Lesson Plan | Active Learning | Continental Drift

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for establishing the learning goals of the lesson and ensuring that both the teacher and students are aligned with what is expected to be achieved. By clearly defining the objectives, students are guided about the skills they must develop, and the teacher can effectively direct classroom activities, ensuring that both theoretical and practical understanding of continental drift is attained.

Main Objectives:

1. Understand the theory of continental drift, including its historical discoveries and current evidence.

2. Analyze and explain the shapes of the continents in light of the theory of continental drift, focusing on the Brazilian and African coasts.

Side Objectives:

1. Foster critical thinking and students' argumentation skills when discussing and justifying the theories learned.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students with the topic in a practical and contextualized way, using problem situations that stimulate reflection on what has been studied and how to apply this knowledge in real scenarios. The contextualization seeks to demonstrate the relevance and impact of the theory of continental drift, encouraging students to see science as something alive and constantly evolving, as well as connecting content with other areas of knowledge.

Problem-Based Situations

1. Imagine you are trying to solve a giant puzzle that involves all the continents. How could the theory of continental drift help explain why the outlines of the continents seem to fit perfectly?

2. Think about the coastline of Brazil and Africa. Why do they have such a similar shape? How could the theory of continental drift explain this curious geographical similarity, given that today these lands are separated by the Atlantic Ocean?

Contextualization

The theory of continental drift not only revolutionized our understanding of geology and geography but also had significant implications in other areas such as biogeography and climatology. For example, the distribution of fossils on distinct continents that were once connected supports the idea that Earth was once a supercontinent called Pangaea. Furthermore, studies on continental drift and its consequences help predict future changes in climate and the environment.

Development

Duration: (70 - 75 minutes)

The development stage is designed to allow students to apply prior knowledge of continental drift in practical and interactive contexts. By working in groups, they develop collaboration and communication skills, as well as solidifying their theoretical understanding through activities that simulate and explore aspects of the theory in a playful and contextualized way. This approach not only facilitates active learning but also encourages students to think critically about the geography and geology of our planet.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Pangaea: The Reunion of the Continents

> Duration: (60 - 70 minutes)

- Objective: Understand the formation of continents from Pangaea and apply knowledge of continental drift and plate tectonics.

- Description: In this activity, students will be challenged to reconstruct the supercontinent Pangaea using maps and pre-studied geological data. They will have to consider the theories of continental drift and plate tectonics to determine how the continents separated and moved over time.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute maps of the current continents and data such as tectonic plate movement patterns and fossil locations.

• Ask each group, using a ruler, pencil, and eraser, to try to adjust the continents so they fit together most logically, considering the provided data.

• Request that each group presents their version of Pangaea and explain the reasoning behind their decisions regarding the positioning of the continents.

Activity 2 - Unraveling the Coasts

> Duration: (60 - 70 minutes)

- Objective: Analyze and justify the similarity of the coasts of Brazil and Africa in light of the theory of continental drift.

- Description: Students will use clay models to represent the shapes of the current coasts of Brazil and Africa. They will manipulate the clay to adjust the two landmasses so they fit together, simulating a possible configuration prior to continental separation.

- Instructions:

• Form groups of up to 5 students.

• Distribute to each group a contour map of the coasts of Brazil and Africa.

• Provide enough clay for the groups to model the coasts of the two continents.

• Instruct students to try fitting the coasts together as best as possible, considering the known geographical and geological characteristics of each area.

• At the end, ask each group to present their adjusted model and discuss what geological and biological evidence could confirm or refute the position of the landmasses in the past.

Activity 3 - Geographic Cinema: The Drift in the Atlantic

> Duration: (60 - 70 minutes)

- Objective: Visualize and creatively and interactively explain the theory of continental drift and the formation of oceans.

- Description: In this activity, students will create a short animation film using tablets or computers to visualize and narrate the separation of the continents and the formation of oceans, based on the theory of continental drift. They will use simple animation software.

- Instructions:

• Organize the room into workstations, each equipped with a suitable device for animation.

• Provide students with a basic script that guides the narrative of the film, including key moments of continental drift.

• Guide students on the basic use of animation software.

• Allow students to develop their films, drawing and animating the movements of the continents as they separate and oceans form.

• Finally, request that each group presents their film to the class, discussing the narrative and scientific choices made.

Feedback

Duration: (15 - 20 minutes)

This stage of the lesson plan is crucial for students to verbalize and reflect on the knowledge acquired and the skills developed during the practical activities. Group discussion helps consolidate learning, allowing students to compare their ideas with peers and justify their conclusions. Furthermore, this exchange of information and perspectives promotes a deeper and more critical understanding of the theory of continental drift, preparing students to apply this knowledge in future contexts.

Group Discussion

After completing the activities, promote a group discussion with all students. Start with a brief introduction, highlighting the importance of sharing what each group discovered and the difficulties they faced. Encourage students to express their hypotheses and conclusions, and to discuss how the theory of continental drift helps explain the configuration of the continents and current coastlines. This moment is essential for consolidating learning and allowing students to articulate their understandings collaboratively.

Key Questions

1. What were the main pieces of evidence that helped your group reconstruct Pangaea or adjust the coasts of the continents?

2. How do the observations made during the activities relate to what you already knew about the theory of continental drift?

3. Was there any surprise or unexpected discovery during the activities that changed your prior view on the formation of the continents?

Conclusion

Duration: (5 - 10 minutes)

The conclusion stage is essential for consolidating learning, allowing students to reflect on what was learned and how it applies in the real world. By summarizing and reinforcing the main concepts, this section helps ensure that students have a clear understanding of the material and can connect theoretical knowledge with the practical applications discussed during the lesson. Furthermore, it highlights the relevance of the topic in everyday life and in other areas of knowledge, preparing students for future explorations and studies.

Summary

In this final stage, the teacher should recap the main points discussed, such as the theory of continental drift, its evidence, and implications. Understanding how the continents formed and separated should be reinforced, and the shapes of the coasts of Brazil and Africa should be justified based on tectonic and geological movements.

Theory Connection

Today's lesson was structured to connect theory and practice in an integrated way. The activities allowed students to apply the theoretical concepts of continental drift and plate tectonics in practical situations, such as reconstructing Pangaea and modeling the coasts, reinforcing theoretical understanding through exploratory and collaborative practices.

Closing

Finally, the teacher should emphasize the importance of the theory of continental drift in understanding fundamental geological processes and its implications in other areas such as climatology and biogeography. Additionally, highlight how this knowledge can be applied in everyday life to better understand the world around us and its changes over time.