Teacher: Mr. King
Date: Feb. 23rd-Mar. 13th
Subject area / grade level: Biology II (9 weeks Review and Test)
Materials: Smart board, cell phones (laptops/tablets), pencil/pen, notes, tests, (to study).
Oklahoma Academic Standards:
Process Standard 1: Observe and Measure 1-1 Identify qualitative and quantitative changes in cells, organisms,
populations, and ecosystems given conditions before, during, and after an event.
Process Standard 2: Classify 2-1 Using observable properties, place cells, organisms, and/or events into a biological
classification system. 2-2 Identify the properties by which a biological classification system is based.
Process Standard 5: Model 5-1 Interpret a biological model, which explains a given set of observations. 5-3 Compare
a given model to the living world.
Process Standard 6: Inquiry 6-1 Ask a scientific question, formulate a testable hypothesis, and design an appropriate
experiment relating to the living world. 6-3 Use a variety of technologies to collect, analyze and display data.
Standard 5: Matter, Energy, and Organization in Living Systems 5-1The complexity and organization of organisms
accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used
to sustain the organism.
Lesson objective(s):
1. Students will recall all vocabulary from Ch. 28-Ch. 32.
2. Students will compare and contrast fish and amphibian physiology.
3. Students will compare and contrast bird and reptile physiology.
4. Students will recall characteristics of mammals that distinguish them from other animals.
5. Students will compare and contrast the types of mammals and how they are divided.
6. Students will recall examples of the placental mammals.
7. Students will explain the importance of the integumentary, skeletal, and muscular systems.
8. Students will recall examples of the axial and appendicular skeletons and of each joint type.
9. Students will recall conditions that affect the three systems.
10. Students will explain sliding theory for muscles.
Unit Questions (Bloom’s Taxonomy Levels):
Knowledge: Describe the slide filament theory.
Comprehension: What differences exist between the three types of muscles cells?
Application: Why is the knee an example of a hinge joint?
Analysis: What are the parts or features of the skin?
Synthesis: How would you create/design a model that demonstrates the slide filament theory?
Evaluation: What criteria would you use to assess the difference between osteoarthritis and rheumatoid arthritis?
ENGAGEMENT
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Describe how the teacher will capture students’ interest.
I will perform demonstrations for review of the 9 weeks test.
What kind of questions should the students ask themselves after the engagement?
What techniques can I use to study for the test and remember the information?
EXPLORATION
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Describe what hands-on/minds-on activities students will be doing.
Students will be able to come up to the board and demonstrate/teach objectives.
List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
How does our skin protect us from infections?
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EXPLANATION
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Student explanations should precede introduction of terms or explanations by the teacher. What questions or
techniques will the teacher use to help students connect their exploration to the concept under examination?
I will ask higher order thinking questions to help them to get a better grasp of the knowledge needed to take the test.
List higher order thinking questions, which teachers will use to solicit student explanations and help them to
justify their explanations.
What functions do the integumentary, skeletal, and muscular systems have in common?
ELABORATION
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Describe how students will develop a more sophisticated understanding of the concept.
Students will have an opportunity to demonstrate their knowledge of the chapters we have covered to each other, and
thus perform peer-tutoring worksheets will also be completed by the students.
What vocabulary will be introduced and how will it connect to students’ observations?
No new vocabulary will be introduced, as this will be a 9 weeks review.
How is this knowledge applied in our daily lives?
Knowing how our body systems function will helps us protect ourselves and keep ourselves healthy.
EVALUATION
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How will students demonstrate that they have achieved the lesson objective?
Students will have an opportunity to demonstrate their achievement through peer tutoring, worksheets and the 9 weeks
test.
This should be embedded throughout the lesson as well as at the end of the lesson.
USE of TECHNOLOGY
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How will students use the technology?
Students will use technology by completing online quizzes with their cell phones.
What technology resources are needed?
Smart board, cell phones (laptops/tablets).
DIFFERENTIATION – Modifications and Advanced
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How will you modify this lesson to include those with learning disabilities?
Students will have an opportunity for peer tutoring and extended time to take the 9 weeks test.
How will you extend this lesson for students needing more advanced objectives?
Students will be asked higher order thinking questions both orally and written on the test.
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