Sept. 24-28
Science: Unit A: A World of Living Things
Allen's Homeroom Class:
Monday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
UnitA, Chapter 3: Plants/Lesson 2: How Do Plants Differ? Students will classify leaves. Students will compare and describe the structural characteristics of different plants. Students will use structural characteristics of plants to group them. As an attention getter: Teacher will have students focus attention on pictures of plants and flowers on pages 124 and 125; and ask; “How are the plants alike and different? What plant parts do you see?” Then, teacher will introduce lesson vocabulary on page 125. After vocabulary introduction, teacher will have class use popcorn reading and read aloud Lesson2 (pages 128-130). Teacher will use guided questions to check students’ comprehension as lesson is read. Last, students will independently complete questions 1-4 in Reading Support and Homework Book on pages RS21&RS22.
Tuesday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants” Lesson 3: What Are Some Plant Life Cycles? Students will communicate how a plant grows and changes during its life cycle. Students will describe how the offspring of plants are similar to and different from the plants they came from. As an attention getter: Teacher will have students focus attention on picture ofpinecone treeon pages 132 and 133; and ask; “How will the pine tree change? How will the pine tree make new trees?” Then, teacher will introduce lesson vocabulary on page 133. After vocabulary introduction, teacher will have class use popcorn reading and read aloud Lesson3 (pages 136-140). Teacher will use guided questions to check students’ comprehension as lesson is read.Next, students will complete questions 1-4 in Reading Support and Homework Book on pages RS23&RS24 independently. Last, students will independently read PlantLife Cycle(page 20) and complete M.C. questions 1-4 (page 21) and write a response to an open response on (pages 22-23) in their HSP Kentucky Science (KCCT) Preparation for a formative assessment.
Wednesday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants”/Lesson 3: What Are Some Plant Life Cycles? (Continued) Teacher will activate prior knowledge of previous lesson. Teacher will introduce terminology with terms: seed, germinate, seedling, plant/flower.After students comprehend term meanings, teacher willhave students independently draw and label thelife cycle of a plant or flower with an explanation of what happens in each stage. Next, students will share their drawing and explanation with a partner. Last, teacher will reinforce by reviewing the life cycle of a plant/flower as a whole group.
Thursday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2, PL-EP-1.1.9/DOK-1, PL-EP-2.2.4, PL-EP-2.2.5, PL-EP-4.1.3/DOK-1, PL-EP-4.2.1/DOK-1, PL-EP-4.2.2/DOK-1
Unit A, Chapter 3: “Plants” Vocabulary/Chapter Concepts Prep Review. Students will measure understanding of chapter concepts through hands-on learning. Students construct understanding of chapter vocabulary and concepts. Students analyze chapter vocabulary and comprehension concepts. Teacher will have grand conversation to review chapter three vocabulary and key concepts. Then, teacher will introduce hands-on activity “Baseball Review.” Set up a "baseball field" in your classroom. Identify the locations of home plate, first base, second base, and third base. You can use actual bases or four desks. Arrange the class into two teams. Flip a coin to determine which team will be "up to bat" first. Pose the first question to the first batter. If the batter gets the question right, she/he goes to first base. If the second batter correctly answers the next question, she/he goes to first base, forcing the student on first base to move to second… and so the game goes. Which team scores the most runs? If a "batter" misses a question, that batter is out and the next batter gets a chance to answer the same question. Three misses and the other team takes the field. For this class…provide questions of varying levels of difficulty. Students could opt to answer a "double" question. Double questions are more difficult, but a correct answer will earn students two bases; that way, they can move along the runners more quickly.
Friday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants” Assessment Test: Students will demonstrate and prove comprehension of the parts of a plant, how they are different, and the plant life cycle. Teacher will activate prior knowledge of chapter concepts by asking guided questions. After activation of prior knowledge of Chapter3 concepts, students will independently complete assessment test, which is worth 100 points.
Elder's Homeroom Class:
Monday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
UnitA, Chapter 3: Plants/Lesson 2: How Do Plants Differ? Students will classify leaves. Students will compare and describe the structural characteristics of different plants. Students will use structural characteristics of plants to group them. As an attention getter: Teacher will have students focus attention on pictures of plants and flowers on pages 124 and 125; and ask; “How are the plants alike and different? What plant parts do you see?” Then, teacher will introduce lesson vocabulary on page 125. After vocabulary introduction, teacher will have class use popcorn reading and read aloud Lesson2 (pages 128-130). Teacher will use guided questions to check students’ comprehension as lesson is read. Last, students will partner up andcomplete questions 1-4 in Reading Support and Homework Book on pages RS21&RS22.
Tuesday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants” Lesson 3: What Are Some Plant Life Cycles? Students will communicate how a plant grows and changes during its life cycle. Students will describe how the offspring of plants are similar to and different from the plants they came from. As an attention getter: Teacher will have students focus attention on picture ofpinecone treeon pages 132 and 133; and ask; “How will the pine tree change? How will the pine tree make new trees?” Then, teacher will introduce lesson vocabulary on page 133. After vocabulary introduction, teacher will have class use popcorn reading and read aloud Lesson3 (pages 136-140). Teacher will use guided questions to check students’ comprehension as lesson is read.Next, students will complete questions 1-4 in Reading Support and Homework Book on pages RS23&RS24 with a partner. Last, students willpartner up andread PlantLife Cycle(page 20) and complete M.C. questions 1-4 (page 21) and write a response to an open response on (pages 22-23) in their HSP Kentucky Science (KCCT) Preparation for a formative assessment.
Wednesday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants”/Lesson 3: What Are Some Plant Life Cycles? (Continued) Teacher will activate prior knowledge of previous lesson. Teacher will introduce terminology with terms: seed, germinate, seedling, plant/flower.After students comprehend term meanings, teacher will place students with a partner and they will draw and label thelife cycle of a plant or flower with an explanation of what happens in each stage.Next, students will compare their drawings and explanations with other groups. Last, teacher will reinforce understanding as a whole group.
Thursday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2, PL-EP-1.1.9/DOK-1, PL-EP-2.2.4, PL-EP-2.2.5, PL-EP-4.1.3/DOK-1, PL-EP-4.2.1/DOK-1, PL-EP-4.2.2/DOK-1
Unit A, Chapter 3: “Plants” Vocabulary/Chapter Concepts Prep Review. Students will measure understanding of chapter concepts through hands-on learning. Students construct understanding of chapter vocabulary and concepts. Students analyze chapter vocabulary and comprehension concepts. Teacher will have grand conversation to review chapter three vocabulary and key concepts. Then, teacher will introduce hands-on activity “Baseball Review.” Set up a "baseball field" in your classroom. Identify the locations of home plate, first base, second base, and third base. You can use actual bases or four desks. Arrange the class into two teams. Flip a coin to determine which team will be "up to bat" first. Pose the first question to the first batter. If the batter gets the question right, she/he goes to first base. If the second batter correctly answers the next question, she/he goes to first base, forcing the student on first base to move to second… and so the game goes. Which team scores the most runs? If a "batter" misses a question, that batter is out and the next batter gets a chance to answer the same question. Three misses and the other team takes the field.
Friday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants” Assessment Test: Students will demonstrate and prove comprehension of the parts of a plant, how they are different, and the plant life cycle. Teacher will activate prior knowledge of chapter concepts by asking guided questions. After activation of prior knowledge of Chapter3 concepts, students will independently complete assessment test, which is worth 100 points.
Turner's Homeroom Class:
Monday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
UnitA, Chapter 3: Plants/Lesson 2: How Do Plants Differ? Students will classify leaves. Students will compare and describe the structural characteristics of different plants. Students will use structural characteristics of plants to group them. As an attention getter: Teacher will have students focus attention on pictures of plants and flowers on pages 124 and 125; and ask; “How are the plants alike and different? What plant parts do you see?” Then, teacher will introduce lesson vocabulary on page 125. After vocabulary introduction, teacher will have students follow along and choral read aloud with her as she reads Lesson2 (pages 128-130). Teacher will use guided questions to check students’ comprehension as lesson is read. Last, students will complete questions 1-4 in Reading Support and Homework Book on pages RS21&RS22 as a whole group.
Tuesday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants” Lesson 3: What Are Some Plant Life Cycles? Students will communicate how a plant grows and changes during its life cycle. Students will describe how the offspring of plants are similar to and different from the plants they came from. As an attention getter: Teacher will have students focus attention on picture ofpinecone treeon pages 132 and 133; and ask; “How will the pine tree change? How will the pine tree make new trees?” Then, teacher will introduce lesson vocabulary on page 133. After vocabulary introduction, teacher will have students follow along and choral read aloud with her as she reads Lesson3 (pages 136-140). Teacher will use guided questions to check students’ comprehension as lesson is read. Last, students will complete questions 1-4 in Reading Support and Homework Book on pages RS23&RS24 independently.
Wednesday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants”/Lesson 3: What Are Some Plant Life Cycles? (Continued) Teacher will activate prior knowledge of previous lesson. Teacher will introduce terminology with terms: seed, germinate, seedling, plant/flower.After students comprehend term meanings, teacher will have students as a whole groupdraw and label thelife cycle of a plant or flower with an explanation of what happens in each stage.
Thursday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2, PL-EP-1.1.9/DOK-1, PL-EP-2.2.4, PL-EP-2.2.5, PL-EP-4.1.3/DOK-1, PL-EP-4.2.1/DOK-1, PL-EP-4.2.2/DOK-1
Unit A, Chapter 3: “Plants” Vocabulary/Chapter Concepts Prep Review. Students will measure understanding of chapter concepts through hands-on learning. Students construct understanding of chapter vocabulary and concepts. Students analyze chapter vocabulary and comprehension concepts. Teacher will have grand conversation to review chapter three vocabulary and key concepts. Then, teacher will introduce hands-on activity “Baseball Review.” Set up a "baseball field" in your classroom. Identify the locations of home plate, first base, second base, and third base. You can use actual bases or four desks. Arrange the class into two teams. Flip a coin to determine which team will be "up to bat" first. Pose the first question to the first batter. If the batter gets the question right, she/he goes to first base. If the second batter correctly answers the next question, she/he goes to first base, forcing the student on first base to move to second… and so the game goes. Which team scores the most runs? If a "batter" misses a question, that batter is out and the next batter gets a chance to answer the same question. Three misses and the other team takes the field.
Friday SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 3: “Plants” Assessment Test: Students will demonstrate and prove comprehension of the parts of a plant, how they are different, and the plant life cycle. Teacher will activate prior knowledge of chapter concepts by asking guided questions. After activation of prior knowledge of Chapter3 concepts, students will independently complete assessment test, which is worth 100 points. IEP students will have modification to guide them through assessment activity, teacher will modify by guiding students with reading the assessment.