Science+Lesson+Apr+5-16

Note: Thursday and Friday's classes will be shortened due to the PSSA

Do Now There are __two parts__ to Today's "Do Now". __First__, copy - in your notebook - the new additions to your student work required to be placed in your student folder:

//**The Plate Tectonics Scavenger Hunt Packet**//, which includes the scavenger hunt hand-out and the two models of the Earth (Introduced as homework in the Mar 15-19 Lesson) //**Graded rubric**// //**for your model of the Earth**// (Introduced as homework in the Mar 15-19 Lesson) //**1st Constructed Response**//: "**Why do you think most earthquakes occur near plate tectonic boundaries?**" (Introduced in the Mar 15-19 Lesson) //**Plate Tectonic Sorting Activity**// (Introduced in the Mar 22-26 Lesson) //**2nd Constructed Response**//: "**Compare and contrast the three types of plate boundaries.**" (Introduced in the Mar 22-26 Lesson) //**Plate boundary collage**// (Introduced in the Mar 22-26 Lesson) //**Earthquake & Volcano Plotting Activity**// (Introduced in the Apr 4-9 Lesson) __Second__, define a volcano, and explain the difference between magma and lava.
 * New - Earthquake Review Sheet** (Introduced in the Apr4-9 Lesson)
 * New - Earthquake Essay or Poster** (Introduced in the Apr4-9 Lesson)
 * New - Earthquake (Word Study) Crossword Puzzle** (Introduced in the Apr12-16)
 * New - Earthquake (Word Study) Word Search** (Introduced in the Apr12-16)
 * New - Earthquake (Word Study) Concept Map** (Introduced in the Apr12-16)

Wholeclass Instruction __First,__ review: The "Do Now" __Second,__ introduce new student activities:

__Third,__ Introduce this lesson's learning objectives: I will be able to //**discern and explain patterns between earthquakes, volcanoes, and tectonic plate boundaries**// I will be able to //**infer a relationship between earthquakes and volcanoes**// I will demonstrate mastery of my learning objectives by //**achieving proficiency on the earthquake & volcano plotting activity**// in accordance with the rubric I will conduct a review of earthquakes and demonstrate my mastery of previous lesson's learning objectives by writing an informational essay on earthquakes and scoring proficient according to the PSSA writing rubric or by creating a poster on earthquakes and scoring proficient according to the teacher-provided rubric (TBP during the second class)
 * 1) Earthquake & Volcano Plotting Activity (Introduced in the Apr 4-9 Lesson)
 * 2) New - Earthquake Review Sheet (Introduced in the Apr4-9 Lesson)
 * 3) New - Earthquake Essay or Poster (Introduced in the Apr4-9 Lesson)
 * 4) New - Earthquake (Word Study) Crossword Puzzle (Introduced in the Apr4-9 Lesson)
 * 5) New - Earthquake (Word Study) Word Search (Introduced in the Apr4-9 Lesson)
 * 6) New - Earthquake (Word Study) Concept Map (Introduced in the Apr 5-9 Lesson)

Reciprocal teaching/Independent work

__First__, copy and review Today's learning objectives, which can be found in the wholeclass section, prior to in initiating the earthquake and volcano activity. T hen, through reciprocal teaching or independently, initiate the earthquake and volcano plotting activity and score proficienct based on the rubric: [|Mapping and labeling tectonic plates updated.pdf] and [|Rubric for plotting earthquakes and volcanoes Sheet1.pdf] __Second__, complete the earthquake concept map. Use all previous hand-outs and notes to assist you. __Third__, begin the earthquake review sheet. Go to the National Geographic site @ [|Forces of Nature - Earthquakes]​. You may use the US Geological Service @ [|USGS -Earthquakes] as an additional resource to compete the earthquake review sheet. Then complete both word study worksheets and. Use your online or hard copy textbook to complete the word study sheets. Your online text link is here [|Inside The Restless Earth].

Lastly, Select and start your earthquake essay or poster. Use your earthquake review sheet as outline for either project. Summary

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