Download Lorna Merklinger

6th Grade Earth-Space Science (Lesson Plans Subject to Change Based on Rate of Learning)
Week of December 1, 2014 (Unit 6 Plate Tectonics)
6th Grade Science
Topic, Assignments, Agenda, Board Configurations
Skill or Standard
Differentiation, Reading, Writing, or
Math Support, Notes, etc.
Homeroom:
Monday
12-1
Benchmark
Bell Ringer: Earth’s tectonic plates are part of the Earth’s (crust).
Learning Goal: Students will understand the range of time in which the shifting of the
Earth’s plates alter the landscape.
Objective: Students will describe changes happening to Earth’s crust.
Essential Question: How does the theory of plate tectonics explain changes seen at
Earth’s surface?
Evaluation or Rubric: self-assessment/earning scale for SC.7.E.6.5
(w/SC.7.E.6.1; SC.7.E.6.6)
Text /Materials: “Chapter 6; Bill Nye video
Agenda:
Teacher: refer to leaning scale; pause video after 10 min. to discuss
Answers to questions.
Teachers/s students: Present questions to answer for Bill Nye Earth’s
crust video; discuss answers after video.
Students:
1.
Answer questions about Bill Nye Earth’s crust after watching the video.
2. 2. Prepare a circle map for video. Fill in after watching the video.
Summarize in 5 (or more) complete sentences what was learned by
watching the video
Exit Card: (none-summary on circle map).
Homework: complete one Penda assignment with 80% or above accuracy.
SC.7.E.6.5
SC.7.E.6.1
SC.7.E.6.7






Think about it; getting ready to read
Oral presentation of content
Cornell notes, if applicable
Active reading questions
Interactive notebook
PENDA science to demonstrate mastery of
benchmarks
 AR reading time for students completing assigned
work
 Accommodations provided based on individualized
needs
Higher order questions:
What would cause scientists to change the
Theory of Plate Tectonics?
Tuesday
12-02
Wednesday
12-03
Thursday
12-04
Bell Ringer: One way a sci. theory differs from sci. law is because it offers a(n)
(explanation).
Learning Goal: Students will understand the range of time in
Which the shifting of the earth’s plates alters the landscape.
Objective: Students will explain the theory of plate tectonicsl.
Essential Question: How does the theory of plate tectonics explain changes
seen at Earth’s surface?
Evaluation or Rubric: self-assessment/learning scale for
SC.7.E.6.5 (w/ SC.7E.6.1; SC.7.E.6.7)
Text/Materials: Chap 6
Agenda:
Teacher : refer to learning scale; present Cornell notes
Teacher and Students:
Mini Lab – How do changes in density cause motion (observe for 5min0n)
Analyze and observe)
View and discuss website animations for plate tectonics
Students: take Cornell notes on Plate tectonics; plate boundaries
Evidence for PT; plate motion
Produce a tree map for types of plate boundaries (convergent,
Divergent, transform); Provide a written explanation of the tree map.
ExitCard: What do scientists believe causes plate motion?
Homework: Complete PENDA assignment with 80% or above
Accuracy.
Benchmarks
 Think about it; getting ready to read
Think
about
it ; getting
ready to read
 Oral
presentation
of content
ESE/ESOL- #1,2,8
 Cornell notes, if applicable
SC.7.E.6.5
PENDA
science on computer for students completing assigned work
 Active reading questions
SC.7.E.6.1
 Interactive
notebook
AR reading
time
for
students
completing
assigned
work
SC.7.E.6.7
 PENDA science to demonstrate mastery of
Higher order questions:
benchmarks
Compare and contrast processes that
form minerals quickly with those that form s
 AR reading time for students completing assigned
work
 Accommodations provided based on individualized
needs
Higher order questions:
What unanswered questions remain
concerning plate tectonics?
Bell Ringer: Even though it is solid, the mantle has ____ current.
Learning Goal: Students will understand the range of time in
Which the shifting of the earth’s plates alters the landscape.
Objective: Students will differentiate between conduction, convection,
And radiation (heat transfer).
Essential Question: How does the theory of plate tectonics explain changes
seen at Earth’s surface?
Evaluation or Rubric: self-assessment/learning scale for SC.7.E.6.5
w. SC.7.E.6.1; SC.7.E.6.7)
Text/Materials: Chapter 6, pie pan (spiral), hot plate
Agenda:
Teacher: present demo of convection current with pie pan and hot
Plate; Cornell Notes; video (stopping periodically to discuss)
Teacher and students: Cornell notes and discussion of heat transfer
(focusing on convection)
Students: Participate in demonstration discussion
View “Earth’s Alive” safari montage video (20 min)
Exit card: Describe a convection current.
Homework: complete one science PENDA assignment with 80% or above
accuracy
Benchmarks
SC.7.E.6.5
SC.7.E.6.1
SC.7.E.6.7
Bell Ringer: In a convection current, warms fluid rises
because it is less ______; cool fluid falls because it is
____ dense.
Learning Goal: Students will understand the range of
time in which the shifting of the earth’s plates alters the
landscape.
Objective: Students will explain the Theory of Plate
Tectonics.
Essential Question: How does the theory of plate
Benchmarks
 Think about it; getting ready to read
 Oral presentation of content
 Cornell notes, if applicable
#1,2,8
 ESE/ESOLActive reading
questions
PENDA
science
on
computer for students
 Interactive notebook
completing
assigned
work
 PENDA science to demonstrate mastery
of benchmarks
AR reading time for students completing
 AR reading time for students completing
assigned work
assigned work
th based
th on
 Accommodations provided
individualized needs
REDISTEP test- 7 /8 gradeamended schedule for classes
Higher order questions:
Why are the air conditioning vents in our
classroom on the ceiling?
SC.7.E.6.5
SC.7.E.6.1
SC.7.E.6.7
 Think about it; getting ready to read
Think about it ; getting ready to read
 Oral presentation of content
 Cornell notes, if applicable
 Active reading questions
ESE/ESOL- #1,2,8
PENDA
Interactive
notebook
science on
computer for students completing
assigned
workscience to demonstrate mastery
 PENDA
of benchmarks
Friday
12-05
tectonics explain changes seen at Earth’s surface?
Evaluation or Rubric: self-assessment/learning scale
for SC.7.E.6.5 w/ SC.7E.6.1; SC.7.E.6.7)
Text/Materials: Chapter 6, iscience worksheet Lesson
3 – Plate Tectonics
Agenda:
Teacher: refer to learning scale.
Teacher and students: discuss directions for
completion of worksheet
Students: complete worksheet using textbook Ch. 6 (3
pages)
Exit card: The two layers of the Earth involve in plate
movement are the Lithosphere and the asthenosphere.
Homework: complete one science PENDA assignment
with 80% or above accuracy
Bell Ringer: None (lab)
Learning Goal: Students will understand the range of
time in which the shifting of the earth’s plates alters the
landscape.
Objective: Students will the physical property of density
to compare substances.
Essential Question: How is density calculated?
Evaluation or Rubric: self-assessment/learning scale
for SC.7.E.6.5 w/ SC.7.E.6.1, SC.7.E.6.7)
Text/Materials: triple beam balance; graduated cylinder,
water, ruler, calculator
Agenda:
Teacher: refer to learning scale
Teacher/students: discuss lab precautions
Students: review density and calculation of density
Demonstrate how to read a graduated cylinder
(meniscus); how to find volume through
displacement
Students will identify variables; hypothesize;
prepare a data table
Make and analyze measurements; come to a
conclusion (answer conclusion questions in
complete sentences.
Exit Card: None – lab conclusion questions
Homework: complete one science PENDA assignment with 80% or above accuracy
Accommodations are provided to each student based on his or her
individual education plan and are designed to accelerate the
student to access and master the benchmarks.
AR
time fortime
students
completingcompleting
assigned work
 reading
AR reading
for students
Higher order questions:
assigned work
How would you distinguish between cleavage and fracture in
 Accommodations
provided based on
mineral
identification?
Howindividualized
are a mineral’s streak
and color
needs
Higher Order Questions:
none
Benchmarks
SC.7.E.6.5
SC.7.E.6.1
SC.7.E.6.7
 Think about it; getting ready to read
 Oral presentation of content
 Cornell notes, if applicable
 Active reading questions
ESE/ESOL- #1,2,8
PENDA
Interactive
notebook
science on
computer for students completing
assigned
workscience to demonstrate mastery
 PENDA
ARofreading
time for students completing assigned work
benchmarks
 ARorder
reading
time for students completing
Higher
questions:
assigned
work
(lab conclusion questions)
 Accommodations provided based on
individualized needs
Higher Order Questions:
(conclusion questions for lab)(
.