Lesson Plan
Template
1. Lesson Plan Information
Subject/Course: Geography of Canada
Grade Level: Grade 9 Applied
Topic: The Structure of the Earth
Name: adapted from Olive Ridler
Date: September 21, 2010 Time: 8:30-9:45
Length of Period: 75 min Period 1
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
 SSV.04B – Analyse factors that affect natural systems in Canada
 SS2.01P – Analyse the natural factors that create regions
 M12.01P – Demonstrate a knowledge of geographic terms (mantle, crust, inner core, outer core)
Learning Skills (Where applicable):
 Collaboration: respectfully listening to group members
It’s crucial to list a learning skill and/or work habit, and then discuss and model this in the application
3. Content
What do I want the learners to know and/or be able to do?
 Define: Inner Core: depth 5200 to 5515km deep, 1230km thick, form of solid, temperature 4000 to 6650 C special
features of extreme heat caused by radioactive decay
 Define: Outer Core: depth 3265km, 2250km thick, form of liquid, temperature cooler than inner core, special features
it is 90% of the Earth’s magnetic field
 Define: Mantle: 1400km deep, 2900km thick, form of solid, special features it is less than 0% by volume of the
lithosphere
 Define: Crust depth of 0 km, 115km thick, form of solid, temperature is cooler than inner core, special features it is
less than 0.1% by volume of the lithosphere
Today learners will:
 Define the various parts of the Earth such as Inner Core, Outer Core, Mantle, and Crust including features such as
depth, thickness, form, temperature, and any other special features
 Describe plate tectonics and historical beliefs of plate tectonic science including the development and progression of
plate tectonic science
 Demonstrate and understanding of Pangaea and justify with evidence the shape of continents
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
 Circulate and give advice/redirect as needed to resources/answers in handout and textbook
 Record good working skills in anecdotal notes
 Note students who have trouble with the work in order to provide extra assistance in future
 Give participation notes to student volunteers to motivate them

Collaboration (respectfully listening to group members): noted with Anecdotal records
All handouts should be attached, as well as any anecdotal notes, rating scales, rubrics, marking schemes, etc. We can all use
anecdotal notes for this lesson plan…available on my website under Additional Resources
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5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
 Have already learned about mantle, core & crust ( Gr. 7 Science)
 Yesterday introduced earth structure & plate tectonics
 Rules for working in groups reviewed Monday
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all students? (Must
include where applicable accommodations and/or modifications for learners identified as exceptional.)
 Z,J,L, M need to be kept on task: use anecdotal notes for positive reinforcement; individual student conferences and
phone calls home after school: I’ll separate these students if required.
*Always identify students who require additional support (modifications and/or accommodations). Always describe specific
strategies for support (modifications and/or accommodations)
B. Learning Environment
 Students in rows during lesson
 Students in groups of three for Pangaea puzzle
C. Resources/Materials
 Knife
 Note handouts
 Article handouts
 Q/A overhead
 Fill in Blanks overhead
 Pangaea Puzzle
 Paper for puzzles
 Glue sticks
 Notes overhead
 Overhead markers
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of students’ prior knowledge, activities,
procedures, compelling problem)
Apple Demonstration try to develop an interesting ‘hook’ here to motivate students
(5 min)
 Talk about the structure of the earth and about plate tectonics.
 Slice apples into halves
 Examine the different layers of the apple
 Small core is the centre
 Thick layer is the middle
 A thin skin is all around the outside
 Scientists believe that the earth is structured the same way
 Today’s lesson about the structure of the earth and about plate tectonics
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction).
(10-15mins)
 Take out diagrams from yesterday and look at them.
 Chris - Point to the inner core,
 Alexis - to the outer core,
 Darryl - to the mantle,
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
Aja - to the crust
Include transitions such as this one:
 There is specific information that you need to know about each structure of the earth
 Students add definitions (inner core, outer core, mantle, crust) identified on overhead into their notes
*Key educative questions should always be listed in this section e.g. what do you think the thickness of the inner core is? What
would the temperature be inside the earth? etc.
*List key educative questions e.g. What cities might we find at 3265 km from North Bay?

Some parts of the earth can be divided into upper and lower mantle but you can also look at the area as a whole
*Key educative questions should be listed e.g. Why is the mantle solid, do you think?
*Key, educative questions and analogy: Where is the crust on a loaf of bread? So you see why this part is called the crust on the
earth? (indicate on diagram) What qualities do they share?
*Transitions such as this one are mandatory:
 Point out continents on map.
 Scientists and geographers think that the earth was once made up of one big super continent called Pangaea that was
composed of today’s continents.
 How do you think the continents would fit together?
 What would Pangaea look like?
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences
together for/with the students? How will I check for understanding?
(5min)
Jot notes on board:
 What are the 4 layers of the earth?
 Explain what would happen to you if you went to the centre of the earth?
 Name one type of earth movement & explain how it works?
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and
gradual release of responsibility.)
*explain how the students will apply and practice the new learning either independently or in groups
(40 minutes total)
Part I: Pangaea Puzzle Activity (20 min.) It’s crucial to list a learning skill and/or work habit, and then discuss and
model this in the application
1. Review cooperative learning and social skill focus for today – “respectfully listening to group members” through skit
2. Assign groups of 3 students using cards
3. Students will glue their completed puzzle to the paper provided
4. Put on names & hand it in
Part II (15-20 min.):
 The theory is speculation and helps provide answers about why the continents are shaped the way they are
 Focus on how & why the earth’s crust moves.
 In groups read the article and complete the handout, questions #1-4, to understand scientific information about how
the earth’s crust moves.
CONCLUSION: How will I conclude the lesson?
(1-3 min)
 Take up answers to the handout tomorrow morning
 Students to have your answers ready at the beginning of class on to ensure work in completed
 Have answers on overheads for answers tomorrow and will use some thought webs
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7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
*assess the quality of the student teacher’s delivery of the lesson (communication, planning, implementation, organization,
motivation, teaching/learning strategies, differentiation, questions, etc.)
*assess the quality of classroom management
*list next steps for professional growth considering your delivery of the lesson (communication, planning, implementation,
organization, motivation, teaching/learning strategies, differentiation, questions, etc.)
*consider pro-active classroom management strategies
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Schulich School of Education – Practice Teaching Handbook 2010-2011