# Black-Box Ocean Floor Landforms By Ron Sacco Moundsville Junior High 1.Draw a grid on top of the box lid. (I have students follow these instructions since.

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Black-Box Ocean Floor Landforms By Ron Sacco Moundsville Junior High 1.Draw a grid on top of the box lid. (I have students follow these instructions since the boxes vary in size.) a.Place box so its length is running left to right in front of them. b.Measure and mark the middle on both ends and connect the marks creating a middle line. c.Draw two more lines parallel to the middle line and equally dividing the distance above the middle line. d.Draw two more lines parallel to the middle line and equally dividing the distance below the middle line. e.Starting at the left and measure across the top and bottom marking every inch (or 2 or 3 cm). f.Connect the top and bottom marks to complete the grid. g.Label the five rows of holes 1, 2, 3, etc. 2.Calibrate the probing device (example: cm) 3.Create various landforms by taping cardboard inside the box. Examples of landforms:Continental shelfmid-ocean ridge Continental slopeseamount abyssal plainisland ocean trenchguyot 4.Tape the lid on box. 5.Students exchange boxes with another group (a box with contents they have not seen). 6.Students use the probing device to determine the depth below sea level for each grid intersection and record data on the data table (activity sheet). 7.Graph data from each line to make several profiles. 8.Label predictions of landform names on profiles. 9.Don’t open box. Discuss uncertainity of explanation and inference. 10.Open box and compare profiles with contents. 1.Draw a grid on top of the box lid. (I have students follow these instructions since the boxes vary in size.) a.Place box so its length is running left to right in front of them. b.Measure and mark the middle on both ends and connect the marks creating a middle line. c.Draw two more lines parallel to the middle line and equally dividing the distance above the middle line. d.Draw two more lines parallel to the middle line and equally dividing the distance below the middle line. e.Starting at the left and measure across the top and bottom marking every inch (or 2 or 3 cm). f.Connect the top and bottom marks to complete the grid. g.Label the five rows of holes 1, 2, 3, etc. 2.Calibrate the probing device (example: cm) 3.Create various landforms by taping cardboard inside the box. Examples of landforms:Continental shelfmid-ocean ridge Continental slopeseamount abyssal plainisland ocean trenchguyot 4.Tape the lid on box. 5.Students exchange boxes with another group (a box with contents they have not seen). 6.Students use the probing device to determine the depth below sea level for each grid intersection and record data on the data table (activity sheet). 7.Graph data from each line to make several profiles. 8.Label predictions of landform names on profiles. 9.Don’t open box. Discuss uncertainity of explanation and inference. 10.Open box and compare profiles with contents. Allow 3 class periods None listed Measure the depth of various points simulating sonar mapping of the ocean floor. Construct profiles from recorded data. Identify examples of ocean landforms. Measure the depth of various points simulating sonar mapping of the ocean floor. Construct profiles from recorded data. Identify examples of ocean landforms. Per Student: 1 shoebox with lid (or similar box) 1 calibrated chopstick or dowel rod for a probing device Ruler Nail to punch holes in box lid Scissors Masking tape School glue Supply of cardboard Writing utensil Per Student: 1 shoebox with lid (or similar box) 1 calibrated chopstick or dowel rod for a probing device Ruler Nail to punch holes in box lid Scissors Masking tape School glue Supply of cardboard Writing utensil Participation and performance. Ability to record data. Ability to use data to make and support predictions. Participation and performance. Ability to record data. Ability to use data to make and support predictions. None listed Objectives Materials and Equipment Materials and Equipment Time Procedures Assessment Further Challenges Further Challenges Overview Teaching Suggestions Safety Note

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