Inkster High School (BIOLOGY A) Lesson Plans

Inkster High School (BIOLOGY A) Lesson Plans

KC4 Curriculum Crafters Instructional Unit: Ecology. Week: 9. Date: October 31- November 4, 2011. Teacher: Mrs. N Gall

Day / AIM & MHSCE
CORE (Code Red) / Do Now & Lesson Steps
Higher Order Thinking = HOT (Code Green) / Homework & Materials / Teaching Strategies Principles & Applications / Teaching Strategies
Principles & Applications
TLW demonstrate understanding of a local food web by creating and performing a food web model involving multiple students. / Do Now: Evaluate an assigned food web member by categorizing 2 - 3 web members by trophism and herb/omni/carni-vore. / Homework
TLW Create 1- 2 questions and analyze 3 – 5 assigned items given on an Interim Test Review Sheet (Ecology: food webs and energy) / Brain-Based Thinking Maps / Manipulatives/Labs
Brain-Based Catch Phrases / Projects/Presentations
M / Brain-Based Repetition / Technology
O / Lesson Steps: 1. Disseminate bubble sheets and pencils 2. Have students complete DN on the bubble sheet 3. Write down HW 4. Review LS 5. Review rules for exam 6. Disseminate exams 7. Administer & proctor exam 8. Give 5 minute warning 9. Collect materials 10. Review HW 11. Dismiss students / Brain-Based Movement / Cooperative Learning
N / Brain-Based Music / x / Test Taking Strategies
D / Brain-Based Rhythm / x / Common Assessment
A / Materials: Food web cards, yarn, test review page / Brain-Based Visual Cues / Reading in the Content
Y / Brain-Based Other Senses / Writing in the Content
x / Bloom’s Analyzing / x / Rigor & Relevance
x / Bloom’s Creating / x / Accommodations
x / Bloom’s Evaluating / Field Trip
TLW demonstrate understanding of a local food web by creating and performing a food web model involving multiple students. / Do Now: Evaluate an assigned food web member by categorizing 2 - 3 web members by trophism and herb/omni/carni-vore. / Homework
TLW Create 1- 2 questions and analyze 2 – 4 assigned items given on an Interim Test Review Sheet (Ecology: food webs and energy) / x / Brain-Based Thinking Maps / Manipulatives/Labs
x / Brain-Based Catch Phrases / Projects/Presentations
T / x / Brain-Based Repetition / Technology
U / Lesson Steps: 1. Silent DN, complete & review DN 2. Write down HW 3. Review LS 4. Frontal Teach-Review Core, model analysis process for the item analysis 5. Assign small groups to analyze items below 70% 6. Assign roles 7. Guided practice-In groups create bubble maps of 2-3 remediated test items 8. TTW Facilitate, assess, summarize, review HW, closure / Brain-Based Movement / x / Cooperative Learning
E / Brain-Based Music / Test Taking Strategies
S / Brain-Based Rhythm / Common Assessment
D / Materials: Food web cards, yarn, test review page / Brain-Based Visual Cues / Reading in the Content
A / Brain-Based Other Senses / Writing in the Content
Y / x / Bloom’s Analyzing / x / Rigor & Relevance
x / Bloom’s Creating / x / Accommodations
x / Bloom’s Evaluating / Field Trip
Kaplan ACT
TLW examine 2-3 data tables & 2-3 questions then defend their solutions.
Content
TLW design and conduct an experiment to prove or disprove the hypothesis that an elodea plant will consume carbon dioxide in the process of photosynthesis.
TLW Analyze experiment perameters to engineer a test that can be logically evaluated. / Do Now: Create a Frayer Model diagram for one assigned vocabulary word. Complete 3 – 4 sections of the diagram. / Homework:
Complete 2-4 post- lab questions to analyze results. Decide which vocabulary words fill in 3-5 of the blanks on tonight’s study guide. / Brain-Based Thinking Maps / X / Manipulatives/Labs
W / X / Brain-Based Catch Phrases / X / Projects/Presentations
E / X / Brain-Based Repetition / X / Technology
D / Lesson Steps: (1) Silently complete DN (2) Discuss DN (3) Frontal Teaching (4) Cooperative Learning (guided and independent practice) (5) Large group: review lessons learned (6) Q&A (7) Discuss HW / X / Brain-Based Movement / X / Cooperative Learning
N / Brain-Based Music / Test Taking Strategies
E / Brain-Based Rhythm / Common Assessment
S / Materials: Kaplan math and science foundations workbook; KC4 resources (elodea lab); elodea plant / X / Brain-Based Visual Cues / Reading in the Content
D / X / Brain-Based Other Senses / Writing in the Content
A / X / Bloom’s Analyzing / x / Rigor & Relevance
Y / X / Bloom’s Creating / x / Accommodations
X / Bloom’s Evaluating / Field Trip

KC4 Curriculum Crafters Instructional Unit: Ecology. Week: 9. Date: October 31- November 4, 2011. Teacher: Mrs. N Gall

Day / AIM & MHSCE
CORE (Code Red) / Do Now & Lesson Steps
Higher Order Thinking = HOT (Code Green) / Homework & Materials / Teaching Strategies Principles & Applications / Teaching Strategies
Principles & Applications
Kaplan ACT & Content
TLW demonstrate 70-100% proficiency of the skills and concepts measured on the interim common assessment / Do Now: Create a multiple choice question with 3-4 answer choices (5 points added to your exam score). / Homework TLW create a summary of 4 -6 main ideas from Chapter 3 (population ecology) using a provided template / Brain-Based Thinking Maps / Manipulatives/Labs
T / Brain-Based Catch Phrases / Projects/Presentations
H / Brain-Based Repetition / Technology
U / Lesson Steps: 1. Disseminate bubble sheets and pencils 2. Have students complete DN on the bubble sheet 3. Write down HW 4. Review LS 5. Review rules for exam 6. Disseminate exams 7. Administer & proctor exam 8. Give 5 minute warning 9. Collect materials 10. Review HW 11. Dismiss students / Brain-Based Movement / Cooperative Learning
R / Brain-Based Music / x / Test Taking Strategies
S / Brain-Based Rhythm / x / Common Assessment
D / Materials: Bubble Sheets , Interim Common Assessments, Pencils / Brain-Based Visual Cues / Reading in the Content
A / Brain-Based Other Senses / Writing in the Content
Y / x / Bloom’s Analyzing / x / Rigor & Relevance
x / Bloom’s Creating / x / Accommodations
x / Bloom’s Evaluating / Field Trip
TLW analyze the midterm assessment item analysis then determine 2-3 questions that fell below 70% then using the exam create 2-3 bubble maps illustrating the question, the correct response the most selected incorrect response and a reason why the wrong response was selected. / Do Now: Create a bubble map that describes 2-3 things you think is on a test item analysis. / Homework:
TLW analyze section 3.1 in the text, answering 3 – 4 of the challenges given in the book. / x / Brain-Based Thinking Maps / Manipulatives/Labs
x / Brain-Based Catch Phrases / Projects/Presentations
F / x / Brain-Based Repetition / Technology
R / Lesson Steps: 1. Silent DN, complete & review DN 2. Write down HW 3. Review LS 4. Frontal Teach-Review Core, model analysis process for the item analysis 5. Assign small groups to analyze items below 70% 6. Assign roles 7. Guided practice-In groups create bubble maps of 2-3 remediated test items 8. TTW Facilitate, assess, summarize, review HW, closure / Brain-Based Movement / x / Cooperative Learning
I / Brain-Based Music / Test Taking Strategies
D / Brain-Based Rhythm / Common Assessment
A / Materials: Bubble Maps, Test Item Analysis, Highlighters, Kaplan activity / Brain-Based Visual Cues / Reading in the Content
Y / Brain-Based Other Senses / Writing in the Content
x / Bloom’s Analyzing / x / Rigor & Relevance
x / Bloom’s Creating / x / Accommodations
x / Bloom’s Evaluating / Field Trip
PROFESSIONAL LEARNING COMMUNITY AT SOUTHFIELD LIBRARY 9:30 A.M. (TOPIC: **) / Do Now: / Homework: / Brain-Based Thinking Maps / Manipulatives/Labs
S / Brain-Based Catch Phrases / Projects/Presentations
A / Brain-Based Repetition / Technology
T / Lesson Steps:
PLC WORKSHOP THIS WEEK?
Generally THURSDAY, 4 – 6 PM / Brain-Based Movement / Cooperative Learning
U / Brain-Based Music / Test Taking Strategies
R / Brain-Based Rhythm / Common Assessment
D / Materials: / Brain-Based Visual Cues / Reading in the Content
A / Brain-Based Other Senses / Writing in the Content
Y / Bloom’s Analyzing / Rigor & Relevance
Bloom’s Creating / Accommodations
Bloom’s Evaluating / Field Trip

Inkster High School (BIOLOGY A) Lesson Plans

KC4 Curriculum Crafters Instructional Unit: Ecology. Week: 9. Date: October 31- November 4, 2011. Teacher: Mrs. N Gall

Day / Color Code – CORE = Red
Principles and Applications (Music or Rhythm, Movement, Visual Cues, Touch, Taste) – Embodied Cognition = Blue
Higher Order Thinking = Green
KC4 Curriculum Reference: www.curriculumcrafter.org (Inkster PS, teachers) (Reports by Unit: Science) Resources: https://curriculumcrafter.org/clientFolders/Inkster%20PS/contentareas/Science/Biology/Matter%20and%20Energy%20in%20Ecosystems/Food%20Web%20Cards%20Resource.pdf
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs; students are encouraged and empowered to emphasize their personal strengths during collaborative experience.
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs
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N
D
A
Y
KC4 Curriculum Reference: www.curriculumcrafter.org (Inkster PS, teachers) (Reports by Unit: Science) Resources: https://curriculumcrafter.org/clientFolders/Inkster%20PS/contentareas/Science/Biology/Matter%20and%20Energy%20in%20Ecosystems/Food%20Web%20Cards%20Resource.pdf
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs; students are encouraged and empowered to emphasize their personal strengths during collaborative experience.
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs
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KC4 Curriculum Reference: www.curriculumcrafter.org (Inkster PS, teachers) (Reports by Unit: Science) Resources:
https://curriculumcrafter.org/clientFolders/Inkster%20PS/contentareas/Science/Biology/Photosynthesis%20and%20Respiration/Photosynthesis%20Lab%20Resource.pdf photosynthesis lab with elodea, sugar, etc.
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs; students are encouraged and empowered to emphasize their personal strengths during collaborative experience.
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Inkster High School (BIOLOGY A) Lesson Plans

KC4 Curriculum Crafters Instructional Unit: Ecology. Week: 9. Date: October 31- November 4, 2011. Teacher: Mrs. N Gall

Day / Color Code – CORE = Red
Principles and Applications (Music or Rhythm, Movement, Visual Cues, Touch, Taste) – Embodied Cognition = Blue
Higher Order Thinking = Green
KC4 Curriculum Reference: www.curriculumcrafter.org (Inkster PS, teachers) (Reports by Unit: Science) Resources:
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs; students are encouraged and empowered to emphasize their personal strengths during collaborative experience.
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs
T
H
U
R
S
D
A
Y
KC4 Curriculum Reference: www.curriculumcrafter.org (Inkster PS, teachers) (Reports by Unit: Science) Resources:
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs; students are encouraged and empowered to emphasize their personal strengths during collaborative experience.
Accommodations: Students are given extended time and shortened assignments as needed and according to IEPs
NOTE: SUBSTITUTE TEACHER TODAY. TEST ANALYSIS WILL BE MODIFIED FOR A SUB- FRIENDLY LESSON. PAGES WILL HAVE EACH STUDENT’S INTERIM TEST SCORE (PERSONALIZED FOR EACH STUDENT WITH NAME AND HOUR)
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· https://curriculumcrafter.org/clientFolders/Inkster%20PS/contentareas/Science/Biology/Photosynthesis%20and%20Respiration/Photosynthesis%20Assessment.pdf
· https://curriculumcrafter.org/clientFolders/Inkster%20PS/contentareas/Science/Biology/Photosynthesis%20and%20Respiration/Photosynthesis%20and%20Respiration%20Resource.pdf (respiration and photosynthesis cutout and paste resource)
· https://curriculumcrafter.org/clientFolders/Inkster%20PS/contentareas/Science/Biology/Photosynthesis%20and%20Respiration/Plants%20Store%20Food%20Investigation.pdf (blue iodine and plants lab)
· use analogy thinking maps to diagram opposites
· Catchphrase: the mitochondria are the powerhouse, the nucleus is the brain, the cytoplasm is the jello in the membrane bowl, and the starch holds the stain.
· Catchphrase: I- airplane wings, horizontal Independent; D- arms straight up vertical dependent

Name Date Hour Group Type: Homework

Homework TLW Create 1- 2 questions and analyze 3 – 5 assigned items given on an Interim Test Review Sheet (Ecology: food webs and energy)

Part I. Using the assigned items from Chapter 2 in your textbook (completed last week), CREATE 1 – 2 multiple- choice test questions. Circle the correct choice.

Part II. Answer 3 – 5 of the following questions.

Name Date Hour Group Type: Homework

Homework TLW Create 1- 2 questions and analyze 3 – 5 assigned items given on an Interim Test Review Sheet (Ecology: food webs and energy)

Part I. Using the assigned items from Chapter 2 in your textbook (completed last week), CREATE 1 – 2 multiple- choice test questions. Circle the correct choice.

Part II. Answer 2 – 4 of the following questions.

Directions: Read the scenario and answer the questions that follow, justifying your answers. Include a minimum of two consequences for each question.

On Isle Wilderness, farmers raised chickens and vegetable crops. There was a stable population of wild rabbits and foxes on the island. Over a period of time, the farmers noticed that their chickens were disappearing. After looking into the problem, the farmers blamed the foxes for the loss of their chickens and decided to trap and move most of the foxes.

1. What will happen to the wild rabbit population?

2. What will happen to the vegetable crops?

3. What will happen to the population of the farmers’ chickens?

4. How could stable populations be reestablished on the island?

Name Date Hour Group Type: Homework

Homework TLW Create 1- 2 questions and analyze 3 – 5 assigned items given on an Interim Test Review Sheet (Ecology: food webs and energy)

Part I. Using the assigned items from Chapter 2 in your textbook (completed last week), CREATE 1 – 2 multiple- choice test questions. Circle the correct choice.

Part II. Answer 2 – 4 of the following questions.

Directions: Consider the following food web and answer the following questions.

Food Web

1. Choose one food chain in the web. Name all the organisms. Identify the producers and consumers in your selected chain.