Teacher Name: Pamela Shaver
Building: HAHS
Subject: BIO 1A
Start Date(s):2-29-16
End Dates(s):3-4-16
Grade Level(s): 9-10
Day
29
1
2
3
4
Objective (s)
Students will analyze the energy
flow that exists within foods webs
and food chains, Organize and
interpret pieces of information
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.
Students will recall trophic levels.
Define the following terms: abiotic,
biotic factors. Analyze examples
and place them in their respective
positions using a Venn diagram.
Create an ecosystem and
incorporate examples of both.
Determine the outcome when
essential abiotic and biotic factors
are removed.
Students will recall information
given in the previous class period.
Analyze the nitrogen cycle
specifically. Differentiate between
denitrification and nitrogen fixation.
Create a nitrogen cycle poster as
individuals
Students will analyze one of the
following cycles of matter as a
group. Water, Carbon or
Phosphorous. They will create an
informative poster to gain
information and present information
to the class.
Students will analyze one of the
following cycles of matter as a
group. Water, Carbon or
Phosphorous. They will create an
informative poster to gain
information and present information
DOK
Level
4
2
3
4
4
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Assessment of Objective (s)
PDN to review food webs
Anticipatory video creating a live visual of food webs for students.
Facilitate the dissection lab
W
S
I
Pellets
Lab Journals
FormativeWhole group discussion and check
individual activity.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
FormativeWhole group discussion and check
individual activity.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents check for understanding of
previous class material using the
PDN.
PDN to review trophic levels.
Anticipatory set to relate biotic and abiotic factors to students.
Trophic level quiz.
Board examples and class discussion.
Facilitation of guided practice on abiotic and biotic factors as a
class. Think, pair, share used.
Collection of work.
W
S
I
Quiz
Board
PDN review cycles of matter
Anticipatory set to relate the nitrogen cycle to the students.
Facilitation of individual research and poster.
Collection of completed work.
W
S
I
Books
Board
Paper cycles
Scissors
Glue
FormativeLarge group discussion. Monitor of
individual work
SummativeUpcoming comprehensive unit test.
Student Self-Assessment- Students
check for understanding of previous
class material using the PDN.
PDN review cycles of matter
Anticipatory set to relate the water cycle to the students.
Facilitation of group research and poster.
W
S
I
Books
Board
Paper cycles
Scissors
Glue
FormativeLarge group discussion. Monitor of
individual work
SummativeUpcoming comprehensive unit test.
Student Self-Assessment- Students
check for understanding of previous
class material using the PDN.
PDN review cycles of matter
Anticipatory set to relate the carbon cycle to the students.
Facilitation of group research and poster.
Collection of work
W
S
I
Books
Board
Paper cycles
Scissors
Glue
FormativeLarge group discussion. Monitor of
individual work
SummativeUpcoming comprehensive unit test.
Student Self-Assessment- Students
to the class.
check for understanding of previous
class material using the PDN.
Students check for understanding of
previous class material using the
PDN. Exit ticket.