1. Name: Date: Thur 11/30/15 Topic – Ch4L1 – Continental Drift Hypothesis – (Pages 126-132) Essential Question (SC.7.E.6.4) How have the continents ended up where they are? Student Objective I can describe how have the continents ended up where they are. I Do/We Do – Guided notes and Class discussion You Do – Student/Teacher choice menuStudent/Teacher choice menu

2. Continental Drift Hypothesis

3. 1915: a time for world war, old-timey movies, and SCIENCE! Alfred Wegner came up with the theory that all the continents were, at one point, joined together. This formed the supercontinent Pangaea This supercontinent eventually started to break up Wegner suggested the Continental Drift Hypothesis That the continents were in constant motion around the surface of the Earth

4. Reasoning? The fossil record shows that species existed in South America and Africa at the same time. Fossils of animals that lived in warm climates were found in cold climates Coal was found in Antarctica (remember, coal is decaying living matter that is compressed) The shapes of the continents look like they fit like a puzzle

5. Rock clues The Caledonian mountain range and the Appalachian mountain range are similar Same age Similar structure Made up of the same rock type So geology is pretty important here!

6. Did that convince people? Wegner’s idea still didn’t convince people. WHY? It is an extremely SLOW process (mm per year -> not that easy to measure) He couldn’t explain the FORCE responsible (he said rotation of the Earth, but that was disproved) A lot of evidence for this theory was on the OCEAN FLOOR All this didn’t come to light until AFTER Wegner died, when we realized PLATE TECTONICS was responsible for this

7. Extra Resources https://www.classzone.com/books/earth_science/terc/content/visual izations/es0806/es0806page01.cfm?chapter_no=visualization http://www.enchantedlearning.com/subjects/dinosaurs/glossary/Con tdrift.shtml https://www.youtube.com/watch?v=1-HwPR_4mP4

8. Chapter Standards Primary Standards SC.7.E.6.2 – Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building) SC.7.E.6.4 – Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes SC.7.E.6.5 – Explore the scientific theory of plate tectonics by describing how the movement of crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes and mountain building SC.7.E.6.7 – Recognise that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Secondary Standards LA.7.2.2.3 the student will organize information related to a topic through charting, mapping, paraphrasing, summarizing, or comparing/contrasting. MA.6.A.3.6 Construct and analyze tables, graphs, and equations to describe linear functions and other simple relations using both common language and algebraic notation. Data – See Bi-Weekly Analysis ESE/504/ELL – Separate Page Green = On LevelYellow = Below levelBlue = Above Level

9. Vocabulary – 14 words – Chapter 4 Lesson 1 – p126Lesson 2 – p134Lesson 3 – p142 1.Pangea 2.Continental Drift 1.Mid-Ocean Ridge 2.Seafloor spreading 3.Normal polarity 4.Magnetic reversal 5.Reversed polarity 1.Plate tectonics 2.Lithosphere 3.Divergent, Transformed, and Convergent plate boundaries 4.Subduction 5.Convection 6.Ridge push 7.Slab Pull