Lesson Component
Standard(s)
Number of Standard
Kid Friendly Language
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
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:
Modeling
I Do, We Do, You Do
Frequent check for
progress toward Mastery
Lesson Plans
Week of 12-17-2012
Wednesday
Monday
Tuesday
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
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
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?
Demonstrate mastery of
Geologic time, history, and
changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and
uplifting of layers of
sedimentary rock
I can show my knowledge
of geologic time by
participating in class review
of final assessment.
What evidence is there that
events covered great
distances on earth?
Demonstrate mastery of
Geologic time, history, and
changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and uplifting
of layers of sedimentary rock
Demonstrate mastery of
Geologic time, history, and
changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and uplifting
of layers of sedimentary rock
Demonstrate mastery of
Geologic time, history, and
changing life forms are
indicated by fossils and
successive sedimentation,
folding, faulting, and uplifting
of layers of sedimentary rock
I can show my knowledge of
geologic time by participating
in final assessment.
I can show my knowledge of
geologic time by participating
in class review and correction
of final assessment.
What evidence is there that
the supports the principle of
superposition?
I can show my knowledge of
geologic time by participating
in class geologic time graffiti.
Assessment Review
Hook:
Final Assessment
Hook:
Do Now: Set goals in your
note book for this week
I DO: Model assessment
review rules
WE DO: Class discussion
on unit progress.
YOU DO: Complete
practice formative
assessment
Do Now: Write down one
question that you have about
geologic time before the exam
starts
I DO: Model test procedures.
WE DO: Go over testing
policies and review questions
YOU DO: Complete
assessment
Final Assessment Grading
and Corrections
Hook:
Timeline Graffiti (Weather
permitting)
Hook:
Do Now: What was your
favorite part of the geologic
time unit?
I DO: Review formative
assessment
WE DO: Review missed
assignments
YOU DO: Make up missing
work
Do Now: write a reflection of
your weekly goal in your
notebook
What evidence is there that we
can tell geologic time by
looking at sedimentary rock?
Thursday
What evidence is there to
support the principle of
original horizontality?
I DO: Model timeline graffiti
WE DO: Timeline graffiti
YOU DO: written reflection
of geologic timeline unit.
Friday
Teacher Work Day – No
Students
Closure/Student
Reflection
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
A written reflection of what
the student learned from
this activity in their science
notebook
Whiteboards, Thumbs up,
visual and verbal checks,
retelling, main idea. One on
one assessment.
Review assessment questions
that the class found difficult.
written reflection of geologic
timeline unit.
Whiteboards, Thumbs up,
visual and verbal checks,
retelling, main idea. One on
one assessment.
A written reflection of their
favorite and least favorite
part of the geological events
unit
Whiteboards, 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
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
Heterogeneous grouping
Extended time
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.
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.
Whiteboards, Thumbs up,
visual and verbal checks,
retelling, main idea. One on
one assessment.
What are you doing to
address the unique
needs of students
Advanced and
Proficient Extension
Key Vocabulary
Terms
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