Posted: May 1st, 2022

Task Alignment Lesson Plan Start Assignment

Lesson Plans 2/28 – 3/11

Author

Subject

Biology

Unit of Study

Cycling of Matter

Grade Level

9th Grade

Time Allotment

10-Day Unit

February 28, 2022

Standard

BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life.

Objective

The student will summarize the learned objective through a summative assessment with at least a 70 percent accuracy. (Comprehension – DOK-2)

Summary

This lesson plan is designed to introduce the student to ways scientists use to determine common ancestry in different species.

Procedure

1. Preparation – Students must log into their Chromebooks and open ezatest.com (2 minutes)

2. Assessment – Students will submit their code and begin the test (48 minutes)

Differentiated Instruction

N/A

Collaboration

Students will work individually for this activity.

Instructional Materials

· ELS Summative Assessment provided by the district

Resources

Computer, smart board, and each student’s Chromebook.

March 1, 2022

Standard

BIO.5.1 – Illustrate levels of ecological hierarchy, including organism, population, community, ecosystem, biome, and biosphere.

Objective

The student will explain the levels of ecological organization and biomes with a 70 percent accuracy. (Comprehension – DOK-2)

Summary

This lesson is designed to introduce students to ecology and the levels of ecological organization that is going to be important moving forward out of the cell and into more complex multicellular organisms.

Procedure

1. Bell Ringer – Pre-Assessment

a. Canvas Assignment (10 minutes)

2. Set – Recap Previous Lesson and Introduction (5 minutes)

3. Main Lecture – PowerPoint Presentation (20 minutes)

4. Activity – Formative Assessment

a. Ecological Organization Assignment (10 minutes)

b. Finish for Homework

5. Closure and Dismissal (5 minutes)

Differentiated Instruction

Remediation: The student will label the levels of ecological organization and biomes with a 70 percent accuracy. (Knowledge – DOK-1)

Enrichment: The student will illustrate the levels of ecological organization and biomes with a 70 percent accuracy. (Analysis – DOK-3)

Collaboration

Students will work individually for this assignment

Instructional Materials

· Guided notes for in-class presentation

· Ecological Organization Assignment sheet

Resources

PowerPoint presentation, MAAP Book, smart board, projector, and student Chromebooks

March 2, 2022

Standard

BIO.5.2 – Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem.

Objective

The student will contrast the differences between biogeochemical cycles and their importance with at least a 70 percent accuracy.

(Analysis – DOK-3)

Summary

This lesson plan is designed to introduce students to biogeochemical cycles that will play important role in ecology and the remainder units of study for the year.

Procedure

1. Bell Ringer – Formative Assessment

a. Canvas Assignment (10 minutes)

2. Set – Recap Previous Lesson and Introduction (5 minutes)

3. Main Lecture – PowerPoint presentation (15 minutes)

4. Activity Instructions (3 minutes)

5. Activity – Formative Assessment

a. Cycles Worksheet (15 minutes)

6. Dismissal (2 minutes)

Differentiated Instruction

Remediation: The student will reproduce the biogeochemical cycles with at least 70 percent accuracy. (Knowledge – DOK-1)

Enrichment: The student will explain how the biogeochemical cycles overlap with at least 70 percent accuracy. (Evaluation – DOK-4)

Collaboration

Students will work individually for this assignment.

Instructional Materials

· PowerPoint presentation

· Guided notes

· Canvas

Resources

PowerPoint presentation, MAAP Book, smart board, projector, student’s Chromebooks, and Phylogenetic tree worksheet.

March 3, 2022

Standard

BIO.5.3 – Analyze and interpret quantitative data to construct an explanation for the effect of greenhouse gases on the carbon dioxide cycle and global climate.

Objective

The student will analyze data from a scientific journal that will show the effect of greenhouse gases on climate with at least 70 percent accuracy. (Analysis – DOK-3)

Summary

This lesson plan is designed to help students realize that a lot of these biological concepts we have learned this year have real world effects and that every organism plays a role in the survival of our planet.

Procedure

1. Bell Ringer – Formative Assessment

a. Canvas Assignment (10 minutes)

2. Set – Recap Previous Lesson and Introduction (5 minutes)

3. Main Lecture – PowerPoint presentation (15 minutes)

4. Activity Instructions (3 minutes)

5. Activity – Formative Assessment

a. Climate Change Worksheet (15 minutes)

6. Dismissal (2 minutes)

Differentiated Instruction

Remediation: The student will recognize the effects greenhouse gases on climate change with at least 70 percent accuracy. (Knowledge – DOK-1)

Enrichment: The student will apply their understanding of biogeochemical cycles to the creating of greenhouse gases and their effect on global climate. (Application – DOK-3)

Collaboration

Students will work individual for this assignment.

Instructional Materials

· PowerPoint presentation

· Climate Change Worksheet

· MAAP Book

Resources

PowerPoint presentation, smart board, projector, and student’s Chromebooks.

March 4, 2022

Standard

BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.

BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells.

BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions.

BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.

BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.

BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.

BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.

BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.

BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life.

BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment.

Objective

The student will recall the past units of study through a Pictionary review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment

Summary

This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.

Procedure

1. Bell Ringer – Formative Assessment

a. Canvas Assignment (10 minutes)

2. Review Game – Informal Assessment (38 minutes)

a. Students will split into teams

b. Students will compete in a Pictionary game using vocabulary terms they need to draw while their partner’s guess

3. Dismissal (2 minutes)

Differentiated Instruction

N/A

Collaboration

Students will work together separated into group designated by their previous test scores.

Instructional Materials

· Vocabulary Flashcards

· Whiteboard

· Dry erase markers

Resources

Unit Vocabulary

Author

Christian Cetina

Subject

Biology

Unit of Study

Benchmark Review

Grade Level

9th Grade

Time Allotment

3-Day Unit

March 7, 2022

Standard

BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.

BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells.

BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions.

BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.

BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.

BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.

BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.

BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.

BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life.

BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment.

Objective

The student will recall the past units of study through a Factile review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment

Summary

This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.

Procedure

1. Bell Ringer – Formative Assessment

a. Canvas Assignment (10 minutes)

2. Review Game – Informal Assessment (38 minutes)

a. Students will split into teams

b. Students will compete in a Factile game using vocabulary terms they need to draw while their partner’s guess

3. Dismissal (2 minutes)

Differentiated Instruction

N/A

Collaboration

Students will work together separated into group designated by their previous test scores.

Instructional Materials

· Vocabulary Flashcards

· Whiteboard

· Dry erase markers

Resources

Unit Vocabulary

March 8, 2022

Standard

BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.

BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells.

BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions.

BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.

BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.

BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.

BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.

BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.

BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life.

BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment.

Objective

The student will recall the past units of study through a Kahoot! review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment

Summary

This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.

Procedure

1. Bell Ringer – Formative Assessment

a. Canvas Assignment (10 minutes)

2. Review Game – Informal Assessment (38 minutes)

a. Students will split into teams

b. Students will compete in a Kahoot! game using vocabulary terms they need to draw while their partner’s guess

3. Dismissal (2 minutes)

Differentiated Instruction

N/A

Collaboration

Students will work together separated into group designated by their previous test scores.

Instructional Materials

· Vocabulary Flashcards

· Whiteboard

· Dry erase markers

Resources

Unit Vocabulary

March 9, 2022

Standard

BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.

BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells.

BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions.

BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.

BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.

BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.

BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.

BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.

BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life.

BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment.

Objective

The student will recall the past units of study through a Kahoot! review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment

Summary

This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.

Procedure

1. Bell Ringer – Formative Assessment

a. Canvas Assignment (10 minutes)

2. Review Game – Informal Assessment (38 minutes)

a. Students will split into teams

b. Students will compete in a Kahoot! game using vocabulary terms they need to draw while their partner’s guess

3. Dismissal (2 minutes)

Differentiated Instruction

N/A

Collaboration

Students will work together separated into group designated by their previous test scores.

Instructional Materials

· Vocabulary Flashcards

· Whiteboard

Dry erase markers

Resources

· Unit Vocabulary

March 10, 2022

Standard

BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.

BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells.

BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions.

BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.

BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.

BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.

BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.

BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.

BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life.

BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment.

Objective

The student will recall the past units of study through a Blooket review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment

Summary

This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.

Procedure

4. Bell Ringer – Formative Assessment

a. Canvas Assignment (10 minutes)

5. Review Game – Informal Assessment (38 minutes)

a. Students will split into teams

b. Students will compete in a Blooket game using vocabulary terms they need to draw while their partner’s guess

1. Dismissal (2 minutes)

Differentiated Instruction

N/A

Collaboration

Students will work this review independently.

Instructional Materials

· Vocabulary Flashcards

· Whiteboard

· Dry erase markers

Resources

Unit Vocabulary

March 11, 2022

Standard

BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.

BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells.

BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions.

BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.

BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.

BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.

BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.

BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.

BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life.

BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment.

Objective

The student will recall the past units of study through a Blooket review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment

Summary

This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.

Procedure

1. Bell Ringer – Formative Assessment

c. Canvas Assignment (10 minutes)

2. Review Game – Informal Assessment (38 minutes)

d. Students will split into teams

e. Students will compete in a Blooket game using vocabulary terms they need to draw while their partner’s guess

3. Dismissal (2 minutes)

Differentiated Instruction

N/A

Collaboration

Students will work this review independently.

Instructional Materials

· Vocabulary Flashcards

· Whiteboard

· Dry erase markers

Resources

Unit Vocabulary

—————-

Lesson Plans for February 28th – March 11th

Author

Subject

Biology

The Study Unit

Matter is cycled.

Grade Level

9th Class

Time Allocator

10-Day Unit

February 28, 2022

Standard

BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life.

Objective

The student will summarize the learned objective through a summative assessment with at least a 70 percent accuracy. (Comprehension – DOK-2)

Summary

This lesson plan is designed to introduce the student to ways scientists use to determine common ancestry in different species.

Procedure

1. Preparation – Students must log into their Chromebooks and open ezatest.com (2 minutes)

2. Assessment – Students will submit their code and begin the test (48 minutes)

Differentiated Instruction

N/A

Collaboration

Students will work individually for this activity.

Instructional Materials

· ELS Summative Assessment

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