Teacher’s notes
Plate tectonics (1/2): birth of a theory
Integrated strands
Science concept
The surface of Earth is made up of gigantic plates.
Nature of Science Theme
- New scientific explanations often meet opposition from other individuals and groups…
- The development of the theory of plate tectonics was actively argued for 40 years.
DSSA Investigation Focus
- Any student investigation may involve a variety of skills…
- Student investigations may involve reporting, for example, presenting ideas that scientists have debated.
Rationale
In this activity students look at how plate tectonic theory developed and why it was not accepted when it was first introduced.
Activity
Curriculum level 5-6 Planet Earth and beyond Topic
Earth science
Type of investigation
Researching
Note: This activity may be used as a context for science Achievement Standard 1.2. (AS 90187: Process information to describe a use of science knowledge with direction.)
Activity sequence
This activity is the first in a sequence of two activities. The second activity is Plate tectonics (2/2): evolution of a theory.
What you need
- A historical overview of the work of Wegener.
- Five cartoon pictures of identified characters/scenes.
Note: Supporting activity resources are provided below.
Focus
- Has the surface of the Earth always looked as it does today? What evidence is there to support the idea that the appearance of the Earth has changed over time?
- What other views are there for how the surface of the Earth has changed?
- What evidence is there against plate tectonics?
- We take plate tectonics for granted today. Why was it so controversial when it was introduced?
Exploration
- Give students a copy of the information about Wegener (and/or encourage them to undertake their own research).
- In groups, give each group a copy of the cartoon pictures.
- Get them to use the information provided, and their own investigations, to create appropriate speech bubbles for what the cartoon people might be saying, which reflect their attitudes to the scientific approach and/or methodology of their time.
- Additionally, they could develop, and present to the class:
- a role-play or drama depicting Wegener’s role in the development of plate tectonic theory; or
- an investigation into another scientific theory that has developed over time through diverse methods and approaches.
Extension
- What evidence is there to support plate tectonics?
- What movements can occur at plate boundaries? What effect do these movements have?
Reflection
- Why was the shape of the coastlines of Africa and South America not enough to show the continents had been joined?
- What is the significance of the rock and fossil evidence?
- Why would only one investigation have been insufficient to support plate tectonics?
- Why is the theory of plate tectonics so acceptable today?
- Which evidence supporting plate tectonics that has been around for a long time, is now looked at in a different light based on new discoveries? (For example, the shape of the continents is old evidence; discoveries about Earth’s magnetic field are new.)
- How have advances in technology clinched Wegener’s theory?
- What effect do plate movements have on the environment? Is this a rapid change or a slow change?
Activity resources
- Historical overview of the work of Wegener (Word 68KB)
- Timeline detailing major points of Wegener and his work on plate tectonics.
- Plate tectonics: Birth of a theory (Wegener cartoon pictures) (PDF 884KB)
- A series of cartoon pictures: students create appropriate speech bubbles for what the cartoon people might be saying.