February

Mrs. Cornwell’s Science Lesson Plans February 3-7, 2014

Day

6th Grade

Monday

Obj: TSW review adaptations of animals used to avoid extinction.

Teacher Activity: TTW facilitate completion of book activity from Friday.

Student Activity: TSW discuss objective; complete adaptations book begun on Friday.

Assessment: Adaptation book showing an understanding of an organism’s use of adaptation in order to survive.

Modifications: Additional time if necessary; repeated opportunities to review adaptations discussed in class.

Resources: http://science-class.net/archive/science-class/Biology/Genetics.htm

Standards: II.II.II.2 Describe how species have responded to changing environmental conditions over time. (extinction, adaptation)

Tuesday

 

Obj: TSW review evolution/adaptations in preparation for a quiz.

Teacher Activity: TTW show Brain Pop videos on Natural Selection/Adaptation and facilitate review by asking questions about information discussed.

Student Activity: TSW discuss objective; watch Brain Pop videos on Natural Selection/Adaptation and respond to teacher questions.

Assessment: Responses to Q & A of material covered about evolution/adaptation

Modifications: Repetition of material covered; additional time to respond.

Resources: NM Science Essentials; www.brainpop.com

Standards: II.II.II.1 Understand that the fossil record provides data for how living organisms evolved; II.II.II.2 Describe how species have responded to changing environmental conditions over time. (extinction, adaptation)

Wednesday

(Early Release)

Obj: TSW take a quiz over evolution/adaptations

Teacher Activity: TTW present a short quiz covering evolution and adaptations

Student Activity: TSW discuss objective; take quiz on evolution and adaptations.

Assessment: quiz on evolution and adaptations.

Modifications: Read questions where required.

Resources: NM Science Essentials; www.brainpop.com

Standards: II.II.II.1 Understand that the fossil record provides data for how living organisms evolved; II.II.II.2 Describe how species have responded to changing environmental conditions over time. (extinction, adaptation)

Thursday

Obj: TSW understand the differences between organic and inorganic compounds.

Teacher Activity: TTW facilitate reading part of NM Science Essentials pp. 117-119.

Student Activity: TSW discuss objective; read/discuss pp. 117-119 about organic and inorganic compounds and discuss their connection to fossil fuels. Do work in sidebars

Assessment: Workbook pp. 117-119.

Modifications: Assistance with reading; extra time to complete assignment

Resources: NM Science Essentials

Standards: II.II.III.2 Describe the differences between substances that were produced by living organisms (fossil fuels) and nonliving processes (igneous rocks)

Friday

Obj: TSW learn that fossil fuels are nonrenewable resources

Teacher Activity: TTW provide cookies, toothpicks, and paper napkins for students to do an exploration about fossil fuels.

Student Activity: TSW discuss objective; read and understand directions for the lab. Complete the lab

Assessment: Lab worksheet used for showing that fossil fuels are nonrenewable resources.

Modifications: Assistance with lab and writing lab sheet

Resources: www.science-class.net ; California Academy of Sciences

Standards: II.II.III.2 Describe the differences between substances that were produced by living organisms (fossil fuels) and nonliving processes (igneous rocks)

Mrs. Cornwell’s Science Lesson Plans February 10-14, 2014

Day

6th Grade

Monday

Obj: TSW review and discuss findings from mining lab on Friday; distinguish living and non-living substances

Teacher Activity: TTW facilitate class discussion and note-taking.

Student Activity: TSW discuss objective; share findings from lab; read/discuss/complete hand-out; take notes

Assessment: Lab ws from Friday, Feb. 7; Q & A

Modifications: Assist students reading, note-taking

Resources: www.science-class.net ; California Academy of Sciences; Daily Science Big Idea Evan-Moor Group

Standards: II.II.III.2 Describe the differences between substances that were produced by living organisms (fossil fuels) and nonliving processes (igneous rocks)

Tuesday

Parent-Teacher Conferences

Obj: TSW

Teacher Activity: TTW

Student Activity: TSW discuss objective;

Assessment:

Modifications:

Resources:

Standards:

Wednesday

(Early Release)

Obj: TSW understand the elements for and basic building blocks of living substances.

Teacher Activity: TTW read/discuss and facilitate note-taking.

Student Activity: TSW discuss objective; read/discuss/complete hand-out; take notes

Assessment: Q & A regarding elements for and basic building blocks of living substances.

Modifications: Assist students reading, note-taking

Resources: Daily Science Big Idea Evan-Moor Group

Standards: II.II.III.2 Describe the differences between substances that were produced by living organisms (fossil fuels) and nonliving processes (igneous rocks)

Thursday

Obj: TSW understand that not all forms of carbon are organic and that hydrogen is the distinguishing element.

Teacher Activity: TTW read/discuss and facilitate note-taking. Facilitate quiz.

Student Activity: TSW discuss objective;

Assessment: Q & A regarding not all forms of carbon are organic and that hydrogen is the distinguishing element; quiz.

Modifications: Assist students reading, note-taking; extra time for quiz if necessary

Resources: Daily Science Big Idea Evan-Moor Group

Standards: II.II.III.2 Describe the differences between substances that were produced by living organisms (fossil fuels) and nonliving processes (igneous rocks)

Friday

Obj: TSW begin to understand the structure of Earth includes the crust, mantle and core.

Teacher Activity: TTW introduce Earth’s structure; facilitate video to engage students.

Student Activity: TSW discuss objective; view video titled “What’s Inside the Earth?”; note-taking; hand-out from video.

Assessment: Hand-out from video explaining parts of Earth’s make-up.

Modifications: Assist with reading hand-out/note-taking; extra time to complete ws if necessary.

Resources: discoveryeducation.com

Standards: II.III.II.1 Know that Earth is composed of layers that include a crust, mantle, and core (inner and outer)

Mrs. Cornwell’s Science Lesson Plans February 24-28, 2014

Day

6th Grade

Monday

Obj: TSW understand what continental drift is and what evidence supports continental drift.

Teacher Activity: TTW introduce continental drift theory; facilitate using play-doh and mats to show Pangea.

Student Activity: TSW discuss objective; use printed mats and molds to create Pangea and show continental drift.

Assessment: class discussion and use of molds to demonstrate continental drift.

Modifications: assist with reading mat information;

Resources: http://www.tcuideafactory.org/

Standards: II.III.II.1 know that Earth is composed of layers that include a crust, mantle, and inner and outer cores. II.III.II.2 know that Earth’s crust is divided into plates that move very slowly, in response to movements in the mantle.

Tuesday

 

Obj: TSW further develop understanding of plates and the plate movement.

Teacher Activity: TTW show a BrainPop Video about continental drift and discuss the material; facilitate reading/note-taking of pp. 161-164

Student Activity: TSW discuss objective; watch BrainPop video and read pp. 161-64 and answer the questions in the sidebars and on p. 165.

Assessment: Q & A of video; notes, and responses to pp. 161-165 about continental drift and the movement of plates relating to mantle.

Modifications: Assist with reading/note-taking; allow extra time for responses/work.

Resources: NM Science Essentials; www.brainpop.com

Standards: II.III.II.1 know that Earth is composed of layers that include a crust, mantle, and inner and outer cores. II.III.II.2 know that Earth’s crust is divided into plates that move very slowly, in response to movements in the mantle.

Wednesday

(Early Release)

Obj: TSW learn the vocabulary associated with plate tectonics (lithosphere, asthenosphere, seafloor spreading, divergent, convergent, and transform [sliding] boundaries.

Teacher Activity: TTW hand out vocabulary ws and instructions to create vocabulary list relating to plate tectonics.

Student Activity: TSW discuss objective; create a vocabulary list; cut out, glue definations with correct word.

Assessment: Hand-out of vocabulary associated with plate tectonics (lithosphere, asthenosphere, seafloor spreading, divergent, convergent, and transform [sliding] boundaries.

Modifications: Assist students with reading definitions; allow extra time to complete.

Resources: science-class.net

Standards: II.III.II.2 know that Earth’s crust is divided into plates that move very slowly, in response to movements in the mantle.

Thursday

Obj: TSW learn how changes in density affect motion and relate it to the convection currents that drive plate motion.

Teacher Activity: TTW assist students with lab; questioning understanding of information.

Student Activity: TSW discuss objective; participate in a lab using CO2 and raisens.

Assessment: WS which will analyze and help students draw a conclusion about the convection currents that drive plate motion.

Modifications: Aid students reading lab worksheet and completing responses.

Resources: CINCH.com 6th grade minilab.

Standards: II.III.II.2 know that Earth’s crust is divided into plates that move very slowly, in response to movements in the mantle.

Friday

Obj: TSW model the three kinds of plate boundaries: divergent, convergent, and transform

Teacher Activity: TTW facilitate the lab in which students create convergent, divergent, and transform boundaries from graham crackers, frosting, and fruit roll ups.

Student Activity: TSW discuss objective; participate in a lab in which they will create convergent, divergent, and transform boundaries from graham crackers, frosting, and fruit roll ups.

Assessment: Lab sheet drawings of the three kinds of plate boundaries: divergent, convergent, and transform

Modifications: Additional help if necessary completing lab sheet. Extended time to complete worksheet.

Resources: NAD 5-8 Science/Health Essential Update 2008

Standards: II.III.II.2 know that Earth’s crust is divided into plates that move very slowly, in response to movements in the mantle.

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