Teacher Name: Pamela Shaver
Building: HAHS
Subject: BIO 1A
Start Date(s):9-23-14
End Dates(s):9-26-14
Grade Level(s): 9-10
Day
22
23
24
25
26
Objective (s)
DOK
Level
Grouping
DAILY PLAN
Activities / Teaching Strategies
Materials /
Resources
Assessment of Objective (s)
ACT 80
In one class period, Students will
recall terms and concepts they
learned in unit by organizing their
own notes, constructing their own
study guide using key terms and
apply concepts to answer review
questions that require critical
thinking.
Students will recall terms and
concepts learned in unit 1 by way
of multiple choice question, apply
concepts to answer critical thinking
questions, formulate verbal
answers in response to open
ended question and summarize
concepts in short essay format.
Students will define the following
terms: ecology, organism,
population, community, ecosystem,
biome, biosphere, and species,
analyze the biological levels of
organization, construct an
organized foldable displaying the
levels of organization and
categorize the levels of
organization by putting them in
logical order in the foldable.
Students will define the following
terms: Food web, food chain,
autotroph, producer, heterotroph,
consumer, herbivore, carnivore,
omnivore, decomposer,
photosynthesis and
chemosynthesis, 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
PDN review question on each testable topic.
Class discussion and active inquiry on testable topics.
Facilitate group review questions via PP.
Homework to study for test.
W
i
Facilitation of Unit 1 Test
4
3
2
I
PDN test reflection.
6 Minute, Anticipatory- The ant colony video showing the excavation
of a huge any community.
Levels pretest
15 minutes, notes on the levels of organization.
45 minutes, facilitate the completion of the levels of organization
individual projects.
Levels posttest
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
W
S
Textbooks
PP
Units Test
regular,
modified and
double
modified
FormativeWhole group discussion and check
individual activity.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeSummative- Unit test day
Student Self-AssessmentStudents reflect on their test
performance. How do they think it
went? What could they do to perform
better?
Chalkboard
Text books
Construction
paper
FormativeWhole group discussion, Monitor
individual work. Collection and review
of posttests.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents reflect on unit 1 test during
PDN.
PP
Paper
Food web
guide
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): 9-23-14
End Dates(s):9-26-14
Grade Level(s): 11-12
Day
Objective (s)
DOK
Level
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Assessment of Objective (s)
Act 80
22
23
24
25
26
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