Lesson Plans
Week of 12-8-14
Lesson Component
Monday
Tuesday
A
Wednesday
Thursday
A
Friday
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
SWBAT create a personal
timeline from birth to present
day
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
SWBAT disseminate
information from text and
place relevant information in
chronologic order
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
SWBAT
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
SWBAT Identify the
sequence of events through
relative dating and explain
folding faulting and uplifting
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
SWBAT
Learning Target:
Student “I Can…” statement
I can explain and demonstrate
what a timeline is and relate it
to my life.
Questions
Varied, high quality, DOK 2,3
that will be used
Written prior to lesson
How can we interpret data
from layers of rock?
I can explain life changing
events in earth’s history and
the impact they had on earth’s
life forms.
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?
Strategies/Activities:
A3K Found: Two New
Dinosaurs! Missing work and
start era PP
National Geographic article
on extinction events with
graphic organizer timeline
See Tuesday
Relative dating PPT and
worksheet
See Thursday
Hook video of earth forming
Do Now: On a white board
explain why we do not live
with dinosaurs
Standard(s)
Number of Standard
Kid Friendly Language
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
Hook to prior learning or
Anticipatory Set:
Modeling
I Do, We Do, You Do
Frequent check for progress
toward Mastery
I DO: Model the scale and
final product of timeline
WE DO: Complete the
timeline lab rough draft in
small groups
YOU DO: assessment, In
writing explain the large gaps
in the timeline as we go back
in time
Closure/Student Reflection
Extension: Evolution of
I DO: chunking 2 parts 1.
Model the Costa questioning
and the article reading and
generating questions. 2. layout
of the graphic organizer for
their notebooks
WE DO: 1. Costa
questioning and the 1st para
of the article reading and
generating questions. 2.
Create a graphic organizer in
I can sequence events using
relative dating and folding,
faulting, and uplifting
Do Now:
I DO:
WE DO:
YOU DO
Do Now:
I DO:
WE DO:
YOU DO:
Do Now:
I DO:
WE DO:
YOU DO:
species changes over time
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they do or
don’t demonstrate mastery?
Check for mastery:
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction
the notebooks
YOU DO: Read the article,
generate at least two
questions, and complete the
graphic organizer
Check for mastery:
completion of task and
answering the objective
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Varied Learning Abilities
heterogeneous grouping
Reteach, peer to peer
teaching, and one on one
instruction
heterogeneous grouping
What are you doing to
address the unique needs of
students
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
sedimentary rock,
successive sedimentation,
folding, faulting, and
uplifting, 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
sedimentary rock,
successive sedimentation,
folding, faulting, and
uplifting, Eon, era, period,
epoch, mass extinction, land
bridge, geographic isolation,
Paleozoic era, Mesozoic era,
Cenozoic era, dinosaur, ice
age, mega-mammal,
Key Vocabulary Terms
IGP:
Check for mastery:
Check for mastery:
Check for mastery:
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction
Reteach, peer to peer
teaching, and one on one
instruction
heterogeneous grouping
heterogeneous grouping
heterogeneous grouping
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
sedimentary rock,
successive sedimentation,
folding, faulting, and
uplifting, 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
sedimentary rock,
successive sedimentation,
folding, faulting, and
uplifting, 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
sedimentary rock,
successive sedimentation,
folding, faulting, and
uplifting, 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