Name: Robert Mitts
Date: 11/4/13-11/8/13
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 plants from the past
like today's plants?
Content Area:
Life Skills - Science
Length of Lesson: 45 Minutes
Period 4
Understanding Goals (Concepts):
-Student recognizes that fossils provide
evidence about the plants that livev long ago
-Students know that some kinds of
organisms that lived on Earth have
completely disappeared and resemble plants
that are alive today
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 understand similarities and differences
among plants. .
 SWBAT know about measurement of time including
A.M. and P.M.
 SWBAT recgonize that fossils provide evidence
about the plants that lived long ago
Essential Questions: How are plants
from the past like today's plants?
Stage II – Assessment Evidence
Performance Task:
Other Evidence:
- Complete graphic organizers grouping the vocab words
-student work samples
-observation
-verbal responses
Stage III – Learning Plan
Vocabulary: fossil, extinct, petrified
Materials & Resources: Science Notebook, Science Textbook Chapter 5
Pencil,
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
11/4/13
Day B
-Students
complete
prereading activity
on page 7 of
workbook.
-Studetns will
complete Lesson 4
review on pg 7a
Tuesday
Wednesday
11/5/13
Day A
11/6/13
Day B
 Students complete
 Students complete
prereading activity on
prereading activity on
page 8 of workbook.
page 9 of workbook
 Studetns will
 Studetns will complete
complete Lesson 1
Lesson 2 review on pg
review on pg 8a
9a

Thursday
11/7/13
Day A
 Parent Teacher
Conference
Friday
11/8/13
Day B
 Inservice Day
 See Above
 See Above
 See Above
Assignments
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
 See Above