Lesson Plans
Week of 12-16-13
Lesson Component
Standard(s)
Number of Standard
Kid Friendly Language
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
Learning Target:
Student “I Can…” statement
Questions
Varied, high quality, DOK 2,3
that will be used
Written prior to lesson
Strategies/Activities:
Hook to prior learning or
Anticipatory Set:
Monday
Gold
Tuesday
Wednesday
Gold
Thursday
Friday
Gold
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?
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?
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?
I can define a fossil and
explain the difference
between relative dating and
absolute dating
How can we interpret data
from layers of rock?
How can we interpret data
from layers of rock?
How can we interpret data
from layers of rock?
How can we interpret data
from layers of 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?
Fossils & index fossils definition
Relative and Absolut dating
Summative review
Summative review
FOSS 7.1
Geo Time Summative
assessment
Geo Time Summative
assessment
Do Now:
Do Now:
Relative dating activity or
text 10.2
Hook:
Modeling
I Do, We Do, You Do
Frequent check for progress
toward Mastery
Closure/Student Reflection
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 of
the worksheet
YOU DO: Complete the
remaining portions of the
Hook:
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
rock formations
Hook:
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
rock formations
worksheet sections
Absolute Dating activities
pg 315 & 318 of text and key
vocab in notebook or text
10.3
I DO: Model absolute dating
using items in the room
WE DO: lab 315 & 318 of
text
YOU DO: compare and
contrast relative and absolute
dating
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they do or
don’t demonstrate mastery?
Varied Learning Abilities
What are you doing to
address the unique needs of
students
Key Vocabulary Terms
Define fossil, absolute dating
and relative dating
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction
heterogeneous grouping
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Eon, era, period, epoch, mass
extinction, land bridge,
geographic isolation,
Paleozoic era, Mesozoic era,
Cenozoic era, dinosaur, ice
age, mega-mammal,
Explain what index fossils are
and how they are used
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
heterogeneous grouping
Reteach, peer to peer
teaching, and one on one
instruction
heterogeneous grouping
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Eon, era, period, epoch, mass
extinction, land bridge,
geographic isolation,
Paleozoic era, Mesozoic era,
Cenozoic era, dinosaur, ice
age, mega-mammal,
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Eon, era, period, epoch, mass
extinction, land bridge,
geographic isolation,
Paleozoic era, Mesozoic era,
Cenozoic era, dinosaur, ice
age, mega-mammal,
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
heterogeneous grouping
Reteach, peer to peer
teaching, and one on one
instruction
heterogeneous grouping
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Eon, era, period, epoch, mass
extinction, land bridge,
geographic isolation,
Paleozoic era, Mesozoic era,
Cenozoic era, dinosaur, ice
age, mega-mammal,
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Eon, era, period, epoch, mass
extinction, land bridge,
geographic isolation,
Paleozoic era, Mesozoic era,
Cenozoic era, dinosaur, ice
age, mega-mammal,