Daniel Ramalho
Edc 448, Dr Kern
Lesson Plan Template
Grade/Conte
nt Area
Lesson Title
State
Standards:
GLEs/GSEs
National
Content
Standards:
Context of
the Lesson
9th Grade / Earth Science
Plate Tectonics
R-10-13 Uses comprehension strategies (flexibly and as needed)
before, during, and after reading literary and informational text.
(Local)
ESS (9-10) 1 The Earth and earth materials as we know them
today have developed over long periods of time, through continual
change processes
This is a standard 25 student, 9th grade class near the end of in
their unit on volcanoes. The students have learned in the previous
days about all types of volcanoes, the history behind them, and the
power they have, but not what causes them. The student was
assigned to read the 6-7 pages on plate tectonics in their textbook
Earth Science, and they were also assigned to write 6 questions
about the reading such as words they didn’t comprehend and on
the plate tectonics themselves, whatever left them confused.
Opportunities Materials:
Teacher- Projector, laptop, speakers, white board, markers, 2
to Learn
Definition:
Materials,
Learners and
Environments
different colors of clay.
Student- Individual textbooks, notebooks.
Citations:
Text: Feather, Ralph M., Susan Leach. Snyder, and Dinah Zike.
Earth Science. New York: Glencoe/McGraw-Hill, 2008. Print.
Intro video: "Understanding Volcanoes: Plate Tectonics: Video :
Discovery Channel Channel." Discovery Channel : Science,
History, Space, Tech, Sharks, News. 06 Apr. 2006. Web. 2010.
<http://dsc.discovery.com/videos/understanding-volcanoes-platetectonics.html>.
Diverse learners in the classroom:
The students with lower reading levels will be able to work
in groups of 3 or 4 for the majority of the class, they will go over
the questions they have from the homework reading and work
together on trying to answer those questions.
Students with learning disabilities will have multiple forms
of learning about plate tectonics, visual watching the video,
kinesthetic with the clay exercise, and auditory from talking to
Daniel Ramalho
Edc 448, Dr Kern
peers and me about the confusing parts.
Objectives
Instructional
Procedures
1) The student will distinguish between the differences of
each type of plate tectonic as well as the effects of each
type of boundary by filling out a sheet that will ask them to
draw what the boundaries look like with 3-4 factual
sentences of each.
2) The student will reenact a real plate shift in front of the
class in groups using clay and tell what is happening in
their demonstration.
Opening: The last few days we have been doing work learning of
volcanoes today we will learn what causes them. “Does any one
have any questions?”(pause for hands) student “What does
subduction mean? And, “can you explain how a transform fault
works? I will write some of the questions on the board.
I have a 3-minute video that will explain and give a
good picture of the reading you did last night on plate tectonics.
If one of your questions of the reading is answered from the
video I suggest to jot it down.
Engagement: I play the video and I ask “What did the video help
teach you about and what questions were answered. In your
groups of 4 discuss the questions you got from the reading, try and
help each other answer them”. for the next 5-8 minutes they will
go over the text and questions as I go around seeing if students
appeared to understand.
So now lets answer the questions on the board. I will call on
the students that asked those questions to come up and answer the
questions they asked.
I will give each group clay to act out how each boundary
works. “Now class I need 3 volunteer groups to come up and
demonstrate with this clay how each fault works.” Each group
member should mention a fact each, while one member uses the
clay to show how the fault works.
Closure: Now for the last minutes of class you can begin working
on the worksheet I’m handing out, but first an extra credit
question, take out a piece of paper and put your name and tell me
what type of boundary is the San Andres fault thats near
California students with the right answer will receive 2 points on
the next test.
Daniel Ramalho
Edc 448, Dr Kern
Assessment
Students will fill out the Plate tectonics worksheet. Where they are
give a box to draw what the plate tectonics look like, how they act,
and 3 sentences about each. If the pictures and sentences are
correct I will know they have a good grip on the materials.