Lesson Component
Lesson Plans
Week of 12-10-2012
Tuesday
Wednesday
Monday
Thursday
Friday
TAP Reading observation Leif
King D11 observation
Anderson D11 observation
TAP Reading observation King
3.2 Geologic time, history,
and changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and
uplifting of layers of
sedimentary rock
How can we interpret data
from layers of rock?
3.2 Geologic time, history,
and changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and
uplifting of layers of
sedimentary rock
How can we interpret data
from layers of rock?
Standard(s)
Number of Standard
Kid Friendly Language
3.2 Geologic time, history, and
changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and uplifting
of layers of sedimentary rock
3.2 Geologic time, history, and
changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and uplifting
of layers of sedimentary rock
Essential Question to
Unit
Varied, high quality, big
overarching question –
connecting to real life.
Objective
Teacher Centered
Using action Verbs
Bloom’s, Hess, Bell, and
Marzano
How can we interpret data
from layers of rock?
How can we interpret data
from layers of rock?
3.2 Geologic time, history,
and changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and
uplifting of layers of
sedimentary rock
How can we interpret data
from layers of rock?
What is geologic time?
What is geologic time?
What is geologic time?
What is geologic time?
What is geologic time?
Infer that fossils can indicate
the age of a sedimentary rock
layer and that fossils provide
evidence supporting the law of
fossil succession: the kinds of
animals and plants found as
fossils change over geological
time.
I can tell how plants and
animals change over time by
looking at index fossils found
in sedimentary rock
Infer that fossils can indicate
the age of a sedimentary rock
layer and that fossils provide
evidence supporting the law of
fossil succession: the kinds of
animals and plants found as
fossils change over geological
time.
I can tell how plants and
animals change over time by
looking at index fossils found
in sedimentary rock
Infer that sediment layers
indicate the relative age of
rock according to the
principal of superposition
Infer that sediment layers
indicate the relative age of
rock according to the
principal of superposition
See Tuesday and
Wednesday
What evidence is there that
events covered great distances
on earth?
What evidence is there that we
can tell geologic time by
looking at sedimentary rock?
I can determine the relative
age of rocks by using
relative dating and index
fossils found in
sedimentary rocks.
What evidence is there to
support the principle of
original horizontality?
I can determine the age of
fossils using relative dating
and index fossils
Questions
Varied, high quality,
DOK 2,3 that will be
used
Written prior to lesson
Strategies/Activities:
I can determine the
relative age of rocks by
using relative dating and
index fossils found in
sedimentary rocks.
What evidence is there that
the supports the principle
of superposition?
FOSS 7.1
Hook:
FOSS 7.1
Hook:
Relative dating activity
Hook:
Hook to prior learning
or
Anticipatory Set:
Do Now: In the back of your
notebook write a goal you have
for school this week
Do Now: Do you know more
about the recent past or your
distant past? Give examples for
your answer.
Fossil Dig – King (see
Friday)
Relative dating activityAnderson
Hook:
Fossil Dig - Anderson
Relative dating activityKing (see Wednesday)
Hook:
Modeling
I Do, We Do, You Do
Frequent check for
progress toward Mastery
I DO: Model index fossil key
WE DO: identify and record
index fossils
YOU DO: correlate rock
sample ages at three different
fossil containing sedimentary
Learning Target:
Student “I Can…”
statement
I DO: Model index fossil key
WE DO: identify and record
index fossils
YOU DO: correlate rock
sample ages at three different
Do Now: How is knowing
about your past like a
geologist knowing about
the earths past? Justify
your answer with evidence.
I DO: Model relative
Do Now: give the relative
age of items in your
classroom starting from
the floor and working up.
I DO: Model relative
dating using online
graphics and the worksheet
WE DO: Complete the
beginning of each section
What evidence is there to
support the use of index
fossils?
Do Now: In the back of
your notebook write a
reflection for the goal you
have for school this week
I DO: Model index fossil
key for lab
WE DO: identify and
rock formations
fossil containing sedimentary
rock formations
Closure/Student
Reflection
Written reflection of the days
lesson
Written reflection of the results
of the lab over two days
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they
do or don’t demonstrate
mastery?
Thumbs up, visual and verbal
checks, retelling, main idea.
One on one assessment.
Thumbs up, visual and verbal
checks, retelling, main idea.
One on one assessment.
Reteach using peer teaching or
one on one demonstration
Reteach using peer teaching or
one on one demonstration
Varied Learning
Abilities
Heterogeneous grouping
Extended time
dating using online
graphics and the worksheet
WE DO: Complete the
beginning of each section
of the worksheet
YOU DO: Complete the
remaining portions of the
worksheet sections
Written reflection of the
days lesson
of the worksheet
YOU DO: Complete the
remaining portions of the
worksheet sections
record index fossils
YOU DO: written
summary of fossil records
found in your kit
written summary of fossil
records found in your kit
Thumbs up, visual and
verbal checks, retelling,
main idea. One on one
assessment.
Written reflection of the
results of the lab over two
days
Thumbs up, visual and
verbal checks, retelling,
main idea. One on one
assessment.
Reteach using peer
teaching or one on one
demonstration
Reteach using peer
teaching or one on one
demonstration
Heterogeneous grouping
Extended time
Heterogeneous grouping
Extended time
Heterogeneous grouping
Extended time
Lab extension of learning goal.
Lab extension of learning goal.
Geologic time, eon, era, period,
mass extinction, geographic
isolation, inland sea, coal
swamp, dinosaurs, ice age,
mega-mammal
Geologic time, eon, era, period,
mass extinction, geographic
isolation, inland sea, coal
swamp, dinosaurs, ice age,
mega-mammal
Lab extension of learning
goal.
Geologic time, eon, era,
period, mass extinction,
geographic isolation, inland
sea, coal swamp, dinosaurs,
ice age, mega-mammal
Lab extension of learning
goal.
Geologic time, eon, era,
period, mass extinction,
geographic isolation, inland
sea, coal swamp, dinosaurs,
ice age, mega-mammal
Thumbs up, visual and
verbal checks, retelling,
main idea. One on one
assessment.
Reteach using peer
teaching or one on one
demonstration
Heterogeneous grouping
Extended time
What are you doing to
address the unique needs
of students
Advanced and
Proficient Extension
Key Vocabulary Terms
Lab extension of learning
goal.
Geologic time, eon, era,
period, mass extinction,
geographic isolation, inland
sea, coal swamp, dinosaurs,
ice age, mega-mammal