ASSURE Model Instructional Plan
Title of Lesson or Unit: Geologic Time
Teacher Name: L. Montgomery
Grade: 8
Subject: Science
Duration: 80 minutes
Analyze Learners
1.
2.
3.
4.
__ students
__ males / __ females
Ages __
Mental, Social, Physical, Social Notes such as:
o ___ children have ADHD
o Visual, Kinesthetic, and Verbal learners in the classroom
o ___ children speak English as their second language
o ___ child is living in a foster home.
5. Children proficient in reading skills. Strengthening their reading comprehension
capabilities, as well as their ability to relate lesson to his/her personal life.
6. Learning Styles
(Estimate % of Students)
o Visual __ %
o Auditory (Aural) __ %
o Kinesthetic (Hands On) __ %
State Objectives
Competency Goal 5 - The learner will conduct investigations and utilize
appropriate technologies and information systems to build an understanding of
evidence of evolution in organisms and landforms.
Objective – 5.01 - Interpret ways in which rocks, fossils, and ice cores record
Earth's geologic history and the evolution of life including:
 Geologic Time Scale
 Index Fossils
 Law of Superposition
 Unconformity
 Evidence of Climate Change
 Extinction of Species
 Catastrophic Events
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Last Revised: December 11, 2005
Select Media, Materials, and Methods
All media and materials needed for the lesson are listed, and are lesson appropriate.
 Smart Board or overhead-projector for class discussion and brainstorming
 Computer Lab with SAS Curriculum Pathways Software
 Geologic Time, InterActivity 951
 Software contains online journal for students
Utilize Media, Materials, and Methods
Smart board/Over-head projector – This will be used as an overview to introduce
students to the topic of the Geologic Time Scale. This will also serve as a student
introduction to the SAS Curriculum Pathways Software.
Computers – Students will work individually, and will complete the assignment embedded
within the lesson.
Completed Assignment – Students will submit completed work via electronically to the
instructor.
Require Learner Participation
Introduction:
Introduce students to the topic of the Geologic Time Scale. Students will investigate relative
and absolute dating methods, including the following:
 Determining the relative ages of exposed layers and features of a canyon wall
 Analyzing tree-ring patterns to determine the absolute ages of trees and to recognize
events in a tree’s history
 Analyzing isotope data to determine the absolute ages of exposed layers and
features of a canyon wall
Activity:
Begin by introducing students (or give a recap) of the SAS Curriculum Pathways Software
in the classroom. Students will then move to the media center computer lab to work
individually.
 Online Simulation
This activity will strengthen students’ understanding of the key words: relative dating and
absolute dating, as it relates to the Geologic Time Scale. Students will complete the journal
by interacting with the online simulation.
 Analysis
After completing the online simulation, students will complete the prepare analysis. This will
assure student understanding of key concepts.
Wrap-up
Students will e-mail their completed work to the instructor.
 5 minute review
Reinforce what the students should have learned from the lesson.
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Last Revised: December 11, 2005
Evaluate & Revise
Student Performance
Students will be evaluated on how well they worked independently in the Geologic Time
Scale lesson from SAS Curriculum Pathway. The teacher will move around the room and
observe how students work on their assignment.
Journals and analyses will be graded on completion, grammar/spelling, and content.
Media Effectiveness
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Was the SmartBoard useful in promoting class discussion? Did it prove useful for
visual learners? Did it aid in student understanding of the SAS Curriculum Pathway
Software?
Did the online simulation activity work well amongst the class? Was it easy to use?
Was it helpful for kinesthetic learners?
Was the journal / analysis worksheet helpful in focusing student responses’?
Instructor Performance
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Did the lesson run smoothly? Was it well-planned?
Did the class respond well to the lesson?
Were the learning objectives achieved?
Could the lesson be improved in the future?
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Last Revised: December 11, 2005