CMS Lesson Plan- March 16, 2015
Teacher: P. Gray
Course/Level: Gifted/Advanced Life Science/7th Grade
Lesson Components
Focused Standard/Element(s)
Essential Question(s)
Bell-ringer
(5 minutes)
Opening (5-10 min)
Work-Time Activities
(35- 40 min)
Closure Activity (10 min)
Details and Steps of Lesson
S7L4. Students will examine the dependence of organisms on one another
and their environments.
e. Describe the characteristics of Earth’s major terrestrial biomes (i.e.
tropical rain forest, savannah, temperate, desert, taiga, tundra, and
mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
M- What is a biome? What are the major biomes of Earth?
DAILY: GOFAR sample questions on previously taught content will be
displayed on the SMART board.
Items will be completed independently.
Students will offer evidence for all answer choices for each item.
Class will discuss and “check” each item.
M- Brainstorm
Monday Writing PromptSkim and complete the outlines for each of the biomes as described in our text.
Daily- Answer the EQ
Additional Information
How is this a rigorous Common
Core lesson?
Differentiation Strategies
(to target student growth)
Reading, text analysis, categorizing data, comparing/contrasting, examination,
distinction, explanation, observation, experimentation, analysis, conclusion
Cubing Activity- 6 assignments allowing choice by emphasizing unit content
will be created on a cube. The cubes will then be used to review and or play
games as time allows.
CMS Lesson Plan- March 17, 2015
Teacher: P. Gray
Course/Level: Gifted/Advanced Life Science/7th Grade
Lesson Components
Focused Standard/Element(s)
Essential Question(s)
Bell-ringer
(5 minutes)
Opening (5-10 min)
Work-Time Activities
(35- 40 min)
Closure Activity (10 min)
Details and Steps of Lesson
S7L4. Students will examine the dependence of organisms on one another
and their environments.
e. Describe the characteristics of Earth’s major terrestrial biomes (i.e.
tropical rain forest, savannah, temperate, desert, taiga, tundra, and
mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
T- same
DAILY: GOFAR sample questions on previously taught content will be
displayed on the SMART board.
Items will be completed independently.
Students will offer evidence for all answer choices for each item.
Class will discuss and “check” each item.
How many biomes have you studied?
Finish skimming and complete the outlines for each of the biomes as described
in our text. When complete, introduce “Mi Biome, Su Biome” pamphlet
project.
Daily- Answer the EQ
Additional Information
How is this a rigorous Common Reading, text analysis, categorizing data, comparing/contrasting, examination,
distinction, explanation, observation, experimentation, analysis, conclusion
Core lesson?
Differentiation Strategies
(to target student growth)
Cubing Activity- 6 assignments allowing choice by emphasizing unit content
will be created on a cube. The cubes will then be used to review and or play
games as time allows.
Groups will choose a biome to study and produce posters and pamphlets.
CMS Lesson Plan- March 18, 2015
Teacher: P. Gray
Course/Level: Gifted/Advanced Life Science/7th Grade
Lesson Components
Focused Standard/Element(s)
Essential Question(s)
Bell-ringer
(5 minutes)
Opening (5-10 min)
Work-Time Activities
(35- 40 min)
Closure Activity (10 min)
Details and Steps of Lesson
S7L4. Students will examine the dependence of organisms on one another
and their environments.
e. Describe the characteristics of Earth’s major terrestrial biomes (i.e.
tropical rain forest, savannah, temperate, desert, taiga, tundra, and
mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
W- same
DAILY: GOFAR sample questions on previously taught content will be
displayed on the SMART board.
Items will be completed independently.
Students will offer evidence for all answer choices for each item.
Class will discuss and “check” each item.
Expectations and procedures for project time.
Group research and product creation for “Mi Biome, Su Biome” project.
Daily- What have we learned, how far do we have to go?
Additional Information
How is this a rigorous Common Reading, text analysis, categorizing data, comparing/contrasting, examination,
distinction, explanation, observation, experimentation, analysis, conclusion
Core lesson?
Differentiation Strategies
(to target student growth)
Cubing Activity- 6 assignments allowing choice by emphasizing unit content
will be created on a cube. The cubes will then be used to review and or play
games as time allows.
Groups will choose a biome to study and produce posters and pamphlets.
CMS Lesson Plan- March 19, 2015
Teacher: P. Gray
Course/Level: Gifted/Advanced Life Science/7th Grade
Lesson Components
Focused Standard/Element(s)
Essential Question(s)
Bell-ringer
(5 minutes)
Opening (5-10 min)
Work-Time Activities
(35- 40 min)
Closure Activity (10 min)
Details and Steps of Lesson
S7L4. Students will examine the dependence of organisms on one another
and their environments.
e. Describe the characteristics of Earth’s major terrestrial biomes (i.e.
tropical rain forest, savannah, temperate, desert, taiga, tundra, and
mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
Th- same
DAILY: GOFAR sample questions on previously taught content will be
displayed on the SMART board.
Items will be completed independently.
Students will offer evidence for all answer choices for each item.
Class will discuss and “check” each item.
Expectations and procedures for project time.
Group research and product creation for “Mi Biome, Su Biome” project.
Daily- What have we learned, how far do we have to go?
Additional Information
How is this a rigorous Common Reading, text analysis, categorizing data, comparing/contrasting, examination,
distinction, explanation, observation, experimentation, analysis, conclusion
Core lesson?
(Specifically focus on TKES
Standards 3 and 8)
Differentiation Strategies
(to target student growth)
Cubing Activity- 6 assignments allowing choice by emphasizing unit content
will be created on a cube. The cubes will then be used to review and or play
games as time allows.
Groups will choose a biome to study and produce posters and pamphlets.
CMS Lesson Plan- March 20, 2015
Teacher: P. Gray
Course/Level: Gifted/Advanced Life Science/7th Grade
Lesson Components
Focused Standard/Element(s)
Essential Question(s)
Bell-ringer
(5 minutes)
Opening (5-10 min)
Work-Time Activities
(35- 40 min)
Closure Activity (10 min)
Details and Steps of Lesson
S7L4. Students will examine the dependence of organisms on one another
and their environments.
e. Describe the characteristics of Earth’s major terrestrial biomes (i.e.
tropical rain forest, savannah, temperate, desert, taiga, tundra, and
mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
W- same
DAILY: GOFAR sample questions on previously taught content will be
displayed on the SMART board.
Items will be completed independently.
Students will offer evidence for all answer choices for each item.
Class will discuss and “check” each item.
Expectations and procedures for project time.
Group research and product creation for “Mi Biome, Su Biome” project. Final
day of in class work on project. Sharing Monday/Tuesday.
Daily- Are we ready?
Additional Information
How is this a rigorous Common Reading, text analysis, categorizing data, comparing/contrasting, examination,
distinction, explanation, observation, experimentation, analysis, conclusion
Core lesson?
Differentiation Strategies
(to target student growth)
Cubing Activity- 6 assignments allowing choice by emphasizing unit content
will be created on a cube. The cubes will then be used to review and or play
games as time allows.
Groups will choose a biome to study and produce posters and pamphlets.