Transform Boundary Investigation

This activity is designed for high school age students that have mastered the basics of plate motion and are ready to apply their understanding to real-life situations.

- Types of plate boundaries
- How plates move/what drives plate motion (convection, slab pull, ridge push)
- Earthquake basics
- Basic understanding of rock structure (brittle vs. ductile)
- Some introduction to earthquake mitigation

This activity is placed towards the end of the plate tectonic unit (after plate motion and all boundaries have been taught). Students complete this right after instruction over transform boundaries.

NGSS Standard (HS–ESS1–5): Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Students will understand crustal movements of a transform boundary using a model as well a real-life location and data.

NGSS Standard (HS–ESS3–1): Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

NGSS Standard (ETS1-1): Analyze a major global challenge to specify qualitative criteria and constraints for solutions that account for societal needs and wants.

Students will be able to explain the differences in the earthquake disaster's destruction based on location's level of development, preparedness, and accessibility, along with the dates and magnitude of earthquakes. In addition, students will be able to make predictions to when the next possible natural disaster might occur and what mitigation strategies might need to be implemented in order to keep citizens safe.

This activity will involve group work, collaboration, data collection, writing, and using transform boundary model.

Student Activity Worksheet (Microsoft Word 2007 (.docx) 142kB Feb26 24)
Video Instructions (MP4 Video 110.6MB Feb26 24) 
Video of Transform Models (MP4 Video 181.7MB Feb26 24) 

Teacher Facilitating Slides -- educator-only file

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Student Activity Worksheet (Answer Key) -- educator-only file

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Notes for instruction and implementation are located in "Teacher Facilitating Slides".
This activity can be done completely online and also with real transform block models for students collect data on. If using real transform block models, this activity will take longer (2 46-minute class periods). Using the online version can be done in 1 46-minute class period and can be done asynchronously if needed as well.

Students were assessed on "Post-Activity Analysis" questions 3 and 4 and scored using a 4 point scale: Advanced, Meeting, Progressing, and Beginning. Answer is shared in support materials.

Advanced (100% - 93%): Answers demonstrate a clear, in depth, and well explained understanding of Standard 4 & 5. Student provided realistic predictions and an understanding of human impacts and mitigation for an earthquake. All explanations had detailed support and evidence.

Meeting (92% - 83%): Answers demonstrate a clear understanding of Standard 4 & 5. Student provided realistic predictions and an understanding of human impacts and mitigation for an earthquake.

Progressing (82% - 70%): Answers demonstrate an unclear understanding of Standard 4 & 5. Some minor errors and/or lack of explanations are present.

Beginning (69% - 60%): Answers demonstrate a major lack of understanding of Standard 4 & 5. Major errors and/or lack of explanations are present.

Insuffient Evidence (59% - 50%)

No additional resources are needed.