| ERESE Teacher Lesson Plan Template (CEO1A) |
| Teacher Name | Lisa
Hjelm |
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| Lesson Title | Seamounts
and Seafloor Exploration |
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| Grade | 6 |
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| School | Crossroads
Academy |
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| City, State | Lyme
NH |
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| Purpose
of Lesson |
To
acquire a body of scientific information about seamounts and how
scientists map the ocean floor. The students will use this data
to link plate tectonics to the study of oceanography. |
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| Education
Standards |
List applicable
grade level, state and national standards As a Core Knowledge independent school we are not subject to the state and national standards per se. National Science Education Standards: Content Standard A: Science as a Inquiry* abilities necessary to do scientific inquiry * understanding about scientific inquiry Content Standard D: Earth and Space Science * Origin and evolution of the earth system. * Energy in the earth system Content Standards E: Science and Technology * Understanding science and technology |
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| INQUIRY STAGE 1 | |||||
| Orientation |
Introduce
available tools and concepts, so students feel safe taking intellectual
risks. |
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|
Purpose |
In this
lesson the students will take ownership of everything they have learned
and wondered about plate tectonics. They will use real scientific data
to
research questions that they have generated. Each student will teach
the class what he/she has learned. The information will be assembled as
a body of
information about seamounts and how scientists map the seafloor. This
body of information will be the base of our oceanography unit. |
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| Procedure | Background
information: This lesson will be introduced near the end of a unit on plate tectonics when the students have a strong working knowledge of plate movements and types of plate boundaries. They will have plotted real time earthquake data to find and characterize subduction zones and investigated seafloor spreading and magnetic anomalies. This lesson will focus on volcanoes/seamounts, the methods scientists use to map them, the scientific method and scientific research. It will also serve as a bridge between a plate tectonics unit and an oceanography unit. Immediately prior to this lesson the students will have a map lab where they work in small groups with bathymetric maps at several scales. They will look for patterns, and features that provide direct evidence for plate tectonics. Each group will present their observations and why these observations are evidence for plate tectonics. Orientation for this lesson plan: Review the scientific method and talk about researchable questions and testable hypotheses. Introduce and discuss the scientific research that they will doing and the technology they will be using. |
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| INQUIRY
STAGE 2 |
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| Fieldwork |
Provide
students with provoking, relevant phenomena. |
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| Purpose | To foster their interest and ownership and generate their own questions about the phenomena. | ||||
|
Procedure |
Students will be
asked to think about, plate tectonics, mountains, volcanoes and the
maps they have recently reviewed in class. The students will view the video, Fly Around a Seamount. fly around a seamount The teacher will not comment or influence the students in any way during the video or while they are formulating their questions. The students will be asked to write observations and questions based on the video. The video will stimulate the students to write the following types of questions: What do the colors represent? Is this under the ocean? Is it a volcano? What type of rock is it made of? Where is it located? How do scientists map the seafloor? Why are there flat areas or spots on the top? Why are there areas that are rugged, pointy topography? Are there canyons or landslides on seamounts? How did you get these pictures of the seafloor? Why are there what appear to be lines on the picture? Why do there appear to be blank spots in the data around the base of the seamount? Why are there linear patterns to the data and blank spots around them? Is this a topographic map or a bathymetric map? Why are some parts of the map smoother than others? How do scientists make bathymetric maps? Are seamounts related to plate tectonics? Are all seamounts related to plate tectonics? Are all seamounts found at plate boundaries? Are seamounts found all over the oceans? Do you ever find a seamount with a coral reef? |
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| INQUIRY
STAGE 3 |
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| Debriefing |
Teacher honors all student observations. | ||||
| Purpose | Assist students in developing testable questions and hypotheses. | ||||
|
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 Students will present their observations and questions to the rest of the class. The teacher will record the observations and questions of every student in the class on the board. As the teacher records observations and questions, she will crudely organize them into categories of similar questions. The teacher will then initiate a discussion of the class observations and questions. This will constitute a full class review of any prior knowledge of seamounts. At the end of the class: the student observations and questions will be collected by the teacher; and the information on the board will be recorded for future use in generating research questions and testable hypotheses. |
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| INQUIRY
STAGE 4 |
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| Experimental
design |
Design
an appropriate investigation. |
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|
Data
collection |
Define
approach for collecting data. |
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| Purpose | Gather data that address the identified question and hypothesis. | ||||
|
Procedure |
Present a rubric with expectations for
each stage of the research and presentation process. Students will write or choose researchable questions about seamounts, or about how scientists map seamounts. Each student will develop a testable hypothesis. The teacher will review and approve researchable questions and testable hypotheses. The students will be loosely grouped so that students with similar researchable questions can easily communicate while they conduct their research and plan their presentations. The teacher will demonstrate how to use the ERESE database. The teacher will provide guidelines and/or suggestions for presentation of the data that will be collected. The students will use internet technology to access scientific research to test their hypotheses. Each student will conduct independent research to answer his/her question and test his/her hypothesis. The students will use selected internet sites to conduct their research. seamount database hotspots and volcanoes volcanoes how to explore the ocean floor life history of seamount hotspots and seamounts Students will begin to explore the websites, assess and gather data. The students will work with one another and discuss the research they are conducting. Each student will choose and collect information in the form of graphs, tables, figures and descriptions that supports, proves or disproves their testable hypothesis. If necessary the teacher will stop and model the process of data collection using a researchable question and a testable hypothesis that was generated during the debriefing process but that was not chosen by a student. The teacher will facilitate the students' research activities by assisting individual students and small groups. |
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|
Data
analysis |
Define approach for analyzing data. | ||||
| Purpose | Analyze data that address the identified question and hypothesis. | ||||
|
Procedure |
The student will analyze the data
he/she has collected to determine if his/her hypothesis has been tested. The teacher will facilitate this process by assisting individual students and small groups. If necessary the teacher will stop and model the process of data analysis using a researchable question and a testable hypothesis that was generated during the debriefing process but that was not chosen by a student. Student formulates explanation or answer for testable hypothesis. Student is able to communicate a conclusion and support it with the data he/she has collected. Teacher facilitates students' assessment of when the hypothesis has been tested by conferencing with the students individually or in small groups that have researched similar questions. |
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| INQUIRY
STAGE 5 |
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| Presentation |
Communicate what they have learned. | ||||
| Purpose | Provide
students an opportunity to communicate their results in a forum that
reflects the scientific community. |
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|
Procedure |
The student will
prepare his/her researchable question, testable hypothesis,
data, analysis and conclusion in the form of a lab report. The lab
report format will reinforce the idea that this is scientific research
not "writing a report about...." The presentation format will be flexible. Some students may want to prepare presentations with visual aids or even use powerpoint, but the information must be presented in the form of a lab report. The student will present his /her lab report to the class. The teacher will make every effort to not summarize or expand on the student work. After each student has presented his/her work, the teacher will facilitate a class discussion that summarizes and categorizes the body of information that the research has produced. This body of data and information will be used as a baseline for a future lab on biodiversity at and around seamounts.
|
| 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 |
A.
Prior to this lesson, students will have reviewed several bathymetric
maps. They will have observed patterns and features on the
maps and correlated these features to models of plate tectonic
processes. B. Review of scientific method. A specific review of what is a researchable question and what is a testable hypothesis. |
|
Teacher profile |
2.
Teacher asks questions to draw out students' prior knowledge. |
|
Student profile |
2
- 3. Students will be organizing their prior knowledge of the
scientific method in
preparation for an independent learning experience. |
| 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 |
Students
view the video Fly Around a Seamount. They write observations and
formulate questions. |
|
Teacher profile |
1.
Teacher stays quiet during the video. |
|
Student profile |
4.
Students formulate individual questions based on their observations. |
| 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 |
Presentation.
Each student presents his/her observations and questions to the class. |
|
Teacher profile |
1.
Teacher facilitates students as they generate questions. |
|
Student profile |
4.
Students create, formulate, discuss and categorize or classify
questions developed from their observations of the Fly Around a
Seamount video. |
| 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 |
|
Type of Evidence |
Students
are working independently and discussing their work and progress. The
discussions and progress will be monitored by the teacher. |
|
Teacher profile |
1.
Facilitates students in finding data, determining what data to
collect and how to collect it. |
|
Student profile |
3.
Students will select and collect data from the websites provided. |
|
Data
analysis |
Define approach for analyzing data |
|
Type of Evidence |
Tables,
graphs, maps, descriptions from the selected websites are collected and
analyzed. Students are able to clearly state the results of the data
analysis. |
|
Teacher profile |
1 - 2. Facilitates students assessment of when the hypothesis has been tested by conferencing with the students individually or in small groups that have researched similar questions. |
|
Student profile |
3
- 4. Student formulates explanation or answer for testable hypothesis.
Student is able to communicate a conclusion and support it with the
data he/she has collected. |
| INQUIRY
STAGE 5 |
|
| Presentation |
Teacher provides students an opportunity to prepare and communicate what they have learned. |
|
Type of Evidence |
The
student is able to prove that he/she has tested the hypothesis by
summarizing the information and data that was collected.The student
will then present an analysis and conclusion that supports or
disproves the testable hypothesis. |
|
Teacher profile |
1.
Teacher facilitates formation of logical arguments to explain data.
Teacher remains quiet during the final presentation and does not
interject to summarize the students work. |
|
Student profile |
4.
Student formulates reasonable and logical arguments and presents them
to the class. |