Michael Conte, Jr.
Objectives:
The child will be able to:
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1. explain the theory of “global plate tectonics”
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2. explain the term “Pangaea”
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3. illustrate graphically how the continents were proposed to be.
Materials
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rulers, scissors, globes, tape, glue, crayons, paper, ditto book
Map Reading The World Part I gr. 4-6
(Milliken) and encyclopedias listed in the bibliography.
Procedure:
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1. Discuss the theory of “global plate tectonics” with the class and the Earth’s movements. (include Pangaea) Use the unit and encyclopedias.
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2. Show overhead #4. This shows the continents as they look today, label them and have the children be able to recognize them.
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3. Show overhead #27. This shows the continents randomly placed on the sheet. Repeat their names so the children will be able to recognize them.
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4. Pass out ditto #27. This has the same random display of the continents and have the class cut them out and put them together where they feel they should fit.
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5. Discuss all possibilities that the children have put together.
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6. They may color and glue them if they choose to and time permits.
NOTE: The above exercise is intended to begin to show the class that the possibility existed that the continents were all joined together at one time. It will not match perfectly so you will have to guide them along. The matching of the continental margins, now flooded, would be better.
SAMPLE LESSON
(The point of the following exercise is to begin to get children using maps.)
Objectives:
The child will be able to:
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1. read a surficial geology map
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2. Locate the route of the Farmington Canal
3. define: glacial striation
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swamp deposits
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outwash
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morainal deposits
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glacial drift
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alluvium
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artificial fill
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bedrock
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talus
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ice-contact
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stratified deposits
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Materials
surficial geology map of New Britain Quadrangle #119, paper, pencils
Procedure:
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1. Make a slide of the map (very helpful aid).
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2. Pass out maps to class (2-3 children per map).
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3. Discuss terms and map legend. (all definitions are located on the opposite side of the map.)
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4. Have the children locate the abandoned canal route and describe where it goes—the land it passes through.
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5. Locate artificial fill, bedrock, swamp deposits, clay, sand and till pits, glacial striations, direction of meltwater and flood plain channel scars.
Note: Let the children find these areas on the map as they are discussed in class. They will eagerly do it and will become excited and enthusiastic. The key is to keep it light—let them learn by doing.