5E Planning Guide for Inquiry Teaching!

quartzaardvarkΠολεοδομικά Έργα

29 Νοε 2013 (πριν από 3 χρόνια και 10 μήνες)

102 εμφανίσεις


5E Planning Guide

for Inquiry Teaching!


Your Name
:
Jessica Crissman



Unit

Name
:
Forces in Earth’s Crust



Lesson

Name
:

Earthquakes





Learner
outcomes: (
content and inquiry



measurable): The students will:




The students will be able to
differentiate how three types of stress in the crust change Earth’s surface.



The students will be able to compare and contrast how the hanging wall and footwall
move in three types of faults.


Grade Level
Standards,

Grade,
Theme,

& Topic

Standard (highlight one):

Earth



Life



Physical

Grade:

8
th


Grade Band
Theme:

Order and Organization

Topic
:

Earthquakes

Condensed Content Statements




The composition and properties of Earth’s interior are identified by the behavior of seismic waves.




A combination of constructive and destructive geological processes formed Earth’s surface.



5
-
E Phase

Planned Activity/Event

Guiding Questions

Notes: Mat
erials, Safety
, Modific
a
tions

Engage Time:

10

min
s.



Tap prior knowledge



Focus learner’s thinking



Spark interest in topic



Graffiti wall on prior knowledge of
Earthquakes




What do think of when I say the
word earthquake?



Blank poster paper



Markers



Select pairs for Graffiti wall if all
students do not have a partner.

Explore


Time:

18

min
s



Provide learners with
common, concrete, tactile
experiences with skills
and concepts



Observe and listen to
students



Ask probing questions



Act as a consultant



Give each student 3 pieces of
putty
-

this will be used to model
the different types of stress in
Earth’s crust










L䅔䕒A䥎 呈T匠S䕓E低
慦a敲e晩f獴sp慲琠
o映f硰x慩a⤠



Chorale Montage



When you think of the word
tension, what
comes to mind?



Do you think about strain or
pressure or a conflict between
friends?



When you think of the word
compression, what comes to mind?



Does anyone know what it means
when something is compressed?



How are the shapes changing? Do
you think shows how

Earth’s
獵s晡捥f捡c 捨cng政






Putty (enough for a class of 22
-

the
classes will share)



Hand sanitizer



Instruct students not to eat the
putty or put it near their mouths.



Chorale Montage handout



Textbook




Academic Language
:



Tension



Compression



Shearing



Normal Fault



Reverse Fault



Strike
-
Slip Fault



Explain Time:

12

min
s



Encourage
students to
explain concepts in their
own words



Ask for justification



Use students previous
experiences

as the basis
or explaining concepts



Clarify and correct
misconceptions



Graphic Organizer





LATER IN THE LESSON (after second
explore)



Have students sh
are what they
wrote down in the chorale
montage activity.



Mnemonic clues. F.U. N
(normal faults) and F.D.R
(reverse fault)



In each picture, what do you
believe is happening to Earth’s
crust? How is it changing?



Is anything happening to the rocks
during t
he different types of stress?




Graphic Organizer



Chorale montage

E
xtend
Time:


min



Apply same concepts and
skills in a new context
resulting in deeper and
broader understanding



Encourage the students to
apply the concepts/skills
to new
situations










Evaluate
Time:

in other
parts of lesson



Observe as students apply
new concepts and skills



Assess, formally and/or
informally student
progress toward achieving
the learner outcomes



Assess students’
knowledge and/or skills



Allow students to assess
their own learning and
group process skills



Graffiti wall



Graphic organizer



Chorale montage



Checklist of students names in
each class



What is happening to Earth when
the faults and stresses are
occurring?



Why are the faults and str
esses
important to learn about when
talking about earthquakes?



Graffiti wall creations from the
students



Graphic organizer



Chorale montage







5E Planning Guide

for Inquiry Teaching!


Your Name
:
Jessica Crissman



Unit

Name:
Forces in Earth’s Crust


Lesson

Name:

Earthquakes





Learner outcomes: (
content and inquiry



measurable): The students will:



The students will be able to describe how the energy of an
earthquake travels through Earth.



The students will be able to identify the scales used to measure the strength of an earthquake.



The students will be able to demonstrate how scientists measure the epicenter of an earthquake.


Grade Level Standards, Grade
, Theme, & Topic

Standard (highlight one):

Earth



Life



Physical

Grade: 8
th


Grade Band Theme: Order and Organization

Topic: Earthquakes

Condensed Content Statements




The composition and properties of Earth’s interior are identified

by the behavior of seismic waves.




A combination of constructive and destructive geological processes formed Earth’s surface.



5
-
E Phase

Planned Activity/Event

Guiding Questions

Notes: Materials, Safety, Modifications

Engage Time:
10
mins.



Tap prior knowledge



Focus learner’s thinking



Spark interest in topic



Sentio Questions






What happens to Earth’s crust
Tu物rg⁳桥慲楮g?



How do the plates move in a
reverse fault?



Sentios


Explore Time:
40 mins



Provide learners with
common, concrete, tactile
experiences with skills
and concepts



Observe and listen to
students



Ask probing questions



Act as a consultant



Guided Worksheet: read, read in
accents, sing, or act



Epicenter lab












What does the epicenter tell us
about an
earthquake?



How are s waves, p waves, and
surfave waves different?



Worksheet



Epicenter lab



Compasses



Mini
-
pencils



Safety: caution with compasses
-

there are sharp points



Textbook


Explain Time:

optional



Encourage students to



If several groups are struggling
over a question around the


Academic Language
:



Epicenter



P waves



S waves



Surface Waves



Mercalli Scale

explain concepts in
their
own words



Ask for justification



Use students previous
experiences as the basis
or explaining concepts



Clarify and correct
misconceptions

same time, review the
question with the whole class.

If students are working at
different paces, help individual
groups.

E
xtend
Time:

5 mins



Apply same concepts and
skills in a new context
resulting in deeper and
broader understanding



Encourage the students to
apply the concepts/skills
to new situations



After groups find the earthquake’s
epicenter, have them find the
earthquake’s location.



What happens as waves travel
away from an earthquake?



Do seismic waves travel at
different speeds?



Epicenter lab

Evaluate
Time:

in other
parts of lesson



Observe as students apply
new concepts and skills



Assess, formally and/or
informally student
progress toward achieving
the learner outcomes



Assess students’
knowledge and/or skills



Allow students to assess
their own learning and

group process skills



Sentio questions



Guided notes



Epicenter lab



How does energy from an
earthquake reach Earth’s
surface?



When do P waves arrive at the
surface in relation to S waves
and surface waves?



Sentios



Guided notes



Epicenter lab













5E Planning Guide

for Inquiry Teaching!


Your Name
:
Jessica Crissman



Unit

Name:
Forces in Earth’s Crust


Lesson

Name:

Earthquakes





Learner outcomes: (
content and inquiry



measurable): The students will:



Students will be able to explain how seismographs function.



Students will be able to describe how geologists monitor faults.



Students will be able to formulate a plan on how to create an earthquake
-
safe structure.


Grade

Level Standards, Grade, Theme, & Topic

Standard (highlight one):

Earth



Life



Physical

Grade: 8
th


Grade Band Theme: Order and Organization

Topic: Earthquakes

Condensed Content Statements




The composition and properties of Earth’s interior are identi
fied by the behavior of seismic waves.




A combination of constructive and destructive geological processes formed Earth’s surface.



5
-
E Phase

Planned Activity/Event

Guiding Questions

Notes: Materials, Safety, Modifications

Engage Time:
9

mins.



Tap prior knowledge



Focus learner’s thinking



Spark interest in topic



Sentio Questions



Prompt over being in an
earthquake



Annotated Student Drawings (#3)



What is the difference between the
Mercalli scale and the Richter
scale?



What do seismic waves
carry?




Sentios



Prompt

Explore Time:
1
0

mins



Provide learners with
common, concrete, tactile
experiences with skills
and concepts



Observe and listen to
students



Ask probing questions



Act as a consultant



Think
-
Write
-
Pair
-
Share (#61)
over how

a seismograph works
and what seismograms provide



Complete graphic organizer














What information does a
seismogram provide?



What information does a
seismograph provide?



Why is it important to monitor
earthquakes?



Smart board



Smart pen

Explain Time:

2
2 mins



Importance of seismograms


What kind of damage may result


Smart board

Academic Language
:



Seismogram



Seismograph



Liquefaction



Aftershock



Encourage students to
explain concepts in their
own words



Ask for justification



Use students previous
experiences as the basis
or explaining concepts



Clarify and correct
misconceptions

and seismogr
aphs


graphic
organizer



Smart board
-

different
instruments to measure
changes in elevation, tilting of
the land surface, and ground
movements along faults.



Earthquake damage
-

liquefaction and afershocks

from an earthquake?



A
re there different instruments to
monitor faults?



What do changes in faults suggest
is happening to Earth’s crust?



Smart pen

E
xtend
Time:

min



Apply same concepts and
skills in a new context
resulting in deeper and
broader
understanding



Encourage the students to
apply the concepts/skills
to new situations










Evaluate
Time:

in other
parts of lesson



Observe as students apply
new concepts and skills



Assess, formally and/or
informally student
progress toward
achieving
the learner outcomes



Assess students’
knowledge and/or skills



Allow students to assess
their own learning and
group process skills



Graphic organizer



Think
-
write
-
pair
-
share



Annotated student drawing



Questions will be asked in the
previous stages o
f the lesson



Resources are involved in
previous parts of the lesson













5E Planning Guide

for Inquiry Teaching!


Your Name
:
Jessica Crissman



Unit

Name:
Forces in Earth’s Crust


Lesson

Name:

Earthquakes





Learner outcomes: (
content and inquiry



measurable): The students will:




The students will be able to
construct an earthquake safe structure.



The students
will be able to conclude why their structure did or did not withstand the shake table.


Grade Level Standards, Grade, Theme, & Topic

Standard (highlight one):

Earth



Life



Physical

Grade: 8
th


Grade Band Theme: Order and Organization

Topic: Earthquake
s

Condensed Content Statements




The composition and properties of Earth’s interior are identified by the behavior of seismic waves.




A combination of constructive and destructive geological processes formed Earth’s surface.



5
-
E Phase

Planned Activity/Ev
ent

Guiding Questions

Notes: Materials, Safety, Modifications

Engage Time:
1
2

mins.



Tap prior knowledge



Focus learner’s thinking



Spark interest in topic



Sentio Questions



What are the three types of stress
in Earth’s crust?



What are the
three types of faults
in Earth’s crust?



How does tension chane the shape
of Earth’s crust?



What is an earthquakes
magnitude?



How does a seismograph record
seismic waves?



Sentios


Explore Time:
80

mins



Provide learners with
common, concrete,

tactile
experiences with skills
and concepts



Observe and listen to
students



Ask probing questions



Students will quiz their
neighbors before taking a
vocabulary quiz.




Students will work in mixed
-
ability groups to create
earthquake safe structures
using a set number of


W
hy do some structures have
little damage after an
earthquake and others are
completely destroyed?




Lab tables



Exit slips



Pipe cleaners



Large marshmallows



Straws



Popsicle sticks



Toothpicks



Cardboard

Academic Language
:



base
-
isolated building



earthquake
-
safe
building



all previous
vocabulary words in
the lessons
(vocabulary quiz)



Act as a consultant

materials and resources.



Students will place their
structures on the shake table
and see if they withstand a
simulated earthquake for 20
seconds.








Modeling clay



Sugar cubes



Elastic bands



Marbles



String



Textbook



Safety: Students will need to leave
their structures on the lab tables
-

do
not walk around the classroom with
them. Be cautious of the students
and work stations around them.

Explain Time:

1
0

mins



Encourage students to
explain concep
ts in their
own words



Ask for justification



Use students previous
experiences as the basis
or explaining concepts



Clarify and correct
misconceptions




Students will explain the
importance of base
-
isolated
structures and why some
buildings are able to
withstand
an earthquake.



What is a base
-
isolated structure?



Lab work
-

did any structures survive
the shake table?

E
xtend
Time:

5
min



Apply same concepts and
skills in a new context
resulting in deeper and
broader understanding



Encourage
the students to
apply the concepts/skills
to new situations



Create an earthquake safety plan
for families.



What resources are important to
have available?



Is there a meeting place for family
members?



Notebook Paper

Evaluate
Time:

in other
parts of lesson



Observe as students apply
new concepts and skills



Assess, formally and/or
informally student
progress toward achieving
the learner outcomes



Assess students’
knowledge and/or skills



Vocabulary quiz



Completion of vocabulary note
cards



Earthquake safe building



Exit slip



Why do you believe your structure
will withstand the shake table?



How did your group construct the
structure?



What kinds of damage are caused
by
the severe shaking of an
earthquake?






Vocabulary quiz



Allow students to assess
their own learning and

group process skills