Lesson Plan utilizing two types of Instructional Software
Ed Tech 541-4202,
Boise State University, summer 2015
- Lesson Topic: Plate Tectonics,
- Number of Days: 8
- Goals for Lesson: Students will be able to…
- Describe the three types of plate interactions, and the two types of lithospheric crusts,
- Explain the cause of plate tectonics
- Explain the resulting geologic features that result from plate tectonics
- Describe how the theory of plate tectonics developed
- Prerequisite Knowledge: Students in a previous lesson learned about the layers of the earth
- Materials: (needs to include at least two software applications from two different types of software categories)
- When students enter class assign them to geo-specialty/plate group.
- Groups get together by geo-specialty (seismography, volcanology, geochronology, and geography)
- Each group should discuss the information on their map, making sure that each member understands the data and how to read it. Teacher circulates between the groups to clarify and guide groups.
- Next group members should develop boundary types called type 1, type 2, type 3, etc. Students should NOT use plate tectonic language, but rather use descriptive language from their observations of the map. Teacher circulates between the groups to clarify and guide groups. (see link under Teacher Guide Part one for excellent examples)
- Students must make sure that everyone in their group understands their boundary types and can explain it!
- Next students create a key and color in the boundaries on the plate boundary map.
- Students pass in maps. Teacher grades using a simple rubric of: Zero, Check minus (1) reflects very little or careless work on the map. Check (2) mostly complete and mostly legible, check plus (3) reflects an above average product the key is clear, the boundaries are clear, very neat and easy to decipher.
- Return maps from prior day to Students
- Students get into their plate groups
- First students explain to their new groups how to read their specialty map, next they explain their boundary types.
- Next students come up w/ complete boundary type descriptions using Type A, Type B, Type C, etc. to describe the boundaries all around their specified plate.
- During the activity, the teacher is circulating to help guide students
- On the back of their plate boundary map, students create a key and color in their boundaries for their specific plate.
- Students pass in map. Grading is the same as the prior day. Zero, Check minus (1) reflects very little or careless work on the map. Check (2) mostly complete and mostly legible, check plus (3) reflects an above average product the key is clear, the boundaries are clear, very neat and easy to decipher.
- Return Maps to Students.
- Students get together and present their boundary types for their plate (no more than 5 min per group). Students will present using the SmartBoard and a blank Plate Boundary Map. Class discussion on similarities and differences on students boundary types.
- Next students individually get laptop or Google Chromebook (depending on availability for the day)
- TUTORIAL: Learner.org Interactives Dynamic Earth Students link to tutorial from the class website
- Students regroup in their original specialty groups for about 15 minutes to now classify their boundary types using plate tectonic language
- Next they get into their plate specialty group and re-classify the boundary around the their specific plate using the plate tectonic language
- Whole class discussion using the maps from Discovering Plate Boundaries Teacher Guide Part two and the original maps
- Drill and Practice Homework: Students review flashcards at Quizlet
- Students are introduced to poster project on plate interactions.
- Answer questions
- Begin to work on poster
- Students continue work on their poster