Week #3 Quarter 2 (10/28-11/1)
(calendar site)
Monday, 10/28
APES Learning Goal:
 I can predict and analyze natural
ecosystem change.
 I can analyze natural selection and its
effect on ecosystem biodiversity
Daily Question: How does Earth naturally
sustain itself?
Activities/Assignments:
1. Stamp for Chapter 7 Notes
2. Stamp for Cornell Notes
3. Discuss Homework Assignment
4. Work on Cladogram Worksheet
5. Complete Biological Classification Worksheet
Pick Up:
Have out:
Chapter 7 Notes
Homework:
 “Zones of Time” &
“What’s up?” w/s due
Friday
 The Gaia Controversy
annotated article due
Wed/Thurs (Quiz on
Wed/Thurs)
 Chapter 9 handout
reading annotated due
Friday (Quiz Friday)
APES Learning Goal:
 I can predict and analyze natural ecosystem change.
 I can analyze natural selection and its effect on ecosystem biodiversity
Week #3 Quarter 2 (10/28-11/1)
(calendar site)
Tuesday, 10/29
APES Learning Goal:
 I can predict and analyze natural
ecosystem change.
 I can analyze natural selection and its
effect on ecosystem biodiversity
Daily Question:
 How does Earth naturally sustain itself?
Activities/Assignments:
1. Finish & turn in Cladogram Worksheet (15
minutes)
2. Flippin’ Pennies Activity and Discussion
Pick Up:
Flippin’ Pennies W/S
Have out:
Flippin’ Pennies Activity
“Zones of Time” &
“What’s up?”
Homework:
 The Gaia Controversy
annotated article due
Wed/Thurs (Quiz on
Wed/Thurs)
 Chapter 9 handout
reading annotated due
Friday (Quiz Friday)
 “Zones of Time” &
“What’s up?” w/s due
Friday
APES Learning Goal:
 I can predict and analyze natural ecosystem change.
 I can analyze natural selection and its effect on ecosystem biodiversity
Week #1 Quarter 2 (10/28-11/1)
(calendar site)
Wed/Thurs, 10/30 & 10/31
APES Learning Goal:
 I can predict and analyze natural ecosystem change.
 I can analyze natural selection and its effect on
ecosystem biodiversity
 I can us models to comprehend how the Earth
naturally sustains itself.
Daily Question:
 How does Earth naturally sustain itself?
Activities/Assignments:
1. Eco-column Tests
2. Discuss “Flippin’ Pennies”
3. Close Read – “The Gaia Controversy”
4. “The Gaia Controversy” Quiz
Pick Up:
Have out:
• The Gaia
Controversy
• Eco-coulmn Packet
Homework:
 Flippin’ Pennies due
Monday
 “Zones of Time” &
“What’s up?” w/s due
Friday
 Chapter 9 handout
reading annotated due
Friday (Quiz Friday)
Eco-column Labs
 Today you are going plan your projects!
 Build and test your
Aquatic chamber
See Chart on packet for initial tests
Make sure you have a hypothesis written
Decomposition chamber
See Chart on packet for initial tests
Make sure you have a hypothesis written
Terrestrial chamber
See Chart on packet for initial tests
Make sure you have a hypothesis written
Close Reading:
•
•
•
•
Students read, write, and discuss
Teacher models, students write and
discuss
Guided analysis, write and discuss
Culminating writing task
Step 1: Student Reading

Students should have read the passage on their
own and annotated as they read as homework
Step 2: Student
Processing

Discuss with a shoulder partner the following
questions:
 What is the Gaia Controversy?
 What are some important facts you need to know to
understand the Gaia Controversy?
 What are your thoughts on the Gaia Controversy? Back up
ideas with support from the article.

“Partner Talk”
 compare impressions using annotations to support your
impressions.
Step 3: Teacher Modeling
I will read parts of the passage out loud to to
you modeling expression and fluency and/or
annotation (think-aloud).
 You will need to find something new to add to
your annotations.

APES Learning Goal:
 I can explain ecosystem Diversity
Step 4: Guided Analysis
Take “The Gaia Controversy” article quiz
 Each question is worth 2 points making it a total
of 8 points.

Week #3 Quarter 2 (10/28-11/1)
(calendar site)
Friday, 11/1
APES Learning Goal:
 I can predict and analyze natural ecosystem change.
 I can analyze natural selection and its effect on
ecosystem biodiversity
 I can us models to comprehend how the Earth
naturally sustains itself.
Daily Question:
 What caused ecosystem diversity?
Activities/Assignments:
1. Close Read – “Chapter 9 Reading”
2. “Chapter 9” Quiz
Pick Up:
Have out:
 Chapter 9 Reading
Homework:
Close Reading:
• Students read, write, and discuss
• Teacher models, students write and
discuss
• Guided analysis, write and discuss
• Culminating writing task
Step 1: Student Reading
• Students should have read the passage on their
own and annotated as they read as homework
Step 2: Student Processing
• “Partner Talk”
• Compare impressions using annotations to support your
impressions.
• What are some key vocabulary terms you need to know
and why?
Step 3: Teacher Modeling
• I will read parts of the passage out loud to to you
modeling expression and fluency and/or
annotation (think-aloud).
• You will need to find something new to add to
your annotations.
APES Learning Goal:
 I can explain ecosystem Diversity
Step 4: Guided Analysis
• Take “The Chapter 9” reading quiz
• Each question is worth 2 points making it a total of 38
points.
Step 5: Culminating Writing Task
Answer the Free-response Question. (4 points; 1 point per
bullet to be answered)