LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Planning Worksheet: Week 5 Year 2015
TAPS 1, 2
Content Area
Earth Science
Grade/Course
6th
Unit of Study
Astronomy
Instructional Period
2nd-5th
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.
g. Describe how fossils show evidence of the changing surface and climate of the Earth
h: Describe soil as consisting of weathered rocks and decomposed organic material.
j. Describe methods for conserving natural resources such as water, soil, and air
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)
Describe
-
DOK Level
Describe how fossils show evidence of the
changing surface and climate of the Earth
Describe soil as consisting of weathered
rocks and decomposed organic material.
Describe methods for conserving natural
resources such as water, soil, and air
DOK Levels
Level 1-3
Possible Aligned Activities and Questions
3
Resources
(on/offline)
TAPS 2, 3, 4, 5
1-3
Vocabulary Poster/Card Sorts
Offline
1-3
Offline
1-3
Edhelper reading comprehension sheets on erosion, fossils and
soil
Soil Erosion/Conservation Notes
1-3
Fossils Book
Offline
1-3
Consequences of soil erosion edhelper
Offline
1-3
Dust Bowl Video- Connecting history and science
Offline
1-3
Fossil inference Cards
Offline
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
DOK Ceiling
Offline
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
1-3
Soil Questions/Conservation Graphic Organizer
Offline
Each teacher will be differentiating based on their class needs
determined by data from the reassessment. Class activities will
be tailored to each student’s needs by readiness and learning
style. Please see our daily lesson plans.
DOK Level
Possible Aligned Assessment Items/Tasks
Resources
(on/offline)
TAPS 2, 3, 4, 5
1-3
Fossils and Soil Quiz
offline
1-3
Dust Bowl Video Quiz
online
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
Standards (Primary)
DOK (Ceiling)
3
Integrated
Technology through the use
of videos and simulations
S6E5.Students will investigate the scientific view of how the earth’s
surface is formed.
g. Describe how fossils show evidence of the changing surface and
climate of the Earth
h: Describe soil as consisting of weathered rocks and decomposed
organic material.
j. Describe methods for conserving natural resources such as
water, soil, and air
Essential Question/Enduring Understanding:
KNOW/UNDERSTAND
What are the characteristics of weathering, and how does weathering differ
from erosion?
What is meant by weathering? How many different kinds of weathering
processes are there?
How are weathering and erosion different?
How are weathering and erosion related?
How do fossils show evidence of change in earth’s surface?
What is soil? How does the process of weathering contribute to soil?
How might the conservation and resource strategies used today affect your
future? Give examples.
How can land uses be modified so as to minimize erosion?
Erosion is the movement of rock particles by water and wind.
Deposition occurs where the agents (forces) of erosion lay down sediment.
Weathering and erosion wear down, and deposition fills in the Earth’s surface.
Fossils, the remains of organisms preserved in sedimentary rocks, are part
of the evidence scientists use to infer changing conditions at t
he earth’s surface through time
Rocks at the earth’s surface weather, forming sediments that are buried,
then compacted, heated, and often re-crystallized into new rock.
Although weathered rock is the basic component of soil, the composition
and texture of soil and its fertility and resistance to erosion are greatly
influenced by plants and other organisms.
KNOWLEDGE & SKILLS
(Key Vocabulary)
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
Vocabulary- Tier 1
Vocabulary Tier 2
Soil
Fossil
Imprint
Vocabulary Tier 3
Content-specific, domain-specific
Humus
Organic matter
Decomposition
Horizon
Soil Profile
Leaching
Litter
Superposition
Mold
Cast
Carbon film
Permineralized remain
Trace fossils
Original remains
Relative dating
Preservation
Terracing
Crop rotation
Overgrazing
Contour farming
No-till farming
Pre-assessment to Inform Instruction
Results from Pre-test guide instruction
TAPS 2, 3, 5
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
Scaffolding
Choice assignments
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
Need
Prerequisites
Build background
knowledge
Scaffolding
Student and teacher
created
Choice assignments
TAPS 2, 3, 5, 6, 8
AVID
Steps to Deliver the Lesson Using WICOR
Engage
(Hook, introduction to lesson
concepts)
®
Mini-Lesson
Intro clip to fossils and soil later in week
WICOR:
Explore/Explain
(teaching content all students need to
know, understand and be able to do
as determined by unpacked standard)
Direct instruction given to all students on fossils and soil.
WICOR:
Enrich/Elaborate
(differentiation of process )
Vocabulary poster/Choice boards related to their academic readiness, reading
essentials, Scientific articles for relevancy, video, and simulation
WICOR:
Evaluation
(Formative assessment)
WICOR:
Sponge questions related to previously and current concepts being discussed.
BUG or TOD or other summarizers used by the teacher to check for
understanding.
BrainPop Quiz
Applying concepts taught in class for comprehension questions, graphic
organizers, labeling, reading essentials (practice of concepts) and performance
assessments.
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
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