Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __2/3/14______

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

Unit/Lesson Title/Number: Dynamic Crust Introduction Lesson Lesson #1 Context and Class Profile 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.

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. Common Core Literacy Standards:

CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Interdisciplinary Connections

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

21st Century Skills

Communication and Collaboration: Students will need to communicate effectively with each other after gaining information from the article. They will need to communicate their ideas and information. They will have to demonstrate collaboration in order to complete the close reading questions as a pair. 1. Students will be able to define tectonic plates and mantle. 2. Students will be able to explain how tectonic plates move.

Lesson Objectives
Label : (Blooms Taxonomy)

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

1. Close reading questions 2. Close reading questions

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, 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 a brief overview of the unit. A video may be shown to increase the interest in the topic. (http://science.howstuffworks.com/environmental/plate-tectonics-videosplaylist.htm) The teacher will hand out the unit packet on The Dynamic Crust. Each packet will have a picture attached to the first article. The students will be asked to read through the first article in the packet silently to themselves. The student with a non-verbal disability may be pulled aside and read to. Once the students have silently read the article, the students will be asked to read the article, one paragraph at a time, out loud. The students will be paired using the pictures that were attached to the article. The teacher will ask them to get into their pairs. The teacher will explain the directions; that the students are to answer the close reading questions that go with the article. They are to work in pairs to finish the questions. The teacher will then ask two separate students to repeat the directions (CFU-directions). The teacher will circulate while the students are working (CSE) and prompt students to give more complete answers if they are weak. Any pairs who need assistance will be given such. Closure: When there are 7-8 minutes left in the class, the teacher will call the class to attention so that the answers can be discussed as a class.

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

Close reading questions (formative)-the questions will be done in pairs and eventually gone over in class. The teacher will be able to gauge the students understanding of the article and the material by their performance during the activity. Feedback will be given verbally.

Technology Audio recording of the article.

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

Academic Language required for the lesson

Students will learn what tectonic plates are and what the Earths mantel is.

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

The Dynamic Crust Packet, including the article Ocean of the future: an East African desert will one day become an ocean

Time Required

1 class period, 38 minutes

Lesson Objective (s): Agenda for Board:

Field Template 1. Students will be able to define tectonic plates and mantle. 2. Students will be able to explain how tectonic plates move. 1) Introduction 2) Silent reading 3) Group read 4) Pairs-close reading questions 5) Class discussion 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
Complete by: _11_:_00__

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

Student/Class Profile:

Materials: Procedure: Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment

The teacher will give a brief overview of the unit. A video may be shown to increase the interest in the topic. The teacher will hand out the unit packet on The Dynamic Crust. Each packet will have a picture attached to the first article. The students will be asked to read through the first article in the packet silently to themselves. The student with a non-verbal disability may be pulled aside and read to. Once the students have silently read the article, the students will be asked to read the article, one paragraph at a time, out loud. The students will be paired using the pictures that were attached to the article.

Include key transitions

Include grouping if any Key academic language

The teacher will ask them to get into their pairs. The teacher will explain the directions; that the students are to answer the close reading questions that go with the article. They are to work in pairs to finish the questions. The teacher will then ask two separate students to repeat the directions (CFU-directions). The teacher will circulate while the students are working (CSE) and prompt students to give more complete answers if they are weak. Any pairs who need assistance will be given such.

Closure:

Begin by: _11_ :_00__

Class discussion of the close reading questions