Teacher Candidate: Amanda Whitlock Date: November 20, 2013School: Dunbar Intermediate Grade/Subject: 5th Grade/Science

Lesson Topic: Earth’s Plate Tectonics

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will illustrate the plate boundaries

WV CSOS SC.O.5.2.25- recognize that the Earth is made of plates (plate tectonics).

NATIONAL STANDARDSCould not find one for this lesson

MANAGEMENT FRAMEWORKOverall Time: 50 minutes Time Frame: 15 minute Introduction

20 minute teacher-led activity 10 minute student activity 5 minute closure

STRATEGIESIndependent practice, teacher led discussion, group practice

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS Behavioral Differences-After I finish talking with the students about what we are going

to be doing, I will walk around the classroom while they are doing their plate tectonics foldable to ensure that there are no off-task behaviors going on in the classroom.

Attention Differences- Students will be engaging in different types of learning like: teacher discussion, listening, and visual representations. This should keep their attention during the lesson.

Sensory Differences- If there was a hearing impaired student in this class, I would slow down the lecture and discussion so they would get the main idea of the lesson

PROCEDURESIntroduction/ Lesson Set

Start off by explaining what we are going to be doing today. We will watch a video in class about the lesson. This should take about 5 minutes.

After the video, explain that we are going to talk a little more about plate tectonics. Body & Transitions

Introduction- Video of the lesson on smart board Go into more detail about plate tectonics and explain that we are going to be doing an

activity (We are going to be making a book about the plate boundaries; divergent,

convergent, and transform. These 3 will be discussed in the video that is going to be watched at the beginning of class.)

When finished with this activity I am going to pass out a student activity; they can work in their groups at their table if they would like to.

Closure 5 minute regroup Review Plate Tectonics and boundaries

ASSESSMENTDiagnostic: This will consist of the review at the end and see if the students learned anything from this lesson. Formative: Observe students as they work on their plate tectonics booklet. If anyone needs any help or questions I’ll answer them. Summative: This will consist of their finished booklet activity. Rubric is attached.

MATERIALSBookletComputerColor Pencils/CrayonsFlipped VideoWord Search

EXTENDED ACTIVITIESIf Student Finishes Early- Have the students write on the back of their word search what they learned during this lesson. If Lesson Finishes Early- Have the students write on the back of their word search what they have learned during this lesson. If Technology Fails- Do lecture orally instead of using the computer.

POST-TEACHING Reflections:Planning

The parts of the planning process and the lesson plan that was most helpful to me was the

procedures part. During this part it showed me or gave me a general idea of what I was supposed

to do and when. This really allowed for my instruction to go very smooth and I had no

complaints. One thing that I would change or add now that I have taught my lesson would be that

I would do a pre and post-test. I felt like I would know if the students learned anything a lot

better than how I assessed them. The WV CSO’s worked and fit really well into my lesson plan

because I knew exactly what they needed to know and what I needed to teach them.

Implementation

The parts of my lesson plan that went really well was when the students watched my

flipped video. They seemed to really enjoy it a long with my cooperating teacher. They were all

wandering how I got my voice to talk while the power point was going on. My objective was

appropriate for this age group and the time factor went really well. I felt like time went by very

smoothly and we didn’t spend too much time on one area. The sequence of my procedures went

really well like I said in the first part. If it was not for the procedures part I don’t know if I would

have known exactly what to do and when. The only problem was that the students didn’t have

enough time to finish their last activity, but it wasn’t being taken up for a grade anyways.

My materials that I had for this lesson was not much, but the distribution of them was

fairly easy. I think my lesson ended smoothly because I did review and have a closure at the end

of my lesson. The pace to me was at just right; I didn’t go too fast but not too slow. I gave the

students more than enough time for them to finish their activity and still keep along with the

class.

Clarity of Presentation

My voice for this lesson I think was good being one of the first lessons that I had taught. I

talked in a normal voice where everyone could hear me and I used good language. I felt though

at times that some students didn’t get the directions and I had to repeat myself a couple times.

While speaking I don’t recall using any words like “umm” or anything like that, maybe just a

few times. Everyone could benefit from more practice because like people say “practice makes

perfect” but sometimes no matter how much you practice, it’s not going to be perfect. I know my

presentation wasn’t perfect, but it’s how it ended up. My example for this lesson was not as good

as the other ones because I felt like I didn’t put enough time into it. But, the example did help me

get my point across of what we were to be doing today.

Attention to Individual Differences

The types of learning that went on during this lesson was visual learning and auditory

learning. While the students were watching my flipped video they were learning both ways; they

had to look at the video and the pictures but they also had to listen to the lecture. Another

example of visual learning would be when we were reviewing after the video, I drew what each

plate boundary looked like using arrows and I also wrote some quick facts about each one. If

there were any inclusion students in the classroom then I would tell them that they could work

with a partner or I could spend some extra time with them during the assessment/assignment

part. If a student were to finish early then they were to write on the back of their word search

what they had learned during the lesson. No one finished early because we didn’t have enough

time to finish the “fun” activity.

Focus on Relationships and Student Response

The students responded really well to my lesson and they were very attentive during it

also. They seemed very excited about watching a short video rather than me standing up in front

of the classroom talking. I did feel like at time I lost them, and I don’t know if it was because

some students took longer to write stuff down or what. The students responded fairly well if I

asked them a question. I never had to pry information out of anyone; there was always the loyal

few that answered the questions I wanted answered. During this lesson the only way that they got

to work collaboratively was when they were working on the word search at the end of the lesson.

They were able to work in their groups if they wanted to. The students were very respectful to

me and to their peers and I had no problem out of them except some listening skills. All students

had an opportunity to participate especially when I was asking questions.

Planning and Implementing Higher Order Thinking Skills

Like I said with all my other reflections I don’t think that I provided my students with

enough opportunities to make their own decisions and solve problems. If I did, then I don’t know

how to pinpoint how I did that. Other than that I don’t think I have enough information to what I

did to achieve this or I need help finding out how I implemented higher order of thinking.

Assessment

After we watched my flipped video, I had some of the students recap what they had

learned in this video. Along with that, there were also the specific assessments that were used

during this lesson:

Diagnostic: This will consist of the review at the end and see if the students learned

anything from this lesson.

Formative: Observe students as they work on their plate tectonics booklet. If anyone

needs any help or questions I’ll answer them.

Summative: This will consist of their finished booklet activity

During the assessment part I lacked telling the students how they were doing. I did however

walk around and see if anyone needed help and told them that they were doing a great job.

The students got what they needed to know out of the lesson because when I looked over

everyone’s book, almost every did it right and the way they were supposed to.

Special Addition: Areas Needing Improvement

In lesson plan two reflection I said that I needed improvement in the confidence part. I

feel like I had more confidence for this lesson than I did for lesson two. I did this by being more

organized and having no distractions. The other part that I improved on is making sure that the

students knew what they needed to know. I did this by asking more detailed questions and by

making sure everyone was on task and doing the correct work. Also, another way I did this was

by grading the books for lesson three and see if they actually got what they needed to know for

the lesson. If I had to do it again, I think I would have done a pre and post-test for this lesson,

although I know there are other ways in achieving to see if they got what they needed to know.

Data Based Decision Making (If Needed)

At the end of this lesson I graded the books that were made during class and the highest possible grade was nine points out of nine points. The grades came out like this:

1-2 Points 3-4 Points 5-6 Points 7-9 Points0

2

4

6

8

10

12

14

Plate Tectonics Book Results

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After seeing these results I feel like the children understood was plate tectonics was and that they could illustrate what each one was. The pictures and information that was written on these books were really good and I was surprised that the information stook with them because I

thought it was difficult too. Pictured below is an example of one of the books that was done during class.