Teacher Name:
Mr. William A. Martin / Subject/Grade Level:
Science/6 Grade
Volcanoes / Lesson Date/Time:
December 2013
Class Composition (Record in numbers)
Male:
36 / FBB:
1 / Basic:
15 / Adv:
9 / SWD:
0 / Language Proficiency Levels:
LEP, IFEP, RFEP, EO
Female:
34 / BB:
18 / Prof:
36 / GATE:
2 / ELs:
1
/ SELs:
1
/ Other:
ADHD
Instructional Goals and Objectives
Standards (1a El.1): What standard(s) or portion of a standard does your lesson address?
CCSS.Science.Content.6.SC.1.d.
Learning Outcomes (1a El. 1; 1c El. 2): What are the conceptual understandings, content, and/or procedural knowledge that you want students to learn? What do you want students to understand, know or be able to do in relation to the standard(s)?
Plate Tectonics and Earth’s Structure
Plate Tectonics and Earth’s Structure
1. Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept:
a. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and mid-ocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.
b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core. c. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.
e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions. f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.
g. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.
Assessment (1e El. 1): What formal or informal assessment at the close of the lesson will serve as evidence that students have met the lesson objectives (e.g.: student work, exit slip, etc.)
Evidence that the students have met the lesson objectives is when they are able to explain how volcanic activity occurs along plate boundaries where plates move relative to one another. They should know that composition of magma controls volcanic eruptions and determines the different types of lava flow and volcanic features. Finally, students should understand how volcanic eruptions can change human and wildlife habitats.
Language Objective (1b El. 1; 1c El. 2): What language forms and functions will make content comprehensible for English Learners and Standard English Learners?
We will be implementing the English Learner Master Plan fully in each lesson plan. Our sources will be SDAIE/Access to Core-Instructional/Observation Tools, using the LAUSD Teaching & Learning Framework Rubrics, Blended Learning, AVID strategies, and incorporating the seven Earth Science standards establish by Common Core Content Standards.
For English Language learners we will be decoding the vocabulary throughout the lesson. Each student will work in Cooperative Learning teams and be required to make a word web. Students write the words on a large sheet of paper and they must provide the main concepts, supporting elements, and bridges showing relationships between ideas in a concept. The Math and Science Department has developed a "Story Problem" template. It works perfectly for English Language learners. The template has 6 main areas as follows:
- Rewrite the problem (1 point) - students are required to rewrite the formal standard in their own words.
- Restate the Final Question (4 points) - Students must put the final question in this area and put it in their own words. They are asked "What are you solving for?"
- Model/Picture/Graph (4 points) - This area is for Kinesthetic Learners where they can visualize the problem.
- Show Your Work (4 points) - In this area of the template the students puts down all their math work and calculations.
- Solution (4 points) - What is the final solution? Write in 1 sentence.
- Reflection & Analysis (3 points) - In this area we check for understanding from our English Learners. What was the TOPIC of this problem? What did you learn from this problem? What was easy or hard? Why was it easy or hard? Explain.
In data-driven differentiated instruction we have noticed students who need work on their everyday English patterns. We will form collaborative learning groups so that these English Learners can see peer-editing from other students with similar grammar needs. The teacher will read the lessons aloud and have students use the vocabulary words in a sentence and paste them on a word web.
The vocabulary words in this lesson are listed below:
Fissure eruption
Hot spot
Vent
Volcano
Cinder cone volcano
Composite volcano
Shield volcano
Tephra
Viscosity
Lahar
Pyroclastic flow
Volcanic ash
Home Language Academic English
Volcanoes are caused by heat escape. Volcanoes are caused by heat escaping from Earth's interior. (Gerund)
Volcanoes can produce a lot of stuff. Volcanoes can produce volcanic hazards such as lava flows. (Acad. Voc)
The top of the volcano has a big hole in it. The top of the volcano is called the vent. (target vocabulary)
Some other methods we will be using to decode the English language for our English learners are listed below:
- Students will highlight words and phrases they do not know before the lessons.
- We will emphasize root words, break them apart and show what the prefix and suffix of words mean.
- Students will be required to read out loud in class at least 5 minutes per period and 30 minutes at home.
- Teachers will provide immediate feedback if words are mispronounced or spelled incorrectly.
- Model pronunciation of academic and target vocabulary, and make oral presentations of models and displays.
- Give verbal praise to all students each and every day.
- Give examples of showing past tense.
- Give examples of the correct possessive patterns.
- Give examples of subject-verb agreement.
- Give examples of making negatives.
Student Progress
Prerequisite Skills (1a El. 1): What prerequisite skills are essential for students to be successful in accomplishing the objectives?
Some prerequisite skills that students need is their ability to use and understand the Scientific method. They must be able to recognize the problem, form a hypothesis, collect data and make observations and finally analyze and make a conclusion on what they have discovered. Students must be able to construct charts and compile data accurately an in an logical manner. They must be able to communicate what they have discovered in a verbal and written format. They finally must be able to safely use scientific apparatus in the Science lab to model their findings so they can be performed by other students and also be critiqued by their peers.
Prior Knowledge (1b El. 1; 1c El. 2; 1e El. 4): What do students know and understand in relation to the objectives? What data (formal or informal) provides evidence for their prior knowledge?
In order for students to know and understand the objectives, they must understand the Scientific method and Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
b. Develop a testable question.
c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.
d. Identify the dependent and controlled variables in an investigation. e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment. f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.
i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.
What student misunderstandings/misconceptions do you anticipate, and how will you address those (1d, El. 4)?
Many students are unaware of how the earth's surface changes over time. To address these misunderstandings I will do the following:
- Some students believe the magma is like water and is not very hot since it flows like water. This is not true.
- Some students are not aware that magma is less dense than the surrounding rock and that is why it exerts and upward force. I will have students place various materials in water so they may explore the effects of buoyancy and denser materials.
- Students believe that volcanoes only happen in certain areas. I will have them explore geological maps that show them were volcanoes are most prevalent and how they are formed.
- Students are not aware of the hazards of volcanoes. I will show them that volcanic eruptions can change human and wildlife habitats by showing them a series of volcanic activity on You Tube and videos.
Procedures
Materials (1d El. 2): What materials, resources, and/or technology will be used in the lesson? How will they support the instructional outcomes for this lesson?
Students will need:
- Paper and pencil
- models of volcanoes
- ruler
- on-line PhET interactive simulations experiment website (
- thermal and heat experiments
- Science Lab preparation for Volcanic eruptions from student models.
- Videos on Volcanoes
- Journey to the Center of the Earth movie.
- Interactive Classroom CD-ROM
- Computer and LCD projector
- ca.gr6math.com
- Extra Examples, Chapter 7, Lesson 1 to 3
- Self-Check Quiz, Chapter 7, Lesson 1 to 3.
- Capture the Kids' Heart Social Contract - this contract is an agreed upon norms on how students will behave and interact with other students as they learn the lessons in the classroom.
- Class Rules - defines the classroom routine and daily procedures which are common in most classrooms with respects to using the restroom, medical emergencies, acquiring classroom material, etc.
- Kagan's Cooperative Learning strategies - this program contains a self-contained body of structures used to engage and motivate students. Each structure is designed to engage students in team and class building activities. The specific structures we will use in this lesson plan to engage students to process information is as follows:
- Mix-Pair-Share
- Quiz-Quiz-Trade
- Rally Coach
- Round Robin
- In and Out Circle
- Balloon bounce
Students will sit in small groups of four students per team. Kagan Cooperative Learning program recommends the first group be randomly selected. They should remain in this small group for about 6 weeks. The structures activities are perform in pairs and the culminating activities are whole class involvement. Each four student team has been assigned a job. At each table, there is a Coach, Recorder, Material Monitor, and a Quiet Captain. I will continue to use the data acquired from the "My Data" website to assist me in forming groups when the students are able to work effectively as a team and a class. I will also monitor their progress on homework assignments and the data acquired from weekly tests on the Science curriculum.
Instructional Sequence
Consider the following questions when designing your plan:
- What opportunities will you provide for students to make sense of what they are learning and construct new knowledge?(1d El.1)
- How will you make content relevant to students’ interests and cultural heritage? (1b El.4)
- What strategies, linked to lesson objectives, will you use to maximize participation of all students for the entire instructional block? (e.g. discussion, student talk, inquiry, questioning, reflection)(1d El.1; 1a El. 2)
- What opportunities are you providing for students to engage in higher level thinking (e.g. analysis, synthesis, application)(1d. El1)
- What questions do you plan to ask students so that they can demonstrate their reasoning? (1d. El 1)
Grade Level: 6th grade
Subject: Volcanoes
Standard: CCSS.Science.Content.6.SC.1d.
Length of Time: 3 Weeks
Goal:
Students will know that volcanoes are locations where magma reaches Earth's surface. They affect human and wildlife habitats.
Motivating activity:
Have students discuss how they think the continents of the Earth were formed. Make sure they understand the following objectives.
- Most volcanoes occur at plate boundaries when rocks break and move along faults.
- Most volcanic activity occurs along plate boundaries where plates move relative to one another.
- The composition of magma controls volcanic eruptions and determines the different types of lava flow and volcanic features.
Mondays - Students will have a lecture on Volcanic activity and have a discussion. There will we be an open discussion amongst teams on Volcanoes and they will also see a Brain pop video. (60 min)
Tuesdays - Students will perform the mini-lab making models of Volcanoes and labeling the different features of the volcano. They will show their models to other students. (60 min)
Wednesday - Students will watch a 40 minute video explaining how Volcanoes are formed. The will be asked to answer 4 questions pertaining to Volcanoes after watching the movie "Volcano". (180 min)
Thursdays - Students will collaborate on teams to complete the homework assignments on Volcanoes and Plate Boundaries, Volcanic Eruptions and Features, and Hazards of Volcanic Eruptions, They will also correct their written homework assignments. (60 min)
Fridays - Student assessment will be a written test covering the material in Chapter 7, Volcanoes. Mr. Kovach will set up various Science lab explorations so that students learn how to distinguish between the three types of volcanoes and how to protect themselves during an eruption.
Students will learn the following:
1. Most volcanic activity occurs along plate boundaries where plates move relative to one another. (Lesson 1)
2. The composition of magma controls volcanic eruptions and determines the different types of lava flow and volcanic features. (Lesson 2)
3. Volcanic eruptions can change human and wildlife habitats. (Lesson 3)
Grading:
Each problem is worth 1 point.
100 to 90 = A
89 to 80 = B
79 to 70 = C
69 to 60 = D
Below 60 = F
Additional Support for Specific Groups of Learners
English Learners/Standard English Learners (1d El. 1): What strategies will be used to help English Learners and Standard English Learners access the content?
In this lesson to help English Learners and Standard English Learners access the content will be using essential techniques as defined Doug Lemov's book called "Teach Like a Champion: The essential Techniques. In the Structuring and Delivering Your Lessons section, our group has decided to use the following techniques:
Technique 12: The Hook
Technique 13: Name the Steps
Technique 16: Break it Down
Technique 18: Check for Understanding
Technique 20: Exit Ticket
As our English Learners perform their Science work, we will look at the following processes:
1.Show students and model the work - we will tell students what they have to do each day by having a White Board Configuration Model that shows what is expected of them each day and in every class. We will also provide them with an agenda and class syllabus so they can take it home so that their parents can monitor their progress.
2.Start each day by having students read their work and share with other students. An Alpha Smart word processer is available for each student so they can type their work in the unit and use the spell checking application to check for misspelled words. A Spanish/English Dictionary is available for each students as well as the Science curriculum is bilingual in text.
3.Define Pattern - I will help the students find their way through their text book. They will have a Scavenger Hunt exercise that is designed for them to explore all the areas of their science book so they know how to use the Table of Contents, Glossary, Appendix, workbooks and on-line material that is provided with their text books.
4.English Learners will not be required to read a large amount of text at one time.
5.Students will be encouraged to mark up the text, use highlighters, post-its and Cornell notes to highlight important points.
6.Teachers will use their personal experiences if appropriate to enhance the learning experience.
7.English learners will be able to illustrate what they have learned by creating stories or using the Story Problem templates.
8.There will be a daily review of the math vocabulary words, formulas, symbols, and technical training using Science programs.
9.Students will be provide a feedback "Parking Lot" area where they can post matters of concern on the board to get help before and after class.