MARTONEN- BIOLOGY LESSON PLANS-10/10/16
MICHIGAN COURSE CONTENT STANDARDS ADDRESSED
MONDAY-
1) Finish group teach presentations
2) Introduction/prelab for microscopes
TUESDAY-
1) Lab-microscopes- follow procedure and answer analysis questions for a grade
WEDNESDAY-
1)Expert groups- students will perform an expert group activity to learn basic terms and concepts for ecology.
2)Pairs-check activity- after learning about concepts students will create a food chain, food web, and energy pyramid from a selected ecosystem and have a partner check their answers.
3)Relate activity to energy flow, food chains, and food webs notes
4)Ch 4 review- due Friday
THURSDAY-
1)LAB- Carrying capacity- students will perform a procedure and calculations to calculate the carrying capacity for squirrels in a hypothetical forest. Instructions for lab and calculations will be given and the group with the highest carrying capacity will receive extra credit.
2)Finish Chapter 4 review sheet for Friday
FRIDAY-
1)Finish carrying capacity lab
2)Lab- limiting factors and competition in ecosystems- students will be deer competing in an ecosystem for food, water, shelter, and space. The students with the best adaptations for survival will win competition.
3)Abiotic cycles- students will describe how carbon, water, nitrogen, and carbon dioxide cycle through the biosphere- handout.
MICHIGAN COURSE CONTENT STANDARDS ADDRESSED
- B1.1A Generate new questions that can be investigated in the laboratory or field
- B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions
- B1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity with the appropriate level of precision)
- B1.1D Identify patterns in data and relate them to theoretical models
- B1.1E Describe a reason for a given conclusion using evidence from an investigation
- B1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed
- B1.1g Use empirical evidence to explain and critique the reasoning used to draw a scientific conclusion or explanation
- B1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables
- B1.1i Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate
- B1.2A Critique whether or not specific questions can be answered through scientific investigations
- B1.2B Identify and critique arguments about personal or societal issues based on scientific evidence
- B1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
- B1.2D Evaluate scientific explanations in a peer review process or discussion format
- B1.2E Evaluate the future career and occupational prospects of science fields
- B1.2f Critique solutions to problems, given criteria and scientific constraints
- B1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions
- B1.2h Describe the distinctions between scientific theories, laws, hypotheses, and observations
- B1.2i Explain the progression of ideas and explanations that leads to science theories that are part of the current scientific consensus or core knowledge
MONDAY-
1) Finish group teach presentations
2) Introduction/prelab for microscopes
TUESDAY-
1) Lab-microscopes- follow procedure and answer analysis questions for a grade
WEDNESDAY-
1)Expert groups- students will perform an expert group activity to learn basic terms and concepts for ecology.
2)Pairs-check activity- after learning about concepts students will create a food chain, food web, and energy pyramid from a selected ecosystem and have a partner check their answers.
3)Relate activity to energy flow, food chains, and food webs notes
4)Ch 4 review- due Friday
THURSDAY-
1)LAB- Carrying capacity- students will perform a procedure and calculations to calculate the carrying capacity for squirrels in a hypothetical forest. Instructions for lab and calculations will be given and the group with the highest carrying capacity will receive extra credit.
2)Finish Chapter 4 review sheet for Friday
FRIDAY-
1)Finish carrying capacity lab
2)Lab- limiting factors and competition in ecosystems- students will be deer competing in an ecosystem for food, water, shelter, and space. The students with the best adaptations for survival will win competition.
3)Abiotic cycles- students will describe how carbon, water, nitrogen, and carbon dioxide cycle through the biosphere- handout.