ThirdGradeEarthsLayers-Alex第三年级地球与#39；S层-亚历克斯.docx

COURSE: SCIENCE3RD GRADEDATE: COS Standard(s): Standard 11 - Describe Earths layers, including inner and outer cores, mantle, and crust.Lesson objectives with daily student outcomes: Today you will describe the Earths four main layers.Lesson Phases:Student Engagement Assess/EvaluateBefore Strategy/Engage:ThinkPairShareActivate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson; Other_Students will:1) ThinkPairShare: “List three facts on a sticky note you think you know about what the layers of the Earth might be like.”2) Hold the sticky notes for use in the “After” phase of the lesson.Read, Write, Talk, Listen, and Investigate Listening to partners read and discussDuring Strategy/Explore, Explain:Graphic OrganizerDot Jot Chart And JigsawInteract With Content; Verify and Formulate Predictions; Self-Monitor Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information With Prior Knowledge; Other _Students will:1) Use a Jigsaw for information about the layers of the Earth (see attached reading):a. Number students 1-3 within each cooperative group. This group becomes the “Home Group.”b. Now, “Expert Groups” are formed. All 1s should meet, read, and discuss the information about the crust. All 2s read and discuss about the mantle. All 3s read and discuss about the core which includes information about the outer core and the inner core.c. While reading and discussing, have students use a “Dot Jot” graphic organizer to write pertinent facts about their layer of the Earth. See attached.d. Send each “Expert” back to his “Home Group” to report about each section. As each “Expert” reports, other students are completing that section of their graphic organizer.Read, Write, Talk, Listen, and Investigate Listening to students discuss during Jigsaw investigation. Note to teachersScientists have determined the composition of the inner layers of the Earth primarily through studies of data from earthquake waves, rotations of the Earth, magnetic-field theory, and laboratory experiments on melting and alloying of iron. For more information, see .After Strategy/Explain, Extend:Graphic OrganizerFoldableExit TicketReflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding of Vocabulary; Apply To New Situation Other _Students will:1) Create the Layers of the Earth Foldable using the following directions:a. Stack two sheets of paper, and place the back sheet one inch higher than the front sheet.b. Bring the bottom of both sheets upward and align the edges so that all the layers or tabs are the same distance apart.c. When all the tabs are an equal distance apart, fold the papers and crease well.d. Open the papers and glue them together along the valley/center fold.e. Use one layer for each of the Earths layers. Draw and label the layers on the outside flaps. Write information underneath.2) Use information learned during the Jigsaw to complete the Foldable.3) Go back to the sticky notes created during the ThinkPairShare and adjust any misinformation.Read, Write, Talk, Listen, and Investigate Analyzing students Foldables for content. Sample Layers of the Earth Foldable pictured below.Lesson reflection:What were students able to do?What evidence do you have?Which students need additional instruction?How will the next lesson be adjusted to meet their needs?STRATEGY EVALUATION FORMThe purpose of this form is to assist teachers in evaluating the usefulness of specific strategies.Instructional StrategyPhases of the LessonStudent EngagementBefore/EngageDuring/Explore, ExplainAfter/ Explain, ExtendReadWriteTalkListenInvestigateAnticipation GuidesExit Ticket/SlipICEIllustrate, Calculate or Connect, and ExplainJigsawJournaling and Note TakingKIMKey Idea, Information, and Memory CluesQ-ChartQuestion CardsThinkPairShareGraphic OrganizersFoldableThe checked strategies were chosen for the SAMPLE LESSON in third grade science. By combining ThinkPairShare, Graphic OrganizersDot Jot Chart and Foldable, Jigsaw, and Note Taking, the teacher ensures that ALL students are actively engaged in the learning, and she has student work samples to assess the lessons effectiveness. THIRD GRADE SCIENCE50 MINUTESRoom arrangement: 24 students sitting in six collaborative groupsMrs. Smiths daily outcome was stated on the board, “Today you will describe the Earths four main layers.” To begin class, she called the students attention to the outcome, and asked the students what they would be able to do at the end of class. Christina said that she would be able to tell about the layers of the Earth and Mrs. Smith confirmed. Mrs. Smith then distributed a sticky note to each pair of students and asked them to list three facts about what they think the inside of the Earth might be like. Mrs. Smith circulated around the classroom listening to the discussion of partners and observing the facts students added to their sticky notes. Mrs. Smith notated certain students answers for discussion. After about five minutes, Mrs. Smith called on Todd, Lisa, and Bobby to share one of their facts because those students had listed facts that were close to being scientifically correct, but would need a little polishing by the end of the lesson.Mrs. Smith then told students that they were going to become an expert on one of the layers of the Earth by using a Jigsaw. Students had used the strategy before and were familiar with how it was set up. Mrs. Smith numbered off the students 1-3. Each group of 1-3 became a “Home Team” and moved to sit together. Mrs. Smith distributed and explained the reading selection entitled, “The Earths Interior,” as well as the graphic note-taking sheet called “Dot Jot Chart.” Then, she asked all “1s” to move together to form an “Expert Team” on the crust of the Earth. All “2s” became experts on the mantle, and all “3s” became experts on the core, which includes the outer core and the inner core. Since Mrs. Smith had eight home teams, she split the expert teams into groups of four each; so there were two expert groups on the crust, two on the mantle, and two on the core. She made this decision to help make sure everyone in the teams were contributing and to cut down on off-task behavior. Mrs. Smith reminded students that their home teams were counting on them to have the important facts about their assigned layer, so they should make sure to take good notes while reading and discussing. Mrs. Smith circulated and listened to groups, asked questions, and cleared up misconceptions along the way. Once each expert group completed its task, the students went back to their “Home Teams” to share the information they had learned. Each member of the group filled in the section on the Dot Jot Chart as the experts shared.To have individual student documentation of mastery of the content, Mrs. Smith directed students to create a “Layers of the Earth Foldable” and describe each of the layers of the earth with information they had gotten from their Dot Jot Chart. Students created the Foldable and were beginning their layers, when Mrs. Smith discovered that she was running out of time. She directed students to finish the Foldable for homework and to bring it back to class the next day. She then asked the pairs to go back to their sticky notes they had created at the beginning of class when they were writing three facts about the interior of the Earth. Mrs. Smith asked the pairs to put a check mark beside facts that proved to be correct, cross out facts that proved to be totally incorrect, fix facts that were partially correct, and put a “?” beside facts that were still unknown. Mrs. Smith used this information to inform her instruction for the next day.The Earths InteriorThe Earth is made up of four different layers. The crustwhere you live The mantlea hot area that can move or flow The coreis really two parts: the outer core is a hot liquid, the inner core is a hot solidThe CrustThe part of the Earth where you live is called the crust. The crust is made of a very thin layer of soil over rock. Some of the kinds of rock are granite, quartz, and basalt. The crust covers the whole surface of the Earth, but it is not the same thickness all over the Earth. It is only about 3-5 miles thick under the oceans and about 25 miles thick under the continents. The crust is broken into about 12 pieces, called plates. The plates move around, or “float” on the soft part of the layer below.The MantleThe layer just