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Molloy College

Education Department
Lesson Plan

Student: Ryan Walsh Professor


Brower
Course: EDU 527
Date: 5/2/2017
8th Grade Geologic Time Scale
Content Area: Science

Instructional Objective

After an interactive class lesson students will understand each of the


main periods of geologic time and understand the characteristics of
each period. Student will construct his or her own Geologic Time scale
through a timeline generator software that will assess how well they
absorbed the material.

Standards and Indicators

NYS Common Core Learning Standards Addressed:


Living Environment 3.1jBillionsofyearsago,lifeonEarthisthoughtbymany
scientiststohavebegunassimple,singlecelledorganisms.Aboutabillionyearsago,
increasinglycomplexmulticellularorganismsbegantoevolve.
Indicator:Thiswillbeevidenttostudentswhenweanalyzethetransitionfrom
thePrecambrianperiodtothePaleozoic.
LivingEnvironment3.1kEvolutiondoesnotnecessitatelongtermprogressinsomeset
direction.Evolutionarychangesappeartobelikethegrowthofabush:Somebranches
survivefromthebeginningwithlittleornochange,manydieoutaltogether,andothers
branchrepeatedly,sometimesgivingrisetomorecomplexorganisms.
Indicator:Studentswillvisuallyseethebeginningofthedevelopmentof
multicellularorganismandhowthatleadtothefirstlandplants,thenthefirst
landanimal,andsoon.
LivingEnvironment2.2Refineresearchideasthroughlibraryinvestigations,including
electronicinformationretrievalandreviewsoftheliterature,andthroughpeerfeedback
obtainedfromreviewanddiscussion
Indicator:Studentswillpracticetheirresearchandinvestigateskillattheendof
theclasswhentheybegintocreatetheirowntimelinethatdisplaystheir
independentresearchandalsotheknowledgetheygatheredformtheclasslesson.

Motivation
Studentswillwatchandtakenotesonaquickvideothatwillstimulatetheirinterestand
curiosityaboutthehistoryoflifeonearthandtheevolutionprocess.Stimulatingtheir
visualsensesandauditorysenses.

Materials

SMARTboard,Chromebooks,Handouts,andWhiteBoard

Strategies

DoNowActivity:Studentswillanalyzeavideoandwriteabouttermsorthemesthey
recognizeandarefamiliarwith.

Lecture:ThiswillbeevidentwhenIusetheSMARTboardtoshowslidesthatcontain
informationthatwillhelpstudentsachieveourclassAimfortheday.Iwillspeakabout
eachindividualslidebyprovidingsomeoutsideknowledgeanddrawingconnectionsto
previousthingstheyhavelearned.Therearemajoreventsthatoccurredineachtime
periodandIrepresentedeacheventwithavisualontheslides.Thishelpsstudents
associateeachimagewithaspecificevent/term,makingiteasierforthemtoretain
information.

Technology:TheuseoftheSMARTboardwillbewhatIprimarilyusethroughoutthe
lessontosharenecessaryinformationwiththestudentsandtoalsomakedirectionsclear
forindependentandgroupwork.Rightfromthebeginningstudentswillwatchavideoon
theSMARTboard.Studentswillalsobeencouragedtousetheirchromebooks.Threw
GoogleClassroomeachstudentwillbeabletopulluptheslidesthatgoalongwiththe
lecture.Thisgivesstudentsmorecontrolovertheirlearningexperienceintheclassroom
andhelpsstudentswithlearningdisabilities.(Visual/Listening)

CooperativeLearning:Thestudentswillcollaborateingroupsattheendofclassto
helpcreatetheirownGeologicTimeLine.Studentswillbeencouragedtohelpothers
navigatetheTimelinegeneratorandwillalsobeallowedtoshareideasaboutspecific
events/timeperiodsthatshouldbeontheirtimeline.Eachgroupwillbemadeupof
studentsofvariedlearningability.

IndependentWork:Atthebeginningofclassstudentswillindependentlyanalyzethe
videoandinterpretwhattheythinkwasthemostimportantaspectsofthevideoclip.At
theendtheyareallowedtoworkingroupsbutareresponsibleforhandingintheirown
timelinethatisdifferentfromtheirclassmates.

Adaptations
MylessonwillalsobeavailableviaGoogleDocs,whichwillbemadeaccessibletomy
entireclassthatwaystudentscaneditthenotesortranslatethenotesintoaformatthat
bestsuitstheirlearningstyles.
Studentswhoarevisuallyimpairedwillhaveacopyrightinfrontofthemontheir
chromebooks.Headphoneswillbeprovidedtostudentswhoareeasilydistractedand
havetroubleconcentratingduringthevideoanalysispartofthelesson.
StudentswithcommunicationdisabilitieswillhaveaccesstotheirTextReadersontheir
Chromebookssinceitissoftwarethatisdownloadedontotheindividualscomputer.

DifferentiationofInstruction

StudentswillbeputingroupsofvariedlearningabilitiestocreatetheirownGeologic
TimeLine.Thiswillallowstrongerstudentsintheclasstotakeleadershiprolesandhelp
explainthecontenttostudentsoflowerability.Thestudentswithlowerabilitywillhave
theopportunitytoworkalongsidekidswhothinkatahigherlevel.Whenyousurround
yourselfwithpeopleofhigherlearningabilityithelpspushyoutobecomeabetter
student.Atthesametimeeachstudentisresponsibleforhandingintheirownunique
timelinesotheycannotbecometooreliantonanyotherstudent.Thisholdseachand
everystudentaccountablewithoutdiscouragingthem.

Thislessonworkswithstudentsofalldifferentlearningstyles.Spatial,linguistic,
auditory,social,andlogicalareallstylesthislessonusestomakesurethatnostudentis
atadisadvantage.Thetechnologythatisusedandavailableinthislessoncreatesa
learningenvironmentthatgiveseachstudentthepowertomaximizehisorherlearning
ability.

DevelopmentalProcedures

1. Toopenupthediscussionandlectureitisimportanttogetanunderstandingof
whatpreviousknowledgethekidshave.Thefeedbackfromthedonowwillallow
metoassesstheirknowledgepriortothelessonandwhatareastheylack
knowledgein.Thereisspecificdirectionsandcluesattowhatthestudentsshould
belookingforandlisteningforwhilewatchingthevideo.
2. Beforedivingintothemajorerasandperiodsofthehistoryofearthitisimportant
thatthestudentsunderstandhowwemeasuretime.ThisiswhereIwilldefinethe
differentlevelsofhowwecategorizetime(Era,Period,epochs).AfterIwill
highlightthefourmajoreras.MylessonswilltakethekidsthrougheachErasoit
isimportantforthemtoknowhowwearegoingtobenavigatingtime.
3. Thefollowingslideiswherewetakeacloserlookatthefisrtandoldesteraof
earth.IbrokethePrecambrianperioddownintoevensmallerunitsoftimesothat
studentscanvisualizethedifferentepochsofthisera.Eachepochintroducednew
aspectstoearth.Iputtwoimagesonthisslidetoputintoperspectivejusthow
youngearthwasatthistime.Itisimportantforkidstobeabletoconnectthese
bigwordsinsciencewithvisuals.
4. ThenextEra(Paleozoic),experiencedsomanydifferentkeyinventsinevolution.
InsteadofhighlightingthemallItriedtofocusoneventsthattheywouldbemost
interestedinandeventsthataremostimportantinunderstandingthistimeperiod.
Easilydividedthisperiodintothethreemajorages(Ageoffishes,ageof
amphibians,andageofinvertebrates).Iwillfinishthisslidewithapowerful
statementoftheera.BeginningofthePaleozoicwasmarkedasthebeginningof
lifeandtheendofthePaleozoicwasmarkedbyaneventcalledthePermian
extinction.Powerfulquotesresonatebetterwithstudentswhenusedaffectively.
5. Thenextslideisahugepictureofwhatanecosystemwouldlooklikeduringthe
Paleozoicperiod.NexttoitIwrotealistofthemajororganismofthistime
period.Putsintoperspectivethatearthwasstillveryundevelopedatthistime.
6. TheMesozoicisthepartstudentsaremostinterestedin.Whenthestudents
alreadyhaveaninterest/knowledgeofatopicIthinkitisimportantforthe
studentstolearnmorefromeachotherthenfromtheslides.Thisisaneramarked
byDinosaursandtheJurassicperiod.Manystudentscantalkintelligentlyabout
thesignificanceofDinosaursandtheevidenceithasprovideduswithinorderto
helptellthestoryofearth.Ithinkwhatthestudentsdonotknowiswhatwas
goingonwithplatetectonicsduringthisperiodsoIcreatedoneslidethatoutlines
the3periodsofthiseraandhowthetectonicplateweremovingandaffecting
differentspeciesandorganism.
7. TheCenozoiceraistrickybecauseitisthemostrecenteraanditcoversallthe
wayuptothepresent.KidsseemtobemostinterestedhoweverintheAgeof
MammalsaspectofthiserasoIconcentratedalotonthetypesofmammalsthat
populatedearth.ThroughtheTeriaryPeriodandtheQuaternaryperiodwesee
largemammalsgoextinctandsmallermammalsbegintodominate.Ididnotwant
todivetoomuchintotheevolutionofhumanlifebecauseIbelievethereisno
waytojustsummarizeitwithoutgivinganindepthlesson.Sothatiswherewe
willpickupthenextlesson.
8. Thefinalslidegivedirectionfortheinclassactivitythestudentswillbe
responsibleforcompleting.Itgivescleardirectionsofwhateachgroupis
expectedtodo.Italsohasthelinktothetimelinegeneratorsotheycaneasily
accessit.Thiswillbeanactivitytheystartinclassbutfinishathome.Thiswill
beoneofthegradedhomeworkassignmentsbecauseIbelievethisactivitywillbe
amajorassessmentofhowthestudentsgrasped/interpretedthelesson.Italsogive
themachancetodosomefurtherresearchontheirown.

Assessment

Studentswillusetheinformationfromtheclasslecturetocreatetheirownunique
timeline.Byusing,audio,andvideotheywillshowtheiroverallknowledgeofthe
GeologicTimeScale.Thiswillbeanactivitystartedinclassbutthenfinishedathome.It
willcountasoneofthe6mainHomeworkassignmentsforthesemester.
IndependentPractice

Studentswillbeassignedanindividualprojectwherethewillcreatetheirowninfo
graphicthathighlightsthemajorcausesandsparkofWorldWar1.

FollowUp:DirectInterventionandAcademicEnrichment

Studentswhodidnotmeettheobjectiveforthisclasslessonwillhaveaccesstothe
wholeclasslessonthroughGoogleDocs.Thesestudentswillalsoworktogetherwiththe
teacher(insteadofindependently)tohelpcreatetheGeologicTimelinethatsummarizes
theentirelesson.

Studentswhoachievedtheobjectivewillbeexpectedtocreatethetimelineontheirown.
Inordertodothistheywillhavetodosomeindependentresearchontheirownand
cannotjustrelyoffoftheslidesfromthelessonplan.Iwillalsoprovidelinkstothe
studentsforfurtherreadingandmoreindepthlooksateachera.
TeacherReferences
New York State P-12 Common Core Learning Standards. (n.d.). Retrieved April 25, 2017,
from https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-
standards

Hayes, D. D., & Photograph by Joel Sartore, National Geographic Photo Ark. (2017,
May 01). Precambrian Time. Retrieved May 04, 2017, from
http://www.nationalgeographic.com/science/prehistoric-world/precambrian-time/

Frank, D. (n.d.). What is Geologic Time? Retrieved May 04, 2017, from
https://geomaps.wr.usgs.gov/parks/gtime/

International, I. A. (2012, November). GSA Geological Time Scale. Retrieved May 04,
2017, from
https://www.geosociety.org/GSA/Education_Careers/Geologic_Time_Scale/GSA/times
cale/home.aspx

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