Date:10/21/2013 / Lesson Plans
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/ Length of Lesson:1 week
Stage I – Desired Results
Lesson Topic (Standard/Anchor):S11.A.1.1.1, S11.A.1.1.2, S11.A.1.1.4 / Big Ideas:Organisms on Earth interact and depend in a variety of ways on other living and nonliving things in their environments. / Understanding Goals (Concepts):Organisms and their environment are interdependent.
Student Objectives (Competencies/Outcomes):
Students will be able to:Compare and contrast the structural and functional similarities and differences among living things. / Essential Questions:How do organisms interact and depend on each other and their environment for survival? / Vocabulary:flagella, pellicle, ecotoplasm, trichocysts, endoplasm, macronucleus, micromucleus, oral groove, gullet, food vacuole, anal pore, contractile vacuoles, feeder canals, excretory pore
Stage II – Assessment Evidence
Performance Task:Students will demonstrate knowledge of vocabulary by completing tasks such as puzzles, matching, and sentences. They will also complete short quizzes to demonstrate knowledge of Chapter 1 key ideas / Other Evidence:end of the lesson questions, participation in discussions
Stage III – Learning Plan
Materials & Resources:handouts
CONTENT AREA READING: Zoology / 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 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: / 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:
Procedures / Monday / Tuesday / Wednesday / Thursday / Friday
Date10/21 / DayB / Date10/22 / DayA / Date 10/23 / DayB / Date10/24 / DayA / Date10/25 / DayB
- Jellyfish Reproduction: students will read article taking notes and discussing information, then complete questions 1-10
- Finish Monday work
- Discuss and color common Jellyfish pg 17 of workbook
- Jellyfish review
- Jelly fish test
- coral reefs video: view and answer questions
Assignments /
- Moochers of the Caribbean
- clown fish bonding with a sea anenome
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding