Teacher: D. Snavely
Day
1
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
Dates: Week 8
Grade/Subject: 7th/Life Science
SOLS: LS.1d, LS.1f, LS.1h,
Objectives: This is an introductory course on Life
LS.1j, LS.2a, LS.2b, LS.2d,
Science and scientific methodology. The objectives are
to impart knowledge of the basic life processes and the
LS.5a, LS.5b, LS.5c
diversity of life. Skills are developed in the classroom,
through home work, teacher demonstrations, and
interesting labs.
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 180 in student text book – Lesson 3
Essential Knowledge/Questions: Cell division allows organisms to grow, repair damaged structures, and reproduce.
During the cell cycle, a cell grows, prepares for division,, and divides into two new cells, which are called “daughter cells.”
Procedures: Follow the daily PowerPoint: Bell Ringer, teacher discussion, group work, teacher demonstration/lab,
individual work, quiz
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Research It – Page 184
Assessment: Quiz at end of section, class participation, lab participation
Objectives:
Day
2
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
This is an introductory course on
Life Science and scientific methodology. The objectives
are to impart knowledge of the basic life processes and
the diversity of life. Skills are developed in the
classroom, through home work, teacher demonstrations,
and interesting labs.
SOLS: LS.1d, LS.1f, LS.1h,
LS.1j, LS.2a, LS.2b, LS.2d,
LS.5a, LS.5b, LS.5c
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 180 in student text book – Lesson 1 – Lesson 3
Essential Knowledge/Questions: All previous knowledge for Chapter 5
Procedures: Follow the Chapter 5 review PowerPoint: Bell Ringer, teacher discussion, group work, teacher
demonstration/lab, individual work, quiz
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Research It – Page 184
Assessment: Chapter test
Objectives:
Day
3
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
This is an introductory course on Life
Science and scientific methodology. The objectives are to
impart knowledge of the basic life processes and the
diversity of life. Skills are developed in the classroom,
through home work, teacher demonstrations, and
interesting labs.
SOLS: LS.1d, LS.1f, LS.1h, LS.1j,
LS.2a, LS.2b, LS.2d, LS.5a, LS.5b,
LS.5c
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 180 in student text book – Lesson 1 – Lesson 3
Essential Knowledge/Questions: All previous knowledge for Chapter 5
Procedures: Give Test and review answers
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Research It – Page 184
Assessment: Chapter test
Objectives:
Day
4
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
This is an introductory course on Life
Science and scientific methodology. The objectives are
to impart knowledge of the basic life processes and the
diversity of life. Skills are developed in the classroom,
through home work, teacher demonstrations, and
interesting labs.
SOLS: LS.1a, LS.1d, LS.1h,
LS.1i, LS.1j,
LS.2d, LS.12b, LS.12c, LS.12d,
LS.12f
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 214 in student text book – Lesson 1
Essential Knowledge/Questions: In all of the crosses, Mendel found that only one form of the trait appeared in the F1
generation. However, in the F2 generation, the “lost” form of the trait always reappeared in about one fourth of the plants.
Procedures: Follow the daily PowerPoint: Bell Ringer, teacher discussion, group work, teacher demonstration/lab,
individual work, quiz
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Design It – Page 218
Assessment: Quiz at end of section, class participation, lab participation
Objectives:
Day
5
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
This is an introductory course on Life
Science and scientific methodology. The objectives are
to impart knowledge of the basic life processes and the
diversity of life. Skills are developed in the classroom,
through home work, teacher demonstrations, and
interesting labs.
SOLS: LS.1a, LS.1d, LS.1h,
LS.1i, LS.1j,
LS.2d, LS.12b, LS.12c, LS.12d,
LS.12f
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 214 in student text book – Lesson 1 Cont’d
Essential Knowledge/Questions: In all of the crosses, Mendel found that only one form of the trait appeared in the F1
generation. However, in the F2 generation, the “lost” form of the trait always reappeared in about one fourth of the plants.
Procedures: Follow the daily PowerPoint: Bell Ringer, teacher discussion, group work, teacher demonstration/lab,
individual work, quiz
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Design It – Page 218
Assessment: Quiz at end of section, class participation, lab participation
Homework:
Day 1: Finish any work assigned but not completed in class
Day 2: Study for Test
Day 3: Test Given – No Homework
Day 4: Finish any work assigned but not completed in class
Day 5: Finish any work assigned but not completed in class
Targeted Students:
All
Essential Questions: How Do Living Things Get Energy From
the Sun? What is Heredity?
are framed to provoke and sustain student interest * cannot
be answered by a quick and simple “yes” or “no” answer *
are broad in nature * are central to the content of the unit or
subject * have no single correct or obvious answer * invite
higher-order thinking, including analyzing, synthesizing, and
evaluating * provoke student interest and allow students to
draw from experience
Bloom’s Taxonomy
1. Knowledge - defines, describes, identifies, knows, labels,
matches, lists, names, outlines, recalls, recognizes, reproduces,
selects, states
2. Comprehension - comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives examples, infers,
interprets, paraphrases, predicts, rewrites, summarizes, translates
3. Application - applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves, uses
4. Analysis - analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates
5. Synthesis - categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, revises, rewrites, tells, writes
6. Evaluation - appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
relates interprets, justifies, summarizes, supports