1 Science: Introduce Cells & Students will trace FOR: Turn in Large Paper Rolls

GO: B-1 Systems unit their bodies for their Osmosis Jones Writing Materials
GO: B-2 Explain Body Posters culminating Body Worksheet at the Osmosis Jones DVD
GO: B-3 Culminating Project Posters project. end of class so that Osmosis Jones
GO: B-4 Lead students Start Osmosis Jones. they do not Worksheet
LA: through tracing their Fill out Osmosis misplace it for the
1.2 bodies onto their Jones Worksheet. following day.
posters
Answer any questions
about Body Posters
Begin watching
Osmosis Jones with
the supporting
Worksheet.
2 Science: Play & Pause Osmosis Students will watch FOR: Turn in Osmosis Jones DVD
GO: B-1 Jones along with the Osmosis Jones and Osmosis Jones Osmosis Jones
GO: B-2 Worksheet, raising fill out Osmosis Worksheet at the Worksheet
GO: B-3 discussions for the Jones Worksheet as end of class so that
GO: B-4 class to consider and well as they do not
LA: answer. participate in class misplace it for the
1.2 discussions following day.
3 Science: Play & Pause Osmosis Finish Osmosis Jones FOR: Staple Osmosis Jones DVD
GO: B-1 Jones along with the Complete Osmosis Osmosis Jones Osmosis Jones
GO: B-2 Worksheet, raising Jones Worksheet Worksheet to their Worksheet
GO: B-3 discussions for the body posters at the Body Posters
GO: B-4 class to consider and end of class so that
LA: answer. they do not
1.2 Go over the misplace it
worksheet entirely throughout the unit
with the class.
Bring out Body
Posters and have
students staple their
worksheet on the
corner.
4 Science: Lead a discussion with Students will FOR: Class Textbook Pages 98-102
B-1.1 the class about Living participate in a discussions where
B-1.2 Organisms: Functions discussion with their students are
B-1.3 and Structures, Levels class and peers encouraged to
LA: of Organization in about Living share their
1.2 Organisms, and how Organisms. thoughts with their
Cells Work Together. desk partner and
the class
5 Science: Finish the discussion Students will FOR: Students put Textbook Pages 98-102
B-1.1 with the class about participate in a their Topic 1 Study Study Cards
 B-1.2 Living Organisms: discussion with their Cards in a ziplock Body Posters
B-1.3 Functions and class and peers bag and staple it to
LA: Structures, Levels of about Living the corner of their
1.2 Organization in Organisms. Body Posters so
2.4 Organisms, and how Students will create they do not
3.1 Cells Work Together. Topic 1 Study Cards misplace it
4.1 Introduce Topic Study that will help throughout the unit
5.2 Cards and guide reinforce their
students through the learning throughout
process of creating the unit.
effective Study Cards.
6 Science: Introduce the topic of Consider the FOR: Students will Bill Nye: CELLS
B-2.1 Cells to students by question What are staple their Bill Bill Nye Worksheet
B-2.2 asking What are we we made up of? Nye: CELLS Body Posters
B-2.3 made up of? with the class. worksheet to their
B-2.4 Play Bill Nye: CELLS Watch Bill nye: Body Posters so
B-2.5 with a supporting CELLS and complete they do not
LA: worksheet, pausing at the supporting misplace it
1.2 appropriate places to worksheet. throughout the unit
probe questions and Take part in
discussions. discussions
throughout the
movie.

7 Science: Introduce Students will FOR: Students will Microscopes

B-2.1 Microscopes and help complete a staple their Parts of Textbook Pages
B-2.2 guide the students worksheet labelling a Microscope 104-107
B-2.3 through a worksheet the parts of a worksheet to their Parts of a Compound
B-2.4 labelling the parts of a microscope so that Body Posters so Microscope Worksheet
B-2.5 Compound they are prepared to they do not Body Posters
LA: Microscope. use them misplace it
1.2 throughout the unit. throughout the unit
3.1
8 Science: Introduce how to Students will FOR: Students will Microscopes
B-2.1 Calculate Field Of calculate field of record their Textbook Page 111
B-2.2 View and allow view using findings in their
B-2.3 students time to Microscopes. notes.
B-2.4 experiment with the
B-2.5 Microscopes.
LA:
1.2
3.1
4.1
5.2
9 Science: Introduce Wet Students will analyze FOR: Students will Microscopes
B-2.1 Mounts and allow how wet mounts are record their Wet Mounts
B-2.2 students time to made/what wet Textbook Page 113
 B-2.3 experiment with wet mounts are and then findings in their
B-2.4 mount slides and their experiment with notes.
B-2.5 Microscopes Microscopes to
LA: discover more about
1.2 them.
3.1
4.1
5.2
1 Science: Answer any questions Students will create FOR: Students put Study Cards
0 B-2.1 about Topic 2 and their Topic 2 Study their Topic 2 Study Body Posters
B-2.2 guide students Cards that will help Cards in a ziplock
B-2.3 through the process reinforce their bag and staple it to
B-2.4 of creating effective learning throughout the corner of their
B-2.5 Study Cards. Help the unit. Body Posters so
LA: students study using Students will they do not
1.2 their study cards. practice their Topic 1 misplace it
2.4 & 2 Study Cards at throughout the
3.1 this time. unit.
4.1
5.2
1 Science: Introduce Topic 3: The Students will watch FOR: Students will The Living Cell DVD
1 B-2.1 Cell and Its Structures. The Living Cell DVD staple their The The Living Cell
B-2.2 Watch The Living Cell and fill out the Living Cell Worksheet
B-2.3 DVD pushing play and supporting Worksheet to their Body Posters
B-2.4 pause along with the worksheet. Body Posters so
B-2.5 supporting Students will take they do not
LA: worksheet. part in discussions misplace it
1.2 and answer throughout the
questions as the unit.
video plays.
Students will go over
the worksheet in
class.
1 Science: Introduce Cell Parts Students will FOR: Students will Cell Cookies Supplies
2 B-2.1 and have students discover the staple their Cell Cell Parts Worksheet
B-2.2 explore the difference difference between Parts worksheet to Textbook Page 122-124
B-2.3 between Animal Cells Animal Cells and their Body Posters Body Posters
LA: and Plant Cells by Plant Cells by so they do not
1.2 completing creating Cell Cookies misplace it
3.1 worksheets and and filling out the throughout the
4.1 creating Cell Cookies supporting unit.
5.2 worksheets.
1 Science: Continue Cell Parts by Students will FOR: Students put Study Cards
3 B-2.1 having students transfer their Cell their Topic 3 Study Body Posters
B-2.2 transfer their cell Drawings onto the Cards in a ziplock
B-2.3 drawings onto the background of their bag and staple it to
LA: background of their Body Posters in a the corner of their
 1.2 Body Posters. Help visually appealing Body Posters so
2.4 guide students way. Students will they do not
3.1 through the process also create their misplace it
4.1 of creating effective Topic 3 Study Cards throughout the
5.2 Study Cards for Topic that will help unit.
3. Help students study reinforce their
using their study learning throughout
cards. the unit.
Students will
practice their Topic 1
& 2 & 3 Study Cards
at this time.
1 Science: Introduce Fluid Students will watch FOR: Students will Diffusion & Osmosis
4 B-2.1 Movement in Cells the Diffusion and staple their DVD
B-2.4 and The Cell Osmosis Video and Diffusion & Diffusion & Osmosis
LA: Membrane by complete the Osmosis worksheet worksheet
1.2 watching the supporting to their Body Body Posters
3.1 Diffusion & Osmosis worksheet. Students Posters so they do Textbook Pages
Video. Pause the will take part in class not misplace it 128-131
video along with the discussions. throughout the
supporting worksheet unit.
to lead class
discussions. Go over
worksheet after the
video in class.
Class discussion about
textbook pages
128-131.
1 Science: Introduce Cell Students will be split FOR: Students will Textbook Pages
5 B-2.1 Specialization and down the middle of participate in a 138-144
B-2.2 Organization by the class to form a debate and take
B-2.5 leading class debate on whether it notes on each
LA: discussions about would be better to others points.
1.2 Multicellular, Tissues, be single or
2.4 Organs and Systems. multicellular. Each
3.1 table must come up
4.1 with 3 points
5.2 supporting their
argument and why it
would benefit their
tissues, organs and
systems.
1 Science: Take students to the Students will FOR: Students put Study Cards
6 B-3.4 gathering area and participate in their Topic 4&5 Body Posters
B-4.2 have them actively changing Study Cards in a Timers
B-4.3 experiment with their pulse rate. ziplock bag and Textbook Page 147
LA: changing their pulse staple it to the
 1.2 rate. Help guide Students will also corner of their
2.4 students through the create their Topic 4 Body Posters so
3.1 process of creating & 5 Study Cards that they do not
4.1 effective Study Cards will help reinforce misplace it
5.2 for Topics 4&5. Help their learning throughout the unit
Physed: students study using throughout the unit.
B8-6 their study cards. Students will
B8-7 practice their Topic 1
B8-8 & 2 & 3 & 4 Study
Health: Cards at this time.
W-8.1
W-8.5
W-8.6
1 Science: Introduce Body Students will create FOR: Students will Textbook Pages
7 B-3.1 Systems in Humans. a small foldable that staple their Body 147-153
LA: Create a foldable on has all of the Systems Foldable to Foldables Supplies
1.2 the digestive system, essential the corner of their Body Posters
2.4 respiratory system information of each Body Posters so
3.1 and the circulatory of the body systems. they do not
Health: system. This will lay out the misplace it
W-8.1 information so they throughout the unit
W-8.5 can see the
W-8.6 definitions and
Art: differences side by
10(i)2 - ABCD side.
1 Science: Introduce Body Students will watch FOR: Students will Bill Nye: Blood &
8 B-3.1 Systems and your Bill Nye: Blood & staple Blood & Circulation DVD
B-3.2 Health. Watch Bill Circulation and fill Circulation Bill Nye: Blood &
B-3.3 Nye: Blood & out the supporting worksheet to the Circulation Handout
B-3.4 Circulation with the worksheet. Students corner of their Body Posters
B-4.2 supporting will participate in Body Posters so
B-4.3 worksheet. Pause the many discussions they do not
LA: video along with the revolving around the misplace it
1.2 supporting worksheet importance of throughout the unit
Physed: to lead class keeping your body
B8-1 discussions. Go over healthy.
B8-2 worksheet after the
B8-3 video in class.
Health: Class discussion about
W-8.1 the importance of
W-8.5 Health.
W-8.6
1 Science: Introduce disorders of Students will add to FOR: Students will Textbook Pages
9 B-4.1 the circulatory system their small foldable staple their 154-160
B-4.2 & digestive system & that has all of the Disorders of Body Foldables Supplies
B-4.3 respiratory system by essential Systems foldable to Body Posters
LA: having students add information of each the corner of their
 1.2 to their foldables that of the body systems. Body Posters so
2.4 they created the This will lay out the they do not
3.1 previous days. information so they misplace it
Physed: can see the throughout the unit
B8-4 definitions and
B8-5 differences side by
Health: side, they will then
W-8.1 add the disorders to
W-8.5 improve their
W-8.6 knowledge.
Art:
10(i)2 - ABCD
2 Science: Watch Bill Nye: The Students will watch FOR: Students will Bill Nye: The Heart DVD
0 B-3.1 Heart with the Bill Nye: The Heart staple The Heart Bill Nye: The Heart
B-3.2 supporting and fill out the worksheet to the Handout
B-3.3 worksheet. Pause the supporting corner of their Body Posters
B-3.4 video along with the worksheet. Students Body Posters so
LA: supporting worksheet will participate in they do not
1.2 to lead class many discussions misplace it
discussions. Go over about the dissection throughout the unit
worksheet after the that will be taking
video in class. place the following
Class discussion about day and ask any
the rules and questions prior.
expectations for the
heart dissection the
following day.
2 Science: Lead students Students will OF: Summative Heart Dissection
1 B-3.1 through the heart participate in a application of Materials
B-3.2 dissection. Heart dissection knowledge to Dissection Handout
B-3.3 with the supporting dissect the Heart
B-3.4 Dissection Handout.
LA:
1.2
2.4
3.1
4.1
5.2
Health:
W-8.1
W-8.5
W-8.6
2 Science: Help guide students Students will create FOR: Students put Study Cards
2 B-3.1 through the process their Topic 6 & 7 their Topic 6&7 Body Posters
B-3.2 of creating effective Study Cards that will Study Cards in a Textbook
B-3.3 Study Cards for Topics help reinforce their ziplock bag and
B-3.4 6&7. Help students staple it to the
 LA: study using their learning throughout corner of their
1.2 study cards. the unit. Body Posters so
2.4 Instruct the students Students will they do not
3.1 on beginning to practice all of their misplace it
4.1 transfer the body Study Cards at this throughout the unit
5.2 systems/organs onto time.
Art: their body posters. Students will also
10(i)2 - ABCD begin transferring
the Body
Systems/Organs
onto their body
posters.
2 Science: Introduce GRASPS Students will begin FOR: Saving their Computer Lab
3 GO: B-1 Assignment where GRASPS Assignment work to google GRASPS Assignment
GO: B-2 students are asked to and classroom to
GO: B-3 design their own Steps 1-6 should be ensure they are on
GO: B-4 original Pokemon. completed by the track with their
LA: end of this class. planning.
1.2
4.2
3.1
4.1
5.2
Art:
10(i)2 - ABCD
2 Science: Rotate around the Students will FOR: Saving their Computer Lab
4 GO: B-1 classroom answering continue GRASPS work to google GRASPS Assignment
GO: B-2 any questions the Assignment and classroom to
GO: B-3 students have and Step 7 should be ensure they are on
GO: B-4 providing support for completed by the track with their
LA: them to effectively end of this class. planning.
1.2 complete this
4.2 assignment.
3.1
4.1
5.2
Art:
10(i)2 - ABCD
2 Science: Rotate around the Students will FOR: Saving their Computer Lab
5 GO: B-1 classroom answering continue GRASPS work to google GRASPS Assignment
GO: B-2 any questions the Assignment and classroom to
GO: B-3 students have and Step 8 should be ensure they are on
GO: B-4 providing support for completed by the track with their
LA: them to effectively end of this class. planning.
1.2 complete this
4.2 assignment.
3.1
 4.1
5.2
Art:
10(i)2 - ABCD
2 Science: Rotate around the Students will FOR: Saving their Computer Lab
6 GO: B-1 classroom answering continue GRASPS work to google GRASPS Assignment
GO: B-2 any questions the Assignment and classroom to Partner Evaluation
GO: B-3 students have and Step 9 should be ensure they are on
GO: B-4 providing support for completed by the track with their
LA: them to effectively end of this class. planning.
1.2 complete this Students will fill out
4.2 assignment. their Partner
3.1 Evaluation at this
4.1 time.
5.2
Art:
10(i)2 - ABCD
2 Science: Mark Students GRASPS Assignment OF: Summative Computer Lab
7 GO: B-1 assignments using the Presentations/Feedb assessment of GRASPS Rubric
GO: B-2 GRASPS Rubric, ack/Reflections learning Self Evaluation
GO: B-3 provide feedback. GRASPS Rubric Peer Assessment
GO: B-4 Self Evaluation
LA: Peer Assessment
1.2
4.2
3.1
4.1
5.2
Art:
10(i)2 - ABCD
2 Science: Review all of the Students work on OF: Summative Body Posters
8 GO: B-1 different body their Body poster assessment of Textbook
GO: B-2 parts/systems that making sure that it learning
GO: B-3 should be included on has all of the body
GO: B-4 their Body Posters. Be parts learned
LA: available for any throughout the unit
1.2 questions/feedback.
4.2
3.1
4.1
5.2
Art:
10(i)2 - ABCD
2 Science: Review all of the Students complete OF: Summative Body Posters
9 GO: B-1 different body their Body poster assessment of Textbook
GO: B-2 parts/systems that making sure that it learning
GO: B-3 should be included on has all of the body
 GO: B-4 their Body Posters. Be parts learned
LA: available for any throughout this unit
1.2 questions/feedback.
4.2
3.1
4.1
5.2
Art:
10(i)2 - ABCD
3 Science: Review the unit, be Students work on FOR: Exit Card - Any Review Booklet
0 GO: B-1 available for any the Review Booklet more questions you Body Posters
GO: B-2 questions using the would like the Textbook
GO: B-3 textbook/body teacher to review
GO: B-4 posters as a before the test?
resource
3 Science: Review the unit, be Students work on FOR: Exit Card - Any Review Booklet
1 GO: B-1 available for any the Review Booklet more questions you Body Posters
GO: B-2 questions using the would like the Textbook
GO: B-3 textbook/body teacher to review
GO: B-4 posters as a before the test?
resource
3 Science: Go over the Review Students go over the FOR: Exit Card - Any Go over Review
2 GO: B-1 Booklet in class giving Review Booklet in more questions you Booklet
GO: B-2 the students class, Ask any final would like the Hand in Body Posters
GO: B-3 opportunity to ask questions/ teacher to review
GO: B-4 any final questions concerns about the before the test
and confirm their unit tomorrow?
learning throughout
the unit
3 Science: Unit Final Exam Students complete OF: Summative Final Exam
3 GO: B-1 the Unit Final Exam assessment of
GO: B-2 learning through a
GO: B-3 Traditional Scenario
GO: B-4 Based Test
3 Flex Day (If Flex Day (If Needed) Flex Day (If Needed) Flex Day (If Flex Day (If Needed)
4 Needed) Needed)