CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

 3/24

L.1

RST.2

WHST.6

The student will learn strategies and guidelines to prevent food-borne illnesses and contamination through proper handwashing, handling of foods, food preparation, cooking of foods to proper temperature, cooling and reheating leftovers and thawing of frozen foods.

• Explore arguments in favor of interest group politics
• Discuss the impact of interest groups' activities on congressional legislation

Define key terms involved in the lobbying process and interest group politics

1.  Will controlling the prices of prescription drugs hinder innovation?

2.  How can states control pharmaceutical prices so that all citizens have fair access?

3.  How do advertising and marketing influence the kinds of drugs doctors prescribe?

Tues

3/25

SL.1a

RST.3

WHST4.

Students will understand the ways in which nutritional food labels are read and used on common foods

Demonstrate the number of calories in the food items, serving size, percent daily value, and the 2000-2500 calorie diet on which the label is designed.

Should "characters" be used for advertising when the target audience is often very young?

1.  What are some ways that American life leads to obesity and what can be done about it?

2.  Should gym class be made harder? Why or why not? Do you think students would approve?

3.  Should grocery stores and convenience stores make junk food less visible?

Wed

3/26

L.1

RST.2

WHST.6

Students will learn how to classify animals.

Animals that have backbones are members of what group?

1.  Review vocabulary words

2.  Use dictionary to define fish, reptile, amphibians, mammals.

3.  Present if any the origination of the word.

1.  How do animals survive?

2.  What are some systems and behaviors certain animals have developed?

Thurs

 3/27 

SL.1a

RST.3

WHST4.

Students will learn of observable characteristics of vertebrates and invertebrates.

What traits do all Cnidaria share?

1. Review vocabulary words.

2.  Attempt to classify the animals on pp. A 96-97

3.  Make a chart to describe the similarities and differences among the kinds of invertebrates.

1.  Explain the differences between vertebrates and invertebrates.

2. How are the skeletons of arthropods and echinoderms different?

3. What traits are unique to mammals?

Fri

3/28

Students will learn how to classify animals using a key.

LAB:  Make a Backbone using a key.

1.  Work in groups to make model

2.  Follow procedures on p. A 100

3.  Present model.

1.  How does the model using hard candies and the model with pasta different?

2.  Which model allows for more flexibility?

3.  How would you design a model of a exoskeleton of an invertebrate?

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1. fish

2.  amphibians

3.  reptile

4.  invertebrates

5.  vertebrates

6.  bird

7.  mammal

Use of Technology:

   __X__ Smartboard

   _X___ Student Response System