Parents and Students,
Please keep in mind the lessons provided are to assist you in keeping abreast of assignments and lessons.
It is the student's responsibility to check the yellow/pink calendar and absent work folder for assignments missed during their absence.
If any assistance is needed, I am available for tutoring before school (7:45 a.m.) every day of the week. Week of May 18-21, 2009 Pre-AP and Sci 7 | Monday, May 18, 2009 (science test) | Objective (Student will…) | Students will be able to: 1. Review material discussed during spring semester. | Teacher Activities | 1. Bellwork: Please do. a. Take out review. b. Review – you have 5 minutes. 2. Semester test. 3. Video. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Review. 2. Take test. | Assessment/Evaluation | Score on test. | Additional Resources | Test, scantrons | Pre-AP and Sci 7 | Tuesday, May 19, 2009 (electives test) | Objective (Student will…) | 1. Watch video. | Teacher Activities | 1. Watch video. | Student Activities | 1. Watch video. | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | Pre-AP and Sci 7 | Wednesday, May 20, 2009 (math/English test) | Objective (Student will…) | 1. Watch video. | Teacher Activities | 1. Watch video. | Student Activities | 1. Watch video. | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | Pre-AP and Sci 7 | Thursday, May 21, 2009 (last day of school) | Objective (Student will…) | 1. Watch video. | Teacher Activities | 1. Watch video. | Student Activities | 1. Watch video. | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | Pre-AP and Sci 7 | Friday, May 22, 2009 | Objective (Student will…) | Teacher work day. | Teacher Activities | | Student Activities | | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | |
Week of May 11-15, 2009 Pre-AP and Science 7 | Monday, May 11 , 2009 | Objective (Student will…) | The students will be able to: 1. Identify the features of mollusks, especially cephalopods. 2. Name and identify some features of cephalopods. 3. Organize notes on cephalopods. | Teacher Activities & Strategies | 1. Bellwork: Please copy and answer. a. Define: - Mollusks – soft-bodied invertebrates that usually have shells. - cephalopod – “head-footed”; a class of mollusks and are complex members; head-footed describes the body structures of these invertebrates. - mantle – thin layer of tissue that secretes the shell or protects the body if the mollusk does not have a shell. - gill – organs that exchange oxygen and carbon dioxide with the water. - open circulatory system – blood isn’t always contained in blood vessels; blood bathes a mollusk’s organs directly in some areas of the body. - radula - -a tongue-like organ with rows of teeth that work like a file. - closed circulatory system – blood containing food and oxygen is contained and transported in a series of vessels. 2. Video - cephalopods 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete notes. | Assessment/Evaluation | notes | Academic Vocabulary (optional by dept.) | - Mollusks – soft-bodied invertebrates that usually have shells. - cephalopod – “head-footed”; a class of mollusks and are complex members; head-footed describes the body structures of these invertebrates. - mantle – thin layer of tissue that secretes the shell or protects the body if the mollusk does not have a shell. - gill – organs that exchange oxygen and carbon dioxide with the water. - open circulatory system – blood isn’t always contained in blood vessels; blood bathes a mollusk’s organs directly in some areas of the body. - radula - -a tongue-like organ with rows of teeth that work like a file. - closed circulatory system – blood containing food and oxygen is contained and transported in a series of vessels. | Additional Resources | Video on cephalopods | Pre-AP and Science 7 | Tuesday, May 12, 2009 | Objective (Student will…) | The students will be able to: 1. Identify the features of mollusks, especially cephalopods. 2. Name and identify some features of cephalopods. 3. Organize notes on cephalopods. 4. Review for semester test. | Teacher Activities | 1. Bellwork: Please copy and answer. a. What cephalopod adaptation is useful in the ocean? Why? (One adaptation that is useful for cephalopods is their use of jet propulsion. This allows them to escape a predator quickly.) 2. Pre-AP: Virtual squid dissection. 3. Sci. 7: Begin review. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete virtual squid dissection. 3. Complete review. | Assessment/Evaluation | Completion of assigned task | Additional Resources | Review, CD for virtual dissection | Pre-AP and Science 7 | Wednesday, May 13, 2009 | Objective (Student will…) | Students will be able to: 1. Review material discussed during spring semester. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Define: - nucleus – control center - ribosomes – makes proteins - Golgi bodies – packages and secretes - lysosomes – digests food, waste, and worn out cell parts 2. Work on review. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete review. | Assessment/Evaluation | completion | Academic Vocabulary | - nucleus – control center - ribosomes – makes proteins - Golgi bodies – packages and secretes - lysosomes – digests food, waste, and worn out cell parts | Additional Resources | review | Pre-AP and Science 7 | Thursday, May 14, 2009 (Exempt – Science Test) | Objective (Student will…) | Students will be able to: 1. Review material discussed during spring semester. 2. Exempt – take test. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Define: - endoplasmic reticulum – transports proteins - cytoplasm – gel-like material - cell wall – outer boundary of plant cell; rigid, protects - cell membrane – protects animal cell, outer boundary 2. Exempt – take test 3. Non-exempt – review 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Exempt – take test. 3. Non-exempt – review. | Assessment/Evaluation | Review and completion of test | Additional Resources | Test and review sheets | Pre-AP and Science 7 | Friday, May 15, 2009 (Exempt – electives test) | Objective (Student will…) | Students will be able to: 1. Review material discussed during spring semester. | Teacher Activities | 1. Bellwork: Critical thinking puzzle. 2. Review. 3. Organize materials. 4. Dismissal. | Student Activities | Complete bellwork. Complete review. | Assessment/Evaluation | Completion of review | Additional Resources | Review sheets |
Week of May 4 – May 8, 2009 Pre-AP and Science 7 | Monday, May 4 , 2009 (Movie Day – MAP) | Objective (Student will…) | The students will be able to: 1. Describe the adaptations that amphibians have for living in water and on land. 2. Identify the three kinds of amphibians and describe the characteristics of each. 3. Describe frog metamorphosis. 4. Dissect a frog. 5. Identify and describe the systems, structures and functions of the frog. 6. Organize notes on amphibians. | Teacher Activities & Strategies | 1. Bellwork: Please copy and answer. a. Define: - amphibian – “double life” – ectothermic, cold-blooded vertebrates that spend part of their lives in water and part on land. - hibernation – a period of inactivity and lower metabolic needs during winter. - estivation – inactivity during hot, dry summer months. 2. Finish classification notes. 3. Finish wkst. Parts of an earthworm – discuss questions. 4. Research – Rana pipiens and Rana catesbiana 5. Organize materials. 6. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete classification notes. 3. Complete parts of an earthworm. 4. Research. | Assessment/Evaluation | Guided questions and grading. | Academic Vocabulary (optional by dept.) | - amphibian – “double life” – ectothermic, cold-blooded vertebrates that spend part of their lives in water and part on land. - hibernation – a period of inactivity and lower metabolic needs during winter. - estivation – inactivity during hot, dry summer months | Additional Resources | Laptops, unitedstreaming, wkst. | Pre-AP and Science 7 | Tuesday, May 5, 2009 | Objective (Student will…) | The students will be able to: 1. Describe the adaptations that amphibians have for living in water and on land. 2. Identify the three kinds of amphibians and describe the characteristics of each. 3. Describe frog metamorphosis. 4. Dissect a frog. 5. Identify and describe the systems, structures and functions of the frog. 6. Organize notes on amphibians. | Teacher Activities | 1. Bellwork: Please copy and answer. a. List the adaptations of amphibians for living in water and their adaptations for living on land. (water – moist, smooth skin; bulging eyes and nostrils on top of the head; strong hind legs for swimming; land – lungs; strong skeleton; strong hind legs for jumping; moist, smooth skin). 2. Wkst. – Amphibians (one group) 3. Laptop – froguts – dissect frog (one group) 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete wkst. 3. Complete dissection. | Assessment/Evaluation | Observations; guided questions. | Additional Resources | Laptops, froguts, wkst. – amphibians, and book. | Pre-AP and Science 7 | Wednesday, May 6, 2009 | Objective (Student will…) | The students will be able to: 1. Describe the adaptations that amphibians have for living in water and on land. 2. Identify the three kinds of amphibians and describe the characteristics of each. 3. Describe frog metamorphosis. 4. Dissect a frog. 5. Identify and describe the systems, structures and functions of the frog. 6. Organize notes on amphibians. | Teacher Activities | 1. Bellwork: please copy and answer. a. Describe the three kinds of amphibians. (Frogs have short, broad bodies with no neck, no tail, and four legs; toads have thick, rough, skin that keeps them from drying out; salamanders have smooth, moist skin and legs.) 2. Video – amphibians – take notes. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete notes on amphibians. | Assessment/Evaluation | Observations and guided questions. | Additional Resources | Video - amphibians | Pre-AP and Science 7 | Thursday, May 7, 2009 | Objective (Student will…) | The students will be able to: 1. Describe the adaptations that amphibians have for living in water and on land. 2. Identify the three kinds of amphibians and describe the characteristics of each. 3. Describe frog metamorphosis. 4. Dissect a frog. 5. Identify and describe the systems, structures and functions of the frog. 6. Organize notes on amphibians. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Why do frogs and toads seem to suddenly appear after a rain? (They come out to hunt for food when the air is moist.) 2. Wkst. – Amphibians (one group) 3. Laptop – froguts – dissect frog (one group) 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete wkst. 3. Complete dissection. | Assessment/Evaluation | Observations; guided questions. | Additional Resources | Laptops, froguts, wkst. – amphibians, and book. | Pre-AP and Science 7 | Friday, May 8, 2009 (Awards Assembly - afternoon) | Objective (Student will…) | The students will be able to: 1. Describe the adaptations that amphibians have for living in water and on land. 2. Identify the three kinds of amphibians and describe the characteristics of each. 3. Describe frog metamorphosis. 4. Dissect a frog. 5. Identify and describe the systems, structures and functions of the frog. 6. Organize notes on amphibians. | Teacher Activities | 1. Bellwork: Critical Thinking Puzzle. 2. Wkst. – Amphibians (one group) - finish 3. Laptop – froguts – dissect frog (one group) - finish 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete wkst. 3. Complete dissection. | Assessment/Evaluation | Observations; guided questions. | Additional Resources | Laptops, froguts, wkst. – amphibians, and book. |
Week of April 27 – May 1, 2009 Pre-AP and Sci 7 | Monday, April 27, 2009 | Objective (Student will…) | The students will be able to: 1. Describe the features of segmented worms (earthworm). 2. Describe the structures and digestive process of an earthworm. 3. Identify the structures and functions of an earthworm. 4. Dissect and identify the structures of the earthworm. 5. Organize notes from Sea Nasties Video. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Define: - Annelida – phylum of segmented worms; “little rings” - Setae – bristle-like structures (movement) - Crop – storage sac - Gizzard – muscular sac that grinds the soil - Aortic arches – 5 pairs; pump blood through the body 2. Earthworm parts – part 1. Study for quiz – tomorrow. Spelling counts and you must make a 70% in order to dissect. You can retake the quiz if you make below a 70%. You may come in the morning (before school) or after school. (Except for Tuesday after school and Friday of this week). 3. Sea Nasties. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Learn and study earthworm parts (pt. 1). 3. Organize notes. | Assessment/Evaluation | Guided questions, quiz. | Academic Vocabulary (optional by dept.) | - Annelida – phylum of segmented worms; “little rings” - Setae – bristle-like structures (movement) - Crop – storage sac - Gizzard – muscular sac that grinds the soil - Aortic arches – 5 pairs; pump blood through the body | Additional Resources | Video, earthworm handouts, earthworm poster | Pre-AP and Sci 7 | Tuesday, April 28, 2009 | Objective (Student will…) | The students will be able to: 1. Describe the features of segmented worms (earthworm). 2. Describe the structures and digestive process of an earthworm. 3. Identify the structures and functions of an earthworm. 4. Dissect and identify the structures of the earthworm. 5. Organize notes from Sea Nasties Video. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Describe how an earthworm feeds and digests its food. (It takes in soil, which moves through the digestive tract. Food (plant and animal material in the soil) is removed from the soil and digested. Waste materials leave through the anus.) 2. Study for quiz 1. 3. New earthworm parts (pt. 2). Study for quiz tomorrow. You must make a 70% in order to dissect. You can retake the quiz if you make below a 70%. You may come in the morning (before school) or after school. (Except for Tuesday after school and Friday of this week). 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Study for pt. 1 quiz – earthworm. 3. Learn and study earthworm pt. 2. Prepare for quiz. 4. Take earthworm quiz 1. | Assessment/Evaluation | Guided questions/review and quiz | Additional Resources | earthworm handouts/quiz, earthworm poster | Pre-AP and Sci 7 | Wednesday, April 29, 2009 | Objective (Student will…) | The students will be able to: 1. Describe the features of segmented worms (earthworm). 2. Describe the structures and digestive process of an earthworm. 3. Identify the structures and functions of an earthworm. 4. Dissect and identify the structures of the earthworm. 5. Organize notes from Sea Nasties Video. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Why do farmers promote the use of earthworms in the soil of their fields? (Earthworms break up hard, packed soil as they burrow through it feeding. This allows oxygen and water to penetrate the soil more easily to reach the roots of plants. 2. Study for quiz 2. 3. New earthworm parts (pt.3). Study for quiz tomorrow. You must make a 70% in order to dissect. You can retake the quiz if you make below a 70%. You may come in the morning (before school) or after school. (Except for Tuesday after school and Friday of this week). 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Study for pt. 2 quiz – earthworm. 3. Learn and study earthworm pt. 3. Prepare for quiz. 4. Take earthworm quiz 2. | Assessment/Evaluation | Guided questions/review and quiz | Additional Resources | earthworm handouts/quiz, earthworm poster | Pre-AP and Sci 7 | Thursday, April 30, 2009 | Objective (Student will…) | The students will be able to: 1. Describe the features of segmented worms (earthworm). 2. Describe the structures and digestive process of an earthworm. 3. Identify the structures and functions of an earthworm. 4. Dissect and identify the structures of the earthworm. 5. Organize notes from Sea Nasties Video. | Teacher Activities | 1. Bellwork: Please copy and answer. a. What is a leech? (A segmented worm) b. What does it eat? (blood of ducks, fish, and even humans). c. Can a leech be used as a tool in medicine? Explain. (Yes. It keeps blood flowing to reattached body parts.) 2. Study for quiz 3. 3. Take quiz 3. You must make a 70% in order to dissect. You can retake the quiz if you make below a 70%. You may come in the morning (before school) or after school. (Except for Tuesday after school and Friday of this week). 4. Dissect – afternoon classes. 5. Morning classes – video (Earthworms and leeches.) 5. Organize materials. 6. Dismissal. | Student Activities | 1. Complete bellwork. 2. Study for pt. 3 quiz – earthworm. 3. Learn and dissect earthworm (afternoon classes). 4. Video – Earthworm and leeches (morning classes). | Assessment/Evaluation | Guided questions/review and quiz | Additional Resources | earthworm handouts/quiz, earthworm poster, earthworm dissection materials, handout for those that do not pass. | Pre-AP and Sci 7 | Friday, May 1, 2009 | Objective (Student will…) | The students will be able to: 1. Describe the features of segmented worms (earthworm). 2. Describe the structures and digestive process of an earthworm. 3. Identify the structures and functions of an earthworm. 4. Dissect and identify the structures of the earthworm. 5. Organize notes from Sea Nasties Video. | Teacher Activities | 1. Bellwork: Critical Thinking Puzzle. 2. Morning classes – earthworm dissection. 3. Afternoon classes – video –earthworm and leeches. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Learn and dissect earthworm (morning classes). 3. Video – Earthworm and leeches (afternoon classes). | Assessment/Evaluation | Guided questions/review and quiz | Additional Resources | earthworm handouts/quiz, earthworm poster, earthworm dissection materials, handout for those that do not pass. |
Week of April 20 – 24, 2009 Pre-AP and Sci 7 | Monday, April 20, 2009 | Objective (Student will…) | The students will be able to: 1. Organize notes on plants. 2. Describe some plant characteristics and adaptations. | Teacher Activities | 1. Bellwork: Please copy. a. Title your sheet of paper: “Putting Down Roots”. b. I. Leaves III. Trunk (draw inside) - Food factories - Chlorophyll uses: 1. IV. Leaf Defenses: 2. A. 3. B. - Makes carbohydrates C. 1. D. 2. E. - Leaves need: F. 1. 2. II. Roots (drawing) 2. Video - Plants 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete video notes. | Assessment/Evaluation | 1. Guided questions. 2. Completion of notes. | Additional Resources | Video | Pre-AP and Sci 7 | Tuesday, April 21, 2009 | Objective (Student will…) | The students will be able to: 1. Organize notes on plants. 2. Describe some plant characteristics and adaptations. | Teacher Activities | 1. Bellwork: Please copy. a. Title your sheet of paper: “How Seeds Travel” b. Fold paper in half length wise. Title of columns: Plant/Method of Travel. 2. Video - Plants 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete video notes. | Assessment/Evaluation | 1. Guided questions. 2. Completion of notes. | Additional Resources | video | Pre-AP and Sci 7 | Wednesday, April 22, 2009 | Objective (Student will…) | The students will be able to: 1. Identify the characteristics of animals. 2. Determine how the body plans of animals differ. 3. Distinguish between invertebrates and vertebrates. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Define: vertebrate – animals with backbones invertebrate – animals without backbones symmetry – arrangement of animal’s body parts radial symmetry – body parts arranged in a circle around a central point bilateral symmetry – body parts arranged in the same way on both sides of its body. Bilateral = two sides. 2. What is an animal? (Sci. 7) 3. Pre-AP: Owl Pellet information for dissection. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Sci 7: Complete what is an animal? 3. Pre-AP: Complete notes on owl. | Assessment/Evaluation | Guided questions, notes | Academic Vocabulary | vertebrate – animals with backbones invertebrate – animals without backbones symmetry – arrangement of animal’s body parts radial symmetry – body parts arranged in a circle around a central point bilateral symmetry – body parts arranged in the same way on both sides of its body. Bilateral = two sides. | Additional Resources | Notes, video | Pre-AP and Sci 7 | Thursday, April 23, 2009 | Objective (Student will…) | The students will be able to: 1. Identify the characteristics of animals. 2. Determine how the body plans of animals differ. 3. Distinguish between invertebrates and vertebrates. | Teacher Activities | 1. Bellwork: Please copy and answer. a. What are five characteristics of animals? b. Get one sheet of notebook paper and title it: “Sea Nasties”. 2. Sci 7: Video – Sea Nasties. 3. Pre-AP: Owl Pellet dissection. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete notes. 3. Pre-AP: owl pellet dissection. | Assessment/Evaluation | Guided questions, notes | Additional Resources | Notes, video, owl pellets, dissecting materials. | Pre-AP and Sci 7 | Friday, April 24, 2009 | Objective (Student will…) | The students will be able to: 1. Identify the characteristics of animals. 2. Determine how the body plans of animals differ. 3. Distinguish between invertebrates and vertebrates. | Teacher Activities | 1. Bellwork: Critical Thinking Puzzle. 2. Sci 7: Video – Sea Nasties. 3. Pre-AP: Owl Pellet dissection. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete notes. 3. Pre-AP: owl pellet dissection. | Assessment/Evaluation | Guided questions, notes | Additional Resources | Notes, video, owl pellets, dissecting materials. |
Week of April 13 – 17, 2009 Pre-AP and Sci 7 | Monday, April 13, 2009 | Objective (Student will…) | Students will be able to: 1. Demonstrate how to use a dichotomous key. 2. Create a classification system for various organisms. | Teacher Activities | 1. Bellwork: Please copy and solve. a. Explain the purpose of classification. (To arrange or group things according to similarities and differences). b. Identify what information a scientist would use to determine an organism’s phylogeny. (Scientists would use fossils, hereditary information, and early stages of development). c. If you were to classify some things, what kind of system would you use? 2. Classification – things/organisms 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Classify. | Assessment/Evaluation | Completion of chart/guided questions | Additional Resources | Organisms/things to classify | Pre-AP and Sci 7 | Tuesday, April 14, 2009 | Objective (Student will…) | Students will be able to: 1. Demonstrate how to use a dichotomous key. 2. Create a classification system for various organisms. | Teacher Activities | 1. Bellwork: Please copy and answer. a. What is a dichotomous key? A detailed list of identifying characteristics that includes scientific names. 2. Classification – using dichotomous key. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Classify. | Assessment/Evaluation | Completion of chart/guided questions. | Additional Resources | Dichotomous key, organisms, chart | Pre-AP and Sci 7 | Wednesday, April 15, 2009 | Objective (Student will…) | Students will be able to: 1. List the characteristics of plants. 2. Describe adaptations of plants that made it possible for them to survive on land. | Teacher Activities | 1. Bellwork: Please copy and answer. a. List the characteristics of plants. (many cells, green pigment – chlorophyll, cell walls provide structure, roots/root like structures, eukaryotic cells, found in any environment, live on land, many live in or near water, size range from tiny to giant size, 285, 000 species have been identified, some are important food sources.) b. List some of the adaptations of plants. (make its own food through photosynthesis, root system for nutrients/water, cell walls – cellulose, waxy, protective layer on stems/leaves = cuticle, tough outer covering to prevent loss of water, hair to protect against loss of water, reproduction, plants use carbon dioxide.) 2. Plant info. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Record plant info. | Assessment/Evaluation | Notetaking, guided questions. | Additional Resources | Video, diagram | Pre-AP and Sci 7 | Thursday, April 16, 2009 | Objective (Student will…) | Students will be able to: 1. List the characteristics of plants. 2. Describe adaptations of plants that made it possible for them to survive on land. | Teacher Activities | 1. Bellwork: Please copy and answer. a. If you left a board lying on the grass for a few days, what would happen to the grass underneath the board? Why? Explain your answer. (The grass would turn yellow. Light is needed to keep up production of chlorophyll.) 2. Plant info. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Record plant info. | Assessment/Evaluation | Notetaking, guided questions. | Additional Resources | Video, diagram | Pre-AP and Sci 7 | Friday, April 17, 2009 | Objective (Student will…) | Students will be able to: 1. List the characteristics of plants. 2. Describe adaptations of plants that made it possible for them to survive on land. | Teacher Activities | 1. Bellwork: Critical Thinking Puzzle. 2. Plant info. 3. Pre-AP: - Plant dissection. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Record plant info. | Assessment/Evaluation | Notetaking, guided questions. | Additional Resources | Video, diagram |
Week of April 6 – 10, 2009 Pre-AP and Science 7 | Monday, April 6, 2009(CRT TESTING) | Objective (Student will…) | Students will: 1. Learn about camouflage adaptations. 2. Explore how natural selection equips organisms for survival in their environment. | Teacher Activities | Testing – 1st – 4th periods (8:30-11:39) Class periods 5, 6, 7, 8 1. Bellwork: Critical Thinking Puzzle. 2. Camouflage activity and Manatee Graph. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Work on camouflage activity and manatee graph. | Assessment/Evaluation | Group work on camouflage activity; adaptations | Additional Resources | Handouts, patterns, map pencils, computers, etc | Pre-AP and Science 7 | Tuesday, April 7, 2009(CRT TESTING) | Objective (Student will…) | Students will: 1. Learn about camouflage adaptations. 2. Explore how natural selection equips organisms for survival in their environment. | Teacher Activities | Testing – 1st – 4th periods (8:30-11:39) Class periods 5, 2, 3, 4 1. Bellwork: Critical Thinking Puzzle. 2. Camouflage activity and Manatee Graph. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Work on camouflage activity and manatee graph. | Assessment/Evaluation | Group work on camouflage activity; adaptations | Additional Resources | Handouts, patterns, map pencils, computers, etc | Pre-AP and Science 7 | Wednesday, April 8, 2009 | Objective (Student will…) | Students will be able to: 1. Describe how early scientists classified living things. 2. Explain the system of binomial nomenclature. 3. Demonstrate how to use a dichotomous key. | Teacher Activities | 1. Bellwork: Please copy and define. a. Binominal nomenclature – two-word naming system that Linnaeus used to name various organisms. b. Genus – group of similar species. c. Phylogeny – evolutionary history of organisms, that is, how the organism changed over time. d. Kingdom – the largest group of organisms. 2. Classification. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete classification exercise. | Assessment/Evaluation | Guided questions | Academic Vocabulary | a. Binominal nomenclature – two-word naming system that Linnaeus used to name various organisms. b. Genus – group of similar species. c. Phylogeny – evolutionary history of organisms, that is, how the organism changed over time. d. Kingdom – the largest group of organisms. | Additional Resources | Computers, video, organisms, handout | Pre-AP and Science 7 | Thursday, April 9, 2009 | Objective (Student will…) | Students will be able to: 1. Describe how early scientists classified living things. 2. Explain the system of binomial nomenclature. 3. Demonstrate how to use a dichotomous key. | Teacher Activities | 1. Bellwork: Please solve. Critical thinking puzzle. 2. Classification. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete classification exercise. | Assessment/Evaluation | Guided questions | Additional Resources | Computers, video, organisms, handout | Pre-AP and Science 7 | Friday, April 10, 2009 | Objective (Student will…) | Good Friday – No School | Teacher Activities | | Student Activities | | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | |
Week of March 30 – April 3, 2009 Pre-AP and Sci 7 | Monday, March 30, 2009 | Objective (Student will…) | Students will: 1. Learn about camouflage adaptations. 2. Explore how natural selection equips organisms for survival in their environment. | Teacher Activities | 1. Bellwork: Please copy and solve. a. Open book to p. 338. b. Infer how the coloration of the scorpion fish gives it a survival advantage. 2. Notes on Video – “Wild Survivors”. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete notes. | Assessment/Evaluation | Complete chart. | Additional Resources | Video, chart | Pre-AP and Sci 7 | Tuesday, March 31, 2009 (CRT TESTING) | Objective (Student will…) | Students will: 1. Learn about camouflage adaptations. 2. Explore how natural selection equips organisms for survival in their environment. | Teacher Activities | Testing – 1st – 4th periods (8:30-11:39); Class periods – 5, 6, 7, 8. 1. Bellwork: Please copy and answer. a. Open book to p. 339. b. Explain why large eyes might be considered a helpful adaptation in Canary Island rabbits. 2. Finish – “Wild Survivors”. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete notes. | Assessment/Evaluation | Completion of chart. | Additional Resources | Video, chart | Pre-AP and Sci 7 | Wednesday, April 1, 2009 (CRT TESTING) | Objective (Student will…) | Students will: 1. Learn about camouflage adaptations. 2. Explore how natural selection equips organisms for survival in their environment. | Teacher Activities | Testing – 1st – 4th periods (8 – 11:12) Class periods – 5, 2, 3, 4 1. Bellwork: Please copy and answer. a. Open book to p. 339. b. Explain why large eyes might be considered a helpful adaptation in Canary Island rabbits. 2. Finish – “Wild Survivors”. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete notes. | Assessment/Evaluation | Completion of chart. | Additional Resources | Video, chart | Pre-AP and Sci 7 | Thursday, April 2, 2009 (CRT TESTING) | Objective (Student will…) | Students will: 1. Learn about camouflage adaptations. 2. Explore how natural selection equips organisms for survival in their environment. | Teacher Activities | Testing – 1st – 4th periods (8:30-11:39) Class periods 5, 6, 7, 8 1. Bellwork: Please copy and answer. a. How is Charles Darwin’s “Theory of Evolution by Natural Selection” evident in the pictures you have reviewed on p. 338-339? Explain. 2. Camouflage activity 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Work on camouflage activity. | Assessment/Evaluation | Group work on camouflage activity; adaptations | Additional Resources | Handouts, patterns, map pencils, computers, etc. | Pre-AP and Sci 7 | Friday, April 3, 2009 (CRT TESTING) | Objective (Student will…) | Students will: 1. Learn about camouflage adaptations. 2. Explore how natural selection equips organisms for survival in their environment. | Teacher Activities | Testing – 1st – 4th periods (8:30-11:39) Class periods 5, 6, 7, 8 1. Bellwork: Please copy and answer. a. How is Charles Darwin’s “Theory of Evolution by Natural Selection” evident in the pictures you have reviewed on p. 338-339? Explain. 2. Camouflage activity 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Work on camouflage activity. | Assessment/Evaluation | Group work on camouflage activity; adaptations | Additional Resources | Handouts, patterns, map pencils, computers, etc. |
Week of March 16-20, 2009 Lessons are tentative. Next week – Spring Break March 23-27 Pre-AP and Science 7 | Monday, March 16 , 2009 | Objective (Student will…) | The students will be able to: 1. Read article on “DNA Detectives”. 2. Graph and answer questions on “Illegal Goods” data. 3. Gather information on Endangered Species. 4. Understand that certain endangered animals are protected. | Teacher Activities & Strategies | 1. Bellwork: Please copy. a. Factors that influence endangerment/extinction are: - hunting - loss of habitat - loss of food - introduction of new species - disease - human habitation - hidden (camouflage) where humans endanger their (organisms) environment 2. Complete “Illegal Goods” graph and answer questions. 3. Read article on finding fossils. 4. Begin notes on Endangered Species(???) 5. Organize materials. 6. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete graph and questions. | Assessment/Evaluation | Completion of graph | Additional Resources | Article; graph; map pencils | Pre-AP and Science 7 | Tuesday, March 17, 2009 | Objective (Student will…) | The students will be able to: 1. Gather information on Endangered Species. 2. Understand that certain endangered animals are protected. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Get chart – Endangered species. b. On back, title it: Facts about endangered animals. 2. Fill in chart while watching video. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete chart. | Assessment/Evaluation | Chart completion | Additional Resources | Video; chart | Pre-AP and Science 7 | Wednesday, March 18, 2009 | Objective (Student will…) | The students will be able to: 1. Gather information on Endangered Species. 2. Understand that certain endangered animals are protected. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Get chart – Endangered species. b. Add notes on back of chart. 2. Fill in chart while watching video. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete chart. | Assessment/Evaluation | Chart completion | Additional Resources | Video; chart | Pre-AP and Science 7 | Thursday, March 19, 2009 | Objective (Student will…) | The students will be able to: 1. Gather information on Endangered Species. 2. Understand that certain endangered animals are protected. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Get chart – Endangered species. b. Add notes on back of chart. 2. Fill in chart while watching video. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete chart. | Assessment/Evaluation | Chart completion | Additional Resources | Video; chart | Pre-AP and Science 7 | Friday, March 20, 2009 | Objective (Student will…) | The student will be able to: 1. Learn information about the Black-Footed Ferret or the Ivory Billed Woodpecker. | Teacher Activities | 1. Bellwork: Critical thinking puzzle. 2. Select Black-Footed Ferret or Ivory Billed Woodpecker. 3. Color. | Student Activities | 1. Complete bellwork. 2. Color selected organism. | Assessment/Evaluation | Colored organism | Additional Resources | Color sheet, map pencils |
Week of March 9 – 13, 2009 Pre-AP and Science 7 | Monday, March 9, 2009 | Objective (Student will…) | The student will be able to: 1. Identify the importance of fossils as evidence of evolution. 2. Explain how relative and radiometric dating are used to estimate the age of fossils. 3. List examples of five types of evidence for evolution. | Teacher Activities | 1. Bellwork: Please answer and copy. a. Define: sedimentary rock – formed when layers of sand, silt, clay, or mud are compacted and cemented together, or when minerals are deposited from a solution. radioactive element – gives off radiation at different rates (gives off a steady amount of radiation as it slowly changes to a nonradioactive element). embryology – study of embryos and their development homologous – body parts that are similar in origin and structure vestigial structure – structures that don’t seem to have a function and provide evidence for evolution 2. Fossil Evidence – guided reading 3. Activity? 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete guide reading exercise. | Assessment/Evaluation | 1. Guided questions | Academic Vocabulary | sedimentary rock – formed when layers of sand, silt, clay, or mud are compacted and cemented together, or when minerals are deposited from a solution. radioactive element – gives off radiation at different rates (gives off a steady amount of radiation as it slowly changes to a nonradioactive element). embryology – study of embryos and their development homologous – body parts that are similar in origin and structure vestigial structure – structures that don’t seem to have a function and provide evidence for evolution | Additional Resources | Guided reading exercise | Pre-AP and Science 7 | Tuesday, March 10, 2009 | Objective (Student will…) | The student will be able to: 1. Identify the importance of fossils as evidence of evolution. 2. Explain how relative and radiometric dating are used to estimate the age of fossils. 3. List examples of five types of evidence for evolution. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Study the pictures of fossils on p. 344. b. Which of these would most likely be found in a layer of sedimentary rock? (imprint fossils, mineralized fossils, and cast fossils are the most common) c. Discuss the importance of fossils as evidence of evolution and describe five different kinds of fossils. (Fossils provide evidence of how species change over time.) d. Explain how DNA can provide some evidence of evolution. (Organisms with similar DNA may have a common ancestor.) 2. Fossil activity. 3. Article – DNA detectives and Illegal goods graphing exercise. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete fossil activity. 3. Complete article and graphing exercise | Assessment/Evaluation | Guided questions | Additional Resources | DNA article, graphing exercise, fossil activity | Pre-AP and Science 7 | Wednesday, March 11, 2009 | Objective (Student will…) | The students will be able to: 1. Gather information on Endangered Species. 2. Understand that certain endangered animals are protected. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Open book to p. 357. b. Complete the “Visualizing Main Ideas” section. 2. Chart of Endangered Species – notes from video. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Chart characteristics of Endangered Species. | Assessment/Evaluation | Characteristics of Endangered Species listed | Additional Resources | Video – “Don’t Say Goodbye” | Pre-AP and Science 7 | Thursday, March 12, 2009 | Objective (Student will…) | The students will be able to: 1. Gather information on Endangered Species. 2. Understand that certain endangered animals are protected. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Endangered species – species that is threatened with extinction. 2. Chart of Endangered Species – notes from video. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Chart characteristics of Endangered Species. | Assessment/Evaluation | Characteristics of Endangered Species listed | Additional Resources | Video – “Don’t Say Goodbye” | Pre-AP and Science 7 | Friday, March 13, 2009 | Objective (Student will…) | The students will be able to: 1. Color and explain an endangered species. | Teacher Activities | 1. Bellwork: Please solve – critical thinking puzzle. 2. Choose endangered animal. 3. Color. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete critical thinking puzzle. 2. Complete endangered animal. | Assessment/Evaluation | Completion of activity. | Additional Resources | Endangered species handout |
Week of March 2 – 6, 2009 Pre-AP and Science 7 | Monday, March 2, 2009 | Objective (Student will…) | The student will be able to: 1. Describe Lamarck’s hypothesis of acquired characteristics and Darwin’s theory of natural selection. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. 4. Create Galapagos mind map. 5. Understand longitude and latitude in order to plot Darwin’s voyage of the Galapagos. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Compare Lamarck’s and Darwin’s ideas about how evolution takes place. (Inheritance of Acquired Characteristics – is what Lamarck called it and said that the traits are passed from parents to offspring and it can be developed, such as large muscles built by hard work or exercise. Thing is these are not passed to offspring. Darwin concluded that only inherited traits are passed to offspring and shows evidence of it.) b. Why are variations important to understanding change in a population over time? (If a population were genetically uniform, any harmful factor that affected one of them would affect all of them. Because of variation, some individuals in a population would not be affected by the adverse factor and would survive and reproduce. 2. Galapagos video. 3. Notes. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Video notes. | Assessment/Evaluation | Notes taken. | Additional Resources | Galapagos video | Pre-AP and Science 7 | Tuesday, March 3, 2009 | Objective (Student will…) | The student will be able to: 1. Describe Lamarck’s hypothesis of acquired characteristics and Darwin’s theory of natural selection. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. 4. Create Galapagos mind map. 5. Understand longitude and latitude in order to plot Darwin’s voyage of the Galapagos. | Teacher Activities | 1. Bellwork: Copy and answer. a. Describe how geographic isolation contributes to evolution. (Populations with different variations evolve independently, producing greater variation.) b. What adaptations would be helpful for an animal species that was moved to the Arctic? (lighter coat color; traits for surviving extreme cold). 2. Galapagos mind map. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete Galapagos mind map. | Assessment/Evaluation | Mind map | Additional Resources | Galapagos images | Pre-AP and Science 7 | Wednesday, March 4, 2009 | Objective (Student will…) | The student will be able to: 1. Describe Lamarck’s hypothesis of acquired characteristics and Darwin’s theory of natural selection. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. 4. Create Galapagos mind map. 5. Understand longitude and latitude in order to plot Darwin’s voyage of the Galapagos. | Teacher Activities | 1. Bellwork: Copy and answer. a. Which Galapagos animal is your favorite? Why? 2. Galapagos mind map. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete Galapagos mind map. | Assessment/Evaluation | Mind map | Additional Resources | Galapagos images | Pre-AP and Science 7 | Thursday, March 5, 2009 | Objective (Student will…) | The students will be able to: 1. Identify the importance of fossils as evidence of evolution. 2. Explain how relative and radiometric dating are used to estimate the age of fossils. 3. List examples of five types of evidence for evolution. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Discuss how the gradualism model of evolution differs from the punctuated equilibrium model of evolution. (Gradualism – species slowly evolve to become other species; punctuated equilibrium species suddenly become other species in a relatively short amount of time.) 2. Notebook quiz. 3. Discuss and compare the climate of NM and Galapagos Islands and adaptations. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete notebook quiz. 3. Record adaptations and climates of Galapagos Islands and NM. | Assessment/Evaluation | Completion of material; guided questions. | Additional Resources | Handouts, foldable. | Pre-AP and Science 7 | Friday, March 6, 2009 | Objective (Student will…) | The students will be able to: 1. Identify the importance of fossils as evidence of evolution. 2. Explain how relative and radiometric dating are used to estimate the age of fossils. 3. List examples of five types of evidence for evolution. | Teacher Activities | 1. Bellwork: Critical Thinking Puzzle. 2. Graph – climate diversity. 3. Finish climate of NM and Galapagos. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete graph 3. Complete climate on NM and Galapagos. | Assessment/Evaluation | Notes recorded. | Additional Resources | handouts |
Week of Feb. 23 – 27, 2009 Pre-AP and Science 7 | Monday, Feb. 23, 2009 | Objective (Student will…) | The student will be able to: 1. Describe Lamarck’s hypothesis of acquired characteristics and Darwin’s theory of natural selection. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. 4. Create Galapagos mind map. 5. Understand longitude and latitude in order to plot Darwin’s voyage of the Galapagos. | Teacher Activities | 1. Bellwork: Please copy and define. a. species – a group of organisms that share similar characteristics and can reproduce among themselves to produce fertile offspring. b. evolution – change in inherited characteristics over time c. natural selection – organisms with traits best suited to their environment are more likely to survive and reproduce. d. variation – an inherited trait that makes an individual different from other members of it species. (i.e. – permanent changes – mutation) e. adaptation – any variation that makes an organism better suited to its environment (i.e. – camouflage) f. Charles Darwin – a naturalist who made observations of plants and animals he saw on the Galapagos Islands and developed a theory. 2. Biography of Darwin. 3. Longitude and latitude of Darwin’s trip. 4. Theory of Natural Selection. 5. Organize materials. 6. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete longitude and latitude exercise – morning classes. 3. Notes on Darwin. 4. Record Theory of Natural Selection | Assessment/Evaluation | Guided questions. | Academic Vocabulary (optional by dept.) | a. species – a group of organisms that share similar characteristics and can reproduce among themselves to produce fertile offspring. b. evolution – change in inherited characteristics over time c. natural selection – organisms with traits best suited to their environment are more likely to survive and reproduce. d. variation – an inherited trait that makes an individual different from other members of it species. (i.e. – permanent changes – mutation) e. adaptation – any variation that makes an organism better suited to its environment (i.e. – camouflage) f. Charles Darwin – a naturalist who made observations of plants and animals he saw on the Galapagos Islands and developed a theory. | Additional Resources | Handouts | Pre-AP and Science 7 | Tuesday, Feb. 24, 2009 (Meet in library) | Objective (Student will…) | The student will be able to: 1. Describe Lamarck’s hypothesis of acquired characteristics and Darwin’s theory of natural selection. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. 4. Create Galapagos mind map. 5. Understand longitude and latitude in order to plot Darwin’s voyage of the Galapagos. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Compare Lamarck’s and Darwin’s ideas about how evolution takes place. b. Why are variations important to understanding change in a population over time? 2. Plot Darwin’s trip of Galapagos. 3. Research facts about the islands. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Use library and resources to research the Galapagos Islands and record fact. 2. Plot Darwin’s trip. | Assessment/Evaluation | Plotting of points, research information. | Additional Resources | Library, computer, encyclopedias, map of Galapagos | Pre-AP and Science 7 | Wednesday, Feb. 25, 2009 | Objective (Student will…) | The student will be able to: 1. Describe Lamarck’s hypothesis of acquired characteristics and Darwin’s theory of natural selection. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. 4. Create Galapagos mind map. 5. Understand longitude and latitude in order to plot Darwin’s voyage of the Galapagos. | Teacher Activities | 1. Bellwork: - None in library. 2. Plot Darwin’s trip of Galapagos. 3. Research facts about the islands. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Use library and resources to research the Galapagos Islands and record fact. 2. Plot Darwin’s trip. | Assessment/Evaluation | Plotting of points, research information. | Additional Resources | Library, computer, encyclopedias, map of Galapagos | Pre-AP and Science 7 | Thursday, Feb. 26, 2009 | Objective (Student will…) | The student will be able to: 1. Describe Lamarck’s hypothesis of acquired characteristics and Darwin’s theory of natural selection. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. 4. Create Galapagos mind map. 5. Understand longitude and latitude in order to plot Darwin’s voyage of the Galapagos. | Teacher Activities | 1. Bellwork: Please copy and answer. a. What are the Principles of Natural Selection? (1. Organisms produce more offspring than can survive. 2. Differences, or variations, occur among individuals of a species. 3. Some variations are passed to offspring. 4. Some variations are helpful. Individuals with helpful variations survive and reproduce better than those without these variations. 5. Over time, the offspring of individuals with helpful variations make up more of a population and eventually may become a separate species.) 2. Notes on Galapagos Islands. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Gather information of animals. | Assessment/Evaluation | Notetaking | Additional Resources | Galapagos Video | Pre-AP and Science 7 | Friday, Feb. 27, 2009 | Objective (Student will…) | The student will be able to: 1. Describe Lamarck’s hypothesis of acquired characteristics and Darwin’s theory of natural selection. 2. Identify why variations in organisms are important. 3. Compare and contrast gradualism and punctuated equilibrium. 4. Create Galapagos mind map. 5. Understand longitude and latitude in order to plot Darwin’s voyage of the Galapagos. | Teacher Activities | 1. Bellwork: Critical Thinking Puzzle. 2. Notes on Galapagos Islands. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Gather information of animals. | Assessment/Evaluation | Notetaking | Additional Resources | Galapagos Video |
Week of February 16 – 20, 2009 Pre-AP and Science 7 | Monday, February 16, 2009 | Objective (Student will…) | NO SCHOOL - HOLIDAY | Teacher Activities | | Student Activities | | Assessment/Evaluation | | Additional Resources | | Pre-AP and Science 7 | Tuesday, February 17, 2009 | Objective (Student will…) | The students will be able to: 1. Explain how traits are inherited. 2. Identify Mendel’s role in the history of genetics. 3. Use a Punnett Square to predict the results of crosses. 4. Compare and contrast the difference between an individual’s genotype and phenotype. | Teacher Activities | 1. Bellwork: Please copy and answer. a. (p. 311) In peas, the color yellow (Y) is dominant to the color green (y). Use a Punnett Square to predict the genotype and phenotype of the offspring. 2. Review and work Punnett Square problems. 3. Complete problems with notes. 4. Organize materials. 5. Dismissal | Student Activities | 1. Complete bellwork. 2. Complete Punnett Square problems with notes. | Assessment/Evaluation | Rubrics | Additional Resources | Punnett Square problems | Pre-AP and Science 7 | Wednesday, February 18, 2009 | Objective (Student will…) | The students will be able to: 1. Explain how traits are inherited. 2. Identify Mendel’s role in the history of genetics. 3. Use a Punnett Square to predict the results of crosses. 4. Compare and contrast the difference between an individual’s genotype and phenotype. | Teacher Activities | 1. Bellwork: Please copy and solve. a. In rabbits, black fur (F) is dominant to white fur (f). A homozygous black rabbit is crossed with a heterozygous white rabbit. Use a Punnett Square to predict the genotypes and phenotypes of the offspring. 2. Genetics/Punnett Square review. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete review. | Assessment/Evaluation | Guided questions | Additional Resources | Genetics/Punnett Square review | Pre-AP and Science 7 | Thursday, February 19, 2009 | Objective (Student will…) | The students will be able to: 1. Explain how traits are inherited. 2. Identify Mendel’s role in the history of genetics. 3. Use a Punnett Square to predict the results of crosses. 4. Compare and contrast the difference between an individual’s genotype and phenotype. | Teacher Activities | 1. Bellwork: Please copy and answer. a. What is the difference between a dominant and recessive allele? (Dominant is the one that covers over; dominate. It can show up when the allele pair is homozygous dominant or heterozygous dominant. Recessive allele can disappear and reappear later. It is only shown when there is a recessive homozygous trait.) b. How are dominant and recessive alleles represented in a Punnett Square? (A dominant allele is represented by using an uppercase letter. A recessive allele is represented by using a lower case letter.) c. Explain the difference between genotype and phenotype. (Genotype is the combination of genes in an organism; we cannot see them. Phenotype is the expression of the genes within an organism. Genotype = TT; Phenotype = Tall) 2. Genetics/Punnett Square Quiz. 3. Read magazine. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete Genetics/Punnett Square Quiz. 3. Read magazine. | Assessment/Evaluation | Quiz | Additional Resources | quiz | Pre-AP and Science 7 | Friday, February 20, 2009 | Objective (Student will…) | The students will be able to: 1. Plot longitude and latitude points on map. | Teacher Activities | 1. Bellwork: Critical Thinking Puzzle. 2. Morning classes – Assembly – Tydings Auditorium 3. Afternoon classes – plotting longitude and latitude points on map. 4. Read magazine. 5. Organize materials. 6. Dismissal. | Student Activities | 1. Complete critical thinking puzzle. 2. Plotting longitude and latitude. | Assessment/Evaluation | Guided questions | Additional Resources | Magazines, map |
Week of February 9 – 13, 2009 Pre-AP and Science 7 | Monday, February 9, 2009 | Objective (Student will…) | The students will be able to: 1. Explain how traits are inherited. 2. Identify Mendel’s role in the history of genetics. 3. Use a Punnett Square to predict the results of crosses. 4. Compare and contrast the difference between an individual’s genotype and phenotype. | Teacher Activities & Strategies | 1. Bellwork: Please copy and answer. a. Define: - Heredity – passing of traits from parents to offspring - Allele – different forms of a trait that a gene may have - Genetics – the study of how traits are inherited through the interactions of alleles 2. Complete traits data and graph. 3. Organize Gregor Mendel foldable. 4. Organize materials. 5. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete traits data and graph. 3. Organize Gregor Mendel foldable. | Assessment/Evaluation | Completion of graph and data Guided questions | Academic Vocabulary (optional by dept.) | Heredity – passing of traits from parents to offspring Allele – different forms of a trait that a gene may have Genetics – the study of how traits are inherited through the interactions of alleles | Additional Resources | Traits Lab data and graph | Pre-AP and Science 7 | Tuesday, February 10, 2009 | Objective (Student will…) | The students will be able to: 1. Explain how traits are inherited. 2. Identify Mendel’s role in the history of genetics. 3. Use a Punnett Square to predict the results of crosses. 4. Compare and contrast the difference between an individual’s genotype and phenotype. | Teacher Activities | 1. Bellwork: Please copy and answer. a. Who is Gregor Mendel? The Father of Genetics b. Get Gregor Mendel foldable. 2. Gregor Mendel foldable notes. 3. Organize materials. 4. Dismissal. | Student Activities | 1. Complete bellwork. 2. Complete foldable. | Assessment/Evaluation | Guided questions | Additional Resources | Mendel research notes, foldable, book | Pre-AP and Science 7 | Wednesday, February 11, 2009 | Objective (Student will…) | The students will be able to: 1. Explain how traits are inherited. 2. Identify Mendel’s role in the history of genetics. 3. Use a Punnett Square to predict the results of crosses. 4. Compare and contrast the difference between an individual’s genotype and phenotype. | |
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