Download Lesson #1 Introduction, Overview, and

Chris Antal
Western Connecticut State University
Scotts Ridge Middle School
Lesson Plan
Student Teacher Christopher Antal
Grade Level_7
Date of lesson January 21, 2010
Institution Scotts Ridge Middle School Length of lesson 45 minute lessons
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed to help students
attain. How will the learning tasks lead students to attain the identified standards?
CSCF 7.3 - C 20.
C INQ.1,3,5,6,7,8,9,10
Math Standard 4.1 – a. 2
Math Standard 4.3 – a. 3
NBTS Standards
NSTA standard A
NSTA standard B
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this
lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your
planning for this lesson?
Students have previously learned about the Rock Cycle, Magma, Lithosphere and Asthenosphere. They
also are aware that the earth’s surface is actually in a constant state of motion and has dramatically
changed over 100’s of millions of years. They are also familiar with Plate Tectonics and the 8 major
plates.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
1. Students will understand the concept of “Hotspots.”
2. Students will comprehend how plates change speed and direction with accordance to “hotspot”
locations.
3. Students will question how Pangaea once existed even though the continents are not moving
around on top of the plates.
4. Students will calculate the speed and direction the Pacific Plate has traveled over the last 80
million years.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)?
Attach a copy of any assessment
materials you will use, along with assessment criteria.
1. Students will calculate the speed and direction the Pacific plate moved over various periods of
time. They will then predict the future speed and direction with which the plate may travel.
Materials/Resources:
List the materials you will use in each learning activity including any technological resources.
SMART Board, Classroom Computer, Igneous Rock, Metamorphic Rock, Sedimentary Rock, Sponge
Rock, Lined Paper, Textbooks, http://esa21.kennesaw.edu/activities/platespeed/plate_speed.pdf ,
Chris Antal
Western Connecticut State University
http://www.gi.alaska.edu/volcanoes_alive/Lessons/VA%20Unit%206/6_4Rate_of_Plate_Movement.pdf ,
http://www.classzone.com/books/earth_science/terc/content/investigations/es0810/es0810page04.cfm ,
http://www.mbari.org/volcanism/images/HawaiiEmperor.jpg
Learning Activities:
Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time
frames for each.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they will
be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
As the students come into class, they will drop off their homework assignments up front. I will ask
the student’s if anyone has ever been to Hawaii and if so, which Islands? Hopefully a few of them
have been and they will be excited to talk about it. I will then ask those students if they noticed
anything different about the different islands. If they have been to Kaua’i they will notice it is lush
with trees. If they have ever been to the Big Island, they will notice it is not as lush and has black
sand beaches. I will show them pictures on the SMART Board.
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice,
and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the
student learning objective(s).
A. I will get the class’s attention by asking them about Hawaii. We will talk about the various
landscapes of the islands at which point I will tell them that the reason the one landscape of
Kaua’i more lush than the Big Island (Hawaii), is because it is actually much older. About 4.7
million years older.
B. At this point I will ask them what they found out with regards to land masses actually moving
on top of the plates. The class will briefly answer that the land masses/continents remain
stationary on top of the plates. From here, I will ask them, if that is the case, can anyone tell
me why these islands appear to be moving. I will then tell them, that the plate below the
islands is moving, but the Mantle Plume (“Hotspot”) that is melting through the plate is
remaining stationary.
C. I will go on to explain what a mantle plume is and how because of the intense heat and
pressure being formed under the middle of the Pacific Plate, the plume is able to force its way
through the Lithosphere and produce underwater volcanoes. I will also mention that an
underwater volcano that never reaches Sea Level is known as a Seamount. I will tell them
there is an entire chain of them extending from Hawaii, known as the Emperors Seamounts.
D. I will ask the class to look at a map on the screen of the Islands and Seamounts
(http://www.mbari.org/volcanism/images/HawaiiEmperor.jpg) and ask the students if they can
tell me anything about the direction the plates is moving and if it ever appears to have changed
direction?
E. The class will briefly discuss this and then I will have them start on their homework
assignment.
http://www.gi.alaska.edu/volcanoes_alive/Lessons/VA%20Unit%206/6_4Rate_of_Plate_Mov
ement.pdf Should they have any questions, they can ask me before class lets out. I will also
Chris Antal
Western Connecticut State University
ask them to convert the cm to inches so that they may be able to spatially make a better
connection.
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with
learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)
I will give the students an assignment to start in class on the speed and direction the Pacific Plate
is moving. Before they leave the class though, I will ask them, if the plate was moving towards
Asia, why when we watched the video on Pangaea and Continental drift, did we appear to be
getting closer to Asia? Wouldn’t the plate be pushing us further away?
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students may be
special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or
achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student teaching
placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the
needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Evidence that the student needs
How will you differentiate instruction in this lesson to support student
differentiated instruction
learning?
Oscar Robertson Currently reading at 4th grade
The lesson is designed to be demonstrational as well as highly interactive.
level. Acts out frequently.
The student will be able to keep up during the lessons. Oscar also is aware of
my extra time after school for help with homework.
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Evidence that the student needs
How will you differentiate instruction in this lesson to support student
differentiated instruction
learning?
Dwight Howard
Dwight has not received a grade
I have a slightly more challenging assignment on plate movement should
lower than a 97% all year. He
Dwight choose to select it.
always has the answers in class
discussions.
Notes from the pre-conference