Name: Robert Mitts
Date: 5/26/14-5/30/14
Woodland Hills High School
Lesson Plans
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Lesson Topic (Standard/Anchor):
Science:
S11.A.1.1 Analyze and explain the nature of science
in the search for understanding the natural world and
its connection to technological systems.
S11.B.1.1 - Identify structural or functional similarities
and differences among living things and compares
their diverse needs for survival
S11.B.1.1.1 - Identify which type of organism would
be supported in different environments
S11.B.1.1.2 - Describe how different plants or animals
use structures to function in a given habitat
S11.B.3.1 - Use evidence or examples to explain the
characteristic of and interactions within an ecosystem
Student Objectives (Competencies/Outcomes):
Students will be able to:
 Observe and compare the hatching of brine shrimp
eggs in four salt water concentrations.
Stage I – Desired Results
Big Ideas:
-Environment is everything that
surrounds and influences an organism.
-An environmental factor is one part of
an environment. It can be living or
nonliving.
-Optimum is the condition or degree of
an environmental factor that is most
favorable to growth, development, and
reprodiction of an organism.
-Range of tolerance is the conditions in
which an organism can survive. Range
lies between the high and low extremes
of tolerance for an environmental
factor.
Essential Questions: How can we find
out if salinity has an effect on brine
shrimp hatching?
-What is the range of salinity in which
Content Area:
Life Skills - Science
Length of Lesson: 45 Minutes
Periods 3, 4, & 5A
Understanding Goals (Concepts):
-Brine shrimp are crustaceans that live in
marine or salt-pond environments.
-An environmental factor is one part of an
environment. It can be living or nonliving.
-Organisms have ranges of tolerance for
environmental factors.
-Within a range of tolerance, there are
optimum conditions that produce maximum
growth.
-Brine shrimp eggs can hatch in a range of
salt concentrations, but more hatch in
environments with optimum salt
concentration.
-By altering the environment to optimum salt
concentrations, bring shrimp eggs that were
once dormant can hatch.
Vocabulary: brine shrimp, salinity, range of
tolerance, hatch, environmental factor
 Organize data from an experiment.
 Determine the range of salt tolerance for brine
shrimp hatching.
 Draw conclusions about the optimum salt
conditions for brine shrimp hatching.
 Use scientific thinking processes to conduct
investigations and build explanations: observing,
communicating, comparing, organizing, relating.
brine shrimp eggs can hatch?
- What is the optimum environment for
hatching brine shrimp eggs?
-Will brine shrimp eggs hatch when
moved from salt environments outsie
their range of tolerance into
environments within her range of
tolerace?
Stage II – Assessment Evidence
Performance Task:
Other Evidence:
- Students will conduct experiments, observe, and answer
-student work samples
comprehension questions
-observation
-verbal responses
Stage III – Learning Plan
Materials & Resources: ASSET sciene kit supplies, readings,
comprehension questions, and activity worksheets
CONTENT AREA READING:
Throughout lessons
Formative Assessment(s):
#1. Pre-Assessment
#2. Summarizing Main Ideas
#3. Graphic Organizers
Others:
Instructional Procedures*: (includes mini-lessons) -active engagement, explicit instruction, modeling, scaffolding
Active Engagements used:
#1. Summarizing
#2. Whole Class Response
Others:
Scaffolding used:
#1. Teacher Promping
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
Monday
5/26/14
Day B
 Memorial Day
 See Above
Wednesday
5/28/14
Day B
 Read/Listen to story
about Mona Lake and
answer comprehension
questions
 See Above
Thursday
5/29/14
Day A
 Brine Shrimp
Observation - Student
Response Sheet No.
17 and make a report
to Dr. Bryan telling her
our results of the best
environment/salinity
to hatch brine shrimp
 See Above
Assignments
 See Above
Tuesday
5/27/14
Day A
 Set up Brine Shrimp
hatching experiment
with 4 cups and salt
 Read about Brine
Shrimp and answer
comprehension
questions
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday
5/30/14
Day B
 Student Response
Sheet No. 18 - Brine
Shrimp Hathcing
 Watch Live Cameras of
Animals on
animalplanet.com if
time
 See Above