Lesson Plans for Sandra Napier for the week of 9/23/2013 (Page 1)
Science
Social Studies
LO: TSW picture walk (text pp 129) to find things
that are alive and not alive and explore the
concepts of population and community.
Essential Facts: see attached yellow highlighting
Shared Reading: student text pp 127 - 129 and
essential facts to define the terms biotic, abiotic,
ecocsystem, population, community, niche,
habitat, limiting facitors , microorganism, and
balance of nature
Independent: TSW read and discuss a passage
(worksheet pp4-5) that includes biotic, abiotic,
ecosystem, population and community. We'll also
glue essential facts hand out into journal.
Group work (Lab):
Materials: textbook, paper, pencil, journals,
handout, essential facts, and leveled readers
Technology:
LO: We will discuss the growth and expansion of
the railroad across the United States
(transcontintal railroad, Coolies, Union Pacific and
Central Pacific).
Essential Facts: see attached for standard
Shared Reading: Spreading Across the Continent
pp 12-13
Independent: TSW complete a flow chart of the
progression of the completion of the
transcontinental railroad.
Materials: Spreading Across the Continent ,
textbook pp130-133, pencil, paper,
Technology:
LO: We will discuss the nuances of populations,
communities, niche and how limiting factors effect
the balance of nature.
Essential Facts: see attached higlighted in yellow
Shared Reading: CTPpp 89-91and essential facts
to define the terms biotic, abiotic, ecocsystem,
population, community, niche, habitat, limiting
facitors , microorganism, and balance of nature
Independent: TSW read and discuss a passage
(worksheet pp4-5) that includes biotic, abiotic,
ecosystem, population and community. We'll also
glue essential facts hand out into journal.
Group work (Lab):
Materials: CTP, paper, pencil, journals, handout,
essential facts, and leveled readers
Technology:
LO: We will discuss the growth and expansion of
the railroad across the United States
(transcontintal railroad, Coolies, Union Pacific
[Irish immigrants and African American, former
Confederate soldiers] and Central Pacific [Chinese
immigrants, 49ers, ).
Essential Facts: see attached for standard
Shared Reading: Spreading Across the Continent
pp 12-13
Independent: TSW complete a flow chart of the
progression of the completion of the
transcontinental railroad; trace route of Union
Pacific and Central Pacific rail lines.
Materials: Spreading Across the Continent ,
textbook pp130-133, pencil, paper,
Technology: Trans RR video part 1
LO: We will classify consumers (herbivores,
carnivores, and omnivores) producers (organisms
that use non-living matter to produce food), and
decomposers (bacteria, fungi, worms, and
termites) using bubble maps.
Essential Facts: See attached highlighing in blue
Shared Reading: CTP pp92-93
Independent: 2 bubble maps: consumers,
producers, and decomposers
Group work (Lab):
Materials: CTP., paper, pencil, journal
Technology:
LO: We will generate a listing of different ethnic
and occupational groups in the West (Native
Americans, miners, farmers, ranchers, cowboys,
Mexican and African Americans, and European
and Asian immigrants) by creating a jot list.
Essential Facts: see attached
Shared Reading: Primary Read Alouds from
Primary Sources: "Honoring Chinese-American
Laborers pp 38-39
Independent:
Materials:
Technology: Trans RR video part 2
LO: We will classify decomposers (organisms that
cause dead plants and animals to rot or decay
(bacteria, termites, worms and fungi).
Essential Facts: n/a
Shared Reading: CTP p94 and text pp 148-149
Independent: create a tree map of decomposers
LO: We will generate a listing of how the different
ethnic and occupational groups (Native
Americans, miners, farmers, ranchers, cowboys,
Mexican and African Americans, and European
and Asian immigrants) cooperated with one
another as the West was being developed using a
Group work (Lab):
Materials: textbook, CTP, journal, pencil, paper
Technology:
tree map.
Essential Facts: see attached
Shared Reading: Primary Read Alouds from
Primary Sources: "Charles Goodnight" pp41-42
Independent: begin tree map
Materials: text, pencil, paper, journal, list from
Wednesday
Technology: Trans RR video part 3
LO: We will create a food chain wheel using paper
plates.
Essential Facts: blue highlighting
Shared Reading: PACT Coach pp 62-63
Independent:Create a food chain wheel using
paper plates.
Group work (Lab):
Materials: paper plates, coloring utensils, PACT
Coach , rulers, journals
Technology:
LO: We will generate a listing of how the different
ethnic and occupational groups (Native
Americans, miners, farmers, ranchers, cowboys,
Mexican and African Americans, and European
and Asian immigrants) conflicted with one another
as the West was being developed completing a
tree map.
Essential Facts: see attached
Shared Reading: Primary Read Alouds from
Primary Sources "Sitting Bull: Sioux Leader" pp
43-44
Independent: complete tree map for conflict
Materials: tree map begun Thursday, journals,
texts, pencil, paper
Technology: Trans RR video part 4