. Begin with F1 (190 mya) and color the super-continent Pangea green. Continue to identify and color Pangea on subsequent frames until the continents are completely separated (F15)
b. Working
backwards through time (begin with F20), select two continents that display a
particular plate tectonics interaction and color the continents on the frames
back through time until the continents are together. Good examples are Africa and South America or
Europe and North America that illustrate continental separation (divergent
plate boundaries) and opening of the Atlantic Ocean basin through time, or
4. Have students cut out each frame carefully along the outside frame lines. When all rectangles are cut out, stack them in order 1-20. Frame 1 should be on top (although the frames could also be ordered so that F20 is on the top, but it is useful to have all the flip books have the same order to minimize confusion as students share their individual flip books). Booklets should then be carefully aligned and stapled securely along the left side. A heavy-duty stapler will work best with the card stock. Alternatively, small binder clips can be used.
5. Holding the rectangles along their left side, have students flip through the frames, observing changing position of the landmasses (plate movement and continental drift). They are modeling the breakup of Pangea and the movement of landmasses over 190 million years, arriving at the configuration of our present-day continents.
6. Encourage student groups to exchange and view various flipbooks in order to make observations and inferences from the movements of the different continents.
Have students consider the following questions:
1. What event began to occur about 190 million years ago?
2. During your coloring of the frames, in which frame did you locate the first appearance of the following landmasses:
3. In which frame did you locate the final breakup of Pangea? Why did you choose that frame and not another?
4. Sometimes when two plates collide, the landmasses (continents) within the plates are pushed together and a mountain range can form. Using a world map, identify two locations where mountain ranges exist and where you hypothesize plate collisions between continents or parts of continents have occurred. Use your flipbooks to confirm your hypothesis. (Note that not all present-day mountain ranges were formed by continental collision events or by plate convergence that occurred during the last 190 million years.)
5. If mountain ranges can form where plates are colliding, what would you hypothesize might occur where plates are separating? Apply your hypothesis to identify locations on a world map where plates might be separating (both oceanic and continental lithospheric plate divergence zones can be identified on the map and in the flip books). The flipbooks will help you identify previous plate separations.
Extension Activities:
1. Using
selected frame sheets (Figure 2), have students color the land mass identified
as
2. Repeat the
previous activity having students measure and plot the opening of the
Measure the
distance between these points using the kilometer scale provided on Figure
2A. Plot the distance between the two
points, showing the opening of the
3. View plate tectonic reconstructions through time (continental drift) on commercial videotapes ("Miracle Planet -- The Heat Within" shows collision of India and Asia; "Continental Drift and Plate Tectonics" by Prof. Tanya Atwater [recommended]; or "Planet Earth -- The Living Machine"; or "National Geographic -- Born of Fire"), CD-ROM or Videodisk ("The Great Ocean Rescue" -- Tom Snyder productions -- 1-800-342-0236), a computer program ("Time Machine Earth", 1991, Sageware Corporation, 1282 Garner Ave., Schenectady, NY, 12309, 1-518-377-1052), or using commercial flip books (see reference below). For additional information on finding resources related to this activity and the videotapes, see Seismology-Resources for Teachers (http://web.ics.purdue.edu/~braile/edumod/seisres/seisresweb.htm). Several plate tectonic animations are also available on the Internet; some addresses are:
http://www.ucmp.berkeley.edu/geology/tectonics.html.
http://www.scotese.com/earth.htm
http://wrgis.wr.usgs.gov/docs/usgsnps/animate/pltecan.html
http://www.geol.ucsb.edu/~atwater/Animations/Animations-FR.html
http://www.odsn.de/odsn/services/paleomap/animation.html
http://www.ig.utexas.edu/research/projects/plates/plates.htm#movies
http://www.uky.edu/ArtsSciences/Geology/webdogs/plates/reconstructions.html
http://www.seismo.unr.edu/ftp/pub/louie/class/333/atwater/
References:
(send $15 check payable to
the Regents of the
Bolt, B.A., Earthquakes and Geological Discovery,
W.H.
Continental Drift Flipbooks, (10-pack $40 + $3 S&H, payment must accompany order)
Geosociety,
FAX: 817-273-2628.
Ernst, W.G., This Dynamic Planet,
Ford, B.A., Project Earth Science: Geology, National Science Teachers Association,
Simkin, T., J. D. Unger, R. I. Tilling, P. R. Vogt,
and H. Spall, This Dynamic Planet – World
Map of Volcanoes, Earthquakes, Impact Craters, and Plate Tectonics, Smithsonian
Institution and
http://pubs.usgs.gov/pdf/planet.html.
Tremor Troop – Earthquakes: A Teacher’s Package for K-6, NSTA/FEMA, FEMA 159, Revised
Edition, August, 2000. (available from FEMA Publication Warehouse, 1-800-480-2520).
U.S. Geological Survey, This Dynamic Earth: The Story of Plate Tectonics, ($6 payment must accompany order), U.S. Geological Survey, Map Distribution, Federal Center, PO Box 25286, Denver, CO 80225, 1-888 ASK-USGS, http://pubs.usgs.gov/publications/text/dynamic.html
Figure 1. Frames F1 through F20 showing the
configuration of the continents on a projection of the Earth (the equator
would be a horizontal line through the middle of the map; the prime meridian
would be a vertical line through the center of the map) from 190 million
years ago (mya) through the present.
A. Frames F1 to F4. B. Frames
F5 to F8. C. Frames F9 to F12. D. Frames F13 to F16. E. Frames F17 to F20. Figure 1A. |
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Figure 1. Frames F1 through F20 showing the configuration
of the continents on a projection of the Earth (the equator would be a
horizontal line through the middle of the map; the prime meridian would be a
vertical line through the center of the map) from 190 million years ago (mya)
through the present. A. Frames F1 to
F4. B. Frames F5 to F8. C. Frames F9 to F12. D. Frames F13 to F16. E. Frames F17 to F20. Figure 1A. |
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Figure 1. Frames F1 through F20 showing the
configuration of the continents on a projection of the Earth (the equator
would be a horizontal line through the middle of the map; the prime meridian
would be a vertical line through the center of the map) from 190 million
years ago (mya) through the present.
A. Frames F1 to F4. B. Frames
F5 to F8. C. Frames F9 to F12. D. Frames F13 to F16. E. Frames F17 to F20. Figure 1B. |
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Figure 1. Frames F1 through F20 showing the
configuration of the continents on a projection of the Earth (the equator
would be a horizontal line through the middle of the map; the prime meridian
would be a vertical line through the center of the map) from 190 million
years ago (mya) through the present.
A. Frames F1 to F4. B. Frames
F5 to F8. C. Frames F9 to F12. D. Frames F13 to F16. E. Frames F17 to F20. Figure 1C. |
|||||
Figure 1. Frames F1 through F20 showing the
configuration of the continents on a projection of the Earth (the equator
would be a horizontal line through the middle of the map; the prime meridian
would be a vertical line through the center of the map) from 190 million
years ago (mya) through the present.
A. Frames F1 to F4. B. Frames
F5 to F8. C. Frames F9 to F12. D. Frames F13 to F16. E. Frames F17 to F20. Figure 1D. |
|||||
Figure 1. Frames F1 through F20 showing the
configuration of the continents on a projection of the Earth (the equator
would be a horizontal line through the middle of the map; the prime meridian
would be a vertical line through the center of the map) from 190 million
years ago (mya) through the present.
A. Frames F1 to F4. B. Frames
F5 to F8. C. Frames F9 to F12. D. Frames F13 to F16. E. Frames F17 to F20. Figure 1E. |
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Figure 2. Selected maps for
measuring the positions of continental regions through time. The horizontal line through the center of
the map is the equator. A. Frames F8,
F10 and F12. Scales at the bottom of
the figure are for determining latitude and measuring distances between two
landmasses. B. Frames F14, F16, F18
and F20. Figure 2A. |
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Figure 2. Selected maps for
measuring the positions of continental regions through time. The horizontal line through the center of
the map is the equator. A. Frames F8,
F10 and F12. Scales at the bottom of
the figure are for determining latitude and measuring distances between two
landmasses. B. Frames F14, F16, F18
and F20. Figure 2B. |
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Figure 3.
Graph for plotting position (latitude) of a continent (
Figure 4.
The movement of the Indian subcontinent through time by plate tectonics
motions (from USGS, "This Dynamic Earth – The Story of Plate
Tectonics").
Figure 5.
Graph for plotting distance between two continents through time as the
ăCopyright 2000. L. Braile and S. Braile. Permission granted for reproduction for non-commercial uses.