Name: Robert Mitts
Date: 3/24/14-3/28/14
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
S11.B.1.1.2 - Describe how different plants or animals
use structures to function in a given habitat
S11.D.2.1.1 - Select picture of clothing/accessory that
should be worn in temperature named-perception of
the temperature named.
S11.D.2.1.1 - Completes a table showing people
wearing different clothing/accessories by matching
temperatures.
S22.D.2.1.1 - Names of clothing/accessory that should
be worn at one temperature named and shown but
Stage I – Desired Results
Big Ideas: How are ecosystems
different from each other?
Content Area:
Life Skills - Science
Length of Lesson: 45 Minutes
Period 4
Understanding Goals (Concepts):
-Places for living things
-Parts of and Ecosystem
-Groups within Ecosystems
-Ecosystems Change
-Deserts - A suprising Ecosystem
-Tundra- Land of Long Winters
-What are some forest ecosystems
not at another temperature named and shown.
S11.D.2.1.3 - Locates day in which the described
activity is most/least appropriate given a 5-day
weather forecast.
S11.D.2.1.3 - Locates day in which weather condition
described is most/least likely to occur given a 5-day
forecast - percent probability shown.
S11.D.2.1.5 - Selects picture of person engaged in
action that is safest/mosy dangerous under weather
condition described.
S11.D.2.1.5 - Selects word for a weather condition
under which described precaution is most
appropriate.
Student Objectives (Competencies/Outcomes):
Students will be able to:
 SWBAT use sketches, diagrams, and models to
understand scientific ideas.
 SWBAT identify the needs of animals.
 SWBAT relate the charasteristics of orgnaism is
inherited from the parents of an organism.
 Sequence events in correct order
Performance Task:
- Complete Activity Rubric
- Answer Scaffolded Questions
- Answer Lesson Checkpoint Questions
Essential Questions: What are the
stages that animals go through within
their life cycles
Stage II – Assessment Evidence
Other Evidence:
-student work samples
-observation
-verbal responses
Stage III – Learning Plan
Vocabulary: preferred
environment,variable, beetle
Materials & Resources: Science Notebook, Science Textbook , Pencil,
Reading
CONTENT AREA READING:
Throughout lessons
Formative Assessment(s):
#1. Pre-Assessment
#2. Summarizing Main Ideas
#3. Thumbs Up
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
3/24/14
Day B
Introduce new
vocabulary words
preferred
environment,
variable, beetle
Read about Beetles
on Page 18-20 in
Science Stories
Tuesday
3/25/14
Day A
 Compare and
Contrast Isopods and
Beetles with actual
creatures and write
on Venn Diagram
 Read Darkling Beetles
in Science Stories and
Answer ?'s on
worksheet.




Wednesday
3/26/14
Day B
Have 2 runways made
Add 50 ml of soil dry
moist and wet to each
runway
Students add in 5 meal
worms to runway 1 and
5 darkling beetles to
runway 2
10 minutes, students
complete Animal
Investigation Sheet No.
6 for short run
Thursday
3/27/14
Day A
 Look at runways write
down observations for
long run Animal
Investigation No. 6
 Students will put
covers on both
runways to start
 Animal investigation
sheet 6
 Leave runways
overnight with covers
on
Friday
3/28/14
Day B
 Students will fill out
results for the long run
investigation for light
preference Animal
Investigation 6
 Students will put both
the beetles and meal
worms into terrariums
 Students will complete
Terrarium Observation
3 wk sheet
 See Above
 See Above
 See Above
Assignments
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
 See Above