Aug. 15-19, 2011 Science: Unit A: A World of Living Things
Elder’s Homeroom Class:
Monday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2
Unit A, Chapter 2: Animals/Lesson 3: What are Some Animal Life
Cycles? Students will sequence animal life cycles. Students will analyze
and describe the sequence of events of animal life cycles. Students will
recognize that animals reproduce and that their young grow to resemble
their parents. As an attention getter: Teacher will ask: “How are
newborn deer and adult deer the same? How are they
different?” Then, teacher will introduce lesson vocabulary on pages 100
and 101. After vocabulary introduction, teacher will display Electronic
Transparency IS 2605 “Sequence” and explain to students that
sequencing is putting the steps or events in the order in which they
occur. Next, teacher will have class use Popsicle method and read aloud
Lesson 3 (pages 104-109). Teacher will use guided questions to check
students’ comprehension as lesson is read. Next, teacher will have
students, as a whole group; create a life cycle of a frog using picture
cards. Last, students will complete questions 1-4 in Reading Support
and Homework Book on pages RS16&RS17 independently.
Tuesday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2
Unit A, Chapter 2: Animals /Animal Life Cycles/ Students will identify
the characteristics of different groups of animals. Teacher will activate
prior knowledge of previous lessons. Then, teacher will have students’
independently complete KCCT Prep “Animal Life Cycles” (page 12)
multiple choice problems 1-4 (page 13) and an open response (pages 1415), which will be recorded as a quiz grade.
Wednesday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2, SC-EP-4.7.1/DOK-2, PL-EP-1.1.9/DOK-1, PL-EP-2.2.4, PLEP-2.2.5, PL-EP-4.1.3/DOK-1, PL-EP-4.2.1/DOK-1, PL-EP-4.2.2/DOK-1
Unit A, Chapter 2: “Animals” Vocabulary/Chapter Concepts Prep
Review. Students will have a hands-on learning activity to reinforce
learning comprehension of living and nonliving things. Students
construct understanding of chapter vocabulary and concepts. Students
analyze chapter vocabulary and comprehension concepts. Teacher will
have grand conversation to review chapter one vocabulary and key
concepts. Then, teacher will introduce hands-on activity “Baseball
Review.” Set up a "baseball field" in your classroom. Identify the
locations of home plate, first base, second base, and third base. You can
use actual bases or four desks. Arrange the class into two teams. Flip a
coin to determine which team will be "up to bat" first. Pose the first
question to the first batter. If the batter gets the question right, she/he
goes to first base. If the second batter correctly answers the next
question, she/he goes to first base, forcing the student on first base to
move to second… and so the game goes. Which team scores the most
runs? If a "batter" misses a question, that batter is out and the next
batter gets a chance to answer the same question. Three misses and the
other team takes the field. For this class…provide questions of varying
levels of difficulty. Students could opt to answer a "double" question.
Double questions are more difficult, but a correct answer will earn
students two bases; that way, they can move along the runners more
quickly.
Thursday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 2: “Animals” Assessment Test: Students will
demonstrate and prove comprehension of animals and how they grow
and change. Teacher will activate prior knowledge of chapter concepts
by asking guided questions. After activation of prior knowledge of
Chapter 2 concepts, students will independently complete assessment test,
which is worth 100 points.
Friday
SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP4.7.1/DOK-2
Unit A, Chapter 3: Plants/Lesson 1: What Are the Parts of a
Plant? Students will identify the main parts of plants and describe their
structural characteristics. Students will identify sunlight, air, water,
and nutrients from soil as things plants need to grow. As an attention
getter: Teacher will have students to draw a picture of a plant or
flower. Then, have students share and compare their pictures with
their peers. Encourage students to determine the parts of their plants
or flowers. Then, teacher will introduce lesson vocabulary on pages 116
and 117. After vocabulary introduction, teacher will have class use
popcorn reading and read aloud Lesson 1 (pages 120-122). Teacher will
use guided questions to check students’ comprehension as lesson is
read. Next, students will complete questions 1-4 in Reading Support
and Homework Book on pages RS19&RS20 independently. Last,
students will independently read Plant Parts (page 16) and complete
M.C. questions 1-4 (page 17) and write a response to an open response
on (pages 18-19) in their HSP Kentucky Science (KCCT) Preparation
for a formative assessment.
Allen’s Homeroom Class:
Monday
SC-EP-3.4.2, SC-EP-3.4.3/DOK-2
Unit A, Chapter 2: Animals/Lesson 3: What are Some Animal Life
Cycles? Students will sequence animal life cycles. Students will analyze
and describe the sequence of events of animal life cycles. Students will
recognize that animals reproduce and that their young grow to resemble
their parents. As an attention getter: Teacher will ask: “How are
newborn deer and adult deer the same? How are they
different?” Then, teacher will introduce lesson vocabulary on pages 100
and 101. After vocabulary introduction, teacher will display Electronic
Transparency IS 2605 “Sequence” and explain to students that
sequencing is putting the steps or events in the order in which they
occur. Next, teacher will have class use popcorn reading and read aloud
Lesson 3 (pages 104-109). Teacher will use guided questions to check
students’ comprehension as lesson is read. Next, teacher will have
students, as a whole group; create a life cycle of a frog using picture
cards. Last, students will complete questions 1-4 in Reading Support
and Homework Book on pages RS16&RS17 with a partner.
Tuesday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2
Unit A, Chapter 2: Animals /Animal Life Cycles/ Students will identify
the characteristics of different groups of animals. Teacher will activate
prior knowledge of previous lessons. Then, teacher will have students’
independently complete KCCT Prep “Animal Life Cycles” (page 12)
multiple choice problems 1-4 (page 13) and an open response (pages 1415), which will be recorded as a quiz grade.
Wednesday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2, SC-EP-4.7.1/DOK-2, PL-EP-1.1.9/DOK-1, PL-EP-2.2.4, PLEP-2.2.5, PL-EP-4.1.3/DOK-1, PL-EP-4.2.1/DOK-1, PL-EP-4.2.2/DOK-1
Unit A, Chapter 2: “Animals” Vocabulary/Chapter Concepts Prep
Review. Students will have a hands-on learning activity to reinforce
learning comprehension of living and nonliving things. Students
construct understanding of chapter vocabulary and concepts. Students
analyze chapter vocabulary and comprehension concepts. Teacher will
have grand conversation to review chapter one vocabulary and key
concepts. Then, teacher will introduce hands-on activity “Baseball
Review.” Set up a "baseball field" in your classroom. Identify the
locations of home plate, first base, second base, and third base. You can
use actual bases or four desks. Arrange the class into two teams. Flip a
coin to determine which team will be "up to bat" first. Pose the first
question to the first batter. If the batter gets the question right, she/he
goes to first base. If the second batter correctly answers the next
question, she/he goes to first base, forcing the student on first base to
move to second… and so the game goes. Which team scores the most
runs? If a "batter" misses a question, that batter is out and the next
batter gets a chance to answer the same question. Three misses and the
other team takes the field.
Thursday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 2: “Animals” Assessment Test: Students will
demonstrate and prove comprehension of animals and how they grow
and change. Teacher will activate prior knowledge of chapter concepts
by asking guided questions. After activation of prior knowledge of
Chapter 2 concepts, students will independently complete assessment test,
which is worth 100 points.
Friday
SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP4.7.1/DOK-2
Unit A, Chapter 3: Plants/Lesson 1: What Are the Parts of a
Plant? Students will identify the main parts of plants and describe their
structural characteristics. Students will identify sunlight, air, water,
and nutrients from soil as things plants need to grow. As an attention
getter: Teacher will have students to draw a picture of a plant or
flower. Then, have students share and compare their pictures with
their peers. Encourage students to determine the parts of their plants
or flowers. Then, teacher will introduce lesson vocabulary on pages 116
and 117. After vocabulary introduction, teacher will have class use
popcorn reading and read aloud Lesson 1 (pages 120-122). Teacher will
use guided questions to check students’ comprehension as lesson is
read. Next, students will complete questions 1-4 in Reading Support and
Homework Book on pages RS19&RS20 with a partner. Last, students
with a partner will read Plant Parts (page 16) and complete M.C.
questions 1-4 (page 17) and write a response to an open response on
(pages 18-19) in their HSP Kentucky Science (KCCT) Preparation for a
formative assessment.
Noble’s Homeroom Class:
Monday
SC-EP-3.4.2, SC-EP-3.4.3/DOK-2
Unit A, Chapter 2: Animals/Lesson 3: What are Some Animal Life
Cycles? Students will sequence animal life cycles. Students will analyze
and describe the sequence of events of animal life cycles. Students will
recognize that animals reproduce and that their young grow to resemble
their parents. As an attention getter: Teacher will ask: “How are
newborn deer and adult deer the same? How are they
different?” Then, teacher will introduce lesson vocabulary on pages 100
and 101. After vocabulary introduction, teacher will display Electronic
Transparency IS 2605 “Sequence” and explain to students that
sequencing is putting the steps or events in the order in which they
occur. Next, teacher will have class use echo reading and read Lesson 3
(pages 104-109). Teacher will use guided questions to check students’
comprehension as lesson is read. Next, teacher will have students, as a
whole group; create a life cycle of a frog using picture cards. Last,
students will complete questions 1-4 in Reading Support and Homework
Book on pages RS16&RS17 as a whole group.
Tuesday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2
Unit A, Chapter 2: Animals /Animal Life Cycles/ Students will identify
the characteristics of different groups of animals. Teacher will activate
prior knowledge of previous lessons. Then, teacher will have students’
as a whole group complete KCCT Prep “Animal Life Cycles” (page 12)
multiple choice problems 1-4 (page 13) and an open response (pages 1415), which will be recorded as a quiz grade.
Wednesday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2, SC-EP-4.7.1/DOK-2, PL-EP-1.1.9/DOK-1, PL-EP-2.2.4, PLEP-2.2.5, PL-EP-4.1.3/DOK-1, PL-EP-4.2.1/DOK-1, PL-EP-4.2.2/DOK-1
Unit A, Chapter 2: “Animals” Vocabulary/Chapter Concepts Prep
Review. Students will have a hands-on learning activity to reinforce
learning comprehension of living and nonliving things. Students
construct understanding of chapter vocabulary and concepts. Students
analyze chapter vocabulary and comprehension concepts. Teacher will
have grand conversation to review chapter one vocabulary and key
concepts. Then, teacher will introduce hands-on activity “Baseball
Review.” Set up a "baseball field" in your classroom. Identify the
locations of home plate, first base, second base, and third base. You can
use actual bases or four desks. Arrange the class into two teams. Flip a
coin to determine which team will be "up to bat" first. Pose the first
question to the first batter. If the batter gets the question right, she/he
goes to first base. If the second batter correctly answers the next
question, she/he goes to first base, forcing the student on first base to
move to second… and so the game goes. Which team scores the most
runs? If a "batter" misses a question, that batter is out and the next
batter gets a chance to answer the same question. Three misses and the
other team takes the field.
Thursday
SC-EP-3.4.1/DOK-2, SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP3.4.4/DOK-2, SC-EP-4.7.1/DOK-2
Unit A, Chapter 2: “Animals” Assessment Test: Students will
demonstrate and prove comprehension of animals and how they grow
and change. Teacher will activate prior knowledge of chapter concepts
by asking guided questions. After activation of prior knowledge of
Chapter 2 concepts, students will independently complete assessment
test, which is worth 100 points. IEP students will have modification to
guide them through assessment activity, teacher will modify by guiding
students with reading the assessment.
Friday
SC-EP-3.4.2, SC-EP-3.4.3/DOK-2, SC-EP-3.4.4/DOK-2, SC-EP4.7.1/DOK-2
Unit A, Chapter 3: Plants/Lesson 1: What Are the Parts of a
Plant? Students will identify the main parts of plants and describe their
structural characteristics. Students will identify sunlight, air, water,
and nutrients from soil as things plants need to grow. As an attention
getter: Teacher will have students to draw a picture of a plant or
flower. Then, have students share and compare their pictures with
their peers. Encourage students to determine the parts of their plants
or flowers. Then, teacher will introduce lesson vocabulary on pages 116
and 117. After vocabulary introduction, teacher will have students
follow along and choral read aloud with her as she reads Lesson 1
(pages 120-122). Teacher will use guided questions to check students’
comprehension as lesson is read. Next, students will complete questions
1-4 in Reading Support and Homework Book on pages RS19&RS20 as a
whole group. Last, students will draw and label the parts of a plant,
which will be recorded as a classwork grade.