Teacher Name: Pamela Shaver
Building: HAHS
Subject: BIO 1A
Start Date(s):2-22-16
End Dates(s):2-26-16
Grade Level(s): 9-10
Day
22
23
24
25
26
Objective (s)
Students will define the following
terms: ecology, organism,
population, community, ecosystem,
biome, biosphere, and species,
analyze the biological levels of
organization, construct an
organized foldable displaying the
levels of organization and
categorize the levels of
organization by putting them in
logical order in the foldable.
Students will engage in their
second writing prompt. Students
will read and analyze a scientific
journal article in order to answer 10
comprehension questions and draft
a 3 paragraph essay.
Students will analyze 7 different
skulls and the teeth within them.
They will use the teeth to determine
what type of heterotroph each
animal is.
Students will define the following
terms: Food web, food chain,
autotroph, producer, heterotroph,
consumer, herbivore, carnivore,
omnivore, decomposer,
photosynthesis and
chemosynthesis, Analyze the
energy flow that exists within foods
webs and food chains, Organize
and interpret pieces of information
pertaining to food webs by creating
a food web.
Students will analyze the energy
flow that exists within foods webs
and food chains, Organize and
interpret pieces of information
DOK
Level
4
4
4
3
2
Activities / Teaching Strategies
PDN test reflection.
6 Minute, Anticipatory- The ant colony video showing the excavation
of a huge ant community.
Levels pretest
15 minutes, notes on the levels of organization.
45 minutes, facilitate the completion of the levels of organization
individual projects.
Levels posttest
PDN to recall the term Ecology
Give each student their individual suggestions for improvement on
reading and comprehension.
Facilitate individual reading and comprehension assignment.
Grouping
DAILY PLAN
Materials /
Resources
W
S
I
Paper
Markers
Scissors
FormativeWhole group discussion and check
individual activity.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
W
I
Article
Highlighters
Pencils
FormativeWhole group discussion and check
individual activity.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeSummative- Unit test day
Student Self-AssessmentStudents reflect on their test
performance. How do they think it
went? What could they do to perform
better?
FormativeLarge group discussion. Monitor of
pair food web creation. Collection and
correction of webs.
SummativeUpcoming comprehensive unit test.
Student Self-Assessment-
PDN to recall the terms omnivore, carnivore and herbivore
Short discussion of previous notes to recall information
Facilitate discovery learning activity.
Whole group discussion to check for understanding.
Collection and correction of student work.
W
S
I
Units Test
regular,
modified and
double
modified
PDN to review levels of organization.
Anticipatory video creating a live visual of food webs for students.
Notes on energy flow
Facilitate the creation of food webs in pairs.
W
S
I
Chalkboard
Text books
Construction
paper
Food webs
PDN to review trophic levels
Anticipatory video creating a live visual of food webs for students.
Facilitate the dissection lab
Assessment of Objective (s)
W
S
I
Pellets
Gloves
Lab journal
FormativeLarge group discussion. Monitor of
pair food web dissection.
Summative-
pertaining to food webs by
dissection an owl pellet. Students
will be exposed to a real world
example of energy flow between to
living organisms.
Upcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN. Exit ticket.