Contextualization

Earth, our planet, is constantly in motion. Have you ever stopped to think about it? It is believed that millions of years ago, the continents were not located where they are today. This movement is part of the Theory of Continental Drift that will be explored during this project.

In the Theory of Continental Drift, proposed by the German meteorologist Alfred Wegener in 1912, it is believed that all continents were once united forming a single supercontinent called Pangaea. Over time, this supercontinent began to break apart, forming the continents as we know them today. But what causes these continents to move? This is explained by the Theory of Plate Tectonics, where each continent is on a large plate that floats on the Earth's mantle.

Importance of the Theory of Continental Drift

Understanding the Theory of Continental Drift is essential to comprehend how the Earth transforms and shapes itself. It explains why we have earthquakes, tsunamis, and volcanoes. It also explains why plants and animals from different continents have common ancestors.

Another practical example is the explanation of the shapes of the Brazilian and African coasts. Have you noticed how they seem to fit together like pieces of a puzzle? Continental Drift explains this!

Practical Activity

Activity Title: "The Movement of Continents: Continental Drift in Action"

Project Objective

The main objective of this practical activity is to provide students with a clear and in-depth understanding of the Theory of Continental Drift and the Theory of Plate Tectonics through the construction of a three-dimensional (3D) model of Pangaea and the subsequent stages of its breakup.

Detailed Project Description

Each group of 3 to 5 students will be tasked with creating a 3D model of Pangaea and the subsequent stages of its division into the current form of the continents. This model should include markers to indicate the main geological events that occurred during the drift of the continents (e.g., mountain formation, volcanic eruptions, oceanic trench formation, among others).

Required Materials

• Modeling clay in different colors
• Wooden board
• Toothpicks and labels to indicate geological events
• Paintbrush and acrylic paint
• Research materials (books, internet access, among others)
• Paper and pen for notes

Detailed Step-by-Step

1. Students begin researching Pangaea, the Theory of Continental Drift, and the Theory of Plate Tectonics. The suggested sources should be used, and others can be added.

2. Based on their research, students should develop a chronological sequence of the main events of continental drift.

3. Next, students will create the 3D model of Pangaea with modeling clay on the wooden board.

4. Students will paint the board around Pangaea blue to represent the ocean.

5. From the Pangaea model, students will model the stages of continent separation to reach the current configuration. Each stage should be documented with photos.

6. Important geological events will be marked with toothpicks and labels, indicating what happened and when it happened during the drift.

7. Once the model is completed, students must write the report.

Project Report

The project report should follow the following structure:

1. Introduction

   • Relevance and objectives of the project. In this section, students should explain what the Theory of Continental Drift is and why it is important for understanding Earth's formation.

2. Development

   • Description of the Theory of Continental Drift and the Theory of Plate Tectonics.
   • Detailed description of the practical activity, including the model creation process, difficulties encountered, and how they were overcome.
   • Methodology used for research and model creation.
   • Discussion of results, including an analysis of the main stages of continental drift and a comparison with the formation of the Brazilian and African coasts.

3. Conclusion

   • Recap of main points, lessons learned, and conclusions drawn from the project.
   • Reflection on the importance of teamwork.
   • Discussion on the impact of Continental Drift on daily life and the natural world.

4. Bibliography

   • Indication of sources used in the project.

Project Delivery

The final project delivery will be a written report, complemented by photographs of the model at different stages of its construction and an oral presentation in front of the class. The oral presentation will be an opportunity for students to explain their model and how they incorporated the concepts of Continental Drift into practice. This project will require about five to ten hours of work per student and will be delivered in one month.