A.G.B.U. Manoogian-Demirdjian School—One Week Schedule (OWS)
Teacher: Shannan Marley-Whitehead Class: 6th Grade Earth Science Week of: 12/2/13
Monday
Content
What
concepts will
students
learn?
CA Standard
With which
standard do
the concepts
align?
Tuesday
Block 6Y
Students will use
Students will use
maps to hypothesize maps to hypothesize
how the seven
how the seven
continents might
continents might
have fit together as
have fit together as
one supercontinent; one supercontinent;
define plate tectonics define plate tectonics
and describe how
and describe how
moving plates have
moving plates have
changed Earth over
changed Earth over
its long history; and its long history; and
describe evidence
describe evidence
from Earth today of from Earth today of
moving plates and
moving plates and
sea floor spreading. sea floor spreading.
Thursday
Block 6V
Students will use
Students will use
maps to hypothesize maps to hypothesize
how the seven
how the seven
continents might
continents might
have fit together as
have fit together as
one supercontinent; one supercontinent;
define plate tectonics define plate tectonics
and describe how
and describe how
moving plates have
moving plates have
changed Earth over
changed Earth over
its long history; and its long history; and
describe evidence
describe evidence
from Earth today of from Earth today of
moving plates and
moving plates and
sea floor spreading. sea floor spreading.
Students will use
maps to hypothesize
how the seven
continents might
have fit together as
one supercontinent;
define plate tectonics
and describe how
moving plates have
changed Earth over
its long history; and
describe evidence
from Earth today of
moving plates and
sea floor spreading.
1a) Students know
evidence of plate
tectonics is derived
from the fit of the
continents; the
location of
earthquakes,
volcanoes, and mid
ocean ridges; and the
distribution of
fossils, rock types,
and ancient climate
zones. 1c) Students
know lithospheric
plates the size of
1a) Students know
evidence of plate
tectonics is derived
from the fit of the
continents; the
location of
earthquakes,
volcanoes, and mid
ocean ridges; and the
distribution of
fossils, rock types,
and ancient climate
zones. 1c) Students
know lithospheric
plates the size of
1a) Students know
evidence of plate
tectonics is derived
from the fit of the
continents; the
location of
earthquakes,
volcanoes, and mid
ocean ridges; and the
distribution of
fossils, rock types,
and ancient climate
zones. 1c) Students
know lithospheric
plates the size of
1a) Students know
evidence of plate
tectonics is derived
from the fit of the
continents; the
location of
earthquakes,
volcanoes, and mid
ocean ridges; and the
distribution of
fossils, rock types,
and ancient climate
zones. 1c) Students
know lithospheric
plates the size of
Wednesday
1a) Students know
evidence of plate
tectonics is derived
from the fit of the
continents; the
location of
earthquakes,
volcanoes, and mid
ocean ridges; and the
distribution of
fossils, rock types,
and ancient climate
zones. 1c) Students
know lithospheric
plates the size of
Friday
Class
Activity
What will
students do
in class to
reinforce
learning?
Assessment
How will
student
learning be
gauged?
Homework
What should
students do
at home?
continents and
oceans move at rates
of centimeters per
year in response to
movements in the
mantle. Please see
standard 7a-7h
below.
continents and
oceans move at rates
of centimeters per
year in response to
movements in the
mantle. Please see
standard 7a-7h
below.
continents and
oceans move at rates
of centimeters per
year in response to
movements in the
mantle. Please see
standard 7a-7h
below.
continents and
oceans move at rates
of centimeters per
year in response to
movements in the
mantle. Please see
standard 7a-7h
below.
continents and
oceans move at rates
of centimeters per
year in response to
movements in the
mantle. Please see
standard 7a-7h
below.
Check Logbook
pages 4-5. 6V: Go
over Workbook
pages 73-78 and
Notes.
Quiz Preparation:
Review Lessons 1-2
and complete Study
Guide pages 26-29.
Plate Tectonics
Activity.
Go over Reading
Review Page 105
(1-4) and T.P.
Complete Lesson 2
Quiz Me Questions
(1-5).
Oral and written
responses.
Go over Lesson 3
Quiz Me Questions
and Study Guide
Pages 26-29.
Oral and written
responses.
Plate Tectonics
Activity.
Go over Reading
Review Page 105
(1-4) and T.P.
Complete Lesson 2
Quiz Me Questions
(1-5).
Oral and written
responses.
(1) Reading Review
Page 105 (1-4)
and T.P.
(2) Review
Vocabulary:
fossil, strata,
fault, magma,
plate boundary,
sea floor
spreading, and
tectonic plates.
(3) Chapter 3
Lessons 1-2 Quiz
(1) Lesson 2 Quiz me (1) Complete Study
Questions (6-10).
Guide Pages 30(2) Review
33.
Vocabulary:
(2) Review
fossil, strata,
Vocabulary:
fault, magma,
fossil, strata,
plate boundary,
fault, magma,
sea floor
plate boundary,
spreading, and
sea floor
tectonic plates.
spreading, and
(3) Chapter 3
tectonic plates.
Lessons 1-2 Quiz (3) Chapter 3
tentatively
Lessons 1-2 Quiz
Oral and written
responses.
Oral and written
responses.
(1) Lesson 2 Quiz me (1) Reread Chapter 3
Questions (6-10).
Lessons 1-2.
(2) Review
(2) Review Lessons
Vocabulary:
1-2 Quiz Me
fossil, strata,
Questions.
fault, magma,
(3) Review
plate boundary,
Vocabulary:
sea floor
fossil, strata,
spreading, and
fault, magma,
tectonic plates.
plate boundary,
(3) Chapter 3
sea floor
Lessons 1-2 Quiz
spreading, and
tentatively
tectonic plates.
Which
ESLR?
tentatively
scheduled for
Wednesday,
12/11.
scheduled for
Wednesday,
12/11.
tentatively
scheduled for
Wednesday,
12/11.
scheduled for
Wednesday,
12/11.
(4) Chapter 3
Lessons 1-2 Quiz
tentatively
scheduled for
Wednesday,
12/11.
II. Become skilled
learners and
independent thinkers
who are competent
in analyzing and
synthesizing
information from
multiple sources, are
able to apply critical
thinking skills and
problem-solving in
school and real-life
situations and have
developed effective
study habits and selfdiscipline.
II. Become skilled
learners and
independent thinkers
who are competent
in analyzing and
synthesizing
information from
multiple sources, are
able to apply critical
thinking skills and
problem-solving in
school and real-life
situations and have
developed effective
study habits and selfdiscipline.
II. Become skilled
learners and
independent thinkers
who are competent
in analyzing and
synthesizing
information from
multiple sources, are
able to apply critical
thinking skills and
problem-solving in
school and real-life
situations and have
developed effective
study habits and selfdiscipline.
II. Become skilled
learners and
independent thinkers
who are competent
in analyzing and
synthesizing
information from
multiple sources, are
able to apply critical
thinking skills and
problem-solving in
school and real-life
situations and have
developed effective
study habits and selfdiscipline.
II. Become skilled
learners and
independent thinkers
who are competent
in analyzing and
synthesizing
information from
multiple sources, are
able to apply critical
thinking skills and
problem-solving in
school and real-life
situations and have
developed effective
study habits and selfdiscipline.
Content Standard Covered for Science Fair Project
7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and
addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Develop a hypothesis.
b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars)
to perform tests, collect data, and display data.
c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
d. Communicate the steps and results from an investigation in written reports and oral presentations.
e. Recognize whether evidence is consistent with a proposed explanation.
f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill
slope).