2013-2014 Mrs.

Cable
Monday 10/21/2013 Writing CQI 7:45am 8:30am Tuesday 10/22/2013 Writing CQI 7:45am 8:30am Wednesday 10/23/2013 Writing CQI 7:45am 8:30am Thursday 10/24/2013 Writing CQI 7:45am 8:30am

10/21/2013 - 10/25/2013 Week View

Friday 10/25/2013 Writing CQI 7:45am 8:30am

rocks and minerals

Writing CQI Mentor Sentence 8:30am - 8:40am Subject and verb agreement Writing 8:40am - 9:15am How do I write in paragraphs? Draft - model how to turn boxes into draft Independent Writing: - turn boxes into draft Notes: 24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (CCGPS) (3LA_D2012-24/ELACC3W3) 24a - establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally 24c - use temporal words and phrases to signal event order 24d - provide a sense of closure 25. Produce writing in which the development and organization are appropriate

rocks and minerals

Writing CQI Mentor Sentence 8:30am - 8:40am Subject and verb agreement Writing 8:40am - 9:15am Revise: How do I replace dead words in my writing? - focus on dead words - go back over what dead words are - add to dead word chart - talk about how to use Thesaurus - talk about organization of Thesaurus - talk about how to use it - Independent Writing: use Thesaurus, replace dead words - confer while students are working Notes: 24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (CCGPS) (3LA_D2012-24/ELACC3W3) 24a - establish a situation and introduce a narrator and/or characters; organize an event

rocks and minerals

Writing CQI Mentor Sentence 8:30am - 8:40am Subject and verb agreement Writing 8:40am - 9:15am How do I revise my writing to use Show Don't Tell? - go over handout from Razzle Dazzle Writing - have students put writing handout in folder - practice show don't tell on page 19 of razzle dazzle writing book - model how to add show don't tell into writing - Independent Writing: have students practice putting show don't tell into their own writing - confer while students are working Notes: 24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (CCGPS) (3LA_D2012-24/ELACC3W3) 24a - establish a situation and introduce a narrator and/or characters; organize an event

rocks and minerals

Writing CQI Mentor Sentence 8:30am - 8:40am Subject and verb agreement Writing 8:40am - 9:15am Adding Dialogue How do I add dialogue to my story? - go over adding dialogue page 39-42 razzle dazzle writing handout - have students put sheet in their writing folder - talk about punctuating dialogue - practice how to punctuate dialogue - model how to add dialogue into story - Independent Writing: add dialogue into story - confer with students Notes: 24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (CCGPS) (3LA_D2012-24/ELACC3W3) 24a - establish a situation and introduce a narrator and/or characters; organize an event

rocks and minerals

Writing CQI Mentor Sentence 8:30am - 8:40am Subject and verb agreement Writing 8:40am - 9:15am How do I edit my writing and check spelling in a dictionary? - relate editing to dictionary skills - explain how to use a dictionary to check spelling in writing - model how to read writing and check spelling of unknown words - practice: have students practice finding one word in their writing to check the spelling - students will work with their partner to look up the unknown word in the dictionary - Independent Writing: have students look up unknown words that they think are spelled incorrectly and check the spelling - Confer with students, give checklist if ready, go over rubric for narrative Notes:

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to task and purpose, with guidance and support from adults (CCGPS) (3LA_D2012-25/ELACC3W4) 26. Develop and strengthen writing as needed by planning, revising, and editing, with guidance and support from peers and adults (CCGPS) (3LA_D2012-26/ELACC3W5) Grammar 9:15am - 9:30am Subject-verb Agreement How do I decide when subjects agree with their verbs? - Introduce subject-verb agreement. - Explain that the noun and verb must agree in the sentences. - Go over examples of subject and verb agreement - introduce Suzie subject and Victor verb poster - have students draw into their grammar journal - Stress to students to read the sentences out loud to see if they make sense and if they dont explain to students that they need to correct them. Notes: 37g - ensure subject-verb and pronoun-antecedent agreement Attachments: subject-and-verb-agreementposter.jpg sequence that unfolds naturally 24c - use temporal words and phrases to signal event order 24d - provide a sense of closure 25. Produce writing in which the development and organization are appropriate to task and purpose, with guidance and support from adults (CCGPS) (3LA_D2012-25/ELACC3W4) 26. Develop and strengthen writing as needed by planning, revising, and editing, with guidance and support from peers and adults (CCGPS) (3LA_D2012-26/ELACC3W5) Grammar 9:15am - 9:30am Subject and Verb Agreement How do I use subjects that agree with my verbs? - Review subject and verb agreement - Go over examples on the board - Go through Subject and Verb Agreement powerpoint. - Answer the questions in the powerpoint. Students can use whiteboard and makers to answer. Homework: Subject and Verb Agreement Worksheet sequence that unfolds naturally 24c - use temporal words and phrases to signal event order 24d - provide a sense of closure 25. Produce writing in which the development and organization are appropriate to task and purpose, with guidance and support from adults (CCGPS) (3LA_D2012-25/ELACC3W4) 26. Develop and strengthen writing as needed by planning, revising, and editing, with guidance and support from peers and adults (CCGPS) (3LA_D2012-26/ELACC3W5) Grammar 9:15am - 9:30am Subject/Verb Agreement How do I rewrite sentences to make sure the subjects agree with the verbs? Song Lesson - Assess what students already know about subjectverb agreement by asking them if they know what it means. If necessary, provide an explanation as you have prepared to do - Ask students to explore the Time for Kids article and to read the headlines. Ask them to choose one or two that interest them most, to identify the subject and verb in each, sequence that unfolds naturally 24c - use temporal words and phrases to signal event order 24d - provide a sense of closure 25. Produce writing in which the development and organization are appropriate to task and purpose, with guidance and support from adults (CCGPS) (3LA_D2012-25/ELACC3W4) 26. Develop and strengthen writing as needed by planning, revising, and editing, with guidance and support from peers and adults (CCGPS) (3LA_D2012-26/ELACC3W5)

10/21/2013 - 10/25/2013 Week View

24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (CCGPS) (3LA_D2012-24/ELACC3W3) 24a - establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally 24c - use temporal words and phrases to signal event order 24d - provide a sense of closure 25. Produce writing in which the development and organization are appropriate to task and purpose, with Grammar 9:15am - 9:30am guidance and support from Rotate through Centers adults (CCGPS) 1.) Task Cards (3LA_D2012-25/ELACC3W4) 2.) Subject and Verb 26. Develop and strengthen Agreement Game writing as needed by Online http://www.gotkidsgames.com/ planning, revising, and sv/ editing, with guidance and sv.html or http://www.quia.com/ support from peers and pop/ adults (CCGPS) 38406.html?AP_rand=1751426773 (3LA_D2012-26/ELACC3W5) 3.) Subject-Verb Agreement Grammar 9:15am - 9:30am Center (use paragraph) 4.) We Agree (Melissa File Rotate through Centers Folder) 1.) Task Cards 2.) Subject and Verb Homework: Agreement Game Online Homework: Subject and verb 3.) Subject-Verb Agreement agreement two column Center from Casey Kiel (S worksheet Drive) Notes:

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Suzie-Subject-and-VictorVerb.jpg Reading 9:30am - 11:10am Following Characters into Meaning How do readers emphasize with characters by making connections between the characters' experience or feelings and their own? Lesson 3 Lucy Calkins Units for Teaching Reading Attached Notes: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers (CCGPS) (3LA_A2012-1/ ELACC3RL1) 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (CCGPS) (3LA_A2012-3/ELACC3RL3) 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language (CCGPS) (3LA_A2012-4/ ELACC3RL4) Lunch (table 1 and 2) 10:25am - 10:50am Handwriting 11:10am 11:20am http://www.ezschool.com/ English/ SubjectVerbAgreement/ ws7.html rewrite sentences to make subjects agree with verbs Notes: 37g - ensure subject-verb and pronoun-antecedent agreement Attachments: subject-and-verbagreement.pps verb-subjagree.ppt Reading 9:30am - 11:10am Following Characters into Meaning How do readers revise their mental imagery as they read and learn new information? Lesson 4 Luncy Calkins Units for Teaching Reading Attached Notes: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers (CCGPS) (3LA_A2012-1/ ELACC3RL1) 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (CCGPS) (3LA_A2012-3/ELACC3RL3) and then to scan the articles that accompany them, collecting three or four sentences in which they also identify the subject and verb. - As students work, write the following questions on the board: How do you identify the subject of a headline? Are headlines written differently than the first or second sentences of articles? Where is it easier to find the subject? What do you notice about the verbs in headlines? What about in the body of the articles? - Once students have collected their sentences and identified the subjects, have them review their sentences orally and ask them to respond to the questions on the board. - If it is clear that students are having trouble identifying subjects and verbs, you may choose at this point to review subject-verb agreement. Otherwise, ask them why they think it matters that the subject and verb always agree in an article. - Ask students: Can they think of instances when this agreement is less important? Discuss the fact that if we 37g - ensure subject-verb and pronoun-antecedent agreement Attachments: task-cards.pdf subject-verb-agreementparagraph-center-caseykiel.doc Subject-Verb-agreementcenter-casey-kiel.doc subject-and-verb-agreementworksheet.pdf Reading 9:30am - 11:10am Lesson 6 How do readers make predictions based on their feelings and actions? Lucy Calkins Following Characters into Meaning Notes: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers (CCGPS) (3LA_A2012-1/ ELACC3RL1) 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (CCGPS) (3LA_A2012-3/ELACC3RL3) 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from

10/21/2013 - 10/25/2013 Week View

4.) We Agree (Melissa File Folder) Homework: Homework: Subject and verb agreement two column worksheet Notes: 37g - ensure subject-verb and pronoun-antecedent agreement Attachments: subject-and-verb-agreementworksheet.pdf Reading 9:30am - 11:10am Character Test finish reading centers confer with students as they finish Notes: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers (CCGPS) (3LA_A2012-1/ ELACC3RL1) 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (CCGPS) (3LA_A2012-3/ELACC3RL3) 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language

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climb and slids lowercase cursive j Specials 11:20am - 12:05pm Recess 12:05pm - 12:30pm Gassman Duty Math 12:35pm - 1:35am attached planning sheet Math CQI- Exemplar 1:35pm - 1:45pm first box (givens) Attachments: week-1-exemplar-draw-apicture.docx weeks-1-3-exemplar-draw-apicture-strategy.notebook Math CQI- Calendar 1:45pm - 2:00pm October Calendar Word Work 1:45pm 2:00pm school library 10:30-10:45 am Science and Social Studies 2:00pm - 2:40pm How do I identify minerals? - rock cut and paste to review three types of rocks - talk about minerals - complete rock or mineral lab? - talk about how minerals are things that make up rocks - view rocks and minerals smartboard - mineral and crystal forms county lab 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language (CCGPS) (3LA_A2012-4/ ELACC3RL4) Lunch (table 1 and 2) 10:25am - 10:50am Handwriting 11:10am 11:20am Shared Reading Charolette's Web pull out character traits of dad and Fern Specials 11:20am - 12:05pm Recess 12:05pm - 12:30pm Gassman Duty Math 12:35pm - 1:35am attached planning sheet Math CQI- Exemplar 1:35pm - 1:45pm second box (visual) - talk about drawing a picture Attachments: week-1-exemplar-draw-apicture.docx weeks-1-3-exemplar-draw-apicture-strategy.notebook Math CQI- Calendar 1:45pm - 2:00pm Number Talks Word Work 1:45pm 2:00pm were writing a paper, giving a speech to our class, or talking at a job interview, we would use more formal English but that if we were chatting with our friends we might not always observe the rules of subject-verb agreement. (For example, we might say something like "either of the outfits are great.") Ask if there are times in written English when the agreement might deliberately be incorrect (e.g., in the dialogue of a story or play). If you have read any books or plays recently where characters speak in dialect, you might point to these as examples. - Have students visit the James Taylor lyrics Rainy Day Man website and ask them to read the lyrics to "Rainy Day Man." Once they have done so, ask them how the song describes the rainy day man. Students will provide answers such as, "Now, rainy day man, he don't like sunshine, he don't chase rainbows, he don't need good times...." Write these examples on the board. - Now ask students if there is a problem with these sentences. They should be able to point out how they are grammatically incorrect. Once they have done so, ask them non-literal language (CCGPS) (3LA_A2012-4/ ELACC3RL4) Lunch (table 1 and 2) 10:25am - 10:50am Handwriting 11:10am 11:20am shared reading Charlotte's Web talk about Author's Craft Specials 11:20am - 12:05pm Recess 12:05pm - 12:30pm Gassman Duty Math 12:35pm - 1:35am attached planning sheet Math CQI- Exemplar 1:35pm - 1:45pm last box (my thinking) Attachments: week-1-exemplar-draw-apicture.docx weeks-1-3-exemplar-draw-apicture-strategy.notebook Math CQI- Calendar 1:45pm - 2:00pm Number Talks Word Work 1:45pm 2:00pm attached Science and Social Studies 2:00pm - 2:40pm Weathering and Erosion Stations

10/21/2013 - 10/25/2013 Week View

(CCGPS) (3LA_A2012-4/ ELACC3RL4) Lunch (table 1 and 2) 10:25am - 10:50am Handwriting 11:10am 11:20am shared reading Specials 11:20am - 12:05pm Recess 12:05pm - 12:30pm Gassman Duty Math 12:35pm - 1:35am Math CQI- Exemplar 1:35pm - 1:45pm share out exemplars Math CQI- Calendar 1:45pm - 2:00pm October Calendar Word Work 1:45pm 2:00pm attached Science and Social Studies 2:00pm - 2:40pm Weathering and Erosion Stations Finish Weathering center - conduct melt down - give each student a clear cup or dish with his or her piece of ice in it - take students outside and have them bring ice, science journal - read aloud weathering and erosion and the rock cycle by

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Notes: 8. investigate the physical attributes of rocks and soils (GPS, ITBS) 8a. compare and contrast rocks and minerals (GPS) 8b. determine the physical attributes of rocks and minerals using observations (shape, color, and texture), measurements, and simple tests (hardness) (GPS) 8c. compare and contrast the texture, particle size and color in top soils (clay, loam, potting soil, sand) using observational skills (GPS) 8d. classify rocks according to the manner in which they formed (igneous, sedimentary, metamorphic) (GPS) 8e. determine how water and wind can change rocks and soil over time using observation Attachments: rocks-and-mineralssmartboard.notebook attached Science and Social Studies 2:00pm - 2:40pm - Rock Centers How do I identify the properties of rocks? - go over the properties of rocks use ppt - watch short video of how geologists test for physical properties on rocks smartboard - rotate through centers - fill in observation book 1.) Closer Look: look at rock through a hand lens 2.) Finding the True Color: streak test 3.) Hard Evidence: Moh's Scale 4.) Fizzy Findings: rocks with limestone and vinegar 5.) Attractive Rocks: magnets with loadstone 6.) Get Wet: pumice (does it float?) Notes: AKS: 8. investigate the physical attributes of rocks and soils (GPS, ITBS) 8a. compare and contrast rocks and minerals (GPS) 8b. determine the physical attributes of rocks and minerals using observations (shape, color, and texture), to correct the sentences; write the corrections on the board. -Read the corrected sentences aloud. Ask students what the difference is between the corrected sentences and the song lyrics. Questions for discussion include: Which sound better, the grammatical or ungrammatical versions of the sentences? Why do they think James Taylor deliberately wrote ungrammatical sentences? Can they think of other examples of song lyrics where this happens? When do they use ungrammatical language (i.e., when they talk to their friends versus when they talk to their teachers)? Is ungrammatical language ever appropriate -To encourage students to demonstrate what they have just learned, ask them to create a quiz for their classmates to identify subjects in sentences. Their quizzes should have four or five sentences. Finish Weathering center - conduct melt down - give each student a clear cup or dish with his or her piece of ice in it - take students outside and have them bring ice, science journal - read aloud weathering and erosion and the rock cycle by Joanne Mattern as students watch the ice melt - students record observations as the notice changes in their mini mountains - discuss book and observations allowing students to share - summarize learning

10/21/2013 - 10/25/2013 Week View

Joanne Mattern as students watch the ice melt - students record observations as the notice changes in their mini mountains - discuss book and observations allowing students to share - summarize learning Objective: classify rocks according to the manner in which they formed (igneous, sedimentary, metamorphic) (GPS) determine how and wind can change rocks and soil over time using observation and research (GPS)

Objective: classify rocks according to the manner in which Duration: Two 60-minute they formed (igneous, class periods sedimentary, metamorphic) (GPS) Materials: determine how and wind Station 1 - Wind Erosion: can change rocks and soil Cake pan, sand, straws, over time using rocks, sandpaper observation and research Station 2 Water/Splash (GPS) Erosion: Cake pan, sand, ruler,cup, water Duration: Two 60-minute Station 3 Dissolving class periods Rock: Cake pan, brown sugar, eyedropper, water, Materials: wooden block Station 1 - Wind Erosion: Station 4 Wave Action: Cake pan, sand, straws, Small cake pan, rocks, sandpaper water, sand, ruler

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measurements, and simple tests (hardness) (GPS) 8d. classify rocks according to the manner in which they formed (igneous, sedimentary, metamorphic) (GPS) 8e. determine how water and wind can change rocks and soil over time using observation and research (GPS) Attachments: properites-of-minerals.ppt Rocks-complete-withvideos.notebook -To make sure they write meaningful and challenging sentences turn this activity into a competition in which only those who have identified the subject in more complex sentences will get points. - You might want to provide a sample sentence to show students what you mean by complex. For example: J.K. Rowling, author of the Harry Potter novels Homework: Subject/verb Agreement Worksheet Superteacher Notes: 37g - ensure subject-verb and pronoun-antecedent agreement Attachments: subject-and-verb-agreementworksheet-superteacher.pdf Reading 9:30am - 11:10am Following Characters into Meaning: Spinning All we Know into Predictions How do readers use their empathy for characters to help them make predictions on what we imagine they might do, say, or feel? Lesson 5 Lucy Calking Units for Teaching Reading Attached Notes: Station 2 Water/ Splash Erosion: Cake pan, sand, ruler,cup, water Station 3 Dissolving Rock: Cake pan, brown sugar, eyedropper, water, wooden block Station 4 Wave Action: Small cake pan, water, sand, ruler Station 5 Soil Erosion: Clear plastic container, watering can, sand, dirt, gravel, rocks, water Safety Students will need to wear safety goggles where applicable. Students will need to wash hands after doing stations. Procedure: Differentiation Station 1 Wind Erosion of Sand on Rocks Place a pile of sand in the middle of the cake pan. Using the straw, students will GENTLY blow from side to side on sand and observe what happens. Record this in booklets. Next students will rub the sandpaper across the rocks. Record observations in booklet Station 2 Water Weight/ Splash Erosion Place a pile of sand in to the middle of the cake pan. Hold

10/21/2013 - 10/25/2013 Week View

Station 5 Soil Erosion: Clear plastic container, watering can, sand, dirt, gravel, rocks, water Safety Students will need to wear safety goggles where applicable. Students will need to wash hands after doing stations. Procedure: Differentiation Station 1 Wind Erosion of Sand on Rocks Place a pile of sand in the middle of the cake pan. Using the straw, students will GENTLY blow from side to side on sand and observe what happens. Record this in booklets. Next students will rub the sandpaper across the rocks. Record observations in booklet Station 2 Water Weight/ Splash Erosion Place a pile of sand in to the middle of the cake pan. Hold a cup of water about 10 cm above the sand. Slowly pour the water on the sand. Students will record observations in their booklet. Rebuild the sand pile. Hold the cup about 30 cm about the sand pile and slowly pour the water on to the sand.

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1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers (CCGPS) (3LA_A2012-1/ ELACC3RL1) 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (CCGPS) (3LA_A2012-3/ELACC3RL3) 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language (CCGPS) (3LA_A2012-4/ ELACC3RL4) Lunch (table 1 and 2) 10:25am - 10:50am Handwriting 11:10am 11:20am lump letters lowercase cursive m, n Attachments: m-cursive.gif Specials 11:20am - 12:05pm Recess 12:05pm - 12:30pm Gassman Duty Math 12:35pm - 1:35am Math CQI- Exemplar 1:35pm - 1:45pm third box (my solution) Attachments: a cup of water about 10 cm above the sand. Slowly pour the water on the sand. Students will record observations in their booklet. Rebuild the sand pile. Hold the cup about 30 cm about the sand pile and slowly pour the water on to the sand. Students record observations in booklet. Station 3 Dissolving Rock Place the wooden block under one side of cake pan so that it is sloping. Make a small hill in the middle of the cake pan with the brown sugar (this represents the rock). Use the eyedropper to drop water on the top of the rock hill. Record observations in booklet Station 4 Wave Action Fill the cake pan with about 3 cm of water and allow standing until still. Add sand to the one end of the cake pan until it rises above the water. Measure the height of the sand. Have students sketch what the beach looks like (Draw from a side view). Use the side of the ruler or their hand to gently make small waves in the tray (do this for about 10 seconds). Observe the action of the waves on the sand. Measure

10/21/2013 - 10/25/2013 Week View

Students record observations in booklet. Station 3 Dissolving Rock Place the wooden block under one side of cake pan so that it is sloping. Make a small hill in the middle of the cake pan with the brown sugar (this represents the rock). Use the eyedropper to drop water on the top of the rock hill. Record observations in booklet Station 4 Wave Action Fill the cake pan with about 3 cm of water and allow standing until still. Add sand to the one end of the cake pan until it rises above the water. Measure the height of the sand. Have students sketch what the beach looks like (Draw from a side view). Use the side of the ruler or their hand to gently make small waves in the tray (do this for about 10 seconds). Observe the action of the waves on the sand. Measure the height again. Record observations and make a new sketch of the beach. Station 5 Soil Erosion Mix together the sand, dirt, gravel, and rocks. Students may also layer these with rocks on bottom, grave, dirt,

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week-1-exemplar-draw-apicture.docx weeks-1-3-exemplar-draw-apicture-strategy.notebook Math CQI- Calendar 1:45pm - 2:00pm October Calendar Word Work 1:45pm 2:00pm attached Science and Social Studies 2:00pm - 2:40pm - Read The Sun, The Wind, and the Rain by Lisa Westberg Peters - Define weathering as The destruction or discoloring action on resources caused by air, water, or frost, especially on rock or wood - Ask students to share signs they see of weathering. Inform students that they will conduct an experiment to simulate the impact of weathering. - Prepare meltdown trays - Give each student a small amount of clay to create a mini mountain. The mountain should be able to fit into a cup of the ice tray, without filling it more than full. - Next have students press sand and rocks into the mini mountain. the height again. Record observations and make a new sketch of the beach. Station 5 Soil Erosion Mix together the sand, dirt, gravel, and rocks. Students may also layer these with rocks on bottom, grave, dirt, then sand. The mixture needs to be in one area or corner of the clear container. Use the watering can to pour water evenly on top of the pile. Observe the movement of the different sized particles. Record these observations. - These stations can be used in a rotational capacity in the classroom. You can use them all of just use three or four of them. - It is best to demonstrate each station so that students know what expectations are. Then you can set up as stations with students rotating in small groups. - When used in previous classrooms, the teacher had laminated instructions for students at each station. Close teacher monitoring is suggested. - Once students are finished with stations, each group will meet to discuss their findings. - To summarize the activity assign a station to each

10/21/2013 - 10/25/2013 Week View

then sand. The mixture needs to be in one area or corner of the clear container. Use the watering can to pour water evenly on top of the pile. Observe the movement of the different sized particles. Record these observations. - These stations can be used in a rotational capacity in the classroom. You can use them all of just use three or four of them. - It is best to demonstrate each station so that students know what expectations are. Then you can set up as stations with students rotating in small groups. - When used in previous classrooms, the teacher had laminated instructions for students at each station. Close teacher monitoring is suggested. - Once students are finished with stations, each group will meet to discuss their findings. - To summarize the activity assign a station to each group. The students will prepare a small explanation on a notecard to share with students their findings. Students could also use a document camera to note the differences instead of notecard and this would

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- Have each student place the mini mountain into a cup of the ice tray. (Be sure to initial or number the cups, so students can identify their mini mountains) - Ask students to write a prediction in their science journal stating what will happen to their mini mountain when water is poured into the ice tray. - Tell students the ice trays will be frozen overnight. (Ask at what temperature water freezes, melts, boils in degrees Fahrenheit and Celsius.)Then tomorrow they will be melted in the sun. - Have students add to predictions offering a statement for what will happen at each step (freeze, melt). - Once all students have completed their predictions. Ask at least three students to share. - Ask a student to summarize orally what they learned about weathering. Allow others to add to the summary. group. The students will prepare a small explanation on a notecard to share with students their findings. Students could also use a document camera to note the differences instead of notecard and this would bring some technology in to the lesson. Notes: AKS: 8. investigate the physical attributes of rocks and soils (GPS, ITBS) 8a. compare and contrast rocks and minerals (GPS) 8b. determine the physical attributes of rocks and minerals using observations (shape, color, and texture), measurements, and simple tests (hardness) (GPS) 8d. classify rocks according to the manner in which they formed (igneous, sedimentary, metamorphic) (GPS) 8e. determine how water and wind can change rocks and soil over time using observation and research (GPS)

10/21/2013 - 10/25/2013 Week View

bring some technology in to the lesson. Notes: AKS: 8. investigate the physical attributes of rocks and soils (GPS, ITBS) 8a. compare and contrast rocks and minerals (GPS) 8b. determine the physical attributes of rocks and minerals using observations (shape, color, and texture), measurements, and simple tests (hardness) (GPS) 8d. classify rocks according to the manner in which they formed (igneous, sedimentary, metamorphic) (GPS) 8e. determine how water and wind can change rocks and soil over time using observation and research (GPS)

Notes: AKS: 8. investigate the physical attributes of rocks and soils (GPS, ITBS)

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8a. compare and contrast rocks and minerals (GPS) 8b. determine the physical attributes of rocks and minerals using observations (shape, color, and texture), measurements, and simple tests (hardness) (GPS) 8d. classify rocks according to the manner in which they formed (igneous, sedimentary, metamorphic) (GPS) 8e. determine how water and wind can change rocks and soil over time using observation and research (GPS)

10/21/2013 - 10/25/2013 Week View

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