Teacher Name: Pamela Shaver
Building: HAHS
Subject: BIO 1A
Start Date(s):9-8-14
End Dates(s):9-12-14
Grade Level(s): 9-10
Day
Objective (s)
DOK
Level
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Students will color code the parts of
a microscope while reading
critically to label all 19 parts.
1
2
PDN to review bar, circle and line graphs.
Anticipatory set to relate microscopes to students.
Small group work to color and label microscopes.
Large group review of the microscope to close the class.
S
W
Microscopes
Worksheets
Colored pencils
Students will create a metric
system train making sure to place
each unit in the correct order.
1
2
3
4
PDN to self-check for understanding of microscopes and their parts.
Anticipatory set to relate the use of the metric system to students.
Whole group notes and discussion of the metric system.
Facilitation of creation of metric trains.
Large group review of the metric system to close the class.
S
I
W
Metric system
train sheets
Projector and
PP
Students will Define Observation
and Inference and distinguish
between them several times by
observing abstract photographs of
images familiar to the student. i.e. a
weather map.
Students will define quality and
quantity and distinguish between
them several times by evaluating
several examples.
Students will identify all steps of the
scientific method through class
discussion. Perform steps of the
scientific method once using the
leaky bag experiment.
1
2
3
4
PDN review metric system.
Anticipatory set to relate observation, inference, quality and quantity
to students.
Whole group notes and pair work to actively distinguish between
each vocabulary word.
Large group review of each work and exit ticket to check for student
understanding.
W
Several
pictures
Projector & PP
Life savers
1
2
3
PDN review observation and inference, quality and quantity.
Anticipatory set to relate using the scientific method in our daily lives
to the students.
Whole group notes and discussion of dependent, independent and
control variables.
Pre-quiz on the scientific method
Facilitate steps of the scientific using the leaky bag experiment.
Post-quiz on scientific method. Compare answers to self-assess
progress
W
I
S
Variable
worksheet
Scientific
method pre
and post
quizzes
Plastic bags
Water
Pencils
5
6
7
8
Assessment of Objective (s)
FormativeWhole group discussion, small group
monitoring, check individual
microscope work.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents monitor time in order to
complete task in one class period.
FormativeWhole group discussion, small group
monitoring, check individual metric
train work.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeWhole group discussion, pair
monitoring, exit ticket.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeWhole group discussion, pre and post
quiz check, monitor success of leaky
bag experiment.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN. Students compare and contract
pre and post quiz answers to assess
their own knowledge and learning.
9
Students will recall the scientific
method while performing an
organized lab in pairs following all
directions. They will analyze results
and data in order to draw
conclusions based on results and
data analysis. A lab report will be
created to present the experiment
within the next two days.
1
2
3
4
PDN to review steps of the scientific method.
Anticipatory set to relate lab to students.
Facilitation heart rate lab in pairs.
Introduction to the formal lab report rubric to the whole group
Facilitation of individual formal lab report wring including a well
thought out conclusion.
S
W
I
Heart rate lab
sheet
Projector
Stopwatch
Lab report
rubrics
Formative-,
Monitoring of lab, check labs for
correctness,
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
Teacher Name: Pamela Shaver
Building: HAHS
Subject: Environmental
Start Date(s): 9-8-14
End Dates(s):9-12-14
Grade Level(s): 11-12
Day
5
6
7
8
9
Objective (s)
DOK
Level
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Assessment of Objective (s)
Students will in 90 minutes define
environmental science, compare
environmental science with ecology
by recalling ecology review
presented in the last lesson, list the
five major fields of study that
contribute to environmental science
and describe three effects humans
have had on the environment by
creating a graphic organizer.
Students will Classify our main
environmental problems into three
major categories through short
discussion by thinking about their
knowledge of the environment. The
will distinguish between renewable
and nonrenewable resources by
choosing 5 objects to observe and
classify.
1
2
3
PDN to review ecology, symbiosis and abiotic/biotic factors.
Anticipatory set to relate human effects of the environment to the
students.
Whole group notes and discussion to introduce key terms.
Think pair share Eco fact.
Facilitate creation of environment through time graphic organizers in
small groups.
Closure by discussion of environments through time.
W
S
FormativeQuestioning during discussion,
collection of graphic organizers.
SummativeUpcoming unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
1
2
3
4
PDN to review environmental science, major fields of study and
effects of humans on the environment.
Anticipatory set to relate the use of Natural resources to students.
Whole group notes and discussion to introduce key terms.
In pairs students will classify resources by creating a table,
choosing 5 objects to observe and classifying the materials they are
composed of.
Presentation of tables and discussion
W
S
Students will analyze their
contribution to pollution by
completing a 10 question Eco
footprint survey, sharing their
results and viewing the National
Geographic Human Footprint
video.
1
2
3
PDN to review renewable and nonrenewable resources.
Anticipatory set to relate pollution to the students.
Individual completion of the Eco footprint survey.
Viewing of the Human Footprint Video
Closure by discussion of the video and students perception of the
video.
I
W
Students will analyze and relate the
existence of biodiversity within
environments to their daily lives by
investigating, dissecting and
categories the 4 categories of
simple fruits they eat regularly.
1
2
3
4
PDN to review pollution.
Anticipatory set to relate biodiversity to the students.
Facilitation of the fruit lab in small groups.
Discussion of the different types of fruit dissected.
Review of 4 different categories present within the lab.
S
W
Students will apply concepts of the
“Tragedy of the Commons” to daily
activities like food consumption by
participation, analysis, and
discussion of the class activity.
2
3
4
PDN to review biodiversity.
Anticipatory set to relate Tragedy of the Common to students.
Facilitation of Tragedy activity.
Discussion of the activity and how it relates to the tragedy of the
commons.
Closure, write a description of the tragedy of the commons. Do you
think this is accurate concept? What can we do to fix this problem?
W
I
S
Formativequestioning during discussion,
monitor of pair work, presentation of
tables.
SummativeUpcoming unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeQuestioning during discussion.
SummativeUpcoming unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
Formative- Monitoring of lab,
questioning during discussion.
SummativeUpcoming unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
Formative- Monitoring of activity,
questioning during discussion,
collection of writing assignment.
SummativeUpcoming unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN. Ability of students to write about
the Tragedy without referring to the
book.