Name: Robert Mitts Date: 2/24/14-2/28/14 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: environement, ecosystem, community, population, grassland, desert, tundra, wetland 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 2/24/14 Day A Students will complete prereading activity on page 26 in student workbook . Students will read pages 66-69 Tuesday 2/25/14 Day B Students will complete follow up activity on page 26A. Students will read pages 70-72- Wednesday 2/26/14 Day A PASA Testing Thursday Friday 2/27/14 Day B 2/28/14 Day A Students will complete Students will complete pre-reading activity on follow up activity on page 27Literacy and page 27A Art and Animals Adaptations on page 22 See Above See Above See Above Assignments See Above * Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding See Above