Plate tectonics contribute to geological activity and continental movement
The WASP (Woodside Australian Science Project) is an initiative supported by Woodside and Earth Science Western Australia (ESWA). They have developed a Plate Tectonics Package. Within this package there are a range of activities designed to explore plate tectonics.
Science Web have created a unit of work focusing on plate tectonics. In this unit students engage with learning objects, use models and simulations and analyse second-hand data to explore the structure of the Earth and to develop an understanding of the theory of plate tectonics.
This you tube clip provides an overview of how plates originated.
Produced by Pixeldust Studios, this short you tube clip explains the relationship between Plate Tectonics and Earthquakes.
Show students the morphemic breakdown of words where possible, so that they can use this in other instances to decode unfamiliar vocabulary (for example, non + renew + able).
Predictions involve hypothesising. This requires the use of conditional language structures, which entails using multiple verb structures and tenses. Provide clear models of conditional sentence structures for EAL/D students to follow (for example, I think that x will happen if y occurs).
When reading about abstract concepts, EAL/D students may become lost in the information. Use visuals, models and labelled diagrams to support students’ understanding.
Explicitly model the text structures, language and tenses required through classroom modelling and the use of exemplar texts and/or guided writing outlines. Scanned versions of the Composing Written Science Texts model texts and language features could be used.
This topic will require knowledge of the ‘cause and effect’ structure in writing and of words associated with this (for example, causes, makes, leads to, forms, so, results in). Provide examples of these terms and model texts that use them. Create cloze activities that require students to use these words in context.
Sequencing terms are needed to describe continental drift (for example, first, secondly, next, then, at this time, finally). Provide examples of these terms and model texts that use them.
When describing abstract concepts, EAL/D students may become lost in the information. Use visuals, models and labelled diagrams to support understanding.
Much scientific language is abstract and complex, but it is also morphemic (for example, the use of ‘sphere’). Show students how they can break these words down into morphemes (for example, bio – sphere), and from this approximate the meaning of unknown words.