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SCIENCE EDUCATION WEEKLY LESSON PLAN FORMAT

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Name Gloria Harwood
Grade(
!
" S#$%e&' Li(e S&ie)&e
U)i' Ear'* Hi'or+ Wee, o( Ma+ - 'o Ma+ .
Eleme)' M T W R F
Leo)
Goal
(T/M/K/S!
**NOTE: Monday and
Tuesday are odd
scedules due to testin!"
only see certain periods
for block period. Tis lab
will be presented to
different periods
trou!out a tree week
span
#tudents will use
knowled!e of $ife on
Eart by obser%in! fossil
and doin! Eart &cti%ities
to complete te Core lab.
#tudents will en!a!e in a
creati%e acti%ity of moldin!
teir own fossils by usin!
examples from actual
fossils.
**Minimum day
#tudents will sow
understandin! of Eart
istory by presentin! teir
timeline.
**Due to minimum days"
we a%e de%oted two
days to presentations.
#tudents will sow
understandin! of Eart
istory by presentin! teir
timeline.
*Minimum day
#tudents will reflect on
Eart istory unit by
%iewin! te New Dawn
mo%ie tat sows e%ents
and beasts from te
Ceno'oic era.
Co)'e)'
S'a)dard
Earth and Life History
(Earth Sciences)
4. Evidence from rocks
allows us to understand the
evolution of life on Earth.
As a basis for understanding
this concept:
a. Students know Earth
processes today are
similar to those that
occurred in the past
and slow geologic
processes have
large cumulative
effects over long
Earth and Life History
(Earth Sciences)
4. Evidence from rocks
allows us to understand the
evolution of life on Earth. As
a basis for understanding this
concept:
e. Students know Earth
processes today are
similar to those that
occurred in the past
and slow geologic
processes have large
cumulative effects
over long periods of
Earth and Life History
(Earth Sciences)
4. Evidence from rocks
allows us to understand the
evolution of life on Earth.
As a basis for understanding
this concept:
i. Students know Earth
processes today are
similar to those that
occurred in the past
and slow geologic
processes have
large cumulative
effects over long
Earth and Life History
(Earth Sciences)
4. Evidence from rocks
allows us to understand the
evolution of life on Earth.
As a basis for understanding
this concept:
m.Students know Earth
processes today are
similar to those that
occurred in the past
and slow geologic
processes have
large cumulative
effects over long
Earth and Life History
(Earth Sciences)
4. Evidence from rocks
allows us to understand the
evolution of life on Earth.
As a basis for understanding
this concept:
q. Students know Earth
processes today are
similar to those that
occurred in the past
and slow geologic
processes have
large cumulative
effects over long
Name (a!e 0 of -
periods of time.
b. Students know the history
of life on Earth has
been disrupted by
major cata strophic
events, such as
major volcanic
eruptions or the
impacts of
asteroids.
c. Students know that the
rock cycle includes
the formation of
new sediment and
rocks and that rocks
are often found in
layers, with the
oldest generally on
the bottom.
d. Students know that
evidence from
geologic layers and
radioactive dating
indicates Earth is
approimately 4.!
billion years old
and that life on this
planet has eisted
for more than "
billion years.
e. Students know fossils
provide evidence of
how life and
environmental
conditions have
changed.
time.
f. Students know the history
of life on Earth has
been disrupted by
major cata strophic
events, such as
major volcanic
eruptions or the
impacts of asteroids.
g. Students know that the
rock cycle includes
the formation of
new sediment and
rocks and that rocks
are often found in
layers, with the
oldest generally on
the bottom.
h. Students know that
evidence from
geologic layers and
radioactive dating
indicates Earth is
approimately 4.!
billion years old and
that life on this
planet has eisted
for more than "
billion years.
h. Students know fossils
provide evidence of
how life and
environmental
conditions have
changed.
i. Students know how
periods of time.
j. Students know the history
of life on Earth has
been disrupted by
major cata strophic
events, such as
major volcanic
eruptions or the
impacts of
asteroids.
k. Students know that the
rock cycle includes
the formation of
new sediment and
rocks and that rocks
are often found in
layers, with the
oldest generally on
the bottom.
l. Students know that
evidence from
geologic layers and
radioactive dating
indicates Earth is
approimately 4.!
billion years old
and that life on this
planet has eisted
for more than "
billion years.
k. Students know fossils
provide evidence of
how life and
environmental
conditions have
changed.
periods of time.
n. Students know the history
of life on Earth has
been disrupted by
major cata strophic
events, such as
major volcanic
eruptions or the
impacts of
asteroids.
o. Students know that the
rock cycle includes
the formation of
new sediment and
rocks and that rocks
are often found in
layers, with the
oldest generally on
the bottom.
p. Students know that
evidence from
geologic layers and
radioactive dating
indicates Earth is
approimately 4.!
billion years old
and that life on this
planet has eisted
for more than "
billion years.
n. Students know fossils
provide evidence of
how life and
environmental
conditions have
changed.
periods of time.
r. Students know the history
of life on Earth has
been disrupted by
major cata strophic
events, such as
major volcanic
eruptions or the
impacts of
asteroids.
s. Students know that the
rock cycle includes
the formation of
new sediment and
rocks and that rocks
are often found in
layers, with the
oldest generally on
the bottom.
t. Students know that
evidence from
geologic layers and
radioactive dating
indicates Earth is
approimately 4.!
billion years old
and that life on this
planet has eisted
for more than "
billion years.
q. Students know fossils
provide evidence of
how life and
environmental
conditions have
changed.
Name (a!e 1 of -
f. Students know how
movements of
Earth#s continental
and oceanic plates
through time, with
associated changes
in climate and
geographic
connections, have
af fected the past
and present
distribution of
organisms.
g. Students know how to
eplain significant
developments and
etinctions of plant
and animal life on
the geologic time
scale.
movements of
Earth#s continental
and oceanic plates
through time, with
associated changes
in climate and
geographic
connections, have
af fected the past
and present
distribution of
organisms.
j. Students know how to
eplain significant
developments and
etinctions of plant
and animal life on
the geologic time
scale.
l. Students know how
movements of
Earth#s continental
and oceanic plates
through time, with
associated changes
in climate and
geographic
connections, have
af fected the past
and present
distribution of
organisms.
m.Students know how to
eplain significant
developments and
etinctions of plant
and animal life on
the geologic time
scale.
o. Students know how
movements of
Earth#s continental
and oceanic plates
through time, with
associated changes
in climate and
geographic
connections, have
af fected the past
and present
distribution of
organisms.
p. Students know how to
eplain significant
developments and
etinctions of plant
and animal life on
the geologic time
scale.
r. Students know how
movements of
Earth#s continental
and oceanic plates
through time, with
associated changes
in climate and
geographic
connections, have
af fected the past
and present
distribution of
organisms.
s. Students know how to
eplain significant
developments and
etinctions of plant
and animal life on
the geologic time
scale.
Aeme)'
(EL/ PM/ S!
2
Per(orma)&e
I)di&a'or
(3 (a&e'!
#tudents will be assessed
on understandin! and
in)uiry of te Core $ab by
placin! te fossil in te
appropriate layer.
#tudents will be assessed
on ow tey make teir
fossils and resembles
actual fossils.
#tudents will be assessed
by te )uality of teir
presentation and
understandin! of te
Eart istory timeline.
#tudents will be assessed
by te )uality of teir
presentation and
understandin! of te
Eart istory timeline.
#tudents will be assessed
on te understandin! of
te )uestionnaire tat is
!i%en prior to te mo%ie.
Leo) I)'ro4
A)'i&i5a'or+
Se' (A/M/T!
#tudents will do a )uick
re%iew of #uperposition
by lookin! at a cake.
$ist different elements to
fossils" suc as" dept of
footprints" parts of te
body tat are fossils" etc.
*riefly !o o%er !ood
attributes to an +&,
presentation. Tis would
include a -teacin! %oice."
eye contact" enunciation"
and displayin! teir
timeline.
*riefly !o o%er !ood
attributes to an +&,
presentation. Tis would
include a -teacin! %oice."
eye contact" enunciation"
and displayin! teir
timeline.
#tudents will reflect back
to wat tey a%e learned
in te Ceno'oic era in a
tink/pair/sare acti%it
prior to watcin! te
mo%ie
Leo)
6od+4
S'#de)'
A&'i7i'ie
(A/M/T!
#tudents will en!a!e in
te Core lab tat in%ol%es
four different core
columns. Tey will
examine teir drill core"
te top of eac drill core
is marked wit it,s
#tudents will be !i%en a
workseet of different
fossils" and tey will
describe te key
caracteristics of te
ima!es. Ten tey will
recei%e a piece of clay tat
#tudents a%e completed
teir timeline" a
summati%e assessment of
te unit. Tey will present
teir timelines to te class
and point out fi%e different
dates" explain teir
#tudents a%e completed
teir timeline" a
summati%e assessment of
te unit. Tey will present
teir timelines to te class
and point out fi%e different
dates" explain teir
#tudents will watc a **C
miniseries tat recreates
life durin! te Ceno'oic
era trou! ama'in!
!rapics. #tudents will
%iew life in te Eocene
tat takes place in
Name (a!e 8 of -
number. Ten" tey will
create a strati!rapic
column by sketcin! in
te boundaries of te
layers and te fossils
found witin eac layer in
te appropriate place on
te student workseet.
*ased upon te e%idence
witin te layers of tese
drill cores" list te fossils
in order from youn!est to
oldest. 0en directed by
me" students will
excan!e drill cores wit
a !roup tat as two drill
cores wit different
numbers. *ased upon te
appearance of te rock
layers" students will
matc te layers from
eac core as best as tey
can. Tey will ten list
fossils in correlation cart
from youn!est to oldest.
tey will mimic to te
fossils tey a%e been
lookin! at. Tey will create
teir own mold and cast
fossils. 0en finised" te
clay will be placed in a kiln
and will be !i%en back for
tem to keep.
pictures" and te e%ents
tat occurred.
pictures" and te e%ents
tat occurred.
modern 1ermany" $ate
Eocene tat takes place
in (akistan" and late
Oli!ocene tat takes
place in modern
Mon!olia.
Leo)
Clo#re
(A/M/T!
#tudents will participate in
an &nalysis by describin!
some of te difficulties
tey ad tryin! to matc
e%idence found in one drill
core wit e%idence found
in oter drill cores.
#tudents will re%iew teir
fa%orite topic about fossils.
2f time permits" we will !o
o%er te most common
e%ent presented" talk
about to wy it was te
most commonly talk about
and see if it as any
rele%ance to te
importance of te date.
2f time permits" we will !o
o%er te most common
e%ent presented" talk
about to wy it was te
most commonly talk about
and see if it as any
rele%ance to te
importance of te date.
#tudents will be !i%en an
exit pass listin! some of
te stru!!les te
or!anisms ad li%in! in
tese eras.
Ma'erial
Needed
#imulated drill cores
(air of scissors
Metric rulers
Colored pencils
Clay Timeline **C New Dawn
Te9'$oo,
5a:e 4
C#rri&#l#m
Li),
/
Name (a!e ; of -
Ada5'a'io)
(EL/ SR/ SN/
AD/ IEP! 2
SIOP
S'ra'e:ie
#N: 3ossil ima!es are
!i%en to some layers to
elp students wit lower
learnin! le%els.
E$: 4sin! %isual ima!ery
for relation to content.
E$: 4sin! %isual ima!ery
for relation to content
1&TE: 1ate students will
present ten e%ents in te
presentation.
1&TE: 1ate students will
present ten e%ents in te
presentation.
E$: 4sin! %isual ima!ery
for relation to content.
Name (a!e - of -

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