The Learning Center 2010-2011
Teacher: BELHAM
Week of: 28 FEB 2011
Design Qualities Legend
Content& Substance (CS)
Organization of Knowledge (OK)
Product Focus (PF)
Clear & Compelling Product Standards (CCPS)
Protection from Adverse Consequences (PAC)
Subject:
Science 7
Monday
2/28/2011
1:00 PM
Tuesday
3/1/2011
1:00 PM
Depth of Knowledge
Affirmation (A)
Affiliation (AA)
Novelty & Variety (NV)
Choice (C)
Authenticity (AU)
Objectives
Distinguish the characteristics of living things and
explain the interdependency between form and
function using the systems of the human organism to
illustrate this relationship. (L) 3d.Compare and
contrast reproduction in terms of the passing of
genetic information (DNA) from parent to offspring.
(DOK 2) Sexual and asexual reproduction
Reproduction that accounts for evolutional
adaptability of species ; Mitosis and meiosis
Historical contributions and significance of discoveries
of Gregor Mendel and Thomas Hunt Morgan as
related to genetics
Distinguish the characteristics of living things and
explain the interdependency between form and
function using the systems of the human organism to
illustrate this relationship. (L) 3d.Compare and
contrast reproduction in terms of the passing of
genetic information (DNA) from parent to offspring.
(DOK 2) Sexual and asexual reproduction
Reproduction that accounts for evolutional
adaptability of species ; Mitosis and meiosis
Historical contributions and significance of discoveries
of Gregor Mendel and Thomas Hunt Morgan as
related to genetics
DOK 1
DOK 2
DOK 3
DOK 4
Procedures
Bell Ringer:Logic Puzzle Thinking Map:Circle Map
Assessment/
Closure/Homework
Verbal questions
teacher observation
Class Notes
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
Lesson y - Book C Study Guide (CS)
PPT NOTES
Bell Ringer:Logic Puzzle Thinking Map:Bubble Map
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
Lesson y - Book C Study Guide (CS)
PPT NOTES
Verbal questions
teacher observation
Wednesday
3/2/2011
1:00 PM
Thursday
3/3/2011
1:00 PM
Friday
3/4/2011
1:00 PM
Distinguish the characteristics of living things and
explain the interdependency between form and
function using the systems of the human organism to
illustrate this relationship. (L) 3d.Compare and
contrast reproduction in terms of the passing of
genetic information (DNA) from parent to offspring.
(DOK 2) Sexual and asexual reproduction
Reproduction that accounts for evolutional
adaptability of species ; Mitosis and meiosis
Historical contributions and significance of discoveries
of Gregor Mendel and Thomas Hunt Morgan as
related to genetics
Distinguish the characteristics of living things and
explain the interdependency between form and
function using the systems of the human organism to
illustrate this relationship. (L) 3d.Compare and
contrast reproduction in terms of the passing of
genetic information (DNA) from parent to offspring.
(DOK 2) Sexual and asexual reproduction
Reproduction that accounts for evolutional
adaptability of species ; Mitosis and meiosis
Historical contributions and significance of discoveries
of Gregor Mendel and Thomas Hunt Morgan as
related to genetics
Distinguish the characteristics of living things and
explain the interdependency between form and
function using the systems of the human organism to
illustrate this relationship. (L) 3d.Compare and
contrast reproduction in terms of the passing of
genetic information (DNA) from parent to offspring.
(DOK 2) Sexual and asexual reproduction
Reproduction that accounts for evolutional
adaptability of species ; Mitosis and meiosis
Historical contributions and significance of discoveries
Bell Ringer:Logic Puzzle -
1 st Quarter Exam
teacher observation
Thinking Map:Use circle map to identify key
terms
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
Current Event in Science Summary
Lesson y - Book C Study Guide (CS)
PPT NOTES
Bell Ringer:Logic Puzzle Thinking Map:Bridge Map
verbal review; graded
lesson
student participation
teacher observation
Assignments:Restroom Break
REVIEW FOR 9 WK EXAM
Bell Ringer:Logic Puzzle Thinking Map:Bridge Map
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
REVIEW FOR 9 WK EXAM
WORD OF THE DAY QUIZ
Mixed Practice test
of Gregor Mendel and Thomas Hunt Morgan as
related to genetics
The Learning Center 2010-2011
Teacher: BELHAM
Week of: 28 FEB 2011
Design Qualities Legend
Content& Substance (CS)
Organization of Knowledge (OK)
Product Focus (PF)
Clear & Compelling Product Standards (CCPS)
Protection from Adverse Consequences (PAC)
Subject:
Science 8
Monday
2/28/2011
9:45 AM
Tuesday
3/1/2011
9:45 AM
Depth of Knowledge
Affirmation (A)
Affiliation (AA)
Novelty & Variety (NV)
Choice (C)
Authenticity (AU)
Objectives
DOK 1
DOK 2
DOK 3
DOK 4
Procedures
Compare and contrast the structure and functions of
the cell, levels of organization of living things, basis of
heredity, and adaptations that explain variations in
populations. (L)
3g.Research and draw conclusions about the use of
single-celled organisms in industry, in the production
of food, and impacts on life. (DOK 3) 3h. Describe how
an organism gets energy from oxidizing its food and
releasing some of its energy as heat. (DOK 1)
Bell Ringer:Logic Puzzle -
Compare and contrast the structure and functions
of the cell, levels of organization of living things,
basis of heredity, and adaptations that explain
variations in populations. (L)
3g.Research and draw conclusions about the use of
single-celled organisms in industry, in the
production of food, and impacts on life. (DOK 3) 3h.
Describe how an organism gets energy from
oxidizing its food and releasing some of its energy
as heat. (DOK 1)
Bell Ringer:Logic Puzzle -
Thinking Map:Circle Map
Assessment/
Closure/Homework
verbal questions
teacher observation
NOTES
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
Study Guide book C (CS)
PPT NOTES - VIDEO
Thinking Map:Bubble Map
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
Study Guide book C (CS)
PPT NOTES
verbal questions
teacher observation
Wednesday
3/2/2011
9:45 AM
Thursday
3/3/2011
9:45 AM
Friday
3/4/2011
9:45 AM
Compare and contrast the structure and functions of
the cell, levels of organization of living things, basis of
heredity, and adaptations that explain variations in
populations. (L)
3g.Research and draw conclusions about the use of
single-celled organisms in industry, in the production
of food, and impacts on life. (DOK 3) 3h. Describe how
an organism gets energy from oxidizing its food and
releasing some of its energy as heat. (DOK 1)
Bell Ringer:Logic Puzzle -
Compare and contrast the structure and functions of
the cell, levels of organization of living things, basis of
heredity, and adaptations that explain variations in
populations. (L)
3g.Research and draw conclusions about the use of
single-celled organisms in industry, in the production
of food, and impacts on life. (DOK 3) 3h. Describe how
an organism gets energy from oxidizing its food and
releasing some of its energy as heat. (DOK 1)
Bell Ringer:Logic Puzzle -
Compare and contrast the structure and functions of
the cell, levels of organization of living things, basis of
heredity, and adaptations that explain variations in
populations. (L)
3g.Research and draw conclusions about the use of
single-celled organisms in industry, in the production
of food, and impacts on life. (DOK 3) 3h. Describe how
an organism gets energy from oxidizing its food and
releasing some of its energy as heat. (DOK 1)
Bell Ringer:Logic Puzzle -
student participation
teacher observation
Thinking Map:Flow Map
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
Current Event in Science Summary
Study Guide book C (CS)
PPT NOTES
teacher observation
verbal questions
Thinking Map:Bridge Map
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
REVIEW FOR 9WK EXAM
Thinking Map:Bridge Map
Assignments:Restroom Break
Data Collection for Temp, Experiment(AU)
Word of the Day Quiz (CCPS)
Mixed Practice Test (PF)
REVIEW FOR 9 WK EXAM
WORD OF THE DAY
QUIZ
Mixed Practice Test
The Learning Center 2010-2011
Teacher: BELHAM
Week of: 28 FEB 2011
Design Qualities Legend
Content& Substance (CS)
Organization of Knowledge (OK)
Product Focus (PF)
Clear & Compelling Product Standards (CCPS)
Protection from Adverse Consequences (PAC)
Subject:
Environmental
Science
Monday
2/28/2011
8:30 AM
11:00 AM
Tuesday
3/1/2011
8:30 AM
11:00 AM
Depth of Knowledge
Affirmation (A)
Affiliation (AA)
Novelty & Variety (NV)
Choice (C)
Authenticity (AU)
Objectives
Develop an understanding of the relationship of
ecological factors that effect an ecosystem. (E) 2a.
Compare ways in which the three layers of the
biosphere change over time and their influence on an
ecosystem’s ability to support life. (DOK 2) 2b.
Explain the flow of matter and energy in ecosystems.
(DOK 2)
• Interactions between biotic and abiotic factors
• Indigenous plants and animals and their roles in
various ecosystems
• Biogeochemical cycles within the environment
Develop an understanding of the relationship of
ecological factors that effect an ecosystem. (E) 2a.
Compare ways in which the three layers of the
biosphere change over time and their influence on
an ecosystem’s ability to support life. (DOK 2) 2b.
Explain the flow of matter and energy in
ecosystems. (DOK 2)
• Interactions between biotic and abiotic factors
• Indigenous plants and animals and their roles in
various ecosystems
• Biogeochemical cycles within the environment
DOK 1
DOK 2
DOK 3
DOK 4
Procedures
Bell Ringer:Logic Puzzle -
Assessment/
Closure/Homework
notes; study guide
Thinking Map:Circle Map
Assignments:8:30 am Breakfast 1:00 pm
Restroom Break
Data Collection for Temp. Experiment (AU)
Unit 3 Study Guide (CCPS)
Video
Bell Ringer:Logic Puzzle Thinking Map:Bubble Map
Assignments:8:30 am Breakfast 1:00 pm
Restroom Break
Data Collection for Temp. Experiment (AU)
Unit 3 Study Guide (CCPS)
notes; study guide
Wednesday
3/2/2011
8:30 AM
11:00 AM
Thursday
3/3/2011
8:30 AM
11:00 AM
Friday
3/4/2011
8:30 AM
11:00 AM
Develop an understanding of the relationship of
ecological factors that effect an ecosystem. (E) 2a.
Compare ways in which the three layers of the
biosphere change over time and their influence on
an ecosystem’s ability to support life. (DOK 2) 2b.
Explain the flow of matter and energy in
ecosystems. (DOK 2)
• Interactions between biotic and abiotic factors
• Indigenous plants and animals and their roles in
various ecosystems
• Biogeochemical cycles within the environment
Develop an understanding of the relationship of
ecological factors that effect an ecosystem. (E) 2a.
Compare ways in which the three layers of the
biosphere change over time and their influence on
an ecosystem’s ability to support life. (DOK 2) 2b.
Explain the flow of matter and energy in
ecosystems. (DOK 2)
• Interactions between biotic and abiotic factors
• Indigenous plants and animals and their roles in
various ecosystems
• Biogeochemical cycles within the environment
Develop an understanding of the relationship of
ecological factors that effect an ecosystem. (E) 2a.
Compare ways in which the three layers of the
biosphere change over time and their influence on an
ecosystem’s ability to support life. (DOK 2) 2b.
Explain the flow of matter and energy in ecosystems.
(DOK 2)
• Interactions between biotic and abiotic factors
• Indigenous plants and animals and their roles in
various ecosystems
• Biogeochemical cycles within the environment
Bell Ringer:Logic Puzzle -
teacher observation
Thinking Map:Flow Map
Assignments:8:30 am Breakfast 1:00 pm
Restroom Break
Data Collection for Temp. Experiment (AU)
Current Event in Science Summary
Continue Unit 3 Study Guide (OK)
Bell Ringer:Logic Puzzle -
student quizzes
teacher observation
Thinking Map:Bridge Map
Assignments:8:30 am Breakfast 1:00 pm
Restroom Break
Data Collection for Temp. Experiment (AU)
Quizzes Unit 3 (PF)
REVIEW FOR 9 WK EXAM
Bell Ringer:Logic Puzzle Thinking Map:Bridge Map
Assignments:8:30 am Breakfast 1:00 pm
Restroom Break
Data Collection for Temp. Experiment (AU)
Unit 3 Test (PF)
Mixed Practice Test
REVIEW FOR 9 WK EXAM
WORD OF THE DAY
QUIZ; Mixed Practice
Exam
The Learning Center 2010-2011
Teacher: BELHAM
Week of: 28 FEB 2011
Design Qualities Legend
Content& Substance (CS)
Organization of Knowledge (OK)
Product Focus (PF)
Clear & Compelling Product Standards (CCPS)
Protection from Adverse Consequences (PAC)
Subject:
Earth Science
Monday
2/28/2011
8:30 AM
11:00 AM
Tuesday
3/1/2011
8:30 AM
11:00 AM
Depth of Knowledge
Affirmation (A)
Affiliation (AA)
Novelty & Variety (NV)
Choice (C)
Authenticity (AU)
Objectives
Demonstrate an understanding of Earth systems
relating to weather and climate. (E) 4a.Explain the
interaction of Earth Systems that affect weather and
climate. (DOK 1)
• Latitudinal variations in solar heating
• The effects of Coriolis forces on ocean currents,
cyclones, anticyclones, ocean currents, topography,
and air masses (e.g., warm fronts, cold fronts,
stationary fronts, and occluded fronts)
4b. Interpret the patterns in temperature and
precipitation that produce the climate regions on
Earth and relate them to the hazards associated with
extreme weather events and climate change (e.g.,
hurricanes, tornadoes, El Niño/La Niña, global
warming). (DOK 2 4c. Justify how changes in global
climate and variation in Earth/Sun relationships
contribute to natural and anthropogenic (humancaused) modification of atmospheric composition.
(DOK 2
Demonstrate an understanding of Earth systems
relating to weather and climate. (E) 4a.Explain the
interaction of Earth Systems that affect weather and
climate. (DOK 1)
• Latitudinal variations in solar heating
• The effects of Coriolis forces on ocean currents,
DOK 1
DOK 2
DOK 3
DOK 4
Procedures
Bell Ringer:Logic Puzzle -
Assessment/
Closure/Homework
student engagement
teacher observation
Thinking Map:Circle Map
Assignments:8:30 Breakfast; 11:25 am Lunch
followed by Restroom Break
Data Collection for Temp Experiment (AU)
Chapter 13 Study Guide
Accelerated Reading Time (NV)
Bell Ringer:Logic Puzzle Thinking Map:Bubble Map
Assignments:8:30 Breakfast; 11:25 am Lunch
followed by Restroom Break
student engagement
teacher observation
Wednesday
3/2/2011
8:30 AM
11:00 AM
cyclones, anticyclones, ocean currents, topography,
and air masses (e.g., warm fronts, cold fronts,
stationary fronts, and occluded fronts)
4b. Interpret the patterns in temperature and
precipitation that produce the climate regions on
Earth and relate them to the hazards associated with
extreme weather events and climate change (e.g.,
hurricanes, tornadoes, El Niño/La Niña, global
warming). (DOK 2 4c. Justify how changes in global
climate and variation in Earth/Sun relationships
contribute to natural and anthropogenic (humancaused) modification of atmospheric composition.
(DOK 2
Demonstrate an understanding of Earth systems
relating to weather and climate. (E) 4a.Explain the
interaction of Earth Systems that affect weather and
climate. (DOK 1)
• Latitudinal variations in solar heating
• The effects of Coriolis forces on ocean currents,
cyclones, anticyclones, ocean currents, topography,
and air masses (e.g., warm fronts, cold fronts,
stationary fronts, and occluded fronts)
4b. Interpret the patterns in temperature and
precipitation that produce the climate regions on
Earth and relate them to the hazards associated with
extreme weather events and climate change (e.g.,
hurricanes, tornadoes, El Niño/La Niña, global
warming). (DOK 2 4c. Justify how changes in global
climate and variation in Earth/Sun relationships
contribute to natural and anthropogenic (humancaused) modification of atmospheric composition.
(DOK 2
Data Collection for Temp Experiment (AU)
Chapter 13 Study Guide
Accelerated Reading Time (NV)
Bell Ringer:Logic Puzzle Thinking Map:Double Bubble Map
Assignments:8:30 Breakfast; 11:25 am Lunch
followed by Restroom Break
Data Collection for Temp Experiment (AU)
Current Event in Science Summary
Accelerated Reading Time (NV)
Chapter 13 Study Guide
teacher observation
verbal questions
Thursday
3/3/2011
8:30 AM
11:00 AM
Friday
3/4/2011
8:30 AM
11:00 AM
Demonstrate an understanding of Earth systems
relating to weather and climate. (E) 4a.Explain the
interaction of Earth Systems that affect weather and
climate. (DOK 1)
• Latitudinal variations in solar heating
• The effects of Coriolis forces on ocean currents,
cyclones, anticyclones, ocean currents, topography,
and air masses (e.g., warm fronts, cold fronts,
stationary fronts, and occluded fronts)
4b. Interpret the patterns in temperature and
precipitation that produce the climate regions on
Earth and relate them to the hazards associated with
extreme weather events and climate change (e.g.,
hurricanes, tornadoes, El Niño/La Niña, global
warming). (DOK 2 4c. Justify how changes in global
climate and variation in Earth/Sun relationships
contribute to natural and anthropogenic (humancaused) modification of atmospheric composition.
(DOK 2
Demonstrate an understanding of Earth systems
relating to weather and climate. (E) 4a.Explain the
interaction of Earth Systems that affect weather and
climate. (DOK 1)
• Latitudinal variations in solar heating
• The effects of Coriolis forces on ocean currents,
cyclones, anticyclones, ocean currents, topography,
and air masses (e.g., warm fronts, cold fronts,
stationary fronts, and occluded fronts)
4b. Interpret the patterns in temperature and
precipitation that produce the climate regions on
Earth and relate them to the hazards associated with
extreme weather events and climate change (e.g.,
hurricanes, tornadoes, El Niño/La Niña, global
warming). (DOK 2 4c. Justify how changes in global
Bell Ringer:Logic Puzzle Thinking Map:Flow Map
student participation
graphing practice
teacher observaiton
Assignments:8:30 Breakfast; 11:25 am Lunch
followed by Restroom Break
Data Collection for Temp Experiment (AU)
Chapter 13 Study Guide Complete
Chapter 13 quizzes
Accelerated Reading Time (NV)
Bell Ringer:Logic Puzzle Thinking Map:Bridge Map
Assignments:8:30 Breakfast; 11:25 am Lunch
followed by Restroom Break
Data Collection for Temp Experiment (AU)
word of the day quiz
Chatper 13 Test
Mixed Practice Test
Accelerated Reading Time (NV)
REVIEW FOR 9 WK EXAM
WORD OF THE DAY
QUIZ
MIXED PRACTICE TEST
climate and variation in Earth/Sun relationships
contribute to natural and anthropogenic (humancaused) modification of atmospheric composition.
(DOK 2
The Learning Center 2010-2011
Teacher: BELHAM
Week of: 28 FEB 2011
Design Qualities Legend
Content& Substance (CS)
Organization of Knowledge (OK)
Product Focus (PF)
Clear & Compelling Product Standards (CCPS)
Protection from Adverse Consequences (PAC)
Subject:
Physical
Science
Monday
2/28/2011
8:30 AM
Tuesday
3/1/2011
8:30 AM
Depth of Knowledge
Affirmation (A)
Affiliation (AA)
Novelty & Variety (NV)
Choice (C)
Authenticity (AU)
Objectives
2b. Explain the connection between force, work, and
energy. (DOK 2)
- Force exerted over a distance (results in work done)
- Force-distance graph (to determine work)
- Net work on an object which contributes to change
in kinetic energy (work-to-energy theorem)
2c. Describe (with supporting details and diagrams)
how the kinetic energy of an object can be converted
into potential energy (the energy of position) and how
energy is transferred or transformed (conservation of
energy). (DOK 2
2b. Explain the connection between force, work, and
energy. (DOK 2)
- Force exerted over a distance (results in work done)
- Force-distance graph (to determine work)
- Net work on an object which contributes to change
in kinetic energy (work-to-energy theorem)
2c. Describe (with supporting details and diagrams)
how the kinetic energy of an object can be converted
DOK 1
DOK 2
DOK 3
DOK 4
Procedures
Bell Ringer:Logic Puzzle -
Assessment/
Closure/Homework
student engagement
teacher observation
Thinking Map:Circle map
Assignments:Data Collection for Temp
Experiment (AU)
Chapter 6 vocab and Study Guide (CS)
Bell Ringer:Logic Puzzle Thinking Map:Circle map
Assignments:Data Collection for Temp
Experiment (AU)
Chapter 6 vocab and Study Guide (CS)
student engagement
teacher observation
into potential energy (the energy of position) and how
energy is transferred or transformed (conservation of
energy). (DOK 2
Wednesday
3/2/2011
8:30 AM
Thursday
3/3/2011
8:30 AM
Friday
3/4/2011
8:30 AM
2b. Explain the connection between force, work, and
energy. (DOK 2)
- Force exerted over a distance (results in work done)
- Force-distance graph (to determine work)
- Net work on an object which contributes to change
in kinetic energy (work-to-energy theorem)
2c. Describe (with supporting details and diagrams)
how the kinetic energy of an object can be converted
into potential energy (the energy of position) and how
energy is transferred or transformed (conservation of
energy). (DOK 2
2b. Explain the connection between force, work, and
energy. (DOK 2)
- Force exerted over a distance (results in work done)
- Force-distance graph (to determine work)
- Net work on an object which contributes to change
in kinetic energy (work-to-energy theorem)
2c. Describe (with supporting details and diagrams)
how the kinetic energy of an object can be converted
into potential energy (the energy of position) and how
energy is transferred or transformed (conservation of
energy). (DOK 2
2b. Explain the connection between force, work, and
energy. (DOK 2)
- Force exerted over a distance (results in work done)
- Force-distance graph (to determine work)
- Net work on an object which contributes to change
in kinetic energy (work-to-energy theorem)
2c. Describe (with supporting details and diagrams)
Bell Ringer:Logic Puzzle Thinking Map:Circle Map
teacher observation
verbal questions
Chapter Test
Assignments:Data Collection for Temp
Experiment (AU)
Chapter 6 vocab and Study Guide (CS)
Bell Ringer:Logic Puzzle Thinking Map:Bublle Map
student participation
graphing practice
teacher observaiton
Assignments:Data Collection for Temp
Experiment (AU)
Chapter 6 Quizzes (PF) (CS)
REVIEW FOR 9 WK EXAM
Bell Ringer:Logic Puzzle Thinking Map:Bridge Map
Assignments: Data Collection for Temp
Experiment (AU)
Chapter 6 Test (CCPS) (A)
WORD OF THE DAY QUIZ
Mixed Practice Test
how the kinetic energy of an object can be converted
into potential energy (the energy of position) and how
energy is transferred or transformed (conservation of
energy). (DOK 2
REVIEW FOR 9 WK EXAM