2014-2015 7th Grade Science (UDL Design Model)
Week of: Sept 1 to 5th
Monday 9/1
Tuesday 9/2
Focus: Adaptations, Intro to Biomes
Common Assessment # :
Wednesday 9/3
Content:
Adaptations
Content:
Adaptations
Content:
Essential Question:
How do organisms survive in their
environment?
Essential Question:
Why are adaptations necessary
for survival?
Essential Question:
What is a biome and how do living
things adapt to changes in the
biome?
Intro to Biomes
Thursday 9/4
Content:
Biomes
Essential Question:
What is a biome and how do living
things adapt to changes in the
biome?
Friday 9/5
Content:
Biomes
Essential Question:
Vocabulary: tundra, taiga/coniferous, temperate deciduous forest, tropical rain forest, desert, grasslands, savanna, mountain, marine, estuary, freshwater; camouflage, mimicry,
coloration, venomous
AKS Standards:
11c - categorize relationships
between organisms that are
competitive or mutually
beneficial.11c1 - define and apply
examples of relationships
between organisms including
predation, mutualism, parasitism,
and commensalism
11c2 - examine the role of each
partner in a symbiotic relationship
AKS Standards:
11c - categorize relationships
between organisms that are
competitive or mutually beneficial
11c1 - define and apply examples
of relationships between
organisms including predation,
mutualism, parasitism, and
commensalism
11c2 - examine the role of each
partner in a symbiotic relationship
Material/Resources:
AKS Standards:
12 - describe the characteristics of
Earth's major terrestrial biomes
(tropical rain forest, savannah,
temperate, desert, taiga, tundra
and mountain) and aquatic
communities (freshwater,
estuaries and marine) (GPS,
ITBS)
12a - give examples of
adaptations organisms have
which make them suited to life in
specific biomes
12a1 - describe the climate and
other abiotic and biotic factors of
major biomes
Material/Resources:
AKS Standards:
12 - describe the characteristics
of Earth's major terrestrial biomes
(tropical rain forest, savannah,
temperate, desert, taiga, tundra
and mountain) and aquatic
communities (freshwater,
estuaries and marine) (GPS,
ITBS)
12a - give examples of
adaptations organisms have
which make them suited to life in
specific biomes
12a1 - describe the climate and
other abiotic and biotic factors of
major biomes
Material/Resources:
LOR- Week 5 Biomes
AKS Standards:
12 - describe the characteristics of
Earth's major terrestrial biomes
(tropical rain forest, savannah,
temperate, desert, taiga, tundra
and mountain) and aquatic
communities (freshwater,
estuaries and marine) (GPS,
ITBS)
12a - give examples of
adaptations organisms have
which make them suited to life in
specific biomes
12a1 - describe the climate and
other abiotic and biotic factors of
major biomes
Material/Resources:
LOR- Week 5 Biomes
Material/Resources:
Refer to LOR for additional
materials click HERE
Warm-up:
Refer to LOR for additional
materials click HERE
Warm-up:
Refer to LOR for additional
materials click HERE
Warm-up:
Refer to LOR for additional
materials click HERE
Warm-up:
Refer to LOR for additional
materials click HERE
Warm-up:
2014-2015 7th Grade Science (UDL Design Model)
Week of: Sept 1 to 5th
Focus: Adaptations, Intro to Biomes
Common Assessment # :
Anticipatory Set:
Anticipatory Set:
Anticipatory Set:
Anticipatory Set:
Anticipatory Set:
Mini-lesson:
Mini-lesson:
Mini-lesson:
Teacher will present Long PPT on
Biomes
Mini-lesson:
Mini-lesson:
Student Tasks:
Student Tasks:
Student Tasks:
Student Tasks:
Student Tasks:
Students will play Adaptation
Vocabulary Bingo
Students will color code the map
given in order to visualize the
location of each biome
Closure:
Closure:
Closure:
Closure:
Closure:
SWBAT:
SWBAT:
SWBAT:
SWBAT:
SWBAT:
2014-2015 7th Grade Science (UDL Design Model)
Week of: Sept 1 to 5th
Focus: Adaptations, Intro to Biomes
Common Assessment # :
*Plans may change to meet the needs of all students.
Daily Lesson Format:
Warm-up
Anticipatory Set
Mini-lesson
Student Tasks
Closure
**SWD/ELL Modifications: per IEP and/or WIDA standards, identified students will be given differentiated instruction to meet individual learner needs.
Learning Barrier
Possible Solutions
Resources
Student cannot read at grade level
Preview text
*eClass Learning Objective Repository
Student has difficulty comprehending the
material
Post and review objectives for
daily/modeling/thinking map/minlesson/small groups/summarize
*Brain Pop
Student has difficulty mastering the
vocabulary
Pre-teach vocabulary/pictures, symbol, &
definitions charts
Student have limited prior knowledge of
content being presented
Preview material by placing in classroom
website
Student has difficulty understanding what
is expected
Checklist/rubric
Student has difficulty expressing or
discussing what he/she learned
Audio/video demonstration with teacher
checklist or rubric
Student has difficulty with transition and
Use a timer or music
*County SOCC site
*Teacher’s websites
*Discovery Education
*Bill Nye the Science Guy
*Resources from text
*Textbook consumable resources
*Professional journals
2014-2015 7th Grade Science (UDL Design Model)
Week of: Sept 1 to 5th
transitioning to new concept
Focus: Adaptations, Intro to Biomes
Common Assessment # :