Monday
Tuesday
Wednesday
Thursday
Friday
Science A
Science A Lesson 1
Science D Lesson 1
Science C Lesson 2
Science B Lesson 3
Science B
Science B Lesson 1
Science A Lesson 2
Science D Lesson 2
Science C Lesson 3
Planning ( Data Team)
Planning (TM
Meeting)
Science C Lesson 1
Planning
Planning (PLC and
Co Teach Planning)
Science A Lesson 3
Planning
Science C
Science B Lesson 2
Science D Lesson 3
Science D
Robotics
Science
Lesson 2
Lesson 3
Learning Target:
Monday
Learning Target:
Lesson 1
Learning Target:
Learning Target:
I can explain what an organism gets
from its environment
I can describe how populations
change in size.
I can use vocabulary to describe
Biomes, Biodiversity, Ecosystems, and
Populations.
I can Identify characteristics of
ecosystem.
I can explain the two parts of an
organisms environment
I can describe what factors limit
population growth
I can explain how an Ecosystem is
organized
Standards: NGSS
08-LS2-4 Construct an argument
supported by empirical evidence
that changes to physical or
biological components of an
ecosystem affect populations.
Standards: NGSS
08-LS2-4 Construct an argument
supported by empirical evidence
that changes to physical or
biological components of an
ecosystem affect populations.
I can identify how populations in an
ecosystem can be affected.
Standards: NGSS
08-LS2-4 Construct an argument
supported by empirical evidence
that changes to physical or
biological components of an
ecosystem affect populations.
Standards: NGSS
08-LS2-4 Construct an argument
supported by empirical evidence
that changes to physical or
biological components of an
ecosystem affect populations.
Instructional Method
Instructional Method
Instructional Method
Instructional Method
Students will read about living things in
an ecosystem.
Student will read about populations in
ecosystems.
Bellringer:
Bellringer:
Students will list 4 levels of an ecosystem
from smallest to largest
Students will list two ways populations
increase and two ways they decrease
Students will Identify questions they had
from the practice quiz they received the
day before.
Students will complete a vocabulary
practice worksheet
Students will analyze data on squirrel
population over time and answer
questions.
Students have had a substitute and will
need to do a self-evaluation on where
they are at compared to where they
should be. They will be asked to fill out a
checklist and self-evaluate their
performance while I was gone.
Students will analyze a picture and apply
the vocab and concepts of ecosystem and
habitat to the picture
Students will make their own graphs of
bacteria population over time and
analyze the information.
Students will take a practice quiz
Students will take a practice quiz
Craft:
Do a quick vocabulary questionnaire using
the plickers
Show results
Discuss vocabulary workshop
Workshop:
Each group will have 18 flash cards and
divide 18 words up to create flashcards for
all the vocab words.
The students will play a vocabulary game
where there is a holder, answer, a data
keeper, and counter. The holder will pick
10 random cards and ask the answerer.
The holder will say the definition and the
answerer will try and say the word. The
counter will count down from 5 seconds
for the answerer to answer each
definition (they will start the count down
after the definition has been given). The
answer cannot answer until after the
definition has been given. The data keeper
will keep track of how many points each
group member has.
Expand the game by doing all 18 cards
Craft:
Practice any questions the students had fro
practice quiz.
Workshop:
Take assessment on Biomes, Biodiversity,
Ecosystems, and Populations
Finish taking Graphing Test ( or start
graphing test)
Reflection:
Students will choose to write a quick
reflection on words they once did not
know but know now
Assessment quiz over vocabulary
Instructional Strategies:
Instructional Strategies:
Instructional Strategies:
Instructional Strategies:
direct instruction, journaling, reading and
writing strategies
direct instruction, journaling, reading
and writing strategies
Pair work, direct instruction, workshop
group work
Independent work
Vocabulary:
Organism, habitat, biotic, abiotic,
specie, community, ecosystem,
ecology, population
Vocabulary:
Vocabulary:
Vocabulary:
Birth rate, death rate, immigration,
emigration, population density, limiting
factor, carrying capacity
Biome, Biodiversity, Keystone species,
Extinction, Endangered Species,
Threatened Species, Habitat Destruction,
Habitat Fragmentation, Poaching, Captive
Breeding, Abiotic Factor, Biotic Factor,
Ecology, Population, Birth Rate , Death
Rate, Limiting Factor, Carrying Capacity
Assessment:
1. Vocabulary Identification
2. Vocabulary application
3. Analyzing a picture to show
they can identify smallest
unit of organization
Assessment:
Assessment:
1. Vocabulary Identification
2. Vocabulary application
1.
2.
Explain why two different
species in an ecosystem can
share the same habitat but not
the same niche.
Analyzing data on population
of species in a given habitat
Assessment:
1. Vocabulary Identification
2. Vocabulary application
3. Analyzing a picture to show
they can identify smallest unit
of organization
4.
Explain why two different species
in an ecosystem can share the
same habitat but not the same
niche.
5. Analyzing data on population of
species in a given habitat
Resources:
Resources:
Resources:
Resources:
Homework:
Homework:
Homework:
Homework:
None
None
None
None
Differentiated:
Differentiated:.
Differentiated:
Differentiated:
C block collaboration:
1. Grouping, prompting and
cueing, graphic oragizers
(edgenuity ecosystem
C block collaboration:
1. Grouping, prompting and
cueing, graphic oragizers
2. (edgenuity ecosystem)
3. Pull out groups for mini lab on
population using beans
C block collaboration:
1. Grouping, prompting and cueing,
graphic oragizers
(edgenuity ecosystem
C block collaboration:
1. Grouping, prompting and cueing,
graphic oragizers
(edgenuity ecosystem
SGG Items
SGG Items:
SGG Items
Test will be read to them on Ipod
SGG Items:
Finish initial test
Robotics: