Last Revised: August 10, 2014

SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will help to guide your students
through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction, Body, and Closure sections. After considering the needs of
the majority of your students, remember to consider the specific needs of striving readers, English learners, students with learning needs, and advanced
students. This will help you with pacing and delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details
about the examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.

Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAMES: OLIVIA PIPALA

AMBER HAHN
AMBER MEJIA
CRYSTAL HINMAN
SUBJECT: EARTH SCIENCE
COURSE TITLE,

GRADE LEVEL(S): EARTH SCIENCE 9-12

UNIT DESCRIPTION: PLATE TECTONICS

LESSON TITLE: PLATE BOUNDARY NEWSPAPER PROJECT

INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: HANDOUTS, POWERPOINT, INTERNET ACCESS, COMPUTER ROOM

CLASS DESCRIPTION:
TWENTY
POST BACCALAUREATE STUDENTS IN A SCIENCE TEACHING METHODS COURSE.
STUDENTS
SIT IN GROUPS OF FOUR BASED ON CONTENT AREA AND
HAVE ACCESS TO COMPUTERS THAT CAN CONNECT TO THE INTERNET TO RETRIEVE MATERIALS AS NEEDED.

LESSON SUMMARY: LESSON

HAS BEEN ADAPTED TO FOLLOW THE
5E
LEARNING CYCLE:
ENGAGE, EXPLORE, EXPLAIN, ELABORATE,
AND
EVALUATE. IT ALSO
INCORPORATES BLOOMS TAXONOMY, WHERE STUDENTS ARE REMEMBERING, UNDERSTANDING, APPLYING, ANALYZING, EVALUATING, AND CREATING.

I
NTRODUCTION
-
ENGAGE
students and activate prior knowledge through modeling the different plate boundaries by

using Halloween Oreos for contextualization. Students will also be introduced to the idea that this lesson will be to go
over what was learned in the unit and to bring their knowledge forth to a summative assessment Newspaper Project
LESSON BODY
- Students will then
EXPLAIN
the different types of plate boundaries as means of summarizing the unit.
They will then
EXPLORE
the pattern of earthquake distribution, volcanic distribution, and plate boundary distribution.
Students will then explore what was learned throughout the unit by reading a newspaper article based on their
chosen-plate boundary, answering questions, brainstorming, and beginning of their newspaper project. Students will
ELABORATE
on the information they have learned throughout the unit and connect it to the article that they read, by
creating a new newspaper article.
LESSON CLOSURE-
Students will then
EVALUATE
themselves and peers through the rubric.

Essential Question: How does Plate Tectonics relate to boundary movement, rock ages, and patterns?

STANDARDS AND OBJECTIVES

CONTENT STANDARD
(S)IF APPLICABLE

COPY AND PASTE THE RELEVANT

STANDARDS INTO THIS AREA.

COMMON CORE STATE STANDARDS

ENGLISH LANGUAGE ARTS AND
LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS,
PUBLICATION VERSION
OR
MATHEMATICS, PUBLICATION VERSION
WITH FEBRUARY 2014 CORRECTIONS
COPY AND PASTE THE RELEVANT
STANDARDS INTO THIS AREA.

ENGLISH LANGUAGE DEVELOPMENT

STANDARDS (ELD)

COPY AND PASTE THE RELEVANT

STANDARDS INTO THIS AREA.

PAY CLOSE ATTENTION TO HOW YOU WRITE YOUR INSTRUCTIONAL OBJECTIVES.

HS-ESS1-5.
EVALUATE EVIDENCE OF THE

RST.11-12.1
CITE SPECIFIC TEXTUAL

PAST AND CURRENT

EVIDENCE TO SUPPORT ANALYSIS

MOVEMENTS OF CONTINENTAL

OF SCIENCE AND TECHNICAL

EXPANDING
2. INTERACTING VIA WRITTEN
ENGLISHCOLLABORATE WITH PEERS TO

AND OCEANIC CRUST AND THE

TEXTS, ATTENDING TO

ENGAGE IN INCREASINGLY

THEORY OF PLATE TECTONICS TO

IMPORTANT DISTINCTIONS THE

COMPLEX GRADE-APPROPRIATE

EXPLAIN THE AGES OF CRUSTAL

AUTHOR MAKES AND TO ANY

WRITTEN EXCHANGES AND

ROCKS.

GAPS OR INCONSISTENCIES IN

WRITING PROJECTS, USING

THE ACCOUNT.

TECHNOLOGY AS APPROPRIATE.

(HS-ESS1-5)
WHST.912.2.
WRITE
INFORMATIVE/EXPLANATORY
TEXTS, INCLUDING THE
NARRATION OF HISTORICAL
EVENTS, SCIENTIFIC
PROCEDURES/EXPERIMENTS, OR
TECHNICAL PROCESSES.

(HS-ESS1-5)

OBJECTIVE (S) OF LESSON

(STUDENTS WILL BE ABLE TO.)

10. Writing
a. Write longer literary
and informational texts
(e.g., an argument
about water rights)
collaboratively (e.g.,
with peers) and
independently by using
appropriate text
organization and
growing understanding
of register.

SHOULD BE SPECIFIC, CONCISE, MEASURABLE, AND OBSERVABLE.

THEY

REVIEW THE URL FOR WRITING INSTRUCTIONAL OBJECTIVES:

HTTP://WWW2.GSU.EDU/~MSTMBS/CRSTOOLS/COGVERBS.HTML

Students will demonstrate their past knowledge

through modeling the different plate boundaries.

Students will engage in a summative assessment

project that combines their knowledge of the Plate
Tectonic unit to scientific text.
Student will create their own scientific newspaper
article by following a provided rubric and
brainstorming questions.

b. Write increasingly
concise summaries of
texts and experiences
by using complete
sentences and
keywords (e.g., from
notes or graphic
organizers).

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)

Add boxes as needed.

TYPE

(TITLE/ AND FORM)

IS THIS A FORMAL OR INFORMAL
ASSESSMENT? IS IT EL, PM, OR S?

PURPOSE
HOW DOES THIS ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE TEACHER; AND
STUDENTS?
WITH WHICH OBJECTIVE(S) DOES THIS
ASSESSMENT ALIGN?

IMPLEMENTATION
DESCRIBE HOW WILL YOU, THE TEACHER,
ADMINISTER THE ASSESSMENT?

INDIVIDUAL OR GROUP? IN-CLASS OR

OUT?

FEEDBACK STRATEGY
(TO THE STUDENTS)

HOW WILL THE ASSESSMENT

INFORM YOUR TEACHING

HOW WILL STUDENTS BE INFORMED OF

RESULTS/ CORRECT ANSWERS?

HOW WILL YOU, THE TEACHER, MAKE

DECISIONS ABOUT RE-TEACHING?

IF ALL STUDENTS DO POORLY ON THE

ENTIRE ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO PARTICULARLY WELL

ON AN ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED, THE TEACHER

MAY.

Formative EL
Assessment

The purpose of the

assessment is to
engage
the students in the
different plate
boundaries, assess prior
knowledge and
understanding, and
address any
misconceptions..

Students will model the

different plate
boundaries using
Oreos. The students will
watch the
demonstration from the
teacher and then model
it individually.

The teacher will

verbally give feedback
to the students.

Formative PM
Assessment

the purpose is to
determine if the
students understand
the material
throughout the learning
process with the
brainstorming handout
and the negotiation of
text handout.

Brainstorm:
The students will read
the scenario in the
Negotiation of scientific
text:project plate
boundaries sheet , pick
a location, and then use
prior knowledge and
prior lectures, and
additional research to
fill in the brainstorming
part of the activity for
their location.

Feedback is given
verbally as the teacher
is walking around to
each group to check
their progress.

BOUNDARIES.

THE STUDENTS

CANNOT MOVE ON WITH THE

understanding text
questions is completed.
If the students cannot
complete the tasks or
are confused on what
needs to be done, then
the teacher can go over
the instructions again
or guide the students in
the right direction to
complete the tasks. if
the students complete
the tasks then the
teacher knows that
they can move on to
the last part of the
project.

WILL COMPLETE THE

NEGOTIATION OF SCIENCE
TEXT:UNDERSTANDING AS THEY
READ THE ARTICLE.

The students will use

the brainstorm activity,
understanding text
questions, prior
knowledge, lectures,
and location article, to
create their own
newspaper article for
the public who do not
understand the
geologic processes.
The template and rubric
will be provided to the

STAND ON THE TOPIC OF PLATE

AND

ABOUT THEIR LOCATION AND

The purpose of the

assessment is to
determine if the
students can take all of
the content in the unit
and synthesize the
information into one
project with the end
product where the
students create an
article based on their
location.

TEACHER WHERE THE STUDENTS

PROJECT UNTIL THE BRAINSTORM

Understanding text
questions:
STUDENTS PICK AN ARTICLE

Summative
Assessment

This will inform the

teacher if the students
understand the
different types of
plates. If the students
are having a hard time
modeling certain plate
boundaries, then the
teacher can go back
and review that
concept. If all student
understand and can
model the boundaries,
then the class can move
on to the next task.
THIS WILL INFORM THE

The feedback will be

given through the
rubric and the peer
reviews.

This will inform the

teacher if the students
were able to synthesize
the information of the
unit of plate tectonics
into a newspaper article
that a non scientific
person can understand.
If the students can
create the newspaper
article following the
rubric and using the
brainstorm sheet, , then

students before they

start.
The peers will then
review each group's
articles.

the teacher knows that

they have met the
objectives.
if there is confusion or
misconceptions then
the teacher needs to
address them before
the close of the unit.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE

TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH

DESCRIPTION:

DESCRIPTION:

TEACHER CANDIDATE WILL UTILIZE VISUALS ON A POWERPOINT TO REVIEW

PREVIOUS LESSONS WITHIN THE UNIT INCLUDING EARTH LAYERS AND DIFFERENT
TYPES OF PLATE BOUNDARIES.
THE TEACHER CANDIDATES WILL PASS OUT 1 OREO AND A PAPER TOWEL TO
EACH STUDENT AND WILL INSTRUCT THEM TO NOT EAT YET! AND WAIT FOR
FURTHER INSTRUCTIONS. ONCE ALL STUDENTS HAVE AN OREO, TC WILL
COMPARE THE OREO COOKIE PARTS TO THE ASTHENOSPHERE. THE TEACHER
CANDIDATE WILL THEN DESCRIBE THE INSTRUCTIONS FOR THE OREO COOKIE
PLATE TECTONIC ACTIVITY AND WALK STUDENTS THROUGH EACH MANIPULATION
TO REPRESENT A DIFFERENT PLATE TECTONIC BOUNDARY.
TC WILL PROVIDE A VISUAL REPRESENTATION OF THE OREO MOVEMENT USING
THE POWERPOINT. FIRST THE TC WILL SHOW HOW WHOLE LITHOSPHERIC PLATES
SLIDE OVER THE ASTHENOSPHERE, THEN DIVERGENT, THEN CONVERGENT, AND
FINALLY TRANSFORM. THE TC WILL ALSO MODEL THE DEMONSTRATION USING
THEIR OWN OREO AT THE FRONT OF THE CLASS.
TC WILL MODEL HOW TO EAT THE OREO :)

STUDENTS WILL PARTICIPATE IN REVIEW OF EARTH LAYERS AND PLATE BOUNDARIES BY ANSWERING TCS QUESTIONS AND
ASKING THEIR OWN CLARIFYING QUESTIONS.

IN
MINUTES:

STUDENTS WILL RECEIVE ONE OREO AND PAPER TOWEL AND NOT EAT IT YET! STUDENTS WILL WAIT UNTIL THEY
RECEIVE INSTRUCTIONS FROM THE TEACHER BEFORE DOING ANYTHING TO THE OREO.

STUDENTS WILL WATCH TCS EXAMPLE AND PERFORM EACH PLATE BOUNDARY REPRESENTATION WHEN THE TC INSTRUCTS
THEM TO AND WILL NOT JUMP AHEAD.

STUDENTS WILL EAT THEIR OREO

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE

TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

LENGTH
(MINUTES)

TEACHER(S)

STUDENTS

DESCRIPTION:
(TEACHER DEMONSTRATION)

DESCRIPTION:

TEACHER WILL DEMONSTRATE THE ACTIVITY BY SAYING, I LIVE IN

SOUTHERN CALIFORNIA AND THE SAN ANDREAS FAULT IS THE
BIGGEST FAULT IN CALIFORNIA.

I WONDER WHAT THE SAN

AFTER FINDING AN ARTICLE ABOUT THE
SAN ANDREAS FAULT, I WILL TAKE OUT MY NEGOTIATION OF
SCIENTIFIC TEXT: UNDERSTANDING SHEET. I WILL FOLLOW THE
ANDREAS IS ALL ABOUT.

DIRECTIONS AND ANSWER THE QUESTIONS ON THE SHEET BEFORE

READING THE TEXT.

TEACHER WILL SHOW COMPLETES SHEET.

THEN TEACHER WILL SAY, USING THIS ARTICLE I FOUND ABOUT
THE SAN ANDREAS FAULT, I WILL INVESTIGATE THE TEXT AND
BRAINSTORM THE DIFFERENT KEY POINTS TO USE IN MY
NEWSPAPER.

TEACHER WILL THEN SHOW A COMPLETED

BRAINSTORM HANDOUT FOR THE SAN ANDREAS FAULT ARTICLE.

(STUDENT ACTIVITY)
TEACHER WILL THEN TELL STUDENTS TO TAKE OUT THE
NEGOTIATION OF SCIENTIFIC TEXT: PROJECT PLATE
BOUNDARIES WORKSHEET. THE TEACHER WILL EXPLAIN THE

(TEACHER DEMONSTRATION)
STUDENTS WILL LISTEN AND SEE THE TEACHER DEMONSTRATION OF FILLING OUT BOTH
NEGOTIATION OF SCIENTIFIC TEXT WORKSHEETS. STUDENTS WILL SEE THE THOUGHT PROCESS OF
HOW THE TEACHER DOES THE WORK AND HAVE AN EASIER TIME COMPLETING THEIR OWN WORK.
(STUDENT ACTIVITY)
STUDENTS WILL LOOK AT THE NEGOTIATION OF SCIENTIFIC TEXT: PROJECT PLATE BOUNDARIES
AND READ THE SCENARIO. THE STUDENTS WILL FILL PICK A GEOLOGIC LOCATION THAT IS LISTED ON
THE WORKSHEET AND COMPLETE THE BRAINSTORMING SECTION OF THE WORKSHEET. STUDENTS
WILL USE THEIR PRIOR KNOWLEDGE, CONTENT LEARNED FROM PAST LESSONS IN THE UNIT, AND
ANY ADDITIONAL RESEARCH TO FILL IN THE SECTIONS OF THE BRAINSTORM. STUDENTS WILL THEN
PICK OUT AN ARTICLE BASED ON THE GEOLOGIC LOCATION THEY PICKED. STUDENTS WILL
COMPLETE THE NEGOTIATION OF SCIENTIFIC TEXT: UNDERSTANDING AS THEY ARE READING
THE ARTICLE.
AFTER READING A SAMPLE ARTICLE ABOUT THEIR GEOLOGIC LOCATION, STUDENTS WILL USE THEIR
KNOWLEDGE GAINED TO WRITE THEIR OWN NEWSPAPER ARTICLE FOR THE PUBLIC. STUDENTS WILL
RECEIVE A RUBRIC TO FOLLOW AND MAKE SURE THEY ARE INSERTING THE CORRECT INFORMATION
NEEDED.

SCENARIO TO THE STUDENTS AND HAVE THEM PICK OUT A

GEOLOGIC LOCATION LISTED ON THE WORKSHEET.

THE TEACHER

WILL TELL STUDENTS TO FILL OUT THE BRAINSTORMING SECTION

OF THE WORKSHEET BASED ON THE SPECIFIC LOCATION THEY
PICKED OUT.

THE TEACHER WILL WALK AROUND AND PROGRESS

THE

MONITOR AS STUDENTS ARE FILLING OUT THE WORKSHEET.

TEACHER WILL THEN TELL STUDENTS TO MOVE ON TO PICKING

OUT AN ARTICLE ABOUT THE LOCATION THAT THEY PICKED.

THE

TEACHER WILL PROVIDE THE STUDENTS WITH A LIST OF ARTICLES

TO CHOOSE FROM AND ONCE THEIR ARTICLE IS PICKED, THE

NEGOTIATION OF SCIENTIFIC
TEST: UNDERSTANDING WORKSHEET AND ANSWER THE
QUESTIONS. THE WORKSHEET WILL GUIDE STUDENTS AS THEY
ARE READING THE ARTICLE. ONCE STUDENTS ARE DONE READING
AND COMPLETING THE WORKSHEET, THE TEACHER WILL ASSIGN
STUDENTS WILL COMPLETE THE

STUDENTS TO CREATE THEIR OWN NEWSPAPER ARTICLE FOR THE

PUBLIC WHO DO NOT UNDERSTAND THE GEOLOGIC PROCESSES.

THE TEACHER WILL GIVE STUDENTS A LAYOUT OF THE ARTICLE

AND A RUBRIC TO FOLLOW ALONG SO THEY KNOW WHAT IS
EXPECTED FROM THEM.

THE TEACHER WILL GIVE STUDENTS ALL

OF THE REMAINING CLASS PERIOD TO WORK ON THE ARTICLE,

AND GIVE THEM ANOTHER DAY TO FINISH THE ASSIGNMENT IF
NECESSARY.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE
BE GROUPED.

CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED?

DESCRIBE WHAT

YOU, THE TEACHER, (S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL

TIME

LENGTH
(MINUTES)

TEACHER(S)

STUDENTS

DESCRIPTION:
THE TEACHER WILL COLLECT ALL COMPLETED NEWSPAPER ARTICLES AND HAND
THEM OUT IN RANDOM TO OTHER STUDENTS. THE TEACHER WILL GIVE STUDENTS

DESCRIPTION:

ANOTHER COPY OF THE RUBRIC AND TELL STUDENTS THAT THEY WILL BE PEER
REVIEWING ANOTHER STUDENTS ARTICLE.

THE TEACHER WILL GO OVER EACH

CATEGORY OF THE RUBRIC TO MAKE SURE STUDENTS ARE ON THE SAME PAGE WITH
WHAT TO LOOK FOR WHEN READING THEIR PEERS ARTICLE.

THE TEACHER WILL

HAVE STUDENTS EVALUATE THEIR PEERS ARTICLE TO HELP THEIR PEER IMPROVE
THEIR WORK.

THE TEACHER WILL WALK AROUND AND PROGRESS MONITOR TO

MAKE SURE STUDENTS ARE NOT JUST PUTTING RANDOM MARKINGS ON THE
ARTICLES.

ONCE EVALUATION IS OVER, THE TEACHER WILL COLLECT THE ARTICLES

THE TEACHER WILL GIVE STUDENTS
A CHANCE TO EDIT THEIR WORK AND TURN IT IN FOR A FINAL GRADE.
AND PASS IT BACK TO THE ORIGINAL STUDENT.

STUDENTS WILL RECEIVE ANOTHER STUDENT'S ARTICLE AND A RUBRIC TO EVALUATE THEIR PEERS
WORK. STUDENTS WILL GO THROUGH THE RUBRIC AND MAKE COMMENTS ON THEIR PEERS WORK.
STUDENTS WILL GET THEIR OWN WORK BACK AFTER THE EVALUATION SO THEY CAN MAKE THEIR
FINAL EDITS AND SUBMIT THEIR WORK.

CO-TEACHING STRATEGIES PLANNED (

CHECK ALL THAT APPLY
)

ONE TEACH, ONE ASSIST

DIFFERENTIATED TEACHING
SUPPLEMENTAL TEACHING
STATION TEACHING
TEAM TEACHING

PARALLEL TEACHING
ONE TEACH, ONE OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS (INCLUDING
ASSESSMENTS) FOR THE LESSON.

ENGLISH LEARNERS

STRIVING READERS

STUDENTS WITH IDENTIFIED

ADVANCED STUDENTS

SPECIAL NEEDS

English Language Learners

are supported through
participating in a
demonstration where they
model the different plate
boundaries by an Oreo. This
allows them to show what
they know and apply it in
class.
They are also supported by a
brainstorming diagram where
they are able to visualize and
synthesize their ideas that
they learned in the unit.
ELs will be paired with native
speaking and writing students
when creating the newspaper
as a means to model their
peers reading, writing, and
speaking.

Striving readers are supported

by a series of questions they
are asked when reading the
scientific text. Being paired
with another student allows
them to model how to
approach the text and can ask
questions about the reading to
their partner.

Students will special needs are

supported through a variety of
learning styles for this
summative assessment. Being
that most SSN have text
anxiety, approaching this
assessment as a fun project will
ease their anxiety.
A brainstorming diagram is
also provided for them to focus
their ideas and visualize how
they will be writing a
newspaper article.

Advanced students are able

to demonstrate mastery of
the unit by writing additional
information in their
newspaper article.
Introducing them to
technology within the
classroom, these students are
also able to design their own
newspaper template with
visuals and diagrams.


RATIONALE SECTION:

ASSESSMENTS ARE KEY TO MONITORING STUDENT UNDERSTANDING AND TEACHER LESSON EVALUATION. PROVIDING MULTIPLE TYPES OF ASSESSMENTS
WILL ALLOW A TEACHER TO OBTAIN A MORE COMPREHENSIVE UNDERSTANDING OF STUDENTS STRENGTHS AND WEAKNESS RELATING TO THE CONTENT.
FROM THE ASSESSMENT RESULTS TEACHERS WILL MODIFY LESSON FUTURE LESSON PLANS AND REFLECT ON PAST LESSONS TO PROVIDE A HIGHER LEVEL
OF UNDERSTANDING IN THE SUTURE. THIS LESSON INCLUDES ACTIVITIES AND ASSIGNMENTS THAT ARE DESIGNED TO ASSESS STUDENTS UNDERSTANDING
AND LEARNING OF THE WHOLE PLATE TECTONICS UNIT. THROUGHOUT THE LESSON THE STUDENTS WILL NEED TO RECOGNIZE AND IDENTIFY SPECIFIC
PATTERNS RELATED TO THE PLATE TECTONICS IN ABLE TO COMPLETE THE END OF UNIT PROJECT. IN THE ANTICIPATORY SET THE TEACHER WILL ASSESS
STUDENTS UNDERSTANDING AND RECALL OF PREVIOUSLY TAUGHT CONTENT WITHIN THE UNIT. THIS ASSESSMENT WILL BE IMPLEMENTED UTILIZING A
POWERPOINT AND STUDENT RESPONSES BEFORE MOVING INTO A HANDS ON OREO COOKIE ACTIVITY. THE ACTIVITY WILL ALLOW STUDENTS AN
OPPORTUNITY TO VISUALLY SHOW THE UNDERSTANDING OF THE MOVEMENT OF THE DIFFERENT PLATE BOUNDARIES IF THEY STRUGGLE WITH VERBALLY
DESCRIBING THEM.

DURING THE LESSON BODY STUDENTS WILL BE ASSESSED THROUGH THE COMPLETION OF THEIR END OF UNIT PROJECT. TEACHER

CANDIDATES WILL MONITOR STUDENT UNDERSTANDING DURING THE MULTIPLE STEPS IN CREATING THEIR PLATE TECTONIC NEWSPAPER PROJECT
THROUGH CLASS WALKTHROUGHS AND DIRECT QUESTIONING AND OBSERVATIONS.

THIS PROJECT WILL NOT ONLY ASSESS THEIR ABILITY TO CONNECT

THE CONTENT TOGETHER THROUGHOUT THE UNIT BUT ALSO HOW WELL STUDENTS CAN RELATE THEIR LEARNING TO SPECIFIC LOCATIONS IN THE
REAL-WORLD.

THE LESSON CLOSURE WILL CONTAIN A PEER EVALUATION OF THEMSELVES AND THEIR PEERS THROUGH THE UTILIZATION OF THE PLATE
TECTONICS NEWSPAPER PROJECT RUBRIC.

INSERT SUPPORT MATERIALS.