organisms, taxonomy, cells, tissues, organs, focus ... · pdf file5.2.8 explain that, like...

Click here to load reader

Post on 02-Sep-2018

215 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • GuamDistrictLevelLessonPlan

    Quarter1

    Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):GDOEStandard1:ScienceasInquiry-Usingevidencegatheredfrominvestigations,make,anddefendconclusions.Standard2:LifeScience-Studentsunderstandthediversityandunityoflivingorganisms,thelivingenvironment,andprinciplesofecology.LessonOverview:Thefocusofthislessonistounderstandwhatlivingorganismsorlivingthingsare.

    LessonObjective(s):ICANSTATEMENTSInthislesson,studentswillbeableto

    Identifycommoncharacteristicsoflivingorganisms Definescientificclassification Explainhowspecificorganismsareclassified

    Vocabulary:organisms,taxonomy,cells,tissues,organs,organsystems,andorganisms.

    FocusQuestion(s):Whatarethebasicunitsoforganismsandwhyaretheyimportant?

    DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Teacherwillasktheclassaboutwhattheyknowaboutlivingthings.Askstudentsdifferentiatewhatalivingthingfromanonlivingthing.Askstudentstogiveexamplesofthecharacteristicsoflivingthingsare.(I.E,Movement,Respiration,Nutrition,Growth)DAY1-Thestudentswillthinkaboutfamiliarlivingorganisms:trees,humans,snails,andetc.Havestudentsdiscussthesimilaritiesanddifferencesofeachlivingorganismsandhowtogroupthem.-IntroduceanddiscussTAXONOMY(wayofclassifyingplantsandanimalsintogroups)andaskstudentswhyitisimportanttoseparatelivingthingsintodifferentcategories.-Giveexamplesofplantsandanimalgroupingsforbetterunderstanding.-Introducethestructureandfunctionofthefirstbasicunitofanorganism,whichistheCELL.*Identifythattherearetwodifferenttypesofcells:AnimalandPlantCellsDay2:-Reviewwhatcellsareandthetwotypesofcells.(PLANT&ANIMALCELLS)-Introducethesecondunitofanorganism,whichistheTISSUE.Day3:-Reviewwhatcellsandtissuesare.-Introducethethirdunitofanorganism,whichistheORGANS.Day4:-Reviewwhatcells,tissues,andorgansare.-Introducethefourthunitofanorganism,whichistheORGANSYSTEMS*IntroducethedifferentkindsoforgansystemsDay5-Reviewthebasicunitsoforganismsandwhytheyareimportant.GuidedPractice:Teacherwillaskstudentsoralquestionspertainingtothebasicunitsoforganisms.FormativeAssessment:CuesandQuestionsAccommodations/Modifications:CooperativeLearningGroups

  • GuamDistrictLevelLessonPlan

    Quarter1

    Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):GDOEStandard2:LifeScience-Studentsunderstandthediversityandunityoflivingorganisms,thelivingenvironment,andprinciplesofecology.5.2.8Explainthat,likeotheranimals,humanbeingshavebodysystems.LessonOverview:Thefocusofthislessonistounderstand,describeandidentifythedifferentkindsoforgansystemsinthebody.

    LessonObjective(s):ICANSTATEMENTSInthislesson,studentswillbeableto

    Identifythedifferentkindsoforgansystems Describethedifferentkindsoforgansystems Differentiatethefunctionsofeachorgansystemfrom

    oneanotherVocabulary:organisms,taxonomy,cells,tissues,organs,organsystems,and

    FocusQuestion(s):Whataretheorgansystemsfoundinthebodyandtheirpurposes?

    DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:TeacherwillpostupaKWLChartSheetontheboardanddividestudentsintopairsandwillbegiven3postitstolistwhattheyknow(K),whattheywanttoknow(W)andwhattheylearned(L).Teacherwillask,Whatareorgansystemandtheirfunctions?Studentswillbegivenatleast5-7minutestoanswertoanswerthe(K)nowand(W)antportionofthechart.*Anticipatoryquestionsaresubjecttochangeeachdaydependingonwhatorgansystemhavebeendiscussedthedayprior.DAY1-Teacherwillasktheclass,Whatisthedifferentbetweenappendagesandorgans?Teacherwillreviewtheclassaboutthedifferentorgansthattheyhavelearnedtheweekbefore.(lungs,heart,liver,stomach,large/smallintestines)-Teacherwilldescribethateachorganispartofanorgansystemthatmakesupanorganismandinthiscase,ahumanbeing.-TeacherwillintroducetheSkeletalSystemandIntegumentarySystem.Day2:-Reviewtheimportanceandfunctionsofskeletalandintegumentarysystem.-Introducethenervoussystemandexcretory/urinarysystem.Day3:-Reviewtheimportanceandfunctionsofnervousandexcretorysystem-IntroducethecirculatorysystemandrespiratorysystemDay4:-Reviewtheimportanceandfunctionsofcirculatoryandrespiratorysystem.-Introducethedigestivesystemandmuscularsystem.Day5-Reviewtheimportanceandfunctionsofcirculatoryandrespiratorysystem.-Introducetheendocrinesystemandreproductivesystem.ClosureStudentswilllistwhattheylearnedonthelastpostitandputitupontheKWLChart.GuidedPractice:Teacherwillaskstudentsoralquestionspertainingtotheorgansystemsofthehumanbody.Studentswillworkinpairs/groupstoidentifyand/ordescribedifferentorgansystemsforbetterunderstanding.FormativeAssessment:CuesandQuestionsKWLChartCheckforUnderstanding(ThumbsUp,Middle,orDown)Accommodations/ModificationsCooperativeLearningEnvironmentVisualAidsResourcesResourceLink:http://www.msnucleus.org/membership/slideshows/bio6.html

  • GuamDistrictLevelLessonPlan

    Quarter1

    Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):GDOEStandard2:LifeScience-Studentsunderstandthediversityandunityoflivingorganisms,thelivingenvironment,andprinciplesofecology.5.2.8Explainthat,likeotheranimals,humanbeingshavebodysystems.LessonOverview:Thefocusofthislessonistounderstand,describeandidentifythedifferentkindsoforgansystemsinthebody.

    LessonObjective(s):ICANSTATEMENTSInthislesson,studentswillbeableto

    Identifythedifferentkindsoforgansystems Describethedifferentkindsoforgansystems Differentiatethefunctionsofeachorgansystemfrom

    oneanotherVocabulary:organisms,taxonomy,cells,tissues,organs,organsystems,and

    FocusQuestion(s):Whataretheorgansystemsfoundinthebodyandtheirpurposes?

    DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:TeacherwillpostupaKWLChartSheetontheboardanddividestudentsintopairsandwillbegiven3postitstolistwhattheyknow(K),whattheywanttoknow(W)andwhattheylearned(L).Teacherwillask,Whatareorgansystemandtheirfunctions?Studentswillbegivenatleast5-7minutestoanswertoanswerthe(K)nowand(W)antportionofthechart.*Anticipatoryquestionsaresubjecttochangeeachdaydependingonwhatorgansystemhavebeendiscussedthedayprior.DAY1-Teacherwillasktheclass,Whatisthedifferentbetweenappendagesandorgans?Teacherwillreviewtheclassaboutthedifferentorgansthattheyhavelearnedtheweekbefore.(lungs,heart,liver,stomach,large/smallintestines)-Teacherwilldescribethateachorganispartofanorgansystemthatmakesupanorganismandinthiscase,ahumanbeing.-TeacherwillintroducetheSkeletalSystemandIntegumentarySystem.Day2:-Reviewtheimportanceandfunctionsofskeletalandintegumentarysystem.-Introducethenervoussystemandexcretory/urinarysystem.Day3:-Reviewtheimportanceandfunctionsofnervousandexcretorysystem-IntroducethecirculatorysystemandrespiratorysystemDay4:-Reviewtheimportanceandfunctionsofcirculatoryandrespiratorysystem.-Introducethedigestivesystemandmuscularsystem.Day5-Reviewtheimportanceandfunctionsofcirculatoryandrespiratorysystem.-Introducetheendocrinesystemandreproductivesystem.ClosureStudentswilllistwhattheylearnedonthelastpostitandputitupontheKWLChart.GuidedPractice:Teacherwillaskstudentsoralquestionspertainingtotheorgansystemsofthehumanbody.Studentswillworkinpairs/groupstoidentifyand/ordescribedifferentorgansystemsforbetterunderstanding.FormativeAssessment:CuesandQuestionsKWLChartCheckforUnderstanding(ThumbsUp,Middle,orDown)Accommodations/ModificationsCooperativeLearningEnvironmentVisualAidsResourcesResourceLink:http://www.msnucleus.org/membership/slideshows/bio6.html

  • GuamDistrictLevelLessonPlan

    Quarter1

    Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):GDOE:5.2.6:Explainthatlivingthings,suchasplantsandanimals,differintheircharacteristicsandthatsometimesthesedifferencescangivemembersofthesegroupsanadvantageinsurvivingandreproducing.LessonOverview:Thefocusofthislessonistounderstand,describeandidentifythedifferentkindsofvertebrate/invertebrateanimalsandvascular/nonvascularplants.

    LessonObjective(s):ICANSTATEMENTSInthislesson,studentswillbeableto

    Classifyanimalswithorwithoutbackboneandgiveexamples

    Classifyplantswithorwithouttubesandgiveexamples

    Vocabulary:invertebrate,vertebrate,mammals,amphibians,reptiles,vascularplants,andnonvascularplants

    FocusQuestion(s):Whatareavertebrateandaninvertebrate?Whatarevascularandnonvascularplants?

    DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Ingroupsof4-5studentsteacherwillask,Whydoscientistsgrouplivingthings?Studentsaregivenafewminutestolisttheiranswersandteacherwillrandomlypickstudentstopresenttheiranswer.Day2&3:Ingroups,havestudentsrecallwhattheyhavelearnedinAnimalClassificationDay4&5:Ingroups,havestudentsrecallwhattheyhavelearnedinPlantClassificationDAY1-TeacherwillreviewtheclassaboutCLASSIFICATION(actofgroupingthingsbyusingasetofrules)-Teacherwillrefreshthestudentsaboutclassifyinglivingthingsinthe5Kingdoms(animals,plants,fungi,protists,andmonerans)Day2&3-Teacherwillreviewstudentsaboutthe5Kingdomsdiscussedfromthepreviousday.-Teacherwillintroducehowanimalscanbeclassified-Discussthatmammals,reptiles,andamphibians,fish,andbirdsareVERTEBRATES.-Discussthatarthropods,mollusks,andwormsareINVERTEBRATES-Giveexamplesofanimalswithvertebratesandinvertebrates.*AttheendofDay3,havestudentsanswerReviewQuestionsinpg.A47(HarcourtScienceBook)Day4&5-TeacherwillreviewstudentsabouttheAnimalClassification-Teacherwillintroducehowplantscanbeclassified.-Discussthatplantscanbeclassifiedwithtubes(VASCULAR)orwithouttubes(NONVASCULAR)*Day4Homework:Havestudentsbringinatleast2piecesofleaveswithaLONGstemforDay5Activity*(Seepg.A57fortheactivity:Whydoleavesgiveoffwater?)-Withthematerialsready,havestudentsreadtheproceduresfortheactivityfoundinpg.A57andcreatetheirmodel.-Aftertheactivity,havestudentsdrawconclusionsonwhathappened.ClosureTeacherwillpickrandomstudentstoreflectonwhattheyhavelearnedfromtodaysdiscussionGuidedPractice:TeacherwillaskstudentsoralquestionspertainingtoanimalandplantclassificationFormativeAssessment:CuesandQuestionsCheckforU