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Asynchronous Plate Tectonics Lab developed for Teach the Earth Module 1: Development of the Theory of Plate Tectonics Student Worksheet Introduction In this module you will read articles and watch videos exploring the history of the development of the theory of plate tectonics. After completing this research, you will create two concept maps exploring the evidence and research that led to the development of the theory. This activity should take 1-2 hours to complete. Learning Objectives ● Explain the scientific process using the development of the theory of plate tectonics ● Discuss why multidisciplinary studies and a diversity of voices in the sciences were necessary for the synthesis of the theory of plate tectonics ● Compile the evidence in support of plate tectonics The theory of plate tectonics, as with all theories in science, was not discovered - it was developed based on multiple observations and collection of evidence over a long period of time. Discussion: Community and Scientific Discourse Contrary to popular belief, science is not “discovered” by individual geniuses, rather scientific theories are developed slowly over time through discussion and collaboration between researchers. Every scientific paper must be reviewed by a collection of peer reviewers before publication and community consensus must be reached before a theory is adopted. Interdisciplinary collaboration and a diversity of viewpoints and approaches are critical to robust research. Research Read the following three articles before answering the discussion question below. 1) https://www.smithsonianmag.com/history/seeing-believing-how-marie-tharp-changed- geology-forever-180960192/ 2) https://www.nature.com/news/earth-science-how-plate-tectonics-clicked-1.13655 3) https://greatergood.berkeley.edu/article/item/how_diversity_makes_us_smarter Discussion Question How did learning about the development of the theory of plate tectonics affect your understanding of the scientific process and the scientific community? Background: Concept Maps Concept maps are a symbolic way to represent the various relationships that exist between the pieces of information you are trying to learn. These maps organize the loose ideas floating around in your head and connect these pieces of information together by identifying the relationships between them Developed by Kat Cantner, Eryn Klosko, Suki Smaglik, and Adrienne Sorenson

Asynchronous Plate Tectonics Lab developed for Teach the Earth Structure of a Concept Map In a concept map, ideas or concepts are written inside of shapes that are connected together by arrows. Each arrow is labeled with the relationship between the two concepts. Each map begins with a single starting concept. The addition of new concepts and connections branching out from the original idea forms a larger structure that provides the whole picture. Example If you are making a concept map about volcanic hazards you would begin by writing the word volcano and inside of a circle. You could then write the words “ash clouds”, “lava flows” and “mudslides” inside of their own circles around that initial volcano concept. Each of these circles would be connected to the initial concept by an arrow labeled “produces” coming from the volcano, illustrating the relationship between the volcano that produces the hazard. Relationships between concepts can define, question, expand on, contribute to, or be a product of the concept on the other side of the arrow. These relationships are what shape the map. Figure 1 Simple concept map of volcanic hazards. The relationship expressed in this map is production. Types of Concept Maps: Mind Maps Mind maps are hierarchical in nature and can help to structure information. These maps are designed around a single “big idea” topic which connects other major concepts that branch into smaller details. Often, these maps end up looking like fireworks with their radial structure branching and branching into finer details. We can use the same example of volcanic hazards, but the mind map will look fairly different. The volcano is still in the middle with three separate branches for each of the hazards; one for ash cloud hazards, one for mudslide hazards, and one for lava flows. At the end of each branch are the details of the hazard. Developed by Kat Cantner, Eryn Klosko, Suki Smaglik, and Adrienne Sorenson

Asynchronous Plate Tectonics Lab developed for Teach the Earth Figure 2 Mind map of volcanic hazards Types of Concept Maps: Flow Charts Flow charts show a sequence of concepts. In a flow chart you begin with the first idea at the top or left side of the page and then build the chart concept by concept sequentially. This kind of chart is good for showing time relationships, algorithms, or concepts and processes that necessarily build on or respond to each other. Often flow charts have labeled arrows like a concept map because the relationship is not as obvious as it is in a hierarchical mind map. Staying with the concept of volcanic hazards, a flow chart on this topic could indicate when to deploy certain services to prevent loss of life, or be useful if you were given a scenario where you were a decision maker in a city with a nearby volcano. The example given below shows the sequence of events in a volcanic eruption. Figure 3 Flow chart of events before, during and after a volcanic eruption. Developed by Kat Cantner, Eryn Klosko, Suki Smaglik, and Adrienne Sorenson

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