Teacher: D. Snavely
Day
1
Learning Styles Addressed:
X Auditory X Visual X Kinesthetic
Dates: Week 15
Grade/Subject: 7th/Life Science
SOLS: LS.1d, LS.1h, LS.1i, LS.1j,
Objectives: 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.
LS.2a, LS.3a, LS.3b, LS.4a, LS.4b,
LS.4c, LS.5a, LS.5b, LS.5c, LS.10a,
LS.11a, LS.11b, LS.11d,
LS.11e
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 354 in student text book – Lesson 1 – Lesson 6 Chapter 10
Essential Knowledge/Questions: All previous knowledge for Chapter 10
Procedures: Follow the Chapter 10 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: Write About It Page 358
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.
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 354 in student text book – Lesson 1 – Lesson 6 Chapter 10
Essential Knowledge/Questions: All previous knowledge for Chapter 10
Procedures: Give Test and review answers
Instructional Strategies: modified whole brain instruction
Differentiation: n/a
Higher Level Questions for Rigor: Write About It Page 358
Assessment: Chapter test
SOLS: LS.1d, LS.1h, LS.1i, LS.1j,
LS.2a, LS.3a, LS.3b, LS.4a, LS.4b,
LS.4c, LS.5a, LS.5b, LS.5c, LS.10a,
LS.11a, LS.11b, LS.11d,
LS.11e
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.1b, LS.1d, LS.1h, LS.1j,
LS.3a, LS.3b, LS.4b, LS.4c, LS.7a,
LS.7b, LS.10a, LS.10b
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 400 in student text book – Lesson 1 Chapter 11
Essential Knowledge/Questions: The main functions of an animal are to obtain food and oxygen, keep internal conditions
stable, move in some way, and reproduce.
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: Design It – Page 404
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.1b, LS.1d, LS.1h, LS.1j,
LS.3a, LS.3b, LS.4b, LS.4c, LS.7a,
LS.7b, LS.10a, LS.10b
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 400 in student text book – Lesson 2 Chapter 11
Essential Knowledge/Questions: The organization of an animal’s cells into higher levels of structure helps to describe an
animal’s body plan.
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: Design It – Page 404
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.1b, LS.1d, LS.1h, LS.1j,
LS.3a, LS.3b, LS.4b, LS.4c, LS.7a,
LS.7b, LS.10a, LS.10b
Materials: PowerPoint, student textbooks and science notebook, lab materials
Vocabulary: See page 400 in student text book – Lesson 3 Chapter 11
Essential Knowledge/Questions: Animals that do not have backbones are invertebrates.
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: Design It – Page 404
Assessment: Quiz at end of section, class participation, lab participation
Homework:
Day 1: Study for test
Day 2: Test Given – No Homework
Day 3: Finish any work assigned not completed in class
Day 4: Finish any work assigned not completed in class
Day 5:
Finish any work assigned not completed in class
Targeted Students:
All
Essential Questions: How do you know a plant when you see
it? What is an Animal?
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