Plate tectonics - evolution of a theory
In this level 5–6 teaching activity, students develop the ability to investigate in groups and recognise ways that scientists can take different approaches to understanding a common theory using plate tectonics as the context.
About this resource
Plate tectonic theory suggests that the earth's surface consists of huge plates of crustal rock that are forming, moving, and colliding.
By working in research groups investigating different but related ideas, students will experience the value of sharing results and recognise the ways that scientists develop increasing confidence in a common unifying theory.
This activity is the second in a sequence of two. The first activity is "Plate tectonics (1/2): Birth of a theory".
Plate tectonics: Evolution of a theory
See Materials that come with this resource to download:
- Oceanography research field template (.pdf)
- Seismology research field template (.pdf)
- Vulcanology research field template (.pdf)
- Plate tectonic jigsaw puzzle (.pdf)
- Plate tectonic map (.pdf)
Levels: 5-6
Nature of science achievement aims: Understanding about science
Contextual strands: Planet Earth and beyond
Topic: Earth science
Learning activity
- How big are these tectonic plates that scientists suggest we live on? How could we know if the plates are moving? What might happen if they collide?
- Where on earth do most earthquakes occur? Is there any pattern to where earthquakes happen?
- Is the sea floor flat? How do you know that? What technology has been used to map the sea floor?
- How are volcanoes formed? Where on Earth are most volcanoes located?
1. Issue pairs of students with the plate tectonic jigsaw (pre-cut and jumbled) and ask students to reassemble the jigsaw. Consider how well it fits. Notice that the boundaries are not all at the edge of the land. Ask if this could be a coincidence.
2. Display the list of the three specialist research fields: oceanography, vulcanology, and seismology.
3. Explain that scientists often work in collaborative groups, taking different approaches to a common idea.
4. Form students into specialist research groups (up to six groups). Each group will be given a research field template containing information about the research evidence from their specialty that relates to plate tectonic theory and a copy of the blank plate tectonic jigsaw puzzle.
5. Each group transfers across to their plate tectonic map the research evidence from their specialist research group; that is, oceanographers mark underwater mountains and trenches, seismologists mark major earthquakes, and vulcanologists mark the locations of volcanoes.
6. Each group presents its findings to the class.
7. The class combines all the information from each specialty to see how the research evidence is explained by plate tectonic theory.
- What evidence is there to suggest that tectonic plates are formed?
- What evidence is there that tectonic plates collide?
- Can plate tectonic theory explain all of the different pieces of evidence we investigated?
- What prevented all of these lines of research from being explored when ‘continental drift’ was suggested in 1858 by Antonio Snider-Pellegrini or in 1912 by Alfred Wegener?
- Why do you think scientists form collaborative teams instead of working alone?
- If many different observations can all be explained by the same theory, does that make it true? Does it make it more likely?
- How confident do you feel that the plate tectonic theory is correct? What evidence would you use to support your opinion?
Te Ara The Encyclopedia of New Zealand: Plate tectonics and other advances provides a New Zealand context of earth science and how scientists have mapped and studied New Zealand plate tectonics, now and historically.