Sample Lesson Plan

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High

Life sicience
Language Arts
Mathematics
Science
Foreign Languages
Weekly Informational Knowledge Overview - (Students will know...)
1. The scope and definition of life science.
2. The importance of the study of life science.
3. The organisms from non‐living things based on their characteristics.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Use mixed‐ability groups in the class game to allow students to learn from one another.
2. Identify pictures of organisms and non‐living things.
3. Use Guided questions and group discussion.
4. Use vocabulary slips to construct a graphic organizer.
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Warm up:
1. Teacher will introduce self to students and get to know each individual.
2. With the use of fish bowl and prepared questions, teacher will assign a student to pick a question and answer.
Learning Objective:
Students will: 1. Be familiar of the rules and regulations in the classroom.
2. State their expectations of a good teacher.
3. Understand the course syllabus.
Language Objective:
Students will:
1. Express an opinion in a topic sentence for a persuasive paragraph using strong verbs.
2. Write a persuasive paragraph using correct present and conditional verb tenses.
3. Write a personal narrative using regular and irregular past‐tense verbs.
Main Activity:
1. Teacher will discuss the rules inside the classroom.



2. Emphasize all requirements to be submitted at the end of the course.
3. Discuss each student’s expectations with the subject.
Evaluation:
Students will submit a piece of paper with their expectations regarding the subject.
Vocabulary:
Homework:
Teacher will distribute a course information about the subject to be signed by the students and their parents. (if applicable)
SCOPE AND MEANING OF LIFE
Learning Objective:
1. Be able to arrange in order, from smallest to largest, the levels of organization that occur in nature and to write a brief description of each.
2. Homeostasis is defined as a state in which the conditions of an organism's internal environment are maintained within tolerable limits. What mechanisms in your body are involved with homeostasis?
3. Reproduction is the means by which each new organism arises. Why is this an essential characteristic of life?
Language Objective:
1. Listen attentively to context clues during activities.
2. Write the main idea of the lesson in complete sentences in their notebooks.
Main Activity:
-Warm up:
1. Teacher presents a trivia on life science.
2. Collect Biology Course Info.
3. Teacher writes LIFE on the board. Students write as many words they can associate with it. Go over the answers with the students.
-Direct Instruction
1. Students are given a hand out (guided notes) to fill in while listening to the teacher.
2. What is Life science?
3. What do biologists study?
· The interaction of life
· The interaction with the environment
· They study problems and propose solutions. (i.e. medical treatment, disease prevention and others)
· All living things are organisms
· Characteristics of Living Things
· Organization
· Reproduction
· Growth and Development
· Ability to adjust to environment
· Living things adapt and evolve
-Practice
Create mixed‐ability groups of four students. Students will play a game. They have to listen to the questions (identifying organisms and their characteristics) and send a representative to the board to write the answer.
Evaluation:
Have each student answer 5 multiple choice questions about the lesson
Vocabulary:
organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
Homework:
Give each student a vocabulary slip. Let them construct a graphic organizer of what has been discussed by pasting the vocabulary slips on the board and drawing arrows/braces.
CHARACTERISTICS OF LIFE
Learning Objective:
1. Be able to arrange in order, from smallest to largest, the levels of organization that occur in nature and to write a brief description of each.
2. Homeostasis is defined as a state in which the conditions of an organism's internal environment are maintained within tolerable limits. What mechanisms in your body are involved with homeostasis?
3. Reproduction is the means by which each new organism arises. Why is this an essential characteristic of life?
Language Objective:
Students will
1. Orally react on the given science trivia.
2. Communicate with peers regarding the topic sentence discussed and come up with a written conclusion.
Main Activity:
Procedure:

Warm up:
1. Teacher presents a science trivia.
2. Checking of Homework.

Direct Instruction:
1. Teacher reviews the lesson on what biologists actually do.
2. Have one student stand and discuss what he has learned.

Practice:
Creative Writing
Have students work in small groups to write a brief skit depicting what a biologist does. Have each group present its skit and have the other students describe what the group is depicting.
Evaluation:
Accomplished narratives of each skit.
Vocabulary:
Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
Homework:
NO LIFE SCIENCE CLASS
Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
THE NATURE OF LIFE SCIENCE
Learning Objective:
1. Outline a set of characteristics that organisms possess.
2. Explain why an organism needs to adapt.
3. Define what is meant by reproduction.
Language Objective:
1. Read and articulate the passage on adaptation and reproduction.
2. Using language skills, students will present findings in front of the class.
Main Activity:
Warm up:
Ask students:
1. If a person puts on a coat in the winter, is this evidence of a response or an adaptation?
2. How is reproduction linked to adaptation?

Direct Instruction:
Describe how response and adaptation differ
 Response is a reaction to a stimuli and adaptation is an inherited characteristic that results from changes to a species over time in response to an environmental factor.

Activity:
1. Have students find pictures of organisms responding to stimuli, using energy, growing, developing, and reproducing.
2. Have the students paste one picture on each sheet of paper.
3. Organize students into pairs and have students hold up a picture and ask their partners, “Which characteristic of life is being depicted? What is your evidence?”
Evaluation:
The partners must respond and provide evidence.
Vocabulary:
Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
Homework:
Materials / Resources (including technology)
Pictures, graphic organizer, guide notes, vocabulary slips, pictures of organisms, sheets of paper
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The purpose of the Scientific Method.
2. Key terms related to the Scientific Method: observation, hypothesis, test, experiment, result, conclusion.
3. The concept of scientific notation, how it is used for large and small numbers, and how to multiply and divide using scientific notation.
4. The laboratory tools and equipment.
5. Names of lab equipment, know how to use them.
6. hazard symbols.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Describe science as being a process of proposing and testing hypotheses.
2. Distinguish between statements that are testable by science and those that are not.
3. Describe the meaning and purpose of experimental controls.
4. Write a testable hypothesis.
5. Design an experiment to test a hypothesis.
6. Point out and name the laboratory instrument.
Monday
Tuesday
Wednesday
Thursday
Friday
OBSERVING THE CHARACTERISTICS OF LIFE
Learning Objective:
Methods of Science; Ask students what their previous problems are and how they solved every problem. Teacher goes over the methods of science. Teacher discusses the scientific method using the PowerPoint slides. Students are given a mini activity to help solve a mystery utilizing a scientific method.
Language Objective:
1. Students will observe several objects and determine if they are living or non‐living.
2. Students will apply their knowledge on the principles OF LIFE and it’s characteristics.
Main Activity:
1. Create a data table with four columns titled Object, Prediction, Characteristic of Life, and Evidence.
2. Teacher provides several objects for observation.
3. List each object in your table.
4. Predict whether each object is living or non‐living.
5. Carefully observe each object.
6. Discuss with lab partners what characteristic of life it might exhibit.
7. Use your table to determine whether each object is living or non‐living.
8. List the evidences in your data table.



Evaluation:
Accomplished lab sheets.
Vocabulary:
Stimulus, energy, homeostasis, reproduction
Homework:
Read book pages 16‐21 about scientific method and prepare for a graded recitation.
SCIENTIFIC INQUIRY
Learning Objective:
1. Outline a set of steps that might be used in the scientific method of investigating a problem.
2. Explain why a control group is used in an experiment.
3. Define what is meant by a theory; cite an actual example that is significant to biology.
4. Using the scientific approach; Students will learn about the scientific steps of solving a problem:
· Make observations
· Formulate a hypothesis
· Test the Hypothesis
· Draw Conclusion
· Develop a Theory
Language Objective:
1. Read and articulate the passage on scientific observations.
2. Using language skills, students will present findings in front of the class.
Main Activity:
Warm up
Class starts with science trivia of the day.
Direct Instruction: Methods of Science.

1. Ask students what their previous problems are and how they solved every problem.
2. Teacher goes over the methods of science.



3. Teacher discusses the scientific method using the PowerPoint slides. 4. Students are given a mini activity to help solve a mystery utilizing a scientific method.
Evaluation:
Graph completion; Correct answers from the activity and experiment.
Vocabulary:
Scientific Method, Observation, Hypothesis, Manipulated Variable, Responding Variable, Controlled Experiment, Scientific Theory, Scientific Law, Model
Homework:
Using the Reinforcement and study guide handout, answer the following questions:
SCIENTIFIC INQUIRY ACTIVITY
Learning Objective:
1. Students will solve a problem using scientific method.
2. Students will collaborate with peers to accomplish scientific inquiry.
Language Objective:
1. Students will be able to write and report the findings of their data.
Main Activity:
Warm up
Class starts with science trivia

Direct Instruction Experiment using the different variables;

1. Teacher goes over the different variables in helping solve a particular problem.
2. Students perform an experiment using varied mazes to test their speed of solving.
3. A control variable is introduced and students shall explain the importance of a control variable.



4. Students fill in the worksheet of tables and graphs. 5. Teacher reviews scientific notation and SI units. 6. Students are quizzed with regard to the week’s lesson.
Evaluation:
Accomplished worksheets.
Vocabulary:
Control Group; Experimental Group; Independent Variable; Dependent Variable; Constant; Data
Homework:
Review the lesson of the week and prepare for a quiz.
NO LIFE SCIENCE CLASS
Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
LABORATORY INSTRUMENTS AND QUIZ
Learning Objective:
Students will:
1. Describe lab instruments and their use.
2. Show the need of lab instruments.
3. Memorize lab instruments and their use.
4. Present the most common hazard symbols that appear in chemicals.
5. Analyze the hazard of chemicals at student’s home.
Language Objective:
1. Name and describe the lab instruments.
2. Ask for and give information about the supplies.
3. Understand oral instructions.
4. Understand writing instructions.
5. Use of the structures: “It’s something we use to measure……….”; “It’s used to…….”; “It looks like”; “It’s a kind of……”
Main Activity:
1. Have an overhead entitled: Common‐Sense Safety Rules and Lab equipment.
2. Have students take notes on the basic safety rules presented. Ideally, students will put these notes on a sheet of paper and permanently affix it to their laboratory notebook. If the teacher uses a laboratory safety contract to assure that students understand safety issues, this would be an opportunity to have these contracts signed.
3. Have science experiment tools at a demonstration area.
4. Hold up a tool or picture of a science tool and have the students name it, draw a picture of it, tell how it is used and describe an appropriate safety rules in an interactive class discussion.
5. Have students enter the information into their charts.
6. Administer post‐assessment.
Evaluation:
Students will point out the instrument and name it.
Students are quizzed regarding the lessons tackled for the week.
Vocabulary:
Erlenmeyer flask, distilling flask, crucible, tong, test tube, beaker, balance, funnel, petri dish, Bunsen burner, alcohol lamp
Homework:
Materials / Resources (including technology)
PowerPoint slides, projector, speakers, maze, beakers, graduated cylinder, worksheets, handouts, calculators, lab instruments and equipment, markers
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The characteristics common to all living organisms.
2. The levels of organization.
3. The different relationships among organisms.
4. Food chains and food web.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Explain the basic characteristics that are common to all living things.
2. Describe the levels of organization of life.
3. Summarize how the terms homeostasis, metabolism, development, and adaptation all relate to living organisms.
4. Recognize the special relationship between life and evolution.
5. Summarize the place of humans in the overall classification of living organisms.
6. Explain the characteristics of living things and the conditions needed for life.
7. Use logic and evidence to explain why the study of extreme environments on Earth is important to the search for life on other planets.
Monday
Tuesday
Wednesday
Thursday
Friday
NO CLASS DUE TO TYPHOON LUIS


Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
CHARACTERISTICS OF LIFE
Learning Objective:
1. Be able to arrange in order, from smallest to largest, the levels of organization that occur in nature and to write a brief description of each.
2. Homeostasis is defined as a state in which the conditions of an organism's internal environment are maintained within tolerable limits. What mechanisms in your body are involved with homeostasis?
3. Reproduction is the means by which each new organism arises. Why is this an essential characteristic of life?
Language Objective:
Students will 1. Orally react on the given science trivia.
2. Communicate with peers regarding the topic sentence discussed and come up with a written conclusion.
Main Activity:
Procedure:

Warm up:
1. Teacher presents a science trivia.
2. Checking of Homework.

Direct Instruction:
1. Teacher reviews the lesson on what biologists actually do.
2. Have one student stand and discuss what he has learned.

Practice:
Creative Writing
Have students work in small groups to write a brief skit depicting what a biologist does. Have each group present its skit and have the other students describe what the group is depicting.
Evaluation:
Accomplished narratives of each skit.
Vocabulary:
Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
Homework:
Using concepts learned in life science, answer the following questions:


CHARACTERISTICS OF LIFE (cont)
Learning Objective:
1. Outline a set of characteristics that organisms possess.
2. Explain why an organism needs to adapt.
3. Define what is meant by reproduction.
Language Objective:
1. Read and articulate the passage on adaptation and reproduction. 2. Using language skills, students will present findings in front of the class.
Main Activity:
Warm up:
Ask students:
1. If a person puts on a coat in the winter, is this evidence of a response or an adaptation?
2. How is reproduction linked to adaptation?
Direct Instruction:
Describe how response and adaptation differ
· Response is a reaction to a stimuli and adaptation is an inherited characteristic that results from changes to a species over time in response to an environmental factor.
Activity:
1. Have students find pictures of organisms responding to stimuli, using energy, growing, developing, and reproducing.
2. Have the students paste one picture on each sheet of paper.
3. Organize students into pairs and have students hold up a picture and ask their partners, “Which characteristic of life is being depicted? What is your evidence?”
Evaluation:
The partners must respond and provide evidence.
Vocabulary:
Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
Homework:
NO LIFE SCIENCE CLASS
Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
NO CLASS DUE TO TYPHOON MARIO


Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Biology books, Chart, PowerPoint slides, projector, food webs, coloring mat
Weekly Informational Knowledge Overview - (Students will know...)
1. The characteristics common to all living organisms.
2. The levels of organization.
3. The different relationships among organisms.
4. Food chains and food web.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Explain the basic characteristics that are common to all living things.
2. Describe the levels of organization of life.
3. Summarize how the terms homeostasis, metabolism, development, and adaptation all relate to living organisms.
4. Recognize the special relationship between life and evolution.
5. Summarize the place of humans in the overall classification of living organisms.
6. Explain the characteristics of living things and the conditions needed for life.
7. Use logic and evidence to explain why the study of extreme environments on Earth is important to the search for life on other planets.
Monday
Tuesday
Wednesday
Thursday
Friday
QUIZ ON LIVING ORGANISMS
Learning Objective:
Students will be able to:
1. Answer the questions tackled within the past two weeks.
2. Verbalize understanding or misunderstanding of the lessons covered.
Language Objective:
Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
Main Activity:
1. Students arrange their desks in a one‐seat‐apart set up. 2. They will be given 5 minutes to review their lessons. 3. Please see attached document for the quiz paper.
Evaluation:
Accomplished quiz papers.
Vocabulary:
Homework:
Read pages 7‐11 and prepare for a graded recitation.
CHARACTERISTICS OF LIFE
Language Objective:
Students will
1. Orally react on the given science trivia.
2. Communicate with peers regarding the topic sentence discussed and come up with a written conclusion.
Main Activity:
Procedure:
Warm up:
1. Teacher presents a science trivia.
2. Checking of Homework.
Direct Instruction:
1. Teacher reviews the lesson on what biologists actually do.
2. Have one student stand and discuss what he has learned.
Practice:
Creative Writing
Have students work in small groups to write a brief skit depicting what a biologist does. Have each group present its skit and have the other students describe what the group is depicting.
Evaluation:
Accomplished narratives of each skit.
Vocabulary:
Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
Homework:
Using concepts learned in life science, answer the following questions:


CHARACTERISTICS OF LIFE (cont)
Learning Objective:
1. Outline a set of characteristics that organisms possess.
2. Explain why an organism needs to adapt.
3. Define what is meant by reproduction.
Language Objective:
1. Read and articulate the passage on adaptation and reproduction.
2. Using language skills, students will present findings in front of the class.
Main Activity:
Warm up:
Ask students:
1. If a person puts on a coat in the winter, is this evidence of a response or an adaptation?
2. How is reproduction linked to adaptation?
Direct Instruction:
Describe how response and adaptation differ
 Response is a reaction to a stimuli and adaptation is an inherited characteristic that results from changes to a species over time in response to an environmental factor.
Activity:
1. Have students find pictures of organisms responding to stimuli, using energy, growing, developing, and reproducing.
2. Have the students paste one picture on each sheet of paper.
3. Organize students into pairs and have students hold up a picture and ask their partners, “Which characteristic of life is being depicted? What is your evidence?”
Evaluation:
The partners must respond and provide evidence.
Vocabulary:
Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
Homework:
NO LIFE SCIENCE CLASS
Evaluation:

Vocabulary:
Homework:
THE FLOW OF ENERGY
Learning Objective:
Students will be able to:
1. Name examples of producers/autotrophs.
2. Name examples of consumers/heterotrophs.
3. Define herbivore, carnivore, and omnivore.
4. Predict what will happen to a food chain/food web if a population increases/decreases in size.
5. Identify organisms by trophic level.:
Language Objective:
Students will be able to:
1. Describe what happens to the amount of ava ilable energy as you move up a food chain, utilizing rules in using pronouns and conjunctions.
2. Describe why energy flow, mass, and populations in ecology are best represented by a pyramid.
3. Tell the difference between a food chain and a food web in a complete sentence
4. Explain the difference between producers and consumers using appropriate adjectives and prepositions.
Main Activity:
Warm up: Review the lessons on trophic levels and organism relationships.
Direct Instruction:
1. Using PowerPoint slides, teacher elaborates the flow of energy in an ecosystem, taking particular attention to food chains and food webs.
2. Students respond by giving examples of organisms portraying their roles in the ecosystem.
3. Students ask questions with regard to the topic.
4. Students are given materials to accomplish their own food chains and food webs:



Evaluation:
Accomplished food chains and food webs.
Vocabulary:
biosphere, biotic factor, abiotic factor, population, biological community, ecosystem, biome, habitat, niche, food chain, food web
Homework:
Materials / Resources (including technology)
Biology books, Chart, PowerPoint slides, projector, food webs, coloring materials, puzzle, bond papers, colored markers, pens, pencils, handouts
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Classification and its advantages.
2. Systems of classification.
3. Classification of living organisms.
4. General plan of classification.
5. Naming of organisms and binomial nomenclature.
6. How bionomical nomenclature is being organized.
7. The Six Kingdom Classification.
8. The scientists who founded the classifying system.
9. Taxonomic classification.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Explain what general classification is and why it’s important.
2. Experience devising and revising their own classification system.
3. Better understand why scientists do not always agree and why species may be reclassified as new information comes to light.
Monday
Tuesday
Wednesday
Thursday
Friday
QUIZ ON CHARACTERISTICS OF LIFE
Learning Objective:
Students will be able to:
1. Answer the questions tackled within the past two weeks.
2. Verbalize understanding or misunderstanding of the lessons covered.
Language Objective:
Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
Main Activity:
1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the quiz paper.
Evaluation:
Accomplished quiz papers.
Vocabulary:
Homework:
Read page 19‐23 and prepare for a graded recitation
CLASSIFICATION OF LIFE
Learning Objective:
Students will be able to:
1. Experience the diversity of living things.
2. Classify living things into six kingdoms: Eubacteria, Protista, Fungi, Plantae and Animalia; Archaebacteria
3. List the characteristics of the kingdoms.
4. Classify living things as plants or animals using a key.
Language Objective:
Students will be able to:
Main Activity:
Warm up: Class starts with life science trivia. Students are given a Word search puzzle as part of vocab enrichment for the week’s lesson.

Direct Instruction:
1. Show students the PowerPoint presentation and start to discuss how scientists developed a classification system
2. Tell students:
There are 13 billion known species of organisms. This is only 5% of all organisms that ever lived!!!!! New organisms are still being found and identified.
3. Discuss the following:
· Classification is the arrangement of organisms into orderly groups based on their similarities.
Classification is also known as taxonomy.
Taxonomists are scientists that identify & name organisms.
· Benefits of Classifying.
Accurately & uniformly names organisms.
Prevents misnomers such as starfish & jellyfish that aren't really fish.
Uses same language (Latin) for all names.
Confusion in Using Different Languages for Names.
Latin Names are Understood by all Taxonomists.
· Early Taxonomists.
2000 years ago, Aristotle was the first taxonomist.
Aristotle divided organisms into plants & animals.
He subdivided them by their habitat ‐‐‐land, sea, or air dwellers.
· John Ray, a botanist, was the first to use Latin for naming.
His names were very long descriptions telling everything about the plant.
· Carolus Linnaeus.
18th century taxonomist.
Classified organisms by their structure.
Developed naming system still used today.
Called the “Father of Taxonomy”.
Developed the modern system of naming known as binomial nomenclature.
Two‐word name (Genus & species).
Evaluation:
Completed worksheets.
Vocabulary:
Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
Homework:
Using the Reinforcement and study guide, answer the following questions.

CLASSIFICATION (CONT)
Learning Objective:
Students will be able to:
1. Experience the diversity of living things.
2. Classify living things into six kingdoms: Eubacteria, Protista, Fungi, Plantae and Animalia; Archaebacteria,.
3. List the characteristics of the kingdoms.
4. Classify living things as plants or animals using a key.
Language Objective:
Students will be able to:
1. Recite and participate in oral discussions, answering every question in complete sentences.
Main Activity:
Discuss about:
· Standardized Naming.
· Binomial nomenclature used.
· Genus species.
Latin or Greek.
Italicized in print.
Capitalize genus, but NOT species.
Underline when writing.
· Classification Groups
· Domain, Kingdom, Phylum, Class, Order, Family, Genus, species
· Domain
· Kingdom
· Phylum (Division – used for plants)
· Class
· Order
· Family
· Genus
· Species
· The Three Domains
The three domains, which are larger than the kingdoms, are the following:
· Eukarya – protists, fungi, plants and animals.
· Bacteria – which corresponds to the kingdom Eubacteria.
· Archaea – which corresponds to the kingdom Archaebacteria.
· Primate Cladogram
· Dichotomous Keying
Evaluation:
10‐item quiz
Vocabulary:
Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
Homework:
NO LIFE SCIENCE CLASS
Evaluation:
Vocabulary:
Homework:
MAKING SLIME
Learning Objective:
Students will be able to:
1. Leave with a basic understanding of the states of matter and things in each state they see every day.
2. Know that not all things are solids, liquids, and gases.
Language Objective:
Students will be able to:
1. Describe the composition, structure, and properties of matter, draw conclusions about the interactions and conservation of matter and energy, and explain why matter and energy can neither be created nor destroyed in a given system and/or reaction.
Main Activity:
Introduction:
· Ask the kids if they know the 3 main states of matter.
· List them on the board.
· Ask for characteristics of each (list).
· Fill in any that they miss.
· Give examples from everyday life.
 o “What kind of matter is this desk?”
 o “What is the air we're breathing?”
 o Walk over to window: “What about this window?”
  · Trick question! It's a liquid! (though extremely slow moving)
  · Say that if you go up to a very old window, you can see it's sunk a bit toward the bottom.
· Ask for examples of each from everyday life. (list)
· Tell them we are going to make something.
Demonstration:
· Tell the kids we are going to make something cool that will make them think about the states of matter.
 o Making the slime:
  · Mix ¼ cup glue with ¼ cup water.
  · Add a few drops of food coloring to color.
  · Dissolve ½ teaspoon borax in ½ cup water.
  · Slowly pour glue into borax water.
· Should have slime
Discussion:
· Ask the kids what they think the slime is (solid, liquid, gas)
· Talk about the fact that not all things are solids, liquids, or gases, that there are some things in between.
· Talk about Jello, the slime, etc.
· Talk about how temperature causes phase change:
 o Ice ‐> Water ‐> Steam
  · Ask the kids if they know the temperatures.
  · Melting: 0 degrees Celsius, 32 degrees Fahrenheit.
  · Evaporation: 100 degrees Celsius, 212 degrees Fahrenheit.
 o Metal
  · Gold melts at 1800 degrees F!
 o Rocks ‐> Lava
  · Lava is around 2200 degrees F!
 o Name a metal that is a liquid at room temperature.
  · Mercury (used to be used in thermometers)
· Thermal expansion
 o Matter expands when it gets very hot or very cold.
 o Ever put a can of soda in the freezer? (kids: do not try this at home)
 o Ice cubes are usually bigger than the water you put in there originally.
 o Cracks in sidewalks are there to allow for thermal expansion.
· What is the hardest solid?
 o Diamonds (well, they recently invented something stronger)
 o Spider silk is among the toughest solids known to man. (we just think it's soft because)
· Random facts
 o If you put a cup of hot coffee and of cold water in the freezer at the same time, which will freeze first?
Answer: they'll both freeze at the same time, because the heat will transfer to the other cup.
Evaluation:
See if they have any questions.
Vocabulary:
matter, element, mixture, compounds, alloy, pure substance, homogenous, heterogenous.
Homework:
Materials / Resources (including technology)
PowerPoint presentation, Textbook, handouts, worksheets, Set of image cards per group, Organism information per group, Pen and paper
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered