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Berryville Lesson Plan – High School

Teacher Name:    C. Crowder

 

Grade Level and Content: 

10th PreAP Biology

 

 

Timeline of Lesson Plan:        Start Date: 1-26-15    End Date: 1-30-15

 

 

 

Non Literacy and Math teachers be sure to include your content literacy CCSS

 

 

Enduring Understandings and Essential Questions

Enduring Understandings for Content or Grade Level

Essential and Guiding Questions for Content or Grade Level

Teacher observation and quiz including open response

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment Evidence

 

Type and Tools

 

Students shall demonstrate an understanding that organisms are diverse.

What makes each domain different from the others. What major characteristics set each kingdom apart from the others? How does the classification system use genetics to establish each level of taxa.

 

 

 

 

 

 

 

 

 

 

 

Learning Activities:

Day

Common Core State Standard/AR Framework

Instructional Plan

Resources

Monday

AR Frameworks: Cdl7b1,cdl7b2,cdl7b3,cdl7b4 Module 4.1 p.499-503; Differentiate among the different domains: Bacteria, Archaea, Eukarya

Module 4.2 p.502; Differentiate the characteristics of the six kingdoms: Eubacteria, Archaea, Protista, Fungi, Plantae, Animalia

CCSS: 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of, a complex process, phenomenon, or concept; provide an accurate summary of the text. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Bell ringers: EOC practice book

Instruction

Group review and practice

Notes, computer,   manipulatives, textbook

 

 

 

 

Tuesday

AR Frameworks: Cdl7b1,cdl7b2,cdl7b3,cdl7b4 Module 4.1 p.499-503; Differentiate among the different domains: Bacteria, Archaea, Eukarya

Module 4.2 p.502; Differentiate the characteristics of the six kingdoms: Eubacteria, Archaea, Protista, Fungi, Plantae, Animalia

CCSS: 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of, a complex process, phenomenon, or concept; provide an accurate summary of the text. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Bell ringers: EOC practice book

 

Group presentation

Student work

 

 

 

 

Wednesday

AR Frameworks: Cdl7b6,cdl7b2,cdl7b7 Module 4.5 p.525-531; Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things

Module 4.6 p.525; Evaluate the medical and economic importance of viruses

CCSS: 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of, a complex process, phenomenon, or concept; provide an accurate summary of the text. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Bell ringers: EOC practice book

Instruction

Group review and practice

 

Notes, computer,   manipulatives, textbook

 

 

 

 

Thursday

AR Frameworks: Cdl7b6,cdl7b2,cdl7b7 Module 4.5 p.525-531; Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things

Module 4.6 p.525; Evaluate the medical and economic importance of viruses

CCSS: 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of, a complex process, phenomenon, or concept; provide an accurate summary of the text. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Bell ringers: EOC practice book

Instruction

Group review and practice

 

Notes, computer,   manipulatives, textbook

 

 

 

 

Friday

AR Frameworks: Cdl7b6,cdl7b2,cdl7b7,

CCSS: 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 1e. Provide a concluding statement or section that follows from or supports the argument presented. 2a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 2d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

Bell ringers: EOC practice book

Quiz – module 4.5 -4.6

 

 

 

Test bank

 

 

 

 

 

Differentiated Instruction: Be sure include Special needs, ESL, and GT

 

 

Modified quiz and extra time. One on one instruction