Continental Drift STEAM Challenge (FLEX - High School)

WARNING:  This course requires a high level of interaction to be successful.  If your learner would prefer to work on this challenge individually, please contact me and I will create an individual work section.

Have you ever noticed that the continents on our planet seem to fit together similar to pieces of a puzzle?  Each continent is a tectonic plate, that "floats" on the mantle.  Sea floor spreading is the explanation behind the movements of the continents across the surface of the Earth.  Harry Hammond Hess, a Naval Officer during World War II, first had the idea of sea floor spreading while using sonar to map the North Pacific Ocean floor.  He discovered the ocean was more shallow towards the center, the Mid Ocean Ridge, and deepest at the edge of the continents.  He theorized that the continental margins were the location where the sea floor sank down to be recycled. This STEAM Challenge explores Continental Drift via Sea Floor Spreading and Subduction.  Learners will research these topics and write a collaborative essay summarizing their research.  The team will then embark on the challenge to create a 3D model of the sea floor to illustrate this process.  When satisfied their models demonstrate a high level of accuracy, the team will record a short presentation evaluating their models and discussing sea floor spreading.

This challenge will be completed as a team in ten steps:
Step 1:  RESEARCH sea floor spreading, subduction, and continental drift, and write an essay.
Step 2:  BRAINSTORM ideas to create the best model to illustrate this process.
Step 3:  DIAGRAM the model.
Step 4:  SET UP the model.
Step 5:  TEST the models accuracy against scientific models.
Step 6:  EVALUATE PERFORMANCE of the system.
Step 7:  IDENTIFY areas the system could be improved.
Step 8:  MAKE CHANGES to improve the system.
Step 9:  RETEST/REEVALUATE the improved system.
Step 10:  SHARE the results.

For successful collaborative learning, the workload should be divided among the members.  Each learner will chose a role on a first-come, first-served, basis.  Learners may chose from the following roles:  Captain (keeps the group on task to meet deadlines), Recorder (organizes the paperwork), Illustrator (creates drawings, diagrams, and/or photography).  If roles have not been selected by the end of the first day, I will assign them.  The role of the teacher is to guide and assist as needed in the problem-solving process.  Students may message me at any time, or we can set up a specific time to interact if needed.  Students should respond to questions I pose throughout the challenge.

Learners should have baseline reading, math, and science skills, and be able to work well with others.  Learners should review the following concepts/vocabulary prior to start of class:  continental crust, continental drift, deep-ocean floor, deep-sea trench, lithosphere, mid-ocean ridge, oceanic crust, sea floor spreading, subduction, Theory of Plate Tectonics.

Each section is kept purposefully small so that learners may work as a group to complete the challenge.  A HIGH LEVEL OF INTERACTION IS REQUIRED.  Sections must meet minimum enrollment to run, so please share with your friends!  Additional sections can be created upon request.