LESSON PLAN: CONTINENTAL SHIFT • GRADE 8 NJ ASK …loticonnection.cachefly.net/global_documents/benchmarking/SS_GR8... · LESSON PLAN: CONTINENTAL SHIFT • GRADE 8 ... 900, Mountain

LESSON PLAN: CONTINENTAL SHIFT • GRADE 8

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NJ ASK PREP Reading

Lesson Plan: Continental Shift

Grade 8 Earth Science

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/us/ or send a letter to Creative Commons, 444 Castro Street, Suite

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Table of Contents 5E Model ...............................................................................................................3 Digital Age Best Practices .......................................................................................7 Lesson Plan: Teacher’s Notes ..................................................................................9 Lesson Plan: Student Handouts .............................................................................16


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5E Model The 5E Learning Cycle is a method of structuring classroom lessons that are based upon constructivist learning theory, research-based best practices in reading pedagogy and cognitive psychology. Each reading lesson plan in this packet employs the 5E Model. The model represents a recursive cycle of distinctive cognitive stages of learning that include: Engage, Explore, Explain, Extend, and Evaluate. The flexibility of the 5E Model enables classroom teachers to complete a 5E lesson in a single class period (i.e., one day) or extend a particular literacy lesson over several days depending on the depth and breadth of the content as well as learner readiness.

The first stage in the 5E Model is “Engage." Engagement provides the necessary hook to sustain students in the learning to follow. Engagement activities might include: a demonstration, a discussion, a simulation, or even a discrepant event that taps into prior knowledge about the content and engages the student’s natural curiosity. These activities serve to uncover what students know and think about the content and its connections to the lesson’s culminating performance task.


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5E Model (continued)

Engage Stage: • Creates interest • Generates curiosity • Raises questions • Elicits responses that uncover what students know or think about the reading

content The second stage comprises “Explore.” Exploration enables students to manipulate concepts and ideas as they observe, question, and investigate the concepts to develop fundamental awareness of the nature of the materials and ideas. Students are encouraged to work together without direct instruction from the teacher. Explore Stage: • Encourages students to work together without direct instruction from the

teacher • Promotes student dialogue as they interact • Redirects students’ investigations based on questions posed by themselves or

others • Provides time for students to puzzle through problems The "Explain" stage comprises the third stage of the 5E Model. This stage encourages students to explain concepts and definitions in their own words. Students are asked to justify and clarify their ideas. Formal definitions, explanations, and labels are provided. The Explain stage is accomplished through activities such as discussions, small group instruction, video or multimedia presentations and can include Socratic dialog or direct instruction depending on the readiness level of the students.


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Explain Stage: • Encourages students to explain concepts and definition in their own words • Asks for justification (evidence) and clarification from students • Formally provides definitions, explanations, and new labels • Uses students' previous experiences as the basis for explaining concepts The fourth stage of the 5E Model referred to as "Elaborate,” allows students to apply their new processes, definitions, and skills in new, but similar situations. It often involves experimental inquiry, investigative projects, and problem solving and decision-making relating to the content under investigation as well as the lesson’s culminating performance task. Elaborate Stage: • Expects students to use formal labels, definitions and explanations provided

previously • Encourages students to apply or extend concepts and skills in new situations • Reminds students of alternative explanations • Refers students to existing data and evidence and asks, "What do you already

know?" "Why do you think.....?" The "Evaluate" stage comprises the final stage of the 5E Model and includes a wide variety of informal and formal assessment strategies. Teachers frequently observe students as they apply new concepts and skills to assess students’ knowledge and/or skills, looking for evidence that the students have changed their thinking or behaviors. The opportunity to allow students to assess their own learning and group-process skills is often observed at this stage.


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Evaluate Stage: • Observes students as they apply new concepts and skills • Assesses students' knowledge and/or skills • Looks for evidence that students have challenged their thinking or behaviors • Allows students to assess their own learning and group process skills Even though the 5E Model represents a cyclical model, there are times when it is appropriate to loop back into the cycle before going forward. For example, several Explore/Explain loops may need to occur before students have the full ability to move forward into the Elaboration stage. It is recommended that you first consider the student’s readiness level with the content or skill level prior to implementing the recommended sequence of 5E “steps” embedded in the enclosed lesson plan.


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Digital Age Best Practices

Promoting shared expertise through networked collaboration Students able to articulate a common group goal Evidence of student problem-solving and/or issues resolution Individual and group accountability structures in place Employment of digital tools and resources (e.g., blogs, wikis, discussion forums)

to promote collaboration

Bolstering purposeful inquiry through student questions Student-generated questions drive the inquiry Evidence of one or more teacher-generated Focus Activities Presence of complex thinking processes Presence of a student-centered learning environment

Personalizing and globalizing content by making authentic connections Learning connected to one or more 21st Century Themes Outcomes require sustained investigation Emphasis on multiple interpretations and outcomes Learning possesses an interdisciplinary perspective


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Digital Age Best Practices (continued)

Accelerating individual growth through vertical / horizontal differentiation Adjustments to the content, process, and/or product based on learner readiness,

profile, and interests are documented Presence of learning centers/stations Digital tools and resources adjusted to the needs of the learner Multiple LoTi levels simultaneously employed in the classroom

Anchoring student learning with digital-age tools and resources Emphasis on content and process skills; not the digital tools Digital tools used at a LoTi 3 and higher Digital tools used in conjunction with clear, measureable achievement goals Use of digital tools is purposeful and intentional

Clarifying student understanding with formative assessments Follow-up interventions are timely, targeted, and based on student data Adequate wait time given for student responses Framed questions apply directly to content understanding Digital tools and resources (e.g., blogs, wikis, discussion forums) used for

student feedback


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Lesson Plan: Teacher’s Notes

Continental Shift

Reading Content: Vocabulary Connections Main Idea/Details Drawing Conclusions Drawing Inferences Author’s Purpose Authenticity Fact vs. Opinion

Purpose of the Lesson: BIG IDEA: Use a variety of reading strategies to improve comprehension. STUDENTS: The purpose of this lesson is to use real world context as the foundation for students applying targeted reading strategies. TEACHER: The purpose of this lesson is for you to facilitate a lesson focusing on students building background knowledge in science and applying targeted reading strategies.

Background: Research has documented the pivotal role that prior knowledge plays in reading comprehension; yet the amount of class time devoted to topics such as science and social studies is practically negligible when compared to reading and writing. This activity explores the Earth’s outer crust and specifically, continental shift.


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The Earth's rocky outer crust solidified billions of years ago, soon after the Earth formed. This crust is not a solid shell; it is broken up into huge, thick plates that drift atop the soft, underlying mantle. The plates are made of rock and drift all over the globe; they move both horizontally (sideways) and vertically (up and down). Over long periods, the plates also change in size as their margins are added to, crushed together, or pushed back into the Earth’s mantle. These plates are from 50 to 250 miles (80 to 400 km) thick. In 1915, German geologist and meteorologist, Alfred Wegener (1880-1930) proposed that parts of the Earth’s crust slowly drift atop a liquid core. Wegener hypothesized that there was an original, gigantic supercontinent 200 million years ago, which he named Pangaea, meaning “All-earth.” Pangaea was a supercontinent consisting of all of Earth's land masses. It existed from the Permian through Jurassic periods. It began breaking up during the Jurassic period, forming continents Gondwanaland and Laurasia separated by the Tethys Sea. By the end of the Cretaceous period, the continents were separating into land masses that look like our modern-day continents. In this lesson plan, students will gain background knowledge about the theory of continental shift and its resulting impact on planet Earth. Materials/Resources: Website: USGS Earthquake Hazards

http://earthquake.usgs.gov/earthquakes/recenteqsus/

Video: YouTube – Erta-Ale http://www.youtube.com/watch?v=ySnI4RYirKw

Video: Continental Shift Animation www.break.com/index/650-million-years-in-1-min-20-sec.html

Website: Visual Thesaurus http://www.www.visualthesaurus.com/app/view

Website: Wall Wisher http://www.wallwisher.com/


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Website: Wordle http://www.wordle.net/

Website: Google Earth http://www.google.com/earth/index.html

Practice Assessment: Ocean of the Future

PowerPoint: Continental Shift

5E Model - Engagement (Focus): ESTIMATED TIME: 15 minutes GUIDING QUESTION: Which map represents planet Earth? PROPOSED PROCEDURE: STEP 1: Show Slides 3 - 12 in the Continental Shift PowerPoint representing different stages of continental shift on Earth over millions of years. Ask students to identify which map (Map A, B, C, or D) represents planet Earth and why the other maps do not represent our planet. Record student responses on the white board. STEP 2: Afterwards, share with students that ALL of the maps represent planet Earth, but at different time periods occurring over millions of years. NOTE: It is suggested that you access Google Earth for students to get a current perspective of the relative distance of the continents from one another.

STEP 3: Share with students that in 1915 a German geologist and meteorologist, Alfred Wegener proposed that parts of the Earth’s crust slowly drifted atop a liquid core. Tell students that Wegener hypothesized that there was once an original, gigantic supercontinent 200 million years ago called Pangaea, which means “All-earth.” Pangaea was a supercontinent consisting of all of Earth's land masses.

5E Model - Exploration: ESTIMATED TIME: 15 minutes GUIDING QUESTION: What was the Earth like 200 million years ago? PROPOSED PROCEDURE: STEP 1: Distribute Handout 1 (Earth Puzzle) to students. Have students work in


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pairs to assemble the puzzle pieces. Share with students that the pieces should all fit together into one large land mass that Alfred Wegener named Pangaea. NOTE: It is suggested that you first separate the land mass shapes in Handout 1 into pieces and place in individual envelopes for students to assemble their Earth puzzle. DIFFERENTIATION: Fill a large tub of water. Cut the 7 continents out of styrofoam and place on water. Use blue food coloring for the full visual effect of oceans. Have students stand around the tub of water and stamp their feet on the floor. Students will observe the continents drifting. Afterwards, have students discuss their observations. STEP 2: Show students the entire video clip from Slide 13 in the Continental Shift PowerPoint depicting continental drift over a 650 million year time period.

5E Model - Explanation: ESTIMATED TIME: 20 minutes GUIDING QUESTION: What is continental shift? PROPOSED PROCEDURE: STEP 1: Review with students Slides 14 - 18 from the Continental Shift PowerPoint to explore the process of continental shift and its resulting impact on the geologic landscape (e.g., formation of mountain ranges, frequent earthquakes, and volcanic activity). STEP 2: Have students participate in a practice reading benchmark activity focusing on reading comprehension relating to continental shift called Ocean of the Future. STEP 3: Use the word cloud in Slide 19, using Wordle as a pre-reading exercise to get students thinking about the content of the text passage focusing on continental shift called Ocean of the Future.


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NOTE: To complement the word cloud, you might want to show students a short video on the Erta-Ale lava lake. The video is embedded in Slide 20 of the Continental Drift PowerPoint. NOTE: As you implement the reading benchmark intervention, it is suggested that the following sequence be used to accommodate the cross-spectrum of readers in your classroom ranging from dependent to independent readers:

1. Have the teacher read aloud the first section of the passage to the students. Afterwards, have students respond to specific questions embedded in the passage about different story elements of this section within a small collaborative group or large group focusing on one or more reading comprehension (e.g., cause and effect, main idea, drawing conclusions) and meta-cognitive (e.g., using context clues, looking for bolded words, doing think alouds) skills.

NOTE: It is strongly suggested that students use some form of digital responders/digital voters so that the entire class can view their collective responses quickly. This affords opportunity to discuss with students some of the major distracter answers embedded in the practice reading assessment.

2. Have students whisper or mumble read the next section as the teacher reads the text aloud. Afterwards, have students respond to specific questions embedded in the passage about different story elements of this section within a small collaborative group or large group focusing on one or more reading comprehension and meta-cognitive skills.

3. Next, have students read silently the last section of the reading selection

followed by prompted questions about the different story elements of this section within a small collaborative group or large group focusing on one or more reading comprehension and meta-cognitive skills.


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ANSWER KEY: Oceans of the Future 1. A 7. C 2. C 8. B 3. A 9. C 4. B 10. D 5. D 11. C 6. B 12. A 13. Answers will vary

DIFFERENTIATION: Focus on vocabulary development. The steps below should aid the learning challenged student in building background knowledge.

1. Students and teacher extract challenging vocabulary from the reading passage prior to reading the actual passage.

2. Students and teacher use http://www.www.visualthesaurus.com/app/view to create vocabulary webs to learn challenging vocabulary.

5E Model - Elaboration: ESTIMATED TIME: Open-ended GUIDING QUESTION: How does continental shift affect humans? PROPOSED PROCEDURE: STEP 1: One of the by-products of shifting continents is earthquakes. Have students use Handout 2 to record earthquake activity for a designated time period at the USGS Earthquake Hazards website. STEP 2: Have students make predictions as to five areas that will most likely be hit by earthquake activity over the next five days. Make sure that students support their predictions based on actual data generated at the USGS Earthquake Hazards website (http://earthquake.usgs.gov/earthquakes/recenteqsus/). STEP 3: Have students record their predictions in the form of an open-ended response that includes their hypothesis as well as supporting details.


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NOTE: You might have students adding their hypotheses to an online word wall for all of the students to view. This site is located at Wall Wisher (http://www.wallwisher.com/).

5E Model - Evaluation: ESTIMATED TIME: 5 minutes GUIDING QUESTION: What did I learn about continental shift and earthquakes? PROPOSED PROCEDURE: STEP 1: Have students complete the Exit Card in Handout 3.


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Handout 1: Fossil Evidence

Name: _______________________ DIRECTIONS: Cut out each of the continental land masses along the edge of the continental shelf (the outer line).


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Handout 2: Earthquake Recording Sheet

Name: _______________________

Dates: _______________ to _______________

Latest Earthquakes in the World — Last 7 Days http://earthquake.usgs.gov/eqcenter/recenteqsww/

DATE-(UTC)-TIME yyyy/mm/dd hh:mm

Latitude degrees

Longitude degrees

Magnitude Comments/ Location

Comments/Ideas/Thoughts:


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Handout 3: Exit Card

Name: _______________________ Complete the questions below: 1. What area gave you the most difficulty today? 2. Something that really helped me in my learning today was… 3. Something I still do not understand is…? 4. What connection did you make today that made you think, “AHA, I

get it!”

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Continental Shift

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A

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A B

A B

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A B

C

A B

C D

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http://www.break.com/index/650-million-years-in-1-min-20-sec.html

Earth’s Layers The Earth's rocky outer crust solidified billions of years ago, soon after the Earth formed. This crust is not a solid shell; it is broken up into huge, thick plates that drift atop the soft, underlying mantle.

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Tectonic Plates

Plate Tectonics

•  Greek – “tektonikos” of a builder •  Pieces of the lithosphere that move around •  Each plate has a name •  Fit together like jigsaw puzzles •  Float on top of mantle similar to ice cubes in a bowl of water

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ConBnental DriD

http://members.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml

Alfred Wegener 1900’s Continents were once a single land mass that drifted apart. Fossils of the same plants and animals are found on different continents Called this supercontinent Pangea, Greek for “all Earth” 245 Million years ago Split again – Laurasia & Gondwana 180 million years ago

Evidence of Pangea

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http://www.youtube.com/watch?v=ySnI4RYirKw

Documents

LESSON PLAN: CONTINENTAL SHIFT • GRADE 8 NJ ASK …loticonnection.cachefly.net/global_documents/benchmarking/SS_GR8... · LESSON PLAN: CONTINENTAL SHIFT • GRADE 8 ... 900, Mountain