ERESE Teacher Lesson Plan Template (CEO1A)

Teacher Name	Bruce Eric Reiter
Lesson Title	We're really moving now - Hot Spots as road signs.
Grade	Eighth Grade
School	Joseph Lane Middle School
City, State	Portland, Oregon
Purpose of Lesson	Using the results of hot spots to solve the mystery of the motion of the planet.. To make students aware that there are features on the ocean bottom and the continents that can tell us how the tectonic plates have moved in the past.
Education Standards	National Standard Content D -     Structure of the Earth System          Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters               per  year in response to movement in the mantle.     Properties of Earth Materials          Some Changes in the solid earth can be described as the “rock cycle…Eventually those new                                      rocks may be brought to the surface by the forces that drive plate motions, and….. Oregon Standard Content     Describe the Earth’s structure and how it changes over time.     Describe the evidence for and the development of the theory of plate tectonics.
INQUIRY STAGE 1
Orientation	Introduce available tools and concepts.
Purpose	Make students feel safe taking intellectual risks. The students will see evidence in the continents locations and distribution of plate motion. The students will review what is velocity and how tocalculate velocity including direction.
Procedure	Should include a description of any activities or lessons you include to get the students focused on the skills they will use to experience the provocative phenomenon I will outline the basic makeup of the earth including the standard convection current models.  The observations of the students from the world geographic maps and the Gravity/Depth Maps of the World will be used to start a discussion on why we see what we see.   Possible Content Lesson: The students will l look at geographic, Bathymetric and Gravity maps of the world and see if they can see any differences or similarity.  Each table group will be asked to come up with a list and then try to come up with best-guesses on what caused the similarities or patterns.  Emphasis will be made to observe any possible indications of what changes have occurred through time.  What caused the symmetry of the coastlines?  Show examples of fossils found around the earth.  Are these animal/plant fossils located in places we expect them today?  Look at the distribution of the volcanoes in the world.  Do we see any volcanoes that isolated?  Why are they located there? Gravity Maps of the World -  Hard copy maps from Scripps, laminated.  Bathymetric Map of the Atlantic Ocean  or  :Here  Bathymetric Map of the Pacific Ocean
INQUIRY STAGE 2
Fieldwork	Provide students with provoking, relevant phenomena.
Purpose	To foster their interest and ownership and generate their own questions about the phenomena. To recognize that the distrubution of mountains or topographic features can show us direction and velocity at which tectonic plates are moving.
Procedure	Each student group will create a sheet-of-paper plate with pencil-poke volcanoes trains using a known velocity and directions.  A different table group will be asked to calculate the velocity and directions that occured to create the pencil-poke features.  Provocative Phenomena are: 1. Organizing groups:Each table group will participate in creating simulated plate motion with a  volcanic train.  The team of students will be composed of a timer, a navigator, a hot spotter, and a marker.   2. Materials: Each table group will get a sheet a white paper, a pencil, a stopwatch (or view of the clock with a second hand), and a red marking pen.  3. Group Planning:The group should agree on the velocity and the direction they will try to simulate.and decide how they will proceed.  Once the plan is made, the students should note their velocity and direction, with any change.  The next step is to perform the activity.  4. Set up the doing activity: With the timer, navigator and marker helping to manuever the  sheet of paper over a small gap between two tables, the hot spotter will be under the table with a pencil, poking the paper up into the paper at the cues of the timer.  The navigator will control the direction of paper movement and call an end to the activity when the end of the sheet of paper is near the end.  Hot Spot Activity Layout 5. After the doing activity: Each group, when they have completed the activity, will label their paper tectonic plate and the key.  The key should be given to the teacher for later use.  6.  Interpreting motion activity:   Two table groups that completed the doing activity should echange annotated paper tectonic plates.  The groups are now responsible for interpreting the markings on the paper.  They should determine the direction, velocity and duration of the movement of the paper tectonic plate. Anticipated Observation: What caused volcanoes to form on the tectonic plates? Why does the tectonic plate move? Do all the tectonic plates move? How does the movement of each plate compare to each other plate? What causes the tectonic plates to move? .
INQUIRY STAGE 3
Debriefing	Teacher honors all student observations.
Purpose	Assist students in developing testable questions and hypotheses. To recognize certain linear distributions of shapes on the ocean bottom features can be used to tell the velocity, duration and direction of the tectonic plates.   To recognize the tectonic plate can each have a separate velocity and direction.
Procedure	Should include detailed instructions of the process including the anticipated hypothesis and question, along with a description of any content lessons  necessary to achieve this stage Each group will take turns in expressing their arrived at results from the activity, including plate annotation, velocity/ies, duration and direction(s), starting from the first group and moving to the next group until all groups have expressed their results. Each paper tectonic plate should have at least one group's calculations.  Each group should tell how they calculated the velocity, duration and direction(s).  The groups should also list any problems encountered.  Record all observations for all to see. Reveal the answers that the plate movers recorded and discuss any reason for discrepancies.
INQUIRY STAGE 4
Experimental design	Design an appropriate investigation. Students will pick out a linear group of features that appears to represent a hot spot train on the bathymetric maps, and document the location (Lat., Long.) size, direction, linear extent, and any other associated data..
Data collection	Define approach for collecting data. Students will use rulers and scale to characterize their feature.
Purpose	Gather data that address the identified question and hypothesis. Students will be able to find the velocity, duration and direction the tectonic plate that has the feature.
Procedure	Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage Use rulers, map scales and data tables of rock dates to examine the features on the map. Pose answerable question: What is the specific motion of the tectonic plate? Possible Content Lesson: Pick out a possible hotspot feature on the map and have all the students measure their object's length, width, and depth, orientation, and linear extent.
Data analysis	Define approach for analyzing data. Student will measure the distance between each feature and the time differences.  The alignment of the linear ex
Purpose	Analyze data that address the identified question and hypothesis. Using the available data, determine the movement of the plate.
Procedure	Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage Observe features and use data to calculate movement of the plate
INQUIRY STAGE 5
Presentation	Communicate what they have learned.
Purpose	Provide students an opportunity to communicate their results in a forum that reflects the scientific community. Students, using a drawing of their feature, will show the methods they used to decide what the movement was for the tectonic plate that has their feature and how the hot spot will look in the future.
Procedure	Should include detailed instructions of the process and a description of any content lessons necessary to achieve this stage Students draw their feature on a piece of white paper indicating size by scale, direction of movement and velocity with age of rocks annotated. Student will show what feature they picked and why they chose the feature Student will show the direction the tectonic plate traveled and at what average velocity .  Students will go through the steps of how they decided what the direction and speed of the plate that they picked. All of the inforfmation on the tectonic plate will be recorded on the overhead and comparisons will be shown.  A discussion will conclude the lesson on why there were differences between groups who did the same plate.

ERESE Teacher Reflective Plan Template (CEO1A)

INQUIRY STAGE 1
Orientation	Introduce available tools and concepts so that students feel safe taking intellectual risks
Type of Evidence	Questioning and ease of use of the maps.
Teacher  profile	3' Provide directions via general instructions by asking question such as; " Do you see any feature that shows a linear feature away from tectonic plate boundaries?"
Student profile	1.75; Clarifies Lead Learners instructions by providing specific questions.  Students may ask questions like: How would you know how the tectonic plates are moving?
Reflection
INQUIRY STAGE 2
Fieldwork	Give students experience to foster their interest and ownership; provoke students to explore, observe and generate their own questions about the phenomenon
Type of Evidence	Questions that show the students observe
Teacher profile	2: Provide a focus for observations that allows adaptation.  Demonstrate the mechanics on how to do the activity and what is expected.
Student profile	4: Generates independent observations.  The students should be proceeding with the activity and have a plan with the  specific data of direction and speed of how they are moving the paper.  The students will also have direction and  velocity data from the paper tectonic plate created by another table.
Reflection
INQUIRY STAGE 3
Debriefing	Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
Type of Evidence	Understanding how evidence of movement of a paper tectonic plate can be determined by the features or patterns on the paper. Students will use this information to connect with features on the earth.
Teacher profile	2; Provides questions as options for students, allows for student adaptations. Ask students to defend their decisions, and comment on others ideas. Ask questions such as "do we see features and patterns like this on the world bathymetry map or on the continent.
Student profile	3; Selects and adapts from questions provided. The students will present to each other what was their resulting data and the group that created the paper tectonic plate will explain what they planned the movement to be.  The two groups will work together to figure out why the information was the same or different.
Reflection
INQUIRY STAGE 4
Experimental design	Design an investigation wherein students gather and analyze data that address the identified question
Data collection	Define approach for collecting data. Look at the charateristics that are found on the paper tectonic plate and objects on the world maps.
Type of Evidence	Students should find features on the map tha match the paper tectonic plate they developed.
Teacher profile	2: Guide learners as to what to compare and what to look for. Leaner to come up with comparisons. Teacher will answers all questions and help guide students.
Student profile	3; Guided to collect specific data and do specific data analysis.  Students should end up with a set of features that look like the patterns found on their paper tectonic plate.
Data analysis	Define approach for analyzing data
Type of Evidence	Students will find a feature that represents a hot spot type feature on the world maps
Teacher profile	2; Allows students to independently analyze and interpret data.  Students will find a number of features.  Teacher will guide learners to specific features that have data to use.  Learners will measure feature and use data table and measurements to determine movement characteristics of the tectonic plate.
Student profile	4; formulates explanations from evidence.  Students will measure feature and use data table and measurements to determine movement characteristics of the tectonic plate.
Reflection
INQUIRY STAGE 5
Presentation	Teacher provides students an opportunity to prepare and communicate what they have learned.
Type of Evidence	Student will show a logical proof of their conclusion comparing model to their feature.and show plate motion characteristics.
Teacher profile	1: Encourages/monitors formation of logical arguments to explain data; expects learners to develop logical presentation of results.  The students should have supporting data/diagrams for their choice.
Student profile	4; Independently forms reasonable and logical arguments and presentation.  Students should should show the class how they came up with their conclusion, showing each logical step they took to their final decision.
Reflection

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