LESSON PLANNING GUIDE Conyers Middle School

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1 Pre-Planning Worksheet: Week 3 Year 2015 LESSON PLANNING GUIDE Content Area Earth Science Grade/Course 6 th Unit of Study Astronomy Instructional Period 2 nd -5 th Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. S6E5.Students will investigate the scientific view of how the earth s surface is formed. f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides) g. Describe how fossils show evidence of the changing surface and climate of the Earth h: Describe soil as consisting of weathered rocks and decomposed organic material. TAPS 1, 2 List Behaviors (what students should be able to do; focus on verbs) Explain Describe List Content (what students should know; focus on concepts) - Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides). - Describe how fossils show evidence of the changing surface and climate of the Earth - Describe soil as consisting of weathered rocks and decomposed organic material. Determine DOK (align to instruction and assessment) DOK Levels Level DOK Ceiling DOK Level Possible Aligned Activities and Questions Resources TAPS 2, 3, 4, 5 (on/offline) 1-3 Vocabulary Poster Offline 1-3 Edhelper reading comprehension sheets on weathering, erosion, fossils and soil Each teacher will be differentiating based on their class needs determined by data from the reassessment. Class activities will be tailored to each student s needs by readiness and learning style. Please see our daily lesson plans. Offline DOK Level Possible Aligned Assessment Items/Tasks Resources TAPS 2, 3, 4, 5

2 1-3 Reassessment of Benchmark Standards (formative to measure growth) offline (on/offline)

3 Standards (Primary) DOK (Ceiling) Integrated 3 Technology through the use of videos and simulations S6E5.Students will investigate the scientific view of how the earth s surface is formed. f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides) g. Describe how fossils show evidence of the changing surface and climate of the Earth h: Describe soil as consisting of weathered rocks and decomposed organic material. KNOW/UNDERSTAND Essential Question/Enduring Understanding: What are the characteristics of weathering, and how does weathering differ from erosion? What is meant by weathering? How many different kinds of weathering processes are there? How are weathering and erosion different? How are weathering and erosion related? How do fossils show evidence of change in earth s surface? What is soil? How does the process of weathering contribute to soil? Weathering is the process that breaks down rocks and other substances at Earth s surface. Erosion is the movement of rock particles by water and wind. Deposition occurs where the agents (forces) of erosion lay down sediment. Weathering and erosion wear down, and deposition fills in the Earth s surface. Fossils, the remains of organisms preserved in sedimentary rocks, are part of the evidence scientists use to infer changing conditions at t he earth s surface through time Rocks at the earth s surface weather, forming sediments that are buried, then compacted, heated, and often re-crystallized into new rock. Although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are greatly influenced by plants and other organisms.

4 KNOWLEDGE & SKILLS (Key Vocabulary) Vocabulary- Tier 1 Vocabulary Tier 2 Soil Fossil Imprint Vocabulary Tier 3 Content-specific, domain-specific Humus Organic matter Decomposition Horizon Soil Profile Leaching Litter Superposition Mold Cast Carbon film Permineralized remain Trace fossils Original remains Relative dating Preservation Pre-assessment to Inform Instruction Results from Pre-test guide instruction Assessment for Learning or Assessment of Learning TAPS 2, 3, 5 DO TAPS 2, 3, 4 Advanced Content Process Product Apply higher order critical thinking skills. In depth and broader in scope. Rigor accelerate Inquiry based and project based learning with authentic applications. Choice assignments Ready Teaching will be done in a zone a proximal development Scaffolding Choice assignments

5 Need Prerequisites Build background knowledge Scaffolding Student and teacher created Choice assignments TAPS 2, 3, 5, 6, 8 Steps to Deliver the Lesson Using WICOR Engage (Hook, introduction to lesson concepts) Mini-Lesson Intro clip to fossils and soil later in week AVID Explore/Explain (teaching content all students need to know, understand and be able to do as determined by unpacked standard) Direct instruction given to all students on fossils and soil. Enrich/Elaborate (differentiation of process ) Vocabulary poster/choice boards related to their academic readiness, reading essentials, Scientific articles for relevancy, video, and simulation Evaluation (Formative assessment) Sponge questions related to previously and current concepts being discussed. BUG or TOD or other summarizers used by the teacher to check for understanding. BrainPop Quiz Applying concepts taught in class for comprehension questions, graphic organizers, labeling, reading essentials (practice of concepts) and performance assessments.

6 Resources LESSON PLANNING GUIDE Textbook, Cornell notes, Reading essentials book, articles and lab activities