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Arthropod structure and function

Berryville– High School Lesson Plan Template

Teacher Name:    C. Crowder

 

Grade Level and Content:  Biology

 

 

Timeline of Lesson Plan:        Start Date: 5-2-16             End Date: 5-6-16

 

GOALS:  Common Core State Standards/AR Frameworks

Number

Description

AR Frameworks: Cdl7b21

Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems

 

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 texts and topics.

 

CCSS 3,4, 1c

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in 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.

1c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

 

 

 

 

 

 

 

 

 

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 organisms are different

Compare major systems of invertebrates

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Activities:

Day

Instructional Plan

Resources

DOK Level

Monday

AR Frameworks: Cdl7b21 p705-807; Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems

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: Cdl7b21 p705-807; Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems

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: Cdl7b21 p705-807; Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems

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

 

 

 

 

 

 

 

 

Thursday

AR Frameworks: Cdl7b21 p705-807; Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems

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

 

 

 

 

 

 

 

 

Friday

AR Frameworks: Cdl7b21 p705-807; Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems

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

 

 

 

 

 

 

 

 

 

 

 

 

 

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.