Teacher
Teacher Nina Cook (Ann Schultz) Week# 8 of semester 2 Week of: March 23 – March 30, 2012 Subject: Biology Hours: 3rd, 5th, 6th Revised 3-27-2012
Accommodations:
Student Name: XXXXXXXXXX
Identification Number: XXXXXXXXXX
Hour: 6
Resource Teacher: Marsha Burrell
Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time
Area(s) for Modification
__ LD __AI __HI __CI __POHI
Student Name: XXXXXXXXXX
Identification Number: XXXXXXXXXX
Hour: 5
Resource Teacher: Marsha Burrell
Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time
Area(s) for Modification
__ LD __AI __HI __CI __POHI
Student Name: XXXXXXXXXX
Identification Number: XXXXXXXXXX
Subject: Biology
Hour: 6
Resource Teacher: Marsha Burrell
Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time
Area(s) for Modification
_X_ LD __AI __HI __CI __POHI
Accommodations (continued):
Student Name: XXXXXXXXXX
Identification Number: XXXXXXXXXX
Subject: Biology
Hour: 6
Resource Teacher: Marsha Burrell
Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time
Area(s) for Modification
_X_ LD __AI __HI __CI __POHI
Overarching Question:
How are organisms affected by, and how do they interact with, their living and nonliving environment?
Focus Question:
What types of energy transformations occur in an ecosystem, and what energy transformation cause and effect relationships can be predicted?
Key Concepts/Vocabulary:
Abiotic factor p. 37
Autotroph p. 46
Biological community p. 39
Biomass p. 52
Biosphere p. 36
Biotic factor p. 38
Carbon cycle p. 55
Carnivore p. 47
Commensalism p. 44
Decomposer p. 47
Ecology p. 36
Ecosystem p. 41
Food chain p. 49
Food web p. 50
Habitat p. 42
Herbivore p. 47
Heterotroph p. 47
Mutualism p. 44
Niche p. 43
Nitrogen cycle p. 56
Omnivore p. 47
Organism p. 40
Parasitism p. 44
Phosphorus cycle pp. 56-57
Population p. 38
Species p. 7
Symbiosis p. 44
Trophic level p. 50
Water cycle pp. 53-54
CDV and CCV
Teaching Resources/Materials:
Copies of Eggbie Trait Cards
Rainforest video
Television and DVD/VCR player
Copies of Rainforest video comprehension questions
Copies of Principles of Ecology Section 2.1 worksheet
Internet access
Student NetBooks
Globe Fearon Success in Science: Basic Biology
Glencoe Science Biology: the Dynamics of Life
Assessment/Criteria for Success (How will you know students have gained an understanding of the concepts?)
Cook E-Question: The brother of a woman’s father has hemophilia. Her father was unaffected, but she worries that she may have an affected son. Should she worry? Explain.
Cook E-Question: Compare biotic and abiotic factors. Page 38
Eggbie trait cards
Rainforest video comprehension questions
Biotic and abiotic factors and their interdependencies paragraphs
Problem Solving Lab 2.1 Thinking Critically (1-5) on Page 37
Ecosystem Notes and Flashcards
Principles of Ecology Section 2.1 worksheet
Research Based Instructional Strategies (check strategy that applies to the lesson)
X Identifying similarities and differences X Reinforcing effort and providing recognition X Nonlinguistic representation X Setting objectives and
X Questions, cues and advance organizers X Summarizing and note taking X Cooperative learning providing feedback
X Homework and practice X Technology Generating and testing hypotheses
|Monday |Tuesday |Wednesday |Thursday |Friday |
|Do Now’s: |Do Now’s: |Do Now’s: |Do Now’s: |Do Now’s: |
|Impromptu: Students will have Eggbie trait |Impromptu: Students will have Eggbie trait |Impromptu: Students will have Eggbie trait |Impromptu: Students will have Eggbie trait |Impromptu: Students will have Eggbie trait |
|cards stamped by teacher |cards stamped by teacher |cards stamped by teacher |cards stamped by teacher |cards stamped by teacher |
|Objective: |Objective: |Objective: |Objective: |Objective: |
|B1.2C Develop an understanding of a |B1.1A Generate new questions that can be |B1.2D Evaluate scientific explanations in a |B1.2C Develop an understanding of a |B1.2D Evaluate scientific explanations in a |
|scientific concept by accessing information |investigated in the laboratory or field. |peer review process or discussion format. |scientific concept by accessing information |peer review process or discussion format. |
|from multiple sources. Evaluate the | |B3.2B Describe energy transfer through an |from multiple sources. Evaluate the |B3.2C – Draw the flow of energy through an |
|scientific accuracy and significance of the |B3.2C – Draw the flow of energy through an |ecosystem, accounting for energy lost to the|scientific accuracy and significance of the |ecosystem. Predict changes in the food web |
|information. |ecosystem. Predict changes in the food web |environment as heat. |information. |when one or more organisms are removed. |
| |when one or more organisms are removed. |CCSS 4 Determine the meaning of symbols, key| | |
|B3.2A Identify how energy is stored in an | |terms, and other domain-specific words and |B3.2B Describe energy transfer through an |CCSS 2 Determine the central ideas or |
|ecosystem. |CCSS 7 Translate quantitative or technical |phrases as they are used in a specific |ecosystem, accounting for energy lost to the|conclusions of a text; trace the text’s |
| |information expressed in words in a text |scientific or technical context relevant to |environment as heat. |explanation or depiction of a complex |
|CCSS 2 Determine the central ideas or |into visual form (e.g., a table or chart) |grades 9–10 texts and topics. | |process, phenomenon, or concept; provide an |
|information of a primary or secondary |and translate information expressed visually| |CCSS 4 Determine the meaning of symbols, key|accurate summary of the text. |
|source; provide an accurate summary that |or mathematically (e.g., in an equation) | |terms, and other domain-specific words and | |
|makes clear the relationships among the key |into words. | |phrases as they are used in a specific | |
|details and ideas. | | |scientific or technical context relevant to | |
| | | |grades 9–10 texts and topics. | |
|Materials: |Materials: |Materials: |Materials: |Materials: |
|Copies of Eggbie trait cards |Copies of Eggbie trait cards |Copies of Eggbie trait cards |Copies of Eggbie trait cards |Copies of Eggbie trait cards |
| | | | | |
|Rainforest video | |Index cards for flashcards |Index cards for flashcards | |
|Procedure: |Procedure: |Procedure: |Procedure: |Procedure: |
|Differential Learning Strategies |Differential Learning Strategies |Differential Learning Strategies |Differential Learning Strategies |Differential Learning Strategies |
| | | | | |
|Impromptu: Students will have Eggbie trait |Impromptu: Students will have Eggbie trait |Impromptu: Students will have Eggbie trait |Impromptu: Students will have Eggbie trait |Impromptu: Students will have Eggbie trait |
|cards stamped by teacher |cards stamped by teacher |cards stamped by teacher |cards stamped by teacher |cards stamped by teacher |
| | | | | |
|Teacher will distribute questions related to|Teacher will direct students to define |Teacher will lead class discussion about |Teacher will present PowerPoint slides |Teacher will introduce individual Principles|
|Rainforest video |‘biotic’ and ‘abiotic’, watch the rainforest|biotic and abiotic ecosystem factors and |introducing Ecosystems concepts and |of Ecology Section 2.1 worksheet |
| |video, list three examples of each type of |interdependencies |vocabulary | |
|Teacher will play Rainforest video |factor from rainforest video, and write 3-5 | | |Students will complete Principles of Ecology|
| |sentences describing the interdependencies |Teacher will present PowerPoint slides |Students will write NB#28 notes and create |Section 2.1 worksheet |
|Students will watch Rainforest video and |among the six ecosystem factors. |introducing Ecosystem concepts and |flashcards related to Ecosystems | |
|answer related questions | |vocabulary | | |
| |Students will define ‘biotic factors’ and | | | |
| |‘abiotic factors’. |Students will write NB#28 notes and create | | |
| | |flashcards related to Ecosystems | | |
| |Students will watch the remainder of the | | | |
| |rainforest video. | | | |
| | | | | |
| |Students will list three biotic factors and | | | |
| |three abiotic factors from the rainforest | | | |
| |video, and write 3-5 sentences describing | | | |
| |the interdependencies among the ecosystem | | | |
| |factors. | | | |
|Closure: |Closure: |Closure: |Closure: |Closure: |
|Teacher will remind students to answer last | | | | |
|week’s Cook E-Question on |Teacher will direct students to read pages |Teacher will remind students to create |Teacher will remind students to create |Teacher will remind students to respond to |
|before Wednesday: The brother of a woman’s |36-38 and do Problem Solving Lab 2.1 |Ecosystem flashcards |Ecosystem flashcards |Cook E-Question on : Compare |
|father has hemophilia. Her father was |Thinking Critically (1-5) on Page 37 for | | |biotic and abiotic factors. Page 38 |
|unaffected, but she worries that she may |homework |Teacher will remind students to respond to |Teacher will remind students to respond to | |
|have an affected son. Should she worry? | |new Cook E-Question on : |Cook E-Question on : Compare | |
|Explain. Page 327 |Teacher will remind students to answer last |Compare biotic and abiotic factors. Page 38 |biotic and abiotic factors. Page 38 | |
| |week’s Cook E-Question on | | | |
| |before Wednesday: The brother of a woman’s | | | |
| |father has hemophilia. Her father was | | | |
| |unaffected, but she worries that she may | | | |
| |have an affected son. Should she worry? | | | |
| |Explain. Page 327 | | | |
|Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
|Eggbie Trait Cards |Eggbie Trait Cards | | | |
| | |Eggbie Trait Cards |Eggbie Trait Cards |Eggbie Trait Cards |
|Cook E-Question on : The |Ecosystem paragraph on biotic and abiotic | | | |
|brother of a woman’s father has hemophilia. |factors and interdependencies |Ecosystem notes NB#28 |Ecosystem notes NB#28 |Principles of Ecology Section 2.1 worksheet |
|Her father was unaffected, but she worries | | | | |
|that she may have an affected son. Should |Problem Solving Lab 2.1 Thinking Critically |Ecosystem flashcards |Ecosystem flashcards |Cook E-Question on : Compare |
|she worry? Explain. Page 327 |(1-5) on Page 37 | | |biotic and abiotic factors. Page 38 |
| | |Cook E-Question on : Compare |Cook E-Question on : Compare | |
| |Cook E-Question on : The |biotic and abiotic factors. Page 38 |biotic and abiotic factors. Page 38 | |
| |brother of a woman’s father has hemophilia. | | | |
| |Her father was unaffected, but she worries | | | |
| |that she may have an affected son. Should | | | |
| |she worry? Explain. Page 327 | | | |
|Homework: |Homework: |Homework: |Homework: |Homework: |
|Cook E-Question on before |Read pages 36-37 and do Problem Solving Lab |Ecosystem flashcards |Ecosystem flashcards |Cook E-Question on : Compare |
|Wednesday: The brother of a woman’s father |2.1 Thinking Critically (1-5) on Page 37 | | |biotic and abiotic factors. Page 38 |
|has hemophilia. Her father was unaffected, | |Cook E-Question on : Compare |Cook E-Question on : Compare | |
|but she worries that she may have an |Cook E-Question on : The |biotic and abiotic factors. Page 38 |biotic and abiotic factors. Page 38 | |
|affected son. Should she worry? Explain. |brother of a woman’s father has hemophilia. | | | |
| |Her father was unaffected, but she worries | | | |
| |that she may have an affected son. Should | | | |
| |she worry? Explain. Page 327 | | | |
Lesson Plans are subject to Change.
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