Florala High School	Date Run:	 4/23/10	 3:32PM
	Page:	   1
	Lesson Plans 04/26/10 thru 04/30/10

	Course #	Course Name
	Period
	T	Name

	T	Green, Daniel
	 1	   10543.02	Aquaculture Science
	 4/26/10	Monday	10
	Objectives:	Academic standard: The student will understand concepts dealing with the nature of
	science. Academic objective: Analyze the methods of science used to identify and solve
	problems. Student learning objectives: 1. Identify signs of disease in fish. 2. describe the
	types of fish disease. 3. Identify methods of preventing and treating fish disease.
	Activities:	The instructor will begin the lesson by asking the class how many of them have had a cold
	or flu recently. As a class, come up with a list of symptoms that accompany a cold or flu.
	Write the symptoms on the board. Next the instructor will ask how each student treated their
	cold or flu. Allow the discussion to lead into discussion of the content of this lesson. The
	Instructor should ask the question: what are signs of diseases in fish? He or she may give
	the following answer after defining what a symtom is.A) lack of apetite. B) Skin
	abnormalities. C) Lack of vigor. D) Abnormal body shape. E)A drastic change in behavior.
	F) dead fish. After discussing what to look for in each of these problem areas, the instructor
	can move on to the second objective: Describe the types of fish disease. The instructor will
	discuss how diseases can be classified into two categories; infectious or non-infectious.
	Some of the infectious diseases discussed can be bacterial diseases, fungal diseases, viral
	diseases, and parasidic diseases. Some non-infectious diseases would be nutritional
	diseaases, environmental diseases, chemical diseases, and physiological diseases.
	Students may use the aqua-science textbook for aid in describing the types of fish disease.
	Students will view a powerpoint presentation on what these types of diseases look like on a
	variety of fish species. The instructor will be required to provide in detail information on each
	disease and how it may be treated.The third and last area to cover is identifying methods of
	preventing and treating fish disease. After students have finished viewing the powerpoint,
	they will be asked to look up key terms in the textbook that should include prevention,
	sanitation, treatment, quarantine, dipping, feed additives, bathing, injecting, and indefinate
	treatment. After the students have defined the key terms, we will have a short quiz on the
	lesson learned today.
	Materials:	textbooks, powerpoint presentation on identifying and treating fish diseases, quiz covering
	the objectives discussed today.
	Homework:	Read pages 67-79 in the aqua-science textbook. This chapter covers fish digestion and
	feeding.
	Assessments:	Overall a very good lesson. Having a powerpoint available to show in detail the different fish
	diseases was great. It kept most of the students involved and entertained throughout that
	portion of the lesson.We needed about 2 more minutes to finish up the quiz.
	Comments:	Possible could add more detail to the lesson and span it over two class periods instead of
	one. A good lesson overall.
	 4/27/10	Tuesday	11
	Objectives:	Academic standard: The student will understand concepts dealing with the nature of
	science. Academic objective: Analyze the method of science used to identify and solve
	problems. Student learning objectives: 1. Identify sources of water. 2. Describe factors used
	to determine water quality. 3. Describe when and what to test for.

	Florala High School	Date Run:	 4/23/10	 3:32PM
	Page:	   2
	Lesson Plans 04/26/10 thru 04/30/10

	Course #	Course Name
	Period
	T	Name

	Activities:	The instructor will take the class out to the campus pond and ask the question; what are
	some sources of water for this pond. Some answers should be the water coming out of the
	ground from the well, and the surface water that enters the pond after it rains. The instructor
	should ask the class what are some other examples of surface water? Maybe water coming
	from streams or rivers. Also what are some other examples of ground water besides the
	well that feeds our pond? One answer could be underground springsthat feed into the pond.
	Let this lead into the 2nd part of the lesson. Have the class walk to the fishery and view one
	of the tanks there. Ask the question? what factors are used to determine water quality.
	Some answers should be color, smell hardness, ph, chemical residues, toxic ammonia, ect.
	Discuss what parameters are normal for maintaining quality fish populations. An example
	could be a suitable pH is 5.5 to 8.6 for most fish species. This will conclude the third part of
	the lesson which is when and what to test for in Aquaculture environments.
	Materials:	The campus pond, Aquaculture facility, water testing kits, record books, and safety gear.
	Homework:	none
	Assessments:	Students were assessed in lab by the quality of answers given overall during the water
	testing portion of the lab. Students were also assessed by a final discussion at the end of
	class on what was covered today.
	Comments:	Overall a very good lesson. Good involvment from nearly 100% of the class. Good variety
	throughout the lesson. It seemed that all students enjoyed being outside and working
	around the pond area.
	 4/28/10	Wednesday	12
	Objectives:	Academic standard: The student will be able to apply formulas. Academic objective: Find
	the perimeter, circumference, area or volume of geometric figures. Student learning
	objectives: 1. Explain the english and linear linear movement. 2. Explain the english and
	metric area measurement. 3. Explain the english and metric volume meaasurement. 4.
	Explain the english and metric weight measurement.
	Activities:	The instructor should begin class by asking the question; what type of occupations require
	being able to measure with a ruler. What are some common kinds of things that might
	require measurements with a ruler? When would you need to change english
	measurements to metric? After a brief discussion on some of the possible answers move
	into a powerpoint presentation that demonstrates the difference between english and metric
	measurements. The powerpoint should include english linear units, metric linear uni
	ts,english-metric conversion units, english area units, metric area units, liquid
	measurements, dry measurements, solid volume, liquid volume, english-metric volume
	conversions, english weights, metric weights, and english-metric weight conversions. After
	the powerpoint is complete, the class will be instructed to move the the Aquaculture facility.
	Here, students will take samples form the community fish tanks and weigh the fish on a
	gram scale and then convert the finding to pounds and ounces. The students will also
	calculate how much feed is needed for a daily feeding using the gram scale. If time permits,
	the students will take measurements on the tanks to find out exactly how much water is in
	the tank. The tanks will be of different sizes in order to givethe students a variety of
	calcualtions.
	Materials:	Aquaculture facilty, fabric measuring tapes, record books, safety gear, powerpoint
	presentation.
	Homework:	none
	Assessments:	The students will be assessed on well they did on taking notes during the powerpoint
	presentation, a chapter test that will be given next week, as well as the quality of answers
	given during the tank measuring session.
	Comments:	The powerpoint was a  little dry but later in the lesson when we moved to the fishery things
	improved dramatically as expected. The kids really enjoyed netting the fish and weighing
	them. I don't even think they knew they were doing conversions.

	Florala High School	Date Run:	 4/23/10	 3:32PM
	Page:	   3
	Lesson Plans 04/26/10 thru 04/30/10

	Course #	Course Name
	Period
	T	Name

	 4/29/10	Thursday	13
	Objectives:	Academic standard: the student will understand the concept of cells. Academic objective:
	Differentiate between mitosis and meiosis. Student learning objectives: 1. Define mitosis
	and discuss its importance. 2. Explain each step of mitosis. 3. Define meiosis and explain
	its importance. 4. Explain each step of meiosis.
	Activities:	Start class by looking up key terms that can be found on page 78 of the science textbook.
	After all students have looked up the key terms, they will be refered back to the lesson in
	exploring genetics. Here they learned that new organisms are formed when sex cells of two
	seperate plants join to form a gamete. The instructor will ask the students if they can
	explain how half of the new gametes traits come from each of the parents. The instructor
	will tell them that in this unit they will learn the process cells go through to grow and
	reproduce. Next in the lesson ask the students what is mitosis and why is it important?
	Explain to the class what it is and how important it is for life. Objective 3,4, and 5 will be
	explained by a short video. In the video the following topics will be covered: haploid cells,
	the difference between homologous and single chromosomes. Meiosis I and II. Metaphase,
	anaphase, centromere, and prophase. Once the video is complete, the class will take a
	short quiz and toipcs covered during the video as well as terms defined.
	Materials:	textbooks, powerpoint, and video presentation.
	Homework:	Answer questions 1-18 at the end of the chapter.
	Assessments:	Paper based assessment taken immediately after the video presentation is complete.
	Comments:	A mediocre lesson at best. Before it is to be presented again, I will try to reshape the lesson
	to include more discussion about the topics covered in the lesson.
	 4/30/10	Friday	14
	Objectives:	Academic Standard: The student will understand the concept of cells. Academic objective:
	Distinguish relationships among cell structures, functions, and organization in living
	organisms. Student learning objectives: 1. Describe the cell's role as the structure unit. 2.
	Identify the various components of animal cells and explain their function.
	Activities:	After the roll has been taken, students will be asked to define key terms located on page
	244 of their science textbook. After the students have completed this assignment, the
	Instructor will ask the question; what is the cells role in a organism. After hearing some
	answers given by the students, descibe how cells are the basic units of life. The instructor
	should discuss key points like unicellular, multicellular, and biogenesis. The instructor
	should relate to the students how this effects life in all aspects of an aquaculture unit. Not
	only the fish in the unit but smaller organisms such as zooplankton and phytoplankton. Next
	the Instructor should move into the second and final part of the lesson. The instructor
	should ask the question: what are the parts of a cell and what is its funsction. For the this
	part of the lesson view Discovery video "The Way Cell's Function for Life". Students should
	be reminded to take detailed notes on the video as their will be a short quiz following its
	conclusion.
	Materials:	Textbooks, video from the Discovery channel.
	Homework:	none
	Assessments:	Their will be a paper based assessment covering the video viewed in class.
	Comments:	A good lesson though we did have some time after the quiz left before the bell rang. Could
	be longer.
	 1	  990151.01	Aircraft Non-Metal
	 2	   10543.03	Aquaculture Science*
	 2	  990151.02	Aircraft Non-Metal
	 3	   10510.02	Agriscience
	 4	   10608.01	Landscaping & Design

	Florala High School	Date Run:	 4/23/10	 3:32PM
	Page:	   4
	Lesson Plans 04/26/10 thru 04/30/10

	Course #	Course Name
	Period
	T	Name

	 6	   10533.01	Agri Metal Fabricati
	 6	  990151.03	Aircraft Non-Metal
	 7	  106071.01	Landscaping & Design
	 7	  990151.04	Aircraft Non-Metal