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protist and the kind

Berryville– High School Lesson Plan Template

Teacher Name:    C. Crowder

 

Grade Level and Content:  Biology

 

 

Timeline of Lesson Plan:        Start Date: 3-28-16           End Date: 4-1-16

 

GOALS:  Common Core State Standards/AR Frameworks

Number

Description

AR Frameworks: Cdl7b11

Describe the characteristics used to classify protists: plant–like, animal–like, fungal–like

 

AR Frameworks: cdl7b12

Evaluate the medical and economic importance of protists

 

CCSS:2, 1e, 2a, 2d

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.

 

CCSS: 2,4

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 tex

AR Frameworks: Cdl7b15  

Differentiate between vascular and nonvascular plant

 

 

 

 

 

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.

Explain how protists are grouped. What charateristics separate protists from other kingdoms in the Eukarya domain?

Students shall demonstrate that organisms are different

Identify the differences between vascular and nonvascular plants. What are the differences between gymnosperms and angiosperms.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Activities:

Day

Instructional Plan

Resources

DOK Level

Monday

AR Frameworks: Cdl7b11 Module 4.9 p.542-543; Describe the characteristics used to classify protists: plant–like, animal–like, fungal–like

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: cdl7b12 Module4.10 p.550; Evaluate the medical and economic importance of protists

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: Cdl7b11 Module 4.9 p.542-543; Describe the characteristics used to classify protists: plant–like, animal–like, fungal–like

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 questions

LAB :Identification of protists in water samples

Notes, computer,   manipulatives, textbook

2-4

 

 

 

 

 

 

 

 

Thursday

AR Frameworks: Cdl7b11 Module 4.9 p.542-543; Describe the characteristics used to classify protists: plant–like, animal–like, fungal–like

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: review question

Quiz Protist

 

Test bank

1-4

 

 

 

 

 

 

 

 

Friday

AR Frameworks: Cdl7b15  Module 4.11 p606-621; Differentiate between vascular and nonvascular plant

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

1-2

 

 

 

 

 

 

 

 

 

 

 

 

 

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