Objectives (5 - 7 minutes)

1. Understand the theory of continental drift: Students should be able to explain what continental drift is and how this process influenced the formation of the continents as we know them today.
2. Identify the main evidence of the theory of continental drift: Students should be able to list and explain the main evidence supporting the theory of continental drift, such as the shape of the continents, the distribution of fossils, and the composition of rocks.
3. Apply the knowledge of continental drift in practical situations: Students should be able to use the theory of continental drift to explain current geological phenomena, such as the occurrence of earthquakes and volcanoes in certain regions.

Secondary Objectives:

• Promote teamwork skills: During group discussions and activities, students should be encouraged to work together, developing collaboration and communication skills.
• Stimulate critical thinking: Students should be encouraged to question and analyze the information presented, thus developing their critical thinking skills.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher should start the lesson by reminding students about the concepts of tectonic plates and the Earth's internal structure, which were discussed in previous classes. This review is essential for understanding the topic of continental drift. (3 - 4 minutes)
2. Problem situation: The teacher can propose two initial situations to stimulate students' thinking:
   • Situation 1: "Why does the east coast of South America fit perfectly with the west coast of Africa? Have they been together at some point in history?"
   • Situation 2: "Why are some regions of the planet more prone to earthquakes and volcanoes than others? Is there any relation to the formation of the continents?" (3 - 4 minutes)
3. Contextualization: The teacher should explain that the theory of continental drift is fundamental for understanding various geological and climatic phenomena, as well as being relevant for human geography, influencing the formation of cultures and the distribution of natural resources. (2 - 3 minutes)
4. Engage students' attention: To spark students' interest, the teacher can share curiosities and stories related to the topic:
   • Curiosity 1: "Did you know that the theory of continental drift was initially rejected by the scientific community? It was only widely accepted after the discovery of tectonic plates and the confirmation that they do move."
   • Curiosity 2: "Have you heard of the supercontinent Pangaea? About 200 million years ago, all continents were united in one. The theory of continental drift helps us understand how these continents separated and moved over time." (2 - 3 minutes)

Development (20 - 25 minutes)

1. Presentation of the Theory of Continental Drift (10 - 12 minutes):
   • Alfred Wegener's Theory: The teacher should introduce Alfred Wegener's theory, who proposed the idea of continental drift in the early 20th century. Explain that Wegener argued that the continents were originally connected in a single supercontinent called Pangaea, and over time, they moved to their current positions in a process called continental drift.
   • Tectonic Plates: Next, the teacher should explain that the theory of continental drift was confirmed with the discovery of tectonic plates. Tectonic plates are huge pieces of rock that make up the Earth's surface and move slowly over time due to convection currents in the Earth's mantle. These movements of tectonic plates are responsible for the drift of the continents.
   • Evidence of Continental Drift: The teacher should present the main evidence supporting the theory of continental drift, including the shape of the continents, the distribution of fossils, and the composition of rocks. It is important for the teacher to explain each of these pieces of evidence in detail, providing examples and images to facilitate students' understanding.
2. Practical Activity: Assembling the Continents Puzzle (10 - 12 minutes):
   • Preparation: Before the lesson, the teacher should print maps of the continents on cardboard paper and cut them into several pieces. Each group of students will receive a set of continent pieces.
   • Development: Students, in groups of 3 to 4 people, should assemble the continents puzzle. While assembling the puzzle, they should discuss and reflect on how the shapes of the continents fit together, supporting the idea of continental drift.
   • Discussion: After completing the activity, each group should present their puzzle, explaining how the pieces fit together and how this supports the theory of continental drift. The teacher should facilitate the discussion, asking questions and providing feedback.
3. Discussion Activity: Connections of Continental Drift (5 - 7 minutes):
   • The teacher should propose a classroom discussion on how the theory of continental drift connects with other topics already studied, such as the formation of mountains, earthquakes and volcanoes, and the distribution of fossils and rocks. Students should be encouraged to ask questions and express their opinions. The teacher should guide the discussion, ensuring that all viewpoints are heard and that the discussion remains focused and productive.

This lesson development will allow students to understand the theory of continental drift in a more practical and meaningful way, facilitating the retention of knowledge. In addition, group activities and classroom discussions will promote collaboration and communication among students, as well as stimulate critical thinking.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students and promote a group discussion on the solutions or conclusions found by each team during the practical activity of the Continents Puzzle. Each group should share their observations and conclusions. The teacher should encourage the exchange of ideas among groups, allowing them to ask each other questions and provide constructive feedback.
2. Connection with Theory (2 - 3 minutes): After the discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the lesson. He should reinforce how the theory of continental drift, supported by the evidence of the shape of the continents, the distribution of fossils, and the composition of rocks, directly applies to the phenomenon observed in the Continents Puzzle activity.
3. Individual Reflection (2 - 3 minutes): The teacher should propose that students reflect individually on what they learned during the lesson. He should ask questions like:
   1. "What was the most important concept you learned today?"
   2. "What questions have not been answered yet?"
   3. "How can you apply what you learned in the lesson to everyday situations?"
4. Sharing Reflections (1 minute): After individual reflection, the teacher can ask some students to share their answers with the class. This will allow the teacher to better understand what the students learned and any areas that may still need clarification in future lessons.

This Return is a crucial part of the lesson plan, as it allows the teacher to assess students' understanding of the topic and identify any knowledge gaps that may need to be addressed in future lessons. Additionally, it gives students the opportunity to reflect on what they learned and how they can apply that knowledge in their daily lives.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should summarize the main points of the lesson, recalling the fundamental concepts of the theory of continental drift, the evidence supporting it, and how tectonic plates play a crucial role in this process. He should also recap the activities carried out, highlighting students' observations and conclusions. This will help consolidate learning and reinforce key concepts.
2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected the theory of continental drift with the practice of the Continents Puzzle activity. He should emphasize how the evidence of the shape of the continents, the distribution of fossils, and the composition of rocks, which are fundamental to the theory of continental drift, were observed and applied during the activity. Additionally, the teacher should highlight how the knowledge gained in the lesson can be applied to better understand current geological phenomena, such as the occurrence of earthquakes and volcanoes.
3. Extra Materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their knowledge of continental drift. This may include educational videos, documentaries, geology websites, and reference books. The teacher can share these resources via email or on an online learning platform.
4. Importance of the Topic for Everyday Life (1 minute): Finally, the teacher should emphasize the importance of the lesson topic for students' daily lives. He can mention how understanding continental drift can help better understand the formation of landscapes, the distribution of natural resources, the occurrence of natural phenomena such as earthquakes and volcanoes, and even the evolution of life on Earth. The teacher should emphasize that geography is not only about places and maps, but also about how the Earth and its continents were formed and continue to change over time.