web viewaquarium update/reminder of requirements for this weeks ‘ assignment of experiment...
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Radolinski Lesson Plans _9/8/15----9/11/2015….candy questions may occur at close when time allows…. Includes WIDA applications for ESL students-at bottom—Exact MPI’s (WIDA) for Q1and Q2- are at bottom of plans!!!!!!!!!!!!! Note-you need to scroll down for anatomy
Biology-period 1 and 2-The study of Biology and characteristics of life/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
M 9/7/15-Labor Day
T 9/8/15 W 9/9/15 Thurs.9/10 9/11/15
Hw review/announcements(10-15)
Openers/ Openers/Learning journal-collect vocab and signatures
Openers/Learning journal
Openers/Learning journal
Present new/review old(20-25)
1-explain Opners and learning journals and daily features-on board and on screen/2---Get texts at assigned time/3—discuss syllabus
Finish any unfinished business from yesterday/update on aquarium/notes ch 1 in comp lab—NOTE THIS TIME WILL ON STUDENT”S OWN TIME FROM
Finish observation ,if necessary/notes continued in discussion w/ppt and handout notes/review for vocab quiz using ws together
Quick vocab quiz/reminder of Monday quiz/small group work on 10 hypotheses and iv,dv,c’s
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HERE ON OUT
Activity(30-35) Lab safety contracts/assign ch 1 vocab/explain beginnings of Aquarium project
Begin sci method w/notes discussion/activity-making observation/qualitative/quantitative data activity –sm groups
Small group activity 5 examples of application of characteristics of science(in well formed ,complete sentences-sentence frames provided-example-open-mindedness—Note-if we are not ready for this—same assignment using elements of sci method as material
Life characteristics poster-due Tuesday/also time to work on graphing practice in class
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Guided Practice (10-15)
Reteach /review (10-15)
Bio applications is frequent feature called_Bio Bearings
Aquarium update/reminder of requirements for this weeks ‘ assignment of experiment proposal
Bio bearings
Closure (5-10) Hw- chapter 1 vocab def’s due tm/By Friday-proposed idea for bio experiment-highlighting scientific method/Read portion chapter 1 by Monday for DYRI(did You Read It) quiz/ch 1 vocab quiz Friday/graphing assignment due next Friday/prefixes and suffixes due next Thursday
Hw- By Friday-proposed idea for bio experiment-highlighting scientific method/Read portion chapter 1 by Monday for DYRI(did You Read It) quiz/ch 1 vocab quiz Friday/graphing assignment due next friday/prefixes and suffixes due next Thursday
Hw- By Friday-proposed idea for bio experiment-highlighting scientific method/Read portion chapter 1 by Monday for DYRI(did You Read It) quiz/ch 1 vocab quiz Friday/graphing assignment due next friday/prefixes and suffixes due next Thursday
Hw- Read portion chapter 1 by Monday for DYRI(did You Read It) quiz/ /graphing assignment due next Friday/life characteristics poster due Tuesday/prefixes and suffixes due next Thursday
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Anatomy-period -3
Human Body and Orientation
Monday 9/7/15- Labor day
Tuesday-9/8/15
WED.9/9 Thurs-9/10 Fri.9/11/15-
Hw review/announcements(10-15)
opener – opener –learning journal-
opener –learning journal-
Opner/l.journals
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Present new/review old(20-25)
1-syllabus2-books are tm3-lab safetyBegin notes4- explain prefixes and suffixes
Quiz
1-cont notes2-books
QuizCont notes
QuizFinish notes as neededHouse notes
Activity(30-35) 5-begin notes discussion and see how you can get these at home6-begin film-Incredible Human Machine
Cont film Reinforce body regions w/”Rad Says” and taping regions w/id on own bodies
Guided Practice (10-15)
Reteach /review (10-15)
Closure (5-10) Hw-quiz every day this week,get notes on your own using website,ch 1 text(DID YOU GET IT questions-all) due Friday,signatures due Friday,ch 1 workbk due next Tuesday,Prefixes and suffixes due Monday
Hw-quiz every day this week,get notes on your own using website,ch 1 text(DID YOU GET IT questions-all) due Friday,signatures due Friday,ch 1 workbk due next Tuesday,P
Hw-quiz every day this week,get notes on your own using website,ch 1 text(DID YOU GET IT questions-all) due Friday,signatures due Friday,ch 1 workbk due next Tuesday,Prefixes and
Hw-quiz every day this week,get notes on your own using website,ch 1 text(DID YOU GET IT questions-all) due Friday,signatures due Friday,ch 1 workbk due next
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refixes and suffixes due Monday
suffixes due Monday
Tuesday,Prefixes and suffixes due Monday
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 variable?
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.
What is mass? Mass is ____The mass of
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____ 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 Knowledge and Skills VADOE Curriculum
Controlling what goes in and out of the cell is _______.
________ is the process when the cell divides.
________ is the process which
What part of the cell controls what enters and exits the cell?
What is photosynthesis?
What is cell division?
What is the
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Framework) plants uses the sun’s energy to make food.
“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 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 3(Genetics)Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential
____ is a change in the DNA sequence.
The study of heredity is _______.
What is a mutation?
What are the types of nucleotides?
What is the genetic code?
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Knowledge and Skills VADOE Curriculum Framework)
To copy = ______________ ____ 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 codePhenotypegenotype
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 4 (Evolution/Classification)
Q1 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from
_______ (natural selection/evolution) is a slow change.
Natural selection causes evolution.
What is natural selection?
What is a taxon?
How is the difference
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Essential Knowledge and Skills VADOE Curriculum Framework)
Taxon = _______ (group)
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 choosing the trait
Vestigial structures are no longer useful.
Homologous 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
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Microorganisms to Plants)Q2 Levels 1 -2 Levels 3 –
5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
__________ (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.
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/Qu
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estioning during lectures
Comprehensive Application of WIDA Standard 4: Language of
Science- Unit 6(Animals)Q2 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
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?
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 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 7 (Ecology)Q2 Levels 1 -2 Levels 3 – 5Linguistic ComplexityDiscourse Level
(questions from Essential Knowledge and Skills VADOE Curriculum Framework)
____ 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.
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
EcologyAbiotic factorBiotic factor
EcologyAbiotic factorBiotic factor
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Level MutualismParasitismFood chain
Assessment Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
Vocabulary Quiz/Daily Warm-ups/Questioning during lectures
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
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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.
UNIT 5-Microorganisms to Plants
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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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