Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: _2/3/14 and 2/3/14___

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

Unit/Lesson Title/Number: Dynamic Crust Lab 4-7 Continental Drift Lab #1 Context and Class Profile ACE Days: 9 girls, 5 boys, 1 504 Plan, 1 IEP BDF Days: 4 girls, 4 boys, 1 504 Plan

Common Core Standards

Assessed:
2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.

Interdisciplinary Connections

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

21st Century Skills

Reasoning: Students will have to use reasoning skills to piece together continents to form Pangaea.

Lesson Objectives
Label : (Blooms Taxonomy)

1. Students will be able to manipulate the continents to form Pangaea and demonstrate continental drift.

Must be numbered

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

1. Lab hand-in

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

The students will grab their lab books when they walk in. The teacher will explain that the class will be learning about tectonic plates in class. A brief introduction will be given. The teacher will explain that the layout of the continents was not always that way that it is shown on maps today. The continents drifted because of the tectonic plates that they lie on. A map will be used to show how some of the continents look like they may still be able to fit together. The students will fill out the vocabulary for this lab as the introduction takes place. The teacher will have the vocab in a PowerPoint on the board. Once the introduction is complete the teacher will explain the lab. The teacher

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

will ask a few students to repeat the directions before they begin (CFUdirections) The students will cut out the continents from their lab manual. They will arrange the continents so that the A line and the B line are connected and the continents form one land mass Once they have arranged the continents properly, the teacher will allow the students to glue the arrangement on colored paper. The students may color their continents first if they want. Closure: When each student has completed the activity, the class will go over the Discussion Questions in the lab manual. The lab will be handed in to be checked at the end of the class period. Each student is expected to hand in their own lab.

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

1. Lab activity (formative)- This is the first activity that the students will do during this unit. They will not be given a grade other than possibly for completing the lab. Feedback will be given during the activity and on the hand-in if necessary.

Technology PowerPoint-notes on the board otherwise

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

Academic Language required for the lesson Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support Staff Resources/ Materials

Students will learn about Pangaea and continental drift.

Any necessary adaptations for students will be made and noted.

Lab books, colored pencils, colored paper, PowerPoint, glue

Time Required

1 class period, 38 minutes Field Template

Lesson Objective (s): Agenda for Board: Student/Class Profile: Materials:

1. Students will be able to manipulate the continents to form Pangaea and demonstrate continental drift. 1) Lab activity ACE Days: 9 girls, 5 boys, 1 504 Plan, 1 IEP BDF Days: 4 girls, 4 boys, 1 504 Plan Lab books, colored pencils, colored paper, glue

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

Procedure:

Complete by: 10:27

The students will grab their lab books when they walk in. The teacher will explain that the class will be learning about tectonic plates in class. A brief introduction will be given. The teacher will explain that the layout of the continents was not always that way that it is shown on maps today. The continents drifted because of the tectonic plates that they lie on. A map will be used to show how some of the continents look like they may still be able to fit together. The students will fill out the vocabulary for this lab as the introduction takes place. The teacher will have the vocab in a PowerPoint on the board. Once the introduction is complete the teacher will explain the lab. The teacher will ask a few students to repeat the directions before they begin (CFUdirections) The students will cut out the continents from their lab manual. They will arrange the continents so that the A line and the B line are connected and the continents form one land mass Once they have arranged the continents properly, the teacher will allow the students to glue the arrangement on colored paper. The students may color their continents first if they want. Closure: When each student has completed the activity, the class will go over the Discussion Questions in the lab manual. The lab will be handed in to be checked at the end of the class period.

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:

Begin by: ___ :___

When each student has completed the activity, the class will go over the Discussion Questions in the lab manual. The lab will be handed in to be checked at the end of the class period.

Homework and/or Announcements

Begin by: ___ :___