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

Lesson Standards

Always include a writing standard.

WHST.1.b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
8.E.5A.4 Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the geologic activities at plate boundaries, and (3) the changes in landform areas over geologic time.
8.E.5B.1 Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots.
National Science Standard: MS-ESS2-3 Analyze and interpret data on continental shapes and seafloor structures to provide evidence of the past plate motion.

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.

Make predictions based on identified patterns
Analyze relationships among tectonic plate movements and earthquakes and volcanoes
Describe the motion of tectonic plates
Comparison of the three typical boundary types
Construct an explanation of how plate movement leads to changes in Earth’s surface features

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Plate boundaries and geologic features associated with those boundaries Earthquakes and volcanoes occur primarily along plate boundaries.
Plates interact with one another at boundaries in one of three ways: they diverge, converge, or slide past one another.

Lesson Essential Question

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

How does movement along plate boundaries impact earth’s physical features?

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

Introduce the Lesson Essential Question. Highlight the term “plate boundaries.” Revisit the characteristics that the class brainstormed about plates. Explain that Plate tectonics is the movement and interaction of the Earth’s plates that cover the Earth’s outer layer. Show students a picture of Pangaea and a picture of the Earth today. Ask students why they think Pangaea happened and to make predictions in their notebook.

Introduce new vocabulary using “Do I Know These Words.”
Key Vocabulary (for explicit instruction):
Plate boundary, seafloor spreading, convergent, divergent, transform, hot spot

Vocabulary Strategy:
Do I Know What These Words Mean?

Previewing (what, who, when):
Whole Group: Ask students to individually brainstorm everything they know about plates. Have students partner up and combine their lists. Do a Whip Around and ask each pair to share one thing from the combined lists. Record information on a piece of chart paper. Once all ideas have been exhausted, have students decide what characteristics are common to all plates and write a class working definition.

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.

Boundary (Convergent, Divergent, Transform) / Property (Force, Location, Product) Matrix

Previewing (what, who, when):

Scaffolding (what, who, when):

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

Ask: “How much do you think the Earth’s plates have moved since you were born?” Have students calculate the amount of plate movement using a scale of 2cm (.8 inches)/year. EX: 13 x 2 = 26 cm. Explain that the movement is occurring along plate boundaries. Ask: “How do you think scientists determined where plate boundaries are located?” 1s tell 2s. 2s add to the discussion. Collect ideas. Introduce a world map and talk about the fact that Earth’s surface is on the move. Using a world map, have students plot the volcano data using a red colored pencil. Once data has been plotted, give them a world map that shows the plates. Resource: http://mjksciteachingideas.com/pdf/PlotZones.pdf

Using your maps, 2s tell 1s what patterns you see? Is there a global pattern to the locations of all of the volcanos?

Next, using a blue colored pencil, have students plot earthquake data on the map. Using your maps, 1s tell 2s what patterns do you see? Is there a global pattern to the locations of all the earthquakes? Resource: http://mjksciteachingideas.com/pdf/PlotZones.pdf

Previewing (what, who, when):
Show students short thirty seconds to one-minute video clips of a real-life earthquake, volcano, and mudslide. https://www.youtube.com/watch?v=Kg-6whkbZXs
Then show them a picture of a trench and mountain. Ask students what they know about these landforms and how they form. Students write down any knowledge they have in their science notebook.

Scaffolding (what, who, when):

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?

$2.00 summary that describes the relationship between plate boundaries and earthquake and volcano activity.

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

Ask: If the Earth is moving 2 cm/year, why do you think it is not getting larger? Give each pair a Milky Way candy bar. During the activity, students will use the candy bar to model divergent, convergent, and transform boundaries. Interactive lecture on the three types of plate boundaries, modeling how to complete the graphic organizer. After the introduction of each type of boundary, have students demonstrate that process with the candy bar. Revisit vocabulary terms introduced during the Activating Strategy. Have student pairs discuss their observations and share out with the class. Based on what you know now about “plate boundaries”, 2s tell 1s do we need to change our working definition? Explain your thinking to your partner. Have 1s share what their partner said.

Previewing (what, who, when):

Scaffolding (what, who, when):

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?

Compare and Contrast Poem – Using your graphic organizer, select two boundaries to compare and contrast.

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

Describe how plate movement leads to changes in Earth’s surface features. Using world maps floor features and their graphic organizer, have students locate and label each type of plate boundary and explain what is happening at each. Call attention to the fact that not all volcanic and earthquake activity happens at plate boundaries (EX: hotspots) Ask them why they think that might be and then have them predict where new volcanoes might occur. (EX. Hawaiian chain) Use Settlers and Explorers to share ideas and answers across collaborative groups.

Introduce this statement: Some people predict that California will sink into the ocean. Based on what you know about plate movement in that area, what do you predict will happen?

Previewing (what, who, when):

Scaffolding (what, who, when):
Assign struggling students to be “explorers” so that they may visit different small groups, thereby providing additional exposures to the content and helping to solidify ideas and important details.

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?

Summarize key points on an index card. Class will debate using Take a Stand discussion protocol.

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?

The local power company has submitted a proposal for a new nuclear power plant in your area (select one of the following cities: Corvallis, OR, Charleston, SC, San Diego, CA, or Wailuku, HI). Using your knowledge of plate movement and the geological changes that can occur, write a letter to the editor supporting your opinion about the proposal. Using your graphic organizer and key vocabulary, make sure that you look at the evidence for your part of the country and include facts to support your opinion.

Differentiated Assignment for Struggling Students:
Conference with struggling students to discuss and highlight key evidence on the graphic organizer that they should include in their letter.

Differentiated Assignment for More Challenge:
Add a recommendation about where you think the nuclear plant should be built. Provide details to support why your proposal is a better site for a nuclear power plant.

Remediation:
Video lecture on the three types of plate boundaries. Students complete a 3-2-1:
3 – processes that shape Earth’s physical features
2 – geologic features associated with plate movement
1 – you still have about plate boundaries

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