T&L Instructional Plan Template

Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Sandra Ayala
Cooperating Teacher: ______________________
School District:
_______________________
_____________________________
University Supervisor:
Unit/Subject: Science, Earths systems
Instructional Plan Title/Focus: Earthquakes

Date: 11/9/15
Grade:4th
School:

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: The purpose of this lesson is to teach students about
earthquakes. They will learn what an earthquake, the causes, where they happen, and how
they are recorded. This is important because the students have been learning about plate
tectonics and how the earth changes throughout time. This is an example of how earth can
change. Other lessons that would be included in this unit would include how volcanoes, and
mountains are formed.
b. State/National Learning Standards: Grade 4
4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock
layers to support an explanation for changes in a landscape over time.
o ESS1.C: The History of Planet Earth: Local, regional, and global patterns of
rock formations reveal changes over time due to earth forces, such as
earthquakes.
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earths
features.
o ESS2.B: Plate Tectonics and Large-Scale System Interactions: The locations
of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes,
and volcanoes occur in patterns. Most earthquakes and volcanoes occur in
bands that are often along the boundaries between continents and oceans.
c. Content Objectives and alignment to State Learning Standards:
1.
2.
3.
4.

SWBAT: Give a definition for an earthquake

SWBAT: List the causes of an earthquake
SWBAT: Pinpoint where earthquakes often happen
SWBAT: Explain how earthquakes are recorded

d. Previous Learning Experiences: The students have already been introduced to plate
tectonics, they understand that they are a part of the earths crust and they move and help
shape the earth.
e. Planning for Student Learning Needs
Students will have the opportunity to work with their peers and have class discussions to
ensure students are comprehending the content being taught. They will hear opinions and
answers from their classmates. Students who have trouble hearing or listening are more than
welcome to come to the front of the classroom to have a better view and hear the teacher
better. We will also be constantly walking around the classroom to make sure students are
getting the help they need, and answering any questions. For the students who have learning
needs with the reading, they may read aloud with a partner, others who do not want to partner
read may read independently.

f. Assessment Strategies
Content/Language Objectives
1. SWBAT: Give a definition for an
earthquake

2. SWBAT: List the causes of an

earthquake

3. SWBAT: Pinpoint where earthquakes

often happen

4. SWBAT: Explain how earthquakes are

recorded

Assessment Strategies
Informal: Students will be filling out a worksheet as
the information is presented to the students. This
will be collected at the end of the class to ensure that
the students is participating and will be given back to
the student so they can keep it as a reference.
Informal: Students will be filling out a worksheet as
the information is presented to the students. This
will be collected at the end of the class to ensure that
the students is participating and will be given back to
the student so they can keep it as a reference.
Informal: Students will be filling out a worksheet as
the information is presented to the students. This
will be collected at the end of the class to ensure that
the students is participating and will be given back to
the student so they can keep it as a reference.
Informal: Students will be filling out a worksheet as
the information is presented to the students. This
will be collected at the end of the class to ensure that
the students is participating and will be given back to
the student so they can keep it as a reference.

f. Student Voice:

K-12 students will be able to:

Student-based evidence to be
collected (things produced by

Description of how students

will reflect on their learning.

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).

students: journals, exit slips, selfassessments, work samples,

projects, papers, etc.)
At the beginning of the lesson I will
write down on the board what the
questions they should be able to
answer by the end of the lesson.
(These are also the objectives). I
will also ask the class why it is
important for the students to learn
about earthquakes.
Students will have to keep up and
fill out their worksheets as they are
learning information throughout the
lesson. And can always look back
up to the questions on the board to
see if they can answer them.
I will ask the students for examples
of places that the students can go to,
to learn more about earthquakes. I
will also provide some links at the
end of the lesson.

At the end of the lesson the

students will take out a small
piece of paper and write one
important thing they learned
about earthquakes.

Students will be reflecting on

their own learning by
completing the worksheets
and seeing all the information
they have learned.
Students will have the
opportunity to write down
other resources to learn from,
and look at on their own time.

h. Grouping of Students for Instruction:

Whole class the instruction on earthquakes will be done as a whole class, although the
students will be sitting with their table groups. There will also be a discussion towards the end
of the class for students to connect all of the learning to the earth, and get the students to do
some more high thinking with the help of their peers.
Group Learning: I will often ask the class questions where they will collaborate with their
table groups to share and expand ideas, and then share with the class.
Individual Learning: Some questions asked to the class will be answered individually. The
students will also be completing a worksheet individually as the information on earthquakes is
presented. They will turn in these worksheets individually as well.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: I will introduce the lesson by reminding the class that we have just finished
going over plate tectonics and understand that they are a part of the crust and are moving and
shaping our earth. But not we are going to focus on earthquakes. We will answer some
questions and have a discussion at the end how it helps shape our earth.
b. Questions:

Who has experienced an earthquake?

How do they know it was an earthquake?
How did they feel? What did they observe?
Why do scientists study earthquakes?
Describe the relationship between the fault and the plates?
Describe the relationship between the focus and the epicenter?
Why is it important to learn about earthquakes?
How to earthquakes help shape our earth?
How long does it take for these landforms to be created?
Can you think of some places around us impacted by our learnings today?
c. Learning Activities:

Learning Steps and Activities

1. We will begin by asking talking about the purpose
of the lesson and what we will be learning about
2. Then I will ask the class some questions about
earthquakes and connect it to the students lives,
experiences and interests.
3. I will then ask a student to review what tectonic
plates are
4. We will have instruction on what are earthquakes.,
and I will show small animations of the causes of
earthquake
5. We will do the candy bar activity to show what can
happen to the land during an earthquake
a. They can fill out on a separate sheet of
paper what happened to the candy bars to
share with the class.

Supporting Theories/Principles
Helping Students make connection from class work to
their personal lives, experiences, and interests.
Helping students make connection from class work to
their personal lives, experiences, and interests.

Multiple means of representation:

Learning activity as well as another means of
representation of the information being learned.

6. We will then go over where the earthquakes happen

(The ring of fire). Will use images and instruction
7. Have a class discussion on how earthquakes help
shape the earth
8. Have a class discussion on why earthquakes are
important to learn about and connecting it to todays
world to promote high thinking skills
9. Do our exit slip talking about the importance and
either 2 facts or questions to share with their
families at home during dinner.

Multiple means of representation.

Multiple means of engagement
Multiple means of engagement

Multiple means of engagement, connection to students

lives and the outside world.

b. Closure: We will come to an end by asking the students if they have completed their
worksheet by now. If they havent they may collaborate with their group and quickly finish
up. They will then get a half sheet of paper out and fill out some questions.
c. Independent Practice: On the small sheet of paper the students will write about why it is
important to learn about earthquakes and 2 facts that they will share with their family during
dinner time about what they learned, or maybe come up with 2 questions that they can ask
their family members about.
d. Instructional Materials, Resources, and Technology:
e. Acknowledgements: Acknowledge your sources
http://www.kidpointz.com/kid-activities
http://www.earthquake.usgs.gov
http://www.nextgenscience.org/next-generation-science-standards

Name: ___________________________________

Date: _________________

All about earthquakes

What is an earthquake? And what causes one?

Draw a picture of what happens during a cross section fault:

Draw a sketch of a normal fault:

Draw a sketch of a strike slip fault:

Draw a sketch of a thrust fault:

What are the differences between a foreshock, main shock and aftershock?

Where do earthquakes frequently happen?

Reflection
The first step I took in doing this lesson was thinking about my topic. Being able to do a
science lesson on any topic made it a little bit stressful for myself. I am so used to teachers
wanting specific things and expectations that I didnt know what I wanted to do. I looked through
many resources and could not choose a topic. So I looked through some of the standards online
and saw one on earthquakes. I had always thought that learning about earthquakes was very
interesting so I decided on doing my lesson on that.
I thought that it would be a good idea to start my lesson by relating back to the students
and having them think about their own experience on earthquakes. It would get them making
connections they have to earthquakes. I looked up the NGSS standards on earthquakes and saw
that they mostly focus on students being able to explain how earthquakes help shape the earth.
However I knew that for 4th grade class I would also have to cover the basics of earthquakes. So
I decided to do a short lesson on how earthquakes occur, specifically what was happening in the
plate tectonics. I looked through many different resources and found some great animations at

USGS. The USGS or United States Geological Services had so many resources and links that
were helpful to my lesson. It also included some fun facts that I could use in my lesson.
A component I wanted to add to my lesson was where earthquakes often happen. I
thought that by teaching students about the Ring of Fire they would understand how important
this lesson is to them. We currently live in area that is prone to earthquakes, so it is relevant to
learn about them. However I did not want to do a lesson completely based on lecture, I also
wanted to include a hands on activity. So I went online and looked for activities that was on
earthquakes. I found the snickers candy activity on Pinterest and thought it would be good to
incorporate into the lesson. I really liked that the students could connect the different layers of
snicker bars to the different layers in the earth. Additionally as the students did the activity they
were seeing some of the changes for themselves and make some conclusions about what happens
to the earth.
I ended my lesson with a discussion of what we had learned in the lessons and then using
the information we learned to talk about how earthquakes help shape our earth. It was important
to link all this information back to the earth because that is what the NGSS standards mostly
focus on.
Some things I had difficulty with in this project was the timing. I initially had included
too much information and content on earthquakes and I knew that I would not be able to review
and go over everything in that time frame so I had to narrow it down. It was also difficult to time
how long of a time the students would need in the lesson. This lesson was meant for 4th grade but
my peers work at a much faster rate than those students. I had to constantly ask the class when
they were ready to move on, and it was hard to plan for a lesson that took exactly 20 minutes.
Before I went up to do my lesson, I was scared that it would take too long but after doing it I
think that it went by too fast.

Overall I really enjoyed this project, I think that its great practice for us to do long
individual lessons in front of our peers. We often do lessons with partners but this time, it was up
to me to do it completely on my own. I also learned that I get more nervous about teaching
lessons to my peers than I do with actual students in a classroom setting. However I had a really
positive experience and am pretty happy with myself for completing my first mini science
lesson.

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