Life Skills - Science
Date:3/24/14-3/28/14 / Lesson Plans
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/ Length of Lesson:45 Minutes Period 4
Stage I – Desired Results
Lesson Topic (Standard/Anchor):
Science:
S11.A.1.1 Analyze and explain the nature of science in the search for understanding the natural world and its connection to technological systems.
S11.B.1.1 - Identify structural or functional similaritiesand differences among living things and compares their diverse needs for survival
S11.B.1.1.1 - Identify which type of organism would be supported in different environments
S11.B.1.1.2 - Describe how different plants or animals use structures to function in a given habitat
S11.D.2.1.1 - Select picture of clothing/accessory that should be worn in temperature named-perception of the temperature named.
S11.D.2.1.1 - Completes a table showing people wearing different clothing/accessories by matching temperatures.
S22.D.2.1.1 - Names of clothing/accessory that should be worn at one temperature named and shown but not at another temperature named and shown.
S11.D.2.1.3 - Locates day in which the described activity is most/least appropriate given a 5-dayweather forecast.
S11.D.2.1.3 - Locates day in which weather condition described is most/least likely to occur given a 5-day forecast - percent probability shown.
S11.D.2.1.5 - Selects picture of person engaged in action that is safest/mosy dangerous under weather condition described.
S11.D.2.1.5 - Selects word for a weather condition under which described precaution is mostappropriate. / Big Ideas:How are ecosystems different from each other? / Understanding Goals (Concepts):
-Places for living things
-Parts of and Ecosystem
-Groups within Ecosystems
-Ecosystems Change
-Deserts - A suprising Ecosystem
-Tundra- Land of Long Winters
-What are some forest ecosystems
Student Objectives (Competencies/Outcomes):
Students will be able to:
- SWBAT use sketches, diagrams, and models to understand scientific ideas.
- SWBAT identify the needs of animals.
- SWBAT relate the charasteristics of orgnaism is inherited from the parents of an organism.
- Sequence events in correct order
Stage II – Assessment Evidence
Performance Task:
- Complete Activity Rubric
- Answer Scaffolded Questions
- Answer Lesson Checkpoint Questions / Other Evidence:
-student work samples
-observation
-verbal responses
Stage III – Learning Plan
Materials & Resources:Science Notebook, Science Textbook , Pencil, Reading
CONTENT AREA READING: Throughout lessons / Formative Assessment(s):
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others:
Instructional Procedures*: (includes mini-lessons)-active engagement, explicit instruction, modeling, scaffolding
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage:
-at beginning, during, and after lessons / Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage:
-throughout lessons
Procedures / Monday / Tuesday / Wednesday / Thursday / Friday
3/24/14 / DayB / 3/25/14 / DayA / 3/26/14 / DayB / 3/27/14 / DayA / 3/28/14 / DayB
Introduce new vocabulary words preferred environment, variable, beetle
Read about Beetles on Page 18-20 in Science Stories /
- Compare and Contrast Isopods and Beetles with actual creatures and write on Venn Diagram
- Read Darkling Beetles in Science Stories and Answer ?'s on worksheet.
- Have 2 runways made
- Add 50 ml of soil dry moist and wet to each runway
- Students add in 5 meal worms to runway 1 and 5 darkling beetles to runway 2
- 10 minutes, students complete Animal Investigation Sheet No. 6 for short run
- Look at runways write down observations for long run Animal Investigation No. 6
- Students will put covers on both runways to start
- Animal investigation sheet 6
- Leave runways overnight with covers on
- Students will fill out results for the long run investigation for light preference Animal Investigation 6
- Students will put both the beetles and meal worms into terrariums
- Students will complete Terrarium Observation 3 wk sheet
Assignments /
- See Above
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* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding