SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Jennifer Truong, Shania Williams, Cole
Science
Symanski
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Earth Science
Biology Earth’s Boundaries 9 55
Interaction
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
California Common Core State Standards Connections:
ELA/Literacy-
RST.11-12.1: Cite specific textual evidence to support analysis of science
and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account. (HS-ESS1-5)
HS-ESS1-5. Evaluate evidence of the past and current movements of
RST-.11-12.8a-e: Evaluate the hypotheses, data, analysis, and
continental and oceanic crusts and the theory of plate tectonics to
conclusions in a science or technical text, verifying the data when
explain the ages of crustal rocks. [Clarification Statement: Emphasis is
possible and corroborating or challenging conclusions with other
on the ability of plate tectonics to explain the ages of crustal rocks.
sources of information. (HS-ESS1-5)
Examples include evidence of the age of oceanic crust increasing with
distance from mid-ocean ridges (a result of plate spreading) and the
WHST.9-12.2a-e: Write informative/explanatory texts, including the
ages of North American continental crust decreasing with distance away
narration of historical events, scientific procedures/experiments, or
from a central ancient core of the continental plate (a result of past
technical processes. (HS-ESS1-5)
plate interactions).]
Mathematics-
MP.2: Reason abstractly and quantitatively. (HS-ESS1-5)
N-Q.1-3: Reason quantitatively and use units to solve problems. (HS-
ESS1-5)

Lesson Objective(s) Evidence

Students will be able to distinguish between boundary movements and
the resulting landscape.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Teacher will assess students’
EL prior knowledge on what
makes a planet habitable.
Teacher will monitor how well
students are grasping the idea
PM
of plate tectonic movement
using a hands-on activity.
Teacher will use this
S
assessment to see if lesson
Students will turn in an exit slip to demonstrate their knowledge on
Implementation
Students will be making an
initial model of what a
habitable planet looks like.
They will individually draw on
poster paper a planet that
exhibits habitable conditions
and write explanations for
each condition.
Students will be using sand to
demonstrate their
understanding of the creation
of various landscapes and
connect the idea to the various
types of plate movement:
divergent and convergent.
At the end of class, students
will be given an exit ticket
boundary movements and resulting landscapes through use of
writing and diagramming.
Feedback Strategy
Students will not necessarily be
told whether they are right or
wrong. Teacher will walk
around the room eliciting
students’ ideas to understand
how they came to the model
they created.
Teacher will be walking around
the classroom helping students
as they work on their activity
and eliciting student responses
through questioning.
Teacher will give students back
their exit activity the next day.
How Informs Teaching
Teacher will use the student’s
answers of a habitable planet
to structure next instructional
lesson. If students have
misconceptions or have limited
knowledge, there will be
discussions to counter their
misconceptions.
If students are having a hard
time connecting information to
the activity, further instruction
or another activity may be
necessary for re-assessment. If
students understand the
material, the lesson sequence
can continue and students will
be doing the summative
assessment. If there is some
mixed results amongst student
data, another activity can be
used to deepen understanding.
If students were unable to
accurately diagram the plate
 objective was achieved. asking them to diagram the Teacher will make corrections movements, revisiting the topic
two plate boundaries and write and add comments to help the next day is necessary.
a summary on plate students understand where Students will not be able to
movement. They will draw a they went wrong, if at all. learn further material until
quick sketch that will they have grasped convergent
demonstrate their and divergent boundaries. If
understanding of the day’s there was a mixed result from
lesson. the assessment, the teacher
will add an additional activity,
using heterogeneous grouping
(decided from the summative).
If all students were able to
understand the topic, the next
instructional lesson on
transform boundaries will be
learned.
FOCUS OF INSTRUCTION
Instructional Strategies
1. An anchoring activity is a fun and stimulating assignment that helps students connect what they have learned every lesson.
2. Students will be participating in partner and class discussion to help them fill in any learning gaps.
3. While learning about landforms via lecture, students will engage in hands-on activities to help them grasp the concept better.
4. Throughout the lesson teachers will be walking around the room checking for understanding during each activity.
5. Students will be diagramming and drawing to help all students gain a deeper understanding by being able to physically draw what they
are learning.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Introduction to anchoring activity:
1. Teacher will introduce the anchoring activity to the
1. Students will be listening to the teacher and watching a
students by playing a video. Students will be given a
video as the anchoring activity is gone over.
data sheet of their planet.
2. Students will be drawing their model of a planet that is
2. Teacher will hand students paper and colored pencil to
suitable for life. They will include what they believe to
make an initial model of a habitable planet for human
be a habitable planet.
life.
3. Students will bring their preconceptions to light during
3. Teacher will conduct a review of what students view is
the anchoring activity. They will being thinking about
a habitable planet, by asking students what are
what makes a planet habitable. They will tell the
conditions and requirements necessary for humans to
15 mins teacher and have them be written on the board.
live on a planet. Teacher will be asking students to
Students will discuss with one another the topics
discuss with a partner on explanations on why the
written on the board on why they need those said
conditions written on the board is necessary for human
things to survive.
life.
4. Students will then use their discussion to segway into
4. Teacher will end the introduction by introducing the
the topic of plate movement. Students should
main topic. The topic will be on the creation of
understand that food is necessary for life and this will
landscapes through boundary movements, mainly
lead into the topic of landscapes on Earth and how they
focusing on divergent and convergent movement on
are able to sustain human life.
continental rock.

Lesson Body
Time Teacher Does Student Does
1. Teacher will show students a Youtube video on land
formations found on Earth. The teacher will pause the
video to discuss with students about different
landscapes they have seen in the video and the 1. Students will follow along with teacher instructions.
characteristics of each landscape. Teacher will give They will watch a video going over various landforms on
students sand for the sand activity to make land Earth and try to model these using kinetic sand.
formation and students will make explanation and Students will listen to the teacher as they go over how
connections between the built land formations with its the various landscapes are formed.
25 mins boundary movement. 2. Students can raise any questions they may have during
2. Teacher will walk around the classroom to ask students the activity.
questions and elicit responses to inform the teacher 3. Students will be relating the landscape to the two types
whether students were able to understand the relation of boundaries: convergent and divergent.
of land formation to boundary movement.
3. Teacher will pull the classroom back and talk about
what students physically did to make their landscape
and other observational characteristics they noticed
during the land formation.
Lesson Closure
Time Teacher Does
1. Teacher will refer the pairs of students to discuss what
we learned today to their newly discovered planet. The
teacher will prompt students to discuss if their planet
were to exhibit these types of land formations and
15 min.
what this means for human survival.
2. The teacher will give students an exit activity to reflect
on what they learned today. Students are to write and
diagram both convergent and divergent boundaries.
Instructional Materials, Equipment, and Multimedia
Whiteboard, Expo Markers, Projector, Computer, Paper for Initial Modeling, Colored Pencils, Internet Access, Sand (brown & blue), Youtube video:
https://www.youtube.com/watch?v=_P3nAWvxKz8
Co-Teaching Strategies
Student Does
1. Students will pair up to discuss the data table given to
them and relate it to their newly discovered planet.
They will be given information regarding the landscape
of their planet and will think about what this means for
it’s habitability.
2. As an exit activity, students will diagram and summarize
the two types of plate movement: convergent and
divergent.

Team teaching. Teachers will switch off when new topics come up and questions arise. Additional comments can be made by either teacher
throughout the lesson. Teachers will be teaching the material and assisting students the whole time while walking across the classroom.

DIFFERENTIATION
English Learners
Students will be given vocabulary
terms and corresponding
definitions to help them refer
back to these specialized terms
during the unit.
Students will be working with
partners on the sand activity so
that they can have student-
student interactions and discuss
the direction of the movement
and resulting landscape.
For the exit activity english
learners will not need to write a
summary and instead can focus
their efforts on the diagram
solely.
Simulations, visuals, and hands-on
activities will be very beneficial for
ELs
Teacher will be walking around
the room checking for
understanding and answering any
questions students may have
throughout the class period.
Teacher will give English Learners
more wait time and give
additional attention to student.
Striving Readers
Students will be given vocabulary
terms and definitions akin to what
is provided to ELs.
Anchoring video to be
accompanied by captions (as well
as any media content that
follows). Video may be played first
with no sound; run back with
sound.
Students with Special Needs
Students on IEPs or 504 plans will
get required accommodations.
Students will be given a concept
map to help them organize their
understandings; They will work
with partners and in groups to
help them build comprehension.
Teacher will check for
understanding throughout the
whole class session and give extra
support to the students that need
it.
Teacher will give student extra
time to answer questions and will
repeat instructions, both verbal
and written, for all activities.
Students will be in close proximity
to the teacher. The teacher will
spend majority of their time with
students with special needs during
the class period.
Teacher will use hand gestures
accompanied with speech.
Advanced Students
Outgoing students will be asked to
assist implementing of some
accommodations for ELs, SRs, SNs.
Students will be given the
opportunity to elicit responses
from peers in lieu of instructor
(i.e. play at acting as instructional
assistant).
Depending on how group dynamic
unfolds, advanced group
members may be tasked with
compiling questions and
hypotheses generated by their
group and perhaps others. Option
to present a review of these to the
class.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

The lesson revolves around students using their knowledge on land formation and the construction of land formation to the movement of plate
boundaries. The teacher initially have students make an initial model of what they think are necessary for a habitable planet. This will help the
teacher gauge what students see are necessary for the survival of human life on a planet. The teacher will also have students writing specific
explanations as to why they draw something on there. For example, if students drew the planet with water, the students will write that humans
need water to survive. This also provides the teacher with some of the student’s preconceived notions on what is required for human life.

The body of the lesson includes a video on different types of land formations found on Earth. This will help as a visual aid to increase
comprehension of land formation. Students will be making land formations seen in the video sand. This sand activity will help students translate
how specific landscapes are formed on Earth. Students will be introduced to specific scientific terminology on this lesson which is divergent and
convergent boundaries.

The lesson will end with students writing and diagramming on an exit slip on what they have learned today using academic terminology and
relating the ideas they learned to the data initially given to them in the beginning of class. This can determine whether students were able to
translate the information learned to an application their newly discovered planet. This application will be used to contribute to their overall unit
assessment.