Professional Documents
Culture Documents
Edtpa Indirect LP Format-2
Edtpa Indirect LP Format-2
Edtpa Indirect LP Format-2
Analyze
Argue
Categorize
Interpret
Predict
Question
Compare/contras
t
Retell
Describe
Explain
Summarize
Instructional Objective: Students will be able to describe what core sampling is and how it can
be used to investigate what the Earth was like in previous time periods. They will be able to
successfully make inferences based on their core samplings of their groups cupcake with 80%
accuracy. Additionally, students will be able to illustrate their understanding of how core samples
are used.
Prior Knowledge (student): students should know the different land features of earth. Students
should also have an idea of what a fossil is and what its used for.
Content Knowledge (teacher): the teacher should already have an idea of what core sampling is
and how it is used in different ways.
Accommodations for special needs (individual and/or small group): I would make sure that
students who have a physical disability are in a group where someone else can physically take
the core samples and cut into the cupcake. I would also make sure to observe this group more
closely to make sure they stay on task and am able to aid if it is needed. For ELL, I would try to
have a work sheet with the instructions and questions written in their native language.
Materials and Technology requirements:
A layered cupcake (one for each group)
Clear plastic straws (five for each group)
Plastic knives (one for each group)
Core sampling worksheet, one for each student (see page 5-6 for detail)
Final core sampling work sheet, one for each student (see page X for detail)
Colored pencils
Paper towels
Paper plates
Computer
Total Estimated Time: one class period
Source of lesson:
Contant, T. L., Bass, J. E., & Carin, A. A. (2014). Teaching science through inquiry and
Investigation.
Safety considerations: any and all food allergies, plastic knives (people can still cut
themselves),
How does your straw sampling of the cupcake compare and contrast with core
samplings done by geologists?
Elaborate:
How could you find out what the inside of your cupcake looks like?
Tell students to use the plastic knives to cut down and separate the cupcakes into halves. Have
them draw what the inside of the cupcake actually looks like.
How do your direct observations compare with your inferences and your drawings? Can
geologists check the inferences they make from their core samples, they way you checked
the inside of your cupcake? Why or why not?
Evaluate:
To assess student understanding about the use of core sampling using summative assessment,
show students pictures of cores from a different cupcake. Challenge them to draw what the inside
of the cupcake looks like when sliced vertically through the center and horizontally through the
center, based on the data. Then ask them to explain why they drew the inside of this cupcake the
way they did. Using formative assessment, observe and question students all throughout the
lesson on what they are doing and why.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________
Name: ___________________________________
Date:_____________________
Cupcake Core Sampling Worksheet
1. In the first box, draw what you think the inside of the cupcake will look
based on what you observe.
2. In the boxes below please draw what you observe each core sample looks
like in the straw.
Sample 1:
Sample 2:
Sample 3:
Sample 4:
Sample 5:
Horizontal
Horizontal
Vertical sample Vertical sample Vertical sample
sample 1
sample 2
1
2
3
3. Based of off what you observed from your core samples, draw what you
think the inside of your cupcake looks like.
4. After cutting into your cupcake, please draw what the inside actually looks
like.
Name: _____________________________
Date: ___________________
Final Core Sampling Worksheet
1. Based on the core sampling provided by the teacher, please draw what you think the inside
of the cupcake looks like.
2. Please explain why you think the cupcake looks like this, use what you have learned today
to help guide your answer.