Week of January 7-11, 2013
Science
9:00 – 10:00
**SS-Each day begin with about 15 minutes to allow students to complete “travel brochure” of Ancient Greece/Rome/Mali as review activity.
Students may use notebook and textbook. It is review due to students have already been tested on ancient civilizations.**
Specific SOL:
3.6 Biomes
Focus Review
PreAssessment:
match dry land environment to types of living things (use list in
Suffolk Study Guide)-ask students which ecosystem you are
describing as you tell plants & animals from the chart
-students review dry land chart or AIMS cards to review terrestrial
biomes
Monday
Guided
Practice:
-compare and contrast the forest & grassland & desert using triple
Venn after AIMS review & reading text p. 134-135, 138
Objective:
Students will
identify and
describe biomes
and the
populations that
live in each
community.
Specific SOL:
3.6 Biomes
Independent
Activity:
Evaluation/
Assessment
Homework
Tuesday
Objective:
Students will
identify and
describe biomes
and the
populations that
live in each
community.
Specific SOL:
3.6 Biomes
Focus Review
PreAssessment:
Wednesday
Specific SOL:
3.6 Biomes
Evaluation/
Assessment
Homework
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
match water related environments to types of living things (use list
in Suffolk Study Guide)
-intro/review freshwater and saltwater ecosystems using text p.
136-137
-students work in small groups/pairs to complete chart for aquatic
ecosystems and report out using textbook & AIMS cards
Teacher monitoring and aquatic ecosystems chart
HW: Assign Ecosystem projects due January 25














Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
Students for
Enrichment or
Support
Focus Review
PreAssessment:
Independent
Activity:
Evaluation/
Assessment
Homework
put population, community and environment on board and students
use all three in summarizing sentence
-pass out post-it notes and students write name of aquatic or
terrestrial ecosystem, place on board and class sorts
-after sorting students discuss a plant, animal and nonliving thing
in each ecosystem
- review aquatic environments at United Streaming with “Biome’s:
Our Earth’s Major Life Zones”
-after video students write 2 Facts & a Fib for class to
discuss/conclude what is the fib (using info from video)
Students independently complete 3.6 Biomes Class Work ws for a
grade














Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
Teacher monitoring and Biomes class work ws
Students for
Enrichment or
Support
Focus Review
PreAssessment:
Guided
Practice:
Objective:
Students will
identify and
describe biomes
and the
populations that
Identifying similarities/ difference
Teacher monitoring and compare & contrast
Independent
Activity:
Guided
Practice:
Objective:
Students will
identify and
describe biomes
and the
populations that
live in each
community.
Triple Venn to compare forest/grassland/desert
Instructional Strategies
Activating prior knowledge
Students for
Enrichment or
Support
Guided
Practice:
Thursday
-predict what would happen if certain population died & complete
“What Might Happen If…?” ws about population dying in forest
environment (food chain review)














Independent
Activity:
Evaluation/
Assessment
Homework
graffiti-groups given posters with ecosystem and challenged to
name living and nonliving things in the specific ecosystem and one
way they depend on one another (most animals in grasslands are
herbivores, etc.)
-students work with partner to complete science workbook p. RS
25-28 and check together in class
Students can complete sort from SOFA Essential Knowledge
questions for review and teacher checks when finished
HW: 3.6 Biomes HW












Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
live in each
community.


Students for
Enrichment or
Support
Specific SOL:
Focus Review
PreAssessment:
Sort pictures of ecosystems to their name
From VDOE ESS Lesson Plans:
-give each pair of students large paper and have them find
following info for their ecosystem and make poster displaying their
findings:
The ecosystems are: pond, marshland, swamp, stream,
river, ocean, desert, grassland, rainforest, and forest.
1. The task of each group is to research the ecosystem and its
inhabitants. Specific information that each team needs to
gather about the particular ecosystem they have been
assigned includes:
a.
Information about at least three plants found in the
ecosystem (may include more).
b.
Information about at least five animals found in the
ecosystem (may include more).
c.
The category (producer, consumer, decomposer) that
each organism that they have identified is included in.
d.
The type (herbivore, carnivore, omnivore) of each
consumer.
e.
The role (predator or prey) of each consumer.
f.
A food chains in their ecosystem.
g.
Identify any specific plant or animal adaptations (e.g.,
webbed feet, the ability of a cactus to store and
conserve water, etc.).
h.
A map that shows the approximate location of an
example of their ecosystem. (The map can be as small
an area as the schoolyard to a full world map.)
Friday
Guided
Practice:
Objective:
Independent
Activity:
Evaluation/
Assessment
Homework
Students for
Enrichment or
Support
Student research sheet (attached) with information gathered from
a-h (above) completed for class work grade.
Teacher monitoring and class work assignment














Structured small groups
Other _______________________
Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
Research Gathering Sheet
Ecosystem
Name:
Date:
Please gather the following information for your ecosystem presentation.
1. Information about a least three plants found in your ecosystem:
2. Information about at least five animals found in your ecosystem:
3. The category (producer, consumer, decomposer) for each organism that you
have identified:
4. The type (herbivore, carnivore, omnivore) of each consumer that you have
identified:
5. The role (predator or prey) of each consumer:
6. Three food chains in your ecosystem:
7. Identify any specific plant or animal adaptations which help them live in the
ecosystem: