Lesson Plan Format

Teacher Candidate: Amanda Bradshaw Date: 3/25 -3/26/19 Time: 48/48 (96 total) minutes
Cooperating Teacher: Mrs. Lauren Hirsch Coop. Initials:
Group Size: 22-27 Grade Level: 6th
Subject or Topic: Science/ Catastrophic Events Section:

I. Objectives, Standards, and Assessments

A. Standard(s)
MS-ESS2-1. Develop a model to describe the cycling of Earth's materials
and the flow of energy that drives this process.
Standard - 3.2.6.B3
Give examples of how heat moves in predictable ways, normally flowing from
warmer objects to cooler ones until they reach the same temperature.

B. Performance Objectives (Learning Objectives)

SWBAT identify movement in the Earth’s mantle as one cause of plate
movement, earthquakes, and volcanos.

C. Assessment/Evaluation Plan
1. Formative Assessment
Teacher observation, explore and explain questions after the
inquiry activity, and an exit ticket will be used to assess student
understanding.
2. Summative Assessment
A chapter test (lessons 14-16) will be used to assess student
understanding.

II. Instructional Materials

Teacher Preparation:
Lava Lamp Video
Lab activity materials (jars with Carolina Convection Fluid, wood blocks, tea
lights) - enough for groups (6)
Lighter for teacher
BrainPOP Video
Convection diagram - answer key, copies for students
Google Form for exit ticket

Student Materials:
Questions for lab activity
Blank convection diagrams
Scissors
Glue
III. Subject Matter Explanation
A. Prerequisite Skills
a. Uneven heating causes convection currents (in terms of the atmosphere)
i. Convection current: heat rises and then it cools, sinking down on either
side
b. The mantle is earth’s second layer and is between the thin outer layer of earth
called the crust and Earth’s heated outer core.
c. The mantle is mainly rock, but the rocks are soft and able to move plastically
B. Key Vocabulary and Content
a. Convection: The process by which heat moves through a circular current
b. Earth’s internal heat creates convection currents that continually create new crust
and destroy old crust
c. The hot fluid in the mantle rises, then spreads in opposite directions causing the
earth’s plates to separate. The fluid then moves to the sides, cooling and sinking.
Earth’s plates move due to convection currents.

IV. Implementation
A. Introduction
1. Do Now (3/25): Open your books and read Lesson 16 Introduction and
Objectives (page 190).
Open your Science Do Now: What can you remember about
convection currents?
2. Do Now (3/26): Open your Science Do Now: Describe the movement of
the heated fluid in the jar yesterday. Open up Lesson 16. Finish the
purple questions if you did not yesterday.
Engage: Show students the lava lamp video and briefly watch the movement of
the lava. Have students describe the movement. Tell students that today we are going to
be exploring convection in the mantle.
B. Development
1. Review prior knowledge with students (texture of the mantle and plate
movements discussed last week)
2. Review the term convection with students, focusing on their prior
knowledge. Explain to them that today we are going to be creating a
model of one.
3. Define convection as a whole class, having students record it.
4. Explore: Lesson 16 Inquiry Activity - Students will follow the instructions
in their groups and complete the activity.
a. Students work in their groups to model convection and record their
observation by answering the reflection questions (1A, 1B, and
1C)
b. Have students focus on the movement of the fluid inside the jar
5. Review the activity as a whole class.
 6. Explain: Students will individually answer the explain questions in lesson
16 (A, B)
a. Review together, discuss convection in terms of the mantle and
how plates move
7. Elaborate: Complete convection in the mantle diagram. Students will cut
out and glue in order the steps of a convection current.
a. Scaffold students to complete the cause, effect, and results
section if necessary.
b. Review as whole class
8. Show students the BrainPOP Video
C. Closure
1. Exit ticket: Have students complete the BrainPOP quiz (on Google
Classroom).

D. Differentiation and Accommodations

1. Differentiation
Group work will be used to extend or support learning. Filled out
diagram will be available for students who struggle to copy notes and
extension activities posted on back board for early finishers. All answers
to both the inquiry activity and the cut-out activity will be reviewed verbally
and also written on the front board.
2. Accommodations
See attached page.

V. Reflective Response
A. Report of Students’ Success in Terms of Stated Objectives
Overall, students were successful with this lesson. Based on my observation
during the inquiry activity, students were seeing what I was hoping they would
see (the two convection cells). The next day students were able to describe it to
me and explain the process. Students were generally successful with the
connection to the mantle. A lot of students are still struggling with the different
layers, so while they understood the concept of convection, they were struggling
with transferring it to the Earth. Majority of students were able to list the different
events in order on the cut-out activity but they struggled with the cause and effect
section. However, as I questioned them and scaffolded them, they were able to
come up with what I wanted them to see. The average score on my exit ticket
was a 6.2 out of 10. However, the questions they were what we specifically
covered over the past two days were the ones the majority of students scored
well on. I added a couple extra questions about content learned previously (as
this was the last lesson in the unit) and a lot of students struggled with those
questions. I would say this lesson was successful because the majority of
students walked out with an understanding of convection cells and how plates
move.
B. Personal Reflection on Teaching Effectiveness
 1. How well was I able to effectively manage behavior during the inquiry activity? Is
there anything I could have done to manage behavior more effectively?
I think I was incredibly successful with managing behavior during the
inquiry activity. I made sure to go over the safety instructions with
students beforehand but otherwise, students were sent off on their own.
Students were engaged and excited to see the cells forming inside the
jar. My students remained on task the majority of the time and I consider
that pretty impressive for sixth grade. I think I still need to work on being
more assertive in the classroom, but I am pretty happy with how I was
able to hand the inquiry activity.
2. How well was I able to connect the inquiry activity to the content I wanted to
cover in this lesson? Is there anything I could have improved upon?
I believe I connected the material very well to the inquiry activity. I was a
bit nervous to only be “lecturing” for about 5 minutes per day, but I think I
was successful in bringing it all together. Students saw the activity, we
discussed it, and I made sure to show pictures of convection currents
inside the mantle so we could compare. Throughout the entire lesson I
made sure to keep comparing what we were seeing in the mantle to what
we saw in the inquiry activity. For example, we talked about how the
candle heated up the jar just like the core heats up the mantle. I think
having something tangible to think about helped the students understand
the material better. Overall, I am very pleased with how I taught this
lesson. I think science might be where I belong.

VI. Resources
Catastrophic Events. (2006). Burlington, NC: Carolina Biological Supply.