Lesson Plan Template: Hackett 2014

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Teacher Candidate: Hannah Tubbs

School: SUNY Plattsburgh

Date: October 4 , 2014

Subject: Earth Science

Grade Level: 9th

Unit/Lesson Title/Number: Earths History/ Lesson 2

Lesson Context and Central Focus: Include authentic connection(s)

Throughout the second lesson of this unit plan students will be able to incorporate ideas on how the living
environment effects the atmosphere and connecting this idea to the thoughts of photosynthesis from prior
knowledge. From lesson one students will have a better understanding of how the Earth was created, but that
will leave questions as to how come we are the only planet to sustain life. This second lesson will be able to
answer those questions. Students will gain a better understanding of the evolution of the atmosphere and how
we as humans have gained the ability to live on this planet. The lesson that follows this lesson will introduce
how the environment has changed over millions of years and how human life evolved throughout geological
time. This lesson will provide students with a better understanding about the creating of the atmosphere and
our environment. The next lesson will begin to go over the history of the earth and how we can identify ages
of rock beds based on law of superposition

Class Profile:
Consider what students know (prior knowledge), what they can already do, what they are learning to do,
what you know about their experiences, cultural backgrounds, and interests.
Things to include in the next lesson plan

Grade level
Age range
Number of male students
Number of female students
English language learners
Gifted students
Students with IEPs and 504 plans
Struggling readers

State-adopted
content standards
and/or
Common Core
Standards

Assessed:
Physical Setting/ Earth Science-Core Curriculum
1.Standard 4: Students will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize the historical

Lesson Plan Template: Hackett 2014

development of ideas in science

2. Standard 4, Key Idea 1,

Performance indicator: 1.2h. The evolution of life caused dramatic changes in the
composition of Earths atmosphere. Free oxygen did not form in the atmosphere until oxygenproducing organisms evolved.

Next Generation Science Standards & STEM:

ESS1C- The History of Planet Earth
HSESS1-1.

(Include CC
Literacy Standards)

Develop a model based on evidence to illustrate the life span of the sun and
the role of nuclear fusion in the suns core to release energy in the form of
radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms
that allow energy from nuclear fusion in the suns core to reach Earth. Examples of
evidence for the model include observations of the masses and lifetimes of other
stars, as well as the ways that the suns radiation varies due to sudden solar flares
(space weather), the 11-year sunspot cycle, and non-cyclic variations over
centuries.] [Assessment Boundary: Assessment does not include details of the
atomic and sub-atomic processes involved with the suns nuclear fusion.]

Craft and Structure:

4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
Interdisciplinary
Connections

Learning and Innovation Skills:

Creativity and innovation

21st Century Skills

Atmospheric Poster Project

Critical thinking and problem solving

Graffiti brainstorming

1. Students will be able to reproduce ideas about the living environment

Lesson
1a. Plants produce oxygen
Objectives/Targets
Label :
(Blooms Taxonomy)

Must be numbered

1b. Photosynthesis
(Knowledge)
2. Students will be able to identify how evolution has created the atmosphere. The
importance of the Ozone layer will also be discussed
2a. Plants producing oxygen created an environment that was sustainable for life
2b. The oxygen was then captured within the atmosphere and more life was then created
(Comprehension)

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Acceptable
Evidence
*Could be collected for
accountability
and/or auditing
purposes.

Language
Function
Procedure
Teacher input,
development,
instructional
method(s), modeling,
guided practice,
independent practice,
and/or activities

Label: Bell Ringer

Also may be called:
set induction,
anticipatory set,
introduction/review,
Do Now, Write Now,
Silent Starter

Do Now- Photosynthesis (CFU-Informal)

Create visual of Earths atmosphere (Performance-Informal)
Present key components that allow for the Earth to sustain life (CFU-Informal)
Exit Slips- three things that they know we need in order to be able to live on Earth
(CFU-Informal)

Identify one language function essential for students within your central focus and
include the corresponding learning task(s).

Do Now: Graffiti Brainstorming-Photosynthesis-10 Minutes

The Teacher will hand out four large pieces of poster paper with the word
Photosynthesis on the top of each
The students will be asked to divide into four different groups based on the season in
which they were born. If groups are not that even we will count off by fours.
The students will then be asked to brainstorm as much as they know about
photosynthesis, it will be mentioned that it can be anything that comes to mind that
students connect to photosynthesis.
Students will then trade with another group after 1 minute, each group will get other
groups poster and add anything that they can
Teacher will then ask groups to share their findings

Label: Transitions

Label:
visual, auditory, and
kinesthetic
Accommodations for
learning modalities

Transition: The teacher will ask students to sit silently for a minute and think to
themselves how is earth is the only planet with humans? The teacher will ask 2-3
students to share their theories.
Vocab Stop: The teacher will then define the ozone later and photosynthesis on the
board and ask his/her students to place these two definitions into their Earth Science
Vocab section of their binder. A picture will support the definition (Auditory &
Visual)-5 Minutes
Quick Video
The Teacher will show this quick clip about the history of the atmosphere. The students
will be asked to just pay attention to the video, no notes are required-5 minutes
https://www.youtube.com/watch?v=LDTxNZZwoZo (Auditory & Visual)

The teacher will begin to go over the importance of our atmosphere and how it

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provides for stable air for us to breathe. Points that will have to be touched on plants,
ozone layer, and water -10 minutes
Label:
Checks for
Understanding:
directions,
procedures/routines,
and/or content
(formative) Ex. (CFU
directions)

Check for Understanding: The students will be asked throughout the lesson
Class Yes- The teacher will say Atmosphere- the students will recite what the
atmosphere is mostly composed of.
Example. Teacher: Atmosphere Class: Nitrogen & Oxygen (21st Century)

Closure:

Label: Evidence of
21st Century Skills
(21st)

Label:
Evidence of
Cognitive Student
Engagement (CSE)

Atmospheric Poster Project: The teacher will begin to explain this project, students
will create a poster that represents how oxygen is able to stay within the ozone layer
and provide air for us to breathe. They will be divided into groups of 4 or less to create
a poster-10 minutes (21st Century) (CSE)
Formative: Students will be asked to create large posters that represent the how
oxygen is able to stay within the ozone layer and provide the sources needed to sustain life
Plants
Ozone Layer
Water

THE STUDENTS WILL HAVE THE NEXT CLASS PERIOD TO FINISH THIS
POSTER AND PRESENT THEIR POSTERS
Exit Slip: What is in the atmosphere that we need to sustain life? (CSE)

Label:
Closure

Assessment/
Evaluation
Label formative or
summative, describe
purpose, and provide
grading/feedback
method.

Technology
Describe type and
purpose. Include a

Students will be asked to list the three things that they know we need in order to be
able to live on Earth on a index card and be asked to hand it in before leaving the
classroom

1. Formative: Do Now Listing of ideas students remember about the concept of

photosynthesis

2. Formative: Students will be asked to create large posters that represent the how oxygen is
able to stay within the ozone layer and provide the sources needed to sustain life (Grading:
Will be graded on effort and ability present information accurately) (Purpose: students are
able to represent the importance of the ozone layers)
Plants
Ozone Layer
Water

Type: Video projected on the Smart board to

https://www.youtube.com/watch?v=LDTxNZZwoZo (Auditory & Visual)
Purpose: This video gives a quick look at the creation of our atmosphere. The video

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back-up plan.

breaks down the information in one minute, but then plays it again for a second look at
it. I like that because it is a lot of information to retain, but plays it again.
Back-up Plan: Draw out the history of the creation of the atmosphere using the white
board and colored markers to color code concepts in the order that they occurred.

Academic Language:
Academic
Language
required for the
lesson

Introduced: In do now, in lesson-vocab stop

Practiced: In class yes, vocab stop, video

How will the language
be introduced,
practiced, & assessed?

Assessed: atmospheric poster project, exit slip

ELL considerations:
Accommodations,
Student Supports,
and/or
Interactions with
Co-Teachers
and/or Support
Staff

Accommodations for students with IEPS and/or 504s:

Colleague Collaboration:

Resources/
Materials

Large Poster Paper, markers, colored pencils- Atmospheric Poster Project & Do Now
Smart Board- Quick Video
Index Cards- Exit Slips

Time Required
40 Minutes- continuing into next class to create poster

Include key instructional materials and written assessments. Provide citations for materials that you did not create