web viewradolinski lesson plans 2 weeks_3/16/15/15-3/27/2015.candy questions may occur at close when...

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Radolinski Lesson Plans 2 WEEKS_3/16/15/15-3/27/2015….candy questions may occur at close when time allows…. Includes WIDA applications for ESL students-at bottom—Exact MPI’s (WIDA) for Q3 and Q4- are at bottom of plans!!!!!!!!!!!!!

Biology-period 1 BIO.4c/BIO.6a/BIO.3a,b/BIO. cells BIO.3a-e/4a-f/2b,d/1a-m/7e/5a,b,c

M 3/16/15 T 3/17/15 W 3/18/15 Thurs.3/19 3/20/15

Hw review/announcements(10-15)

Openers/Learning journal





Present new/review old(20-25)

Cell lab/ch7 notes-partial coverage

Finish cell lab

Cell quiz Time to work on cell analogy

MY SOLS THUS FAR QUIZ#2

Activity(30-35) Organelle assigmnet-in groups-creating organelles to put on big cells on the wall

Cell Analogy assignment

Cell transport in notes

Cell transport review w/ graphiv organizer

lradolins, 03/20/15,

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Guided Practice (10-15)

Reteach /review (10-15)

Closure (5-10) Hw-cell quiz wed/my sol’s thus far quiz 2 Friday,cell assignment due Friday,cell lab due Wed

Hw-cell quiz wed/my sol’s thus far quiz 2 Friday,cell assignment due Friday,cell lab due Wed

Hw- /my sol’s thus far quiz 2 Friday,cell assignment due Friday

Hw- /my sol’s thus far quiz 2 Friday,cell assignment due Friday

Hw-openers and learning journals due Wed,exam Wed

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Biology-period 1 BioChem BIO.2a,b,c/1a-m/4b/5e,g,h /cells BIO.3a-

Monday 3/23//15- Tuesday-3/24

WED.3/25 Thurs.3/26 Fri.3/27/15

4

e/4a-f/2b,d/1a-m/7e/5a,b,c


opener –learning journal

opener – TURN IN OPENERS

AND LEARNIN

G JOURNAL

S-

opener – opener –


Go over Fri’s quiz Finish cell transport

MIDTERM EXAM

Ch 8 and 9 notes

Chromatography lab and analysis

Activity(30-35) Finish graphic organizer/go over exam review guide(rec’d Fri)Cell membrane activity

Exam review w/game

Poster assignment w/ manipulatives for photosynthesis



Closure (5-10) Hw-openers and learning journals due Wed,exam Wed,cell transport

Hw-openers and learning

Hw- cell transport ws due Thursday,q

Hw- photosynthesis on Friday

Hw-Chromatography lab

5

ws due Thursday,quiz on photosynthesis on Friday

journals due Wed,exam Wed,cell transport ws due Thursday,quiz on photosynthesis on Friday

uiz on photosynthesis on Friday

questions

Anatomy-periods 2,4

Cells and Tissues

Monday 3/16/15- Tuesday-3/17

WED.3/18 Thurs3/19/15

Fri.3/20/15



opener –learning journal-




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Tissue notes Tissue quiz 1 Work on histology

Discuss rest of tissue notes

tissue quiz 2

Activity(30-35) Begin histology assignment

Work on histology

Work on histology

Review for exam/bein integument notes



Closure (5-10) Hw-openers and LJ’s due next wed,histology due next Thursday,exam next Thursday,quiz tm tissues1

Hw-openers and LJ’s due next wed,histology due next Thursday,exam next Thursday,quiz Friday on rest of notes tissues2



Hw-openers and LJ’s due next wed,histology due next Thursday,exam next quiz Mon on ch 4-1

Anatomy-periods 2,4

integument

Monday 3/23/15- Tuesday-3/24

WED.3/25 Thurs.3/26/15

Fri.3/27/15

Hw opener – opener – opener – opener – opener –

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review/announcements(10-15)

learning journal learning journal-

learning journal-

learning journal-

learning journal


Ch 4 quiz1 quiz Review w/game

exam Integument notes

Activity(30-35) Continue integument notes

Begin skin model project-due after break

Skin model

Skin model House notes



Closure (5-10) Hw-openers and LJ’s due wed,histology due Thursday,exam Thursday,quiz tm on ch 4

Hw-openers and LJ’s due wed,histology due Thursday,exam skin model after break,text

Hw-,histology due Thursday,exam skin model after break,text questions

Hw-, skin model after break,text questions and wrkbk due next

Hw-,histology due Thursday,exam skin model after break,text questions

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questions and wrkbk due next week

and wrkbk due next week

week and wrkbk due next week,quiz Monday

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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 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

What is the independent variable in this experiment? The independent variable in 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.

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variable?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 variabledependent variablebiology

independent variablehomeostasisdependent variablemassenzymebiology

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

Controlling what goes in and out of the cell is _______.

________ is the process when the cell divides.

What part of the cell controls what enters and exits the cell?

What is photosynthesis?

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Knowledge and Skills VADOE Curriculum Framework)

________ is the process which plants uses the sun’s energy to make food.

What is cell division?

What is the “brain” of the cell that directs all activities?

What is the difference between prokaryotic and eukaryotic?


Photosynthesis is not a photo/picture. It is breaking down energy to make food

Nucleus is the center of the cell “brain” control center


PhotosynthesisCell membraneCell division

PhotosynthesisCell membraneCell divisionMitosisProkaryoticeukaryotic




Science- Unit 3(Genetics)Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level

____ is a change in the DNA sequence.

What is a mutation?

What are the types

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The study of heredity is _______.

To copy = ______________

of nucleotides?

What is the genetic code?

____ is the process of coping DNA.

Contrast phenotype and genotype.


Genetics is the study of genes (heredity)

DNA stands for Deoxyribonucleic Acid

RNA stands for Ribonucleic Acid


GeneticsReplicationmutation

GeneticsReplicationMutationDNARNAGenetic codePhenotypegenotype



Comprehensive Application of WIDA Standard 4: Language

of Science- Unit 4 (Evolution/Classification)

Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse

_______ (natural selection/evolution) is a slow change.

What is natural selection?

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Level


Natural selection causes evolution.

Taxon = _______ (group)

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.


Evolution is normally a slow process.

Natural selection is nature not people choosing the trait

Vestigial structures are no longer useful.

Homologous structures have the same structures but different features


EvolutionNatural selectionTaxon

EvolutionNatural selectionTaxonDescent with modificationVestigial structuresHomologous structures



Comprehensive Application of

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WIDA Standard 4: Language of Science- Unit 5(From

Microorganisms to Plants)Q2 Levels 1 -2 Levels 3 –

5Linguistic ComplexityDiscourse Level


__________ (bacteria/virus) is an example of a prokaryote.

__________ (bacteria/virus) are not living because they must reproduce in a host.

__________ (bacteria/virus/protozoan) are animal-like protists.

What are bacteria?

Compare and contrast bacteria and viruses.

Protozoan belongs in which kingdom?

Compare and contrast angiosperms and gymnosperms.

Fungi have _____ in the cell walls.

____ have seed cones.


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


BacteriaVirusesProtozoan

BacteriaVirusesProtozoanAngiospermsGymnospermsChitin

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Assessment




Science- Unit 6(Animals)Q2 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level


Invertebrate lacks a __________.

Chordate is more advanced than an _________.

______ protects Arthropods.

Compare invertebrates and Chordates.

____ have an exoskeleton.

Compare dorsal and ventral sides.

Compare radial and bilateral symmetry.

Which Phylum has no symmetry?


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.


InvertebrateChordateExoskeleton

InvertebrateChordateExoskeletonSymmetryDorsalVentral

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Arthropod




Science- Unit 7 (Ecology)Q2 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level


____ is the study of the environment.

_____ means living.

A rock is an example of a (n) ______ factor.

What is ecology?

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.


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.

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EcologyAbiotic factorBiotic factor

EcologyAbiotic factorBiotic factorMutualismParasitismFood chain



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 .

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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 )

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.

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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

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.

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