LESSON PLAN

SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 9 Time: 11:30am

Date: 27/2/15

Students Prior Knowledge:

Learning Area: Science

Year 8:
Science Understanding Earth & Space Sciences

Strand/Topic from the Australian Curriculum Year 9

Science Understanding Earth and Space Sciences

Sedimentary, igneous and metamorphic rocks contain

minerals and are formed by processes that occur within
Earth over a variety of timescales (ACSSU153)

The theory of plate tectonics explains global patterns of

geological activity and continental movement.
(ACSSU180)

Basic structure of Earth: the core, molten zone and outer

crust.
General computer skills and access: Personal computer,
logging on, software and site access.
Homework pre-reading: Section 10.1 (pp. 315-320) in
textbook Pearson Science Year 9 Student Book
(Linstead et al., 2012)

General Capabilities (that may potentially be covered in the lesson)

Literacy

Numeracy

ICT
competence

Critical
and creative
thinking

Ethical
behaviour

Personal
and social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait
Islander histories and cultures

Asia and Australias engagement

with Asia

Sustainability

Proficiencies: (Mathematics only) N/A

Lesson Objectives: (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Diagram the Earths structure [Remembering]:

Solid inner core; liquid outer core; plastic mantle rock; solid rock crust

Diagram how the major and minor tectonic plates fit together [Remembering]:

Explain P- and S-waves [Understanding]


Teachers Prior Preparation/Organisation:
All students have access to a computer
Students computers connect to the internet
Students are able to access the class Weebly page
Students are able to access the Scootle resource
Hand-out with plates/ridges maps and diagrams copied
and available (if ICT crashes)
Post-it notes are available for supplementary activity

Provision for students at educational risk:

Student with visual impairment:
Provision of magnification monitor
Student with auditory impairment:
Reserved computer near primary teaching space
Gifted and talented students:
Research activity additional theorists (Arthur Holmes,
Robert Deitz, Frank Taylor); post-it notes for assessment
question suggestions

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objectives and Suggestions for Improvement:
Were all three objectives covered in the lesson delivery?
Approximately how many students completed the pre-reading?
Did all students complete the on-line activity? Did any students have difficulty following the activity?
What clarification questions were asked by the students?
Were the provisions for the visually- and auditory-impaired students appropriate and helpful?
How much time needed to be filled for the gifted and talented students? Did they enjoy the extra activities?
How can delivery of this lesson be improved?
Teacher self-reflection and self-evaluation:
Did the YouTube video engage the students and provide the intended interest and motivation?
Was the on-line activity suitable for the students knowledge and ability levels?
Did I actively engage or connect with each student at some point during the lesson?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Lesson Outline

0 - 5m

Welcome students and take attendance

Students turn on computers and open lesson [Weebly / Scootle]
Mute computer volume or plug-in earphones
Turn off monitors and direct attention to main screen

5 - 10m

Introduction [Jo]
Inform students of the lesson topic along with the structure the lesson
will take, including the various ICT tools involved.
What do you remember about Earth Science from Year 8?
If you are stationary, can you still be moving?
How fast do you think the continent of Australia is moving?
In which direction?
Outline the three learning objectives

Resources/References
Weebly Link:
http://ndplatetectonics.
weebly.com/
Scootle Link:
https://www.scootle.edu.au/
ec/p/home

10 - 15m

Motivation [Lenora]
Overview YouTube video Plate Tectonics Explained
Reflective Questions from video:
1) Jo When was the concept of plate tectonics generally
accepted? Do you know anyone born in that
decade?
2) Peter Parts of the earths crust are moving faster than
others explain why this happens.
3) Lenora What natural disasters are evidence of plate
movement of luggage falling off the conveyor belt?
(earthquakes and tsunamis)

Plate Tectonics Explained

https://www.youtube.com/
watch?v=kwfNGatxUJI

15 - 20m

Lesson Step: History of the theory of plate tectonics [Peter]

First proposed by German meteorologist Alfred Wegener in 1915.
Initially one large super-continent called Pangaea.
Broke up and drifted apart in the Jurassic Period
Driven by convection currents in the molten asthenosphere
Now many plates of various sizes
Plate movement has influenced the development of various species
of plants and animals, including the migration of people (i.e.,
Aboriginal peoples).

Graphics:
Pangaea
Fossil records

20 - 35m

Lesson Step: Interactive Scootle Activity [Lenora]

Tectonics Investigator: Earths Structure
Introduce activity
Work through individually, at own pace
Read each screen carefully and thoroughly
Discuss Scootle Activity
Rate of plate movement (10mm to 40mm per year)
Return to map of plates differing sizes

35 - 40m

Lesson Closure: [Peter]

Review
Earths structure
Major and minor tectonic plates
Types of waves

40 - 45m

Transition / Homework Activity: [Jo]

Please review and complete the worksheets in Section 10.1 of your
Pearson Science Activity Book and read section 10.2 in the Pearson
Science Student Book prior to the next class magnetic striping,
ocean ridges, types of plate boundaries.

45 - 50m

Assessment: [Lenora]
Lesson Assessment: Padlet link
What did you learn today?
What questions do you have for the next lesson?
Presentation Assessment: Feedback survey

Scootle Tectonics
Investigator
http://www.scootle.edu.au/
ec/viewing/L5826/index.html

Graphic:
Major and Minor Plates

Padlet Link
http://padlet.com/
bowmangeophys/Bookmarks
Survey Link
https://www.surveymonkey
.com/s/BGCN6KJ


References
Devlin, J., Clarke, W., Linstead, G., Rickard, G., & Spenceley, M. (2012). Pearson Science Year 9 Activity
Book. Port Melbourne, VIC: Pearson Australia.
Linstead, G., Clarke, W., Devlin, J., Rickard, G., & Spenceley, M. (2012). Pearson Science Year 9
Student Book. Port Melbourne, VIC: Pearson Australia.
*All images were sourced through Creative Commons.