HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Rutkowski
Subject :
Science
Proposed Dates:
11/10/14
Grade Level (s) 7 Building : WHEMS
Unit Plan
Unit Title: The Age & History of the Earth
Essential Questions: How do fossils form? How can fossils tell us about organisms and environments of the past? How old is
the Earth? How can scientists approximate age of the Earth? How do scientists believe the Earth was formed?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
S8.D.1.1.1: Explain the rock cycle as changes in the solid earth and rock types (igneous – granite, basalt, obsidian, pumice;
sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss).
S8.D.1.1.2: Describe natural processes that change Earth’s surface (e.g., landslides, volcanic eruptions, earthquakes, mountain building, new land being formed, weathering, erosion, sedimentation, soil formation).
S8.D.1.1.3: Identify soil types (i.e., humus, topsoil, subsoil, loam, loess, and parent material) and their characteristics (i.e., particle size, porosity, and permeability) found in different biomes and in Pennsylvania, and explain how they formed.
S8.D.1.1.4: Explain how fossils provide evidence about plants and animals that once lived throughout Pennsylvania’s history
(e.g., fossils provide evidence of different environments).
Summative Unit Assessment :
Summative Assessment Objective
Assessment Method (check one)
Students Will____ Rubric ___ Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
x____ Other (explain) Complete all of the above activities through the use of an interactive notebook.
DAILY PLAN
Day
Objective (s)
DOK
LEVEL
Students will be able to name 1,2,3
the processes that change
the Earth’s crust and name
three types of plate boundaries.
1
2
Students will
1.2.3
1.Describe what a
convection current is and
how it moves materials within
the Earth.
2. Draw a picture of
what convection currents look
like in the mantle.
3. Connect a real world example to a convection current
in the mantle.
G
r
o
u
p
i
n
g
Activities / Teaching Strategies
Introduce new unit with Nat’l Geo movie: Our
Amazing Planet.
Assign vocabulary cards/pictures:
1.Convection current
2.Divergent boundary
3.Convergent boundary
4.Transform boundary
5.Fault
6.Sedimentary rock
7.Pangaea
8.Theory of continental drift
9.Tectonic plates
g,i
Gallery walk: Earth’s Crust. Add to Earth’s
foldable.
I
Materials / Resources
Geography movie.
Earth’s foldable.
Assessment of Objective (s)
Formative-vocabulary cards;
foldable
SummativeStudent Self - Assessment-
Different posters of the Earth’s Formative-Foldable-plate
Crust
boundaries. Gallery posters
into notes.
Currents in mantle demo
SummativeStudent Self - Assessment-
3
Students will1.Describe the theory of continental drift.
Identify 3 pieces of evidence
for this theory.
2. Draw a picture of how
Pangaea looked and how
the continents look today.
3. Describe the theory that
suggests how this separation
occurred.
1,2,3,
4
Formative-Pangaea puzzle;
Pangaea questions
Student Self - Assessment-
4
5
G,i Board, puzzle, notebooks,
colored pencils
Summative-
1. Using all of the vocab
words, make a graphic organizer or concept map that
shows the connections between all the words.
Students will
1.Define the weekly vocabulary by working on flashcards
for the words.
Short video on Pangaea; continental drift.
Discussion; puzzle and reading
1,2,3
Using their texts and other sources, students
will complete flashcards for the following
words:
1.Index fossil
2.Law of Superposition
3.Relative dating
4.Absolute dating
(Including) a. Radioactive dating
b. Carbon-14 dating
5.Uniformitarianism
6.Extinction
7.Intrusion
(including) a. unconformity
G,
I
Continue vocabulary lesson above
I
Index cards, textbook, pen,
crayons
Formative-graphic organizer
Summative-
Student Self - Assessment-
Index cards, textbook, pen,
crayons
Formative-completed flashcards
Summative-
Student Self - Assessment-
6
Students will-describe three
pieces of evidence for Pangaea.
-Draw a picture of
how sedimentary
rocks settle in a
rock layer over time
1,2,3,
4
Review notes (Pangea)
Notes on the promethium board.
Pangea puzzle/foldable.
I,
G
Different fossils; non fossils
Hand held magnifying glass.
FormativeSummative-
Start “What is a Fossil” Activity?
Student Self - Assessment-
Students will
1. explain the Law of Superposition.
7
8
1,2,3
2. List how and describe how
weathering and
erosion contribute
to the formation
of sedimentary rock.
1. Describe why scientists
use index fossils to help determine the age of other materials.
I,
G
Notebook, layers handout,
colored pencils.
Formative-Questions from
time scale reading
Reading.
Summative-
Then-Geologic Time Scale Reading (Common
Core)
1,2,3
Create a Venn diagram to compare and contrast relative and absolute dating. Students
should include 1 method and 2 things scientists can do as they use each method.
Student Self - Assessment
I,G Notebook, pens, pencils
Formative- Venn Diagram
Summative-
Student Self - Assessment
Students will
1,2,3
1.Define the weekly vocabulary by working on flashcards
for the words.
9
10
Students will draw a picture to
demonstrate their understanding of the law.
The layers on the picture should detail where
the youngest fossils are found, and where the
oldest fossils are found.
Explain how rocks and ice
1,2,3
cores show changes in life
forms and environmental
conditions over time.. Explain
how ice cores can determine
the approximate age of the
Earth.
Short video on ice cores:
https://www.youtube.com/watch?v=iSb0DUn7
9dY
Then: Work on flashcards for the following
words
-Ice core
-geologic time scale
Review:
-igneous rock
-metamorphic rock
-sedimentary rock
Continue readings : Geologic Time scale, relative dating.
I,G Continue file folders
-Beneath Our Feet
-Common core readings
-Pangae-Fossils
-relative dating
-Geologic Time Scale
Formative-Questions from
time scale reading.
Summative-
Student Self - Assessment
I,
G
Finish file folders
-Beneath Our Feet
-Common core readings
-Pangae-Fossils
-relative dating
-Geologic Time Scale
FormativeSummative- File folders- test
grade.
Student Self – Assessment:
Self correction of folders
Example for Teachers
DAILY PLAN
Objective (s)
DOK
LEVEL
Activities / Teaching Strategies
G
r
o
u
p
i
n
g
Materials / Resources
Assessment of Objective (s)
Every performance or learning
objective contains at least three
parts:
Observable Action (task),
At Least One Measurable Criterion
(standard), and
Conditions of performance.
1
2
3
4
Activities
What was used during instruction to address skills and
knowledge (ex. Labs, research projects, interviews,
presentations)
Teaching Strategies
Instructional strategies determine the approach a teacher may take to achieve learning objectives.
W
S
I
Materials; Resources
Textbooks, manipulatives, supplies,
tools, or other pertinent supplemental materials that aid or enhance
learning expectations and instruction.
Ex.
Students will list three characteristics that make the family medicine
physician
distinctive from other specialists in
the health care system
Formative
is a process used by teachers and students
during instruction that provides explicit
feedback to adjust ongoing teaching and
learning to improve students’ achievement
of intended instructional objectives/outcomes.
Summative
are cumulative evaluations used to measure student growth after instruction and
are generally given at the end of a
course/unit in order to determine whether
long term learning goals have been met.
Student Self - Assessment-
DOK Level 1 - Recall - measure, recall, calculate, define, list, identify
DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize.
DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct.
DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts
Grouping
W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any
student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice
their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or
topic tests.
S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consist of 2-4 students and
provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's attention
and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide struggling students
with intervention as well.
I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality
instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the
needs of each individual learner in the group.
DIRECTIONS FOR BUILDING TEACHERS
OBJECTIVE(S)
Objectives are like road maps for both teachers and your students: they help you to focus your instruction on a goal and they help your students understand why
they are learning the day's material. Objectives also allow you to decide how you will assess student learning, as they require students to demonstrate what they
have learned in some way.
The Three Parts of an Objective
Every performance or learning objective contains at least three parts:
1. Observable Action (task)- This describes the observable performance or behavior. An action means a verb must be in the statement, for example “type a
letter” or “lift a load.” Each objective covers one behavior, hence, normally only one verb should be present. If there are more than one behaviors or the
behaviors are complicated, then the objective should be broken down into one or more enabling learning objectives that supports the main terminal learning objective.
2. At Least One Measurable Criterion (standard)- This states the level of acceptable performance of the task in terms of quantity, quality, time limitations,
etc. This will answer any question such as “How many?” “How fast?” or “How well?” For example, “At least 5 will be produced”, “Within 10 minutes”,
and “Without error.” There can be more than one measurable criterion. Do not fall into the trap of putting in a time constraint because you think there
should be a time limit or you cannot easily find another measurable criterion — use a time limit only if required under normal working standards.
3. Conditions of performance - Describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures, materials, aids, or facilities to be used in performing the task. This is best expressed with a prepositional phase such as “without reference to a manual” or “by
checking a chart.”
DEPTH OF KNOWLEDGE (DOK)
What is the DOK and Why Do We Need It?
The Depth-of-knowledge (DOK) was created by Norman Webb from the Wisconsin Center for Education Research.
The Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as demanding cognitively as the expectations standards are set for students.
Completely aligned standards and assessments requires an assessment system designed to measure in some way the full range of cognitive complexity within each
specified content standard. Norman Webb identified four levels for assessing the DOK of content standards and assessment items.
The DOK levels are Recall (Level 1), Skill or Concept (Level 2), Strategic Thinking (Level 3) and Extended Thinking (Level 4). Of course to accurately evaluate the DOK level, each level needs to be defined and examples given of types of student behaviors.
DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and interacting with the content.
DOK Level 1 - Recall - measure, recall, calculate, define, list, identify.
•
This category involves basic tasks that require students to recall information and/or reproduce knowledge/skills. This may involve simple procedures or
working with facts or terms. Students do not need to figure out this level of DOK they either know the answer or they don't.
DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize.
•
This DOK level requires students to compare and contrast, describe or explain, or convert information. It may involve going beyond describing, to explaining how or why. At this level students may need to infer, estimate, or organize.
DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct.
•
At this level students are required to use higher order thinking processes. They may be asked to solve real-world problems, predict outcomes, or analyze
something. Students may need to access knowledge from multiple subject areas to reach a solution.
DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts.
•
Higher ordered thinking skills are essential at this level of DOK. Students must employ strategic thinking to solve problems at this level. Students will
need to conduct, and synthesize as well as manage at level 4.
ACTIVITIES/TEACHING STRATEGIES
Activities: exploratory or reinforcing experiences that help students attain learning expectations.
Teaching Strategies: all approaches that a teacher may take to actively engage students in learning. These strategies drive a teacher's instruction as they work to
meet specific learning objectives. Effective instructional strategies meet all learning styles and development needs of the learners.
Types:
Direct Instruction - is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction.
Examples - Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions,
Demonstrations, Guided & Shared - reading, listening, viewing, thinking
Indirect Instruction - indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction
seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of
students' interest and curiosity, often encouraging them to generate alternatives or solve problems.
In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges
the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct
the inquiry.
Examples - Problem Solving, Case Studies, Reading for Meaning, Inquiry, Reflective Discussion, Writing to Inform, Concept
Formation, Concept Mapping, Concept Attainment, Cloze Procedure
Interactive Instruction - relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social
skills and abilities, to organize their thoughts, and to develop rational arguments. It is important for the teacher to outline the topic, the amount of
discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students.
Examples - Debates, Role Playing, Panels, Brainstorming, Peer Partner Learning, Discussion, Laboratory Groups, Think-PairShare, Cooperative Learning, Jigsaw, Problem Solving, Structured Controversy, Tutorial Groups, Interviewing, Conferencing
Experiential Instruction - is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of
plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:
•
experiencing (an activity occurs);
•
sharing or publishing (reactions and observations are shared);
•
analyzing or processing (patterns and dynamics are determined);
•
inferring or generalizing (principles are derived); and,
•
applying (plans are made to use learning in new situations).
Examples - Field Trips, Narratives, Conducting Experiments, Simulations, Games, Storytelling, Focused Imaging, Field Observations,
Role-playing, Model Building, Surveys
Independent Study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on
planned independent study by students under the guidance or supervision of a classroom teacher.
\
Examples – Essays, Computer Assisted Instruction, Journals, Learning Logs, Reports, Learning Activity Packages, Correspondence
Lessons, Learning Contracts, Homework, Research Projects, Assigned Questions, Learning Centers
GROUPIING
W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any
student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice
their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or
topic tests.
S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consists of 2-4 students and
provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's attention
and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide struggling students
with intervention as well.
I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction,
the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality in-
structional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the
needs of each individual learner in the group.
MATERIALS/RESOURCES
Materials: are the physical items used to support the presentation of and interaction with the curriculum content.
Resources: textbooks, manipulatives, supplies, tools, or other pertinent supplemental items that aid or enhance learning expectations and instruction.
ASSESSMENT OF OBJECTIVE(S)
Formative - is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional objective(s)/outcome(s).
Examples: Observations, Questioning, Discussion, Exit/Admit Slips, Learning/Response Logs, Graphic Organizers, Peer/Self Assessments, Practice
Presentations, Visual Representations, Kinesthetic Assessments, Individual Whiteboards, Laundry Day, Four Corners, Constructive Quizzes, Think Pair Share, Appointment Clock, As I See It
Summative - A summative assessment is a more formal method of testing student knowledge about a previously learned concept or unit of study. This type of
evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final, cumulative exam. Summative assessments give the instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.
Examples: End of unit tests or projects, standardized assessments, portfolios.
Formative
Summative
Relation to
Instruction
Occurs during instruction
Occurs after instruction
Frequency
Occurs on an ongoing basis (daily)
Occurs at a particular point in time to determine
what students know
Relation to
grading
Not graded – information is used as feedback
to students and teachers, mastery is not
expected when students are first introduced to a
concept
Graded
Students role
Active engagement – self assessment
Passive engagement in design and monitoring
Requirements
for use
Clearly defined learning targets that students
understand
Clearly defined criteria for success that
students understand
Use of descriptive versus evaluative feedback
Well designed assessment blue print that
outlines the learning targets
Well designed test items using best practices
Examples
Better thought of as a process rather than a
thing.
Examples include observations,
interviews, evidence from work samples, paper and
pencil tasks
State assessments, interim assessments, end of unit
assessments, common assessments
Purpose
Designed to provide information needed to
adjust teaching and learning while they are still occurring
Designed to provide information about the
amount of learning that has occurred at a
particular point
Since summative assessments occur after
instruction every few weeks, months, or once a
year, they to help evaluate the effectiveness of
programs, school improvement goals, alignment
of curriculum, or student placement in specific
Everyday Connection
Getting your driver’s license.
“A good analogy for this is the road test that is required to receive a driver's license.
What if, before getting your driver's license, you received a grade every time you sat behind the wheel to
practice driving?
What if your final grade for the driving test was the average of all of the grades you
received while practicing?
Because of the initial low grades you received during the process of learning to drive, your final grade
would not accurately reflect your ability to drive a car.
In the beginning of learning to drive, how confident or motivated to learn would you feel?
Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills?
Your final driving test, or summative assessment, would be the accountability measure that establishes
whether or not you have the driving skills necessary for a driver's license—not a reflection of all the driving practice that leads to it.
Student Self-Assessment: Involving students in the assessment and evaluation process is an essential part of balanced assessment. When students become partners
in the learning process, they gain a better sense of themselves as readers, writers, and thinkers. As students reflect on what they have learned and on how they
learn, they develop the tools to become more effective learners.
Students need to examine their work and think about what they do well and in which areas they still need help. To guide students in understanding the process of
self-evaluation, you may want to have them complete a Self-Reflection/Self-Assessment sheet of your own (teacher developed).
Once students have reflected on their learning, they are ready to set new goals for themselves. As they work toward these goals, they should be encouraged to reflect on their learning journey at regular intervals. You might have students record their observations during these periods of self-reflection to help reaffirm their
goals and motivate them to move toward meeting each goal. With practice, students who self-assess become more conscious learners, able to apply knowledge of
their learning needs and styles to new areas of study.
As students become more active participants in the assessment process, they will begin to evaluate their strengths and attitudes, analyze their progress in a particular area, and set goals for future learning.
Examples: writing conferences, discussion (whole-class, small-group, or individual), reflection logs, weekly self-evaluations, self-assessment checklists
and inventories, teacher-student interviews