Name: Robert Mitts
Date: 5/19/14-5/23/14
Woodland Hills High School
Lesson Plans
Edline was updated this week:
My class website was updated this week:
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
Stage I – Desired Results
Big Ideas:
-Aquatic environments include living
and nonliving factors.
-Carbon dioxide produced by aquatic
organisms changes the acidity of the
water.
- An environmental factor is one part of
an environment. It can be living or
nonliving.
Content Area:
Life Skills - Science
Length of Lesson: 45 Minutes
Periods 3, 4, & 5A
Understanding Goals (Concepts):
- Water and temperature are two nonliving
environmental factors to consider when
setting up a goldfish aquarium.
-An aquatic environment can contain many
different organisms.
-Organisms of different kinds living together
form a community.
- The chain of feeding relationships between
a series of organisms is called a food chain.
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 an aquarium environment over time and
keep a record of changes in a journal.
 Identify and monitor some of the environmental
factors in a freshwater environment.
 Relate the observed differences in the acidity of
Essential Questions:
- What are two environmnetal factors
to consider when setting up a goldfish?
- Do living organisms affect the quality
of aquatic environments?
- What other organisms might live in
the same environment as goldfish?
Vocabulary: organism, environment,
environmental factors, aquarium, indicator,
carbon dioxide, elodea, goldfish, duckweed,
ecosystem, food chain
aquariums (as indicated by BTB) to the amount of
carbon dioxide produced by the organisms in
aquariums.
 Use scientific thinking processes to conduct
investigations and build explanations: observing,
communicating, comparing, organizing, and
relating.
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
5/19/14
Day B
 Students will complete
the "Time for Kids" Mind
Games
 See Above
Wednesday
5/21/14
Day B
 Students will complete
the "Time for Kids"
Lion Fish
Thursday
5/22/14
Day A
 Online Aquarium on
Fossweb.com- The
goal is to keep the fish
alive for the alloted
time.
 See Above
 See Above
Assignments
 See Above
Tuesday
5/20/14
Day A
 Keystone Testing
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday
5/23/14
Day B
 Students will complete
a work sheet on
Redwood Trees
 See Above