Unit Overview

This fully online, weeklong unit will focus on evidence to support the theory of
continental drift. Because the Earth is so large, it is sometimes difficult to see changes to the
surface of the Earth. While some processes, like natural disasters, change the Earth rapidly most
changes occur very slowly. In fact, these changes happen over millions of years. Students will
examine evidence to show how the Earth is changing, including fossil data, landforms, climate,
and seafloor spreading. At the conclusion of the unit, students will showcase what they have
learned by creating a persuasive podcast, using research collected throughout the week.
This unit will take place on the Weebly site and be a fully online unit. There are five total
days and an overview of each one can be found on the daily lessons tab. Students will be using
both synchronous and asynchronous tools to navigate the learning materials and communicate
with others on the final podcast project. I will be monitoring student progress on blog posts and
Google Drive as they work through the weekly activities.

Unit Outcomes
At the end of this unit, students will be able to:
Analyze and describe evidence for the existence of Pangea
Explain evidence for plate movement scientists have gathered from observation of the
sea floor
Conduct research and develop a logical argument
Synthesize a persuasive podcast using supporting evidence

Pedagogy
Research shows that combinations of abstract and concrete representations in science
produces significant learning gains with students in secondary learning institutions; however,
elementary-aged students gain a better conceptual understanding of content when they are able to
use concrete representations (Jaakkola & Veermans, 2015). Plate tectonics and continental drift
are inherently abstract ideas because they happen on such a large scale, over a very long time
period. The activities outlined in these lessons are designed with a Constructivist pedagogical
approach to help students conceptualize and build their own understanding of plate movement.
The activities include a mixture of simulations, written analyses, and hands-on models so
students have some concrete representations of these theories. The mixture of learning mediums
also appeal to students with different learning styles. Students are at the center of the learning
process, actively exploring the resources in a structured method, while the teacher acts as a
facilitator. The Constructivist learning model lends itself well to science, as it encourages
students to analyze information and formulate conclusions (Teachnology). There are multiple
ways for students to demonstrate their learning at assessment points after each lesson. By
monitoring student performance on these formative assessments, I can provide feedback or
differentiated activities so each student stays on progress towards meaningful learning goals.

Unit Structure
Day

Objective

Analyze and
describe
evidence for the
existence of
Pangea

Analyze and
describe
evidence for the
existence of
Pangea

Explain
evidence for
plate movement
scientists have
gathered from
observation of
the sea floor

Conduct
research and
develop a
logical argument

Synthesize a
persuasive
podcast using
supporting
evidence

Activities

Warm-up
question on the
blog page: Has
the Earth always
looked the
same? Explain!

Review your
quiz score from
Day 1. Lesson
activities will be
based on your
score.

Review the Day

2 blog responses
and respond to
at least two
classmates

Edit your
podcast
planning
document based
on peer
feedback

Background
information to
Alfred Wegner
and the theory
of continental
drift

Everyone:
Listen to the
Continental
Drift song
review and
complete the fill
in lyrics sheet

Use your notes,

textbook
reading, and
other sources to
complete the
planning
template to
respond to
critics of the
theory of
continental drift
Reference the
thesis builder to
focus your
argument

Record and
submit your
podcast through
the blog page

Explore the
Building Pangea
Model and
complete the
Note-taking
guide
Read pages 190192 to review
the information
from the days
lesson
Complete the
Google Forms
Quiz

If you received
less than 80%
on the Day 1
quiz:
Print and
complete the
Cut and paste
model of Pangea
Watch the
BrainPop: Plate
Tectonics video
and complete
the interactive
quiz. Repeat the
quiz until you
get 80% or
higher.
If you received
80% or higher
on the Day 1
quiz:
Explore the
Continental drift
interactive
Everyone: Use

Read the
Harry Hess
background
information
Read 192-195
of the Chapter 6
document
Answer
questions 2-6 on
page 195

Peer review
your partners
podcast planner
Optional:
Google
Hangouts
conferences
from 4-7pm

Review the
podcast rubric
and YouTube
tutorial

Media

SMART
Notebook
Gizmo Building
Pangea model
and worksheet
Digital textbook
Google Forms

Assessment

Google Form
Quiz

what you have

learned so far to
answer the Blog
Day 2 question.
Review the
scoring rubric
before posting.
Weebly Blog
Page
Continental drift
interactive
YouTube
BrainPop
Blog post scored
with Rubric

Digital textbook

GoogleDrive
thesis planner
Thesis builder
Google Hangout

Audioboo
YouTube

Textbook
questions (not
graded)

Rough Draft of
Podcast

Podcast scored
with Podcast
Rubric

Assessment
Students will use the information they learn through the week to synthesize a persuasive
podcast responding to critics of the continental drift theory. Students will be asked to provide a
strong introduction and thesis statement to focus their arguments. The podcast will be formatted
similar to a five paragraph essay, including three main detail paragraphs and a strong conclusion.
Students may use outside sources to strengthen their arguments, but should also use information
and resources provided from the weekly lessons. Each student will have a partner to peer review
the rough copy of the assessment. Because the draft is on Google drive, I will also provide
feedback via comments and offer conferences on Google Hangouts. The final podcast will be
recorded using AudioBoo and scored with the attached rubric.

Lesson 1
Subject: 6th Earth
Science

Unit: Earth As a
Changing System

Topic: Continental Drift

Time: Approximately 1 hours

Standards:
Next Generation Science Standard
MS-ESS2-3 Analyze and interpret data on the distribution of fossils and rocks,
continental shapes, and seafloor structures to provide evidence of the past plate motions.
(NGSS Lead States, 2013)

STEM Practices:
___ Asking questions & defining problems
__X_ Developing and using models
___ Planning & carrying out investigations
__X_ Analyzing & Interpreting data
___ Using math & computational thinking
_X__ Construct explanations/design solutions
___ Engaging in argument from evidence
___ Obtain, Evaluate, & communicate info.

Crosscutting Concepts:
_X_ Patterns
_X_ Cause and Effect
___ Scale, Proportion, & Quantity
_X_ Systems & system models
___ Energy and matter
___ Structure and function
_X__ Stability and change

Lesson Objective:
SWBAT Analyze and describe evidence for the existence of Pangea
Instructional Materials: SMART notebook file on Alfred Wegener, Gizmo simulation
and student exploration guide, Lesson 1 Quiz
Vocabulary: Pangea, continental drift, plate tectonics
Lesson goal: This lesson will provide students with a foundation to understand the
creation of the continental drift theory, which we will explore throughout the week.
Students should already know that the Earth has four layers and that the Earths
lithosphere is broken into large, crustal plates which float on the mantle. Throughout this
and subsequent lesson activities, students will learn how those plates move over time.
This will lead to the next topic: Plate Tectonics.
Activities
Warm-up blog question: Does Earth ever change? Explain (While this is a very
basic question, it will allow students to think about various systems on Earth and
their interactions. This is a major theme of the unit. Students will revisit this topic
in Day 2 as they reflect on the information we have reviewed.)
Students should read the objectives and background information
Students will explore the Gizmo Building Pangea model and student interaction
guide. The interaction guide structures the activity, but also includes many openended, critical thinking questions which will lead students to connect the various
pieces of information as evidence for the existence of Pangea.
Students will read pages 190-192 of the Chapter 6 textbook to review the
information in this lesson. The four main pieces of evidence for Pangea are fossils,
continental shapes, rocks and climate/glacier evidence.
Quiz
Optional Extension Activity:
https://www.teachengineering.org/collection/cub_/activities/cub_natdis/cub_natdis_lesson
02_activity2_worksheetnew.pdf

Assessment/Follow-up
Lesson 1 quiz on Google Forms
Results of the quiz will be used to differentiate activities for Day 2. Students who
received less than 80% will complete a hands-on activity to illustrate the fossil and
climate evidence for continental drift. Students who received an 80% or higher will
explore an interactive model that reviews the evidence from Day 1 in greater detail
and provides information on seafloor spreading, which will be explored more in
Day 3.
Differentiation/Accommodations
Text to speech options and closed captioning are available for students with
reading accommodations
Students with scribe accommodations may dictate their answers to the student
exploration guide on Google Drive
GT students and high performers will be partnered with struggling students to peer
review the podcast assignment in subsequent lessons
Math Extension:
https://www.teachengineering.org/collection/cub_/activities/cub_natdis/cub_natdis
_lesson02_activity2_worksheetnew.pdf
Resources:
Interactive activity and student exploration sheet at:
https://www.explorelearning.com/index.cfm?
method=cResource.dspView&ResourceID=633
Chapter 6 Reading
Quiz on Google Forms
UDL:
_X_ Multiple Means of
Representation:
Perception
Language, Expression,
Symbols
Comprehension

_X_ Multiple Means of

Action and Expression:
Physical Action
Expression and
Communication
Executive Function

_X_ Multiple Means

of Engagement:
Recruiting
Interest
Sustaining
Effort and
Persistence
Self-Regulation

References
Jaakkola, T., & Veermans, K. (2015). Effects of Abstract and Concrete Simulation Elements on
Science Learning. Journal Of Computer Assisted Learning, 31(4), 300-313.
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (Standards
by DCI). Retrieved from http://www.nextgenscience.org/
Teachnology. (n.d.). Constructivism Learning Theory. Retrieved from http://www.teachnology.com/currenttrends/constructivism/