Spring 2014 Horace Mann-8

th
grade Earth Science Mehre, Melissa

Plate Tectonics UnitDay Two

Objectives/Outcomes:
Students will be able to describe natural processes that lead to geologic changes.

Students will be able to explain the importance of Alfred Wegener and his theory of continental drift.

Students will be able to list and describe the evidence supporting the theory of continental drift.


Rationale:
Students must understand how the movement of tectonic plates shapes and re-shapes the world we live
in. Geologic changes are key aspects of life on Earthfrom volcanoes to earthquakes, we are frequently
being affected by plate tectonics. Students also need to understand the importance of scientists such as
Alfred Wegener as well as the struggles that they faced in presenting new ideas in their time periods. In
addition, students must understand that theories are different than facts, and that theories change and
evolve with the presence of new knowledge as well as when technology is developed. Finally, students
need to recognize that theories are based on the best scientific evidence at the time, which also leads to
the evolution of theories based on new information.

Standards:
Wisconsin Model Academic Standards:
A.8.3 Defend explanations and models by collecting and organizing evidence that supports
them and critique explanations and models by collecting and organizing evidence that conflicts
with them
A.8.4 Collect evidence to show that models developed as explanations for events were (and are)
based on the evidence available to scientists at the time
A.8.5 Show how models and explanations, based on systems, were changed as new evidence
accumulated (the effects of constancy, evolution, change, and measurement should all be part
of these explanations)
B.8.1 Describe how scientific knowledge and concepts have changed over time in the earth and
space, life and environmental, and physical sciences
E.8.1 Using the science themes, explain and predict changes in major features of land, water,
and atmospheric systems
E.8.2 Describe underlying structures of the earth that cause changes in the earth's surface
E.8.5 Analyze the geologic and life history of the earth, including change over time, using various
forms of scientific evidence
Spring 2014 Horace Mann-8
th
grade Earth Science Mehre, Melissa

Duration:
One 42-minute class period

Materials:
Student iPads
Notes from Videos
Plate Tectonics Computer Program
Plate Tectonics Introduction Worksheet
World Map & Plates Worksheet
Colored Pencils
Notebook

Procedure:
Introduction (5 minutes):
Welcome students to class and take attendance. Ask students to pull out their notes from the videos we
watched in class on Friday and were homework over the weekend if they did not finish. Talk about the
main points of the videos. Ask for student participation in answering the questions pertaining to the Big
Idea and videos. Guide students in answering the questions, writing their thoughts on the board.
Plate Tectonics Computer Program (10 minutes):
Go through the slides on the computer program pertaining to continental drift (Continental Drift: An
Idea Before Its Time). Talk about the significance of Alfred Wegener and his importance to the theory
of continental drift. Mention how he was shot down by the scientists of his time and that his theory
was not considered valid until many years after his death when technology caught up to his scientific
thoughts. Talk about the supercontinent called Pangaea and how it seems like the pieces of the
puzzle fit together.
Map Activity (15 minutes):
(5 minutes): Hand out copies of the World Map & Plates Worksheet. Instruct students to cut out all of
the continents and glue them together as the supercontinent Pangaea in their notebook.
(10 minutes): Student work time. I will be walking around the room answering any questions students
may have as well as gauging student interest and participation in the class activity.
Plate Tectonics Computer Program (5 minutes):
Go through the slides on the computer program pertaining to fossil evidence that supports the theory of
continental drift (Fossil Evidence). Highlight the fact that it was not just one species of fossils that
Spring 2014 Horace Mann-8
th
grade Earth Science Mehre, Melissa

were found on opposite sides of large bodies of water, but that there were many examples of fossil
evidence.
Map Activity (7 minutes):
(2 minutes): Instruct students to draw and shade the areas of fossil evidence that helps prove Pangaea
once existed. Remind them to shade in RED.
(5 minutes): Student work time. I will be walking around the room answering any questions students
may have as well as gauging student interest and participation in the class activity.

Assessment:
Student understanding will be informally assessed through questioning during classroom activities. In
addition, students will be formally assessed through the completion of a packet of worksheets that
follow along with the Plate Tectonics Computer Program as well as classroom activities. Students will
work on these packets independently; however they receive the information at least two times in class.
First, Mr. Thome and I go through the computer program in class with many hands-on class activities
mixed in. Then, students report to the computer lab during class time throughout the unit to go through
the computer program slides independently. Students also use that time to complete the packet of
worksheets on plate tectonics and related topics. Students will be formally assessed at the end of the
unit with a unit exam consisting of two or three essay type questions that directly relate to the topics
presented in class and on the computer program. Finally, students will also complete a project on plate
tectonics at the end of the unit.

Accommodations:
Students with learning disabilities, ELL/ESL students, and students with any hearing or visual impairment
are offered a seat in the front of the classroom. Students with an IEP or 504 plan are granted
accommodations and/or modifications. In general, students in special education take the same tests as
the rest of the students in class, however, are allowed more time and may receive one-on-one attention
while taking that exam.

Extensions:
Students are offered extensions in the project portion of this unit. Students can choose which projects
they would like to complete at the end of the unit. Students who would like more of a challenge can
choose more challenging projects and can also ask to create their own project design if they want any
additional challenges.
Spring 2014 Horace Mann-8
th
grade Earth Science Mehre, Melissa

Resources:
Bozeman Science Plate Tectonics. (n.d.). Retrieved from Youtube:
https://www.youtube.com/watch?v=JmC-vjQGSNM
Plate Tectonics The Changing Shape of the Earth. (n.d.). Retrieved from National Geographic:
http://education.nationalgeographic.com/education/media/plate-tectonics/?ar_a=1