LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Pre-Planning Worksheet: Week 19
TAPS 1, 2
Content Area
Earth Science
Grade/Course
6th
Unit of Study
Astronomy
Instructional Period
1-4th
Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and
UNDERLINE the CONCEPTS that students need to know.
S6E5.Students will investigate the scientific view of how the earth’s surface is formed.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on
geological features including oceans (composition, currents, and tides)
b. Investigate the contribution of minerals to rock composition.
c. Classify rocks by their process of formation.
List Behaviors
List Content
Determine DOK
(what students should be
able to do; focus on verbs)
(what students should know; focus on concepts)
(align to instruction and assessment)
Explain
Investigate
Classify
-
-
DOK Level
Explain the effects of physical processes
(plate tectonics, erosion, deposition,
volcanic eruption, gravity) on geological
features including oceans (composition,
currents, and tides).
Investigate the contribution of minerals to
rock composition.
Classify rocks by their process of
formation.
DOK Levels
Level 1-4
Possible Aligned Activities and Questions
Resources
(on/offline)
TAPS 2, 3, 4, 5
1-4
DOK Level
Students will review for the Benchmark assessment
Offline/online
Possible Aligned Assessment Items/Tasks
Resources
(on/offline)
TAPS 2, 3, 4, 5
1-4
Benchmark 2
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
DOK Ceiling
4
offline
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Standards (Primary)
DOK (Ceiling)
4
S6E5.Students will investigate the scientific view of how the
earth’s surface is formed.
f. Explain the effects of physical processes (plate tectonics,
erosion, deposition, volcanic eruption, gravity) on geological
features including oceans (composition, currents, and tides)
KNOW/UNDERSTAND
Integrated
Flipped classroom
Technology through the use
of videos and simulations
Essential Question/Enduring Understanding:
How does volcanic eruptions and earthquakes affect the physical landscape of
the earth’s surface?
- Lithospheric plates on the scales of continents and oceans constantly move
because of convections currents in the mantle. Major geological events, such as
earthquakes, volcanic eruptions, and mountain building, result from these plate
motions.
-Earthquakes and volcanoes are both generally located along plate boundaries as
this is where plate move apart (releasing magma/lava), alongside each other
(creating faults that lead to earthquakes), and towards each other (creating
mountains, trenches and volcanoes).
How are minerals identified?
Minerals are unique and are identified by their physical properties such as:
luster, hardness, streak, color, cleavage, fracture
How are rocks formed? Different combinations of minerals create rocks.
Minerals are found in a liquid state in the mantle (molten rock) as this liquid
reaches the outer layer of the earth it hardens forming crust. The minerals are
mixed together forming thousands of rocks found in our oceans crust or
continental crust.
How are rocks classified?
Rocks are classified into 3 categories by the processes they undergo overtime
which are igneous, sedimentary and metamorphic rocks.
How can rocks change from one type to another?
Is the rock cycle really a cycle?
Many materials used by people come from rocks and minerals.
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Rocks are classified based on how they formed and their mineral composition.
Sedimentary rocks are formed by the ongoing deposition of rocks and other
sediments that are cemented together. Rocks at the Earth’s surface weather,
forming sediments that are buried, then compacted, heated, and often
recrystallized into new rock
KNOWLEDGE & SKILLS
(Key Vocabulary)
Vocabulary Tier 2
Vocabulary Tier 3
Content-specific, domain-specific
Richter Scale
Plasticity
Magnitude
Strike-slip Fault
Epicenter
Reverse Fault
Seismic/seismology
Normal Fault
Focus
P-Waves
S-Waves
Surface Waves
Earthquake
Volcano
Vocabulary- Tier 1
Lava
Earthquake
Fault
Volcano
Mineral
Hardness
Streak
Mohs Scale
Crystal
Luster
Cleavage
Fracture
Specific Gravity
Inorganic
Naturally Occurring
Solid
Definite
composition
Atoms
Silicate
Sedimentary
Igneous
Metamorphic
Rock Cycle
Pressure
Intrusive
Extrusive
Cemented
Compacted
Recrystallize
TAPS 2, 3, 5
Pre-assessment to Inform Instruction
Results from Pre-test guide instruction
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Assessment for Learning or Assessment of Learning
TAPS 2, 3, 4
DO
Content
Process
Product
Advanced
Apply higher order
critical thinking
skills.
In depth and
broader in scope.
Rigor
accelerate
Inquiry based and
project based learning
with authentic
applications.
Choice assignments
Ready
Teaching will be
done in a zone a
proximal
development
Build background
knowledge
Scaffolding
Choice assignments
Scaffolding
Student and teacher
created
Choice assignments
Need
Prerequisites
TAPS 2, 3, 5, 6, 8
AVID
Steps to Deliver the Lesson Using WICOR
Engage
(Hook, introduction to lesson
concepts)
®
Mini-Lesson
Flipped classroom via YouTube and my Big Campus
Video of types of volcano eruption
Minerals and rock cycle video
WICOR:
Explore/Explain
(teaching content all students need to
know, understand and be able to do
as determined by unpacked standard)
Vocabulary poster/Choices, reading essentials, Scientific articles for relevancy,
video
WICOR:
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Enrich/Elaborate
(differentiation of process )
Week of benchmark: Preparing students for the benchmarks
(simulations)
WICOR:
Evaluation
(Formative assessment)
Applying concepts taught in class for comprehension questions, graphic
organizers, labeling, reading essentials (practice of concepts) and performance
assessment.
WICOR:
Resources
Textbook, Cornell notes, Reading essentials book, articles and lab activities
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans