ESSENTIAL

LEARNING

OUTCOMES

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?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

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

Mon

10/8

Tues

 10/9

RST.4

WHST 2.a

RI.7

Students will understand the importance and abundance of rocks and minerals in their daily lives.

The class display each item and will touch and feel each object. They will write down what each object is on the list or presented in class and tell what minerals are used to make it.

1.  Use symbols on the periodic table. 

2.  Write information using charts.

3.  Analyze various accounts of a subject told in different mediums.

1.  Why is it important to be able to identify rocks and minerals?

2. How are rocks and minerals obtained from the earth?

3. Will we ever run out of minerals and rocks to mine?

Wed

 10/10

RST.9

RI.4

RL.6

Students will learn that thousands of years ago people crushed rocks to obtain colors for paints.

Step 4: Pour the chalk powder into the paper cup and add the glue solution. Mix thoroughly with a spoon.

Step 5: Use the chalk paint and the paintbrush to create a picture on the black construction paper 

1.  Compare and contrast rocks.

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

3.  Analyze a particular point of view of cultural use of rocks.

1.  How can geologists use sedimentary rocks to learn about ancient environments?

2.  What type of rock or mineral is chalk?

3.  Describe the components that make up chalk.

Thurs

 10/11

WHST. 4

L7.3a

RL.11.b

 Students will learn the differences between rocks and minerals and be able to categorize the ranks of coal.

 Students will review the differences between rocks and minerals and categorize the ranks of coal.

1.  Use internet to show information.

2.  Choose information on rocks that expresses ideas precisely and concisely.

3.  Uses established criteria to classify the rocks in the text.

1. What is the difference between a rock and a mineral?

2. Is coal a rock or a mineral?

3. Where is coal found?

Fri

10/12 

WHST 2.f

SL. 1.a

RI.7

Students will be able to write a story on the formation of rocks.

Students will write a story in which they  will describe how the rock feels as the changes are occurring.

1.  Provide a concluding statement. 

2.  Come to discussion prepared, having or studied required material.

3.  Analyze various accounts of a subject told in different mediums.

1.  Use imagination to describe rock type.

2.  Explain how the rock was formed.

3. Personify the rock and its qualities.

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.  eras                     2. radioactivity

3.  relative age         4.  fossils

5.  half-life                5.  geologic column

7.  superposition         8.  absolute age

9. index fossil            

10.original horizontality

Use of Technology:

   ____ Smartboard

   ____ Student Response System