Earth Systems Agenda

What

Earth Systems Agenda

When

4/12/2024, 11:45 AM – 1:20 PM

What Students and Parents Need to Know
SES3&4 Review Baseball

Teacher : Addison
Course/ Subject: Earth Systems
Date of Instruction:4/11-12/24
Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10



Standard/s: .

SES3. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change.
a. Plan and carry out an investigation that demonstrates how surface water and groundwater act as the major agents of physical and chemical weathering.
b. Develop a model of the processes and geologic hazards that result from both sudden and gradual mass wasting.
c. Construct an explanation that relates the past and present actions of ice, wind, and water to landform distribution and landscape change. d. Construct an argument based on evidence that relates the characteristics of the sedimentary materials to the energy by which they were transported and deposited.

SES4. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth’s past.
a. Use mathematics and computational thinking to calculate the absolute age of rocks using a variety of methods (e.g., radiometric dating, rates of erosion, rates of deposition, and varve count).
b. Construct an argument applying principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) to interpret a geologic cross-section and describe how unconformities form.
c. Analyze and interpret data from rock and fossil succession in a rock sequence to interpret major events in Earth’s history such as mass extinction, major climatic change, and tectonic events.
d. Construct an explanation applying the principle of uniformitarianism to show the relationship between sedimentary rocks and their fossils to the environments in which they were formed.
e. Construct an argument using spatial representations of Earth data that interprets major transitions in Earth’s history from the fossil and rock record of geologically defined areas. (Clarification statement: Students should use maps and cross-sections with a focus on Georgia.)


Learning Target: I know that I have learned it when I can:
Rock and mineral resources of Georgia, geography of Georgia and associated geological regions
Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
correctly deconstruct the standards (SES3&4), analyze it and extract the information and concepts from it?
discuss how you think the geological regions of Georgia came into existence ?
clearly communicate by properly using the vocabulary which minerals and rocks are associated with each of Georgia’s geological regions?
graphically depict each geological region and the minerals and rocks are associated with each?

Introduction/Connection:
Daily 10’s-Prepare to play ball
Review the following terms:
Exfoliation, Frost Wedging, Mechanical Weathering, Oxidation, WeatheriNG, Deposition, Erosion, Gully Erosion, Rill Erosion, Residual Soil, Soil, Soil Horizon, Soil Profile, Transported Soil, Chemical Weathering, Ground Water, Physical Weathering, Sedimentary Basin, Sedimentary Rock, Metamorphic Rock, Foliation,, Surface Water PORPHYRITIC TEXTURE, PHANERITIC TEXTURE-APHANITIC TEXTURE- GLASSY OR VITREOUS TEXTURE-PEGMATITIC TEXTURE- PYROCLASTIC TEXTURE- intrusive, extrusive, landform, schist, granite gneiss


DIRECT INSTRUCTION:

Teacher will
Modeling- Examples of scientific communication
Demonstration- examples of the scientific method and questions (see attached)*
Reinforce learning goals- assignment explain
DOK question stems- Ontogeny recapitulates phylogeny argument
Real-life connections- tied with student experiences
Build upon existing knowledge and skills in class discussions
Pitcher/ Ref
Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:

Students will
Pick Teams and play Review Baseball (sticks of Fate)


INDEPENDENT/
COLLABORATIVE PRACTICE/DIFFERENTIATION
DI is done by materials, strategies, groupings, mini-lessons, etc.
CONTENT- is always geared to service students with multiple intelligences and diverse needs.
PROCESS- is kept flexible to accommodate diversity
PRODUCTS- are chosen by teacher and student, then agreed upon by both
Students are allowed choices of products on most assignments.
Options are provided to students to demonstrate understanding without compromising standards and goals
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:

Engages students in a process that may include a review of lesson concepts/learning targets, preview for future learning, apply or extend lesson concepts and/ or assess student learning.

Score Tally and points Awarded to teams