Honors Biology

April 25th – 29th

Monday	Daily Learning Target(s) Students will: ·     B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. ·     B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. ·     B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. ·     B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. ·     B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. ·     B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. ·     B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Ø  Writers Workshop – Students will work on their children’s book project.
	Teacher Assessment Strategies ·       Teacher Observations ·       Project	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid
Tuesday	Daily Learning Target(s) Students will: ·     B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. ·     B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. ·     B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. ·     B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. ·     B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. ·     B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. ·     B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Ø  Writers Workshop – Students will work on their children’s book project.
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid
Wednesday	Daily Learning Target(s) Students will: B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Writers Workshop – Students will work on their children’s book project.
	Teacher Assessment Strategies ·       Teacher observations ·       Book development	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid
Thursday	Daily Learning Target(s) Students will: ·     B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. ·     B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. ·     B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. ·     B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. ·     B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. ·     B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. ·     B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Writers Workshop – Students will work on their children’s book project. Bind books today if possible
	Teacher Assessment Strategies ·       Teacher observations ·       Book Development	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid
Friday	Daily Learning Target(s) Students will: B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Read books to elementary
	Teacher Assessment Strategies ·       Teacher Observations ·       Book	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid

 

April 18th – 22nd

Monday	Daily Learning Target(s) Students will: ·     B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. ·     B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. ·     B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. ·     B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. ·     B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. ·     B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. ·     B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Ø  Present Video Awards Ø  Photosynthesis and Cellular Respiration Introduction Lesson – Complete online activity and worksheet.
	Teacher Assessment Strategies ·       Teacher Observations ·       Worksheet	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid
Tuesday	Daily Learning Target(s) Students will: ·     B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. ·     B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. ·     B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. ·     B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. ·     B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. ·     B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. ·     B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Ø  Never Too Old for a Story Project – Students will choose either photosynthesis OR cellular respiration to research more in depth (following yesterday’s introduction lesson) and develop a book to write about that process for elementary students.  We will discuss the project today and there will be a rubric provided.  Students will then use the remainder of the week to begin their writing and illustrations.
	Teacher Assessment Strategies ·       Teacher observations ·       Book development	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid
Wednesday	Daily Learning Target(s) Students will: B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Ø  Never Too Old for a Story Project – Students will choose either photosynthesis OR cellular respiration to research more in depth (following yesterday’s introduction lesson) and develop a book to write about that process for elementary students.  We will discuss the project today and there will be a rubric provided.  Students will then use the remainder of the week to begin their writing and illustrations.
	Teacher Assessment Strategies ·       Teacher observations ·       Book development	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid
Thursday	Daily Learning Target(s) Students will: ·     B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. ·     B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. ·     B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. ·     B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. ·     B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. ·     B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. ·     B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Ø  Never Too Old for a Story Project – Students will choose either photosynthesis OR cellular respiration to research more in depth (following yesterday’s introduction lesson) and develop a book to write about that process for elementary students.  We will discuss the project today and there will be a rubric provided.  Students will then use the remainder of the week to begin their writing and illustrations.
	Teacher Assessment Strategies ·       Teacher observations ·       Book Development	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid
Friday	Daily Learning Target(s) Students will: B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. B2.1B Compare and contrast the transformation of matter and energy during photosynthesis and respiration. B2.5C Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
	Daily Lesson Plan Ø  Never Too Old for a Story Project – Students will choose either photosynthesis OR cellular respiration to research more in depth (following yesterday’s introduction lesson) and develop a book to write about that process for elementary students.  We will discuss the project today and there will be a rubric provided.  Students will then use the remainder of the week to begin their writing and illustrations.
	Teacher Assessment Strategies ·       Teacher Observations ·       Book development	Vocabulary Cellular respiration Photosynthesis Chemosynthesis Chlorophyll Aerobic Anaerobic Glycolysis Kreb’s Cycle Autotroph Fermentation Lactic acid

 

April 11th – 15th

Monday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 3 – Present Videos to class and field any questions
	Teacher Assessment Strategies ·       Teacher Observations ·       Alternative Assessment Activity Video – Rubric Provided	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Tuesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  SAT Testing
	Teacher Assessment Strategies ·       Teacher observations ·	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Wednesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Planet Earth Video and Worksheet
	Teacher Assessment Strategies ·       Teacher observations ·       Worksheet	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Thursday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 3 – Present Videos to class and field any questions Ø  Video Voting on Edmodo
	Teacher Assessment Strategies ·       Teacher observations ·       Alternative Assessment Activity Video – Rubric Provided	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Friday	Daily Learning Target(s) ·
	Daily Lesson Plan Ø  No class – ½ day for Parent-Teacher Conferences
	Teacher Assessment Strategies ·	Vocabulary

 

March 28th – April 1st

Monday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 2 – Begin Filming and Editing Videos
	Teacher Assessment Strategies ·       Teacher Observations ·       Alternative Assessment Activity Video – Rubric Provided	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Tuesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 2 – Begin Filming and Editing Videos
	Teacher Assessment Strategies ·       Teacher observations ·       Alternative Assessment Activity Video – Rubric Provided	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Wednesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 2 – Begin Filming and Editing Videos
	Teacher Assessment Strategies ·       Teacher observations ·       Alternative Assessment Activity Video – Rubric Provided	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Thursday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 3 – Present Videos to class and field any questions
	Teacher Assessment Strategies ·       Teacher observations ·       Alternative Assessment Activity Video – Rubric Provided	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Friday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 3 – Present Videos to class and field any questions
	Teacher Assessment Strategies ·       Alternative Assessment Activity Video – Rubric Provided	Vocabulary

 

March 21st – 25th

Monday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 1
	Teacher Assessment Strategies ·       Teacher Observations ·       Activity – online simulator	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Tuesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 2 – Research and plan video
	Teacher Assessment Strategies ·       Teacher observations	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Wednesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 2 – Research and plan video
	Teacher Assessment Strategies ·       Teacher observations	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Thursday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Viral Outbreak Scenario Activity – Stage 2 – Research and plan video
	Teacher Assessment Strategies ·       Teacher observations	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Friday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  No school
	Teacher Assessment Strategies ·	Vocabulary

 

March 14th – 18th

Monday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Examining Specialized Cells Activity
	Teacher Assessment Strategies ·       Teacher Observations ·       Activity	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Tuesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Examining Specialized Cells Activity
	Teacher Assessment Strategies ·       Teacher observations	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Wednesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Chicken Wing Dissection
	Teacher Assessment Strategies ·       Teacher observations	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Thursday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Chicken Wing Dissection Ø  Double Bubble Map Ø  Type 2 Writing – Wing and Arm comparison Ø  Perch Dissection Ø  Type 2 Writing – Specialized Features of the Perch
	Teacher Assessment Strategies ·       Teacher observations ·       Type 2 writings	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Friday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Bacteria vs Virus Video and Discussion Ø  Type 2 Writing – Comparing Bacteria and Viruses
	Teacher Assessment Strategies ·       Teacher observations ·       Type 2 writing	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization

 

March 7th – 11th

Monday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Stem Cells Project – Research and develop presentation for Biology Students Ø  Homework: Unit 5 Vocabulary (Due Friday)
	Teacher Assessment Strategies ·       Teacher Observations	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Tuesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Stem Cells Project – Research and develop presentation for Biology Students
	Teacher Assessment Strategies ·       Teacher observations	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Wednesday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Circle Map and Class Discussion – Stem Cells Ø  Type 3 Writing – Stem Cells
	Teacher Assessment Strategies ·       Teacher observations ·       Type 3	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Thursday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Finish Type 3 Writing – Stem Cells Ø  Levels of Organization – Flow Map Ø  Type 2 Writing – Levels of Organization
	Teacher Assessment Strategies ·       Teacher observations ·       Type 3 writing ·       Flow map and type 2	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization
Friday	Daily Learning Target(s) Students will: ·          B2.1dDescribe how, through cell division, cells can become specialized for specific function. ·         B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·          B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·          B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·          B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·          B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·          B2.3f Explain how human organ systems help maintain human health. ·          B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·          B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·          B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Vocab Quiz Ø  Begin Examining Specialized Cells Activity
	Teacher Assessment Strategies ·       Teacher observations ·       Activity	Vocabulary Tissue Organ Organ system Organism Homeostasis Eukaryote Prokaryote Bacteria Virus Stem Cell Differentiation Specialization

 

February 29th – March 4th

Monday	Daily Learning Target(s) ·
	Daily Lesson Plan Ø
	Teacher Assessment Strategies ·	Vocabulary ·
Tuesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Unit 4 TEST
	Teacher Assessment Strategies ·       Teacher observations ·       Test	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Wednesday	Daily Learning Target(s) Students will be able to… ·       B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·        B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·        B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·        B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·        B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·        B2.3f Explain how human organ systems help maintain human health. ·        B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·        B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·        B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  Unit 5: Cell Specialization Unit Overview Ø  Bacteria vs. Virus Activity
	Teacher Assessment Strategies ·       Teacher observations ·       Activity	Vocabulary ·       Tissue ·       Organ ·       Organ system ·       Organism ·       Homeostasis ·       Eukaryote ·       Prokaryote ·       Virus ·       Bacteria
Thursday	Daily Learning Target(s) Students will be able to… ·       B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·        B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·        B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·        B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·        B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·        B2.3f Explain how human organ systems help maintain human health. ·        B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·        B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·        B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  All About Stem Cells Activity
	Teacher Assessment Strategies ·       Teacher observations ·       Activity	Vocabulary ·       Tissue ·       Organ ·       Organ system ·       Organism ·       Homeostasis ·       Eukaryote ·       Prokaryote ·       Virus ·       Bacteria
Friday	Daily Learning Target(s) Students will be able to… ·       B2.3A Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions. ·        B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. ·        B2.3C Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. ·        B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. ·        B2.3e Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). ·        B2.3f Explain how human organ systems help maintain human health. ·        B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). ·        B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration). ·        B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
	Daily Lesson Plan Ø  All About Stem Cells Activity
	Teacher Assessment Strategies ·       Teacher observations ·       Activity	Vocabulary ·       Tissue ·       Organ ·       Organ system ·       Organism ·       Homeostasis ·       Eukaryote ·       Prokaryote ·       Virus ·       Bacteria

 

February 22nd – 26th

Monday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Dehydration/Hydrolysis Type 2 Writing Ø  Finish Enzyme Worksheet
	Teacher Assessment Strategies ·       Teacher observations ·       Type 2 Writing ·       Worksheet	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Tuesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Catalase Enzyme Lab
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Wednesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Unit 4 Test Review
	Teacher Assessment Strategies ·       Teacher observations ·       Unit 4 Review	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Thursday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Unit 4 Test
	Teacher Assessment Strategies ·       Teacher observations ·       Test	Vocabulary ·       cell ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Friday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  No School: Mid-Winter Break
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis

 

February 15th – 19th

Monday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Set up Edmodo Account Ø  Bubble Membrane Transport Lab
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Tuesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Finish Bubble Membrane Lab Ø  Notes on Membrane Transport
	Teacher Assessment Strategies ·       Teacher observations ·       Lab ·       Notes	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Wednesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Pineapple Enzyme Lab – Day 2
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Thursday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Pineapple Enzyme Lab – Day 3
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       cell ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Friday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Vocab Quiz Ø  Finish Pineapple Lab Report Ø  Begin Enzyme Worksheet
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis

 

February 8th – 12th

Monday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø   Finish Lesson 4.4: Building Macromolecules Activity Ø  Homework: Vocab 4.1
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson ·       Homework	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Tuesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Class Notes: Cell Theory – Complete notes and write a 30 second speech.
	Teacher Assessment Strategies ·       Teacher observations ·       Notes	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Wednesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Pineapple Enzyme Lab – Day 1
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Thursday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Pineapple Enzyme Lab – Day 2
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       cell ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Friday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Pineapple Enzyme Lab – Day 3
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis

 

February 1st – 5th

Monday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan   Ø  Discuss Jerrill’s Ipod Ø  CLASS NOTES:  Macromolecules
	Teacher Assessment Strategies ·       Teacher observations ·       Lab ·       Notes	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Tuesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Finish Notes
	Teacher Assessment Strategies ·       Teacher observations ·       Notes	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Wednesday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Lesson 4.4: Building Macromolecules Activity
	Teacher Assessment Strategies ·       Teacher observations ·       Activity	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Thursday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  Finish Lesson 4.4
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson	Vocabulary ·       cell ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis
Friday	Daily Learning Target(s) Students will be able to… ·      Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.  (B2.2A) ·      Recognize the six most common elements in organic molecules (C,H,N,O,P,S).  (B2.2B) ·      Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2C) ·      Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. (B2.2D) ·      Describe how dehydration and hydrolysis relate to organic molecules. (B2.2E) ·      Explain the role of enzymes and other proteins in biochemical functions. (B2.2f) ·      Recognize and explain that macromolecules such as lipids contain high energy bonds. (B2.5A)
	Daily Lesson Plan Ø  CLASS NOTES: Cell Theory Review
	Teacher Assessment Strategies ·       Teacher observations ·       Notes	Vocabulary ·       Macromolecule ·       Organic compound ·       Carbohydrate ·       Lipid ·       Protein ·       Nucleic acid ·       Covalent bond ·       Dehydration ·       Hydrolysis

 

January 25th – 29th

Monday	Daily Learning Target(s) Students will: ·       (B2.1d) Describe how, through cell division, cells can become specialized for specific function. ·       ( B2.2A) Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules. ·       (B2.2B) Recognize the six most common elements in organic molecules (C, H, N, O, P, S). ·       (B2.2C) Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). ·       (B2.2D) Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. ·       (B2.2E) Describe how dehydration and hydrolysis relate to organic molecules. ·       (B2.2f) Explain the role of enzymes and other proteins in biochemical functions (e.g., the protein hemoglobin carries oxygen in some organisms, digestive enzymes, and hormones). ·       ( B2.4f) Recognize and describe that both living and nonliving things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP. ·       (B2.5A) Recognize and explain that macromolecules such as lipids contain high energy bonds. ·       (B2.5g) Compare and contrast plant and animal cells.
	Daily Lesson Plan   Ø  LESSON 4.2: A Cell as a City Activity – students will learn about/review the parts of a cell.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson	Vocabulary ·       cell ·       cell membrane ·       cell wall ·       cytoplasm ·       chloroplast ·       mitochondria ·       nucleus ·       organelle ·       ribosome vacuole
Tuesday	Daily Learning Target(s) Students will: ·       (B2.1d) Describe how, through cell division, cells can become specialized for specific function. ·       ( B2.2A) Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules. ·       (B2.2B) Recognize the six most common elements in organic molecules (C, H, N, O, P, S). ·       (B2.2C) Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). ·       (B2.2D) Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. ·       (B2.2E) Describe how dehydration and hydrolysis relate to organic molecules. ·       (B2.2f) Explain the role of enzymes and other proteins in biochemical functions (e.g., the protein hemoglobin carries oxygen in some organisms, digestive enzymes, and hormones). ·       ( B2.4f) Recognize and describe that both living and nonliving things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP. ·       (B2.5A) Recognize and explain that macromolecules such as lipids contain high energy bonds. ·       (B2.5g) Compare and contrast plant and animal cells.
	Daily Lesson Plan Ø  Who Stole Jerrill’s Ipod?  This is an activity student will use to learn about the different molecules found in living things.  This is a two-part activity.
	Teacher Assessment Strategies ·       Teacher observations ·       activity	Vocabulary ·       cell ·       cell membrane ·       cell wall ·       cytoplasm ·       chloroplast ·       mitochondria ·       nucleus ·       organelle ·       ribosome vacuole
Wednesday	Daily Learning Target(s) ( B2.2A) Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules. (B2.2B) Recognize the six most common elements in organic molecules (C, H, N, O, P, S). (B2.2C) Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). (B2.2D) Explain the general structure and primary functions of the major complex organic molecules that compose living organisms.
	Daily Lesson Plan Ø  Who Stole Jerrill’s Ipod?  This is an activity student will use to learn about the different molecules found in living things.  This is a two-part activity.
	Teacher Assessment Strategies ·       Teacher observations ·       Activity	Vocabulary ·       cell ·       cell membrane ·       cell wall ·       cytoplasm ·       chloroplast ·       mitochondria ·       nucleus ·       organelle ·       ribosome vacuole
Thursday	Daily Learning Target(s) ·       Students will be able to complete the semester 1 exam with a 77% or higher.
	Daily Lesson Plan Ø  Exam review
	Teacher Assessment Strategies ·       Teacher observations ·       Exam	Vocabulary ·       cell ·       cell membrane ·       cell wall ·       cytoplasm ·       chloroplast ·       mitochondria ·       nucleus ·       organelle ·       ribosome ·       vacuole
Friday	Daily Learning Target(s) ·       Students will be able to complete the semester 1 exam with a 77% or higher.
	Daily Lesson Plan Ø  Semester 1 Exam
	Teacher Assessment Strategies ·       Teacher observations ·       Exam	Vocabulary ·       cell ·       cell membrane ·       cell wall ·       cytoplasm ·       chloroplast ·       mitochondria ·       nucleus ·       organelle ·       ribosome ·       vacuole

 

January 18th – 22nd

Monday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan   Ø  Lesson 3.7: Whale Experiment Presentations – Students will present their findings from their experiments. Ø  HOMEWORK: Unit 2 Test Review
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.7 Report or Presentation ·       Review	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Tuesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan Ø  HOMEWORK: Unit 2 Test Review
	Teacher Assessment Strategies ·       Teacher observations ·       Review	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Wednesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan Ø  Unit 2&3TEST – Students will complete the test for Unit 2 – Transformations and Transitions.
	Teacher Assessment Strategies ·       Teacher observations ·       TEST	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Thursday	Daily Learning Target(s) Students will: ·       (B2.1d) Describe how, through cell division, cells can become specialized for specific function. ·       ( B2.2A) Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules. ·       (B2.2B) Recognize the six most common elements in organic molecules (C, H, N, O, P, S). ·       (B2.2C) Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). ·       (B2.2D) Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. ·       (B2.2E) Describe how dehydration and hydrolysis relate to organic molecules. ·       (B2.2f) Explain the role of enzymes and other proteins in biochemical functions (e.g., the protein hemoglobin carries oxygen in some organisms, digestive enzymes, and hormones). ·       ( B2.4f) Recognize and describe that both living and nonliving things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP. ·       (B2.5A) Recognize and explain that macromolecules such as lipids contain high energy bonds. ·       (B2.5g) Compare and contrast plant and animal cells.
	Daily Lesson Plan Ø  Cell Theory Unit Overview Ø  LESSON 4.1: Cell Theory Reading and Questions
	Teacher Assessment Strategies ·       Teacher observations ·       lesson	Vocabulary ·       cell ·       cell membrane ·       cell wall ·       cytoplasm ·       chloroplast ·       mitochondria ·       nucleus ·       organelle ·       ribosome ·       vacuole
Friday	Daily Learning Target(s) Students will: ·       (B2.1d) Describe how, through cell division, cells can become specialized for specific function. ·       ( B2.2A) Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules. ·       (B2.2B) Recognize the six most common elements in organic molecules (C, H, N, O, P, S). ·       (B2.2C) Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). ·       (B2.2D) Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. ·       (B2.2E) Describe how dehydration and hydrolysis relate to organic molecules. ·       (B2.2f) Explain the role of enzymes and other proteins in biochemical functions (e.g., the protein hemoglobin carries oxygen in some organisms, digestive enzymes, and hormones). ·       ( B2.4f) Recognize and describe that both living and nonliving things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP. ·       (B2.5A) Recognize and explain that macromolecules such as lipids contain high energy bonds. ·       (B2.5g) Compare and contrast plant and animal cells.
	Daily Lesson Plan Ø  LESSON 4.2: A Cell as a City Activity – students will learn about/review the parts of a cell.
	Teacher Assessment Strategies ·       Teacher observations ·       lesson	Vocabulary ·       cell ·       cell membrane ·       cell wall ·       cytoplasm ·       chloroplast ·       mitochondria ·       nucleus ·       organelle ·       ribosome ·       vacuole

 

January 11th – 15th

Monday	Daily Learning Target(s) ·         Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·         Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·         Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·         Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·         Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan   Ø  Lesson 3.7: Whale Experiment – Students will work in cooperative groups to design, run and analyze an experiment to try and explain what happened to the whale’s legs.  Students will need to summarize their findings and how they did their experiment as either a lab report or a quick presentation.
	Teacher Assessment Strategies ·         Teacher observations ·         Lesson 3.7 Report or Presentation	Vocabulary ·         Evolution ·         Natural selection ·         Mutation ·         Adaptation ·         Homologous appendage ·         Speciation
Tuesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·         Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan Ø  Lesson 3.7: Whale Experiment – Students will work in cooperative groups to design, run and analyze an experiment to try and explain what happened to the whale’s legs.  Students will need to summarize their findings and how they did their experiment as either a lab report or a quick presentation.
	Teacher Assessment Strategies ·         Teacher observations ·         Lesson 3.7	Vocabulary ·         Evolution ·         Natural selection ·         Mutation ·         Adaptation ·         Homologous appendage ·         Speciation
Wednesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·         Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan Ø  Lesson 3.7: Whale Experiment Presentations.  Students will present their findings for their experiments.  Students that do not want to do the presentation can turn in a lab report as an alternative.
	Teacher Assessment Strategies ·         Teacher observations ·         Presentations or Lab Reports	Vocabulary ·         Evolution ·         Natural selection ·         Mutation ·         Adaptation ·         Homologous appendage ·         Speciation
Thursday	Daily Learning Target(s) ·          Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·         Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·         Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·         Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·         Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan Ø  Review Lessons 3.1-3.7:  Students will be guided through some review by me regarding these lessons.  We will discuss key questions and points of emphasis.  We will also discuss parts of concern from grading. Ø  HOMEWORK: Unit 2 Test Review
	Teacher Assessment Strategies ·         Teacher observations ·         Review Homework	Vocabulary ·         Evolution ·         Natural selection ·         Mutation ·         Adaptation ·         Homologous appendage ·         Speciation
Friday	Daily Learning Target(s) ·         Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·         Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·         Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·         Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan Ø  Unit 2 TEST – Transformations and Transitions
	Teacher Assessment Strategies ·         Teacher observations ·         TEST	Vocabulary ·         Evolution ·         Natural selection ·         Mutation ·         Adaptation ·         Homologous appendage ·         Speciation

 

January 4th – 8th

Monday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan   1.      Lesson 3.6: What Darwin Didn’t Know – Students will watch a section of a video clip summarizing and reviewing the major evidence and concepts of evolution.  Students will then complete the amino acid comparison activity.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.6	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Tuesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.7: Whale Experiment – Students will work in cooperative groups to design, run and analyze an experiment to try and explain what happened to the whale’s legs.  Students will need to summarize their findings and how they did their experiment as either a lab report or a quick presentation.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson3.7	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Wednesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.7: Whale Experiment – Students will work in cooperative groups to design, run and analyze an experiment to try and explain what happened to the whale’s legs.  Students will need to summarize their findings and how they did their experiment as either a lab report or a quick presentation.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.7	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Thursday	Daily Learning Target(s) ·        Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.7: Whale Experiment – Students will work in cooperative groups to design, run and analyze an experiment to try and explain what happened to the whale’s legs.  Students will need to summarize their findings and how they did their experiment as either a lab report or a quick presentation.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.7	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Friday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.7: Whale Experiment – Students will work in cooperative groups to design, run and analyze an experiment to try and explain what happened to the whale’s legs.  Students will need to summarize their findings and how they did their experiment as either a lab report or a quick presentation.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.7	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation

 

December 14th – 18th

Monday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan   1.      Lesson 3.2: Homology and Analogy – Students will complete an online lab investigating common ancestry evidence.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.2	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Tuesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.3:  Peppered Moth simulation – students will complete an online simulation lab learning about a real world example of evolutionary research.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson3.3	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Wednesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.4: The Arthropod Story – students will learn about the arthropods and how they are related.  This is a lab that will prepare students for dissection of the grasshopper.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.4	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Thursday	Daily Learning Target(s) ·        Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.5: Arthropod Dissection – Students will dissect the grasshopper.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.5	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Friday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 2.      Lesson 3.5: Arthropod Dissection – Students will dissect the grasshopper.
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.5	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation

 

December 7th – 11th

Monday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan   1.      What on Earth is it? Project Fair and Voting – Students will view each other’s projects and vote for their favorite ones.  The winners will receive a small award for winning their category.
	Teacher Assessment Strategies ·       Teacher observations ·       Projects	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Tuesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.1: Phylogeny and Cladograms – Students will complete a lesson to learn about cladograms.  They will also build some cladograms and be introduced to the idea of common ancestry. 2.      HOMEWORK:  Cladogram Worksheet
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson3.1 ·       HW 3.1	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Wednesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 3.1: Phylogeny and Cladograms – Students will complete a lesson to learn about cladograms.  They will also build some cladograms and be introduced to the idea of common ancestry. 2.      HOMEWORK:  Cladogram Worksheet
	Teacher Assessment Strategies ·       Teacher observations ·       Lesson 3.1 ·       HW 3.1	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Thursday	Daily Learning Target(s) ·        Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      CLASS NOTES: Evolution Theory – Students will discuss and complete notes about evolution theory. 2.      HOMEWORK: Darwin’s Natural Selection worksheet
	Teacher Assessment Strategies ·       Teacher observations ·       Guided Notes ·       HOMEWORK	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Friday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      CLASS NOTES: Evolution Theory – Students will discuss and complete notes about evolution theory. 2.      HOMEWORK: Darwin’s Natural Selection worksheet
	Teacher Assessment Strategies ·       Teacher observations ·       Guided Notes ·       HOMEWORK	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation

 

November 30th – December 4th

Monday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Finish Lesson 2:  Dichotomous Keys 2.      Begin Lesson 3:  What is it? Project – Students will complete a dichotomous key as if they were scientist coming back to earth after a long period of time.  Link: http://betterlesson.com/lesson/641930/classification-part-3-what-is-that
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Tuesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Finish Lesson 3:  What is it? Project – Students will complete a dichotomous key as if they were scientist coming back to earth after a long period of time.
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Wednesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 4: Evolution Part 1 – Students will evaluate the role of natural selection in the development of the theory of evolution. Link: http://betterlesson.com/lesson/644938/evolution-part-1
	Teacher Assessment Strategies ·       Teacher observations ·       Guided Notes	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Thursday	Daily Learning Target(s) ·        Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 5:  Evolution Part 2 – Students will explain how fossil, biochemical and other evidence support the theory of evolution. Link:  http://betterlesson.com/lesson/644939/evolution-part-2
	Teacher Assessment Strategies ·       Teacher observations ·       Guided Notes ·       Activity	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Friday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Lesson 6:  Antibiotic Resistance – Students will recognize the role of evolution in antibiotic resistance. Link:  http://betterlesson.com/lesson/644966/antibiotic-resistance
	Teacher Assessment Strategies ·       Teacher observations ·       Simulation activity	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation

 

November 23rd – 27th

Monday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.       Warm Up 2.      Classification Lesson 2: Dichotomous Keys – Students will learn about dichotomous keys and how to use them.  We will begin with a video about how diverse life is and complete a thinking map as we do this.  We will also then look at some examples of dichotomous keys and how to use them.
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Tuesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Warm Up 2.      Classification Lesson 2: Dichotomous Keys – Students will learn about dichotomous keys and how to use them.  We will begin with a video about how diverse life is and complete a thinking map as we do this.  We will also then look at some examples of dichotomous keys and how to use them.
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Wednesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      No School
	Teacher Assessment Strategies ·       Teacher observations ·       Thinking Maps ·       Type II Writing	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Thursday	Daily Learning Target(s) ·        Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      No School
	Teacher Assessment Strategies ·       Teacher observations ·       Thinking Maps ·       Type II Writing	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Friday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      NO School
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation

November 16th – 20th

Monday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.       Warm Up 2.      Classification Lesson 1 – Students will be introduced to the Linnaean System of Classifying Animals.  Students will be asked to complete a sorting activity and a circle map as we discuss the system of classifying living things. 3.      6 Kingdoms of Living Things PowerPoint and Tree Map – students will complete a tree map as we complete notes on the six kingdoms of living things. 4.      Type II Writing – Describe the way things are classified using your thinking maps.
	Teacher Assessment Strategies ·       Teacher observations ·       Thinking Maps ·       Type II Writing	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Tuesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Warm Up 2.      Classification Lesson 1 – Students will be introduced to the Linnaean System of Classifying Animals.  Students will be asked to complete a sorting activity and a circle map as we discuss the system of classifying living things. 3.      6 Kingdoms of Living Things PowerPoint and Tree Map – students will complete a tree map as we complete notes on the six kingdoms of living things. 4.      Type II Writing – Describe the way things are classified using your thinking maps.
	Teacher Assessment Strategies ·       Teacher observations ·       Thinking Maps ·       Type II Writing	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Wednesday	Daily Learning Target(s) Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Warm Up 2.      Classification Lesson 2: Dichotomous Keys – Students will learn about dichotomous keys and how to use them.  We will begin with a video about how diverse life is and complete a thinking map as we do this.  We will also then look at some examples of dichotomous keys and how to use them. 3.      Jelly Bean Dichotomous Key Lab – students will complete a lab using a jelly bean dichotomous key where they need to try and identify what flavor a jelly belly jelly bean is before tasting it. 4.      Type II Writing – Describe how using dichotomous keys are used to identify species.
	Teacher Assessment Strategies ·       Teacher observations ·       Thinking Maps ·       Type II Writing	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Thursday	Daily Learning Target(s) ·        Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). ·       Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Warm Up 2.      Classification Lesson 2: Dichotomous Keys – Students will learn about dichotomous keys and how to use them.  We will begin with a video about how diverse life is and complete a thinking map as we do this.  We will also then look at some examples of dichotomous keys and how to use them. 3.      Jelly Bean Dichotomous Key Lab – students will complete a lab using a jelly bean dichotomous key where they need to try and identify what flavor a jelly belly jelly bean is before tasting it. 4.      Type II Writing – Describe how using dichotomous keys are used to identify species.
	Teacher Assessment Strategies ·       Teacher observations ·       Thinking Maps ·       Type II Writing	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Friday	Daily Learning Target(s) ·       Students will be able to summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions) (B5.1A). ·       Students will be able to describe how natural selection provides a mechanism for evolution (B5.1B). ·       Students will be able to explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution (B5.1f). ·       Students will be able to give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms (B5.3C). Students will be able to explain how evolution through natural selection can result in changes in biodiversity (B5.3d).
	Daily Lesson Plan 1.      Warm Up 2.      Classification Lesson 3 – What is it?  The students will need to produce a dichotomous key based on a given scenario where they are the lead scientist for an alien species that has come to earth in the future to find and classify the living organisms here.  This will be due on Tuesday, November 24th.
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation

November 9th – 13th

Monday	Daily Learning Target(s) ·       Students will be able to describe how ecological succession changes environments over time.
	Daily Lesson Plan 1.       Warm Up 2.      Complete Circle Map Pre-Thinking Activity – Students will use a circle map to brainstorm what they know about “ecological succession”. 3.      Watch Ecological Succession Video – https://www.youtube.com/watch?v=jZKIHe2LDP8.  Students will add notes to their circle map as we watch the video. 4.      Rally Round Robin Share Out – Students will complete their circle map by adding ideas from a round robin share.  We will then share out as a class. 5.      Complete Succession Flow Map – Students will use their circle map to complete a flow map showing the stages of succession. 6.      Complete Type III Writing – What is ecological succession?  Describe the stages of ecological succession and the major species found during each stage.
	Teacher Assessment Strategies ·       Teacher observations ·       Circle Map ·       Type III Writing	Vocabulary ·       Succession ·       Pioneer species ·       Primary succession ·       Secondary succession ·       Climax community
Tuesday	Daily Learning Target(s) ·       Students will be able to describe how ecological succession changes environments over time.
	Daily Lesson Plan 1.      Finish Succession Activity from yesterday. 2.      Ecological Succession Project Student Work Day – Students will have today to work on their student presentations on succession with their partners.
	Teacher Assessment Strategies ·       Teacher observations ·       project	Vocabulary ·       Succession ·       Pioneer species ·       Primary succession ·       Secondary succession ·       Climax community
Wednesday	Daily Learning Target(s) ·       Students will be able to describe how natural selection is a driving force of evolution. ·       Students will be able to explain how speciation shows common ancestors. ·       Students will be able to describe how mutations lead to adaptations and evolution of species over time. ·       Students will be able to explain how biodiversity is essential in the survival of species and how it is related to natural selection.
	Daily Lesson Plan 1.      Evolution PowerPoint – Students will review Evolution through a PowerPoint presentation.  During the PP students will be asked to complete a series of thinking maps as notes. 2.      Type II Writing – What is evolution?  Describe how evolution shows speciation and common ancestors.  Explain how natural selection is a driving force of evolution and how it relates to adaptations and mutations.
	Teacher Assessment Strategies ·       Teacher observations ·       Thinking Maps ·       Type II Writing	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Thursday   ½ Day – PT Conf in PM.	Daily Learning Target(s) ·       Students will be able to describe how natural selection is a driving force of evolution. ·       Students will be able to explain how speciation shows common ancestors. ·       Students will be able to describe how mutations lead to adaptations and evolution of species over time. ·       Students will be able to explain how biodiversity is essential in the survival of species and how it is related to natural selection.
	Daily Lesson Plan 1.      NO Class – AM Schedule
	Teacher Assessment Strategies ·	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation
Friday	Daily Learning Target(s) ·       Students will be able to describe how natural selection is a driving force of evolution. ·       Students will be able to explain how speciation shows common ancestors. ·       Students will be able to describe how mutations lead to adaptations and evolution of species over time. ·       Students will be able to explain how biodiversity is essential in the survival of species and how it is related to natural selection.
	Daily Lesson Plan 1.      Ecological Succession Student Presentations – Students will be presenting their projects to the class on ecological succession. 2.      Natural Selection PHET Lab – Students will use what they learned to complete a lab online using the natural selection simulator.
	Teacher Assessment Strategies ·       Teacher observations ·       Presentation	Vocabulary ·       Evolution ·       Natural selection ·       Mutation ·       Adaptation ·       Homologous appendage ·       Speciation

November 2nd – 6th

Monday	Daily Learning Target(s) ·
	Daily Lesson Plan No School – Teacher Professional Development
	Teacher Assessment Strategies ·	Vocabulary ·
Tuesday	Daily Learning Target(s) ·
	Daily Lesson Plan No School – Teacher Professional Development
	Teacher Assessment Strategies ·	Vocabulary ·
Wednesday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      DUE TODAY:  Complete Population Yeast Lab 2.      DUE TODAY:  Survivorship Curve Reading and Mini-Lab
	Teacher Assessment Strategies ·       Teacher observations ·       Labs	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Thursday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Vocab Quiz 2.2 2.      Check Point Quiz 2.2 3.      Succession Activity – Students will learn about succession and the different stages of succession. 4.      Exit Ticket – What is succession and why is it important to an ecosystem?
	Teacher Assessment Strategies ·       Teacher observations ·       Activity ·       Exit Ticket	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Friday   ½ Day – End of 1st MP	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Finish Succession Activity – Students will learn about succession and the different stages of succession. 2.      Catchup and Pickles
	Teacher Assessment Strategies ·       Teacher observations ·       Activity	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent

October 26th – 30th

Monday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion (Yeast Lab) Experiment Set Up – Students will work in their groups to set up and begin their experiment collecting some baseline data. 2.      Class Discussion – “What do we expect to see?  Learn?  Etc.” 3.      Begin Characteristics of Populations Activities Packet – Students will work in their groups to read about and learn about the different characteristics of populations that will help them write their lab report later.  They will also be asked to research and produce a survivorship curve using obituaries from mlive.com.  This will be completed throughout the week and probably into next week during the time they are not working on their Yeast Lab. HOMEWORK:  Vocab Squares 2.2 (Quiz Friday)
	Teacher Assessment Strategies ·       Teacher Observations ·       Packet ·       Lab	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Tuesday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion (Yeast Lab) Experiment Data Collection – Students will work in their groups to collect data for their experiment. 2.      Guest Speaker – Students will have a guest speaker from the show “Whale Wars” that will come in to discuss ecology with them.  Students will have a chance to ask questions of the speaker.
	Teacher Assessment Strategies ·       Teacher Observations ·       Packet ·       Lab	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Wednesday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion (Yeast Lab) Experiment Data Collection – Students will work in their groups to collect data for their experiment. 2.      Class Discussion – “What are we seeing?  Is it what you expected?  Changes?  Etc. 3.      Characteristics of Populations Activities Packet – Students will work in their groups to read about and learn about the different characteristics of populations that will help them write their lab report later.  They will also be asked to research and produce a survivorship curve using obituaries from mlive.com.  This will be completed throughout the week and probably into next week during the time they are not working on their Yeast Lab.
	Teacher Assessment Strategies ·       Teacher observations ·       Data Collected ·       Packet	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Thursday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion (Yeast Lab) Experiment Data Collection – Students will work in their groups to collect data for their experiment. 2.      Class Discussion – “What are we seeing?  Is it what you expected?  Changes?  Etc.” 3.      Continue to work on Characteristics of Populations Activities Packet – Students will work in their groups to read about and learn about the different characteristics of populations that will help them write their lab report later.  They will also be asked to research and produce a survivorship curve using obituaries from mlive.com.  This will be completed throughout the week and probably into next week during the time they are not working on their Yeast Lab.
	Teacher Assessment Strategies ·       Teacher observations ·       Lab ·       Packet	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Friday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Vocab Quiz 2.2 2.      Population Explosion (Yeast Lab) Experiment Final Data Collection – Students will work in their groups to collect their final rounds of data and clean up their experiments. 3.      Class Discussion – “What conclusions can we make?  Was it what was expected?  Changes?  Why do you think the data is showing you?  Etc.” 4.      Continue to work on Characteristics of Populations Activities Packet – Students will work in their groups to read about and learn about the different characteristics of populations that will help them write their lab report later.  They will also be asked to research and produce a survivorship curve using obituaries from mlive.com.  This will be completed throughout the week and probably into next week during the time they are not working on their Yeast Lab.
	Teacher Assessment Strategies ·       Teacher observations ·       Lab ·       Packet	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent

October 19th – 23rd

Monday	Daily Learning Target(s) ·
	Daily Lesson Plan No School – Teachers in PD
	Teacher Assessment Strategies ·	Vocabulary ·
Tuesday	Daily Learning Target(s) ·
	Daily Lesson Plan No School – Teachers in PD
	Teacher Assessment Strategies ·         Teacher Observations	Vocabulary ·
Wednesday	Daily Learning Target(s) ·         Students will be able to explain the influences that affect population growth. ·         Students will be able to graph changes in population growth, given a data table. ·         Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion (Yeast Lab) Experiment Set Up – Students will work in their groups to set up and begin their experiment collecting some baseline data. 2.      Class Discussion – “What do we expect to see?  Learn?  Etc.” 3.      Begin Characteristics of Populations Activities Packet – Students will work in their groups to read about and learn about the different characteristics of populations that will help them write their lab report later.  They will also be asked to research and produce a survivorship curve using obituaries from mlive.com.  This will be completed throughout the week and probably into next week during the time they are not working on their Yeast Lab.
	Teacher Assessment Strategies ·         Teacher observations ·         Data Collected ·         Packet	Vocabulary ·         Population density ·         Immigration ·         Emigration ·         Equilibrium ·         Exponential growth ·         Carrying capacity ·         Density-dependent ·         Density-independent
Thursday	Daily Learning Target(s) ·         Students will be able to explain the influences that affect population growth. ·         Students will be able to graph changes in population growth, given a data table. ·         Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion (Yeast Lab) Experiment Data Collection – Students will work in their groups to collect data for their experiment. 2.      Class Discussion – “What are we seeing?  Is it what you expected?  Changes?  Etc.” 3.      Continue to work on Characteristics of Populations Activities Packet – Students will work in their groups to read about and learn about the different characteristics of populations that will help them write their lab report later.  They will also be asked to research and produce a survivorship curve using obituaries from mlive.com.  This will be completed throughout the week and probably into next week during the time they are not working on their Yeast Lab.
	Teacher Assessment Strategies ·         Teacher observations ·         Lab ·         Packet	Vocabulary ·         Population density ·         Immigration ·         Emigration ·         Equilibrium ·         Exponential growth ·         Carrying capacity ·         Density-dependent ·         Density-independent
Friday	Daily Learning Target(s) ·         Students will be able to explain the influences that affect population growth. ·         Students will be able to graph changes in population growth, given a data table. ·         Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion (Yeast Lab) Experiment Final Data Collection – Students will work in their groups to collect their final rounds of data and clean up their experiments. 2.      Class Discussion – “What conclusions can we make?  Was it what was expected?  Changes?  Why do you think the data is showing you?  Etc.” 3.      Continue to work on Characteristics of Populations Activities Packet – Students will work in their groups to read about and learn about the different characteristics of populations that will help them write their lab report later.  They will also be asked to research and produce a survivorship curve using obituaries from mlive.com.  This will be completed throughout the week and probably into next week during the time they are not working on their Yeast Lab.
	Teacher Assessment Strategies ·         Teacher observations ·         Lab ·         Packet	Vocabulary ·         Population density ·         Immigration ·         Emigration ·         Equilibrium ·         Exponential growth ·         Carrying capacity ·         Density-dependent ·         Density-independent

October 12th – 16th

Monday	Daily Learning Target(s) ·        Students will be able to explain the influences that affect population growth. ·        Students will be able to graph changes in population growth, given a data table. ·        Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Bunnies are taking over the world – PHET Lab.  Students will do a simulator lab looking at using what they have learned about population dynamics to maintain a bunny population and discussing the different limiting factors. HOMEWORK:  Vocabulary Squares 2.1 – Students need to complete the vocab squares which are due on the day of the Vocab Quiz 2.1 on Friday.
	Teacher Assessment Strategies ·        Teacher Observations ·        Lab	Vocabulary ·        Population density ·        Immigration ·        Emigration ·        Equilibrium ·        Exponential growth ·        Carrying capacity ·        Density-dependent ·        Density-independent
Tuesday	Daily Learning Target(s) ·        Students will be able to explain the influences that affect population growth. ·        Students will be able to graph changes in population growth, given a data table. ·        Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Dynamics Worksheet: Deer Island – Students will work with a partner drawing population graphs and answering questions on a real-world example of research related to population dynamics.
	Teacher Assessment Strategies ·        Teacher Observations ·        Worksheet	Vocabulary ·        Population density ·        Immigration ·        Emigration ·        Equilibrium ·        Exponential growth ·        Carrying capacity ·        Density-dependent ·        Density-independent
Wednesday	Daily Learning Target(s) ·        Students will be able to explain the influences that affect population growth. ·        Students will be able to graph changes in population growth, given a data table. ·        Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion Lab (Yeast Lab) Introduction PowerPoint – Students will begin to design a procedure to examine the population change of yeast based on environmental factors.  Students will be introduced to the yeast and basic information needed for them to set up their experiment. 2.      Population Explosion (Yeast Lab) Experimental Design – Students will work in their groups to design their experiment and complete the Yeast Lab Design Worksheet.  We will hopefully complete our set up on Monday.
	Teacher Assessment Strategies ·        Teacher observations ·        Lab Design	Vocabulary ·        Population density ·        Immigration ·        Emigration ·        Equilibrium ·        Exponential growth ·        Carrying capacity ·        Density-dependent ·        Density-independent
Thursday	Daily Learning Target(s) ·        Students will be able to explain the influences that affect population growth. ·        Students will be able to graph changes in population growth, given a data table. ·        Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.  Quiz Review (Checkpoint Quiz is Tomorrow!)
	Teacher Assessment Strategies ·        Teacher observations ·        Lab Reports ·        Review	Vocabulary ·        Population density ·        Immigration ·        Emigration ·        Equilibrium ·        Exponential growth ·        Carrying capacity ·        Density-dependent ·        Density-independent
Friday	Daily Learning Target(s) ·        Students will be able to explain the influences that affect population growth. ·        Students will be able to graph changes in population growth, given a data table. ·        Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Vocab Quiz 2.1 2.      Check Point Quiz 2.1 3.      Population Dynamics:  Community Interactions Worksheet.
	Teacher Assessment Strategies ·        Teacher observations ·        Vocab Quiz ·        Check Point Quiz ·        Worksheet	Vocabulary ·        Population density ·        Immigration ·        Emigration ·        Equilibrium ·        Exponential growth ·        Carrying capacity ·        Density-dependent ·        Density-independent

October 5th – 9th

Monday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      New Seats 2.      Review Food Webs Quiz in groups. 3.      Population Dynamics: Lesson 1 – Students will be introduced to population dynamics by completing a short intro survey.  We will then complete some guided notes on population dynamics focusing on the first of three main ideas, first of which is how population size if controlled by non-living (abiotic) factors. 4.      Exit Ticket – Students will complete an exit ticket before leaving class which is at the stop point of the PowerPoint presentation.
	Teacher Assessment Strategies ·       Teacher Observations ·       Exit Ticket	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Tuesday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Dynamics: Lesson 2 – Students will be introduced to population dynamics by completing a short intro survey.  We will then complete some guided notes on population dynamics focusing on the first of three main ideas, second is the biotic environment influences the population size. 2.      Exit Ticket – Students will complete an exit ticket before leaving class which is at the stop point of the PowerPoint presentation.
	Teacher Assessment Strategies ·       Teacher Observations ·       Exit ticket	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Wednesday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Dynamics: Lesson 3 – Students will be introduced to population dynamics by completing a short intro survey.  We will then complete some guided notes on population dynamics focusing on the first of three main ideas, last is that feedback mechanisms help to adjust population size to an “ideal” size.  We will also do a simple activity using Legos to produce population density graphs. 2.      Peer Instruction Protocol at end of PP
	Teacher Assessment Strategies ·       Teacher observations ·       Lego Activity ·       Graphs ·       Peer Instruction Protocol @ end of PP	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Thursday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Dynamics: Lesson 3 – Students will be introduced to population dynamics by completing a short intro survey.  We will then complete some guided notes on population dynamics focusing on the first of three main ideas, last is that feedback mechanisms help to adjust population size to an “ideal” size.  We will also do a simple activity using Legos to produce population density graphs. 2.      Peer Instruction Protocol at end of PP
	Teacher Assessment Strategies ·       Teacher observations ·       Lego Activity ·       Graphs ·       Peer Instruction Protocol @ end of PP	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent
Friday	Daily Learning Target(s) ·       Students will be able to explain the influences that affect population growth. ·       Students will be able to graph changes in population growth, given a data table. ·       Students will be able to examine and explain the negative impacts of human activities on ecosystems.
	Daily Lesson Plan 1.      Population Explosion Lab (Yeast Lab) Introduction PowerPoint – Students will begin to design a procedure to examine the population change of yeast based on environmental factors.  Students will be introduced to the yeast and basic information needed for them to set up their experiment. 2.      Population Explosion (Yeast Lab) Experimental Design – Students will work in their groups to design their experiment and complete the Yeast Lab Design Worksheet.  We will hopefully complete our set up on Monday.
	Teacher Assessment Strategies ·       Teacher observations ·       Lab Design	Vocabulary ·       Population density ·       Immigration ·       Emigration ·       Equilibrium ·       Exponential growth ·       Carrying capacity ·       Density-dependent ·       Density-independent

September 28th – October 2nd

Monday	Daily Learning Target(s) ·       Students will be able to draw the flow of energy through an ecosystem. ·       Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Food Web Project Presentations – Students will need to present their poster of the different food chains and food web of their ecosystem.  Students will need to discuss the different parts and how removal would affect the rest of the ecosystem. 2.      Intro to Owl Pellets Labs – Students will need to read about the owl pellets labs and discuss the background information that is provided.
	Teacher Assessment Strategies ·       Teacher Observations ·       Presentations	Vocabulary ·       Ecosystem ·       Population ·       Community ·       Biome ·       Keystone species ·       Abiotic ·       Biotic
Tuesday	Daily Learning Target(s) ·       Students will be able to draw the flow of energy through an ecosystem. ·       Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Owl Pellet Lab 1 – Students will complete a lab where they dissect the pellet and identify different bones from the different animals found.  This will help them determine the different prey that the owl feeds on.  They will also need to calculate the percentage of each prey in the owl’s diet. 2.      Complete an Owl Food Web based on the data collected.
	Teacher Assessment Strategies ·       Teacher Observations ·       Lab	Vocabulary ·       Ecosystem ·       Population ·       Community ·       Biome ·       Keystone species ·       Abiotic ·       Biotic ·       Predator ·       Prey
Wednesday	Daily Learning Target(s) ·       Students will be able to draw the flow of energy through an ecosystem. ·       Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Owl Pellet Lab 1 – Students will complete a lab where they dissect the pellet and identify different bones from the different animals found.  This will help them determine the different prey that the owl feeds on.  They will also need to calculate the percentage of each prey in the owl’s diet. 2.      Complete an Owl Food Web based on the data collected.
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Ecosystem ·       Population ·       Community ·       Biome ·       Keystone species ·       Abiotic ·       Biotic ·       Predator ·       Prey
Thursday	Daily Learning Target(s) ·        Students will be able to draw the flow of energy through an ecosystem. ·       Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Owl Pellet Lab 2 – Building Prey Models – Students will then use the pieces to try and construct the prey skeletons.  They will also be asked to compare the different prey parts to those of the human body.
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Ecosystem ·       Population ·       Community ·       Biome ·       Keystone species ·       Abiotic ·       Biotic ·       Predator ·       Prey
Friday	Daily Learning Target(s) ·       Students will be able to draw the flow of energy through an ecosystem. ·       Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Owl Pellet Lab 2 – Building Prey Models – Students will then use the pieces to try and construct the prey skeletons.  They will also be asked to compare the different prey parts to those of the human body.
	Teacher Assessment Strategies ·       Teacher observations ·       Lab	Vocabulary ·       Ecosystem ·       Population ·       Community ·       Biome ·       Keystone species ·       Abiotic ·       Biotic ·       Predator ·       Prey

September 21st – 25th

Monday	Daily Learning Target(s) ·
	Daily Lesson Plan No School – Teachers in PD
	Teacher Assessment Strategies ·	Vocabulary ·
Tuesday	Daily Learning Target(s)
	Daily Lesson Plan No School – Teachers in PD
	Teacher Assessment Strategies ·	Vocabulary ·
Wednesday	Daily Learning Target(s) ·       Students will be able to draw the flow of energy through an ecosystem. ·       Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Food Web Project – Students will need to research a biome and produce a poster of the different food chains and food web of that ecosystem.  Students will also have to identify possible effects if an organism was removed from the ecosystem.
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary ·       Ecosystem ·       Population ·       Community ·       Biome ·       Keystone species ·       Abiotic ·       Biotic
Thursday	Daily Learning Target(s) ·        Students will be able to draw the flow of energy through an ecosystem. ·       Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Food Web Project – Students will need to research a biome and produce a poster of the different food chains and food web of that ecosystem.  Students will also have to identify possible effects if an organism was removed from the ecosystem.
	Teacher Assessment Strategies ·       Teacher observations ·       Project	Vocabulary ·       Ecosystem ·       Population ·       Community ·       Biome ·       Keystone species ·       Abiotic ·       Biotic
Friday	Daily Learning Target(s) ·       Students will be able to draw the flow of energy through an ecosystem. ·       Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Food Web Project Presentations – Students will need to present their poster of the different food chains and food web of their ecosystem.  Students will need to discuss the different parts and how removal would affect the rest of the ecosystem.
	Teacher Assessment Strategies ·       Teacher observations ·       Presentations	Vocabulary ·       Ecosystem ·       Population ·       Community ·       Biome ·       Keystone species ·       Abiotic ·       Biotic

September 14th – 18th

Monday	Daily Learning Target(s) ·         Students will be able to identify micro-organisms from the pond using the microscope.
	Daily Lesson Plan 1.      Pond Water Lab – Students will collect pond water from the outdoor classroom and make wet mount slides to observe under the microscope.  They need to identify at least 5 organisms from their slides on a data table on their lab hand out.  This will help familiarize students with some of the organisms to study as part of our mini-pond ecosystem project we will start this week.
	Teacher Assessment Strategies ·         Teacher Observations ·         Identification Data Table	Vocabulary ·         micro-organism ·         microscope ·         slide ·         cover slip
Tuesday	Daily Learning Target(s) ·         Students will be able to draw the flow of energy through an ecosystem. ·         Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Food Web Project – Students will need to research a biome and produce a poster of the different food chains and food web of that ecosystem.  Students will also have to identify possible effects if an organism was removed from the ecosystem.
	Teacher Assessment Strategies ·         Teacher observations ·         Project	Vocabulary ·         Ecosystem ·         Population ·         Community ·         Biome ·         Keystone species ·         Abiotic ·         Biotic
Wednesday	Daily Learning Target(s) ·         Students will be able to draw the flow of energy through an ecosystem. ·         Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Food Web Project – Students will need to research a biome and produce a poster of the different food chains and food web of that ecosystem.  Students will also have to identify possible effects if an organism was removed from the ecosystem.
	Teacher Assessment Strategies ·         Teacher observations ·         Project	Vocabulary ·         Ecosystem ·         Population ·         Community ·         Biome ·         Keystone species ·         Abiotic ·         Biotic
Thursday	Daily Learning Target(s) ·          Students will be able to draw the flow of energy through an ecosystem. ·         Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Food Web Project – Students will need to research a biome and produce a poster of the different food chains and food web of that ecosystem.  Students will also have to identify possible effects if an organism was removed from the ecosystem.
	Teacher Assessment Strategies ·         Teacher observations ·         Project	Vocabulary ·         Ecosystem ·         Population ·         Community ·         Biome ·         Keystone species ·         Abiotic ·         Biotic
Friday	Daily Learning Target(s) ·         Students will be able to draw the flow of energy through an ecosystem. ·         Students will be able to predict changes in the food web when one or more organisms are removed.
	Daily Lesson Plan 1.      Food Web Project – Students will need to research a biome and produce a poster of the different food chains and food web of that ecosystem.  Students will also have to identify possible effects if an organism was removed from the ecosystem.
	Teacher Assessment Strategies ·         Teacher observations ·         Presentations	Vocabulary ·         Ecosystem ·         Population ·         Community ·         Biome ·         Keystone species ·         Abiotic ·         Biotic

September 7th – 11th

Monday	Daily Learning Target(s) ·
	Daily Lesson Plan No School – Enjoy your Labor Day!
	Teacher Assessment Strategies ·	Vocabulary ·
Tuesday	Daily Learning Target(s) ·        Students will be able to name and describe the different levels of an ecosystem. ·        Students will be able to name biotic and abiotic factors within an ecosystem.
	Daily Lesson Plan 1.      Complete Daily Warm Up 2.      Ecology: Levels of Organization Activity – Students will complete a graphic organizer of the different levels of organization within an ecosystem.  We will use our pond area as an example in which students will have to name examples as well as take notes about each level.  (Teacher Copy) 3.      Biotic vs. Abiotic Factors – Students will use the back of the G.O. to review what biotic and abiotic factors are and give some examples of our ecosystem example.
	Teacher Assessment Strategies ·        Teacher observations ·        Graphic Organizer	Vocabulary ·        Ecosystem ·        Population ·        Community ·        Biome ·        Keystone species ·        Abiotic ·        Biotic
Wednesday	Daily Learning Target(s) ·        Students will be able to define and discuss ecology concepts in literature. ·        Students will be able to describe concepts of change, interconnectivity and sustainability.
	Daily Lesson Plan 1.      Complete Daily Warm Up 2.      Introduce Aldo Leopold (Video) – Students will be introduced to one of the greatest conservationist of our time.  In fact many believe him to be the father of modern day conservation. 3.      The Forest Odyssey – Students will complete an activity where we read a section of Aldo Leopold’s writing from A Sand County Almanac, Part II:  Wisconsin and discuss his view on interconnectivity and forest ecology. (Note:  This lesson was adopted from the LEAF, Wisconsin K-12 Forestry Lesson Guide:  Click here for the link)
	Teacher Assessment Strategies ·        Teacher observations ·        Discussion	Vocabulary ·        Ecosystem ·        Population ·        Community ·        Biome ·        Keystone species ·        Abiotic ·        Biotic
Thursday	Daily Learning Target(s) ·        Students will be able to define and discuss ecology concepts in literature. ·        Students will be able to describe concepts of change, interconnectivity and sustainability. ·        Students will be able to accurately estimate the number of blades of grass and weeds in a quadrat of school yard.
	Daily Lesson Plan 1.      Complete Daily Warm Up 2.      Finish The Forest Odyssey – Students will complete an activity where we read a section of Aldo Leopold’s writing from A Sand County Almanac, Part II:  Wisconsin and discuss his view on interconnectivity and forest ecology. 3.      Complete Blades of Grass Lab – Students will have to complete a lab on population sampling.  This will help gives hands-on experience for later discussions on population sampling and other ecological studies.
	Teacher Assessment Strategies ·        Teacher observations ·        Discussion ·        Lab	Vocabulary ·        Ecosystem ·        Population ·        Community ·        Biome ·        Keystone species ·        Abiotic ·        Biotic
Friday	Daily Learning Target(s) ·
	Daily Lesson Plan 1.      Complete Daily Warm Up 2.      Complete Blades of Grass Lab – Students will have to complete a lab on population sampling.  This will help gives hands-on experience for later discussions on population sampling and other ecological studies.
	Teacher Assessment Strategies ·        Teacher observations ·        Lab	Vocabulary ·        Ecosystem ·        Population ·        Community ·        Biome ·        Keystone species ·        Abiotic ·        Biotic

August 31st – September 4th

Monday	Daily Learning Target(s) ·        Students will be able to explain the classroom expectations and rules to be successful this school year.
	Daily Lesson Plan 1.      Complete Daily Warm Up 2.      Hand out Syllabus – Students will need to review this and complete the lab safety contract included and return to Mr. Ernstes.  Students WILL NOT be allowed to participate in all activities until this is returned.  This is also their first homework assignment in the grade book. 3.      Complete Expectations PowerPoint and Discussion – Students will review the classroom expectations for Mr. Ernstes’ classroom. 4.      Exit Ticket – Students will complete an exit ticket before leaving class to show their understanding of the classroom expectations.
	Teacher Assessment Strategies ·        Teacher observations ·        Exit Ticket	Vocabulary ·        scientific method ·        hypothesis ·        variables ·        data ·        observation ·        inference
Tuesday	Daily Learning Target(s) ·        Students will be able to compare a fixed and growth mindset and how each will affect their learning and success in class.
	Daily Lesson Plan 1.      Complete Daily Warm Up 2.      Complete The Growth Mindset – Students will be introduced to the growth mindset vs. fixed mindset theory.  This is an important day to help students determine the qualities and characteristics they will need to be a successful student in my class this year. 3.      Exit Ticket – Students will complete a type 2 writing comparing the fixed vs. growth mindset.
	Teacher Assessment Strategies ·        Teacher observations ·        Exit Ticket	Vocabulary ·        scientific method ·        hypothesis ·        variables ·        data ·        observation ·        inference
Wednesday	Daily Learning Target(s) ·        Students will be able to work collaboratively to solve a problem.
	Daily Lesson Plan 1.      Complete Daily Warm Up 2.      Complete Saving Sammy Activity – Students will work together in groups to save Sammy the gummy worm.  This activity helps to introduce the scientific method as well as critical thinking and cooperative learning.  Click here for the Student Lab Packet.
	Teacher Assessment Strategies ·        Teacher observations ·        Activity Results – did you save Sammy?	Vocabulary ·        scientific method ·        hypothesis ·        variables ·        data ·        observation ·        inference
Thursday	Daily Learning Target(s) ·        Students will be able to use the scientific method to solve a problem and present their findings.
	Daily Lesson Plan 1.      Complete Daily Warm Up 2.     Scientific Method Group Project HO – Students will need to choose one of the options to investigate.  They will need design, run, collect data, analyze data, and form a conclusion to present to their peers on their findings.  This will be a 2-3 day project done in class.
	Teacher Assessment Strategies ·        Teacher observations ·        Project	Vocabulary ·        scientific method ·        hypothesis ·        variables ·        data ·        observation ·        inference
Friday	Daily Learning Target(s) ·
	Daily Lesson Plan 1.      NO SCHOOL
	Teacher Assessment Strategies ·	Vocabulary ·