Objectives (5 - 7 minutes)

1. Understand the concept of plate tectonics and its movements: Students should be able to articulate the concept of plate tectonics and how these movements result in the formation of continents. They should understand the different types of tectonic plate movements and how they affect the configuration of continents over time.

2. Identify the geological processes that shape the Earth's surface: Students should be able to recognize the main geological processes (such as the formation of mountains and volcanoes) that contribute to the formation of continents. They should understand how these processes interact and influence the Earth's structure.

3. Analyse the evolution of continents over time: Students should be able to observe and analyse geological maps to identify and describe the changes in the location and configuration of continents over time. They should be able to discuss the evidence supporting the theory of continental drift and seafloor spreading.

Secondary Objectives:

• Promote research skills and autonomous learning: Students should be encouraged to seek complementary information on the topic, using digital and printed resources. They should be able to synthesize this information and relate it to the concepts discussed in the classroom.

• Foster argumentation skills and critical thinking: Students should be encouraged to express their opinions and questions on the topic, promoting debates and discussions in the classroom. They should be able to argue their ideas based on evidence and concepts learned.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by reviewing the geology concepts and the Earth's structure that were previously studied, such as the division between crust, mantle, and core. This step is essential for students to better understand the processes that will be addressed in the lesson. (3 - 5 minutes)

2. Problem situation: Next, the teacher should present two problem situations to instigate students' curiosity and motivate them to learn about the topic. The first situation could be the observation of a current world map and the question 'Why do the continents have the shapes and positions we see today?'. The second situation could be the description of a recent earthquake and the question 'Why and how do earthquakes happen?'. (3 - 5 minutes)

3. Contextualization of the topic's importance: The teacher should then explain the importance of studying plate tectonics and the formation of continents. They can mention how these processes influence life on Earth, from the formation of mountain ranges that affect the climate to the occurrence of earthquakes and volcanoes that shape the landscape and can be dangerous for humans. They can also highlight how understanding these processes is crucial for predicting natural disasters and for the exploration of natural resources. (2 - 3 minutes)

4. Introduction to the topic: To capture students' attention, the teacher can share some curiosities about the formation of continents and plate tectonics. For example, they can mention that, according to the theory of continental drift, all continents were once united in a supercontinent called Pangaea. Another curiosity is that the speed of movement of tectonic plates is so slow that it is equivalent to the speed of human nail growth. The teacher can also show impressive images of erupting volcanoes and imposing mountains, emphasizing that these features are the result of the processes that will be studied. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 'Tectonic Plates Puzzles' (10 - 15 minutes)

   • Preparation: The teacher should prepare in advance a set of puzzles, each representing a different scenario of tectonic plates and continent formation. Each puzzle should be composed of several pieces, each representing a tectonic plate. The teacher should ensure that the puzzle pieces fit together correctly to form the scenario.

   • Execution: Students will be divided into groups of up to five people. Each group will receive a different puzzle and their task will be to assemble it correctly. During the activity, the teacher should circulate around the room, assisting the groups as needed and encouraging discussion and collaboration among group members.

   • Discussion: After the conclusion of the activity, the teacher should lead a discussion in the classroom, where each group shares their findings and conclusions. The teacher should guide the discussion, ensuring that the main concepts of plate tectonics and continent formation are discussed.

2. Activity 'Modeling a Volcano' (10 - 15 minutes)

   • Preparation: The teacher should provide each group with the necessary materials for the activity: an empty plastic bottle, modeling clay, baking soda, dye, vinegar, and a cup.

   • Execution: Students, still in their groups, will be instructed to build a model of a volcano using the plastic bottle and modeling clay. They should leave an empty space at the top of the volcano for the 'eruption'. Then, they should mix the dye and baking soda inside the bottle. Finally, they should add the vinegar to the baking soda and observe the volcano 'eruption'.

   • Discussion: After the conclusion of the activity, the teacher should explain how this simple experiment represents a real volcano. It should be highlighted that the activity demonstrates how tectonic activity can result in volcanic eruptions and the formation of mountains, which are part of the continent formation process.

3. Activity 'Reconstructing Pangaea' (5 - 10 minutes)

   • Preparation: The teacher should provide each group with an image of the supercontinent Pangaea and a set of 'puzzle pieces' representing the current continents.

   • Execution: Students, still in their groups, will be challenged to reconstruct the supercontinent Pangaea by joining the 'puzzle pieces'. They should use the knowledge acquired during the lesson to correctly position each continent.

   • Discussion: After the conclusion of the activity, the teacher should lead a discussion in the classroom, where each group explains the reasoning behind their Pangaea configuration. It should be emphasized that the activity demonstrates how the current continents formed from the separation of Pangaea, a process driven by tectonic activity.

Return (10 - 12 minutes)

1. Group Discussion (4 - 5 minutes): The teacher should gather all students for a joint discussion. Each group will have up to three minutes to share their conclusions and solutions found during the activities. The goal is for students to learn from each other and see different perspectives on the same concepts. The teacher should encourage students to ask questions and make comments, promoting a collaborative learning environment.

2. Connection with Theory (3 - 4 minutes): After the group discussions, the teacher should review the main theoretical points of the lesson and connect them with the students' findings and conclusions. The teacher can highlight how the practical activities helped illustrate and reinforce the theoretical concepts. For example, the teacher can explain how the 'Tectonic Plates Puzzles' activity concretely demonstrated how tectonic plates move and contribute to continent formation.

3. Individual Reflection (3 - 4 minutes): Next, the teacher should propose that students reflect individually on what they learned during the lesson. The teacher can ask guiding questions, such as:

   1. What was the most important concept you learned today?
   2. What questions have not been answered yet?
   3. How can you apply what you learned today in everyday situations or in other contexts?

   Students should have a minute to think and write down their answers. This individual reflection helps students consolidate what they learned and identify possible gaps in their understanding. Additionally, it allows students to see the relevance of what they learned beyond the classroom.

4. Feedback and Closure (1 minute): To end the lesson, the teacher should ask students to briefly share their reflections. The teacher should thank the students for their participation and effort and reinforce the importance of the topic studied for understanding the world around us.

5. Homework Assignment (1 minute): Finally, the teacher should assign a homework related to the lesson topic. For example, students may be asked to research a recent earthquake and describe how plate tectonics contributed to its occurrence. This helps reinforce what was learned in the classroom and promotes autonomous learning.

Conclusion (3 - 5 minutes)

1. Lesson Summary (1 - 2 minutes): The teacher should start the Conclusion by recapping the key points covered during the lesson. They should review the concepts of plate tectonics, the main geological processes that shape the Earth's surface, and the formation of continents. Additionally, they should highlight the practical activities carried out, such as assembling the tectonic plate puzzles and modeling a volcano, and how they helped consolidate these concepts.

2. Connection between Theory, Practice, and Applications (1 minute): Next, the teacher should explain how the lesson managed to connect theory, practice, and applications. They should emphasize how theory was illustrated and reinforced through practical activities, and how this knowledge has real-world applications, such as in earthquake prediction and natural resource exploration.

3. Extra Materials (1 minute): The teacher should suggest some extra materials for students who wish to deepen their knowledge on the topic. These materials may include books, documentaries, websites, and educational games on plate tectonics and continent formation. The teacher should emphasize that autonomous study is a fundamental part of the learning process and that these materials can help students expand and consolidate what they learned in the classroom.

4. Importance of the Subject (1 minute): Finally, the teacher should summarize the importance of the topic for everyday life. They should highlight how plate tectonics and continent formation influence various aspects of our lives, from climate to the occurrence of natural disasters. Additionally, they should emphasize that knowledge about these processes is essential for understanding the world around us and for making informed decisions on environmental and social issues.

The teacher should end the lesson by reinforcing the importance of continuous study and intellectual curiosity, and encouraging students to explore more about the topic. They should thank the students for their participation and effort and wish everyone a good day.