This week I designed a lesson on plate tectonics centered around the use of models. The essential question asked what the theory of plate tectonics was and how it affects land formations. I did a quick review through the use of a note-taking guide and the students watched a brainpop on plate tectonics. Then the students did a structured inquiry called candy bar tectonics. The students completed a formative assesment, and then worked in small groups to create a poster using pictures printed from their lab to make a longer lasting model.
I think the lesson was successful because students did well on their assesment. There were some holes apparent in their learning during the post lab questions, so I am not sure how affective the model I used was. I did feel rushed for time and even with a 70 min. class period, the students did not complete their extension activity. If I were to do the lesson again, I would try to find more web videos to show a simulation of how the movement of plates creates different land formations. I would also spend more time discussing the students reflections so that I can hear any misconceptions they may have and address them.
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Brandi, This learning experience sounds neat. What candy bar did you use? I use Snickers to have students relatively date rock layers using the law of superposition and wondered if you use a Snickers bar too.
ReplyDeleteI was unsure of what would work best, so I bought a variety . . . Baby Ruth, Snickers, and Milky Way. I found that for this activity I prefer the Milky Way. The seperation of the chocolate looks more "plate" like.
ReplyDeleteBrandi,
ReplyDeleteThis sounds like fun for the students. I found open ended questions while students working when I circulate assist me to find those wholes. I generally also will ask guided questions to find knowledge and misconceptions.