Weekly Lesson Plan Form by k966Xd

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									                                    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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