Week 1 Lesson 5: Earth’s Geology:
Learning Goal/Overview (What Students Will Know/Be Able to Do By End of Lesson)
• Students will plan for writing a descriptive paragraph about a rock or other item in the rock cycle. Enduring Understanding/Focus
• Students will describe how mountains are formed and identify different types of mountains. Lesson Structure Activity 1 - 35 minutes Activity 2 - 15 minutes Activity 3 - 30 minutes Independent Practice/CFU 40 minutes
Student Materials Pencil, paper Lesson Set As readers, we will:
• Determine the meanings of unknown words to draw meaning from text. • Listen to text closely so that the reader can explain how different types of mountains are formed. As writers, we will:
• Write a descriptive paragraph about a type of rock showing what the life of the rock is like as it moves through the rock cycle. Introduction to Video 1 Video link: https://www.youtube.com/watch?v=D_eevpnM1vk
• Students will work collaboratively with a partner. Inform students to listen for what ‘fold mountains’ are and how they are formed. • Start video at 1:16 and pause at 4:45 Activity #1Mountains–
• Ask- How did Mount Everest form? (Continental crust met head on ) • Follow the following Pair discussion routine after questions are asked: o Teacher will ask question. o Allow a brief private think time for students independently. o Students will discuss their answers in pairs. • Teacher will select some of the groups to share. • Start video at 4:45. Instruct students to listen to how fold mountains are formed. • Stop video at 7:24. • Say- We are going to use our hands to act out how fold mountains are formed. • Demonstrate the following and instruct students to do what you do. • Scaffolds/ Support: Demonstrate movement of the tectonic plates in creating fold mountains by using your left hand to represent the Indo-Australian Plate and your right had to represent the Eurasian Plate. Act out how Mount Everest was created by slowly moving your left hand (Indo-Australian Plate), palm down, fingertips towards the fingertips of your right hand (Eurasian Plate). When your fingertips touch, slide the fingertips of your left hand (Indo-Australian Plate) under the right hand (Eurasian Plate). Continue to move hands back and forth, one over the other, gradually pushing your fingers upward to represent the rocky crust moving upward in folds. • Students explain how fold mountains are formed to their partners. Follow the Pair discussion routine from above for students to respond. • Students will draw and fill in the graphic organizer for fold mountains below. • Say- Explain how fold mountains are formed in the box right beside “How are they formed?” • Instruct students to list an example of a fold mountain beside the word example.
Type of mountain Fold Mountain Fault-Block Mountains Dome Mountains
How are they formed? tectonic plates collide, pressure crumples the crust and the crust gets pushed upward, creating folds
Example
Himalayas, between India and China in Asia
• Continue video at 7:24. • Stop video at 9:24. Use the Pair discussion routine from above for students to answer the first question in the video. • Start video at 9:24. Students should check their thinking. • Stop video at 10:01. Use the Pair discussion routine from above to discuss the question. • Start video at 10:01 to allow students to check their thinking. • Stop video at 10:39. Follow the format for Pair discussion. • Say- The next section of text will explain fault-block mountains. Listen to find out how they are formed. • Start video at 10:39. • Stop video at 14:09. Ask- How are fault-block mountains formed? (Fault-block mountains form when gigantic blocks of rock move up and down along faults.) • Scaffold/ Supports: Demonstrate the movement of tectonic plates in creating fault-block mountains by holding hands out flat, palms down, parallel to one another, but not touching. Explain that the space between your hands represents the fault. Move one hand up and down while holding the other hand steady. Students should add details to the graphic organizer under fault-block mountains column. (They should add Fault-block mountains form when gigantic blocks of rock move up and down along faults. • Students should add examples as well to their graphic organizer. (Harz Mountains in Germany; Grand Tetons in Wyoming; Basin and Range Province in Utah, Nevada, and Arizona). • Say- Now we will listen for dome mountains to be explained. • Start video at 14:09. • Stop video at 16:26. • Ask- How are dome mountains formed? Allow students think time and have students share out answers. • Students should add how the mountains are formed to the graphic organizer. (Possible answers: magma pushes upward into Earth’s crust, cools into igneous rock, and causes a bulge) • Instruct students to add examples of the mountains to the graphic organizer (possible answers are Navajo Mountain in Utah, Black Hills in South Dakota) • Check for Understanding: Play video at 16:27. Students should read the questions on the screen. Then students will follow the Pair discussion routine from above to discuss their answers to all three questions. • Play video at 16:27. Students will check their thinking with the teacher on the video. • Stop at 18:35.
Activity #2 Word Work
• Play video at 21:10. • Stop at 22:39. • Say- The word “sheer” is a word with multiple meanings. We will practice thinking about the different meanings with the following activity. • Play video at 22:39. • Stop video at 24:21. Instruct students to write their responses to all 6 sentences. They will just write the number of the meaning that is used in the sentence. • Play video at 24:21 so students will check their answers. • Scaffold/ Supports: Reread meanings of the words that are on the slide to reemphasize the meanings that will be used.
Activity #3 Preparing to Write
• Say- Today you will be writing a descriptive paragraph. Pay close attention to our lesson as we learn about what to include in a descriptive paragraph. Play video at 26:06. • Stop video at 34:54. Ask students to find the similes in the example. Remind them that a simile is a comparison of two objects using like or as. • Play video at 35:54. Students will listen to check their thinking. • Stop video at 37:53. Students will choose a rock type and write the characteristics of the rock type on a piece of their paper. Instruct students to write this at the top of their paper and the planning can continue on the same sheet of paper in the next step of our lesson. • Check for understanding: Explain to students that they will copy down the organizer they see in the video lesson to organize their ideas and get ready to write their descriptive paragraphs. Start video at 37:53. • Stop video at 40:01. • Provide time for students to complete their prewriting for their descriptive paragraph. • Scaffolds/supports: Refer students back to the screen that shows characteristics of their rock and the example paper that the teacher used today. Reread parts to help them see what an introduction and conclusion look like. Also point out the characteristics about lava that the author used in their story.
Independent Practice/Check for Understanding Independent Writing: Explain that students will write one paragraph in which they personify a rock or item in the rock cycle. The assignment will showcase their knowledge of rock types and should also be fun and creative.
You will choose one rock type that we discussed. Use the rock’s characteristics and how it is formed to create your descriptive paragraph about a character.
Remember to include things that we saw in our example we read through: o Figurative language like similes, personification, or alliteration. o Topic sentence where you introduce your rock. o Text details that show characteristics of your rock type that you chose. o Closing sentence.