Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __2/10/14____

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

Unit/Lesson Title/Number: Dynamic Crust Plate Boundaries Lesson #7 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.

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 identify the different types of plate boundaries and give examples of each.

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

1. Dynamic Crust Packet

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

There will be a bell ringer on the board as the students walk in. The students should grab their notebooks and answer the bell ringer as the teacher hands back any materials that need handed back. The teacher will ask students to answer the bell ringer. The class will discuss. The teacher will begin the notes on plate boundaries. The students should be taking notes in their Dynamic Crust packet as this happens. The teacher will ask for student input as the lesson continues. They have seen parts of the lesson before and should be able to participate in the lesson.

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 use clay to model the different types of plate boundaries. This will serve as a visual for the students. The teacher will also verbally explain the demonstration for the benefit of students with non-verbal learning disabilities. The teacher will review the information that the class has learned for the day. If there is time remaining when the notes have been completed, the teacher will have the students working on the article reading and questions. This activity is due on Tuesday.

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

The teacher will be assessing the students through observation for this lesson.

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

iPad with audio recording

Academic Language required for the lesson

Convergent, divergent, and transform plate boundaries

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

Notebooks, Dynamic Crust packets

1 class period, 38 minutes

Field Template
Lesson Objective (s): Agenda for Board: 1. Students will be able to identify the different types of plate boundaries and give examples of each. 1) Bell Ringer 2) Notes 3) Review 4) Article 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

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 Include key transitions Include grouping if any Key academic language Closure:

Complete by:

_11_:_00__

There will be a bell ringer on the board as the students walk in. The students should grab their notebooks and answer the bell ringer as the teacher hands back any materials that need handed back. The teacher will ask students to answer the bell ringer. The class will discuss. The teacher will begin the notes on plate boundaries. The students should be taking notes in their Dynamic Crust packet as this happens. The teacher will ask for student input as the lesson continues. They have seen parts of the lesson before and should be able to participate in the lesson. The teacher will use clay to model the different types of plate boundaries. This will serve as a visual for the students. The teacher will also verbally explain the demonstration for the benefit of students with non-verbal learning disabilities. The teacher will review the information that the class has learned for the day. If there is time remaining when the notes have been completed, the teacher will have the students working on the article reading and questions. This activity is due on Tuesday.

Begin by: _11_ :_00__