Class Profile
Teacher Name:
W. Martin / Subject/Grade Level:
Science/6 Grade
Mineral and Rocks / Lesson Date/Time:
September 2013
Class Composition (Record in numbers)
Male:
36 / FBB:
1 / Basic:
15 / Adv:
9 / SWD:
0 / Language Proficiency Levels:
LEP, IFEP, RFEP, EO
Female:
30 / BB:
15 / Prof:
36 / GATE:
3 / ELs:
2
/ SELs:
1
/ Other:
ADHD
Instructional Goals and Objectives
Standards (1a El.1): What standard(s) or portion of a standard does your lesson address?
CCSS.Science.Content.6.SC.1.e.f.2.c,6.b,6.c,7.e
Learning Outcomes (1a El. 1; 1c El. 2): What are the conceptual understandings, content, and/or procedural knowledge that you want students to learn? What do you want students to understand, know or be able to do in relation to the standard(s)?
Plate Tectonics and Earth's Structure
  1. Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.
Shaping Earth's Surface
  1. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:
  2. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape.
Assessment (1e El. 1): What formal or informal assessment at the close of the lesson will serve as evidence that students have met the lesson objectives (e.g.: student work, exit slip, etc.)
Formal assessment will be a written test of at least 10 problems from the student's homework assignment. Students will know how to classify landforms. They will be able to explain how landforms are produced. Students will relate their knowledge of landforms to California landscapes.
Language Objective (1b El. 1; 1c El. 2): What language forms and functions will make content comprehensible for English Learners and Standard English Learners?
We will be implementing the English Learner Master Plan fully in each lesson plan. Our sources will be SDAIE/Access to Core-Instructional/Observation Tools, using the LAUSD Teaching & Learning Framework Rubrics, Blended Learning, AVID strategies, and incorporating the seven Earth Science standards establish by Common Core Content Standards.
For English Language learners we will be decoding the vocabulary throughout the lesson. Each student will work in Cooperative Learning teams and be required to make a word web. Students write the words on a large sheet of paper and they must provide the main concepts, supporting elements, and bridges showing relationships between ideas in a concept. The Math and Science Department has developed a "Story Problem" template. It works perfectly for English Language learners. The template has 6 main areas as follows:
  1. Rewrite the problem (1 point) - students are required to rewrite the formal standard in their own words.
  2. Restate the Final Question (4 points) - Students must put the final question in this area and put it in their own words. They are asked "What are you solving for?"
  3. Model/Picture/Graph (4 points) - This area is for Kinesthetic Learners where they can visualize the problem.
  4. Show Your Work (4 points) - In this area of the template the students puts down all their math work and calculations.
  5. Solution (4 points) - What is the final solution? Write in 1 sentence.
  6. Reflection & Analysis (3 points) - In this area we check for understanding from our English Learners. What was the TOPIC of this problem? What did you learn from this problem? What was easy or hard? Why was it easy or hard? Explain.
Academic Language taught or reviewed (1a El.1; 1c El. 1; 1c El. 2): What academic language will be taught or reviewed?
In data-driven differentiated instruction we have noticed students who need work on their everyday English patterns. We will form collaborative learning groups so that these English Learners can see peer-editing from other students with similar grammar needs. The teacher will read the lessons aloud and have students use the vocabulary words in a sentence and paste them on a word web.
The vocabulary words in this lesson are listed below:
Mineral
Density
Rock
Magma
Lava
Sediment
Rock cycle
Home LanguageAcademic English
We are rocking the rocks. A rock is a natural solid mixture of crystals.
This is a sentiment rock. Sediment rocks are changed by pressure.
We got mineral rocks here. Minerals are substances that form rocks.
Some other methods we will be using to decode the English language for our English learners are listed below:
  • Students will highlight words and phrases they do not know before the lessons.
  • We will emphasize root words, break them apart and show what the prefix and suffix of words mean.
  • Students will be required to read out loud in class at least 5 minutes per period and 30 minutes at home.
  • Teachers will provide immediate feedback if words are mispronounced or spelled incorrectly.
  • Model pronunciation of math vocabulary, formulas, and graphic displays.
  • Give verbal praise to all students each and every day.
.
Student Progress
Prerequisite Skills (1a El. 1): What prerequisite skills are essential for students to be successful in accomplishing the objectives?
In order to master the Landform component in the CCSS Earth Science standard in Grade 6, students must have the following prerequisite skill sets mastered by Grade 5:

Investigation and Experimentation

  1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
  2. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
  3. Develop a testable question.
  4. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.
  5. Identify the dependent and controlled variables in an investigation.
  6. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.
  7. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.
  8. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
  9. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.
Prior Knowledge (1b El. 1; 1c El. 2; 1e El. 4): What do students know and understand in relation to the objectives? What data (formal or informal) provides evidence for their prior knowledge?

Students must have the prior knowledge for Earth Sciences to master this lesson:

Earth Sciences

  1. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:
  2. Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.
  3. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
  4. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
  5. Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.
  6. Students know the origin of the water used by their local communities.
What student misunderstandings/misconceptions do you anticipate, and how will you address those (1d, El. 4)?
Many students misunderstand how rocks and minerals are formed. They do not understand the external and internal forces that occur on the planet that changes earth material into rocks and minerals.. I will ensure that the following concepts are understood:
1. The student is able to identify minerals by observing their properties. They will use their own tool kits to study the characteristics and misconceptions of rocks growing and magically appearing should be eliminated.
2. Students will explain the value of minerals in their life. This is respects to gems, ores, and other natural occurring rocks. They will understand that a lot of things they use in their daily life was made possible by rocks and minerals.
3. Students will classify rocks according to how they are form. They will not make up a category and make believe name. They will use charts and resources requiring them to use their academic language to explain how rocks and minerals are created deep within the Earth.
4. Students will illustrate how the rock cycle continuously recycles Earth materials. We will look to see if the rock process is renewable and how it effects the conservation of the earth and all living things.
Procedures
Materials (1d El. 2): What materials, resources, and/or technology will be used in the lesson? How will they support the instructional outcomes for this lesson?
Students will need:
  • Paper and pencil
  • rock collection
  • magnet, nail, copper penny, black paper
  • ruler
  • hand calculator
Teacher will need:
  • colored post-its
  • rock collection
  • Science Lab preparation
  • assorted maps, compass, mapping tools.
  • Interactive Classroom CD-ROM
  • Computer and LCD projector
Technology Tools for Students
  • ca.gr6math.com
  • Extra Examples, Chapter 2, Lesson 2
  • Self-Check Quiz, Chapter 2, Lesson 2
Structures/procedures (1d El. 4): What structures and classroom routines/procedures will increase academic engaged time in this lesson?
  1. Capture the Kids' Heart Social Contract - this contract is an agreed upon norms on how students will behave and interact with other students as they learn the lessons in the classroom.
  2. Class Rules - defines the classroom routine and daily procedures which are common in most classrooms with respects to using the restroom, medical emergencies, acquiring classroom material, etc.
  3. Kagan's Cooperative Learning strategies - this program contains a self-contained body of structures used to engage and motivate students. Each structure is designed to engage students in team and class building activities. The specific structures we will use in this lesson plan to engage students to process information is as follows:
  • Mix-Pair-Share
  • Quiz-Quiz-Trade
  • Rally Coach
  • Round Robin
  • In and Out Circle
  • Timed Pair Share
Grouping (1d El. 3): How will you group students (whole class, small groups, pairs)? How will you use data to assist you in forming these groups?
Students will sit in small groups of four students per team. Kagan Cooperative Learning program recommends the first group be randomly selected. They should remain in this small group for about 6 weeks. The structures activities are perform in pairs and the culminating activities are whole class involvement. Each four student team has been assigned a job. At each table, there is a Coach, Recorder, Material Monitor, and a Quiet Captain. I will continue to use the data acquired from the "My Data" website to assist me in forming groups when the students are able to work effectively as a team and a class. I will also monitor their progress on homework assignments, the three District Science Periodic tests they take each school year, and data that shows high-risk students
Instructional Sequence
Consider the following questions when designing your plan:
  • What opportunities will you provide for students to make sense of what they are learning and construct new knowledge?(1d El.1)
  • How will you make content relevant to students’ interests and cultural heritage? (1b El.4)
  • What strategies, linked to lesson objectives, will you use to maximize participation of all students for the entire instructional block? (e.g. discussion, student talk, inquiry, questioning, reflection)(1d El.1; 1a El. 2)
  • What opportunities are you providing for students to engage in higher level thinking (e.g. analysis, synthesis, application)(1d. El1)
  • What questions do you plan to ask students so that they can demonstrate their reasoning? (1d. El 1)
(These questions do not need to be answered directly but are important guiding questions to support your lesson design. You may be asked to respond to these questions during your pre-observation conference.)
Grade Level: 6th grade
Subject: Mineral and Rocks.
Standard: CCSS.Science.Content.6.SC.1.e,f; 2.a, 7.c.
Length of Time: 3 Hours
Goal:
Students will learn how to classify mineral and rocks, explain how they are produced, and relate their knowledge of mineral and rocks to California's geology.
Motivating activity:
Have students make a rock collection at home and identify them as best they can. They can bring the collection to school and show other team mates and conduct a Mohs Hardness test. (60 min)
Procedure:
Tuesday - students will take notes on a lecture on Rocks and Minerals. They will see a video on minerals and rocks. All notes will be taken on Cornell notes or on foldable. (35 min)
Wednesday - students will visit the Science Laboratory and look at a large Mineral and Rock collection. They will have to be able to identify the name of the rock in each box by Friday. (40 min)
Friday - students will take their self-made collections to the science lab. They will be able to show their team mates their collection. They will also be assessed on their ability to identify the minerals and rocks in the boxes. (55 min)
Students will learn the following:
1. Students will identify minerals by observing their properties.
2. Explain the value of minerals in their life.
3. Classify rocks according to how they form.
4. Illustrate how the rock cycle continuously recycles Earth materials.
5. Know that the majority of Earth materials, even those in the deep interior, are solid rock.
Grading
Each problem is worth 5 points.
100 to 90 = A
89 to 80 = B
79 to 70 = C
69 to 60 = D
Below 60 = F
Additional Support for Specific Groups of Learners
English Learners/Standard English Learners (1d El. 1): What strategies will be used to help English Learners and Standard English Learners access the content?
In this lesson to help English Learners and Standard English Learners access the content will be using essential techniques as defined Doug Lemov's book called "Teach Like a Champion: The essential Techniques. In the Structuring and Delivering Your Lessons section, our group has decided to use the following techniques:
Technique 12: The Hook
Technique 13: Name the Steps
Technique 16: Break it Down
Technique 18: Check for Understanding
Technique 20: Exit Ticket
As our English Learners perform their math work, we will look at the following processes:
1.Show students and model the work - we will tell students what they have to do each day by having a White Board Configuration Model that shows what is expected of them each day and in every class. We will also provide them with an agenda and class syllabus so they can take it home so that their parents can monitor their progress.
2.Start each day by having students read their work and share with other students. An Alpha Smart word processer is available for each student so they can type their work in the unit and use the spell checking application to check for misspelled words. A Spanish/English Dictionary is available for each students as well as the Math curriculum is bilingual in text.
3.Define Pattern - I will help the students find their way through their text book. They will have a Scavenger Hunt exercise that is designed for them to explore all the areas of their math book so they know how to use the Table of Contents, Glossary, Appendix, workbooks and on-line material that is provided with their text books.
4.English Learners will not be required to read a large amount of text at one time.
5.Students will be encouraged to mark up the text, use highlighters, post-its and Cornell notes to highlight important points.
6.Teachers will use their personal experiences if appropriate to enhance the learning experience.
7.English learners will be able to illustrate what they have learned by creating stories or using the Story Problem templates.
8.There will be a daily review of the math vocabulary words, formulas, symbols, and technical training using Math programs.

9.Students will be provide a feedback "Parking Lot" area where they can post matters of concern on the board to get help before and after class.

Students with Disabilities (1b El. 3): What modifications and/or accommodations are needed for students with disabilities in this lesson?

As a rule of thumb, we allow these students to have more time to master the material. Some strategies we are using that seems to increase productivity in these students are: