Earth Science- Continental Drift
Teacher: Gale Gleisner/Debra
Glassman/James Schwarz
Standards
Grade Level:
9-12
Timing: (one) - 90 minute period
MSDE CORE LEARNING GOALS: EARTH/SPACE SCIENCE HIGH SCHOOL
CONTENT
Goal 2: Concepts Of Earth/Space Science
The student will demonstrate the ability to use scientific skills and processes (Core Learning
Goal 1) to explain the physical behavior of the environment, Earth, and the universe.
Expectation 2.4 The student will analyze the dynamic nature of the geosphere.
Indicator 2.4.3 The student will explain changes in Earth’s surface using plate tectonics.
Assessment limits:
Continental drift (rock/structure/climate/fossil evidence, jigsaw fit)
● Sea floor spreading (age evidence, mantle circulation, outer core
circulation/magnetic reversals, seismic activity, volcanism, mountain building,
ocean ridges)
● Theory of Plate Tectonics (crustal plate composition, mantle circulation,
divergent/convergent/transform fault boundaries, subduction zones, trenches, island
arcs, seismic activity, volcanism, mountain building)
Next Generation Science Standards (NGSS)
HS-ESS1 Earth’s Place in the Universe
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.
[Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of
crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance
from mid-ocean ridges (a result of plate spreading) and the ages of North American
continental crust increasing with distance away from a central ancient core (a result of past
plate interactions).]
HS-ESS2 Earth’s Systems HS-ESS2-1 Develop a model to illustrate how Earth’s internal
and surface processes operate at different spatial and temporal scales to form continental and
ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land
features (such as mountains, valleys, and plateaus) and seafloor features (such as trenches,
ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic
uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and
coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the
details of the formation of specific geographic features of Earth’s surface.]
Common Core State Standards
ELA/Literacy
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical
texts, attending to important distinctions the author makes and to any gaps or inconsistencies
in the account.
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but
still accurate terms.
WHST.9-12.1 Write arguments focused on discipline-specific content.
Mathematics MP.4 Model with mathematics.
Essential
Question
How do the continents end up in their current positions?
Objective for
Students
Students will be able to identify and examine patterns and similarities
between the continents in order to explain Wegener’s theory of Continental
Drift.
Engage
Date:
https://www.youtube.com/watch?v=TzzGPfVx32M
This video clip is a trailer for Ice Age 4: Continental Drift. The links below
include background information which may be helpful for the teacher.
http://www.filmeducation.org/pdf/resources/primary/IceAge4.pdf;
http://news.moviefone.com/2012/07/13/ice-age-4-how-accurate-is-theanimated-flick/
Show the video clip and have students simply watch. Afterwards, have them
list any earth science topics they observed. Show the the video a second time
and allow students to add to their lists. Give them time to confer with another
student to decide whether the items are facts, theories, hypotheses, or fiction.
Review as a class.
Assess: How will you check students’ background knowledge and
misconceptions for the unit of study?
Explore
Date:
1.Students will reconstruct a map of Pangea based on continental shape and
fossil record using pages one and two of The Continental Drift Activity
Packet which can be accessed at:
https://earthref.org/ERDA/download:1541/ .
Note: page three will be used as an evaluation.
2. Students will construct a model of the Earth based of tectonic plates.
using page 10 of the following resource:
https://www.lsuagcenter.com/MCMS/RelatedFiles/%7B7A1F26FB-C0884BF3-9098-2E6813DFA568%7D/L7EarthWorks.pdf
Note: this activity can be combined with the first activity if time is short.
Assess: How will you determine who demonstrates the skills needed during
the investigation? How will you know who is beginning to understand the
concept(s)?
Explain
Date:
Students will read an article on Continental Drift and Plate Tectonics. Several
articles are provided based on student ability level. Questions are provided
for each article. Teacher can collect or review the answers with the class to
assess for understanding.
Article link for standard students:
http://www.summit.k12.nj.us/~gbuonpane/FOV2-00101139/FOV200101142/continentaldrift.pdf?Plugin=Block
Students should answer the questions at the end of the article.
Article for higher level students:
http://www.ucmp.berkeley.edu/history/wegener.html
Students should take notes and answer the following questions: What was
Alfred Wegener’s hypothesis and what evidence did he find to support it?
Why was his theory initially rejected?
Assess: How will you determine who understood the concept(s) and who did
not? This is necessary to determine who receives enrichment or remediation
during the Extend.
Extend
Date:
Two options are provided:
Students will develop a timeline including when scientists believe that
Pangea broke apart, when Gondwanaland and Laurasia formed, and when the
continents separated into their current forms and locations.
The work of Wegener and Du Toit provided the foundation for the theory of
plate tectonics, which was developed in the 1960s. What other information
came to light that helped scientists develop this theory? Make a poster
showing the progression of discoveries and scientists who were involved.
Source: http://www.discoveryeducation.com/teachers/free-lessonplans/continental-drift.cfm#ext
Assess: How will students demonstrate that they have now met the
benchmark? How will students demonstrate that they have a deeper
understanding of the concepts and skills?
Evaluate
Analyzing Evidence: Continental Drift handout (page three)
Article link: https://earthref.org/ERDA/download:1541/
Supplies and
Technology
Needed
Continental Drift handout, lecture powerpoint, Cornell notes, scissors, glue,
paper, colored pencil, av projector, computers.
Vocabulary
Vocabulary support is provided with the standard reading level article.
Homework:
Teacher determined.
Special
Instructions
N/A
Additional
Differentiated
Instruction
ESOL: Vocabulary worksheet is provided with the standard, grade-level
reading article.
Inclusion: Use of graphic organizers, extended wait time, multiple exposure
to material. Teacher may wish to preview the article and the accompanying
questions with the students.
GT: An article with a higher reading level is provided. Students should take
notes and answer the following questions: What was Alfred Wegener’s
hypothesis and what evidence did he find to support it?
Why was his theory initially rejected?
Higher Order
Questions
What new evidence has been found since Wegener’s time which supports his
theory? What evidence has been found that demonstrates errors in his theory?