Mini-Lesson Plan Guide for Science

Date(s): TBD Subject: Earth and Space; Earth Systems and Patterns Grade Level: 9-12

Lesson Planning
Benchmark/Standard: What is the next benchmark on my course curriculum guide or FCIM calendar?
SC.912.E.7.9: Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Essential Questions: How will I reword the benchmark into specific questions using student friendly terms?
How does the ocean manipulate climate?
Materials/Resources: What do I have or need to teach this lesson?
Copies of pg 4 http://www.learnearthscience.com/pages/For_Teachers/Unit%20Notes/climate/climate.pdf
Copy of reading pg 453 prentice Hall
Lesson Agenda: How will I deliver this lesson to help my students answer the essential questions?
Day One: Explicit and Modeled Instruction
Day Two: Guided Instruction
Day Three: Independent Instruction
Lesson Delivery
Explicit Instruction: How will I focus my students on what they need to learn? Which important vocabulary will I introduce/review?
·  Teacher will read the essential questions and tell students that they will know the answers to each question by the end of this series of mini-lessons.
·  Teacher will read aloud and write the Key Vocabulary Terms
Modeled Instruction: How will I show my students what they are expected to do to answer the essential question?
·  Teacher will conduct a think-aloud.
·  Teacher will model for the students the process of highlighting relevant information specifically pertaining to the first essential (or “key concept”) question.
Guided Practice: How will I help my students practice answering the essential question?
·  Students will perform a “Read and Say Something” with a partner.
·  Teacher will add the remaining Key Vocabulary Terms to the science word wall.
·  Students will silently read the passage and independently answer the assessment questions.
Independent Practice: How will my students practice answering the essential question individually?
·  Student will create a flowchart showing the movement of water strating with the phrase “ warm water flows towards the poles” and ending with the phrase “ the cycle repeats”.
·  Teacher will circulate to check for understanding and provide assistance when needed.
·  Teacher will collect student answers at the end of the mini-lesson to check for understanding.
Assessment:


Key terms

Ocean Currents

El Nino

La Nina

QUESTIONS

Mc Douglas Little, pg 64 number 5, pg 70 number 5

Prentice Hall Chapter 16.1