Pablo'sFall2010sem_plan_format.doc

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Teacher: Mr. Carlos

Class: Life Science (Biology)

Semester: Fall 2010 (Semester Plan) Date: September 2010

week: 1

Date: Sept. 13 – Sept. 17 week: 2Date: Sept. 20 – Sept. 24 week: 3Date: Sept. 27 – Oct. 1 week: 4Date: Oct. 4 – Oct. 8 Topics  Course Introduction

 Lab Safety

 The Animal Cell Introduction  Characteristics of cells  House comparison vs the cell

 The Animal Cell organelles & functions

 Real vs. Fake science

 Microscope Introduction  Organization of Living

Things

 Fri. Lab (slides)

Standards  None  1a., 1c., 1d.  1a., 1c., 1d.,  1f., 5a., 7a.,

Lecture Notes   The Cell Theory

 Prokaryotes vs. Eukaryotes  Introduce organelles &

functions

 The Animal Cell organelles &

their functions  Microscope proper usageThe Organization of Living Things

Readings   Textbook p.112 – 119  Classroom Notes (30 min)  Textbook p. 120 – 126  Classroom Notes (30 min)

Homework   Draw the animal cell

 Functions of the organelles

 Animal Cell Vocabulary

(Budget Voc. Matrix)  Textbook Questions p. 127 (1-11)  Seeing is believing handout  Building a Eukaryotic Cell

Handout

Labs & Projects     Histology Lab (Slides)

AV, Internet   Overhead lecture  Pseudoscience Video

 PowerPoint lecture

Demos     Microscope Demo

Special  Lab Safety worksheet  Classroom Rules  Supply List

 Student Introduction in class

 Emergency Card – Index card

 Composition Book steps

 Verify School supplies  Collect signed forms

 Back to School Night (Thur)  Fri. minimum day

 No School Holiday – Mon  CELDT Testing (Students in

and out of class)

Tests   Lab Safety Quiz   Pseudoscience Video Quiz

 Compound Microscope Quiz

Points  Safety Lab Rules & Contract: 10

 Disciplinary Plan Contract: 10

 Quiz Safety: 30

 Draw the animal cell: 25

 Back to school night: 10  Animal Cell Vocabulary: 20

 Quiz on Video: 15  Vocabulary HW: 20  Quiz Microscope: 20  Building a Eukaryotic Cell:

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Semester: Fall 2010 (Semester Plan) Date: October 2010

week: 5

Date: Oct. 11 – Oct. 15 week: 6Date: Oct. 18 – Oct. 22 week: 7Date: Oct. 25 – Oct. 29 week: 8Date: Nov. 1 – Nov. 5 Topics  Microscope Usage

 The Animal Cell organelles & functions

 Start on Plant Cell lecture

 Roads to Respect

 Cell Energy (Photosynthesis & ATP)

 Review Exam #1

 Start Flower & Plant parts  Finish Flower & Plant parts  Plant processes

Standards  1b., 1f., 5a., 7a.  1d., writing 2.4  1d., 1b., 5a., 5d., 5f.  1d., 1b., 5a., 5d., 5f.

Lecture Notes  Finish Animal Cell lecture  Start Plant Cell lecture

 Cell Energy

 Plant Cell lecture (compare & contrast chart)

 Flower & Plant parts  Stamen & Pistil

 Flower & Plant parts

Readings  Classroom Notes (30 min)  Textbook p.120 – 126

 Classroom Notes (30 min)  Textbook p.146 - 151

Homework  Cell organelles & their functions Handout  Study for exam

 Writing – Reflections on Roads

to Respect  Draw the Plant Cell Functions of organelles  Parts of a cell (Matching)  Animal & Plant Handouts

 Handout 3-D Cell Model Project

 A flowering plant handout  Seed producing Parts  Study for exam

Labs & Projects  Histology Lab (Plankton)  Prep Slides

   In Class – Index Card

Project (Flower & Plant parts)

AV, Internet  The Cell Video  PowerPoint lecture

 PowerPoint lecture

  PowerPoint lecture  PowerPoint lecture

Demos    

Special   Roads to Respect (3 days)

 First Progress Report (Grades)  Eye Exams (10/19)  PHBAO (Parent Conference Night)

Tests  Exam #1 – The Animal Cell  The Cell Video Quiz   Exam #2 – The Plant Cell & Flower



Points  Textbook Questions: 20  Exam #1: 100

 Histology Lab Handout: 25  Cell organelles Handout:

25

 Quiz Video: 5  Reflections (3): 30

 Draw the Plant Cell: 25  Parts of a cell (Matching): 20  Animal Cell Handout: 20  Plant Cell Handout: 20

 Parent Conference night: 10

 A Flowering Plant: 20 Seed Producing Parts of a Flower: 20

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Semester: Fall 2010 (Semester Plan) Date: November 2010

week: 9

Date: Nov. 8 – Nov. 12 week: 10Date: Nov. 15 – Nov. 19 week: 11Date: Nov. 22 – Nov. 26 week: 12Date: Nov. 29 – Dec. 3 Topics  Genetics (Mendelian)

 Review Exam #2  Scientific Method

 Genetics (Mendelian)  DNA & Mitosis (Intro)  Frog lecture

 Light & Living things (Intro)  Computer Lab

 Periodic Assessment Exam

 Genetics (Sexual & Asexual)

 Light & Living things (Intro)

Standards  2c., 2d., 2e.  2c., 2d., 2e., 6h., 6i., 6j  6a., 6b., 6c., 6d., 6e., 6f., 7b  2a., 2b., 6d., 6e., 6f., 6g.

Lecture Notes  Genetics lecture

 Concepts & Vocabulary  Genetics lecture Punnett Square  Mendals work  Intro – Mitosis

 Frog structures & systems

 Review for assessment exam  Light Lecture

 Visible Light

 Light lecture  Finish Genetics

Readings  Classroom Notes (30 min)

 Textbook p.172 - 179  Classroom Notes (30 min)Textbook p.180 – 187  Textbook p.206 - 217

 Classroom Notes (30 min)  Textbook p. 74 – 81  Textbook p. 82 – 89  Textbook p. 90 - 97

 Classroom Notes (30 min) 

Homework  Index Cards Due  Genetic word matrix

 3-D Cell Model Due  Frog (Internal) Handout  Frog cycle Handout

 Frog (External) Handout  Punnett Square One Trait Handout

Labs & Projects  Super Heroes Lab   Genetic Scavenger Hunt Lab  Prism & Lens Lab  Color spectrum Lab

AV, Internet  PowerPoint lecture

  PowerPoint lecture  Computer Lab (Virtual Frog Dissection)  PowerPoint lecture

Demos    

Special  Hit questions on the assessment exam  Composition Book

Collection #1

 No School – Veteran’s Day  Hit questions on the

assessment exam

 No School - Thanksgiving  Periodic Assessment Exam  2nd_{Progress Report}

(Grades)

 Mail out assessment exam & make-ups

Tests    Assessment Exam – LAUSD 

Points  Index Cards Project: 40  Genetic Vocabulary: 20  Super Heroes Lab: 50  Composition Book: 50

 3-D Cell Model: 200  Monster Genetics: 25  Frog Handouts: 40

 Assessment Exam (3x): 100  Frog Assignment (3): 75  Frog handout: 20

 Color spectrum: 30

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Semester: Fall 2010 (Semester Plan) Date: December 2010

week: 13

Date: Dec. 6 – Dec. 10 week: 14Date: Dec. 13 – Dec. 17 week: 15Date: Dec. 20 – Dec. 25 week: 16Date: Dec. 27 – Dec. 31 Topics  DNA & Mitosis

 Punnett Squares

 Mitosis

 Evolution (Intro)  Zoo Field Trip

 Winter Break – No Class  Winter Break – No Class

Standards  2e., 2c., 1e., 1c.,  1e., 3a.,  

Lecture Notes  Mitosis & DNA strand  Mitosis lecture  Evolution lecture

 

Readings  Classroom Notes (30 min)

  Classroom Notes (30 min)Textbook p.152 - 157



 

Homework  Punnett Squares two traits  Blood typing Handout  DNA Molecule & replication

 Stages of Mitosis

 Evolution Vocabulary Matrix  Draw the stages of Mitosis

 

Labs & Projects  DNA Model Lab.

   

  PowerPoint lecture  

Demos    

Special    Winter Break – No Clas  Winter Break – No Class

Tests   Exam #3 – Genetics, DNA,

Mitosis  

Points  Punnett Squares: 20  Blood typing: 20

 DNA Molecule Handout: 20  DNA Molecule Lab: 20

 Zoo Trip Handout: 50  Stages of Mitosis: 25  Evolution Vocabulary: 20  Draw the stages of Mitosis: 30

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Semester: Fall 2010 (Semester Plan) Date: January 2011

week: 17

Date: Jan. 3 – Jan. 7 week: 18Date: Jan. 10 – Jan. 14 week: 19Date: Jan. 17 – Jan. 21 week: 20Date: Jan. 24 – Jan. 28 Topics  Winter Break – No Class  Frog Dissection

 Review Exam #3

 Evolution (Darwin)  Fossil Record

 DNA Project Presentation

 Earth Sciences  Global warming  Geological Timescale  Ocean Life

Standards   7a., 7b., 7c., 7e.,  3a., 3b., 3c., 3d., 3e.,  4a., 4b., 4c., 4d., 4e., 4f., 4g

Lecture Notes   Frog lecture (review)  Evolution lecture

 Darwin’s finches

 Classfication (Taxonomy)

 Earth Science lecture  Ocean Floor

 Life on earth (timescale)

Readings   Classroom Notes (30 min)

  Classroom Notes (30 min)Textbook p. 296 – 305  Textbook p. 306 – 311  Textbook p. 332 - 343

 Classroom Notes (30 min)  Textbook p. 262 – 269  Textbook p.270 – 275  Textbook p. 276 - 283

Homework   Frog Dissection Lab Questions

 Animals with backbones  Animals with no backbones

 DNA Project Due  Bird Bills Handout  What a strange group

 Marine shells  The 5 Kingdoms  Animal Kingdom

Labs & Projects   Frog Dissection Lab  Pro scope

 Adaptation Lab (beaks)  Fossil Lab (heads & bones)

AV, Internet   PowerPoint lecture

  PowerPoint lecture  PowerPoint lecture

Demos   Frog Demo (pro scope)

  

Special  Winter Break – No Class  3rd Progress Report (Grades)

   No Class – MLK Day

Tests    Mysteries of mankind Video

Quiz  Global Warming Video Quiz

Points   Frog Report (2 parts): 100

 Animals w/backbones: 20  Aniamls w/no backbones: 20

 DNA Project: 200  Adaptation Lab: 50  Bird Bills: 20

 What a strange group: 20  Quiz Video: 10

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Semester: Fall 2010 (Semester Plan) Date: Jan / February 2011

week: 21

Date: Jan. 31 – Feb. 4 week: 22Date: Feb. 7 – Feb. 11 (Final Day) week: Date: week: Date: Topics  Body Systems (Internal)  Body Systems (External)

 Fun activities

 

Standards  5a., 5b., 5c., 5d., 5e., 5f.,

5g  5a., 5b., 5c., 5d., 5e., 5f., 5g  

Lecture Notes  Body systems  Body systems  

Readings  Classroom Notes (30 min)  Textbook p.464 – 471  Textbook p.472 – 475  Textbook p.534 - 541

 Classroom Notes (30 min)

  

Homework  The human skeleton Handout

 Nippers

  

Labs & Projects  Human Bones

   

  PowerPoint lecture  

Demos  Human skeleton  Pig’s heart

 Human heart models  Ear & Eye models  Human Bones

 

Special  Composition Book

Collection #2  Final Report Card (Grades)Class survey 

 

Tests   Exam #4 – Evolution, Earth,

Body  

Points  Composition Book: 50  Human skeleton: 30  Nippers: 20

 Exam #4 – Evolution, Earth Sciences, Body: 200

 Final Grade

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American Bullfrog

(Rana catesbiana)

Submitted by: Pablo Carlos

Date: November 9, 2010

Subject (Content Area): Science / Biology

Duration: 55 minutes

Grade Level(s): 7

OVERVIEW: Students are often curious about holding or touching animals in general. Most of the time they are used to the

domesticated animals like a dog or a cat. They often do not realize that many animals are closely related to us (humans). Students will get to learn about the body systems of a frog and will get to make a correlation to our body as well.

PURPOSE: The purpose of this lesson is to help students understand the structures a frog has internally and externally. They will also learn about their environment. Graphic organizers will be use to connect several concepts together.

Objective(s): Students will be able to:

1. Identify by name and locate the parts of a frog.

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3. Understand a frog’s relationship to their environment.

Resources / Materials:

Life Science Textbook, Biology Textbooks, Internet, Any other resource that relates to science & previous knowledge.

Students will get the information on a PowerPoint presentation. They will have access to video clips as well. There will see several different diagrams with internal & external features.

Activities and Procedures:

1. Each student will get handouts showing internal & external features of a frog. They will get time to fill out the names for the features as we go through the lecture in class.

2. They will also have to take notes in their composition book. I will use personal experience to enhance their experience in learning about this amazing amphibian animal. Academic language will be used and reinforced throughout the discussions. 3. Students will get plenty of visual aid to help them understand the concepts of a frog’s features. I will use graphic organizers to

bridge the mental connection in a students mind. 4. We will have open discussions and share funny stories. 5. We will practice Q & A as an assessment tool.

6. The video clips in the PowerPoint will help make further connections in a students mind.

Reflection: Tying it all together:

Students will be ask to write a page describing what a frog’s body looks like based on the lecture information. They will also have to finish their handouts as homework and use the textbook as reference. They will have to color their handouts.

American Bullfrog – Video Session

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OVERVIEW: Students will get to see a video in the computer lab on the life cycle of a frog. They will get to see the different developmental stages as the frog grows into adult hood. Students will get a better understanding of the ecosystem the animal lives in. They will also get some history on how this animal has made the transition from water to land (adaptation).

PURPOSE: The purpose of this lesson is to help students understand the life cycle a frog must endure during its developmental stages. Students will see the frog interact in its environment and hopefully have a better appreciation for the species.

1. Identify the different stages of development of a frog.

2. Label the stages and color the handouts.

3. Understand a frog’s relationship to their environment.

4. Fill out a food web diagram for the frog.

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Students will get the information from a documentary movie. The film biologist will show examples of the stages of development for a frog.

1. Each student will get handouts showing the life cycle of a frog. They will get time to fill out the names for the stages as the film biologist show the students the examples.

2. The film gives students a closer look of a frog as they follow them in their environment near ponds & forest.

3. Students will get to see this animal hunt for food and be hunted by predators. This will allow them to fill in their food web diagram.

4. We will have open discussions after the film is over.

5. We will practice Q & A as an assessment tool. I will answer any questions the students might have.

Students will be ask to write a page describing the environment a frog lives in. They will have to include the life cycle and the food chain of a frog. They will also have to finish their handouts as homework and use the textbook as reference. They will have to color their handouts.

American Bullfrog – Virtual Dissection

(Rana catesbiana)

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OVERVIEW: Students will get to engage in a virtual frog dissection using the Internet. They will learn about the external & internal body structures of a frog. Students will be informed about using dissecting tools in a safe manner. They will learn about the proper insertions to be made during the dissection process.

PURPOSE: The purpose of this lesson is to help students visualize the external & internal body structures of a frog. They will be guided to make a correlation with their own body. Students will learn the proper use of dissection tools. They will get further history on the frog.

1. Identify the different body structures externally & internally.

2. Label the body structures and color code the handouts.

3. Understand the difference between in male & female.

4. Find the similarity between a frog and the human body.

Life Science Textbook, Biology Textbooks, Internet (www.froguts.com), Any other resource that relates to science & previous knowledge.

Students will get access to the frog dissection website www.froguts.com. They will get a crash course on how to navigate on the website. The site will help students through the dissecting process. I will also show them on a large projector.

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1. Each student will get handouts showing the external & internal body structures for a frog. They will get time to fill out the names for the body structures as they go through the virtual dissection on the Internet.

2. The Internet allows students to zoom in and get a closer look of the body structures.

3. Students will get to handle the dissecting tools by moving the pointer. They will make insertions on the frog. 4. Students will have to color code the body structures based on what they observe.

5. We will have open discussions after the virtual dissection.

Students will be ask to write a page describing their observations on the external & internal body structures of the frog. They will also have to finish their handouts as homework and use the textbook as reference. They will have to color their handouts.

American Bullfrog – Frog Dissection (Day 1)

(Rana catesbiana)

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PURPOSE: The purpose of this lesson is to help students grasp the hands on experience of holding and dissecting a real animal. They will make several observations and record their data. They will have to submit several drawing of their structures and color them. They will take measurements of body structures and record the data.

1. Identify the different body structures externally & internally.

2. Students will get to handle the dissecting tools.

3. Identify the gender of the frog.

4. Pin down specimen and make several insertions.

5. Make observations and describe the body parts on the handout.

6. Draw and color several body structures on the handout.

Students will get access to the frog dissection website www.froguts.com. The site will help students through the dissecting process. I will also show them how to make the cuts on the screen. I will use tools like the pro-scope to provide a closer look of the specimen on the screen.

1. Students will make external observations and record their data.

2. Each student will get a handout with several questions to answer and places to record their data. 3. Students will have to identify the gender of the frog.

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6. Students will have to package (prep) their frog for tomorrow. They will have to clean up properly afterwards. 7. We will have open discussions after the first day of observations and dissections.

Students will have to write a page describing their experience in dissecting a frog. They will also have to finish their handout as homework and use the textbook as reference. They will have to color their drawings.

American Bullfrog – Frog Dissection (Day 2)

(Rana catesbiana)

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PURPOSE: The purpose of this lesson is to help students grasp the hands on experience of holding and dissecting a real animal. They will make several observations and record their data. They will take measurements of body internal structures and record the data. They will describe the contents inside several organs.

1. Identify the different body structures internally.

2. Students will get to handle the dissecting tools.

3. Identify the contents inside several body organs.

4. Pin down specimen and make remove several organs.

5. Make observations and describe the body parts on the handout.

6. Clean up and proper disposal of the animal.

Students will get access to the frog dissection website www.froguts.com. The site will help students through the dissecting process. I will also show them how to make the cuts on the screen. I will use tools like the pro-scope to provide a closer look of the specimen on the screen.

1. Students will make internal observations and record their data.

2. Each student will get a handout with several questions to answer and places to record their data. 3. Students will have to identify different body organs.

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6. They will have to clean up and dispose of the frog afterwards. 7. We will have open discussions after the final day of dissecting.