Students will work independently to complete the activity. Please circulate to assist as needed.

1. Ms. Glemaud
Emergency Lesson plan #1
Biology: What Is Science?
1.1.1 Explain what the goal of science is. National Standards State Standards
1.1.2 Explain what a hypothesis is. II, A.1, A.2, G.1, G.2 SC.H.1.4.1,
SC.H.1.4.3
Vocabulary: science, observation, data, inference, hypothesis
Technology: overhead projector, computer, smart board
Materials: Text book: prentice Hall Biology, (Read pg 3-7)
Handout
Pacing: 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.

2. Ms. Glemaud
Emergency Lesson plan# 3
Biology: The Nature of Matter
2.1.1 Identify the three subatomic particles found in atoms. National Standards State Standards
2.1.2 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.4
2.1.4 Describe the two main types of chemical bonds.
Vocabulary: atom, nucleus, electron, element, isotope, compound,
ionic bond, ion, covalent bond, molecule, , atomic
number
Technology: overhead projector, computer
Materials: Text book: Prentice Hall Biology,(Read pg 35-39), graph
paper, pencil/pen, handout
Pacing: 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

3. Ms. Glemaud
Emergency Lesson plan#2
Biology: Tools and Procedures
1.4.1 Describe the measurement system most scientists use. National Standards State Standards
1.4.2 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.1.4.7
1.4.3 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
fractionation
Technology: overhead projector, computer, smart board
Materials: Text Book: Prentice Hall Biology, (Read Pg 24-28),
handout, pen/pencil, paper
Pacing: 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

4. Ms. Glemaud
Emergency Lesson plan # 4
Biology: How Populations Grow
5.1.1 List the characteristics used to describe a population. National Standards State Standards
5.1.2 Identify factors that affect population size. III, IV, A.1, C.3.a, SC.G.2.4.5
5.1.3 Differentiate between exponential and logistic growth. C.4.d, F.2
Vocabulary: population density, immigration, emigration,
exponential growth, logistic growth, carrying capacity
Technology: overhead projector, computer
Materials: Text Book: Prentice Hall Biology, (Read pg 119-123, pg
63-85), Handout, graph paper
Pacing: 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

5. Ms. Glemaud
Lesson plan# 2
Biology
Period 1,3 5,7
October 03, 2011
1.4.1 Describe the measurement system most scientists use. National Standards State Standards
Vocabulary: metric system, II, III, A.1, A.2, E.2 SC.H.3.4.5,
Technology: overhead projector, computer, smart board SC.H.1.4.7
Materials: 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.