LESSON PLAN Teacher Candidate: Topic: Grade: SUBJECT: Lara Landry Earth Science, Mapping Earths Surface: Topographic

and Geologic Maps 6th Grade Science DATE: June 25, 2013

Lesson Objective. Meets CA State Standard for Science: 7. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. 7. c: Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. 7. h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope). Students will be able to identify similarities and differences between topographical and contour maps and will be able to summarize, take notes and organize this material into an advanced organizer. Students will be able to cooperate in groups to create physical models to represent the information on a flat topographical map, from which they will generate and test a hypothesis. Finally students will be able to read and identify changes in an area of land by comparing two topographic maps of the same area from different years. Standards 7.c. and 7.h. are met in the independent practice assignment. The students will create a graph from the two topographic maps showing changes in an area over time. Standard 7.f. is met during guided practice when students create a 3D model from a flat topographic map, as well as in independent practice and follow-up/independent practice when students compare profile and map views. Students will find purpose in and be able to read and interpret maps for different purposes. Differentiation Low-achieving students should be paired with students of higher achievement. To inspire a diverse class the teacher could have students compare topographical maps (independent practice) from the place their family originated from. Student with special needs may need assistance in making their graphic organizer. They may not be required to make one, but rather just follow along in the text during reading and the teacher provides her example for this student(s). Students with special needs should be paired with a cooperative higherachieving student. English language learners may need the same accommodation, as it may be difficult to write the notes (depending on level this may actually be good practice) ELL students could be paired with a student or aid during instruction, guided practice, independent practice and assessment that can help translate and compose. The multiple different learning activities in the lesson should meet the needs of students of multiple intelligences and/or learning styles. The different activities meet the attitude needs of different learners; avoidant, participative, competitive, collaborative, dependent, and independent. The lesson also meets the needs of students of multiple intelligences; logical-mathematical, spatial, linguistic, body-kinesthetic, interpersonal, intrapersonal, and naturalistic. The guided practice activities allows for more of a challenge, and the teacher may chose to provide students of higher-achievement with a more difficult flat topographic map for them to model or guide them into making a model that is more challenging to build. Materials Desks could be arranged in groups of four to start, so the furniture is pre-set for group work after instruction. This way, students who are in need can get assistance from others at their group and there is an easier transition between instruction and guided practice. When students are to work in pairs for independent practice, the students can move to another desk if they are not paired with a student in their foursome. For graphic organizers:

 6th grade science textbook: Focus on Earth Science Lined paper Pencils Projector screen for teacher's model to be shown For 3D model of topographic map: Topographic map Cardboard Paint Markers Clay Ruler String Paper Pencils For independent practice (buddy practice): Copies of two topographic maps of the same area from different years Graph paper Pencils Instruction (Teach): Prior Knowledge: Students build upon the concepts of maps reading. Students should be familiar with maps for different purposes, locating coordinates, difference between profile view and map view, legends, and have been introduced to scale. Teachers review with the class that maps are made for different purposes, the different map views and features of a map. Instruction: Students create an organizer by folding a paper longwise and cutting in the middle to form two flaps. One is labeled topographic and the other geologic. As the students take turn reading through the lesson, they will list the separate characteristics particular of topographic and geologic maps. The teacher guides the reading and models the differences the students should have listed on their organizers by creating it with them or displaying a previous made sample, on a projector screen if available. Students will include the following vocabulary on their organizer; topographic map, contour line, contour interval, geologic map, geologic formation, depositional contact, fault contact, core sample. This activity supports the lesson plan objective to identify similarities and differences between topographical and contour maps and be able to summarize, take notes and organize this material into an advanced organizer. It allows students to differentiate between topographical maps and contour maps and teaches them the characteristics, features and purposes for each in preparation for reading both for evidence. The teacher will walk the room once guided practice has begun and stamp the graphic organizers for completion and accuracy. If there are corrections to be made, the student will have to make them before their organizer is stamped by the teacher. If a student's organizer is poorly done, the teacher can ask the student to fix it or re-do it either during the set aside guided practice time, after class, or send it home to be done for homework depending on the student in question. If more students than expected do not have complete and accurate organizers the teacher should stop guided practice and review/reteach the material. Conducting the lesson in this way allows for all students to be actively engaged in the lesson. By sixth grade students should be able to read and interpret text, organize the material and summarize in note form. The students should be able to clearly identify similarities and differences. Guided Practice (Practice): In groups of 3-4, students are assigned a problem: their committee (group) need choose a route for a cross-country bike ride with specific requirements: it must go up and down some steep slopes and over a trail that zigzags along a dried up stream valley. They are to create a 3D topographical map of either cardboard or clay from a flat map. They are to predict (hypothesize) how a three-dimensional map might be helpful in solving the problem. They interpret data, create models and use models to determine the best route. They will analyze their data by identifying, locating, and describing different features. They will decide the usefulness of 3D maps and critique the process. Models will be provided for the students to view and help them to determine what types of models to make.

The teacher will walk the room while students are working and provide guidance and assistance when needed. This will likely take an entire class time or two class sessions to complete. The teacher is readily available for any questions the students might have while finding a solution to their "problem." Independent Practice (Buddy Practice): In pairs, students compare two topographic maps from different years using data collection and data analysis to see how landscapes change over time. Students will list the features they can identify on the maps; roads, buildings, streams, wetlands, fences, etc. They will count the number of each type of feature on each map and record the data. Students will draw line graphs with data points that show change in the features over time and be able to see clearly which increased and which decreased. Students will also write descriptive observations of any other changes they see in the maps; stream paths being changed, features moving as a result of earthquakes, etc. Assessment (Apply): The teacher assesses the students throughout all activities of the lesson. The teacher uses summative assessment while the students are working on their graphic organizers, building 3D models of topographic maps and while comparing the two topographic maps from different years. After all the activities are completed, the students will either present their models or discuss their findings of the differences of the maps either to the class or to the teacher. Students will be asked questions that pertain to the text, their model and their maps to determine each student's understanding of the concepts. By asking students to explain and reflect on any of the assignments they completed the teacher is allowing for the students to be metacognitive. That is they have to judge their own level of knowledge. Closure: After all groups have shared their projects, the teacher should lead the entire class in a closing discussion on what they were able to take from the lesson. The teacher could ask the class what the object of the lesson was and ask if they feel that the object was met. The teacher should review with the class the vocabulary learned and pose questions to bridge past material to the new material and ensure metacognitive learning. Follow-up or Independent Practice: After the closing discussion, the teacher will assign students to complete three worksheets to further deepen understanding; identifying contour maps from a description, comparing profile and map view, and another on completing a profile view map from a map view map. The teacher should read with the students the instructions and clarify for them what the expectations are. If the lesson is effective, the homework assignments should not take more than 10-20 minutes for the students to complete on their own. Reflection: I believe the tasks involved in this lesson allow for students to meet the objectives. Students get a clear picture by creating the graphic organizer the differences of topographic and contour maps. This prepares students for the independent practice assignment to compare two topographic maps from different time periods. The guided practice activity of building a 3D model engages students to cooperate and collaborate with their peers in order to solve a problem, which is a key component to the STEM initiative. It also gives the students more familiarity with the use of topographic maps, and it is a fun activity that provokes interest in the students. By creating the lesson I feel I have a deeper understanding of what meeting the nine Best Practices entails. I learned that a lesson must be well thought out and most likely revised a few times in order for it to be effective for all students. The act of creating this lesson was helpful in improving my teaching skills because it made me more aware of the importance of providing different types of tasks or activities to meet the needs of the different learning styles, and ensure metacognition, of all students in a diverse class. All in all, creating this lesson plan was very helpful, and although detailed and tedious, necessary in ensure the success of the very different types of students a teacher is very likely to see in a public school setting. Additionally, it was fun to create. It was like creating puzzle pieces that lead to a whole very effective lesson that students are likely to enjoy. Students may never acknowledge, or necessarily see, the effort that goes into a well thought out and well planned, efficient and effective lesson, but if the students find the activities enjoyable, are enjoying the learning processes, are showing a deeper understanding of the content, and the activities and transitions between activities run smoothly, the outcome is worthwhile and highly rewarding.