****learning material https://www.edutopia.org/article/8-strategies-improve-participation-your-virtual-classroom https://edtech4beginners.com/2017/08/03/10-top-cooperative-learning-strategies-and-some

Planning 1.1-Standards and Alignment

Planning 1.2-Data and Assessment

Planning 1.3-Knowledge of Students

Planning 1.4-Activities

Instruction 2.2-Content Knowledge and Expertise

Instruction 2.5-Monitor and Adjust

Learning Environment 3.3- Classroom Culture

Lesson Objective(s): (what sts will learn: a measurable action: NOT lesson activity or task) To be able to identify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.

Student will be able to us a list of characteristics and features as a guide to exaimnine and classify rock samples into categories

Formative assessment(s): (for knowing IF sts learned each objective & how deeply learned) Assesment will be given about five minuties before class ends. Students will be able to define and understand the three major rock layers of the earth using a 3-2-1 startegy

Name 3 charactristics of metaphoric rocks

Name 2 examples of metamorphic rock

List one question you have about this type of rock

Students will do one category a day at the end of class

Importance of objective(s) to content: (value to students; reason for learning) To develop students knowledge of science and understand the structure of the earth and how it relates to the use of everyday products in their lives composed of rock materials and minerals

TEKS and ELPS (written out)

NOTE : WEBSITE FOR TEKS

http://tea.texas.gov/index2.aspx?id=6148

S112.18 (3) Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical science. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

TEKS :

6 (10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:

(B)  classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;

ELPS

NOTE : WEBSITE FOR ELPS

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

English Language Proficiency Standards

1.A Use prior knowledge and experiences to understand meanings in English 1.B Monitor oral and written language production and employ self-corrective techniques or other resources 1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

2.C Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

2.I Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

4.J

Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(Time)

Materials

Differentiation/Accommodations

Planning 1.3-Knowledge of Students

Instruction 2.2-Content Knowledge and Expertise

Anticipatory set: (the “set-up” to capture sts interst AND activate their prior knowledge)

Students will begin with a warm up question based on a lab completed on Tuesday.

List the four characteristics used in yesterdays lab to identify minerals.

Color

Texture

Luster

Streak

To capture interest. I will have a power point slide with common everyday products made from minerals we have studied.

Sulfur

Gypsum

Quartz

Talac

Halite

I will ask students to pick products they think are composed of minerals.

15

min

Pencil, Sticky note

Students with accommodations should be able to complete assignment in room. However, students are scheduled to work in the student center to complete assigned project.

Graphic organizers with visuals will provide enhanced understanding for struggling students . Foldables will be created to visualize process of catorgorizing

Students will work in collaborative groups to enhance understanding through group discussion where each group must work through an analysis to determine category

Instruction 2.1-Achieving Expectations

Instruction 2.2-Content Knowledge and Expertise

Instruction 2.3-Communication

Instruction 2.4-Differentiation

Learning Environment 3.1-Classroon Environment, routines and Procedures

Learninf Environment 3.3-Classroom Culture

Sequenced instructional strategies/procedures/activities: (include actions of T & sts; explanations, scaffolding, modeling, questions, grouping structures, management, etc.)

Direct Instruction

I will present a power point slide on Sedimentary, Metamorphic and Igneous rocks.

Students will have diagrams that represent each major rock type and infromation on how Geologists classify rocks.

I will then MODEL the activity worksheet. And demonstrate theough a THINK ALOUD how to deternine the category of one of the rock samples.

Guided Practice

Students will cut and paste items from worksheet onto their spirals. Together we will complete the Sedimentary Rocks section and guide students through activity. A group leader will lead the discusion using a graphic visual to help the group think through the process of determining the category of each rock in their sample kit.

Independent practice

Students will then work independently and complete a rock worksheet using infromation provided from the slides. Students will be able to classify rocks based on the identification. These skills include identify, compare and group minerals found in rock groups.

I will observe students as they complete activity for questions and clarification. I will review for student understanding and time management skills needed to complete task.

25min

Pencils,

Scissors, books,

Worksheet

Planning 1.2-Data and Assessment

Instruction 2.5-Monitor and Adjust

Assessments: (ckeckg/monitorg sts understandg of objective; misconcpetions;questions to ask; aligned with each objective and instruction)

This is a quick assessment of the students grasp and understanding of the lesson.

On a sticky note to be turned in. The students will write down a three small phrase that defines each rock group and one example of this rock.

Define the Three Major Rock groups using a small phrase

Igneous Rock

Sedimentary Rock

Metamorphic Rock

10 min

Pencil, sticky note

Instruction 2.5-Monitor and Adjust

Closure: (sts sum-up; questions; sts reflect on learning enabling their consolidation, etc.of content)

As a group discuss the three rock types and chose the best pharse for each rock type. Team Captain will write down the pharse on the poster baord for group.

10 Min

Poster paper

Homework: Chose an example of a product made from rocks used in

everyday life and bring to class for group to discuss

Lesson notes: (what modifications need to made to oimprove lesson effectiveness)

Professional Practices and Responsibilities 4.2-Goal setting

Use the questions from the 3-2-1 assessment to start the discussion the nezt day to incorporate reflective practice in to the lesson

Determine if startegies were effective and adjust future lesson