Instructional Planning Form
Teacher Name: Lacey Mahaney
Subject:
Science
Standard(s):
(numbers/
bullets)
Learning
Intentions AND Success Criteria
Grade: 2
Activity:
(congruent to the
Learning Intentions
and Success Criteria)
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.)
No School, Teacher In-Service Day
Monday,
November 2
Tuesday,
November 3
No School, Election Day
Slow Changes to Earth’s Surface
ESS1.C
Wednesday,
November 4
Formative
Assessment:
ESS2.A
We are learning about slow changes
to the earth’s surface.
Unit B, Chapter 2: Earth’s Surface
I will know I am successful when I
can describe what can be learned
from fossils and explain how fossils
are formed.
Student book: Review pages B38 – B41
Vocabulary: Rock, crust, minerals
Fossil rubbing – Go outside, collect item, make
rubbing of item, have other students guess the
object, then sort the rubbings based upon
similarities
How do some
fossils form?
Modifications:
(Tier One RTI/
Extensions )
We are learning about slow changes
to the earth’s surface.
Thursday,
November 5
ESS1.C
ESS2.A
I will know I am successful when I
can describe how weathering
changes the shape, size, and texture
of rocks over time and compare
weathering to erosion, describe
what can be learned from fossils,
and explain how fossils are formed.
We are learning about slow changes
to the earth’s surface.
Friday,
November 6
I will know I am successful when I
can describe how weathering
changes the shape, size, and texture
of rocks over time and compare
weathering to erosion, describe
what can be learned from fossils,
and explain how fossils are formed.
Slow Changes to Earth’s Surface
Chapter Review
Unit B, Chapter 2: Earth’s Surface
Chapter review: SMART board whole group
review then independent chapter review
Slow Changes to Earth’s Surface
Unit B, Chapter 2: Earth’s Surface
Summative assessment: Complete
independently, check work as a group, and
address any possible misconceptions
Summative
Assessment