Renaissance Middle School Lesson Plan

Month: Jan. 6- Jan 26, 2015

Week of Jan.6th.

Standard: S7L3. Students will

recognize how biological traits
are passed on to successive
generations.

Teacher: Ms. Leftwich, Mr. Jones, Ms. Hammonds, Ms. Vinsang

Course: Science
Periods: 2, 5,6,7,8
Week of Jan. 12th.
Week of Jan. 19th.
Week of Jan. 26th.
Standard: S7L3. Students will
Standard: S7L3. Students will
Standard: S7L4. Students will
recognize how biological traits are
recognize how biological traits
examine the dependence of
passed on to successive
are passed on to successive
organisms on one another and
generations.
generations.
their environments.
a.

a. Explain the role of genes and

chromosomes in the process of
inheriting a specific trait.

b. Compare and contrast that

organisms reproduce asexually
and sexually (bacteria, protists,
fungi, plants & animals.

c. Recognize that selective breeding

can produce plants or animals with
desired traits.

b.
c.

Demonstrate a food web

and how matter is
transferred from one
organism to another.
Explain the food web and
the source of energy
Categorize relationships
between organisms.

I CAN: Based on each student

learning level

I CAN: Based on each student

learning level

I CAN: Based on each student

learning level

I CAN: Based on each student

learning level

Essential Question: Explain the

relationship between traits and
hereditary.
Describe the experiments of
Gregor.
Explain the difference between
dominant and recessive traits.

Essential Question: Explain how

genes and alleles are related to
genotype and phenotype.
Explain how probability can be
used to predict possible genotype in
offspring.
Describe three exception to
Mendels observation
Vocabulary (L.O.T.S): Hereditary,
dominant trait, recessive trait,, genes,
alleles, phenotype, genotype, Punnett
square, probability, homologous,
chromosomes, meiosis, sex
chromosomes , pedigree

Essential Question: Explain the

difference between mitosis and
meiosis.
Describe how chromosomes
determine sex.

POST TEST

Vocabulary (L.O.T.S):
Hereditary, dominant trait, recessive
trait,, genes, alleles, phenotype,
genotype, Punnett square,
probability, homologous,
chromosomes, meiosis, sex
chromosomes , pedigree

Warm Up ( < 10 min.):Check for

understanding . Real World
connection, Science RAP, FLIP
book for vocabulary, Scavenger
Hunt in textbook, Frame of
Reference, Venn Diagram,
Challenge Envelope

Warm Up ( < 10 min.): WIN

reading strategy,

Vocabulary (L.O.T.S): ecology,

biotic, abiotic, population,
community,
ecosystem,biosphere,herbivore,
carnivore, omnivore, food chain food
web, energy pyramid, carrying
capacity, prey, predator, symbiosis,
mutualism, parasitism,
commensalism, coevolution.
Warm Up ( < 10 min.): Check for
understanding by having the
students write their own definition,
Manipulate Sorting (strips cards ,
rearrange strips of information)
Response boards, Chart Paper for
walking tours, All hands on Deck

Vocabulary (L.O.T.S): Hereditary,

dominant trait, recessive trait,, genes,
alleles, phenotype, genotype, Punnett
square, probability, homologous,
chromosomes, meiosis, sex
chromosomes , pedigree

Warm Up ( < 10 min.): Check for

understanding Knowledge quiz
(KWL), The 5 W, Journal Box
(put item in a box and have students
write about one of the items in the
box) , Science Mnemonics:
Mnemonics I Picked My Apples
Today I Propose Men Are Toads
Idiot, Pass Me Another Tequila
Kakoots,

www.wordle.net/create
Sample Talking Drawings
Back To Activating Strategies
Time Line , Flow Chart

Mini Lesson (5-10 min) Think Pair

Share, Graphic Organizer,

Work Period (25-30 min.):

Facilitated Instruction
Parallel Instruction
Interactive Instruction
Station Teaching
Problem based learning
Inquiry/Discovery Methods
Role-Play

Mini Lesson (5-10 min.): Jigsaw

Notes

Mini Lesson (5-10 min.): Frayer

Model,

Jigsaw Template

English

Work Period (25-30 min.):

Facilitated Instruction
Parallel Instruction
Interactive Instruction
Station Teaching

Work Period (25-30 min.):

Student-Produced
Responses

Simulation
Cooperative Learning

Political cartoon
Drawing
Diagram
Advertisement
Comparison chart
Comic strip
Venn diagram
Foldable booklet
Flip chart

Mini Lesson (5-10 min.):

Graphing Cell Division: Have
students make a bar graph to
represent the following information
about different cell types: Cell type A
divides every 3 hr.
Cell type B divides every 6 hr.
Cell type C divides every 8 hr.
If you start with one cell of each
type, how many A,B,C cells will be
produced in a 24- hr. period? On a
graph compare the number of cells
produced by each type.

Work Period (25-30 min.):

Student-Produced
Responses
Game
Outline
Illustrated Time Line

TOTD: List three things you

learned.

TOTD: Exit slips

TOTD: Snowball fight

TOTD: Stand Up

Homework:
Students are to complete whatever
work they did not finish

Homework: Students are to

complete whatever work they did not
finish

Homework: Students are to

complete whatever work they did not
finish

Homework: Students are to

complete whatever work they did not
finish