Kevin Engberson Lesson Plan
Date: March 21
Period: 1A
Strengths of Class
Unique Needs of Class
Curriculum Standards and
Content Objectives
Learning Objectives
Language Objectives
Class Procedures
Homework from Previous Day
Starter/Warm-Up
Instructional Methods
(Teacher does)
Grade: 8th
Subject: Science 8
ELPS Class. Very intelligent and motivated learners. Fun atmosphere.
Large class. Handful of high energy / acting out behavior problems.
Two students with motivation/getting started challenges. A few pairs
of especially chatty students.
Std 3, Obj 3: Describe how rock and fossil evidence is used to infer Earths
history.
4a. Describe how energy from the Earth's interior causes changes to Earths
surface (i.e., earthquakes, volcanoes).
Students will play a game to help summarize a content unit in an
engaging and memorable way.
Students will use a table to compare and contrast types of plate
boundaries.
Students will listen for key words or phrases in a music video.
Students will use the words divergent and convergent to predict
what happens at different types of plate boundaries.
Warm-up.
Hand back assignments.
Review the Earth Layers assignment - clarify the relationship between
temperature, pressure, and state of matter, and how it relates to the
inner and outer core.
Earthquake/Volcano Map
What observation or piece of evidence would you look for to
strengthen Wegeners theory of Continental Drift?
Use warm-up to reactivate last lesson. Ask students to name
the evidence Wegener had already collected, and set the stage
for todays lesson.
Continue with powerpoint, Continental Drift? Say Whaaa?
Explain SONAR and tell the story of Harry Hess discovering
mid-ocean ridges and seafloor spreading.
Hand out Plate Tectonics bingo (SONAR) cards and show
Continental Drift music video.
Continue powerpoint, describing types of plate boundaries.
During the last five minutes of class, do a quick review of
material that will be on the final exam (next class).
Class Work / Activities
(Student Does)
Assessment and Feedback
Homework Finish the questions from the Earthquakes/Volcanoes Map
Study for the Quarter 3 Final
Complete warm-up question.
Take notes during powerpoint presentation.
Answer the hints on the Continental Drift bingo cards. During
the video, cover each hint when you see or hear the answer.
Students who get a bingo must say the answer to all their hints
and then get a reward.
After the video, students will draw the plate boundary table
(projected on the board) in their notes, and describe and
diagram each type of tectonic plate boundary.
After the warm-up, I will ask students to share what evidence
they would look for.
During the powerpoint, I will ask specific, non-leading
questions to gauge understanding, using non-verbal cues
(thumbs-up thumbs-down, etc.) when appropriate.
During the video, if a student gets a bingo/SONAR, they must
say the answers to each of the hints they covered.
When filling out the plate-boundaries table, I will tell the class
the first one, and then have them tell me what the other ones
would be.

Plans for Remediation Plate boundary table is projected on board to guide students. I will fill
in the table as we go so students can follow along, in case they missed
something I said.
Plans for EL Students Could create a bingo card with more context, or have some answers
instead of hints.

Reflection What went well?

Warm-up did a good job of bridging the previous and current
lessons.
Class was engaged during powerpoint - answering and asking
questions, etc.
The attention chime worked in quickly getting the classs
attention when necessary.
Students were engaged and had a lot of fun during the game. I
think it did a good job in connecting all the pieces and
wrapping up the unit in a memorable way.

What didnt go so well?

Long time to hand back assignments - hand back more often to
establish quick routine.
Long transition/set-up time for the bingo activity. Prep
beforehand to transition more quickly.
What will I do differently next time?
Quicker transitions.
Reformat the bingo card so there is space in each square to
write the answer. Give 2-3 minutes for them to go through and
write answers before the video.
Collect bingo cards as an exit ticket (keep students accountable
for participating in activity).

Goals for future lessons:

Integrate Kahoots or Plickers into lessons.
Have students create a Glossary section in their notes, and add
words to it when we do guided notes.