Name: Robert Mitts
Date: 4/21/14-4/25/14
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
Content Area:
Life Skills - Science
Length of Lesson: 45 Minutes
Periods 3, 4, & 5A
Stage I – Desired Results
Big Ideas:
- Organisms have ranges of tolerance
for environmental factors.
Understanding Goals (Concepts):
-Every organism has a range of tolerance for
each factor in its environment.
- Organisms have specific requirements
for successful growth, development,
and reproduction.
-Organisms have specific requirements for
successful growth, development, and
reproduction.
- Optimum conditions are those most
favorable to an organism's survival,
growth, and reproduction.
-Optimum conditions are those most
favorable to an orhanism.
Essential Questions:
-What is a range of tolerance?
-What is a controlled experiment?
Vocabulary: organism, environment,
environmental factors, terrarium, germinate,
preferred environment, variable, isopod,
beetle, controlled experiment, range of
tolerance, optimum
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:
 Conduct expiraments with four kinds of plants to
discover their range of tolerance for water.
 Describe the optimum water conditions for early
growth of seeds.
 Analyze data from plant experiments.
 Use scientific thinking pocesses to conduct
investigations and build explanations: observing,
comunicating, 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
Scaffolding used:
#1. Teacher Promping
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
Active Engagements used:
#1. Summarizing
#2. Whole Class Response
Others:
Monday
4/21/14
Day
 No School
Tuesday
4/22/14
Day A
 Attend the Dress
Rehearsal of Sweeny
Todd
Wednesday
Thursday
4/23/14
Day B
4/24/14
Day A
 Listen to the audio
 Finish listening to the
recording of "Aquatic
audio recording of
Environments Around
"Aquatic
the World" Pages 27-30
Environments Around
while following along in
the World" Pages 31the science story books
35 while following
along on the science
 Answer comprehension
Friday
4/25/14
Day B
 Set up the
Aquarium/Observe the
aquarium - Journal
Worksheet
questions about the
story
 See Above
 See Above
 See Above
Assignments
 See Above
story books
 Finish answering the
comprehension
questions about the
story
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
 See Above