February

2/09-2/13, 2015 7th grade
Monday, 2-09
Objective (I will be able to).. Recall information covered in the chapters Cimate Zones and Vegetation, and An Environmental Balance to complete the test.
Teacher Activities (The teacher will…) TTW 1. guide students through the chapter quiz,
2. walk around class, monitoring student response for understanding during the test review, and
3. check student involvement to make sure students stay on task.
Student Activities Students will copy daily Objectives/Assignment from whiteboard. They will successfully complete the Chapter Two test. Exit Questions: Students will convert Objectives into questions and answer before leaving classroom.
Assessment/Evaluation Q & A; class participation; exit questions
Academic Vocabulary Using Terms Correctly: water vapor, water cycle, evaporation, condensation, precipitation, collection, glacier, groundwater, aquifer,weather, climate, Tropics, drought, El Nino, La Nina, current, local wind, rain shadow, greenhouse effect, rain forest, savanna, marine west coast climate, Mediteranean climate, humid continental climate, humid subtropical climate, subartic, tundra, steppe, acid rain, deforestation, crop rotation, conservation, irrigation, pesticide, ecosystem,
Additional Resources textbook, student notes, video, powerpoint presentation
Accomodations Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collabrate to modify SPED students' assignment.
Competencies II-B.3. explain how and why regions change, using global examples. II-D.3. explain how ecosystems influence settlements and societies.
Tuesday, 2-10
Objective (I will be able to).. PARENT/TEACHER CONFERENCES
Teacher Activities (The teacher will…)
Student Activities
Assessment/Evaluation
Academic Vocabulary
Additional Resources
Accomodations
Competencies
Wednesday, 2-11
Objective (I will be able to).. 1. Define what culture means. 2. Describe how and why cultures change.
Teacher Activities (The teacher will…) TTW 1. guide students through a read-aloud session,
2. stop during reading to explain points that may confuse students or that they do not understand,
3. walk around class, monitoring student response for understanding during a random Q&A session, and
4. check student involvement to make sure students stay on task.
Student Activities Students will copy daily Objectives/Assignment from whiteboard. They will read Ch. 3.1 - Understanding Culture, p. 80-85; Write Terms to Know and Complete Reading Strategy diagram, p. 80; Section Assessment, p. 85, #7. Exit Questions: Students will convert Objectives into questions and answer them before leaving classroom.
Assessment/Evaluation Q & A; class participation; exit questions
Academic Vocabulary Using Terms Correctly: culture, ethnic group, dialect, democracy, dictatorship, monarchy, cultural diffusion, civilization, culture region,
Additional Resources textbook, student notes, video, powerpoint presentation
Accomodations Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collabrate to modify SPED students' assignment.
Competencies II-C.4. explain a contemporary issue using geographic knowledge, tools, and perspectives. II-D.3. explain how ecosystems influence settlements and societies.
Thursday, 2-12
Objective (I will be able to).. Explain why the world's population is growing rapidly.
Teacher Activities (The teacher will…) TTW 1. guide students through a read-aloud session,
2. stop during reading to explain points that may confuse students or that they do not understand,
3. walk around class, monitoring student response for understanding during a random Q&A session, and
4. check student involvement to make sure students stay on task.
Student Activities Students will copy daily Objectives/Assignment from whiteboard. They will successfully complete the Chapter 3.1-2 test review. Exit Questions: Students will convert Objectives into questions and answer before leaving classroom.
Assessment/Evaluation Q & A; class participation; exit questions
Academic Vocabulary Using Terms Correctly: culture, ethnic group, dialect, democracy, dictatorship, monarchy, cultural diffusion, civilization, culture region, death rate, birthrate, famine, population density, urbanization, emigrate, refugee,
Additional Resources textbook, student notes, video, powerpoint presentation
Accomodations Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collabrate to modify SPED students' assignment.
Competencies II-C.4. explain a contemporary issue using geographic knowledge, tools, and perspectives. II-D.3. explain how ecosystems influence settlements and societies.
Friday, 2-13
Objective (I will be able to).. Recall information covered in the chapters Cimate Zones and Vegetation, and An Environmental Balance to complete the test
Teacher Activities (The teacher will…) TTW 1. guide students through the test review,
2. walk around class, monitoring student response for understanding during the quiz review, and
3. check student involvement to make sure students stay on task.
Student Activities Students will copy daily Objectives/Assignment from whiteboard. They will successfully complete the chapter 3.1-2 test. Exit Questions: Students will convert Objectives into questions and answer before leaving classroom.
Assessment/Evaluation Q & A; class participation; exit questions
Academic Vocabulary Using Terms Correctly: culture, ethnic group, dialect, democracy, dictatorship, monarchy, cultural diffusion, civilization, culture region, death rate, birthrate, famine, population density, urbanization, emigrate, refugee
Additional Resources textbook, student notes, video, powerpoint presentation
Accomodations Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collabrate to modify SPED students' assignment.
Competencies II-B.2. describe the role of technology in shaping the characteristics of places. II-C.4. explain a contemporary issue using geographic knowledge, tools, and perspectives.

 


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