Grade:7th

Lesson Topic: Plate Tectonics (Continental Drift Theory) 

Lesson Overview: This lesson introduces Plate Tectonics and the Continental Drift theory. Students will explore various plate tectonics, the Continental Drift theory, and their historical development. The lesson incorporates scaffolds for English Language Learners (ELLs).

Content Standard:

          AZ 7.E1U1.6 Construct a model to explain how the distribution of fossils and rocks, continental shapes, and seafloor structures provide evidence of the past plate tectonics. 

         NGSS Standard: MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

 

English Language Proficiency Standard/Performance Indicator:

•   AZ EL.6-8.S8: (Analyze and critique the arguments of others orally and in writing.)

•   AZ.EL.6-8.S8 B-3 (Use academic words and phrases to make a claim.)

 

Learning Goal:

Today I will apply my knowledge of Plate Tectonics (Continental Drift theory).

 

Success Criteria:

I will know I am successful when I can fully describe the Plate Tectonics and the Continental Drift theory.

I will know I am successful when I can list the characteristics of Plate Tectonics and the Continental Drift theory.

Language Focus/Goal:

Today I will use academic words and phrases to make a claim. AZ EL.6-8.S8 B-3

Lesson Sequence

1. Engage - Bell Ringer (10 minutes)

•     Show a picture of plate tectonics to spark interest and activate prior knowledge.
•     Question: “What do you see in the photo about plate tectonics?”
•     Conduct a Round Robin activity where students discuss the different parts of plate tectonics.

Language Supports:

• Vocab Wall    
• Sentence Frames:

          Pre-Emergent/Emergent-

-”Plate tectonics are made of_____.”

          - “I see _____ in this picture.”

 

         Basic-

 -”The parts of the photo that I find interesting are ______ and _____.”

 -“The photo contains facts about ______.”

 

     Intermediate-

 -“Details and data show_____”

 

2. Explore: (10 minutes)

•     Show a video of Plate Tectonics. 
•     Give students time to complete the Frayer Model English Language Learner strategy.
•     Sentence frames:

  

    Pre-emergent/Emergent-     

 -“The definition of plate tectonics is____”

 -“Characteristics of plate tectonics are _____.”

 

    Basic-

  -“The video defined plate tectonics as____”

  -“The video provided characteristics of plate tectonics by____”

 

Intermediate-

-Evidence from the video showed____”

 

•     Language Supports

         -Provide sentence structures for discussion

         -Word Wall  

 

3. Explain: (10 minutes)

 

•     Show a video on plate tectonics and the Great Global Rift and give students time to analyze and critique arguments of others in writing and to complete a Notice and Wonders English Language learner strategy:

• Sentence Frames:

    

      Pre-Emergent/Emergent-

      -“I noticed in the video that the Great Global Rift led to discoveries in____”

      -“I wonder what the video said about____ and whether it’s true or false.”

 

      Basic-

      -“The significance of plate tectonics and the Great Global Rift is____”

      -“In summary, the picture showed  the___”

 

Intermediate-

     -Evidence in the video shows_____”

 

•     Students will then engage in a Mixed Pair Share structure where students stand up and pair up to discuss the veracity of the Continental Drift theory. 

 

•     Sentence Frames: 

      Pre-Emergent/Emergent-

 

      -“I believe the Continental Drift theory ____ because___.”

      -”I don’t believe the Continental Drift theory _____because___.”

 

     Basic-

     -“One of the most significant facts about the video is___”

 

Intermediate-

-All facts and evidence  indicate_____”

      

 

4. Elaborate: (10 minutes)

•       Show a video on the legitimacy of the Continental Drift theory. 
•     Give students time to fill out a Pros and Cons T chart to list the pros and cons on the legitimacy of the Continental Drift theory.

 

             Sentence Frames-

      Pre-Emergent/Emergent-

               -“The advantages of the Continental Drift theory are____because ____.”

      -“The disadvantages of the Continental Drift theory are_____because____” 

      

       Basic-

       -“The advantages of the Continental Drift theory in the video showed……”

       -“The disadvantages of the Continental Drift theory in the video demonstrated….” 

 

      Intermediate-

      -Evidence and data show ______”

     

 

Language Supports:

• Sentence structures for structured discussions.
• Word Wall.

 

5. Evaluate: (10) minutes)

•     Think time: Claim and Evidence.  What conclusion did you come up with about the Continental Drift Theory?” Use evidence to support the conclusion.

 

      Sentence Frames-

 

      Pre-Emergent/Emergent-

      -“The conclusion I came up with about the Continental drift theory is …….  because….”

 

      Basic-

  

      -“Based on evidence of ……I determined the Continental Drift theory is _______.”   

 

      Intermediate-

      -“Evidence and facts suggest____”

      

 

•     Conduct a Mixed Pair Share activity: students will read their conclusion. 
•     Conduct a whole class discussion - a person at each table will share their conclusion.

 

EXIT TICKET (10 minutes)

 

Language Supports:

• Vocab Wall    

• Sentence Frames:     

          -”Plate tectonics and the Continental Drift theory are about _____.”

          -”The parts of the video that I find interesting are ______ and _____.”

• Graphic Organizer
• Word Bank
• Peer Collaboration

         

Key Vocabulary:

 

Continental Drift – The hypothesis proposed by Alfred Wegener that the continents were once joined together in a single landmass (Pangaea) and have slowly moved apart over time.

Pangaea – The supercontinent that existed about 300 million years ago, where all the continents were connected before they began drifting apart.

Tectonic Plates – Large, rigid sections of Earth’s lithosphere that move and interact at their boundaries, causing geological activity such as earthquakes and volcanic eruptions.

Lithosphere – The outermost layer of Earth, composed of the crust and uppermost mantle, which is divided into tectonic plates.

Asthenosphere – The semi-fluid layer beneath the lithosphere that allows tectonic plates to move due to convection currents.

Convection Currents – The circular movement of molten rock in the mantle that drives the movement of tectonic plates.

Seafloor Spreading – The process in which new oceanic crust forms at mid-ocean ridges and pushes older crust away, providing evidence for plate movement.

Mid-Ocean Ridge – An underwater mountain range formed by volcanic activity where new oceanic crust is created, supporting the theory of seafloor spreading.

Fossil Evidence – The discovery of identical fossils of plants and animals on continents now separated by oceans, used as evidence for continental drift.

Paleoclimate Evidence – Clues from ancient climates, such as glacial deposits found in warm regions, that suggest continents were once in different positions on Earth.

 

 

 

Learning Supports:

 

• Vocabulary wall
• Pairing EL students with helpful peers
• Sentence Frames
• Structured Discussions
• Visual 

 

 

Materials:

 

•     Video on Plate tectonics
•         Index Cards
•     Printout  of atmospheric layers
•     Bilingual glossaries and visual aids
•     3-2-1 Pyramid
•     Pro and Con T Chart

 

•     Sentence frames and structured outlines

 

Differentiation for English Language Learners

 

Pre-Emergent/Emergent

•     Use visuals and gestures extensively.
•     Provide vocab words with a picture
•     Provide bilingual glossaries.
•     Pair students with a buddy for peer support.

Basic Level Strategies

•     Use sentence frames to support oral and written language.
•     Simplify language without diluting content.
•     Incorporate visual organizers like charts and diagrams.

Intermediate Strategies

•     Provide structured concluding sentences.
•     Provide temporal and linking words and phrases. 
•     Use cooperative learning groups to encourage language use.

 

Conclusion

Wrap up the lesson by inviting further questions and encouraging students to reflect on the importance of understanding the Greenhouse Effect. Provide resources for additional learning and exploration.