Ashley Ostendorf Mr.

Heishman, Cub Run Elementary Week of September 1 th

LESSON PLAN OUTLINE

!M" Elementary Edu#ation $ro%ram A. &'&(E)&*$E O+ (ESSO, $ushin- $lates. An a#ti/ity on $late &e#toni#s 0. CO,&E1& O+ (ESSO, A,2 ",WRA$$',3 O+ &HE S&A,2AR2 &his is appropriate be#ause the fifth %raders ' 4ill be tea#hin% 4ill already ha/e been introdu#ed to this topi#. ' dis#ussed this lesson plan 4ith my #ooperatin% tea#her 4ho then su%%ested this topi# sin#e the students 4ill already be %oin% o/er it. &his fits in 4ith 4hat ' kno4 about #hild de/elopment be#ause most of the students are in $ia%et-s #on#rete operational sta%e of de/elopment. &his means that they #an demonstrate lo%i#al and #on#rete reasonin%. &hey also understand that their o4n thou%hts are uni5ue. &his a#ti/ity allo4s ea#h student-s to apply their uni5ue thou%hts to plate te#toni#s and #ooperati/ely 4ork to%ether to re/ie4 key terms and #on#epts. &his a#ti/ity also supports their need for hands6on learnin%. C. ",WRA$$',3 &HE 7'R3','A S&A,2AR2S O+ (EAR,',3 and the ,E1& 3E,ERA&'O, SC'E,CE S&A,2AR2S 8,A&'O,A( S&A,2AR2S9 SO(: ;.< &he student 4ill in/esti%ate and understand ho4 Earth-s surfa#e is #onstantly #han%in%. =ey #on#epts in#lude: #9 Earth history and fossil e/iden#e> d9 the basi# stru#ture of Earth-s interior> e9 #han%es in Earth-s #rust due to plate te#toni#s> Con#epts: Earth- surfa#e Ro#ks Heat $ressure Earth Sedimentary '%neous Metamorphi# +ossils Con#entri# (ayers Crust Mantle Outer Core 'nner Core Ro#ky Material 'ron Skills: Create Make 2ra4 2esi%n 'nfer Apply ,i#kel &emperature 2epth &hermal Ener%y Continent Si?e blo#ks 8$lates9 Earth5uakes 7ol#anoes 0oundaries +aults Convergent Boundaries Divergent boundaries Transform boundaries &ren#hes Mid6o#ean rid%es Mountain Rid%es

(abel Compare)Contrast 2ifferentiate 'dentify E@plain

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th &opi#s or Conte@t: 1. S#ien#e Standards of (earnin% Curri#ulum +rame4ork A. Cooperatin% &ea#her B. http:))s#ien#eforkids.kidipede.#om)%eolo%y)platete#toni#s) for ba#k%round information C. Hands6on a#ti/ities to re/ie4 layers of the earth, layers of ro#ks, and types of plates 8%roup #hart 4ith e@amples of di/er%ent, #on/er%ent, and transform boundaries6 Collaborati/e 4ork to #omplete the #hart9. ;. Hands6on a#ti/ity about the mo/ement of plates usin% %raham #ra#kers, 4a@ paper, and i#in%. 0i% 'deas: 1. Ro#ks ha/e properties that #an be obser/ed, tested, and des#ribed. Composition, %rain si?e and te@tural features, #olor, and the presen#e of fossils help 4ith identifi#ation. Classifi#ation keys 8;.19 #an aid this pro#ess. A. Ro#ks mo/e and #han%e o/er time due to heat and pressure 4ithin Earth and due to 4eatherin%, erosion, and deposition at the surfa#e. &hese and other pro#esses #onstantly #han%e ro#k from one type to another. B. 2ependin% on ho4 ro#ks are formed, they are #lassified as sedimentary 8layers of sediment #emented to%ether9, i%neous 8melted and #ooled, e.%., la/a and ma%ma9, and metamorphi# 8#han%ed by heat and pressure9. C. S#ientifi# e/iden#e indi#ates Earth is an#ient D appro@imately C.E billion years old. &he a%e of many ro#ks #an be determined /ery reliably. +ossils pro/ide information about life and #onditions of the past. ;. S#ientifi# e/iden#e indi#ates that Earth is #omposed of four #on#entri# layers D #rust, mantle, outer #ore, and inner #ore D ea#h 4ith its o4n distin#t #hara#teristi#s. &he outer t4o layers are #omposed primarily of ro#ky material. &he innermost layers are #omposed mostly of iron and ni#kel. $ressure and temperature in#rease 4ith depth beneath the surfa#e. E. Earth-s thermal ener%y #auses mo/ement of material 4ithin Earth. (ar%e #ontinent6si?e blo#ks 8plates9 mo/e slo4ly about Earth-s surfa#e, dri/en by that thermal ener%y. <. Most earth5uakes and /ol#anoes are lo#ated at the boundaries of the plates 8faults9. $lates #an mo/e to%ether 8#on/er%ent boundaries9, apart 8di/er%ent boundaries9, or slip past ea#h other hori?ontally 8transform boundaries, also #alled strike6slip or slidin% boundaries9. . 3eolo%i#al features in the o#eans 8in#ludin% tren#hes and mid6o#ean rid%es9 and on the #ontinents 8mountain ran%es, in#ludin% the Appala#hian Mountains9 are #aused by #urrent and past plate mo/ements. F. Ro#ks and other materials on Earth-s surfa#e are #onstantly bein% broken do4n both #hemi#ally and physi#ally. &he produ#ts of 4eatherin% in#lude #lay, sand, ro#k fra%ments, and soluble substan#es. 1G. Materials #an be mo/ed by 4ater and 4ind 8eroded9 and deposited in ne4 lo#ations as sediment 8deposition9. 11. Humans ha/e /aryin% de%rees of impa#t on Earth-s surfa#e throu%h their e/eryday a#ti/ities. With #areful plannin%, the impa#t on the land #an be #ontrolled.
Essential Huestions: 1. A. B. C. ;. E. <. . What properties of the earth-s surfa#e #an be testedI What is the basi# terminolo%y to e@plain ho4 Earth-s surfa#e is #onstantly #han%in%I What are the similarities and differen#es bet4een i%neous, sedimentary, and metamorphi# ro#ksI What inferen#es #an you make about the a%e of the Earth and the presen#e of fossilsI What are the layers of the Earth-s interiorI Ho4 do the layers of the Earth affe#t its surfa#eI What are the three types of plate te#toni# boundaries and ho4 do they #ause earth5uakes and /ol#anoesI What %eolo%i#al features do #urrent and past plate mo/ements #auseI

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th

F. What are the produ#ts of the breakin% do4n of earth-s surfa#e #hemi#ally and physi#allyI

1G. What are erosion and depositionI 11. Ho4 do humans impa#t the Earth-s surfa#eI 2. (EAR,',3 O0!EC&'7ES "nderstand J 4hat are the broad %enerali?ations the students should be%in to de/elopI 8&hese are typi#ally diffi#ult to assess in one lesson.9 =no4 J 4hat are the fa#ts, rules, spe#ifi# data the students 4ill %ain throu%h this lessonI 8&hese Kkno4sL must be assessed in your lesson.9 &he student 4ill be able to name the three types of plate te#toni# boundaries. &he student 4ill be able to state the ori%in of earth5uakes and /ol#anoes. 2o J 4hat are the spe#ifi# thinkin% beha/iors students 4ill be able to do throu%h this lessonI 8&hese 4ill also be assessed in your lesson.9 &he student 4ill #reate the three types of plate te#toni# boundaries throu%h the %raham #ra#ker a#ti/ity.

E. ASSESS',3 (EAR,',3 What 4ill your students do and say, spe#ifi#ally, that indi#ate e/ery student has a#hie/ed your obMe#ti/esI Remember J e/ery obMe#ti/e must be assessed for e/ery student.

Assessment &he student 4ill be able to name the &he #ollaborati/e 4ork to fill out three types of plate te#toni# the boundaries #hart and the inde@ boundaries. #ard that 4ill play as an e@it slip 4ill re5uire them to state, define 4ith one 4ord, and %i/e an e@ample of ea#h boundary. &he student 4ill be able to state the &he 4ork to fill out the boundaries ori%in of earth5uakes and /ol#anoes. #hart and the inde@ #ard that 4ill play as an e@it slip 4ill re5uire them to state, define 4ith one 4ord and %i/e an e@ample of ea#h boundary. &he student 4ill #reate the three types ' 4ill obser/e the students makin% of plate te#toni# boundaries throu%h the different boundaries throu%h the %raham #ra#ker a#ti/ity. %uided instru#tion.

Objective

Data Co ected ' 4ill pla#e #he#k marks ne@t to the student-s name that parti#ipate in the #hart a#ti/ity. ' 4ill ha/e hard e/iden#e of 4ho kno4s 4hat throu%h the inde@ #ard e@it slip. ' 4ill pla#e #he#k marks ne@t to the student-s name that parti#ipate in the #hart a#ti/ity. ' 4ill ha/e hard e/iden#e of 4ho kno4s 4hat throu%h the inde@ #ard e@it slip. ' 4ill take notes on a #lipboard, puttin% a #he#k mark by ea#h student-s name that a#hie/es the imitation of ea#h boundary.

+. MA&ER'A(S ,EE2E2 &hree bo@es of 3raham Cra#kers 8' 4ill pro/ide these9 One roll of Wa@ $aper 8' 4ill pro/ide this9 &4o #ontainers of /anilla frostin% 8' 4ill pro/ide this9 One pa#k of plasti# kni/es 8' 4ill pro/ide these9

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th Hand Saniti?er 8At the s#hool9 0aby 4ipes for #lean up 8' 4ill pro/ide these9 0i% Markers 8' 4ill pro/ide these9 $oster 0oard for re/ie4 of plates 8' 4ill pro/ide this9 $i#tures of plates, /ol#anoes, earth5uakes 8' 4ill pro/ide this /ia %oo%le ima%es9 Constru#tion paper 8' 4ill pro/ide this9 &ape for the $oster 0oard #ate%ory %ames 8' 4ill pro/ide this9 S#issors to #ut out ima%es for the poster board #ate%ory %ame 8' 4ill pro/ide this9 $rinted 4ords for the #ate%ory %ame 8' 4ill pro/ide this9 (ate@ 3lo/es 8At the s#hool9 $ortable i$od player 8' 4ill pro/ide this9 i$od 8' 4ill pro/ide this9 3. M'SCO,CE$&'O,S or A(&ER,A&'7E CO,CE$&'O,S ' think that my students 4ill respond 4ell to my lesson plan. ' think that most students 4ill think that plates of the earth do not mo/e, but if they do, it #auses an earth5uake e/ery time. ' e@pe#t some mis#on#eptions to be that tsunamis happen e/ery time plates mo/e. Some may think that plates al4ays mo/e a4ay from ea#h other, or al4ays mo/e ri%ht ne@t to ea#h other, or al4ays push to4ards ea#h other. Some may think that /ol#anoes are the only result of mo/in% plates. ' e@pe#t my students to not kno4 4hy the plates mo/e or 4hy there are some bi% rea#tions 4hen they do. My students may ha/e diffi#ulty understandin% the #on#epts of the earth-s plates %radually mo/in% and 4hy they do so. ' 4ill need to identify 4hat students spe#ifi#ally understand and 4hat they do not. On#e ' kno4 the 4hat, ' #an make 5uestions easier or harder dependin% on the need and ability of the #lassroom. H. $ROCE2"RE $reparation of the (earnin% En/ironment ' 4ill pla#e the %raham #ra#ker bo@es on the side #ounter. ' 4ill ha/e sheets of 4a@ paper for ea#h student torn out of the roll. ' 4ill ha/e the frostin% open and kni/es ready to %o. ' 4ill ha/e late@ %lo/es ready to %o. ' 4ill tape the poster board for the #ate%ories a#ti/ity on the board. ' 4ill ha/e the pi#tures for the student to #ate%ori?e on the side #ounter. ' 4ill tear strips of tape for the students to tape the #orre#t ima%e to the #orre#t #ate%ory for the #ate%ory %ame. En%a%e 6'ntrodu#tion of the (esson> Ho4 4ill you prepare students to en%a%e in the lessonI On#e the students #ome in, ' 4ill ha/e them find a seat. KHere is ho4 today is %oin% to %o. +irst, 4e are %oin% to 4ork to%ether to fill up this poster board on the 4hite board. Se#ond, 4e are %oin% to use %raham #ra#kers to imitate plate te#toni#s. And lastly, you are %oin% to sho4 me ho4 mu#h you really kno4 4ith a small inde@ #ard. 's e/eryone readyI. All ri%ht, before 4e start, look to your nei%hbor and say, N'-m ready.-L 'ntrodu#e the youtube /ideo as re/ie4. http:))444.youtube.#om)4at#hI /OBEF+3Ab1i' K' am passin% out ima%es and 4ords ri%ht no4 to some students. On#e you %et the pi#ture, dis#uss 4ith your nei%hbor #lose by and fi%ure out 4hi#h #ate%ory you all think the ima%e falls under. 0e prepared to tell the #lassroom 4hy you pla#ed it 4here you did. 2oes anyone ha/e any 5uestionsIL

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th Allo4 them to ask 5uestions until they understand 4hat to do fully. Allo4 a #ouple of minutes for the %roups to dis#uss their ima%es. &he poster board 4ill ha/e #on/er%ent, di/er%ent, and transform on top of three #olumns. &he students ha/e ima%es of the different boundaries, %eolo%i#al features, and 4ords to pla#e into those #ate%ories. KOkay, it-s time to put these pi#tures and 4ords into the ri%ht #ate%ories. Whi#h %roup 4ants to %o firstIL Allo4 students to raise their hand to %o first, if no one does, pi#k a %roup to start. Ea#h %roup 4ill ha/e one student represent them by %oin% to the front of the #lass. Sin#e ea#h %roup 4ill ha/e multiple ima%es)4ords to #ate%ori?e, 4e 4ill alternate the %roups by doin% one ima%e)4ord per turn. ' 4ill %i/e the %roup member a pie#e of tape so they #an tape the ima%e)4ord on in the poster in the #ate%ory. ' plan on not #orre#tin% them if they pla#e the ima%e)4ord into the 4ron% #ate%ory. ' plan to allo4 the #lass to de#ide if it-s ri%ht or 4ron%. 'f it is 4ron%, ' 4ill ha/e a student #ome up and pla#e the ima%e)4ord into the ri%ht #ate%ory. Ea#h student must e@plain 4hy he or she pla#ed it into the #ate%ory they did. On#e ea#h %roup has shared, 4e 4ill mo/e on. K&hanks for the %reat parti#ipation %uys, are you ready for our ne@t a#ti/ityIL &ake 2OW, &HE $OS&ER. 'mplementation of the (esson K' am %oin% to pass out 4a@ paper to ea#h one of you. $lease do not fold it, but let it lay flat on your desk.L $ass out the 4a@ paper. Ea#h student %ets his or her o4n sheet. K,o4, ' am %oin% to pass out %raham #ra#kers to ea#h student for this a#ti/ity. While ' do that, ' am passin% around a bottle of hand saniti?er. $lease use some. 2o not tou#h the %raham #ra#kers until ' tell you to.L KWhile ' am doin% this, #an anyone tell me 4hat they think 4e are %oin% to doIL Allo4 students to make predi#tions. K&hank you for your ans4ers. We are %oin% to use these %raham #ra#kers to imitate plate boundaries.L K*ou %uys Must re/ie4ed the different boundaries 4ith the poster board, #an someone re6#ap for the #lass real 5ui#kIL Allo4 someone to %i/e a short response of the different boundaries. ' am %i/in% ea#h student t4o %raham #ra#kers. K,o4 %uys, ' am %oin% to #ome around to ea#h student and put frostin% on ea#h one of your %raham #ra#kers. &ry really hard not to break them. While ' am doin% this, dis#uss 4ith your table the different boundaries.L $lay musi# sin#e this 4ill take some time. ' 4ill %o around and put frostin% on their %raham #ra#kers. On#e the 4hole #lass has frostin% on their %raham #ra#kers, 4e 4ill be%in the a#ti/ity. Stop musi#. KSo, you all ha/e %raham #ra#kers and frostin%. We are %oin% to imitate plate boundaries 4ith them. So, ' 4ant you to put the %raham #ra#kers on the 4a@ paper and let-s imitate a #on/er%ent boundary. What 4ill 4e do to imitate a #on/er%ent boundaryIL ' 4ill allo4 students to ans4er. KOkay, so ' 4ant you all to #arefully start pushin% your plates &O3E&HER. What boundary are 4e imitatin% 4ith this motionIL

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th KCon/er%entL KWhat do you all noti#e 4hile you are doin% thisIL K's it easy or hard to push them to%etherIL Allo4 students to parti#ipate 4ith their ans4ers. KWhen 4e push the plates to%ether, 4hat #ould happenIL ' am lookin% for ans4ers like, KSlide underneath one another or %o up)#rumbles to%ether.L KWhat happens 4hen a plate slips underneath the otherIL 't #auses /ol#anoes to erupt. KWhat happens 4hen the plates %o up or #rumble to%etherIL K&hey #reate mountain ran%es.L K(et-s slide them to%ether and ha/e them #rumble.L KWhat does this #reate, a%ainIL Allo4 the students to ha/e fun imitatin% the #on/er%ent boundaries, be sure they lea/e enou%h %raham #ra#ker to imitate the other boundaries. KAlri%ht. ,o4, pi#k up your %raham #ra#kers and pla#e them to%ether, ri%ht ne@t to ea#h other. What type of boundary spreads apartIL Allo4 them to ans4er. KSo, let-s imitate the di/er%ent boundaries. Slide those %raham #ra#kers apart. 's it easy to slide them apartIL Allo4 students to ans4er. KSo, a bi% #ra#k happens in the o#ean floor and ma%ma oo?es up makin% ne4 o#ean floor or #reates under4ater mountain ran%es.L Allo4 students to add to the dis#ussion. KSo, pi#k up your %raham #ra#kers and pla#e them ri%ht ne@t to ea#h other. What is the last boundary 4e need to imitateIL Allo4 them to ans4er. KAlri%ht, so 4hat are 4e %oin% to do to imitate the transform boundaryIL KRi%ht, 4e are %oin% to slide them ne@t to ea#h other. 3o ahead and do that 4ith your %raham #ra#kers.L KWhat do you noti#e 4hen you do thisIL Allo4 students to ans4er. KSo, it-s rou%h. When earth-s plates slide ne@t to ea#h other like this, it-s not smooth. 't-s rou%h. 't %i/es a lur#h and then mo/es on, sendin% 4a/es of /ibrations throu%h earth-s interior.L KWhat are these /ibrations #alledIL Allo4 students to ans4er. KAn earth5uake.L Closure KSo, ' 4ant you all to slide your 4a@ paper and %raham #ra#kers to the side of your desk and 4ipe your hands on the baby 4ipe ' am passin% out.L $lay musi#. Allo4 students to do this. Stop musi#. KSo, ' am passin% out an inde@ #ard to ea#h one of you. On that inde@ #ard, ' 4ant you to 4rite do4n ea#h boundary 4e talked about today. ,e@t to ea#h boundary, define it

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th 4ith one 4ord. ,e@t to that one64ord definition, 4rite do4n one e@ample of ea#h boundary. 2oes e/eryone understandIL KAlri%ht, let-s %et started.L Allo4 students to #omplete this assessment. KOn#e you all are finished, raise your hand. ' 4ill pi#k up your inde@ #ard.L K&hank you so mu#h for parti#ipatin% today. *ou #an absolutely eat your %raham #ra#kers and frostin%. On#e you are done, you #an ball up your 4a@ paper and thro4 it a4ay. Make sure you remember plate te#toni#s by thinkin% of your imitatin% %raham #ra#kers.L $lay musi#. Clean6"p ' 4ill 4ipe up any frostin% that is on the desks 4ith the baby 4ipes. ' 4ill s4eep up %raham #ra#ker #rumbs if any. 'f the desks need to be pla#ed ba#k to the 4ay they 4ere, ' 4ill put them ba#k.

'.

2'++ERE,&'A&'O, 2es#ribe ho4 you ha/e planned to meet the needs of all students in your #lassroom 4ith /aried interest and learnin% readiness, En%lish lan%ua%e profi#ien#y, health, physi#al ability, et#. Ho4 4ill you e@tend and enri#h the learnin% of students 4ho finish earlyI Ho4 4ill you support the learnin% of #hildren stru%%lin% 4ith your obMe#ti/esI

Content 'f the student is not interested in the #ontent, then ' 4ill use the musi# and #ollaborati/e 4ork to %ain and keep their interest. &he student 4ill be ready for this #ontent be#ause it has already been tau%ht to them.

Interest

Process 'f the student is not interested in the pro#ess of the lesson, then ' 4ill use the #ollaborati/e 4ork and hands6on a#ti/ity to %ain their interests. 'f the study is not ready for the pro#ess of this lesson, ' 4ill assist them 4here it is needed.

Product 'f the student is not interested in the produ#t of the lesson, then ' 4ill use the e@it slip to at least %au%e their understandin%. 8Althou%h ' really hope they-re interested.9 'f the student is not ready for the produ#t, then ' 4ill assist them to rea#hin% the obMe#ti/es of this lesson.

!eadiness

!. WHA& CO"(2 3O WRO,3 W'&H &H'S (ESSO, A,2 WHA& W'(( *O" 2O A0O"& '&I ' #ould not ha/e enou%h %raham #ra#kers for ea#h student. 'f this is so, ' 4ill ha/e the students 4ork in pairs to a/oid anyone bein% left out. ' #ould not ha/e enou%h frostin%. 'f this is so, ' 4ill ha/e students 4ork in pairs so there is enou%h for ea#h imitation. &he students #ould be #ompletely disinterested in the lesson and not 4ant to parti#ipate, if this is so, ' 4ill ha/e emphasi?e ho4 e@#itin% plate te#toni#s is by remindin% the students ho4 massi/e the earth is and ho4 ama?in% it is that thermal ener%y #auses these hu%e masses to mo/e and #reate boundaries. ' 4ill also try to relate plate te#toni#s to thin%s they like, su#h as Ha4aii and the o#eans and /ol#anoes