Westside High School Lesson Plan Pre-AP
Teacher Name:
Course:
S. Stewart
Biology
Unit Name and #:
Dates:
Unit 11: Other
Mechanisms of
Evolution. Unit 12:
Biological
Classification
January 12-16, 2015
Monday
What are we learning?
Daily Objective: Students will demonstrate understanding of the endosymbiotic theory and
Miller-Urey experiment.
TEKS/AP/Standards: 7(G) analyze and evaluate scientific explanations concerning the
complexity of the cell.
How will we learn it?
Learning Activities: Guided notes with video clips. Independent reading over endosymbiosis.
How will we tell if we’re learning it correctly?
Assessment Methods: Students will complete questions over independent reading
assignment.
Checks for Understanding: Verbal assessment throughout lesson and exit ticket.
What do I need to be successful?
Materials: Pen/pencil
Tuesday
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective: Students will complete evolution unit with quiz assessment. Discussion of
Taxonomy will begin.
TEKS/AP/Standards: 7(B) analyze and evaluate scientific explanations concerning any data of
sudden appearance, stasis, and sequential nature of groups in the fossil record. 7(F) analyze
and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow,
mutation, and recombination. 7(G) analyze and evaluate scientific explanations concerning the
complexity of the cell. 8(A) define taxonomy and recognize the importance of a standardized
taxonomic system to the scientific community
How will we learn it?
Learning Activities: Guided notes will be used to begin discussion of Taxonomy.
How will we tell if we’re learning it correctly?
Assessment Methods: Evolution Quiz.
Checks for Understanding: Verbal assessment throughout discussion
What do I need to be successful?
Materials: Pen/Pencil
What do I need to before next class?
Follow Up/HW:
Wed/Thurs
What are we learning?
Daily Objective: Students will begin to analyze the concept of taxonomy and Linnaean
classification through completing a taxonomy booklet and classroom poster. Students will be
able to describe relationships using cladograms.
TEKS/AP/Standards: 8(A) define taxonomy and recognize the importance of a standardized
taxonomic system to the scientific community 8(B) categorize organisms using a hierarchical
classification system based on similarities and differences shared among groups
How will we learn it?
Learning Activities: Students will begin creating a “taxonomy booklet” describing the levels
of classification. Students will also create posters for each taxonomic level using descriptor
words for classroom reference. A short presentation will be given to introduce cladograms.
How will we tell if we’re learning it correctly?
Assessment Methods: Student knowledge will be demonstrated by quality and precision of
the taxonomy booklet they create. Students will also complete a graphic organizer covering
Doman, Kingdom and characteristics of each.
Checks for Understanding: Verbal checks for understanding during lesson and exit ticket.
Cladogram worksheet will be completed during class time and stamped by teacher after
mastery is evident.
What do I need to be successful?
Materials: Pen/pencil, markers, construction paper, any craft items desired
Friday
What do I need to before next class?
Follow Up/HW: Complete taxonomy booklet at home if not completed during class time.
What are we learning?
Daily Objective: Students will complete taxonomy booklet and posters. Students will begin to
analyze the usefulness of dichotomous keys.
TEKS/AP/Standards: 8(A) define taxonomy and recognize the importance of a standardized
taxonomic system to the scientific community. 8(B) categorize organisms using a hierarchical
classification system based on similarities and differences shared among groups.
8(C) compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi,
plants, and animals.
How will we learn it?
Learning Activities: Students will complete taxonomy booklet and posters. Examples of
dichotomous keys will be shown in class. Teacher will demonstrate how to use a
dichotomous key appropriately. Students will complete shark and leaf dichotomous key
practice.
How will we tell if we’re learning it correctly?
Assessment Methods: Completed taxonomy booklet will be taken up for a grade.
Checks for Understanding: Dichotomous key worksheet turned in as exit ticket.
What do I need to be successful?
Materials: pen/pencil, completed taxonomy booklet
What do I need to before next class?
Follow Up/HW: Students will be asked to create their own dichotomous key for a given
organism. The key will be due Wednesday 1/21/15.