Pre-reading: IEPC Chart Lesson Plan

Name: Kasey AyersDate: February 22, 2011Grade Level: 7th grade

Unit Topic: Earth ScienceLesson Topic: Pre-reading lesson for minerals

Length of Lesson: 35 minutes

Materials Holt Science & Technology textbooks, guided imagery scene, computer and projection screen, and IEPC charts

Lesson ObjectivesTSWBAT visualize themselves exploring a cave deep beneath the earth’s surface and see mineral formations all around them through guided imagery (Cognitive: create: process)TWBAT predict what the text selection will be about based on their guided imagery experiences (Cognitive: create: process)

Anticipatory Set/FocusABK/IAS/RRL: Ask students to define, in their own terms what a mineral is. Give them a few minutes to think about it. Then, have students partner up with their neighbor to discuss their definitions. Next, hold up a piece of wood and a piece of aluminum and have them discuss with their partners if either or both are minerals or not. Have students hold up one finger if they believe the wood is, two fingers is the aluminum is, three fingers if both are minerals, or no fingers if they believe neither are minerals. Have students explain their reasoning. LL: Today, we are going to prepare to read a selection in our text by participating in a pre-reading activity.

InstructionStrategy Description: IEPC (Imagine, Elaborate, Predict, and Confirm)

1. Select a text passage that contains content appropriate for developing imagery (done during preactive instruction)

2. Imagine: Have students close their eyes to imagine a scene from the passage (using the picture on page 158 & 159). See the guided imagery scene passage at the end of lesson plan.

3. Have students get into their small groups (3 per group) and share their images. Record any major themes shared among students on the projection screen.

4. Next, have students record their ideas in the “I” column of their IEPC charts. 5. Elaborate: have students think of additional details associated with the scene

they have visualized. Ask questions regarding to the senses: taste, smell, see, touch, and hear). Have students record these ideas in the “E” column of their charts.

6. Predict: Next, have students use their initial images and elaboration of those images to make predictions about the text they are going to read. Have students record their predictions in the “P” column of their charts.

7. Confirm: this part of the strategy will be completed during and after reading the text.

Closure Learning Verbalized (by students): Assign half the class to share their major visualization details and the other half of the class to share their predictions. Go around the room and have students share with the class.Objectives Assessed: Collect the IEPC charts and grade for participation.

Accommodations/Differentiated Learning ExperiencesMake sure all students can see the projection screen fully. Have ELL students work with a partner if needed.

Guided Imagery Scene:

Have students close their eyes.

“Now, we are going to take a trip into a cave deep beneath the Earth’s surface. Make sure you have all your essential equipment before we go down. Be careful not to fall as we slowly make our way down into the cave. Everyone needs to turn on the lights that are attached to our helmets since it is so dark down here. Watch out for any large rock formations that may be protruding from the ceiling. Wow, look at how beautiful it is down here! Can everyone see the water up ahead? See all of the rock formations that have twisted and pulled down from the ceiling over the water? It sure is chilly down here. Good thing we all wore jackets. It feels very damp down here also. This cave is so large, but most of it contains pockets of water. It is starting to feel a little cramped down here, so why don’t we head back up to the surface. Alright, everyone can now open their eyes.”

IEPC ChartName:_________________

Date:__________________

I (Imagine)

E (Elaborate)

P (Predict)

C (Confirm)

DRL #1: 3 Level Guide Lesson Plan

Name: Kasey AyersDate: March 1, 2011

Grade Level: 7th gradeUnit Topic: Earth Science

Lesson Topic: Minerals and their Uses

Length of Lesson: 60 minutes

Materials Textbooks, 3-level guide worksheets, participation checklist, and exit slips

StandardsGLE 0707.7.1 Describe the physical properties of minerals0707.7.1 Organize and explain information about the properties of minerals and their uses

Lesson ObjectivesTSWBAT use the levels of comprehension to understand the text (Cognitive: Process)TSWBAT formulate an argument on his/her agreement or disagreement with specific

statements regarding the text during our whole-class discussion (Cognitive: create: content)

TSWBAT explain at least two properties of a mineral on an exit slip (Cognitive: understand: content)

TSWBAT describe how minerals are useful to human beings on an exit slip (Cognitive: understand: content)

Anticipatory Set/FocusABK/ RRL/IAS: Display some photos of different types of motorcycles. Put students into small groups (2-3) and have them discuss ideas they have about the materials that make up a motorcycle. Have students jot down notes as they discuss. Based on what the students already know about minerals, ask them to classify the materials of a motorcycle into things that come from minerals and things that come from non-minerals. Then, ask students if most of a motorcycle is made up of minerals or non-minerals. Have them explain their reasoning. LL: Today, we are going to learn about minerals, their physical properties, and their usefulness to human beings.

InstructionStrategy Description: Three Level Guide

1. Explain the process of the three level guide (see directions on the worksheet)2. Have students read pages 160-171 in their textbook and complete the guide. They may

go back through their textbook if they need to.3. Have students come together for a whole-class discussion on the application questions

(last four questions on the worksheet). See if students had differing responses and ask students to explain their agreement or disagreement with the statements. Have the participation checklist on hand to assess students’ abilities to formulate responses.

Closure Learning Verbalized (by students): This can be assessed by the whole-class discussion. Also, have students give me a big “So What” about the reading.Objectives Assessed: Pass out the exit slips for students to complete and turn in for a grade. The second objective will be assessed during our whole-group discussion by using the participation checklist.

Three-Level GuideName:___________________Date:____________________

I. Directions: Check the statements that you believe say what the author says. Sometimes, the exact words are used; at other times, other words may be used.

_____ 1. A mineral is a naturally formed, inorganic solid with a crystalline structure.

_____ 2. An element is a pure substance that cannot be broken down into a simpler

substance by ordinary chemical means.

_____ 3. Calcite glows under ultraviolet light, which is the fluorescence property.

_____ 4. Living things can be minerals.*

_____5. Calcite will effervesce, or fizz when weak acid is placed on it, which is the

property of chemical reaction.

_____ 6. Optical properties found in minerals produce a double image of an object when the

mineral is placed over that object.

_____ 7. Magnetite and pyrrhotite are both natural magnets and attract iron.

_____ 8. Many minerals are highly valued for their usefulness, such as mining copper in

chalcopyrite for coins and electrical wire.

_____ 9. Minerals that are valued for their beauty are called gems or gemstones.

II. Directions: Check the statements that you believe represent the author’s intended meaning.

_____1. Minerals are different from rocks because rocks are made up of minerals, but

minerals are not made up of rocks.

_____ 2. Minerals are made up of atoms and one or more elements.

_____ 3. Minerals can be classified by their chemical composition as either silicate or

nonsilicate minerals.

_____ 4. Liquid water is not a mineral because it does not have a crystalline structure and it is a

liquid, not a solid, which are two requirements for minerals.

_____ 5. Cleavage and fracture are different in that cleavage refers to the tendency of

minerals breaking along flat surfaces, whereas fracture refers to the tendency of

minerals to break along curved or uneven surfaces.

_____ 6. The properties of minerals are not useful in identifying minerals.*

_____ 7. Color is not a reliable way to identify a mineral because weathering and the

inclusion of impurities can affect a mineral’s color.

_____ 8. Mining can cause water pollution by introducing toxic concentrations of elements in

rivers, lakes, and ground water from the waste products of mines.

III. Directions: Check the statements you agree with, and be ready to support your choices with ideas from the text and your own knowledge and beliefs.

_____ 1. Because minerals are important in society, they should be mined at any cost.

_____ 2. The meek shall inherit the Earth but not the mineral rights.

_____ 3. The Gold Rush was an important and exciting time for everyone and everything.

_____ 4. Since wind and solar radiation are renewable resources, they should be used before

using nonrenewable resources, such as mineral ores and natural gas.

Exit SlipName:______________Date:_______________

1. List two properties a mineral can have and briefly explain them.

2. How have/are minerals been useful to human beings?

Selective Reading Guide Lesson Plan

Name: Kasey AyersDate: March 3, 2011

Grade Level: 7th gradeUnit Topic: Earth Science

Lesson Topic: The Rock CycleLength of Lesson: 60 minutes

Materials Textbooks, Reading Road Map worksheets, rock samples (for set), overhead, and science journals

StandardGLE 0707.7.2 Summarize the basic events that occur during the rock cycle

Lesson ObjectivesTSWBAT describe how rocks are useful in society on a worksheet (cognitive:

understand: content)TSWBAT list the three main types of rock that occur in the rock cycle on a worksheet

(cognitive: remember: content)TSWBAT define the rock cycle on a worksheet (cognitive: remember: content)TSWBAT explain the main events that occur in the rock cycle on a worksheet (cognitive:

understand: content)TSWBAT distinguish which events occur between sedimentary, metamorphic, or

igneous rocks on a worksheet (cognitive: analyze: content)

Anticipatory SetABK: Ask students to think of different ways we classify things in life (answers may include color, shape, size, etc.). RRL: Have students think about ways we use rocks in society and how they may use them in their own lives. Encourage them to think creatively about this question.IAS: Put students into groups of four. Have them examine some rock samples and discuss their characteristics, such as texture, color, weight, and composition. Have groups categorize the rocks based on similar characteristics. Then, ask students to hypothesize about how each rock formed and suggest three different uses for each rock. Have students take notes in their science journals. Share their theories with the class. LL: Today, we are going to learn about the rock cycle and how rocks are formed and can be transformed into other types of rocks.

InstructionStrategy Description: Selective Reading Guide

1. Show students the reading road map worksheets we will be using in class. Put it on the overhead so everyone can see it clearly. Go through the directions together so everyone knows how to work through the worksheet.

2. Ask students if they have any questions.3. Pass out the reading roadmap worksheets. Put written directions on the board along with

the text pages so students can see what they are supposed to do with the worksheet.

Closure Learning Verbalized (by students): Put students back into their groups of four from the set. Assign each group a part of the rock cycle to act out for the rest of the class.Objectives Assessed: Collect the reading road map worksheet to assess the above objectives.

Independent PracticeHave students make a poster that illustrates the rock cycle. Encourage them to cut out pictures from magazines of different types of rock and processes in the rock cycle.

Directions: Complete the worksheet by reading the pages indicated on the left. Make sure to follow the reading prompts in the shapes on the right.

Reading Road MapThe Rock Cycle

Before Reading

Write why you think rocks may be valuable or useful.

Introduction p.182

The Value of Rock

What does the book say rocks are valuable for?

p. 184

The Rock Cycle

What are the three main types of rock?

p. 184

The Rock Cycle

How are sedimentary rocks formed?

p. 184

The Rock Cycle

Define the Rock Cycle.

p. 185

The Rock Cycle

What is the process that takes place between a rock being metamorphic & becoming igneous?

p. 186

Figure 5

List the steps that take place between igneous rock and sedimentary rock.

p. 187

The Nitty-Gritty on

Rock Classification

What are the ways scientists study rocks in detail?

START

p. 188

Texture

After reading this section, list at least 2 other ways rocks are transformed other than what was mentioned above and what they transform from and to.

DRL #3: Spider Map Lesson Plan

Name: Kasey Ayers

THINK & SHARE

READ & RESPOND

CAREFULLY READ &

STOP

QUICKLY READ AND

READ & RECORD

QUICKLY READ

&

READ AND RECORD

READ & REFLECT

Date: March 8, 2011Grade Level: 7th Grade

Unit Topic: Earth ScienceLesson Topic: Sedimentary, Metamorphic, and Igneous Rocks

Length of Lesson: 60 minutes

Materials Textbooks, spider map worksheets, example spider map, “Understanding Volcanoes” video, and computer

StandardsGLE 0707.7.3 Distinguish among sedimentary, igneous, and metamorphic rocks and relate these to a simple diagram of the rock cycle.

Lesson ObjectivesTSWBAT identify the three main types of rocks on a worksheet

(cognitive:understanding:content)TSWBAT describe sedimentary, metamorphic, and igneous rocks on a worksheet

(cognitive:understanding:content)

Anticipatory Set/FocusABK: Ask students what they know about volcanoes. RRL/IAS: Show students the “Understanding Volcanoes” video. Have students get into groups and discuss how volcanoes affect people and places. Next, have students explain some positive effects of volcanoes (bring out land formations).LL: Today, we will learn about three important types of rock, how they originate, and some characteristics of each of them.

InstructionStrategy Description: Graphic Representation: Spider Map

1. Put a sample spider map on the projection screen so we are able to go through the structure of it together (see below). Explain that the middle represents the main concept (mammals). The lines coming out from the middle circle are the characteristics of a mammal and then we have examples coming from the various characterisitcs.

2. Explain that the spider map they will be getting will be on the main concept we have been studying in class (rocks) and they will need to complete the map with the three main types of rocks that they will be reading about in the text selection. Each type of rock will then branch off into smaller lines where they will need to list details concerning each type of rock.

3. Assign pages 189-201 for the students to read. After they are finished reading, pass out the Spider Map Worksheets and have them fill them in, going back through the section if they need to.

Closure Learning Verbalized (by students): Divide students into two groups and place them on opposite sides of the room, same distance away from the whiteboard. I will have a review guide listing descriptors or characteristics of the three types of rock. Once I say the characteristic, the students will then work in their groups to try and figure out which

rock I am describing. The first team to correctly write the rock on the whiteboard gets a point.Objectives Assessed: Take up the Spider Map Worksheets to assess the two objectives.

Review Guide Game: Key1. When magma or lava cool, it solidifies to form this rock (Igneous)2. Intrusive rock is a subtype of this rock (Igneous)3. Texture and color are used to classify this rock (Igneous)4. This type of rock is formed when sediments are compacted and cemented

together (Sedimentary)5. Strata is the most noticeable feature of what type of rock? (Sedimentary)6. Clastic, chemical, and organic are three main categories of this rock

(Sedimentary)7. The formation of this rock is caused by increased pressure that takes place at

depths greater than 2km (Metamorphic)8. This type of rock has one of two textures: foliated and nonfoliated (Metamorphic)9. Garnet is a type of this rock (Metamorphic)

Name:______________Date:_______________

Spider Map Worksheet: Rocks

Directions: Use the Spider Map below to help you organize the information you encounter in the text as you read. Read pages 189-201 in your Science textbook. The three main categories below represent the three main types of rock you will encounter in the text. Once you have identified them, list four details of each. If you find more details about the types of rocks that you would like to include, that is fine.

Semantic Feature Analysis Lesson Plan

Course DataName: Kasey Ayers

Date: March 29, 2011Grade Level: 7th

Unit Topic: Earth ScienceLesson Topic: Sedimentary, Metamorphic, and Igneous Rocks

Length of Lesson: 50 minutes

Materials Textbooks, sample SFA, SFA worksheets, computer, and projector

StandardsGLE 0707.7.3 Distinguish among sedimentary, igneous, and metamorphic rocks

Lesson ObjectivesTSWBAT compare and contrast sedimentary, igneous, and metamorphic rocks on a SFA grid (Cognitive: analyzing: content)

Anticipatory Set/FocusABK/IAS: Put students into three groups. One group will represent sedimentary rocks, another will represent igneous rocks, and the third group will represent metamorphic rocks. Have the students brainstorm as much as they can remember about their type of rock from the activities and sections we have been reading in class. Then, have the groups classify their brainstorming list by giving them categories and headings. Have one person from each group talk about one of the sections they came up with. If the group only had a couple categories, have the students talk about one of the brainstorming items in depth and why they categorized it the way they did.RRL: Ask students why we are spending time talking about the different types of rocks and why they are important? Encourage them to think about the area we live in (Smoky Mtns.), other areas they are from, or have been to.LL: Today, we will revisit sedimentary, igneous, and metamorphic rocks in more detail.

InstructionStrategy Description: Semantic Feature Analysis (SFA)The lesson of sedimentary, metamorphic, and igneous rocks will be re-taught to the class. The lesson on this objective was previously taught in the Spider Map lesson; however, I feel that the students were somewhat unsure about the similarities and differences between the three types of rock.

1. Introduce the idea of a Semantic Feature Analysis to the class. Explain that it can be used to analyze similarities and differences among related concepts. Put the sample SFA on the projector so everyone can see it and work through it together (see below). Explain that the items listed on the left are all types of planets. The words or phrases going across the top are properties that may or may not apply to the three planets listed. Work through the sample together by marking “Y” or “N” for each property as it relates to the three planets. Ask if there are any questions about how to work through a SFA before moving on.

2. Explain that we are going to revisit the three main types of rocks again in more depth (sedimentary, igneous, and metamorphic). Tell students that they will complete their own SFA grids on a worksheet that I will pass out. Encourage

students to try and work through the grid before turning to their textbooks for help. The corresponding pages for the grid are 189-201. Put the page numbers on the board and pass out the SFA worksheets.

Closure Learning Verbalized (by students): Have the students get back into their original three groups from the set/focus. Have each group list three main details about the type of rock that they represent and come up with some way for the rest of the class to remember them. It can be a drawing, song, dance, poem, mnemonic device, etc. Have the groups share their three details and the strategy with the class.Objectives Assessed: Take up the SFA worksheets to assess the students’ ability to compare and contrast the three types of rocks.

Directions: Determine which of these properties are found in the planets listed below by marking “Y” (Yes) or “N” (No) in each box.

Mountainous Greenhouse Effects Present

Supports a Magnetic Field

Mars

Earth

Venus

Semantic Feature Analysis: Sedimentary, Igneous, and Metamorphic Rocks

Name:________________

Date:_________________

Directions: Determine which of these properties are found in the types of rocks listed below by marking “Y” (Yes) or “N” (No) in each box.

Caused by pressure and heat

Minerals present can

change

Can be foliated or

non-foliated

Is usually stratified

Formed from lava

Sedimentary

Igneous

Metamorphic

Post-Reading Lesson PlanText Annotations

Name: Kasey AyersDate: March 10, 2011Grade Level: 7th grade

Unit Topic: Earth ScienceLesson Topic: Review day

Length of Lesson: 60 minutes

Materials Textbooks, example summary note, critical note, thesis note, and question note, paper clips, projection screen, and index cards (several)

Lesson ObjectivesTSWBAT summarize text information on index cards (process)TSWBAT use different techniques of note-taking on a text selection (process)

Anticipatory Set/FocusABK/IAS: Ask student to think about the major concepts/ideas we have been talking about in Science over the last couple of days. Have students list these major concepts on the board. Then, put the students into groups based on how many categories we have listed on the board. Assign each group one of the categories listed and have them brainstorm as much information as they can remember on that particular concept/idea. List their information under their category on the board. Go through the information together to see if everyone agrees with what is written.RRL: Ask students if it was difficult for them to go back and remember the information? Why or why not? Ask them what might make it easier to remember these ideas? (Encourage words like taking notes, highlighting, elaboration, flash cards, etc)LL: Today, we are going to focus on a strategy that can be used to study with.

InstructionStrategy Description: Taking Notes: Text Annotations

1. Explain to student that there are different types of notes that can be written.2. First, show students a sample of a “summary note” (see below). Have the students, once

we go through the sample passage together, explain what a summary note is. Write their responses on the board under the label “summary note”.

3. Next do the same with the example “Thesis note” (see below). Go through it together and then have students list the important factors of a thesis note. The teacher can add information if needed.

4. Next, do the same with the “critical note” example (see below).5. Finally, go through the example “question note” (see below). Now, there should be

information on all four different types of notes. 6. Now the students will actually write their own notes on the text selection we have read

over the past few days. Pass out the index cards and explain to students that they will look over pages 160-171 and pages 182-201 that we have read and use the note-taking techniques we went over in class to take notes on the text. Leave the types of note-taking information on the board for students to decide which of the note-taking techniques to use for the different information they encounter. Explain that they are encouraged to use more than one of the techniques for the various information they encounter in the text. Leave extra cards on the table for students to pick up more as they need them.

Closure Learning Verbalized (by students): Go around the room and have each student share one of his/her note-cards. Ask students if they had a favorite technique of note-taking that they used and explain why they liked using it.

Objectives Assessed: Have the students paper clip their note-cards together and turn them in to assess the above objectives.

Note-taking Sample

Goodbye, Space! The space shuttle Discovery has completed its final mission

The space shuttle Discovery has had a long and busy career. For 27 years, it has worked for NASA, carrying astronauts to space and back on 39 missions. On Wednesday, after returning from its final voyage, the world's most traveled spaceship

was retired. A crowd of shuttle workers, reporters and schoolchildren waited to greet Discovery at Kennedy Space Center in Cape Canaveral, Florida. Three minutes before noon, they watched as the shuttle appeared in the sky and made one last touchdown. "For the final time: wheels stop," Discovery's commander Steven Lindsey said when the shuttle rolled to a stop.

Discovery's final trip was to the International Space Station (ISS), a giant space lab in the sky. Since 1998, 16 nations have been working together to build the space base 220 miles above Earth. Discovery's crew took care of the last U.S. construction project at ISS—installing new storage space. They also dropped off an unusual companion for ISS's six-person crew#151;a humanoid, or human-like, robot named Robonaut 2. Designers say the robot will eventually become a silent member of the crew.

Including the 13-day final mission, Discovery has spent a total of 365 days in space and has traveled a whopping 148 million miles since 1984. "It came back as perfect on its final flight as it did on its first flight," Lindsey said. After 30 years, NASA is winding down its shuttle program. The plan is to begin work on new spaceships that can travel longer distances. Discovery's retirement is the first of three. Endeavor, another shuttle, is scheduled to make its final voyage next month. And Atlantis's last trip is planned for the end of June.

Museums across the country have requested the retired shuttles. The Smithsonian's Air and Space Museum, in Washington, D.C., may be the lucky recipient of Discovery. Congress has already passed a bill to help the museum cover the cost of preparing the shuttle for display—a fee of more than $28 million! Where will the other shuttles go? You'll have to wait to find out. NASA will announce its decision on April 12, the 30th anniversary of the first space shuttle launching.

A Summary Note

The space shuttle Discovery, which is the world's most traveled spaceship was retired on Wednesday. Discovery's final trip was to the International Space Station (ISS), a giant space lab in the sky. Since 1998, they have been working to build the space base above Earth. This last trip was to finish the U.S. construction project at ISS by installing new storage space. They also dropped off a human-like robot named.

Designers say the robot will eventually become a silent member of the crew. Discovery has spent a total of 365 days in space and has traveled 148 million miles since 1984. After 30 years, NASA is winding down its shuttle program. The plan is to begin work on new spaceships that can travel longer distances. The Smithsonian's Air and Space Museum, in Washington, D.C., may be the ones who will get the ship after it retires.

A Thesis Note

The space shuttle Discovery is the third space shuttle to be retired. The ship’s final mission, which was to complete the U.S. construction project at ISS, was completed as they touched down on Wednesday. The space shuttle Discovery has been in operation since 1984 and traveled over a million miles. After 30 years, NASA is finally winding down its space program. The Smithsonian’s Air and Space Museum in Washington D.C. may be the museum who will get to place the shuttle on display, a costly procedure around $28 million

A Critical Note

The space shuttle Discovery has completed its final mission and will now be retired. This space shuttle has been in operation since the early 80’s.Perhaps even more news-worthy is the fact that after 30 years, NASA will now begin to wind down its space shuttle program. This does not seem to be the best idea because it is now a mystery to many what the future will hold in regards to space travel. Allowing private companies to take over the reins in space travel may not be the best decision.

A Question Note

(What will be the future of space travel?) The author seems to imply this question towards the end of the article in that NASA will begin to close its space shuttle program. He also raises the question of where the other space shuttles will be on exhibit once they are fully retired and ready for the museum.