Warm up 1/3/17 Clear your desk except for your Journal, warm up book and something to write with. answer questions on day 1. Write down why you chose that answer

Objective and goals 1/3/17 To Learn a new Voc. word of the week. I can describe evidence that supports plate tectonic theory.

Vocabulary word of the week Classify arrange (a group of people or things) in classes or categories according to shared qualities or characteristics. "mountain peaks are classified according to their shape“ Synonyms: categorize, group, grade, rank, rate, order, organize, range, sort, type,

Small group "How do you think the world used to look? Why?“ http://video.nationalgeographic.com/vide o/news/101-videos/162117-news- continental-drift-101-vin

Activity Each student will be given a continental drift puzzle. Students will follow the instructions to cut out the pieces and figure out the puzzle. Students must have teacher approval before gluing the puzzle into their journal. …..Then color

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. -What other kinds of processes or things in science do we need evidence for in order to know something happened? -students should at least answer: Reminders and clean up EVERYDAY you MUST have your composition books, Warm up book, Colors, glue scissors and Ear buds. Complete work Everyday… if not in class for homework.

Warm up 1/4/17 Clear your desk except for your Journal, warm up book and something to write with. answer questions on day 2. Write down why you chose that answer

Objective and goals 1/4/17 To Learn a new Voc. word of the week. I can describe evidence that supports plate tectonic theory.

QUESTIONS Review:Pangea, what Continental Drift is and how we know it actually happened and is still happening. How do you imagine the world used to look? Why do you think the world used to look that way? What is a statement? What is an opinion? What is evidence? Why do we need evidence? What other scientific processes need evidence in order for us to know that it happened?

WHOLE GROUP "explain" foldable.

WHOLE GROUP "explain" foldable.

Continental Drift Theory Created by Kesler Science – More 5E lessons at KeslerScience.com Presented by Kesler Science

Essential Questions: Who is Alfred Wegener What is the historical evidence that supports the Continental Drift Theory? What causes the movement of the continents?

Quick Action – INB Template Continental Drift Theory INB Template Cut out the template along the solid lines. Fold dotted tabs and glue into notebook along the skinny tabs. Copy notes where you lift up the flap. © KeslerScience.com

Continental Drift Theory Meet Alfred Wegener (1880 – 1930) Proposed the Continental Drift Theory - The idea that Earth’s continents moved apart from a single large continent called Pangaea Despite a large body of compelling fossil and rock evidence, his theory was rejected by most other scientists. He could not explain “how” the continents moved. It was only in the1960s that the Continental Drift Theory finally became accepted and became part of the Theory of Plate Tectonics. © KeslerScience.com

Continental Drift Theory Pangaea Was a super continent Began to break apart about 175 million years ago There were probably other supercontinents before Pangaea. The Earth’s continents have been continually breaking apart and coming together. © KeslerScience.com

Continental Drift Theory Laurasia and Gondwanaland Gondwanaland separated from Laurasia between 200-180 million years ago. This roughly formed the northern and southern hemispheres. © KeslerScience.com

Continental Drift Theory Wegner’s Supporting Evidence Fossil evidence Continental Fit Glacial evidence Landforms & Rock Layers © KeslerScience.com

Continental Drift Theory Fossil Evidence Fossils of the same species were found on separate continents and nowhere else. These plants and animals would have had to evolve independently or swim the distances. Fossils found didn’t fit the climate. (Palm tree leaf fossils were found in Alaska.) © KeslerScience.com

Continental Drift Theory Continental Fit The continents, particularly South America and Africa, fit together like puzzle pieces. This was another piece of evidence that the continents were once joined. © KeslerScience.com

Continental Drift Theory Glacial Evidence Glacial deposits formed 300 mya are found in Antarctica, Africa, South America, India and Australia. Striations (scratches on rocks) show the ice flowing from the glaciers came from a single point. Evidence of glaciers is found in warm climates today. © KeslerScience.com

Continental Drift Theory Landforms and Rock Layers The Appalachian Mountain matched well with those on the British Isles as well as other places. Similar types of rocks and similar ages of rocks were found on these three continents and other places. The coal fields in North America and Europe match up. © KeslerScience.com

Quick Action – Continental Drift Theory The Great Debate As a scientist how would you feel if years of your research was discounted, unnoticed, or completely rejected? That has happened to many of our great scientists over the decades. Years after their death many of those theories became accepted. Choose two students from the class who would like to debate the Theory of Continental Drift. Spend a few minutes with the whole class prepping them on their arguments. Two volunteers can “take the stage” and try to convince the other of their position. The class can vote on who won the debate. © KeslerScience.com

Check for Understanding Can you… Identify Alfred Wegener and his contributions to the Continental Drift Theory? Explain the historical evidence that supports the Continental Drift Theory? Describe the process that moves the continents. Clear up any confusion and answer questions. © KeslerScience.com

Activity "Evidence of change" Activity. READ the statements and decide first, if it is evidence, and then decide if it supports the theory of Continental Drift. Students will fill out the answer on their chart (handout).

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. -What other kinds of processes or things in science do we need evidence for in order to know something happened? -students should at least answer: Reminders and clean up EVERYDAY you MUST have your composition books, Warm up book, Colors, glue scissors and Ear buds. Complete work Everyday… if not in class for homework.

Warm up 1/5/17 Clear your desk except for your Journal, warm up book and something to write with. answer questions on day 3. Write down why you chose that answer

Objective and goals 1/5/17 To Learn a new Voc. word of the week. I can describe evidence that supports plate tectonic theory.

Station lab Teacher will give instructions for boundary map stations. 4 stations will be a boundary map. Students will interpret what they see. Each student will also have a student map to draw what they see. There will also be 4 chemistry stations for spiral review. Students will complete each station filling out their passport. 5. Teacher will end with discussion powerpoint "Discovering Plate Boundaries

Exit ticket Clean up and show me your completed lab glued in your journal

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. -What other kinds of processes or things in science do we need evidence for in order to know something happened? -students should at least answer: Reminders and clean up EVERYDAY you MUST have your composition books, Warm up book, Colors, glue scissors and Ear buds. Complete work Everyday… if not in class for homework.

Warm up 1/6/17 Clear your desk except for your Journal, warm up book and something to write with. answer questions on day 4. Write down why you chose that answer

Objective and goals 1/6/17 To Learn a new Voc. word of the week. I can describe evidence that supports plate tectonic theory.

QUESTIONS Review:Pangea, what Continental Drift is and how we know it actually happened and is still happening. How do you imagine the world used to look? Why do you think the world used to look that way? What is a statement? What is an opinion? What is evidence? Why do we need evidence? What other scientific processes need evidence in order for us to know that it happened?

WHOLE GROUP "explain" foldable.

WHOLE GROUP "explain" foldable.

(neither destroys or creates crust) Plate Boundaries What happens at plate boundaries? Plates do one of 3 things. Converge (colliding or coming together) Diverge (dividing or moving apart) Transform (sliding past each other) Converge (destroys crust) Diverge (creates crust) Transform (neither destroys or creates crust) © KeslerScience.com

Quick Action – Plate Boundaries Ready for a song? The melody is to the “Adam’s Family.” Converging is colliding, Diverging is dividing, Transform is sliding, We are the plate boundaries. Dah na na na. <Snap, Snap> Bet you can’t get that out of your head! Look up the Adams Family theme song on YouTube if you have forgotten it. Don’t skip this one. Kids will be singing it in the hallway for weeks! © KeslerScience.com

Plate Boundaries Divergent boundaries – dividing or moving apart Two oceanic crusts diverge and create a mid-ocean ridge (mountains under the ocean). This process is call sea-floor spreading. New crust is created. The Mid-Atlantic Ridge actually comes above the ground in Iceland. © KeslerScience.com

Plate Boundaries Divergent boundaries – dividing or moving apart Two continental crusts diverge and create a rift valley. New crust is created. Example is the Great Rift Valley in Africa Over millions of years water will eventually fill the valley. © KeslerScience.com

Plate Boundaries Transform boundaries   Transform boundaries Plates slip sideways past each other creating earthquakes. Crust is neither created or destroyed. Many of these boundaries are found on the sea floor. The most famous transform boundary is the San Andreas fault in California. © KeslerScience.com

Plate Boundaries What happens when plates converge or collide? Continental/Continental = folded mountains (Himalayas). Continental/Oceanic = volcanoes form (Cascades in Oregon and Washington) Oceanic/Oceanic = Volcanic arc of islands form(Aleutian Islands in Alaska) Demonstrate using two colored socks on your hands to represent continental and oceanic plates. © KeslerScience.com

Plate Boundaries Converging boundary -continental/continental boundary. Two continental crusts collide and push against each other. This pressure causes both plates to rise creating folded mountains. Not a subduction zone You can demonstrate by taking a thick towel folded in half and push the ends together showing how it buckles. This is basically the same principle forming folded mountains. Himalaya Mountains © KeslerScience.com

Cascade Volcanoes in WA, OR and CA Plate Boundaries Converging boundary - continental/oceanic boundary The ocean crusts goes below the continental crust because its more dense. Volcanoes form on the continent. A trench forms at the place when the plates collide. Subduction zone Cascade Volcanoes in WA, OR and CA Old crust is destroyed © KeslerScience.com

Aleutian Islands in Alaska Plate Boundaries Converging boundary - oceanic/oceanic boundary Two oceanic crusts collide and push against each other. The older crust goes below the other one and creates a volcanic arc of islands. Subduction zone Old crust is destroyed Aleutian Islands in Alaska © KeslerScience.com

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. -What other kinds of processes or things in science do we need evidence for in order to know something happened? -students should at least answer: Reminders and clean up EVERYDAY you MUST have your composition books, Warm up book, Colors, glue scissors and Ear buds. Complete work Everyday… if not in class for homework.