Download Meeting the Needs of All Students

Chapter 2 Plate Tectonics
Meeting the Needs of All Students
Differentiated Instruction: Augmentation and Accommodations
Learning Issue
Reference
Augmentation and Accommodations
Motor skills
Investigate
Part A
Accommodations
• You may wish to give students who have difficulties with fine-motor skills a
pre-made map and work with them individually on Steps 2 and 3.
• You might want to provide students who have difficulties with fine-motor
skills with a partner to help them plot the points in Tables 1 and 2. The student
with motor skill difficulties can read the information and the partner can plot
the information.
Technical assistance
Learning Through
Technology
Accommodations
• To help students who are not strong visual learners, you may wish to complete
Learning Through Technology as a class, displaying the map on a large screen
for all to view and comment on.
• Although students who have difficulty focusing their attention may prefer to
do Investigate, Part A, using the interactive map, encourage them to complete
Steps 1, 2, and 3 before they move on to Learning Through Technology.
Reading Strategy
Review graphics
Investigate
Part B
Augmentation
• Ask students as a class to review the legend in This Dynamic Planet. Ask
questions such as, “If a volcanic eruption occurred on the Big Island of Hawaii,
how would we add it to the map?” and “If an earthquake occurred off the
coast of Seattle, how would we add it to the map?”
Accommodations
• For learners who struggle with graphics, a group discussion of Step 1.a) may
be in order. Make sure students understand the meaning of symbols in the
legend before they try to interpret the map.
Reading Strategy
Monitor
comprehension:
Developing
concept maps
Digging Deeper
Earth’s Interior
Structure
Augmentation
• As students read, ask them to make a simple concept map of the layers within
Earth, with key phrases to identify the characteristics of each part. They may
wish to create a concept map as a series of concentric circles or in a more
rectangular format, such as a table.
Reading Strategy
Monitor
comprehension:
Contrasting
concept maps
Digging Deeper
The Pattern of
Volcanoes and
Earthquakes
Augmentation
• As students read, ask them to record in a three-column table the key
differences among convergent plate boundaries, divergent plate boundaries,
and transform boundaries.
Speaking skills
Digging Deeper
Earth’s Volcanoes
and Their
Locations
Augmentation
• Pair students and ask them to describe in words to one another how volcanoes
form. Then ask one pair to share their resulting combined description with
the class, and ask the class how they would change the description of how
volcanoes form. You will want to reinforce correct concepts at this time, and
correct any misconceptions.
EarthComm
Section 1 Overview
Strategies for Students With Limited English-Language Proficiency
Learning Issue
Reference
Augmentation
Think About It
Make sure that ELL students understand the distinctions between earthquakes and
volcanoes. ELL students may understand that both are types of natural disasters,
but may not be aware of their differences. You may wish to point out that volcanic
eruptions are often accompanied by earthquakes, but earthquakes are not necessarily
associated with volcanic eruptions.
Understanding Data
Investigate
Part A, Step 2
ELL students may enjoy working with other students to answer the parts to Step 2.
This is an important step in terms of noticing patterns and making observations.
Working with a partner or a small group will help.
Making predictions
Investigate
Part B, Step 3
ELL students should make sure to complete this important step, in which they use
their knowledge of earthquakes and volcanoes, their observations about patterns,
and their skills at making predictions to forecast the probable locations of future
volcanic and earthquake activity. Have students share their predictions in a small
group to make sure that they are able to make valid predictions and support them
with evidence.
Vocabulary
comprehension
Digging Deeper
Earth’s Interior
Structure
This section has a number of vocabulary terms that sound similar or that use the same
word within a phrase (lithosphere and asthenosphere, oceanic crust and continental
crust). Write these terms on the board and leave space for ELL students to write
definitions.
Identifying
relationships
Digging Deeper
The Pattern of
Volcanoes and
Earthquakes
ELL students who struggle with reading comprehension may not be able to draw the
relationship between plate tectonics and the pattern of volcanoes and earthquakes.
Make this relationship explicit to them in a group discussion. Tell ELL students that
Earth’s crust is broken into large slabs, and that earthquakes and volcanoes are more
likely at the edges of the slabs as they push together, pull apart, or grind past one
another.
Understanding
graphics
Digging Deeper
Earth’s Volcanoes
and Their
Locations
After reading the chunk of text under “Earth’s Volcanoes and Their Locations,” ask
ELL students to interpret Figures 4 and 5 to a partner. Each partner should choose
one figure, and describe to the other partner what is occurring in the image, using
vocabulary in the section. This exercise gives ELL students an opportunity to engage
their new vocabulary words with a graphic image.
Vocabulary
comprehension
Digging Deeper
Earthquake
Patterns and Plate
Tectonics
ELL students may need to clarify the meaning of “extensive” in the second sentence.
Tell students that this word means “occurring over a large area.” Ask them to
suggest synonyms for extensive (e.g., large, great, enormous) to make sure they have
understood the meaning of the word. Then ask them to reword the sentence using
a synonym.
Vocabulary
comprehension
Digging Deeper
Earthquake
Patterns and Plate
Tectonics
To clarify for ELL students the difference between the focus and the epicenter of
an earthquake, review Figure 9 as a group, observing the locations of the focus and
the epicenter. Tell students that they normally hear news reports on the location
of the epicenter because this is the geographic location on Earth’s surface where
the earthquake is strongest. The focus may be deep within the crust. Then ask ELL
students to write one sentence that uses both terms and demonstrates their meaning.
EarthComm
CHAPTER 2
Vocabulary
comprehension