Name: CAWLEY
Monday 11/2
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.
h. Describe soil as
consisting of weathered
rocks and decomposed
organic material.
II.
What is soil?
How does it form?
III. Content
(Include Activating
Strategies/Assessments/Technology/
Extending/Refining Activities)
III.
Go over workbook pages 96-102
Turn in page 102
Complete survey of group
Team time if available
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:
Date:
11/2/2015
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:
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:
Tuesday 11/3
I. S6E5. Students will
investigate the scientific
view of how the earth’s
surface is formed.
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).
II.
What is soil composed
of?
III.
Journal – in ISN
Complete videos and email with teams
HW: email or link video
 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:



Problem based learning
unit – goals and
expectations
Class discussion for
comprehension and
extension – real world
connections
Graphic organizer
 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:







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:
Wednesday 11/4
I.
S6E5. Students will
investigate the scientific
view of how the earth’s
surface is formed.
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.
Videos presented and
evaluated.
Work on ‘erosion’ tasks
individually – foldable in ISN
Homework - complete task as
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
 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:



Problem based learning
unit – goals and
expectations
Class discussion for
comprehension and
extension – real world
connections
Graphic organizers
Thursday 11/5
II.
What is soil?
How does it form?
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
f. Explain the effects of
physical processes
(plate tectonics, erosion,
deposition, volcanic
eruption, gravity) on
geological features
including oceans
(composition, currents,
and tides).
III
Concept attainment – what is a
mineral?
Graphic organizer – minerals, guided
notes
HW: study notes
 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:



Problem based learning
unit – goals and
expectations
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:







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 11/6
II.
What are minerals?
How do minerals form?
I.
c. Classify rocks by their
process of formation.
d. Describe
processes that change
rocks and the surface of
the earth.
II.
What characteristics are
used to identify
minerals?
III.
Complete graphic organizer in ISN
Prepare for minerals lab, video field trip
HW: Study notes
 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:



Problem based learning
unit – goals and
expectations
Class discussion for
comprehension and
extension – real world
connections
Graphic organizer
 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:







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: