Standards-Based Curriculum Initiative by JvRdX0

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									                             Adams 14 Standards-Based Lesson Plan
Teacher: Babcock             Grade: 7          Date: Unit 3       Quarter:           Week:

What are we learning? (Content Objective):_Today I will compare my drawings, then make
predictions of how folding, breaking and uplifting changes rock layer sequence.

How are we going to learn it? (Language Objective) : I will discuss my drawings with a partner and
write about how these processes change rock layer sequence in a t-chart.

Why are we learning what we are learning?: I am learning to use history to make predictions about the
future.

1.                                                     2. Formative Assessments of Student Mastery/ Products:
            Grade Level Essential Targets              Indicate the components you are assessing today.
                       (GLETs)                                      (Checking for Understanding)
Predicts the change in rock layer sequence due to      Evidence: OUT question at end of lesson:
folding, breaking and uplifting using diagrams and
pictures.                                                           IF                THEN (drawing)
Paraphrases and summarizes information about a                There is folding
topic using:
        o graphic organizers
                                                          There is breaking

                                                          There is uplifting


 Key Vocabulary                                         Resources (Materials/Texts/Visuals/Technology)
3. breaking, folding, uplifting                        4. Students made a “geology sandwich” in the
                                                       previous lesson to simulate how rock layer
                                                       sequences are deposited. In this lesson, they will
                                                       fold, bend and break their sandwiches to model how
                                                       these processes change rock layer sequence. Will
                                                       need wide straws for “core samples”




 Homework:
5.
Think back to our last unit, Forces Inside Earth. What forces are responsible for folding and uplifiting?




Student Learning Opportunities:
                            Adams 14 Standards-Based Lesson Plan
6.                                 Preparation                     Scaffolding              Grouping Obj.
                                   ___Adaptation of content       ___Modeling               ___Whole Class
                                   ___Links to background         ___Guided practice        ___ Small Group
                                   ___Links to past learning      ___ Indep. Practice       ___ Partners
                                   ___Strategies incorp.          ___Comprehensible         ___ Independent
                                                                      Input
     SIOP Features
                                   Integration Process            Application               Assessment
                                   ___ Reading                    ___ Hands-on              ___Individual
                                   ___ Writing                    ___ Meaningful            ___ Group
                                   ___ Speaking                  ___ Linked to obj.         ___ Written
                                   ___ Listening                 ___ Promotes               ___ Oral
                                                                      engagement
*Account for different learning    7. Student Learning Activities (Before, During, After)
needs (GT, SPED, ELL, etc.)        IN: How was the story in the layers of the Grand Canyon like the
AlphaSmarts for some SPED          story in the layers of your Geology Sandwich?
students
                                   THROUGH:
Hard copies for students            Geology Sandwich Part II: Students (in partners) will bend, fold
needing assistance setting up
THROUGH page (I use the              and break their sandwiches to demonstrate how Earth’s
Interactive Notebook format for      processes can change the sequence of rock layers.
organizing my class. The right       o First model how to bend and “fold” the sandwich to relate
page in the notebook is for
                                        this model to the formation of mountains as plates collide.
receiving information. This is
the THROUGH page. The left              Students will “fold” their sandwiches, then take a core
page is for processing                  sample, then draw the sample and label the layers in the
information. This is the IN/OUT         THROUGH section of their notebook.
page)
                                     o First model how “break” their sandwiches. Have them cut or
                                        break their sandwich in half to show a fault and simulate an
Nonlinguistic representation of         earthquake, with one half higher than the other. Students
processes (drawings in                  will take a core sample, then draw the sample and label the
THROUGH) for ELL and SPED
students
                                        layers in the THROUGH section of their notebook.
                                     o Model uplift. Then have students force one half to
For the graphic organizer in the        “subduct” under the other, causing one layer to rise.
OUT section, students may               Students will take a core sample, then draw the sample and
illustrate THEN section of t-
chart.                                  label the layers in the THROUGH section of their notebook.
                                    Discuss drawings with partner.
Opportunity to discuss with a       Give me one minute: each student takes one minute with
partner drawings and                 partner to discuss the following question “Based on what we did
predictions
                                     today with our Geology Sandwich, what can we predict about
                                     how folding, breaking and uplifting affects the sequence of rock
                                     layers?

                                   OUT: Students will make general predictions about the results of
                                   folding, breaking and uplifting in a graphic organizer. See
                                   formative assessment section
Reteach/Extension Ideas                                Lesson Reflection
                            Adams 14 Standards-Based Lesson Plan
8. Go “backwards”. Show photos of classic            9. This was the first time I have taught this set of
examples of uplift, etc and have students identify   lessons. When I planned it, I broke it up in to 2 parts:
what could have caused the change in rock layer      the creation of the layers and the changes to the
sequence.                                            layers. However, both parts can be done in a 60
                                                     minute class period. As I was teaching part I (the
                                                     previous lesson), I noticed I had time to do part II (this
                                                     lesson). It worked great! The students were engaged
                                                     and able to articulate their learning in the OUT section
                                                     of their notebook. If I had left it as two parts, I would
                                                     have lost their interest.

								
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