The Ohio State University School of Teaching and Learning Middle Childhood Education Intern: Jennifer Howes Mentor: Date: 3/14/11 Period: 1,6,7 Grade: 7 Subject: Science Topic: Plate Tectonics LESSON PLAN Previous Connection: Prerequisite Skills: Lesson Justification: Lesson Summary Students have been learning about plate boundaries for the past few days Understanding of how plates move GLI State of Objectives/Grade Level Indicators (GLI s) Objectives (first word should be a Bloom s verb) Indicators Compare and contrast the different types of plate 9. Describe the interior structure of Earth and boundaries Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle. Simulate Plate Boundaries with playdoh 10. Explain that most major geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion. Create diagrams to explain the different types of plate boundaries 15. Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes and ocean trenches). Teacher Input: Pre-Assessment Activity: Introduction/Anticipatory Set (includes Teacher Input/Warm-up when necessary) Prepare the lesson and have playdoh ready Students will have a Bell Ringer reviewing the lab from Friday Guided Practice Length of Time Lesson Sequence and Description 5 min Bell Ringer 10 min Review of Plate Boundaries 5 min Explanation of Activity 20 min Students complete activity: Students will model the three types of boundaries
with their playdoh and will then have to draw a diagram of the boundaries to explain how they work. 5 min Students discussion of plate boundaries and how they are alike and different 10 min Explanation of Layered Curriculum Project-Due April 1st Student Need Learning Disability Behavior/Attention Gifted Special Ed Academic Achievement: Cultural Competence: Socio-Political Awareness: Post-Assessment: Summarize Concepts: Exit Activity: Questions for Teacher Reflection: Differentiation Modification The students will be physically working with the material to learn plate boundaries. The kinesthetics of the activity will keep the student s attention Will have to explain how the boundaries work The student will be working with the playdoh to understand the concepts Culturally Relevant Pedagogy (CRP) Students will have to apply the physical movement of the playdoh to the explanation and diagram of plate boundaries Everyone loves playdoh. And the students will enjoy making the boundaries work in their own level Closure Student explanations Students will explain and compare and contrast the plate boundaries and how they represented it with their playdoh and diagrams Turn in their diagrams Did the activity help the students to better understand the concept? Were they able to explain the concept? How could I better the lesson? What do I need to review tomorrow? What are they not understanding?
The Ohio State University School of Teaching and Learning Middle Childhood Education Intern: Jennifer Howes Mentor: Date: 3/15/11 Period: 1,6,7 Grade: 7 Subject: Science Topic: Plate Tectonics LESSON PLAN Previous Connection: Prerequisite Skills: Lesson Justification: Lesson Summary Students have learned about how the earth s interior moves Understanding of the earth s movesments GLI State of Objectives/Grade Level Indicators (GLI s) Objectives (first word should be a Bloom s verb) Indicators Analyze the forces in the earth s crust 9. Describe the interior structure of Earth and Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle. Model the stress in the earth with playdoh 10. Explain that most major geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion. Create a foldable about the types of stress that 14. Explain that folding, faulting and uplifting can occurs in the earth rearrange the rock layers so the youngest is not always found on top. Teacher Input: Pre-Assessment Activity: Introduction/Anticipatory Set (includes Teacher Input/Warm-up when necessary) Prepare the notes and gather materials Students will have to explain why the earth s crust doesn t continue to grow if the mid-ocean ridges keep creating crust Guided Practice Length of Time Lesson Sequence and Description 5 min Bell Ringer 5 min Review of plate boundaries 30 min Introduction of forces in the earth s crust and stress in the earth with foldable notes. 10 min Students will use playdoh to model the types of stress 3 min Answer any questions about class or about the layered curriculum assignment
Student Need Learning Disability Behavior/Attention Gifted Special Ed Academic Achievement: Cultural Competence: Socio-Political Awareness: Post-Assessment: Summarize Concepts: Exit Activity: Questions for Teacher Reflection: Differentiation Modification The students will be physically working with the material to learn about the stress in the earth The kinesthetics of the activity will keep the student s attention Will have to explain how the boundaries work The student will be working with the playdoh to understand the concepts Culturally Relevant Pedagogy (CRP) Students will have to apply the physical movement of the playdoh to the explanation and diagram of plate boundaries Everyone loves playdoh. And the students will enjoy making the boundaries work in their own level Closure Students will model their learning Students will demonstrate their learning by modeling the stress in the earth with playdoh Student modeling Was the lesson engaging? Did the students understand the material? How can I improve the lesson? What do I need to explain again?
The Ohio State University School of Teaching and Learning Middle Childhood Education Intern: Jennifer Howes Mentor: Date: 3/16/11 Period: 1,6,7 Grade: 7 Subject: Science Topic: Plate Tectonics, Rocks, and Rock Cycle LESSON PLAN Previous Connection: Prerequisite Skills: Lesson Justification: Lesson Summary Students will have previously learned all the material Understanding of all the material presented GLI State of Objectives/Grade Level Indicators (GLI s) Objectives (first word should be a Bloom s verb) Indicators Create foldables, diagrams, comic strips, or charts 9. Describe the interior structure of Earth and explaining concepts Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in Construct models or games demonstrating the concept Compare and contrast different aspects of earth science Create a webquest or scavenger hunt about certain topics Research different scientists and different concepts Create presentation about concept Choose which assignments they want to complete the mantle. 10. Explain that most major geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion. 11. Use models to analyze the size and shape of Earth, its surface and its interior (e.g., globes, topographic maps, satellite images). 12. Explain that some processes involved in the rock cycle are directly related to thermal energy and forces in the mantle that drive plate motions. 13. Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment). 14. Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top. 15. Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes and ocean trenches). 1. Describe the rock cycle and explain that there
are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways. 2. Explain that rocks are made of one or more minerals. Teacher Input: Pre-Assessment Activity: Introduction/Anticipatory Set (includes Teacher Input/Warm-up when necessary) Create the layered curriculum and answer any student questions or explain the instructions. Will have most of the materials that could be used for the assignment available. Review instructions and answer questions about the assignment Guided Practice Length of Time Lesson Sequence and Description 5 min Review instructions and answer questions about the assignment 43 min Students have time to work on the layered curriculum assignment 5 min Answer any remaining questions about assignment or provide clarification of project and expectations Student Need Learning Disability Behavior/Attention Gifted Special Ed Academic Achievement: Cultural Competence: Socio-Political Awareness: Post-Assessment: Summarize Concepts: Exit Activity: Questions for Teacher Reflection: Differentiation Modification Able to work on the project they are interested in Culturally Relevant Pedagogy (CRP) Students are challenged to complete different assignments within the project that will challenge them to analyze, synthesize, evaluate the material Students are able to choose the assignment that they are most relevant to them and what they are interested in Closure What needs to be clarified or adjusted? Do all of the assignments make sense?
The Ohio State University School of Teaching and Learning Middle Childhood Education Intern: Jennifer Howes Mentor: Date: 3/17/11 Period: 1,6,7 Grade: 7 Subject: Science Topic: Plate Tectonics LESSON PLAN Previous Connection: Prerequisite Skills: Lesson Justification: Lesson Summary Students will have previously learned about the stress in the earth that causes these types of plate motion Knowledge of plate movement GLI State of Objectives/Grade Level Indicators (GLI s) Objectives (first word should be a Bloom s verb) Indicators Analyze the different types of faults and earth s 14. Explain that folding, faulting and uplifting can changing surface rearrange the rock layers so the youngest is not Model the folding, faulting, and uplift of the crust with playdoh Create a foldable about the types of faults as well as folding and uplift always found on top. 13. Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment). Teacher Input: Pre-Assessment Activity: Introduction/Anticipatory Set (includes Teacher Input/Warm-up when necessary) Teacher will prepare the notes and have playdoh ready Students will explain the types of stress in the earth s crust Guided Practice Length of Time Lesson Sequence and Description 5 min Bell Ringer 5 min Review of stress in the earth 30 min Introduction of folding faulting and uplift. Students will create a tri-fold about the three types of faults 10 min Students will use playdoh to model how the faults move 3 min Answer any questions about class or about the layered curriculum assignment
Student Need Learning Disability Behavior/Attention Gifted Special Ed Academic Achievement: Cultural Competence: Socio-Political Awareness: Post-Assessment: Summarize Concepts: Exit Activity: Questions for Teacher Reflection: Differentiation Modification The students will be physically working with the material to learn about the types of faults The kinesthetics of the activity will keep the student s attention Will have to explain how the faults move The student will be working with the playdoh to understand the concepts Culturally Relevant Pedagogy (CRP) Students will have to understand how each of the types of faults move and what part moves where Everyone loves playdoh. And the students will enjoy making the faults work with the playdoh Closure Students will model their learning Students will demonstrate their learning by modeling the faults in the earth and how they move Student modeling Was the lesson engaging? Did the students understand the material? How can I improve the lesson? What do I need to explain again?
The Ohio State University School of Teaching and Learning Middle Childhood Education Intern: Jennifer Howes Mentor: Date: 3/18/11 Period: 1,6,7 Grade: 7 Subject: Science Topic: Plate Tectonics, Rocks, Rock Cycle LESSON PLAN Previous Connection: Prerequisite Skills: Lesson Justification: Lesson Summary Students will have previously learned all the material Understanding of all the material presented GLI State of Objectives/Grade Level Indicators (GLI s) Objectives (first word should be a Bloom s verb) Indicators Create foldables, diagrams, comic strips, or charts 9. Describe the interior structure of Earth and explaining concepts Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in Construct models or games demonstrating the concept Compare and contrast different aspects of earth science Create a webquest or scavenger hunt about certain topics Research different scientists and different concepts Create presentation about concept Choose which assignments they want to complete the mantle. 10. Explain that most major geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion. 11. Use models to analyze the size and shape of Earth, its surface and its interior (e.g., globes, topographic maps, satellite images). 12. Explain that some processes involved in the rock cycle are directly related to thermal energy and forces in the mantle that drive plate motions. 13. Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment). 14. Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top. 15. Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes and ocean trenches).
1. Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways. 2. Explain that rocks are made of one or more minerals. Teacher Input: Pre-Assessment Activity: Introduction/Anticipatory Set (includes Teacher Input/Warm-up when necessary) Create the layered curriculum and answer any student questions or explain the instructions. Will have most of the materials that are necessary for the assignment available. Review instructions and answer questions about the assignment Guided Practice Length of Time Lesson Sequence and Description 5 min Review instructions and answer questions about the assignment 43 min Students have time to work on the layered curriculum assignment 5 min Answer any remaining questions about assignment or provide clarification of project and expectations Student Need Learning Disability Behavior/Attention Gifted Special Ed Academic Achievement: Cultural Competence: Socio-Political Awareness: Post-Assessment: Summarize Concepts: Exit Activity: Questions for Teacher Reflection: Modification Differentiation Able to work on the project they are interested in Culturally Relevant Pedagogy (CRP) Students are challenged to complete different assignments within the project that will challenge them to analyze, synthesize, evaluate the material Students are able to choose the assignment that they are most relevant to them and what they are interested in Closure What needs to be clarified or adjusted? Do all of the assignments make sense?