SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC 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

Amber Han

802331330

Geosciences

Class Title

Lesson Title

Unit Title

Grade
Levels

Total
Minutes

Earth Science

Movement of Earths
Plates

Earths
Systems

9th

54 mins

CLASS DESCRIPTION
35 students with similar in ethnic, socioeconomic, and cultural background, with some
students that vary. All students are in 9th grade, with the exception of two 10th graders
and one 11th grader. There are a handful of English Language Learners and also a handful
of students with special needs. Students are seated in pairs with a total of 20 tables.
Some students are sitting alone. Students are generally good at paying attention and
following instruction. Only a minute or two is used to settle down the students once
class has begun.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy
History/Social Studies, Science and
English Language Development
Technical Subjects, NGSS, and Content
Standards (ELD)
Standards
NGSS - HS-ESS1-5:
Grades 9-10
Evaluate evidence of the past and current
A1: Exchanging information and ideas with
movements of continental and oceanic
others through oral collaborative
crust and the theory of plate tectonics to
discussions on a range of social and
explain the ages of crustal rocks.
academic topics
California Content Standards (3a):
B5: Listening actively to spoken English in a
Students know features of the ocean floor
range of social and academic contexts
(magnetic patterns, age, and sea-floor
C9: Expressing information and ideas in
topography) provide evidence of plate
formal oral presentations on academic
tectonics.
topics
Lesson Objective(s)
Evidence
Students will evaluate evidence of past
and current movement of continental
Students will reconstruct Pangea using
and oceanic crust to understand the
difference between the theory of
evidence of theory of continental drift
continental drift and theory of plate
Students will understand all evidence for
tectonics
theory of plate tectonics can be backed
Students will use the theory of plate
up with evidence
tectonics to explain the age of crustal
rocks
STUDENT ASSESSMENT
Purpose/Focus
Feedback
How Informs
Type
Implementation
of Assessment
Strategy
Teaching

EL

PM

Purpose of
assessment is to
make sure
students are doing
work correctly and
using actual
evidence in front
of them to
complete the
puzzle. Focus of
the assessment if
to correct students
if they are making
wrong connections
with the evidence.

As students are
working on Plate
Tectonics Puzzle
activity, teacher
will walk around
and make sure
students are
discussing the
evidence with
their partner.
Teacher will
monitor to see
students are using
the evidence
correctly to put
pieces in the
correct spot.

If students are
doing the puzzle
correctly, teacher
will tell students
that they are
doing well. If
students are
struggling or are
off track, teacher
will lead them in
the right direction
and point to
evidence that
might help them
solve the puzzle.

This assessment
informs teaching
by showing
teacher that
students can
follow directions
and understand
the concept.
Students know
that the evidence
can actually be
used to put Pangea
together.

S
INSTRUCTION
Instructional Strategies
Standard and learning objectives will be written on the board. Teacher will have all
handouts printed and set on the door by the table so students can pick it up as they walk
in. All other materials needed for activity will be set up in bins in the front of the class
and ready to pass out when necessary. Instruction strategies include lecture, activity,
and an exit ticket. Class discussions will take place for oral assessment and clear
instructions will be given. This lesson will use information taught the previous day and
will also continue on for the next few days. Students will be participating in the epistemic
practice of modeling as they build a model they can revisit during future lessons.
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does
10
Teacher will gain whole class attention
Students will have 2 handouts they
mins and instruct students to look at the
picked up and notice that they are the
handout they picked up with the 7
continents. One handout will have the
continents. Teacher will tell students to same continents but shaped a little
take out their class notebook and
differently and wonder what is going
teacher will pass out scissors and glue
on. Once instructed, students will cut
sticks to students in the front row to
out the 7 continents and glue them in
pass back. The teacher will tell students their notebooks. Students will look at a
to cut out the continents and set a
map to know which continents go
timer for 5 minutes. As students are
where. Students will see the timer and
cutting out pieces, teacher will pull up a know how much time they have left to
map of the continents in preparation for complete the assignment.
the next step. When 5 minutes is up,
teacher will tell students that they have
another 5 minutes to glue the 7
continents on the clean left page of
their notebook in a landscape direction.
Teacher will show the class an example
of what is expected and tell students to

look at the map on the board to know

where to glue which continent.
Lesson Body
Time
Teacher Does
34
Lecture (5 mins)
mins Teacher will pull up a review PowerPoint
on the screen. PowerPoint will contain
informative slides on:
Alfred Wegener, his theory on
continental drift, and Pangea
Evidence for continental drift
including matching coastlines,
matching mountain ranges,
matching fossils, etc.
Objections for theory and its
rejection
Mention the theory of plate
tectonics
(All information would be recycled from
previous days lesson) Teacher will stop
after introducing the theory of plate
tectonics and will tell students that
before they continue to learn more
about the theory of plate tectonics,
students will do an activity to
reconstruct Pangea. The teacher will
have an image of Pangea on the next
slide.
Activity (25 mins)
The teacher will tell students to look at
the Plate Tectonics Puzzle handout they
picked up when they entered the
classroom. Teacher will tell students
they have 10 minutes to cut the pieces
out. Teacher will emphasize the
importance of cutting everything within
the time given because the class will
just move on. Teacher will set timer to
10 minutes and walk around to monitor
students.
Once timer rings, the teacher will go
over each item on the legend so
students all know what they are looking
at. Teacher will tell students that they
will examine the evidence and try to
match up landmass boundaries that
show similar rock strata, fossilized
desert belts, and dinosaur fossils.
Teacher will provide one example of

Student Does
Lecture
Students will know that the slides are
reviewing the information they learned
from the previous days lesson.
Students might also be familiar with the
information because content on Pangea
was covered in middle school and the
previous day. If students are not
familiar with content, it is okay because
the lecture will go over all important
points they need to know. Students will
be told they will reconstruct Pangea
and know it will be a hands-on activity.
Activity
Students will look at the Plate Tectonics
Puzzle handout. Students will be
instructed to cut out the pieces within
10 minutes. Then the students will
listen to the teachers instructions and
understand what the items on the
legend mean as the class goes over it
together. Students will also how to get
started on the activity as the teacher
demonstrates one piece for them.
Students will listen to the thought
process of the teacher and know what it
is they have to do by themselves.
Students might be confused at first and
have a slow start, but will see others
starting and get the hang of it.
Students will get 10 minutes to glue all
the pieces of the Pangea puzzle
together on the page in their notebook
that the teacher shows them. Students
will receive colored pencils and when
time runs out to glue, students will take
5 minutes to color the continents on the
first map and the second map. Students
must use the same color to show that
the pieces that make up Pangea are the
same continents we have today and
notice the difference in shapes.
Clean-up
Students will pass up all materials to
front row students, who will return all

how they would start the activity. The

teacher will use pre-cut pieces and
point out evidence on piece number 1
and 2. The teacher will think aloud and
provide steps orally, on how they
decided to match those 2 pieces.
Teacher will remind students that:
Not all shapes of continents and
islands will fit perfectly, so make
sure to use the evidence.
They can look at the image of
Pangea on the screen as reference.
They may discuss evidence with
person sitting next to them, but
should not get out of their seats.
After placing continents and islands
in the shape provided, raise your
hand to make sure teachers can
check on student work and receive
the okay to glue or tape it.
Once demonstration is finished, teacher
will tell students they have 10 minutes
exactly to complete the puzzle and glue
the pieces into their notebook. Teacher
will show students exactly what page to
glue the Pangea puzzle on. Teacher will
talk around and monitor student work
as they are gluing the pieces. Teacher
will help students that are struggling by
telling them to look at where the
evidence is located. Teacher will pass
out colored pencils when there is about
5 minutes left to glue for students.
Once timer rings, teacher will instruct
students to color the continents.
Teacher will emphasize that students
must use the same color to color the
same continent on the first map they
glued and the Pangea map they glued.
Teacher will set timer to 5 minutes and
monitor student progress by walking
around.
Clean-up (4 mins)
Teacher will instruct students to pass
up the scissors, glue sticks, and colored
pencils to the front and have the
students in the front row put all
materials in the plastic bins in the front
counter. Teacher will walk around with a

materials to correct bins. Students will

throw scraps of paper in the trash can
as the teacher walks around with a
trash can.

trash can so students can throw away

all scraps of paper.
Lesson Closure
Time
Teacher Does
Student Does
Teacher will tell students to turn to the
page after the page where they glued
the 7 continents. Teacher will tell
students to draw 3 large square boxes
and one small square box on the page
in landscape position. The teacher will
put up an example on the screen. The
teacher will have labels for each box
that the students copy down. Then the
teacher will tell students to turn to the
Students will turn to instructed page in
page after the Pangea puzzle and
their notebook. Students will draw 3
answer the following questions:
large square boxes and label them
1. How are the continents on
Divergent Boundary, Convergent
Pangea different from the
10
Boundary, and Transform Boundary.
continents we have today?
mins
Students will draw 1 small square and
2. How did the continents get to the
label it legend. Then students will turn
position they are in today?
to instructed page and write and
(Remember back to yesterdays
answer 3 questions that are given to
lecture and the mechanism for
them.
plate tectonics)
3. What do you think convergent,
divergent, and transform
boundary means?
Teacher will tell students they have to
write down the questions and answers.
Teacher will talk around and stamp the
notebook as students are answering
questions. Teacher will excuse students
once the bell rings.
Instructional Materials, Equipment, and Multimedia
1. Continental Drift PowerPoint
2. 7 Continents Pieces Handout
3. Plate Tectonics Puzzle
4. Scissors
5. Glue
6. Colored Pencils
DIFFERENTIATION
English Learners

Striving Readers

PowerPoint will be a
review of previous
days information so
the repetition will
help students
remember content.

Lesson does not

contain lots of
reading so students
will not struggle
throughout the
lesson. Review

Students with
Special Needs
Students will be
visually engaged
throughout most of
the lesson. Hands-on
activity will give
students something

Advanced
Students
Students will
understand all
content in quick
manner and will be
able to complete the
activity without

to focus on and
actively do
During activity,
themselves so they
students will see
wont get anxious.
teacher
Teacher
demonstration and
lesson will not
demonstration will
know what they
contain a lot of
much help. Students
help students
need to be doing.
words. Repetition of
can help struggling
understand what
They will also be
material from
students around
they need to be
able to discuss the
previous day would
them and help the
doing. Students will
evidence so they
trigger visual
teacher out.
be able to discuss
can use home
memories.
with students so
language with
they will not have an
students around
urge to blurt out
them.
things during
lecture.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The lesson is a continuation from the previous days lesson. On day 1, students went
over a PowerPoint lecture with guided notes. Information covered included the Earths
profile, continental drift, and how the plates move. Students will start the lesson by
cutting and gluing the 7 continents of the world. This map will be a model that the
students will be revisiting during the remainder of the unit and therefore students will be
given precise instruction on what page to glue the continents and how to glue them in.
The lecture portion will have a few slides that cover information about the theory of
continental drift. The information on the slides will be review information from day 1 so
students will be familiar with the content. Repetition of information will allow students to
rethink the content and remember it better. PowerPoint will contain least words as
possible and have many images to show ideas to students. Struggling students will be
able to see the images and at least have an idea of what if being said. The student
activity is a hands-on activity and contains little reading. Such activity was chosen
because having a visual explanation of the evidence behind continental drift will make
more sense than saying lots of words to the students. The activity is lead on by the
teacher so students can all be on the same page and understanding. Activities that allow
students to cut and paste can get out of hand easily so classroom management is
essential. As students see the 2 different maps with same continents, they will
understand how the two maps are connected and why they are different. Colors will be
used to correlate the same continents and help students visually see the movements of
each continent. Students will eventually draw in the 3 boxes where they will draw a
visual depiction of the 3 different plate boundaries they will learn in the next few days.
Students will learn one boundary per day, draw the boundary they learned, and draw
lines of where they can find those boundaries on their map they glued in. This will
continue until all 3 boundaries are completed. Then students will learn about
earthquakes and volcanoes and draw in symbols to depict those features on the map. By
the end of the unit, students will have a complete map in which they glued the
continents, drew and labeled the different plate boundaries, and also labeled the
different features they can find in the world. The students will get a chance to look at the
map (model) and know where each feature can be found and make connections to what
boundaries have what features. They can revisit this model in the future to add on any
other information they would like to help them understand the earth science.