Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __1/31/14____

School: _____Chateaugay Central School_________ Subject: __Earth Science____ Grade Level: __9th___

Unit/Lesson Title/Number: Dynamic Crust Plate Movement Lesson #4 Context and Class Profile Thirteen freshmen students (8 female and 5 male). One student with IEP (non-verbal learning disability), one student with 504 plan, two students in AIS.

Common Core Standards

Assessed:
2.1k The outward transfer of Earths internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earths surface. 2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system. These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges. 2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust. 2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.

Interdisciplinary Connections

Geography: The students will learn that geography changes based on the movement on tectonic plates.

21st Century Skills Lesson Objectives

Label : (Blooms Taxonomy)

1. Students will be able to justify the fact that continents have moved from their original location.

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1. In-class activity/notes

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities Label: Bell Ringer Also may be called: set induction, anticipatory set,

The teacher will have the students get out their Dynamic Crust packets. The students should have completed their homework (pg. 4-5) The teacher will lead the students in discussing those pages. The students should have their ESRT out while the discussion is taking place. The lesson will begin with an explanation of who theorized that the continents used to be connected. This will lead into the evidence that supports that theory. The students should fill in their notes as the discussion is taking place.

introduction/review, Do Now, Write Now, Silent Starter Label: Transitions Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Label: Evidence of Cognitive Student Engagement (CSE) Label: Closure

There is a map on the note sheet. The students should begin by labeling the continents on this map. This will help when they have to add to the map later in the lesson. The notes give the key for map and as the students are taking notes, the teacher will pause to allow them to place the key in the proper place on the map. The students will be given plenty of opportunity to respond and interact with this lesson. Their responses are expected. They should not be sitting quietly taking notes, but instead interacting. Any of the sheet that is not finished in class should be finished for homework.

Closure The teacher will ask the students to give a brief summary of what evidence exists to support that the continents used to be connected.

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

1. In-class notes (formative)-the students will have guided notes that they will fill in as the class goes on. These notes will give them the means to justify that the continents were once connected.

Technology
Describe type and purpose. Include a back-up plan.

Academic Language required for the lesson Accommodations, Audio recording for a student with a non-verbal disability. Student Supports, and/or Interactions with Co-Teachers and/or Support Staff

Resources/ Materials Time Required 1 class period, 38 minutes Field Template

Lesson Objective (s): Agenda for Board: Student/Class Profile: Materials: Procedure: Include: cognitive engagement & formative assessment (s) Include possible adjustments if warranted by formative assessment Include key transitions Include grouping if any Key academic language Closure: 1. Students will be able to justify the fact that continents have moved from their original location. 1) Review of homework 2) Notes for the day Thirteen freshmen students (8 female and 5 male). One student with IEP, one student with 504 plan, two students in AIS. One non-verbal learning disability. The Dynamic Crust packet

Comments:
Back-up plan(s), areas that might cause confusion or misconceptions, anchor activities, etc.

Complete by:

_11_:_00__

The teacher will have the students get out their Dynamic Crust packets. The students should have completed their homework (pg. 4-5) The teacher will lead the students in discussing those pages. The students should have their ESRT out while the discussion is taking place. The lesson will begin with an explanation of who theorized that the continents used to be connected. This will lead into the evidence that supports that theory. The students should fill in their notes as the discussion is taking place. There is a map on the note sheet. The students should begin by labeling the continents on this map. This will help when they have to add to the map later in the lesson. The notes give the key for map and as the students are taking notes, the teacher will pause to allow them to place the key in the proper place on the map. The students will be given plenty of opportunity to respond and interact with this lesson. Their responses are expected. They should not be sitting quietly taking notes, but instead interacting. Any of the sheet that is not finished in class should be finished for homework.

Begin by: _11_ :_00__

The teacher will ask the students to give a brief summary of what evidence exists to support that the continents used to be connected.