Debra D. Mays

Lesson Plan -NAME:  Debra Mays  GRADE/SUBJECT: Geography      WEEK OF: February 17th-February 21st 2025                          

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.	Standard 3-Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.	Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere  of Earth’s physical systems.	Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.	Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question-How can ecosystems vary from place to place over time? Learning Targets For Students: (1) Natural Habitats. (2) Effects of floods and forest fires. and (3) Reduction of species diversity. I can (as a teacher) help the students gain knowledge on comparing ecosystems from place to place.	Essential Question- What are the differences in soil throughout the Atmosphere? Learning Targets For Students: (1) Global effects of air pollution. (2) Air pollution and the ozone layer. and (3) Chemicals in air pollution. I can (as a teacher) help the students gain information on air that has an even greater effect on the earth as a whole.	Essential Question - How can the Biosphere protect the differences in climate? Learning Targets For Students: (1) Climate and Vegetation. (2) Wetland. and (3) Soil useful for farming. I can (as a teacher) help the students gain knowledge on how ecosystems vary from place to place.	Essential Question - What takes place when ecosystems are invaded? Learning Targets For Students: (1) Human Population. (2) Protecting the Ecosystem. and (3) Protecting the Environment. I can (as a teacher) help the students gain knowledge on	Essential Question-Why is topsoil a valuable part of the lithosphere? How does the hydrosphere help manage water supplies? Learning Targets For Students: (1) The lithosphere. (2) The hydrosphere. and (3) Managing the water supply. I can (as a teacher) help the students gain knowledge on topsoil and water management.
Instructional Strategies/ Activities (Before, During, & After)	Objective- Exploring Our World. Video Before - Read/Quick Write During- Question: What happens when we harm the environment? How can the environment be restored? How can the four basic parts of the Earth’s physical geography be restored? Compare specific terms to parts of an environmental balance. Strategy- ABC Brainstorm.Use the word BALANCE. After- Reading Check Question. (Formative) (Individual Work)	Objective - The Atmosphere. Video Before-Read/Write/Discuss. During- What purpose does the ozone layer serve in the atmosphere? Activity- Graphic Organizer on air pollution. How does acid rain harm the atmosphere? Strategy- Save the Last Word For Me. Write one overall summary statement on the atmosphere. Include global effects, ozone layer, and a chemical imbalance in the air.  After - Reading Check Question. (Formative) (Individual Work)	Objective - The Biosphere. Video Before- Read/Discuss During-Write reasons for human population increase. Why are ecosystems invaded? How can the biosphere protect  the environment? What can farmers do to protect the environment? Activity Strategy- Think-Pair-Share- Students will think about the information on the Biosphere, pair with a partner, then write the final results on people becoming aware of the need to protect ecosystems.  After - Reading Check Question. (Summative) (Group Work)	Objective- The Biosphere. Video Before-Read/Quick Write. During- Why do plants and animals depend on one another? What is considered a valuable ecosystem? What makes up the biosphere? Why do farmers in the rain forests burn or cut down trees? Create a chart to identify where ecosystems are found. Biosphere Activity. Strategy- 3-2-1 Write 3 facts, 2 connections, 1 question I still Have. After - Question- How does saving the rain forests clash with current human needs? (Summative) (Individual Work)	Objective-The Lithosphere and the Hydrosphere. Video Before - Read about the lithosphere and the hydrosphere. During- What is topsoil? What is the connection between the lithosphere and the hydrosphere? What is the purpose of changing what is planted in a field? What is used to build up the topsoil? What is the first  step in managing water supplies?  How has irrigation helped water management? How has pesticides helped  in destroying insects? How can industry and farming harm the water supply? Strategy-Predictions. Write 3 predictions on the lithosphere or the hydrosphere After - How does deforestation lead to erosion? What is the second step in managing the water supply? (Summative) (Small Group)
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	The World and Its People-online	The World and Its People-online	The World and Its People-online	The World and Its People-online	The World and Its People-online
Student Grouping:X  Whole Group X  Small Group  X Individual Work  Assessments: X Formative X Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan -NAME: Debra Mays GRADE/SUBJECT: 7th Grade/ Contemporary Issues-Elective  WEEK OF: February 17th-February 21st 2025                     

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Skill- Reading Comprehension	Skill-Reading Comprehension	Skill-Compare/Contrast	Skill-Key Ideas	Skill- Reading Comprehension
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What was important about the solar eclipse of 2017? Learning Targets For Students:(1) Ancient Civilizations. (2)Solar Eclipses. and (3) Mechanics behind an Eclipse. I can (as a teacher) help the students gain knowledge on the workings of the star that sustains us.	Essential Question- What is the Allure of Totality? Learning Targets For Students: (1) Lore, Legend of the eclipse. (2) Eclipse Equations. and (3) Privileged Visions of a solar eclipse. I can (as a teacher) help the students gain information on the stages of a total solar eclipse.	Essential Question- What is an All-American Eclipse? Learning Targets For Students: (1) The Cosmic Blackout. (2) U.S. Astronomers. and (3) Skywatchers at NASA. I can (as a teacher) help the students gain knowledge on science and pop culture hook up for the Great American Eclipse.	Essential Question- What is the Continental Odyssey? Learning Targets For Students: (1) Following a Moonshadow. (2) The Path of Totality. and (3) The Cosmic Spectacle. I can (as a teacher) help the students gain knowledge on the solar eclipse from Oregon to South Carolina.	Essential Question- What were skywatchers looking for in August 2017? Learning Targets For Students: (1) A brief portion of the eclipse. (2) The appearance of Baily’s Beads. and (3) Deep valleys on the moon’s surface. I can (as a teacher) help the students gain knowledge on the eclipse of the sun.
Instructional Strategies/ Activities (Before, During, & After)	Objective- The Solar Eclipse, 2017. Video Before- Read/Discuss. During- Summarize. Create a chart. Connect ancient civilizations to the solar eclipse of 2017. List descriptive words to explain the solar eclipse. Explain the mechanics behind an eclipse. Complete a reading activity. Strategy- ABC Brainstorm. After - Write 3 reactions from the reading on the solar eclipse, 2017. (Formative) (Individual Work)	Objective- The Allure of Totality- Exploring the lore, legend and improbable cosmic mechanics behind total solar eclipses. Video Before- Read/Discuss. During- Write an opinion on the reading. What are the connections between the 1st, 2nd, 3rd, and 4th contact stages of a total solar eclipse. Write a reaction to eclipse equations. Create a visual that represents one of the four stages of the solar eclipse. Strategy- Predictions. Write 2 predictions on the solar eclipse equation. After - What are privileged visuals of the solar eclipse? (Summative) (Individual Work)	Objective- All-American Eclipse. Video Before - Read/ Compare and contrast the All-American Eclipse to the Eclipse of 2017. During- Write 10 words related to the All-American Eclipse. Explore the pictures on the All-American Eclipse. Write reactions to the pictures. Strategy- Save the Last Word For Me. Write one overall summary statement on the All-American Eclipse After - Explain the only cloud on the horizon. (Formative) (Whole Group)	Objective - Following a Moonshadow. Video. Before- Read/Write 3 key ideas. During- Explain the diagram on the path of the August 21st, 2017 solar eclipse from sea to sea. How many Americans live along the path of totality? Explain the meaning of “Following a Moonshadow”. When does a total solar eclipse occur? Strategy- 3-2-1 Write 3 facts, 2 connections, 1 question I still have. After- Identify the 7 key states, and what they were known for in the Continental Odyssey. (Summative) (Individual Work)	Objective - Eclipsing the Sun. Video Before- Read/Discuss During- Create a chart on Baily’s Beads. Explain the meaning behind Bailey’s Beads. Create a visual to illustrate Bailey’s Beads. What did Francis Baily confirm in 1836? Strategy - Think-Pair-Share. Students will think about the information on eclipsing the sun, pair with a partner, then write final results on each eclipse of the sun, and some visual effects most frequently seen. After - Write 3 opinionated statements. (Summative) (Small Group)
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	Resources Beautiful Phenomena-Discovering Nature’s Most Exotic Wonders. www.time.com	Resources Beautiful Phenomena-Discovering Nature’s Most Exotic Wonders. www.time.com	Resources Beautiful Phenomena-Discovering Nature’s Most Exotic Wonders www.time.com	Resources Beautiful Phenomena-Discovering Nature’s Most Exotic Wonders www.time.com	Resources Beautiful Phenomena-Discovering Nature’s Most Exotic Wonders www.time.com
Student Grouping:X  Whole Group X  Small Group  X Individual Work  Assessments:X Formative X Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan -NAME: Debra Mays            GRADE/SUBJECT: 7th Grade/Geography       WEEK OF: February 11th-February 14th 2025

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Professional Development	Standard 3- Compare geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.	Standard 3- Compare geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.	Standard 3 - Compare geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.	Standard 3- Compare geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.
ESSENTIAL QUESTION Learning Targets “I can …”		Essential Question- How would you compare Earth-Sun relationship regarding seasons? Learning Targets For Students: (1) Fall Hurricanes. (2) Monsoon Rainfalls. and (3) Tornadoes. I can (as a teacher) help the students gain knowledge on Earth’s physical geography.	Essential Question - How would you describe characteristics and physical processes that influence the spatial distribution of ecosystems and biomes on the Earth’s surface? Learning Targets For Students: (1)  Topsoil. (2) Deforestation. and (3) Crop Rotation. I can (as a teacher) help the students gain knowledge on materials that come from land resources.	Essential Question- What are some examples of ecosystems? Learning Targets For Students: (1) Conservation. (2) Irrigation. and (3) Pesticides. I can (as a teacher) help the students gain information on people, plants, and most animals that need freshwater to live.	Essential Question - How can you compare geographic issues in different regions that result from human and natural processes through the Biosphere. Learning Targets For Students: (1) Ecosystems. (2) Climate and Vegetation. and (3) Protecting the Environment. I can (as a teacher) help the students gain knowledge on the increase in human population as well as expanding the communities.
Instructional Strategies/ Activities (Before, During, & After)		Objective-An Environmental Balance. Atmosphere Video Before- Read Information. During-Create a diagram by writing at least two problems that arise with human use of water, land, and air. What are the long-range effects of extreme weather phenomena? Graphic Organizer to include plate tectonics, glaciers, ocean and atmospheric circulation. Activity-Atmosphere Strategy- Save the Last Word For Me. After-Write 3 opinions on the process that shape the physical environment. (Formative) Individual Work	Objective- The Lithosphere. Video Before- Quick Write/Discussion. During- Summarize physical characteristics of the lithosphere in connection to the Earth’s surface. Create a graphic organizer listing the connections between ecosystems and biomes on the Earth’s surface. Activity-Lithosphere. Strategy-ABC Brainstorm. For every letter in the word LITHOSPHERE, students will write a word, phrase, or sentence to identify how land and vegetation are restored. After- Question- How can ecosystems vary from place to place? (Summative) Individual Work	Objective- The Hydrosphere. Video Before- Quick Write During- Write the steps to support water management. What are the physical processes that manage water supplies throughout most areas of the world? Activity- Connecting- List ways that you can help manage water supplies. Reading Check- How can industry and farming harm the water supply? Human/Environment Interaction. Strategy - Predictions. Write predictions to include the Earth’s supply of water is limited, however, people must learn to manage freshwater carefully. After - Write 2 questions of concern for the Hydrosphere. (Formative) Whole Group	Objective- The Biosphere. Video Before - Read/Discuss. During- Compare geographic issues in different regions that result from human and natural processes. Activity- Review human and natural processes.Compare geographic issues through terms to know. Section Wrap-Up on increase and decrease in population. Strategy-Think-Pair-Share. Students will think about the information on the places where the plants and animals are dependent upon one another and their surroundings for survival. After - Writing a Paragraph- Students will write a paragraph that highlights the potential damage that humans can do to the environment and steps that can be taken to prevent that impact. (Summative) Small Group
IXL Skills		Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)		Resources The World and Its People-online	Resources The World and Its People-online	Resources The World and Its People-online	Resources The World and Its People-online
Student Grouping: X Whole Group  X Small Group  X Individual Work  Assessments:X  Formative  XSummative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan - NAME: Debra Mays-GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective WEEK OF: February 11th-February 14th 2025     

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills		Skill-Reading Comprehension	Skill- Reasoning	Skill Questioning	Skill-Key Ideas
ESSENTIAL QUESTION Learning Targets “I can …”	Professional Development	Essential Question- What process brings daylight? Learning Targets For Students: (1) Light from the Sun (2) Daylight. and (3) Darkness. I can (as a teacher) help the students gain knowledge on light that travels in a straight line in space and the other half in darkness.	Essential Question - What are time zones? Learning Targets For Students: (1) Differences in time. (2) North-to-South slice of Earth. and (3) Twenty-Four Time Zones. I can (as a teacher) help the students gain knowledge on countries around the world having several time zones.	Essential Question- What makes Winter and Summer? Learning Targets For Students: (1) Earth’s Movement. (2) The Hemisphere. and (3) Winter and Summer. I can (as a teacher) help the students gain knowledge on Earth making one orbit, or  a complete turn around the Sun.	Essential Question- What are shadows and time. Learning Targets For Students: (1) Sunlight. (2) People in Ancient Times. and (3) A Sundial. I can (as a teacher) help the students gain knowledge on how shadows have changed during the day, and used to tell time.
Instructional Strategies/ Activities (Before, During, & After)		Objective- What Makes Day and Night? Video Before- Read/Discuss. During- Write 3 facts. Write examples of the chosen facts. List 3 descriptive words on both day and night. Explain Earth in terms of its axis. Create a chart to illustrate the part of Earth turned toward the Sun. Strategy - Write 3 predictions. After - Write 3 reactions from the reading. (Formative) Individual Work	Objective - Time Zones. Video Before- Read/Discuss During- Analyze the time zones in Japan-New York-Canada-United States. What are the reasons for different time zones?How many time zones exist on the Earth? What would happen if you traveled all the way around Earth within the middle? Strategy-ABC Brainstorm- Use the word TIME. After - Create a chart showing the different time zones. (Summative) Individual Work	Objective - Winter and Summer. Video Read/ Answer questions. During- In what direction does one half of the Earth tilt? What takes place when the hemisphere tilts toward the Sun? What process allows summer to begin? What process allows winter to begin? Activity-Summarization Create a graphic organizer. Strategy- Save the Last Word For Me. After - Write 3 questions. (Summative) Whole Group	Objective- Shadows and Time. Video Before- Read/Write 5 key ideas. During- Write how the chosen key ideas are supported by the reading on shadows and time. List 3 reactions to the reading and present to the class for discussions. What takes place when sunlight falls on an object? How did the people in ancient civilization tell time? Strategy - Think-Pair-Share. Students will think about the information read, pair with a partner, then share with the class their findings on  shadows and time. After - Create a picture illustrating the old civilization with the new civilization on shadows and time. Visuals  should also include a title and a summary statement. (Formative) Small Group
IXL Skills		Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)		Resources www.pearsonlearning.com	Resources www.pearsonlearning.com	Resources www.pearsonlearning.com	Resources www.pearsonlearning.com
Student Grouping:X  Whole Group X  Small Group X  Individual Work  Assessments:X  FormativeX Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan -NAME:  Debra Mays  GRADE/SUBJECT: 7thGrade/Geography WEEK OF: February 3rd-February 7th 2025                        

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Standard 2- Determine how regions are used to describe the organization of Earth’s Surface.	Standard 2- Determine how regions are used to describe the organization of Earth’s Surface.	Standard 2- Determine how regions are used to describe the organization of Earth’s Surface.	Standard 2- Determine how regions are used to describe the organization of Earth’s Surface.	Standard 2 - Determine how regions are used to describe the organization of Earth’s Surface.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- How would you identify the physical and human features of the water planet? Learning Targets For Students: (1) Water Cycle. (2) Water Resources. and (3) Processes for and reasons for regional change. I can (as a teacher) help the students gain knowledge on regional change, land use, urban growth, population, natural disasters, and trade.	Essential Question - How does water get from the ground to the oceans? Learning Targets For Students: (1) Regional Change. (2) Land-Use. and (3) Urban Growth. I can (as a teacher) help the students gain knowledge on  the organization of Earth’s Surface.	Essential Question- How can people explore Earth’s water? Learning Targets For Students: (1) What the Earth’s water does? (2) Exploring Ise Shelves. and (3) What the future holds for Earth’s Water? I can (as a teacher) help the students gain knowledge on a new understanding about the earth’s watery surface.	Essential Question - How can climate change on the  Earth’s surface?   Learning Targets For Students: (1) Why It Matters. (2) A Balancing Act. and (3) Understanding Climate. I can (as a teacher) help the students gain knowledge on the need to have a balance in the global environment.	Essential Question - What is the connection between landforms and climate? Learning Targets For Students: (1) Wind and Water. (2) Mountains. and (3) The impact of people on climate. I can (as a teacher) help the students gain knowledge on where the landforms are in relation to one another and how water influences climate..
Instructional Strategies/ Activities (Before, During, & After)	Objective - The Water Planet. Video Before- Read/Discuss During- Explain the water cycle. Explain the regional change of water on the earth. Create a diagram illustrating the Earth’s surface. Activity- The Water Planet. Strategy - 3-2-1 3 facts, 2 connections, 1 question I still have. After - Explain connections between physical and human characteristics  of bodies of water. Present to the class. (Formative) (Individual Work)	Objective - Exploring Our World. Video Before - Read/Discuss During- Assessments: Defining Terms, Recalling Facts- Regions, Movement, Critical Thinking- Understanding Cause and Effect, Drawing Conclusions, Graphic Organizer. Activity Strategy - Predictions. After -  Write interactions among regions of the Earth’s surface. (Summative) (Individual Work)	Objective - Exploring Earth’s Water. Video Before - Read/Discuss/Write During- Measure student knowledge of physical features. Describe the water cycle  in their own words. Seeing the Big Picture-economy, government. Activity Strategy- Reading Strategy- Diagram After - Explain precipitation in connection to the Earth’s surface. Present to the class. (Formative) (Individual Work)	Objective - The Effects of Climate. Video Before - Read/Discuss. During- Foldable- Students will make and use the foldable to organize information about the Earth’s water, climate, and vegetation. Activity Strategy - Save the Last Word For Me After - Explain human activities that can change climate. Present to the class. (Summative) (Whole Group)	Objective - Landforms and Climate. Video Before - Read/Discuss/Write During- Applying Map Skills Questions. Building Skills- Outlining. Measure student knowledge of political entities. Explain the Greenhouse  Effect on water, climate and vegetation. Activity Strategy - ABC Brainstorm For every letter in the word Climate, students will write a word, phrase, or sentence to explain how wind and water affect climate, but the shape of the land has an effect on climate as well. After - Explain landforms and local winds. Present to the class. (Summative) (Small Group)
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	Resources The World and Its People-online	Resources The World and Its People-online	Resources The World and Its People-online	Resources The World and Its People-online	Resources The World and Its People-online
Student Grouping:X  Whole Group X  Small Group X  Individual Work  Assessments:X  Formative X Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan - NAME:  Debra Mays  GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective     WEEK OF:February 3rd-February 7th 2025  

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Skill- Reading Comprehension	Skill-Key Ideas	Skill- Writing	Skill-Comparing and Contrasting	Skill- Making Connections
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question-What are ecosystems? Learning Targets For Students: (1) Plants and Animals. (2) Deserts. and (3) Northern Forests. I can (as a teacher) help the students gain knowledge on everything that the animals and plants need to live.	Essential Question - What are Food Chains? Learning Targets For Students: (1) Sunlight. (2) Australia.and (3) Farmers. I can (as a teacher) help the students gain knowledge on how an ecosystem can form a food chain.	Essential Question- What is an important part of an ecosystem? Learning Targets For Students: (1) Amazon Rain. (2) Species of Animals. and (3) Animal Habitat. I can (as a teacher) help the students gain knowledge on how endangered species can disappear from the Earth.	Essential Question - How can people save the rainforest?  Learning Targets For Students:(1) 7th Graders in Sweden. (2) 6th Graders. and (3) The effects of saving the rainforest. I can (as a teacher) help the students gain knowledge on working to save the rainforest.	Essential Question - How can people recycle, reuse, and reduce? Learning Targets For Students: (1) Landfills. (2)  Chemicals. and (3) Americans. I can (as a teacher) help the students gain knowledge on less harm to Earth’s ecosystems.
Instructional Strategies/ Activities (Before, During, & After)	Objective - Ecosystems. Video Before - Read/Quick Write. During- Write 5 facts. Write a one-paragraph summary. List 5 descriptive words to describe ecosystems. Create a diagram to illustrate ecosystems. Strategy- Save the Last Word For Me. After - Write 3 questions (Formative) (Individual Work)	Objective - Food Chains. Video Before - Read/Write 5 key ideas. During- Write how each key idea supports the information on food chains. Create a graphic organizer to illustrate food chains What took place in Australia that relates to food chains. Strategy - Predictions. Write 3 predictions on food chains. After - Write 2 examples of how a food chain can break down.. (Summative) (Individual Work)	Objective - Endangered Species. Video Before - Read/ Write 3 reactions. During- Write a summary. Write an outline on endangered species. Create a diagram. Strategy - 3-2-1 Write 3 facts, 2 connections, 1 question I still have. After - Write 3 conclusive statements. (Formative) (Individual Work)	Objective - Saving the Rainforest. Video Before - Read/ Discuss During- Compare and Contrast 6th and 7th graders from Sweden to children from other countries. Create a chart to explain the effects of saving the rainforest. Sum-It-Up-  Steps involved in saving the rainforest. Strategy - ABC Brainstorm For every letter in the word rainforest, students will write a word, phrase, or sentence to explain the importance of saving the rainforest. (Summative) (Whole Group)	Objective - Recycle, Reuse, and Reduce. Video Before - Read/Discuss. During- Explain the connection between recycle, reuse, and reduce. How are Americans involved in these connections? Create a chart including recycle, reuse, and reduce. What is the connection between landfills and chemicals? Strategy - Think-Pair-Share. Students will think about the information on recycle, reuse, and reduce, pair with a partner, then write their final results explaining the process involved in  the Earth’s ecosystems not being harmed. (Summative) (Small Group)
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	Resources www.pearsonlearning.com	Resources www.pearsonlearning.com	Resources www.pearsonlearning.com	Resources www.pearsonlearning.com	Resources www.pearsonlearning.com
Student Grouping:X  Whole Group X  Small Group X  Individual Work  Assessments:X  Formative  XSummative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X