Recent Changes

THE MAN WITH THE PLAN!
4/23-4/27
Monday 4/23
Tuesday 4/24
Wednesday 4/25
Thursday 4/26
Friday 4/27
Title:
Population Densities of Ecosystem’s
What makes up a Biome?
Vocabulary Quiz
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

THE MAN WITH THE PLAN!
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
Making Fossils
Comparing Primates
Analyze Fossils Good Friday
Objectives:
Identify the types of evidence for evolution.
Describe homologous body structures in different primates.
Apply Darwin’s principles of evolution to the changes in primates over time.
Compare and contrast the created fossils with actual rock/shells.
Instruction:
Admit Slip:
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.
Admit Slip:
Review questions from the previous lesson. Review answers to these questions.
Activity:
Students will analyze their created fossils and complete conclusion questions regarding their work.
Students will also finish completing their comparing primates lab.
The class will conclude by reviewing how homologous body structures and fossils contribute to Darwin’s theory of evolution.
HW Given:
Complete evidence of evolution graphic organizer.
NONE
NONE
Complete analysis of fossil question and comparing primates activity if not completed.
HW Due:
NONE
Movie questions
NONE
NONE
Needs:
1)Admit slip
2)Appropriate amount of copies for:
comparing primates
1)Admit slip
2)Appropriate amount of copies for:
analysis of created fossils
3/26-3/30
Monday 3/26

THE MAN WITH THE PLAN!
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
Analyze Fossils
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.
Compare and contrast the created fossils with actual rock/shells.
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.
Admit Slip:
Review questions from the previous lesson. Review answers to these questions.
Activity:
Students will analyze their created fossils and complete conclusion questions regarding their work.
Students will also finish completing their comparing primates lab.
The class will conclude by reviewing how homologous body structures and fossils contribute to Darwin’s theory of evolution.
HW Given:
Complete evidence of evolution graphic organizer.
Complete 15-3 review worksheet.
Finish movie questions if not completed
NONE
NONE
Complete analysis of fossil question and comparing primates activity if not completed.
HW Due:
NONE
Complete evidence of evolution graphic organizer.
15-3 review worksheet
Movie questions
NONE
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
1)Admit slip
2)Appropriate amount of copies for:
analysis of created fossils
3/26-3/30
Monday 3/26

THE MAN WITH THE PLAN!
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)
NONE
Darwin’s Natural Selection worksheet (due Friday 3/30)
Poker Adaptation (due Monday 4/1 if not completed)
Darwin’s Natural Selection worksheet (due Friday 3/30)
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:
Chapter 1 Review
Objectives:
SW: ExamineSW:Examine how distance
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: Review chapterReviewchapter 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.
Announce chapter 1 test for 3/9, reminder of speed it up activity due activity due 3/6.
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)
5 minutes) Remind students of test on Friday.
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)
Remind students of test on Friday.
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)
Complete 1.2Complete1.3 notes. (Approximately
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
High School ||
HW:
Section 1.3 study
Lab due on 3/12
Lab due on 3/12
due on 3/12_GoBack
||3/12
Needs:
on smartboard
1.2 notes, 1.3 notes
1.21.3 notes, sample smartboard, scooter
Appropriate amount of all copies, all materials needed for the lab
text book with appropriate questions
2/27-3/2
Monday 2/27
Sufficient amount of copies
PPT scanned into Smartboard software
Friday 3/9

Tuesday 3/6
Wednesday 3/7
Thursday 3/8
Friday
Friday 3/9
Title:
Quiz section1.2
Introduction to acceleration
Acceleration
Jeopardy chapter 1 review gameAcceleration and slope lab
Chapter 1 TestReview
Objectives:
SW: Examine how distance and time affect 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: Review chapter 1: motion
SW: Be assessed on chapter 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.
Complete 1.2 notes. (Approximately 15-20 minutes)
Conclude class by reviewing objectives of the day and adding acceleration to foldable. (remainder of period)
Reminder of what assignments are due tomorrow: completed foldable with all formulas, distance-time graph homework, study for test
Play review jeopardy game
StudentsStudents will complete acceleration and slope lab.
Students will complete their chapter 1 test and handreview questions in their completed foldable and distance-time graph homework as they finish.
I will be checking off students who have handed in their assignments in grade book. SNB.
Rachel’s Challenge
9:30-10:30 @ N.S. High School ||
HW:
Section 1.3 study
Distance-time graph calculations (due 3/9)
Add acceleration to foldable
Foldable with all formulas due tomorrow.
Distance-timeDistance-time graph calculations
Study for chapter 1 test. (due 3/9)
Lab due on 3/12
Lab due on 3/12
Review questions due on 3/12_GoBack
||
Needs:
Appropriate amount of all copies, distance-time graph problems on smartboard
1.2 notes, 1.3 notes
1.2 notes, sample graph on the smartboard, scooter
Jeopardy game
AppropriateAppropriate amount of all copiescopies, all materials needed for the lab
text book with appropriate questions
2/27-3/2
Monday 2/27
Sufficient amount of copies
PPT scanned into Smartboard software
Friday 3/9