Agendas for the week of: _____3/26______ to ____3/30_______ Student Teacher: Leanne________

Monday Tuesday Wednesday Thursday Friday

Topic and CA Standard:
 MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future
catastrophic events and inform the development of technologies to mitigate their
effects.

Objective: Students will learn more Students will learn what same as tues Students will learn the impact same as
What are they about earthquakes and watersheds are by crumpling that water has on shaping the thurs
learning? How are tectonic plates by reading paper and running dyed water earth by modeling streams on
they learning? an article and exploring down it to make observations a stream table and
How will you an online simulation. They and connect it to the demonstrate understanding by
measure student will demonstrate geographical feature. They will explaining why the types of
progress towards understanding by demonstrate understanding sediment found is different at
the objective? answering questions and through lab questions. different areas of the stream
predicting the locations table.
of natural disasters.
Intent of Lesson: Conceptual – students Conceptual – what are Conceptual – what are
Conceptual, can apply what they know watersheds and what do they watersheds and what do they
Procedural or about the formation of look like, how do they shape the look like, how do they shape
Relational earthquakes and earth the earth
Knowledge volcanoes to predict
locations
Prompt (Engage): Students will share one of Warm Up – Water cycle hand Students will analyze a
How will you their summaries from last out with Qs about the sun and collection of diagrams with the
“hook” the class with the person next what a cycle means and questions from our last article
students into the to them to refresh annotating the diagram discussion. Then they will
lesson? memories. connect the glossary words
associated with each.
Lesson Body Teacher hands out We will discuss what a Students will get into lab
(Explore & worksheet to go with watershed is and then groups and take turns reading
Explain) article. introduce a lab to demonstrate the procedure.
it.
Students will write three Students will rewrite the
questions they still have, Students will read the lab procedure as a
as indicated on instructions to their groups and timeline/checklist to make sure
worksheet. rewrite the procedure as a they understand directions.
checklist to make sure they
Teacher will read each understand directions. Students will watch the
paragraph aloud and stop teacher demonstrate features
for students to talk in of their stream table set-up
 groups. Every student
must either:
-ask a Q they are
confused about
-summarize what the
paragraph is talking
about
-give a new key word and
its definition
-using info from the
paragraph, say
something new they
understand from its
corresponding diagram
Each person in the group
will share theirs and
discuss if needed (like
misconceptions or
questions)
As a class, I will open all
questions up for
discussion and move on
to the next paragraph.
Students will watch a 5
minute video animation
on how earthquakes start
and some of the
vocabulary
Students will reread the
articles on their own and
answer Qs on the
worksheet
Assessment – Students will fill out a
Formative or TOD of how they would
Summative; What explain earthquakes to a
is your closure? 5 year old, either in a
(Evaluate) drawing with
captions/commentary or
in writing
Students will work in pairs to
maximize opportunity to work
with the lab materials.
Students will follow the lab
procedure/checklist to crumple
paper and drip water down it to
see watersheds form.
Students will answer questions
on the lab, following directions
with their watershed model.
Students will read a short
article on watersheds with a
glossary and name one thing
they learned from the lab, one
thing they learned from the
article, and how they would
consider watersheds when
deciding on a place to live
around OC.
and how they should set it up
and pour water.
Students will set it up and get
approved by teacher to start.
Students will follow the lab
instructions to pour water
down the stream table and
draw pictures of the streams
formed. They will analyze the
sand in 6 different places
around the stream table to see
how the water flow affected
the sediment.
There will not be enough time
to finish the lab.
Students will clean up their lab
stations.
Students will write 2 sentences
using three vocabulary words
we’ve learned about
watersheds.
UDL; Support for Students choose their
Students response to each
paragraph to share with
their group.
Students learn the article
by looking at diagrams,
reading alone, discussing
in groups, and hearing it
read out loud.
Students choose to do
their TOD in words or
pictures.
Academic Vocab includes:
Language  lithosphere
 transform
boundaries
 crust
 plate
 mantle
 earthquake
 fault
 seismic waves
 epicenter
 divergent
boundaries
 fossils
 richter scale
 mercalli scale
Some students might not
be able to understand
references in the text, like
when it describes the
mantle as clay-like and a
student has never played
with clay and comparing
the Earth’s crust to
puzzle pieces. I can bring
up pictures and have
other students describe
it. We also used hummus
to represent this, so
2.5 Illustrate through multiple
media
Students learn words by
looking at the pictures, reading
the glossary, reading them in
context in the lab, and seeing
them firsthand in the stream
table models.
6.2 Support planning and
strategy development
Have students rewrite
procedure in a checklist
watershed
runoff
landform
ridge
tributary
Students will get experience
using this vocabulary by seeing
it on their models, answering
questions about it on the lab,
using them in talking with their
peers, reading about them in
the article, and learning
definitions in the glossary.
2.5 Illustrate through multiple
media
Students learn words by
looking at the pictures,
reading the glossary, reading
them in context in the lab, and
seeing them firsthand in the
stream table models.
6.2 Support planning and
strategy development
Have students rewrite
procedure in a checklist
river delta
vshape valley
meander
floodplain
oxbow lake
alluvial fan
river mouth
waterfall
Students will get experience
using this vocabulary by
seeing it on their models,
answering questions about it
on the lab, using them in
talking with their peers, seeing
pictures in the glossary, and
learning definitions in the
glossary.
 students can compare it
to that.

It compares tectonic
plates moving to swinging
a door open that was
stuck, which students
should all understand.

The article talks about the

San Andreas fault that
native Californians are
familiar with, but students
who just moved here
would not have heard of.
There is a movie about it
that I can have a student
who has watched it
summarize for the class.

There is one confusing

sentence: “So what are
we going to do about it?
Why, drill a hole 1500m
deep into it.” and some
EL students may not
understand the syntax. I
will rephrase this
sentence for them.
ELA College and Writing literary and Exchanging information and II.B.4 Using nouns and noun
Career Readiness informational texts to ideas with others through oral phrases
Standard(s) present, describe, and collaborative discussions on a
explain ideas and range of social
information, using and academic topics
appropriate technology
Assignment(s) Read article and respond Lab Questions Lab questions
to each paragraph
Exit ticket/article annotations Exit assignment
Answer questions on
article

Exit assignment
How are students Students are actively
active reading for the purpose
participants in the of answering questions
lesson? and engage in dialogue
about the diagrams.
How are students Students watch a
using technology simulation on the
during the lesson? computer.
Specific Equity I will give sentence stems
Strategies for each of the response
options for the
paragraphs.
I will also print out guided
notes for the low
EL/reading students to
organize their thoughts.
I will speak clearly, make
sure all students
understand the directions
by having them repeat
back or answer what they
have to be doing. Any
questions will be printed
out for them and/or on the
board.
Supplies & Article
Materials Worksheet
Sentence stems
Guided notes
Simulation
Students are actively
participating in a lab to learn
about watersheds, what they
look like, and associated
vocabulary in an article
n/a
Students will be paired so
everyone has a chance to do
the lab and look closely at what
is happening.
Students will rewrite the
procedure as a checklist to
make sure they understand
what they will be doing and the
teacher can ensure they are
prepared to start.
The lesson presents many ways
to learn the concept of
watershed and associated
vocabulary, especially by using
a model and hands-on lab.
Spray bottles
blue water
thick paper
lab hand outs
markers
Students are actively
participating in a lab to learn
about watersheds, what they
look like, and associated
vocabulary from the glossary
that they must discuss
diagrams about and use in
written sentences
n/a
Students will rewrite the
procedure as a checklist to
make sure they understand
what they will be doing and the
teacher can ensure they are
prepared to start.
The lesson presents many
ways to learn the concept of
watershed and associated
vocabulary, especially by
using a model and hands-on
lab and analyzing diagrams
through guided discourse.
stream tables
clay
water
cups
sand
bucket
lab instructions
colored pencils
petri dishes
glossary w pics
guiding sentence stems