Teacher: D. Snavely
Day
1
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
Dates: Week 10
Grade/Subject: 7th/Life Science
SOLS: LS.1a, LS.1d, LS.1h,
Objectives: This is an introductory course on Life
LS.1i, LS.1j, LS.2d, LS.12b,
Science and scientific methodology. The objectives are
to impart knowledge of the basic life processes and the
diversity of life. Skills are developed in the classroom,
through home work, teacher demonstrations, and
interesting labs.
LS.12c, LS.12d,
LS.12f
terials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 214 in student text book – Lesson 1 – Lesson 4 Chapter 6
Essential Knowledge/Questions: All previous knowledge for Chapter 6
Procedures: Give Test and review answers
Instructional Strategies: modified whole brain instruction
Differentiation: n/a
Higher Level Questions for Rigor: Design It – Page 218
Assessment: Chapter test
Objectives:
Day
2
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
This is an introductory course on
Life Science and scientific methodology. The objectives
are to impart knowledge of the basic life processes and
the diversity of life. Skills are developed in the
classroom, through home work, teacher demonstrations,
and interesting labs.
SOLS: LS.1d, LS.1h, LS.1i, LS.1j,
LS.12a, LS.12b, LS.12f, LS.13a
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 240 in student text book – Lesson 1 Chapter 7
Essential Knowledge/Questions: The order of the nitrogen bases along a gene forms a genetic code that specifies what
type of protein will be produced. Because of the way the nitrogen bases pair up, the order of the bases in each new DNA
strand exactly matches the order in the original DNA strand.
Procedures: Follow the daily PowerPoint: Bell Ringer, teacher discussion, group work, teacher demonstration/lab,
individual work, and quiz.
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Research It – Page 244
Assessment: Quiz at end of section, class participation, lab participation
Objectives:
Day
3
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
This is an introductory course on Life
Science and scientific methodology. The objectives are to
impart knowledge of the basic life processes and the
diversity of life. Skills are developed in the classroom,
through home work, teacher demonstrations, and
interesting labs.
SOLS: LS.1d, LS.1h, LS.1i, LS.1j,
LS.12a, LS.12b, LS.12f, LS.13a
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 240 in student text book – Lesson 2 Chapter 7
Essential Knowledge/Questions: During protein synthesis, the cell uses information from a gene on a chromosome to
produce a specific protein.
Procedures: Follow the daily PowerPoint: Bell Ringer, teacher discussion, group work, teacher demonstration/lab,
individual work, and quiz.
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Research It – Page 244
Assessment: Quiz at end of section, class participation, lab participation
Objectives:
Day
4
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
This is an introductory course on Life
Science and scientific methodology. The objectives are
to impart knowledge of the basic life processes and the
diversity of life. Skills are developed in the classroom,
through home work, teacher demonstrations, and
interesting labs.
SOLS: LS.1d, LS.1h, LS.1i, LS.1j,
LS.12a, LS.12b, LS.12f, LS.13a
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 240 in student text book – Lesson 3 Chapter 7
Essential Knowledge/Questions: Mutations can cause a cell to produce an incorrect protein during protein synthesis. As a
result, the organism’s trait may be different from what it normally would be. Cancer begins when mutations disrupt the
normal cell cycle, causing cells to divide in an uncontrolled way.
Procedures: Follow the daily PowerPoint: Bell Ringer, teacher discussion, group work, teacher demonstration/lab,
individual work, and quiz.
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Research It – Page 244
Assessment: Quiz at end of section, class participation, lab participation
Objectives:
Day
5
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
This is an introductory course on Life
Science and scientific methodology. The objectives are
to impart knowledge of the basic life processes and the
diversity of life. Skills are developed in the classroom,
through home work, teacher demonstrations, and
interesting labs.
SOLS: LS.1a, LS.1d, LS.1h,
LS.1i, LS.1j,
LS.2d, LS.12b, LS.12c, LS.12d,
LS.12f
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 240 in student text book – Lesson 1 – Lesson 3 Chapter 7
Essential Knowledge/Questions: All previous knowledge for Chapter 7
Procedures: Follow the Chapter 7 review PowerPoint: Bell Ringer, teacher discussion, group work, teacher
demonstration/lab, individual work, quiz
Instructional Strategies: modified whole brain instruction
Differentiation: Students choose their individual assignments
Higher Level Questions for Rigor: Research It – Page 244
Assessment: Chapter test
Homework:
Day 1: Test Day no homework
Day 2: Finish any work assigned but not completed in class
Day 3: Finish any work assigned but not completed in class
Day 4: Finish any work assigned but not completed in class
Day 5: Study for Test
Targeted Students:
All
Essential Questions: What does DNA do?
are framed to provoke and sustain student interest * cannot
be answered by a quick and simple “yes” or “no” answer *
are broad in nature * are central to the content of the unit or
subject * have no single correct or obvious answer * invite
higher-order thinking, including analyzing, synthesizing, and
evaluating * provoke student interest and allow students to
draw from experience
Bloom’s Taxonomy
1. Knowledge - defines, describes, identifies, knows, labels,
matches, lists, names, outlines, recalls, recognizes, reproduces,
selects, states
2. Comprehension - comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives examples, infers,
interprets, paraphrases, predicts, rewrites, summarizes, translates
3. Application - applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves, uses
4. Analysis - analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates
5. Synthesis - categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, revises, rewrites, tells, writes
6. Evaluation - appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
relates interprets, justifies, summarizes, supports