SINGLE SUBJECT CREDENTIAL

PROGRAM
SCIENCE LESSON PLAN
TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name CWID Subject Area

Jennifer Truong, Shania Williams, Cole
Symanski
Class Title Lesson Title
Biology Earth’s Boundaries
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
HS-ESS1-5. Evaluate evidence of the past and current
movements of continental and oceanic crusts and the theory
of plate tectonics to explain the ages of crustal rocks.
[Clarification Statement: Emphasis is on the ability of plate
tectonics to explain the ages of crustal rocks. Examples
include evidence of the age of oceanic crust increasing with
distance from mid-ocean ridges (a result of plate spreading)
and the ages of North American continental crust decreasing
with distance away from a central ancient core of the
continental plate (a result of past plate interactions).]
Science
Unit Title Grade Levels Total Minutes
Earth Science
9 55
Interaction
Common Core State Standard Connections
California Common Core State Standards Connections:
ELA/Literacy-
RST.11-12.1: Cite specific textual evidence to support
analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or
inconsistencies in the account. (HS-ESS1-5)
RST-.11-12.8a-e: Evaluate the hypotheses, data, analysis,
and conclusions in a science or technical text, verifying the
data when possible and corroborating or challenging
conclusions with other sources of information. (HS-ESS1-5)
WHST.9-12.2a-e: Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/experiments, or technical processes. (HS-ESS1-
5)

Mathematics-
MP.2: Reason abstractly and quantitatively. (HS-ESS1-5)
N-Q.1-3: Reason quantitatively and use units to solve
problems. (HS-ESS1-5)

Lesson Objective(s) Evidence

Students will turn in an exit slip to demonstrate their knowledge on
Students will be able to distinguish between boundary
boundary movements and resulting landscapes through
movements and the resulting landscape.
use of writing and diagramming.
STUDENT ASSESSMENT
Purpose/Focus of Feedback
Type Implementation How Informs Teaching
Assessment Strategy
Students will be making Students will not
Teacher will use the student’s
Teacher will an initial model of what necessarily be told
answers of a habitable planet
assess students’ a habitable planet looks whether they are
to structure next instructional
EL prior knowledge like. They will right or wrong.
lesson. If students have
on what makes a individually draw on Teacher will walk
misconceptions or have limited
planet habitable. poster paper a planet around the room
knowledge, there will be
that exhibits habitable eliciting students’
 conditions and write ideas to discussions to counter their
explanations for each understand how misconceptions.
condition. they came to the
model they
created.
If students are having a hard
time connecting information to
Teacher will be
Students will be using the activity, further instruction
walking around
Teacher will sand to demonstrate or another activity may be
the classroom
monitor how well their understanding of necessary for re-assessment. If
helping students
students are the creation of various students understand the
as they work on
PM grasping the idea landscapes and connect material, the lesson sequence
their activity and
of plate tectonic the idea to the various can continue and students will
eliciting student
movement using a types of plate be doing the summative
responses
hands-on activity. movement: divergent assessment. If there is some
through
and convergent. mixed results amongst student
questioning.
data, another activity can be
used to deepen understanding.
If students were unable to
accurately diagram the plate
movements, revisiting the topic
the next day is necessary.
At the end of class, Teacher will give
Students will not be able to
students will be given students back
learn further material until
an exit ticket asking their exit activity
they have grasped convergent
Teacher will use them to diagram the the next day.
and divergent boundaries. If
this assessment to two plate boundaries Teacher will make
there was a mixed result from
S see if lesson and write a summary on corrections and
the assessment, the teacher
objective was plate movement. They add comments to
will add an additional activity,
achieved. will draw a quick sketch help students
using heterogeneous grouping
that will demonstrate understand where
(decided from the summative).
their understanding of they went wrong,
If all students were able to
the day’s lesson. if at all.
understand the topic, the next
instructional lesson on
transform boundaries will be
learned.
FOCUS OF INSTRUCTION
Instructional Strategies
1. An anchoring activity is a fun and stimulating assignment that helps students connect what they have learned
every lesson.
2. Students will be participating in partner and class discussion to help them fill in any learning gaps.
3. While learning about landforms via lecture, students will engage in hands-on activities to help them grasp the
concept better.
4. Throughout the lesson teachers will be walking around the room checking for understanding during each activity.
5. Students will be diagramming and drawing to help all students gain a deeper understanding by being able to
physically draw what they are learning.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Introduction to anchoring activity:
1. Teacher will introduce the anchoring 1. Students will be listening to the
activity to the students by playing a video. teacher and watching a video as the
Students will be given a data sheet of their anchoring activity is gone over.
planet. 2. Students will be drawing their
15 mins
2. Teacher will hand students paper and model of a planet that is suitable for
colored pencil to make an initial model of life. They will include what they
a habitable planet for human life. believe to be a habitable planet.
3. Teacher will conduct a review of what 3. Students will bring their
students view is a habitable planet, by preconceptions to light during the
 asking students what are conditions and
requirements necessary for humans to live
on a planet. Teacher will be asking
students to discuss with a partner on
explanations on why the conditions
written on the board is necessary for
human life.
4. Teacher will end the introduction by
introducing the main topic. The topic will
be on the creation of landscapes through
boundary movements, mainly focusing on
divergent and convergent movement on
continental rock.
Lesson Body
Time Teacher Does
1. Teacher will show students a Youtube
video on land formations found on Earth.
The teacher will pause the video to discuss
with students about different landscapes
they have seen in the video and the
characteristics of each landscape. Teacher
will give students sand for the sand activity
to make land formation and students will
make explanation and connections
between the built land formations with its
boundary movement.
25 mins 2. Teacher will walk around the classroom to
ask students questions and elicit responses
to inform the teacher whether students
were able to understand the relation of
land formation to boundary movement.
3. Teacher will pull the classroom back and
talk about what students physically did to
make their landscape and other
observational characteristics they noticed
during the land formation.
Lesson Closure
Time Teacher Does
1. Teacher will refer the pairs of students to
1. Students will pair up to discuss the
discuss what we learned today to their
newly discovered planet. The teacher will
prompt students to discuss if their planet
were to exhibit these types of land
formations and what this means for
15 min.
human survival.
2. The teacher will give students an exit
2. As an exit activity, students will
activity to reflect on what they learned
today. Students are to write and diagram
both convergent and divergent
boundaries.
Instructional Materials, Equipment, and Multimedia
Whiteboard, Expo Markers, Projector, Computer, Paper for Initial Modeling, Colored Pencils, Internet Access, Sand (brown &
blue), Youtube video: https://www.youtube.com/watch?v=_P3nAWvxKz8
anchoring activity. They will being
thinking about what makes a planet
habitable. They will tell the teacher
and have them be written on the
board. Students will discuss with
one another the topics written on
the board on why they need those
said things to survive.
4. Students will then use their
discussion to segway into the topic
of plate movement. Students should
understand that food is necessary
for life and this will lead into the
topic of landscapes on Earth and
how they are able to sustain human
life.
Student Does
1. Students will follow along with
teacher instructions. They will watch
a video going over various
landforms on Earth and try to model
these using kinetic sand. Students
will listen to the teacher as they go
over how the various landscapes are
formed.
2. Students can raise any questions
they may have during the activity.
3. Students will be relating the
landscape to the two types of
boundaries: convergent and
divergent.
Student Does
data table given to them and relate
it to their newly discovered planet.
They will be given information
regarding the landscape of their
planet and will think about what this
means for it’s habitability.
diagram and summarize the two
types of plate movement:
convergent and divergent.
Co-Teaching Strategies

Team teaching. Teachers will switch off when new topics come up and questions arise. Additional comments can be made by
either teacher throughout the lesson. Teachers will be teaching the material and assisting students the whole time while
walking across the classroom.

DIFFERENTIATION
English Learners
Students will be given
vocabulary terms and
corresponding definitions
to help them refer back to
these specialized terms
during the unit.
Students will be working
with partners on the sand
activity so that they can
have student-student
interactions and discuss
the direction of the
movement and resulting
landscape.
For the exit activity
english learners will not
need to write a summary
and instead can focus
their efforts on the
diagram solely.
Simulations, visuals, and
hands-on activities will be
very beneficial for ELs
Teacher will be walking
around the room checking
for understanding and
answering any questions
students may have
throughout the class
period.
Striving Readers Students with Special Needs Advanced Students
Students on IEPs or 504 plans
will get required
accommodations. Students
will be given a concept map to
help them organize their
understandings; They will
work with partners and in
groups to help them build
comprehension.
Outgoing students will be asked to
Teacher will check for assist implementing of some
Students will be given accommodations for ELs, SRs, SNs.
understanding throughout the
vocabulary terms and
whole class session and give
definitions akin to
extra support to the students Students will be given the
what is provided to
that need it. opportunity to elicit responses
ELs.
from peers in lieu of instructor (i.e.
Teacher will give student extra play at acting as instructional
Anchoring video to be assistant).
time to answer questions and
accompanied by
will repeat instructions, both
captions (as well as
verbal and written, for all Depending on how group dynamic
any media content
activities. unfolds, advanced group members
that follows). Video
may be played first may be tasked with compiling
questions and hypotheses
with no sound; run Students will be in close
back with sound. proximity to the teacher. The generated by their group and
teacher will spend majority of perhaps others. Option to present
their time with students with a review of these to the class.
special needs during the class
period.
Teacher will use hand gestures
accompanied with speech.

Teacher will give English

Learners more wait time
and give additional
attention to student.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

The lesson revolves around students using their knowledge on land formation and the construction of land formation to the
movement of plate boundaries. The teacher initially have students make an initial model of what they think are necessary
for a habitable planet. This will help the teacher gauge what students see are necessary for the survival of human life on a
planet. The teacher will also have students writing specific explanations as to why they draw something on there. For
example, if students drew the planet with water, the students will write that humans need water to survive. This also
provides the teacher with some of the student’s preconceived notions on what is required for human life.
The body of the lesson includes a video on different types of land formations found on Earth. This will help as a visual aid to
increase comprehension of land formation. Students will be making land formations seen in the video sand. This sand
activity will help students translate how specific landscapes are formed on Earth. Students will be introduced to specific
scientific terminology on this lesson which is divergent and convergent boundaries.

The lesson will end with students writing and diagramming on an exit slip on what they have learned today using academic
terminology and relating the ideas they learned to the data initially given to them in the beginning of class. This can
determine whether students were able to translate the information learned to an application their newly discovered planet.
This application will be used to contribute to their overall unit assessment.