Name: Robert Mitts
Date: 10/14/13-10/18/13
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: Plants and How They Grow
-
Content Area:
Life Skills - Science
Length of Lesson: 45 Minutes
Period 4
Understanding Goals (Concepts):
Demonstrate how a plant grows and the
process how the plant creates seeds to
create other plants.
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 know that living things are different but
share similliar srtuctures.
 SWBAT identify that living things compete in a
climatic region with other living things to fit in the
environment.
 SWBAT chart how green plants use CO2, H20, and
sunlight to turn minerals and nutrients into food .
 SWBAT will be able to Compare and contrast
observations and results
Performance Task:
- Complete graphic organizers grouping the vocab words
Essential Questions: How do the
different parts of a plant help it live and
grow?
Stage II – Assessment Evidence
Other Evidence:
-student work samples
-observation
Vocabulary: system, deciduous, pollinate,
coniferous, seed leaf, germinate, seedling,
fossil, extinct
-verbal responses
Stage III – Learning Plan
Materials & Resources: Hurricane Weather Book, and article on
Hurricanes, Pencil, Highlighter
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
10/14/13
Day A
 Inservice Day
Tuesday
Wednesday
10/15/13
Day B
10/16/13
Day A
 Students complete
 Students complete
prereading activity on
prereading activity on
page 4 of workbook.
page 5 of workbook
 Studetns will
 Studetns will complete
complete Lesson 1
Lesson 2 review on pg
review on pg 4a
5a

Thursday
Friday
10/17/13
Day B
10/18/13
Day A
 Students complete
 Students complete
prereading activity on
prereading activity on
page 6 of workbook
page 7 of workbook
 Studetns will complete  Studetns will complete
Lesson 3 review on pg
Lesson 4 review on pg
6a
7a
 See Above
 See Above
 See Above
Assignments
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
 See Above