Teacher Name: Pamela White
Building: HAHS
Subject: BIO 1A
Start Date(s):9-29-15
End Dates(s):10-2-15
Grade Level(s): 9-10
Day
28
29
30
1
2
Objective (s)
DOK
Level
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Assessment of Objective (s)
ACT 80
Students will define the following
terms: ecology, organism,
population, community, ecosystem,
biome, biosphere, and species,
analyze the biological levels of
organization, construct an
organized mnemonic device
displaying the levels of
organization.
Students will define the following
terms: producer, heterotroph,
consumer, herbivore, carnivore,
omnivore, decomposer,
photosynthesis and
chemosynthesis, Analyze facial
and tooth structure to reach
conclusions about living
organisms on each trophic level.
Students will Analyze the energy
flow that exists within foods webs
and food chains, Organize and
interpret pieces of information
pertaining to food webs by
dissection of owl pellets.
Students will, Analyze the energy
flow that exists within foods webs
and food chains, Organize and
interpret pieces of information
pertaining to food webs by
creating a food web.
4
4
3
3
PDN intro the ecology level 1 writing question
Class discussion and active inquiry on previous knowledge
Notes
Facilitate mnemonic device activity.
Whole group discussion and formative assessment.
PDN review levels of organization
Class discussion and notes
Facilitate tooth analysis lab in pairs
Collect of work for assessment
PDN review producers and consumers
Anticipatory- The ant colony video showing the excavation of a huge
any community.
Notes on Food Web
Facilitate dissection
PDN to review levels of organization.
Anticipatory video creating a live visual of food webs for students.
Notes on energy flow
Facilitate the creation of food webs in pairs.
W
I
Textbooks
PP
Poster
W
S
I
W
S
I
Board
Labs
Pellets
W
S
I
PP
Paper
Food web
guide
FormativeWhole group discussion and check
individual activity.
SummativeUpcoming comprehensive unit test.
Student
Self-AssessmentStudents check for previous
knowledge of class material.
FormativeLarge group discussion. Monitor of
pair work. Collection and correction of
lab.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeWhole group discussion, Monitor
individual work.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentPDN review
FormativeLarge group discussion. Monitor of
pair food web creation. Collection and
correction of webs.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN. Exit ticket.
Teacher Name: Pamela Shaver
Building: HAHS
Subject: Environmental
Start Date(s): 9-29-15
End Dates(s):10-2-15
Grade Level(s): 11-12
Day
Objective (s)
DOK
Level
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Assessment of Objective (s)
Act 80
28
29
30
1
2
Students will analyze the
importance of aquifers by reading a
2 page case study and determining
the affects their disappearance
would have on the environment.
Students will create a groundwater
filters using sand, gravel and soil.
They will use their model to test 3
different possible water
contaminants. They will then
analyze the importance of recharge
zones and negative effects of
human population on natural water
supply.
Students will thinking critically
about the way the human
population uses water by creating a
graphic organizers and bar graphs
to compare global, industrial,
residential and agricultural water
use.
Students will analyze water use in
computer manufacturing, use that
information to formulate an opinion
and conduct a 20 min classroom
debate.
4
3
3
3
PDN to review watersheds
Completion of watershed classroom map.
Facilitation of aquifer case study in pairs.
Facilitate completion of analyze questions.
Closure by discussion of the importance of aquifers
W
S
I
PDN to review aquifers
Anticipatory set to relate water filters to students.
Whole group notes and discussion to introduce key terms.
In small groups students will create groundwater filters.
Students will answer critical thinking question during and after the
lab activity to ensure concept understanding.
I
W
S
PDN to review water filters and recharge zones
Whole group discussion of personal water use
Facilitation of the completion of graphic organizers and graphs
Collection of work to check for understanding.
I
W
PDN review modes of water use.
Discussion: How do you use water?
Anticipatory set: water use in computer manufacturing video.
Discussion of the research activity and expectations.
Facilitation of opinion formulation
Conduct classroom date.
W
I
Video
Textbooks
Two liter bottle
Gravel
Soil
Sand
FormativeQuestioning during discussion,
monitor of group work
SummativeUpcoming project based assessment.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeQuestioning during discussion.
Monitor of review sheet completion.
SummativeUpcoming unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeQuestioning during discussion,
Monitoring of individual work,
Collection of work
Summative-Upcoming project based
assessment.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
Formative- Monitoring of activity,
questioning during discussion,
collection of water cycle assignment.
SummativeUpcoming unit test.
Student Self-Assessment- PDN