Ms. Glemaud Emergency Lesson plan #1 Biology: What Is Science?1.1.1 Explain what the goal of science is. National Standards State Standards1.1.2 Explain what a hypothesis is. II, A.1, A.2, G.1, G.2 SC.H.1.4.1, SC.H.1.4.3Vocabulary: science, observation, data, inference, hypothesisTechnology: overhead projector, computer, smart boardMaterials: Text book: prentice Hall Biology, (Read pg 3-7) HandoutPacing: 50 minutes 1. FOCUS (10 minutes) Reading Strategy Tell students that for each of the blue heads in the section they should write at least one phrase about how a scientist approaches a scientific task. L2 2. INSTRUCT: Activity (30 minutes) 1. Student will read aloud: What’s the Method by Trista L. Pollard 2. Answer questions 1-8 about the reading 3. Define the following terms: Science, observation, data, inference, hypothesis, procedure, controlled variable, scientific method, independent, dependent variables, theory, law, qualitative data, quantitative data, experimental group and control group 4. Students will read a prompt and design an experiment. 5. Chapter assessment page 31 # 1-11, 14 and 21 6. Preparing for the FCAT pg 33 # 1 3. ASSESS (10 minutes) Evaluate Understanding Have students explain what a hypothesis is and three ways in which one may arise. L2 Reteach Ask students to explain what quantitative and qualitative observations a biologist might make about the manatee in Figure 1–2.
Ms. Glemaud Emergency Lesson plan# 3 Biology: The Nature of Matter2.1.1 Identify the three subatomic particles found in atoms. National Standards State Standards2.1.2 Explain how all of the isotopes of an element are similar I, III, A.1, A.2, B.1, SC.G.1.4.3 and how they are different. B.2, B.42.1.4 Describe the two main types of chemical bonds.Vocabulary: atom, nucleus, electron, element, isotope, compound, ionic bond, ion, covalent bond, molecule, , atomic numberTechnology: overhead projector, computerMaterials: Text book: Prentice Hall Biology,(Read pg 35-39), graph paper, pencil/pen, handoutPacing: 50 minutes 1. FOCUS (10 minutes) Vocabulary Preview Students should find each Vocabulary word and preview its meaning. L2 2. INSTRUCT: Activity (30 minutes) 1. Answer question on Handout: Composition of Matter 2. Handout: Relation Among Element: Students will use the information provide to plot the atomic radii of elements with atomic number 3-33 3. Chapter Assessment pg 57 # 1-5, 8-11,15,16,19,20,21,22,25 4. Preparing For the FCAT pg 59 # 2,3,4,6 3. ASSESS (10 minutes) Evaluate Understanding Ask students to explain the difference between the chemical bond in a water molecule and the chemical bond in table salt. L2 Reteach Students write answers to the Key Concept questions on the first page of the section. L2
Ms. Glemaud Emergency Lesson plan#2 Biology: Tools and Procedures1.4.1 Describe the measurement system most scientists use. National Standards State Standards1.4.2 Explain how light microscopes and electron microscopes II, III, A.1, A.2, E.2 SC.H.3.4.5, are similar and different. SC.H.184.108.40.206.3 Describe two common laboratory techniques.1.4.4 Explain why it is important to work safely in biology.Vocabulary: metric system, microscope, compound light microscope, electron microscope, cell culture, cell fractionationTechnology: overhead projector, computer, smart boardMaterials: Text Book: Prentice Hall Biology, (Read Pg 24-28), handout, pen/pencil, paperPacing: 50 minutes 1. FOCUS (5 minutes) Vocabulary Preview Students write preliminary definitions of the section’s Vocabulary words and then revise their definitions as they read the section. L2 2. INSTRUCT Activity (45 minutes) 1. Students will identify some s laboratory equipment and answer question about their function-handout: lab skill 2 laboratory equipment Use handout glue in notebook and use your note) 2. Label the different parts of the microscope- Handout (Read pg 1070 Appendix D) 3. Text book pg 51 Analyzing Data questions # 1-5 Build Science Skills: Applying Concepts Students review the parts of a light microscope and each part’s function. L1, L2 Build Science Skills: Applying Concepts Students classify four types of biological study according to which type of microscope would best serve the investigation. L1, L2 Analyzing Data Students use a graph of data about bacterial growth and temperature to analyze the results of an experiment. L2 Pg 51 Demonstration Acquaint students with the lab in which they will be working by pointing out safety equipment and explaining procedures. L1, L2 3. ASSESS Students’ work
Ms. Glemaud Emergency Lesson plan # 4 Biology: How Populations Grow5.1.1 List the characteristics used to describe a population. National Standards State Standards5.1.2 Identify factors that affect population size. III, IV, A.1, C.3.a, SC.G.220.127.116.11.3 Differentiate between exponential and logistic growth. C.4.d, F.2Vocabulary: population density, immigration, emigration, exponential growth, logistic growth, carrying capacityTechnology: overhead projector, computerMaterials: Text Book: Prentice Hall Biology, (Read pg 119-123, pg 63-85), Handout, graph paperPacing: 50 minutes 1. FOCUS (10 minutes) Reading Strategy Suggest that students rewrite the headings in the section as questions and answers in an outline format. L2 2. INSTRUCT Activity (35 minutes) 1. Handout: Deer: Predation or Starvation Student will calculate the deer population change and graph it. 2. For handout: Predator-Prey Relationships students will need to read pg 126. For handout: Human Population Growth have students read pg 121 & 122. For handout: Age Structure Diagrams students will need to read pg 131. Earth’s Biomes read pg 100-104. Biotic and Abiotic Factors in an Ecosystem read pg 90 Cycles read pg 77 and 78 3. Chapter Assessment pg 83 # 1-5, 7, 8, 11, 12, 14, 16, 18, 22 4. Preparing for the FCAT pg 85 # 1,2,3,6 3. ASSESS (5 minutes) Evaluate Understanding Have students explain why the differences between the curves for exponential and logistic growth and identify factors that cause population growth to slow or stop. L2 Reteach Have students draw graphs for exponential growth and logistic growth and then compare their graphs with those in the textbook. L2
Ms. Glemaud Lesson plan# 2 Biology Period 1,3 5,7 October 03, 20111.4.1 Describe the measurement system most scientists use. National Standards State StandardsVocabulary: metric system, II, III, A.1, A.2, E.2 SC.H.3.4.5,Technology: overhead projector, computer, smart board SC.H.1.4.7Materials: handout: the metric System, pen/pencil, paper DO NOT WRITE IN HANDOUTS Have students use their own paper. Instruction for activity (95 minutes) 1) Students will read The Metric System and answer the questions in a complete sentence (1-5) 2) Overview Measurement: students will draw the concept map and fill it with the appropriate words and answer questions 1-4 in a complete sentence 3) Metric Mania: write and answer questions show all works 4) Scientific Measurement – Reading graduated cylinders and measuring line segments: students will draw each graduated cylinder and color the appropriate measurement ask 5) Scientific Measurement: Using the triple Beam Balance: students will draw each figure and mark the appropriate value ask.