UH Lesson Plan Template

First and Last

Preston Powell
Name

Lesson Overview
Lesson Title How Tectonic Plates affect Geography
Lesson Student will complete an inquiry activity using an online simulator to discover how different
Description plate boundaries lead to different crustal features. Students will then apply their knowledge
by matching a series of real-world images of crustal features with plate boundaries. Finally,
students will in an exit ticket write about a crustal feature (either from their country of
heritage or anywhere in the world) and how plate boundaries are involved in its creation.
Unit Title Impact of Natural Events
Real world Tectonic plate theory and plate boundaries alter and create the landscape that students walk
applications/ on every day. Tectonic plates are responsible for the creation of volcanoes, islands,
connections earthquakes, and mountain ranges.
Content Area
Standards 8.9(B) Relate plate tectonics to the formation of crustal features
Alignment
Technology 1(C) Explore complex systems or issues using models, simulations, and new technologies
Standards
Alignment
Language 5.G Narrate, describe, and explain with increasing specificity and detail to fulfill content area
Standards writing needs as more English is acquired
Alignment
Content A) Match tectonic plate boundaries with images of crustal features
Objectives B) Explain how different crustal features are created through a written paragraph
C) Predict what an area’s crustal features would look like given a tectonic boundary

A) Express what we know about the relationships between plate boundaries and crustal
features in a paragraph that is at least 5 sentences long.
Linguistic
Objectives for
ELLs
8th Grade
Grade Level This lesson is developmentally appropriate because it requires them to connect a large
concept such as plate tectonics with visible geographic features and then explain how and
why they are connected.
Estimated Time
Needed for this One 50-minute class period
Lesson

Resources/Materials/Tools

Terms/Vocabular
Boundary, Subduction, Mid-Ocean Ridge, Volcanic Island Arc, Earthquake, Mountain Range
y
 Technology Projector: To display PowerPoints and images to further facilitate student understanding and
resources learning
(hardware, Laptops: This allows students to access the tectonic plate boundary simulator, this simulator
software, gives them a manipulatable simulation that furthers their understanding of plate boundaries
websites, and crustal features.
Technology- PhET Plate Tectonics Simulation: This is a free, online, manipulatable that allows students
Enhanced Lesson to see how different kinds of plates react at plate boundaries and the kind of crustal features
Supports), and they create. This simulation provides students a chance to see and alter plate boundaries at a
rationale for why scale impossible in real-life.
each is vital for
PowerPoint: To serve as a reference point and visual aid for myself and my students
instruction:

Do-Now Sheet: Part of classroom routines, gives students chance to refresh prior
knowledge necessary for the day’s lesson and serves as a method of quick formative
assessment.
Non-Technology Inquiry Activity Worksheet: Piece of paper in which students write down their
resources and observations and observed crustal features during the activity, used to give a framework for
rationale for why students to write down their responses.
each is vital for Matching Activity:
instruction: Exit Ticket/Writing Prompt:
List all specific materials needed, including any preparation, development, or checkout
procedures needed required. For each resource, present the rationale for why each is vital to
support learning (i.e., why this resource for this TEK in this way?)

ELL Student Data

Name Ethnicity L1 ELL Level Identified Academic Challenges

Kathia Spanis Limited English proficiency, relies on peer translation
Gomez Salvadorian h Beginner for most of comprehension, in U.S. for approx. 1 year
Freddy Spanis Limited English proficiency, less than 1 full year in
Zapon Guatemalan h Beginner U.S.
Gerson Spanis Limited English proficiency, less than 1 full year in
Mendez Guatemalan h Beginner U.S.
Melisa
Salanic Guatemalan K'iche Intermediate Difficulties with academic vocabulary
Jessica Spanis
Vazquez Guatemalan American h Advanced
Spanis
Josue Sic Guatemalan American h Advanced
Spanis
Jade Xuruc Guatemalan American h Advanced Identified with learning disability
Carlos Spanis Advanced
Zapeta Guatemalan American h High
Spanis Advanced
Pablo Yax Guatemalan American h High
Guatemalan/Mexican Spanis No longer
Axel Lucero American h labeled
Becky Spanis No longer
Santizo Guatemalan American h labeled
Spanis No longer
Juan Tzunun Guatemalan American h labeled
Catherine Spanis No longer
Ajche Guatemalan American h labeled

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 Lesson Procedures
Lesson Resource
Stage of Lesson Step-by-Step Lesson Sequence Management Management

Student will come in, pick up the Do-Now sheet Modifications: Do-Now
and Inquiry Activity worksheet at the door, and Some things I will Sheets: For
answer the following questions independently in do to make this students to
their Do-Now sheet. more accessible to write their
my ELL students answers in
1. Draw an example of a divergent boundary, are reading
include arrows through the
2. Draw an example of a convergent Projector: To
questions once or
boundary, include arrows display Do-Now
twice while
3. Draw an example of a transform boundary, questions.
walking around
include arrows the class, and
4. What is the difference between continental requiring them to PowerPoint:
crust and oceanic crust? draw instead of Will have Do-
write, allowing Now questions
These questions will be projected on the board as
students who on slide for
part of the PowerPoint. While they are working on
Focus/Anticipato aren’t proficient students to see
this, I will walk around addressing misconceptions
ry Set (Hook) with writing to still
and identifying students who may have gaps from
express their
the previous lesson. (3-5min)
(6-10min) knowledge.

After most students have finished answering the During this phase
questions, I will ask them to guide me through the the students will be
warm-up, calling on different students throughout in their desks
the process. Questions I will use are “Okay I need working while the
to draw a divergent boundary, what is the first teacher is circulating
thing I should draw?” and “How can I double check through the room.
my answer is right?”(3-5min) When a majority of
the students have
finished the teacher
will move to the front
of the room while
students will stay at
their desks

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 After we have gone through the Do-Now I will have Modifications: For Laptops: This
the entire class read the objectives to their table this stage of the provides
partner. When they have finished, I will give an activity I will give students access
overview for the day and show them what the exit students who need to the
ticket will look like. (3-5min) it sentence stems simulation
to aid in their
discussion with
PhET Tectonic
their table
I will then ask them to look at the Inquiry Activity Plate
partners,
Worksheet and will guide them through the Boundary
additionally I will
worksheet, explaining the expectations, goals, and Simulation:
group students
how access and manipulate the simulation. (5min) This gives
based on ability
students a
level and allow
simulation
them to discuss
Students will work with their table partner with a where they can
with their partners
Explore laptop to manipulate the simulation and discover further their
in their language
which types of plate boundaries lead to which understanding
(22-25min) of preference, but
plate features. For each type of plate boundary of plate
their answers
(ex. Two continental plate diverging) there will a boundaries and
must be written in
space to describe what they are observing while identify how
English.
the plates are moving and a space to describe they lead to
what the end crustal feature is. There will be an certain kinds of
additional blank for the proper term for the crustal During this activity crustal features.
feature that will be filled in during Guided Practice. students will be
There is a total of 7 types of plate boundaries and working at their
Inquiry
7 crustal features. (15min) tables with the
Activity
person sitting next to
Worksheet:
them while the
Gives students
teacher walks
a framework in
around probing for
which to
understanding or
understand the
misconceptions
activity.

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 Modifications: This PowerPoint:
After students have finished the Inquiry Activity
phase is modified To provide a
Worksheet we will regroup together and discuss
by having the visual reference
our answers. We will go through each of the 7
matching activity for me and my
types of plate boundaries, provide a correct
be based mainly students to
answer through students combining their
on visuals, giving follow along
responses with my response, and then label the
everyone an with during the
crustal feature with a definition. I will also provide
opportunity to discussion.
a real-world example for each. (10min)
participate Projector: To
regardless of display images
English and visual
After this, students will in their groups complete a
comprehension examples to
matching activity where they are given images of
level. Additionally, further student
real crustal features around the world and
students could be understanding
matching them to the correct kind of plate
grouped based on
boundary (ex. Mount Helen & Cascade Mountains
English proficiency Matching
with Oceanic-Crustal convergent boundary). This
level, pairing Activity:
will be where I formatively assess for
beginner students Serves as a
understanding and gaps, students who are
with Advanced or form of practice
incapable of correctly pairing the images and plate
Advanced High for the students
boundaries will be identified and pulled for small
students who can and a way for
groups the following day. (5min)
better model the teacher to
English grammar formatively
and assess
comprehension. understanding.
This is also where
I can tie in my
students home
culture. Most of
my students are
from Guatemala,
the most
volcanically active
Explain country in South
America. While
(15min)
discussing
continental-
oceanic plate
boundaries I can
use the Andes
Mountain Range
and volcanoes in
Guatemala as an
example.

During this stage of

the lesson students
will be at their desks
discussing with their
partners and adding
information to their
worksheet while the
teacher is at the
front of the room
guiding the
discussion.
During the matching
activity the students
will be at their desks
working with a
partner while the
teacher circulates
through the room
identifying who may
need small group
instruction the next
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 Students will be given the exit ticket where they Modifications: I Projector: To
must use the vocabulary in a writing prompt. I will have offered two display the
offer the following prompts below in order to writing prompts at writing prompts
differentiate for varying levels of readiness and two different on the board.
English proficiency. levels to challenge
students at all
Exit Ticket
levels of English
Sheet: For
proficiency.
1) Identify in full sentences what types of students to
boundaries lead to the following crustal write their
features? During this stage of responses on.
i) Volcanic Island Arc instruction students
ii) Volcanic Mountain Range will be working
iii) Non-Volcanic Mountain Range independently at
iv) Fault Line their desks while the
v) Mid-Ocean Ridge teacher circulates
Elaborate/Evalut throughout the room
e answering questions
(5min) 2) Find the following geographic locations on and identifying who
your plate boundaries map and explain may need to be
how they were created. pulled for small
i) Andes Mountain Ranges group instruction the
ii) Rift Valley next day.
iii) The Himalayan Mountain Range
iv) San Andreas Fault
v) The Philippines

I will also give them a printed copy of a map of

plate boundaries for them to reference if they
choose to do the 2nd prompt.
When students are finished, they will put it in the
4th period submission tray and can read or work on
other homework till the end of class. (5min)

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 Plans for Differentiated Instruction/Accommodations

In order to better assist Jade in this lesson I will consult our Special Ed teacher, Ms. Skaf on
Special
her accommodations to ensure those are provided to her during the appropriate times during
Education
the lesson. I would also give her additional support and scaffolding during the “Explore”
Students
portion of the lesson.
For my ELL students I will provide them a sheet of sentence stems before the “Explore”
portion of the lesson to make it easier to converse in English when they choose to do so.
English Additionally, I will include a sheet of translations for the academic terms. Also, throughout the
Language lesson there are a large variety of visuals such as the simulation, the images in the matching
Learners activity, and the pictures of the real-world examples to aid ELL understanding. If after these
the students are still struggling with comprehension, I can explain portions of this lesson in
English and Spanish since both me and all of my ELL students speak Spanish.
There are no GT students in that period, but if there were, I would require them to write the
Gifted and second prompt and ask them higher level Bloom’s questions throughout the lesson, requiring
Talented them to use higher order thinking and language.
Students

Other

Potential Challenges/Plan B
Some possible challenges during this lesson are students moving too fast or too slow. If students are moving
through the activity quickly, demonstrating that they are grasping the content quickly I will provide those that
finish their writing prompt early a set of challenge questions that require them to analyze a series of geographic
locations and using their plate boundary map determine where they could be and whether or not a plate boundary
created it. If students move too slow, I would push the exit ticket back to another day and spend time guiding
students through the matching activity, scaffolding from their level to the desired level of understanding I want
them at.

Assessment
I am assessing students in a variety of ways throughout this lesson. In the beginning I am looking at how they
answer the Do-Now to assess for understanding for prerequisite knowledge for this lesson to anticipate students
who may take longer or need to be retaught. During the Explain I am constantly assessing during the discussion
informally; the matching activity serves as a form of formal formative assessment. Finally, in the
Elaborate/Evaluate I will be using the exit ticket as another way to assess for understanding.

Notes and Credits*

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