Lesson plan template



Tonya Lathop

DIFF 510

Lesson: plate tectonics for everyone

Unit essential questions:

1. What is the continental drift theory?

2. What is the definition of plate tectonics?

Lesson question:

1. What evidence is used to support the continental drift theory?

2. Why do the continents fit together like a puzzle?

3. Who came up with the theory of plate tectonics?

4. What is Pangaea ?

Lesson objective:

Students can explain the theory of continental drift and describe the science behind plate tectonics

Assessment:

Formative assessment: ticket out the door, station work response answers

NYS or other appropriate standard(s) addressed:

2.2d Continents fitting together like puzzle parts and fossil correlations provided initial evidence that continents were once together.

2.2e The Theory of Plate Tectonics explains how the ÒsolidÓ lithosphere consists of a

series of plates that ÒfloatÓ on the partially molten section of the mantle. Convection

cells within the mantle may be the driving force for the movement of the plates

Opening:

Students will begin with a science starter. They will piece together newspaper clippings and describe what evidence they used to piece it back together and compare that activity to the evidence used to support the continental drift theory.

Next, students will go over their homework from the night before. The lower reading group 1 had a grade level reading article about the Lystrosaurus, and group 2 had a more advanced article about the Lystrosaurus. Together as a class, students will answer from their readings:

• What was the Lystrosaurus?

• Why were their remains found throughout the different continents?

• How does this evidence support continental drift?

After discussing the reading articles, together as a class answer the questions together from graphing the earth assignment.

Procedure:

Go over the directions using the plate tectonics PowerPoint, for each station. Make sure to clarify any questions students might have about station work. Students will be assigned two station based on ability level:

Lower group # 1: station B and C: these activities give the students more direct information

Upper group#2 : station A and D: these two activities require applying and inferring what they have learned to a higher level

Tiered by resources:

3 different tiers

Station A

Reader’s Theater ( must apply concepts learned to answer questions about the theater)

1. Every group member must pick out of the container a reading role (there are 8 roles so you might have to read more then one role)

2. In your small group read and act out the theater

3. Answer the questions at the end of the play

Station B

Brainpop video on plate tectonics (direct instruction)

1. Watch a brain pop clip on tectonic plates

2. Together define the vocab

3. Finish the graphic organizer

4. And complete the further research

Station C

Edible plate tectonics lab (direct instruction)

1. Read and perform the edible tectonics lab

2. Answer the questions in complete sentences on page 2

3. Answer question on page 3

4. Read page 4

5. Define the different boundaries and draw a picture on page 5

Station D

Creating a Flip book/ predicting activity ( applying and inferring )

1. Rip pages 1-4 out of the packet

2. On pages 1-4 color the oceans blue and the landmass a different color

3. Cut out the pictures from pages 1-4 and stable them together like a mini flip book

4. Flip though the pages and watch as million years go bye!

5. Read pages 4-6

6. Fill out page 7 and predict what you think will happen in the future

Closure:

Ticket out the door ( see below) , hand in station packets (what was not completed in class is Homework)

Name:__________________Date:____________________________________6th grade earth science

Plate tectonics ticket out the Door

Answer the following questions before exiting

1) Which data were used to develop the hypothesis of continental drift?

A.   the fit of the continents

B.   the distribution of fossils

C.   the distribution of glacial deposits and directions of glacial scratch marks

D.   all of the above

E.   a and b only

2) The man who pioneered the continental drift hypothesis was ____________

A.   J. Tuzo Wilson

B.   Harry Hess

C. D.H. Matthews

D. Fred Vine

E. Alfred Wegener

3) Pangaea is ____________.

A.   another name given the Alaskan earthquake of 1964

B.   a portion of the mid-Atlantic ridge

C.   a German word for "plate tectonics"

D.   the name of a supercontinent meaning "All Land"

E.   all of the above

Materials:

• Plate tectonics PowerPoint

• Smart board

• Newspaper clippings

• Station work packets

• Snicker bars (2 for each student)

• Access to brain pop

• Stapler, colored pencils, crayons, scissors

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