Trousdale County Schools Weekly Lesson Plan
Teacher:
Howell
Pacing Guide Week #: 4
Dates: 8-18-14/8-22-14
Subject:
Science
Common Core Standard(s) to be taught: (Write the entire standard)
 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience
 Cite specific textual evidence to support analysis of science and technical texts.
 Determine the central idea or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or
opinions.
 Determining the meaning of symbols, key terms and other domain-specific words and phrases as they are used in a specific
scientific to technical context.
SPI(s) to be taught: (Write the entire SPI)
 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
Daily practice activity for citing text based evidence in conversation and/or writing:

I Can Statements :
Student Agenda:
 I can identify the biotic and abiotic elements of the major
 Posted daily but NOT included in Lesson Plan
biomes
 I can identify the environmental conditions and
interdependencies among organisms found in the
major biomes
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.
Instruction: In outline form, describe each day of instruction.
Day 1
 8-18-14 A Day
2nd Block- Go over quiz (Lesson 7) then start lesson 8 – BIOMES- students will
define and discuss key words from the lesson, watch a video over the different
types of biomes (Writing activity to follow) and begin reading the lesson
(terrestrial- part 1) with an assigned group
3rd Block- Go over quiz (lesson 7) then start lesson 8 – BIOMES- students will
define and discuss key words from the lesson, watch a video over the different
types of biomes (Writing activity to follow) and begin reading the lesson
(terrestrial- part 1) with an assigned group
4th- students will begin writing their paper over two texts provided over food
chains and food webs.
Day 2
 8-19-14 B Day
2nd Block- Students will begin summarizing the lesson with a partner over
terrestrial biomes. As a class we will discuss each paragraph and what the
students summarized. Students will do an exit slip over the new material we have
discussed.
3rd Block- Students will begin summarizing the lesson with a partner over
terrestrial biomes. As a class we will discuss each paragraph and what the
students summarized. Students will do an exit slip over the new material we have
discussed.
4th- finish writing paper from the two texts over food chains/food webs
Formative Assessment:
Bell ringer, exit slip, writing activity
over video, paper
Bell ringer, exit slip, paper
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Day 3
 8-20-14 A Day
2nd Block- We will finish discussing all the different types of land biomes. We
then will start discussing aquatic biomes as a class.
3rd Block- We will finish discussing all the different types of land biomes. We
then will start discussing aquatic biomes as a class.
4th- finish writing paper from the two texts over food chains/food webs
Day 4
 8-21-14 B Day
2nd Block- Finish discussing marine biomes and then we will answer the review
questions over the lesson. Students will complete a worksheet over terrestrial
and aquatic biomes
3rd Block- Finish discussing marine biomes and then we will answer the review
questions over the lesson. Students will complete a worksheet over terrestrial
and aquatic biomes
4th- students will be giving texts over several biomes from around the world.
Students will choose one aquatic and terrestrial biome to write over. They will
describe what it’s like in each biome that they chose to write about.
Day 5
 8-22-14 A Day
2nd Block- Students will design (draw) an environment that they wish they could
live in or visit. Students must include the climate, animals, plant life, etc. that
makes up the biome they chose.
3rd Block- Students will design (draw) an environment that they wish they could
live in or visit. Students must include the climate, animals, plant life, etc. that
makes up the biome they chose.
4th- students will be giving texts over several biomes from around the world.
Students will choose one aquatic and terrestrial biome to write over. They will
describe what it’s like in each biome that they chose to write about.
Bell ringer, exit slip, paper
Bell ringer, review questions, biome
paper
bell ringer, biome paper
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.
 Elmo, Mobi, brainpop video
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