March

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

Day

6th Grade

Monday

Obj: TSW model the three kinds of plate boundaries: divergent, convergent, and transform (given as assessment)

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.

Tuesday

 

Obj: TSW learn how igneous, metamorphic, and sedimentary rocks form

Teacher Activity: TTW discuss objective; assign NM Science Essentials pp 170-177

Student Activity: TSW discuss objective; read/complete pp. 170-177 in NM Science Essentials.

Assessment: Responses to workbook questions about how the three types of rocks form.

Modifications: Extra time to complete; assist with reading/vocabulary

Resources: NM Science Essentials

Standards: II.III.II.3 know that sedimentary, igneous, and metamorphic rocks contain evidence of the materials, temperature, and forces that created them.

Wednesday

(Early Release)

Obj: TSW learn how igneous, metamorphic, and sedimentary rocks form.

Teacher Activity: TTW discuss objective; assign NM Science Essentials pp 178-182

Student Activity: TSW discuss objective; read/complete pp. 178-182 in NM Science Essentials.

Assessment: Responses to workbook questions about how the three types of rocks form.

Modifications: Extra time to complete; assist with reading/vocabulary

Resources: NM Science Essentials

Standards: II.III.II.3 know that sedimentary, igneous, and metamorphic rocks contain evidence of the materials, temperature, and forces that created them.

Thursday

Obj: TSW understand how/why rock formations impact changes on the earth’s surface.

Teacher Activity: TTW facilitate BrainPop video “Types of Rocks”

Student Activity: TSW discuss objective; watch “Types of Rocks” and complete activity sheet

Assessment: Q & A based on previously read materials from NM Science Essentials; activity sheet from BrainPop

Modifications: Extra time to complete; assist with reading/vocabulary

Resources: NM Science Essentials; www.brainpop.com

Standards: II.III.II.3 know that sedimentary, igneous, and metamorphic rocks contain evidence of the materials, temperature, and forces that created them.

Friday

Obj: TSW show understanding of the forces (convection currents) that move plate boundaries. (Given as assessment)

Teacher Activity: TTW demonstrate how to use the hand-out for demonstrating convection currents; hand out convection current ws on cardstock.

Student Activity: TSW discuss objective; students will discuss/complete a visual aid reflecting their understanding of the forces that move plate boundaries.

Assessment: Completion of visual aid reflecting an understanding of the forces that move plate boundaries.

Modifications: assist with completion of ws; extra time if necessary

Resources: CAST 2011

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.

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

Day

6th Grade

Monday

Obj: TSW understand there are more galaxies in the universe than just our Milky Way.

Teacher Activity: TTW facilitate Q & A to ascertain background knowledge; discuss pp. 125 in Science Essentials

Student Activity: TSW discuss objective; work with tablemates to show their understanding of the vastness of the universe; read first three paragraphs on p. 125 Science Essentials/discuss/note-taking

Assessment: Q & A for understanding; notes

Modifications: Assistance with notes; reading

Resources: NM Science Essentials p. 125.

Standards: II.III.I.1 Describe the objects in the universe, including: billions of galaxies; stars;

Tuesday

 

Obj: TSW learn what the three main types of galaxies are, and describe the origin of the universe including Big Bang Theory and Static State theory.

Teacher Activity: TTW read with/facilitate note-taking pp. 125-128 Science Essentials.

Student Activity: TSW discuss objective; complete reading pp. 125-128 Science Essentials; do questions in sidebars and on p. 128.

Assessment: Responses whole group to p. 128 and sidebars.

Modifications: Assistance with reading passages; extended time, if necessary.

Resources: NM Science Essentials p. 125-128.

Standards: II.III.I.1 Describe the objects in the universe, including: billions of galaxies; stars;

Wednesday

(Early Release)

Obj: TSW learn about the Sun’s position in the Milky Way Galaxy; forces that affect our solar system, and what forces affect other galaxies.

Teacher Activity: TTW facilitate discussions after watching three short (4min. in length) BrainPop videos; “Galaxies,” “Big Bang,” and “Milky Way.”

Student Activity: TSW discuss objective; share discussions regarding videos used in class; complete one worksheet dealing with galaxies.

Assessment: Responses to Q & A about videos; worksheet on our galaxy, The Milky Way.

Modifications: Assistance with reading/writing worksheet; extended time if necessary.

Resources: www.brainpop.com

Standards: II.III.I.1 Describe the objects in the universe, including: billions of galaxies; different sizes, temperatures, and colors of stars in the Milky Way Galaxy. II.III.I.2 locate the solar system in the Milky Way Galaxy

Thursday

Obj: TSW identify components of the solar system such as the inner planets; learn what each inner planet is like.

Teacher Activity: TTW facilitate reading pp. 129-131 in Science Essentials discussing first three planets and their physical characteristics; note-taking on board.

Student Activity: TSW discuss objective; read/discuss pp. 129-131 in Science Essentials; take notes; complete sidebars p. 130-131.

Assessment: Discussion/notes over the components of the solar system such as the inner planets.

Modifications: Assistance with reading/note-taking; extended time if necessary

Resources: NM Science Essentials p. 129-131

Standards: II.III.I.3: Identify the components of the solar system, and describe their defining characteristics and motions in space including the Sun, and planets (both inner and outer).

Friday

Obj: TSW identify Mars as a part of the inner planets; know what Mars is like/characteristics.

Teacher Activity: TTW facilitate reading pp. 132-134 in Science Essentials discussing first three planets and their physical characteristics; note-taking on board.

Student Activity: TSW discuss objective; read/discuss pp. 132-134 in Science Essentials; take notes; complete sidebars p. 132-134 including a 4 part foldable .

Assessment: Discussion/notes over the components of the solar system such as the inner planets.

Modifications: Assistance with reading/note-taking; extended time if necessary

Resources: NM Science Essentials p.132-134.

Standards: II.III.I.3: Identify the components of the solar system, and describe their defining characteristics and motions in space including the Sun, and planets (both inner and outer).

 

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