Lesson Plans

Teacher Karen Nantz

Grade Level/Subject: 8 Week of 3/04/13

Standard Code / Lesson Topic / Resource(s) / Student Learning Target(s) / Assessment
Monday / SC-08-4.6.5, 4.7.1 / Interactions Within Communities
Obtaining Energy /
  • Open Activity
Reciprocal Reading
  • Vocabulary Activity with sentence writing
  • Group Work Game Producers & Consumers Race
/ Students will:
  • Describe how organisms obtain energy for life.
  • Explain how organisms interact.
/  Formative Summative
exit slipperformance event
questioning strategies
small group work
other
Tuesday / SC-08-4.6.5, 4.7.1 / Interactions Within Communities
Relationships /
  • Open Activity
MC with Justification
  • Note-taking Symbiotic Relationships
/ Students will:
  • Describe mutualism, commensalism, and parasitism.
  • Explain niches
/  Formative Summative
exit slipperformance event
questioning strategies
small group work
other Notes
Wednesday / SC-08-4.6.5, 4.7.1 / Interactions Within Communities /
  • Writing Prompt – Constructed Response
/ Students will:
  • Explain symbiotic relationships
  • Describe mutualism, commensalism, and parasitism and give an example of each.
/ Formative Summative
exit slipperformance event
questioning strategies
small group work
other Writing Assignment
Thursday / SC-08-4.6.5, 4.7.1 / Creating a Food Chain /
  • Video – Circle of Life
  • Students create Food Chains in Pairs
/ Students will:
  • Explain how organisms interact
  • Describe how energy is passed from one organism to another
/  Formative Summative
exit slipperformance event
questioning strategies
small group work
other Poster
Friday / SC-08-4.6.5, 4.7.1 / Chapter Review
Interactions of Life /
  • Checking Concepts Test
/ Students will:
  • Identify facets of the living Earth
  • Explain how competition limits population growth
  • Describe how organisms obtain energy for life
/ Formative Summative
exit slipperformance event
questioning strategies
small group work
other quiz

Core Content Connections:

SC-08-4.6.5

Students will:

  • describe the relationships between organisms and energy flow in ecosystems (food chains and energy pyramids);
  • explain the effects of change to any component of the ecosystem.

Energy flows through ecosystems in one direction from photosynthetic organisms to herbivores to carnivores and decomposers.

SC-08-4.7.1

Students will describe the interrelationships and interdependencies within an ecosystem and predict the effects of change on one or more components within an ecosystem.

Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have effects on the entire system that are difficult to predict. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.

Modifications - 8th Grade

A / B / C / D / E / F / G / H / I
1, 2, 4, 13, 18 / 2, 4, 5, 13, 18 / 1, 2, 3, 13 / 1, 13, 18 / 1, 21, 22
If need / 1, 22,
if need / 1, 2, 6, 7, 13, 20

Lesson Plans

Teacher Karen Nantz

Grade Level/Subject: 7 Week of 3/04/13

Standard Code / Lesson Topic / Resource(s) / Student Learning Target(s) / Assessment
Monday / SC-07-4.6.2
SC-07-2.3.3 / Energy Presentations
& Pre-Test / Open Activity
Presentations
Pre-assessment
Sun, Moon, Earth / Students will:
  • Review and present posters created on energy. (3 students per day).
  • Describe factors involved in the Sun, Moon, Earth system
/ Formative  Summative
exit slip performance event
individual response
(white boards, cards, voters)
questioning strategies
small group work
other - Posters
Tuesday / SC-07-4.6.2
SC-07-2.3.3 / Transition from Sun’s Energy to
The Sun, Moon, and Earth System
Carry Over / Open Activity – Reciprocal Reading – Sun, Moon, Earth
Summarizing Activity– Testing Students’ Prior Knowledge / Students will: Read about the Sun, Earth, Moon System.
Student will: Summary write about their knowledge of revolution, rotation, Earth’s seasons, moon phases, eclipses and the effects of gravity between the sun, earth, and moon. /  Formative Summative
exit slip performance event
individual response
questioning strategies
small group work
other - Summary Write
Wednesday / SC-07-4.6.2
SC-07-2.3.3 / Sun, Moon, Earth / Open Activity Presentations
Video – Sun, Moon, Earth System 3/2/1 – Note Taking / Students will:
  • Compare and Contrast revolution and rotation.
  • Describe what causes Earth’s seasons and tides.
/ Formative Summative
exit slip performance event
individual response
(white boards, cards, voters)
questioning strategies
small group work
other _Notes
Thursday / SC-07-4.6.2
SC-07-2.3.3 / The Moon / Open Activity - MC with Justification
Graphic Organizer – Phases of the Moon / Students will:
  • Describe the lunar cycles
  • Explain solar and lunar eclipses
/ Formative Summative
exit slip performance event
individual response
questioning strategies
small group work
other Graphic Organizer
Friday / SC-07-2.3.3 / The Sun, Moon, and Earth System /
  • Quiz
  • Presentations
/ Students will: Describe concepts related to the Sun, Earth, and Moon such as revolution, gravity, rotation, moon’s phases and eclipses. / Formative Summative
exit slip performance event
individual response
(white boards, cards, voters)
 questioning strategies
small group work
other Graphic Organizer

Core Content Connections:

SC-07-4.6.2

Students will:

  • describe the transfer and/or transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light, motion of objects and chemical).
  • Explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object.

The transfer and transformation of energy can be examined in a variety of real life examples. Models are an appropriate way to convey the abstract/invisible transfer of energy in a system.

SC-07-2.3.3

Students will describe the concept of gravity and the effect of gravitational force between the sun, moon and Earth. The gravitational pull of the Sun and moon on Earth’s oceans as the major cause of tides can be understood from generalizations based on evidence.

SC-M-2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Modifications – 7th Grade

A / B / C / D / E / F / G / H / I
1, 2, 3, 4, 5, 13, 18, 21 / 1, 2, 3, 5 / 1, 3, 4, 5, 13, 18 / 1, 2, 20 / 1 / 1, 2, 5, 7, 22

Lesson Plans

Teacher Karen Nantz

Grade Level/Subject: 6 Week of 3/04/13

Standard Code / Lesson Topic / Resource(s) / Student Learning Target(s) / Assessment
Monday / SC-06-2.3.1 / Earth and the Solar System /
  • Open Activity - Review for Test
  • Chapter Test
  • Pre-assessment - Ecology
/ Students will:
  • Describe the Earth, Moon & Sun system
  • Identify planets based on characteristics
/ Formative  Summative
exit slip performance event
individual response
questioning strategies
small group work
other
Tuesday / SC-06-4.7.1 / Ecology /
  • Open Activity – Enrichment on Photosynthesis
  • Reciprocal Reading
What is an Ecosystem Foldable / Students will:
  • Describe the living and nonliving factors in an ecosystem
  • Explain how the parts of an ecosystem interact
  • Summarize what they have about ecosystems
/ Formative Summative
exit slip performance event
individual response
questioning strategies
small group work
other – Foldable & Summary
Wednesday / SC-06- 4.7.1 / Identifying Biotic and Abiotic Factors / Note-taking – CLOZE
(Sub) / Students will:
  • Complete a Cloze activity describing abiotic and biotic factors of an ecosystem.
/ Formative Summative
exit slip performance event
individual response
questioning strategies
small group work
other – CLOZE
Thursday / SC-06-4.7.1 / Visualizing an Ecosystem /
  • Open Activity - MC with Justification
  • National Geographic Video Yellowstone – Realm of the Coyote
/ Students will:
  • Describe the habitat of the coyotes of Yellowstone
  • Draw a habitat in Laurel County
/ Formative Summative
exit slipperformance event
questioning strategies
small group work
other Drawing
Friday / SC-06-4.7.1 / Ecosystems /
  • Section Quiz
/ Students will
  • Describe what makes up an ecosystem
  • Explain the study of ecology and the biosphere
  • Identify living and nonliving parts of an ecosystem
/  Formative Summative
exit slip performance event
individual response
questioning strategies
small group work
other – Quiz

Core Content Connections:

SC-06-2.3.1 - Students will explain and predict phenomena (e.g., day, year, moon phases, eclipses) based on models/representations or data related to the motion of objects in the solar system (e.g., earth, sun, moon).Observations and investigations of patterns indicate that most objects in the solar system are in regular and predictable motion. Evaluation of this data explains such phenomena as the day, the year, phases of the moon and eclipses.

SC-06-4.7.1

Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem. The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition).

Modifications – 6th Grade

A / B / C / D / E / F / G / H / I / J
1, 2, 3, 4, 13, 18 / 1, 2, 4, 5, 13 / 1, 2, 4, 5, 18 / 1, 2, 4, 5, 18 / 1, 2, 4, 5, 13, 18 / 1, 2, 4, 5, 13 / 1, 2 / 1, 4, 5 / 1, 11, 21 / 1, 2, 5