Name: CAWLEY
Monday 11/30
I. Standard
EMS TKES Lesson Plan Grade/Subject: 6th Science
II. Essential
Question
I.
S6E5. Students will
investigate the scientific
view of how the earth’s
surface is formed.
a. Compare and
contrast the Earth’s
crust, mantle, and core
including temperature,
density, and
composition.
b. Investigate the
contribution of minerals
to rock composition.
c. Classify rocks by their
process of formation
d. Describe processes
that change rocks and
the surface of the earth.
f. Explain the effects of
physical processes
(plate tectonics, erosion,
deposition, volcanic
eruption, gravity) on
geological features
including oceans
(composition, currents,
and tides).
III. Content
(Include Activating
Strategies/Assessments/Technology/
Extending/Refining Activities)
III.
Journal – in ISN
Rocks graphic organizer –
Metamorphic rocks
Discuss composition and
formation
“Rock” music project
3. Instructional Strategies: The
teacher consistently promotes
student learning by using
research-based instructional
strategies relevant to the content
to engage students in active
learning and to facilitate the
students’ acquisition of key
knowledge and skills.
 3.1 active learning and
maintains interest.
 3.2 existing knowledge and
skills.
 3.3 Reinforces learning goals
throughout the lesson.
 3.4 research-based
instructional strategies and
resources.
 3.5 technology to enhance
student learning.
 3.6 presents material clearly √
for understanding.
 3.7 higher-order thinking (And
Prob.Solv)
 3.8 real-life examples
Describe:



Class discussion for
comprehension and
extension – real
world connections
Graphic organizer
Extension activity
Date: 11/3012/4/2015
4. Differentiated
Instruction: The teacher
consistently challenges
and supports each
student’s learning by
providing appropriate
content and developing
skills which address
individual learning
differences.
 4.1 meet individual
developmental needs.
 4.2 remediation,
enrichment, and
acceleration
 4.3 flexible grouping
 4.4 assessment data to
inform instructional
modifications
 4.5 critical and creative
thinking
 4.6 high learning
expectations
Describe:
Journal writing
Whole group
discussion
8. Academically Challenging
Environment: The teacher
consistently creates a studentcentered, academic
environment in which
teaching and learning occur
at high levels and students
are self-directed learners.







8.1 Maximizes instructional
time.
8.2 mistakes are ok
8.3 Encourages
productivity (challenging
assignments)
8.4 minimize loss of
instructional time.
8.5 High expectations
8.6 academic rigor
8.7 explore new ideas/take
risks
Describe:
Procedures
II.

Tuesday 12/1

I. S6E5. Students will
investigate the scientific
view of how the earth’s
surface is formed.
b. Investigate the
contribution of minerals
to rock composition.
c. Classify rocks by their
process of formation
d. Describe processes
that change rocks and
the surface of the earth.
III.
Journal – in ISN
Graphic Organizer – the rock
cycle
 3.1 active learning and
maintains interest.
 3.2 existing knowledge and
skills.
 3.3 Reinforces learning goals
throughout the lesson.
 3.4 research-based
instructional strategies and
resources.
 3.5 technology to enhance
student learning.
 3.6 presents material clearly √
for understanding.
 3.7 higher-order thinking (And
Prob.Solv)
 3.8 real-life examples
II.

What forces drive
the rock cycle?
How can rocks
change from one
type to another?
I.
S6E5. Students will
investigate the scientific
view of how the earth’s
surface is formed.
b. Investigate the
contribution of minerals
to rock composition. .
c.Classify rocks by their
process of formation
d. Describe processes
that change rocks and
the surface of the earth.
 4.1 meet individual
developmental needs.
 4.2 remediation,
enrichment, and
acceleration
 4.3 flexible grouping
 4.4 assessment data to
inform instructional
modifications
 4.5 critical and creative
thinking
 4.6 high learning
expectations

 4.1 meet individual
developmental needs.
 4.2 remediation,
enrichment, and
acceleration
 4.3 flexible grouping
 4.4 assessment data to
inform instructional
modifications
 4.5 critical and creative
thinking
 4.6 high learning
expectations







8.1 Maximizes instructional
time.
8.2 mistakes are ok
8.3 Encourages
productivity (challenging
assignments)
8.4 minimize loss of
instructional time.
8.5 High expectations
8.6 academic rigor
8.7 explore new ideas/take
risks
Describe:
Describe:
Describe:


Wednesday 12/2
How are rocks
formed?
How are rocks
classified?

III.
Task cards – around the room
- Summative assessment
Class discussion for
comprehension and
extension – real
world connections
Graphic organizer
 3.1 active learning and
maintains interest.
 3.2 existing knowledge and
skills.
 3.3 Reinforces learning goals
throughout the lesson.
 3.4 research-based
instructional strategies and
resources.
 3.5 technology to enhance
student learning.
 3.6 presents material clearly √
for understanding.
 3.7 higher-order thinking (And
Prob.Solv)
 3.8 real-life examples
Describe:

Class discussion for
comprehension and
Describe:
Journal topic
discussion
Summative
assessment






8.1 Maximizes instructional
time.
8.2 mistakes are ok
8.3 Encourages
productivity (challenging
assignments)
8.4 minimize loss of
instructional time.
8.5 High expectations
8.6 academic rigor
8.7 explore new ideas/take
risks
Describe:
Task cards
II.




Thursday 12/3

How are minerals
identified?
What forces drive
the rock cycle?
How are rocks
formed?
How are rocks
classified?
How can rocks
change from one
type to another?
I.
S6E5. Students will
investigate the scientific
view of how the earth’s
surface is formed.
b. Investigate the
contribution of minerals
to rock composition.
c. Classify rocks by their
process of formation
d. Describe processes
that change rocks and
the surface of the earth.


III
Journal – in ISN
Graphic organizer – energy resources
- Nonrenewable resources
“Rock” music project
Or finish task cards if needed
 3.1 active learning and
maintains interest.
 3.2 existing knowledge and
skills.
 3.3 Reinforces learning goals
throughout the lesson.
 3.4 research-based
instructional strategies and
resources.
 3.5 technology to enhance
student learning.
 3.6 presents material clearly √
for understanding.
 3.7 higher-order thinking (And
Prob.Solv)
 3.8 real-life examples
Describe:


II.


What are the
various
sources/forms of
energy?
What is the
difference
between
renewable and
nonrenewable
energy?
extension – real
world connections
Graphic organizers
Summative
assessment
Class discussion for
comprehension and
extension – real
world connections
Graphic organizers
 4.1 meet individual
developmental needs.
 4.2 remediation,
enrichment, and
acceleration
 4.3 flexible grouping
 4.4 assessment data to
inform instructional
modifications
 4.5 critical and creative
thinking
 4.6 high learning
expectations
Describe:
Journal topic
discussion







8.1 Maximizes instructional
time.
8.2 mistakes are ok
8.3 Encourages
productivity (challenging
assignments)
8.4 minimize loss of
instructional time.
8.5 High expectations
8.6 academic rigor
8.7 explore new ideas/take
risks
Describe:
Friday 12/4
I.
S6E5. Students will
investigate the scientific
view of how the earth’s
surface is formed.
b. Investigate the
contribution of minerals
to rock composition
III.
-
Graphic organizer – energy
resources
Renewable resources
“Rock” music project
 3.1 active learning and
maintains interest.
 3.2 existing knowledge and
skills.
 3.3 Reinforces learning goals
throughout the lesson.
 3.4 research-based
instructional strategies and
resources.
 3.5 technology to enhance
student learning.
 3.6 presents material clearly √
for understanding.
 3.7 higher-order thinking (And
Prob.Solv)
 3.8 real-life examples
Describe:

II.


What are the
various
sources/forms of
energy?
What is the
difference
between
renewable and
nonrenewable
energy?

Class discussion for
comprehension and
extension – real
world connections
Graphic organizers
 4.1 meet individual
developmental needs.
 4.2 remediation,
enrichment, and
acceleration
 4.3 flexible grouping
 4.4 assessment data to
inform instructional
modifications
 4.5 critical and creative
thinking
 4.6 high learning
expectations
Describe:
Journal topic
discussion
Exit slip







8.1 Maximizes instructional
time.
8.2 mistakes are ok
8.3 Encourages
productivity (challenging
assignments)
8.4 minimize loss of
instructional time.
8.5 High expectations
8.6 academic rigor
8.7 explore new ideas/take
risks
Describe: