Download Kiser, Christine Earth Science 6th grade December , 2012

Kiser, Christine
Earth Science 6th grade
December , 2012
Weathering, soil, Erosion and deposition
Monday
December 10, 2012
Tutoring availability
8:00-8:45am
Tuesday
December 11, 2012
Tutoring availability
8:00-8:45am
Wednesday
December 12, 2012
Not Available
Thursday
December 13, 2012
Tutoring availability
8:00-8:45am
Friday
December 14, 2012
Tutoring availability
8:00-8:45am
EQ: What natural processes break
down rocks and begin soil
formation?
EQ: What natural processes break
down rocks and begin soil
formation?
How is soil created?
Benchmarks:
SC.6.E.6.1
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
and give examples of ways in
which Earth’s surface is built up
and torn down by physical and
chemical weathering erosion and
deposition.
Measureable objective:
Students will understand how
weathering breaks down or
changes rocks, differentiate
between mechanical and chemical
weathering and understand how
soil is created and identify soil
horizons
H.O.T.
How are soils and soil conditions
related to life?
EQ: What natural processes break
down rocks and begin soil
formation?
EQ: What natural processes break
down rocks and begin soil
formation?
EQ: What natural processes break
down rocks and begin soil
formation?
Benchmarks:
SC.6.E.6.1
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
and give examples of ways in
which Earth’s surface is built up
and torn down by physical and
chemical weathering erosion and
deposition.
Measureable objective:
Students will understand how
weathering breaks down or
changes rocks, differentiate
between mechanical and chemical
weathering and understand how
soil is created and identify soil
horizons
H.O.T.
How would the world be different
if weathering and erosion did not
occur?
Benchmarks:
SC.6.E.6.1
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
and give examples of ways in
which Earth’s surface is built up
and torn down by physical and
chemical weathering erosion and
deposition.
Measureable objective:
Students will understand how
weathering breaks down or
changes rocks, differentiate
between mechanical and chemical
weathering and understand how
soil is created and identify soil
horizons
H.O.T.
How are erosion and deposition
related?
Benchmarks:
SC.6.E.6.1
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
and give examples of ways in
which Earth’s surface is built up
and torn down by physical and
chemical weathering erosion and
deposition.
Measureable Objective:
Students will understand how
weathering breaks down or
changes rocks, differentiate
between mechanical and chemical
weathering and understand how
soil is created and identify soil
horizons
H.O.T.
How do water erosion and
deposition change earth’s surface?
Agenda:
Agenda: (DI)
Benchmarks:
SC.6.E.6.1
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
and give examples of ways in
which Earth’s surface is built up
and torn down by physical and
chemical weathering erosion and
deposition.
Measureable objective:
Students will understand how
weathering breaks down or
changes rocks, differentiate
between mechanical and chemical
weathering and understand how
soil is created and identify soil
horizons
Higher Order Thinking
Question:
Agenda:
I Do:
Activate prior knowledge of
weathering and soil, preview
vocabulary
I Do:
Begin discussion about soil, what
is it, why is it important…
We do: weathering notes and
discussion
We do: soil notes and discussion
You do:
Think-pair-share examples of
weathering
You do: thinking map-soil
properties and uses
Investigative
Activity(homework):
How can rocks be broken down
launch lab-due friday
Investigative
Activity(homework):
How can rocks be broken down
launch lab-due friday
Agenda:
Agenda:
I do:
Review weathering and soil
formation
I do: activate prior knowledge of
landforms and how they are
created.
We do: the erosion-depostion
process read, discuss and take
notes
We do: landforms shaped by water
and wind?
You do: share your expertise with
your group.
You do: thinking map-double
bubble weathering and erosion
Investigative
Activity(homework):
How can rocks be broken down
launch lab-due friday
Investigative
Activity(homework):
How can rocks be broken down
launch lab-due friday
You do:
Vocabulary foldable-meander,
longshore current, delta, abrasion,
dune, loess
Investigative
Activity(homework):
Enjoy your weekend
I do: explain jigsaw activity, poll
students for self-assessment of
understanding of previous lessons,
group students according to
assessment.
We do:jigsaw review weathering
and soil
Accommodations and notes
Tutoring is available on
designated days when scheduled
in advance.
Accommodations:
-Preferred seating
-AM tutoring available upon
request
-peer buddies
-small group testing
Notes:
-December 10th,
Carver Middle
school science fair
judging, judges
needed, please
contact me if you
are available any
time during the day.
-December 13th,
Science fair awards
ceremony 6pm.
-February, 2013,
Regional science
fair
Kiser, Christine
Earth Science 6th grade
December , 2012
-science fair awards ceremony
tonight 6pm
Summary/Exit survey:
How does today’s lesson relate to
the rock cycle?
Summary/Exit survey:
How could you model chemical
weathering? Mechanical
weathering?
Summary/Exit survey:
Dear absent student
Summary/Exit survey:
3-things learned
2-questions you have
1- Thing you are confused about
Summary/Exit survey:
Popcorn facts
Vocabulary:
Weathering, mechanical weathering, chemical weathering, oxidation
Resources and Links:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=53lMdHzvGCQ
Weathering, soil, Erosion and deposition
Monday
December 17, 2012
Tutoring availability
8:00-8:45am
Tuesday
December 18, 2012
Tutoring availability
8:00-8:45am
Wednesday
December 19, 2012
Not Available
Thursday
December 20, 2012
Tutoring availability
8:00-8:45am
Friday
December 21, 2012
Tutoring availability
8:00-8:45am
EQ: What natural processes break
down rocks and begin soil
formation?
Benchmarks:
SC.6.E.6.1
EQ: What natural processes break
down rocks and begin soil
formation?
Benchmarks:
SC.6.E.6.1
EQ: What natural processes break
down rocks and begin soil
formation?
Benchmarks:
SC.6.E.6.1
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
and give examples of ways in
which Earth’s surface is built up
and torn down by physical and
chemical weathering erosion and
deposition.
Measureable objective:
Students will be able to
differentiate between erosion and
deposition, identify what features
suggest erosion or deposition,
understand how water, wind and
glaciers change earth’s surface,
and understand how gravity shapes
earth’s surface.
Higher Order Thinking
Question:
What erosional features formed by
ground water could swallow up
your house?
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
and give examples of ways in
which Earth’s surface is built up
and torn down by physical and
chemical weathering erosion and
deposition.
Measureable objective:
Students will be able to
differentiate between erosion and
deposition, identify what features
suggest erosion or deposition,
understand how water, wind and
glaciers change earth’s surface,
and understand how gravity shapes
earth’s surface.
H.O.T.
A major erosional agent in many
areas with limited precipitation
and high temperatures is ________
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
and give examples of ways in
which Earth’s surface is built up
and torn down by physical and
chemical weathering erosion and
deposition.
Measureable objective:
Students will be able to
differentiate between erosion and
deposition, identify what features
suggest erosion or deposition,
understand how water, wind and
glaciers change earth’s surface,
and understand how gravity shapes
earth’s surface.
H.O.T.
How would you use the
information learned about
weathering and erosion when
choosing a building site for your
house?
EQ: How does the movement of
Earth’s crustal plates cause
changes in Earth’s surface?
Benchmarks:
SC.7.E.6.5
SC.7.E.6.7
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
how the movement of Earth’s
Crustal plates cause both slow
and rapid changes in Earth’s
surface.
EQ: How does the movement of
Earth’s crustal plates cause
changes in Earth’s surface?
Benchmarks:
SC.7.E.6.5
SC.7.E.6.7
Bellringer:
Sc.6.N.1
Learning Goal:
Students will be able to describe
how the movement of Earth’s
Crustal plates cause both slow
and rapid changes in Earth’s
surface.
Measureable objective:
Students will be able to identify
the evidence that supports
continent drift, describe seafloor
spreading, identify and describe
the 3 types of plate boundaries,
describe how tectonic plates move
Measureable Objective:
Students will be able to identify
the evidence that supports
continent drift, describe seafloor
spreading, identify and describe
the 3 types of plate boundaries,
describe how tectonic plates move
H.O.T.
Is it possible that the continents
can come back together in the
future? How would that affect our
society?
H.O.T.
How can you model Wagner’s
theory of continental drift and
plate tectonics?
Accommodations and notes
Tutoring is available on
designated days when scheduled
in advance.
Accommodations:
-Preferred seating
-AM tutoring available upon
request
-peer buddies
-small group testing
Notes:
-February, 2013,
Regional science
fair
Kiser, Christine
Earth Science 6th grade
December , 2012
Agenda:
Agenda: (DI)
Agenda:
Agenda:
Agenda:
I do:
activate prior knowledge plate
tectonics, movement of earth’s
layers
I do: introduce launch lab- can you
put together a peel puzzle
We do: ask clarifying questions
We do: the continental drift
hypothesis read, discuss and take
cornell notes
We do: complete launch lab
record and analyze data
You do:
Share your expertise with your
home group
Investigative
Activity(homework):
Blogging-relate science to the
holidays
Create a childrens dictionary of the
vocabulary words from chapters 4
and 5 weathering and erosion
Due Thursday December 20, 2012
You do: chapters 4 and 5 exam
weathering and erosion
You do: thinking map- plate
tectonics circle map
You do:complete lab report
Investigative
Activity(homework):
Blogging-relate science to the
holidays
Create a childrens dictionary of the
vocabulary words from chapters 4
and 5 weathering and erosion
Due Thursday December 20, 2012
Investigative
Activity(homework):
Blogging-relate science to the
holidays
Create a childrens dictionary of the
vocabulary words from chapters 4
and 5 weathering and erosion
Due Thursday December 20, 2012
Summary/Exit survey:
Dear absent student
Summary/Exit survey:
Summary/Exit survey:
Popcorn facts
Investigative
Activity(homework):
Create a game using the lessons
learned from
Chapters 4 & 5 weathering and
erosion
Chapter 6 plate tectonics
Or
Chapter 7- earth Dynamics
This will be graded as a lab be
creative.
Summary/Exit survey:
Vocabulary hot seat
I Do:
Review previous lessons on
weathering and erosion, clear up
any misconceptions students may
have
-direct students to assess their
understanding usinf the learning
scale
We do: mass wasting and
glaciers discussion and cornell
notes
I Do:
explain jigsaw activity, poll
students for self-assessment of
understanding of previous lessons,
group students according to
assessment.
We do: jigsaw review
You do:
Develop three questions for the
exam, give answers
Investigative
Activity(homework):
Blogging-relate science to the
holidays
Create a childrens dictionary of the
vocabulary words from chapters 4
and 5 weathering and erosion
Due Thursday December 20, 2012
Summary/Exit survey:
3-things learned
2-questions you have
1- Thing you are confused about
I do: explain test procedures and
answer any last minute questions
Reflect on how well you did on the
exam. How can you do better?
How can I help you do better?
Vocabulary:
Erosion, deposition, meander, longshore current, delta, abrasion, dune, loess, mass wasting, landslide, talus, glacier, till, moraine, outwash
Resources and Links:
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries • lab reports
Higher level questioning
in classes
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
~Think Pair Share
~Refining Cornell notes
Reading
Any strategies in reading
that help students
understand the content
Reading to Learn
Before reading activities
Kiser, Christine
Earth Science 6th grade
December , 2012
• letters • journals
• developed answers to questions
Process writing
• rough draft
• peer editing and revising
• final copy
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class
within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important
information on the right
• writing higher level questions
about the notes on the left
• summarizing
• using the notes to study
Reflective writing
• students write about what they
have learned and what they still
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Higher level questioning
in tutorials in AVID
elective classes
Socratic seminar
Philosophical chairs
Fishbowl discussions
with a partner
~Sharing ideas with a
partner or in a group
~Jigsaw
~Carousel/Gallery Walk
~Problem solving in groups
~Projects in groups
• vocabulary activities
• accessing prior knowledge
• previewing text features
• making predictions
During reading activities
• marking the text
• annotating the text
• reciprocal reading
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• Socratic seminar
• Philosophical chairs
• writing
• group projects