Carly Lewis

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Science Lesson 2: Volcanoes/ Earthquakes
LESSON RATIONALE
This lesson is important because students need to understand that our Earth is constantly shifting and changing over
time. Through a serious of instructional practices, hands-on learning activities, and optimal educational opportunities
students will gain a deeper understanding on how volcanoes and earthquakes are formed and how they affect the Earths
changes.
(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—Students will observe factors that contribute to the Earths changes.
B. Objective(s)—
- Students will be able to determine how earthquakes and volcanoes are created.
- Students will be able to create a visual representation of plates shifting due to an earthquake.

C. Standard(s): 4.ESS.3 Describe how geological forces change the shape of the land suddenly and over time.
(CAEP K-6 3.c)
II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and procedures.
Time: 45 minutes, the times are allotted for each section of the lesson below.
Space: The students will be at their normal classroom assigned seats as well as observing the science experiment in the
front of the classroom.
Materials:
- Volcano/ earthquake worksheet
- Volcano experiment ingredients listed in link
- Paper plate
- Scissors
- desks
Expectations/ Procedures:
We switch classrooms for social studies and science. We are in Miss. Carders room right next door. I am fortunate to
have both Miss. Carder and another practicum teacher in the science classroom. Therefore, they are able to walk around
and assist students as need be. Students know they are expected to work quietly at their designated seat while they are
working with their partners and independently unless told otherwise to discuss with one another. For the students I see
working efficiently and quietly, I will award classroom dojo points. Students respond very well when they know Dojo
points are on the line. In the beginning of the lesson, students will be expected to participate in class discussion and
answer questions. The two other teachers and I will watch for students who are on task or falling behind. There are parts
during my lesson where students are encouraged to discuss with one another and other parts where they will work
independently.

III. Anticipatory Set- 4 minutes

“What is the craziest thing you have ever seen in person? What about on the TV? You are about to see something that is
absolutely crazy and you probably do not want to be near it when it happens.” Show video clip about volcanoes erupting
around the world. Crazy footage.
https://www.youtube.com/watch?v=VgB9qrxMTpU
“What did you think about the volcanoes? Would you want to go visit there?”

IV.Purpose: must be stated to the students! Why do they need to learn this?
“We are learning about why the Earth changes because we live on Earth and we need to be aware of the changes that take
place because it affects us. It is important because depending on where we live in the world, the land marks and events that
take place play a huge role in our lives.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual
differences and diverse families, culture, and communities unique to the students in this class as you describe the
specific instructional opportunities provided in this lesson. (CAEP K-6 1.b)
 Remediation: I have a student diagnosed with ADHD. Paying attention/ sitting still in class is more difficult
for him. He also has a hard time grasping the concepts unless it is explained to him in greater depth one on
one; mainly due to the fact that he does not pay attention in class. For him, I would go up and talk to him
after giving initial instruction, and explain it to him, providing him with more guidance. I will also have the
teacher or the assistant in the classroom keep an eye on him, making sure he stays on task. I will pair him
with a student that he works well with and can accomplish the assignments efficiently.
a. I will observe how well some of the struggling students are doing and make adjustments as needed. For
example, I will inform some students they can work with a partner and have ONE worksheet, instead of
two, in order to save time on writing. Also, I will take time to go up and ask them the questions on the
worksheet and have them respond verbally if they are not going to fill out the sheet. This way I know
they understand what they are learning.
b. ELL students will have the opportunity to work one-on-one with another student or teacher in order to
fully grasp the concepts. For my students specifically, they are proficient in English so they may not
need further explanation but they may need more help conceptually understanding the topics.
B. Enrichment: For my more advanced students, I will encourage them to label and describe their
drawings/ models of both the earthquake and volcano demonstrations. (CAEP K-6 1.b)

VI.Lesson Presentation 30 minutes

Inquiry Question: “Why is it important we study plate movement?”

1. Connecting the Learning: 5 minutes
“What do you remember about the other day when we learned about plate tectonics? Allow student response. Our
earth is an active planet. The surface is constantly changing and moving from the crust. Briefly talk again about
how/ why the plates move.
2. Volcanos/ Earthquakes Exploration: 25 minutes
Pass out volcano/ earthquake worksheet. “What can you tell me about volcanos or earthquakes? How do you know
this? Have you ever experienced one? Where do they mostly occur? Have a classroom discussion about these few
questions. Begin to make the connection between these events and why the earth’s plates move continuously.

Split class up into pairs and have them answer the question on their worksheet; “What do you think happens
when the plates are moving around the hot molten rock of the mantle. Have the students write down their
predictions. Then pull the whole class back together and do a volcano simulation using the ingredients listed in
the link provided.
https://www.thoughtco.com/baking-soda-volcano-science-fair-project-602202
Students will gather behind the line to watch the science experiment. The instructor will wear gloves and
eyeglass wear even when working with non-toxic substances. She will make it clear to the students the safety
rules for observing this experiment.

Now that we know what happens when the hot molten rock, record your findings on your paper. Then, make a
prediction on how earthquakes are formed.
“What do you understand about how earthquakes are caused? (By plates shifting on top of the mantle). Allow time
for response, if they are unable to form a response respond by saying, “the mantle is made up of hot connecting
rock. Let us explore this idea. Begin earthquake simulation.
- Give each student a paper plate, have them cut that plate into 4-5 different shaped pieces. Once they have
done this, ask the students to place them back in the place they are supposed to be in, like a puzzle. Then,
they are going to be instructed to shake their desk as if it were an earthquake. Ask what the students
observed. “Even though the pieces are different shapes, all the pieces of the plate shift. Some are going to
overlap, and others will fall away from others. This is how the plates of the Earth act when there is an
Earthquake.” Have students report their findings.

“Even though we live in a part of the country where earthquake activity is extremely rare and volcanoes are pretty
nonexistent, it is still important to understand the process that goes into shaping our planet. It is interesting to find
out that earthquakes and volcanic activity-something completely out of our control- can cause plate movement. Are
there any questions before we continue?”
(CAEP K-6 3.f)
 Differentiate instruction according to learner readiness, strengths, weaknesses, interests, and motivators of
individual students. Include differentiated content, processes, and products.

VII. Check for understanding: 8 minutes

How do you know students have learned? What strategies will you implement if all students have not met lesson
outcomes? Employ one or more strategies to determine student learning.

Go over any information again for students who may have fallen behind. The other students will be working on their
illustrations at the bottom of their worksheet. Ask students to share and explain their illustrations.

VIII. Review learning outcomes / Closure: 3 minutes

“So, class, why is it important for us to study why the Earths plates shift and what causes them? What are two examples that
we studied today that effect the shifting in the Earths plates? Did you enjoy today’s lesson? What was your favorite part?”
PLAN FOR ASSESSMENT
Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson.
Your plan should include formal and informal assessment strategies to evaluate and strengthen instruction that will
promote continuous intellectual, social, emotional, and physical development of each student.

Formative: walking around, questions, student response, earthquake/ volcano worksheet, observations
Summative: students written work, responses
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was having two demonstrations too much? Why or why not?
8. Did my lesson further instruction from the first lesson? If not, what could I do differently?
 Name: _____________________

What happens when the plates move around the hot molten rock of the
mantle?

Prediction:

What Really Happens?

Illustration:
How are earthquakes formed?

Prediction:

What Really Happens?

Illustration: