Week 2:
1/13-17/14
Earth & Space Lesson Plan
Anderson
MS Framworks
Day 5: Monday 1/13/14
Obj: 1. Compare the areas of study within Earth Science
2. Identify Earth’s Systems.
3. Explain the relationships among Earth’s systems.
4. Explain why technology is important.
Bell Ringer: Describe a question or problem that you have faced recently. How did you answer the question or solve the
problem?
Set: Many photos of Earth from space are taken by satellites or by astronauts in orbit around Earth. These photos can be used
to study different aspectrs of our planet. Ask students to examine the photo (pg.4), and then brainstorm a list of things
scientists might study using a view of Earth from space. (Scientists might study cloud patterns, storm movement,
drainage patterns, and volcanic eruptions.)
T2O:
Take up/Reminders: 1. Parent/student permission forms
2. Take-up Science/Lab fee
Essential Voc: Geosphere, Atmosphere, and Hydrosphere
Video: Finish Video from last week
Video Summary: 1 paragraph summary on video
Notes: Chapter 1: The Nature of Science/Sec.1 – Earth Science; Start Sec. 2 – Methods of Scientists
Activity: 1. Concept Mapping
2. Study Guide questions for Sec. 1.1
3. Booklet Ch. 1 Sec.1-3
Closure: Would it be more energy efficient to paint a house a dark color or light color? How do you think the scientist should
go about finding the answer to this question?
Evidence of Learning: Student will work on Study guide from Sec. 1.1 and be able to discuss with a neighbor the scientific
method.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning
Day 6: Tuesday 1/14/14
Obj: 1. Compare and contrast independent and dependent variables.
2. Compare and contrast experimentation and investigation.
3. Identify the differences between mass and weight.
4. Explain what scientific notation is and how it is used.
Bell Ringer: What is a hypothesis and give an example.
Set: Have you ever seen a distinct rock formation and wondered how it formed? Have you ever wondered why the soil near
you home might be different from, the soil your schoolyard? If so, you have already begun to think like a scientist.
Scientists often ask questions and make observations to begin their investigations.
T2O:
Take up/Reminders: 1. Parent/student permission forms
2. Take-up Science/Lab fee
Essential Voc: Geosphere, Atmosphere, and Hydrosphere
Notes: Chapter 1: The Nature of Science/Sec.2 – Methods of Scientists; Start Sec. 3 – Communication in Science
Activity: 1. Concept Mapping
2. Study Guide questions for Sec. 1.2
3. Booklet Ch. 1 Sec.1-3
Quiz: Pop Quiz Sec. 1.1
Video: Scientific Method (learn360.com)
Closure: Weight is the measure of a gravitational force on an object. Mass is the amount of matter in an object.
Evidence of Learning: Student will be able to discuss the concept of measurements in science by class discussion.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning
Day 7: Wednesday 1/15/14
Obj: 1. Explain why precise communication if crucial in science.
2. Compare and contrast scientific theories and scientific laws.
3. Identify when it is appropriate to use a graph or a model.
Bell Ringer: What is the difference between hypothesis and theory? Use your phone to help decipher between.
Set: Think of a time when you had to explain something such as a video game to another person. (Students will realize that
understanding something is different from communicating the idea to someone else.)
T2O:
Take up/Reminders: 1. Parent/student permission forms
2. Take-up Science/Lab fee
Essential Voc: Scientific method
Notes: Chapter 1: The Nature of Science/Finish Sec. 3 – Communication in Science
Activity: 1. Concept Mapping
2. Study Guide questions for Sec. 1.3
3. Booklet Ch. 1 Sec.1-3
Quiz: Pop Quiz Sec. 1.2
Closure: Scientific theories and scientific laws are sometimes discovered accidentally. A scientific model is an accurate
representation of an idea or theory.
Evidence of Learning: Students will be able to discuss the difference between scientific theories and laws.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning
Day 8: Thursday 1/16/14
Obj: Finish all objectives from Ch. 1.
Bell Ringer: Pg. 23 Answer questions 18 and 19 using the picture.
Set: Lets discuss a tsunami. What do you think is the first thing a person on the coastline is going to see? What is that called?
T2O:
Take up/Reminders: 1. Parent/student permission forms
2. Take-up Science/Lab fee
Essential Voc: Scientific method
Review/Q&A: Chapter 1: The Nature of Science
Activity: 1. Concept Mapping
2. FINISH Study Guide questions for Ch. 1 Sec. 1-3
3. Read ON SITE: IN THE FOOTSTEPS OF DISASTER on pg. 20 and discuss with a partner your
response to the WRITING in Earth Science at the bottom of the article.
Quiz: Pop Quiz Sec. 1.3
Closure: Please make sure you study tonight for your test.
Evidence of Learning: All students will be prepared to take the test on Ch. 1 by in class review.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning
Day 9: Friday 1/17/14
Obj: Testing on all objectives from Ch. 1.
Bell Ringer: Study for test.
Set: Make sure you have a pencil to take the test. Don’t forget after the test you will be finishing up the Ch. 1 booklet and turn
it in today.
T2O:
Take up/Reminders: 1. Parent/student permission forms
2. Take-up Science/Lab fee
Test: Ch. 1 Sec. 1-3
Video: If time - Theories and Laws
Activity: 1. Finish and turn in Ch. 1 Sec. 1-3 Booklet
2. Ch. 1 Standardized Test Practice pg. 26-27 #’s 1-20
Closure: Make sure you have turned in your booklet and Standardized Test Practice answers before you leave.
Evidence of Learning: All students will score 65% or better on the test.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning