Vous êtes sur la page 1sur 8

S

N
D
A

R
L
A
PH A Z

NI C

OO N
S
T
S
C
E E

E
H
C
C N

IE
E
C
T S

H
D
T
E AR
E

Classroom Demographics
Content: Earth Science
9th Grade (14-15 year olds)
Approximately 45% of these students are English Language Learners.
Two students receive special education services and have an IEP.
Latino 40%
Asian 16%
Middle Eastern 15%
Pacific Islander 15%
Caucasian 10%
African American 2%
Native African 2%

Standards and Objectives


Standard 2
Students will understand Earth's internal structure and the dynamic nature of the tectonic plates that
form its surface.
Objective 3
Demonstrate how the motion of tectonic plates affects Earth and living things.

e. Design, build, and test a model that investigates local geologic processes (e.g., mudslides,
earthquakes, flooding, erosion) and the possible effects on human-engineered structures (e.g., dams,
homes, bridges, roads).

General Technology Standards (Grades 9-12)


Standard 7
Routinely and efficiently use on-line information resources to meet needs for collaboration,
research, publications, communications, and productivity.
Standard 8
Select and apply technology tools for research, information analysis, problem-solving, and
decision-making in content learning.

General Content Objectives


SWBAT Design, build, and test a model that investigates local geologic processes (e.g., mudslides,
earthquakes, flooding, erosion) and the possible effects on human-engineered structures (e.g., dams,
homes, bridges, roads).

General Language Objectives


SWBAT utilize new vocabulary and apply it to real world applications.
search and retrieve information from maps and visuals and cite their findings verbally to peers and
in written form in their science notebooks.
Essential Question: What are the primary and secondary tectonic hazards? (Volcanoes,

LESSON OVERVIEW:

Websit
es

Videos

TECHNOLOGY USED:
For this lesson many different types of technology were used. We
incorporated websites and the use of online tools to show real world
applications as well as to facilitate research. Students were able to use
media to form a knowledge base surrounding the content area as well as
make decisions that directly impact their lives and the lives of their
families.

Visuals

PPT

ASSESSMENT:
For this class, the science journals are collected and used as formative
assessments at the end of each class period. Students are also assessed
through the use of projects that they complete in collaborative groups as
well as the final project which is conducted individually with their parents.

Media
Devices

MOTIVATION:
PICTURE DESCRIPTION
DIRECT INSTRUCTION: Primary & Secondary
THINK-PAIR-SHARE: Utah Hazards

TEACHING CONCEPTS:
DEMONSTRATION: Slinky, Real Time Link
VIDEO and DISCUSSION: Christchurch EQ
MODEL: high and low frequency

KNOWLEDGE APPLICATION
DIRECT INSTRUCTION WITH PPT
DEMONSTRATION & VIDEO: Liquefaction
TREASURE HUNT ACTIVITY
GUEST SPEAKER

https://www.youtube.com/watch?
v=tW1iUAAMZZU
https://www.youtube.com/watch?
v=rn3oAvmZY8k

LESSON CLOSURE
COLLABORATIVE WORK + LAB: Local
VIDEO: The Great Shake Out
SCAVENGER HUNT