Lesson Plan Form—Middle School Teacher: Mark Zweig Week of (Dates): January 18, 2011 – Jan. 21, 2011 Grade/Subject: 7th Grade Life Science Traditional Unit from EBRPSS Curriculum: Unit 6 ECOSYSTEMS Instructional Outlines of Lesson and Materials Objectives SWBT describe the types of symbiosis and explain the three relationships and differentiate predation and show this by 80% or better on class quizzes. GLEs LS GLE 29: Predict the impact changes in a species’ population have on an ecosystem. SE GLE 36: Distinguish the essential roles played by biotic and abiotic components in various ecosystems. Bell Ringer and Anticipatory Set (5-10 minutes): In the Ocean, the clownfish (NEMO)lives among the stinging tentacles of the sea anemone, protected from predators that cannot tolerate the anemone’s sting. The clownfish also chases away certain anemone eating fish that can damage or kill the anemone. Because of the popularity of an animated movie about clownfish, there has been a sharp increase in the demand for the clownfish in pet stores. This has resulted in a substantial increase in the capture of these clownfish by companies that sell tropical fish. Direct students to create a RAFT (view literacy strategy descriptions) letter to a tropical fish company, explaining why it is important to limit the number of clownfish they are capturing and how the anemone population may be affected if it disappears. This kind of writing assignment is intended to be creative and informative. Ask students to work in pairs to write the following RAFT: R- (Role of the writer) scientistA- (Audience, to whom or what the RAFT is being written) tropical fish companyF- (Form the writing will take, as in a letter, song, brochure, etc.) letter or news conferenceT- (Topic or the subject focus of the writing) the topic focus should discuss the January 18, 2011 importance of limiting the capture of clownfish due to the possible negative effect on the anemone population.students can create their RAFT as an electronic presentation. Students Tuesday should listen for accuracy and logic in their classmates’ RAFTs as they read aloud in class. A Day Teacher Instruction/Input (15 minutes): SCIENCE FAIR PROJECT DUE TODAY – SIGN UP FOR SCHOOL FAIR TODAY – SHOW NEXT CLASS FOR GRADES – HAND OUT SYMBIOSIS PROJECT – SCIENCE FAIR TUESDAY! 75 BP!!! 2008 LCC Unit 4 Activity 5: I Depend on You (SI GLEs: 3, 11, 19, 22; LS GLE: 27) Materials List: Symbiotic Relationships BLM (one per student) Begin the discussion by asking students to recall seeing cows in a pasture and the egrets that are usually seen near them or even on their backs! COW BIRDS!!!! Ask students to describe this relationship, accepting all logical answers. Now introduce the term symbiosis (living together) and provide each student a copy of the Symbiotic Relationships BLM handout to brainstorm (literacy strategy) other pairs of organisms that live together. Point out that organism pairs can be either plants or animals. Accept all suggestions. http://player.discoveryeducation.com/index.cfm?guidAssetId=77A8149A-C206-49D4-9C67- E044598E9C9A&blnFromSearch=1&productcode=US (one minute clip to introduce symbiosis http://player.discoveryeducation.com/index.cfm?guidAssetId=779B0462-7AF2-4DC1-8F9D- 42BF06D3A441&blnFromSearch=1&productcode=US (start with predation then do symbiosis)!!!! Modeling (10 – 15 minutes): Check for Understanding (On-Going): Guided Practice and Interaction with Material(Reference # and Name of Activities from Curriculum) (60 minutes): Do Power Point on Symbiosis (no notes needed – use big arrows to navigate it) Home Learning Assignment/Independent Practice: HAND OUT SYMBIOSIS PROJECT due M/T Accommodations/Modifications: slower speed as needed Technology Integration: - internet Materials Needed:– Digital system - Activity BLMs and worksheets - and internet Assessment (formal/informal): FORMAL: Bell Ringer- INFORMAL: interactives through class January 19, 2011 SAME AS “A” DAY Wednesday (B day) Instructional Outlines of Lesson and Materials Objectives SWBT describe the biomes, abiotic and biotic factors of ecosystems and discuss the l evels of organization and show this by 80% or better on class quizzes. GLEs GLE 25: Locate and describe the major biomes of the world. GLE 26: Describe and compare the levels of organization of living things within an ecosystem. LS GLE 29: Predict the impact changes in a species’ population have on an ecosystem. SE GLE 36: Distinguish the essential roles played by biotic and abiotic components in various ecosystems. Agenda Bell Ringer – Video – Brain Pop – Quiz – Notes - Closure Bell Ringer and Anticipatory Set (5-10 minutes): A monkey lives in the rain forest called the IMGONNAEATYOUUP monkey. He eats a certain fungus January 20, 2011 off a tree…that usually kills the tree… explain the symbiotic relation Thursday (A day) Teacher Instruction/Input (15-20 minutes): Explain science fair display rules and hand out rubric or show on ELMO Modeling (10 – 15 minutes): Check for Understanding (On-Going): Guided Practice and Interaction with Material(Reference # and Name of Activities from Curriculum) (60 minutes): SCIENCE FAIR DAY – see rubric at end of lesson plans – all science fair displays due to show class SIGN UP ANY STRAGGLERS FOR TUESDAYS SCIENCE FAIR (75 BPs!!!!) Closure (5-10 minutes) : Reminder: NEXT CLASS SCIENCE FAIR DRAWINGS ARE DUE Home Learning Assignment/Independent Practice: ****** SYMBIOSIS PROJECT IS DUE and worth 50 POINTS NEXT CLASS !!!!!!!! ******* Accommodations/Modifications: less questions- slower speed as needed Technology Integration: - internet based curriculum activity Materials Needed:– Digital system - Activity BLMs and worksheets - and internet Assessment (formal/informal): FORMAL: Bell Ringer- INFORMAL: interactives through class January 21, 2011 SAME AS “A” DAY (B day) Friday Mr. Zweig’s Cool Life Science Classes Differentiated Educational Lesson Name:_______________________ Hour:____ Block: ____ Date:______ SYMBIOSIS (50 TOTAL POINTS!!!!!!!!!!!!) OBJECTIVE: To be able to compare and differentiate the different types of symbiosis GLE(s): LS GLE 27: Identify the various relationships among plants and animals (e.g.mutualistic, parasitic, producer/consumer) TASK: 1) The Student will Choose one of the following for his/her project: SHORT SKIT (working with one other student allowed) CROSS WORD PUZZLE RAP SONG (working with one other student allowed) DISPLAY MODEL 2) SKITS or RAPS must be “performed” and the other two are just turned in 3) All projects are due on January 24 or 25, 2008 GRADING… the following rubric will be used: SKIT: good research (20 points); accurate content (20 points); Good Effort in presentation (10 points) PUZZLE: At Least 10 questions (25); Accurate Content (15); Good Research (10) RAP: Accurate Content (20); good Research (20); Good Effort in presentation (10) Display Model: Accurate Content (20); good Research (20); Good display (10) RULES: 1) You may find one other student IN CLASS to work with if you choose RAP or SKIT but if you do this: a) both get same grade, and both must be a part of presentation 2) Skits should be short, show the different relationships and cover them completely so that everyone will understand both the name of the relationship and what it means. 3) Skits and raps may be performed only on dates given. If you are unable to attend, make up will be on the next class ONLY or you must do one of the other choices. 4) Models may NOT be a simple drawing on paper or poster board. They must be in the form of a shoe box with objects or any other creative way to show the relationships other than drawing them. A multimedia display may be used (Power Point) or any other creative method for showing the relationships 5) You must turn in this form for your grades with your project Your Grade: ________ POINTS Name:_________________ Date:_____________ Hour: _____ Block: ______ GRAPHIC ORGANIZER OF LEVELS OF ORGANIZATION Mr. Zweig’s Cool Science Classes B_________________ _ is made of various which E_______________ includes C______________ made of P_______________ of O________________ RUBRIC FOR SCIENCE FAIR DISPLAY Name:__________ Hour:____ Block:____ Date:_______ Each student needs to plan and perform a science experiment, prepare a display, and make a presentation to the class. FOR MR. ZWEIG’S COOL SCIENCE CLASSES A. The Display Organization (20 points): 1. Creative Ability (5) ___________ 2. Dramatic Value (5) ___________ 3. Thoroughness (5) ___________ 4. Proper Order (5) ___________ Quality (20 points) 1. Appropriate level (5) ___________ 2. Technical Skills (5) ___________ 3. Scientific Thought (5) ___________ 4. Clarity (5) ___________ B. Presentation Organization (40 Points) 1. Creative Ability (5) ___________ 2. Dramatic Value (5) ___________ 3. Thoroughness (5) ___________ 4. Proper Order (5) ___________ Quality (40 points) 5. Appropriate level (5) ___________ 6. Technical Skills (5) ___________ 7. Scientific Thought (5) ___________ 8. Clarity (5) ___________ C. GRAPHS/ILLUSTRATIONS Organization (15 Points) 1. Dramatic Value (5) ___________ 2. Correct Graph (5) ___________ 3. Proper labels (5) ___________ Quality (15 points) 4. Knowledge of graphing(5)___________ 5. Technical Skills (5) ___________ 6. Clarity (5) ___________ Late CHARGES (10 points/class day) YOUR TOTAL GRADE: ____ / 150 - Late CHARGES (10 pts/class day) - _______ FINAL GRADE = ______ You will lose 10 points for each class your project is LATE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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