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Taxonomy and classification ll

Berryville– High School Lesson Plan Template

Teacher Name:    C. Crowder

 

Grade Level and Content:  Biology

 

 

Timeline of Lesson Plan:        Start Date: 2-29-16           End Date: 3-4-16

 

GOALS:  Common Core State Standards/AR Frameworks

Number

Description

AR Frameworks:

CDL.7.B.3

AR Frameworks:

CDL.7.B.3 Identify the seven major taxonomic categories: kingdom, phylum, class, order, family, genus, species.

 

AR Frameworks:

CDL.7.B.4

 AR Frameworks:

CDL.7.B.4 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.

 

AR Frameworks: CDL.7.B.5

CDL.7.B.5 Investigate Arkansas’ biodiversity using appropriate tool s and technology.

 

AR Frameworks: Cdl7b6,cdl7b2,cdl7b7

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

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

 

 

 

 

 

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 that living organisms are diverse.

I identify a living organism using a taxonomic key.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Activities:

Day

Instructional Plan

Resources

DOK Level

Monday

AR Frameworks:

CDL.7.B.3 Identify the seven major taxonomic categories: kingdom, phylum, class, order, family, genus, species.

CDL.7.B.4 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

1-4

 

 

 

 

 

 

 

 

Tuesday

AR Frameworks:

CDL.7.B.3 Identify the seven major taxonomic categories: kingdom, phylum, class, order, family, genus, species.

CDL.7.B.4 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

1-4

 

 

 

 

 

 

 

 

Wednesday

AR Frameworks:

CDL.7.B.5 Investigate Arkansas’ biodiversity using appropriate tool s and technology.

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.

 

 

 

Notes, computer,   manipulatives, textbook

1-4

 

 

 

 

 

 

Thursday

AR Frameworks: Cdl7b6,cdl7b2,cdl7b7p.525-531; Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things

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 p.525-531; Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things

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.