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Scotland High School Lesson Plan Format - Weekly
Page 1
Acquire New
Information
Hook
Set the Goal/
Learning Targets
Review/
HW Check
Warm Up
Activity
Standards
CCSS/NCES
Teacher:_Hyman___ Subject: ___Earth/Environmental____ Grade ___9___Week of __2/4/2013____
Monday
EEn.2.1 Explain how
processes and forces affect the
lithosphere.
Tuesday
EEn.2.1 Explain how
processes and forces affect the
lithosphere.
Wednesday
EEn.2.1 Explain how
processes and forces affect the
lithosphere.
Thursday
EEn.2.1 Explain how
processes and forces affect the
lithosphere.
Friday
EEn.2.1 Explain how
processes and forces affect the
lithosphere.
EEn.2.1.1 Explain how the
rock cycle, plate tectonics,
volcanoes, and earthquakes
impact the lithosphere.
What is a rock?
Where might you find
different types of rock?
EEn.2.1.1 Explain how the
rock cycle, plate tectonics,
volcanoes, and earthquakes
impact the lithosphere.
How does a rock become a
rock?
EEn.2.1.1 Explain how the
rock cycle, plate tectonics,
volcanoes, and earthquakes
impact the lithosphere.
What have you previously
learned about volcanoes?
EEn.2.1.1 Explain how the
rock cycle, plate tectonics,
volcanoes, and earthquakes
impact the lithosphere.
Constructed Response:
n/a
n/a
EEn.2.1.1 Explain how the
rock cycle, plate tectonics,
volcanoes, and earthquakes
impact the lithosphere.
Define and draw a picture for
the following:
Mantle convection, plate, plate
tectonics, transform fault
boundary, convergent
boundary, divergent boundary,
magma, lava, volcano,
earthquake
n/a
n/a
n/a
I can define all the explicit and
prior vocabulary and parts of
the Rock Cycle.
I can define all the explicit and
prior vocabulary and parts of
the Rock Cycle
Students will watch a video clip
on the different types of rocks
Mr. Lee’s Rock Cycle Rap
•
I can describe plate
tectonic theory and identify and
classify processes it runs
(volcanoes, earth quakes (and
parts),
convergent/divergent/slip
boundaries, lahar flows,
changing landforms and sealevel changes).
Plate tectonics demo
•
I can describe plate
tectonic theory and identify and
classify processes it runs
(volcanoes, earth quakes (and
parts),
convergent/divergent/slip
boundaries, lahar flows,
changing landforms and sealevel changes).
Video Clip – Mt. St. Helens,
Pompeii, Mauna Loa, Mt. Fuji,
etc.
Students will take notes on:
igneous, metamorphic, and
sedimentary rocks. Students will
also be shown various samples
of different types of rocks
Students will work their way
through “A Journey Through
the Rock Cycle Activity”
Emphasis will be placed on the
forces responsible, and the
energy that drives the rock
cycle.
Activity
Students will take notes that
describe how lahar flows and
ash in the atmosphere relate to
volcanic effects. Students will
also watch a video about
volcanoes and their locations.
•
I can describe plate
tectonic theory and identify and
classify processes it runs
(volcanoes, earth quakes (and
parts),
convergent/divergent/slip
boundaries, lahar flows,
changing landforms and sealevel changes).
Video Clip – Earthquake with
epicenter in Mineral Virginia –
major damage caused in
Washington DC
Brief notes emphasizing key
terms related to earthquakes,
and the distribution of
volcanoes and earthquakes.
Revised 6/13/2012
Page 2
Rock Type Foldable
Students will take the
information learned during the
activity and write a story.
Students will complete a
worksheet using recently
acquired knowledge.
Students will use knowledge to
complete a video guide with pre
and post viewing questions.
LAB – Locating an
Earthquake’s epicenter
Locating Patterns of
Earthquake and Volcano
Distribution
Students will assessed on their
completed foldable.
Students will be assessed on the
story that they write.
Completed activity and
worksheet
Completed questions
Completed lab
n/a
n/a
n/a
n/a
n/a
Smartboard, rock samples,
paper colored pencils, markers,
teacher laptop
Copies of activity, smartboard,
laptop
Worksheets, smartboart, laptop
Video, smartboard, copies of
video guides, laptop
Teacher’s
Notes Reflection
Notes
Materials
Homework
Assessment
Apply
knowledge
Scotland High School Lesson Plan Format - Weekly
Revised Bloom’s Taxonomy (RBT):
Marzano’s Strategies
 Remembering  Understanding
 Cooperative learning
LITERACY STANDARDS IN
READING to be addressed—GRADE
SPAN
____9-10 ___11-12
Key Ideas & Details
____RH/RST.1
____ RH/RST.2
____ RH/RST.3
Craft & Structure
____ RH/RST.4
____ RH/RST.5
____ RH/RST.6
Integration of Knowledge & Ideas
____ RH/RST.7
____ RH/RST.8
____ RH/RST.9
RH.10. By the end of grade, read and
comprehend texts in the grades 910/11-12 text complexity band
independently and proficiently.
LITERACY STANDARDS IN
WRITING to be addressed—GRADE
SPAN
___9-10 ___11-12
Text Types and Purposes
____WHST.1
____WHST.2
____WHST.3
Production and
Distribution of Writing
____WHST.4
____WHST.5
____WHST.6
Research to Build and Present
Knowledge
____WHST.7
____WHST.8
____WHST.9
WHST.10
Write routinely over various time
frames…for a range of disciplinespecific tasks, purposes, and
audiences.
 Applying
 Analyzing
 Evaluating
 Similar/different
 Creating
Revised 6/13/2012
Scotland High School Lesson Plan Format - Weekly
INFORMATIONAL TECHNOLOGY
9-12 to be addressed
Sources of Information
____SI.1.1
____SI.1.2
NA SI.1.3
Technology as a Tool
____TT.1.1
____TT.1.2
____TT.1.3
Research Process
____RP.1.1
____RP.1.2
Page 3
Safety and Ethical Issues
____SE.1.1
____SE.1.2
Revised 6/13/2012