Teacher Candidate: Kristen Lamake Unit Title: Plate Tectonics (Earths internal processes) Subject: Earth Science Grade

Level: 9 Essential Question(s): 1. What layers make up the Earth. 2. What does the history of plate tectonics tell us about the Earth (i.e. convection currents)? 3. What does the process of the history of developing the theory of plate tectonics tell us about science and geology (the fields themselves)? Lesson Title/Number Conveyor Belts (Intro to Seafloor Spreading and Continental Drift): Lesson 5 State Standards and Performance Indicators

Hackett 2011 Date: 11/12/11

STANDARD 4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. -Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Lesson Objectives (Blooms Taxonomy)

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Students will be able to 1. Identify the layers of the Earth and identify their specific properties. 2. Retell the history of the development of the plate tectonics theory (this lesson is only an introduction to the idea; does not develop the concept any further than introduce ideas). 3. Formulate their own ideas about plate movements based on prior knowledge and, new, learned knowledge of the history of plate tectonics.

Acceptable Evidence ----------------------------------------------------------------------------------*Could be collected Evidence that students have achieved objective # 1 for 1. Students will be able to reference (using Regents Earth Science accountability/auditing Reference Tables), draw and label and the different layers of the purposes. Earth and their properties.

Hackett 2011 2. Students will be able to write a small essay (~ 2 paragraphs) about the history of developing the theory on plate tectonics. 3. In addition to the above 2 paragraph short essay, the students will write an additional paragraph about predictions about plate movements, properties and factors influencing those movements. For the bell-ringer activity, an easy peel (lose skinned) orange and a wooden ball will be passed around the classroom. Bell Ringer and Students will be asked to gently press on the surface of each object, try to Prior Knowledge press into the object and feel how it reacts to the touch (tactile, Tap kinesthetic 1); then to write down the observations about their experiences (key words) ~5 minutes. This can be together or Then the teacher will ask; Which one of these objects do you think most separate. Also may be typifies/ could be best related to our Earth? called: set induction, Each student will then share their experiences (at least one word/ anticipatory set, description per student). introduction/review _______________ After the bell-ringer the teacher will explain that although it is not a true representation of the Earth, the semi-ridged peel and soft/ squish interior mimics the properties of some of the layers of the Earth better than the Procedure wooden ball. Students will be directed to be taking notes during the lesson on all Teacher input, written and or drawn material-and on any other ideas or material or ideas development, they think might be useful. (students are encouraged to be thinking about instructional the possible regents questions and ideas during). method(s), modeling, The teacher will ask the students to get out their ESRT and on the board guided practice, the teacher will draw the layers of the Earth (visual 1). independent practice, The teacher will ask the students to get out their text books and in their and/or activities notebooks define each layer and describe what tyoes of processes occur there (~15 min). The teacher will check for understanding (CFU) (1) by asking at least three students to list some possible features of each layer to define (e.g the temperature of the lithosphere). *Accommodations After the allotted time the teacher will allow students to raise their hands for learning and provide their answers. modalities are The teacher will then introduce the theory of continental drift and how it required. evolved into the theory of sea-floor spreading and what observations scientists made to catalyze its evolution from continental drift, to sea Labelvisual, floor spreading, to the theory of plat tectonics. auditory, and Students will be given guided notes and the teacher will play a video kinesthetic about such the history of our evolution on the history of Earths Interior. After the video the teacher will CFU (2) by calling on random students to reflect on what they just saw. The teacher will next assign homework: Using the guided notes from class, class notes, and the text book, students will write a small essay (~ 3 paragraphs) about the history of developing the theory on plate tectonics (2 ph) and about predictions about plate movements, properties and factors influencing those movements based on key features of different layers of the Earth. The teacher will check for understanding (CFU) (1) using red card,

Hackett 2011 green card.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

The teacher will make continuous informal observations about the state of the classroom. Also the teacher will assign to reinforce content, promote scientific inquiry, and ownership of concepts.

Assessment Type and purpose (sometimes called evaluation)

The teacher will mostly do formative assessment in the form of informal observations, and with dialogue/discussion with the class. Another form of formative assessment of this lesson is in the form of a homework assignment. Also, if need be (the class seems like students are having trouble with the material or are misbehaving/ are distracted), the teacher can also have students hand in their video guided notes as a supplemental piece of data to the homework.

Closure

This lesson is the beginning of a new unit that follows the unit on Earths surface processes (Weathering and Erosion), and precedes a unit on atmospheric processes (Weather and Climate). Closure for this lesson will be recapping where the class has been and illuminating on where the class will go with future topics and ideas (the idea of the interconnectedness of Earth processes is revisited). Homework to set up for the successive lesson and lab and plate tectonics (plat movements) will have students identifying key features about different plates (e.g. different densities between continental and oceanic lithosphere that make them unique and change they way the interact).

Accommodations and/or Interactions with Support Staff

Hackett 2011 The teacher will try to accommodate for different leaning styles by incorporating (all) visual, kinesthetic and auditory instruction styles/ activities into the lesson when possible.

Resources/Materials

1. NYS ESRTs 2. Projector and laptop to display video: 3. Tarbuck, E. J., Lutgens, F. K., & Tasa, D. (2005). Earth Science (11thed.). Upper saddle River, NJ: Pearson, Prentice Hall. 4. Course Textbook 5. Guided Notes 6. Video: (e.g. Plate Tectonics: The Puzzles of the Continents) ~ 1 day (~ 60 minute class period)

Time Required