Name: Robert Mitts
Date: 5/5/14-5/9/14
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
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
5/5/14
Day B
 On-line Aquarium on
Fossweb.com - The goal
is to keep the fish alive
for the alloted time




Wednesday
5/7/14
Day B
 Listen to the audio
recording of Science
Story "What is an
Ecosystem?" - Pages
38-41 and answer the
comprehension
questions
Thursday
5/8/14
Day A
 Finish "What is an
Ecosustem?" Science
Story Questions
 If finished, complete
the Student Sheet No.
15 - "End-of-Module
Assessment for
Environmnets"
 See Above
 See Above
Assignments
 See Above
Tuesday
5/6/14
Day A
Food Chain Activity
with Cards
(Directions are on
Page 18 of the
Teacher Science
Stories Tab)
Go over cards with
students first, then
follow the directions
See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday
5/9/14
Day B
 Observe the aquarium
- Journal Worksheet
 See Above