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

12/1 

L.6.3a

SL.2

W. 2c

 Students will learn the theory of plate tectonics.

Students will use the discussion to write what they know about plate tectonics. 

 Students will discuss the theory of plate tectonics;

1.  List the states that lie on plate boundaries

2.  Write in your own words the definition of a discontinuity

3.  Describe in your own words how the Earth's layers were formed

Tues

12/2 

WHST.2a

RI.4

RL.6

 Students will learn of regions in the US that are susceptible to earthquakes and volcanoes

Students will explain ways to inform the public about earthquakes and volcanoes.

Students will map the regions of the United States that are most susceptible to earthquakes and those that have volcanoes 

1.  Explain if people avoid living in areas at high risk for earthquakes and volcanoes

2.  Write pretend letters to residents of these areas describing the risks

Wed

12/3 

WHST. 9

L7.3a

RL.11.b

 Students will learn about Wegener and the Continental Drift.

 Students will explain Wegener’s theory of Continental Drift.

Students state did Alfred Wegener try to prove that the continents of Africa and South America were once connected 

1.  Explain what the Continental Drift Theory states.

2.  What caused Pangaea to break up?

3.  Write paragraphs explaining the reasons why earthquakes and volcanoes tend to occur on plate boundaries

Thurs

12/4

Students will recognize the relationship between continental drift and plate tectonics 

Students will based their findings on: Based on the geologic past, we can assume that Earth is always changing. What modern-day evidence supports this idea?

Students will trace and label the process of continental drift (Pangaea) and the three types of convergences: oceanic-oceanic; oceanic-continental; continental-continental.

1.  What do you observe about the shape of the continents?

2.  Can you describe continental drift in relation to plate tectonics?

3.  Does the crust of the earth move? How do we know?

Fri

12/5 

Students will understand how scientists developed a theory using fossil evidence.

What evidence of fossils prove the theory of plate tectonics?

1.Begin the lesson by showing the class a standard physical map of the world

2.Ask if they think the continents always looked as they do on the map, or if they have changed shape or location throughout Earth's history.

2. Write their ideas on a large sheet of paper

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

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

3. Based on the geologic past, we can assume that Earth is always changing. What modern-day evidence supports this idea?

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:

Use of Technology:

   __X__ Smartboard

   ____ Student Response System