Virtual Galápagos
Unit 2 Lesson 1: Island Terrain and Formation
Tortoise Curriculum Lesson Plan
LEARNING GOALS AND OBJECTIVES:
  • Goal 1: Students will be able to apply what they learned about mantle plumes to create their own model of how mantle plumes form new islands.
  • Goal 2: Students will be able to compare and contrast the different island terrains.


STANDARDS
Next Generation Science Standards
  • 3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.

KEY TERMS AND CONCEPTS
  • Lava: Magma that has come up to Earth’s surface
  • Magma: Molten rock before it has erupted on Earth’s surface
  • Terrain: The physical features of the Earth’s surface
  • Basalt: A hard, rocky, volcanic rock
  • Mantle plume: Columns of hot, solid rock that rise from the bottom of the mantle, near the Earth’s core; the mantle plume rises through the layers of the mantle and reaches the Earth’s crust, where it then melts and supplies volcanoes in ocean island chains
  • Mantle: The mostly solid layer of rock between the Earth’s core and the Earth’s crust
  • Core: The very hot, dense center of the Earth
  • Tectonic plates: Plates that make up Earth’s crust
  • Magma chamber: As the mantle plume rises through the Earth’s crust, it begins to melt and magma rises through the mantle and crust; when the magma is no longer buoyant, it stalls in the upper mantle or crust, creating a magma chamber

PRIOR KNOWLEDGE AND SKILLS
  • Virtual Galápagos Tortoise 101 (Unit 1)

ADVANCE PREP FOR TEACHER KNOWLEDGE
The Galápagos Islands are volcanic islands formed from a mantle plume. The outer shell of the Earth is covered in rigid plates (“tectonic plates”), much like the shell on an egg. The tectonic plates move slowly and continuously all the time, around the planet. The Galápagos are located on a tectonic plate called the Nazca Plate, in the eastern Pacific.

A mantle plume is a column of hot, solid rock that rises from the bottom of the mantle, near the Earth’s core, through the mantle; it rises because it is buoyant, owing to its high temperature, much like a hot air balloon. Once it reaches the Earth’s crust, it begins to melt and the magma, which is less dense and more buoyant than the plan, continues to migrate upward through the crust. Eventually the magma cannot rise anymore and stalls in the crust, a few kilometers below the surface, forming a magma chamber.

In the magma chamber, melted rock (magma) accumulates, building pressure that pushes against the crust. When enough pressure accumulates, the magma will break the overlying crust and erupt onto the surface, in the form of a volcano.

The mantle plume is stationary, but tectonic plates are constantly moving over the magma plume. As the tectonic plate moves away from the mantle plume, the volcano is removed from its magma source and gradually goes extinct. A new volcano takes its place over the mantle plume, like a conveyor belt. There’s now a chain of volcanoes; the volcanoes furthest from the mantle plume are the oldest ones, and those closest to the mantle plume are the youngest volcanoes. In the Galápagos, the Nazca Plate is moving to the east, so the western islands are the youngest islands. They are rocky with little vegetation and no soil, whereas the eastern islands are the oldest islands, where rock has weathered to soil and can support much more vegetation, and where islands have been more eroded by wind, rain, and wave action.
MATERIALS AND SETUP
  • Virtual Galápagos Module Two Islands interactive website access
  • Virtual Galápagos Fieldbook access for all worksheets and activities
  • Shaving cream
  • Sheet of cardboard
LESSON SEQUENCE
ENGAGE
  • Option to have students transfer their current claim to explain the saddle shape mystery to a new Scientific Field Notes page for this module: My Scientific Field Notes: Islands and their Terrains
  • Students watch the introductory video to meet Elder Tortoise and raise the question of how the Galápagos islands were formed.
  • Ask students: How do you think the Galápagos islands were formed?
  • Revisit the question of how the Galápagos were formed (by millions of years of volcanic eruptions, of course).
EXPLORE
  • Introduce the Islands Investigation Chart activity
  • Students collect observations when they compare the terrain of Fernandina (the youngest Galápagos Island) and Santa Cruz (one of the older islands) Galápagos islands to start to figure out more about how they are formed.
  • Students use the investigation chart to record their observations about a set of Galápagos terrain images.
  • Worksheet title: Islands Investigation Chart
  • Students watch a video asking questions about the Islands Investigation Chart
  • Students watch a video to transition to thinking about island ages and how that helps explain more about how they formed.
EXPLAIN
  • Students can watch a video that explains how islands age over time, which changes terrain from lava-dominated to soil-dominated. Soil supports more and larger vegetation.
  • This introduces the concept that the western islands (e.g., Fernandina) are younger than the central islands (e.g., Santa Cruz), which in turn is younger than the eastern islands (e.g., Española).
  • It will also address the concept of a mantle plume
  • Students watch: Animated whiteboard video explaining how a mantle plume operates and forms chains of volcanic ocean islands.
  • Teachers can also show a demonstration of how mantle plumes create new islands, using shaving cream and a sheet of cardboard. The cardboard represents the tectonic plate and the shaving cream represents the lava produced by the mantle plume, when the volcano is directly over the plume.
  • Linked here is an example of the mantle plume demonstration.
  • Students can watch a short video summarizing how the concept of a mantle plume explains the observations they made about Fernandina, Santa Cruz, and Española and their terrains’ ages.
ELABORATE
  • Students complete “The Ground You Walk On!” handout to experience different terrains through the eyes of the tortoise.
  • Students complete “The Ground You Walk On!” handout to experience different terrains through the eyes of the tortoise.
  • Students are asked to consider whether the new information about how the islands are formed (by a mantle plume) affects their claims about why tortoises have different shapes of shells in the Galápagos.
  • Option to watch a video (also linked in Module 1: Tortoise 101) that considers the role of tortoise shell shapes in helping them roll over if they flip upside down on rough terrain (Dr. Chiara’s research on how tortoises get right-side-up).
  • Students can watch a short video that nudges students toward connecting the risk of rolling over for tortoises on uneven terrain with the ages of the islands and the formation mechanism of a mantle plume. This is a reminder to return to the fieldbook to revise their claims to explain why the tortoise shells vary in the Galápagos.
EVALUATE
  • Students can be asked to draw and label a model of how the mantle plume creates new islands, using the Mantle Plume Model worksheet.
  • Alternatively, students can be organized into small groups and asked to pantomime the concept of a mantle plume and how it forms islands that are aligned in a row and get progressively older along the chain. The action should include the concept of the volcanoes going extinct as they are carried away from the plume on the moving tectonic plate.
DIFFERENTIATION
  • Students have the option of answering the questions verbally, either with a teacher or with a partner.
  • For The Ground You Walk On activity, students who have physical limitations can create their own shell using classroom materials, and then have the student test their shell on different surfaces and inclines.
  • Grouping for all activities is flexible and up to the teacher’s discretion.
  • Students can complete activities by drawing pictures to represent their thinking rather than writing.
  • All field book activities can be accessed electronically or the teacher can print copies for students.
  • Additionally, fieldbook worksheets can be edited by teachers and students for increased accessibility.
ASSESSMENT
  • In the Mantle Plume Model activity, students are to draw a model of how the mantle plume forms new islands.
  • Students should label the tectonic plate, the mantle plume, the oldest island, and the youngest island.
  • Students should also draw an arrow(s) showing the direction of movement of the tectonic plate.

This unit was designed by Ashley Vescio and Shannon Jedreicich, and edited by Ava Wojtaszek and Sarah Jekel.


Virtual Galápagos
virtualgalapagos.colgate.edu
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