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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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