Critical Reading Of Professional Literature
Teacher: Mr.Vaughn Subject: Biology Dates: 9/24/12-9/28/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB4a, SB4c–d, SCSh2b, SCSh3d, SCSh6d
EOCT: Ecology
How do environmental conditions and human activities lead to changes in communities?
TW:Mini-lesson:
1) Define succession and differentiate between primary and secondary succession.
2) Explain the role of pioneer species in primary succession.
3) Explain that the length of time it takes for succession to lead to a climax community depends on the type of community and the influence of abiotic factors and human activities on its species.
4) Provide examples of human activities and natural events that can cause or affect each type of succession (e.g., an avalanche leading to primary succession or a forest fire caused by humans leading to secondary succession)
SW:Discussion Prompt: How can human activities contribute to succession in a community? Is it possible for humans to interrupt succession? If so, how?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB4a, SB4d, SCSh3c, SCSh6d, SCSh9a
EOCT: Ecology
How does pollution affect ecosystems?
How do pesticides disrupt food chains?
TW:Review the homework by asking student volunteers to suggest ways one population’s growth can lead to another population’s disappearance during succession.
• Display a blank copy of a K-W-L Chart (ER, p. GPT-8) on pollution. Have students individually complete the chart except for the L column.
• (Teacher Note: The K-W-L Chart will be completed during the Warm-Up section of tomorrow’s lesson, so you may wish to collect it from students for safekeeping.)
SW:Organize the students in groups of 3–4, and ask each group to write down ways that pollution released into the environment might affect plants or animals in an ecosystem. Have students list as many possibilities as they can think of in five minutes (
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB4a, SB4d, SCSh3d, SCSh4a, SCSh6d, SCSh9a,
SCSh9c
EOCT: Ecology
How do populations grow and what factors limit population growth?
TW:Use Figure 4.3 in GL, p. 97, to explain how populations grow exponentially.
• Ask students why populations cannot continue to grow endlessly. Explain carrying capacity, using “Inside
Story” in GL, p. 98, to illustrate population growth patterns.
• Define and provide examples of limiting factors on populations. Explain that factors that limit one population in a community can also affect other populations (e.g., populations in the same food chain).
Teacher Note: See GL, pp. 68, 97, and 100–101, for examples of limiting factors.
SW:Have students study the graph in Figure 4.8 in GL, p. 102, and suggest reasons the lynx and hare populations rise and fall together. Explain that population sizes can be controlled by interactions among organisms in a community, including predation, competition, and crowding.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB4a, SCSh2b, SCSh3d–e, SCSh5b, SCSh5e, SCSh6d
EOCT: Ecology
How can you model the way ecologists determine the size of an animal population?
TW:Have students brainstorm (ER, p. GPT-4) the following question for three minutes in groups of 4–5 students: If you had to count all of the squirrels in a park, how would you do it? Have each group decide upon and present one method. Write a word or two on the board to describe each group’s method. Briefly discuss the pros and cons of each idea with students.
SW: Ask students to explain why electrofishing is effective and to suggest ways that other species of animals (e.g., owls, wolves) could be marked without harm for recapture.
• Have students answer questions #2–5 of the Analyze and Conclude questions in GL, p. 109.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB4a, SB4d, SCSh3d, SCSh4a, SCSh6d, SCSh9a,
SCSh9c
EOCT: Ecology
How do environmental conditions and human activities lead to changes in communities?
TW:Teacher will review limiting factors.
SW:Students will be given a quiz on limiting factors.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 10/1/12-10/5/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1a, SB1c, SB4b, SB4e, SCSh9a, SCSh9c
EOCT: Cells
Why is water important?
TW:• Explain the dependence of all organisms on water for survival. (SB4b)
• Describe how plants are adapted to use the capillary action of water to obtain ground water. (SB4e)
• Read about the properties of water and relate them to organism survival in a graphic organizer. (SCSh9a, SCSh9c)
SW:Have students select one of the properties of water discussed in the text and write two or three sentences about how that property is vital for the survival of organisms. Encourage students to use an example that is not discussed in the text to support their claim.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB1a, SB1c, SCSh9a, SCSh9c
EOCT: Cells
How does the interaction of atoms drive life processes?
TW:Explain to students that atoms are the building blocks of all matter, including organisms. Discuss how atoms form compounds and that compounds interact in chemical reactions, upon which life processes depend. Remind students of the dissolving properties of water, emphasizing that a salt dissolving in water is a chemical reaction.
SW:Think-Pair-Share: Water is a substance that is vital to the survival of organisms. List as many vocabulary terms from the lesson that can be applied to water as possible, and explain why each term fits.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1b–c, SCSh3a–b, SCSh4a, SCSh8a
EOCT: Cells
How does temperature affect the reaction rates of enzymes?
TW:Review the following terms: chemical reaction, substrate, product.
• Do a Shared Reading (ER, p. GPT-12), explaining the action of enzymes using the example in GL, p. 166.
Emphasize the specificity of enzymes to specific substrates. Explain that chemical reactions require energy, and enzymes often lower the amount of energy required to carry out a chemical reaction.
SW:Describe in a short paragraph the importance of digestive enzymes in the chemical breakdown of food, including an example of a digestive enzyme and its specific role in digestion.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB1b–c, SCSh2 all, SCSh8a
EOCT: Cells
How does temperature affect the reaction rates of enzymes?
TW:Ask volunteers to share their paragraphs from the previous night’s homework.
• Discuss with students how digestive enzymes demonstrate the critical role that enzymes play in life processes. SW: Homework: Complete the Lab Write-Up in ER, pp. RR-21 and RR-23, and answer Analyze and Conclude,
#1–4 in GL, p. 169.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1b–c, SCSh2 all, SCSh8a
EOCT: Cells
How does temperature affect the reaction rates of enzymes?
TW:Teacher will review enzyme activity.
SW:Student will take a quiz on enzyme activty.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 10/15/12-10/19/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1c, SCSh9c
EOCT: Cells
How is carbon important in the formation of macromolecules?
TW:Discussion Prompt: The saying “You are what you eat” is true to the extent that the substances that make up food are the same substances that make up our bodies. What are these substances?
• Use the results of the discussion to introduce the four major macromolecules. Emphasize that the unique structure of carbon allows it to form many different molecules with unique structures.
SW:Journal Prompt: Compare and contrast condensation and hydrolysis.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB1c, SCSh4a–b
EOCT: Cells
What are the structures and functions of carbohydrates and lipids?
TW:Use the models in figure 6.19 GL, p. 163, to demonstrate the structural differences between various polysaccharides. Discuss with the class the function of glycogen in storing energy.
• Review GL, p. 164, on the structure and function of lipids. Discuss the differences between saturated and unsaturated fats. If time permits, discuss with students the manufacturing of trans fats.
SW:Discussion Prompt: How could we distinguish between monosaccharides, polysaccharides, unsaturated fats, and saturated fats using only our sense of taste? (Sample Answer: Monosaccharides taste sweet, polysaccharides taste starchy, saturated fats taste rich and have a smooth, solid texture, while unsaturated fats are liquids at room temperature.)
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1c, SB2a–b, SCSh4a–b
EOCT: Cells
What are the functions of proteins and nucleic acids in life processes?
TW:Review the structure of proteins. Draw a stick figure of an amino acid on the board and describe its components. Draw an additional amino acid, and illustrate how a peptide bond is formed.
• Discussion Prompt: How is the formation of a peptide bond an example of a condensation reaction?
• Review the functions of proteins. Include any relevant examples that were provided by students in Warm-Up, and review the function of enzymes.
SW:Quickwrite: How are nucleic acids important to the formation of proteins?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB1c, SB2 all, SCSh3c, SCSh4a
EOCT: Cells
How can chemical tests detect organic compounds in substances?
TW:Have students answer a few quiz questions about the structures and functions of macromolecules on a sheet of notebook paper. Review the answers as a class.
• Review the previous night’s homework. Answer any questions to clear up confusion about macromolecules.
SW: Journal Prompt: How do your results compare with the information that you have learned about carbohydrates?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1c, SB2 all, SCSh3c, SCSh4a
EOCT: Cells
What are organic compounds?
TW:Review organic compounds.
SW:Students will be given a quiz on organic compounds
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 10/22/12-10/26/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1c, SB2 all, SCSh3c, SCSh3e, SCSh4a
EOCT: Cells
How can lipids and proteins be detected in substances? TW:Review the terms polar and nonpolar with students. Have volunteers provide examples of polar and nonpolar substances, and remind students that “like dissolves like.”
SW:Discussion Prompt: Why do we use a test tube with water in the tests for carbohydrates, lipids, and proteins?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SCSh6d, SCSh7b, SCSh7e, SCSh8c–d, SCSh9a–c
EOCT: Cells
How did the development of the microscope lead to the development of the cell theory?
TW:Shared Reading: The History of Cell Theory GL, pp. 175–176. Discuss the importance of microscopy in the discovery of cells. Also, review the steps in the cell theory. Explain to students that while cells are made up of recognizable parts, called organelles, the cell is actually the smallest unit of life because an organelle cannot survive outside of the cell.
SW:Journal Prompt: How does the relationship between the microscope and the discovery of cells demonstrate the importance of technology in scientific research? Describe another example in which technology has led to a scientific breakthrough.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1a, SB3a
EOCT: Cells
How are plant and animal cell structures different, and how do these differences relate to their functions? TW:Discuss the distinctions between prokaryotic and eukaryotic cells by reviewing the material in GL,
p. 180. Use figure 7-2 to show students the primary distinctions between prokaryotic and eukaryotic cells.
• Discussion Prompt: Eukaryotic cells are believed to have evolved after prokaryotic cells. How do the structures of these cell types support this claim? If necessary, briefly review the concept of evolution with students.
SW:Pass out Venn diagram worksheets (ER, p. RR-81). Using the information from GL, p. 192, have students make a Venn diagram that compares/contrasts plant and animal cells using the following terms: nucleus, centriole, mitochondria, chloroplast, large central vacuole, and cell wall. Have students also justify the placement of the terms within the diagram.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SCSh2 all, SCSh5b, SCSh7c, SCSh7e, SCSh8e
EOCT: Cells
What are the parts of a light microscope and what is the purpose of each part?
TW:Discuss briefly the difference between magnification and resolution.
SW: Modeling: Show students how to use the microscope properly. Refer to GL, p. SH1, as you review the parts of the microscope and their appropriate uses. Also, review how to prepare a wet mount slide. (Students learned the proper use of microscopes and how to prepare a wet mount slide in Grade 7.)
• Read over the Mini Lab 7-1 procedures in GL, p. 177. Work through Procedure 1 with students, answering any questions they have about estimating the length of an object under low power.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1a, SB3a
EOCT: Cells
What are the parts of a cell?
TW:Review the parts of a cell.
SW:Students will be given a quiz on parts the cell.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 10/29/12-11/2/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1a, SCSh2 all, SCSh3a, SCSh3c, SCSh3e, SCSh6c
EOCT: Cells
How can you visually distinguish between cell types?
TW:With a partner, have students use the reviewed material to create a Venn diagram that compares/contrasts prokaryotic and eukaryotic cells.
• Read the procedures for the Observing and Comparing Different Cell Types BioLab in GL, pp. 194–195. Have students copy the table from p. 194.
SW:• Quickwrite: What are the differences between prokaryotes and eukaryotes? Discuss responses with the class for review.
• Have one-third of the students present their organelle speeches. Allow students to ask them questions.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB1a, SCSh2 all, SCSh3a, SCSh3c, SCSh3e, SCSh6c
EOCT: Cells
How can you visually distinguish between plant and animal cells?
TW:Assign students to pairs. Have each student answer her or his partner’s multiple-choice questions prepared for homework from the last class period. Have volunteers read any especially unique or challenging problems and discuss them as a class to review prokaryotic and eukaryotic structures.
SW:Homework: Have students create a crossword puzzle using ten vocabulary terms from GL p. 192. Ask students to make two copies of the puzzle, one with the answers filled in, and the other left blank.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1a, SCSh6d, SCSh7b
EOCT: Cells
How do structural features in prokaryotes reflect their functions?
TW:Refer to GL, p. 180, figure 7.2, to demonstrate to students the complexity of an eukaryotic cell, and explain that this complexity permits eukaryotic cells to carry out specialized functions. Explain that all multicellular organisms are composed of eukaryotic cells, while prokaryotic cells are only found in unicellular organisms.
SW:Discussion Prompt: Why might multicellular organisms require a more complex cellular structure than unicellular organisms?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB1a, SCSh2 all, SCSh3c, SCSh3e
EOCT: Cells
Why do human body cells have different forms?
TW:• Discussion Prompt: Would you expect different types of human cells to vary in their appearance? Why or why not?
• Tell students that they will be observing human cheek cells and blood cells to see if there are structural differences between the two.
• Pass out copies of the Activity Sheet and read over the procedures with students. Note: Replace human blood cells with prepared slides of different human body cell tissue, depending on availability.
SW: Compare and contrast the appearance of cheek cells and blood (or other tissue) cells. Why do you think these differences exist?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1a, SCSh6d, SCSh7b
EOCT: Cells
What are the cellular functions?
TW:Review cellular functions.
SW:Students will be given a quiz on celluar functions.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 11/5/12-11/9/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1a–b, SB2b
EOCT: Cells
What functions do the nucleus and ribosomes perform in a cell?
TW:Discuss the structure and function of the nucleus by reviewing the material in GL, pp. 186–187. Define chromatin. Draw a chromosome on the board, and explain that chromatin condenses into chromosomes prior to cell division.
• Explain the function of ribosomes. Using GL, p. 187, figure 7.8, point out to students that the nucleolus is the organelle that produces ribosomes. Point out the presence of a nuclear envelope and multiple nuclear pores.
SW:Discussion Prompt: Why does the nucleus have its own membranes? Why does it contain pores?
• Explain to students that they are going to construct a classroom model of a nucleus. Divide students into four groups. Have the first group decide what materials should be used to create the model, the second group design the model of the nucleus, the third group construct the model, and the fourth group create labels that include an explanation of each function for each component of the nucleus.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB1a, SB1c, SCSh4a, SCSh9a, SCSh9c
EOCT: Cells
How do the endoplasmic reticulum and the Golgi apparatus take part in the task of protein production and transport?
TW:Explain the specificity of enzymes, which is directly related to their specific three-dimensional structure.
• Explain to students the functions of the endoplasmic reticulum, the Golgi apparatus, and the vesicles by reviewing the material in GL, pp. 188–189. Describe the process of protein production as an assembly line, from the ribosomes, to the rough ER, to the Golgi apparatus, to the vesicles, which then transport proteins to their ultimate destination.
SW:By hand, have students create a three-column chart for cell components with the following column headings: “Name of Organelle,” “Location,” “Function.” Have students create several rows for their charts, and tell them that they will add rows as they learn about additional organelles.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1a, SB1c, SCSh4a, SCSh7c, SCSh9a, SCSh9c
EOCT: Cells
How did advances in microscopy contribute to the discovery of the cytoskeleton?
TW:Review the structure of microtubules and microfilaments, explaining their role in cytoskeleton structure and organelle movement. Refer to GL, p. 214, figure 8.13, to show students the structure of centrioles.
SW:Discussion Prompt: What properties of microtubules make them effective components of cilia and flagella?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB1a–b, SCSh4a, SCSh9a, SCSh9c
EOCT: Cells
How do lysosomes, vacuoles, and cell walls interact with each other in plant cells?
TW:• Discussion Prompt: Why is it important for the cell wall to be porous? What would be a disadvantage if the cell wall was not porous?
• Shared Reading: GL, pp. 189–190, to introduce lysosomes and vacuoles. Emphasize the interaction between lysosomes and vacuoles in digestion and in waste removal.
SW: Journal Prompt: How would the structures created today for the cell model differ if we were creating a model of an animal cell? Explain why.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1a, SB1c, SCSh4a, SCSh7c, SCSh9a, SCSh9c
EOCT: Cells
How do cell organelles function?
TW:Review the function of cell organelles.
SW:Students will be given a quiz on cell organelles.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB4a, SB4c–d, SCSh2b, SCSh3d, SCSh6d
EOCT: Ecology
How do environmental conditions and human activities lead to changes in communities?
TW:Mini-lesson:
1) Define succession and differentiate between primary and secondary succession.
2) Explain the role of pioneer species in primary succession.
3) Explain that the length of time it takes for succession to lead to a climax community depends on the type of community and the influence of abiotic factors and human activities on its species.
4) Provide examples of human activities and natural events that can cause or affect each type of succession (e.g., an avalanche leading to primary succession or a forest fire caused by humans leading to secondary succession)
SW:Discussion Prompt: How can human activities contribute to succession in a community? Is it possible for humans to interrupt succession? If so, how?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB4a, SB4d, SCSh3c, SCSh6d, SCSh9a
EOCT: Ecology
How does pollution affect ecosystems?
How do pesticides disrupt food chains?
TW:Review the homework by asking student volunteers to suggest ways one population’s growth can lead to another population’s disappearance during succession.
• Display a blank copy of a K-W-L Chart (ER, p. GPT-8) on pollution. Have students individually complete the chart except for the L column.
• (Teacher Note: The K-W-L Chart will be completed during the Warm-Up section of tomorrow’s lesson, so you may wish to collect it from students for safekeeping.)
SW:Organize the students in groups of 3–4, and ask each group to write down ways that pollution released into the environment might affect plants or animals in an ecosystem. Have students list as many possibilities as they can think of in five minutes (
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB4a, SB4d, SCSh3d, SCSh4a, SCSh6d, SCSh9a,
SCSh9c
EOCT: Ecology
How do populations grow and what factors limit population growth?
TW:Use Figure 4.3 in GL, p. 97, to explain how populations grow exponentially.
• Ask students why populations cannot continue to grow endlessly. Explain carrying capacity, using “Inside
Story” in GL, p. 98, to illustrate population growth patterns.
• Define and provide examples of limiting factors on populations. Explain that factors that limit one population in a community can also affect other populations (e.g., populations in the same food chain).
Teacher Note: See GL, pp. 68, 97, and 100–101, for examples of limiting factors.
SW:Have students study the graph in Figure 4.8 in GL, p. 102, and suggest reasons the lynx and hare populations rise and fall together. Explain that population sizes can be controlled by interactions among organisms in a community, including predation, competition, and crowding.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB4a, SCSh2b, SCSh3d–e, SCSh5b, SCSh5e, SCSh6d
EOCT: Ecology
How can you model the way ecologists determine the size of an animal population?
TW:Have students brainstorm (ER, p. GPT-4) the following question for three minutes in groups of 4–5 students: If you had to count all of the squirrels in a park, how would you do it? Have each group decide upon and present one method. Write a word or two on the board to describe each group’s method. Briefly discuss the pros and cons of each idea with students.
SW: Ask students to explain why electrofishing is effective and to suggest ways that other species of animals (e.g., owls, wolves) could be marked without harm for recapture.
• Have students answer questions #2–5 of the Analyze and Conclude questions in GL, p. 109.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB4a, SB4d, SCSh3d, SCSh4a, SCSh6d, SCSh9a,
SCSh9c
EOCT: Ecology
How do environmental conditions and human activities lead to changes in communities?
TW:Teacher will review limiting factors.
SW:Students will be given a quiz on limiting factors.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 10/1/12-10/5/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1a, SB1c, SB4b, SB4e, SCSh9a, SCSh9c
EOCT: Cells
Why is water important?
TW:• Explain the dependence of all organisms on water for survival. (SB4b)
• Describe how plants are adapted to use the capillary action of water to obtain ground water. (SB4e)
• Read about the properties of water and relate them to organism survival in a graphic organizer. (SCSh9a, SCSh9c)
SW:Have students select one of the properties of water discussed in the text and write two or three sentences about how that property is vital for the survival of organisms. Encourage students to use an example that is not discussed in the text to support their claim.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB1a, SB1c, SCSh9a, SCSh9c
EOCT: Cells
How does the interaction of atoms drive life processes?
TW:Explain to students that atoms are the building blocks of all matter, including organisms. Discuss how atoms form compounds and that compounds interact in chemical reactions, upon which life processes depend. Remind students of the dissolving properties of water, emphasizing that a salt dissolving in water is a chemical reaction.
SW:Think-Pair-Share: Water is a substance that is vital to the survival of organisms. List as many vocabulary terms from the lesson that can be applied to water as possible, and explain why each term fits.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1b–c, SCSh3a–b, SCSh4a, SCSh8a
EOCT: Cells
How does temperature affect the reaction rates of enzymes?
TW:Review the following terms: chemical reaction, substrate, product.
• Do a Shared Reading (ER, p. GPT-12), explaining the action of enzymes using the example in GL, p. 166.
Emphasize the specificity of enzymes to specific substrates. Explain that chemical reactions require energy, and enzymes often lower the amount of energy required to carry out a chemical reaction.
SW:Describe in a short paragraph the importance of digestive enzymes in the chemical breakdown of food, including an example of a digestive enzyme and its specific role in digestion.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB1b–c, SCSh2 all, SCSh8a
EOCT: Cells
How does temperature affect the reaction rates of enzymes?
TW:Ask volunteers to share their paragraphs from the previous night’s homework.
• Discuss with students how digestive enzymes demonstrate the critical role that enzymes play in life processes. SW: Homework: Complete the Lab Write-Up in ER, pp. RR-21 and RR-23, and answer Analyze and Conclude,
#1–4 in GL, p. 169.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1b–c, SCSh2 all, SCSh8a
EOCT: Cells
How does temperature affect the reaction rates of enzymes?
TW:Teacher will review enzyme activity.
SW:Student will take a quiz on enzyme activty.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 10/15/12-10/19/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1c, SCSh9c
EOCT: Cells
How is carbon important in the formation of macromolecules?
TW:Discussion Prompt: The saying “You are what you eat” is true to the extent that the substances that make up food are the same substances that make up our bodies. What are these substances?
• Use the results of the discussion to introduce the four major macromolecules. Emphasize that the unique structure of carbon allows it to form many different molecules with unique structures.
SW:Journal Prompt: Compare and contrast condensation and hydrolysis.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB1c, SCSh4a–b
EOCT: Cells
What are the structures and functions of carbohydrates and lipids?
TW:Use the models in figure 6.19 GL, p. 163, to demonstrate the structural differences between various polysaccharides. Discuss with the class the function of glycogen in storing energy.
• Review GL, p. 164, on the structure and function of lipids. Discuss the differences between saturated and unsaturated fats. If time permits, discuss with students the manufacturing of trans fats.
SW:Discussion Prompt: How could we distinguish between monosaccharides, polysaccharides, unsaturated fats, and saturated fats using only our sense of taste? (Sample Answer: Monosaccharides taste sweet, polysaccharides taste starchy, saturated fats taste rich and have a smooth, solid texture, while unsaturated fats are liquids at room temperature.)
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1c, SB2a–b, SCSh4a–b
EOCT: Cells
What are the functions of proteins and nucleic acids in life processes?
TW:Review the structure of proteins. Draw a stick figure of an amino acid on the board and describe its components. Draw an additional amino acid, and illustrate how a peptide bond is formed.
• Discussion Prompt: How is the formation of a peptide bond an example of a condensation reaction?
• Review the functions of proteins. Include any relevant examples that were provided by students in Warm-Up, and review the function of enzymes.
SW:Quickwrite: How are nucleic acids important to the formation of proteins?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB1c, SB2 all, SCSh3c, SCSh4a
EOCT: Cells
How can chemical tests detect organic compounds in substances?
TW:Have students answer a few quiz questions about the structures and functions of macromolecules on a sheet of notebook paper. Review the answers as a class.
• Review the previous night’s homework. Answer any questions to clear up confusion about macromolecules.
SW: Journal Prompt: How do your results compare with the information that you have learned about carbohydrates?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1c, SB2 all, SCSh3c, SCSh4a
EOCT: Cells
What are organic compounds?
TW:Review organic compounds.
SW:Students will be given a quiz on organic compounds
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 10/22/12-10/26/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1c, SB2 all, SCSh3c, SCSh3e, SCSh4a
EOCT: Cells
How can lipids and proteins be detected in substances? TW:Review the terms polar and nonpolar with students. Have volunteers provide examples of polar and nonpolar substances, and remind students that “like dissolves like.”
SW:Discussion Prompt: Why do we use a test tube with water in the tests for carbohydrates, lipids, and proteins?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SCSh6d, SCSh7b, SCSh7e, SCSh8c–d, SCSh9a–c
EOCT: Cells
How did the development of the microscope lead to the development of the cell theory?
TW:Shared Reading: The History of Cell Theory GL, pp. 175–176. Discuss the importance of microscopy in the discovery of cells. Also, review the steps in the cell theory. Explain to students that while cells are made up of recognizable parts, called organelles, the cell is actually the smallest unit of life because an organelle cannot survive outside of the cell.
SW:Journal Prompt: How does the relationship between the microscope and the discovery of cells demonstrate the importance of technology in scientific research? Describe another example in which technology has led to a scientific breakthrough.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1a, SB3a
EOCT: Cells
How are plant and animal cell structures different, and how do these differences relate to their functions? TW:Discuss the distinctions between prokaryotic and eukaryotic cells by reviewing the material in GL,
p. 180. Use figure 7-2 to show students the primary distinctions between prokaryotic and eukaryotic cells.
• Discussion Prompt: Eukaryotic cells are believed to have evolved after prokaryotic cells. How do the structures of these cell types support this claim? If necessary, briefly review the concept of evolution with students.
SW:Pass out Venn diagram worksheets (ER, p. RR-81). Using the information from GL, p. 192, have students make a Venn diagram that compares/contrasts plant and animal cells using the following terms: nucleus, centriole, mitochondria, chloroplast, large central vacuole, and cell wall. Have students also justify the placement of the terms within the diagram.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SCSh2 all, SCSh5b, SCSh7c, SCSh7e, SCSh8e
EOCT: Cells
What are the parts of a light microscope and what is the purpose of each part?
TW:Discuss briefly the difference between magnification and resolution.
SW: Modeling: Show students how to use the microscope properly. Refer to GL, p. SH1, as you review the parts of the microscope and their appropriate uses. Also, review how to prepare a wet mount slide. (Students learned the proper use of microscopes and how to prepare a wet mount slide in Grade 7.)
• Read over the Mini Lab 7-1 procedures in GL, p. 177. Work through Procedure 1 with students, answering any questions they have about estimating the length of an object under low power.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1a, SB3a
EOCT: Cells
What are the parts of a cell?
TW:Review the parts of a cell.
SW:Students will be given a quiz on parts the cell.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 10/29/12-11/2/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1a, SCSh2 all, SCSh3a, SCSh3c, SCSh3e, SCSh6c
EOCT: Cells
How can you visually distinguish between cell types?
TW:With a partner, have students use the reviewed material to create a Venn diagram that compares/contrasts prokaryotic and eukaryotic cells.
• Read the procedures for the Observing and Comparing Different Cell Types BioLab in GL, pp. 194–195. Have students copy the table from p. 194.
SW:• Quickwrite: What are the differences between prokaryotes and eukaryotes? Discuss responses with the class for review.
• Have one-third of the students present their organelle speeches. Allow students to ask them questions.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB1a, SCSh2 all, SCSh3a, SCSh3c, SCSh3e, SCSh6c
EOCT: Cells
How can you visually distinguish between plant and animal cells?
TW:Assign students to pairs. Have each student answer her or his partner’s multiple-choice questions prepared for homework from the last class period. Have volunteers read any especially unique or challenging problems and discuss them as a class to review prokaryotic and eukaryotic structures.
SW:Homework: Have students create a crossword puzzle using ten vocabulary terms from GL p. 192. Ask students to make two copies of the puzzle, one with the answers filled in, and the other left blank.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1a, SCSh6d, SCSh7b
EOCT: Cells
How do structural features in prokaryotes reflect their functions?
TW:Refer to GL, p. 180, figure 7.2, to demonstrate to students the complexity of an eukaryotic cell, and explain that this complexity permits eukaryotic cells to carry out specialized functions. Explain that all multicellular organisms are composed of eukaryotic cells, while prokaryotic cells are only found in unicellular organisms.
SW:Discussion Prompt: Why might multicellular organisms require a more complex cellular structure than unicellular organisms?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB1a, SCSh2 all, SCSh3c, SCSh3e
EOCT: Cells
Why do human body cells have different forms?
TW:• Discussion Prompt: Would you expect different types of human cells to vary in their appearance? Why or why not?
• Tell students that they will be observing human cheek cells and blood cells to see if there are structural differences between the two.
• Pass out copies of the Activity Sheet and read over the procedures with students. Note: Replace human blood cells with prepared slides of different human body cell tissue, depending on availability.
SW: Compare and contrast the appearance of cheek cells and blood (or other tissue) cells. Why do you think these differences exist?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1a, SCSh6d, SCSh7b
EOCT: Cells
What are the cellular functions?
TW:Review cellular functions.
SW:Students will be given a quiz on celluar functions.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
Teacher: Mr.Vaughn Subject: Biology Dates: 11/5/12-11/9/12 Time Period: 2nd,3rd, 5th
DAY
GPS
ESSENTIAL
QUESTIONS
LEARNING
ACTIVITY
DIFFERENTIATED INSTRUCTION
MATERIALS / RESOURCES
ASSESSMENT
MISC.
MONDAY
SB1a–b, SB2b
EOCT: Cells
What functions do the nucleus and ribosomes perform in a cell?
TW:Discuss the structure and function of the nucleus by reviewing the material in GL, pp. 186–187. Define chromatin. Draw a chromosome on the board, and explain that chromatin condenses into chromosomes prior to cell division.
• Explain the function of ribosomes. Using GL, p. 187, figure 7.8, point out to students that the nucleolus is the organelle that produces ribosomes. Point out the presence of a nuclear envelope and multiple nuclear pores.
SW:Discussion Prompt: Why does the nucleus have its own membranes? Why does it contain pores?
• Explain to students that they are going to construct a classroom model of a nucleus. Divide students into four groups. Have the first group decide what materials should be used to create the model, the second group design the model of the nucleus, the third group construct the model, and the fourth group create labels that include an explanation of each function for each component of the nucleus.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
TUESDAY
SB1a, SB1c, SCSh4a, SCSh9a, SCSh9c
EOCT: Cells
How do the endoplasmic reticulum and the Golgi apparatus take part in the task of protein production and transport?
TW:Explain the specificity of enzymes, which is directly related to their specific three-dimensional structure.
• Explain to students the functions of the endoplasmic reticulum, the Golgi apparatus, and the vesicles by reviewing the material in GL, pp. 188–189. Describe the process of protein production as an assembly line, from the ribosomes, to the rough ER, to the Golgi apparatus, to the vesicles, which then transport proteins to their ultimate destination.
SW:By hand, have students create a three-column chart for cell components with the following column headings: “Name of Organelle,” “Location,” “Function.” Have students create several rows for their charts, and tell them that they will add rows as they learn about additional organelles.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
WEDNESDAY
SB1a, SB1c, SCSh4a, SCSh7c, SCSh9a, SCSh9c
EOCT: Cells
How did advances in microscopy contribute to the discovery of the cytoskeleton?
TW:Review the structure of microtubules and microfilaments, explaining their role in cytoskeleton structure and organelle movement. Refer to GL, p. 214, figure 8.13, to show students the structure of centrioles.
SW:Discussion Prompt: What properties of microtubules make them effective components of cilia and flagella?
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
THURSDAY
SB1a–b, SCSh4a, SCSh9a, SCSh9c
EOCT: Cells
How do lysosomes, vacuoles, and cell walls interact with each other in plant cells?
TW:• Discussion Prompt: Why is it important for the cell wall to be porous? What would be a disadvantage if the cell wall was not porous?
• Shared Reading: GL, pp. 189–190, to introduce lysosomes and vacuoles. Emphasize the interaction between lysosomes and vacuoles in digestion and in waste removal.
SW: Journal Prompt: How would the structures created today for the cell model differ if we were creating a model of an animal cell? Explain why.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
FRIDAY
SB1a, SB1c, SCSh4a, SCSh7c, SCSh9a, SCSh9c
EOCT: Cells
How do cell organelles function?
TW:Review the function of cell organelles.
SW:Students will be given a quiz on cell organelles.
INSTRUCTION
INDIVIDUAL
SMALL GROUP
WHOLE GROUP
LEARNING STYLES
AUDITORY
VISUAL
KINESTHETIC / TACTILE
PRESENTATION
ORAL PROMPTS
WRITTEN
HANDS-ON
VISUAL AIDS
MANIPULATIVES
TECHNOLOGY
MODELING
ACTIVITIES
OTHER
Computer, LCD Projector, Textbooks, Paper and Pencil
FORMATIVE
DISCUSSION
QUESTION & ANSWER
QUIZ
WORK SAMPLE
TEACHER-MADE TEST
SUMMATIVE
TEST
PROJECT
PRESENTATION
PORTFOLIO
OTHER:
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