Teacher: E. Vásquez Subject: Life Science Date: May 19-23, 2014

Mazapan G.A.N.A.G. Lesson Plan 2013-2014

/ Standard / Goal / Access Prior Knowledge / New Information / Apply Knowledge / Generalize/ Goal Review/ Grade
Monday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. / Identify the functions of the nervous system
#2,#7 / Hypothesize how the human brain is important for the functioning of the human body.
#7,#8 / Watch Discovery’s Brain Power
#2,#7 / S. take notes in ttheir ISN
#2 / Exit Slip
List at least 3 new facts you learnt about the human brain from this documentary.
#2,#4
Supporting Standards:
S3A, 3Aa,S3Ab, S3Ac,S3Ad, S3Ag
Tuesday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. / Learn how the nervous system interact with other body systems
#2,#7 / Show image of a goalie.
Hypothesize what responses in the goalie’s nervous system have increased?
Why?
Discuss how breathing rate and heart rate increase under stress
#7,#8 / PPT/Mimio/Class discussion on the nervous sytem pg. 636-644
#2,#7 / S. ISN note taking
S. will create a graphic organizer that summarizes how the nervous system, receives, processes, ansd responds to a stimuli
HW: SR 1 and vocabulary pg. 644
#3,#4,#9 / Exit Slip
Which of these refers to something in the environment that causes an organism to react?
A.neuron
B.synapse
C.stimulus
D.cerebellum
#4
Supporting Standards:
S3A, 3Aa,S3Ab, S3Ac,S3Ad, S3Ag
Wednesday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. / Infer the role of the sense in keeping homeostasis
#2,#7 / S. will be given 4 samples of food, they will hold their nose and chew the samples and write down a brief description of what the samples tasted as.They will repeat this process w/out holding their noses.
Discuss their findings.
#4,#6,#7,#9 / PPT/Mimio/Class discussion the senses pg. 646-654
#2,#7 / S. ISN note taking
S. will make a table organizing information on the 5 senses
HW: SR 2 and vocabulary pg 654
#3,#4,#9 / Exit Slip
What is the name for the area at the back of the eye that includes rod cells and cone cells?
A.pupil
B.retina
C.iris
D.lens
#4
Supporting Standards:
S3A, 3Aa,S3Ab, S3Ac,S3Ad, S3Ag
Thursday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. / Infer how the sense can be fooled
#2,#7 / Prezi/Mimio/ Class Participation on Tricking the Mind
#2,#6,#7 / S. will be shown various slides and they must tell me what theya re able to see or what is happening.
#4, #9 / Exit Slip
Rate how easy or hard it was for you to determine what was happening in each slide.
#3
Supporting Standards:
S3A, 3Aa,S3Ab, S3Ac,S3Ad, S3Ag
Friday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. / Identify the functions of the endocrine system
#2,#7 / What occurs within the bodies of young boys that makes them grow facial hair?
S. brainstorm ideas of why this happens and then we discuss their thoughts
#6,#7,#9 / PPT/Mimio/Class discussion the endocrine system pg. 656-661
#2,#7 / S. ISN note taking
S. complete a graphic organizer on the role of oxytocin in the positive feedback system of childbirth
HW: SR 3 and vocabulary pg 661
#3,#4,#9 / Exit Slip
Where do the hormone molecules carry their message to?
A.endocrine glands
B.the brain
C.target cells
D.the skin
#4
Supporting Standards:
S3A, 3Aa,S3Ab, S3Ac,S3Ad, S3Ag