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do students do during Week 1's volcano activities?","Question",{"text":63,"@type":64},"Students compare different types of volcanoes, plot three types on a globe, and research where volcanoes occur around the world.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are earthquake energy waves and fault movement investigated?",{"text":68,"@type":64},"Students compare energy waves from earthquakes, experiment with energy waves through different substances, and observe fault movements.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the three types of plate boundaries covered in the lesson?",{"text":72,"@type":64},"The lesson explains diverging plate boundaries (plates move apart), converging plate boundaries (plates move together), and transform plate boundaries (plates slide past 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OVERVIEW OF SIXTH GRADE  \nVOLCANOES  \nWEEK 1.  \nPRE: Comparing the structure of different types of volcanoes.  \nLAB: Plotting 3 different types of volcanoes on a globe.  \nPOST: Researching where volcanoes occur around the world.  \nEARTHQUAKES  \nWEEK 2.  \nPRE: Comparing energy waves from earthquakes.  \nLAB: Experimenting with energy waves through different substances.  \nPOST: Observing fault movements.  \nPLATE TECTONICS  \nWEEK 3.  \nPRE: Locating different plates.  \nLAB: Illustrating the difficulty in defining and counting plates.  \nPOST: Observing the movement of the Earth's crust.  \nHAZARDS  \nWEEK 4.  \nPRE: Comparing earthquakes in Alaska and Hawaii.  \nLAB: Designing structures that withstand different earthquakes intensities.  \nPOST: Comparing earthquake dangers in different areas.  \nPLATE TECTONIC CYCLE-PLATE TECTONICS (6)  \nPRE LAB  \nOBJECTIVES:  \n1. Comparing plate boundaries.  \n2. Locating different plates.  \nVOCABULARY:  \nconverging diverging  \nplate boundary transform motion  \nMATERIALS:  \nworksheet  \nrelief map of the world  \nBACKGROUND:  \n\n| |  |\n| --- | --- |\n\nAccording to the theory of plate tectonics, the Earth's crust and upper mantle are broken into moving plates of \"lithosphere.\" The Earth has two types of crust. Continental crust underlies much of the Earth’s land surface. The ocean floors are underlain by oceanic crust. These materials have different compositions. Continental crust is less dense than oceanic crust.  \nAll of the plates are moving. They are slow, moving at speeds of centimeters to tens of centimeters per year. They slide along on top of an underlying mantle layer called the asthenosphere, which is composed of a less rigid, almost viscous rock.  \nThe plates are layers of rigid, solid rock. As they move, plates interact at their edges or boundaries. There are three basic directions or types of boundary interactions. In some places, two plates move apart from each other; this is called a diverging plate boundary. Elsewhere two plate move together called a converging plate boundary. Finally, plates can also slide past each other horizontally. This is called a transform plate boundary.  \nVolcanoes and earthquakes help define the boundaries between the plates. Volcanoes form mostly at converging and diverging plate boundaries, where much magma is generated. Earthquakes occur at all three types of boundaries. Because the plates are rigid, they tend to stick together, even though they are constantly moving. When the strength of the rocks at the plate boundary is exceeded, they move rapidly,“catching up”with the rest of the plates. We feel this release of energy as an earthquake.  \nPROCEDURE:  \nThis exercise focuses on allowing the students to put the information that they have learned in previous years into perspective.  \n1. Show the students a world map with either plate boundaries or plots of Earthquakes and Volcanoes. The U. S. Geological Survey publishes a map called the“Dynamic Earth,” that would be very useful. Point out the different plate boundaries to the class. These boundaries are not sharp lines but zones where the movement takes place. The lines on the map are just approximations. A relief map of the Earth, shows that mountain ranges seem to following the earthquake and volcano pattern.  \n2. Review the three ways plates move with the class. Draw pictures on the board like the ones at the top of the second image below, or use the image itself.  \n3. The plates were defined and named by geologists. Most of these scientists agree that there are 13 large plates, and many smaller ones. The exact total is not agreed upon. During lab, students will look at the data and decide for themselves if there are 13 plates or not. Using the worksheet, have the students make up names for the individual plates shown on the map. As a class, compare the students’ names with the real names of the plates, which are listed b","cbCaiur5SMbVrIo3","https://ap.wps.com/l/cbCaiur5SMbVrIo3","pdf",1540275,15,"English","# Plate Tectonic Cycle Overview of Sixth Grade\n## Volcanoes - Week 1 (Pre, Lab, Post)\n## Earthquakes - Week 2 (Pre, Lab, Post)\n## Plate Tectonics - Week 3 (Pre, Lab, Post)\n## Hazards - Week 4 (Pre, Lab, Post)\n## Plate Tectonics (6) - Pre Lab\n## Plate Tectonics (6) - Lab","[{\"question\":\"What do students do during Week 1's volcano activities?\",\"answer\":\"Students compare different types of volcanoes, plot three types on a globe, and research where volcanoes occur around the world.\"},{\"question\":\"How are earthquake energy waves and fault movement investigated?\",\"answer\":\"Students compare energy waves from earthquakes, experiment with energy waves through different substances, and observe fault movements.\"},{\"question\":\"What are the three types of plate boundaries covered in the lesson?\",\"answer\":\"The lesson explains diverging plate boundaries (plates move apart), converging plate boundaries (plates move together), and transform plate boundaries (plates slide past horizontally).\"}]","Sixth Grade Plate Tectonic Cycle - Plate Tectonics (6) - Lesson Plans and Activities | PDF",1790590019,38]