viewRadolinski Lesson Plans 2 WEEKS_2/9/15/15-2/2015….candy questions may occur at close when time...
Transcript of viewRadolinski Lesson Plans 2 WEEKS_2/9/15/15-2/2015….candy questions may occur at close when time...
1
Radolinski Lesson Plans 2 WEEKS_2/9/15/15-2/2015….candy questions may occur at close when time allows…. Includes WIDA applications for ESL students-at bottom—Exact MPI’s (WIDA) for Q3 and Q4- are at bottom of plans!!!!!!!!!!!!!
Biology-period 1 BIO.4c/BIO.6a/BIO.3a,b/BIO.7e Characteristi cs of Life and study of Bio
M 2/9/15 T 2/10/15 W 2/11 Thurs.2/12 2/13/15
Hw review/announcements(10-15)
Openers/Learning journal
Openers/Learning journal
Openers/Learning journal
Openers/Learning journal
Openers/Learning journal
Present new/review old(20-25)
Vocab review using sentence frames in small groups
Vocab quiz Ch 1 test Discuss lab techniques in Bio-inc microscopy
MY SOLS THUS FAR QUIZ#1
Activity(30-35) Measurement lab /class time to get help on graphing
Measurement lab Review for test using review/study guide
Finish and turn in measurement lab/class time to get help on graphing
Microscope Lab
Finish microscope lab
2
Guided Practice (10-15)
Review microscope and lab techniques in Bio
Reteach /review (10-15)
Closure (5-10) Hw-Vocab quiz tmtest Wed,graphing Pkt due Thursday,all makeup work due by Friday,Ch 1 test Wed/MY SOLS THUS FAR QUIZ Friday
Hw-test Wed,graphing Pkt due Thursday,all makeup work due by Friday,Ch 1 test Wed/MY SOLS THUS FAR QUIZ Friday
Hw-,graphing Pkt due Thursday,all makeup work due by Friday,Ch 1 test Wed/MY SOLS THUS FAR QUIZ Friday
Hw-,all makeup work due by Friday,Ch 1 test Wed/MY SOLS THUS FAR QUIZ Friday
Hw-study for Tuesday test on lab tecniques
3
4
Biology-period 1 BioChem BIO.2a,b,c/1a-m/4b/5e,g,h
Monday 2/16//15-vacation
Tuesday-2/17
WED.2/18 Thurs.2/19/15
Fri.2/20/15
Hw review/announcements(10-15)
opener –learning journal
opener –learning journal-
opener –learning journal-
opener –learning journal-
opener –learning journal
Present new/review old(20-25)
Lab Techniques test
Ch 2 notes in comp lab
Ch 2 notes in comp lab
quiz My sols thus far quiz 2
Activity(30-35) Film and notes on microscopy
Begin notesdiscussionand review/reinforce w/activity
Characteristics of water lab
Chapter 2 worksheet w/sub
5
Guided Practice (10-15)
Reteach /review (10-15)
Closure (5-10) Hw-lab techniques poster due tomorrow/ch 2 vocab tomorrow/ch 2 quiz1 Thursday /Friday-My sols thus far quiz2 Friday
Hw-lab techniques poster due tomorrow/ch 2 vocab tomorrow/ch 2 quiz1 Thursday /Friday-My sols thus far quiz2 Friday
Hw-lab due/Friday-My sols thus far quiz2 Friday
Hw- read ch 2 and be ready for a Did you Read it?Quiz
Anatomy-periods 2,4
Body Orientation/Diagnostocs/imaging /Biochem
Monday 2/9//15- Tuesday-2/10
WED.2/11 Thurs.2/12/15
Fri.2/13/15
Hw review/announcements(10-15)
opener –learning journal
opener –learning journal-
opener –learning journal-
opener –learning journal-
opener –learning journal
6
Present new/review old(20-25)
Go over ch 1 text questions and wrkbk
Ch 1 test Begin ch 2 notes
Quiz-ch 2 #1
Ch 2 quiz 2
Activity(30-35) Review game for ch 1 test
Cont notes and have studenst use masking tape to identify most body regions
Cont w/notes
House notes
Guided Practice (10-15)
Finish incredible human machine film
Reteach /review (10-15)
7
Closure (5-10) Hw-ch 1 test tm,ch 2 quizzes Thursday and Friday,ch 2 text wed and wrkbk Thursday-imaging due next Wed 2/18
Hw- ch 2 quizzes Thursday and Friday,ch 2 text wed and wrkbk Thursday
Hw- ch 2 quizzes Thursday and Friday,ch 2 text wed and wrkbk Thursday
Hw- quiz tm
Hw-imaging due 2/18,
Anatomy-periods 2,4
Body Orientation/Diagnostocs/imaging /Biochem
Monday 2/16//15- Tuesday-2/17
WED.2/18 Thurs.2/19/15
Fri.2/20/15
Hw review/announcements(10-15)
opener –learning journal
opener –learning journal-
opener –learning journal-
opener –learning journal-
opener –learning journal
Present new/review old(20-25)
Go over rest of notes ch 2
quiz Quiz-ch 2 #1
Ch 2 test
8
Activity(30-35) Review macromolecules using graphic organizer
Review_begin macromolecule lab
Cont w/notes
Work on ch 3 text and wrkbk/sub
Guided Practice (10-15)
Reteach /review (10-15)
Closure (5-10) Hw-ch 1 test tm nucleic acids and proteins,Thursday quiz all macromolecules,test Friday
Hw- Thursday quiz all macromolecules,test Friday
Hw- test Friday/lab due tm
Hw-text and wrkbk
9
10
11
12
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 1(Nature of Science
Q1 Levels 1 -2 Levels 3 - 5
Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
If you change the temperature and determine how long it takes for your sample to boil, temperature is the independent/dependent variable?
What is the independent variable in this experiment? The independent variable in this experiment is
13
Which of the following are not classified under the science of biology, cars, humans, and/or trees?
If you change the temperature and determine how long it takes for your sample to boil, how long it boils is the independent/dependent variable?
________?
What is homeostasis? Homeostasis is maintaining internal conditions despite changes in the environment.
What is the study of living things? Biology is the study of living things.
What is mass? Mass is ____The mass of ____ was _____.
Language Forms & ConventionsSentence Level
independent variable = variable “I” manipulate or change = variable graphed on x axis (horizontal axis)
bio = life/living; biology is the study of life; living things
Homeostasis = body temperature is constant not a home
Vocabulary UsageWord/phrase Level
independent variabledependent variablebiology
independent variablehomeostasisdependent variablemassenzymebiology
Assessment Vocabulary Quiz/Daily Warm-
Vocabulary Quiz/Daily
14
ups/Questioning during lectures
Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of
Science- Unit 2(Cells)Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
Controlling what goes in and out of the cell is _______.
________ is the process when the cell divides.
________ is the process which plants uses the sun’s energy to make food.
What part of the cell controls what enters and exits the cell?
What is photosynthesis?
What is cell division?
What is the “brain” of the cell that directs all activities?
What is the difference between prokaryotic and eukaryotic?
Language Forms & ConventionsSentence Level
Photosynthesis is not a photo/picture. It is breaking down energy to make food
Nucleus is the center of the cell “brain” control center
Vocabulary UsageWord/phrase Level
PhotosynthesisCell membraneCell division
PhotosynthesisCell membraneCell divisionMitosisProkaryoticeukaryotic
Assessment Vocabulary Quiz/Daily Warm-ups/Questi
Vocabulary Quiz/Daily Warm-ups/Questi
15
oning during lectures
oning during lectures
Comprehensive Application of WIDA Standard 4: Language of
Science- Unit 3(Genetics)Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
____ is a change in the DNA sequence.
The study of heredity is _______.
To copy = ______________
What is a mutation?
What are the types of nucleotides?
What is the genetic code?
____ is the process of coping DNA.
Contrast phenotype and genotype.
Language Forms & ConventionsSentence Level
Genetics is the study of genes (heredity)
DNA stands for Deoxyribonucleic Acid
RNA stands for Ribonucleic Acid
Vocabulary UsageWord/phrase Level
GeneticsReplicationmutation
GeneticsReplicationMutationDNARNAGenetic codePhenotypegenotype
Assessment Vocabulary Quiz/Daily
Vocabulary Quiz/Daily Warm-
16
Warm-ups/Questioning during lectures
ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language
of Science- Unit 4 (Evolution/Classification)
Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
_______ (natural selection/evolution) is a slow change.
Natural selection causes evolution.
Taxon = _______ (group)
What is natural selection?
What is a taxon?
How is the difference between homologous and vestigial structures?
_______ is illustrated by the gradual changes over time as seen by the peppered moths.
Language Forms & ConventionsSentence Level
Evolution is normally a slow process.
Natural selection is nature not people choosing the trait
Vestigial structures are no longer useful.
Homologous structures have the same structures but different features
Vocabulary UsageWord/phrase
EvolutionNatural selectionTaxon
EvolutionNatural selection
17
Level TaxonDescent with modificationVestigial structuresHomologous structures
Assessment Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of
Science- Unit 5(From Microorganisms to Plants)
Q2 Levels 1 -2 Levels 3 – 5
Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
__________ (bacteria/virus) is an example of a prokaryote.
__________ (bacteria/virus) are not living because they must reproduce in a host.
__________ (bacteria/virus/protozoan) are animal-like protists.
What are bacteria?
Compare and contrast bacteria and viruses.
Protozoan belongs in which kingdom?
Compare and contrast angiosperms and gymnosperms.
Fungi have _____ in the
18
cell walls.
____ have seed cones.
Language Forms & ConventionsSentence Level
Bacteria are tiny organisms you cannot see with your eyes.
Viruses are not living.
Gymnosperms do not work out in the gym
Chitin is in the cell wall and not a kite
Vocabulary UsageWord/phrase Level
BacteriaVirusesProtozoan
BacteriaVirusesProtozoanAngiospermsGymnospermsChitin
Assessment
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of
Science- Unit 6(Animals)Q2 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
Invertebrate lacks a __________.
Chordate is more advanced than an _________.
______ protects Arthropods.
Compare invertebrates and Chordates.
____ have an exoskeleton.
Compare dorsal and ventral sides.
Compare radial and bilateral symmetry.
19
Which Phylum has no symmetry?
Language Forms & ConventionsSentence Level
Invertebrates = no backbone
Exoskeleton is outside
Symmetry shows body arrangement of body parts.
Ventral means belly not a vent.
Dorsal means back not a door.
Vocabulary UsageWord/phrase Level
InvertebrateChordateExoskeleton
InvertebrateChordateExoskeletonSymmetryDorsalVentralArthropod
Assessment Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of
Science- Unit 7 (Ecology)Q2 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
____ is the study of the environment.
_____ means living.
A rock is an example of a (n) ______ factor.
What is ecology?
Compare abiotic and biotic factors.
Compare and contrast all symbiotic relationships.
Which symbiotic relationship requires a host?
Energy is
20
transferred in a ________.
Compare food chains and food webs.
Language Forms & ConventionsSentence Level
Ecology =environment
Biotic factors only include living things
Abiotic is not living and not a medicine
Mutualism requires that both benefit.
One suffers and one is helped is parasitism.
Food chain shows transfer of energy not jewelry.
Vocabulary UsageWord/phrase Level
EcologyAbiotic factorBiotic factor
EcologyAbiotic factorBiotic factorMutualismParasitismFood chain
Assessment Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
UNIT 1_Nature of Science_
WIDA MPI’s for Q1-all standard 4-level 3 and 4/vocab in bold/q2
Chapter 1-BIO.1c-variables are defined
1-Students will write hypotheses, tell the class the independent variable ,dependent variable,and control for each and compare as they report it on the white board
Chapter 1-BIO.1e-conclusions based on qualitative and quantitative data
21
2- Students will organize miscellaneous data into quantitative and Qualitative data using graphic organizer within a lab setting
Chapter 1-BIO.1e-observations of live organisms
3-Students will detail observations of live organisms in class and tell to small groups.
UNIT1` and UNIT 2-CELLS Chapter 2 and 7-Biochem and Cells-BIO.3.1-water chemistry and effects on live organisms and BIO.4d-cell membrane transport/BIO.4a-characteristics of prokaryotes and eukaryotes
1-Students will report back in oral/visual review the properties of water
2-Students will compare osmosis of water under 3 different conditions of tonicity and use manipulatives they cut out and paste to demonstrate the actions.
3-In small groups,students will draw,color,and cut out assigned organelle and verbally cite functions as they place into the correct location on a big cell found on the board .
Chapters 8 and 9-BIO.3 d-energy flow in photosynthesis and cellular respiration
1- The students will compare photosynthesis and cellular respiration by coloring visual displays in precise manner
2- The students will re-enact the process of photosynthesis and cellular respiration using card board cutouts to help display while they verbally describe each step.
3- The students will continually repeat to the class-practically daily-that ATP is for ENERGY-(which rhymes )
UNIT 3-Genetics
BIO.6e Students investigate genetic variation,6f-structure and function of nucleic acids,6d-medelian genetics
1. Students will identify and cite examples of mutations and the errors that create them-Using given DNA sequences,they will circle the changes that appear and the varied way they are produced.
22
2. Students will cite importance of Chargaff’s Rules and Complete DNA and m RNA sequences w/magnetic manipulates on white board.
3. Using numerous punnett square scenarios-compose in small groups-,students will call out to class which are phenotype ratios and those that are genotype ratios.
UNIT 4-Evolution and Classification
BIO .8 Students will investigate how populations change through time,citing how natural selection leads to adaptations(8c) and scientific explanations for evolution(8e).
BIO.7-Students will investigate modern classification systems(7e-classification systems)
1. Students will demonstrate that Natural Selection is a vehicle to evolution by explaining ,w/sequenced pictures,the evolution of the peppered moth
2. Students will use correctly chosen images to explain the differences between vestigial structures and homologous ones,verbally citing as they identify.
3. Students will produce 8 examples of taxons by writing them in a learning journal.
UNIT 5-Microorganisms to Plants
BIO.5-Students will investigate and understand life functions of archae and eubacteria(5a-bacteria structure and function) and (5f-how viruses compare to other animals) and (5a-fungi structure and function)
1. Students will redraw and verbally describe the structure of a bacteria.2. Students will compare bacteria to viruses and show why viruses are not living by drawing and
describing –written-lytic and lysogenic infections.3. Students will draw a generalized fungal cell and plant cell and compare,w/verbal discussion,the
cell wall contents.
UNIT 6-Animals
BIO.5a-students show life functions in the kingdoms and BIO.7a-investigate structural similarities
1. Students will compare invertebrates to vertebrates by verbalizing the key similarities and differences based on notes and provided images.
2. Students will point to locations of ventral and dorsal on diagrams.3. Students will write a paragraph explaining w/labeled images the differences between radial and
bilateral symmetry .They will come up and point these out also on classroom pets.
UNIT 7-Ecology
BIO.9-Students will demonstrate dynamic equilibria w/in populations,communities,and ecoststems.(9a-interactions,9b-energy flow)
1. Students take a list of factors and group them into abiotic and biotic,sharing with the class.
23
2. Students will list all symbiotic relationships and verbalize examples of each.3. Students will assemble into small groups to organize several organisms into a food
chain,verbalizing how the energy is transferring.