ERESE Workshop Master Document

ERESE Teacher Lesson Plan Template (CEO1A) Brandt Beta Version

Teacher Name	Frederick Lamar Brandt
Lesson Title	Where Are You Going?
Grade	Middle and High School Earth Science
School	Manchester Middle
City, State	Chesterfield County, Richmond, VA
Purpose of Lesson	Study the rate of Seafloor spreading off the coast of Iceland
Education Standards	Virginia SOLs: Earth Sci. 1; 2all; 3a,c,d, ;8all; 10c; and 11d. Virginia Standards of Learning for Earth Science
INQUIRY STAGE 1	(Preparing the Mind. What do they need to know in order to think efficiently about the larger lesson.)
Orientation	Using a bar magnet, iron filings, and an overhead projector, the teacher should place the magnet under the plastic film and lightly sprinkle the iron filings over the magnet. (The filings should form a magnetic field pattern surrounding the magnet.) NOTE: If you have a transparent magnetic compass, you can place this on the overhead as well to demonstrate the effect of the magnet.
Purpose	This will (re)introduce the idea of magnetism and directed orientation of the iron particles.
Procedure	1. Ask the students about their observations. What pattern do they see? Ask them do they think it is repeatable. 2. Repeat the demonstration to test their hypothesis. 3. Ask them to illustrate their observations in their notebooks. 4. Ask them what would happen if the magnet is reversed. Take their guesses. 5. Repeat the demonstration by reversing the magnet. 6. Ask them to record their observations. 7. Ask them what would they think would happen if the teacher had placed some "play dough" on some of the iron fillings before the magnets were reversed and why. 8. Ask them to record their observations.
INQUIRY STAGE 2	(Stimulation and Exposure. The "provoking of deeper thinking through application.")
Fieldwork	Using the bathymetric maps and web resources of Iceland and the Reykjanes ridge, allow students to view and discuss the images of what they see. Have them record all their thinking. Sources: "Measured and Estimated Seafloor Topography Map" Magnetic Polarities Along Reykjanes Ridge ("Color representation of magentic anomalies found on the Reykjanes Ridge by Heirtlzer in 1966. The purple color designates and extreme negative magnetic polarity and pink represents and extreme positive magnetic polarity (both in Teslas), while bright green, orange and yellow illustrates more minimal magentic polarity strengths.") Age Data Map for the Seafloor Along the Reykjanes Ridge (This is a graphical image showing the ages of several parallel stripes across the Ridge.) Black and White Magnetic Field Intensity Map Across the Reykjanes Ridge (This is a graphic image that shows the magnetic anomalies across the Ridge.)
Purpose	To allow students to study the information, look for recognizable patterns, and make conjecture as to how the patterns could be interpreted.
Procedure	1. Teams of students will be directed to observe the "Measured and Estimated Seafloor Topography Map" and view the web sites listed above. They are to make inferences as to what exactly they might be viewing. 2. Students will be asked to note what specific findings each of the resources yields. (Hopefully, the students will notice that the seafloor patterns are symmetrical in design and age.)
INQUIRY STAGE 3	(What do we seem to know? What inferences can we draw from our observations? "Planning your work.")
Debriefing	With the teacher acting as a mediator, teams will report their findings to the entire class and all ideas will be listed together.
Purpose	Students will have an opportunity to look for common observations among the different teams and to developed testable questions and hypotheses.
Procedure	Using the assembled findings on the board, etc., the teacher and students should look for groups of similar observations. 1. Several observations should emerge from their findings: ...a.) there is symmetry in the patterns ...b.) symmetrical pairs of magnetic anomolies (stripes) are similar in age ...c.) symmetrical pairs of magnetic anomalies (stripes) are similar in distance from the ridge. 2. Using symmetrical pairs of stripes, the appropriate question would be to ask is it possible to calculate the rate of plate movement. 3. The Hypothesis would be that IF the distance of the stripe from the Ridge can be calculated along with the age of that section of sea floor, THEN the rate of movement can be calculated. NOTE: 1. At this point, the teacher may need to review the formula for calculating RATE, which is the DISTANCE the plates have moved DIVIDED by the TIME it has taken them to reach their position. 2. A scale to measure the DISTANCE the plates have moved will be needed. On a mercator map, the distance between two longitude lines is 1,100km.
INQUIRY STAGE 4	( Working your Plan.)
Experimental design	Using the graphical links given earlier and the data link given below, students will design an appropriate strategy to determine the distance in kilometers each pair is from the Ridge and the age of each pair in millions of years. Age Data for the Reykjaes Ridge (You will need to download this data file into Excel. This is a Spreedsheet file of data for Long., Lat., Dist. from the Ridge, and Sample Age)
Data collection	1. Student teams will need to choose at least 3 pairs of "stripes" and for each pair. 2. Students will take the required measurements. 3. The data will be entered into a data table.
Purpose	Students will gather this data in order to calculate the RATE of movement of the plates on each side of the Ridge..
Procedure	Using the data gathered, the students will calculate the RATE of movement of each plate.
Data analysis	Students will average the calculated RATES of movement.
Purpose	The hypothesis was that if the Distance and Age of at least 3 pairs of symmetrical stripes could be calculated, then the rate of movement of the plates could be determined.
Procedure	Since the movement of the plates will be small, students will need to convert the measurements of the distances the plates are from the ridges from kilometers to centimeters before dividing. NOTE: Each kilometer of distance equals 100,000cm.
INQUIRY STAGE 5	(What have you discovered and how do you know it?)
Presentation	Student teams will have an opportunity to share and compare their results with other teams.
Purpose	Students will need to have an opportunity to check their procedures with other teams and to validate their thinking.
Procedure	1. Using a Data Table format (either on the board, the overhead, or in a Powerpoint) have the students report their averages and record them as they are given. 2. Enter the students into a discussion of the range of their findings. 3. Have them calculate the average of thecombined findings. 4. Enter them in a discussion of how any discrepencies in the data could have occurred. Extension: 1. Students may wish to access the data given in the link below and construct a profile of the study area. Depth and Distance data across the Rekjyanes Ridge 2. Studens may wish to construct a magnetic anomaly trace using the data in the link below. Magnetic Field Intensity Data Across the Reykjanes Ridge

	ERESE Teacher Pre-/Post- Analysis Plan Template
INQUIRY STAGE 1
Orientation	Introduce available tools and concepts so that students feel safe taking intellectual risks
Observable Supporting Classroom Activity	Teacher will question with Bloom's -Knowledge, Comprehension
Teacher profile	Teacher will be at a 3.5 by providing instruction and directing general instruction/questions.
Student profile	Students will be at a 2 by clarifying and sharpening their responses.
Reflective practice
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
Observable Supporting Classroom Activity	Teacher will monitor the the students who will be observing the maps and web sites.
Teacher profile	Teacher should perform at a 2.5 by directing students to specific obsrvations and guiding the development of focused observations.
Student profile	Students should perform at a 3 by selecting, adapting, and modifying their observations.
Reflective practice
INQUIRY STAGE 3
Debriefing	Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a research topic.
Observable Supporting Classroom Activity	The teacher will direct the students as they clarify their observations and develop their questions.
Teacher profile	Teacher should perform at a 2.5 by directing students to specific observations and guiding the development of focused observations.
Student profile	Students should perform at a 3.5 by modifying their questions and formulating hypotheses.
Reflective practice
INQUIRY STAGE 4
Experimental design	Design an investigation wherein students gather and analyze data that address the identified question
A. Data collection	Define approach for collecting data
Observable Supporting Classroom Activity	Teacher will assist students with the techniques involved in data collection and recordation of their findings. The students will work in their teams to select pairs of stripes, view the scientific information on the selected web sites, and to record their findings.
Teacher profile	Teacher should perform at a 2 by assisting students with their use of web sites to collect data on age and distance of the selected pairs of stripes.
Student profile	Students should perform at a 3.5 by analyzing and selecting the appropriate data, making correct measurements, and recording their data.
Reflective practice
B. Data analysis	Define approach for analyzing data
Observable Supporting Classroom Activity	Teacher will assist students with the analysis of the data collected and guide them on the appropriate techniques for calculating results. Students will calculate their results and average their findings.
Teacher profile	Teacher should perform at a 2-1 by assisting students with their data analysis. Instruction may have to be given on changing kilometer readings to millimeters; using the formula; and/or averaging results.
Student profile	Students should perform at a 3-4 by analyzing their data and discussing their initial conclusions.
Reflective practice
INQUIRY STAGE 5
Presentation	Teacher provides students an opportunity to prepare and communicate what they have learned.
Observable Supporting Classroom Activity	Students will report their findings and record them in a data table to support the classroom findings. The teacher will facilitate the recordation and the discussion and anaysis of the findings.
Teacher profile	Teacher should perform at a 1 by assisting students with the recording and averaging of their findings. The teacher will initiate and guide discussion by the students of any dis
Student profile	Students should perform at a 4 by formulating reasonable conclusions and logical arguments to explain any similarities and discrepencies in their findings.
Reflective practice