Warm Up-

Monday- Motivation Monday
Tuesday- Google Question, What does SAE stand for?
Wednesday- Explain 3 areas where an SAE would be possible in this community
Thursday- Explain what
the word entrepreneurship means
Friday- Career connections

Instruction
Monday- Explain what SAE’s are very briefly. Have a class discussion over SAE’s available and how to choose attainable SAE’s.
Tuesday- Begin the What is SAE ppt Lesson 1.
Wednesday and Thursday- We will do the lesson 2 in the SAE Lessons which is Different types of SAE
Friday- SAE Review

Practice
Monday- Pick one SAE activity
Tuesday- Detective Work activity: Ask students to look at the 3 help wanted ads and figure out the common factor which is EXPERIENCE.
Wednesday- Quiz 1
Thursday- Word Ladder
Worksheet #1 for SAE Types
Friday- Quiz 2

Class: Wildlife
Unit: Chapter 4 and 5 of Hunter Safety
TEKS:
Warm Up-

Monday- Name one hunting law that you know.

Tuesday- Why do Antler Restriction exist?

Wednesday- Explain the 6 stages of Hunter Development in your own terms.

Thursday- When do you use the Quartering Away shooting method

Friday- Code of Ethics presentations

Instruction

Monday- Tuesday: We will discuss and answer question on chapter 4. This should be a student led discussion.

Wednesday- Friday: We will have a class discussion over chapter 5.

Practice

Monday- Chapter 4 questions

Tuesday- Personal Code of Ethics

Wednesday- Code of Ethics

Thursday- Safe why or why not?

Friday- Code of Ethics Presentations

Class: Wildlife
Unit: Animal ID
TEKS: (3) The student knows the scientific basis for wildlife management. The student is expected to:
(B) identify game, non-game, and fish species;

Warm Up-

Monday- Sub

Tuesday- Describe Mule deer

Wednesday- Describe upland birds that we have in this region.

Thursday- Sub

Friday- TED TALK

Instruction

Monday- Sub (Vocabulary Crossword and Quiz on google classroom)

Tuesday- Using the icev videos and lecture we will discuss popular game animals in the United States and how to ID them.

Wednesday- Instruct students to use poster board with 5 facts on it including habitat, food preferences, life span, gestation, and distinguishing characteristics.

Thursday- Sub

Friday- Using icev videos and lecture we will discuss game and upland birds.

Practice

Monday- Sub

Tuesday- Game Animal worksheet, and poster

Wednesday- Poster

Thursday- Sub

Friday- Poster, and game and upland bird worksheet

Class: Wildlife
Week: 9
Unit: Ducks Geese, Swans, and Cranes
TEKS:
Warm Up-

Monday- “List 3 species of waterfowl that you are aware of.”

Tuesday- List 3 facts about green winged teal one being an identifying factor.

Wednesday- List 3 facts about a mallard drake one being an identifying factor

Thursday- List 3 facts about a wood duck 1 being an identifying factor.

Friday- List 3 facts about a bufflehead one being an identifying factor
Instruction

Instruction will be brief the entire week. Most of the time will be spent during the practice and note taking portion of the class period

I will discuss 5 species of ducks each day of the week which will allow me to cover all of the species in the textbook during the week and students will create a notes sheets. In that notes sheet table students will need to list a drawing of the duck with 3 identifying factors, its habitat, and feeding habbits. Te will also need to explain the migration patterns.

Practice

Monday- Students will need to copy the vocabulary words into their spirals and study them for a vocab quiz on Tuesday.

Tuesday- Vocabulary quiz and work on notes chart.

Wednesday- Review questions on page 253 and 254.

Thursday- Notes sheets completion and turn in.

Friday- Waterfowl Test

Class: Wildlife Management
Week: 8
Unit: Quail
TEKS: 2 a,b,c,d
3 c
Warm Up-

Monday- Why do you believe that the quail population is rapidly declining.

Tuesday- If you had an infinite amount of resources how would you increase the quail population.

Wednesday- Write one paragraph explaining what has caused the decrease in quail.

Thursday- Define grassland obligate.

Friday- Tellme 5 things you have learned about quail population decreasing.

Instruction

Monday- The students and I will go over the new unit and the vocabulary terms.

Tuesday- We will watch the icev hot topic video. Students will need to answer the worksheet in order to receive credit for the day.

Wednesday-Friday We will discuss the prepared speech and the expectations for the speech

Warm UP

Monday- Answer the 3 questions on the board.

Tuesday- Review for your final plant ID quiz.

Wednesday- What is one hunting regulation you would change and why?

Thursday- Explain the Lacey Act

Friday- Why do you believe there are not more game wardens in the state of TX.

Instruction

Monday- Pass out and go over the vocab terms and then cover slides 1-13.

Tuesday- Go over slides 13-28

Wednesday- Slides 29-39

Thursday- Slides 40-51

Friday- Slides 52-63

Practice

Monday- Students will be distributed the Wildlife Presentation project and will be allowed the rest of class to work on it.

Tuesday- Assesment 1 and the Rules Regulations and Laws Activity to work on.

Wednesday- Students will work on the two activities already assigned.

Thursday- Students will be distributed the public vs. private land activity and will be given the remainder of class to finish it.

Friday- Finish any activities or projects that have not been completed.

Warm Up (5 minutes)

Monday- Identify the following plant
Juniper

Tuesday- Create a chart with the name of the following 5 plants and a way to identify each of those plants

Juniper
American Beautyberry
Persimmon
Wildrye
Red Oak

Wednesday- Sub

Thursday- Review for your test with your shoulder partner

Friday- Describe a White Oak leaf and explain how you think our school got the name White Oak
Instruction: (15 minutes)

Monday- I will discuss in detail the first ten plants that students created their powerpoints over and ways I use to memorize all of them. I will show them what live samples I have and use good picture to explain the rest.

Tuesday- I will discuss in detail the second set of ten plants that the students created their powerpoints over. I will explain ways to identify them and show them live samples of what I have.

Wednesday- Sub

Thursday- We will review for a test on Friday first by talking about and reviewing all 20 plants again.

Friday- I will not be doing very much instruction today other than a quick review before their ID test on google forms.
Practice

Monday- Create a chart over the first 10 plants that say Plant Name, Picture, and ID help. This chart will require the students to draw a picture and tell me the ways the use to memorize that particular plant. They will not be allowed to use any of their notes or powerpoints.

Tuesday- Create a chart over the second 20 just like we did on Monday

Wednesday- Plant ID definitions and outline. (Sub)

Thursday- Using google forms answer the review questions and turn them in on google classroom.

Friday- Plant ID 1-20 Test #1.
Conclusion/Wrap Up- Ticket out door

Monday- Turn in chart on your way out the door. Clean up any messes and push in your chair.

Tuesday- Turn in chart on your way out. Clean up any messes and push in your chair.

Wednesday- Sub

Thursday- Write down 3 plants that you struggle to identify. Turn in on the way out.

Friday- Talk about Hunter Ed.

Monday-
Teks- 3a

Objective: Students will be able to identify 10 important plants in wildlife

We will begin our unit over the wildlife management and techniques textbook. We will start this by doing the plant ID. Students will be asked to create a plant ID powerpoint over the first ten points.

American Beautyberry
Bahiagrass
Blackcherry
Blackjack Oak
Blueberry (sparkleberry)
Bullnettle
Cattail
Croton
Dewberry
Dogwood

I will show them my powerpoint first and teach them some identifying points and then allow them to work with a partner to create their own powerpoint.

Warm Up- Draw an example of a pine tree
Tuesday- 3A

Objective: Students will be able to identify important plants in wildlife

Teks- 3a
Students will use their journals to draw an example of each of the first 10 plants. I will also bring in as many live specimens as possible that day.

Warm Up- Identify the picture on the projector
Wednesday- 3A
Teks- 3a

Objective: Students will be able to identify important plants in wildlife

Plant ID Quiz #1
When students have finished they will begin their next slides over the next ten plants

Duckweed
Elm
Grapes
Greenbriar
Hackberry
Hickory
Holly
Honeysuckle
Jessamine
Johnsongrass

Warm Up- Identify the picture on the projector
Thursday- 3A
Teks- 3a

Objective: Students will be able to identify important plants in wildlife

Students will draw each specimen that we have previously talked about in their journals and then we will go outside and practice identifying each of these.

Warm Up- Identify the picture on the projector
Friday- 3A
Teks-3a
Objective: Students will be able to identify important plants in wildlife

Plant ID Quiz #2

Warm Up- Identify the picture on the board

Tuesday
TEKS 2 a,b,c,d

Objective: Students will learn and research Enhancement Techniques

Today the first activity will be do. Students will need to have this turned in on google classroom before class begins.

Remind students to use the Student Notes and Vocabulary Handout as reference materials. Show slide 84 to 93 of the Wildlife Management – Enhancement Techniques segment. Distribute the Enhancement Techniques Activity and allow groups time to work.

Warm Up- Define enhancement techniques ( google classroom)

Wednesday-
TEKS 2 a,b,c,d

Objective: Students will learn and research Enhancement Techniques

Show slide 94 to 109 of the Wildlife Management – Enhancement Techniques segment. Students should complete the corresponding Assessment. Allow groups to complete working on their Activities.

Warm Up- Explain the coolest way we monitor animals (composition notebooks)

Thursday and Friday-
TEKS 2 a,b,c,d

Objectives: Students will prepare for their final wildlife management assessment by discussing essay questions and reviewing multiple choice questions.

These two days will be designed to prepare students for the final assessments. We will review by discussing the essay questions in detail as well as answering questions on quizizz.

Answer the questions on the board (review questions)

Monday-
TEKS 2 a,b,c,d

Objectives: Students will continue learning about Wildlife Management

Remind student to continue using their Student Notes and Vocabulary Handout. Show slides 29 to 38 of the Wildlife Management – Wildlife Habitats segment. Distribute the Wildlife Management Plan Project and allow the remainder of the class for students to work.

Warm Up: What is one animal you believe could be managed more effectively and why (composition notebooks)

Tuesday-
TEKS 2 a,b,c,d

Objectives: Students will research a species and create a wildlife management plant for the particular species.

Students will be given class time to complete their wildlife management plan. This will be their only class day they may work on this project. The rest will be done in extra class time when they complete assessments or at home.

Warm Up: Come in and begin work on projects

Wednesday-
TEKS 2 a,b,c,d

Objectives: Students will create a Wildlife management management plan for a particular species.

Remind student to continue using their Student Notes and Vocabulary Handout. Show slides 39 to 56 of the Wildlife Management – Wildlife Habitats segment. Students should complete the corresponding Assessment. Students should continue working on their Projects.

Warm Up: What is the difference in conservation and preservation (composition notebooks)

Thursday-
TEKS 2 a,b,c,d

Objectives: Students will be exposed Wildlife Laws and Agencies

Remind students to use their Student Notes and Vocabulary Handout during the presentation. Show slides 57 to 70 of the Wildlife Management – Agencies & Laws segment. Students should continue working on their Projects.

Warm Up- Describe one agency of any kind you believe to be extrememly helpful. Does not have to be agriculture or wildlife related (Google classroom)

Friday-
TEKS 2 a,b,c,d

Objectives: Students will take assessment covering Agencies and Laws. They will need to score above 80 percent.

Remind students to use their Student Notes and Vocabulary Handout during the presentation. Show slides 71 to 83 of the Wildlife Management – Agencies & Laws segment. Follow the segment with its Assessment. Students should continue working on projects.

Warm Up- Explain one agency that you believe to be the most useful that we talked about yesterday (google classroom)