Content Standard(s):
Literacy Standards (6-12) 4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence Of Student Attainment:
Students:
are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
apply this skill to a variety of style of writing (argument, informative / explanatory, and narrative) Teacher Vocabulary:
clear and coherent writing
development
organization
style
appropriate to task, purpose, and audience
grade-specific expectations Knowledge:
Students know:
qualities of clear and coherent writing
purposes for a variety if types of writing
potential audiences for a variety of types of writing
techniques for developing ideas
techniques for organizing writing
techniques for creating consistent, appropriate style Skills:
Students are able to:
produce clear and coherent writing
analyze a writing task to determine what is required
adapt writing to fulfill a specific purpose
adapt writing to meet the needs of an audience
develop ideas in a way appropriate to task and purpose
apply these skills to a variety of types of writing Understanding:
Students understand that the development, organization, and style of clear and coherent writing pieces are determined by task, purpose, and audience.
Literacy Standards (6-12) 5 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence Of Student Attainment:
Students, with some guidance and support from adults and peers, develop and strengthen writing by:
planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience Teacher Vocabulary:
some guidance and support from adults and peers
develop and strengthen writing as needed
planning
revising
editing
rewriting
trying a new approach
how well purpose and audience have been addressed
conventions Knowledge:
Students know:
techniques for using guidance and support from peers and adults
qualities of well-developed and strong writing
techniques for planning writing
techniques for revising writing
techniques for editing writing
techniques for rewriting
a variety of approaches to writing
writing addresses a purpose and audience Skills:
Students are able to:
use some adult and peer guidance to support and strengthen writing
use planning, revision, editing, rewriting, or a new approach to strengthen writing
explain techniques used to make writing appropriate for purpose and audience
produce writing that is well-developed and strong Understanding:
Students understand that planning, revising, editing, rewriting, trying a new approach, and focusing on how well purpose and audience have been addressed are critical to the development of strong writing pieces.
Science 10 ) Construct an explanation from evidence for the processes that generate the
transformation of rocks in Earth's crust, including chemical composition of
minerals and characteristics of sedimentary, igneous, and metamorphic rocks.
NAEP Framework
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Stability and Change
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
Compare and contrast rocks, minerals, metals and crystals.
Construct a graphical depiction of the transition of a mineral grain through a rock cycle containing igneous, sedimentary, and metamorphic rocks.
Evaluate the evidence for the intrusive or extrusive genesis of an igneous rock.
Identify and classify samples of rocks.
Differentiate among clastic, chemical, and organic sedimentary rocks. Teacher Vocabulary:
igneous
sedimentary
metamorphic
minerals
ore
magma
quartz
feldspar
mica
intrusive rock
extrusive rock
basalt
volcanic eruption
obsidian
clastic rock
conglomerate
chemical rock
organic rock
calcium carbonate
limestone
foliated rock
cleavage
nonfoliated rock
marble
rock cycle
weathering
erosion
heat
pressure
melting
coal
shale
pumice
sandstone
slate
granite
rhyolite
schist Knowledge:
Students know:
Minerals make up rocks.
Rocks are formed in many environments upon and within the Earth's crust.
Igneous rock is formed by the cooling of magma inside the Earth or on the surface.
Sedimentary rock is formed from the products of weathering by cementation or precipitation on the Earth's surface.
Metamorphic rock, is formed by temperature and pressure changes inside the Earth. Skills:
Students are able to:
Construct an explanation that includes specific cause and effect relationships for formation of each type of rock.
Identify and describe evidence to construct an explanation such as cooling of magma at different rates form various types of igneous rocks, cementing of materials together or precipitation to form different sedimentary rocks, and pressure and temperature changes within the crust and upper mantle to form metamorphic rock.
Use reasoning to connect the evidence to explain transformation of rocks in the Earth's crust. Understanding:
Students understand that:
Earth is a complex system of interacting subsystems: the geosphere, hydrosphere, atmosphere, and biosphere. The geosphere includes a hot and mostly metallic inner core: a mantle of hot, soft, solid rock: and a crust of rock, soil, and sediments.
Solid rocks can be formed by the cooling of molten rock, the accumulation and consolidation of sediments, or the alteration of older rocks by heat, pressure, and fluids.
Primary Learning Objective(s):
Learning Targets:
1. I can describe the characteristics of sedimentary, metamorphic, and igneous rocks.
2. I can use evidence from the transformation from the Earth's crust to explain the formation of sedimentary, igneous, and metamorphic rocks.
3. I can write an organized essay.
