California Geology-Aggregate Resources
Solid website discussing aggregate resources in California. See attached assignment. see more
Grade Level: Eleventh Grade
Objectives: 1. Students will compose a research paper. 2. Students will learn
about aggregate resources in California and their significance in regards to
Californias geology. 3.Students will create a written (presentable) artifact
CDE Language Arts: Research and Technology:?1.3 Use clear research questions and
suitable research methods (e.g., library, electronic media, personal interview)
to elicit and present evidence from primary and secondary sources.?1.4 Develop
the main ideas within the body of the composition through supporting evidence.
1.5 Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in each
medium. 1.6 Integrate quotations and citations into a written text while
maintaining the flow of ideas.?1.7 Use appropriate conventions for documentation
in the text, notes, and bibliographies by adhering to those in style manuals.
1.9 Revise writing to improve the logic and coherence of the organization and
controlling perspective, the precision of word choice, and the tone by taking
into consideration the audience, purpose, and formality of the context.
CDE Science: California Geology: The geology of California
underlies the state's wealth of natural resources as well as its natural
hazards. As a basis for understanding this concept: 9a: Students know the
resources of major economic importance in California and their relation to
California's geology. 9b: Students know the principal natural hazards in
different California regions and the geologic basis of those hazards. 9c:
Students know the importance of water to society, the origins of California 's
fresh water, and the relationship between supply and need. 9d: Students know how
to analyze published geologic hazard maps of California and know howto use the
map's information to identify evidence of geologic events of the past and
predict geologic changes in the future.
CDE-ELL Literacy Component: Organization and Focus: Develop a clear thesis
and support it, using analogies, quotations, and facts appropriately. Write a
multi-paragraph essay, with consistent use of standard grammatical forms.
BTSA Component: Use for Standard 19
compliance. Anticipatory Website:
http://www.consrv.ca.gov/CGS/minerals/mlc/nasa/nasa.htm Critical Tasks: (in any
order) 1. Student teams should create visual images and drawings in order to
support their understanding (and compare/contrast when possible). 2. Allow for
multiple interactions (individual and group). 3. When implementing lesson,
follow the objectives. 4. Teacher must model exploration of the difficult text.
5. Practice own and student ORAL delivery of content. 6. Pre-teach concept of
California Geology (use multiple images). 7. Teacher and students are to be
involved in guided reading. 8. Students must report (orally) what they
understand. 9. Student teams must create a written artifact. 10. Teacher must
define aggregate resource.
Assessment: Informally through observation and
formally through the rubric building website located at