Look for: ​: Students’ completed Progress Trackers give…

​: Students’ completed Progress Trackers give an opportunity to assess what they have figured out during this lesson. In students’ models, you should look for representation of the ideas and supporting evidence called out in the sample Progress Tracker above.

If students’ models have incomplete or missing ideas, or if sources of evidence are not complete, students can review the same resources previously listed. Encourage them to add new ideas or information from those resources.

Navigate to the next lesson. Quickly close the lesson by saying, We wanted to know what is on and and under the surface of the earth. We have figured out that there is bedrock everywhere below the surface of Earth. We’ve revisited and revised our model of Everest, and we developed a model and documented evidence in our Progress Trackers to explain how what we find at and below Earth’s surface compares at different places. We next need to think about what might be happening to the bedrock when an earthquake occurs.

Additional Lesson 3 Teacher Guidance

SUPPORTING STUDENTS IN MAKING CONNECTIONS IN ELA

CCSS.ELA-Literacy.SL.6.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

There are a number of opportunities in this lesson for students to engage in discussions in pairs, small groups, and as a class. Some discussions are teacher-led, but not all. Students should be encouraged to share their prior understandings, observations, and current thinking while working collaboratively with their peers to figure out the structure, composition, and temperature of materials found at and below the surface of Earth, as well as the changes that pressure and heat cause to bedrock deep below the surface. As much as possible, questions and prompts are used by the teacher, and students are given multiple opportunities to share their current thinking and build on the thinking of others. Additional strategies that can be used include:

• Strategically pair and group students, keeping their individual needs in mind.
• Supply several opportunities for students to respond to questions and share their thinking (e.g., in pairs or small groups before class discussion).
• Allow students to use drawings, symbols, writing, and gestures to express their ideas.

CCSS.ELA-Literacy.SL.6.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

In this lesson, students obtain information from a home reading and are expected to use that information to support their thinking. At the opening of day 2, students are asked to share information in that text about the structure, composition, and temperature of materials at and below the surface of Earth. To support students in sharing and using the information they gather from the reading, key ideas are documented on a chart that students can reference when needed.

Pointing out, highlighting, or underlining the root word sediment and referring to its definition that was added to our Word Wall earlier today.

Pointing out, highlighting, or circling the suffix -ary and telling students that it means “of, relating to, or connected with.” Then you can further explain that sedimentary rock is made “of sediment.”

Making an explicit connection between the two terms--sediment and sedimentary--and the relationship between the concepts, such as the example statement, Sedimentary is a type of rock made when sediments--soil, sand, dirt, and broken rock-- are deposited by wind or water and then compressed into rock over time by heavy layers of sediment above them.