DUP Lesson 1

Name CWID Subject Area

Emily Bertrand Foundational Level Life

Henry Chi Science
Erin Crowley

Class Title Lesson Title Unit Title Grade Total Minutes

Levels

Science Pangea Natural 6-8 5 days

Resources

STANDARDS AND LESSON OBJECTIVES

Next Generation Science Standards Common Core State Standard Connections

MS-ESS2-3
Analyze and interpret data on the distribution of fossils and rocks,
continental shapes, and seafloor structures to provide evidence of the
past plate motions.
ESS2.B: Plate Tectonics and Large-Scale System Interactions
Maps of ancient land and water patterns, based on investigations
of rocks and fossils, make clear how Earth’s plates have moved
great distances, collided, and spread apart.
[Clarification Statement: Examples of data include similarities of rock
and fossil types on different continents, the shapes of the continents
(including continental shelves), and the locations of ocean structures
(such as ridges, fracture zones, and trenches).] [Assessment
Boundary: Paleomagnetic anomalies in oceanic and continental crust
are not assessed.]
ELA/Literacy
RST.6-8.1: Cite specific textual evidence to
support analysis of science and technical texts.
(MS-ESS2-3)
RST.6-8.7: Integrate quantitative or technical
information expressed in words in a text with a
version of that information expressed visually
(e.g., in a flowchart, diagram, model, graph, or
table). (MS-ESS2-3)
RST.6-8.9: Compare and contrast the information
gained from experiments, simulations, video, or
multimedia sources with that gained from reading
a text on the same topic. (MS-ESS2-3)
Mathematics
MP.2: Reason abstractly and quantitatively. (MS-
ESS2-3)
6.EE.B.6: Use variables to represent numbers
and write expressions when solving a real-world
or mathematical problem; understand that a
variable can represent an unknown number, or,
depending on the purpose at hand, any number in
a specified set. (MS-ESS2-3)
7.EE.B.4: Use variables to represent quantities in
a real-world or mathematical problem, and
construct simple equations and inequalities to
solve problems by reasoning about the quantities.
(MS-ESS2-3)
 Lesson Objective(s) Evidence

Using and interpreting maps of Earth’s plate movements and fossil
data, SWBAT: construct a model of Pangea that demonstrates plate
motions our current plate locations.
Driving Question: Did our Earth always look this way?
An initial model is created after the engaging
activity. The initial model is then revised after
students are presented with new information
regarding PANGEA and plate tectonics. A final
model will serve as the evidence of understanding
for this lesson.

STUDENT ASSESSMENT

Type Purpose/Focus of Implementation Feedback Strategy How Informs

Assessment Teaching

EL Check if students Warm up questions Immediate via Will inform teacher

understand prior discussion if any additional
content, and what they scaffolding is
know about upcoming needed for the
topics. lesson

SSN Check success of Individually grading student Next day feedback Will inform teacher
lesson and content models, follow rubric via handing out of success of
knowledge guidelines rubric scores and lesson, any
comments concepts students
need to be
retaught, and if
teacher can
continue with unit
or need to revise
lesson.

FOCUS OF INSTRUCTION

Instructional Strategies

Modeling, asking questions, guided instructions, structured handouts (graphic organizers), immediate feedback.
Incorporates use of visuals: videos, digital interactive. Student grouping supports learning of content.

Day 1

Time Teacher Does Student Does

1 Day • Teacher will present students with the warm-up • Students will individually
question: “Did our Earth always look this way?” answer the warm-up
• Teacher will instruct students to share their answer question
with their neighbor • Students will share their
• Teacher will randomly call on three students to share answer with their neighbor
their answers with the class • Students will be prepared
• Teacher will explain how the graham crackers will to possibly share their
simulate the Earth’s plates answer with the class
• Teacher will explain to students what they need to • Students will answer the
be doing with the graham crackers driving question and create
• Teacher will have the students create an initial a drawing to support their
model on how our Earth used to look based on their prediction.
predictions and observations from the graham • Students make a
cracker activity hypothesis, what would
happen with the two
pieces of graham crackers
when they are pushed
together and slid side by
side. Students will write
down their observations of
graham crackers and the
frosting interact.
• Based on their predictions
and observations from the
graham cracker activity,
students will create an
initial model on how our
Earth used to look and
why.

Day 2

Time Teacher Does Student Does

1 Day • Teacher will present students with the warm-up • Students will individually
question: “How do plates move to allow the Earth’s answer the warm-up
surface to change?” question
• Teacher will instruct students to share their answer • Students will share their
with their neighbor answer with their neighbor
• Teacher will randomly call on three students to share • Students will be prepared
their answers with the class to possibly share their
• Teacher will instruct students to interactive website answer with the class
and explain expectations for completing Plate • Students will complete the
tectonics and Plates and Boundaries digital digital interactive: Plate
interactives. tectonics and Plates and
• Teacher will explain expectations for accompanying Boundaries to understand
graphic organizer continents which were
once joined have
separated over time.
• Students will also be able
to identify the three types
of plate movement that
allows the creation or
destruction of seafloor.
 Students complete a
graphic organizer while
they do the interactive.

Day 3

Time Teacher Does Student Does

1 Day • Teacher will present students with the warm-up
question: “What is a fossil and how are they
formed?”
• Teacher will instruct students to share their answer
with their neighbor
• Teacher will randomly call on three students to share
their answers with the class
• Teacher will show students an intro video on fossils
and their distribution
• Teacher will hand out an article on Fossils and
Rocks
• Teacher will instruct students on how they will need
to annotate the article.
o Annotate the title in black ink or pencil:
Explain what you want to know or about the
subject
o Annotate all pictures in red ink: Explain all
drawings, pictures, or graphs in your own
words
o Vocabulary (yellow highlighter): highlight at
least 5 unfamiliar words and words you do
not know. Add and highlight at least 5
definitions using context clues, notes, or
class discussions
o Questions (Green ink): write at least 5
complete sentence questions that come to
you as you read
o Comments and connections (blue ink):
describe at least 5 connections between
the reading and yourself, your world, or
something else you have read
• Students will individually
answer the warm-up
question
• Students will share their
answer with their neighbor
• Students will be prepared
to possibly share their
answer with the class
• Students will watch the
video on fossils and their
distribution
• Students will receive the
article on fossils and rocks
• Before reading the article,
students will annotate the
title individually
• Students will then share
their annotation with their
neighbor
• Students will individually
read the entire article
• Students will annotate the
pictures, vocabulary,
questions, and comments
on the article, making sure
to use the correct colors
listed on the board
• Students will summarize
the article after reading
and annotating
 o Summarize: write a four sentence
summary. Clarify your understanding by
summarizing the text in your own words
• Article annotations will be graded the next class
period

Day 4

Time Teacher Does Student Does

1 Day • Teacher will present students with the warm-up • Students will individually
question: “What does the ocean floor look like? answer the warm-up
Describe it.” question
• Teacher will instruct students to share their answer • Students will share their
with their neighbor answer with their neighbor
• Teacher will randomly call on three students to share • Students will be prepared
their answers with the class to possibly share their
• Teacher will have students trade yesterday's answer with the class
annotations for grading • Students will trade their
o Annotate the title (black ink): 1 point all or articles with another
nothing student for grading
o Annotate pictures (red ink): 5 points all or • Students, using a red pen,
nothing will grade the annotations
o Vocabulary (yellow highlighter): 1 point per based on that student’s
highlight and 1 point per definition, total rubric
possible 10 points • Students will give teacher
o Questions (green ink): 1 point per question, their scores
5 possible points
• Students will watch the
o Comments and Connections (blue ink): 1 video on how the seafloor
point per comment, five possible points
is created
o Summarize: 1 point per sentence, 4 points
possible • Students will receive the
article on the seafloor
• Teacher will record scores
• Students will individually
• Teacher will show students an intro video on how
annotate the article based
the seafloor is created
on their given rubric, but
• Teacher will hand out an article on the seafloor instead of summarizing the
• Teacher will instruct students on the annotation article at the end, they will
technique answer the questions that
o Students will conduct the same article go along with the article.
procedure but instead of a summary, they
will be answering questions at the end of
the article.
o Students will be informed to annotate
based off their rubric, but will only be
graded for completion

Day 5

Time Teacher Does Student Does

1 Day • Teacher will present students with the warm-up • Students will individually
question: “How has our Earth changed over time? answer the warm-up
• Teacher will instruct students to share their answer question
with their neighbor • Students will share their
• Teacher will randomly call on three students to share answer with their neighbor
their answers with the class • Students will be prepared
• Teacher will quickly check student’s article to possibly share their
annotations and questions for completion answer with the class
• Teacher will review the answers to the questions • Students will be prepared
and give students the opportunity to edit their to show the teacher their
answers article for completion
• Teacher will guide students through a final grading
investigation to help in their final model development • Students will complete an
in-class investigation to
finalize their

Instructional Materials, Equipment, and Multimedia

https://www.learner.org/interactives/dynamicearth/drift2.html plate tectonic digital interactive

https://www.youtube.com/watch?v=Z1b3yNgIfKw Ocean floor video
https://www.youtube.com/watch?v=sgPnnzou0og Fossil Video
http://www.prehistoricplanet.com/features/index.php?id=48 Rock layer tectonics to Fossil connection

English Learners Striving Readers Students with Special Advanced Students

Needs

For article annotations,
students will work off of an
accommodated annotation
rubric. The process of
annotating the article is
guided, as the teacher will
work through each portion
step by step.
For the digital interactive, the
activity will be conducted
through partner work.
Students will be strategically
paired so they have another
student that will aid them in
navigating and
reading/interpreting the
website
For article annotations,
students will work off of an
accommodated annotation
rubric. The process of
annotating the article is
guided, as the teacher will
work through each portion
step by step.
For the digital interactive, the
activity will be conducted
through partner work.
Students will be strategically
paired so they have another
student that will aid them in
navigating and
reading/interpreting the
website
Depending on the severity of These students will be
needs, students will have strategically paired with
access to an in-class aid. either an EL, striving
For article annotations, reader, or student with
students will work off of an special needs. This will
accommodated annotation give them the chance to
rubric. The process of help those students
annotating the article is complete the lessons.
guided, as the teacher will
work through each portion
step by step.
For the digital interactive, the
activity will be conducted
through partner work.
Students will be strategically
paired so they have another
student that will aid them in
navigating and
reading/interpreting the
website

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Students Negotiate expository text of various articles to collect evidence for their model on how the Earth has changed over
time. There are multiple ways to engage students with content: hands on graham cracker lab, digital interactives, reading
and writing when annotating text, listening and speaking during warm up discussions. Lesson supports various types of
learners and differentiates to all students. The various ways we are implementing our lesson is through scaffolded
instructions, graphic organizers, guided notes, and modeling. The epistemic practices we focused on are modeling,
negotiating with expository text, and argumentation. These will be used to help students gain science literacy and be
applied throughout the year. We want the students to practice how real-world scientists think. The lesson builds on UDL
guidelines and Hess/bloom matrix of higher-order thinking as students constantly are using information as evidence to
enhance their models and arguments for their final products.

Article Annotation Rubric (College Prep/Honors)

Task Points Points

Earned Possible

Annotate the Title (black ink or pencil) 1

• Explain what you know or want to know about the subject

Annotate Pictures (red ink) 5

• Explain ALL drawings, pictures, or graphs in your own words

Vocabulary (yellow highlighter) 10

• Highlight at least 5 unfamiliar words and words you do not know
• Add & highlight at least 5 definitions using context clues, notes, or
class discussions

Questions (green ink) 5

• Write at least 5 complete sentence questions that come to you as
you read

Comments & Connections (blue ink) 5

• Describe at least 5 connections between the reading and yourself,
your world, or something else you have read

Summarize 4
• Write a 4-sentence summary. Clarify your understanding by
summarizing the text in your own words

Total 30

Article Annotation Rubric (Accommodated)

Task Points Points

Earned Possible

Annotate the Title (black ink or pencil) 1

• Explain what you know or want to know about the subject

Annotate Pictures (red ink) 5

• Explain ALL drawings, pictures, or graphs in your own words

Vocabulary (yellow highlighter) 10

• Highlight at least 2 unfamiliar words and words you do not know
 • Add & highlight at least 2 definitions using context clues, notes, or
class discussions

Questions (green ink) 5

• Write at least 2 questions that come to you as you read

Comments & Connections (blue ink) 5

• Describe at least 2 connections between the reading and yourself,
your world, or something else you have read

Summarize 4
• Write a summary. Clarify your understanding by summarizing the text
in your own words

Total 30