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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

SC.7.E.6.5: Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building.
SC.6.E.7.1: Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth’s system.
LAFS.7.W.1.1 Write arguments to support claims with clear reasons and relevant evidence. A. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

• Identify the differences between conduction, convection, and radiation
• Apply theory of heat transfer to convection cycles that cause plate movement
• Investigate convection
• Construct an argument citing evidence to support a claim

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

• Heat Transfer
• Convection
• Divergent Plate Movement

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How does heat transfer impact plate movement?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Teacher does a demonstration that highlights convection cycles under earth’s surface using wax, sand, and water. On a plate, teacher places a beaker with bottom layer of wax, followed by sand and then covered in water. Teacher heats beaker until wax breaks through. Students record observations on the “before” row of their graphic organizer and then share their observations with a partner. Students will be asked to think about how what they just observed connects with what they will do in the next sections.
Key Vocabulary (for explicit instruction):
Earth’s Layers using a brainstorming web to activate what they already know about the topic.

Vocabulary Strategy: Brainstorming Web

Previewing (what, who, when):
Small Group: Students who need additional support prior to the lesson will learn to use the Brainstorming Web with familiar content.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Claim, Evidence, and Reasoning Graphic Organizer

Previewing (what, who, when):
Small Group: Students who need additional support will preview how to use the Claim, Evidence, and Reasoning graphic organizer by constructing an argument using the familiar content from the Brainstorming Web from the Vocabulary preview.

Scaffolding (what, who, when):
Claims will be provided to students. Students will choose one as the basis for writing an argument.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will participate in an investigation that explores convection using one control and one variable. Students will have a pan with water and a drop of dye using room temperature (control) and hot and cold water. In the first trial, the water is room temperature while trial two is with ice-cold water, and trial number three and four are with hot water. The drop is placed in the center of the pan and students observe the motion of the dye drop over various water temperatures. Students will make qualitative observations on how they see the movement of the dye in a pan of water. Students record a drawing and explanation of the current they observed on the “during” row of the graphic organizer.

Previewing (what, who, when):
Discuss the word qualitative. Students will brainstorm questions that would help them accurately note and record qualitative observations.

Scaffolding (what, who, when):
Provide students with a list of questions to help them note and record qualitative observations.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Students will respond to the following questions via white boards and then share answers with their partner. Teacher will then facilitate a class discussion:
1. Why are the results different from trial A to B?
2. How are the results of D similar to what happened in B and C?
3. How was trial A different from all others?
4. How did heat transfer in trial D?

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Teacher provides instruction via an interactive presentation on the three types of heat transfer, focusing primarily on convection cycles. Students take Cornell notes and confirm what they saw in the demonstration with what they just learned about heat transfer. Students complete “reasoning” section of their graphic organizer.

Previewing (what, who, when):

Scaffolding (what, who, when):
Provide a word bank for students to use when writing their reasonings.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Students explain how what they observed connects with what they just learned about in the interactive presentation.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students participate in an activity that allows them to take what they learned and apply it to plate tectonics. The demonstration shows a convection current in a baking dish propped up by books on each side. A sterno can is placed in the center under baking dish and a drop of dye is placed in water and two pieces of cardboard (3 inches by 3 inches) are placed on top of the water above the steno can. Students will record evidence from the activity to their graphic organizer and connect their background knowledge to new concepts.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Student A explains what the cardboard represents (Plates) and Student B explains what the water represents (Magma).

Students take new convection vocabulary and connect it with prior knowledge on earth’s plates to explain how convection causes earth’s plates to move. Students do so via a one sentence written summary.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Construct a scientific explanation on convection cycles by identifying a claim, supporting evidence, and reasoning from activities and demonstrations completed throughout the lesson. In addition, compare your observations to the scientific principles that exist in the world. Be sure to provide justification and reasoning. See attached rubric.

Differentiated Assignment for Struggling Students:
Provide a short list of examples of how these scientific principles exist in the world. Students will explain the examples in their writing, or more add to the list their own ideas.

Differentiated Assignment with More Challenge:
Students may write their argument to a different audience, or from a different perspective.

Remediation:
Students will watch a short video about how heat transfer impacts plate movement. Students will pause the video every 3 minutes to discuss what was learned (2 minutes pause for discussion). Key ideas will be recorded on the graphic organizer from the lesson. Students will write a letter to the absent students explaining how heat transfer impacts plate movement.

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