Tech for Tectonics

Overview

In this lesson (10 of 18) in Unraveling Our Changing Earth, students examine how modern technologies help scientists observe and understand tectonic activity and related Earth processes. They will connect specific tools to the types of data they collect and how that data improves predictions and hazard understanding.

Learning intentions

Students will:

• Use evidence from observations and data to explain how tectonic activity can be studied.
• Identify key technologies used in geology and Earth science.
• Describe how each technology’s data helps scientists build models of Earth’s changing systems.
• Evaluate how technology improves the reliability and usefulness of scientific knowledge.

Success criteria

Students can:

• Name at least three technologies (e.g., seismic, GPS/GNSS, satellite remote sensing, drones/robotics) and state what each measures.
• Explain how the data from at least two technologies links to tectonic processes (e.g., earthquakes, ground deformation, plate movement, volcanoes).
• Use an infographic or written explanation to communicate clear, accurate links between technology, data, and Earth processes.
• Reflect on limitations (e.g., coverage, resolution, assumptions) in what the technology can tell us.

Curriculum links

• Earth systems: investigating how Earth’s surface changes over time and how forces within Earth influence landscapes.
• Scientific literacy: using evidence, models and data to develop and communicate explanations.
• Science as a human endeavour: how knowledge develops through tools, methods and collaboration.
• Technologies in science: using instruments and digital systems to collect, analyse and interpret data.

Lesson structure (60 minutes)

1. 5 Starter: “Tool Detective” (quick retrieval)

• Display three technology images (seismometer/network, GNSS/GPS receiver, satellite/radar image). Students do a 60-second “What do you think it measures?” jot, then share one idea with a partner.

2. 10 Mini-lesson: Technologies that reveal tectonics

• Teach a short overview using a guided graphic organiser:
• Seismic technology (seismometers/earthquake monitoring) → records ground shaking.
• GNSS (GPS) and ground stations → measure ground movement over time.
• Satellite remote sensing (InSAR/imagery) → maps deformation and land changes.
• Drones/robotics/field sensors → collect detailed surface data where access is limited.
• Emphasise: data quality, time scale, spatial coverage, and how evidence supports models.

3. 12 Case study carousel (in small groups)

• Set up 4 stations with printed short scenarios and sample data images (kept simple). Each group completes one station worksheet:
• Identify the technology used.
• Circle the type of data collected.
• State one tectonic clue the data provides.
• Rotate after 3 minutes so all groups see all stations.

4. 15 Infographic construction: “Technology → Data → Process”

• Students choose ONE technology station to focus on and create an infographic (A4 or half-sheet) with three labelled sections:
• Technology (what it is)
• Data (what it measures/records)
• Process link (what tectonic activity it helps explain)
• Dyslexia-friendly supports: provide an infographic template with sentence starters, large font, and a word bank (e.g., “measures movement”, “detects shaking”, “maps change”, “over time”, “area coverage”).

5. 8 Whole-class share + “limitations” check

• 6–8 students share their infographic (or teacher selects examples). Prompt: “What might this technology miss or misinterpret?”
• Record two limitation examples on the board (e.g., limited coverage, noise in data, interpretation assumptions).

6. 10 Exit ticket: success criteria assessment

• Students answer two questions:
• List two technologies and their uses.
• Write one sentence linking technology data to a tectonic process (earthquakes/volcano/plate movement), plus one limitation.

Resources

• Technology image cards or printed photos (seismometer, GNSS receiver, satellite radar image example, drone/field sensor)
• Station scenario sheets (4 short cards) with simplified sample data visuals
• Technology infographic templates with large headings and sentence starters
• Word bank on the board (movement, shaking, deformation, time scale, coverage, resolution, model)
• Markers/coloured pencils for infographic emphasis
• Student worksheets for carousel notes
• Timer and rotation signs for stations
• Optional: teacher-made example infographic for modelling
• Dyslexia-friendly reading strips or audio-friendly printed text (teacher reads aloud if needed)

Assessment

• Formative: observation during carousel and infographic creation for correct identification of technology and data-to-process links.
• Summative (lightweight): exit ticket responses showing at least two correct technologies and uses, plus one process link and one limitation.
• Review misconceptions from student sharing to guide next lesson planning.

Differentiation

• Support (struggling literacy): sentence starters, partially completed infographic templates, and pre-highlighted key terms; allow oral responses to be scribed; provide simplified station sheets with fewer lines.
• Support (SEN/dyslexia-friendly): larger font, reduced text density, colour-coded sections (Technology/Data/Process), and teacher read-aloud for stations.
• Extension (advanced learners): require an additional “limitations and improvement” box with one technical factor (resolution/coverage/time) and propose how new data would improve predictions.
• EAL learners: provide bilingual picture supports where possible, model one example sentence, and allow students to underline key words rather than write full paragraphs if needed.
• Choice: allow infographic format options (poster, flow diagram, or comic-style science storyboard) while keeping the same success criteria elements.

Extension (optional)

• Create a brochure on a specific technology used to study tectonic activity.
• Include: how it works, what data it collects, an example of how it informs a tectonic explanation, and one limitation.
• Present in A5 tri-fold format (or equivalent) with at least one simple visual (labelled diagram or data image).