EDRD 6150 Lesson Plan Form 3

EDRD 6150 Lesson Plan- 3
Your Name: Tiandra Harris-Canty_

Standard:
S6E5 a. Ask questions to compare and contrast the Earth’s crust, mantle, inner and outer core,
including temperature, density, thickness, and composition.
S6E5 f. Construct an explanation of how the movement of lithospheric plates, called plate
tectonics, can cause major geologic events such as earthquakes and volcanic eruptions.
(Clarification statement: Include convergent, divergent, and transform boundaries.)
Objective(s):
 Students will be able to explain the function of the lithosphere and asthenosphere.
 Students will be able to explain how scientific theories develop, specifically the theory of
plate tectonics.
 Students will be able to describe tectonic plates and how they cause Earth to move.
 Students will be able to identify and explain geologic events that occur at fault lines.
Specific Literacy Strategy or Strategies (Name and describe how you used the strategy.)
 Paired Reading- Students will be paired on Lexile to complete the reading. Students who
need the extra support will have the option of using the audiobook.
 Annotation- Students will annotation as they complete the reading. They will circle any
keywords (especially those that will be used in the Frayer model), write comments or
questions on the margin, underline the answer to the questions, and highlight any word
that they need help with.
 Graphic Organizer: Frayer Model- this model will be used to help students clarify the
meaning of some of the words they will encounter in this standard. After the reading,
teacher will give students the four words that are important to the text and the standard.
Students will also have the opportunity to include a word they may need help with. They
will include the definition, characteristics, example, and image for each word.
Hook/Introduction (15 minutes):

 Lesson will begin by stating the objectives of the class.
 Teacher will continue with posing the question
o “How do we know what’s under the Earth?”
o “How does the Earth move?”
o “What is the name of the sub-layer that is s a combination of the upper mantle and
crust? What is its function?”
o Do you think the Earth has always look how it looks now?
 Teacher will transition questions to present the discussion storyboard to the student by
projecting on the broad.
 Students will be given 4 minutes to select who they think is correct and explain why?
 Teacher will explain who geologist are and post the definition on the board. Teacher will
also reveal the answer to the discussion story board and link this to the standard that will
be covered, lithospheric plates/plate boundaries.
Step By Step Methods:
Group Activity (10 minutes)
 Students will be given a copy of the continents. They will work in pairs to name each
continent and write the names on each continent.
 Teacher will monitor and review the name of the continents.
 Students will color and cut out the continents along the dotted lines and line them up how
they would appear on a world map. (they will have to make sure that the fossil clues are
color the same color.
 Students will try to arrange the continents so that they fit together like a puzzle.
Class Discussion (5 minutes)
 What are some things that you notice when putting the “puzzle” together?
 Teacher will explain what Pangaea, Alfred Wegner and his evidence.
 Students will be shown a map or Pangaea, the supercontinent, to compare how close they
were at putting the puzzle together.
Independent Activity (20 minutes)
 Students will read and annotate the passage on Pangaea using Read Works.
 Students will complete the Frayers Model for the following vocabulary based on today’s
activity (if not complete in class, must be completed as homework).
o Pangaea, Continental drift, Plates, Evidence
Closing (5 minutes):
Reflection
 Students will think about what they learned and how it relates to today. They will be
asked the following questions:
o Do you think the tectonic plates are still moving today?
o What do you think caused them to move?
Assessment:
 Discussion storyboard, questions to the passage
Materials Needed:
 Discussion Storyboard, copy of continents for each student, coloring utensils, Scissors,
world map, Read Works Pangaea Passage, highlighter, Projected copy of Frayer Model

EDRD 6150 Lesson Plan Form 3

Uploaded by

Copyright:

Available Formats

EDRD 6150 Lesson Plan Form 3

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EDRD 6150 Lesson Plan Form 3

Uploaded by

Copyright:

Available Formats

EDRD 6150 Lesson Plan- 3

Your Name: Tiandra Harris-Canty_

Hook/Introduction (15 minutes):

You might also like