NP Lesson Plan 1

North Park University

School of Education Lesson Plan Template

Revised Fall 2022

Name: Tyler Rose

School/Class/Grade: Evergreen Academy Middle School/ Science Standards/ 7th

Content Area: Earth Science

Date:2/16/23

A.  Central Focus:  

Students use a classroom model of rock transformations to consider the role that uplift and subduction play in causing rock material to transform from one type to another. Students experience the variety of sequences of transformation processes that can happen to one piece of rock material, moving between process stations that show how rocks move and change. Students then connect what they learned from this experience by sharing their work and discussing their ideas with the class. The purpose of this lesson is for students to make sense of how uplift and subduction play a role in the transformation of rocks.

B.  Learning Objectives

Students reflect on how uplift and subduction can expose rock formations to new energy sources (energy and matter) as they use a classroom model to demonstrate how a system of connected geologic processes can transform rock materials from one form to another (systems and system models). Students will help other students who may not be as familiar with the concept of energy transformations.

1.  The student will be able to analyze and interpret data about rock transformations by comparing two different models they are presented with.

2. Students reflect on how uplift and subduction can expose rock formations to new energy sources (energy and matter) as they use a classroom model to demonstrate how a system of connected geologic processes can transform rock materials from one form to another (systems and system models). 

3. Students will work in pairs to help one another and contribute to the overall class discussion and environment. By asking classmates clarifying questions and expanding upon the materials.

C.  Standards

1. ESS2.A: Earth’s Materials and Systems:

All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)

1. ESS2.A: Earth’s Materials and Systems:

The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2)

1. CCSS-Math Practices

CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.

1. 3C.3a SEL 

C. Contribute to the well-being of one’s school and community. Evaluate one’s participation in efforts to address an identified school need.

D.  Assessments

Students will then fill out the form they are provided and turn this in for credit. The assessment will be based on a student's understanding and will directly relate to the discussion they had with one another. Based on the grade they receive for this form will be a good guide for how well learned from the lesson. Students will also be assessed on their discussions with one another and will be periodically checked in on where they are currently at with clarifying questions form the instructor.

E.  Instruction and Learning – Opening

Students will answer a question of the day that asks them to start thinking about a system and how energy flowing through the system changes the system. 

F.  Instruction and Learning - Learning Experiences (During)

Students will complete the steps below during the lesson.

1. Circle your starting rock material based on the Starting Rock Material projection.

2. 2. Go to your assigned starting station.

3. 3. Write down the station number and process. Then, determine the rock material you become

4. after the process takes place. Circle this process on your sheet.

5. 4. Roll the die.

6. • Refer to the table and read what happens to you after you transform.

7. • Move on to the station indicated.

8. 5. Repeat steps 3–4 until you run out of time

G.  Instruction and Learning – Closure

Students sketch out and share the path their rock material took in the model in order to make sense of how uplift and subduction relate to rock transformations. Students reflect on what they learned by explaining how uplift and subduction can affect rock transformation processes. Students will then apply this to how energy flows through a system and see how all of this happens over a long period of time and does not happen within a single human lifetime. Yet even though it does take a long time it still greatly affects the world around us. Students will also use this opportunity to see where their understanding of the material is still lacking and what they can improve on. 

H.  Support for Diverse Learners

Providing additional time for understanding instructions may help some English learners process and retain the information they need to move forward with an activity. In this lesson, students are listening to and following instructions in order to participate in the whole-class model. One technique that can help some English learners follow such instructions is to check in with them before they begin each activity and ask them to explain, in their own words, what they need to accomplish. Be sure to allow time for students to ask questions about how to participate as well.

The mapping activity is scaffolded through initial teacher modeling at the start of the activity. However, some students may find it challenging to interpret and track information that is found on one form (on a chart they created) to another form (a new map they have to create independently). All students completed the model independently, so it will be difficult to provide support during the activity in the form of peer-to-peer discussion.

I.  Instructional Resources and Materials

Needed by the teacher:    

Needed by the student:    

1. For the Class

2. Station Instructions: Modeling Rock Transformations sheets (A–G)*

3. optional: Starting Rock Materials sheet*

4. masking tape*

For Each Student

1. 1 die

2. Rock Transformations Tracking Chart student sheets*

3. Mapping Your Path Through Rock Transformations student sheet*

4. optional: 1 clipboard*

5. optional: Rock Transformations Investigation Notebook, pages 78–86*