LESSON PLANS
Date: September 29- October 3
Subject : Earth/Space Science
Prepared by: B. Veatch
Learning Goal: Students will be able to identify and
Daily Objective: Student’s will differentiate among Earth’s
differentiate among Earth’s spheres, describe the layers of spheres.
solid Earth and know the changes in Earth’s features
result from events occurring within and between Earth’s
layers.
Monday
SPECIAL NOTES
Bell Ringer
Tuesday
Wednesday
Thursday
Friday
Substitute Teacher
What is a pattern?
(consistent model used to
predict or understand
things)
What are the biosphere
and geosphere?
Science is different from pseudo
science
because__________.(pseudoscience
can’t be tested)
None (project)
Procedure:
None (project)
Continuation
I DO:
Introduce new
vocabulary for new topic.
Show a brief “Bill Nye”
short on Earth’s layers.
Review vocabulary. Give
students vocabulary
worksheet.
Explain class unit project. Explain
grading rubric and expectations.
Explain the resources
available for the unit
project. Review rubric
and expectations.
Explain the resources
available for the unit
project. Review rubric
and expectations.
WE DO:
Watch short video and
discuss. Discuss
vocabulary.
Read in text, the first 2
pages, answering side
text questions.
Review the layers of the earth
together. Discuss any questions
relating the project.
Begin project as a group.
Assist students with any
inquiries.
Begin project as a group.
Assist students with any
inquiries.
Complete vocabulary
definitions and work on
Pg. 7 of text “ Meteorite
Impact”
With your shoulder
partner quiz each other
on vocabulary words.
With your group, being to sketch
out what your project will look like.
Work on your project.
Work on your projec
How do the interactions of Earth’s
spheres affect life on Earth?
How do the interactions
of Earth’s spheres affect
life on Earth?
How do the interactions
of Earth’s spheres affect
life on Earth?
YOU DO:
Essential
Question
TODAY IS SCHOOL
PICTURE DAY.
Complete any remaining
assignments from
yesterday.
How do the interactions
of Earth’s spheres affect
life on Earth?
How do the interactions
of Earth’s spheres affect
life on Earth?
Assessment
Completed vocabulary
Completed worksheet
Completed sketch
Project started.
Materials
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s LEP and IEP’s in the
Lesson Plan folder.
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Peer Tutoring/grouping
Alternative Assessments
Adapted Assignments
Read aloud while students follow along
Seating
Visual Aids
Strategies
Key Vocabulary: sphere, geosphere, gravity, density
Project near completion.
LESSON PLANS
Date: September 29- October 3
Subject : Life Science
Learning Goal: Students will explain cell theory and identify
the form and function of 7 cell organelle.
Monday
Tuesday
SPECIAL NOTES
School Picture Day
Substitute Teacher
Bell Ringer
Review vocab.
Review vocab.
Prepared by: B. Veatch
Objective: Students will understand that not all cells look
alike; specialized cells have special functions.
Wednesday
Review Vocab.
Thursday
None (project)
Procedure
I DO:
Friday
None (project)
Carry over
Review basic functions of
animal and plant cells.
Review vocabulary from
plant and animal cells.
Review photographs of
plant and animal cells
Explain project and rubric.
With
class.
Discuss
materials available.
Review project rules and
rubric with class. Answer
any question.
Review project rules and
rubric with class. Answer
any question.
Discuss Rally Robin plant
and animal cell game.
Review vocabulary.
Review photographs.
Go over possibilities for
the “incredible edible cell”
project.
Walk through the
beginning of the project.
Check for understanding.
Walk through the
beginning of the project.
Check for understanding.
Pair up! Play quick fire
game.
Think/pair/share! With
your group. Review the
parts of each cell. Be very
familiar with them.
What basic structures and
functions make up a plant
and animal cell?
Create your design with a
supply list. You MUST
turn it in for approval
before you leave!
What basic structures and
functions make up a plant
and animal cell?
Complete your cell project.
Complete your cell project.
What basic structures and
functions make up a plant
and animal cell?
What basic structures and
functions make up a plant
and animal cell?
Completion
group.
Completion of a design
Begin project
Near completion of project
Project materials
Project materials
WE DO:
YOU DO:
Essential
Question
What basic structures and
functions make up a plant
and animal cell?
Assessment
Participation in game
of
Materials
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Adapted Assignments
Read aloud while students follow along
Seating
review
Key Vocabulary:
Cells, functions, plant cell, animal cell,
Peer Tutoring/grouping
Alternative Assessments
Visual Aids
Strategies
LESSON PLANS
Date: September 29- October 3
Subject : Physical Science
Learning Goal:
1. Students will be able to describe the relationship between
science and society.
2. Students will be able to identify substances based on
physical properties.
Monday
Tuesday
SPECIAL NOTES
**School picture day**
Substitute teacher
Bell Ringer
Who can become a
scientist?
Who can become a
scientist?
**carry over from
yesterday. **
Prepared by: B. Veatch
Daily Objectives:
1. Students will be able to describe who can become a scientist; how
science and society must work together to make decisions.
2. Students will be able to differentiate between mass and weight.
Wednesday
Name 3 types of scientists
Thursday
Review your vocabulary
words
Procedure:
Demonstrate by citing
examples of who can be a
scientist.
Demonstrate by citing
examples of who can be a
scientist.
Introduce new unit with
vocabulary.
Review the vocabulary and
first few pages of unit with
student.
WE DO:
Examine different types of
scientists and what they
do.
Examine different types of
scientists and what they
do.
Go over vocabulary.
Read together for
understanding.
Pick a type of scientist that
you would like to be. Draw
yourself as this scientist at
work. With the data that
you have collected on this
type of scientist, write a 1
pager.
Pick a type of scientist that
you would like to be. Draw
yourself as this scientist at
work. With the data that
you have collected on this
type of scientist, write a 1
pager.
Has technology improved
our lives? In what way?
Find your vocabulary
words in the unit and copy
the definitions. Pre-read
the first 4 pages, write
down any questions for
tomorrow.
Use your vocabulary
words in sentences.
Answer questions on first 3
pages in book.
Has technology improved
our lives? In what way?
Has technology improved
our lives? In what way?
Essential
Question
Review vocabulary
PENDA if able to login.
I DO:
YOU DO:
Friday
Has technology improved
our lives? In what way?
Has technology improved
our lives? In what way?
Assessment
Materials
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Peer Tutoring/grouping
Alternative Assessments
Adapted Assignments
Read aloud while students follow along
Seating
Visual Aids
Strategies
Key Vocabulary: