DCSD Instructional Planning Instrument Focus on Teaching and Learning

DCSD RCD Aligned Lesson Plan Template Components of this lesson plan may change according to the needs of the students.

Peachtree Charter Middle School Weekly Components

Teacher: Co-Teacher/Para:

A Das/G. West Date – Week of:

October 29-November 2, 2018

Course: Earth Science Unit Name: 2 Rocking the Earth

Priority Standards: (content specific)

S6E5. OBTAIN, EVALUATE, and COMMUNICATE information to show how Earth’s

surface is formed.

a. ASK QUESTIONS to COMPARE and CONTRAST the Earth’s crust, mantle, inner and

outer core, including temperature, density, thickness, and composition.

f. CONSTRUCT an explanation of how the movement of lithospheric plates, called plate

tectonics, can cause major geologic events such as earthquakes and volcanic

eruptions. (Clarification statement: Include convergent, divergent, and transform

boundaries).

Supporting Standards: (content specific)

S6E5 b. Plan and carry out an investigation of the characteristics of minerals and how

minerals contribute to rock composition.

S6E5 c. Construct an explanation on how to classify rocks by their formation and how

rocks change through geologic processes in the rock cycle.

Non-Content Standards: (WIDA; interdisciplinary standards, literacy, etc.)

Learning Targets: (what learners will be able to do at the end of the learning activity)

S6E5. OBTAIN, EVALUATE, and COMMUNICATE information to show how Earth’s

surface is formed.

a. ASK QUESTIONS to COMPARE and CONTRAST the Earth’s crust, mantle, inner and

outer core, including temperature, density, thickness, and composition.

f. CONSTRUCT an explanation of how the movement of lithospheric plates, called plate

tectonics, can cause major geologic events such as earthquakes and volcanic

eruptions. (Clarification statement: Include convergent, divergent, and transform

boundaries).

Essential Question(s): (address philosophical foundations; contain multiple answers; provoke inquiry)

1. How are the earth’s layers alike and different?

2. What challenges stand in the way of sending explorers to the center of the earth?

3. How does the movement of lithospheric plates cause major events on earth’s surface?

DCSD Instructional Planning Instrument Focus on Teaching and Learning

DCSD RCD Aligned Lesson Plan Template Components of this lesson plan may change according to the needs of the students.

4. What evidence do scientists have that continents were once joined together?

5. Why do mountains often occur in ranges thousands of kilometers long?

Big Ideas(s): (address philosophical foundations; contain multiple answers; provoke inquiry)

Academic Vocabulary:

Crust, Mantle, Core, Convection currents, Boundaries, Convergent, Divergent, Transform

Pangaea. Earthquakes, Faults, Reverse, Strike-slip, Normal, Volcanoes

Magma

STEM/STEAM/ Interdisciplinary Integration:

Engaging Performance Scenario:

In the areas below, place an “X” in the boxes to indicate the selected strategies and resources.

Research-Based Instructional Strategies: (weekly strategies chosen to guide teaching and learning)

OPENING: Engaging Instructional Activity

Activate Prior Knowledge

X Questioning (Raises questions)

x Clarify Previous Lesson

x Phenomenon X

Provide Feedback x Scaffold Instruction x Create Interest Other:

WORK PERIOD: Exploring, Explaining, Extending, and Elaborating

Facilitate Learning x

Academic Discussions x

Cooperative Learning x

Other:

Demonstrate/ Model

Generating and Testing Hypotheses

Independent Learning

Other:

Explain/Apply/Extend concepts and skills x

High-Level Questioning x

Interdisciplinary Writing x

Other:

CLOSING: Evaluating

Summarize Lesson

X Provide Alternate Explanations

Respond to EQs

X Other:

Allow students to assess their own learning

Quick Write

3-2-1/K-W-L

x Other:

21st Century Learning Skills: (weekly strategies chosen to guide student engagement)

Teamwork and Collaboration X Innovation and Creativity Accessing and Analyzing Information X

Initiative and Leadership Critical Thinking and Problem Solving

X Effective oral and Written Communication

X

Curiosity and Imagination X Flexibility and Adaptability Other:

Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Support in Classroom

Specially Designed Instruction for Exceptional Education Students

Strategies for English Language Learners

X Re-Voicing Conferencing Visuals/Realia

Explaining X Additional time Front-loading

X Prompting for Participation X Small group collaboration x Echoing/Choral response

Challenging or countering X Modify quantity of work Color-coding

X Asking “Why?” “How” X Take student’s dictation X Multiple exposures in different media

Reread X Scaffold information X Pair-share

X Practice new academic vocabulary X Differentiated content/process/product Modeling

X Assistive technology X Consistent reward system X Language scaffolds: e.g., sentence frames

Pre-teach & re-teach in using different methods X Refer to students’ IEP or 504 Plan Deconstruct complex sentences

X Use of manipulatives Assistive technology Increase student-to-student talk

X Collaborative work Strategies vocabulary instruction

Create differentiated text sets Additional think time

Gifted – Extensions for Learning

DCSD Instructional Planning Instrument Focus on Teaching and Learning

DCSD RCD Aligned Lesson Plan Template Components of this lesson plan may change according to the needs of the students.

Tier 1

x Flexible-Learning Groups Varied Pacing with Anchor Options Varied Supplemental Materials

Choice of Books X Work Alone or Together Computer Mentors

Homework Options X Flexible Seating X Think-Pair-Share

Use of Reading Buddies Varied Scaffolding Open-ended Activities

Various Journal Prompts Varied Computer Programs X Explorations by Interest

Student/Teacher Goal Setting Design-A-DAY Options for Competition

Tier 2

Gifted Edu. Cluster Classes Alternative Assessments Community Mentorships

Gifted Edu. Collaboration Classes Subject Advancement within class Stations

Tiered Activities and Products Curriculum Compacting X Group Investigations

Use of Literature Clubs Tiered Centers X Assess Students in Multiple Ways

Multiple Testing Options Spelling by Readiness Student choice

Multiple Texts Varying Organizers Simulations

Tier 3 Tier 4

Advanced Content (all core content) Above grade level accelerated (all core content)

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Differentiated Instruction (content, process, product)

Assessment Evidence (formative, summative)

In this section, the teacher will provide a description of the way in which they differentiated their lesson for their students – content, process, or product. The description does not need to be student specific. Also, teachers who have co-teachers can summarize their lesson contributions here.

In this section, the teacher will identify any planned assessments and explain the assessments that were used during the week. Common Assessments Unit Assessments Summative/Formative Assessments Illuminate Paper/Pencil

Resources: (weekly materials chosen to support teaching and learning)

Textbooks Lab Materials Other: (List the other resources below.)

Audio/Visual Aids X Course Syllabi Handouts X Dictionaries White Boards Video Clips X Electronic Devices Promethean Board x Supplemental Texts Manipulatives Calculators Internet (tech) x

Daily Lesson Plan for Monday

Pre-Instructional Activity: (sponge; bell-ringer; journal; allows attendance to be taken)

Complete the following: • Pre-Assessment for Unit 2

Opening (ENGAGE): (introduces the lesson; summarizes previous lesson; clarifies misconceptions)

Opening Details:

https://www.youtube.com/watch?v=RiHRI Me Lee’s Rap on Plate Tectonics

TW: Introduce Unit 2 Engaging Scenario

SW: Quick Write: "Do you think it is possible to dig your way through the ground

to the other side of the Earth? Explain why or why not?"

.

Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE): (contains the mini lesson; allows students to practice concept; assess student learning)

TW Introduce the stations and place students into two groups for rotating between the

stations.

SW Guided Gallery Walk-Station 1 In this segment of the lesson you will rotate through stations within the classroom analyzing and evaluating posted concepts. Each station or exhibit in the gallery walk displays a poster or chart of some kind presenting ideas, pictures, readings, related to the lesson concepts. Instructions

• During the guided gallery walk, stop at each gallery to read about the four main layers of Earth’s interior structure.

DCSD Instructional Planning Instrument Focus on Teaching and Learning

DCSD RCD Aligned Lesson Plan Template Components of this lesson plan may change according to the needs of the students.

• After reading the gallery card, record information about that layer of Earth’s structure in the data table.

• When you have completed the data table return to your seat, to begin Station 2.

SW Layers of the Earth Foldable Station 2 In this segment of the lesson you will create a Foldable for the layers of the earth. You will color each layer and cut it out and place it in the appropriate flap of the Foldable. You will receive a data chart to collect information in station 1.

Closing (EVALUATE): (summarizes lesson; ensures understanding; clarifies misconceptions)

Closing Details:

TW Introduce the Layers of the Earth Exit Ticket-Examine, Claim, Support

SW Work with a partner to complete the exit ticket.

Daily Lesson Plan for Tuesday

Pre-Instructional Activity:

Essential Question: How are the earth’s layers alike and different?

Opening (ENGAGE):

Opening Details: Earth's Interior Isn't Quite What We Thought It Was

Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE):

Work Period Details: TW Introduce the stations and place students into two groups for rotating between the

stations.

SW Guided Gallery Walk-Station 1 (Explore) In this segment of the lesson you will rotate through stations within the classroom analyzing and evaluating posted concepts. Each station or exhibit in the gallery walk displays a poster or chart of some kind presenting ideas, pictures, readings, related to the lesson concepts. Instructions

• During the guided gallery walk, stop at each gallery to read about the four main layers of Earth’s interior structure.

• After reading the gallery card, record information about that layer of Earth’s structure in the data table.

• When you have completed the data table return to your seat, to begin Station 2.

SW Layers of the Earth Foldable Station 2 (Explore) Gifted In this segment of the lesson you will create a Foldable for the layers of the earth. You will color each layer and cut it out and place it in the appropriate flap of the Foldable. You will receive a data chart to collect information in station 1 to complete the labeling and data tables.

SW Layers of the Earth Foldable Station 2 (Explore

In this segment of the lesson you will color each layer. You will receive a data chart to collect information from station 1 to complete the labeling and data tables.

SW Oceanic vs. Continental Crust Station 3 (Explain) In this segment of the lesson you will compare and contrast the oceanic and continental crust.

Closing (EVALUATE):

Closing Details: TW Gage student's understanding by re-visiting the Layers of the Earth Exit Ticket-Examine, Claim, Support SW Complete the "Exit Ticket Out the Door"

Daily Lesson Plan for Wednesday

Pre-Instructional Activity:

Essential Question: What challenges stand in the way of sending explorers to the center of the earth?

Opening (ENGAGE):

Opening Details:

SW will watch video clip from Ice Age which will tie in Earth’s layers with plate tectonics.

https://www.youtube.com/watch?v=TzzGPfVx32M

After watching the video answer the following questions.

1. What did you observe from the video?

DCSD Instructional Planning Instrument Focus on Teaching and Learning

DCSD RCD Aligned Lesson Plan Template Components of this lesson plan may change according to the needs of the students.

2. How does this video relate to Earth’s layers?

3. What did you observe about what was happening to the crust in the video?

Watch the video again and write down additional details you gleaned from the

video.

Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE):

Work Period Details Explain SW Use the Layers of the Earth Foldable from 2 to answer the questions.

TW: Walk around the classroom to assist students and clear up any misconceptions.

Closing (EVALUATE):

Closing Details: SW Complete the "Exit Ticket Out the Door"

Daily Lesson Plan for Thursday

Pre-Instructional Activity:

Essential Question: How does the movement of lithospheric plates cause major events on

earth’s surface?

Opening (ENGAGE):

Opening Details: Students will watch video clip from Ice Age which will tie in Earth’s layers with plate tectonics. https://www.youtube.com/watch?v=TzzGPfVx32M

Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE):

Work Period Details:

SW Perform the lab Edible Plate Tectonic to gain a better understanding of plate tectonic motion (without introducing academic vocabulary such as convergent boundary, divergent boundary, and transform boundary) Parts 1-3

Closing (EVALUATE):

SW Think* Pair* Share -Reflections Questions

Daily Lesson Plan for Friday

Pre-Instructional Activity:

Essential Question: How does the movement of lithospheric plates cause major events on earth’s surface?

Opening (ENGAGE):

Opening Details:

SW Watch “The Core” movie clip

https://youtu.be/ZkynnGqL7QM

In the movie, “The Core”, a group of scientists were sent to the core to get the

Earth’s magnetic field back on track.

Do you think it is possible to send a group of scientists to the Earth’s core?

Why or Why not? Explain your answer.

Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE):

Work Period Details:

Explore- SW Perform the lab Edible Plate Tectonic to gain a better understanding of plate tectonic motion (without introducing academic vocabulary such as convergent boundary, divergent boundary, and transform boundary) Parts 4-5

Closing (EVALUATE):

SW Think* Pair* Share -Reflections Questions

Resources The Core movie clip https://youtu.be/ZkynnGqL7QM

DCSD Instructional Planning Instrument Focus on Teaching and Learning

DCSD RCD Aligned Lesson Plan Template Components of this lesson plan may change according to the needs of the students.

Layers of the Earth Foldable and questions

http://www.thesciencequeen.net/uploads/9/8/4/4/9844529/earthfoldablev2.pdf

Layers of the Earth Coloring Page

https://drive.google.com/file/d/0BxPpF7lkVo8AemdERUlkV0VzZ1E/view

Layers of the Earth Sort

https://drive.google.com/file/d/0B3KUCrcRjzzJTklOejU0d3dfN2M/view

Resources Continued

Oceanic Crust vs Continental Crust

https://mail.google.com/mail/u/0/#inbox/15f1deb5941046a4?projector=1