Pacific Ring of Fire:

Plate Tectonics and Earth’s Geological Features

Subject: Earth Science

free image from commons.wikimedia.org

Overview:

  • Why is the Pacific Ring of Fire the site of frequent volcanic and seismic activity as well as deep oceanic trenches and major fault zones? What is the cause of such turbulence in a region that surrounds the majority of the Pacific Ocean Basin and that contains 75% of Earth’s active and dormant volcanoes?
  • In this two-part lesson, students explore and conduct research on nine specific geological features located along the Pacific Ring of Fire, a 40,000 kilometer horseshoe-shaped region that stretches from New Zealand through the eastern edge of Asia, across the Aleutian Islands, and southward along the coasts of North and South America. Students develop their electronic research skills on a specific geological feature using vetted Websites. Students then determine the latitude and longitude of their specific feature using Google Earth and mark their feature. Finally, students create a narrated Google Earth tour along the Pacific Ring of Fire, highlighting the nine researched features.

Lesson Concept:

  • The Pacific Ring of Fire is a 40,000-kilometer, horseshoe-shaped string of 452 volcano sites of seismic activity--earthquakes--around the edges of the Pacific Ocean basin. It is an arc stretching from New Zealand, along the eastern edge of Asia, north across the Aleutian Islands in Alaska, and south along the coast of North and South America. The Pacific Ring of Fire comprises over 75% of the world’s active and inactive volcanoes.
  • Tectonic plate boundaries are convergent (tectonic plates crash into each other), divergent (tectonic plates pull apart from each other), and transform boundaries (two plates slide against each other in a sideways motion).
  • A deep ocean trench is a long, deep depression in the ocean floor, chasms on the Earth's dry land. Some trenches are near continental shelves.

CA 6th Grade Science Standards:

1E. Students know that major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.

NGSS:ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface atvarying time and spatial scales.

NGSS EVIDENCE and CROSSCUTTING

2 Evidence

a Students identify and describe the evidence necessary for constructing an explanation, including: i. The slow and large-scale motion of the Earth’s plates and the results of that motion.

The crosscutting concepts of patterns, cause and effect, scale proportion and

quantity, systems and system models, energy and matter, and stability and change are called

out as organizing concepts for these disciplinary core ideas. In the ESS2 performance

expectations, students are expected to demonstrate proficiency in developing and using models,

planning and carrying out investigations, analyzing and interpreting data, and constructing.

ISTE Standards

  • Technology Operations and Concepts:

Select and use applications effectively and productively.

Cyberinfrastructure Tools:

  • An online photo storage and management system such as Flickr ( or Picasa ( However, the teacher may also use Prezi ( or PowerPoint to present images of geological features captured using Google Earth.

Google Earth

Lesson Activities

Teacher’s Notes:

  • Prior to the day of the lesson, the teacher will prepare photos of geological features located along the Ring of Fire to project to the class for the first part of the lesson. For this lesson, the images of the features were created using Google Earth by first locating the features then taking and saving screenshots of the features. Using Google Earth prompts students to reflect on a program with which they have prior experience.
  • A presentation tool such as Prezi required to upload and project the images to students.

However, the teacher may upload the images to an online photo management and sharing

application such as Flickr (basic service is free) or Picasa

  • The teacher will prepare a list of vetted Websites that students will use in the research portion of the lesson. A hard copy will be provided to each student pair.
  • In a computer lab, pairs of students will share one computer with Internet access.
  • Google Earth should be uploaded to each computer.
  • Students should have prior knowledge and experience in working with Google Earth.
  • Students have prior knowledge of plate tectonics including volcanoes and earthquakes.
  • Students have prior experience with analyzing Web sites for accuracy, veracity and appropriateness.
  • The lesson spans two days: Day 1 is for research and presentation and Day 2 is for work with Google Earth related to the lesson goals and objectives.
  • An additional extension activity is included if the teacher desires more student experience with Google Earth or if the teacher desires a differentiated activity for accelerated learners.

ENGAGE

Teacher Does (3 mins.) / Student Does (10 mins.)
Use of Technology
The teacher brings the students to attention and requests that they face the projection screen at the front of the lab.
The teacher tells students that as photos of certain geological features are shown to them, they will write down the name of each in their science notebook and jot down where they think the feature is located.
The teacher presents the nine geological features using Prezi or other presentation tool. The teacher provides the name of each feature as it is being shown but does not give its location.
The geological features are:
1. Peru-Chile Trench
2. Andes Mountains
3. Mount St. Helens
4. Aleutian Islands Chain and Aleutian
Trench
5. Mount Fuji
6. Hawaiian Islands Hotspot
7. Mount Kilauea volcano
8. Marianas Trench
9. Islands of Micronesia
The features are numbered from 1-9 for geological placement on Google Earth by students in the second phase (Explain) phase of this lesson.
Note: The students will not be told that geological features are located on the Ring of Fire, an arc stretching from New Zealand, along the eastern edge of Asia, north across the Aleutian Islands of Alaska, and south along the coast of North and South America.
The Ring of Fire is the largest region of volcanic activity on Earth due to being the location of most of Earth’s subduction zones and oceanic trenches.
The ultimate goal is for students to ultimately come to awareness that the features are located there.
The teacher presents the nine geological features to the whole class using Prezi or other presentation tool. The teacher provides the name of each feature as it is being shown but does not give its location.
To active prior knowledge, the teacher asks students to share what they know about the nine geological features.
The teacher writes their ideas on a Word document projected on the board. This information provides formative feedback about their learning from prior lessons.
Note: This process allows students to gain confidence and become more comfortable about sharing in a group setting.
FormativeAssessment: The teacher will assess the accuracy of the students’ prior knowledge from previous lessons and will clarify misconceptions by asking prompting questions including where students think any of the features are located. / The students come to attention and face the front of the computer lab.
Students prepare to write in their notebooks.
Student observe each of the Google earth images and will silently think to themselves what they might know about the geological features and where they are possibly located.
Students provide evidence of their prior knowledge by sharing out what they already know about the geological features.
Students write down peers’ ideas shared out to self-assess their own prior knowledge as they compare their ideas to those of their peers.
Students ask clarifying questions about the geologic features except for where they are located.

EXPLORE

Teacher Does (5 mins.) / Student Does (25 mins.)
Use of Technology
The teacher pairs students and asks each pair to logon to the shared computer and open up Word. Each pair is given a notecard with the name of one of the nine geologic features.
The teacher passes out a significant list of Websites to each student group that they can use to research a specific geologic feature.
The teacher will direct pairs to report to a computer with their photo. / Use of Technology
Each student pair logs on to their computer, opens Word, and notes which geologic feature their group received.
Each student pair comes to consensus which web sites their group will use to research their specific feature. They also come to consensus on who will type and who will read from the researched information to the recorder.
The teacher projects the following questions on the screen for all student pairs to respond to
  1. Identify and describe your assigned geological feature.
  2. Where is the geological feature located?
  3. How was the geological feature formed?
  4. What URL was used to research your
geological feature? How did you
determine if it is a credible site? / Students write down the questions in their science notebooks and in their open Word document.
Formative Assessment
The teacher reminds students to determine the reliability, credibility, and appropriateness of any Web site they are using.
The teacher circulates among the students and asks formative questions to assess their understanding of the required tasks, to monitor their progress, and to provide support to students who may be struggling.
The teacher asks students to save their work on the teacher’s folder on the computer desktop where the teacher will access the student pairs’ reports. The teacher asks students to ensure that both student names are on their respective report. / Formative Assessment
Students determine whether the website from which they obtain their information is reliable, credible, and appropriate.
Students respond to the teacher’s clarifying and prompting questions.
Students ask for assistance as needed.
Student pairs save their work on the teacher’s folder located on the computer desktop. They ensure that both student names are on the report.

EXPLAIN

Teacher Does (5 mins.) / Student Does (10 mins)
Use of Technology
Summative Assessment
The teacher brings the students’ attention to the front of the class to prepare them to orally share their learning with their peers.
The teacher calls on student pairs to identify their specific geological feature, where it is located, and to state one interesting fact about the feature.
The teacher asks students to write down their peers’ responses in their science notebooks so that they may continue to add information about the nine geological features in the lesson.
The teacher records students’ responses on an open Word document that is projected on the class screen.
Closure
The teacher asks if the Websites provided by the teacher were useful and/or helpful in assisting them to answer the research questions.
The teacher asks students what criteria they used to determine the reliability, accuracy, and appropriateness of a site the used. / Summative Assessment
Students come to attention to prepare to orally share their work.
As they are called on by the teacher, student pairs share out where their specific geological feature is located and one interesting fact about the feature.
Students write down peers’ responses and information in their individual science notebooks as a resource to build on.
Students observe what the teacher is entering into the projected Word document to scaffold their notebook entries.
Closure
Students respond to the teacher’s questions regarding the usefulness of the Websites provided and how they determined the reliability, accuracy, and appropriateness of a site.

EXTEND

Teacher Does (10 mins) / Student Does (20 mins)
Day 2:
Use of Technology
In the computer lab, the teacher requests student pairs to open Google Earth on their shared computer and to ensure that all unnecessary layers are unchecked. That is, students should not have active boundaries or any labels on Google Earth.
The teacher projects Google Earth on the screen at the front of the computer lab.
The teacher requests students to determine the latitude and longitude coordinates of their specific geological feature and to then
“pin” their assigned geological feature on Google Earth.
Note: Students have prior experience with Google Earth navigation and search tools, layers, and gallery.
Summative Assessment
The teacher assesses student pairs’ progress in relation to locating the assigned geological feature’s latitude and longitude.
The teacher writes down each pair’s results.
As the student pairs complete the task, the teacher places a pin on classroom Google Earth projected at the front of the computer lab.
Each student pair’s research paper is included in the final grade for the lesson
The teacher asks students to observe the class Google Earth and to notice a specific pattern of the geological features the class researched and located as indicated by the pin placements.
The teacher explains that this pattern is called the Ring of Fire and contains 75% of the Earth’s active and dormant volcanoes. / Day 2:
Use of Technology
Student pairs open Google Earth and ensure that all unnecessary layers and labels are not active.
Students determine the latitude and longitude coordinates of their specific geological feature
Students insert a marker in the form of a pin on their specific geologic feature to indicate the latitude and longitude on Google Earth. The name of the feature will be visible next to the marker as students use the search tool to “go to” the feature.
Summative Assessment
Student pairs ask for confirmation from the teacher if they have accurately placed their pin in relation to their specific feature.
As the pins are being placed on Google Earth by the teacher, students note that the pattern of the pins extend in the Pacific Ocean from New Zealand along the eastern edge of Asia and the Aleutian Island chain in Alaska, and south along the borders of North and South America.
Students should notice a ring or horseshoe pattern formed by the placement of the pins on the class Google Earth
Students will discover the pattern of the geologic features along the Ring of Fire.
Additional Extension Activity for Day 3 or for Accelerated Learners (10 mins.)
Use of Technology
In the computer lab, the teacher asks students to open Google Earth.
The teacher introduces students to the tour feature and provides opportunities for students to practice using the search tool by providing specific locations for the students to use (e.g., specific cities in the United States).
After introducing students to the tour feature, the teacher asks students to:
1. Type in each of the nine geological features highlighted in the lesson in the search window of Google Earth (a separate search for each feature).
2. Note the location of each geological feature around the Ring of Fire.
3. Copy the entire search results to “My Places”.
4. Record a Ring of Fire tour in Google Earth.
5. Add a voice recording to their tour.
6. Save their tour on Google Earth.
7. Email the link to their tour to the teacher. / Day 3
(30 mins.)
Use of Technology
Student pairs open Google Earth and follow the teacher’s directions in regards to creating a tour.
Students practice using the search tool to locate specific locations provided by the teacher.
Students create a tour of the Ring of Fire using the nine geological features highlighted in the lesson in alignment with the required components indicated by the teacher.
Students save their tour and email the tour link to the teacher.

STEM/WORKFORCE PREPAREDNESS CONNECTION

Teacher Does (Time) / Student Does (Time)
The teacher will direct students to a website that focuses on careers related to geology and volcanology:

/ Students will explore the sites related to geology and volcanology. They will respond to questions about the nature of the work in geology and volcanology, wages paid, and employment opportunities.

CyberQUEST TechQuest Lesson: Ring of Fire (last updated 02/12/2015)1