Teacher Name: Pamela Shaver
Building: HAHS
Subject: BIO 1A
Start Date(s):10-12-15
End Dates(s):10-16-15
Grade Level(s): 9-10
Day
12
13
Objective (s)
Students will be able to:
1.Recall Cycles of Matter
2. Define the following terms:
abiotic factor & biotic factor.
3. Differentiate between abiotic and
biotic factors.
4. Analyze examples of abiotic and
biotic factors and place them in
their respective positions on a
Venn diagram.
5. Create an ecosystem and
incorporate examples of both
abiotic and biotic factors within the
ecosystem.
6. Determine the outcome of an
ecosystem when essential abiotic
and biotic factors are removed.
Students will be able to:
1. Identify the following terms:
symbiosis, commensalism,
mutualism, parasitism, parasite and
host.
2. Classify organisms into the three
types of symbiotic relationships.
3. Investigate symbiotic
relationships by completing the
symbiosis lab.
4. Analyze the results of their lab
activity to research conclusions
based on symbiosis.
DOK
Level
3
4
Activities / Teaching Strategies
Grouping
DAILY PLAN
20 minutes, Presentation of Cycles of Matter Posters
5 minute, PDN.
5 minutes, Anticipatory
10 minutes, Notes on Abiotic/Biotic Factors.
10 minutes, examples and class discussion.
15 minutes x2, Facilitate a guided practice on Abiotic and Biotic
factors as a class. The teacher will guide the students through each
set of factors. Students will work as individuals through each
answer, then confer with their partner and finally discuss their
answer with the class.
6 minutes, clean work area.
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10 minute, PDN.
10 minutes, Anticipatory.
15 minutes, Mini lecture and notes on Symbiosis
5 minutes, Facilitate the symbiosis lab. Divide the class into three
groups, giving each group a name (mutualism, commensalism, and
parasitism). Explain to each group which type of symbiosis they are
and what that means.
15 minutes, Within each group, shuffle and hand out the cards that
correspond with that group (parasitism group gets parasite cards,
etc.) Tell the class that each student has someone in their group
that has a symbiotic relationship with them. One organism in each
pair is using the other as a unique habitat in order to feed, survive,
or reproduce. They are going to try to find their “symbiont” by talking
to other group members about what each organism has and needs.
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When a pair of students has figured out that they share a symbiotic
relationship, they will come to the teacher and ask if their pairing is
correct. When a pair of students are correct, they will write their two
organisms together on the board with a circle around them. They
will all use the same color maker and place their pair randomly on
the board.
15 minutes, Next students will work individually to guess what kind
of symbiotic relationship the organisms on the board have. Students
will create organization tools by dividing a piece of paper into 3
columns and label each parasitism, commensalism and mutualism.
Materials /
Resources
Poster
Board
Symbiont
Cards
Board
Assessment of Objective (s)
Formative- Questioning during,
presentation, discussion and groups
work.
Summative-Upcoming comprehensive
unit test.
Student Self-AssessmentStudents write about how much they
feel they contributed to their group’s
cycle poster assignment.
Formative- Whole group discussion,
small group monitoring, check
individual activity work.
Summative-Upcoming comprehensive
unit test.
Student Self-AssessmentStudents check for understanding by
categorizing symbiotic relationships
into one of the three forms.
The teacher will read the cards aloud for each pair of organisms.
Students will make their guess, explain why they think that and
place the pair of organisms under one of the 3 category columns.
15 minutes, Once each pair of organisms has been read aloud and
the students have guessed for each, students will pair with their
partner and share their thoughts and answers. After pair sharing a
class discussion will be conducted to check for correctness and
understanding.
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15
16
Students will be able to:
1. Recall the following terms:
symbiosis, commensalism,
mutualism, parasitism, parasite and
host.
2. Classify organisms into the three
types of symbiotic relationships.
3. Investigate symbiotic
relationships by categorizing them
into a 3 part pocket organizer.
3
5 minutes, Clean up all lab materials.
10 min PDN
5 min Anticipatory
15 min mini lecture information recall
45 min facilitation of symbiotic relationship pocket organizer.
10 min pair and share
5 min classroom clean up
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Formative-Whole group discussion,
individual monitoring, collection and
correction of work.
Summative- Upcoming
comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material by working as
individuals to create pocket
organizers.
Students will be able to:
1 .Define the following terms:
primary succession and secondary
succession.
2. Relate to succession via real
world examples.
3. Analyze levels of succession by
using visual examples and picture
descriptions.
.
3
5 minute, PDN.
10 minutes, Anticipatory.
15 minutes, students will take notes on ecological success. The
teacher will give examples of succession that the students can
relate to or recognize. The teacher will mention environmental
activities such as volcanic activity and forest fires.
40 minutes, students will complete a succession analysis that
includes picture representations of succession. Students will
analyze the pictures and read the paragraph descriptions of the
pictures to make logical interpretations of the pictures and
determine the stage of ecological succession. The teacher will visits
each student as they work to check for understanding and keep
students on task.
15 minutes, The teacher will facilitate a short discussion on the
worksheet and check for understanding using formative
assessment.
5 minutes, Exit ticket to check for understanding
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Formative-Whole group discussion,
individual monitoring, collection and
correction of work.
Summative- Upcoming
comprehensive unit test.
Student Self-AssessmentExit ticket
Students will be able to:
1. Define the following terms:
Competition, niche, terrestrial,
aquatic, resource, competitive
exclusion principle, predation,
predator, prey, symbiosis,
commensalism, mutualism,
parasitism, parasite and host.
2. Compare niches and their
respective habitats.
3. Differentiate between the three
types of symbiosis.
2
5 minute, PDN.
5 minutes, Anticipatory.
15 minutes, a PowerPoint will be given on competition and niche.
Students will take notes. Visual examples will be given at this time.
15 minutes, students will complete questions 1 through 11 on the
competition and niche guided practice. The teacher will read each
question and the students will be given time to answer the question.
15 minutes, students will asked to pair and share their answers with
a partner. Correct answers with be given via class discussion.
15 minutes, students will complete questions 11-15 on the
competition and niche guided practice. The teacher will read each
question and the students will be given time to answer the
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Formative- Whole group discussion,
Monitor individual work. Collection
and review of work.
Summative-Upcoming comprehensive
unit test.
Student Self-AssessmentStudents check for understanding
using pair share.
4. Apply concepts in order to
complete the competition and niche
activity.
question.15 minutes, students will asked to pair and share their
answers with a partner. Correct answers with be given via class
discussion.
Teacher Name: Pamela Shaver
Building: HAHS
Subject: Environmental
Start Date(s): 10-12-15
End Dates(s):10-16-15
Grade Level(s): 11-12
Day
Objective (s)
12
Students will be able to name five
primary air pollutants and give
sources for each by completing five
air pollutant information stations.
13
14
15
16
Students will be able to name one
of the two major sources of air
pollution in urban areas by
completing 3 motor vehicle
emission information stations.
Students will be able to name two
of the major sources of air pollution
in urban areas. They will be able to
relate smog and smog formation to
industrial pollution by completing
two smog and temperature
inversion information stations.
Students will be able to describe
three short term health effects of
pollution and three long term health
effects of pollution by engaging in a
think pair share classroom session
on each topic.
Students will be able to explain
what causes indoor air pollution
and how it can be prevented by
completing four indoor air pollution
information stations.
DOK
Level
3
3
3
3
3
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
5 min PDN
10 min Whole group notes
10-15 min at 5 different pollutant stations
10 min exit ticket
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PP
Station info
Station visuals
5 min PDN
10 min Whole group notes
15 min at 4 different vehicle emission stations
10 min Type 2 writing question
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Water Journals
Computers
Web quest
questions, PP.
5 min PDN
10 min industrial pollution video
15 min notes
15 min smog station
15 min temperature inversion station
15 Think by answering review questions
5 Pair share
10 min whole class share
5 min PDN
10 min Think Pair Share brain storm on short effects
15 min Whole group talk and video examples
10 min Think Pair Share brain storm on long term effects
15 min Whole group talk and video examples
10 min Think Pair Share brain storm prevention
10 min Whole group talk on prevention
10 min Type 2 writing exit ticket.
15 min quiz on air pollution
5 min PDN
15 min Notes
10 min sick building syndrome station
10 min asbestos station
10 min radon gas station
10 min identify indoor air pollutant station
15 min discussion and distribution of radon kits.
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Assessment of Objective (s)
Formative- Questioning during
discussion, monitor of stations, exit
ticket
Summative-Upcoming unit test.
Student Self-AssessmentStudents check for understanding by
completing the exit ticket.
Formative- Questioning during
discussion, monitor of station work.
Summative-Upcoming unit test.
Student Self-AssessmentStudents check for understanding
using type 2 writing question.
Formative- Questioning during
discussion, monitor of station work,
collection of review questions.
Summative-Upcoming unit test.
Student Self-AssessmentStudents check for understanding
using review questions.
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Formative- Questioning during
discussion, monitor of think pair share
work, collection of type 2 writing..
Summative-Upcoming unit test.
Student Self-AssessmentStudents check for understanding
using type two writing.
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Formative- Questioning during
discussion, monitor of station work.
Summative-Quiz.
Student Self-AssessmentStudents check for understanding
using discussion inquiry