Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: _2/6/14-2/7/14___

School :_Chateaugay Central School Subject: Earth Science-Continental Drift Grade Level: __9th___

Unit/Lesson Title/Number: Dynamic Crust Lab 4-3 Sea-Floor Spreading Lab #3 Context and Class Profile ACE Day: 9 girls, 5 boys, 1 504 Plan, 1 IEP (Non-verbal learning disability) BDF Day: 4 girls, 4 boys, 1 504 Plan

Common Core Standards

Assessed:
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. 2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution. 2.1q Gradients and profiles can be determined from changes in elevation over a given distance. 2.1r Climate variations, structure, and characteristics of bedrock influence the development of landscape features including mountains, plateaus, plains, valleys, ridges, escarpments, and stream drainage patterns.

Interdisciplinary Connections

Geography: The geography of the world has changed over millions of years due to plate tectonics.

21st Century Skills

Information Literacy: The students will need to evaluate the information given to them on the chart. They will interpret this information in order to graph the profile of the ocean floor.

Lesson Objectives 1. Students will be able to construct a graph using a data chart.
Label : (Blooms Taxonomy)

2. Students will be able to explain how sea-floor spreading is making the Atlantic ocean larger.

Must be numbered

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

1. Lab hand-in 2. Lab hand-in

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice,

The students will grab their lab books when they walk in. The teacher will ask them to silently read the lab introduction and fill in as many vocabulary words as possible.

and/or activities

Label: Bell Ringer Also may be called: set induction, anticipatory set, 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

The teacher will give the directions for the lab activity. The students will be graphing the North Atlantic ocean bottom profile using data displayed in a chart.

When the students have finished the profile they will draw arrows showing which direction the sea-floor is moving. The second part of the lab activity has the students using a map showing the age of the Atlantic sea floor to determine where the tectonic plates meet. The students should follow the direction in their lab book regarding colors. While the students are working on the lab activity, the teacher will be circulating and helping the students when needed. The teacher has a complete copy of the profile and will be able to show students who are struggling with a specific area of the profile. It is expected that the students will have a little bit of difficulty graphing the profile. This part of the activity may very well take up the majority of the period. When the class has about 5 minutes left, the teacher will ask the students to finish up whatever part of the activity they are working on. The remainder of the lab will be due before the next lab period. The discussion questions should be completed before the lab is handed in.

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

1. Lab activity (formative)- This lab will be collected, and verbal feedback will be given while the students are doing the lab. Verbal feedback will also be given on the actual lab hand-in.

Technology PowerPoint-notes on the board otherwise

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

Academic Language required for the lesson

Students will learn about the different crustal activity that occurs where the tectonic plates meet.

Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support Staff Resources/ Materials

Any necessary adaptations for students will be made and noted.

Lab books, colored pencils

Time Required

1 class period, 38 minutes Field Template

Lesson Objective (s):

1. Students will be able to construct a graph using a data chart. 2. Students will be able to explain how sea-floor spreading is making the Atlantic ocean larger. 1) Lab activity ACE Day: 9 girls, 5 boys, 1 504 Plan, 1 IEP (Non-verbal learning disability) BDF Days: 4 girls, 4 boys, 1 504 Plan Lab books, colored pencils

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

Agenda for Board: Student/Class Profile: Materials:

Procedure:

Complete by: 10:27

The students will grab their lab books when they walk in. The teacher will ask them to silently read the lab introduction and fill in as many vocabulary words as possible. The teacher will give the directions for the lab activity. The students will be graphing the North Atlantic ocean bottom profile using data displayed in a chart. When the students have finished the profile they will draw arrows showing which direction the sea-floor is moving. The second part of the lab activity has the students using a map showing the age of the Atlantic sea floor to determine where the tectonic plates meet. The students should follow the direction in their lab book regarding colors. While the students are working on the lab activity, the teacher will be circulating and helping the students when needed. The teacher has a complete copy of the profile and will be able to show students who are struggling with a specific area of the profile. It is expected that the students will have a little bit of difficulty graphing the profile. This part of the activity may very well take up the majority of the period. When the class has about 5 minutes left, the teacher will ask the students to finish up whatever part of the activity they are working on. The remainder of the lab will be due before the next lab period. The discussion questions should be completed before the lab is handed in.

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: Homework and/or Announcements

Begin by: ___ :___ Begin by: ___ :___