CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

 11/3

.6.2

RI.6.7

RI.6.4

 To understand how Earth changed over a long period of time 

Do you think the continents always looked as they do on the map? 

1.  Write an explanation of particles and waves.

2.  Integrate information from text.

3.  Determine the meaning of words and phrases as they are used in a text

1.  What characteristics do you think enable a plant or animal to survive the breakup of a continent?

2.  Try to think of at least two characteristic.

3. Do you think the breakup of Pangaea during the Jurassic period led to the extinction of some dinosaurs and the evolution of other dinosaurs?

Tues

 11/4

Unit 1 Exam

Wed

 11/5

RI.6.4

SL6.1d

WHST. 2f

 To understand how scientists developed a theory using fossil evidence.

Why do scientists think the continents were once connected? 

1.  Determine the meaning of words and phrases.

2.  Review the key ideas of properties.

3.  Provide a concluding statement of the properties of minerals.

1.  Do you think that the breakup of Pangaea into Gondwanaland and Laurasia affected organisms originally living on Pangaea?

2.  Do you think that the breakup of Gondwanaland into the southern continents affected the organisms living in Gondwanaland?

3.  Give evidence to support your ideas.

Thurs

 11/6

W.6.2

RI.6.7

RI.6.4

 Students will learn about Wegener and Du toit’s theory.

What was Wegener theory? 

http://www.discoveryeducation.com/teachers/free-lesson-plans/continental-drift.cfm

1.  Write an explanation of particles and waves.

2.  Integrate information from text.

3.  Determine the meaning of words and phrases as they are used in a text

1.  Does this evidence support Wegener and Du Toit's theory?

2.  Do students think it is sufficient evidence?

3.  What other information would be helpful?

Fri

 11/7

12:00 Dismissal

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1. magma                               

2.  plate tectonics                             

3. Subduction                               

4.  mantle                             

5.  transform fault

6.  crust

7.  continental drift

8. sea-floor spreading

9. original horizontality

10.  Pangaea                             

Use of Technology:

   __X__ Smartboard

   ____ Student Response System