L2+Fecteau+Cameron

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **       Maine Learning Results: Science and Technology - D. The Physical Setting D2. Earth Grade 6-8 Geology Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth. f. Give examples of abrupt changes and slow changes in Earth Systems.      Students will be quizzed by their peers, pertaining to the material that they just learned. Students will also complete a blog entry every time the group meets to see that fairness is being practiced. The graphic organizer will also be collected and looked at to observe the students' understanding. The students will combine their ideas into a rough draft of the script that will be included in the final product. Class discussions will also help determine whether or not students have a good grip on the material. At the end of the class I will have the students bow their heads and close their eyes. They will then give me a thumbs up, a thumbs down, or anywhere in between suggesting their understanding. A confidential photograph will be taken for a visual artifact to see my students' progress. I will also check for students' understanding by looking over their script rough drafts. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Rap with Garage Band- In this product students are expected to make rap rhymes that point out the similarities and differences of present day Earth to the future of possible Pangaea Ultima. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> **__ Technology: __** <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">As the teacher, I will be using technology in the hook, which will be a YouTube video that is titled Plate Boundary Overview. Also, I will be logging onto the students' blogs to see how the group interactions are going and be able to comment on them. The students will be using two types of technology as well. They will work with Garage Band for their rap product and the blogging for their group learning reflections.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">UNIVERSITY OF MAINE AT FARMINGTON **
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Teacher’s Name __****<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: **<span style="color: black; font-family: 'Arial','sans-serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Mr. Fecteau **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> __Date of Lesson__: **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">2
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Grade Level __****<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">6 - 8** __Topic__:** Perform; Geology/Earth
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Objectives __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will understand that **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> the Earth's crust has transformed since Pangaea to present day, and will continue to change in the future.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will know **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">the sequence of events from past formations of the Earth's oceanic and continental plates due to continental drift. They will also need to know the actions that are bound to occur from the present day structure. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student will be able to do **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">a rap that compares the similarities and differences of historical to present day Earth. Product: Garage Band rap song. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Maine Learning Results Alignment __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">This lesson will be completed by the students through partners in the cooperative learning and will be quizzed on their knowledge of the content leading up to the product by their peers. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Assessment __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Formative (Assessment for Learning) **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Summative (Assessment of Learning) **
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Integration __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

English: As students start thinking about their final product, they are trying to think of combinations of words and sentences that rhyme with each other. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Partners: As students enter the classroom they will draw mysterious objects from a small bag. The objects will be the different species of dinosaurs in two different colors. For example, students that draw the T-Rex figures will be in the same group of four, and the students with the same color T-Rex will go to the same side of the room. The class will be divided into groups of four, where partners will go to either sides of the class. One side will learn about the past formations of the Earth and the other side will learn of the present and future. Once they understand the information, groups will come together and exchange the material they have learned. The partners that have mastered a particular time can help aid the other two peers within their group. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> //<span style="font-size: 12pt; color: black; font-style: normal; mso-bidi-font-weight: bold; mso-bidi-font-style: italic;"> I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Students will further search for another rap done by a student and blog about anything that they might have done differently in their rap. The other rap songs can be taken from someone in the class or online. OR Have a rap video to go along with the rap. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Garage Band software Graphic Organizer Projector Laptop(s) Pencils/Pens Lined Paper Blog Accounts Headset <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Plate Tectonics [] Overview of plate tectonics from Alfred Wegener to visuals of the last 750 million years. [] Outlines the plates and what is happening on the edges of the plates. [] Maps of Earth's stages. [] Video for the hook. [] Source for images and concepts. [] Images possibly used. [] Informational text. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">As students are undergoing the lesson, particular students that need the set procedures and the structural setup will find lesson two comforting. At first we will ease into the criteria and then slowly descend as time goes on. As for students that want to understand exactly why the Earth the way it is, this lesson was designed exactly that. The mechanics of continental drift are looked at, which better defines what the Earth used to look like and where it will go. The cooperative learning was meant for those who best build off of their peers and look for other's guidance. Students will not only learn from each other, but also quiz each other's knowledge. Lastly, for those students that need the spark of excitement to learn, then the final product just might do that. If students want to go more in depth with the product, then the option of a music video is available. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">The facet that this lesson is using is Perspective. Students will be able to perform a rap that compares the similarities and differences of historical to present day Earth. This final product will be created using the Garage Band software. This lesson will be completed by the students through partners in the cooperative learning and will be quizzed on their knowledge of the content leading up to the product by their peers. For contents notes, please see below Teaching and Learning Sequence section. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __ Subject: __**
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Groupings __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Differentiated Instruction __**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Strategies **
 * Verbal: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Each side of the room is being taught of a new time period verbally.
 * Logical:** The Time-Order Chart gives a sense of organization.
 * Visual:** The opening X-Science video will engage visual learners.
 * Bodily-Kinesthetic**: Students are constantly up and moving in between their groups and are also teaching other students of the material they learned.
 * Musical**: There is a background music in the video that will capture their attention and final product is a rap.
 * Interpersonal**: As students split from their groups, they are allowed a certain amount of time to rethink the material and ideas.
 * Intrapersonal**: Students are working together in a large group, group of four, and a group of two. All aspects are being covered.
 * Naturalist**: During class discussions, the teacher will enlighten learners of some of the particular animals present during the time periods. Students can then imagine what animals will look like in the future. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Modifications/Accommodations **
 * __ Absent Students:  __**<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> If a student misses a class, then they are expected to get the class notes from his or hers’ peers. If a particular assignment was due the day of their returning, then they are also expected to have it completed the following day for me. If a student is incapable of doing the assigned work, then a note from a doctor or parent will be taken into consideration for an extended due date. If no note is given, then the student will receive a zero for the assignment. If the student also fails to turn in the homework assignment even with the extended due date, then the consequences are the same as the regular. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Extensions **
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Materials, Resources and Technology __**
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Source for Lesson Plan and Research __**
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">:
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">:
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">:
 * Verbal: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Each side of the room is being taught of a new time period verbally.
 * Logical:** The Time-Order Chart gives a sense of organization.
 * Visual:** The opening X-Science video will engage visual learners.
 * Bodily-Kinesthetic**: Students are constantly up and moving in between their groups and are also teaching other students of the material they learned.
 * Musical**: There is a background music in the video that will capture their attention and final product is a rap.
 * Interpersonal**: As students split from their groups, they are allowed a certain amount of time to rethink the material and ideas.
 * Intrapersonal**: Students are working together in a large group, group of four, and a group of two. All aspects are being covered.
 * Naturalist**: During class discussions, the teacher will enlighten learners of some of the particular animals present during the time periods. Students can then imagine what animals will look like in the future.

Type II technology will be used by students through blogging after every class for reflection and the Garage Band for the product. In addition, students are also blogging about their group efforts and accomplishments. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Students will be quizzed by their peers, pertaining to the material that they just learned. Students will also complete a blog entry every time the group meets to see that fairness is being practiced. The Garage Band rap will be the students' final product. Students are using their script rough drafts, recording the audio clips, and loading it into a digital source to complete this task. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Students enter and pull objects from bag. I stand before them with finger on lips waiting for silence. Hook; You Tube video that is titled Plate Boundary Overview. Time: 5 minutes Go over instructions on the whiteboard. Time: 5 minutes Students get into their groups and brainstorm with organizer. Time: 5 minutes Students then go to either side of room to research and fill out questionnaire sheet. Time: 40 minutes Students return to groups to teach and quiz peers. Time: 30 minutes Class discussion. Time: 20 minutes Collect the graphic organizer and questionnaire. Photograph for understanding. Time: 5 minutes Blogging: Time: 10 minutes
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Rationale **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">:
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Teaching and Learning Sequence __****<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">: **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Day 1 **

HW: Start the script

Pass back questionnaire and organizer with feedback. Students get together with groups to complete script and record raps. Time: 110 minutes Blogging. Time: 10 minutes
 * Day 2**

For the second lesson students' working surfaces will be arranged in a two's formation. This arrangement will be handy for when the groups of four break off and go to either side of the room. As students enter the classroom they will draw mysterious objects from a small bag. The objects will be the different species of dinosaurs in two different colors that will pertain later with cooperative learning. When the students are seated I will stand before them and put my pointer finger to my lips waiting for respectable silence. At this time I would then introduce the students to the hook, which is a You Tube video that is titled Plate Boundary Overview. From there, students will go into the cooperative learning aspect of partners. They will use a graphic organizer to write down their ideas. The students will go to either side of the room to learn some material to which they will return and teach the others. As students split from their groups, they are allowed a certain amount of time to rethink the material and ideas. A class discussion is then followed and the students will be well on their way. At the end of each class they will blog to give me additional feedback. Student will understand that the Earth's crust has transformed since Pangaea to present day, and will continue to change in the future. Students will learn that if the continents do reemerge together, then this would affect the globalization aspect of the world. Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth. For my hook I will use the YouTube video that is titled Plate Boundary Overview, which will spark the students' mind with questions and theories.
 * What, Where, Why, Hook, Tailor: Visual, Verbal, Bodily-Kinesthetic, Musical, Intrapersonal, Interpersonal, Logical, Naturalist**

Students will need to know the sequence of events from past formations of the Earth's oceanic and continental plates. They will also need to know the actions that are bound to occur from the present day structure. The instructions for the lesson will be clearly outlined in large bold print so that all students can see the direction in which they need to go. I will go over the outlined instructions verbally for those who do have trouble. Students will be continuously monitored by me as I will be going from group to group and also hovering for a raised hand after. I will check for students' understanding of the topic by collecting their graphic organizers and providing encouraging feedback. At the end of the class I will have the students bow their heads and close their eyes. They will then give me a thumbs up, a thumbs down, or anywhere in between suggesting their understanding. A confidential photograph will be taken for a visual artifact to see my students' progress. I will also check for students' understanding by looking over their script rough drafts.
 * Equip, Tailor: Logical, Visual, Bodily-Kinesthetic, Verbal, Intrapersonal**

The students will be given a graphic organizer that is called a time-order chart to help them understand the stages of Earth formation. Here is where the colored dinosaurs come into play with the cooperative learning of partners. The objects selected at the beginning of class will be the different species of dinosaurs in two different colors. For example, students that draw the T-Rex figures will be in the same group of four, and the students with the same color T-Rex will go to the same side of the room. In translation the class will be divided into groups of four, where partners will go to either sides of the class. One side will learn about the past formations of the Earth and the other side will learn of the present and future. Once they understand the information, groups will come together and exchange the material they have learned. The partners that have mastered a particular time can help aid the other two peers within their group. After the groups have consolidated and gone over both sides of content, students are then able to individually write down any last minute thoughts on their organizers. From there, students will join with their partners once again to share their final thoughts and peer edit. When their organizers are filled enough so that they are satisfied, the organizers will be grouped into packets and handed in to the teacher for additional feedback. Students will be able to perform a rap that compares the similarities and differences of historical to present day Earth. Product: Garage Band rap song. I will facilitate the learning process by starting with the teaching session and going well into the graphic organizer or time-order chart.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Logical, Visual, Interpersonal, Intrapersonal, Naturalist, Musical, Bodily-Kinesthetic**

Students will be quizzed by their peers, pertaining to the material that they just learned. Students will also complete a blog entry every time the group meets to see that fairness is being practiced. Students will hand in any type of quiz information given from peers and their graphic organizers. These will be looked at and given positive feedback for the next class. The students are then able to use this information to start a rough draft of a script. The script will be edited and given feedback by each member of the group so that each member has seen it. When the students complete their products, they will be graded and returned the following week, if not sooner. For homework, students will be asked to start the scripts and come to the next class with something to work with. The group will have to decide which person does what part. This lesson will be the foundation of knowledge for students to know before going into the boundary zones and their features. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * Evaluate, Tailor: Intrapersonal, Interpersonal, Visual, Logical, Musical, Bodily-Kinesthetic** <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Content Notes **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Pangaea Theory || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * //__Pangaea__//**
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">                ||

Pangaea, (Greek, “all land”), supercontinent that existed during the late [|Palaeozoic] and early [|Mesozoic] Eras (about 300 million to 200 million years ago), and which comprised two large continental masses: [|Gondwana] to the south and [|Laurasia] to the north. The term was originally devised by [|Alfred Wegener], the German meteorologist who in 1915 published the first scientifically argued theory of [|continental drift]. Utilizing a variety of evidence, in particular geological and [|fossil] data, Wegener postulated the existence of a primeval supercontinent, which he named Pangaea. This, he believed, had existed throughout the early history of the Earth, and broke up to form the present continents during the late Mesozoic and subsequent [|Cenozoic] Era, especially during the [|Cretaceous Period]. [|Oceanic Ridge] ) and [|ocean trenches], and of magnetic striping—have been able to provide not only a mechanism for continental drift as an integral part of [|plate tectonics] theory, but also an accurate picture of that movement over geological time. Magnetic striping is the record of past changes in the orientation of the Earth’s magnetic pole, reflected in alternating bands of normally and reversely polarized ocean floor that extend out from, and parallel with, each side of mid-oceanic ridges. It occurs because magnetic minerals inside [|magma] welling up from the ridges are aligned to the Earth’s magnetic orientation at the time; this alignment is “locked in” as the magma cools to create a new ocean floor. Magnetic striping can be used as part of [|palaeomagnetism] (the study of the Earth’s magnetic field through time) to help determine the previous latitude of oceans and continental masses. [|palaeontology], have enabled researchers to extend the picture back to about 500 million years ago, near the end of the  [|Cambrian Period]. Most are agreed that at this time a large continental mass, Gondwana, was to be found straddling the equator in the Eastern hemisphere, with its southern portions near the South Pole. It comprised what were to become the continents we now call South America, Africa, Australia, and Antarctica, as well as the Indian subcontinent. To the west of Gondwana were three large continental plates: the North American plate, including what is now Greenland and Scotland; the North European plate, or [|Baltica] , comprising parts of the British Isles, Scandinavia, central and northern Europe, and European Russia; and finally, the Scandinavian plate. The North American plate lay across the equator with Baltica to the south-east and the Scandinavian plate to the east. The gradual convergence of these three plates, plus a number of minor plates and micro plates, over the next 200 million years would lead to the creation of Laurasia, the continental mass that subsequently broke up to form North America, Europe, and Asia, excluding India. At this time, marine life was [|evolving]  rapidly; the first plants are thought to have begun colonizing the land during the subsequent  [|Ordovician Period]  (495 to 443 million years ago). [|Silurian Period] , Gondwana began moving south and west across the South Pole. Then, about 400 million years ago, during the  [|Devonian Period]  , the western part of Gondwana—now the northern parts of South America and Africa—began moving northwards towards the equator. During this same period, Baltica converged on the North American plate to form a larger continental mass called Eurasia, or Laurussia, initiating one of the many periods of mountain-building (  [|orogeny]   ) that characterized the development of Laurasia. Because it was straddling the South Pole,  [|glaciation]   affected parts of Gondwana throughout this period, and the climate in other parts ranged from sub-polar to tropical at its northernmost extremities. North America, and subsequently Laurussia, by contrast, had a largely tropical to warm climate, and significant areas were under water. About 280 to 260 million years ago, during the  [|Permian Period]  , northern Gondwana finally met up with southern Laurussia. At about the same time, the Siberian plate collided with northern Laurussia, initiating the mountain-building that created the  [|Ural Mountains]  , completing the development of Laurasia, and creating one large land mass, Pangaea. [|Tethys Sea]  , while the ocean known as Panthalassa surrounded the land mass as a whole. The creation of such a large land mass had profound effects on both the climate and atmospheric circulation. Strongly differentiated climatic belts emerged. During the early existence of Pangaea, climatic conditions favored an extensive glaciations in southern Gondwana. In northern Laurasia, the deflection north of equatorial currents led to the development of warm, moist conditions in areas farther north than might have otherwise been expected. At the same time hot, dry conditions prevailed over much of Laurussia and northern Gondwana. Climatic differentiation was reflected in the development of provinciality in early Pangaea flora and fauna, with distinct forms associated with Gondwana and with Laurasia. Later in the Permian, and throughout the subsequent   [|Triassic Period]   , climates ameliorated as Pangaea moved northward. [|Cretaceous period]    (142 to 65 million years ago). South America and Antarctica parted from the west and south-east sides of Africa respectively. The Atlantic Ocean opened up as North America hinged away from Eurasia and, about 50 million years ago, India started to move across the Tethys Sea, to collide with the southern side of Asia about 20 million years ago, creating the    [|Himalaya]     mountains in the process. [|Rodinia]    , that existed in the southern hemisphere and which split in two about 750 million years ago to create the North American, Baltica, and Siberian plates, and numerous minor and micro plates. The larger land mass left behind was a forerunner of Gondwana. Some researchers also predict that a new supercontinent, to be located in the Northern hemisphere, is in the process of formation through contemporary plate movements.

Source: [|http://uk.encarta.msn.com/encyclopedia_781534834/Pangaea.html] [|http://library.thinkquest.org/17701/high/pangaea/]


 * //__Gondwanaland and Laurasia__//**

 Gondwana, also called Gondwanaland, the second largest continent of the     [|Palaeozoic Era]      (545 to 248 million years ago), making up more than 70 per cent of the Earth’s continental area at its maximum extent. Confined to the southern hemisphere, this enormous land mass was involved in a series of collisions with other continental blocks, culminating in the formation of the supercontinent known as     [|Pangaea]      during the      [|Permian Period]. The subsequent rifting of Pangaea during the     [|Mesozoic Era]      resulted in the origins of the modern continents, and the massive Gondwanan element fragmented into South America, Africa, Madagascar, India, Australia, New Zealand, Antarctica, and a jigsaw of other smaller pieces found through Central America, the Mediterranean, the Middle East, the      [|Himalaya]     , and parts of the Pacific and Arctic Oceans. The name Gondwana is derived from     [|Sanskrit]      and means literally the forest [land] of the Gonds—a people of northern India. According to Wegener, continents are not fixed but drift around the surface of the Earth coalescing and subsequently fragmenting. The need for hypothetical land bridges linking up the elements of Gondwana therefore disappeared because the component continents had once been joined in a single supercontinent.

Wegener’s ideas were further developed by the South African geologist Alex Logan du Toit who, in 1937, produced the first plausible reconstruction of the shape and composition of Gondwana. In support of their ideas, Wegener and Du Toit pointed to an astonishing number of close affinities of     [|fossils]     , rocks, and geophysical structures on opposite sides of ocean basins. These included the remarkable geometric fit of South America and Africa, similarities in rock age groups and types on the southern hemisphere continents, the similarity in Palaeozoic fossils between adjoining areas that are now thousands of miles apart, and the widespread occurrence of ancient     [|glacial]      deposits in Gondwana. In particular, certain aspects of the Palaeozoic fossil record of Gondwana were quite distinctive, including     [|endemic]      reptiles (for example,      [|//Lystrosaurus//]     , //Mesosaurus//) and plants (for instance, //Glossopteris//, //Dicroidium//).

Despite abundant circumstantial evidence, the theory of continental drift lacked a convincing mechanism to explain the movement of continents, and for this reason it excited great controversy. The notion of drifting continents and the new concept of the structure of Gondwana only became widely accepted in the 1960s, following the discovery of     [|palaeomagnetism]      and the development of the theory of      [|plate tectonics]. Palaeomagnetism—the study of changes in polarity of the Earth’s magnetic field through time—provided the first convincing evidence that continents had moved. Plate tectonics is a revised theory of the Earth’s surface and     [|lithosphere]      explaining the growth and movement of continents, and other geological phenomena such as the origins of mountains and      [|earthquakes]. Subsequent study has vindicated the main elements of Du Toit’s original reconstruction of Gondwana. Current models show a slightly tighter fit of continents and make other small adjustments. Gondwana and its fragmentation have been reconstructed with some precision, but the birth of this giant continent is much less certain. The formation of Gondwana as a distinct entity has been linked to the breakup of    [|Rodinia]    , a pre-existing supercontinent. Assembly of Gondwana is thought to have been more or less complete by the beginning of the    [|Phanerozoic Eon]. Although many small fragments were chipped off throughout its history, the continent remained essentially intact until its breakup in the    [|Jurassic]     and     [|Cretaceous]     Periods. Gondwana therefore existed for a period of close to 500 million years. Palaeomagnetic data indicate that Gondwana was located predominantly in the southern hemisphere, extending from the equator to the South Pole. During the early Palaeozoic the continent had a clockwise rotation. The western part moved from polar to subtropical latitudes while the eastern part remained at relatively low subtropical latitudes, moving rapidly to a polar position in the late Palaeozoic and early Mesozoic. During the Jurassic and Cretaceous the whole of Gondwana moved north. Only Antarctica has remained within 1,000 km (620 mi) of the South Pole since the   [|Carboniferous]   , but South America has not changed its latitude by more than 20° in the past 300 million years. During the Late  [|Triassic]   and Early Jurassic, Pangaea began to break up, beginning with the separation of Gondwana from Laurussia. The rifting of Gondwana itself began in the Early Jurassic, leading to the establishment of a seaway between the South America/Africa region and the Antarctica/Australia/India region. This was followed in the Early Cretaceous by the separation of South America from Africa, and the Africa-India plate from Antarctica. Finally, in the Late Cretaceous and Paleocene, the breakup of Gondwana was completed when Australia and New Zealand separated from Antarctica, and other small continental blocks (for example, Madagascar, Seychelles) separated from India as it moved northwards. In most cases, these riftings were accompanied by the outpouring of vast amounts of basalt lava (for example, Karoo-Ferrar-Tasman basalts during the east/west Gondwana rifting; Parana-Etendeka basalts during the South America/Africa rifting; Kerguelen-Rajmahal basalts during the Antarctica/India/Australia rifting; Madagascar basalts during the Madagascar/India rifting; and Deccan basalts during the Seychelles/India rifting). The causes of the breakup of Gondwana are at present not well established. Models range from lithosphere extension in response to subduction, to the action of deep-seated mantle plumes. The huge size of the continent itself may have been a contributing factor.  The climatic history of Gondwana shows that the far reaches of this enormous continent experienced everything from warm, humid equatorial rainforests, arid subtropical deserts, temperate forests, to frigid polar ice caps. The approximate locations of major climatic zones are based on lithological indicators of climate, such as coals,  [|evaporites]  ,   [|bauxites]   , and tillites, as well as palaeomagnetic data. Climate was influenced by the size of the continent, its movement across climatic zones, and shifts in climate on a worldwide scale from so-called “Hot House” or “Greenhouse” to “Ice House” conditions. There is evidence of widespread glaciations in Gondwana during the Palaeozoic. Extensive Gondwanan ice sheets were a feature of Ice House phases during the Late  [|Ordovician]  , and from the Late Carboniferous through to the Early   [|Permian]. During intervening Hot House phases no permanent ice existed, and a cool temperate climate prevailed at the South Pole. During the Permo-Carboniferous glaciations, ice sheets may have expanded to within 30° of the equator, resulting in significant compression of the Earth’s climatic zones. Cool temperate, warm temperate and dry subtropical conditions were present over parts of Gondwana throughout its history, but humid tropical climates were an intermittent feature.  The geological history of Gondwana encompasses the fossil records of the Palaeozoic and most of the Mesozoic. The continent hosted many endemic species of plants and animals, particularly during the Palaeozoic. The Permo-Carboniferous glaciations had an enormous impact on biological diversity in Gondwana. Regional endemism seen today in southern hemisphere floras and faunas results partly from the isolation of continents following the rifting of Gondwana, and partly from  [|extinctions]   on a regional scale.  Fossil evidence from Australia demonstrates the presence of a land flora by the Late  [|Silurian]. During the great Permo-Carboniferous glaciations plant life in much of Gondwana was impoverished in comparison to that which flourished at equatorial latitudes. The flora at mid and high latitudes diversified following the melting of ice sheets in the Late Permian. During the late Palaeozoic and early Mesozoic  [|gymnosperms]   (   [|conifers]   and related plants),   [|horsetails]  , lycopods (   [|clubmosses]   ), and   [|ferns]   were abundant. One of the most distinctive plants of the Permian and Triassic Periods is //Glossopteris//—an extinct endemic gymnosperm tree with large, tongue-shaped leaves. The //Glossopteris// flora was gradually replaced during the Triassic by a flora dominated by other distinctive gymnosperms such as //Dicroidium//. The degree of endemism within Gondwana decreased during the Triassic. Jurassic floras are dominated by Bennettitales (extinct seed plants with a superficial resemblance to modern  [|cycads]   ), ferns, and conifers. Flowering plants (  [|angiosperms]   ) first appeared in the Early Cretaceous and were soon widespread throughout the southern hemisphere.  Gondwana seems to have been the birthplace of tetrapods, which first appeared in eastern equatorial latitudes during the Upper  [|Devonian]   but soon spread to the northern continents of   [|Laurentia]   and   [|Baltica]. During the Permo-Carboniferous glaciations, most tetrapods are found in the so-called Edaphosaur-Nectridean Province—a region that encompassed equatorial Laurussia and Gondwana. The Mesosauridae were an exception. This endemic group of specialized long-snouted reptiles is found in interglacial southern Gondwana. The retreat of ice sheets in the Late Permian heralded an increase in the diversity of Gondwanan tetrapods. This was made up mainly through migration of Laurussian species into Gondwana. Almost every major  [|dinosaur]   group was represented in Gondwana except the dome-headed and horned dinosaurs (Pachycephalosauria and Ceratopsida).

Laurasia, the continental mass that during the  [|Palaeozoic Era]   formed the northern part of the supercontinent called   [|Pangaea]  , and which included what was to become North America, Greenland, northern and central Europe, and most of Asia. Pangaea, derived from the Greek for “all land”, started to fragment in the late Palaeozoic, about 240 million years ago, into Laurasia in the north and  [|Gondwana]   in the south. Gondwana was the precursor to most of present-day South America, Australia, Antarctica, and India.  Laurasia was named after the  [|Laurentian Plateau]   of Canada by   [|Alfred Wegener]  , the German meteorologist, who in 1915 formulated the first coherent theory of   [|continental drift]. Wegener’s ideas were largely rejected during his lifetime (he died in 1930), mainly because he could provide no acceptable mechanism by which the continents could move. During the past 50 years, palaeomagnetic studies (see  [|palaeomagnetism]   ) of the deep ocean floor have shown that lithosphere plates, hosting both continents and oceans, have moved through geological time in association with ocean-floor spreading from   [|mid-ocean ridges]. Our knowledge of the patterns of plate movements is more conjectural beyond 200 million years ago, the age of the oldest oceanic lithosphere, but it is generally agreed that initially scattered continental masses gradually converged during the  [|Permian Period]   at the end of the Palaeozoic, about 300 million years ago, to form a single supercontinent called Pangaea. The assembly of Laurasia began at least 500 million years ago through the gradual merging of three main tectonic plates—the North American plate, the North European plate ( [|Baltica]  ), and the Siberian plate—plus a number of minor plates (such as the Kazakhstan plate), and terranes. Terranes are island arcs or small lithosphere plates (micro plates) thought to have broken away from larger plates and which subsequently became attached, or accreted, to another plate. They are distinguished today as regions that have a [|stratigraphy]  (stratification over time), structure, and geology fundamentally different from that of adjacent areas. Terranes are also associated with [|orogeny]  —the episodes of mountain-building that result from the compression that occurs when two areas of continental lithosphere collide. The complex geology of the margins of the continents that once made up Laurasia, most notably the [|Cordillera]  ranges of the western coast of North America, is due to the fact that they comprise a mosaic of micro plates and island arcs that accreted during Laurasia’s formation and break-up. About 300 million years ago, during the Permian period, Gondwana finally collided with southern Laurussia. The junction was in the area of what are now Italy, Greece, and the Balkans (at that time part of North Africa). At the same time, in the north, the Siberian plate collided with Laurussia, and the Kazakhstan plate collided with the Siberian plate. Two distinct palaeocontinents, Laurasia and Gondwana, were thus formed. Their formation initiated some of the most extensive mountain building the world has known, including the formation of the proto- [|Rocky Mountains] and the [|Urals] (at the Laurussian-Siberian juncture). Other areas affected included south-west England, north-west mainland Europe, the [|Appalachians], and the [|Andes]. About 270 million years ago, during the Early Permian, the Cimmeria micro plate, comprising Turkey, Iran, and Afghanistan, broke away from Gondwana, opening up the [|Tethys Sea] between Laurasia and Gondwana. During the subsequent [|Triassic Period], Mexico collided with North America.  About 200 million years ago, during the Early [|Jurassic Period], Pangaea began to fracture, initially along the line of what became the South Atlantic and Gulf of Mexico. As the break-up progressed, the Italian-Balkan and Iberian terranes were torn away from Gondwana and began moving north and east towards Laurasia. By the end of the Jurassic (about 142 million years ago) Gondwana had fully separated from Laurasia, leaving the [|Yucatán] Peninsula behind. Turkey, Iran, and Afghanistan had collided with Laurasia, in the area of the former Baltic plate, initiating the Cimmerian orogeny. By 90 million years ago, in the Late [|Cretaceous Period], Eurasia began to drift away from North America, along the line of the eastern coast of Greenland, a process completed by the start of the [|Cenozoic Era] , about 65 million years ago. Greenland had also begun to separate from North America. These separations were a result of the North Atlantic opening up as seafloor spreading from the nascent mid-Atlantic ridge occurred. The Caribbean arc had also been created by this time, and Italy, the Balkans, including Greece, and Iberia were closing in on the southern margins of Europe. The accretion of these terranes was completed during the [|Eocene] and [|Oligocene] Epochs (about 55 million to 24 million years ago), initiating the orogenies that created the [|Pyrenees], [|Alps] , and [|Carpathian] mountains. Following the break-up of Pangaea, India had broken away from Antarctica and begun a journey across the expanding Pacific Ocean towards southern Asia. About 30 million years ago India finally collided, initiating the orogeny that has created the [|Himalaya] ranges and the Tibetan plateau. By the beginning of the [|Miocene] (about 23 million years ago), Greenland had completed its separation from North America, and Africa had collided with the Eurasian plate, opening up the [|Red Sea] and creating the [|Mediterranean Sea]. During the break-up, Laurasia was moving northward and also rotating towards the present alignment of the continents. This rotation was not uniform; it occurred at different speeds and in different directions, contributing to the break-up. Throughout most of the period leading up to the creation of Laurasia, its component plates were lying across or relatively near to the equator and generally experienced tropical to warm climatic conditions. In contrast, parts of Gondwana experienced successive glaciations. During the [|Carboniferous Period] (354 to 290 million years ago), warm conditions resulted in the laying down of the large coal measures that characterize parts of North America, Europe, and Siberia. As the central Atlantic Ocean opened up, Laurasia rotated clockwise, sending North America northwards and Eurasia southwards. Coals deposited in eastern Asia during the Early Jurassic were succeeded by salt and other [|evaporite] deposits as Asia moved from the wet temperate belt to the dry subtropics. It was only following the break-up of Laurasia, as the newly delineated continents began moving north, that cooler conditions began to be felt, culminating in the [|ice age] of the [|Pleistocene Epoch]. Source: [] []


 * //__Today__//**

Currently, there are seven large and several small plates. The largest plates include the Pacific plate, the North American plate, the Eurasian plate, the Antarctic plate, and the African plate. Smaller plates include the Cocos plate, the Nazca plate, the Caribbean plate, and the Gorda plate. Plate sizes vary a great deal. The Cocos plate is 2,000 km (1,400 mi) wide, while the Pacific plate is the largest plate at nearly 14,000 km (nearly 9,000 mi) wide.

Source: []


 * //__Pangaea Ultima__//**

Africa is going to smash into Europe as Australia migrates north to merge with Asia. Meanwhile the Atlantic Ocean will probably widen for a spell before it reverses course and later disappears. Two hundred and fifty million years //ago// the landmasses of Earth were clustered into one supercontinent dubbed Pangaea. As Yogi Berra might say, it looks like "deja vu all over again" as the present-day continents slowly converge during the //next// 250 million years to form another mega-continent: Pangaea Ultima. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">see caption || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> The surface of the Earth is broken into large pieces that are slowly shifting -- a gradual process called "[|plate tectonics]." Using [|geological clues] to puzzle out past migrations of the continents, Dr. Christopher Scotese, a geologist at the University of Texas at Arlington, has made an educated "[|guesstimate]" of how the continents are going to move hundreds of millions of years into the future. "We don't really know the future, obviously," Scotese said. "All we can do is make predictions of how plate motions will continue, what new things might happen, and where it will all end up." Among those predictions: Africa is likely to continue its northern migration, pinching the Mediterranean closed and driving up a Himalayan-scale mountain range in southern Europe. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">see caption || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">What's it like to see two continents collide? Just look at the Mediterranean region today. Africa has been slowly colliding with Europe for millions of years, Scotese said. "Italy, Greece and almost everything in the Mediterranean is part of (the African plate), and it has been colliding with Europe for the last 40 million years." That collision has pushed up the Alps and the Pyrenees mountains, and is responsible for earthquakes that occasionally strike Greece and Turkey, Scotese noted. "The Mediterranean is the remnant of a much larger ocean that has closed over the last 100 million years, and it will continue to close," he said. "More and more of the plate is going to get crumpled and get pushed higher and higher up, like the Himalayas." Australia is also likely to merge with the Eurasian continent. "Australia is moving north, and is already colliding with the southern islands of Southeast Asia," he continued. "If we project that motion, the left shoulder of Australia gets caught, and then Australia rotates and collides against Borneo and south China -- sort of like India collided 50 million years ago -- and gets added to Asia." Meanwhile, the Americas will be moving further away from Africa and Europe as the Atlantic Ocean steadily grows. The Atlantic sea floor is split from north to south by an underwater mountain ridge where new rock material flows up from Earth's interior. The two halves of the sea floor slowly spread apart as the ridge is filled with the new material, causing the Atlantic to widen. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">see caption || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">"It's about as fast as your fingernails grow. Maybe a little bit slower," Scotese said. Still, over millions of years that minute movement will drive the continents apart. That part of the prediction is fairly certain, because it is just the continuation of existing motions. Beyond about 50 million years into the future, prediction becomes more difficult. "The difficult part is the uncertainty in (new behaviors)," Scotese said. "It's like if you're traveling on the highway, you can predict where you're going to be in an hour, but if there's an accident or you have to exit, you're going to change direction. And we have to try to understand what causes those changes. That's where we have to make some guesses about the far future -- 150 to 250 million years from now." In the case of the widening Atlantic, geologists think that a "subduction zone" will eventually form on either the east or west edges of the ocean. At a subduction zone, the ocean floor dives under the edge of a continent and down into the interior of the Earth. "The subduction zone turns out to be the most important part of the system if you want to understand what causes the plates to move," Scotese said. Like cold air drifting down from an open attic in winter, the cold, dense seabed at the ocean's edges sometimes starts sinking into the play dough-like layer beneath the crust, called the "mantle." <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">see caption || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> "As it sinks, it pulls the rest of the plate with it," like a tablecloth sliding off a table. This accounts for most of the force that moves the plates around, Scotese said. This "slab pull" theory for the mechanism driving the motion of the plate’s stands in opposition to the older "river raft" theory. "For a long time, geologists had this model that there were 'conveyer belts' of mantle convection, and the continents were riding passively on these conveyer belts, sort of like a raft on a river," Scotese said. "But that theory's all wrong." <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">If a subduction zone starts on one side of the Atlantic -- Scotese thinks it will be the west side -- it will start to slowly drag the sea floor into the mantle. If this happens, the ridge where the Atlantic sea floor spreads would eventually be pulled into the Earth. The widening would stop, and the Atlantic would begin to shrink. Tens of millions of years later, the Americas would come smashing into the merged Euro-African continent, pushing up a new ridge of Himalayan-like mountains along the boundary. At that point, most of the world's landmass would be joined into a super-continent called "Pangaea Ultima." The collision might also trap an inland ocean, Scotese said. "It's all pretty much fantasy to start with. But it's a fun exercise to think about what might happen," he said. "And you can only do it if you have a really clear idea of why things happen in the first place." For now it appears that in 250 million years, the Earth's continents will be merged again into one giant landmass...just as they were 250 million years before now. From Pangaea, to present, to Pangaea Ultima!
 * October 6, 2000** -- The Earth is going to be a very different place 250 million years from now.
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||
 * Above:** A map of the world as it might appear 250 million years from now. Notice the clumping of most of the world's landmass into one super-continent, "Pangaea Ultima," with an inland sea -- all that's left of the once-mighty Atlantic Ocean. Image courtesy of Dr. Christopher Scotese.
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||
 * Above:** The possible appearance of the Earth 50 million years from now. Africa has collided with Europe, closing off the Mediterranean Sea. The Atlantic has widened, and Australia has migrated north. Image courtesy of Dr. Christopher Scotese.
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||
 * Left**: NASA's LAGEOS II satellite measures tiny shifts in continental positions from Earth orbit. [[|more information]]
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> ||
 * Above:** A diagram showing the major processes of plate tectonics.

Source: []


 * Handouts**

Graphic organizer Questionnaire Sheet <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> **__<span style="font-size: 20pt; font-family: 'Times New Roman','serif';">Questionnaire Sheet __** <span style="font-size: 20pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">1.) What name did Alfred Wegener give to his theory of crust movements? When? <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">2.) What name did Wegener give to his proposed single supercontinent? <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">3.) What were some of the basic species that lived during Pangaea? Gondwanaland? <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">4.) How far have the plates moved (the rate)? <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">5.) Which direction did each main continent (today) move? <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">6.) What are the main plates today? (Think about this) <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">7.) What are theories for the future movement of the plates? <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">8.) Who was the one who proposed the theory? <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">9.) Do the plates bounce off of each other? <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> <span style="font-size: 20pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">10.) Present day, what continents will be the first to impact each other. <span style="font-size: 20pt; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Reflection: **