Download Lesson Plans Teacher: Taylor Dates: 1/5

Lesson Plans
Teacher: Taylor
Course: Biomedical
Dates: 1/5-1/16
Day 1
Day 2
Day 3
Day 4
Day 5
(1/5-1/6)
(1/7-1/8)
(1/9-1/12)
(1/13-1/14)
(1/15-1/16)
ACT Questions
Nova Can Science Stop
Crimes
ACT Questions
Nova Who killed
Lindbergh baby
ACT Questions
Nova Cold Case JFK
ACT Questions
Nova Manhunt-Boston
Bombers
ACT Questions
Nova Forensic on trial
Anastasia of the Titanic
The Mystery of Ludwig
Van Beethown
Training the track star
DNA Fingerprinting
Learning
Target
Bell ringer
Lesson
(procedures,
activities,
materials)
Is his mother a blood relative?
DNA Fingerprinting
Wrap
up/Reflection/
Exit ticket
Blood in the secret Garden
Dead drunk or something like
it
Questions to ponder on
Questions to ponder on
Questions to ponder on
Homework
Finish Anastasia of the
Titanic
Finish The Mystery of
Ludwig Van Beethown
Finish Training the track star
Finish Blood in the secret
Garden
Finish Dead drunk or
something like it
Assessments
DNA Fingerprinting
Who killed Lindbergh
baby
Oral
Oral
Oral
CCSS/ MS Framework Competency/Objective

Apply inquiry-based and problem-solving processes and skills to scientific investigations.
 Use current technologies such as CD-ROM, DVD, Internet, and on-line data search to explore current research related to a specific topic. (DOK
3)
 Clarify research questions and design laboratory investigations. (DOK 3)
 Demonstrate the use of scientific inquiry and methods to formulate, conduct, and evaluate laboratory investigations (e.g., hypotheses,
experimental design, observations, data analyses, interpretations, theory development). (DOK 3)
 Organize data to construct graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and legends for circle, bar, and line
graphs) to draw conclusions and make inferences. (DOK 3)
 Evaluate procedures, data, and conclusions to critique the scientific validity of research. (DOK 3)
 Formulate and revise scientific explanations and models using logic and evidence (data analysis). (DOK 3)
 Collect,analyze,anddrawconclusionsfromdatatocreateaformalpresentation using available technology (e.g., computers, calculators, SmartBoard,
CBL’s, etc.) (DOK 3)
Lesson Plans
Teacher: Taylor
Learning
Target
Course: Chemistry
Dates: 1/5-1/16
Day 1
Day 2
Day 3
Day 4
Day 5
(1/5-1/6)
(1/7-1/8)
(1/9-1/12)
(1/13-1/14)
(1/15-1/16)
-I can define chemical bond
-I can differentiate ionic &
covalent
-I can classify bonding
types according to
electronegativity
differences.
-I can define molecule &
molecular formula
-I can state octet rule
-I can list the 6 basic steps
used in writing lewis
structures
I can draw the Lewis structure
for a polyatomic ion given the
identity of the atoms combined
and other appropriate
information.
I can describe the electron-sea
model of metallic bonding,
and explain why metals are
good electrical conductors.
I can explain VSEPR theory.
I can list and compare the
distinctive properties of ionic
compounds and molecular
compounds.
I can explain why metal
surfaces are shiny.
I can predict the shapes of
molecules or polyatomic ions
using VSEPR theory.
I can explain what determines
the polarity of molecules.
I can explain why metals are
malleable and ductile but
ionic-crystalline compounds
are not.
Bell ringer
ACT Questions
ACT Questions
ACT Questions
ACT Questions
Lesson
(procedures,
activities,
materials)
- What do you know about
chemical bonds?
-animated chemistry
-classroom catalyst
-6.1 powerpoint
-classroom practice
- 6.1 quiz
- Consider what happens
if a soccer ball is rolling
toward a ditch?
-6.2 PowerPoint
- Classroom Practice
-6.2 quiz
- Classroom Catalyst
-powerpoint
-Ionic bonding I
- ionic & covalent bonding 126
- 6.3 quiz
- Classroom Catalyst
- analogy
- powerpoint
- ionic & covalent bonding
review II
Wrap
up/Reflection/
Exit ticket
-What is the main
distinction b/w ionic &
covalent bonding?
- how is electronegativity
used in determining the
ionic or covalent character
of the bonding b/w two
elements?
- what type of bonding
would be expected b/w the
following atoms: 1.) Li & F
2.) Cu & S 3.) I & Br
6.1 study guide
Section 2 Formative
assessment on Pg. 179
Exit Slip 6.3 review question
Exit Slip 6.4 review question
Exit Slip 6.5 review question
Electron dot diagram
6.3 review
6.4 review
6.5 study Guide
Homework
Review ionic & covalent
bonding 27-45
- 6.4 quiz
- Classroom Catalyst
- powerpoint
- vsepr & molecular geometry
- classroom practice
Assessments
None
6.1 Quiz
6.2 quiz
6.3 quiz
6.4 quiz
CCSS/ MS Framework Competency/Objective
• Compare the properties of compounds according to their type of bonding. (DOK 1) Covalent, ionic, and metallic bonding Polar and
non-polar covalent bonding Valence electrons and bonding atoms
• Compare different types of intermolecular forces and explain the relationship between intermolecular forces, boiling points, and vapor
pressure when comparing differences in properties of pure substances. (DOK 1)
• Develop a three-dimensional model of molecular structure. (DOK 2) Lewis dot structures for simple molecules and ionic compounds
Valence shell electron pair repulsion theory (VSEPR)
Lesson Plans
Teacher: Taylor
Course: Physical Science
Dates: 1/5-1/16
Day 1
Day 2
Day 3
Day 4
Day 5
(1/5-1/6)
(1/7-1/8)
(1/9-1/12)
(1/13-1/14)
(1/15-1/16)
I can discuss examples of
different forms of energy.
I can describe how energy
changes as a system
change.
I can explain what it means
when energy is conserved.
I can explain what it means
when energy is conserved.
I can explain what it means
when energy is conserved.
I can use energy conservation
to solve problems.
I can use energy conservation
to solve problems.
I can use energy conservation
to solve problems.
I can discuss applications of
energy conservation in daily
living.
I can discuss applications of
energy conservation in daily
living.
I can discuss applications of
energy conservation in daily
living.
What doe it mean when
something undergoes a
transformation?
-7.1 Quiz
-Energy Transformations
-Energy Cards
-7.2 Powewrpoint
-Energy Transformation
What do you think about when
someone talks about energy
conservation?
-7.2 Quiz
-Energy Conservation
-Creative Writing
-Vocabulary
-Law of Conservation
What are the different types
of energy?
What questions do you have
for Mrs. Taylor
-7.3 Quiz
- Vocabulary Quiz
-Students work on Study
Guides
- go over the answers to the
study guide
-Question & Answer
-Study Time
-Ch.7 Test
Check for understanding
Wrap
up/Reflection/
Exit ticket
7.1 Review
Homework
Check for understanding
Checking for Understanding
What questions do you have
for Mrs. Taylor?
How do you feel about the test
7.2 Review
7.3 Review
Study For Test
None
Assessments
7.1 Quiz
7.2 Quiz
7.3 Quiz
Ch. 7 Test
Learning
Target
I can distinguish potential
& kinetic energy & apply
formulas to solve problem
I can discuss exchange or
energy transformations
I can explore the energy
involved in carrying out
daily activities.
Bell ringer
What is energy?
Lesson
(procedures,
activities,
materials)
-Things that Change
-We have energy Web
Quest
- Vocabulary
-7.1 Powerpoint
-Forms of Energy
CCSS/ MS Framework Competency/Objective
Describe and explain how forces affect motion.
• Demonstrate and explain the basic principles of Newton’s three laws of motion including
calculations of acceleration, force, and momentum. (DOK 2) Inertia and distance-time graphs
to determine average speed
Net force (accounting for gravity, friction, and air resistance) and
the resulting motion of objects
Effects of the gravitational force on objects on Earth and effects
on planetary and lunar motion
Simple harmonic motion (oscillation)
• Explain the connection between force, work, and energy. (DOK 2)
Force exerted over a distance
(results in work done) Force-distance graph (to determine work)
Net work on an object which
contributes to change in kinetic energy (work-to-energy theorem)
• Describe (with supporting details and diagrams) how the kinetic energy of an object can be
converted into potential energy (the energy of position) and how energy is transferred or
transformed (conservation of energy). (DOK 2)
• Draw and assess conclusions about charges and electric current. (DOK 2) Static/current electricity
and direct current/alternating current Elements in an electric circuit that are in series or parallel
Conductors and insulators Relationship between current flowing through a resistor and voltage
flowing across a resistor
• Cite evidence and explain the application of electric currents and magnetic fields as they relate to
their use in everyday living (e.g., the application of fields in motors and generators and the
concept of electric current using Ohm’s Law). (DOK 2)