Content Area Lesson Plan Template
Name: Mrs. Cox
Date: 11/18/13-11/22/13
Science
Anticipatory Set/Hook: The teacher will continue to guide students through activities that model
changes to the Earth’s surface by wind, water, ice, and plants.
Teacher will be pulling small groups of students to re-teach concepts missed over assessments
We will / Objective: We will be able to describe the processes of weathering, erosion, and deposition
by wind, water, and ice (and plants) have SLOWLY caused changes to the Earth’s surface and will
continue to do so.
I will /Product/Task: I will be able to describe the process of weathering, erosion, and deposition by the
agents of wind, water, and ice and how these processes SLOWLY change the surface of the Earth over time.
POP: Thinking Maps – writing process OR T-chart for speech or advertisement (pros and cons)
Academic Language: Same as last week
Assessment: Finished products – investigation over sediment; Story, advertisement, or speech; landform
assessment page- entries in Notebook
Students will begin research over Fossil Fuels when the assessment pieces are completed.
Anticipatory Set/Hook: The teacher will continue to guide students through activities that model
changes to the Earth’s surface by wind, water, ice, and plants.
Teacher will be pulling small groups of students to re-teach concepts missed over assessments
We will / Objective: We will be able to describe the processes of weathering, erosion, and deposition
by wind, water, and ice (and plants) have SLOWLY caused changes to the Earth’s surface and will
continue to do so.
I will /Product/Task: I will be able to describe the process of weathering, erosion, and deposition by the
agents of wind, water, and ice and how these processes SLOWLY change the surface of the Earth over time.
POP: Thinking Maps – writing process OR T-chart for speech or advertisement (pros and cons)
Academic Language: Same as last week
Assessment: Finished products – investigation over sediment; Story, advertisement, or speech; landform
assessment page- entries in Notebook
Students will begin research over Fossil Fuels when the assessment pieces are completed.
Anticipatory Set/Hook: The teacher will introduce students to the formation of sedimentary rock and its
role in fossil fuel formation.
Powerpoint/Student Technology Research
We will / Objective: We will be able to explain how sedimentary rocks are formed and have a beginning
knowledge of the role of sedimentary rocks in the formation of fossil fuels.
I will /Product/Task: I will be able to explain how sedimentary rocks are formed what fossil fuels are as
well as their importance to our environment.
POP: Thinking Map: Thinking Map – Flow Maps (sedimentary rocks & fossil fuels) – 2 maps
Academic Language: sedimentary rock, fossils, fossil fuels, renewable resources, non-renewable resources,
organic, preserved, compressed, conserve, decay, & organism
Assessment: Exit Ticket – Padlet Wall – Define sedimentary rock and fossil fuels based on today’s
inquiry.
Anticipatory Set/Hook: The teacher will introduce students to the formation of sedimentary rock and its
role in fossil fuel formation.
Powerpoint/Student Technology Research
We will / Objective: We will be able to explain how sedimentary rocks are formed and their role in the
making of fossil fuels.
I will /Product/Task: I will be able to explain how sedimentary rocks are formed and how they are
necessary resources to our environment (forming fossil fuels).
POP: Create a Question – The Answer is fossil fuels… “What is the question?”
Academic Language: sedimentary rock, fossils, fossil fuels, renewable resources, non-renewable resources,
organic, preserved, compressed, conserve, decay, & organism
Assessment: “What is the Question – see POP”; notes in Science NB
Anticipatory Set/Hook: The teacher will lead students in an activity about Renewable vs. Non-Renewable
Resources (treasure chest of Earth’s resources)
Video/Powerpoint
We will / Objective: We will be able to identify the differences between renewable and non-renewable
resources and explain how to tell the difference.
I will /Product/Task: I will be able to identify the differences between renewable and non-renewable
resources and explain how to tell the difference.
POP: Venn Diagram – Renewable and Non-renewable resources
Academic Language: SAME AS YESTERDAY
Assessment: Exit Ticket – Socratic Questions (app) over renewable vs. non-renewable resources