How will this lesson support the learning goal? This lesson will help students understand the difference between continental and
(1c: Setting Instructional Outcomes) non-continental plates. Moving on in this unit the concept is important to know as
it will be the foundation for more difficult concepts.
Objective(s) Students will be able to distinguish the difference between continental plates and
(1c: Setting Instructional Outcomes) non-continental plates by differentiating them visually.
PA Standards
www.Pdesas.org/Standard/view or S8.D.1.1.2 - Describe natural processes that change Earth’s surface (e.g.,
https://www.pdesas.org/Page?pageId=11 landslides, volcanic eruptions, earthquakes, mountain building, new land
being formed, weathering, erosion, sedimentation, soil formation).
Anticipatory Set The students will come in and sit in their assigned seats. A “Do Now” will be up
(1a: Demonstrating Knowledge of Content and on the board. The Do Now will ask the students to pick up worksheets on front
Pedagogy) desk and start EdPuzzle on Plate Tectonics. As the bell rings I will verbally remind
15 minutes them what the Do Now states and to start doing the EdPuzzle.
How will you set the purpose and help students
learn why today’s lesson is important to them as Good Morning/Afternoon everybody. Make sure as you come in you
learners? picked up the worksheets. Take a seat now and get started on your
How will you pique the interest or curiosity EdPuzzle on Plate Tectonics. If you have any questions, please raise your
regarding the lesson topic? hand and I will come over to assist. Once you are done the EdPuzzle
How will you build on students’ prior knowledge? please close your laptop, so I know you are done.
How will you introduce and explain the
strategy/concept or skill? I will be walking around the room making sure students are staying on task and
watching the video. When I see that everyone is done or close to being done, I
Provide very detailed steps. will reconvene with the class.
Did everyone enjoy in the video? What were some key ideas we took
away? Did anyone get anything different? Is there any confusion with the
video? How does this relate to what we have previously learned?
*Student responses will vary* Very good now can someone please read
off the board what the student objective is? Thank you very much.
Once we conclude going over the EdPuzzle video we will move on to our
instructional activity.
I will now let them work together coloring in the map. I will walk around and help if any group
needs it.
Independent:
Independently the students will work on number 3 and four. If they have any questions, they can
come up to me, however, I will be limited in my assistance.
Closure With five minutes left I will instruct the students to place their work on the back
(1e: Designing Coherent Instruction) table. Once everyone is back in their seats, I will assess the learning objective.
5 minutes Does anyone remember what our learning objective was? Did we reach
How will students share or show what they have this objective? Thumbs up if you did or thumbs down if you didn’t. Would
learned in this lesson? someone please share with the class how continental plates and non-
How will you restate the teaching point or ask continental plates differ?
students to do so and clarify key concepts?
How will you provide opportunities to extend ideas This concludes the lesson.
and check for understanding?
How will this lesson lead to the next lesson?
Differentiation ● Above grade level learners (L1) work independently
(1e: Designing Coherent Instruction) ● At or below grade level learners (L2) can work with a partner throughout
and get more support
What differentiated support will you provide for ● ELL students may work with a partner who has English as a primary
students whose academic development is below language
or above the current grade level? ● Students may be provided with a paper version of EdPuzzle Questions
What specific differentiation of content, process, ● Students who need more time will get more time
products, and/or learning environment do you plan ● Students do not have to sit in assigned seats
to employ to meet the needs of all of your ● Students who learn visually will benefit through drawing and watching
students? EdPuzzle video
How will your lesson be supportive for all ● Map coloring allows for creativity
students, including English Language Learners,
and build upon the linguistic, cultural, and
experiential resources that they bring to their
learning?
How will your lesson promote creative and critical
thinking and inventiveness?
Accommodations ** (see note below) ● Students with IEP’s will still work with the class, however they will not be
(1e: Designing Coherent Instruction) expected to have all the answers correct.
● Students who need visual aid will have enlarged text version of the
What classroom accommodations do you plan to worksheet.
employ to increase curriculum access for ● Students who need hearing aid will be able to sit in the front of class.
students identified with special education needs or
504?
Reflection on Instruction I thought this lesson very well. I was able to observe which students were able to
decipher the difference between continental and non-continental plates. I
At the conclusion of the lesson you should reflect collected the maps at the end and walked around watching them color. At the end
on the lesson. The reflection should go beyond of the lesson I asked for a thumbs up and thumbs down formative assessment.
simply answering the question “Was this a good
lesson?” Below are some questions to assist you I can tell how much the students were engaged by looking at the work they
in your reflective process (Danielson, 2008): handed in. Every student was able to label the correct plates on the map and on
o What evidence did you collect to their worksheet. I think there is a great correlation between their work, their
demonstrate that your students have met or engagement, and their comprehension.
are progressing towards the learning
outcomes/objectives? I stayed on my lesson plan almost to a tee. I think it went very well during the my
o View student work samples. What do they first teaching period so I decided to just stick to it and see how the rest of the day
reveal about the students’ level of would go. I think overall everything went well and I believe I got the maximum out
engagement and comprehension? of my students.
o What changes, if any, would you make to
the lesson if you teach this lesson in the I had some students in my Level 2 class get a little out of hand. They were very
future? What misconceptions, if any, do you chatty and started to go off task. I should have been a bit more authoritarian with
need to clarify before teaching the next them because I feel as if they don’t respect me as a teacher. I am trying to figure
lesson? out my best approach to it.
o Did you stray from your lesson plan? If so,
how and why? I think having them draw a map of the plate tectonics is effective. When they
o Comment on your classroom procedures, have that choice of being imaginative it makes far more effective. I believe that
student conduct, and your use of physical was the strongest aspect of this lesson.
space. To what extent did these contribute
to student learning?
o Comment on different aspects of your
instructional delivery (e.g., activities,
grouping of students, materials/resources
utilized). To what extent were they
effective?
accommodations, a student receives the SAME education as other children, but the student can access content or express knowledge
in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may
include adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User
Guide and SLO template for additional explanation.)
When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material
based on the accommodations or modifications listed within the IEP or 504 plan. There should be a direct connection within the
Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.
Level 1 Worksheet:
Level 2 Worksheet:
Map:
PowerPoint: