Glencoe Florida Sciencefl Lesson Plans (4 Sections)Chapter 1

Glencoe Florida ScienceFL Lesson Plans (4 sections)Chapter 1

Chapter 1

Section 1Cell Structure

Benchmark—SC.H.1.3.1 (AA, MC, CR): The student knows that scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way; SC.H.1.3.5 (AA, MC, GR, SR, ER): The student knows that a change in one or more variables may alter the outcome of an investigation. Also covers: SC.H.1.3.2 (CS, MC), SC.H.1.3.3 (CS, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.3.3.2 (CS, MC)

Step 1—Disaggregate Data

Pre-test

ExamView ® Pro Testmaker, SC.H.1.3.1, SC.H.1.3.5, TCH

Step 2—Timeline and Focus Calendar

Schedule

Block Schedule:1 session ( denotes activities recommended for block schedule.)

Single Periods:2 sessions

Objectives

1.Apply scientific methods to problem solving.

2. Demonstrate how to measure using scientific units.

Step 3—Benchmark Lessons

Motivate

____ Launch Lab, p. 5

___ Section Focus Transparency 1, p. 1, TCR; Transparency Activity, p. 44, CRB, (ELL)

____ Foldables p. 15, CRB

____ Reading Preview, p. 6, TWE

____ Interactive Chalkboard, Ch. 1, Sec. 1, TCH

Teach (Differentiate, Accommodate)

Level 1
Labs:
__ MiniLAB: Analyzing Data, p. 9; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)
__ Laboratory Activity 1, pp. 9–10, T9, CRB
TWE Margin:
__ Visual Learning, p. 7
__ Science Journal, p. 7
__ Identifying Misconceptions,
pp. 7, 10, 12
__ Reading Strategy, p. 8, (ELL)
__ Fun Fact, p. 8
__ Discussion, pp. 9, 12
__ Active Reading, p. 10
__ Differentiated Instruction, Learning Disabled, p. 11
__ Daily Intervention, Check for Understanding, p. 13
__ Daily Intervention, Reteach, p. 13
TCR:
__ Reading Essentials, English, Section 1, pp. 1-18, (ELL)
__ Reading Essentials, Spanish, Section 1, pp. 1-18, (ELL)
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 1, pp. T2-T4, CRB
__ Spanish Resources, Section 1, pp. T5–T8, CRB, (ELL)
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL) / Level 2
SE:
__ Science Online, p. 8
Labs:
__ MiniLAB: Analyzing Data, p. 9; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)
__ Laboratory Activity 1, pp. 9–10, T9, CRB
TWE Margin:
__ Visual Learning, p. 7
__ Science Journal, p. 7
__ Identifying Misconceptions,
pp. 7, 10, 12
__ Reading Strategy, p. 8, (ELL)
__ Fun Fact, p. 8
__ Quick Demo, pp. 8, 12
__ Curriculum Connection, p. 9
__ Discussion, pp. 9, 12
__ Active Reading, p. 10
__ Daily Intervention, Check for Understanding, p. 13
__ Daily Intervention, Reteach, p. 13
TCR:
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 1, pp. T2-T4, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)
__ Virtual Labs, Ch. 1, TCH, (ELL) / Level 3
SE:
__ Science Online, p. 8
Labs:
__ MiniLAB: Analyzing Data, p. 9; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)
__ Laboratory Activity 1, pp. 9–10, T9, CRB
TWE Margin:
__ Science Journal, p. 7
__ Identifying Misconceptions,
pp. 7, 10, 12
__ Fun Fact, p. 8
__ Curriculum Connection, p. 9
__ Teacher FYI, pp. 9, 10, 12
__ Discussion, pp. 9, 12
__ Active Reading, p. 10
__ Differentiated Instruction, Challenge, p. 11
TCR:
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 1, pp. T2-T4, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)
__ Virtual Labs, Ch. 1, TCH, (ELL)

Step 4—Mini-Assessments

Assess

____ Assessment, pp. 5, 9, TWE

___ Section Review, p. 13, TWE

____ Mini-Assessment, p. 13, TWE

____ Reading Strategy, p. 8, TWE

____ Performance Assessment in the Science Classroom, p. 6, TCR

____ Mastering the FCAT Grade 6, pp. 50, 53-54, 56, TCR

____ FCAT Transparencies, SC.H.1.3.1, SC.H.1.3.5, TCR

____ ExamView ® Pro Testmaker, Ch. 1, TCH

____ Interactive Chalkboard, Section Review, Ch. 1, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery

Reinforcement
Level 1
__ Directed Reading for Content Mastery,
pp. 17-20, T10, CRB, (ELL)
__ Spanish Directed Reading for Content Mastery,
pp. 21–24, T10, CRB, (ELL)
__ Reinforcement, p. 25, T11, CRB, (ELL)
__ Science Notebook, Ch. 1, Sec. 1, TCR, (ELL)
__ Florida Science Observer, Vol. 1, Space Exploration
__ Study Guide and Reinforcement, p. 1, TCR, (ELL)
__ StudentWorks Plus, Ch. 1, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 1, TCH, (ELL)
__ More Section Review, Ch. 1, fl6.msscience.com / Enrichment
Level 3
__ Enrichment, p. 29, T11, CRB
__ Earth Science Critical Thinking/Problem-Solving,
Activity 1, p. 1, Activity 18, p. 18, Activity 21, p. 21,
Activity 22, p. 22
__ Probeware Lab Manual, Lab 14, p. 80
__ Cultural Diversity, Activity 30, p. 59, Activity 35,
p. 69

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process

For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see page FL12.

Section 2Living Things

Benchmark—SC.F.1.3.1 (AA, MC, SR): The student understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation; SC.F.1.3.2 (CS, MC): knows that the structural basis of most organisms is the cells and most organisms are single cells, while some, including humans, are multicellular. Also covers: SC.F.1.3.3 (CS, MC), SC.F.1.3.5 (CS, MC), SC.F.1.3.7 (CS, MC), SC.G.1.3.5 (AA, MC, SR)

Step 1—Disaggregate Data

Pre-test

ExamView® Pro Testmaker, SC.F.1.3.1, SC.F.1.3.2, TCH

Step 2—Timeline and Focus Calendar

Schedule

Block Schedule:1 session ( denotes activities recommended for block schedule.)

Single Periods: 2 sessions

Objectives

3.Distinguish between living and nonliving things.

4. Identify what living things need to survive.

Step 3—Benchmark Lessons

Motivate

___ Section Focus Transparency 2, p. 2, TCR; Transparency Activity, p. 45, CRB, (ELL)

____ Foldables p. 15, CRB

____ Reading Preview, p. 14, TWE

____ Interactive Chalkboard, Ch. 1, Sec. 2, TCH

Teach (Differentiate, Accommodate)

Level 1
Labs:
none
TWE Margin:
__ Differentiated Instruction, Learning Disabled, p. 15
__ Use an Analogy, p. 15
__ Fun Fact, p. 15
__ Discussion, p. 16
__ Science Journal, p. 16
__ Reading Strategy, p. 16, (ELL)
__ Visual Learning, p. 17
__ Identifying Misconceptions,
p. 17
__ Differentiated Instruction, English-Language Learners, p. 17
__ Daily Intervention, Check for Understanding, p. 18
__ Daily Intervention, Reteach, p. 18
TCR:
__ Reading Essentials, English, Section 2, pp. 1-18, (ELL)
__ Reading Essentials, Spanish, Section 2, pp. 1-18, (ELL)
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 2, pp. T2-T4, CRB
__ Spanish Resources, Section 2, pp. T5–T8, CRB, (ELL)
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL) / Level 2
SE:
__ Science Online, p. 15
__ Integrate (Social Studies), p. 16
Labs:
none
TWE Margin:
__ Quick Demo, p. 15
__ Use an Analogy, p. 15
__ Fun Fact, p. 15
__ Curriculum Connection, p. 16
__ Discussion, p. 16
__ Science Journal, p. 16
__ Reading Strategy, p. 16, (ELL)
__ Visual Learning, p. 17
__ Identifying Misconceptions,
p. 17
__ Daily Intervention, Check for Understanding, p. 18
__ Daily Intervention, Reteach, p. 18
TCR:
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 2, pp. T2-T4, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)
__ Virtual Labs, Ch. 1, TCH, (ELL) / Level 3
SE:
__ Science Online, p. 15
__ Integrate (Social Studies), p. 16
Labs:
none
TWE Margin:
__ Fun Fact, p. 15
__ Science Journal, p. 16
__ Teacher FYI, pp. 16, 17
__ Curriculum Connection, p. 16
__ Discussion, p. 16
__ Identifying Misconceptions,
p. 17
TCR:
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 2, pp. T2-T4, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)
__ Virtual Labs, Ch. 1, TCH, (ELL)

Step 4—Mini-Assessments

Assess

___ Section Review, p. 18, TWE

____ Mini-Assessment, p. 18, TWE

____ Reading Strategy, p. 16, TWE

____ Performance Assessment in the Science Classroom, pp. 6, TCR

____ Mastering the FCAT Grade 6, pp. 35-36, 55-56, TCR

____ FCAT Transparencies, SC.F.1.3.1, SC.F.1.3.2, TCR

____ ExamView ® Pro Testmaker, Ch. 1, TCH

____ Interactive Chalkboard, Section Review, Ch. 1, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery

Reinforcement
Level 1
__ Directed Reading for Content Mastery,
pp. 17-20, T10, CRB, (ELL)
__ Spanish Directed Reading for Content Mastery,
pp. 21–24, T10, CRB, (ELL)
__ Reinforcement, p. 26, T11, CRB, (ELL)
__ Science Notebook, Ch. 1, Sec. 2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 1, TCR, (ELL)
__ StudentWorks Plus, Ch. 1, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 1, TCH, (ELL)
__ More Section Review, Ch. 1, fl6.msscience.com / Enrichment
Level 3
__ Enrichment, p. 30, T11, CRB
__ Earth Science Critical Thinking/Problem-Solving,
Activity 1, p. 1
__ Science Inquiry Lab Manual, Activity 1, p. 1
__ Probeware Lab Manual, Lab 2, p. 22, Lab 1, p. 18

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process

For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see page FL12.

Section 3Where does life come from?

Benchmark—SC.H.1.3.1 (AA, MC, SR): The student knows that scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. Also covers: SC.F.2.3.4 (CS, MC), SC.H.1.3.2 (CS, MC), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (not assessed), SC.H.3.3.5 (not assessed)

Step 1—Disaggregate Data

Pre-test

ExamView® Pro Testmaker, SC.H.1.3.1, TCH

Step 2—Timeline and Focus Calendar

Schedule

Block Schedule: 0.5 session ( denotes activities recommended for block schedule.)

Single Periods: 1 sessions

Objectives

5. Describe experiments about spontaneous generation.

6. Explain how scientific methods led to the idea of biogenesis.

Step 3—Benchmark Lessons

Motivate

___ Section Focus Transparency 3, p. 3, TCR; Transparency Activity, p. 46, CRB, (ELL)

____ Reading Preview, p. 19, TWE

____ Interactive Chalkboard, Ch. 1, Sec. 3, TCH

Teach (Differentiate, Accommodate)

Level 1
Labs:
none
TWE Margin:
__ Visual Learning, p. 20
__ Reading Strategy, p. 20, (ELL)
__ Daily Intervention, Check for Understanding, p. 21
__ Daily Intervention, Reteach, p. 21
TCR:
__ Reading Essentials, English, Section 3, pp. 1-18, (ELL)
__ Reading Essentials, Spanish, Section 3, pp. 1-18, (ELL)
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 3, pp. T2-T4, CRB
__ Spanish Resources, Section 3, pp. T5–T8, CRB, (ELL)
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL) / Level 2
SE:
__ Integrate (Earth Science), p. 21
__ Integrate (Astronomy), p. 21
Labs:
__ none
TWE Margin:
__ Visual Learning, p. 20
__ Reading Strategy, p. 20, (ELL)
__ Daily Intervention, Check for Understanding, p. 21
__ Daily Intervention, Reteach, p. 21
TCR:
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 3, pp. T2-T4, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)
__ Virtual Labs, Ch. 1, TCH, (ELL) / Level 3
SE:
__ Integrate (Earth Science), p. 21
__ Integrate (Astronomy), p. 21
Labs:
none
TWE Margin:
__ Differentiated Instruction, Challenge, p. 20
TCR:
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 3, pp. T2-T4, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)
__ Virtual Labs, Ch. 1, TCH, (ELL)

Step 4—Mini-Assessments

Assess

___Section Review, p. 21, TWE

____Mini-Assessment, p. 21, TWE

____Reading Strategy, p. 20, TWE

____Performance Assessment in the Science Classroom, pp. 6, TCR

____Mastering the FCAT Grade 6, pp. 35-36, TCR

____FCAT Transparencies, SC.H.1.3.1, TCR

____ExamView ® Pro Testmaker, Ch. 1, TCH

____ Interactive Chalkboard, Section Review, Ch. 1, Sec. 3, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery

Reinforcement
Level 1
__ Directed Reading for Content Mastery,
pp. 17-20, T10, CRB, (ELL)
__ Spanish Directed Reading for Content Mastery,
pp. 21–24, T10, CRB, (ELL)
__ Reinforcement, p. 27, T11, CRB, (ELL)
__ Science Notebook, Ch. 1, Sec. 3, TCR, (ELL)
__ Florida Science Observer, Vol. 1, Space Exploration
__ Study Guide and Reinforcement, p. 1, TCR, (ELL)
__ StudentWorks Plus, Ch. 1, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 1, TCH, (ELL)
__ More Section Review, Ch. 1, fl6.msscience.com / Enrichment
Level 3
__ Enrichment, p. 31, T11, CRB
__ Earth Science Critical Thinking/Problem-Solving,
Activity 1, p. 1, Activity 18, p. 18, Activity 21, p. 21
__ Cultural Diversity, Activity 30, p. 59,
Activity 35, p. 69

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process

For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see page FL12.

Section 4How are living things classified?

Benchmark—SC.G.1.3.3 (CS, MC): The student understands that the classification of living things is based on a given set of criteria and is a tool for understanding biodiversity and interrelationships. SC.H.1.3.1 (AA, MC, SR): knows that scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. Also covers: SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (not assessed), SC.H.3.3.5 (not assessed) (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (not assessed), SC.H.3.3.5 (not assessed)

Step 1—Disaggregate Data

Pre-test

ExamView ® Pro Testmaker, SC.G.1.3.3, SC.H.1.3.1, TCH

Step 2—Timeline and Focus Calendar

Schedule

Block Schedule: 1.5 sessions ( denotes activities recommended for block schedule.)

Single Periods: 3 sessions

Objectives

7. Describe how early scientists classified living things.

8. Explain how similarities are used to classify organisms.

9. Explain the system of binomial nomenclature.

10. Demonstrate how to use a dichotomous key.

Step 3—Benchmark Lessons

Motivate

___ Section Focus Transparency 4, p. 4, TCR; Transparency Activity, p. 47, CRB, (ELL)

____ Reading Preview, p. 22, TWE

____ Interactive Chalkboard, Ch. 1, Sec. 4, TCH

Teach (Differentiate, Accommodate)

Level 1
Labs:
__ MiniLAB: Classifying Footwear, p. 24; MiniLAB Worksheet, p. 4, T9 CRB, (ELL)
__ LAB: Classifying Seeds, p. 27 (Worksheet, pp. 5–6, T9, CRB)
__ LAB: Using Scientific Methods, pp. 28-29 (Worksheet, pp. 7-8, CRB)
__ Laboratory Activity 2, pp. 11–13, T9, CRB
TWE Margin:
__ Differentiated Instruction, English-Language Learners, p. 23
__ Discussion, p. 23
__ Inquiry Lab, Classifying with Bones, p. 23, T9
__ Fun Fact, p. 23
__ Use an Analogy, p. 24
__ Use Science Words, p. 25
__ Visual Learning, p. 25
__ Make a Model, p. 25
__ Reading Strategy, p. 25, (ELL)
__ Daily Intervention, Check for Understanding, p. 26
__ Daily Intervention, Reteach, p. 26
TCR:
__ Reading Essentials, English, Section 4, pp. 1-18, (ELL)
__ Reading Essentials, Spanish, Section 4, pp. 1-18, (ELL)
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 4, pp. T2-T4, CRB
__ Teaching Transparency, p. 49, CRB, (ELL); Teaching Transparency Activity, p. 50, CRB
__ Spanish Resources, Section 4, pp. T5–T8, CRB, (ELL)
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__Video Labs, Ch. 1, TCH, (ELL) / Level 2
SE:
__ Science Online, p. 23
Labs:
__ MiniLAB: Classifying Footwear, p. 24; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)
__ LAB: Classifying Seeds, p. 27 (Worksheet, pp. 5-6, CRB)
__ LAB: Using Scientific Methods, pp. 28-29 (Worksheet, pp. 7–8, T9, CRB)
__ Laboratory Activity 2, pp. 11–13, T9, CRB
TWE Margin:
__ Discussion, p. 23
__ Fun Fact, p. 23
__ Quick Demo, p. 24
__ Curriculum Connection, p. 24
__ Use an Analogy, p. 24
__ Use Science Words, p. 25
__ Visual Learning, p. 25
__ Make a Model, p. 25
__ Reading Strategy, p. 25, (ELL)
__ Daily Intervention, Check for Understanding, p. 26
__ Daily Intervention, Reteach, p. 26
TCR:
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 4, pp. T2-T4, CRB
__ Teaching Transparency, p. 49, CRB, (ELL); Teaching Transparency Activity, p. 50, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)
__ Virtual Labs, Ch. 1, TCH, (ELL) / Level 3
SE:
__ Science Online, p. 23
Labs:
__ MiniLAB: Classifying Footwear, p. 24; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)
__ LAB: Classifying Seeds, p. 27 (Worksheet, pp. 5-6, T9, CRB)
__ LAB: Using Scientific Methods, pp. 28-29 (Worksheet, pp. 7-8, T9, CRB)
__ Laboratory Activity 2, pp. 11–13, T9, CRB
TWE Margin:
__ Discussion, p. 23
__ Fun Fact, p. 23
__ Teacher FYI, p. 24
__ Curriculum Connection, p. 24
__ Differentiated Instruction, Challenge, p. 25
__ Make a Model, p. 25
TCR:
__ Note-taking Worksheet, pp. 33–35, CRB; Content Outline for Teaching, Section 4, pp. T2-T4, CRB
__ Teaching Transparency, p. 49, CRB, (ELL); Teaching Transparency Activity, p. 50, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)
__ Virtual Labs, Ch. 1, TCH, (ELL)

Step 4—Mini-Assessments

Assess

____ Assessment, pp. 24, 27, 29, TWE

___ Section Review, p. 26, TWE

____ Mini-Assessment, p. 26, TWE

____ Reading Strategy, p. 25, TWE

____ Performance Assessment in the Science Classroom, pp. 6, TCR

____ Mastering the FCAT Grade 6, pp. 43, 50, TCR

____ FCAT Transparencies, SC.G.1.3.3, SC.H.1.3.1, TCR

____ ExamView ® Pro Testmaker, Ch. 1, TCH

____ Interactive Chalkboard, Section Review, Ch. 1, Sec. 4, TCH

Chapter Assessment

___ Chapter Study Guide, p. 31, TWE

___ Chapter Review, pp. 37–38, T12, CRB

___ Chapter Assessment, pp. 39–40, TWE

___ Chapter Test, pp. 39–42, T13, CRB

___ Assessment Transparency, p. 6, TCR; Assessment Transparency Activity, p. 51, T14, CRB

___ FCAT Practice: fl6.msscience.com

___ FCAT Practice, pp. 34-35

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery

Reinforcement
Level 1
__ Directed Reading for Content Mastery,
pp. 17-20, T10, CRB, (ELL)
__ Spanish Directed Reading for Content Mastery,
pp. 21–24, T10, CRB, (ELL)
__ Reinforcement, p. 28, T11, CRB, (ELL)
__Science Notebook, Ch. 1, Sec.4, TCR, (ELL)
__Florida Science Observer, Vol. 2,
An Underwater “Space” Station
__Study Guide and Reinforcement, p. 1, TCR, (ELL)
__StudentWorks Plus, Ch. 1, TCH, (ELL)
__Succeeding on the FCAT, Ch. 1, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, fl6.msscience.com / Enrichment
Level 3
__ Enrichment, p. 32, T11, CRB
__ Earth Science Critical Thinking/ Problem-Solving,
Activity 1, p. 1, Activity 18, p. 18, Activity 21, p. 21
__ Science Inquiry Lab Manual, Activity 2, p. 3
__ Cultural Diversity, Activity 30, p. 59,
Activity 35, p. 69

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process

For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see page FL12.

1

TWE = Teacher Wraparound Edition,CRB = Chapter Resource Booklet

TCR = Teacher Classroom Resources, TCH = Technology

Glencoe Florida ScienceFL Lesson Plans (3 sections)Chapter 2

Chapter 2

Section 1The World of Cells

Step 1—Disaggregate Data

Pre-test

ExamView ® Pro Testmaker, SC.F.1.3.2, SC.F.1.3.5, TCH

Step 2—Timeline and Focus Calendar

Schedule

Block Schedule: 1.5 session ( denotes activities recommended for block schedule.)

Single Periods: 3 sessions

Objectives

1. Discuss the cell theory.

2. Identify some of the parts of animal and plant cells.

3. Explain the functions of different cell parts.

Step 3—Benchmark Lessons

Motivate

____ Launch Lab, p. 37

___ Section Focus Transparency 1, p. 7, TCR; Transparency Activity, p. 44, CRB, (ELL)

____ Foldables p. 17, CRB

____ Reading Preview, p. 38, TWE

____ Interactive Chalkboard, Ch. 2, Sec. 1, TCH

Teach (Differentiate, Accommodate)

Level 1
Labs:
__ MiniLAB: Modeling a Cell, p. 42; MiniLAB Worksheet, p. 3, p. T9, CRB, (ELL)
__ LAB: Observing Algae, p. 44
(Worksheet, pp. 5-6, p.T9, CRB)
__ Laboratory Activity 1, pp. 9-12, p.T9, CRB
TWE Margin:
__ Active Reading, p. 39
__ Differentiated Instruction, Visually Impaired, p. 40
__ Discussion, p. 40
__ Visual Learning, p. 40
__ Make a Model, p. 40
__ Use an Analogy, p. 41
__ Use Science Words, p. 41
__ Reading Strategy, p. 41, (ELL)
__ Daily Intervention, Check for Understanding, p. 43
__ Daily Intervention, Reteach, p. 43
TCR:
__ Reading Essentials, English, Section 1, pp. 19-34, (ELL)
__ Reading Essentials, Spanish, Section 1, pp. 19-34, (ELL)
__ Spanish Resources, Section 1, pp. T5-T8, CRB, (ELL)
__ Note-taking Worksheet, pp. 33-35, CRB; Content Outline for Teaching, Section 1, pp. T2-T4, CRB
__ Teaching Transparency, p. 47, CRB, (ELL); TeachingTransparency Activity, p. 48, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 2, TCH, (ELL)
__ Video Labs, Ch. 2, TCH, (ELL) / Level 2
SE:
__ Science Online, p. 39
__ Integrate (Physics), p. 39
__ Integrate (Chemistry), p. 41
Labs:
__ MiniLAB: Modeling a Cell, p. 42; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)
__ LAB: Observing Algae, p. 44
(Worksheet, pp. 5-6, T9, CRB)
__ Laboratory Activity 1, pp. 9-12, T9, CRB
TWE Margin:
__ Quick Demo, p. 39
__ Curriculum Connection, p. 39
__ Active Reading, p. 39
__ Discussion, p. 40
__ Visual Learning, p. 40
__ Make a Model, p. 40
__ Use an Analogy, p. 41
__ Use Science Words, p. 41
__ Reading Strategy, p. 41, (ELL)
__ Daily Intervention, Check for Understanding, p. 43
__ Daily Intervention, Reteach, p. 43
TCR:
__ Note-taking Worksheet, pp. 33-35, CRB; Content Outline for Teaching, Section 1, pp. T2-T4, CRB
__ Teaching Transparency, p. 47, CRB, (ELL); TeachingTransparency Activity, p. 48, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 2, TCH, (ELL)
__ Video Labs, Ch. 2, TCH, (ELL)
__ Virtual Labs, Ch. 2, TCH, (ELL) / Level 3
SE:
__ Science Online, p. 39
__ Integrate (Physics), p. 39
__ Integrate (Chemistry), p. 41
Labs:
__ MiniLAB: Modeling a Cell, p. 42; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)
__ LAB: Observing Algae, p. 44
(Worksheet, pp. 5-6, T9, CRB)
__ Laboratory Activity 1, pp. 9-12, T9, CRB
TWE Margin:
__ Active Reading, p. 39
__ Teacher FYI, p. 39
__ Curriculum Connection, p. 39
__ Discussion, p. 40
__ Make a Model, p. 40
__ Differentiated Instruction, Challenge, p. 41
TCR:
__ Note-taking Worksheet, pp. 33-35, CRB; Content Outline for Teaching, Section 1, pp. T2-T4, CRB
__ Teaching Transparency, p. 47, CRB, (ELL); TeachingTransparency Activity, p. 48, CRB
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 2, TCH, (ELL)
__ Video Labs, Ch. 2, TCH, (ELL)
__ Virtual Labs, Ch. 2, TCH, (ELL)

Step 4—Mini-Assessments