Lesson Plans
DETROIT INTERNATIONAL ACADEMY
Teacher Nina Cook (Ann Schultz) Week# 12 of semester 2 Week of: April 30 – May 4, 2012 Subject: Biology Hours: 3rd, 5th, 6th Revised 5/3/2012
Accommodations:
Student Name: XXXXXXXXXX
Identification Number: XXXXXXXXXX
Hour: 6
Resource Teacher: Marsha Burrell
Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time
Area(s) for Modification
__ LD __AI __HI __CI __POHI
Student Name: XXXXXXXXXX
Identification Number: XXXXXXXXXX
Hour: 5
Resource Teacher: Marsha Burrell
Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time
Area(s) for Modification
__ LD __AI __HI __CI __POHI
Student Name: XXXXXXXXXX
Identification Number: XXXXXXXXXX
Subject: Biology
Hour: 6
Resource Teacher: Marsha Burrell
Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time
Area(s) for Modification
_X_ LD __AI __HI __CI __POHI
1
Lesson Plans
DETROIT INTERNATIONAL ACADEMY
Accommodations (continued):
Student Name: XXXXXXXXXX
Identification Number: XXXXXXXXXX
Subject: Biology
Hour: 6
Resource Teacher: Marsha Burrell
Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time
Area(s) for Modification
_X_ LD __AI __HI __CI __POHI
Overarching Question:
How are organisms affected by, and how do they interact with, their living and nonliving environment?
Focus Question:
What types of energy transformations occur in an ecosystem, and what energy transformation cause and effect relationships can be predicted?
Key Concepts/Vocabulary:
Abiotic factor p. 37
Autotroph p. 46
Biological community p. 39
Biomass p. 52
Biosphere p. 36
Biotic factor p. 38
Carbon cycle p. 55
Carnivore p. 47
Commensalism p. 44
Consumer p. 47
Decomposer (bacteria and fungi) p. 47
Detritivore (animal consumer of dead matter) pp. 42-43
Ecology p. 36
Ecosystem p. 41
Food chain p. 49
Food web p. 50
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Lesson Plans
Habitat p. 42
Herbivore p. 47
Heterotroph p. 47
Mutualism p. 44
Niche p. 43
Nitrogen cycle p. 56
Omnivore p. 47
Organism p. 40
Parasitism p. 44
Phosphorus cycle pp. 56-57
Population p. 38
Producer p. 46
Species p. 7
Symbiosis p. 44
Trophic level p. 50
Trophic Level Pyramid pp. 51-52
Water cycle pp. 53-54
Condensation
Evaporation
Precipitation
Transpiration
Combustion
Consumption
Fossil Fuel
Photosynthesis
Respiration
Leguminous Plant
Nitrogen Fixation
Absorption
Erosion
Leaching
CDV and CCV
DETROIT INTERNATIONAL ACADEMY
3
Lesson Plans
DETROIT INTERNATIONAL ACADEMY
Teaching Resources/Materials:
Black History Month
5/3 NB#40 Andrew Jackson Beard 1849-1921
Copies of biography and information about Andrew Jackson Beard
Copies of NB#37 Water Cycle reading and coloring pages
Water cycle diagram http://www.bio.miami.edu/dana/pix/watercycle.gif
Copies of NB#38 Carbon Cycle reading and coloring pages
Copies of Worksheet 1 The Carbon Cycle
Carbon cycle diagram http://www.windows2universe.org/earth/Water/co2_cycle.html
Carbon cycle diagram http://www.bio.miami.edu/dana/pix/carboncycle.gif
Carbon cycle online game http://www.windows2universe.org/earth/climate/carbon_cycle.html
Copies of NB#39 Nitrogen Cycle reading and coloring pages
Copies of Worksheet 2 The Nitrogen Cycle
Nitrogen cycle diagram http://www.welchclass.com/Biology/ecology/nitrogencycle.JPG
Nitrogen cycle diagram http://www.windows2universe.org/earth/Life/nitrogen_cycle.html
Nitrogen cycle diagram http://www.bio.miami.edu/dana/pix/nitrogencycle.gif
Traveling Nitrogen classroom game http://www.windows2universe.org/teacher_resources/teach_nitrogen.html
Traveling Nitrogen Passport http://www.windows2universe.org/teacher_resources/nitrogen_worksheet.html
Dice codes and reservoir station signs http://www.windows2universe.org/teacher_resources/n_dicecode.html
Teacher key to stamps http://www.windows2universe.org/teacher_resources/nitrogen_teacherkey.html
Copies of NB#41 Phosphorus Cycle reading and coloring pages
Phosphorus cycle diagram http://www.flatheadwatershed.org/natural_history/images/fig2_27_phosphorus_cycle_flat.jpg
Phosphorus cycle diagram http://faculty.southwest.tn.edu/rburkett/ES%20%20we33.jpg
Phosphorus cycle diagram http://arnica.csustan.edu/carosella/biol4050w03/figures/phosph1.jpg
Phosphorus cycle diagram http://www.bio.miami.edu/dana/pix/phosphoruscycle.gif
Phosphorus cycle diagram http://1.bp.blogspot.com/_sAGgbMmkqPM/TTbiy0AxRvI/AAAAAAAAAA8/BZaLoRfiiNI/s1600/phosphorus-cycle.jpg
Copies of History of a Carbon Atom
Copies of NB#42 Terrestrial Biomes
Copies of NB#43 Aquatic Biomes
4
DETROIT INTERNATIONAL ACADEMY
Lesson Plans
5
Index cards
Internet access
Smart board
Making a Bag Garden in Uganda video http://vimeo.com/7264277
Seeds, waxed paper bags, paper towels, gravel, cardboard tubes, potting soil
Globe Fearon Success in Science: Basic Biology
Glencoe Science Biology: the Dynamics of Life
Assessment/Criteria for Success (How will you know students have gained an understanding of the concepts?)
Cook E-Question: Compare biotic and abiotic factors. Page 38
Cook E-Question: Explain why scientists study an organism’s environment. Page 5
Research Based Instructional Strategies (check strategy that applies to the lesson)
X Identifying similarities and differences
X Questions, cues and advance organizers
X Homework and practice
Monday
Do Now’s:
X Reinforcing effort and providing recognition
X Summarizing and note taking
X Technology
Tuesday
Do Now’s:
Impromptu: What are
biogeochemical cycles?
Pages 52-57
X Nonlinguistic representation
X Cooperative learning
 Generating and testing hypotheses
Wednesday
Thursday
X Setting objectives and
providing feedback
Friday
Do Now’s:
Do Now’s:
Do Now’s:
Impromptu:
History of a Carbon Atom
essay
Impromptu:
Black History:
NB# 40 Copy info about
Andrew Jackson Beard
Impromptu: Which element
is considered the building
block of the molecules of
life? Pages 54-55
Objective:
Objective:
Objective:
Objective:
Objective:
B1.2C Develop an
understanding of a scientific
concept by accessing
information from multiple
sources. Evaluate the
B1.2D Evaluate scientific
explanations in a peer
review process or discussion
format.
B1.2C Develop an
understanding of a scientific
concept by accessing
information from multiple
sources. Evaluate the
B1.2C Develop an
understanding of a scientific
concept by accessing
information from multiple
sources. Evaluate the
B1.2D Evaluate scientific
explanations in a peer
review process or discussion
format.
DETROIT INTERNATIONAL ACADEMY
Lesson Plans
scientific accuracy and
significance of the
information.
B3.3b Describe
environmental processes
(e.g., the carbon and
nitrogen cycles) and their
role in processing matter
crucial for sustaining life.
CCSS 7 Translate
quantitative or technical
information expressed in
words in a text into visual
form (e.g., a table or chart)
and translate information
expressed visually or
mathematically (e.g., in an
equation) into words.
B3.3b Describe
environmental processes
(e.g., the carbon and
nitrogen cycles) and their
role in processing matter
crucial for sustaining life.
CCSS 2 Determine the
central ideas or information
of a primary or secondary
source; provide an accurate
summary that makes clear
the relationships among the
key details and ideas.
scientific accuracy and
significance of the
information.
scientific accuracy and
significance of the
information.
B3.3b Describe
environmental processes
(e.g., the carbon and
nitrogen cycles) and their
role in processing matter
crucial for sustaining life.
B3.3b Describe
environmental processes
(e.g., the carbon and
nitrogen cycles) and their
role in processing matter
crucial for sustaining life.
CCSS 2 Determine the
central ideas or information
of a primary or secondary
source; provide an accurate
summary that makes clear
the relationships among the
key details and ideas.
CCSS 4 Determine the
meaning of symbols, key
terms, and other domainspecific words and phrases
as they are used in a specific
scientific or technical
context relevant to grades
9–10 texts and topics.
6
B3.5e Recognize that and
describe how the physical or
chemical environment may
influence the rate, extent,
and nature of population
dynamics within
ecosystems.
CCSS 7 Translate
quantitative or technical
information expressed in
words in a text into visual
form (e.g., a table or chart)
and translate information
expressed visually or
mathematically (e.g., in an
equation) into words.
Materials:
Materials:
Materials:
Materials:
Materials:
NB#37 Water Cycle reading
and coloring pages
NB#38 Carbon Cycle reading
and coloring pages
NB#39 Nitrogen Cycle
reading and coloring pages
NB#40 information about
and biography of
Andrew Jackson Beard
NB#42 Terrestrial Biomes
reading and coloring pages
Index cards
Copies of Worksheet#1
The Carbon Cycle
Copies of Worksheet#2
The Nitrogen Cycle
Index cards
Index cards
Internet access
Smart board
Making a Bag Garden in
Uganda video
http://vimeo.com/7264277
NB#41 Phosphorous reading
and coloring pages
Index cards
Materials for bag gardens
seed germination:
Waxed paper bags
Paper towels
Materials for bag gardens
seed germination:
Waxed paper bags
Paper towels
Materials for bag gardens
seed germination:
Waxed paper bags
NB#43 Aquatic Biomes
reading and coloring pages
DETROIT INTERNATIONAL ACADEMY
Lesson Plans
Seeds
Seeds
Paper towels
Seeds
7
Copies of History of a
Carbon Atom
Procedure:
Procedure:
Procedure:
Procedure:
Procedure:
Differential Learning Strategies
Differential Learning Strategies
Differential Learning Strategies
Differential Learning Strategies
Differential Learning Strategies
Students will respond to
Impromptu: What are
biogeochemical cycles?
Pages 52-57
Teacher will introduce
students to the Carbon
Cycle and associated
vocabulary:
Combustion
Consumption
Fossil Fuel
Photosynthesis
Respiration
Students will respond to
Impromptu: How do plants
obtain nitrogen? Page 56
Black History Impromptu:
NB#40 Students will copy
information about Andrew
Jackson Beard
Students will respond to
Impromptu: Which element
is considered the building
block of the molecules of
life? Pages 54-55
Teacher will lead class
discussion about
biogeochemical cycles
Teacher will introduce
students to the Water Cycle
and associated vocabulary:
Students will read handout
on the Water Cycle and
color NB#37 The Water
Cycle
Teacher will introduce
Ugandan bag garden project
Students will watch video
“Making a Bag Garden in
Uganda”
Students will read handout
on the Carbon Cycle and
color NB#38 The Carbon
Cycle
Teacher will distribute
Worksheet#1
The Carbon Cycle
Students will complete
Worksheet#1
The Carbon Cycle
Teacher will distribute
materials to germinate
seeds for Ugandan bag
gardens
Teacher will lead class
discussion about nitrogen
fixation Page 56
Teacher will introduce
students to the Nitrogen
Cycle and associated
vocabulary:
Leguminous Plant
Nitrogen Fixation
Students will read handout
on the Nitrogen Cycle and
color NB#39 The Nitrogen
Cycle
Teacher will distribute
Worksheet#2
The Nitrogen Cycle
Students will complete
Worksheet#2
The Nitrogen Cycle
Students will read biography
of Andrew Jackson Beard
Teacher will introduce
students to the Phosphorus
Cycle and associated
vocabulary:
Absorption
Erosion
Leaching
Students will read handout
on the Nitrogen Cycle and
color NB#41 The
Phosphorus Cycle
Students will re-soak seeds
in preparation for making
Ugandan bag gardens
Teacher will lead class
discussion about the
importance of carbon in
forming the molecules
essential to life
Teacher will introduce
NB#43 Terrestrial Biomes
and NB#44 Aquatic Biomes
Students will read handouts
and include NB#42
Terrestrial Biomes and
NB#43 Aquatic Biomes in
their biology notebooks –
Extra Credit for coloring
Teacher will introduce
student group Biome Project
Student groups will begin
DETROIT INTERNATIONAL ACADEMY
Lesson Plans
Students will soak seeds in
preparation for making
Ugandan bag gardens
Students will re-soak seeds
in preparation for making
Ugandan bag gardens
Teacher will distribute
History of a Carbon Atom
worksheet
If time allows:
Teacher will direct Traveling
Nitrogen game (see
Teaching Resources)
8
researching their assigned
biomes
Students will re-soak seeds
in preparation for making
Ugandan bag gardens
Students will write fictional,
creative story about the
history of an atom of carbon
in the palm of their hands
Closure:
Closure:
Closure:
Closure:
Closure:
Teacher will direct students
to read pages 53-54 and
make Water Cycle
Flashcards:
Condensation
Evaporation
Precipitation
Transpiration
Teacher will direct students
to read pages 54-55 and
make Carbon Cycle
Flashcards:
Combustion
Consumption
Fossil Fuel
Photosynthesis
Respiration
Teacher will direct students
to read page 56 and make
Nitrogen Cycle Flashcards:
Leguminous Plant
Nitrogen Fixation
Teacher will direct students
to read pages 56-57 and
make Phosphorus Cycle
Flashcards:
Absorption
Erosion
Leaching
Teacher will direct students
to read pages 70-83 and
make Biome Flashcards
Teacher will remind
students to respond to
Cook E-Question on
www.edmodo.com:
Compare biotic and abiotic
factors. Page 38
Teacher will remind
students to respond to
Cook E-Question on
www.edmodo.com:
Compare biotic and abiotic
factors. Page 38
Teacher will remind
students to respond to new
Cook E-Question on
www.edmodo.com:
Explain why scientists study
an organism’s environment.
Page 5
Teacher will remind
students to respond to
Cook E-Question on
www.edmodo.com:
Explain why scientists study
an organism’s environment.
Page 5
Teacher will remind
students to respond to
Cook E-Question on
www.edmodo.com:
Explain why scientists study
an organism’s environment.
Page 5
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Impromptu: What are
Cook E-Question on
Impromptu: How do plants
Cook E-Question on
Impromptu: Which element
DETROIT INTERNATIONAL ACADEMY
Lesson Plans
biogeochemical cycles?
Pages 52-57
www.edmodo.com:
Compare biotic and abiotic
factors. Page 38
Cook E-Question on
www.edmodo.com:
Compare biotic and abiotic
factors. Page 38
obtain nitrogen? Page 56
Cook E-Question on
www.edmodo.com:
Explain why scientists study
an organism’s environment.
Page 5
www.edmodo.com:
Explain why scientists study
an organism’s environment.
Page 5
9
is considered the building
block of the molecules of
life? Pages 54-55
Cook E-Question on
www.edmodo.com:
Explain why scientists study
an organism’s environment.
Page 5
Homework:
Homework:
Homework:
Homework:
Homework:
Read pages 53-54 and make
Water Cycle Flashcards:
Condensation
Evaporation
Precipitation
Transpiration
Read pages 54-55 and make
Carbon Cycle Flashcards:
Combustion
Consumption
Fossil Fuel
Photosynthesis
Respiration
Read page 56 and make
Nitrogen Cycle Flashcards:
Leguminous Plant
Nitrogen Fixation
Read pages 56-57 and make
Phosphorus Cycle
Flashcards:
Absorption
Erosion
Leaching
Cook E-Question on
www.edmodo.com:
Explain why scientists study
an organism’s environment.
Page 5
Cook E-Question on
www.edmodo.com:
Compare biotic and abiotic
factors. Page 38
Nitrogen Cycle reading and
coloring pages
Carbon Cycle reading and
coloring pages
Worksheet#2
The Nitrogen Cycle
Worksheet#1
The Carbon Cycle
Cook E-Question on
www.edmodo.com: Explain
why scientists study an
organism’s environment.
Page 5
Cook E-Question on
www.edmodo.com:
Compare biotic and abiotic
factors. Page 38
Cook E-Question on
www.edmodo.com:
Explain why scientists study
an organism’s environment.
Page 5
Lesson Plans are subject to Change.