School Board Meeting

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Berryville– High School Lesson Plan Template

Teacher Name:   C. Crowder

 

Grade Level and Content:  Biology

 

 

Timeline of Lesson Plan:        Start Date: 2-15-16           End Date: 2-19-16

 

GOALS:  Common Core State Standards/AR Frameworks

Number

Description

AR Frameworks Cdl7b1

Differentiate among the different domains: Bacteria, Archaea, Eukarya

 

AR Frameworks cdl7b2

Differentiate the characteristics of the six kingdoms: Eubacteria, Archaea, Protista, Fungi, Plantae, Animalia

 

AR Frameworks cdl7b3

Identify the seven major taxonomic categories: kingdom, phylum, class, order, family, genus, species

 

AR Frameworks cdl7b4

Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys

 

CCSS: 2,4

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.

 

 

 

 

 

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

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.

Students shall demonstrate an understanding that organisms are diverse.

Differentiate between viruses and living organisms

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Activities:

Day

Instructional Plan

Resources

DOK Level

Monday

AR Frameworks: Cdl7b1 p.499-503; Differentiate among the different domains: Bacteria, Archaea, Eukarya

cdl7b2 p.502; Differentiate the characteristics of the six kingdoms: Eubacteria, Archaea, Protista, Fungi, Plantae, Animalia

cdl7b3 p.488; Identify the seven major taxonomic categories: kingdom, phylum, class, order, family, genus, species

cdl7b4 p.484-488; Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys

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: review question

Instruction

Group review and practice

Notes, computer,   manipulatives, textbook

1-2

 

 

 

 

 

 

 

 

Tuesday

AR Frameworks: Cdl7b1 p.499-503; Differentiate among the different domains: Bacteria, Archaea, Eukarya

cdl7b2 p.502; Differentiate the characteristics of the six kingdoms: Eubacteria, Archaea, Protista, Fungi, Plantae, Animalia

cdl7b3 p.488; Identify the seven major taxonomic categories: kingdom, phylum, class, order, family, genus, species

cdl7b4 p.484-488; Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys

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: review question

Instruction

Group review and practice

Notes, computer,   manipulatives, textbook

3-4

 

 

 

 

 

 

 

 

Wednesday

AR Frameworks: Cdl7b1 p.499-503; Differentiate among the different domains: Bacteria, Archaea, Eukarya

cdl7b2 p.502; Differentiate the characteristics of the six kingdoms: Eubacteria, Archaea, Protista, Fungi, Plantae, Animalia

cdl7b3 p.488; Identify the seven major taxonomic categories: kingdom, phylum, class, order, family, genus, species

cdl7b4 p.484-488; Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys

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: review question

Instruction

Group review and practice

Notes, computer,   manipulatives, textbook

3-4

 

 

 

 

 

 

 

 

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: review question

Instruction

Group review and practice

 

Notes, computer,   manipulatives, textbook

1-2

 

 

 

 

 

 

 

 

Friday

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: review question

Instruction

Group review and practice

 

Notes, computer,   manipulatives, textbook

3-4

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment Evidence

 

Type and Tools

 

DOK Level

Teacher observation and quiz including open response

1-4

 

 

 

 

 

 

 

 

 

 

 

Differentiated Instruction Techniques When Applicable:

 

Modified quiz and extra time. One on one instruction