Lesson Plan

Class: 8th & 6th Grade Science
Topic: Rocks and Minerals / Plate Tectonics
Date: 12-7-12
Time: 50+ minutes

Content Standards:
Science Standards: Earth Science Standards (Grade 8)
  • Earth’s crust consists of major and minor tectonic plates that move relative to each other.
  • A combination of constructive and destructive geologic processes formed Earth’s surface.
  • Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record.
Science Standards: Earth Science Standards (Grade 6)
  • Minerals have specific, quantifiable properties.
  • Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification.
  • Igneous, metamorphic and sedimentary rocks form in different ways.
  • Soil is unconsolidated material that contains nutrient matter and weathered rock.
  • Rocks, minerals and soils have common and practical uses.

Technology Standards:
Technology Standards
  • Standard 1. Students will develop an understanding of the characteristics and scope of technology.
    • o Benchmark F: New products and systems can be developed to solve problems or to help do things that could not be done without the help of technology
    • Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
      • o Benchmark D. Technological systems often interact with one another.
      • o Benchmark E. A product, system, or environment developed for one setting may be applied to another setting.
      • o Benchmark F. Knowledge gained from other fields of study has a direct effect on the development of technological products and systems
      • Standard 4. Students will develop an understanding of the cultural, social, economic, and political effects of technology.
        • o Benchmark D. The use of technology affects humans in various ways, including their safety, comfort, choices, and attitudes about technology’s development and use.
        • o Benchmark E. Technology, by itself, is neither good nor bad, but decisions about the use of products and systems can result in desirable or undesirable consequences.
        • o Benchmark F. The development and use of technology poses ethical issues.
        • o Benchmark G. Economic, political, and cultural issues are influenced by the development and use of technology.

Learning Objective(s): Students will…..
    • Appreciate geological forces
    • Manipulate Web 2.0 tools
    • Collaborate with group members to complete the task

Activities or Procedures (number: 1, 2, 3, etc…):
1) Students will be divided into groups of 2-3 students, the students may choose their partners.
2) They will then pick from the list of categories/topics from the following list:
  1. a. Divergent boundaries
  2. b. Convergent boundaries
  3. c. Igneous rocks
  4. d. Sedimentary rocks
  5. e. Any other category/topic on the Wiki
3) The teacher will add their name on the board with the category/topic each group chose.
4) Next the teacher will use the smart board or projector to show the class the wiki and how to the Wiki.
  1. The teacher will direct the students to the student page for the directions for the assignment.
  2. Students will use a Google Document to write notes to later copy and paste onto the Wik
    1. The group may use their text book, other books, and any verified/trusted information on the internet.
    2. Each member must use a different color while typing on the Google document.
    3. Bold any key terms, they may even be connected to another page on the Wiki or an outside site.
    4. All information must be cited in MLA format
    5. At the bottom of the document, comment on who did what for the project (who added to the Wiki, who found pictures, who made the Web 2.0 tool)
  3. After the group has compiled enough notes to clearly explain their topic, they may copy and paste the text (in black) onto the Wiki.
  4. The group must add their Google Document to the end of their notes on the Wiki for grading on team collaboration
  5. Each group must also add:
    1. A Web 2.0
      1. Use the Web 2.0 tool to explain the topic and key terms found in the text.
      2. This may be a gloggster, a Voki, student made YouTube video, pod/vod cast, or any other tool approved by the teacher.
      3. The Web 2.0 tool must be uploaded to the Wiki or have a link that can be opened by the teacher or any other person viewing the Wiki.
    2. Photos
      1. At least one photo with a citation must be added to the Wiki.
5) The teacher will then explain that after all groups have finished their part of the wiki, they are to take the quiz listed under the Quiz Page.
6) Students are also to take the Group and Peer Evaluation on the Quiz Page.

Assessment and evaluation:
The students will be graded on the rubric:

Materials needed:
Textbooks, computers

Other Important Considerations:
 In what ways does this lesson stimulate higher order thinking? What evidence do you have that all students are thinking beyond knowledge and comprehension?

A PBL by themselves and with a group, the group is given a topic and divided up among the members. They must use group collaboration to finish the project in an organized manner. They also use technology to enhance their learning. When they make their Web 2.0, they are using their research in a creative way to share their information. The information is information that they have pulled from multiple resources, they are taking control of the content and what they see as important information.

 How does this lesson reflect your knowledge of learning styles/intelligences? Are students with various learning styles/intelligences having their learning needs met? What evidence do you have of this?

The finished project will teach all learning types, visual (with the pictures and videos), audio (with video and Vokis), and so on. Because they are working in groups, they have the opportunity to work in a way that best fits them. This is seen in the Web 2.0 tools they use and the pictures they find.

 In what ways does this lesson reflect your appreciation of human diversity? (exceptionality, language, socioeconomic status, culture, family and community values)

The lesson reflects appreciation of human diversity because it truly is differentiation; each student has the chance to control their own learning. They select what information needs to be listed on the page, how they complete and present the material, and they may add their own style. Each student is able to be themselves without judgment or fear of rejection; almost anything goes. Students are allow to be creative and original then be a part of creating a device that is a presentation of what they have learned throughout the unit. All the materials being used in this assignment are free tools that student have access to, its free study guide, and students work on project during class time.