Trousdale County Schools Weekly Lesson Plan
Teacher:
Ms. Howell
Pacing Guide Week #: 5
Dates: 8/26/13-8/30/13
Subject:
Science
Common Core Standard(s) to be taught: (Write the entire standard)
 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context
 Following precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
SPI(s) to be taught: (Write the entire SPI)
 0607.2.1 classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or
web.
 0607.2.3 identify the biotic and abiotic elements of the major biomes
 0607.2.4 identify the environmental conditions and interdependencies among organisms found in the major biomes
 0607. Inq.1 Design a simple experimental procedure with an identified control and appropriate variables.
Daily practice activity for citing text based evidence in conversation and/or writing:

I Can Statements :
Student Agenda:
 I can classify organisms as producers, consumers,
 Posted daily but NOT included in Lesson Plan
scavengers, or decomposers according to their role in a
food chain or web.
 I can identify the biotic and abiotic elements of the major
biomes
 I can identify the environmental conditions and
interdependencies among organisms found in the
major biomes
 I can design a simple experimental procedure with an
identified control and appropriate variables.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Textbook, notes, worksheets (drawing activity), graphic organizer , brain pop
Instruction: In outline form, describe each day of instruction.
Day 1
 8-26 (A Day 2nd Block) We will discuss food webs (notes) and do a group activity
over a food web. Students will get into small groups and look at a particular food
web and answer questions (discuss) over it. Students will then form their own
food web and will write one paragraph explaining their food web
 8-26 (A Day 3rd Block) We will review for Chapter 2 Test. (study guide, discuss
the whole chapter/ go over any questions students may have over Chapter 2)
 8-26 (A Day 4th Block) Computer Lab- Students will finish papers (consumers)
Day 2
 8-27 (B Day 2nd Block) We will discuss food webs (notes) and do a group activity
over a food web. Students will get into small groups and look at a particular food
web and answer questions (discuss) over it. Students will then form their own
food web.
 8-27 (B Day 3rd Block) Take Chapter 2 Test. We will then start discussing food
webs (notes) and do a small group activity over a food web.
 8-27 (B Day 4th Block) Computer Lab- Students will finish papers (consumers)
Formative Assessment:
Bell ringer, worksheet (food web)
Study guide
paper
Bell ringer, worksheet (food web)
Test
Paper
1
Day 3
 8-28 (A Day 2nd Block) We will discuss each Major Biome (notes/ brain pop) Small
groups- Graphic organizer about each Biome. We will have a group discuss over
the information each group found over their biome
 8-28 (A Day 3rd Block) Take Chapter 2 Test. We will then start discussing food
webs (notes) and do a small group activity over a food web.
 8-28 (A Day 4th Block) Computer Lab- Last day for students to finish or add to
papers
Day 4
 8-29 (B Day 2nd Block) We will discuss each Major Biome (notes/ brain pop).
Small groups- Graphic organizer about each Biome. We will have a group
discuss over the information each group found over their biome
 8-29 (B Day 3rd Block) We will answer questions (discuss) over the food webs we
started on Tuesday. Students will then form their own food web. Start biome
discussion.
 8-29 (A Day 4th Block) Computer Lab- Last day for students to finish or add to
papers
Day 5
 8-30 (A Day 2nd Block) We will have a quiz over the major biomes. we will the
begin embedded inquiry –notes (designing an experiment)
 8-30 (A Day 3rd Block) We will answer questions (discuss) over the food webs we
started on Tuesday. Students will then form their own food web
 8-30 (A Day 4th Block) Students will choose one Terrestrial and one Aquatic
Biome. They will use their book and handouts to read and gather information
from to write over.
Bell ringer, graphic organizer
worksheet
Test
Paper
Bell ringer, graphic organizer
worksheet
Food web worksheet
paper
quiz
food web worksheet
Day 6

Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Peer tutoring, additional time as needed, supplemental worksheets, redo assignments.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Computer Lab and Brain Pop
2