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.