researched the answer to one or two questions;
One point: Students created illegible or incomplete KWLQ charts that lacked thought and comprehension of scientific classification; were unsuccessful in researching answers to any questions;
Extension:
Write some
evidence that there
are forces working
in the classroom.
Draw a diagram to
show that.
Support:
Pupils to be helped
to read and understand the pages. To talk over
the questions with the teacher and answer them verbally before
writing the answers in their bookResources:
HYPERLINK "http://nmml. afsc. noaa. gov/education/taxonomy. htm" http://nmml. afsc. noaa. gov/education/taxonomy. htm
HYPERLINK "http://anthro. palomar. edu/animal/default. htm" http://anthro. palomar. edu/animal/default. htm
HYPERLINK "http://homeworktips. about. com/library/weekly/aa101999. htm" http://homeworktips. about. com/library/weekly/aa101999. htm
HYPERLINK "http://library. thinkquest. org/11771/english/hi/biology/taxonomy. shtml" http://library. thinkquest. org/11771/english/hi/biology/taxonomy. shtml
Homework:
Ex: 6. 7 page 61
Ex: 17 page 63
1. Active Vocabulary
2. Test yourself
(2 hours)
28. 11. 2015
01. 12. 2015
05. 12. 2015
To understand and use vocabulary and grammar relating to effectively making a phone call/having a phone conversation
Possible learner difficulties: lack of relevant grammar and vocabulary to do this lesson without assistance.
1) Understand respiration
2) Draw a graph showing predator prey relationships
Observations and
oral questioning
Written comments
on childrens work
Written work and
discussion.
Evaluation o
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