The Oregon Trail and the Geology of the Cascade Mountain Range
Sara Yerger and Ron Capurso
2. We are teaching to students at a middle school level (grades 6-8). We will be teaching the students the fundamentals of a topographic profile. We will be using this information to relate the importance of topography to the Oregon Trail. Relatedly, we will be covering the subduction zones of the west coast of the United States and, consequentially, how the Cascade Mountain range/volcanoes have formed.
3. Our lesson plan relates to two NSES standards. One of these is 6.4: Structure of the Earth System. The other is 6.1: Abilities necessary to do scientific inquiry. The Pennsylvania Standard the plan relates to is 3.5.7A: Describe earth features and processes (and, more specifically under this heading is the bullet: Describe the processes involved in the creation of geologic features).
4. Upon completion of this lesson plan, students should be able to:
a. Interpret a topographic profile
b. Identify geologic characteristics that lead to volcanism
c. Identify different tectonic settings, i.e. plate boundaries
5. In order to teach this lesson plan, as teachers, we need to know the characteristics of a subduction zone, i.e. the trench, mountain building, location of magma chambers, density differences between oceanic and continental crust, etc. It is crucial to know how the process of subduction works in order to fully explain it to the students. Also, we must know how a topographic profile is created and how to interpret it in order to help the students with their understanding. We must also have sufficient knowledge of the technology that we plan to use to engage the students.
6. A classroom management issue that we must be careful of
is to make sure that the students do not fight over the computer when the
program is being run. To avoid this issue, we will make sure that we give each
student an opportunity to use the computer model. This lesson plan was designed
to be a very visual-oriented lesson. We plan on using models on the computer,
on paper, and in 3D. This heavy amount of visual aids should help students
overcome language barriers. [GU1]
7. We will need a computer with the program “Our Dynamic Planet” installed and ready to use on it, preferably one of the computers with larger screens so that all of the students can see the program. Also, we will be providing a 3D model cut out of Styrofoam of the area from Mount Hood to the offshore trench in the Pacific Ocean. We will be giving the students handouts of a detailed topographic profile of this same area and pencils to mark the topographic features that they identify. [GU2]
8. Body of the Lesson
A. Engagement (3-5 mins):
→ On the map, can you locate the general area where the path of the Oregon Trail went through?
→ What are the highest points that the travelers had to encounter on their path?
→ Why do you think the mountains are on the coast?
→ Do you think there is any topography on the ocean floor, too?
B. Exploration (5-8 mins):
→ How would you explain the topographic features that you see on the profile?
→ We will have the students create a profile of the area from Mt. Hood to the Pacific trench using the program “Our Dynamic Planet.” [GU3]We will then proceed to ask the students what they are looking at when the profile comes up. We will have the students mark on the paper profile what topographic features they can identify and note the specific elevations of Mount Hood and the trench in order to put a practical scale to the models.[GU4] To solidify the concept, we will use the 3D model and ask what path the profile took; the 3D model will split in half to demonstrate the profile.
C. Explanation (5-8 mins):
→ We will then have a discussion with the students about why the topographic features exist, primarily asking them to give us any and all possible solutions.[GU5] After this, we will introduce the students to various computer animations of plate boundaries and have them explain to us what is occurring in each animation.
D. Evaluation (2-3 mins):
→ By the end, the students should be able to tell us which is the correct plate boundary animation of the given options that would explain the topographic features seen around the Cascades and the nearby trench in the Pacific. They will also explain in their own words the actual interaction that is going on between the two plates (i.e. one plate is subducting under the other, pushing up the mountains, and causing volcanism).[GU6]
E. Elaboration (0-5 mins):
→ We will elaborate on the specifics of volcanism, i.e. why melting occurs, why the volcano erupts, why it’s important to know about volcanoes (e.g. dangers), etc. [GU7]
[GU1]Consider multiple computers if necessary. If you need the internet make sure the computers you are using are connected.
[GU2]Good. Please include these in your lesson plan. Just append them to the end.
[GU3]Will you direct them to the location or take their best judgment of where to take the profile?
[GU4]This all seems a bit vague at this point. I assume that you have more specific plans in your minds. I would expect you to enact a specific plan during Peer Teaching, modify, and provide more detail for your final lesson plan submission. Fair enough?
[GU5]I assume you have anticipated some responses including not knowing.
[GU6]Good. How will you measure this?
[GU7]This is OK. Can you think of a way to orient the students so they can ask questions about the experience? For example, they would have just viewed 3 models, and found one fits the Cascades. What about the other two? Could they locate possible regions on the globe? Use Our Dynamic Planet to test hypotheses etc.?