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LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
NJ ASK PREP
Reading
Lesson Plan:
Continental Shift
Grade 8
Earth Science
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©2012 LOTI INC.
1 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
Table of Contents
5E Model ...............................................................................................................3
Digital Age Best Practices .......................................................................................7
Lesson Plan: Teacher’s Notes ..................................................................................9
Lesson Plan: Student Handouts .............................................................................16
©2012 LOTI INC.
2 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
5E Model The 5E Learning Cycle is a method of structuring classroom lessons that are based
upon constructivist learning theory, research-based best practices in reading
pedagogy and cognitive psychology. Each reading lesson plan in this packet
employs the 5E Model. The model represents a recursive cycle of distinctive
cognitive stages of learning that include: Engage, Explore, Explain, Extend, and
Evaluate. The flexibility of the 5E Model enables classroom teachers to complete a
5E lesson in a single class period (i.e., one day) or extend a particular literacy
lesson over several days depending on the depth and breadth of the content as well
as learner readiness.
The first stage in the 5E Model is “Engage." Engagement provides the necessary
hook to sustain students in the learning to follow. Engagement activities might
include: a demonstration, a discussion, a simulation, or even a discrepant event
that taps into prior knowledge about the content and engages the student’s natural
curiosity. These activities serve to uncover what students know and think about the
content and its connections to the lesson’s culminating performance task.
©2012 LOTI INC.
3 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
5E Model (continued) Engage Stage: • Creates interest
• Generates curiosity
• Raises questions
• Elicits responses that uncover what students know or think about the reading
content
The second stage comprises “Explore.” Exploration enables students to manipulate
concepts and ideas as they observe, question, and investigate the concepts to
develop fundamental awareness of the nature of the materials and ideas. Students
are encouraged to work together without direct instruction from the teacher.
Explore Stage: • Encourages students to work together without direct instruction from the
teacher
• Promotes student dialogue as they interact
• Redirects students’ investigations based on questions posed by themselves or
others
• Provides time for students to puzzle through problems
The "Explain" stage comprises the third stage of the 5E Model. This stage
encourages students to explain concepts and definitions in their own words.
Students are asked to justify and clarify their ideas. Formal definitions,
explanations, and labels are provided. The Explain stage is accomplished through
activities such as discussions, small group instruction, video or multimedia
presentations and can include Socratic dialog or direct instruction depending on
the readiness level of the students.
©2012 LOTI INC.
4 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
5E Model (continued) Explain Stage: • Encourages students to explain concepts and definition in their own words
• Asks for justification (evidence) and clarification from students
• Formally provides definitions, explanations, and new labels
• Uses students' previous experiences as the basis for explaining concepts
The fourth stage of the 5E Model referred to as "Elaborate,” allows students to apply
their new processes, definitions, and skills in new, but similar situations. It often
involves experimental inquiry, investigative projects, and problem solving and
decision-making relating to the content under investigation as well as the lesson’s
culminating performance task.
Elaborate Stage: • Expects students to use formal labels, definitions and explanations provided
previously
• Encourages students to apply or extend concepts and skills in new situations
• Reminds students of alternative explanations
• Refers students to existing data and evidence and asks, "What do you already
know?" "Why do you think.....?"
The "Evaluate" stage comprises the final stage of the 5E Model and includes a wide
variety of informal and formal assessment strategies. Teachers frequently observe
students as they apply new concepts and skills to assess students’ knowledge
and/or skills, looking for evidence that the students have changed their thinking or
behaviors. The opportunity to allow students to assess their own learning and
group-process skills is often observed at this stage.
©2012 LOTI INC.
5 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
5E Model (continued) Evaluate Stage: • Observes students as they apply new concepts and skills
• Assesses students' knowledge and/or skills
• Looks for evidence that students have challenged their thinking or behaviors
• Allows students to assess their own learning and group process skills
Even though the 5E Model represents a cyclical model, there are times when it is
appropriate to loop back into the cycle before going forward. For example, several
Explore/Explain loops may need to occur before students have the full ability to
move forward into the Elaboration stage. It is recommended that you first consider
the student’s readiness level with the content or skill level prior to implementing
the recommended sequence of 5E “steps” embedded in the enclosed lesson plan.
©2012 LOTI INC.
6 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
Digital Age Best Practices Promoting shared expertise through networked collaboration 
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Students able to articulate a common group goal
Evidence of student problem-solving and/or issues resolution
Individual and group accountability structures in place
Employment of digital tools and resources (e.g., blogs, wikis, discussion forums)
to promote collaboration
Bolstering purposeful inquiry through student questions 
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Student-generated questions drive the inquiry
Evidence of one or more teacher-generated Focus Activities
Presence of complex thinking processes
Presence of a student-centered learning environment
Personalizing and globalizing content by making authentic connections 
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Learning connected to one or more 21st Century Themes
Outcomes require sustained investigation
Emphasis on multiple interpretations and outcomes
Learning possesses an interdisciplinary perspective
©2012 LOTI INC.
7 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
Digital Age Best Practices (continued) Accelerating individual growth through vertical / horizontal differentiation  Adjustments to the content, process, and/or product based on learner readiness,
profile, and interests are documented
 Presence of learning centers/stations
 Digital tools and resources adjusted to the needs of the learner
 Multiple LoTi levels simultaneously employed in the classroom
Anchoring student learning with digital-age tools and resources 
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Emphasis on content and process skills; not the digital tools
Digital tools used at a LoTi 3 and higher
Digital tools used in conjunction with clear, measureable achievement goals
Use of digital tools is purposeful and intentional
Clarifying student understanding with formative assessments 
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Follow-up interventions are timely, targeted, and based on student data
Adequate wait time given for student responses
Framed questions apply directly to content understanding
Digital tools and resources (e.g., blogs, wikis, discussion forums) used for
student feedback
©2012 LOTI INC.
8 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
Lesson Plan: Teacher s Notes Continental Shift
Reading Content: 
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Vocabulary
Connections
Main Idea/Details
Drawing Conclusions
Drawing Inferences
Author’s Purpose
Authenticity
Fact vs. Opinion
Purpose of the Lesson: BIG IDEA: Use a variety of reading strategies to improve comprehension.
STUDENTS: The purpose of this lesson is to use real world context as the
foundation for students applying targeted reading strategies.
TEACHER: The purpose of this lesson is for you to facilitate a lesson focusing on
students building background knowledge in science and applying targeted reading
strategies.
Background: Research has documented the pivotal role that prior knowledge plays in reading
comprehension; yet the amount of class time devoted to topics such as science and
social studies is practically negligible when compared to reading and writing. This
activity explores the Earth’s outer crust and specifically, continental shift.
©2012 LOTI INC.
9 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
The Earth's rocky outer crust solidified billions of years ago, soon after the Earth
formed. This crust is not a solid shell; it is broken up into huge, thick plates that
drift atop the soft, underlying mantle. The plates are made of rock and drift all over
the globe; they move both horizontally (sideways) and vertically (up and down).
Over long periods, the plates also change in size as their margins are added to,
crushed together, or pushed back into the Earth’s mantle. These plates are from 50
to 250 miles (80 to 400 km) thick.
In 1915, German geologist and meteorologist, Alfred Wegener (1880-1930)
proposed that parts of the Earth’s crust slowly drift atop a liquid core. Wegener
hypothesized that there was an original, gigantic supercontinent 200 million years
ago, which he named Pangaea, meaning “All-earth.” Pangaea was a supercontinent
consisting of all of Earth's land masses. It existed from the Permian through Jurassic
periods.
It began breaking up during the Jurassic period, forming continents Gondwanaland
and Laurasia separated by the Tethys Sea. By the end of the Cretaceous period, the
continents were separating into land masses that look like our modern-day
continents.
In this lesson plan, students will gain background knowledge about the theory of
continental shift and its resulting impact on planet Earth.
Materials/Resources:
 Website: USGS Earthquake Hazards
http://earthquake.usgs.gov/earthquakes/recenteqsus/
 Video: YouTube – Erta-Ale
http://www.youtube.com/watch?v=ySnI4RYirKw
 Video: Continental Shift Animation
www.break.com/index/650-million-years-in-1-min-20-sec.html
 Website: Visual Thesaurus
http://www.www.visualthesaurus.com/app/view
 Website: Wall Wisher
http://www.wallwisher.com/
©2012 LOTI INC.
10 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
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Website: Wordle
http://www.wordle.net/
Website: Google Earth
http://www.google.com/earth/index.html
Practice Assessment: Ocean of the Future
PowerPoint: Continental Shift
5E Model - Engagement (Focus): ESTIMATED TIME: 15 minutes
GUIDING QUESTION: Which map represents planet Earth?
PROPOSED PROCEDURE:
STEP 1: Show Slides 3 - 12 in the Continental Shift PowerPoint representing
different stages of continental shift on Earth over millions of years. Ask students to
identify which map (Map A, B, C, or D) represents planet Earth and why the other
maps do not represent our planet. Record student responses on the white board.
STEP 2: Afterwards, share with students that ALL of the maps represent planet
Earth, but at different time periods occurring over millions of years.
NOTE: It is suggested that you access Google Earth for students to get a current
perspective of the relative distance of the continents from one another.
STEP 3: Share with students that in 1915 a German geologist and meteorologist,
Alfred Wegener proposed that parts of the Earth’s crust slowly drifted atop a liquid
core. Tell students that Wegener hypothesized that there was once an original,
gigantic supercontinent 200 million years ago called Pangaea, which means “Allearth.” Pangaea was a supercontinent consisting of all of Earth's land masses.
5E Model - Exploration: ESTIMATED TIME: 15 minutes
GUIDING QUESTION: What was the Earth like 200 million years ago?
PROPOSED PROCEDURE:
STEP 1: Distribute Handout 1 (Earth Puzzle) to students. Have students work in
©2012 LOTI INC.
11 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
pairs to assemble the puzzle pieces. Share with students that the pieces should all
fit together into one large land mass that Alfred Wegener named Pangaea.
NOTE: It is suggested that you first separate the land mass shapes in Handout 1
into pieces and place in individual envelopes for students to assemble their Earth
puzzle.
DIFFERENTIATION: Fill a large tub of water. Cut the 7 continents out of
styrofoam and place on water. Use blue food coloring for the full visual effect of
oceans. Have students stand around the tub of water and stamp their feet on the
floor. Students will observe the continents drifting. Afterwards, have students
discuss their observations.
STEP 2: Show students the entire video clip from Slide 13 in the Continental Shift
PowerPoint depicting continental drift over a 650 million year time period.
5E Model - Explanation: ESTIMATED TIME: 20 minutes
GUIDING QUESTION: What is continental shift?
PROPOSED PROCEDURE:
STEP 1: Review with students Slides 14 - 18 from the Continental Shift PowerPoint
to explore the process of continental shift and its resulting impact on the geologic
landscape (e.g., formation of mountain ranges, frequent earthquakes, and volcanic
activity).
STEP 2: Have students participate in a practice reading benchmark activity
focusing on reading comprehension relating to continental shift called Ocean of
the Future.
STEP 3: Use the word cloud in Slide 19, using Wordle as a pre-reading exercise to
get students thinking about the content of the text passage focusing on continental
shift called Ocean of the Future.
©2012 LOTI INC.
12 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
NOTE: To complement the word cloud, you might want to show students a short
video on the Erta-Ale lava lake. The video is embedded in Slide 20 of the
Continental Drift PowerPoint.
NOTE: As you implement the reading benchmark intervention, it is suggested that
the following sequence be used to accommodate the cross-spectrum of readers in
your classroom ranging from dependent to independent readers:
1.
Have the teacher read aloud the first section of the passage to the
students. Afterwards, have students respond to specific questions
embedded in the passage about different story elements of this section
within a small collaborative group or large group focusing on one or more
reading comprehension (e.g., cause and effect, main idea, drawing
conclusions) and meta-cognitive (e.g., using context clues, looking for
bolded words, doing think alouds) skills.
NOTE: It is strongly suggested that students use some form of digital
responders/digital voters so that the entire class can view their collective
responses quickly. This affords opportunity to discuss with students some
of the major distracter answers embedded in the practice reading
assessment.
2.
Have students whisper or mumble read the next section as the teacher
reads the text aloud. Afterwards, have students respond to specific
questions embedded in the passage about different story elements of this
section within a small collaborative group or large group focusing on one
or more reading comprehension and meta-cognitive skills.
3.
Next, have students read silently the last section of the reading selection
followed by prompted questions about the different story elements of this
section within a small collaborative group or large group focusing on one
or more reading comprehension and meta-cognitive skills.
©2012 LOTI INC.
13 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
ANSWER KEY: Oceans of the Future
1. A
7. C
2. C
8. B
3. A
9. C
4. B
10. D
5. D
11. C
6. B
12. A
13. Answers will vary
DIFFERENTIATION: Focus on vocabulary development. The steps below should
aid the learning challenged student in building background knowledge.
1. Students and teacher extract challenging vocabulary from the reading
passage prior to reading the actual passage.
2. Students and teacher use
http://www.www.visualthesaurus.com/app/view to create vocabulary
webs to learn challenging vocabulary.
5E Model - Elaboration: ESTIMATED TIME: Open-ended
GUIDING QUESTION: How does continental shift affect humans?
PROPOSED PROCEDURE:
STEP 1: One of the by-products of shifting continents is earthquakes. Have
students use Handout 2 to record earthquake activity for a designated time period
at the USGS Earthquake Hazards website.
STEP 2: Have students make predictions as to five areas that will most likely be hit
by earthquake activity over the next five days. Make sure that students support their
predictions based on actual data generated at the USGS Earthquake Hazards
website (http://earthquake.usgs.gov/earthquakes/recenteqsus/).
STEP 3: Have students record their predictions in the form of an open-ended
response that includes their hypothesis as well as supporting details.
©2012 LOTI INC.
14 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
NOTE: You might have students adding their hypotheses to an online word wall
for all of the students to view. This site is located at Wall Wisher
(http://www.wallwisher.com/).
5E Model - Evaluation: ESTIMATED TIME: 5 minutes
GUIDING QUESTION: What did I learn about continental shift and earthquakes?
PROPOSED PROCEDURE:
STEP 1: Have students complete the Exit Card in Handout 3.
©2012 LOTI INC.
15 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
Handout 1: Fossil Evidence
Name: _______________________
DIRECTIONS: Cut out each of the continental land masses along the
edge of the continental shelf (the outer line).
©2012 LOTI INC.
16 LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
Handout 2: Earthquake Recording Sheet
Name: _______________________
Dates: _______________ to _______________
Latest Earthquakes in the World — Last 7 Days
http://earthquake.usgs.gov/eqcenter/recenteqsww/
DATE-(UTC)-TIME Latitude
yyyy/mm/dd hh:mm
degrees
degrees
Comments/Ideas/Thoughts:
©2012 LOTI INC.
Longitude
17 Magnitude
Comments/
Location
LESSON PLAN: CONTINENTAL SHIFT • GRADE 8
Handout 3: Exit Card
Name: _______________________
Complete the questions below:
1.
What area gave you the most difficulty today?
2.
Something that really helped me in my learning today was…
3.
Something I still do not understand is…?
4.
What connection did you make today that made you think, “AHA, I
get it!”
©2012 LOTI INC.
18 5/1/12
Continental Shift
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4
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B
A
B
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B
C
A
B
C
D
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http://www.break.com/index/650-million-years-in-1-min-20-sec.html
Earth’s Layers The Earth's rocky outer crust solidified billions of years ago, soon after the Earth formed. This crust is not a solid shell; it is broken up into huge, thick plates that drift atop the soft, underlying mantle. 7
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Tectonic Plates Plate Tectonics • 
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Greek – “tektonikos” of a builder Pieces of the lithosphere that move around Each plate has a name Fit together like jigsaw puzzles Float on top of mantle similar to ice cubes in a bowl of water 8
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ConBnental DriD Alfred Wegener 1900’s Continents were once a single land mass that drifted apart. Fossils of the same plants and animals are found on different continents Called this supercontinent Pangea, Greek for “all Earth” 245 Million years ago Split again – Laurasia & Gondwana 180 million years ago http://members.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml Evidence of Pangea 9
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http://www.youtube.com/watch?v=ySnI4RYirKw
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