Lesson Plans - Glencoe/McGraw-Hillww.glencoe.com/.../lesson_plans/15booklife/826977-6.pdf · 2009. 11. 11. · 5 Animal Behavior ... Lesson planning guides are provided for each section

Lesson Plans

Student EditionTeacher Wraparound EditionInteractive Teacher Edition CD-ROMInteractive Lesson Planner CD-ROMLesson PlansContent Outline for TeachingDirected Reading for Content MasteryFoldables: Reading and Study SkillsAssessment

Chapter ReviewChapter TestsExamView Pro Test Bank SoftwareAssessment TransparenciesPerformance Assessment in the Science

ClassroomThe Princeton Review Standardized Test

Practice BookletDirected Reading for Content Mastery in SpanishSpanish ResourcesGuided Reading Audio Program

ReinforcementEnrichmentActivity WorksheetsSection Focus TransparenciesTeaching TransparenciesLaboratory ActivitiesScience Inquiry LabsCritical Thinking/Problem SolvingReading and Writing Skill ActivitiesCultural DiversityLaboratory Management and Safety in the Science

ClassroomMindJogger Videoquizzes and Teacher GuideInteractive Explorations and Quizzes CD-ROMVocabulary Puzzlemaker SoftwareCooperative Learning in the Science ClassroomEnvironmental Issues in the Science ClassroomHome and Community InvolvementUsing the Internet in the Science Classroom

Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the UnitedStates Copyright Act, no part of this publication may be reproduced or distributed in any form or by anymeans, or stored in a database or retrieval system, without the prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-826977-6Printed in the United States of America1 2 3 4 5 6 7 8 9 10 009 06 05 04 03 02 01

Glencoe Science

iii

To the Teacher iv

Correlation of Life Science books of the Glencoe Science Custom Curriculum Series to the National Science Standards v

Chapter 1 Introduction to Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Mollusks, Worms, Arthropods, Echinoderms. . . . . . . . . . . . . . . . . . . . . . . . . . 4

3 Fish, Amphibians, and Reptiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4 Birds and Mammals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

5 Animal Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Table of Contents

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Lesson planning guides are provided for each section of the chapter. Within the Lesson Plansyou will see Student Edition features that may have an accompanying worksheet found in the Chapter Resources Booklet (CRB). These worksheets are shown in parentheses after thefeature. For example:

_____ Before You Read, p. 37 (Foldables, p. 17, CRB)

The Foldables worksheet can be used with the Before You Read feature in the Student Edition.

Each Lesson Plan is divided into several parts:

■ Schedule lists the recommended number of class sessions to be devoted to each section of the chapter. Both traditional and block scheduling recommendations aregiven.

■ Objectives provides the section objectives. Here you will also find the correlationsto National Science Standards for the section.

■ Motivate lists various resources to introduce the chapter or section to the students.

■ Teach lists Student Edition and Teacher Edition features that are used as you teachthe material. You’ll also find worksheet pages and other resources such as trans-parencies or Professional Series Books that are appropriate to use with the section.

■ Assess provides references to the section assessment in the Student Edition as wellas useful pages from the Performance Assessment in the Science Classroom.

■ Reteach/Reinforce is where you will find worksheets that provide students withadditional reinforcement of the chapter content.

■ Enrich/Apply provides opportunities to challenge students with materials that gobeyond the chapter content.

■ Chapter Assessment lists Student Edition, worksheet, and transparency resourcesthat assess students’ knowledge of the chapter material.

■ Multimedia Options pulls together the many multimedia materials that can beused as reinforcement, review, extension, and assessment with your students.

To the Teacher

v

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Objectives Book, Chapter, and Section

(UCP) Unifying Concepts and Processes

1. Systems, order, and organization

2. Evidence, models, and explanation

3. Change, constancy, and measurement

4. Evolution and equilibrium

5. Form and function

(A) Science as Inquiry

1. Abilities necessary to do scientific inquiry

2. Understandings about scientific inquiry

(B) Physical Science

1. Properties and changes of properties in matter

2. Motion and forces

3. Transfer of energy

(C) Life Science

1. Structure and function in living systems

2. Reproduction and heredity

3. Regulation and behavior

4. Populations and ecosystems

5. Diversity and adaptations of organisms

(D) Earth and Space Science

1. Structure of the Earth system

2. Earth’s history

3. Earth in the solar system

A1-4, A2-1, A2-2, A3-3, B2-1, B2-2, B3-1, B5-1, B5-2, D1-1, D1-2, D1-3,D2-2, D3-1, D4-1, D4-2, D5-1, D5-2, D6-1, D6-2, D7-1, E1-1, E1-2, E1-3, E2-1,E2-2, E2-3, E3-1, E3-2, E3-3, E5-1, E5-2

A1-1, A1-2, A1-3, A3-1, A5-1, A5-2, A5-3, B1-2, D7-2, E4-1, E4-2, E4-3

A4-1, A4-2, A4-3, B4-1, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1,C4-2, C5-1, C5-2, D2-1, D6-2, E3-1

A3-2, A4-2, A4-3, A6-1, A6-2, A6-3, D7-3, E5-1, E5-2

A2-1, A2-3, B1-1, B2-1, B2-2, B3-2, B3-3, B4-2, B4-3, C1-1, C1-2, C1-3, D3-2,D3-3, D6-1, D6-3

A1-1, A1-4, A2-1, A2-2, A2-3, A3-1, A3-2, A3-3, A4-1, A4-3, A5-1, A5-2,A5-3, A6-1, A6-3, B1-1, B1-2, B2-1, B2-2, B3-2, B3-3, B4-1, B4-2, B4-3, B5-1,B5-2, C1-1, C1-2, C1-3, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, C5-1,C5-2, D1-1, D1-2, D1-3, D2-1, D2-2, D3-1, D3-2, D3-3, D4-1, D4-2, , D5-1,D5-2, D6-2, D6-3, D7-1, D7-2, D7-3, E1-1, E1-2, E1-3, E2-1, E2-2, E2-3, E3-2,E3-3, E4-1, E4-2, E4-3, E5-1, E5-2

A1-1, A1-3, A1-4, A6-1, C5-2

A1-1, A3-1, E2-2, E2-3

D1-1, D1-2, E2-3

A3-3, E2-3

A1-2, A1-3, A1-4, A2-1, A2-2, A2-3, A3-1, A3-2, A3-3, A4-1, A4-3, A6-1,A6-2, A6-3, B1-1, B2-1, B2-2, B3-1, B3-2, B3-3, B4-1, B4-2, B4-3, B5-1, B5-2,C1-1, C1-2, C1-3, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2,D1-1, D1-2, D1-3, D2-1, D2-2, D3-1, D3-2, D3-3, D4-1, D4-2, , D5-1, D5-2,D6-1, D6-2, D6-3, D7-1, D7-2, D7-3, E1-1, E1-2, E1-3, E2-1, E2-2, E2-3, E5-1,E5-2

A2-3, A4-2, A4-3, A5-1, A5-2, A5-3, A6-1, A6-2, A6-3, B1-1, B2-2, B4-1,B4-2, B4-3, C2-3, C3-2, C3-3, C3-4, C4-1, C4-2, C5-2, D6-2, D6-3

A3-2, B1-1, B5-1, B5-2, C1-1, C1-2, C1-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1,C4-2, C5-1, C5-2, D1-3, D2-2, , D5-1, D5-2, , D6-1, D6-2, D6-3, D7-1, D7-2,D7-3

A1-2, A3-3, B1-2, C1-2, C3-2, C3-3, C3-4, C4-2, E1-1, E1-2, E1-3, E2-1, E2-2,E2-3, E3-1, E3-2, E3-3, E5-1, E5-2

A6-1, A6-2, A6-3, B1-1, B2-1, B2-2, B3-1, B3-2, B3-3, B4-2, B4-3, C1-1, C1-2,C1-3, C2-1, C2-2, C2-3, C2-4, C3-1, C3-2, C3-3, C3-4, C4-1, C4-2, C5-1, C5-2,D7-1, D7-2, D7-3, E3-2, E3-3, E5-1, E5-2

E2-1, E2-2, E2-3

A1-3, A6-1, A6-2

E2-3

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Correlation to National Science Education Standards (continued)

Objectives Book, Chapter, and Section

(E) Science and Technology

1. Abilities of technological design

2. Understandings about science and technology

(F) Science in Personal and Social Perspectives

1. Personal Health

2. Populations, resources, and environments

3. Natural hazards

4. Risks and benefits

5. Science and technology in society

(G) History and Nature of Science

1. Science as a human endeavor

2. Nature of science

3. History of science

A5-3, D7-3

A2-3, A4-3, A5-3, B3-3, B4-3, D2-2, D7-3, E4-2, E4-3

A2-3, A5-2, B1-2, C1-3, D1-2, D1-3, D2-1, D2-2, D3-2, D3-3, D4-1, D4-2,D6-2, D6-3, D7-1, D7-2, D7-3, E4-2

C1-2, C2-1, C2-2, C2-4, C4-2, E2-1, E2-2, E2-3, E3-1, E3-1, E3-3, E4-1, E4-2,E4-3, E5-1, E5-2

E3-1

B3-2, D7-3, E4-1, E4-2, E4-3

A1-4, A4-3, A5-3, B1-2, B2-2, B3-3, B4-3, C3-4, E1-3, E4-1, E4-2, E4-3, E5-1,E5-2

A1-1, A3-3, A4-3, A5-3, A6-1, A6-3, B2-2, B5-2, C2-4, C4-2, C5-2, D5-2, D7-3,E1-3, E3-3, E4-3

A1-4, A6-2, A6-3, B1-2, B3-3, D1-3

A1-3, A1-4, A2-3, A5-1, A6-1, A6-2, A6-3, C1-3, C4-2, C5-1, D1-3, D3-3, D4-2,D7-2, E1-3

vi

Introduction to Animals 1

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TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources

11ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions

Objectivesi1. Identify the characteristics common to most animals.2. Determine how animals meet their needs.3. Distinguish between invertebrates and vertebrates.

Motivatei_____ Explore Activity, p. 7_____ Before You Read, p. 7 (Foldables, p. 15, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 42, CRB)

Teachi_____ Content Background, pp. 6E–6F, TWE_____ Health Integration, p. 9_____ Activity, pp. 9, 12, 13, TWE_____ Quick Demo, pp. 9, 12, TWE_____ MiniLAB: Modeling Animal Camouflage, p. 10 (MiniLAB Worksheet, p. 3, CRB)_____ Visual Learning, p. 11, TWE_____ Science Online, p. 12_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–33, CRB)_____ Science Inquiry Lab, pp. 11, 19, TCR

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 45–46, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 13_____ Skill Builder Activities, p. 13_____ Performance Assessment in the Science Classroom, pp. 89, 121, 145, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 17, 18, CRB_____ Spanish Directed Reading for Content Mastery, pp. 21, 22, CRB

■____ Reinforcement, p. 25, CRB_____ Mathematics Skill Activities, p. 49, TCR_____ Reading and Writing Skill Activities, p. 49, TCR

Enrich/Applyi_____ Enrichment, p. 28, CRB_____ Cultural Diversity, p. 21, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ Interactive CD-ROM, Presentation Builder, Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ Is it an animal?

National Content StandardsUCP5, A1, C1, C3, C5

2 Introduction to Animals

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Objectivesi4. Describe the characteristics of sponges and cnidarians.5. Explain how sponges and cnidarians obtain food and oxygen.6. Determine the importance of living coral reefs.

Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 43, CRB)

Teachi_____ Discussion, p. 15, TWE_____ Quick Demo, pp. 15, 16, 17, 20, TWE_____ Use Science Words, pp. 15, 17, TWE_____ Curriculum Connection, pp. 15, 16, 18, TWE_____ Chemistry Integration, p. 16_____ Visual Learning, p. 16, TWE_____ Identifying Misconceptions, pp. 16, 18, TWE_____ Make a Model, pp. 17, 18, TWE_____ Cultural Diversity, p. 17, TWE_____ Science Online, p. 18_____ Activity, p. 19, TWE

■____ Activity: Observing a Cnidarian, p. 21 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 31–33, CRB)_____ Home and Community Involvement, p. 38, TCR_____ Spanish Resources, Section 2, CRB

Assessi■____ Section Assessment, p. 20_____ Skill Builder Activities, p. 20_____ Performance Assessment in the Science Classroom, pp. 89, 123, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 19, CRB_____ Spanish Directed Reading for Content Mastery, p. 20, CRB

■____ Reinforcement, p. 26, CRB

Enrich/Applyi_____ Enrichment, p. 29, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 10, TCR_____ Earth Science Critical Thinking/Problem-Solving, p. 1, TCR_____ Cultural Diversity, p. 7, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 2 ■ Sponges and Cnidarians

National Content StandardsUCP5, A1, C1, C3, C4, C5, F2

Introduction to Animals 3

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11ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi7. List characteristics of flatworms and roundworms.8. Distinguish between free-living and parasitic organisms.9. Identify disease-causing flatworms and roundworms.


Teachi_____ Activity, pp. 23, 24, 26, TWE_____ Inclusion Strategies, p. 23, TWE_____ Identifying Misconceptions, p. 23, TWE_____ Science Journal, p. 24, TWE_____ MiniLAB: Observing Planarian Movement,

p. 24 (MiniLAB Worksheet, p. 4, CRB)_____ Math Skills Activity, p. 25_____ Discussion, pp. 25, 31, TWE_____ Lab Demonstration, p. 25, TWE

Assessi■____ Section Assessment, p. 27_____ Skill Builder Activities, p. 27_____ Performance Assessment in the Science Classroom, pp. 89, 99, 149, 159, 163, TCR



Enrich/Applyi_____ Enrichment, p. 30, CRB

Chapter Assessmenti■____ Chapter Study Guide, pp. 32–33■____ Chapter Review, pp. 35–36, CRB

■____ Chapter Assessment, pp. 34–35■____ Chapter Test, pp. 37–40, CRB

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ MindJogger Videoquiz, Ch. 1_____ ExamView Pro Test Bank Software, Ch. 1_____ Interactive CD-ROM, Exploration and Quiz, Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ Flatworms and Roundworms

National Content StandardsUCP5, A1, C1, C3, C5, F1, G3

_____ Visual Learning, p. 26, TWE

■____ Activity: Comparing Free-Living and ParasiticFlatworms, pp. 28–29 (Activity Worksheet,pp. 7–8, CRB)

_____ Science and History, pp. 30–31_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 31–33, CRB)_____ Laboratory Activity 2, pp. 13–14, CRB_____ Spanish Resources, Section 3, CRB

■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 47, CRB)

_____ Standardized Test Practice by The PrincetonReview, pp. 11–14, TCR

4 Mollusks, Worms, Arthropods, Echinoderms

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Objectivesi1. Identify the characteristics of mollusks.2. Describe gastropods, bivalves, and cephalopods.3. Explain the environmental importance of mollusks.


Teachi_____ Content Background, pp. 36E–36F, TWE_____ Science Journal, p. 36, TWE_____ Activity, p. 39, TWE_____ Use Science Words, p. 39, TWE_____ Curriculum Connection, p. 39, TWE_____ Use an Analogy, p. 39, TWE_____ Quick Demo, p. 40, TWE_____ Lab Demonstration, p. 40, TWE_____ Identifying Misconceptions, pp. 40, 41, TWE_____ Earth Science Integration, p. 41_____ Discussion, p. 41, TWE_____ Visual Learning, p. 41, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–36, CRB)_____ Spanish Resources, Section 1, CRB






Section 1 ■ Mollusks

National Content StandardsUCP3, C1, C5, F2

Mollusks, Worms, Arthropods, Echinoderms 5

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Objectivesi4. Identify the characteristics of segmented worms.5. Describe the structures of an earthworm and how it

takes in and digests its food.6. Explain the importance of segmented worms.


Teachi_____ Discussion, pp. 44, 45, 46, TWE_____ Activity, p. 44, TWE_____ Quick Demo, p. 44, TWE_____ Inclusion Strategies, pp. 44, 45, TWE_____ Teacher FYI, pp. 44, 45, TWE_____ Fun Fact, p. 44, TWE_____ Visual Learning, pp. 45, 47, TWE_____ Extension, pp. 45, 46, TWE_____ Science Online, p. 46_____ Science Journal, p. 46, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–36, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 51–52, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 2, CRB






Section 2 ■ Segmented Worms

National Content StandardsUCP3, C1, C5, F2

6 Mollusks, Worms, Arthropods, Echinoderms

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Objectivesi7. Determine the characteristics that are used to classify arthropods.8. Explain how the structure of the exoskeleton relates to its function.9. Distinguish between complete and incomplete metamorphosis.


Teachi_____ Quick Demo, pp. 49, 53, TWE_____ Science Journal, pp. 49, 50, 52, TWE_____ Visual Learning, pp. 50, 54, TWE_____ Inclusion Strategies, p. 50, TWE_____ MiniLAB: Observing Metamorphosis, p. 50 (MiniLAB Worksheet, p. 3, CRB)_____ Health Integration, p. 51_____ Activity, pp. 51, 54, 55, TWE_____ Identifying Misconceptions, pp. 51, 52, 55, TWE_____ Math Skills Activity, p. 52_____ Use Science Words, p. 53, TWE

■____ Activity: Observing a Crayfish, p. 57 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 3 (Note-taking Worksheet, pp. 33–36, CRB)_____ Laboratory Activity 2, pp. 13–14, CRB_____ Spanish Resources, Section 3, CRB



■____ Reinforcement, p. 27, CRB_____ Reading and Writing Skill Activities, p. 49, TCR

Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 21, TCR_____ Cultural Diversity, pp. 17, 21, TCR


Section 3 ■ Arthropods


Mollusks, Worms, Arthropods, Echinoderms 7

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Objectivesi10. List the characteristics of echinoderms.11. Explain how sea stars obtain and digest food.12. Discuss the importance of echinoderms.


Teachi_____ Visual Learning, p. 59, TWE_____ Inclusion Strategies, p. 59, TWE_____ MiniLAB: Modeling the Strength of Tube Feet,

p. 59 (MiniLAB Worksheet, p. 4, CRB)_____ Science Online, pp. 60, 65_____ Identifying Misconceptions, p. 60, TWE_____ Make a Model, p. 60, TWE_____ Extension, pp. 60, 61, TWE



■____ Reinforcement, p. 28, CRB_____ Mathematics Skill Activities, p. 29, TCR




Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 2_____ Guided Reading Audio Program (English & Spanish), Ch. 2_____ MindJogger Videoquiz, Ch. 2_____ ExamView Pro Test Bank Software, Ch. 2_____ Interactive CD-ROM, Exploration and Quiz, Ch. 2_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 4 ■ Echinoderms

National Content StandardsUCP3, A1, C1, C3, C5, F2, G1

■____ Activity: What do worms eat?, pp. 62–63(Activity Worksheet, pp. 7–8, CRB)

_____ Science and Language Arts, pp. 64–65_____ Content Outline for Teaching, Section 4

(Note-taking Worksheet, pp. 33–36, CRB)_____ Science Inquiry Lab, p. 19, TCR_____ Home and Community Involvement, p. 37, TCR_____ Spanish Resources, Section 4, CRB



8 Fish, Amphibians, and Reptiles

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Objectivesi1. List the characteristics of all chordates.2. Identify characteristics shared by vertebrates.3. Differentiate between ectotherms and endotherms.


Teachi_____ Content Background, pp. 70E–70F, TWE_____ Science Journal, pp. 70, 73, TWE_____ Discussion, pp. 73, 74, TWE_____ Quick Demo, p. 73, TWE_____ Visual Learning, p. 74, TWE_____ Activity, pp. 74, 75, TWE_____ Teacher FYI, p. 74, TWE

■____ Activity: Endotherms and Ectotherms, p. 76 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 35–38, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Spanish Resources, Section 1, CRB




Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 12, TCR


Section 1 ■ Chordates and Vertebrates


Fish, Amphibians, and Reptiles 9

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Objectivesi4. List the characteristics of three classes of fish.5. Explain how fish obtain food and oxygen and reproduce.6. Describe the importance and origin of fish.


Teachi_____ Activity, pp. 78, 80, 82, TWE_____ Lab Demonstration, p. 78, TWE_____ Use an Analogy, pp. 78, 79, 80, TWE_____ Visual Learning, p. 79, TWE_____ Health Integration, p. 80_____ Identifying Misconceptions, p. 80, TWE_____ Curriculum Connection, pp. 80, 82, TWE_____ Cultural Diversity, pp. 81, 83, TWE_____ MiniLAB: Modeling How Fish Adjust to Different Depths, p. 81 (MiniLAB Worksheet, p. 3, CRB)_____ Math Skills Activity, p. 82_____ Discussion, p. 82, TWE_____ Inclusion Strategies, p. 82, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 35–38, CRB)_____ Spanish Resources, Section 2, CRB




Enrich/Applyi_____ Enrichment, p. 32, CRB_____ Physical Science Critical Thinking/Problem-Solving, pp. 1, 23, TCR_____ Cultural Diversity, p. 7, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ Interactive CD-ROM, Exploration, Ch. 3_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 2 ■ Fish

National Content StandardsUCP3, A1, C1, C2, C3, C4, C5

10 Fish, Amphibians, and Reptiles

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Objectivesi7. Describe the adaptations amphibians have for living in water

and living on land.8. List the kinds of amphibians and the characteristics of each.9. Explain how amphibians reproduce and develop.


Teachi_____ Discussion, p. 86, TWE_____ Activity, pp. 86, 87, TWE_____ Inclusion Strategies, pp. 86, 88, TWE_____ Curriculum Connection, p. 86, TWE_____ Extension, pp. 86, 87, 89, TWE_____ Science Online, p. 87_____ Identifying Misconceptions, p. 87, TWE_____ Use an Analogy, p. 87, TWE_____ Teacher FYI, p. 88, TWE_____ MiniLAB: Describing Frog Adaptations, p. 88 (MiniLAB Worksheet, p. 4, CRB)_____ Visual Learning, p. 415, TWE_____ Content Outline for Teaching, Section 3 (Note-taking Worksheet, pp. 35–38, CRB)_____ Laboratory Activity 2, pp. 11–15, CRB_____ Spanish Resources, Section 3, CRB




Enrich/Applyi_____ Enrichment, pp. 33, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 7, TCR


Section 3 ■ Amphibians

National Content StandardsUCP3, A1, C1, C2, C3, C4, C5

Fish, Amphibians, and Reptiles 11

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Objectivesi10. List the characteristics of reptiles.11. Determine how reptile adaptations enable them to live on land.12. Explain the importance of the amniotic egg.


Teachi_____ Science Online, p. 91_____ Activity, pp. 91, 94, 99, TWE_____ Use Science Words, p. 91, TWE_____ Visual Learning, pp. 93, 94, TWE_____ Quick Demo, p. 94, TWE_____ Earth Science Integration, p. 95■____ Activity: Water Temperature and the

Respiration Rate of Fish, pp. 96–97 (Activity Worksheet, pp. 7–8, CRB)

Assessi■____ Section Assessment, p. 95_____ Skill Builder Activities, p. 95_____ Performance Assessment in the Science Classroom, pp. 107, 137, 145, 177, TCR



Enrich/Applyi_____ Enrichment, p. 34, CRB_____ Life Science Critical Thinking/Problem-Solving, pp. 11, 13, TCR



Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ MindJogger Videoquiz, Ch. 3_____ ExamView Pro Test Bank Software, Ch. 3_____ Interactive CD-ROM, Quiz, Ch. 3_____ Science Web site: science.glencoe.com

Section 4 ■ Reptiles

National Content StandardsUCP3, A1, C1, C2, C3, C4, C5, F5

_____ Science and Society, pp. 98–99_____ Discussion, p. 99, TWE_____ Content Outline for Teaching, Section 4

(Note-taking Worksheet, pp. 35–38, CRB)_____ Science Inquiry Lab, p. 19, TCR

■____ Teaching Transparency, TCR (TransparencyMaster and Study Guide, pp. 53–54, CRB)

_____ Home and Community Involvement, p. 41, TCR_____ Spanish Resources, Section 4, CRB



12 Birds and Mammals

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Objectivesi1. Identify the characteristics of birds.2. Identify the adaptations birds have for flight.3. Explain how birds reproduce and develop.


Teachi_____ Content Background, pp. 104E–104F, TWE_____ Astronomy Integration, p. 107_____ Activity, pp. 107, 109, 110, 112, TWE_____ Visual Learning, pp. 108, 112, TWE_____ MiniLAB: Modeling Feather Preening, p. 108 (MiniLAB Worksheet, p. 3, CRB)_____ Environmental Science Integration, p. 109_____ Science Online, p. 109_____ Discussion, pp. 111, 113, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 29–31, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 43–44, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Home and Community Involvement, p. 27, TCR_____ Spanish Resources, Section 1, CRB




Enrich/Applyi_____ Enrichment, p. 27, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 12, TCR_____ Life Science Critical Thinking/Problem-Solving, pp. 12, 13, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 4_____ Guided Reading Audio Program (English & Spanish), Ch. 4_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 4_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ Birds

National Content StandardsUCP3, A1, C1, C2, C3, C5

Birds and Mammals 13

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Objectivesi4. Identify the characteristics of mammals and explain

how they enable mammals to adapt to different environments.5. Distinguish among the monotremes, marsupials, and placentals.6. Explain why many species of mammals are becoming threatened

or endangered.


Teachi_____ MiniLAB: Inferring How Blubber Insulates,

p. 116 (MiniLAB Worksheet, p. 4, CRB)_____ Science Online, pp. 119, 124, 126■____ Activity: Mammal Footprints, p. 123

(Activity Worksheet, pp. 5–6, CRB)■____ Activity: Birds Counts, pp. 124–125

(Activity Worksheet, pp. 7–8, CRB)

Assessi■____ Section Assessment, p. 122_____ Skill Builder Activities, p. 122


■____ Reinforcement, p. 26, CRB_____ Reading and Writing Skill Activities, pp. 5, 15, 51, TCR





Section 2 ■ Mammals

National Content StandardsUCP3, A1, C1, C2, C3, C4, C5, F2,G1, G3

_____ Science Stats, pp. 126–127_____ Content Outline for Teaching, Section 2

(Note-taking Worksheet, pp. 29–31, CRB)_____ Science Inquiry Lab, p. 37, TCR_____ Laboratory Activity 2, pp. 11–14, CRB_____ Spanish Resources, Section 2, CRB



_____ Performance Assessment in the ScienceClassroom, pp. 89, 95, 123, 129, 151, TCR

14 Animal Behavior

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55

National Content StandardsUCP3, A1, C3, C5, G3

ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions

Objectivesi1. Identify the difference between innate and learned behavior.2. Explain how reflexes and instincts help organisms survive.3. Identify examples of imprinting and conditioning.


Teachi_____ Content Background, pp. 132E–132F, TWE_____ Health Integration, p. 135_____ Discussion, pp. 135, 136, TWE_____ Activity, pp. 135, 137, TWE_____ Inclusion Strategies, p. 135, TWE_____ Quick Demo, p. 136, TWE_____ Lab Demonstration, p. 136, TWE_____ Science Online, p. 137_____ Visual Learning, p. 137, TWE_____ MiniLAB: Observing Conditioning, p. 138

(MiniLAB Worksheet, p. 3, CRB)



■____ Reinforcement, p. 25, CRB_____ Reading and Writing Skill Activities, p. 7, TCR


Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 5_____ Guided Reading Audio Program (English & Spanish), Ch. 5_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 5_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ Types of Behavior

_____ Content Outline for Teaching, Section 1(Note-taking Worksheet, pp. 29–31, CRB)

_____ Science Inquiry Lab, p. 11, TCR

■____ Teaching Transparency, TCR (TransparencyMaster and Study Guide, pp. 43–44, CRB)

_____ Laboratory Activity 1, pp. 9–11, CRB_____ Home and Community Involvement, p. 44, TCR_____ Spanish Resources, Section 1, CRB

Animal Behavior 15

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National Content StandardsUCP3, A1, A2, C2, C3, C5, G1

ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi4. Explain why behavioral adaptations are important.5. Describe how courtship behavior increases reproductive

success.6. Explain the importance of social behavior and cyclic behavior.


Teachi_____ Discussion, pp. 141, 152, TWE_____ Visual Learning, pp. 141, 145, TWE_____ MiniLAB: Demonstrating Chemical

Communication, p. 143 (MiniLAB Worksheet,p. 4, CRB)

_____ Chemistry Integration, p. 144_____ Activity, pp. 144, 145, 153, TWE_____ Science Online, p. 146_____ Problem-Solving Activity, p. 147

Assessi■____ Section Assessment, p. 148_____ Skill Builder Activities, p. 148



Enrich/Applyi_____ Enrichment, p. 28, CRB_____ Earth Science Critical Thinking, p. 16, TCR




Section 2 ■ Behavioral Interactions

■____ Activity: Observing Earthworm Behavior,p. 149 (Activity Worksheet, pp. 5–6, CRB)

■____ Activity: Animal Habitats, pp. 150–151(Activity Worksheet, pp. 7–8, CRB)

_____ Oops! Accidents in Science, pp. 152–153_____ Content Outline for Teaching, Section 2

(Note-taking Worksheet, pp. 29–31, CRB)_____ Laboratory Activity 2, pp. 13–14, CRB_____ Spanish Resources, Section 2, CRB



_____ Performance Assessment in the ScienceClassroom, pp. 89, 129, 143, 145, TCR

Documents

Lesson Plans - Glencoe/McGraw-Hillww.glencoe.com/.../lesson_plans/15booklife/826977-6.pdf · 2009. 11. 11. · 5 Animal Behavior ... Lesson planning guides are provided for each section