FellowsLessonPlanTemplate.docx



Monday 2/11/2013Topic:Cellular RespirationStandards Addressed:B2.5D: Describe how individual cells break down energy-rich molecules to provide energy for cell functions.B3.1A: Describe how organisms acquire energy indirectly from sunlight. B3.1B: Illustrate and describe the energy conversions that occur during respiration.B2.4e: Explain how cellular respiration is important for the production of ATP (build on aerobic vs. anaerobic). B1.1C: Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate level of precision).B1.1E: Describe a reason for a given conclusion using evidence from an investigation. Objectives:I can identify the steps of cellular respiration.With (aerobic respiration) and without (anaerobic respiration) oxygen present.I can identify the molecules that are utilized and produced in cellular respiration.I can conduct a scientific investigation that demonstrates the effect of lack of oxygen on cellular respiration.I can develop a conclusion using the evidence of this investigation.I can construct a concept map of cellular respiration.Materials:Cellular Respiration Song ()Cellular Respiration Graphic OrganizerTennis BallsTennis Ball Lab GuideConcept Map InstructionsMethod:Good NewsRecap on missing assignments Ask students if they would like me to post their grades weekly.Quick lecture recap and fill in first half of graphic organizer (Equation, Who, What, Why)Cell Respiration Video ()Lecture regarding the first step of cellular respiration (glycolysis).Fermentation Lab (Tennis Ball Lab)Class groupingTeacher is the timer half the students are performing the lab.For 30 seconds, squeeze the ball and record the number of squeezes. Give the “squeezer” a 15 second break and repeat 4 more times.Switch and repeat the procedure.Record the class numbers.What happens as you increase your number of trials?Why?Lecture regarding second step of cellular respirations (with and without oxygen).Assign the concept map assignment for cellular respiration.Using my photosynthesis concept map as a guide, can you develop your own concept map for cellular respiration.Assessments:Cellular respiration graphic organizerFermentation lab handout Student developed cellular respiration concept mapFacilitation by the instuctorTuesday 2/12/2013Topic:Cellular RespirationStandards Addressed:L3.p4A: Recognize that, and describe how, human beings are part of Earth’s ecosystems. Note that human activities can deliberately or inadvertently alter the equilibrium in ecosystems.B3.4C: Examine the negative impact of human activities. B3.4x: Human ImpactHumans can have tremendous impact on the environment. Sometimes their impact is beneficial, and sometimes it is detrimental. B3.4d: Describe the greenhouse effect and list possible causes.B3.4e: List the possible causes and consequences of global warming.Objectives:I can create one of the following: global warming children’s book, graphic novel, prezi, or voicethread.I can describe the greenhouse effect as well as its possible causes.I can list the causes and consequences of global warming. Materials:PaperArt supplies: colored pencils, crayons, markers, scissors, glue, booksMethod:ALL DAY WMCAT (1/2 students at WMCAT, the other 1/2 will be working on global warming project)Good NewsDescribe the project. Allow students to choose the project that they would like to participate in (children’s book, graphic novel, prezi, or voicethread).Give students the time to work on their projects.Assessments:Global warming project.Wednesday 2/13/2013Topic:Global WarmingStandards Addressed:Biology HSCEB1.2B: Identify and critique arguments about personal or societal issues based on scientific evidence. B1.2C: Develop an understanding of a scientific concept by accessing information from multiple sources.L3.p4A: Recognize that, and describe how, human beings are part of Earth’s ecosystems. Note that human activities can deliberately or inadvertently alter the equilibrium in ecosystems.B3.4C: Examine the negative impact of human activities. B3.4x: Human ImpactHumans can have tremendous impact on the environment. Sometimes their impact is beneficial, and sometimes it is detrimental. B3.4d: Describe the greenhouse effect and list possible causes.B3.4e: List the possible causes and consequences of global warming.English Common Core (Maybe)CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and SS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and SS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and SS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are SS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument SS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Objectives:I can create a research paper examining the question: Should the government step in and work to combat global warming?I can locate beneficial scientific literature on global warming.I can cite beneficial scientific literature on global warming.I can address both claims and counterclaims regarding global warming.Materials:NetbooksOnline sources such as:Method:Taught with Lisa Vanzegeren (and Nicholas Bihler)Talk about the project.Give them their research question.FACILITATE!!!!Assessments:Final Research paper (grade the biological content).Thursday 2/14/2013 (HALF DAY: Limited Hour)Topic:Global WarmingStandards Addressed:Biology HSCEB1.2B: Identify and critique arguments about personal or societal issues based on scientific evidence. B1.2C: Develop an understanding of a scientific concept by accessing information from multiple sources.L3.p4A: Recognize that, and describe how, human beings are part of Earth’s ecosystems. Note that human activities can deliberately or inadvertently alter the equilibrium in ecosystems.B3.4C: Examine the negative impact of human activities. B3.4x: Human ImpactHumans can have tremendous impact on the environment. Sometimes their impact is beneficial, and sometimes it is detrimental. B3.4d: Describe the greenhouse effect and list possible causes.B3.4e: List the possible causes and consequences of global warming.English Common Core (Maybe)CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and SS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and SS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and SS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are SS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument SS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Objectives:I can create a research paper examining the question: Should the government step in and work to combat global warming?I can locate beneficial scientific literature on global warming.I can cite beneficial scientific literature on global warming.I can address both claims and counterclaims regarding global warming.Materials:NetbooksOnline sources such as:Method:Taught with Lisa Vanzegeren (and Nicholas Bihler)Talk about the project.Give them their research question.FACILITATE!!!!Assessments:Final Research paper (grade the biological content).Friday 2/15/2013Topic:Cellular RespirationStandards Addressed:B2.1A: Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. B2.1B: Compare and contrast the transformation of matter and energy during photosynthesis and respiration. B2.4e: Explain how cellular respiration is important for the production of ATP (build on aerobic vs. anaerobic). B2.5D: Describe how individual cells break down energy-rich molecules to provide energy for cell functions.B3.1A: Describe how organisms acquire energy directly or indirectly from sunlight. B3.1C: Recognize the equations for photosynthesis and respiration and identify the reactants and products for both. Objectives:I can recognize the equations for photosynthesis and respiration.I can identify the products and reactants for photosynthesis and respiration.I can compare and contrast photosynthesis and respiration.Materials:Cellular respiration quiz.Senteo clickers.Multiple colored papers for foldable.Method:Good newsCellular respiration quizFoldableIncludes title, who, where, equation, step 1, and step 2.Have students grab 3 papers of different colors.Stack them so they are staggered.Fold it so that there are tabs.Show them how to glue it (or tape).Cut each tab down middle.Allow them time to fill it out themselves.Go over necessary information for students to have.Samoan circle of global warming or flow map for cellular respiration and photosynthesis.Assessments:Cellular respiration quiz.Photosynthesis/ Respiration foldable.Flow map. ................
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