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





Subject Area

Bree Baumgartner



Earth Science


Class Title

Lesson Title

Unit Title

Grade Levels

Total Minutes



Reunite Pangaea

Continental Drift



CLASS DESCRIPTION (including specific special needs and language proficiencies)


Students consist of 5 re-designated ELL; 6 Students who are in an RSP/ Speech/ or Monitored program. 4 Students are considered LEP, their ELPAC scores are between a 3 and 4, these students are Expanding and Bridging in the English language.



SDAIE (Integrated ELD) Strategies for

(cognitive, psychomotor, affective)

developing knowledge in the content area

HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.


Science and Engineering Practices:


Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-ESS1-5)


Formative Assessment Confirmation checks

Disciplinary Core Ideas:


PS1.C: Nuclear Processes


Students will demonstrate the



Spontaneous radioactive decays follow a characteristic exponential decay law.

other materials. (secondary to HS-ESS1-5)

reconstruction of Pangaea by working in groups and use the

Clarification requests Repetitions, expansions Variety of question types

Nuclear lifetimes allow radiometric dating to

evidence provided on the following

Summative Assessment Mastery assessed using a variety of

be used to determine the ages of rocks and

slides (see the key) to fit continent cutouts together forming an



ESS1.C: The History of Planet Earth


approximation of the supercontinent Pangea that existed about 335

modalities Review of main topics and key


Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. (HS-ESS1-5)

million years ago. Students will take and upload a picture to a SHARED slides document to serve as your claim and will create a CER slide that

Written assessment appropriate for intermediate/early advanced English learners. Content-driven


rigorous core curriculum (not 'watered


ESS2.B: Plate Tectonics and Large-Scale System Interactions


will be presented to the class at the end of the period.

down') key topics organized around main

Plate tectonics is the unifying theory that explains the past and current movements of

themes topics appropriate to grade level

the rocks at Earth’s surface and provides a


framework for understanding its geologic history. (secondary to HS-ESS1-5)

Crosscutting Concepts:


Patterns: Empirical evidence is needed to identify patterns. (HS-ESS1-5)




Pangaea Radioactive Decay


Seafloor Spreading Zones


Convergent Plate Boundaries



Divergent Plate Boundaries Transform Plate Boundaries


SDAIE Strategies for developing knowledge of disciplinary English

RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to

Exchanging information/ideas

Teacher will give context clues with facial expressions and enunciation, appropriate lesson

important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS1-5) RST.11-12.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS1-5)

Contribute to class, group, and partner discussions. Students will also participate in justifying opinions and positions or persuade others by making connections between ideas and background knowledge.

design with student fluency level reflected, evidence of scaffolding and vocabulary emphasis. The lesson will also elicit multisensory experiences using hands on activities and demonstrations.


Specific Needs


Specific Accommodations




Student knows he can turn in work late if he needs more time.

FS1: Student has a 1.54 GPA, he too the G-MG test for

Student can come in at snack or break if he needs more time for quizzes or tests

fluency and received an ELPAC score of 4.00, or the

Student knows he can take a brisk walk, up and down the hallway, with the hall

grade equivalent of a 57. Student has a difficult time paying attention in class and tends to arrive to school very tired and therefore has a difficult time staying


pass if he is feeling tired and needs to wake up.

awake in class.


Extended time on assignments if absent- up to 100% of time allotted.

Absences/Tardies: sick days and tardies are excused.

FS2: Student has a Other Health Impairment (OHI) this

Extra time on tests if student is not feeling well

diagnoses is referred to as, Cyclic Vomiting Syndrome

Student knows a secret signal between teacher and student to be able to let

and Dysautonomia along with a mitochondrial disease diagnoses as well. FS2’s diagnoses impacts her strength, vitality and alertness. She may experience

teacher know, discreetly, that student needs to go lie down or, needs to speak to teacher immediately if major episode is about to occur. Student knows she is welcome to grab any snacks/water provided by teacher in

episodes that require hospitalization. When FS2 is at


teacher’s fridge.


school or home, and is not feeling well, she reports feeling nervous and has a difficult time sleeping,


Student can use the lab back room as a place to sit/lie down if student needs a place to rest if a headache is coming on.

focusing, and concentrating.



Student tends to loose papers so student has a folder that she keeps in class on

FS3: Student has a very difficult home life, she has


teachers desk, that way papers will not get lost.

been living in and out of a women’s shelter. This


Student is allowed to turn in work late for a grade of C or below up until the

constant movement and insecurity of home causes student to lash out, loose things, have issues with drugs, and punctuality.

completion of the unit. Student can also keep her Chromebook in class so as not to lose it.




Purpose/Focus of Assessment



Feedback Strategy

How Informs Teaching


Connect cross cutting concepts


Direct feedback, students and

Teacher gets a direct, and

from previous lessons such as,

teacher will discuss answers as

immediate feel for the classes’



plate boundaries, radioactive decay/rock dating, and comparisons of oceanic and continental crusts.

Bell work

a class. Students will get their first support if concept understanding needs work.

previous knowledge and understanding of cross cutting concepts.


Checking for understanding of cross cutting concepts and how


Direct feedback, teacher will walk around the classroom as students are working together

This allows teacher to get direct feedback from students as they are working together to


they can be used to make

Uniting Pangaea Lab

in groups. Students will also

complete the lab. Teacher can


sense of the formation of the supercontinent Pangaea

give each other feedback as they work together to figure out how the continental puzzle pieces fit together.

address issues that may span over multiple groups during class to help alleviate misunderstanding.


Test for understanding of how Pangaea came to be, cross cutting concepts must be used


Students will get written feedback from teacher within a day or two, this will allow

Teacher can see how students are progressing in their CER writing, and check to see if


to support students evidence. Students must use previous mastery of CER to fill out the worksheet.

Pangaea CER


students to understand how their skills are when using information and data to write a CER.

students understood how cross cutting concepts influence the formation of Pangaea.


Lesson Introduction/Anticipatory Set



Teacher Does


Student Does

10 Min

Teacher takes roll, and goes around stamping students Bell work as they work with their partners or themselves to answer the question, “How does the fossil evidence support Continental Drift theory?Once teacher is done stamping, she will converse with

Students come in and sit in their assigned seat, it is routine to take out bell work and copy down, then answer the question. Students can discuss amongst themselves to figure out the


students to check for understanding then discuss next steps for the day.

answer to the bell work question. as they work with their partners or themselves to answer the question.

Lesson Body



Teacher Does

Student Does


Teacher goes over the agenda for the day, followed by the lesson objective. Teacher then lectures for 10-15 min on the fossil evidence with which Alfred Wegener proposed the theory of continental drift.

Student follows along with the teacher on their own set of the lecture notes print out, they fill in the notes as the teacher lectures for 10-15 min. Then students look over the lab directions as the teacher explains them, then goes over to lab tables in groups of no more than 4 students. Groups of Students put together the Pangaea puzzle whilst


Teacher then explains the lab and goes over the directions that are posted on google classroom. Then teacher excuses students to the lab tables and continues to monitor their progress and answer any questions they may have.

reading the directions that explain what the differing symbols represent on the key. Once students match together the Pangaea puzzle they are then instructed to write their entire group member’s names around their puzzle with a chalk pen on the lab table. Then they should take a picture of the puzzle with their names around it, and upload the picture to their group CER worksheet.

Lesson Closure



Teacher Does

Student Does


Teacher calls clean up and lets students know that tomorrow will

Students clean up their workspaces by putting away their

their previous CER’s so that they can do well on their quiz

be a group quiz where the group will work together to fill out

their CER’s. Teacher instructs students to put away their cut out

Pangaea puzzles into their envelopes. Then they go sit down in


puzzle pieces and wipe down their lab tables. Teacher also lets students know to go over their CER materials that we have done

their seats and listens to the teacher when she goes over their group quiz/CER that they will work on tomorrow. They will study

together in the past because that will greatly help them with the quiz/activity tomorrow.


Instructional Materials, Equipment, and Multimedia


Reunite Pangaea Instructions:

students to check for understanding then discuss next steps for the day. answer to the bell

Continental Drift Notes (2pages)

students to check for understanding then discuss next steps for the day. answer to the bell
students to check for understanding then discuss next steps for the day. answer to the bell

Reunite Pangaea CER Instructions:

Lecture Slides for Continental Drift Notes: Co-Teaching Strategies ☒One teach, one observe ☐Supplemental teaching ☒One teach,
Lecture Slides for Continental Drift Notes:
Co-Teaching Strategies
☒One teach, one observe
☐Supplemental teaching
☒One teach,
☐Station teaching
☐Parallel teaching
one assist
☐Team teaching
☐Not applicable
If Students finish early, they can work together in their groups to finish filling in their Continental Drift Notes.
UDL Goals Summary
UDL Methods Summary

UDL Methods Summary

UDL Materials Summary
UDL Materials Summary

UDL Materials Summary

UDL Assessment Summary

UDL Assessment Summary
UDL Assessment Summary