Seafloor Spreading
Tuesday, February 10, 2015
6th Grade Science
Standards Covered
06-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at
varying time and spatial scales.
Learning Target
I can construct a model of sea floor spreading.
I can identify three types of plate boundaries.
Vocabulary
Plate
Plate tectonics
Fault
Divergent boundary
Rift valley
Convergent boundary
Transform boundary
Seafloor spreading
Instructional Method
Attention hook with video
Graphic organizer for video on seafloor spreading
Guided questions
Instruction for creating a model
Questions about the model
Strategies/Activities
Group work
Class discussion
Catch and release
Online discussion with todaysmeet.com
Questions posted online
Assessments
1. Flashback
2. Activity (model and questions)
3. Exit Slip
Homework
Science article summary due Friday. Any unfinished class work.
Volcanoes
Wednesday, February 11, 2015
6th Grade Science
Standards Covered
06-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s
surface at varying time and spatial scales.
Learning Target
I can compare and contrast an interplate and intraplate volcano.
Instructional Method
Inference about volcanoes and plate boundaries
Guided reading
Video with guided questions
Compare and contrast Venn diagram of hot spots (intraplate volcanoes) and interplate volcanoes
Strategies/Activities
1. Students label volcanoes on a map of Earth with plate boundaries.
2. Students asked to infer if there is a relationship between plate boundaries and volcanoes.
3. Guided reading about the relationship between volcanoes and divergent and convergent boundaries.
4. Video with guided questions about hot spot and interplate volcanoes.
5. Venn Diagram of hot spots (intraplate volcanoes) and interplate volcanoes.
Assessments
 Flashback
 Activity
 Exit Slip
Homework
Science article summary due Friday. Any unfinished work.
Weathering and Erosion
Thursday, February 12, 2015
6th Grade Science
Standards Covered
(06-ESS2-1) Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation,
which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not
include the identification and naming of minerals.]
06-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time
and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be
large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical
reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are
punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements
of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.
Learning Target
 I can identify and describe the types of weathering and erosion.
 I can create an example of weathering and erosion.
Vocabulary
gravity, wind, rain, rivers, oceans, and glaciers,
weathering, erosion, mechanical and chemical
weathering
Instructional Method
Group work
Online discussion
Partner work
Strategies/Activities
1. Students enter room. Teacher prompts students to get started on the warm up. Teacher reminds students of
reward and consequence system.
2. Teacher rewards students that have started on the warm up.
3. Teacher reminds students of Champs expectations.
4. Warm up questions on weekly sheet.
a. What do you know about weathering and erosion? Is there a difference between the two or are they the
same?
b. Should we be concerned about weathering and erosion? Why or why not?
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Class discussion of warm up. Students rewarded for participation.
Teacher prompts students to read and write down learning target. Teacher reads the learning target to the class.
Flashbacks on weekly sheet.
Class discussion of flashbacks
Teacher explains procedures and Champs expectations for first graphic organizer activity.
Teacher explains procedures and Champs expectations for the use of personal and school devices.
Students log into todaysmeet.com to download digital reading materials and access online discussion board.
a. http://www.montessoritraining.net/elementary_program2/courses/physical_geography/sample_lesson
s.pdf
Teacher passes out paper copies to students that want them.
Students work on weathering and erosion Venn diagram graphic organizer.
Students work with a partner.
Teacher post prompts in discussion board and students respond with personal and school devices. Prompts are
about real world examples of weathering and erosion.
Teacher lead class discussion about weathering and erosion.
Students start working on second organizer about the types of weathering and types of erosion.
Students respond to prompts in todaysmeet.com
Students watch a KET video about the effects of erosion on the State of Hawaii.
Students backchannel during the video with their questions and thoughts about the video content.
Class discussion about video.
Exit Slip and self-assessment of behavior on weekly warm up sheet
Assessments
1. Flashback
2. Activity
3. Exit Slip
Weathering involves the
A. Picking up of rock fragments
B. Movement of rock fragments
C. Mechanical and chemical breakup of rocks
D. Formation of rocks by the action of weather
Carrying rock fragment to a new location is called
A. Mechanical weathering
B. Chemical weathering
C. Erosion
D. Transportation
E. Weathering
Erosion involves
A. Movement of rock fragments
B. Mechanical and chemical breakup of rocks
C. Formation of rocks by the action of weather
D. None of the above
Which of the following affect the rate of weathering?
A. The soil type
B. The rock type
C. The climate
D. All of the above
Which of the following can not contribute to erosion?
A. Gravity
B. Wind
C. Rain
D. Glaciers
E. All of the above can contribute to erosion.
Homework
Science article summary due Friday. Any unfinished work.
Quiz on Seafloor Spreading, Volcanoes, and Weathering and Erosion
Friday, February 13, 2015
6th Grade Science
Standards Covered
(06-ESS2-1) Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation,
which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not
include the identification and naming of minerals.]
06-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time
and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be
large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical
reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are
punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements
of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.
Learning Target
I can deomonstrate my knowledge on Seafloor Spreading, Volcanoes, and Weathering and Erosion.
Vocabulary
Compression
Convergent boundary
Divergent boundary
Fault
Footwall
Hanging wall
Hot spot
Shearing
Stress
Tension
Lava
Magma
Normal fault
Plate
Plate tectonics
Rift valley
Ring of Fire
Transform boundary
Volcano
Instructional Method
Quiz on week’s learning targets
After quiz students work with a partner on poster
Present poster
It there is time video on greatest discovers in geology
Strategies/Activities
Students take a quiz.
Students work on poster about their favorite topic from the week. Poster must have: images, 5 pieces of
information, title. Students told that poster must be “gallery walk quality.”
Students present poster
Assessments
 Flashback
 Activity
 Exit Slip
Homework
Science article summary due Friday. Any unfinished work.