Accountability, Curiosity and Healthy Skepticism Students will understand that Earth is constantly evolving, and evidence of that change is all around us. NCES 8.E.2 NCES 8.L.4 Effective Communication, Collaboration, Critical thinking, Problem solving, Creativity and Innovation, Flexibility, Initiative and Leadership, Productivity and Accountability, Curiosity and Healthy Skepticism Independently, be self-directed learners, produce results NCSCOS (6th Grade) 3.04 Environmental Science EEn.2.1 Students will interpret evidence of evolution in organisms and landforms NCES 8.E.2 NCES 8.L.4 Critical Thinking, Problem Solving, Communication, Collaboration, Access and Evaluate Information, Analyze Media, Be Flexible, Manage Goals and Time, Work Independently, be self-directed learners, produce results NCSCOS (6th Grade) 3.04 Environmental Science EEn.2.1 Student Background, Knowledge, and Experience There is content that students will have gained in previous grade levels that is essential to their understanding of this unit. The sixth grade standard course of study provided students knowledge relating to characteristics of rocks, parts of the lithosphere, mechanics of volcanoes, natural selection, and adaptations. By already having this basic content, students will be able to understand the impact that each of those elements have on the Earth. Their previous content knowledge will also allow them to gain further knowledge at how to identify past events that have occurred on Earth. Middle grade students are at a unique spot in their academic, social, and emotional development. Lessons should be designed to build on their skills and help make them ready to enter the high school atmosphere, and ultimately as an independent member of society. Middle
D25 342/354 1/2 Extended Time, Multiple Testing Sessions Male, White ADHD D26 N/A Male, White Family disturbances D27 360/379 3/4 Male, White D28 367/367 4/4 Male, White D29 360/353 3/2 Female, White Essential Content Knowledge Goal or Objective Essential Vocabulary Essential Content/Skill Developed Related content --- (necessary for understanding new information) Students will understand the history of the earth and its life forms based on evidence in fossil records and landforms [NCES 8.E.2] [NCES. 8.L.2] Geological Evolution Ice Core Absolute Dating Relative Dating Radioactive Dating Chemical Weathering Physical Weathering Fossil, Trace Fossil Index Fossil, Mold, Cast Students will know how to infer the age of Earth, and relative age of rocks using index fossils and ordering of rock layers What is a fossil How to interpret a timeline of the Earth Students will explain how the location of rocks tells us about Earth’s History [NCES 8.E.2] [NCES. 8.L.2] Geological Column Law of Superposition Rock Unconformity Students will be able to explain how rock formations are used as evidence of Earth’s history Events throughout Earth’s history disrupt the location or type of rock. These events include earthquakes, volcanoes, floods, and droughts. Students will understand the theories and processes surrounding evolution [NCES 8.E.2] [NCES. 8.L.2] Geologic Evolution Theory of Evolution Natural Selection Students will know based on evidence that evolution occurs Students will be able to identify evidence of evolution The geologic time scale is broken up by the species that were present during that time period. Major geological events have occurred, and continue to occur that disrupt Earth’s patterns Students will interpret Continental Drift Students will know what kind of evidence Fossils can preserved in a variety of Earth’s
Lesson Four: Tree Map Evidence of Evolution: IP/GP 1 Results and Analysis of Student Learning Student # Formative Assessment Formative Assessment Growth Increase/Decrease Comments/Observation for Formative Assessment Analysis D1 35 3/5 4/4 5/5 82 Increase Attentive, receptive to material D2 82 3/5 4/4 5/5 97 Increase Attentive, receptive to material D3 71 3/5 4/4 5/5 94 Increase Attentive, receptive to material D4 59 3/5 ABSENT 3/5 82 Increase Attentive, receptive to material D5 N/A Student was transferred to different class D6 71 4/5 4/4 4/5 88 Increase Attentive, receptive to material, asked a lot of questions to help clarify understanding. D7 41 4/5 4/4 4/5 68 Increase Minimal growth due to lack of focus during the end of the day. Seating
arrangement began to help. D8 41 2/5 3/4 4/5 82 Increase Attentive, receptive to material, a new seating arrangement could potentially yield a greater increase in growth. D9 88 5/5 4/5 5/5 100 Increase An exceptionally bright student, very attentive, but does not talk! Some informal assessments such as question asking do not work with this student. D10 47 2/5 1/4 3/5 76 Increase Attentive, receptive to material D11 41 3/5 3/4 5/5 71 Increase Attentive, receptive to material D12 29 3/5 2/4 4/5 82 Increase Attentive, receptive to material D13 53 2/5 2/4 4/5 94 Increase Attentive, receptive to material D14 82 ABSENT 4/4 5/5 97 Increase Attentive, receptive to material D15 76 5/5 2/4 4/5 100 Increase Attentive, receptive to material, asked a lot of questions to help clarify understanding. D16 76 5/5 3/4 5/5 88 Increase Attentive, receptive to material D17 35 5/5 3/4 4/5 71 Increase Attentive, receptive to material, more growth could have occurred if a different seating arrangement was in place…will do this next time. D18 94 4/5 4/4 5/5 100 Increase An exceptionally bright student, quiet, but asks questions if necessary, good to help other students who struggle! D19 76 3/5 3/4 5/5 94 Increase Attentive, receptive to material D20 41 3/5 4/4 4/5 82 Increase Attentive, receptive to material D21 59 2/5 3/4 4/5 94 Increase Attentive, receptive to