Name: Robert Mitts
Date: 4/7/14-4/11/14
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
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
4/7/14
Day A
 Start Investigation 3 Water Tolerance &
Plants - Set up
experiment with seeds in
dry, moist, wet, very
wet, and swamp
environments
Tuesday
Wednesday
4/8/14
Day B
4/9/14
Day A
 Read Science Story
 Terrarium Observation
"Auntie's Plants" Pgs.
5
23-26 and answer the  Check to see if
comprehenesion
terrarium needs
questions on the
watered
worksheet
 Check to see if
Thursday
4/10/14
Day B
 Response Sheet Range of Tolerance &
Environments
 Check to see if
terrarium needs
watered
Friday
4/11/14
Day A
 Complete the
Controlled Experiment
Observation Student
Sheet No. 9 - Part 1
 Check to see if
terrarium needs
watered
 Color goal graphs, put
papers in portfolios, go
shopping in the
Pentland Palace or
deposit money into
bank account
 See Above
 See Above
Assignments
terrarium needs
 Students make a map of
watered
their seets in the soil
environment cup Student Sheet No. 9
 Add *controlled
experiment - 1 variable is
changed while others
stay the same* and
*range of tolerance what can be handled and
still survive* to
vocabulary list in journal
 Check to see if terrarium
needs watered
 See Above
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
 See Above