Download Standard Code

Lesson Plans
Teacher Karen Nantz
Grade Level/Subject: 8
Tuesday
Student Learning Target(s)
Assessment
Living Earth
Biosphere,
Ecosystem,
Ecology,
Population,
Community,
Habitat
 Open Activity –
Reciprocal Reading
Photosynthesis vs.
Cellular Respiration
 Living Earth - New
Vocabulary P 94
Students will: Describe the relationship between
cellular respiration and photosynthesis
Students will: Review and define adaptations.
Students will: Indentify places where life is found on
Earth.
Students will: Use sentences to describe various
aspects of living Earth.
 Formative
Describing
Habitats
 Open Activity – MC
with Justification
 Students make
Predictions Based on
Prior Knowledge
Students will: Identify several habitats and describe
the living and nonliving things in those habitats.
Students will: Describe through posters and
presentations, one habitat of student choice.
 Formative
Populations &
Limiting Factors
 Open Activity –
Describing the needs
of living things.
Summary Writing
 Video - Competition
Among Populations
Students will: Describe the needs of living things.
Students will: Explain how competition limits
population growth.
Students will: List factors that influence changes in
population size.
PL-M-2.3.1
Wednesday
Resource(s)
SC-08-4.6.5, 4.7.1
Thursday
Lesson Topic
SC-08-4.6.5, 4.7.1
Health, Nutrition,
& Practical Living
 Health Fair
Students will: Visit the health fair to garner
information about health, nutrition, exercise.
Students will: View presentations by health fair
participants and talk with representatives from a
variety of organizations.
SC-08-4.6.5, 4.7.1
Friday
Week of 2/25/13
SC-08-4.6.5, 4.7.1
Monday
Standard
Code
Interactions
Within
Communities
 Writing Prompt –
Constructed Response
exit slip
performance event
individual response
Questioning strategies
small group work
other Vocabulary sentences
Summative
exit slip performance event
questioning strategies

small group work
other Poster
 Formative
Summative
exit slip
performance event
questioning strategies
small group work
other
Students will: Explain symbiotic relationships
Students will: Describe mutualism, commensalism,
and parasitism and give an example of each.
Summative
Summary and Factors List
Formative
Summative
exit slip performance event
questioning strategies
small group work
other
On-site Field Trip
Formative
Summative
exit slip performance event
questioning strategies
small group work
other
Writing Assignment
Lesson Plans
Teacher Karen Nantz
Grade Level/Subject: 8
Week of 2/25/13
Core Content Connections:
SC-08-4.6.5
Students will:
 describe the relationships between organisms and energy flow in ecosystems (food chains and energy pyramids);
 explain the effects of change to any component of the ecosystem.
Energy flows through ecosystems in one direction from photosynthetic organisms to herbivores to carnivores and decomposers.
SC-08-4.7.1
Students will describe the interrelationships and interdependencies within an ecosystem and predict the effects of change on one or more components
within an ecosystem.
Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have effects on the entire system that
are difficult to predict. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or
thousands of years.
SC-M-2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical wellbeing.
Modifications - 8th Grade
A
B
C
D
E
F
G
1, 2, 4,
13, 18
2, 4, 5,
13, 18
1, 2, 3,
13
1, 13,
18
1, 21,
22
1, 22,
1, 2, 6,
7, 13,
20
If need
if need
H
I
Lesson Plans
Teacher Karen Nantz
Grade Level/Subject: 7
Tuesday
Wednesday
Lesson Topic
Resource(s)
Reviewing Energy
Changes
Review last week’s exams
and correct
misconceptions.
Student Learning Target(s)
Students will: Assess their work with teacher in
group review.
Students will: Correct misconceptions from their
exams.
Re-teach
Conduction,
Convection, and
Radiation
Open Activity - MC with
Justification
Virtual Lab & Lab Report
Students will: Distinguish between energy transfers
with regard to conduction, convection, and radiation.
SC-07-2.3.3
Transition from
Sun’s Energy to
The Sun, Moon,
and Earth System
Open Activity – Reciprocal
Reading – Sun, Moon,
Earth
Summarizing Activity–
Testing Students’ Prior
Knowledge
Students will: Read about the Sun, Earth, Moon
System.
Student will: Summary write about their knowledge
of revolution, rotation, Earth’s seasons, moon phases,
eclipses and the effects of gravity between the sun,
earth, and moon.
PL-M-2.3.1
Thursday
Week of 2/25/13
SC-07-4.6.2
SC-07-2.3.3
Friday
SC-07-4.6.2
Monday
Standard
Code
Carry Over due to
extension of energy
chapter – student
driven
Health, Nutrition,
& Practical Living
The Sun, Moon,
and Earth System
Assessment
Formative
 Summative
exit slip
performance event
individual response
(white boards, cards, voters)
questioning strategies
small group work
 other - Corrected Tests
Formative  Summative
exit slip
performance event
individual response
(white boards, cards, voters)
questioning strategies
small group work
other _Lab Report____________
 Formative
Summative
exit slip
performance event
individual response
(white boards, cards, voters)
questioning strategies
small group work
 other - Summary Write
 Health Fair
 Graphic Organizer –
Note-taking, and Class
Discussion
Students will: Visit the health fair to garner
information about health, nutrition, exercise.
Students will: View presentations by health fair
participants and talk with representatives from a
variety of organizations.
Students will: Describe concepts related to the sun,
Earth, and moon such as revolution, gravity, rotation,
moon’s phases.
Formative
Summative
exit slip performance event
questioning strategies
small group work
other
On-site Field Trip
Formative
Summative
exit slip
performance event
individual response
(white boards, cards, voters)
 questioning strategies
small group work
other Graphic Organizer
Lesson Plans
Teacher Karen Nantz
Grade Level/Subject: 7
Week of 2/25/13
Core Content Connections:
SC-07-4.6.2
Students will:
 describe the transfer and/or transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light,
motion of objects and chemical).
 Explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object.
The transfer and transformation of energy can be examined in a variety of real life examples. Models are an appropriate way to convey the abstract/invisible transfer of
energy in a system.
SC-07-2.3.3
Students will describe the concept of gravity and the effect of gravitational force between the sun, moon and Earth. The gravitational pull of the Sun and moon on
Earth’s oceans as the major cause of tides can be understood from generalizations based on evidence.
SC-M-2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.
Modifications – 7th Grade
A
B
C
D
E
F
1, 2, 3,
4, 5, 13,
18, 21
1, 2, 3,
5
1, 3, 4,
5, 13,
18
1, 2, 20
1
1, 2, 5,
7, 22
G
H
I
Lesson Plans
Teacher Karen Nantz
Grade Level/Subject: 6
SC-06-2.3.1
Monday
Standard
Code
Week of 2/25/13
Lesson Topic
The Planets
Continued work on
this project from last
week.
Resource(s)
Student Learning Target(s)
Open Activity - MC with
Justification
Foldable of Planets,
Meteorites, Comets
Students will: Design a foldable that will include
information about each planet using notes and posters
from around the room.
Students will: Draw and explain how comets and
meteorites originate and/or form.
Assessment
 Formative
exit slip
Summative
performance event
individual response
questioning strategies
small group work
Touring the Solar
System
PL-M-2.3.1
Wednesday
SC-06-2.3.1
Thursday
Stars and Galaxies
Health, Nutrition,
& Practical Living
SC-06-2.3.1 &
4.6.2
Friday
SC-06-2.3.1
Tuesday
other – Foldable
Carry Over
Carry Over
Unit Exam
Open Activity – Reciprocal
Reading – Stars and
Galaxies
Modeling a Constellation
Study Guide
Students will: Describe constellations, star colors,
apparent magnitude, star positions, and the lives of
stars and galaxies.
Writing Assignment
Choice of Tour Guide of
the Planets or
Create a rap to help
identify and remember
specifics of each planet.
Students will: Use foldables and notes to act as a tour
guide or songwriter to describe the planets.
Students will: Write dialogue as tour guide explaining
features of each planet or write a rap song explaining
features of each planet.
 Health Fair
Students will: Visit the health fair to garner
information about health, nutrition, exercise.
Students will: View presentations by health fair
participants and talk with representatives from a
variety of organizations.
The Sun, Earth, and Moon
System Exam
MC and Short Answer
Students will: Define Earth’s revolution, and rotation,
explain eclipses and seasons.
Students will: Describe the phases of the moon.
Students will: Explain sun’s gravity and the planets,
describe characteristics of planets and placement to the
sun
Formative
exit slip
Summative
performance event
individual response
questioning strategies
small group work
other – Lab Report
Formative
exit slip
 Summative
performance event
individual response
questioning strategies
small group work
other –
Formative
Summative
exit slip performance event
questioning strategies
small group work
other
On-site Field Trip
Formative
 Summative
exit slip
performance event
individual response
questioning strategies
small group work
other – Exam
Lesson Plans
Teacher Karen Nantz
Grade Level/Subject: 6
Week of 2/25/13
Core Content Connections:
SC-06-2.3.1 - Students will explain and predict phenomena (e.g., day, year, moon phases, eclipses) based on models/representations or data related to the motion of
objects in the solar system (e.g., earth, sun, moon).Observations and investigations of patterns indicate that most objects in the solar system are in regular and
predictable motion. Evaluation of this data explains such phenomena as the day, the year, phases of the moon and eclipses.
SC-06-4.6.2
Students will describe:
 the effect of the Suns’ energy on the Earth system;
 the connection/relationship between the Sun’s energy and seasons.
The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result
from variations in the amount of the Sun’s energy hitting Earth’s surface.
SC-M-2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.
Modifications – 6th Grade
A
B
C
D
E
F
G
H
I
J
1, 2, 3,
4, 13,
18
1, 2, 4,
5, 13
1, 2, 4,
5, 18
1, 2, 4,
5, 18
1, 2, 4,
5, 13,
18
1, 2, 4,
5, 13
1, 2
1, 4, 5
1, 11,
21
1, 2, 5