Objectives (5 - 7 minutes)

1. Understanding the concept of continental drift:

   • Definition and explanation of the phenomenon in which continental masses move over geological time.
   • Recognition of Alfred Wegener's role in formulating the theory of continental drift.

2. Identification of evidence for continental drift:

   • Description of the geological, biological, and paleontological evidence that support Wegener's theory.
   • Discussion of how these evidences prove the movement of tectonic plates.

3. Understanding the mechanism of continental drift:

   • Explanation of how tectonic plates work and how they contribute to continental drift.
   • Discussion of the different types of tectonic plate movements.

Secondary Objectives:

• Stimulate critical thinking skills and argumentation based on scientific evidence.
• Develop research skills and the use of reliable sources for obtaining information.
• Foster curiosity and interest in geological processes and the formation of our planet.

Introduction (10 - 15 minutes)

1. Review of previous content:

   • The teacher should start the lesson by briefly reviewing the concepts of tectonism and tectonic plates, previously studied. These concepts are fundamental for understanding continental drift. (3 - 5 minutes)

2. Problem situations:

   • The teacher can propose two situations to instigate students' curiosity. The first one could be: "Why does the east coast of South America fit so perfectly with the west coast of Africa?" The second: "How can animals and plants that exist on separate continents be so similar?" These situations serve to introduce the idea that the continents were once united and have separated over time. (5 - 7 minutes)

3. Contextualization:

   • The teacher should contextualize the importance of studying continental drift, explaining how this phenomenon has influenced and continues to influence the formation of continents, the distribution of animals and plants, and even the planet's climate. It can be mentioned, for example, how continental drift contributes to the formation of mountains and earthquakes, and how it affects the circulation of ocean currents and, consequently, the global climate. (2 - 3 minutes)

4. Topic presentation:

   • The teacher should introduce the topic of continental drift, explaining that the theory proposed by Alfred Wegener in the early 20th century was initially rejected but is now widely accepted and serves as the basis for the theory of tectonic plates. The teacher can mention that continental drift is an example of how science advances, revising and adjusting its theories as new evidence is discovered. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory of Continental Drift (8 - 10 minutes)

   • The teacher should start by explaining the theory of continental drift, emphasizing Alfred Wegener's central role in its formulation. It should be explained how Wegener observed that the continents seemed to fit together like puzzle pieces, as if they had once been joined. This observation led to the hypothesis that continents move over geological time.
   • It should be highlighted that although Wegener proposed his theory in 1912, it was only widely accepted many years later when more convincing evidence was found.
   • The teacher should then present the central concept of continental drift: that continents are constantly moving, slowly shifting on the Earth's surface. This should be contrasted with the older view that the Earth was static and unchanging.

2. Evidence of Continental Drift (7 - 8 minutes)

   • The teacher should then move on to discuss the evidence of continental drift. It should be explained that Wegener used various lines of evidence to support his theory, including the similarity of fossils and rocks on separate continents, the matching coastlines, and the existence of large mountain chains that seem to extend from one continent to another.
   • Each of these evidences should be explained in detail. For example, when discussing the similarity of fossils, the teacher can mention how Wegener observed that certain plant and animal fossils were found on continents that are now separated by oceans but not on other continents. This suggested that the continents were once connected and that plants and animals spread before separating.
   • When discussing the matching coastlines, the teacher can present a world map and ask students to observe how the east coast of South America fits with the west coast of Africa.
   • When discussing mountain chains, the teacher can mention the existence of the Appalachian Mountains in the United States and the Caledonian Mountains in Scotland, which are parts of the same mountain chain that extended from one side of the Atlantic to the other before the ocean opened.

3. Mechanism of Continental Drift (5 - 7 minutes)

   • To conclude the development of the continental drift theory, the teacher should explain the mechanism behind this phenomenon. The concept of tectonic plates and how they move on the Earth's mantle, driven by mantle convection, should be presented.
   • The teacher should explain that the Earth's lithosphere is divided into several tectonic plates that float on the mantle magma. These plates are in constant motion and, when they meet, they can move apart (divergence), collide (convergence), or slide past each other (transform).
   • It should be emphasized that continental drift is a side effect of tectonic plate movement, not their main goal. Tectonic plates move because the Earth's mantle is constantly moving due to convection, and continental drift is simply a consequence of this movement.

4. Interactive Activity (5 - 7 minutes)

   • To consolidate what has been learned, the teacher can conduct an interactive activity. One suggestion is to use a Pangea supercontinent puzzle model, which allows students to see how the continents fit together. This can help reinforce the idea that continents are constantly moving and that their current positions are just temporary configurations. This activity can also be used to review the evidence of continental drift that has been discussed.
   • Another possible activity is the creation of a diagram of tectonic plates, showing the different types of plate boundaries and the movements associated with them. This can help visualize the mechanism of continental drift.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should gather students in small groups and ask them to discuss the evidence of continental drift and the role of tectonic plates in the movement of continents.
   • Discussions should be guided by key questions, such as: "What was the most convincing evidence presented by Wegener?" and "How do tectonic plates contribute to continental drift?".
   • The teacher should circulate around the room, listening to the discussions and providing guidance and clarifications as needed.

2. Connection to Theory (2 - 3 minutes)

   • After the group discussion, the teacher should bring the class back to full attention and ask each group to share one or two main ideas that emerged from their discussions.
   • The teacher should then connect these ideas to the theory of continental drift. For example, if a group mentioned the matching coastlines as convincing evidence, the teacher can remind the class of how this was observed by Wegener and how he used this evidence to support his theory.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose a moment of individual reflection. Students should silently think for a minute about what they learned in today's class.
   • The teacher can guide this reflection by asking questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • After the minute of reflection, the teacher can ask some students to share their answers with the class, if they wish. This can provide valuable feedback on what students found most useful or challenging in the lesson and can help guide the planning of future lessons.

4. Homework (1 minute)

   • The teacher should announce the homework, which could be reading a complementary text on continental drift and plate tectonics theory, or conducting an experiment or practical activity related to the lesson's topic.
   • The homework should be relevant to what was discussed in class and should help reinforce the presented concepts and ideas.

Conclusion (5 - 7 minutes)

1. Summary and Recap (1 - 2 minutes)

   • The teacher should summarize the main points discussed during the lesson, recalling the key concepts of continental drift, the evidence supporting it, and the mechanism behind this phenomenon.
   • It is important to reinforce the idea that the theory of continental drift, although initially contested, was widely accepted thanks to the numerous evidences supporting it, and that it is one of the pillars of plate tectonics theory.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should explain how the lesson connected the theory of continental drift with practices, such as the interactive activity of the Pangea supercontinent puzzle and the diagram of tectonic plates.
   • Practical applications of the acquired knowledge should also be highlighted, such as understanding how earthquakes and mountains form due to the movement of tectonic plates, and how continental drift influences the distribution of animals and plants and the global climate.

3. Additional Materials (1 - 2 minutes)

   • The teacher should suggest reading or viewing materials so that students can deepen their understanding of the subject. This may include books, documentaries, geology websites, among others.
   • It is important that these materials are accessible and interesting to students, so they feel encouraged to explore the topic on their own.

4. Importance of the Subject in Everyday Life (1 minute)

   • To conclude, the teacher should reinforce the importance of the subject in everyday life, explaining how continental drift affects life on Earth.
   • It can be mentioned, for example, how continental drift influences the climate, the distribution of natural resources, the formation of earthquakes and volcanoes, and even the evolution of species.
   • The teacher can emphasize that by understanding and appreciating the complexity and beauty of the geological processes that shape our planet, students will be better prepared to face the environmental and climatic challenges of the 21st century.