CCSS

Code

e.g.

RL.K.5

Limit of

3

OUTCOMES

(Lesson Focus)

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

ASSESSMENT - Exit Ticket Questions

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.

Maximum of 3 (20 minute segments)

READING IN THE CONTENT AREA

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

Mon

 2/23

L.1

RST.2

WHST.6

Describe the effect of light on plants.

1. Review vocabulary words
2. Oral reading from text

3. Class discussion

NAME OF ARTICLE, Periodical, Chapter in book, etc.:

Zebra Mussels and the Hudson River

AUTHOR:This article is provided courtesy of the American Museum of Natural History.

Subject Area (Check one)

____Religion ____Mathematics

__X__Science ____Social Studies 

Text Length (see chart below):

Lexile Level:1110

Two questions that will be asked regarding the aforementioned reading:

1. What is the central idea of this article?
2. One abiotic factor that scientists are studying in the Hudson River is the amount of dissolved oxygen. Describe how two different factors can impact the amount of dissolved oxygen in the river.

Tues

 2/24

SL.1a

RST.3

WHST4

Understand the relationship between stimuli and tropism in plants.

1. Review vocabulary words.

2.  Oral reading and notes.

3.  Skill builder: Compare and contrast positive and negative tropism.

Wed

2/25

L.1

RST.2

WHST.6

Learn the the differences between long-day and short-day plants

 LIST THE THREE EXIT TICKET QUESTIONS YOU WILL ASK STUDENTS THIS WEEK RELATING TO THIS WEEK’S LESSON.

1. What is tropism?

2. What is photoperiodism?

3.  Identify how the plants responded to the stimulus.

1.  Review vocabulary words.

2.  Complete Proficiency prep.

3.  Respond to proficiency prep questions.

Thurs

2/26

ART Class

Fri

 2/27

SL.1

RST.2

WHST.1c

How plant hormones and responses are related

Design an experiment that tests the effects of a variable.

2. & 3 Observe and analyze a plant response to a stimulus

ELA

CCSS Strand Codes K – 12:

RL – Reading: Literature

RI – Reading: Informational Text

RF – Reading: Foundational Skills

RH – Reading: History/Social Studies

RST – Reading: Science & Technical Subjects

W – Writing

WHST – Writing: History/Social Studies, Science & Technical Subjects

SL – Speaking & Listening

L - Language

Math

CCSS Domain Codes K – 5:

CC – Counting & Cardinality

OA – Operations & Algebraic Thinking

NBT – Number & Operations in Base Ten

NF – Number & Operations - Fractions

MD – Measurement & Data

G – Geometry

Math

CCSS Domain Codes 6-8:

RP – Ratios & Proportional Relationships

NS – The Number System

EE – Expressions & Equations

SP – Statistics & Probability

F – Functions

G – Geometry

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1.  stomata

2.  transpiration

3.  photosynthesis

4.  respiration

5.  tropism

6.  auxin

7.  photoperiodism

8.  long-day plant

9.  short-day plant

10.  day-neutral plant