Article: “Island Herd Dwindles, Coyotes among Suspects”
Building Essay Paragraphs
Objectives:
Calculate population densities of different populations of organisms.
Determine which biotic and abiotic factors affect population densities.
Identify the different biomes of the world.
Describe the different components of a biosphere.
Identify potential causes for population changes in an environment.
Hypothesize why the deer population on Prudence Island has decreased.
Identify potential causes for population changes in an environment.
Hypothesize why the deer population on Prudence Island has decreased.
Construct thesis statement for introduction of essay.
Construct essay by outlining paragraphs with graphic organizers.
Instruction:
Admit Slip:
Review questions pertaining to density, area, as well as populations.
Introduction:
After the admit slip has been reviewed and students’ prior knowledge about these topics have been addressed, the term population density will be introduced to students. Students will use meter sticks to measure and calculate the area of our science classroom. Students will use this area value to calculate population densities of our classroom.
Activity: Students will be calculating the population densities of different organisms as well as develop ideas of what types of biotic or abiotic factors could affect population densities. Students will also calculate the population densities of our classroom for the different categories that were reviewed from the previous lesson.
Conclusion:
The solutions to the population density examples will be reviewed on the ipad, and biotic/abiotic factors that could affect population densities will be reviewed.
Admit Slip:
Review questions from the previous lesson, as well as questions that relate to biomes and our environment.
Instruction:
Students will take notes pertaining to biomes of the world, as well as what different biomes include. After students have finished these notes they will complete a study guide review for the quiz for the next class period.
Quiz:
Biological hierarchy quiz.
Activity:
After students have completed their quiz they will begin to read the “Island Herd Dwindles, Coyotes among Suspects” article. Students will also begin to complete questions about the content of the article.
Introduction:
Introduce the article by reviewing key concepts from the article. Ask the following questions:
How could a new species that is introduced to a habitat affect other species that are already living there?
How would food/water availability be affected?
How would new invading species cause population changes in a habitat?
Activity:
As a class aloud, the article will be read. Questions about the article will be completed, as well as reviewed. From this article, students will be developing an essay. Depending on remaining time, students will begin working on the paragraph outlines of their essay. Graphic organizers for the paragraphs of their essay will be provided.
Admit Slip:
Review questions from the previous lesson about the deer article, as well as a review of a thesis statement to guide students with their introductory paragraphs.
Activity:
Students will complete graphic organizers for each paragraph and begin to build their essay. Students will expand on the information on their graphic organizers to help build the sentences of their paragraphs.
HW Given:
vocabulary foldable (due 4/25)
Finish vocabulary foldable
Complete study guide for quiz
NONE
NONE
Outline paragraphs for graphic organizers
HW Due:
NONE
NONE
Vocabulary Foldable
Study Guide
NONE
NONE
Needs:
1)Admit Slip
2)Meter Sticks 3)Calculators
4)Appropriate amount of copies for:
Population density practice worksheet
1)Admit Slip
2) Appropriate amount of copies for:
Study guide
1)Appropriate amount of copies for:
Quiz
Article
Article questions
1)Appropriate amount of copies for:
Article
Article questions
Graphic organizers
1)Admit slip
2)Appropriate amount of copies for:
Article
Article questions
Graphic organizers
4/9-4/13
Monday 4/9
Tuesday 4/10
Wednesday 4/11
Thursday 4/12
Friday 4/13
Title:
Comparing Primates
Primate Video
Article: “Island Herd Dwindles, Coyotes among Suspects”
Building Essay Paragraphs
Building Essay Paragraphs
Objectives:
Describe homologous body structures in different primates.
Apply Darwin’s principles of evolution to the changes in primates over time.
Describe learning traits in primates.
Explain how primates have adapted to their environment by using tools.
Identify potential causes for population changes in an environment.
Hypothesize why the deer population on Prudence Island has decreased.
Construct thesis statement for introduction of essay.
Construct essay by outlining paragraphs with graphic organizers.
Construct essay by outlining paragraphs with graphic organizers.
Instruction:
Introduction:
Introduce the Comparing Primates activity by learning what a primate is classified as, as well as what are some examples of primates. As a class aloud, an introductory primate worksheet will be given to students.
After learning what a primate is, the following questions will be asked:
What are some similarities and differences between primates?
How can these similarities and differences explain how species have evolved and adapted to their new environments?
Activity:
Students will be comparing and contrasting homologous body structures in different primates. Students will complete a laboratory packet and answer questions pertaining to homologous body structures. Sample skulls and bones will be provided to help students visualize these homologous body structures.
Activity:
Students will watch the video and complete questions that go along with the content of the video.
Conclusion:
Summarize the movie, as well as the comparing primates activity from the previous day by reviewing:
similarities in homologous body structures in primates
how primates have evolved over time to adapt to different environments
primates using tools for survival in their habitat
Admit Slip:
Review questions from the previous lesson about the primate video, as well as the comparing primate lesson.
Introduction:
Introduce the article by reviewing key concepts from the article. Ask the following questions:
How could a new species that is introduced to a habitat affect other species that are already living there?
How would food/water availability be affected?
How would new invading species cause population changes in a habitat?
Activity:
As a class aloud, the article will be read. Questions about the article will be completed, as well as reviewed. From this article, students will be developing an essay. Depending on remaining time, students will begin working on the paragraph outlines of their essay. Graphic organizers for the paragraphs of their essay will be provided.
Admit Slip:
Review questions from the previous lesson about the deer article, as well as a review of a thesis statements to guide students with their introductory paragraphs.
Activity:
Students will complete graphic organizers for each paragraph and begin to build their essay. Students will expand on the information on their graphic organizers to help build the sentences of their paragraphs.
Activity:
Students will complete graphic organizers for each paragraph and begin to build their essay. Students will expand on the information on their graphic organizers to help build the sentences of their paragraphs.
HW Given:
NONE
Finish movie questions if not completed
NONE
Outline paragraphs for graphic organizers
NONE
HW Due:
NONE
NONE
Movie questions
NONE
Outline paragraphs for graphic organizers
Needs:
1)Sample bones/skulls
2)Millimeter rulers and protractors
3)Appropriate amount of copies for:
what are primates worksheet
comparing primates packet
1) Video
2)Appropriate amount of copies for:
video questions
1)Admit slip
2)Appropriate amount of copies for:
article
article questions
graphic organizers
1)Admit slip
2)Appropriate amount of copies for:
article
article questions
graphic organizers
1)Appropriate amount of copies for:
article
article questions
graphic organizers
4/2-4/6
Monday 4/2
Tuesday 4/3
Wednesday 4/4
Thursday 4/5
Friday 4/6
Title:
Evidence of Common Descent
Variation Dog Video
Making Fossils
Comparing Primates
Good Friday
Objectives:
Identify the types of evidence for evolution.
Compare and contrast homologous body structures of organisms.
Determine the differences with artificial selection and inherited variation.
Explain how fossils contribute to Darwin’s theory evolution.
Describe homologous body structures in different primates.
Apply Darwin’s principles of evolution to the changes in primates over time.
Instruction:
Admit Slip:
Questions will involve comparing two different types of organisms that introduce homologous body structures. Review answers to these questions.
Notes:
Students will take notes on the different types of evidence that can be used to describe evolution.
Students will also watch a short video about homologous body structures.
After the notes are completed students will complete a review graphic organizer on the topics covered in this lesson.
Admit Slip:
Review questions from the previous lesson. Review answers to these questions.
Activity:
Students will watch the video and complete questions that go along with the content of the video.
Admit Slip:
Review questions from the previous lesson about the dog movie.
Introduction:
A short National Geographic fossil video will be played at the beginning of class to create student interest. After the video, questions that will be asked to the class will be:
What can fossils explain?
Why are fossils important to Darwin’s theory of evolution?
Activity:
Students will be making their own fossils from sample rocks and shells. Students will be working in groups and analyzing their fossil imprints on Friday after they have dried and solidified.
Admit Slip:
Review questions from the previous lesson. Review answers to these questions.
Introduction:
Introduce the Comparing Primates activity by asking the following questions:
What are some similarities and differences between primates?
How can these similarities and differences explain how species have evolved and adapted to their new environments?
Activity:
Students will be comparing and contrasting homologous body structures in different primates. Students will complete a laboratory packet and answer questions pertaining to homologous body structures.
HW Given:
Complete evidence of evolution graphic organizer.
Complete 15-3 review worksheet.
Finish movie questions if not completed
NONE
NONE
HW Due:
NONE
Complete evidence of evolution graphic organizer.
15-3 review worksheet
Movie questions
NONE
Needs:
1)Admit slip
2) Evolution notes
3)Appropriate amount of copies for:
evidence of evolution graphic organizer
1)Admit slip
2) Video
3)Appropriate amount of copies for:
video questions
1)Admit slip
2)National Geographic video
3)All materials needed for making fossils
2)Appropriate amount of copies for:
fossil making procedure
1)Admit slip
2)Appropriate amount of copies for:
comparing primates
3/26-3/30
Monday 3/26
Tuesday 3/27
Wednesday 3/28
Thursday 3/29
Friday 3/30
Title:
Comparing Adaptations of Birds
Quiz
Darwin’s Five Principles of Evolution
Poker Adaptation
Evidence of Common Descent
Objectives:
Identify adaptations that certain birds need in order to survive in their habitat.
Compare and contrast the different habitats of birds.
Identify adaptations that certain birds need to survive in their habitat.
Compare and contrast the different habitats of birds.
Describe Darwin’s five principles of evolution.
Differentiate favorable traits nature selects for and unfavorable traits nature selects against using examples of different organisms.
Apply Darwin’s five principles of evolution to different species of organisms.
Describe how adaptations to new habitats can result in energy changes for organisms.
Identify the types of evidence for evolution.
Compare and contrast homologous body structures of multiple organisms.
Instruction:
Admit Slip:
Review Questions from the previous lesson. Review answers to these questions.
Introduction:
Have sample birds on lab bench and discuss their differences in beaks and feet. Discuss how these differences between the birds can give indication of the habitat that they live in.
Activity:
Complete bird adaptation lab packet. Students will finish lab packet after the quiz tomorrow if more time is needed.
Quiz:
Evolution vocabulary quiz.
Activity:
Once students are finished with their quiz they will complete their adaptations of birds lab packet. Conclude the adaptations of birds lab packet with the following questions:
How does a birds appearance help identify its habitat?
How do adaptations of birds indicate their food source?
Admit Slip:
Students will complete a “T” chart including what students have learned about Darwin and his principles thus far on one side of the chart. Review student responses.
The other side of the “T” chart will be completed within the notes on summarizing Darwin’s Theory of evolution.
Notes:
Students will take notes on the summary of Darwin’s Theory and complete their “T” charts.
Students will then complete the Darwin’s Natural Selection worksheet that reviews Darwin’s five principles of evolution.
Admit Slip:
Review Questions from the previous lesson. Review answers to these questions.
Introduction:
Introduce the adaptation activity by asking the following questions:
How do organisms learn new ways to adapt and survive in new environments?
How would altering the habitat of an organism affect the amount of energy it needs to survive? Have students think of an example.
Activity:
Complete poker adaptation activity. Conclude activity by discussing student results and revisiting introduction questions.
Admit Slip:
Students will complete a graphic organizer about common descent.
Notes:
Students will take notes on the different types of evidence that can be used to describe evolution.
Students will also watch a short video about homologous body structures.
After the notes are completed students will complete a review graphic organizer on the topics covered in this lesson.
HW Given:
Study for Evolution Quiz
Complete Influences of Darwin graphic organizer (due Tuesday 3/27)
Poker Adaptation (due Monday 4/1 if not completed)
HW Due:
NONE
Influences of Darwin graphic organizer
Birds adaptation lab packet
NONE
NONE
Darwin’s Natural Selection worksheet
Needs:
1)Admit slip
2)Sample birds for introduction
3)Appropriate amount of copies for:
Adaptation packet
Habitat/birds worksheet
1)Appropriate amount of copies for:
Quiz
1)Admit slip-“T” chart
2)Powerpoint notes
3)Appropriate amount of copies for:
Darwin’s Natural Selection worksheet
1)Admit slip
2)Poker chips, dice, deck of cards
3)Appropriate amount of copies for:
Poker adaptation activity
1)Admit slip-“T” chart
2)Powerpoint notes
3)Appropriate amount of copies for:
Natural Selection worksheet
3/5-3/9
Monday 3/5
Tuesday 3/6
Wednesday 3/7
Thursday 3/8
Friday 3/9
Title:
Quiz section1.2
Introduction to acceleration
Acceleration
Acceleration and slope lab
Chapter 1 Review
Objectives:
SW:Examine how distance and time affect speed.
SW: Explain how acceleration is related to velocity. SW:Compare velocity and speed.
SW: Calculate the acceleration of an object in motion. SW: Describe the different phases of a velocity-time graph.
SW: Calculate the acceleration of an object in motion.
SW: Reviewchapter 1: motion
Activity:
Quiz section 1.2 (approximately 15-20 minutes) As students are finishing their quiz, they will begin working on a section 1.3 study guide.
Once all students are finished with their quiz, there will be a review of their distance-time graph homework on the smartboard. (remainder of the period)
Check HW while students are writing objectives in SNB (Approximately 5 minutes)
Students will be given further practice calculations with distance-time graphs. This assignment will be due on 3/9
Finish notes on section 1.2 (Approximately 10-15 minutes)
Begin notes on section 1.3. Ask students to recall what they read within their homework pertaining to the new material. (remainder of the period)
Students will write their objectives in SNB, as well as copy a provided sample of a velocity-time graph into SNB. Sample velocity-time graph will be shown on smartboard. (Approximately 5 minutes)
Demonstrate on scooter the phases of a velocity-time graph. After students view this demonstration they will draw their initial thoughts on my acceleration on their graphs in their SNB. Their graphs will be revisited when velocity time graphs are gone over within the 1.2 notes. This demonstration can be done outside of the science classroom in the hallway. (Approximately 5-10 minutes)
Complete1.3 notes. (Approximately 15-20 minutes)
Conclude class by reviewing objectives of the day and adding acceleration to foldable. (remainder of period)
Students will complete acceleration and slope lab.
Students will complete chapter 1 review questions in their SNB.
Rachel’s Challenge 9:30-10:30 @ N.S. High School
HW:
Section 1.3 study
Speed it up activity
Distance-time graph calculations (due 3/9)
Distance-time graph calculations (due 3/9)
Add acceleration to foldable
Distance-time graph calculations (due 3/9)
Lab due on 3/12
Lab due on 3/12
Review questions due on 3/12
Needs:
Appropriate amount of all copies, distance-time graph problems on smartboard
1.2 notes, 1.3 notes
1.3 notes, sample graph on the smartboard, scooter
Appropriate amount of all copies, all materials needed for the lab
2/27-3/2
Monday 2/27
Tuesday 2/28
Wednesday 2/29
Thursday 3/1
Friday 3/2
Title:
Review of NECAP Assessment
Section 1.2 Study Guide Sufficient amount of all copies
Introduction to speed
Average speed
Speed it up!
Solve for unknowns
Objectives:
SW: Calculate the speed of different objects in motion. SW: Examine how distance and time affect speed.
SW: Calculate the speed of different objects in motion. SW: Measure distance and time for a moving object.
SW: Calculate the speed of different objects in motion. SW: Measure distance and time for a moving object. SW: Examine how distance and time affect speed.
SW: Solve for unknown variables in the expression s=d/t.
Activity:
Check HW while students are writing objectives in SNB and beginning speed graphic organizer. Students will share initial responses. (Approximately 10 minutes)
Watch speed video and have students finish graphic organizer in their SNB. Student will share what they have added to their graphic organizer.(Approximately 10 minutes)
Beginning notes on section 1.2 (getting through speed) (Approximately 10 minutes)
Make foldable for speed (allow foldable to have spaces for speed, avg. speed, distance-time graph, acceleration) Have sample to show students. (remaining time in class period)
Check all HW while students are writing their objectives in SNB.
Review speed problems on smartboard. (Approximately 15 minutes)
Skateboard demonstration of average speed. Do 3 trials. (Approximately 10 minutes)
Continue notes(through average speed) Calculate the average speed of the skateboard demonstration in SNB. (Approximately 15 minutes)
Add average speed to foldable. (remaining time in class period)
Perform speed it up activity in hallway outside of the classroom.
Debrief activity with provided conclusion questions.
When students are finished with the activity in the hallway, students can begin to start on their conclusion questions.
Students will write objectives and complete review questions. (Approximately 10 minutes)
Model example calculations on smartboard on a powerpoint. (Approximately 10 minutes)
Students will be working in groups to calculate unknown variables within the speed equation. Students will be separated into four different groups and each group will be solving for either distance or time. Two groups will be assigned to calculate time and the other two groups will be assigned to calculate distance. (Approximately 15 minutes)
Each of the four groups will share their responses on their white board in the front of the classroom. (remaining time in class period)
HW:
Speed calculations worksheet solving for speed
Add average speed into foldable if not completed.
Speed it up due Monday 3/5
Speed calculations worksheet for solving for distance and time.
Needs:
Sufficient amount of all copies for note guide, 1.2 notes, paper for foldables, speed video, speed graphic organizer on smartboard.
Homework speed problems on smartboard, skateboard, meter stick, stop watch, 1.2 notes.
Meter sticks, tape, sufficient amount of all copies.
Have all problems prepared for all the groups, white boards, markers, erasers, sufficient amount of all copies.
February Vacation 2/20-2/24
2/13-2/17
Monday
Tuesday
Wednesday
Thursday
Friday
Title:
What is motion?
Relative Motion Lab
Quiz anyone?
NECAP REVIEW
PD
Activity:
Demonstration with tennis ball/soccer ball displaying motion and how motion can be fast or slow
Finish notes from Friday
Work on 1.1 Review Key Concepts
Review tennis ball demo
Review relative motion video from notes
Relative motion lab with tennis balls
Take videos on ipad camera/digital camera in order to view tomorrow in class
Quiz on section 1.1
Look at relative motion videos
Complete relative motion video worksheet
Students will be going over their NECAP Prep exam
Professional Development for District of North Smithfield
7:30-2:05
HW:
1.1 Review Key Concepts
Study section 1.1 for quiz tomorrow
Complete relative motion video worksheet if not finished
NA
NA
Needs:
Sufficient amount of all copies, tennis/soccer ball, 4.1 notes
Sufficient amount of all copies, tennis balls, video of relative motion
Sufficient amount of all copies, videos on computer
NA
NA
Week of 2/6-2/10
Monday
Tuesday
Wednesday
Thursday
Friday
Title:
Jeopardy
Test
Self Assessment
Let’s have another assessment
“Where is_”?
Activity:
Review of chapter 4 questions
Jeopardy game
Makeup lab of thermometer after school
Chapter 4 Test
Exchange text books
Student self assessment
School administered NECAP prep exam
Complete activity of where different objects/places are located based on location
Begin 1.1 notes within new text book
HW:
Study for Test
No HW
No HW
No HW
Finish “Where is” worksheet.
Needs:
Jeopardy game
Sufficient amount of all copies
Sufficient amount of all copies, new text books
Sufficient amount of all exams
Sufficient amount of all copies, 1.1 notes
Week of 1/30-2/3
Monday
Tuesday
Wednesday
Thursday
Friday
Title:
Constructing thermometers with Gatorade bottles.
How fast does food coloring travel?
Observing Conduction.
Quiz anyone?
Hazards of radiation we face.
Activity:
In group of four students will be creating “homemade” thermometers and testing them under warm/cold water baths.
Demonstration of food coloring under warm and cold temperatures and how their particles expand/contract. Reading thermometer review 4.2 Notes
Conduction lab of temperature differences amongst beakers under different temperatures.
4.1 &4.2 quiz
Radiation in the real world current events article
HW:
4.2 study guide
4.2 Reviewing Key Concepts.
Study for 4.1 & 4.2 quiz.
NONE
Finish article questions if not completed.
Needs:
Sufficient amount of Gatorade bottles, clay, straws alcohol solution, copies,
Beakers, food coloring, ice, hot/cold water. Sufficient amount of all copies
Sufficient amount of all copies, beakers, thermometers, hot/cold water.
Sufficient amount of all copies.
Sufficient amount of copies of current events activity guide.
Week 1/23-1/27
Monday
Tuesday
Wednesday
Thursday
Friday
Title:
Health Meeting at URI 12-3
Luck of the Draw
Test
How Hot is Hot?
Down/Across
Activity:
Review of chapter questions out of a bingo lottery.
THE MAN WITH THE PLAN!
4/23-4/27
Determine which biotic and abiotic factors affect population densities.
Describe the different components of a biosphere.
Hypothesize why the deer population on Prudence Island has decreased.
Hypothesize why the deer population on Prudence Island has decreased.
Construct essay by outlining paragraphs with graphic organizers.
Review questions pertaining to density, area, as well as populations.
Introduction:
After the admit slip has been reviewed and students’ prior knowledge about these topics have been addressed, the term population density will be introduced to students. Students will use meter sticks to measure and calculate the area of our science classroom. Students will use this area value to calculate population densities of our classroom.
Activity:
Students will be calculating the population densities of different organisms as well as develop ideas of what types of biotic or abiotic factors could affect population densities. Students will also calculate the population densities of our classroom for the different categories that were reviewed from the previous lesson.
Conclusion:
The solutions to the population density examples will be reviewed on the ipad, and biotic/abiotic factors that could affect population densities will be reviewed.
Review questions from the previous lesson, as well as questions that relate to biomes and our environment.
Instruction:
Students will take notes pertaining to biomes of the world, as well as what different biomes include. After students have finished these notes they will complete a study guide review for the quiz for the next class period.
Biological hierarchy quiz.
Activity:
After students have completed their quiz they will begin to read the “Island Herd Dwindles, Coyotes among Suspects” article. Students will also begin to complete questions about the content of the article.
Introduce the article by reviewing key concepts from the article. Ask the following questions:
How could a new species that is introduced to a habitat affect other species that are already living there?
How would food/water availability be affected?
How would new invading species cause population changes in a habitat?
Activity:
As a class aloud, the article will be read. Questions about the article will be completed, as well as reviewed. From this article, students will be developing an essay. Depending on remaining time, students will begin working on the paragraph outlines of their essay. Graphic organizers for the paragraphs of their essay will be provided.
Review questions from the previous lesson about the deer article, as well as a review of a thesis statement to guide students with their introductory paragraphs.
Activity:
Students will complete graphic organizers for each paragraph and begin to build their essay. Students will expand on the information on their graphic organizers to help build the sentences of their paragraphs.
(due 4/25)
Complete study guide for quiz
Study Guide
2)Meter Sticks
3)Calculators
4)Appropriate amount of copies for:
2) Appropriate amount of copies for:
2)Appropriate amount of copies for:
4/9-4/13
Apply Darwin’s principles of evolution to the changes in primates over time.
Explain how primates have adapted to their environment by using tools.
Hypothesize why the deer population on Prudence Island has decreased.
Construct essay by outlining paragraphs with graphic organizers.
Introduce the Comparing Primates activity by learning what a primate is classified as, as well as what are some examples of primates. As a class aloud, an introductory primate worksheet will be given to students.
After learning what a primate is, the following questions will be asked:
What are some similarities and differences between primates?
How can these similarities and differences explain how species have evolved and adapted to their new environments?
Activity:
Students will be comparing and contrasting homologous body structures in different primates. Students will complete a laboratory packet and answer questions pertaining to homologous body structures. Sample skulls and bones will be provided to help students visualize these homologous body structures.
Students will watch the video and complete questions that go along with the content of the video.
Conclusion:
Summarize the movie, as well as the comparing primates activity from the previous day by reviewing:
Review questions from the previous lesson about the primate video, as well as the comparing primate lesson.
Introduction:
Introduce the article by reviewing key concepts from the article. Ask the following questions:
How could a new species that is introduced to a habitat affect other species that are already living there?
How would food/water availability be affected?
How would new invading species cause population changes in a habitat?
Activity:
As a class aloud, the article will be read. Questions about the article will be completed, as well as reviewed. From this article, students will be developing an essay. Depending on remaining time, students will begin working on the paragraph outlines of their essay. Graphic organizers for the paragraphs of their essay will be provided.
Review questions from the previous lesson about the deer article, as well as a review of a thesis statements to guide students with their introductory paragraphs.
Activity:
Students will complete graphic organizers for each paragraph and begin to build their essay. Students will expand on the information on their graphic organizers to help build the sentences of their paragraphs.
Students will complete graphic organizers for each paragraph and begin to build their essay. Students will expand on the information on their graphic organizers to help build the sentences of their paragraphs.
2)Millimeter rulers and protractors
3)Appropriate amount of copies for:
2)Appropriate amount of copies for:
2)Appropriate amount of copies for:
2)Appropriate amount of copies for:
4/2-4/6
Compare and contrast homologous body structures of organisms.
Apply Darwin’s principles of evolution to the changes in primates over time.
Questions will involve comparing two different types of organisms that introduce homologous body structures. Review answers to these questions.
Notes:
Students will take notes on the different types of evidence that can be used to describe evolution.
Students will also watch a short video about homologous body structures.
After the notes are completed students will complete a review graphic organizer on the topics covered in this lesson.
Review questions from the previous lesson. Review answers to these questions.
Activity:
Students will watch the video and complete questions that go along with the content of the video.
Review questions from the previous lesson about the dog movie.
Introduction:
A short National Geographic fossil video will be played at the beginning of class to create student interest. After the video, questions that will be asked to the class will be:
What can fossils explain?
Why are fossils important to Darwin’s theory of evolution?
Activity:
Students will be making their own fossils from sample rocks and shells. Students will be working in groups and analyzing their fossil imprints on Friday after they have dried and solidified.
Review questions from the previous lesson. Review answers to these questions.
Introduction:
Introduce the Comparing Primates activity by asking the following questions:
What are some similarities and differences between primates?
How can these similarities and differences explain how species have evolved and adapted to their new environments?
Activity:
Students will be comparing and contrasting homologous body structures in different primates. Students will complete a laboratory packet and answer questions pertaining to homologous body structures.
Complete 15-3 review worksheet.
15-3 review worksheet
2) Evolution notes
3)Appropriate amount of copies for:
2) Video
3)Appropriate amount of copies for:
2)National Geographic video
3)All materials needed for making fossils
2)Appropriate amount of copies for:
2)Appropriate amount of copies for:
3/26-3/30
Compare and contrast the different habitats of birds.
Compare and contrast the different habitats of birds.
Differentiate favorable traits nature selects for and unfavorable traits nature selects against using examples of different organisms.
Describe how adaptations to new habitats can result in energy changes for organisms.
Compare and contrast homologous body structures of multiple organisms.
Review Questions from the previous lesson. Review answers to these questions.
Introduction:
Have sample birds on lab bench and discuss their differences in beaks and feet. Discuss how these differences between the birds can give indication of the habitat that they live in.
Activity:
Complete bird adaptation lab packet. Students will finish lab packet after the quiz tomorrow if more time is needed.
Evolution vocabulary quiz.
Activity:
Once students are finished with their quiz they will complete their adaptations of birds lab packet. Conclude the adaptations of birds lab packet with the following questions:
How does a birds appearance help identify its habitat?
How do adaptations of birds indicate their food source?
Students will complete a “T” chart including what students have learned about Darwin and his principles thus far on one side of the chart. Review student responses.
The other side of the “T” chart will be completed within the notes on summarizing Darwin’s Theory of evolution.
Notes:
Students will take notes on the summary of Darwin’s Theory and complete their “T” charts.
Students will then complete the Darwin’s Natural Selection worksheet that reviews Darwin’s five principles of evolution.
Review Questions from the previous lesson. Review answers to these questions.
Introduction:
Introduce the adaptation activity by asking the following questions:
How do organisms learn new ways to adapt and survive in new environments?
How would altering the habitat of an organism affect the amount of energy it needs to survive? Have students think of an example.
Activity:
Complete poker adaptation activity. Conclude activity by discussing student results and revisiting introduction questions.
Students will complete a graphic organizer about common descent.
Notes:
Students will take notes on the different types of evidence that can be used to describe evolution.
Students will also watch a short video about homologous body structures.
After the notes are completed students will complete a review graphic organizer on the topics covered in this lesson.
Complete Influences of Darwin graphic organizer (due Tuesday 3/27)
Darwin’s Natural Selection worksheet (due Friday 3/30)
Birds adaptation lab packet
2)Sample birds for introduction
3)Appropriate amount of copies for:
2)Powerpoint notes
3)Appropriate amount of copies for:
2)Poker chips, dice, deck of cards
3)Appropriate amount of copies for:
2)Powerpoint notes
3)Appropriate amount of copies for:
3/5-3/9
SW:Compare velocity and speed.
SW: Describe the different phases of a velocity-time graph.
Once all students are finished with their quiz, there will be a review of their distance-time graph homework on the smartboard. (remainder of the period)
Students will be given further practice calculations with distance-time graphs. This assignment will be due on 3/9
Finish notes on section 1.2 (Approximately 10-15 minutes)
Begin notes on section 1.3. Ask students to recall what they read within their homework pertaining to the new material. (remainder of the period)
Demonstrate on scooter the phases of a velocity-time graph. After students view this demonstration they will draw their initial thoughts on my acceleration on their graphs in their SNB. Their graphs will be revisited when velocity time graphs are gone over within the 1.2 notes. This demonstration can be done outside of the science classroom in the hallway. (Approximately 5-10 minutes)
Complete1.3 notes. (Approximately 15-20 minutes)
Conclude class by reviewing objectives of the day and adding acceleration to foldable. (remainder of period)
Rachel’s Challenge
9:30-10:30 @ N.S. High School
Speed it up activity
Add acceleration to foldable
Lab due on 3/12
Review questions due on 3/12
2/27-3/2
Section 1.2 Study Guide
Sufficient amount of all copies
SW: Examine how distance and time affect speed.
SW: Measure distance and time for a moving object.
SW: Measure distance and time for a moving object.
SW: Examine how distance and time affect speed.
Watch speed video and have students finish graphic organizer in their SNB. Student will share what they have added to their graphic organizer.(Approximately 10 minutes)
Beginning notes on section 1.2 (getting through speed) (Approximately 10 minutes)
Make foldable for speed (allow foldable to have spaces for speed, avg. speed, distance-time graph, acceleration) Have sample to show students.
(remaining time in class period)
Review speed problems on smartboard. (Approximately 15 minutes)
Skateboard demonstration of average speed. Do 3 trials. (Approximately 10 minutes)
Continue notes(through average speed) Calculate the average speed of the skateboard demonstration in SNB.
(Approximately 15 minutes)
Add average speed to foldable.
(remaining time in class period)
Debrief activity with provided conclusion questions.
When students are finished with the activity in the hallway, students can begin to start on their conclusion questions.
Model example calculations on smartboard on a powerpoint.
(Approximately 10 minutes)
Students will be working in groups to calculate unknown variables within the speed equation. Students will be separated into four different groups and each group will be solving for either distance or time. Two groups will be assigned to calculate time and the other two groups will be assigned to calculate distance. (Approximately 15 minutes)
Each of the four groups will share their responses on their white board in the front of the classroom. (remaining time in class period)
February Vacation 2/20-2/24
2/13-2/17
Finish notes from Friday
Work on 1.1 Review Key Concepts
Review relative motion video from notes
Relative motion lab with tennis balls
Take videos on ipad camera/digital camera in order to view tomorrow in class
Look at relative motion videos
Complete relative motion video worksheet
7:30-2:05
Week of 2/6-2/10
Jeopardy game
Makeup lab of thermometer after school
Student self assessment
Begin 1.1 notes within new text book
Week of 1/30-2/3
Reading thermometer review
4.2 Notes
Sufficient amount of all copies
Week 1/23-1/27
(Temperature, Thermal Expansion)
Calculating Farenheit and Celsius of our Sun on Smart Board.
Cross word puzzle using Farenheit and Celsius calculations
PPT scanned into Smartboard software