Kristen+B

Ideas
**D-Quadrant Backward Planning **

Rocks!
 * Lesson Title **

__**What is it you Want Students to Know and Be Able to Do? – **//Content Standards //__

To determine how rocks are used, how they are formed, and determine characteristics of rocks. Use persuasive words in both written and oral formats (as small research paper and and in a commercial using Voice thread)

__**21st Century Skills (ISTE NETS) **//What will you assess, specifically? //__

Information literacy Self direction Invention __**Transfer **: //Students will be able to independently use their knowledge, understandings, and skills acquired to //__//_// Students will be able to locate information about their rock using a variety of sources, and prepare a report about their rock. After their report, they will then create a commercial to persuade other students to purchase their rock/mineral

__**Essential Question **//Big, broad open question not subject specific //__

How can you use persuasion when trying to sell a product? How do you know __**Enduring Understanding: **// What do you hope students to remember 10 years from now? //__

Earth's materials can be broken down and/or combined

__**Unit Questions: **//Open questions – subject specific //__

How is the earths surface changing?

__**Content/Guiding Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Closed questions – fact finding //__

How are rocks formed?

__**<span style="font-family: Arial,sans-serif;">How will you know they know it? **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Formative & Summative Assessment Strategies of content //__//and __skills__//

<span style="font-family: Arial,sans-serif;">Formative Assessments: Observation Checkist Conference Use of peer edit and peer review

<span style="font-family: Arial,sans-serif;">Summative Assessments: voicthread and report Rocks test
 * <span style="font-family: Arial,sans-serif;">Performance Assessment Task – G.R.A.S.P.S. __**


 * <span style="font-family: Arial,sans-serif;">Goal: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">The “hook” //<span style="font-family: Arial,sans-serif;">– //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Your task is… ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">an ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">engaging introduction that kids can connect with – the “real world” situation //


 * <span style="font-family: Arial,sans-serif;">The Role **<span style="font-family: Arial,sans-serif;"> - //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who does this kind of work or problem solving in the “real world?” //


 * <span style="font-family: Arial,sans-serif;">The Audience – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who will you present your product to (other than the teacher)? //


 * <span style="font-family: Arial,sans-serif;">The Situation – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">More details on the goal //


 * <span style="font-family: Arial,sans-serif;">The product **<span style="font-family: Arial,sans-serif;"> – //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would you turn in to your boss? //


 * <span style="font-family: Arial,sans-serif;">Standards & Criteria for Success – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rubric criteria – what is expected? Should align with learning goals //