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Radolinski[l1]Lesson Plans 1 ½ WEEKS_1/29/15-2/6/15….candy questions may occur at close when time allows…. Includes WIDA applications for ESL students-at bottom—Exact MPI’s (WIDA) for Q3 and Q4- are at bottom of plans!!!!!!!!!!!!!
Biology-period 1 BIO.4c/BIO.6a/BIO.3a,b/BIO.7eCharacteristics of Life and study of Bio / Thurs.1/29 / 1/30/15Hw review/announcements(10-15) / Openers / Openers/
Learning journal
Present new/review old(20-25) / opening procedures
Chapter 1 notes / Discuss notes pp1-3
Activity(30-35) / Guided sol practice from doe website on tech enhanced questions / Comp lab for notes
Guided Practice (10-15) / Review w/jlab
Reteach /review (10-15)
Closure (5-10) / Hw-ch 1 vocab due tomorrow,rules signed by Mon,quiz Monday on pp 1-3 of notes,10 hypotheses due Monday / Hw-,rules signed by Mon,quiz Monday on pp 1-3 of notes,10 hypotheses due Monday
Biology-period 1 BIO.4c/BIO.6a/BIO.3a,b/BIO.7eCharacteristics of Life and study of Bio / Monday 2/2//15- try to give time daily for graphing / Tuesday-2/3 / WED.2/4 / Thurs.2/5/15 / Fri.2/6/15
Hw review/announcements(10-15) / opener –
learning journal
collect hws / opener –
learning journal-
/ opener –
learning journal- / opener –
learning journal- / opener –
learning journal
Present new/review old(20-25) / Quiz-brief / Cont notes up to characteristics of life / quiz / quiz / Review of all microscope and other bio tools material and students review/reinforce by doing poster-alligning each technique fact with the tool
Activity(30-35) / Bio pretest
If additional time continue notes/strat graphing activity sheet / Investigating things scientifically-short activity/characteristics of life poster using cut out options / Measurement lab-done in small groups at stations / Microscope lab / Go over graphing questions
Guided Practice (10-15)
Reteach /review (10-15)
Closure (5-10) / Hw-quiz Wed,Prefixes and suffixes sentences due Thursday,Graphing questions due Friday,quizzes probable Thurs and Friday / Hw-quiz Wed,poster due tm,Prefixes and suffixes sentences due Thursday,Graphing questions due Friday,quizzes probable Thurs and Friday / Hw-lab due tomorrow,Prefixes and suffixes sentences due Thursday,Graphing questions due Friday,quizzes probable Thurs and Friday / Hw- Graphing questions due Friday,quizzes probable Thurs and Friday / Hw- study for quiz on science tools on Monday/ch 1 test Tuesday
Anatomy-periods 2,4 / Beginning info,ch 1 notes / Ch 1 notes and quiz/house notes
Hw-text questions due Tuesday,Prefixes,etc due Wed,Wrkbk due Thursday
Anatomy-periods 2,4
Body Orientation/Diagnostocs/imaging / Monday 2/2//15- / Tuesday-2/3 / WED.2/4 / Thurs.2/5/15 / Fri.2/6/15
Hw review/announcements(10-15) / opener –
learning journal
collect hws / opener –
learning journal-
/ opener –
learning journal- / opener –
learning journal- / opener –
learning journal
Present new/review old(20-25) / Quiz-per 2/4th took quiz Friday
Cont notes pp5-11
Finish House notes / Quiz pp.5-11 notes / Quiz-rest of notes / Quiz-possible / Review for test using text questions,wrkbk questions and possible game
Activity(30-35) / Cont notes and have studenst use masking tape to identify most body regions / Intro imaging project and comp lab / Work on imaging project
Guided Practice (10-15)
Reteach /review (10-15)
Closure (5-10) / Hw-quizzes most days ,-text questions due Tuesday,Prefixes,etc due Wed,Wrkbk due Thursday,Medical Imaging project due 2/17/15 / Hw-quizzes most days ,-,Prefixes,etc due Wed,Wrkbk due Thursday,Medical Imaging project due 2/17/15 / Hw-quizzes most days ,-,,Wrkbk due Thursday,Medical Imaging project due 2/17/15 / Hw-quizzes most days ,-, ,Wrkbk due Thursday,Medical Imaging project due 2/17/15 to turnitin.com / Hw-imaging due 2/17,ch 1 test Monday
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 1(Nature of Science
Q1 / Levels 1 -2 / Levels 3 - 5
Linguistic Complexity
Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework) / If you change the temperature and determine how long it takes for your sample to boil, temperature is the independent/dependent variable?
Which of the following are not classified under the science of biology, cars, humans, and/or trees?
If you change the temperature and determine how long it takes for your sample to boil, how long it boils is the independent/dependent variable? / What is the independent variable in this experiment? The independent variable in this experiment is ______?
What is homeostasis? Homeostasis is maintaining internal conditions despite changes in the environment.
What is the study of living things? Biology is the study of living things.
What is mass? Mass is ____
The mass of ____ was _____.
Language Forms & Conventions
Sentence Level / independent variable = variable “I” manipulate or change = variable graphed on x axis (horizontal axis)
bio = life/living; biology is the study of life; living things / Homeostasis = body temperature is constant not a home
Vocabulary Usage
Word/phrase Level / independent variable
dependent variable
biology / independent variable
homeostasis
dependent variable
mass
enzyme
biology
Assessment / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 2(Cells)
Q1 / Levels 1 -2 / Levels 3 – 5
Linguistic Complexity
Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework) / Controlling what goes in and out of the cell is ______.
______is the process when the cell divides.
______is the process which plants uses the sun’s energy to make food. / What part of the cell controls what enters and exits the cell?
What is photosynthesis?
What is cell division?
What is the “brain” of the cell that directs all activities?
What is the difference between prokaryotic and eukaryotic?
Language Forms & Conventions
Sentence Level / Photosynthesis is not a photo/picture. It is breaking down energy to make food / Nucleus is the center of the cell “brain” control center
Vocabulary Usage
Word/phrase Level / Photosynthesis
Cell membrane
Cell division / Photosynthesis
Cell membrane
Cell division
Mitosis
Prokaryotic
eukaryotic
Assessment / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 3(Genetics)
Q1 / Levels 1 -2 / Levels 3 – 5
Linguistic Complexity
Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework) / ____ is a change in the DNA sequence.
The study of heredity is ______.
To copy = ______/ What is a mutation?
What are the types of nucleotides?
What is the genetic code?
____ is the process of coping DNA.
Contrast phenotype and genotype.
Language Forms & Conventions
Sentence Level / Genetics is the study of genes (heredity) / DNA stands for Deoxyribonucleic Acid
RNA stands for Ribonucleic Acid
Vocabulary Usage
Word/phrase Level / Genetics
Replication
mutation / Genetics
Replication
Mutation
DNA
RNA
Genetic code
Phenotype
genotype
Assessment / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 4 (Evolution/Classification)
Q1 / Levels 1 -2 / Levels 3 – 5
Linguistic Complexity
Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework) / ______(natural selection/evolution) is a slow change.
Natural selection causes evolution.
Taxon = ______(group) / What is natural selection?
What is a taxon?
How is the difference between homologous and vestigial structures?
______is illustrated by the gradual changes over time as seen by the peppered moths.
Language Forms & Conventions
Sentence Level / Evolution is normally a slow process.
Natural selection is nature not people choosing the trait / Vestigial structures are no longer useful.
Homologous structures have the same structures but different features
Vocabulary Usage
Word/phrase Level / Evolution
Natural selection
Taxon / Evolution
Natural selection
Taxon
Descent with modification
Vestigial structures
Homologous structures
Assessment / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 5(From Microorganisms to Plants)
Q2 / Levels 1 -2 / Levels 3 – 5
Linguistic Complexity
Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework) / ______(bacteria/virus) is an example of a prokaryote.
______(bacteria/virus) are not living because they must reproduce in a host.
______(bacteria/virus/protozoan) are animal-like protists. / What are bacteria?
Compare and contrast bacteria and viruses.
Protozoan belongs in which kingdom?
Compare and contrast angiosperms and gymnosperms.
Fungi have _____ in the cell walls.
____ have seed cones.
Language Forms & Conventions
Sentence Level / Bacteria are tiny organisms you cannot see with your eyes.
Viruses are not living. / Gymnosperms do not work out in the gym
Chitin is in the cell wall and not a kite
Vocabulary Usage
Word/phrase Level / Bacteria
Viruses
Protozoan / Bacteria
Viruses
Protozoan
Angiosperms
Gymnosperms
Chitin
Assessment / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 6(Animals)
Q2 / Levels 1 -2 / Levels 3 – 5
Linguistic Complexity
Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework) / Invertebrate lacks a ______.
Chordate is more advanced than an ______.
______protects Arthropods. / Compare invertebrates and Chordates.
____ have an exoskeleton.
Compare dorsal and ventral sides.
Compare radial and bilateral symmetry.
Which Phylum has no symmetry?
Language Forms & Conventions
Sentence Level / Invertebrates = no backbone
Exoskeleton is outside / Symmetry shows body arrangement of body parts.
Ventral means belly not a vent.
Dorsal means back not a door.
Vocabulary Usage
Word/phrase Level / Invertebrate
Chordate
Exoskeleton / Invertebrate
Chordate
Exoskeleton
Symmetry
Dorsal
Ventral
Arthropod
Assessment / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 7 (Ecology)
Q2 / Levels 1 -2 / Levels 3 – 5
Linguistic Complexity
Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework) / ____ is the study of the environment.
_____ means living.
A rock is an example of a (n) ______factor. / What is ecology?
Compare abiotic and biotic factors.
Compare and contrast all symbiotic relationships.
Which symbiotic relationship requires a host?
Energy is transferred in a ______.
Compare food chains and food webs.
Language Forms & Conventions
Sentence Level / Ecology =environment
Biotic factors only include living things
Abiotic is not living and not a medicine / Mutualism requires that both benefit.
One suffers and one is helped is parasitism.
Food chain shows transfer of energy not jewelry.
Vocabulary Usage
Word/phrase Level / Ecology
Abiotic factor
Biotic factor / Ecology
Abiotic factor
Biotic factor
Mutualism
Parasitism
Food chain
Assessment / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures / Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
UNIT 1_Nature of Science_
WIDA MPI’s for Q1-all standard 4-level 3 and 4/vocab in bold/q2
Chapter 1-BIO.1c-variables are defined
1-Students will write hypotheses, tell the class the independent variable ,dependent variable,and control for each and compare as they report it on the white board
Chapter 1-BIO.1e-conclusions based on qualitative and quantitative data
2- Students will organize miscellaneous data into quantitative and Qualitative data using graphic organizer within a lab setting
Chapter 1-BIO.1e-observations of live organisms
3-Students will detail observations of live organisms in class and tell to small groups.
UNIT1` and UNIT 2-CELLSChapter 2 and 7-Biochem and Cells-BIO.3.1-water chemistry and effects on live organisms and BIO.4d-cell membrane transport/BIO.4a-characteristics of prokaryotes and eukaryotes
1-Students will report back in oral/visual review the properties of water
2-Students will compare osmosis of water under 3 different conditions of tonicity and use manipulatives they cut out and paste to demonstrate the actions.
3-In small groups,students will draw,color,and cut out assigned organelle and verbally cite functions as they place into the correct location on a big cell found on the board .
Chapters 8 and 9-BIO.3 d-energy flow in photosynthesis and cellular respiration
1-The students will compare photosynthesis and cellular respiration by coloring visual displays in precise manner
2-The students will re-enact the process of photosynthesis and cellular respiration using card board cutouts to help display while they verbally describe each step.
3-The students will continually repeat to the class-practically daily-that ATP is for ENERGY-(which rhymes )
UNIT 3-Genetics
BIO.6e Students investigate genetic variation,6f-structure and function of nucleic acids,6d-medelian genetics
- Students will identify and cite examples of mutations and the errors that create them-Using given DNA sequences,they will circle the changes that appear and the varied way they are produced.
- Students will cite importance of Chargaff’s Rules and Complete DNA and m RNA sequences w/magnetic manipulates on white board.
- Using numerous punnett square scenarios-compose in small groups-,students will call out to class which are phenotype ratios and those that are genotype ratios.
UNIT 4-Evolution and Classification
BIO .8 Students will investigate how populations change through time,citing how natural selection leads to adaptations(8c) and scientific explanations for evolution(8e).
BIO.7-Students will investigate modern classification systems(7e-classification systems)
- Students will demonstrate that Natural Selection is a vehicle to evolution by explaining ,w/sequenced pictures,the evolution of the peppered moth
- Students will use correctly chosen images to explain the differences between vestigial structures and homologous ones,verbally citing as they identify.
- Students will produce 8 examples of taxons by writing them in a learning journal.
UNIT 5-Microorganisms to Plants
BIO.5-Students will investigate and understand life functions of archae and eubacteria(5a-bacteria structure and function) and (5f-how viruses compare to other animals) and (5a-fungi structure and function)
- Students will redraw and verbally describe the structure of a bacteria.
- Students will compare bacteria to viruses and show why viruses are not living by drawing and describing –written-lytic and lysogenic infections.
- Students will draw a generalized fungal cell and plant cell and compare,w/verbal discussion,the cell wall contents.
UNIT 6-Animals
BIO.5a-students show life functions in the kingdoms and BIO.7a-investigate structural similarities
- Students will compare invertebrates to vertebrates by verbalizing the key similarities and differences based on notes and provided images.
- Students will point to locations of ventral and dorsal on diagrams.
- Students will write a paragraph explaining w/labeled images the differences between radial and bilateral symmetry .They will come up and point these out also on classroom pets.
UNIT 7-Ecology
BIO.9-Students will demonstrate dynamic equilibria w/in populations,communities,and ecoststems.(9a-interactions,9b-energy flow)
- Students take a list of factors and group them into abiotic and biotic,sharing with the class.
- Students will list all symbiotic relationships and verbalize examples of each.
- Students will assemble into small groups to organize several organisms into a food chain,verbalizing how the energy is transferring.
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