WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name: Mr. Dan Schuller Date: 10/14 – 10/17 Length of Lesson: 4 days Content Area: Water – Unit 2

Edline was updated this week: Y My class website was updated this week: Y

STAGE I – DESIRED RESULTS
LESSON TOPIC:
·  Review of the Scientific Method.
·  The Blue Planet – Water & the Water Cycle
·  Watersheds
·  Stream biology
·  Wetlands
·  Factors that affect Wetlands and Watersheds / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
MODULE B—Continuity and Unity of Life
ASSESSMENT ANCHOR BIO.B.4 Ecology
PA Standard 4.1: Watersheds and Wetlands
SAI 1:Abilities necessary to do scientific inquiry.
National Science Standards: SPSP 3a, 3b, 4b, & 6e.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
·  Abilities necessary to do scientific inquiry.
·  The importance of water and the movement of water on the Earth.
·  Qualities of streams focusing on both biotic and abiotic components.
·  Qualities of wetlands focusing on both biotic and abiotic components.
·  PA specific information about watersheds and wetlands. / ESSENTIAL QUESTIONS:
·  Why are we called the Blue Planet?
·  What is the water cycle?
·  What is the difference between surface and groundwater?
·  What are the qualities of streams?
·  What are the qualities of drainage basins (watersheds)?
·  What are factors that affect freshwater ecosystems?
·  What are wetlands?
·  What are factors that affect wetlands?

VOCABULARY:

Water cycle; evaporation; condensation; precipitation; transpiration; runoff; infiltration; groundwater; surface water; source; mouth; laminar flow; turbulent flow; velocity; bed load; suspended load; dissolved load; drainage patterns; tributaries; topography; dendritic; radial; rectangular; trellis; watershed; drainage basin; divide; autotrophs; saprotrophs; raptors; protists; algae; invertebrates; shredders; omnivores; carnivores; vertebrates; grazers; strainers; suckers; detritivores; biotic; abiotic; stream order; current; velocity; substrate; turbidity; algal blooms; dissolved gases; pH; wetland; bog; swamp; marsh; forested wetlands; scrub-shrub wetlands; emergent wetlands; habitat; spawning; buffer zones; urbanization; irrigation; floods; drought; erosion; deposition. /

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
·  Use the scientific method to design and complete their own investigation.
·  Describe the steps of the water cycle.
·  Identify and describe the watersheds of the U.S. and PA.
·  Describe the characteristics of streams.
·  Explain the different types of drainage patterns.
·  Identify and describe the natural and human-related factors that affect streams.
·  Identify the different types of wetlands.
·  Identifyand describe the natural and human-related factors that affect wetlands.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
·  Case Studies
·  Key vocabulary
·  Design Your Own Lab
·  You Solve Its!
·  Lesson Review Questions
·  Field Study
·  Activities Kits
·  Active Readings (Reading Anchor) / FORMATIVE ASSESSMENTS:
·  Thumbs-up
·  Graphic organizers
Summarizing main ideas
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
·  Note taking
·  Partnering
·  Graphic Organizers
·  Whole class response
Describe usage: Used during class.
Scaffolding used:
·  Build vocabulary
·  Build on prior knowledge
·  Teacher prompting
·  Guided notes
·  Provide Visual Support
Describe usage: Used during class. / MATERIALS AND RESOURCES:
·  Computer
·  Computer projector
·  Textbooks
·  Folders
·  Handouts
·  Lab Materials
·  Laptops
CONTENT AREA READING:
Read parts of Chapter 1 in textbook.
Use Reference books for plant identification. / INTERVENTIONS:
·  Redirection during class.
·  One on one assistance.
·  Moving seat to a more productive location.
·  After class/school tutoring.
·  Corrections on assignment/exam.
·  Extension/Extended time to complete assignment/exam.
·  Alternative assignment.
·  Conference with other staff. (roster teachers, counselors or administrators)
·  Conference with parent. / ASSIGNMENTS:
·  Unit vocabulary
·  Guided note packets
·  Active Readings
·  Lab write ups/reports
·  Lab investigations
·  POTD sheets
·  Case Studies
MINI LESSONS / DAY / Monday / DAY / Tuesday / DAY / Wednesday / DAY / Thursday / DAY / Friday
NUMBER/DATE / 10/13 / 34 B / 10/14 / 35 A / 10/15 / 36 B / 10/16 / 37 A / 10/17
TOPIC / Fairchild Challenge / Watersheds / Watersheds / Fairchild Challenge/Maps
OBJECTIVE(S) By the end of the lesson each student will be able to: / Begin writing a rough draft of an essay on technology addiction. / Introduce the concepts of watersheds and rivers. / Explain the defining characteristics of a watershed. / Finish up writing the rough draft of the essay on technology addiction.
Finish up labeling the TC map
PROCEDURES /
TECHNIQUES
To reach objectives / Pass out sentence starters.
Class time to work on essays. / Power point notes on Watersheds.
New Guided note sheet. / Power point notes on Watersheds.
New POTD sheet. / Class time to finish technology essay and the PA watershed map.
Homework: / Rough Drafts due on Friday / Rough Drafts due on Friday / Rough Drafts due on Friday