Ms. Kenesha Allen's Georgia State University Graduation Portfolio

Desired Results

1. Unit Enduring Understanding(s)

   • Students will understand that there are specific scientific physical processes of how the earth’s surface was formed.

   • Students will understand that the earth’s surface can change either by natural means or with the assistance of human activities.

2. Unit Essential Question(s)

   • How was the earth’s surface formed?

   • What evidence have scientist discovered to support your claim?

   • How are tectonic plate movement related to earthquakes?

   • How are fossils significant in the theory of continental drift?

   • How are volcanic eruptions related to plate tectonics?

   • What are the effects of human activity on the erosion of the earth’s surface?

   • What are some methods of conserving natural resources:

3. Daily Learning Objective

   1. Students will know

      • the layers of the earthy by their chemical composition and physical properties.

      • the different types of mountains and how they form.

      • Wegener’s hypothesis of continental drift.

      • the three different tectonic plate boundariesthe three major types of folds and faults

   2. Students will be able to

      • Describe tectonic plates and how they move.

      • Explain how scientists know about the structure of the earth’s interior.

      • Describe the three forces that move tectonic plates.

   3. Learning Goal:

      • The students (audience) will identify the scientific physical processes of how the earth’s surface was formed (behavioral) with at least 75 percent accuracy (degree), first with the assistance of references but eventually without the aid of references (condition).

 

GPS Standards

1. S6E5. Students will investigate the scientific view of how the earth’s surface is formed.

e. Recognized that lithospheric plates constantly move and cause major geological events on the earth’s surface.

f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruptions, gravity) on geological features including oceans (composition, currents, and tides).

 

Introduction (TIME)

1. I will first introduce the lesson by giving the students a map of the world through scaffolding approaches and discussion, I will lead students to the conclusion that each of the continents once fitted together as one land mass. Next I will allow students to watch a video and take note on how scientist think the continents parted. The students will take 10-15 notes on the video.

2. Within the introduction activity, I will use scaffolding approaches to lead students to the answers of questions such as:

   • Why do I need to know this?

     • It is important to know about plate tectonics because of the immediate effects that plate movements can have on the world around us and more specifically within our country, for example, Earthquakes in California, and volcanic eruptions in Hawaii.

   • When will I ever use this information again? (enduring understanding)\

     • If such disasters as the ones mentioned above do occur, their outcomes may directly effect us, or indirectly effect us. The information can be a valuable source that we may use to educate our loved ones that may live in that part of the country, or a valuable resource for ourselves so that we may understand what is going on and the magnitude of relief efforts that we may need to assist our fellow Americans with.

   • Where does this fit into the larger unit, goals, or essential question(s)?

     • This is directly related to the unit, goals, and essential questions because the activities will directly answer the questions and achieve the unit goals for all students.

   • How does this lesson connect with what we’ve done before and where are we going next?

     • This lesson connects with what we have done before because we have already explored the various types of rocks and how earth’s processes produces things such rocks. Students already have an understanding that rock changes can occur within the earth and therefore will be able to make the connection that other processes that shape the earth may occur within the earth as well. Although this lesson in particular only gives students insight into plate tectonics, plate movement has a direct correlation to earthquakes, and volcanoes. Both phenomena will be discusses within the unit.

 

Body

1. Prior to beginning the lesson(s), students will be encouraged to investigate such topics (Chapter 7 in their Holt Science and Technology, Georgia Earth Sciences textbook.) The students will be responsible for reading the material in sections, not all at once. The readings will give students a base for the activities. The activities and discussions will allow students to reinforce and maintain their knowledge from the reading.

2. The Earth’s interior drawing.

   • During this activity, students will draw and label the interior of the earth (its 3 layers as well as its 5 physical layers). The drawing should include: Name, function/description, temperature, thickness, and elements found within.

3. Discussion of drawings, which lead to theory of continental drift.

   • Within their drawings students should have information in them such as: the lithosphere is where tectonic plate movement occurs and the mantle is where magma is located. From the readings and their drawings, I will ask questions so that students get to the conclusion that rising magma which is heated from the core breaks the earth’s crust. When the crust breaks, it continues to drift apart because of the constant cycle of magma breaking the crust and widening the spread.

     • Q: What is located within the mantle?

     • Q: How is the magma constantly heated?

     • Q: Once the magma continues to heat, pressure also builds up, if I have constant pressure pushing against the crust, what could happen?

     • Q: How does fossil evidence support the claim on continental drift?

4. Demonstration of tectonic plate movements

   • From the readings, students should have been exposed to the terms convergent, divergent, and transformation boundaries. First I will allow them to discuss the meanings with one another. Next, I will perform a demonstration with two sponges. Within the demonstration, I will allow the students to guess which type of movement I am displaying. Students will be asked to record their individual answers on an index card in about 2 seconds and immediately put the answers in the air. This will be an informal way in which I can judge whether or not the students understand the difference. Upon completion of the demonstration, students will be asked to complete a visual representation (drawing) of the types of plate movements and a description of how it happens. A discussion will follow to show that this is the way mountains form, seas widen, and earthquakes are formed.

5. Double Stuffed Oreo Cookie plate movement demonstration

   • For this demonstration, students will be in groups of three. Each student will receive his or her own double stuffed Oreo cookie. In the groups of three, each student will demonstrate one type of plate movement. Each member of the group will be expected to draw how all three cookies look, and the type of movement it displays. Note: the top black cookie part is what students are to break and represents the crust; the cream in the middle is the asthenosphere. Along with the drawing they need to complete a detailed explanation of the drawing.

 

 

*The content directly relates to the instructional goals because each specific activity allows students to investigate and build more knowledge about the physical process of how the earth was formed. The activities stem from my pre-assessment results because I previously noted that some of my students had a solid foundation for the topics that we will be covering. Therefore, I will allow my students to engage in group-work often, that way they can learn from one another. Each of my activities stem from my contextual factors because I allow differentiated means to allow my students to grasps concepts. For example, I implement drawings, visuals, teacher demonstrations, student demonstrations, creative writing, discussions, group work, independent work, and videos.

 

Conclusion

1. Students should summarize the lesson (small group discussion of question, then the small groups will present their answers to the class.

   • What were we demonstrating with each activity? (Show your figures that were drawn)

   • Give us a summary of what you learned.

   • Which activity made the most sense to you?

2. Students will understand that there are specific scientific physical processes of how the earth’s surface was formed.Students will understand that the earth’s surface can change either by natural means or with the assistance of human activities.

 

Assessment

1. Exit ticket question: Explain the how the meanings of terms differ: core and crust; lithosphere and asthenosphere

2. Grade 10-15 notes from video

3. Correct index card for convergent, divergent, transform (informal)

4. Correct drawing, label, and explanation for Oreo cookie activity.

5. Higher order thinking discussion questions listed above.

   • Q: What is located within the mantle?

   • Q: How is the magma constantly heated?

   • Q: Once the magma continues to heat, pressure also builds up, if I have constant pressure pushing against the crust, what could happen

   • Q: How does fossil evidence support the claim on continental drift?

 

Differentiation for Students with Exceptionalities

In order to foster learning for students with exceptionalities, demonstrations will be performed, and instructions will be delivered orally, written, and with the use of visual aids. Finally, instruction will be differentiated. Students will work in collaborative groups, technology will be integrated, and they will have an opportunity to “create” drawings and processes that they will discuss and present. With these creations, they are more invested in the lesson because they are a part of it.

 

Materials and Resources

1. Map of the world

2. Computer and projector

3. Video: When continents collide national geographic http://www.youtube.com/watch?v=KCSJNBMOjJs

4. Textbook

5. Art supplies: Paper, pencils, colored pencils, markers

6. 2 sponges

7. Index cards

8. Double Stuffed Oreos (one per student)

9. Double Stuffed Oreo worksheet