Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Student Materials Pencil or pen Pre-/Post-Test (see attached document) Background Information (see attached document) Plate Tectonics Word Search (see attached document) Activity A-The Continents: A Jigsaw Puzzle Handout A (see attached document) Per Group (approximately 4 students each): 1 cup Plaster of Paris ½ cup cold water Cookie sheet lined with aluminum foil (make sure sides of foil come up over the edges of the cookie sheet) Mixing spoon Small Ziploc bags 1-quart bowl Plastic cups Spatula Activity B-Pangaea Modeling Activity Pangaea Modeling Activity-Directions (see attached document) Handout B (see attached document) Per Partner Group Pangaea Modeling Activity Puzzle Pieces (see attached document) Scissors Tape or glue Blank sheet of paper Reference materials related to Pangaea (textbooks, non-fiction articles, etc.) Per Each Two Partner Groups (four students) Globe Wegener’s Fossil Evidence for Continental Drift Activity Directions for Wegener’s Fossil Evidence for Continental Drift (see attached document) Fossil Evidence Puzzle Pieces (see attached document) Figures for Pangaea Puzzle (see attached document) Color Key for Wegener's Evidence (see attached document) Colored pencils/crayons/markers Scissors Glue or tape Blank sheet of paper After Activity Handout C (see attached document) Handout D (see attached document) For Acceleration Activity: Interactives: Dynamic Earth For Intervention Activity: Hint for 6th Grade Exercise (see attached document) Teacher Materials Teacher Pre-Lab Guide (see attached document) Pre-/Post-Test Answer Key (see attached document) Pangaea Map Answer Sheet Handout-“Handout B Answer Key” (see attached document) Pangaea PowerPoint (see attached PowerPoint presentation) Teacher Key for 6th Grade Exercise-“Wegener’s Fossil Evidence for Continental Drift Activity” (see attached document) Handout C with Answers (see attached document) Handout D with Answers (see attached document) |
Technology Resources Needed: |
Teacher Technology Resources Teacher computer Interactive whiteboard or projector Student Technology Resources Internet-capable device (for acceleration activity) |
Background/Preparation: |
Student Background Information: As this lesson will serve as an introduction to the theory of continental drift, students do not need to possess background knowledge about this concept prior to participating in the lesson’s activities. This lesson will require students to participate in hands-on, inquiry-based lab activities. The students will need to be able to follow multi-step procedural instructions and work collaboratively with classmates in order to complete the lesson’s lab activities. Teacher Background Information: The teacher should preview the Teacher Pre-Lab Guide prior to teaching the lesson to ensure that the student lab activities are prepared for students prior to beginning the lesson’s activities. As written, the activities included in this lesson will require at least five class days to complete. The teacher can view the Pangaea PowerPoint for additional background information about the concepts taught in this lesson (see attached presentation). The teacher should review lab safety precautions with students and ensure students follow these procedures for the duration of the lesson. The teacher will need to complete the following preparations for Activity A prior to beginning that portion of the lesson: Teacher Prep for each Lab Station (suggested lab group size is 4 students): 1. Measure one cup of Plaster of Paris and pour into a Ziploc bag. 2. Measure ½ cup of COLD water and pour into a plastic cup. 3. Place these along with a bowl, spatula, stirring spoon, cookie sheet lined with foil, and Handout A at each Lab station 4. The Plaster of Paris will take approximately 30-45 minutes to “set up”. Alternative activities are provided for Activity A, B, and C. The documents that will be used for the alternative activities are provided in the attachments. After teaching this lesson, the teacher can continue this topic by introducing the remaining two lesson plans in this module: |
Before Strategy/Engage: 50 minutes (Day 1) 1. The teacher should give each student a copy of the Pre-/Post-Test. The teacher should give students approximately twenty minutes to complete the pre-test. The teacher should stress to students that the purpose of the pre-test is to demonstrate the student’s background knowledge about the theory of plate tectonics 2. After students complete the pretest, the teacher should check students’ answers to determine their current knowledge base of the concepts using the Pre-/Post-Test Answer Key. Alternatively, the teacher could allow students to check their own paper or check a partner’s paper. 3. The teacher should give each student a copy of the Background Information handout (see attached document). The teacher should allow students approximately ten minutes to read the passage, asking students to focus on the meaning of the vocabulary words in bold text. 4. After students have had ample time to read the passage, the teacher should give each student a copy of the Plate Tectonics Word Search (see attached document). The teacher should allow students to complete the word search, which focuses on vocabulary words related to plate tectonics. The students will need to keep the word search for the next two parts of this plate tectonics module. During Strategy/Explore & Explain: (Days 2, 3, and 4) Activity A-The Continents: A Jigsaw Puzzle (Day 2) Note: The teacher should set up each lab station before students begin the activity. 1. Each student will need a copy of Handout A (see attached document). The students should be divided into groups of four 2. The students will complete the procedures listed on the lab sheet and answer the reflection questions after completing the lab activity. This lab will model continental separation. Activity B-Pangaea Modeling Activity (Day 3) 1. Each student will need a copy of the Pangaea Modeling Activity handout and Handout B (see attached documents). The students should be divided into partners, and each partner group should be paired with another group (four students total). 2. Each partner group will need one set of the Pangaea Modeling Activity Puzzle Pieces (see attached document), one blank sheet of paper, one pair of scissors, and glue or tape. Each pair of partners will share one globe. 3. The students should work with their partner to cut out the pieces of Pangaea and match the pieces together, similar to how a puzzle is assembled. After students have assembled the puzzle, they should tape the Pangaea pieces to the blank sheet of paper and answer the questions found on Handout B. Note: An answer key is provided for the teacher in the attachments (Pangaea Map Answer Sheet Handout). Wegener’s Fossil Evidence for Continental Drift Activity (Day 4) 1. Each student will need a copy of Directions for Wegener’s Fossil Evidence for Continental Drift, Fossil Evidence Puzzle Pieces, Color Key for Wegener's Fossil Evidence, and Figures for Pangaea Puzzle (see attached documents). Each student will also need colored pencils/crayons/markers, scissors, glue or tape, and a blank sheet of paper. 2. Students will color the Fossil Evidence Puzzle Pieces using the Color Key for Wegener's Fossil Evidence as a key. Then, students will cut out the pieces and work with their group members to match the edges of the continental pieces together into a supercontinent. Students will discuss how the evidence matches their arrangement of the continents. After Strategy/Explain & Elaborate: 50 minutes (Day 5) 1. After all groups have completed the lab activities, the teacher should lead a class discussion among all of the groups to compare each group’s data. 2. The teacher should give each student a copy of Handout C (see attached document). Students will read ten statements related to continental drift and determine if the provided statements are pieces of evidence that support this theory. 3. Next, the teacher should give each student a copy of Handout D (see attached document). This document requires students to review the concepts of this lesson in a written response format. Note: If the teacher identifies that students need additional review before the summative assessment, the teacher may show students the Pangaea PowerPoint presentation to review the concepts demonstrated during the lab activities (see attached presentation). 4. The teacher should give the students the Pre-/Post-Test that students completed as a pre-test at the beginning of the lesson (see attached document). The teacher should explain to students that this post-test will allow students to demonstrate the knowledge they acquired during the lab activities. |
Assessment Strategies |
Formative: The teacher will informally assess student’s background knowledge by administering the Pre-/Post-Test prior to teaching the lesson. The teacher should carefully monitor students as they complete the lab activities with their groups to certify that students are correctly following the lab procedures. The teacher should review each student’s Handout A, Handout B, and the finished product from the Wegener’s Fossil Evidence for Continental Drift Activity to ensure that students are grasping the concepts of the lab activities. Summative: The teacher will formally assess students at the conclusion of the lesson by reviewing each student’s Handout C and Handout D. The teacher will administer the Pre-/Post-Test as a summative assessment at the end of the lesson. |
Acceleration: |
Students can further explore the concepts taught during this lesson by completing the interactive activities at Interactives: Dynamic Earth from learner.org. |
Intervention: |
The teacher may provide students with the “Hint for 6th Grade Exercise” to students who experience difficulty in assembling the supercontinent of Pangaea based on Wegener’s fossil evidence (see attached document).
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View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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