I received an e-mail requesting a list of needed materials. Don't know if you all received the same e-mail. This is what I submitted. Thought some of you might agree and copy this list instead of trying to come up with your own.
Material needs for Biology labs –
Required labs (per content expectations) –
Safety glasses or goggles for each student (10)
- Chapter 1 – p. 15-16 – petri dish
- Chapter 5 – p. 157-158 – Microscope, Glass slide and coverslip, Iodine in a dropper bottle, Tweezers
- Chapter 7 – p. 212-213 – Large beaker, Large test tube, One-hole rubber stopper with gas delivery tube, Small beaker,
- Chapter 7 – p. 206-207 –Small beaker, Bromothymol blue
Other materials for supplemental labs (would be great to be able to do) – Thermometer, Eye dropper, Test tubes, Test tube rack, Forceps, 2% pepsin solution, Sodium hydroxide, Hydrochloric acid, pH paper, another petri dish, owl pellets, magnifying glass
Wednesday, October 31, 2007
Sunday, October 28, 2007
Science Companion Ideas
Now that we have the biology HSCE companion we should post ideas for working it into the curriculum without extra work. One idea I have is to get the vocab words from the list and use them for studying . I will create a vocab vat, per Dr. Larwa. I also found a games website that has templates. So I am creating a powerpoint flashcards game with the vocab words. I am gathering student email addresses and sending them so they can study at home. I also have the document on my desktop for students to use when they have free time. The link to the game making template is : http://facstaff.uww.edu/jonesd/games/index.html If someone wants the flashcards I am making I can email them. I'm not sure how to put them on the blog.
Thursday, October 25, 2007
Here's a link to a document I posted on the web. It is a checklist for the HSCE by page number in our text. You can use this 2 page checklist to keep track of the dates you teach the pages, and it also tells you which expectations you've taught. It's also a nice way to look at the pages you are teaching and find out what the goal for the class is that day (match the expectation number to the description in your biology binder). http://spreadsheets.google.com/pub?key=pFOdyaPws6eolTzYSbdSQSg
Monday, October 22, 2007
Photosynthesis and Cellular Respiration
This link goes to a detailed set of lesson plans, including a song. THe plans also have the Michigan content expectations that it meets and there is a ton of activities that we can do without having a lab, even a jeopardy game with a power point.
http://www.nclark.net/PhotoRespiration
http://www.nclark.net/PhotoRespiration
Gobstopper experiment
The following link is to the gobstopper experiment we learned about in the Science Curr meeting, I also pasted the experiment also.
http://gk12.asu.edu/curriculum/general_science/gobstoppers/lesson_plan.pdf
Here's another link im Office format and it adds a different twist: http://www.dentonisd.org/5124232161238/lib/5124232161238/Gobstopper_LessonPlan.doc
DISSOLVING GOBSTOPPERS
Background:
The scientific method is a critical topic for any student learning science to be familiar
with. By having students design their own experiments they get first-hand experience
with the scientific method, while also allowing them to learn by inquiry.
Objectives:
1. Students will understand what a testable question is and be able to distinguish
between questions that are testable and those that are not.
2. Students will understand and be able to identify variables, make and understand
hypotheses, and record and report observations.
3. Students will design and conduct their own experiments using knowledge learned
from this lesson.
Materials:
• Gobstoppers (enough for each group of 2 or 3 students to have 4)
• Clear plastic cups or other containers (one for each group)
• Water
• Student experiment materials (as identified by students in their experiment
outlines)
Time:
Approximately 8 classroom hours divided into 3 days
Grade level:
Grades 5-7
Procedure:
Day 1
• Explain to the students that they are going to do an experiment with Gobstoppers
that will allow them to practice making a hypothesis and making scientific
observations. Have the class think of different ways that scientists might record
their observations (E.g. drawings, tables, graphs, etc.).
• Show the class what they will be doing to make sure they understand. Hold up a
clear plastic cup. Tell them that theirs will be filled halfway with water. Tell
them to gently place 4 different colored Gobstoppers into the water, placing them
around the edges, as far away from the others as possible. Re-iterate the
importance of not disturbing the container of water.
• Tell the students that as soon as they place the Gobstoppers into the water they
are to begin making observations. Have them write down everything they see,
and to make at least 2 drawings as the reaction takes place.
• Divide the class into groups of 2 or 3.
• Give each group 1 clear cup and 4 different colored Gobstoppers.
• Once students begin their experiments, make sure that they are making
observations and drawing pictures as the reaction happens.
• After students have completed their observations (approximately 20 minutes)
have each student write any questions they had about the reaction (at least 2).
Have them tear a piece of paper in half, and write a question on each half.
Example: would this happen if a different liquid were used?
• When students have finished writing them, collect all their questions.
• Discuss with class what an experiment is. Ask what they think one needs to do to
perform an experiment. Explain that a variable is something in the experiment
that you can change to get a different outcome. Ask for examples from the
activity (Examples: water, size of container, number of Gobstoppers, type of
liquid, etc.)
• Explain that a testable question is one that you can create an experiment about,
and change only one variable, in order to find the answer. A testable question
cannot be answered by looking up the topic in an encyclopedia! To reinforce the
idea of testable questions, explain that we are going to read through the questions
they wrote, and decide as a class whether or not each question is testable. It may
be helpful to create a chart that you can tape the questions to.
• During class discussion of testable questions, ask students how they might test
their questions (what experiment would they do?). What results would they
expect to see?
Day 2
• Discuss with students what a hypothesis is, and its function. Explain to students
that a hypothesis is an attempt to explain an observation, and that it is NOT a
prediction. Provide and discuss examples with the students.
• Explain to students that they are going to design and perform their own
experiments using the Gobstoppers®. Many students will surely have thought of
other experiments they would like to perform while doing the original experiment.
Ask them to limit their needed materials to common household items to make it
easier for you.
• Pass out the attached proposal worksheet to help them think about and plan their
experiment.
• Once the students have finished, you will need to collect the worksheets to make
sure the experiments are appropriate. Also, you will need their list of required
materials so that you can provide them.
• WARNING: DO NOT ALLOW THE STUDENTS TO USE BLEACH IN
THEIR EXPERIMENTS. GOBSTOPPERS AND BLEACH REACT
SOMEWHAT VIOLENTLY AND IT IS NOT SUITABLE FOR THE
STUDENTS TO PERFORM SUCH AN EXPERIMENT.
Day 3
• Inform students that today they will be performing the experiments they designed.
Stress the importance of mature behavior and that they need to be careful with the
materials they are using because they could be messy.
• Inform students that, as they did with the first Gobstopper® activity, they need to
immediately begin recording ALL of their observations.
• Allow students to collect their materials and begin their experiments. Allow at
least 30 minutes for observation.
• After all groups have finished their observations, have them work on worksheet 2
(assessment). This can be used as evidence of concept knowledge and for
assessment.
Evaluation:
Assessment will be based on student’s completed assessment sheets in which students
will have to identify the hypothesis they created, explain their experiment, identify the
question they were testing, identify the variables, and explain their results.
http://gk12.asu.edu/curriculum/general_science/gobstoppers/lesson_plan.pdf
Here's another link im Office format and it adds a different twist: http://www.dentonisd.org/5124232161238/lib/5124232161238/Gobstopper_LessonPlan.doc
DISSOLVING GOBSTOPPERS
Background:
The scientific method is a critical topic for any student learning science to be familiar
with. By having students design their own experiments they get first-hand experience
with the scientific method, while also allowing them to learn by inquiry.
Objectives:
1. Students will understand what a testable question is and be able to distinguish
between questions that are testable and those that are not.
2. Students will understand and be able to identify variables, make and understand
hypotheses, and record and report observations.
3. Students will design and conduct their own experiments using knowledge learned
from this lesson.
Materials:
• Gobstoppers (enough for each group of 2 or 3 students to have 4)
• Clear plastic cups or other containers (one for each group)
• Water
• Student experiment materials (as identified by students in their experiment
outlines)
Time:
Approximately 8 classroom hours divided into 3 days
Grade level:
Grades 5-7
Procedure:
Day 1
• Explain to the students that they are going to do an experiment with Gobstoppers
that will allow them to practice making a hypothesis and making scientific
observations. Have the class think of different ways that scientists might record
their observations (E.g. drawings, tables, graphs, etc.).
• Show the class what they will be doing to make sure they understand. Hold up a
clear plastic cup. Tell them that theirs will be filled halfway with water. Tell
them to gently place 4 different colored Gobstoppers into the water, placing them
around the edges, as far away from the others as possible. Re-iterate the
importance of not disturbing the container of water.
• Tell the students that as soon as they place the Gobstoppers into the water they
are to begin making observations. Have them write down everything they see,
and to make at least 2 drawings as the reaction takes place.
• Divide the class into groups of 2 or 3.
• Give each group 1 clear cup and 4 different colored Gobstoppers.
• Once students begin their experiments, make sure that they are making
observations and drawing pictures as the reaction happens.
• After students have completed their observations (approximately 20 minutes)
have each student write any questions they had about the reaction (at least 2).
Have them tear a piece of paper in half, and write a question on each half.
Example: would this happen if a different liquid were used?
• When students have finished writing them, collect all their questions.
• Discuss with class what an experiment is. Ask what they think one needs to do to
perform an experiment. Explain that a variable is something in the experiment
that you can change to get a different outcome. Ask for examples from the
activity (Examples: water, size of container, number of Gobstoppers, type of
liquid, etc.)
• Explain that a testable question is one that you can create an experiment about,
and change only one variable, in order to find the answer. A testable question
cannot be answered by looking up the topic in an encyclopedia! To reinforce the
idea of testable questions, explain that we are going to read through the questions
they wrote, and decide as a class whether or not each question is testable. It may
be helpful to create a chart that you can tape the questions to.
• During class discussion of testable questions, ask students how they might test
their questions (what experiment would they do?). What results would they
expect to see?
Day 2
• Discuss with students what a hypothesis is, and its function. Explain to students
that a hypothesis is an attempt to explain an observation, and that it is NOT a
prediction. Provide and discuss examples with the students.
• Explain to students that they are going to design and perform their own
experiments using the Gobstoppers®. Many students will surely have thought of
other experiments they would like to perform while doing the original experiment.
Ask them to limit their needed materials to common household items to make it
easier for you.
• Pass out the attached proposal worksheet to help them think about and plan their
experiment.
• Once the students have finished, you will need to collect the worksheets to make
sure the experiments are appropriate. Also, you will need their list of required
materials so that you can provide them.
• WARNING: DO NOT ALLOW THE STUDENTS TO USE BLEACH IN
THEIR EXPERIMENTS. GOBSTOPPERS AND BLEACH REACT
SOMEWHAT VIOLENTLY AND IT IS NOT SUITABLE FOR THE
STUDENTS TO PERFORM SUCH AN EXPERIMENT.
Day 3
• Inform students that today they will be performing the experiments they designed.
Stress the importance of mature behavior and that they need to be careful with the
materials they are using because they could be messy.
• Inform students that, as they did with the first Gobstopper® activity, they need to
immediately begin recording ALL of their observations.
• Allow students to collect their materials and begin their experiments. Allow at
least 30 minutes for observation.
• After all groups have finished their observations, have them work on worksheet 2
(assessment). This can be used as evidence of concept knowledge and for
assessment.
Evaluation:
Assessment will be based on student’s completed assessment sheets in which students
will have to identify the hypothesis they created, explain their experiment, identify the
question they were testing, identify the variables, and explain their results.
Tuesday, October 16, 2007
Reviewing sections
I just wanted to let everyone know how I am doing the section reviews for the lessons in the book. I bought small white boards from Office Depot that came with dry erase markers and erasers. I read the question aloud for the students, including any choices, and have them write their answer on their white boards. When everyone is ready, they hold up their boards. I can immediately see which students are correct, then can tell everyone the correct answer. The students think it is fun, because it's kind of like a game to them. They want to pay attention to the reading and discussion, because they don't want to have the wrong answer on their board. If you want to see the boards, here's the link for Office Depot: http://www.officedepot.com/ddSKU.do?level=SK&id=439751&Ntt=026426900977&uniqueSearchFlag=true&An=text
For tough answers, I do a "think aloud" telling the students how I would find the answer by looking for key words in the question, headings, subheadings, vocab words, etc. Sometimes I have to go so far as to tell them what page and paragraph, but I try to avoid that. Let me know if you try it in your room and how it works :)
For tough answers, I do a "think aloud" telling the students how I would find the answer by looking for key words in the question, headings, subheadings, vocab words, etc. Sometimes I have to go so far as to tell them what page and paragraph, but I try to avoid that. Let me know if you try it in your room and how it works :)
Tuesday, August 21, 2007
Cell City
I found a few things that may interest others.
One of the lessons I found compares a cell to a city with a powerplant, city hall (nucleus) etc. It's basic but helpful. I also found a city rug (my kids') and thought I could have the students label it to go with the city. I also found a website: http://www.cellsalive.com/toc_cellbio.htm
It has cool graphic and a cell model.
One of the lessons I found compares a cell to a city with a powerplant, city hall (nucleus) etc. It's basic but helpful. I also found a city rug (my kids') and thought I could have the students label it to go with the city. I also found a website: http://www.cellsalive.com/toc_cellbio.htm
It has cool graphic and a cell model.
Thursday, June 7, 2007
Content Expectations per Chapter from AGS Biology Book
Essential & Core
Page #
Chapter, Lesson
Expectations Covered
59-61
Ch 2 L6
B2.3A
70-73
Ch 3 L1
L2p3A, L2p5A, B2.2A, B2.2B, B2.2C, B2.2D, B2.4f, B2.2E
77-80
Ch 3 L2
L2p4B, L2p5B, B2.2A, B2.2D, B2.4f, B2.5A
82-84
Ch 3 L3
L2p4B, L2p5B, B2.2D, B2.4f, B2.5A
88-92
Ch 3 L4
L2p4B, L2p5B, B2.2D, B2.4f, B2.5A
94-96
Ch 3 L 5
L2p5B, B2.2D, B2.4f, B2.5A
97
Biology in the World
L2p5C
111-114
Ch 4 L2
L2p2A, B2.6a, B2.3B, B2.3A, B2.r6b
117-119
Ch 4 L3
B2.4g
135-136
Ch 5 L1
B2.5h, B2.5i
138-140
Ch 5 L2
B2.5h, B2.5i
142-144
Ch 5 L3
B2.5i
146-148
Ch 5 L4
B2.1B, B2.5i, B2.1A
150-152
Ch 5 L5
B2.5i
154-155
Ch 5 L6
B2.5i
157-158
Investigation 5
B2.5g
174-177
Ch 6 L2
L2p2A, B2.5D, B2.5e
180-183
Ch 6 L3
L2p2A, B2.2fx, B2.5D, B2.5e
184-186
Ch 6 L4
B2.2fx, B2.5D, B2.5e
196-199
Ch 7 L1
L2p2A, B2.1A, B2.1B, B3.1B, B3.1f, B2.5e, B3.1C, B3.1e
200-204
Ch 7 L2
L2p2A, B2.1A, B2.5e
206-207
Investigation 7
L2p2A, B2.1A, B2.5e
208-210
Ch 7 L3
L2p2A, B2.4e
224
Ch 8 L1
L2p3A, L2p3C, B2.1A, B2.1B, B3.1A, B3.1B, B2.5C, B2.5e, B3.1C, B3.1e
230-234
Ch 8, L2
B2.1A, B3.1A, B3.1B, B2.5C, B2.5e
241
Biology in the World
B2.1A, B3.1A, B3.1B, B2.5C, B2.5e
248-250
Ch 9, L1
L2p1C, B2.r6b, B2.1C, B4.3A
252
Ch 9 L2
B4.4b
256-258
Ch 9 L3
L2p1C, B2.r6b, B2.1C, B4.3A
265-266
Ch 9 L5
B2.1C
267
Biology in Your Life
B4.2E, B4.4b
271
Biology in the World
B4.1B, B4.2B, B4.2f
272
Ch 9 Summary
B4.4b
278-282
Ch 10 L1
B4.1B, B4.3d, B4.3e, B4.1A, B4.1D, B4.1E
284-287
Ch 10 L2
B4.1C, B4.3d, B4.3e, L4.p2A
290-291
Investigation 10
B4.1E
292-295
Ch 10, L3
B4.3B, B4.3e, B4.3g, B4.4c
297-298
D. Investigation 10
B5.1f
299
Biology in the World
B4.3C
306-308
Ch 11 L1
B4.2B, B4.2f, B4.2C
310-311
Ch 11 L2
B4.2C, B4.1B, B4.2g
316-317
Ch 11 L3
B4.2g, B4.2D, B4.3B, B4.3g, B4.4a, B4.2E
321-323
Ch 11 L4
B2.4h, B2.4i, B2.r6e, B3.r5g
325-328
Ch 11 L5
B2.r6e, B4.r5a, B4.r5b, B4.2h, B5.3f
344-347
Ch 12 L1
L2p1D, B2.3d, B2.3f, B2.2fx
348-351
Ch 12 L2
L2p1D, B2.3d, B2.3f, B2.2fx
352-356
Ch 12 L3
L2p1D, B2.3d, B2.3f
359-361
Ch 12 L4
L2p1D, B2.3d, B2.3f
362-366
Ch 12 L5
L2p1D, B2.3d, B2.3f
367-371
Ch 12 L6
L2p1D, B2.3d, B2.3f
372-373
Ch 12 L7
B2.r6b, B2.3d, B2.3e, B2.6a, L2p1D, B2.3f, B2.3d, L2p1D
375-377
Ch 12 L8
B2.3d, L2p1D, B2.3f, B2.3d, L2p1D
378-380
Investigation 12
B2.3g
Essential & Core
Page #
Chapter, Lesson
Expectations Covered
392-393
Ch 13 L2
B5.1f, L5.p1D, B5.1c, B5.1f
402-403
Investigation 13
B5.1A
404-408
Ch 13 L4
B5.2c, B4.r5a, B5.3e, B5.3d, B4.3C, L5.p1C, B5.1A, B5.1B, B5.1e, B5.1g, B5.3A
410-411
Ch 13 L5
B5.1A, B5.1B, B5.1d, B5.1e, B5.1g, B5.3A, B5.3d, B4.3C
412
Biology in Your Life
B4.2E, B4.4b
416-419
Ch 13 L6
B5.1c, B5.3e, B5.1d, B5.1e, B5.3A,
421
Biology in the World
B5.3e, B5.3f
429-432
Ch 14 L1
L4.p1A, B5.3e, B5.2c, B5.3B, B5.3d, B4.3C
435-436
Ch 14 L2
L5.p1A, B5.2dr, B5.2a, B5.2b
440-443
Ch 14 L3
B2.3B
447-449
Ch 14 L4
B2.3C, B3.5B
458-460
Ch 15, L1
L2p4A, B2.4h, B2.4A
464-466
Ch 15 L2
L2p1D, L2p4A, B3.5d, L2p1E, B2.4B, B2.5B
468-471
Ch 15 L3
L2p4A, B3.5d, L2p1D, L2p1E, B2.4B, B2.5B
472-477
Ch 15 L4
L2p3D, L2p4A, L4.p1A, B3.5d, L2p1D, L2p1E, B2.4B, B2.5B, B2.5f
479-481
Ch 15 L5
L2p1D, L2p4A, L2p1E, B2.4B, B2.4d, B2.4C, B2.5B
482-487
Ch 15, L6
L2p1D, L2p1E, L2p4A, B3.5d, B2.4B, B2.4d, B2.4C, B2.5B
489-493
Ch 15 L7
L2p1D, L2p1E, L2p4A, B3.5d, B2.4B, B2.4d, B2.4C, B2.5B
497-498
Ch 15 L8
L2p1E, B2.4B, B2.4d, B2.4C, B2.5B
536-539
Ch 17 L1
L3.p3A, L5. p1B, B3.5e, L3.p1A, L3.p2B
541-544
Ch 17 L2
L3.p3A, B3.5B, B3.5e, B3.5f, L3.p1A, L3.p2B, B3.5C, B3.5A
548-552
Ch 17 L3
L3.p2A, L3.p2B, L3.p2D, B3.4B, B3.3A
553-554
D. Investigation 17
B2.3C
555-558
Ch 17 L4
B2.3C, B2.3B, B3.4A
566-570
Ch 18 L1
L2p4B, L3.p2C, L3.p3B, L3.p3D, L3.p1A, L3.p2B, B3.2A, B3.2B, B3.2C, B3.3A, B3.1A
573-576
Ch 18 L2
L3.p3C, B3.2B, B3.3b, B3.4A
590-597
Ch 19 L1
L3.p4A, B3.4C, B3.4d, B3.4e, B2.3C, B2.2gx
601-604
Ch 19 L2
L3.p4A, B3.4C
618-619
Periodic Table
L2p5A, B2.2C
Prerequisites
Page #
Chapter, Lesson
2-3
Ch 1 L1
L2p1A
15-16
Investigation 1
L2p1A
38-39
Ch 2 L2
L2p1B
53-55
Ch 2 L5
L2p1B
97
Biology in the World
L2p5C
123-126
Ch 4 L4
L2p2A
159
Ch 5 L7
L2p3B
170
Ch 6 L1
L2p2A, L2p4B
212-213
D. Investigation 7
L2p2A
357-358
Investigation 12
L2p1D
Recommended/Optional
Page #
Chapter, Lesson
333
Ch 11 L6
B2.2fx
Page #
Chapter, Lesson
Expectations Covered
59-61
Ch 2 L6
B2.3A
70-73
Ch 3 L1
L2p3A, L2p5A, B2.2A, B2.2B, B2.2C, B2.2D, B2.4f, B2.2E
77-80
Ch 3 L2
L2p4B, L2p5B, B2.2A, B2.2D, B2.4f, B2.5A
82-84
Ch 3 L3
L2p4B, L2p5B, B2.2D, B2.4f, B2.5A
88-92
Ch 3 L4
L2p4B, L2p5B, B2.2D, B2.4f, B2.5A
94-96
Ch 3 L 5
L2p5B, B2.2D, B2.4f, B2.5A
97
Biology in the World
L2p5C
111-114
Ch 4 L2
L2p2A, B2.6a, B2.3B, B2.3A, B2.r6b
117-119
Ch 4 L3
B2.4g
135-136
Ch 5 L1
B2.5h, B2.5i
138-140
Ch 5 L2
B2.5h, B2.5i
142-144
Ch 5 L3
B2.5i
146-148
Ch 5 L4
B2.1B, B2.5i, B2.1A
150-152
Ch 5 L5
B2.5i
154-155
Ch 5 L6
B2.5i
157-158
Investigation 5
B2.5g
174-177
Ch 6 L2
L2p2A, B2.5D, B2.5e
180-183
Ch 6 L3
L2p2A, B2.2fx, B2.5D, B2.5e
184-186
Ch 6 L4
B2.2fx, B2.5D, B2.5e
196-199
Ch 7 L1
L2p2A, B2.1A, B2.1B, B3.1B, B3.1f, B2.5e, B3.1C, B3.1e
200-204
Ch 7 L2
L2p2A, B2.1A, B2.5e
206-207
Investigation 7
L2p2A, B2.1A, B2.5e
208-210
Ch 7 L3
L2p2A, B2.4e
224
Ch 8 L1
L2p3A, L2p3C, B2.1A, B2.1B, B3.1A, B3.1B, B2.5C, B2.5e, B3.1C, B3.1e
230-234
Ch 8, L2
B2.1A, B3.1A, B3.1B, B2.5C, B2.5e
241
Biology in the World
B2.1A, B3.1A, B3.1B, B2.5C, B2.5e
248-250
Ch 9, L1
L2p1C, B2.r6b, B2.1C, B4.3A
252
Ch 9 L2
B4.4b
256-258
Ch 9 L3
L2p1C, B2.r6b, B2.1C, B4.3A
265-266
Ch 9 L5
B2.1C
267
Biology in Your Life
B4.2E, B4.4b
271
Biology in the World
B4.1B, B4.2B, B4.2f
272
Ch 9 Summary
B4.4b
278-282
Ch 10 L1
B4.1B, B4.3d, B4.3e, B4.1A, B4.1D, B4.1E
284-287
Ch 10 L2
B4.1C, B4.3d, B4.3e, L4.p2A
290-291
Investigation 10
B4.1E
292-295
Ch 10, L3
B4.3B, B4.3e, B4.3g, B4.4c
297-298
D. Investigation 10
B5.1f
299
Biology in the World
B4.3C
306-308
Ch 11 L1
B4.2B, B4.2f, B4.2C
310-311
Ch 11 L2
B4.2C, B4.1B, B4.2g
316-317
Ch 11 L3
B4.2g, B4.2D, B4.3B, B4.3g, B4.4a, B4.2E
321-323
Ch 11 L4
B2.4h, B2.4i, B2.r6e, B3.r5g
325-328
Ch 11 L5
B2.r6e, B4.r5a, B4.r5b, B4.2h, B5.3f
344-347
Ch 12 L1
L2p1D, B2.3d, B2.3f, B2.2fx
348-351
Ch 12 L2
L2p1D, B2.3d, B2.3f, B2.2fx
352-356
Ch 12 L3
L2p1D, B2.3d, B2.3f
359-361
Ch 12 L4
L2p1D, B2.3d, B2.3f
362-366
Ch 12 L5
L2p1D, B2.3d, B2.3f
367-371
Ch 12 L6
L2p1D, B2.3d, B2.3f
372-373
Ch 12 L7
B2.r6b, B2.3d, B2.3e, B2.6a, L2p1D, B2.3f, B2.3d, L2p1D
375-377
Ch 12 L8
B2.3d, L2p1D, B2.3f, B2.3d, L2p1D
378-380
Investigation 12
B2.3g
Essential & Core
Page #
Chapter, Lesson
Expectations Covered
392-393
Ch 13 L2
B5.1f, L5.p1D, B5.1c, B5.1f
402-403
Investigation 13
B5.1A
404-408
Ch 13 L4
B5.2c, B4.r5a, B5.3e, B5.3d, B4.3C, L5.p1C, B5.1A, B5.1B, B5.1e, B5.1g, B5.3A
410-411
Ch 13 L5
B5.1A, B5.1B, B5.1d, B5.1e, B5.1g, B5.3A, B5.3d, B4.3C
412
Biology in Your Life
B4.2E, B4.4b
416-419
Ch 13 L6
B5.1c, B5.3e, B5.1d, B5.1e, B5.3A,
421
Biology in the World
B5.3e, B5.3f
429-432
Ch 14 L1
L4.p1A, B5.3e, B5.2c, B5.3B, B5.3d, B4.3C
435-436
Ch 14 L2
L5.p1A, B5.2dr, B5.2a, B5.2b
440-443
Ch 14 L3
B2.3B
447-449
Ch 14 L4
B2.3C, B3.5B
458-460
Ch 15, L1
L2p4A, B2.4h, B2.4A
464-466
Ch 15 L2
L2p1D, L2p4A, B3.5d, L2p1E, B2.4B, B2.5B
468-471
Ch 15 L3
L2p4A, B3.5d, L2p1D, L2p1E, B2.4B, B2.5B
472-477
Ch 15 L4
L2p3D, L2p4A, L4.p1A, B3.5d, L2p1D, L2p1E, B2.4B, B2.5B, B2.5f
479-481
Ch 15 L5
L2p1D, L2p4A, L2p1E, B2.4B, B2.4d, B2.4C, B2.5B
482-487
Ch 15, L6
L2p1D, L2p1E, L2p4A, B3.5d, B2.4B, B2.4d, B2.4C, B2.5B
489-493
Ch 15 L7
L2p1D, L2p1E, L2p4A, B3.5d, B2.4B, B2.4d, B2.4C, B2.5B
497-498
Ch 15 L8
L2p1E, B2.4B, B2.4d, B2.4C, B2.5B
536-539
Ch 17 L1
L3.p3A, L5. p1B, B3.5e, L3.p1A, L3.p2B
541-544
Ch 17 L2
L3.p3A, B3.5B, B3.5e, B3.5f, L3.p1A, L3.p2B, B3.5C, B3.5A
548-552
Ch 17 L3
L3.p2A, L3.p2B, L3.p2D, B3.4B, B3.3A
553-554
D. Investigation 17
B2.3C
555-558
Ch 17 L4
B2.3C, B2.3B, B3.4A
566-570
Ch 18 L1
L2p4B, L3.p2C, L3.p3B, L3.p3D, L3.p1A, L3.p2B, B3.2A, B3.2B, B3.2C, B3.3A, B3.1A
573-576
Ch 18 L2
L3.p3C, B3.2B, B3.3b, B3.4A
590-597
Ch 19 L1
L3.p4A, B3.4C, B3.4d, B3.4e, B2.3C, B2.2gx
601-604
Ch 19 L2
L3.p4A, B3.4C
618-619
Periodic Table
L2p5A, B2.2C
Prerequisites
Page #
Chapter, Lesson
2-3
Ch 1 L1
L2p1A
15-16
Investigation 1
L2p1A
38-39
Ch 2 L2
L2p1B
53-55
Ch 2 L5
L2p1B
97
Biology in the World
L2p5C
123-126
Ch 4 L4
L2p2A
159
Ch 5 L7
L2p3B
170
Ch 6 L1
L2p2A, L2p4B
212-213
D. Investigation 7
L2p2A
357-358
Investigation 12
L2p1D
Recommended/Optional
Page #
Chapter, Lesson
333
Ch 11 L6
B2.2fx
Wednesday, June 6, 2007
Which lessons do we need to teach?
For those of you who like checklists, I made up a spreadsheet that has the chapter-by-chapter break down of the biology text. Some lessons cover multiple expectations. My spreadsheet has how many expectations each lesson meets. If you'd like a copy of the spreadsheet, instead of this form, e-mail me and I will forward it to you.
In order to teach to all of the content expectations, these are the lessons that need to be taught.
Essential & Core (Chapter, Lesson)
Ch 2 L6
Ch 3 ALL lessons
Ch 4 L2 Ch 4 L3
Ch 5 L1 Ch 5 L2 Ch 5 L3 Ch 5 L4 Ch 5 L5 Ch 5 L6 Investigation 5
Ch 6 L2 Ch 6 L3 Ch 6 L4
Ch 7 L1 Ch 7 L2 Investigation 7 Ch 7 L3
Ch 8 L1 Ch 8, L2 Biology in the World
Ch 9 L1 Ch 9 L2 Ch 9 L3 Ch 9 L5 Biology in Your Life/Biology in the World Ch 9 Summary
Ch 10 ALL lessons, investigations, readings, etc.
Ch 11 L1 Ch 11 L2 Ch 11 L3 Ch 11 L4 Ch 11 L5
Ch 12 ALL lessons and Investigation 12
Ch 13 L2 Investigation 13 Ch 13 L4 Ch 13 L5 Biology in Your Life
Ch 13 L6 Biology in the World
Ch 14 ALL lessons
Ch 15 ALL lessons
Ch 17 ALL lessons and Discovery Investigation 17
Ch 18 L1 Ch 18 L2
Ch 19 L1 Ch 19 L2
Periodic Table
Prerequisites (May be able to skip, if students had biology in 8th grade)
Ch 1 L1 Investigation 1
Ch 2 L2 Ch 2 L5 Biology in the World
Ch 4 L4
Ch 5 L7
Ch 6 L1
Discovery Investigation 7
Investigation 12
Recommended/Optional
Ch 11 L6
In order to teach to all of the content expectations, these are the lessons that need to be taught.
Essential & Core (Chapter, Lesson)
Ch 2 L6
Ch 3 ALL lessons
Ch 4 L2 Ch 4 L3
Ch 5 L1 Ch 5 L2 Ch 5 L3 Ch 5 L4 Ch 5 L5 Ch 5 L6 Investigation 5
Ch 6 L2 Ch 6 L3 Ch 6 L4
Ch 7 L1 Ch 7 L2 Investigation 7 Ch 7 L3
Ch 8 L1 Ch 8, L2 Biology in the World
Ch 9 L1 Ch 9 L2 Ch 9 L3 Ch 9 L5 Biology in Your Life/Biology in the World Ch 9 Summary
Ch 10 ALL lessons, investigations, readings, etc.
Ch 11 L1 Ch 11 L2 Ch 11 L3 Ch 11 L4 Ch 11 L5
Ch 12 ALL lessons and Investigation 12
Ch 13 L2 Investigation 13 Ch 13 L4 Ch 13 L5 Biology in Your Life
Ch 13 L6 Biology in the World
Ch 14 ALL lessons
Ch 15 ALL lessons
Ch 17 ALL lessons and Discovery Investigation 17
Ch 18 L1 Ch 18 L2
Ch 19 L1 Ch 19 L2
Periodic Table
Prerequisites (May be able to skip, if students had biology in 8th grade)
Ch 1 L1 Investigation 1
Ch 2 L2 Ch 2 L5 Biology in the World
Ch 4 L4
Ch 5 L7
Ch 6 L1
Discovery Investigation 7
Investigation 12
Recommended/Optional
Ch 11 L6
Tuesday, June 5, 2007
Science resources from the MCISD Website
Science
MDE Science Resource website
http://mi.gov/science/
USDE Science Resource website
www.free.ed.gov/subjects.cfm?subject_id=41
Dive and Discover
www.divediscover.whoi.edu
Froguts
www.froguts.com/
How Stuff Works
www.howstuffworks.com/
Invention at Play
www.inventionatplay.org/index.html
Sandlot Science
www.sandlotscience.com/
Science NetLinks
www.sciencenetlinks.com
New: Thinkfinity Teacher Resources
www.thinkfinity.org/teacher/teacher_index.aspx
Thinkfinity provides the highest quality educational resources to teachers and students. Developed by world-renowned organizations who are experts in their fields, these standards-based resources include lessons plans, student materials, reviewed Web resources and interactives
MDE Science Resource website
http://mi.gov/science/
USDE Science Resource website
www.free.ed.gov/subjects.cfm?subject_id=41
Dive and Discover
www.divediscover.whoi.edu
Froguts
www.froguts.com/
How Stuff Works
www.howstuffworks.com/
Invention at Play
www.inventionatplay.org/index.html
Sandlot Science
www.sandlotscience.com/
Science NetLinks
www.sciencenetlinks.com
New: Thinkfinity Teacher Resources
www.thinkfinity.org/teacher/teacher_index.aspx
Thinkfinity provides the highest quality educational resources to teachers and students. Developed by world-renowned organizations who are experts in their fields, these standards-based resources include lessons plans, student materials, reviewed Web resources and interactives
Science Websites
SCIENCE RESOURCES
Michigan Department of Education
http://www.michigan.gov/mde/0,1607,7-140-28753_38684_28760---,00.html
www.michigan.gov/mde keyword: Science
SCoPE Curriculum (Oakland Schools)
http://new.oakland.k12.mi.us/Services/LearningServices/SCoPE/WhatsNew/tabid/328/Default.aspx
www.oakland.k12.mi.us keyword: SCoPE
VideoStreaming http://www.unitedstreaming.com/
MCISD Website http://www.misd.k12.mi.us/curr/science/index.html
www.misd.k12.mi.us keyword: Science #5 resources
Webmax: MCISD Resource Library
www.misd.k12.mi.us
AGS Ch 13 Sample sites
www.darwinfoundation.org
AGS/Pearson
http://www.agsglobe.com/
Michigan Department of Education
http://www.michigan.gov/mde/0,1607,7-140-28753_38684_28760---,00.html
www.michigan.gov/mde keyword: Science
SCoPE Curriculum (Oakland Schools)
http://new.oakland.k12.mi.us/Services/LearningServices/SCoPE/WhatsNew/tabid/328/Default.aspx
www.oakland.k12.mi.us keyword: SCoPE
VideoStreaming http://www.unitedstreaming.com/
MCISD Website http://www.misd.k12.mi.us/curr/science/index.html
www.misd.k12.mi.us keyword: Science #5 resources
Webmax: MCISD Resource Library
www.misd.k12.mi.us
AGS Ch 13 Sample sites
www.darwinfoundation.org
AGS/Pearson
http://www.agsglobe.com/
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