web viewradolinski lesson plans -3 weeks _11/16/15 ... 1 and 2-biochem`-bio.2a,b,c/1a-m/4b/5e,g,h...
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Radolinski Lesson Plans -3 weeks _11/16/15----12/4/2015--- NOTE___11/23-11/24 at top of plans….candy questions may occur at close when time allows…. Includes WIDA applications for ESL students-at bottom—Exact MPI’s (WIDA) for Q1and Q2/3 and 4- are at bottom of plans!!!!!!!!!!!!! Note-you need to scroll down for anatomy….interims Friday
Biology week of 11/23 and 11/24/15-Monday-go back over ch10+meiosis ,begin genetics notes and do inheritance activity hw-retest Tuesday-retest
Anatomy-week of 11/23 and 11/24/15-Monday-test review/hw-test Tuesday-chapter 5 test
Biology-period 1 and 2-Biochem`-Bio.2a,b,c/1a-m/4b/5e,g,h /some ecology,and others as applies to ongoing aquarium class project-Bio.1 a-m/4c/6a/3a,b/7e3a/4b5a/5c/5d7d9a/9b/9d/Biochem BIO.2a,b,c/1a-m/4b/5e,g,h/BIO.3a-e/4a-f/2b,d/1a-m/7e/5a,b,c/cells Bio.3a-e/4a-f/2b,d/1a-m/7e/5a,b,c/energy and life-
M 11/16/15- T 11/17/15 W 11/18/15 Thurs.11/19
11/20/15
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BIO.2a-d/4a-d/5d,e/1a-m/cell growth and division BIO.1a-m/3b,e/5a,b,f
Hw review/announcements(10-15)
Openers/Learning journal
Openers/Learning journal
Openers/Learning journal
Openers/Learning journal
Openers/Learning journal
Present new/review old(20-25)
Meiosis activity-using manipulatives
Review meiosis-review activity
Go over test review sheet
Review for ch 10+meiosis test
Ch10+meiosis test
Activity(30-35) Comp lab time for cancer project
Test review questions-/comp lab time for cancer project
Activity to compare mitosis and meiosis
Define genetics vocab
Use time for comp lab
Guided Practice (10-15)
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Closure (5-10) Hw-complete meiosis sheet/test Friday on ch10+meisois
Hw-test Friday and cancer due Friday
Hw-test Friday and cancer due Friday
Hw-test Friday and cancer due Friday
Hw-vocab
Biology-period 1 and 2-Biochem`-Bio.2a,b,c/1a-m/4b/5e,g,h /some ecology,and others as applies to ongoing aquarium class project-Bio.1 a-m/4c/6a/3a,b/7e3a/4b5a/5c/5d7d9a/9b/9d/Biochem BIO.2a,b,c/1a-m/4b/5e,g,h/BIO.3a-e/4a-f/2b,d/1a-m/7e/5a,b,c/cells Bio.3a-e/4a-f/2b,d/1a-m/7e/5a,b,c/energy and life-BIO.2a-d/4a-d/5d,e/1a-m/cell growth and division BIO.1a-m/3b,e/5a,b,f/gen
M 11/30/15- T 12/1/15 W 12/2/15 Thurs.12/3 Fri-12/4
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etics-BIO.1 a-m/BIO.5a-j/BIO.4b
Hw review/announcements(10-15)
Openers/Learning journal
Openers/Learning journal
Openers/Learning journal
Openers/Learning journal
Present new/review old(20-25)
Focus on punnet squares-explain with manipulatives on board and spongebob#1 and genetics ws #2
Go over ws #2 and collect
quiz Pedigrees in notes and ws
Activity(30-35) Explain things that break Mendel’s rules and students do spongebob#2 and sex linked
Notes and karyotype activity-
maybe comp time for disorder ws
Use time for comp lab
Guided Practice (10-15)
Fri-12/4
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Reteach /review (10-15)
Bio- bearings
Closure (5-10) Hw-finish ws/quiz Wed./Benchmark next Thursday
Hw-finish ws for hw/quiz tm primarily on Punnett squares
Hw-karyotype due tm
Hw-test Monday and bench on Thursday
Fri-12/4
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Anatomy-period -3
Skeletal
Monday 11/16/15- Tuesday-11/17/15
WED.11/11/18
Thurs-11/19
Fri.11/20/15-
Hw review/announcements(10-15)
opener –learning journal-
Opener/lj – opener –learning journal-
opener –learning journal-
Opner/l.journals
Present new/review old(20-25)
Work on bone book/notes for quiz-pelvic girdle and appendages
quiz quiz Small group review of 3d skeletal elements
3-D quiz
Activity(30-35) Joints and growth and development/homeostatic imbalance in skeletal system
Bone book
Guided Practice (10-15)
Work on bone books
House notes
House
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Reteach /review (10-15)
Closure (5-10) Hw-quiz each day-likely-test next Tuesday,bone book due Friday
Hw-quiz each day-likely-test next Tuesday,bone book due Friday
Hw-quiz each day-likely-test next Tuesday,bone book due Friday
Hw-quiz each day-likely-test next Tuesday,bone book due Friday
Hw- test next Tuesday
Anatomy-period -3
Muscles
Monday 11/30/15- Tuesday-12/1/15
WED.12/2/18
Thurs-12/3 Fri.12/4/15-
Hw review/announcements(10-15)
opener –learning journal-
Opener/lj – opener –learning journal-
opener –learning journal-
Opner/l.journals
Present new/review old(20-25)
Ch 6 muscles-notes-up to microscopic anatomy
quiz quiz quiz quiz
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Activity(30-35) Continue notes-sliding filament theory-students use clay to demo theory
Continue notes
Label superficial muscles on body
Probable test review
Guided Practice (10-15)
Work on bone books
House notes
House
Reteach /review (10-15)
Closure (5-10) Hw-text due tm,wrkbk Thursday,quizzes most days,test may be Friday
Hw- wrkbk Thursday,quizzes most days,test may be Friday
Hw- wrkbk Thursday,quizzes most days,test may be Friday
Hw-,quizzes most days,test may be Friday
Hw- test next mon,probably
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 1(Nature of Science
Q1 Levels 1 -2 Levels 3 - 5
Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
If you change the temperature and determine how long it takes for your sample to boil, temperature is the independent/dependent
What is the independent variable in this experiment? The independent variable in
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variable?
Which of the following are not classified under the science of biology, cars, humans, and/or trees?
If you change the temperature and determine how long it takes for your sample to boil, how long it boils is the independent/dependent variable?
this experiment is ________?
What is homeostasis? Homeostasis is maintaining internal conditions despite changes in the environment.
What is the study of living things? Biology is the study of living things.
What is mass? Mass is ____The mass of ____ was _____.
Language Forms & ConventionsSentence Level
independent variable = variable “I” manipulate or change = variable graphed on x axis (horizontal axis)
bio = life/living; biology is the study of life; living things
Homeostasis = body temperature is constant not a home
Vocabulary UsageWord/phrase Level
independent variable dependent variablebiology
independent variablehomeostasisdependent variablemassenzymebiology
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Assessment Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language
of Science- Unit 2(Cells)Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
Controlling what goes in and out of the cell is _______.
________ is the process when the cell divides.
________ is the process which plants uses the sun’s energy to make food.
What part of the cell controls what enters and exits the cell?
What is photosynthesis?
What is cell division?
What is the “brain” of the cell that directs all activities?
What is the difference between prokaryotic and eukaryotic?
Language Forms & ConventionsSentence Level
Photosynthesis is not a photo/picture. It is breaking down energy to make food
Nucleus is the center of the cell “brain” control center
Vocabulary UsageWord/phrase Level
PhotosynthesisCell membraneCell division
PhotosynthesisCell membraneCell divisionMitosisProkaryoticeukaryotic
Assessment Vocabulary Vocabulary
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Quiz/Daily Warm-ups/Questioning during lectures
Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of
Science- Unit 3(Genetics)Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
____ is a change in the DNA sequence.
The study of heredity is _______.
To copy = ______________
What is a mutation?
What are the types of nucleotides?
What is the genetic code?
____ is the process of coping DNA.
Contrast phenotype and genotype.
Language Forms & ConventionsSentence Level
Genetics is the study of genes (heredity)
DNA stands for Deoxyribonucleic Acid
RNA stands for Ribonucleic Acid
Vocabulary UsageWord/phrase Level
GeneticsReplicationmutation
GeneticsReplicationMutationDNARNAGenetic codePhenotype
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genotypeAssessment Vocabulary
Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4:
Language of Science- Unit 4 (Evolution/Classification)
Q1 Levels 1 -2 Levels 3 – 5
Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
_______ (natural selection/evolution) is a slow change.
Natural selection causes evolution.
Taxon = _______ (group)
What is natural selection?
What is a taxon?
How is the difference between homologous and vestigial structures?
_______ is illustrated by the gradual changes over time as seen by the peppered moths.
Language Forms & ConventionsSentence Level
Evolution is normally a slow process.
Natural selection is nature not people
Vestigial structures are no longer useful.
Homologous
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choosing the trait structures have the same structures but different features
Vocabulary UsageWord/phrase Level
EvolutionNatural selectionTaxon
EvolutionNatural selectionTaxonDescent with modificationVestigial structuresHomologous structures
Assessment Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language
of Science- Unit 5(From Microorganisms to Plants)
Q2 Levels 1 -2 Levels 3 – 5
Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE
__________ (bacteria/virus) is an example of a prokaryote.
__________ (bacteria/virus) are not living because they must reproduce in a host.
__________ (bacteria/virus/protozo
What are bacteria?
Compare and contrast bacteria and viruses.
Protozoan belongs in which kingdom?
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Curriculum Framework)
an) are animal-like protists.
Compare and contrast angiosperms and gymnosperms.
Fungi have _____ in the cell walls.
____ have seed cones.
Language Forms & ConventionsSentence Level
Bacteria are tiny organisms you cannot see with your eyes.
Viruses are not living.
Gymnosperms do not work out in the gym
Chitin is in the cell wall and not a kite
Vocabulary UsageWord/phrase Level
BacteriaVirusesProtozoan
BacteriaVirusesProtozoanAngiospermsGymnospermsChitin
Assessment
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 6(Animals)
Q2 Levels 1 -2 Levels 3 – 5Linguistic Complexity
Invertebrate lacks a __________.
Compare invertebrates and
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Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
Chordate is more advanced than an _________.
______ protects Arthropods.
Chordates.
____ have an exoskeleton.
Compare dorsal and ventral sides.
Compare radial and bilateral symmetry.
Which Phylum has no symmetry?
Language Forms & ConventionsSentence Level
Invertebrates = no backbone
Exoskeleton is outside
Symmetry shows body arrangement of body parts.
Ventral means belly not a vent.
Dorsal means back not a door.
Vocabulary UsageWord/phrase Level
InvertebrateChordateExoskeleton
InvertebrateChordateExoskeletonSymmetryDorsalVentralArthropod
Assessment Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Comprehensive Application of WIDA Standard 4: Language of Science- Unit 7 (Ecology)
Q2 Levels 1 -2 Levels 3 – 5Linguistic Complexity
____ is the study of the
What is ecology?
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Discourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
environment.
_____ means living.
A rock is an example of a (n) ______ factor.
Compare abiotic and biotic factors.
Compare and contrast all symbiotic relationships.
Which symbiotic relationship requires a host?
Energy is transferred in a ________.
Compare food chains and food webs.
Language Forms & ConventionsSentence Level
Ecology =environment
Biotic factors only include living things
Abiotic is not living and not a medicine
Mutualism requires that both benefit.
One suffers and one is helped is parasitism.
Food chain shows transfer of energy not jewelry.
Vocabulary UsageWord/phrase Level
EcologyAbiotic factorBiotic factor
EcologyAbiotic factorBiotic factorMutualismParasitismFood chain
Assessment Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
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UNIT 1_Nature of Science_
WIDA MPI’s for Q1-all standard 4-level 3 and 4/vocab in bold/q2
Chapter 1-BIO.1c-variables are defined
1-Students will write hypotheses, tell the class the independent variable ,dependent variable,and control for each and compare as they report it on the white board
Chapter 1-BIO.1e-conclusions based on qualitative and quantitative data
2- Students will organize miscellaneous data into quantitative and Qualitative data using graphic organizer within a lab setting
Chapter 1-BIO.1e-observations of live organisms
3-Students will detail observations of live organisms in class and tell to small groups.
UNIT1` and UNIT 2-CELLS Chapter 2 and 7-Biochem and Cells-BIO.3.1-water chemistry and effects on live organisms and BIO.4d-cell membrane transport/BIO.4a-characteristics of prokaryotes and eukaryotes
1-Students will report back in oral/visual review the properties of water
2-Students will compare osmosis of water under 3 different conditions of tonicity and use manipulatives they cut out and paste to demonstrate the actions.
3-In small groups,students will draw,color,and cut out assigned organelle and verbally cite functions as they place into the correct location on a big cell found on the board .
Chapters 8 and 9-BIO.3 d-energy flow in photosynthesis and cellular respiration
1- The students will compare photosynthesis and cellular respiration by coloring visual displays in precise manner
2- The students will re-enact the process of photosynthesis and cellular respiration using card board cutouts to help display while they verbally describe each step.
3- The students will continually repeat to the class-practically daily-that ATP is for ENERGY-(which rhymes )
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UNIT 3-Genetics
BIO.6e Students investigate genetic variation,6f-structure and function of nucleic acids,6d-medelian genetics
1. Students will identify and cite examples of mutations and the errors that create them-Using given DNA sequences,they will circle the changes that appear and the varied way they are produced.
2. Students will cite importance of Chargaff’s Rules and Complete DNA and m RNA sequences w/magnetic manipulates on white board.
3. Using numerous punnett square scenarios-compose in small groups-,students will call out to class which are phenotype ratios and those that are genotype ratios.
UNIT 4-Evolution and Classification
BIO .8 Students will investigate how populations change through time,citing how natural selection leads to adaptations(8c) and scientific explanations for evolution(8e).
BIO.7-Students will investigate modern classification systems(7e-classification systems)
1. Students will demonstrate that Natural Selection is a vehicle to evolution by explaining ,w/sequenced pictures,the evolution of the peppered moth
2. Students will use correctly chosen images to explain the differences between vestigial structures and homologous ones,verbally citing as they identify.
3. Students will produce 8 examples of taxons by writing them in a learning journal.
UNIT 5-Microorganisms to Plants
BIO.5-Students will investigate and understand life functions of archae and eubacteria(5a-bacteria structure and function) and (5f-how viruses compare to other animals) and (5a-fungi structure and function)
1. Students will redraw and verbally describe the structure of a bacteria.2. Students will compare bacteria to viruses and show why viruses are not living by drawing and
describing –written-lytic and lysogenic infections.3. Students will draw a generalized fungal cell and plant cell and compare,w/verbal discussion,the
cell wall contents.
UNIT 6-Animals
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BIO.5a-students show life functions in the kingdoms and BIO.7a-investigate structural similarities
1. Students will compare invertebrates to vertebrates by verbalizing the key similarities and differences based on notes and provided images.
2. Students will point to locations of ventral and dorsal on diagrams.3. Students will write a paragraph explaining w/labeled images the differences between radial and
bilateral symmetry .They will come up and point these out also on classroom pets.
UNIT 7-Ecology
BIO.9-Students will demonstrate dynamic equilibria w/in populations,communities,and ecoststems.(9a-interactions,9b-energy flow)
1. Students take a list of factors and group them into abiotic and biotic,sharing with the class.2. Students will list all symbiotic relationships and verbalize examples of each.3. Students will assemble into small groups to organize several organisms into a food
chain,verbalizing how the energy is transferring.