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N S C Teacher Preparation Program Lesson Plan Format: Evada Tate Ollege

This lesson plan summarizes a 7th grade Earth Science Jeopardy review game to be used as preparation for an upcoming unit test. The game will review major concepts from a unit on Earth's structure and processes, including key vocabulary terms. Students will choose questions to answer individually in writing before sharing responses aloud. The teacher will ensure accommodations are met and informally assess understanding through student participation and self-reported final scores. While an engaging review strategy, the teacher notes challenges in managing the game's flow and noise level.

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Russellhauck
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Download as DOC, PDF, TXT or read online on Scribd
62 views

N S C Teacher Preparation Program Lesson Plan Format: Evada Tate Ollege

This lesson plan summarizes a 7th grade Earth Science Jeopardy review game to be used as preparation for an upcoming unit test. The game will review major concepts from a unit on Earth's structure and processes, including key vocabulary terms. Students will choose questions to answer individually in writing before sharing responses aloud. The teacher will ensure accommodations are met and informally assess understanding through student participation and self-reported final scores. While an engaging review strategy, the teacher notes challenges in managing the game's flow and noise level.

Uploaded by

Russellhauck
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAM


LESSON PLAN FORMAT
Description of Classroom:
This is a 7th grade Earth Science class with 17 boys and 13 girls. There are four
English Language Learners in the class, and five students with IEPs. Students sit at
lab tables that are arranged in rows that face the front of the classroom. There are four
rows comprised of four tables each, with two students per table, e.g. eight students per
row. Students sit in assigned seats that were designated to keep friends apart to ensure
talking would be kept to a minimum during instruction.
Background:
This lesson is a culmination of a unit on earths structure and processes, and is
intended as a review for a unit test to be administered the following day. Students also
spent the previous day reviewing using a study guide worksheet that they completed
using their notes. The summative assessment also covers material introduced at the
beginning of the semester including lab safety and nature of science.
Content Objective(s):
SWBAT demonstrate their knowledge of earths structure, earths processes, lab
safety, and nature of science by participating in a game of Jeopardy.
Language Objective(s):
Students will read questions that are projected onto the white board.
Students will listen as questions are read aloud.
Students will write answers on a sheet of paper prior to answers being provided.
Students will speak to provide answers when they are called upon.

N.8.A.5

Nevada Standards:
Students know how to use appropriate
technology and laboratory procedures
safely for observing, measuring,
recording, and analyzing data. E/L

N.8.B.2

Students know scientific knowledge is


revised through a process of
incorporating new evidence gained
through on-going investigation and
collaborative discussion. E/S

E.8.C.3

Students know Earth is composed of a


crust (both continental and oceanic);
hot convecting mantle; and dense, a
metallic core. E/S

E.8.C.4

Students know the very slow


movement of large crustal plates
result in geological events. E/S

E.8.C.5

Students know how geologic


processes account for state and
regional topography. E/S

Key Vocabulary:
Continental drift
Plate tectonics
Convergent boundary
Divergent boundary
Transform boundary
Mid-ocean ridge
Deep ocean trench
Subduction zone
Rift Valley
Oceanic-Oceanic boundary
Oceanic-Continental boundary
Continental-Continental boundary
Hypothesis
Observations
Independent variable
Dependent variable
Control variable
Pangaea
Sea floor spreading
Focus
Epicenter

P wave
S wave
Crust
Mantle
Outer core
Inner core
Lithosphere
Asthenosphere
Moment magnitude scale
Convection currents
Magnetic reversal
Best Practices: (put an X next to those that you address in your lesson)
Preparation
x_Adaptation of content
x_Links to background
x_Links to past learning
x_Strategies incorporated
Integration of Processes
x_Listening
x_Speaking
x_Reading
x_Writing

Scaffolding
x_Modeling
x_Guided practice
x_Independent practice
x_Verbal scaffolds
x_Procedural scaffolds
Application
_Hands-on
x_Authentic (Meaningful)
x_Linked to objectives
x_Promotes engagement

Grouping Options
x_Whole Class
_Small groups
_Partners
x_Independent
Assessment
x_Individual
_Group
_Written
x_Oral

Teaching Strategies:
The teaching strategy employed here is to use a well-known medium (Jeopardy) to conduct
a review of all material covered in this unit. The students view questions projected on the
white board, and write down their answers to test their knowledge of a variety of topics
covered within the unit.
While this lesson has a single teaching strategy, as a culmination of an entire unit many
strategies have been incorporated including direct instruction, use of physical models for
hands on learning, pair-share, modeling, foldables, and other techniques.
Warm Up Activity:
We will cover the objective and in-question for the day. We will discuss the topics we
have covered in this unit and do a brief review of some of the major concepts.

Lesson Sequence:
TW discuss objective and in-question
TW remind students testing will occur the following day
TW explain the format for the Jeopardy game
SW take turns choosing a category and dollar amount question
SW individually write down their answer to each question
The student who chose the question will then be given the opportunity to answer the
question
In the event the student who chose the question is incorrect or doesnt know the answer,
other students will have the opportunity to provide assistance by answering the question
SW tally their scores based on the honor system to see which student accumulated the
most money.
Accommodations:
All accommodations will be met for students requiring them.
Students will be placed in the front row to be nearer to the white board.
Teacher will read each question and answer aloud.
No students in this class require large print or native language copies of material.
Supplementary Materials:
PowerPoint Jeopardy game
Projector
Answer sheets
Review/Assessment:
Assessment will be informal, with each student being given the opportunity to answer
one question aloud, while all students write the answer to each question on a separate
piece of paper.
Students will be asked (based on the honor system) to share their final score, which will
be an indicator to the teacher as well as each student as to the readiness for testing the
following day. Students will have an idea what they need to work on for homework.
Reflection:
This was an effective technique for review of material covered in a unit. Students were
highly engaged and participated fully.
It is somewhat difficult to manage the flow of the game, as some students are reluctant to
choose a category and question value. They ultimately want to be correct, and study the

board searching for a choice where they can succeed. This slows the flow of the game
and causes the other students to chime in with suggestions.
It also tends to get loud when answers are revealed and each student feels compelled to
celebrate out loud when they are correct or bemoan when they are not.
Overall, this is an effective tool, and trends toward the ultimate goal which is successfully
demonstrating their knowledge of the subject matter on the summative assessment.

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