Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __2/6/14____

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

Unit/Lesson Title/Number: Dynamic Crust Sea-Floor Spreading Lesson #5 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:
2.1l 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 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 explain the effects of sea-floor spreading on the ocean profile.

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, introduction/review,

Bell Ringer: What evidence exists that there was once one supercontinent? The teacher will have the students get out their Dynamic Crust packets. A quick review of what evidence supports plate tectonics will be done. The students should turn to page 8 of their notes. The teacher will have a discussion with the students about sea-floor spreading and how the ocean floor is getting wider due to crustal activity. The class will do the topography of the ocean floor worksheet and the theory of sea-floor spreading worksheet. When these sheets are done, the teacher will have the students do separate things.

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

Students who did not finish their lab Patterns of Crustal Activity will be given time to do so. Students who need to finish test corrections will work on those. Students who have finished both of these things should begin reading the article on page 17. The student with a non-verbal learning disability will be provided with an audio recording of the article. The article has questions that go with it on page 20. The students should do these questions as they go through the reading. The teacher will go around making sure that every student is working on something and answering any questions that arise. Closure: The teacher will have the lab reports handed in when they are complete. The article should be read by Monday and the teacher will remind the students of this. A quick review of the material covered during the lesson will be done, with the teacher giving the students prompts to discuss.

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.

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

Ipad with audio recording, SmartBoard

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:

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

Complete by:

_11_:_00__

Bell Ringer: What evidence exists that there was once one supercontinent? The teacher will have the students get out their Dynamic Crust packets. A quick review of what evidence supports plate tectonics will be done. The students should turn to page 8 of their notes. The teacher will have a discussion with the students about sea-floor spreading and how the ocean floor is getting wider due to crustal activity. The class will do the topography of the ocean floor worksheet and the theory of sea-floor spreading worksheet. When these sheets are done, the teacher will have the students do separate things. Students who did not finish their lab Patterns of Crustal Activity will be given time to do so. Students who need to finish test corrections will work on those. Students who have finished both of these things should begin reading the article on page 17. The student with a non-verbal learning disability will be provided with an audio recording of the article. The article has questions that go with it on page 20. The students should do these questions as they go through the reading. The teacher will go around making sure that every student is working on something and answering any questions that arise.

Begin by: _11_ :_00__

The teacher will have the lab reports handed in when they are complete. The article should be read by Monday and the teacher will remind the students of this. A quick review of the material covered during the lesson will be done, with the teacher giving the students prompts to discuss.