Professional Documents
Culture Documents
I. Lesson Foundation
Standard(s): MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks,
continental shapes, and seafloor structures to provide evidence of the past plate motions.
Supportive questions: What evidence is there to support if the Earth moves? What is the
Continental Drift Theory?
Students will analyze and interpret the fossil types on different continents, and the
shape of the continents to provide evidence of the past plate motions.
At the end of the lesson students will be able to demonstrate that they understand
the Earth does move and the evidence that supports this conclusion
Students will understand how important evidence is to scientific findings.
Formative Assessment: :
Summative Assessment:
Lesson Introduction: The lesson is initiated by asking students if they have ever heard of
the continental drift theory to activate prior knowledge. Pangea will be briefly introduced. Then the
students are broken into groups. Each group is handed two sets of cut out continents. One set of cut
out continents is blank and the other is labeled with fossil evidence and additional information. First,
I will instruct students to try to build the blank model of Pangea the best that they can. After a few
minutes the students will be prompted to assemble the model with additional information included
on the continents. I then will ask the students to talk amongst their groups and make some
observations about the two models they just assembled.
Teaching Procedures:
Step one: Inquire about the students’ prior knowledge on the continental drift theory and
engage students in Pangea model/puzzle building activity. I will walk around and observe
how students are doing.
Step two: Ask students about the observations they have made about the two models and
write them down on the board for formative assessment.
Step three: Ask students if they think evidence is important to support scientific findings.
Ask students if they think that the Earth moves and why.
Step four: Introduce the theory of plate tectonics and continental drift by showing a brief
video. I will display a video to engage students and inform them about the motion of plate
tectonics and the history of past movement.
Step five: I will use a PowerPoint presentation to go over the Continental Drift Theory in
more depth and highlight the importance of evidence to support Alfred Wegner’s findings.
Step six: I will ask students if what they have learned in the video and presentation relates
to the activity they did in the beginning of class and why.
Step seven: The students will be prompted to write a short summary about what they have
learned and turn it in.
Step Eight: Students will take a brief quiz on what they have learned in today’s class and
then the answers will be discussed after it is handed in for summative assessment.
Step Nine: To conclude the class I will inform students that scientific knowledge is tentative
and in light of new evidence, things can change.
Must include:
*Guided Practice-
Key discussion questions will be promted: Does the Earth move? What evidence
is there to support if the Earth does/Does not move? What is Pangea?
Modeling of supercontinent Pangea will be done to provoke the thought of
ancient plate motions. This will simulate thought and provoke inquiry.
*Independent Practice-
Closure: After the students take the short quiz, we will go over the answers. On the quiz, the
essential questions of the lesson will be asked. The importance of scientific evidence will
concluded the lesson.
Lesson Essentials
Analysis of Teaching: