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Faith McGee

ELED 3221-003
March 22, 2017

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Earthquakes

Elementary Science
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Big Idea: The Earths surface and history

Grade Level: 4th Grade

Rationale:
This content is important because so many earthquakes happen across the globe every year.
Major earthquakes are usually on the news and students will hear about them therefore, it is good
for them to know how they are caused and why they happen, that way they can better understand
what goes on in the world around them.

NC Essential Standard(s):

4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such as
erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and
earthquakes.

Next Generation Science Standard(s):

4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earths features.
ESS2.B: Plate Tectonics and Large-Scale System Interactions

Instructional Objective: Students will be able to explain the different types of faults that can
cause earthquakes. Students will work in small groups to complete science stations.

Prerequisite knowledge and skills: Earths crust, Earths plates, rocks

Materials/Resources: Foldable that students have already started, scissors, glue, markers

Source of your lesson: Cooperating Teacher

Estimated Time: 30 Minutes

Accommodation for Special Needs/different learning styles: What should be done for students
with special needs (both physical and emotional)? Different learning styles? ESL students?
(NOTE: YOU MUST ADDRESS ESL STUDENTS AND ONE OTHER NEED/LEARNING
STYLE FOR CREDIT)
For English Language Learners, I will predefine the terms and concepts with them. I will also
have them in a group with native English speakers who can help them. For linguistic learners, I
will use the PowerPoint and explanations to go along with it.

Safety considerations: How will you make sure students are safe in your lesson?
I will make sure students are safe by telling them not to do anything without instruction. I will
also make sure they know not to drink the water.
Faith McGee
ELED 3223-003
March 22, 2017
______________________________________________________________________________

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible questions
and anticipated student responses to your questions for each section.

Engage: Watch video https://www.youtube.com/watch?v=ICSX3Wn8_rc

Explore:
Station 1: Students will stick a 3x5 sticky note to the table with one inch of the short side
hanging over the edge of the table. The students will fill a cup full with water. The cup will
then be placed on the center part of the sticky note that is on the table. Students will carefully but
firmly pull the sticky note straight out from under the cup. The sticky part will stop them from
easily pulling the sticky note out from under the cup. Students will observe what happens and
record observations and thoughts in their science journals.

Station 2: Students will watch this video: https://www.youtube.com/watch?v=FIgksa3x11w and


will take note in their science journals of the different movements of tectonic plates.

Station 3: Explore this website: http://www.weatherwizkids.com/weather-earthquake.htm. Take


note of three things you learned that you did not know before.

Explanation: Have students share observations. Use PowerPoint to explain earthquakes.


https://docs.google.com/a/uncc.edu/presentation/d/1ZM2LN6zGqkBNeD4sHuAVcb0TIqkwgMz
yxiDeoNHNFfY/edit?usp=sharing

Elaborate: Students will now add to their foldable that they have been making this unit. They
will create the section on earthquakes and put pictures and descriptions of each of the three types
of faults they learned about.

Evaluate: I will use informal, formative assessments. As the students are working on their
foldable, I will walk around and ask students various forms of these questions: what is an
earthquake? What is a dip-slip fault? What is a reverse fault? What is a strike-slip fault? Can you
name all three faults we learned about? What is the focus? What is the epicenter? Which types of
faults move vertically? Which types of faults move horizontally? How can you measure an
earthquake?

Closure: I will close the lesson by asking students to write on sticky notes either two things they
learned and one question they have or one thing they learned and two questions they have. I will
share what students learned and answer some of the questions they wrote down.