Name: Robert Mitts
Date: 3/17/14-3/21/14
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
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: terrarium, organism,
environment, environmental factor,
germinate,
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
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
3/17/14
Day B
St. Patricks activity
Skype with the
Junior High
Tuesday
Wednesday
3/18/14
Day A
3/19/14
Day B
 Tues., March 18  Read about the next 2
Read about the 1st 2
Biomes (Savanna and
Biomes (Tropical
Temperate Grassland)
Rainforests and
in Science Stories
Temperate
"Terrestrial
Deciduous Forest) in
Environments Around
Science Stories
the World" Pgs. 9-17
"Terrestrial
and complete the the
Environments Around
worksheet for those 2 I
the World" Pgs. 9-17
created.
and complete the the
worksheet for those
2 I created.
Thursday
Friday
3/20/14
Day A
3/21/14
Day B
 Read about the next 2  Terrerium Observation
Biomes (Arctic Tundra)
2 - Worksheet
in Science Stories
"Terrestrial
Environments Around
the World" Pgs. 9-17
and complete the the
worksheet for those 2
I created.
 See Above
 See Above
 See Above
Assignments
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
 See Above