Download 6th Grade Math Lesson Plans

Lesson Plans
Week of 11-4-13
Lesson Component
Standard(s)
Number of Standard
Kid Friendly Language
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
Learning Target:
Student “I Can…” statement
Questions
Varied, high quality, DOK 2,3
that will be used
Written prior to lesson
Strategies/Activities:
Hook to prior learning or
Anticipatory Set:
Monday
UCCS teach
Tuesday
Gold UCCS LESSON
Wednesday
GOLD already did
Thursday
Gold
Friday
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
I can define what an
earthquake is
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
UCCS Teacher lesson.
Geological time on Mars to
compare to the geo time of
earth
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
I teach UCCS Teacher lesson.
Geological time on Mars to
compare to the geo time of
earth
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
Earthquakes –launch lab pg
263, sand paper and textbook,
ppt, short film, text book
quest chapter 9.1
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
I can determine the exact time
and location of an earthquake
using triangulation
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
Earthquakes –location pg
274 and time handout of
earthquakes labs
3.1 Major geologic events
such as earthquakes, volcanic
eruptions, mid-ocean ridges,
and mountain formation are
associated with plate
boundaries and attributed to
plate motions.
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
I can determine the exact time
and location of an earthquake
using triangulation
How can major geologic
events be attributed to plate
movement? What evidence
supports the theory of plate
tectonics? What are the
effects of plate movement
along plate boundaries?
Earthquakes –location pg
274 and time handout of
earthquakes labs
Do Now: Give an example of
something that causes mini
earthquakes that you see in
your everyday lives. Example:
a garbage truck hitting a
pothole.
Do Now: Give an example of
something that causes mini
earthquakes that you see in
your everyday lives. Example:
a garbage truck hitting a
pothole.
I DO: review previous lesson
then model the labs at split
intervals for the class
WE DO: review of previous
lesson the start the labs as a
class in split intervals 45 min.
then complete the labs
YOU DO: written reflection
of the days lesson P = 7-8
solid sentences with details of
I DO: review previous lesson
then model the labs at split
intervals for the class
WE DO: review of previous
lesson the start the labs as a
class in split intervals 45 min.
then complete the labs
YOU DO: written reflection
of the days lesson P = 7-8
solid sentences with details of
Plate tech formative exam
Do Now: TCAP plate tech
question on flip chart
Modeling
I Do, We Do, You Do
Frequent check for progress
toward Mastery
Closure/Student Reflection
I DO: present PowerPoint,
model textbook quest
WE DO: take notes,
textbook quest
YOU DO: Plate tech
formative exam
complete graphic organizer
on main vocabulary words for
plate tectonics
Ticket out the door and silent
reading
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they do or
don’t demonstrate mastery?
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction
Complete graphic organizer
and define an earthquake
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Varied Learning Abilities
heterogeneous grouping
heterogeneous grouping
Reteach, peer to peer
teaching, and one on one
instruction
heterogeneous grouping
What are you doing to
address the unique needs of
students
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Pangaea, Continental Drift,
mid-ocean ridge, seafloor
spreading, plate tectonics,
divergent, convergent,
transform, subduction,
convection current,
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Pangaea, Continental Drift,
mid-ocean ridge, seafloor
spreading, plate tectonics,
divergent, convergent,
transform, subduction,
convection current,
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Pangaea, Continental Drift,
mid-ocean ridge, seafloor
spreading, plate tectonics,
divergent, convergent,
transform, subduction,
convection current,
Key Vocabulary Terms
the lesson A= 2-3 para
the lesson A= 2-3 para
Ticket out the door and silent
reading
Ticket out the door and silent
reading
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Thumbs up, visual and verbal
checks, retelling, main idea,
and one on one assessment
Reteach, peer to peer
teaching, and one on one
instruction
Reteach, peer to peer
teaching, and one on one
instruction
heterogeneous grouping
heterogeneous grouping
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Pangaea, Continental Drift,
mid-ocean ridge, seafloor
spreading, plate tectonics,
divergent, convergent,
transform, subduction,
convection current,
High Lab extension of
learning goal
Medium Small group, oral
presentation, seating
Low Chunking, extended
time, direct instruction
Pangaea, Continental Drift,
mid-ocean ridge, seafloor
spreading, plate tectonics,
divergent, convergent,
transform, subduction,
convection current,