1. Opening LESSON INTRODUCTION
* State the Objective(s)/Standard (s)- Sc.7.4b – Explain the causes and effects of historical processes shaping the planet Earth (movement of continents, continental plates, subduction zones, trenches, etc.)
* State the Purpose (Big Idea) - This week’s lessons are essential to compile evidence to answer how events under the Earth shape the planet and determine resources and materials available on the surface to support life.
Student reads while I pass white boards/markers

2. Activate Prior Knowledge
1. Define Pangaea 2. Draw the major portions of Pangaea 3. Label passages of mammalian migration across land bridges or other methods of travel

4. Vocabulary Words
Harmoniously. Pangaea. Plate Tectonics. Lithosphere. Asthenosphere. Viscous. Continental Shelf. Brittle. Malleable. Convection. Divergent Boundary. Convergent Boundary. Transform Boundary. Earthquake. Fault Line. Projected.

5. Knowledge Targets
-Students must understand the importance of Pangaea and other placements of tectonic plates in understanding the placement of fossils in the fossil record. –Students must be able to explain how movement of plates impacts movement of biodiversity. - Students must know explicit information is stated directly in the text. - Students must know an inference is implied in the text through clues, but is not explicitly stated in the text

6. I Do Play the video from the Pangaea Pop-Up Ted.Ed lesson
I will sample annotate for the first paragraph.
Students will annotate the rest during reading/watching.

7. WE DO Visit key vocabulary and use context clues to use/define them.
Ted.ed multiple choice questions.
Students may use a transcript of the video for textual evidence.
The teacher facilitates thinking to reach answers.

8. Work Period (You Do) Agenda
Quiet volume with groups or silent and alone In groups, students will complete the following task(s): -Students will choose a second article to examine and compare to information from the video transcript. They will answer the questions provided in a T-chart to compare media sources: 1. What is the purpose of each source? 2. How does the vocabulary used help meet this purpose? 3. How does style/tone differ between the readings? 4. Compare words used. Which is more formal? What does this do for the rest of the story? -Students will discuss the following: 1. How does the information from the video support the case in the reading? Provide textual evidence. You may use your transcripts. 2. Discuss why it is important to study the movement of tectonic plates Independently, students will complete the following task (s): - Pangaea supercontinent drifting apart stages of diagrams (labeling with explanations of each step)

9. Closing
* Have each group to share if vocabulary could be used in other contexts or be defined with Greek or Latin roots. * Have each group to share the evidence or examples from their assigned text that support their assigned text-based questions. * Have each group to tell if their responses are explicit or inferred, justifying their answers with specific details from the text.