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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