Lesson Plans
Week of 9-30-13
Lesson Component
Monday
Standard(s)
Number of Standard
Kid Friendly Language
1.1 Mixtures of substances
can be separated based on
their properties such as
solubility, boiling points,
magnetic properties and
densities.
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
SWBAT design and conduct a
scientific investigation that
separates mixtures following
the scientific process flow
with 100 % participation and
completion of science
notebook.
Learning Target:
Student “I Can…” statement
I can separate mixtures and
solutions on my summative
exam
Questions
Varied, high quality, DOK 2,3
that will be used
Written prior to lesson
How can a mixture or
solution be separated?
Where does the solid material
go when a solution is made?
How can you separate a
mixture of dry material?
Are there materials outdoors
that will dissolve in water?
Student guided mixture
separation lab SUMMITIVE
EXAM Foss I check 1 and
Foss 2.4 liquid layers
Strategies/Activities:
Hook to prior learning or
Anticipatory Set:
Do Now:
I DO: Model lab safety
regulations. Model the lab and
lab equipment available to
design and conduct the
investigation.
Modeling
I Do, We Do, You Do
Frequent check for progress
toward Mastery
WE DO: Review Lab safety
and procedures, conduct the
lab and clean up
Tuesday
gold
Wednesday
Sci MAP teting
Thursday
Gold-Sci MAP teting
Friday
Out – sub and Monday
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
I can show evidence that
supports the theory of
continental drift on a written
worksheet with at least 90%
accuracy.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
I can show evidence that
supports the theory of
continental drift on a written
worksheet with at least 90%
accuracy.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
Pre-assessment
Pangaea textbook Ch.7
Lesson 1 pp.186-193 and
Continental drift worksheet
Pre-assessment
Pangaea textbook Ch.7
Lesson 1 pp.186-193 and
Continental drift worksheet
Do Now: On a whiteboard,
write down at least three
things you know about
earthquakes.
Do Now: On a whiteboard,
write down at least three
things you know about
earthquakes.
I DO: Model reading
strategies
WE DO: Review the
worksheet before completion
YOU DO: Complete lesson
review questions and read
Earth History Resource
Assignment
I DO: Model reading
strategies
WE DO: Review the
worksheet before completion
YOU DO: Complete lesson
review questions and read
Earth History Resource
Assignment
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
What are you doing to
address the unique needs of
students
Key Vocabulary Terms
YOU DO: Write detailed
account of the investigation
following the scientific
process in lab notebook.
Class discussion – group
review of lesson and
assessment.
Summative assessment and
Accuracy and completion of
the separation lab
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
Solution, mixture, solvent,
solute, dissolve, separate,
transparent, density
Extension - Earth History
Recourses pp. 100-105
Extension - Earth History
Recourses pp. 100-105
Analyzing written information
and drawing conclusions
Analyzing written information
and drawing conclusions
Accuracy of Continental drift
worksheet
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
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
Reteach, peer to peer
teaching, and one on one
instruction
heterogeneous grouping
heterogeneous grouping
heterogeneous grouping
heterogeneous grouping
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Pangaea, Continental Drift,
mid-ocean ridge, seafloor
spreading, plate tectonics,
divergent, convergent,
transform, subduction,
convection current,
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Pangaea, Continental Drift,
mid-ocean ridge, seafloor
spreading, plate tectonics,
divergent, convergent,
transform, subduction,
convection current,
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction