Standard: HS-LS2-1
Objective:
Do Now: Write a story about what the graph represents. (You should have picked it up as you walked in) Do Next: Click here to review previous vocabulary. Whole Group/Collaborative: 1st/3rd Period:
Whole Group:
Independent:
Exit Ticket: Ms. Torres will hand it out to you! Homework: If you have not finished the predator - prey simulation please complete for homework Vocabulary - (primary consumer, secondary consumer, tertiary consumer, food chain, food web)
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Standard: HS-LS2-1
Objective: SWBAT simulate the interactions between predator species and prey species and how these interactions affect population growth. Do Now: 1st/2nd period: You have five minutes to review your notes in your notebook to be ready to take the quiz. Spanish Version 3rd period: Read and complete questions on pg 1 of Predator - Prey Relationship Worksheet you picked up as you walked in. Do Next: When you are done with the quiz and the worksheet click here! Whole Group/Collaborative:
Exit Ticket: Ms. Torres will hand it to you! :) Homework: 1st/2nd period: Predator-Prey Simulation 3rd period: Finish your summit notes Standard: HS-LS2-1
Objective: SWBAT simulate the interactions between predator species and prey species and how these interactions affect population growth. Do Now: You should have picked it up when you walked in. Do Next: Click here to review vocabulary words. Whole Group:
Collaborative:
Exit Ticket: Ms. Torres will hand it out! Homework: QUIZ on Monday/Tuesday - Study all vocabulary and concepts we have discussed in class Standard: HS-LS2-1 Objective: SWBAT interpret graphs illustrating a population over time, indicating possible factors leading to the fluctuation of size. Do Now: (on your paper you picked up) Circle all the living things on the picture. List all the non-living things. Do Next: Click here to review vocabulary for today! Whole Group:
Exit Ticket: Ms. Torres will pass out! Homework:
Standard: HS-LS2-2 On your desk: Pen/Pencil Laptop Notebook Objective: SWBAT describe how events and processes that occur during ecological succession can change populations and species diversity. Do Now: Write two observations and two questions about the photo. Write this in your notebook. Title the page Ecological Succession Do Now. Divide the page into two columns (observation & questions). Be sure to write the date on the page. Do Next: Click here to review new vocabulary from today. Collaborative:
Independent: Read and Annotate Ecological Succession Text. Watch Primary Succession v. Secondary Succession Video and take notes. Answer questions in complete sentences. Exit Ticket: Think and Predict: A windstorm in a forest blows down all of the large trees in one part of the forest. Soon, sun-loving plants (like grasses and wildflowers) sprout up in the new clearing. A) What type of succession is this? B) What might this patch of forest look like in 5 years? Why? C) What might this patch of forest look like in 100 years? Why? Homework: Vocabulary - (biodiversity, ecological succession, primary succession, & secondary succession) If you did not finish the question, please complete as HW! Standard: HS-LS2-2
Objective: SWBAT define and understand the meaning of biodiversity through graphical analysis of bird populations. Do Now: 1. For your do now click here! 2. Enter the 6-digit game code 554904 , and click "Proceed" 3. Now enter your first and last name and click "Join Game!" 4. You will get an avatar, and then see a "Start Game" button. Click it to begin! Do Next: Click here to review symbiosis relationships! Logistics:
Collaborative:
Exit Ticket: What is biodiversity? Did the Bird Island have high biodiversity? Explain. (Be sure to discuss species richness and abundance) Homework: Unit 1 Vocabulary Due next class On your desk:
Standard: HS-LS2-2 Objective: SWBAT identify the roles of their species in the ecosystem SWBAT differentiate between the three types of symbiotic relationships present within an ecosystem Do NOW: What role do you play in your family? Do Next: Look at the word wall! Which words are you most familiar with? Whole Group: We will watch the Army of Sea Urchin Video as a class. You will write 3 questions or observations about the video. It can be 3 questions, 2 questions and 1 observation, 1 question and 2 observations, or 3 observations. Independent: You will read Roles in the Ecosystem and annotate the text using the Criteria for Success. Collaborative: You will work with your group members to identify the role your notecard species plays in the ecosystem. Independent: You will use the Symbiosis PPT to gain a better understanding of the three symbiotic relationships within ecosystems. Exit Ticket: Explain the picture using your vocabulary words. You must use at least 3 vocabulary words. Homework: No homework OBJECTIVE: Students will set up their notebooks in order to stay organized and keep all work in one place.
DO NOW: What system have you used in order to stay organized in your classes? (e.g. folders, binder, notebooks) Was this an effective method? Why or why not? DO NEXT: How has staying organized helped you be successful in your classes? WHOLE GROUP:
EXIT TICKET: What question are you most excited to answer during this unit? Why does this question excite you? HOMEWORK:
OBJECTIVE:
DO NOW: ANSWER GOAL ORIENTED QUESTIONS WHOLE GROUP:
INDEPENDENT/COLLABORATIVE:
EXIT TICKET: DIRECTIONS: 1. WRITE YOUR NAME ON THE ONE SIDE OF YOUR NOTECARD, NICE AND LARGE 2. WRITE AN ENCOURAGING MESSAGE TO YOUR SECOND SEMESTER FUTURE SELF HOMEWORK:
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June 2018
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