Mr. Bish
Science/ STEM/ Non- Fiction Literacy
Unit: Weather and Climate
Monday, December 8, 2014 A- Day
Monday Morning Meeting Procedure
8:20-9:15
Students will make their way down to the LGI room and participate in Monday Morning Meeting. Students will listen and actively participate in the meeting. During the meeting students will do the following.
- Greeting - In preparing for the year the students have been working on professional greetings. student have been learning to introduce themselves by making eye contact, shaking hands in a professional manner, clearly saying their names and actively listening.
- Morning Buzz- Students will participate int he interactive news segment of the Monday Morning Meeting. During this time students will learn objectives for the week, review previously taught content, current events, weather and self- reflection. ( Focus of the Lesson Health- Hygiene)
- Guest Speaker- This week students will listen to Mr. Cook our high school dean of students to learn about her career as an educator and the importance of education and working hard at a career.
Science Lesson: Preparing For Presentations on Storms
Objectives: As a result of today's lesson students will...
1.) Collaborate to put the finishing touches on their storm presentations.
2.) Present their presentations to the classroom.
3.) Generate and answer questions during and after the presentations.
Lesson Overview: Presentations
Students will work in groups using their graphic organizers organize their presentations. Students will then use their rubric to make sure they are meeting all of the requirements for the presentations.Students will then practice their presentations working with the rubric as a guide. students will then present their presentations to the class.
Evidence of Learning: students will present their presentations to the class. All students will take notes and ask questions about groups presentations.
Categories
|
1
Does not Meet
Standard
10
|
2
Below Standard
15
|
3
Meets Standard
20
|
4
Above Standard
25
|
Content :
Students present content based on text. Includes
description, how the storm is formed,
damage pattern, and safety .
|
All content is missing. No
indication that presentation came from text.
|
All
content is presented.
Evident
that the students used text as a
resource.
Presentation is in
is
directly from the
text.
Presentations reads like a
textbook.
Content
is included:
Description
of the storm,
scientific
explanation ,
how
it forms, damage pattern explained, safety plan vague.
|
All
content is presented.
Evident
that the students used text as a
resource.
Presentation is in kid
language,
but evident that text
makes
up a majority of the presentation.
Students
repeat content
Content
is included: Description of the
storm,
scientific explanation how it forms,
damage
pattern explained,
safety
plan clear
|
All content is presented.
Evident that the students used text, but used additional resources.
Presentation is in kid language, but evident that text provided
foundation.
Content is included: Description of the storm, scientific
explanation how it forms, damage pattern explained, safety plan clear and
Audience feels informed.
|
Presentation:
|
One member presents the
presentation and the presentation is
Incomplete.
|
2-3 members of the team
present during the presentation. Voices are audible, speakers are
pleased about their work, all students are experts, and pride is
evident in their work.
|
Some members of the team
present during the presentation. Voices are audible, speakers are confident
about their work, all students are experts,
|
All
members of the team present during the presentation. Voices are audible, speakers are confident
about their work, all students are experts, and pride is evident in their
work.
|
Group Work:
|
Group work was not evident.
|
Some team members shared in
the work. Evident that some students completed the assigned task.. Evidence of
tension between team. Some members sat
back while others worked. Needed prompting from team members and teacher
|
Some team members shared in
the work. Evident that everyone completed the assigned task. All members worked
together. Evidence of tension between team.
Some members sat back while others worked. Needed prompting from team
members.
|
All team members shared in
the work. Evident that everyone completed the assigned task and came together.
All members are happy and pleased that they worked together.
|
Visual Presentation:
|
No visuals at all in the presentations.
Limited number of evidence for each part.
|
One Diagram or, charts, present. graphics,
content are visible.. Visual communicates content. In a limited manner
|
Some diagrams, charts, graphics, content legible
spelled correctly, visual communicated
content.
|
Diagrams, charts, graphics,
content neat, spelled correctly, visual communicated content.
|
Tuesday, December 9, 2014- B Day
Weather and Climate Continued- Due to Monday Morning Meeting Running Overtime- Students will present their presentations today.
Objective - As a result of the lesson students will..
Present to their classmates presentations created by student groups about thunderstorms, snowstorms,hurricanes and tornadoes.
Evaluate their work and critique their presentations.
Lesson Overview- Students present Power Points to the group. Teacher will evaluate presentations using rubric to evaluate content, presentation, group work, and visual presentation
Evidence of Learning- Students share what they learned about their selected storms.
Climate- What factors impact climate?
What causes climate change? What are the effects of climate change?
What causes seasons? Why are the seasons in the northern hemisphere different than the seasons in the Southern Hemisphere?
Wednesday, December 10, 2014 -C Day Change !
NO SCHOOL Due to Weather Lesson Plans Moved to Next Day
Thursday, December 11, 2014 - C- Day
Social Studies Change Over
Ancient Mesopotamia
Pages - 73 - 78
Lesson Objectives- As a result of the lesson students will...
1.) Close read page 73 to cite specific evidence that supports a claim.
2.) Define and rewrite vocabulary in language that they understand.
Lesson Procedure -
Teacher will have students watch the video above to engage the students about learning about ancient mesopotamia. Students will review close reading strategy. Teacher will encourage students to ask the following questions as they are reading.
Wednesday, December 10, 2014 -C Day Change !
NO SCHOOL Due to Weather Lesson Plans Moved to Next Day
Thursday, December 11, 2014 - C- Day
Social Studies Change Over
Pages - 73 - 78
Lesson Objectives- As a result of the lesson students will...
1.) Close read page 73 to cite specific evidence that supports a claim.
2.) Define and rewrite vocabulary in language that they understand.
Lesson Procedure -
Teacher will have students watch the video above to engage the students about learning about ancient mesopotamia. Students will review close reading strategy. Teacher will encourage students to ask the following questions as they are reading.
- What is the author telling me here?
- Are there any hard or important words?
- What does the author want me to understand?
- How does the author play with language to add to meaning?
Students will read the section of the text on page 73 and share what information that they have learned from the text. Teacher will model how to pull and organize information from the text. Teacher will then assign different sections to groups about ancient mesopotamia. Sections will include different inventions and progress the ancient people of Sumer made, Architecture and religious beliefs, the role of government, changing economy, division of society, and innovations. Keeping in mind the following questions as they read.
Evidence of Learning- Students will collect and organize information.
Social Studies Vocabulary
Pages 73-78
Civilization in Mesopotamia
Directions: Read the textbook definitions and rewrite them
in your own words.
Civilization – is a centralized society with developing
forms of religion, ways of governing, and learning.
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technology- the skills and knowledge to make products or
meet goals.
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ziggurat- the largest building in most Sumerian cities a
temple made of brick mud typically.
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government- is an organized system that groups use to make
laws and decisions.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
city-state- included a city or village and the farmland
around it.
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monarchy- a form of government where one person has complete
authority.
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authority- right to rule in peacetime and to lead soldiers
into war.
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surplus- extra supply to feed people who came to settle
Sumer-
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merchants- people who
bought and sold goods for a living .
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social classes- groups with different levels of importance
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scribe- a person who wrote things for others.
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innovations- new ways of doing things.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Friday, December 12, 2014 - D - Day
How has the development of Cuneiform changed the world? What would have happened if Cuneiform was not created?
Presenting information they learned about Ancient Mesopotamia.
Objectives of the Lesson- As a result of the lesson students will...
1.) Students will take their organized information about what they have learned about ancient Mesopotamia.
2.) Students will use information they they have gained to answer questions with evidence gathered from the text.
Lesson Overview- Teacher will then model page 73 to answer the following question.
What made Mesopotamia a place where many people came to live?
Teacher will model how to use evidence of location between the Tigris and Euphrates rivers made Sumer the ideal place for the birth of society.
Teacher will then ask the following questions to each group.
New Inventions- What two inventions helped the early farmers deal with flooding?
Architecture and Religious Beliefs- Explain how religion in Sumer reflect the importance of agriculture?
The Role of Government- Explain what kind of government did the Sumerians city- states form to provide stronger leadership?
Changing Economy - What effect did a surplus or a large amount of food have on life in Sumer?
Division of Society - What were Sumer's social classes. Explain how class determined what people were allowed to do in Sumer.
Evidence of Learning- Students will write evidence based answers. Present their findings to their classmates.
