Science10

1) understand course requirements; 2) describe skills need to be a scientist. ||  || Nature of Science Puzzles; Syllabus Review; What's in the Can? || Objectives assessed through participation in class discussion || Nature of Science Puzzles: [] Syllabus Mystery Cans || 1 2 || No standards addressed - foundational material. || 1) list and explain the importance of lab safety rules; 2) reflect on the qualities of a good observer. ||  || Lab safety brainstorm / notes; Lab safety posters; Observation Box || Participation in lab safety discussion; Poster; Participation in observation box activity || Smart board/computer; Construction paper, markers, crayons, colored pencils; Observation box; Observation box quiz || 1 2 || No standards addressed - foundational material. || 1) Show their current level of skill with basic science tasks; 2) Reflect on a piece of science news. || RST.9-10.4 || Tools of Science Pre-Test; Article Countdown || Pre-Test; Article Countdown || Pre-Test; Rulers; Article Countdown Templates; Science Magazines || 1 2 3 ||  || B2 - - - - - - - - - - - - - - - - 9/13 B1 and B4 || Intro to Science || SWBAT 1) List and define the steps of the scientific method. 2) Explain the function of the metric system. 3) Use metric and US measurement systems to make body-based measurements. - - SWBAT 1) List and define the steps of the scientific method. 2) Follow the steps of the scientific method to describe an imaginary experiment. || LS2(9-11)5a || Review Sci. Meth. questions from pre-test; Metric system paired reading; Body-Based Measurement activity - - - - - - - - - Powerpoint - Steps of the scientific method; Imaginary experiments || Participation in Sci. Meth. discussion; Reading Comp Questions; Body Measurements - - - - - - - - - - - Written and verbal descriptions of imaginary experiments using all steps of the scientific method. || Pre-Test; Projector; Copies of Metric System chapter; Body-Based Measurement handout; Rulers; Meter Sticks - - - - - - - - - - - - - - - - Scientific Method Powerpoint; Projector || 1 2 - - - - - - - - - - - - - - - - 1 2 || No standards addressed - foundational material. || B2 - - - - - - - - - - - - - - B1 and B4 || Intro to Science || SWBAT 1) Follow prescribed steps to make a complete graph from given data. 2) Follow the steps of the scientific method to design an experiment in growing cress seeds. - SWBAT 1) Explain the function of the metric system. 3) Use metric and US measurement systems to make body-based measurements. || WHST.9-10.7. || Warm up - make a graph; Notes - steps for making graphs; Group practice - make graphsh; Design plants labs - - - - - - - Metric system paired reading; Body-Based Measurement activity || Participation in group graphing; Experimental design following scientific method steps. - - - - - - - - Reading Comp Questions; Body Measurements || Ppt - steps for making a graph; Sample data for graphing; Cress seeds; Seed starter. - - - - - - - - - - - - - - Projector; Copies of Metric System chapter; Body-Based Measurement handout; Rulers; Meter Sticks || 1 2 3 4 - - - - - - - - - - - - 1 2 ||  || B2 - - - - - - - - - - - - - - - - B1 and B4 || Intro to Science || SWBAT 1) Differentiate between experimental and control groups, and ind. and dep. variables. 2) Refine self-designed experiments using experimental design parameters (groups and variables) - SWBAT 1) Follow prescribed steps to make a complete graph from given data. 2) Follow the scientific method to make observations, develop hypotheses, collect data, and draw conclusions. || WHST.9-10.7. - - - - - - - - - - - - - - - - RST.9-10.3. || Warm up - describe the plant growth experiment you have planned; Notes - experimental design; Whole class review - experimental design scenarios; Plant lab set up - - - - - Warm up - how do you make a graph?; Ppt - steps for making a graph; M&M Graphing || Participation in review; Oral and written descriptions of plant lab - - - - - - - - - - - - - Written and oral response to warm up; Observations, hypotheses, data, graphing, and conclusions for M&M lab || Experimental design scenarios; Cress seeds; Seed starter; Beakers; Water - - - - - - - - - - - - - - - - Ppt - steps for making a graph; M&M Graphing sheets; Fun size M&Ms. || 1 2 3 4 - - - - - - - - - - - - - - 1 2 3 ||  || 1) Demonstrate understanding of the week's topics. 2) Use scientific method steps to complete a lab investigation. || RST.9-10.3. || Quiz; Drops on a Penny Lab || Quiz; Drops on a Penny lab sheet || Quiz; Lab sheets; Pennies; Pipettes; Beakers; Water; Soap; Paper towels || 1 2 3 || B1 did not complete lab. Extra credit "Metric System Challenge" instead. || 1) List and explain the 7 characteristics of life. 2) Give examples of living and non-living things, and justify each choice. || RST.9-10.8. WHST.9-10.1. LS2(9-11)5a || Warm up - List 3 living and 3 non-living things. Justify each; Group brainstorm - characteristics of life; Ppt - 7 Characteristics; Martian and the Car WS || Active participation in group brainstorm; Martian and the Car WS || Seven Characteristics Powerpoint; Projector; Martian and the Car WS || 1 2 3 ||  || 1) Describe the processes involved in the water cycle. 2) Explain the importance of water conservation in relation to the water cycle. || RST.9-10.2. RST.9-10.4. LS2(9-11)4b LS2(9-11)5b || Warm up - Draw/describe/explain the water cycle; Water Cycle and Conservation SQ4R; Water Cycle Q&A Game; HW - Water Cycle Terms || Warm up discussion; SQ4R; Participation in Q&A Game; Water cycle definitions || Water Cycle and Conservation article; SQ4R Notes sheet; Projector; Computer; []; Water cycle diagram and description. || 1 2 ||  || 1) Desribe the processes involved in the nitrogen cycle. 2) Summarize important ideas relating to the carbon cycle. || LS2(9-11)3a LS2(9-11)4b || Warm up - where in the world can you find nitrogen and carbon?; Traveling Nitrogen game; written reflection. || Participation in warm up discussion; written and verbal response to traveling nitrogen game. || Nitrogen Passport sheets; Nitrogen passport key; 11 location signs; 11 dice rolling instructions; 11 dice; 11 stamps; ink pads. || 1 2 ||  || 1) Define, explain, and use terms related to ecological succession. 2) Cite evidence from sample succession scenarios to explain how organisms interact. || LS2(9-11)3a LS2(9-11)3c || Warm up - what is an ecosystem? Give examples.; Ecological succesion reading; Succession game; Post-game discussion. || Participation in warm up discussion; ES worksheet; Verbal response to succession game. || Ecological Succession worksheet; Textbook; Succession Game organisms and event cards; Succession Game recording sheets. || 1 2 3 ||  || 1) Demonstrate knowledge of characteristics of life, water, nitrogen, and carbon cycles, and succession. 2) Identify and summarize key information about biomes of the world. 3) Use key information to form opinions about pros and cons of each biome. || RST.9-10.1. LS2(9-11)3a || Quiz; Biomes reading; Complete biomes matrix. || Quiz; Biomes matrix || Quiz; Copies of biomes section from Dragonfly text; Biomes matrix. || 1 2 || This was given as sub work. || 1) Use internet sources to research an assigned biome. 2) Develop a vacation sales pitch for assigned biome based on their research. 3) Create a PowerPoint presentation to share their information. || LS2(9-11)3a LS2(9-11)3b LS2(9-11) 3c WHST.9-10.1. WHST.9-10.2. WHST.9-10.6. WHST.9-10.7. WHST.9-10.8. WHST.9-10.9. || Project overview; Group and biome assignments; Group work time; HW - review rubric, write down 3 questions or comments. || Participation in group work. || Biomes project sheets; Rubrics; Laptops. || 1 2 3 4 || B2 is also creating a brochure. Also covers all written and oral communication standards listed in PowerPoint rubric. || 1) Use internet sources to research an assigned biome. 2) Develop a vacation sales pitch for assigned biome based on their research. 3) Create a PowerPoint presentation to share their information. || LS2(9-11)3a LS2(9-11)3b LS2(9-11) 3c WHST.9-10.1. WHST.9-10.2. WHST.9-10.6. WHST.9-10.7. WHST.9-10.8. WHST.9-10.9. || Warm up - what did you accomplish yesterday / what is your goal for today?; Rubric discussion; Group work time. || Participation in warm up and rubric discussion; Participation in group work. || Laptops. || 1 2 3 4 || B2 is also creating a brochure. Also covers all written and oral communication standards listed in PowerPoint rubric. || 1) Use internet sources to research an assigned biome. 2) Develop a vacation sales pitch for assigned biome based on their research. 3) Create a PowerPoint presentation to share their information. || LS2(9-11)3a LS2(9-11)3b LS2(9-11) 3c WHST.9-10.1. WHST.9-10.2. WHST.9-10.6. WHST.9-10.7. WHST.9-10.8. WHST.9-10.9. || Warm up - what did you accomplish yesterday / what is your goal for today?; Group work time. || Participation in warm up discussion; Participation in group work. || Laptops. || 1 2 3 4 || B2 is also creating a brochure. Also covers all written and oral communication standards listed in PowerPoint rubric. || 1) Define and give examples of mutualism, commensalism, and parasitism. 2) Create their own imaginary scenarios using the concepts of mutualism, commensalism, and parasitism. || LS2(9-11)3a || Warm up - make a list of ways that two organisms can interact; Powerpoint - symbiosis; Symbiosis worksheet; Mix and match Symbiosis. || Symbiosis worksheet; Imaginary symbiosis scenarios. || Powerpoint; Laptop; Symbiosis Worksheet; Mix and Match instructions. || 1 2 3 ||  || 1) Classify organisms based on where they get their energy. 2) Use given information to construct food chains. || LS2(9-11)4a || Warm up - what did you eat for dinner last night? List all ingredients; Group classification of food sources; Powerpoint - energy flow in an ecosystem; Making food chains. || Written and verbal contributions to warmup. Constructed food chains. || Powerpoint; Laptop; Food chain cards; Food chain instructions. || 1 2 3 ||  || 1) Gather key facts from presentations given by classmates. 2) Show understanding of trophic levels by giving examples of organisms at each level. 3) Use given information about an ecosystem to create a neatly organized food web. || LS2(9-11)3a LS2(9-11)3b LS2(9-11) 3c LS2(9-11)4a WHST.9-10.1. WHST.9-10.2. WHST.9-10.6. WHST.9-10.7. WHST.9-10.8. WHST.9-10.9. || Biomes Presentations; Powerpoint - food webs; Making food webs || Presentations, including question and answer segment; Food web construction. || Powerpoint; Laptop; Food Web instructions; Food Web descriptions; Organism pictures; Scissors; Glue sticks; Tape; White and colored paper. || 1 2 3 4 ||  || 1) Gather key facts from presentations given by classmates. 2) Use given information about an ecosystem to create a neatly organized food web. || LS2(9-11)3a LS2(9-11)3b LS2(9-11) 3c LS2(9-11)4a WHST.9-10.1. WHST.9-10.2. WHST.9-10.6. WHST.9-10.7. WHST.9-10.8. WHST.9-10.9. || Biomes Presentations; Making food webs || Presentations, including question and answer segment; Food web construction. || Laptop; Food Web instructions; Food Web descriptions; Organism pictures; Scissors; Glue sticks; Tape; White and colored paper. || 1 2 3 4 ||  || 1) Gather key facts from presentations given by classmates. 2) Use given information about an ecosystem to create a neatly organized food web. || LS2(9-11)3a LS2(9-11)3b LS2(9-11) 3c LS2(9-11)4a WHST.9-10.1. WHST.9-10.2. WHST.9-10.6. WHST.9-10.7. WHST.9-10.8. WHST.9-10.9. || Biomes Presentations; Making food webs || Presentations, including question and answer segment; Food web construction. || Laptop; Food Web instructions; Food Web descriptions; Organism pictures; Scissors; Glue sticks; Tape; White and colored paper. || 1 2 3 4 ||  || 1) Gather key facts from presentations given by classmates. 2) Answer comprehension questions about food chains and food webs. || LS2(9-11)3a LS2(9-11)3b LS2(9-11) 3c LS2(9-11)4a WHST.9-10.1. WHST.9-10.2. WHST.9-10.6. WHST.9-10.7. WHST.9-10.8. WHST.9-10.9. || Biomes Presentations; "What's for Dinner?" packets. || Presentations, including question and answer segment; Packet completion. || Laptop; "What's for Dinner?" packets. || 1 2 ||  || 1) Gather key facts from presentations given by classmates. 2) Demonstrate comprehension of week's lessons. 3) Demonstrate understanding of ecological pyramids by answering questions and constructing a model pyramid. || LS2(9-11)3a LS2(9-11)3b LS2(9-11) 3c LS2(9-11)4a WHST.9-10.1. WHST.9-10.2. WHST.9-10.6. WHST.9-10.7. WHST.9-10.8. WHST.9-10.9. || Biomes presentations; Quiz; Ecological pyramid reading and construction. || Presentations, including question and answer segment; Quiz; Ecological pyramids. || Laptop; Quiz; Pyramid templates; Pyramid instructions. || 1 2 3 ||  || 1) Use given feeding relationships to construct a food web. 2) Review ecology information in preparation for a test. || LS2(9-11)3a LS2(9-11)3b LS2(9-11)3c LS2(9-11)4a LS2(9-11)4b || Mythological food webs; Independent study time. || Mythological food webs; Study guide completion. || Mythological organism signs; Study guides || 1 2 3 ||  || 1) Demonstrate knowledge of ecology through completion of a test. 2) Use scanning and text surveying techniques to preview information about cells. || LS2(9-11)3a LS2(9-11)3b LS2(9-11)3c LS2(9-11)4a LS2(9-11)4b LS2(9-11)1a LS2(9-11)1b || Ecology Test; Cells Chapter Survey. || Ecology Test; Chapter review questions. || Ecology test; Textbooks. || 1 2 3 4 ||  || 1) Make connections between action in a popular children's movie and ecology topics previously covered in class. || LS2(9-11)3b LS2(9-11)3c || Movie showing: FernGully; Written response || Written response || Laptop; Projector; FernGully DVD; FernGully Ecology worksheet. || 1 2 ||  || 1) Identify key points in a text about oil spill cleanup. 2) Use text information to design an oil cleanup system for use in the lab. 3) Evaluate results and draw connections to rela life oil cleanup scenarios. || LS2(9-11)3b RST.9-10.3. RST.9-10.9. WHST.9-10.7. || Warm up - What do you know about oil spills?; Oil Spill powerpoint; Small group reading - cleanup methods; Mock Oil Spill lab. || Listing of key points from small group reading; Participation in lab; Lab sheet completion. || Laptop; Projector; Oil Spill powerpoint; Copies of cleanup methods article; Plastic bins (for water, one per group)), Water, Vegetable oil mixed with cocoa powder, assorted cleanup supplies (such as: cotton pads, grass, shredded wheat cereal, cups, spoons, pipets, paper towels, popsicle sticks, toothpicks, tape, rubber bands, string, scissors, etc); Oil spill lab sheets. || 1 2 3 4 ||  || 1) Identify, explain, and make predictions about the effects of global warming on a particular aspect of the environment. 2) Use a flowchart to identify causes, effects, implications, and solutions according to given text. || LS2(9-11)3b RST.9-10.1. RST.9-10.2. RST.9-10.5. RST.9-10.7. || Warm up - climate change pre-quiz; class reading - "Is Global Warming Drowning Africa?"; Small goup readings, comprehension questions; Mini-presentations; Post-quiz. || Comprehension questions; Flowchart; Mini-presentation; Post-quiz. || Copies of pre/post quiz (1 per student), copies of Drowning Africa article (1 per student), copies of small group articles (animals, fires, forests, California coast, hurricanes, 6 each), article response questions (1 per group), flowcharts (1 per group), Elmo, projector. || 1 2 3 || Group roles assigned: leader, reader, scribe, presenter, second reader where possible. || 1) Identify key information from research articles. 2) Use information to create an informational poster. 3) Present poster so that research results are clear to classmates. || LS2(9-11)3c RST.9-10.1. RST.9-10.2. WHST.9-10.8. WHST.9-10.9. || Warm up - review articles brought in for homework, create an outline; Group work - organize information to create a poster about a natural disaster; Mini-presentations. || Natural disaster poster; Mini-presentation. || Poster paper; Markers; Colored pencils; Scissors; Glue; Tape; Earth science refernce books; Student research articles (homework). || 1 2 3 || Each student was assigned a particular question to research. Group arrangements and question assignments were made based on likelihood of homework completion. || 1) Organize information about cell discoveries to create a timeline. || RST.9-10.7. RST.9-10.10. || Cell discovery timeline || Timeline || Textbooks, additional books for reference. || 1 2 || Most students on field trip. This assignment was only for the students who remained behind. || 1) Use their new knowledge about environmental issues to formulate an opinion and explain their opinion in writing. 2) Demonstrate basic skills and knowledge in microscopy, including identification of parts and their purposes and ability to make a wet mount. || LS1(9-11)1bb RST.9-10.3. WHST.9-10.1. WHST.9-10.4. || Warm up - make a list fo 10 things you learned this week; Writing - write a letter to a recipient of your choice and talk about an environmental issue of your choice; Mini-lab: using a microscope. || Warm up; Environmental issue letter; Microscopy lab || Microscopes (5-8), Prepared slides, Blank slides, Cover slips, Beakers, Water, Pipets, Newspaper, Scissors, Power cords. || 1 2 3 || Warm up counted as a quiz grade. Class divided in half, one group to start with microscopes, the other group to start with writing. || 1) Summarize information about an organelle of choice in a creative format. || LS1(9-11)1a LS1(9-11)1c || Warm up - make a list of 5 things you'd like to learn about cells; Powerpoint - cells and organelles pt 1; Getting to Know Your Organelles. || Getting to Know Your Organelles || Cells and Organelles powerpoint, Laptop, Projector, Getting to Know Your Organelles assignment sheet. || 1 2 3 ||  || 1) Summarize information about an organelle of choice in a creative format. || LS1(9-11)1a LS1(9-11)1c || Warm up - list 5 types of cells you saw in yesterday's presentation. What other cell types can you think of?; Powerpoint - cells and organelles pt 2; Getting to Know Your Organelles. || Getting to Know Your Organelles || Cells and Organelles powerpoint, Laptop, Projector, Getting to Know Your Organelles assignment sheet. || 1 2 3 ||  || 1) Summarize information about an organelle of choice in a creative format. || LS1(9-11)1a LS1(9-11)1c || Warm up - which organelle do you think is most important? least important?; Powerpoint - cells and organelles pt 2; Getting to Know Your Organelles. || Getting to Know Your Organelles || Cells and Organelles powerpoint, Laptop, Projector, Getting to Know Your Organelles assignment sheet. || 1 2 3 ||   || 1) Demonstrate knowledge of cells and organelles on a quiz. 2) Represent organelles creatively through creation of a cell catalogue. || LS1(9-11)1a LS1(9-11)1aa LS2(9-11)1c || Cell Catalogue project overview; Quiz; Cell Catalogue work time || Quiz; Informal observation of catalogue progress || Project overview; Project rubric; Quiz; Various art supplies || 1 2 3 4 ||  || 1) Represent organelles creatively through creation of a cell catalogue. || LS1(9-11)1a LS1(9-11)1aa LS2(9-11)1c || Cell Catalogue work time || Informal observation of catalogue progress || Project overview; Project rubric; Various art supplies || 1 2 3 4 || Shortened blocks due to showing of Little Shop of Horrors. || 1) Explain the key points of photosynthesis in a creative format of their choosing. || RST.9-10.2. || Warm up - what do you know about photosynthesis?; Photosynthesis notes; Youtube videos; Creative representations of photosynthesis || Warm up discussion; Photosynthesis representations || Photosynthesis powerpoint; Projector; Laptop; Youtube links: [] [] [] || 1 2 3 ||  || 1) Represent organelles creatively through creation of a cell catalogue. || LS1(9-11)1a LS1(9-11)1aa LS2(9-11)1c || Cell Catalogue work time || Informal observation || Laptop cart || 1 2 3 4 ||  || 1) Follow lab instructions to create a measureable fermentation reaction 2) Identify key points about cellular respiration and fermentation from textbook reading. || RST.9-10.3. LS1(9-11)1a || Yeast/Balloon lab; Cell respiration reading || Informal observation || Plasic bins (5); balloons (80); small paper cups (80); yeasts (2 jars); sugar; small beakers (5); permanent markers (5); spoons (5); graduated cylinders (5); aluminum pans (5); 10lbs ice; hot water; 5 triple beam balances; textbooks || 1 2 3 ||  || 1) Use lab data to demonstrate and explain the results of fermentation 2) Represent organelles creatively through creation of a cell catalogue. || LS1(9-11)1a LS1(9-11)1aa LS2(9-11)1c RST.9-10.3. RST.9-10.7. || Yeast/Balloon data collection; Cell Catalogue work time || Yeast/Balloon lab sheet; informal observation || Yeast/sugar filled balloons; triple beam balance; beaker; aluminum pan; water; graduated cylinder; laptop cart || 1 2 3 4 ||  || 1) Demonstrate understanding of photosynthesis, cellular respiration, and fermentation through completion of a quiz 2) Apply new knowledge of osmosis and diffusion to answer questions about diagrams and demonstrations. || LS1(9-11)1a RST.9-10.2. || Quiz; Water poisoning reading; Transport through the Membrane notes (diffusion and osmosis); Salty Veggies worksheet || Quiz; Article discussion; Worksheet || Week 9 quiz; article copies; laptop; projector; Transport powerpoint; Salty Veggies worksheet || 1 2 ||  || 1) Apply new knowledge of facilitated diffusion and active transport to answer questions about diagrams on a worksheet || LS1(9-11)1a RST.9-10.2. || Transport through the Membrane notes (facilitated diffusion and active transport); Facilitated Diffusion and Active Transport worksheet || Worksheet || Laptop; projector; Transport powerpoint; Facilitated diffusion and active transport worksheet || 1 2 ||   || 1) Review for a test by answering Jeopardy questions || LS1(9-11)1a LS1(9-11)1c || Warm up - which test topic is easiest for you? hardest?; Cells Jeopardy; Study guide work time || Participation in Cells Jeopardy || Study guides; Pre-set Jeopardy groups; Jeopardy powerpoint; Projector; Laptop || 1 2 ||  || 1) Demonstrate their knowledge of cells by completing a test. || LS1(9-11)1a LS1(9-11)1c WHST.9-10.1. || Independent review time; Cells test; Make up work time || Cells test || Cells test || 1 2 3 4 ||   || 1) Describe and draw the stages of mitosis and meiosis 2) Compare and contrast mitosis and meiosis. || LS3(9-11)7aa RST.9-10.2. RST.9-10.4. || Warm up - make a list of things that would need to happen for one cell to become two; Mitosis video; Mitosis vs Meisos worksheet using textbook; HW - choose 10 mitosis/meiosis vocab words and define in your notes || Mitosis vs Meiosis worksheet || Laptop; Projector; []; Mitosis vs Meiosis worksheet; Textbooks || 1 2 || Worksheet not finished || B1 and B4 - - - - - B2 || Cells - - - - - - - - Specialization and Body Systems || SWBAT Apply new understanding of mitosis and meiosis to model them using paper chromosomes - 1) Summarize the key ideas about cell specialization and stem cells 2) Synthesisze their knowledge with their personal beliefs to write a letter arguing for or against stem cell research and use || LS3(9-11)7aa RST.9-10.3. RST.9-10.7. - - - - - - LS1(9-11)1b LS1(9-11)1c LS1(9-11)1cc RST.9-10.7. WHST.9-10.1. WHST.9-10.4. || Warm up - What did you learn about mitosis and meiosis yesterday?; Mitosis and meiosis overview; Frimpanzee meiosis; Complete mitosis vs meiosis worksheet - Warm up - Look at the cells on the smart board. What is special about each? How do you think each got specialized?; Specialization and Stem Cell videos with questions; Stem Cell letters || Frimapnzee packets; informal assessment - - - - - Class discussion; Cell specialization questions; Stem cell letter || Frimpanzee packets; Chromosome copies; Scissors; Tape - - - - - - - - Computer; Projector; Cell pictures: [] Videos: [] and []; Cell Specialization worksheet; Stem cell letter template || 1 2 - - - - - - - 1 2 3 4 ||  || B1 and B4 - - - - - - - - - - - B2 || Specialization and Body Systems || SWBAT 1) Summarize the key ideas about cell specialization and stem cells 2) Synthesisze their knowledge with their personal beliefs to write a letter arguing for or against stem cell research and use - Demonstrate understanding of the immune system by creating and completing fill in the blank sentences || LS1(9-11)1b LS1(9-11)1c LS1(9-11)1cc RST.9-10.7. WHST.9-10.1. WHST.9-10.4. - - - - - - - - LS4(9-11)10a LS4(9-11)10b || Warm up - Look at the cells on the smart board. What is special about each? How do you think each got specialized?; Specialization and Stem Cell videos with questions; Stem Cell letters - - - - - Warm up - What do you know about the immune system?; Body Systems and Immune System notes; Healthy immune system worksheet || Class discussion; Cell specialization questions; Stem cell letter - - - - - - - - - - Healthy immune system worksheet || Computer; Projector; Cell pictures: [] Videos: [] and []; Cell Specialization worksheet; Stem cell letter template - - - - - - - - - Computer; Projector; Body Systems and Immune System powerpoint; Healthy immune system worksheet || 1 2 3 4 - - - - - - - - - - - - 1 2 ||  || B1 and B4 - - - - - - B2 || Specialization and Body Systems || SWAT Demonstrate understanding of the immune system by creating and completing fill in the blank sentences - Summarize key ideas about an endocrine gland by creating an endocrine superhero || LS4(9-11)10a LS4(9-11)10b - - - - - - LS4(9-11)10a LS4(9-11)10b || Warm up - What do you know about the immune system?; Body Systems and Immune System notes; Healthy immune system worksheet - - Warm up - What is homeostasis? How does the immune system help maintain it?; Endocrine system notes; Endocrine superheroes; Finish Mitosis vs Meiosis Worksheets || Healthy immune system worksheet - - - - - - Endocrine superheroes || Computer; Projector; Body Systems and Immune System powerpoint; Healthy immune system worksheet - - - - - - - - Computer; Projector; Endocrine system powerpoint; Superhero printouts || 1 2 - - - - - - - - 1 2 3 ||  || B1 and B4 - - - - - - - - - - - - B2 || Specialization and Body Systems || SWBAT 1) Demonstrate knowledge of mitosis, meiosis, specialization, and body systems on a quiz 2) Understand how the endocrine system helps maintain homeostasis - Demonstrate knowledge of mitosis, meiosis, specialization, and body systems on a quiz || LS3(9-11)7aa LS1(9-11)1b LS1(9-11)1cc LS4(9-11)10a LS4(9-11)10b - - - - - - - LS3(9-11)7aa LS1(9-11)1b LS1(9-11)1cc LS4(9-11)10a LS4(9-11)10b || Warm up - review for quiz; Quiz; Choose your own assignment (makeup or enrichment); Endocrine system notes - - - - - - - - - Warm up - review for quiz; Quiz; Choose your own assignment (makeup or enrichment) || Quiz; informal assessment- - - - - - - - - - - - - - - Quiz || Quiz; Computer; Projector; Endocrine system powerpoint - - - - - - - - - - - - - - - Quiz || 1 2 - - - - - - - - - - - - - - 1 2 ||  || 1) Use knowledge of the nervous system to identify parts of a brain 2) Use nervous system vocabulary to create a crossword || LS4(9-11)10a LS4(9-11)10b RST.9-10.7. || Warm up - what do you know about the nervous system?; Nervous system notes; Brain diagram and crossword; Brain specimen || Brain diagram and crossword; Informal assessment || Computer; Projector; Nervous system powerpoint; Seep brain (dissected and labeled); Dissecting pan; Probes; Gloves; Goggles; Lab coat; Brain diagram and crossword worksheet || 1 2 3 ||  || 1) Follow instructions to dissect a cow eye 2) Apply knoweldge of the nervous system to understand the workings of the eye || RST.9-10.3. || Warm up - make a list of rules for dissection. Describe one unacceptable behavior; Cow eye dissection || Informal assessment; Dissection worksheet || Cow eyes (one per pair); Demo eye with fat and muscle removed; Dissecting pans; Scalpels; Probes; Tweezers; Pins; Scissors; Gloves; Aprons; Goggles; Lab coat; Waste bucket; Exploratorium video: []; Eye diagram and dissection worksheet || 1 2 3 || Alternate assignment provided for students who opted not to dissect || 2 3 || Alternate assignment provided for students who opted not to dissect; Shortened blocks due to clash of the classes || 1) Diagram a DNA molecule 2) Summarize key points about DNA structure || LS1(9-11)2a LS3(9-11)6a RST.9-10.4. RST.9-10.7. || Warm up - progress report review; DNA notes; DNA diagrams; HW - Watson and Crick double entry journal || DNA diagram; double entry journal || Progress reports; Laptop; Projector; DNA powerpoint; blank paper; drawing supplies; Watson and Crick article || 1 2 ||  || 1) Explain the importance of the transcription process 2) Create a DNA - mRNA model that shows how DNA is transcribed || LS1(9-11)2c LS1(9-11)2cc RST.9-10.4. || Warm up - Draw DNA onto pre-printed ladder shape; Cooperative building (transcription simulation); Transcription notes; Use half DNA diagram to transcribe mRNA || DNA drawings; mRNA drawings; informal assessment || Pre-printed ladder shapes; Mega Blocks; building diagram; laptop; projector; transcription powerpoint; scissors; glue sticks; drawing supplies || 1 2 3 ||  || 1) Use inquiry to devise a coding system similar to translation 2) Complete diagrams and answer questions about the transcription and translation processes || LS1(9-11)2c LS1(9-11)2cc RST.9-10.4. RST.9-10.2. || Warm up - use half DNA diagram to transcribe mRNA; Coded messages with beads; Translation notes; Transcription / Translation coloring packet (finish for homework) || mRNA drawings; T&T coloring packets; informal assessment || Half DNA diagrams (from previous lesson); glue sticks; drawing supplies; pop beads (4 colors, 16 per student); laptop; projector; translation powerpoint; T&T Coloring packet || 1 2 3 ||  || 1) Complete base sequences to show the changes made in transcription and translation 2) Answer fact based questions about transcription and translation 3) Apply knowledge of DNA to form an opinion about a controversy in crime solving || LS1(9-11)2c LS1(9-11)2cc RST.9-10.1. RST.9-10.2. WHST.9-10.9. || Transcription and Translation worksheet; Grim Sleeper reading || Transcription and Translation worksheet; Grim Sleeper reading response || Transcription and Translation worksheet; Grim Sleeper reading || 1 2 || Sub day || 1) Demonstrate understanding of DNA, transcription, and translation on a quiz 2) Use a genetic code wheel to translate mRNA into amino acids || LS1(9-11)2c LS1(9-11)2cc RST.9-10.2. || Warm up - review for quiz; Quiz; Translating the genetic code (independent and group reading); Genetic code bingo || Quiz; Participation in bingo || Quiz; Translating the genetic code handout; codon bingo cards; pennies; codon list; large print codon wheels || 1 2 ||  || 1) Understand the basic types and sources of mutations 2) Conduct in depth research on a genetic disorder and prepare a poster to share their findings || LS1(9-11)2b LS3(9-11)6a LS3(9-11)7a LS4(9-11)9a WHST.9-10.2. WHST.9-10.4. WHST.9-10.6. WHST.9-10.8. || Warm up - what do you know about mutations; Mutation notes; Mutation project overview; Independent research / work time || Informal assessment || Laptop; projector; mutations powerpoint; mutations poster overview; computer lab reserved || 1 2 3 ||  || Conduct in depth research on a genetic disorder and prepare a poster to share their findings || LS1(9-11)2b LS3(9-11)6a LS3(9-11)7a LS4(9-11)9a WHST.9-10.2. WHST.9-10.4. WHST.9-10.6. WHST.9-10.8. || Independent work / poster creation time || Informal assessment || Poster boards; art supplies; laptop cart || 1 2 3 ||   || 1) Use classmates' posters to learn about a variety of genetic disorders 2) Show understanding of Mendel's pea plant experiments through participation in note taking and discussion || LS1(9-11)2b LS3(9-11)6a LS3(9-11)7a LS4(9-11)9a RST.9-10.9. || Gallery walk; Mutations wrap up; Intro to genetics notes || Ability to answer questions during gallery walk; Gallery walk written response; Participation in note taking and discussion || Completed posters; tape; Intro to genetics powerpoint; Laptop; Projector || 1 2 ||  || 1) Determine their genotype for 10 simple human traits 2) Use given chromosomes and a trait table to construct an alien || LS3(9-11)7b RST.9-10.7. || Inventory of traits; Alien project overview; Making parent aliens || Completion of Inventory of Traits table; Creation of parent alien || Inventory of traits data sheets; PTC paper; Alien Project Overview copies; Parent alien trait tables; Chromosomes; Alien body parts; scissors; tape; glue; crayons || 1 2 3 || Could not find PTC paper || 1) Use Punnett squares to show inheritance patterns || LS3(9-11)7b RST.9-10.7. || Warm up - fill in table to assign phenotypes to genotypes; Punnett square notes; Punnett square worksheet || Punnett square worksheet || Punnett square powerpoint; Laptop; Projector; Punnett square worksheet || 1 2 3 ||  || 1) Use Punnett squares and coin flipping to determine the traits of a baby alien || LS3(9-11)7b RST.9-10.3. RST.9-10.7. || Warm up - given two parents Yy and yy, explain how you would figure out their child's genotype; Overview part 2 of alien project; independent work time || Creation of Punnett squares, trait table, and baby alien || Alien baby trait tables; Punnett square sheets; coins; Baby body parts; Scissors; Tape; Glue Crayons || 1 2 3 ||   || 1) Use understanding of non-Mendelian inheritance patterns to predict genotypes and phenotypes || LS3(9-11)7b RST.9-10.4. || Warm up - make a list of things you need to do to get caught up in biology; Notes - Non-Mendelian traits; Non-Mendelian trait worksheet || Non-Mendelian trait worksheet || Non-Mendelian Trait powerpoint; Laptop; Projector; Non-Mendelian trait worksheet || 1 2 3 ||  || 1) Use understanding of non-Mendelian inheritance patterns to create a trait in their aliens 2) Summarize alien genetics project processes and results through a written interview. || LS3(9-11)7b RST.9-10.4. RST.9-10.7. WHST.9-10.2. || Warm up - review part 3 of alien project, write down any questions you have; Review non-mendelian genetics worksheet; Overview parts 3 and 4 of alien project; Independent work time || Participation in non-Mendelian trait worksheet review; creation of non-Mendelian trait for alien || Sample Alien project part 3 || 1 2 3 4 ||  || 1) Summarize knowledge of DNA and genetics through the creation of topic based posters 2) Match content specific vocabulary words with given definitions || LS1(9-11)2a LS1(9-11)2b LS1(9-11)2c LS1(9-11)2cc LS3(9-11)6a LS3(9-11)7a LS3(9-11)7b LS4(9-11)9a RST.9-10.4. || Warm up - review / work on study guide; Graffiti review; Quick picks for vocab || Participation in review activities || Pre-sorted groups; Poster papers labeled with main topics; Markers; Tape; Two sets of vocab cards with words and definitions || 1 2 || Graffiti review not done with block 1 || 1) Demonstrate knowledge of DNA and genetics by completing a test || LS1(9-11)2a LS1(9-11)2b LS1(9-11)2c LS1(9-11)2cc LS3(9-11)6a LS3(9-11)7a LS3(9-11)7b LS4(9-11)9a || Warm up - final review for test; DNA and Genetics Test || DNA and Genetics test || Test || 1 2 3 ||  || 1) Demonstrate understanding of DNA and genetics through completion of the Alien Genetics project 2) Use the internet to research key information about an animal of choice || LS3(9-11)7b WHST.9-10.8. || Complete and turn in Alien Genetics projects; Overview and work time for animal research assignment || Alien Genetics project; Informal assessment || Animal research grids; Guide to MLA citations; Laptops/Computer lab || 1 2 3 4 ||  || 1) Complete and analyze a series of challenges to identify skills for survival in the wilderness || LS3(9-11)8a || Survival of the Fittest game with discussion throughout || Participation in game and discussion || Survival of the Fittest powerpoint; Pennies; Paper cups; Salt water || 1 2 3 ||  || 1) Define evolution and natural selection 2) Identify adaptations that allow organisms to survive in a variety of ecosystems || LS3(9-11)7c LS3(9-11)8a || Warm up - what is evolution? define in your own words; Evolution and Natural Selection notes; Designer animals || Informal observation, participation in discussion || Natural Selection and Evolution powerpoint; laptop; projector; smartboard || 1 2 3 ||  || 2) Explain and give examples of each part of Darwin's theory of natural selection 3) Identify positive and negative adaptations for a given environment || LS3(9-11)7c LS3(9-11)8a RST.9-10.1. || Warm up - review your deigner animal, expand and improve; Designer animal discussion; Evolution in Review worksheet || Explanation of designer animal; Evolution in Review worksheet || Evolution in Review worksheets || 1 2 3 ||  || 1) Identify the types of beaks that are best and worst suited to various food sources 2) Draw connections between bird feeding patterns and survival of the fittest 3) Create an analyze graphs to make determinations about survival advantages and disadvantages || LS3(9-11)7c LS3(9-11)8a RST.9-10.7. || Warm up - what are your researched animal's strengths? weaknesses? Bird Beak Adaptations paper lab || Participation in discussion; Bird Beaks worksheet || Bird beak adaptations worksheets || 1 2 3 || Took less time than expected || 1) Demonstrate the steps necessary tconvert research material into an MLA paper. || WHST.9-10.1. WHST.9-10.2. WHST.9-10.4. WHST.9-10.5. WHST.9-10.8. || Warm up - review MLA paper assignment, write down questions or thoughts; Paper overview; Modeled writing of first two paragraphs of paper using teacher provided research. || Participation in discussion and construction of sample paragraphs || Assignment overview; rubric; prepared research grid; prepared sample essay; graphic organizers; laptop; projector; smart board || 1 2 3 4 ||  || 1) Demonstrate understanding of evolutionary principles by discussing the imaginary evolution of a researched animal in an MLA paper. || LS3(9-11)7c LS3(9-11)8a WHST.9-10.1. WHST.9-10.2. WHST.9-10.4. WHST.9-10.5. WHST.9-10.8. || Review graphic organizers; Independent writing time - MLA paper || Graphic organizers; Informal observation || Laptop cart || 1 2 3 4 ||   || 1) Demonstrate understanding of evolutionary principles by discussing the imaginary evolution of a researched animal in an MLA paper. || LS3(9-11)7c LS3(9-11)8a WHST.9-10.1. WHST.9-10.2. WHST.9-10.4. WHST.9-10.5. WHST.9-10.8. || Warm up - what did you accomplish yesterday? what is your goal for today?; Independent writing time - MLA paper || Informal observation || Laptop cart || 1 2 3 4 ||  || 1) Use various types of evidence for evolution to draw conclusions about the evolution that has occurred. 2) Show comprehension of micro and macroevolution, speciation, and patterns of natural selection. || LS3(9-11)8b LS3(9-11)8c || Warm up - if you were trying to convince someone that evolution was real, what evidence would you want to show them?; Evidence and Patterns of Evolution Notes; Evidence for Evolution packet || Evidence for Evolution packet; Participation in discussion during note taking || Evidence and Patterns of Evolution powerpoint; laptop; projector; smart board; Evidence for Evolution packets; Scissors; Glue || 1 2 3 ||  || 1) Demonstrate understanding of evolutionary principles by discussing the imaginary evolution of a researched animal in an MLA paper. 2) Apply proper writing and editing techniques to create a clear essay and appendix. || LS3(9-11)7c LS3(9-11)8a WHST.9-10.1. WHST.9-10.2. WHST.9-10.4. WHST.9-10.5. WHST.9-10.8. || Warm up - set a specific goal for your work today; Independent writing / editing time. || Informal observation || Laptop cart, peer editing sheets || 1 2 3 4 ||  || 1) Demonstrate understanding of evolutionary principles by discussing the imaginary evolution of a researched animal in an MLA paper. 2) Apply proper writing and editing techniques to create a clear essay and appendix. || LS3(9-11)7c LS3(9-11)8a WHST.9-10.1. WHST.9-10.2. WHST.9-10.4. WHST.9-10.5. WHST.9-10.8. || Warm up - set a specific goal for your work today; Independent writing / editing time. || Informal observation || Laptop cart, peer editing sheets || 1 2 3 4 ||  || 1) Use the rules of classification to create a taxonomic system for imaginary creatures || LS3(9-11)8d || Warm up - arrange the following list of items into groups; Classification notes; Alien taxonomy || Alien classification systems || Laptop, Projector, Smart board, Alien taxonomy handouts, scissors, glue, blank paper || 1 2 ||   || 1) Demonstrate understanding of evolutionary principles by discussing the imaginary evolution of a researched animal in an MLA paper. 2) Apply proper writing and editing techniques to create a clear essay and appendix. || LS3(9-11)7c LS3(9-11)8a WHST.9-10.1. WHST.9-10.2. WHST.9-10.4. WHST.9-10.5. WHST.9-10.8. || Warm up - make a list of what still needs to be done for your Create a Creature; Independent writing / editing time. || Informal observation || Laptop cart, peer editing sheets || 1 2 3 4 ||  || 1) Correctly define and use vocabulary relating to the scientific method and characteristics of life 2) Clearly convey information regarding researched animal and imagined evolution, including answering questions from classmates || RST.9-10.4. || Independent work on study guides - Scientific Method, Characteristics of Life; Create a Creature presentations || Informal observation; presentation || Study guides, textbooks, laptop, projector, smart board, stopwatch || 1 2 3 ||  || 1) Correctly define and use vocabulary relating to biomes and equilibrium and succession 2) Clearly convey information regarding researched animal and imagined evolution, including answering questions from classmates || RST.9-10.4. || Independent work on study guides - Biomes, Equilibrium and Succession; Create a Creature presentations || Informal observation; presentation || Study guides, textbooks, laptop, projector, smart board, stopwatch || 1 2 3 ||  || 1) Correctly define and use vocabulary relating to food webs and cell structures 2) Clearly convey information regarding researched animal and imagined evolution, including answering questions from classmates || RST.9-10.4. || Independent work on study guides - Food Webs, Cell Structures; Create a Creature presentations || Informal observation; presentation || Study guides, textbooks, laptop, projector, smart board, stopwatch || 1 2 3 ||  || 1) Correctly define and use vocabulary relating to DNA and genetics and evolution 2) Clearly convey information regarding researched animal and imagined evolution, including answering questions from classmates || RST.9-10.4. || Independent work on study guides - DNA and Genetics, Evolution; Create a Creature presentations || Informal observation; presentation || Study guides, textbooks, laptop, projector, smart board, stopwatch || 1 2 3 ||  || 1) Correctly define and use vocabulary relating to all topics studied in biology 2) Describe what needs to be done to succeed on the biology final || RST.9-10.4. || Independent work on study guides; Exam overview || Informal observation || Study guides, textbooks, final exam || 1 2 ||  ||
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activiies ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/7 || Intro to Science || SWBAT -
 * 9/9 || Intro to Science || SWBAT -
 * 9/12 || Intro to Science || SWBAT -
 * 9/13
 * 9/14
 * 9/15
 * 9/16 || Intro to Science || SWBAT
 * 9/19 || Ecology || SWBAT
 * 9/20 || Ecology || SWBAT
 * 9/21 || Ecology || SWBAT
 * 9/22 || Ecology || SWBAT
 * 9/23 || Ecology || SWBAT
 * 9/26 || Ecology || SWBAT
 * 9/27 || Ecology || SWBAT
 * 9/28 || Ecology || SWBAT
 * 9/29 || Ecology || SWBAT
 * 9/30 || Ecology || SWBAT
 * 10/3 || Ecology || SWBAT
 * 10/4 || Ecology || SWBAT
 * 10/5 || Ecology || SWBAT
 * 10/6 || Ecology || SWBAT
 * 10/7 || Ecology || SWBAT
 * 10/12 || Ecology || SWBAT
 * 10/13 || Ecology || SWBAT
 * 10/14 || Humans in the Biosphere || SWBAT
 * 10/17 || Humans in the Biosphere || SWBAT
 * 10/18 || Humans in the Biosphere || SWBAT
 * 10/19 || Humans in the Biosphere || SWBAT
 * 10/20 || Cells || SWBAT
 * 10/21 || Cells || SBAT
 * 10/24 || Cells || SWBAT
 * 10/25 || Cells || SWBAT
 * 10/26 || Cells || SWBAT
 * 10/27 || Cells || SWBAT
 * 10/28 || Cells || SWBAT
 * 10/31 || Cells || SWBAT
 * 11/1 || Cells || SWBAT
 * 11/2 || Cells || SWBAT
 * 11/3 || Cells || SWBAT
 * 11/4 || Cells || SWBAT
 * 11/7 || Cells || SWBAT
 * 11/9 || Cells || SWBAT
 * 11/10 || Cells || SWBAT
 * 11/14 || Cells || SWBAT
 * 11/15
 * 11/16
 * 11/17
 * 11/18
 * 11/21 || Specialization and Body Systems || SWBAT
 * 11/22 || Specialization and Body Systems || SWBAT
 * 11/23 || Specialization and Body Systems || SWBAT apply their knowledge of dissection and body systems to dissect a fish || RST.9-10.3. || Warm up - what did you learn yesterday about dissection?; Fish dissection || Informal assessment || Fish (one per pair); Dissecting pans; Scalpels; Probes; Tweezers; Pins; Scissors; Gloves; Aprons; Goggles; Lab coat; Waste bucket; Microscope; Slides; Fish dissection guide || 1
 * 11/28 || DNA || SWBAT
 * 11/29 || DNA || SWBAT
 * 11/30 || DNA || SWBAT
 * 12/1 || DNA || SWBAT
 * 12/2 || DNA || SWBAT
 * 12/5 || DNA || SWBAT
 * 12/6 || DNA || SWBAT
 * 12/7 || DNA || SWBAT
 * 12/8 || Genetics || SWBAT
 * 12/9 || Genetics || SWBAT
 * 12/12 || Genetics || SWBAT
 * 12/13 || Genetics || SWBAT
 * 12/14 || Genetics || SWBAT
 * 12/15 || NWEA ||  ||   ||   ||   ||   ||   ||   ||
 * 12/16 || NWEA ||  ||   ||   ||   ||   ||   ||   ||
 * 12/19 || NWEA ||  ||   ||   ||   ||   ||   ||   ||
 * 12/20 || Genetics || SWBAT
 * 12/21 || Genetics || SWBAT
 * 12/22 || Genetics || SWBAT
 * 12/23 || Evolution || SWBAT
 * 1/3 || Evolution || SWBAT
 * 1/4 || Evolution || 1) Explain the importance of various scientists' contributions to evolutionary theory
 * 1/5 || Evolution || SWBAT)
 * 1/6 || Evolution || SWBAT
 * 1/9 || Evolution || SWBAT)
 * 1/10 || Evolution || SWBAT
 * 1/11 || Evolution || SWBAT
 * 1/12 || Evolution || SWBAT
 * 1/13 || Evolution || SWBAT
 * 1/17 || Evolution || SWBAT
 * 1/18 || Evolution || SWBAT
 * 1/19 || Evolution / Exam Review || SWBAT
 * 1/20 || Evolution / Exam Review || SWBAT
 * 1/23 || Evolution / Exam Review || SWBAT
 * 1/24 || Evolution / Exam Review || SWBAT
 * 1/25 || Exam Review || SWBAT