Lesson Plans for Andrew Hampf, Benold Middle School Week of Monday, February 08, 2016 Monday, February 08, 2016 Day 102
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1 Lesson Plans for Andrew Hampf, Benold Middle School Week of
2 understanding of increasingly complex and elaborated spoken language.[elp.2e]» demonstrate listening comprehension of collaborating with peers, and taking notes ranging from communicating single words understanding of increasingly complex Science, Grade 8 Science, Grade 8 Science, Grade 8 Science, Grade 8 Science, Grade 8 understanding of increasingly complex understanding of increasingly complex understanding of increasingly complex and elaborated spoken language.[elp.2e] and elaborated spoken language.[elp.2e] and elaborated spoken language.[elp.2e] and elaborated spoken language.[elp.2e]» demonstrate listening comprehension of» demonstrate listening comprehension of» demonstrate listening comprehension of» demonstrate listening comprehension of collaborating with peers, and taking notes collaborating with peers, and taking notes collaborating with peers, and taking notes collaborating with peers, and taking notes ranging from communicating single words ranging from communicating single words ranging from communicating single words ranging from communicating single words
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4 Get a lab from my lab station. - Tech Project - Plate Tectonics Lab - take pictures and write up lab - Tech Project due this Friday for a test Get an ipad. - Tech Project - Write Script - Script is due at the beginning of class tomorrow. - Tech Project due this Friday for a test Get an ipad. - Tech Project - EduCreation - intro to app, insert and label pictures - Script is due at the beginning of class today. - Tech Project due this Friday for a test Get your ipad. - Tech Project - EduCreation - voice over - Tech Project due tomorrow for a test Get your ipad. - Tech Project - EduCreation finish and SAVE - Tech Project due today for a test
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6 Classification. Understand that scientists categorize things according to similarities and differences.[v.d.1] Know that although all cells share basic features, cells differentiate to carry out specialized functions.[vi.a.1] Explain in your own words how cells can be categorized into two major types: prokaryotic and eukaryotic, and describe major features that distinguish one from the other.[vi.a.2]» monitor oral and written language production and employ self-corrective techniques or other resources.[elp.1b]» speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known).[elp.1d]» Presentation - broken into» Presentation - Frequent Feedback» Presentation - Copy of Class Notes» Presentation - Gain Attention Prior to» Presentation - Simplified Vocabulary» Response - Reduced s/answer Choices» Response - Oral Administration of» Response - Use of Calculator/Multiplication Chart» understand that all organisms are composed of one or more cells.[6.12a] Classification. Understand that scientists categorize things according to similarities and differences.[v.d.1] Know that although all cells share basic features, cells differentiate to carry out specialized functions.[vi.a.1] Explain in your own words how cells can be categorized into two major types: prokaryotic and eukaryotic, and describe major features that distinguish one from the other.[vi.a.2]» monitor oral and written language production and employ self-corrective techniques or other resources.[elp.1b]» speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known).[elp.1d]» Presentation - broken into» Presentation - Frequent Feedback» Presentation - Copy of Class Notes» Presentation - Gain Attention Prior to» Presentation - Simplified Vocabulary» Response - Reduced s/answer Choices» Response - Oral Administration of» Response - Use of Calculator/Multiplication Chart» understand that all organisms are composed of one or more cells.[6.12a] Measurements and models. Use scale to relate models and structures.[v.e.2]» Earth and Space Sciences. Earth systems. Know the major features and characteristics of atmosphere, geosphere, hydrosphere, and biosphere.[ix.a.1]» distinguish sounds and intonation patterns of English with increasing ease. [ELP.2A]» recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters. [ELP.2B]» monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed.[elp.2d] understanding of increasingly complex and elaborated spoken language.[elp.2e]» Presentation - broken into» Presentation - Repeat/Explain/Read/Simplify s» Presentation - Frequent Feedback» Presentation - Copy of Class Notes» Presentation - Verbal Prompting» Presentation - Gain Attention Prior to» Presentation - Simplified Vocabulary» Presentation - Reminder to Stay on Task» Response - Oral Administration of» Response - Large Projects Broken into Chunks» Setting - Frequent Breaks» Behavioral - Behavior Contract Measurements and models. Use scale to relate models and structures.[v.e.2]» Earth and Space Sciences. Earth systems. Know the major features and characteristics of atmosphere, geosphere, hydrosphere, and biosphere.[ix.a.1]» distinguish sounds and intonation patterns of English with increasing ease. [ELP.2A]» recognize elements of the English sound system in newly acquired Science, Grade 6 PAP Science, Grade 6 PAP Science, Grade 6 PAP Science, Grade 6 PAP Science, Grade 6 PAP Classification. Understand that scientists categorize things according to similarities and differences.[v.d.1] Know that although all cells share basic features, cells differentiate to carry out specialized functions.[vi.a.1] Explain in your own words how cells can be categorized into two major types: prokaryotic and eukaryotic, and describe vocabulary such as long and short vowels, major features that distinguish one from silent letters, and consonant clusters. the other.[vi.a.2] [ELP.2B]» monitor oral and written language production and employ self-corrective techniques or other resources.[elp.1b]» monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed.[elp.2d]» speak using learning strategies such as understanding of increasingly complex requesting assistance, employing and elaborated spoken language.[elp.2e] non-verbal cues, and using synonyms and» Presentation - broken into circumlocution (conveying ideas by defining or describing when exact English» Presentation - words are not known).[elp.1d] Repeat/Explain/Read/Simplify s» Presentation - broken into» Presentation - Frequent Feedback» Presentation - Frequent Feedback» Presentation - Copy of Class Notes» Presentation - Copy of Class Notes» Presentation - Verbal Prompting» Presentation - Gain Attention Prior to» Presentation - Gain Attention Prior to» Presentation - Simplified Vocabulary» Presentation - Simplified Vocabulary» Presentation - Reminder to Stay on» Response - Reduced Task s/answer Choices» Response - Oral Administration of» Response - Oral Administration of» Response - Large Projects Broken into» Response - Use of Chunks Calculator/Multiplication Chart» Setting - Frequent Breaks» understand that all organisms are» Behavioral - Behavior Contract composed of one or more cells.[6.12a]
7 » recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic.[6.12b]» recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains.[6.12C]» identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms. [6.12D]» describe biotic and abiotic parts of an ecosystem in which organisms interact. [6.12E]» diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. [6.12F] and abiotic parts of an ecosystem and diagram the levels of organization within an ecosystem. to biology in classroom discussions and written assignments.» recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic.[6.12b]» recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains.[6.12C]» identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms. [6.12D]» describe biotic and abiotic parts of an ecosystem in which organisms interact. [6.12E]» diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. [6.12F] and abiotic parts of an ecosystem and diagram the levels of organization within an ecosystem. to biology in classroom discussions and written assignments.» test the physical properties of minerals, including hardness, color, luster, and streak.[6.6c]» build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere.[6.10a]» classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.[6.10b]» identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American.[6.10C]» describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.[6.10d] and abiotic parts of an ecosystem. to earth science in classroom discussions and written assignments. Stem: One thing I learned from Born Free is.» test the physical properties of minerals, including hardness, color, luster, and streak.[6.6c]» build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere.[6.10a]» classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.[6.10b]» identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American.[6.10C]» describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.[6.10d] and abiotic parts of an ecosystem. to earth science in classroom discussions and written assignments. Stem: One thing I learned from Born Free is.» recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic.[6.12b]» recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains.[6.12C]» identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms. [6.12D]» describe biotic and abiotic parts of an ecosystem in which organisms interact. [6.12E]» diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. [6.12F] and abiotic parts of an ecosystem and diagram the levels of organization within an ecosystem. to biology in classroom discussions and written assignments. Stem: I know is a biotic factor because. 2. Students will continue to work on the Levels of Organization in an Ecosystem project. Students will use a diagram to show the levels of organization starting with organism and ending with ecosystem. DUE AT THE END OF CLASS ON TUESDAY! Assessment: ecosystem diagrams Stem: I know is a biotic factor because. 2. Students will continue to work on the Levels of Organization in an Ecosystem project. Students will use a diagram to show the levels of organization starting with organism and ending with ecosystem. DUE AT THE END OF CLASS ON TODAY! Assessment: ecosystem diagrams 2. Students will watch Born Free and identify the biotic and abiotic factors in the African savanna. Assessment: video questions No homework! 2. Students will watch Born Free and identify the biotic and abiotic factors in the African savanna. Assessment: video questions No homework! Stem: One question I have about the biology unit is. 2. Students will begin working on the biology unit test review. Assessment: test review Study test review and journal pages for the Biology Unit Test Friday, February 19th! No homework! No homework!
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