Teacher Name: Pamela Shaver
Building: HAHS
Subject: BIO 1A
Start Date(s):03-14-16
End Dates(s):03-18-16
Grade Level(s): 9-10
Day
Objective (s)
Students will be able to:
1. Identify the following terms:
symbiosis, commensalism,
mutualism, parasitism, parasite and
host.
2. Classify organisms into the three
types of symbiotic relationships.
3. Investigate symbiotic
relationships by completing the
symbiosis lab.
4. Analyze the results of their lab
activity to research conclusions
based on symbiosis.
DOK
Level
4
Activities / Teaching Strategies
10 minute, PDN.
10 minutes, Anticipatory.
15 minutes, Mini lecture and notes on Symbiosis
5 minutes, Facilitate the symbiosis lab. Divide the class into three
groups, giving each group a name (mutualism, commensalism, and
parasitism). Explain to each group which type of symbiosis they are
and what that means.
15 minutes, Within each group, shuffle and hand out the cards that
correspond with that group (parasitism group gets parasite cards,
etc.) Tell the class that each student has someone in their group
that has a symbiotic relationship with them. One organism in each
pair is using the other as a unique habitat in order to feed, survive,
or reproduce. They are going to try to find their “symbiont” by talking
to other group members about what each organism has and needs.
Grouping
DAILY PLAN
S
W
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Materials /
Resources
Symbiont
Cards
Board
Assessment of Objective (s)
Formative- Whole group discussion,
small group monitoring, check
individual activity work.
Summative-Upcoming comprehensive
unit test.
Student Self-AssessmentStudents check for understanding by
categorizing symbiotic relationships
into one of the three forms.
When a pair of students has figured out that they share a symbiotic
relationship, they will come to the teacher and ask if their pairing is
correct. When a pair of students are correct, they will write their two
organisms together on the board with a circle around them. They
will all use the same color maker and place their pair randomly on
the board.
14
15 minutes, Next students will work individually to guess what kind
of symbiotic relationship the organisms on the board have. Students
will create organization tools by dividing a piece of paper into 3
columns and label each parasitism, commensalism and mutualism.
The teacher will read the cards aloud for each pair of organisms.
Students will make their guess, explain why they think that and
place the pair of organisms under one of the 3 category columns.
15 minutes, Once each pair of organisms has been read aloud and
the students have guessed for each, students will pair with their
partner and share their thoughts and answers. After pair sharing a
class discussion will be conducted to check for correctness and
understanding.
5 minutes, Clean up all lab materials.
15
Students will be able to:
1. Recall the following terms:
symbiosis, commensalism,
mutualism, parasitism, parasite and
3
10 min PDN
5 min Anticipatory
15 min mini lecture information recall
45 min facilitation of symbiotic relationship pocket organizer.
W
S
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Formative- Whole group discussion,
small group monitoring, check
individual activity work.
Summative-Upcoming comprehensive
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17
18
host.
2. Classify organisms into the three
types of symbiotic relationships.
3. Investigate symbiotic
relationships by categorizing them
into a 3 part pocket organizer.
Students will be able to:
1 .Define the following terms:
primary succession and secondary
succession.
2. Relate to succession via real
world examples.
3. Analyze levels of succession by
using visual examples and picture
descriptions.
.
10 min pair and share
5 min classroom clean up
3
unit test.
Student Self-AssessmentStudents check for understanding by
categorizing symbiotic relationships
into one of the three forms.
5 minute, PDN.
10 minutes, Anticipatory.
15 minutes, students will take notes on ecological success. The
teacher will give examples of succession that the students can
relate to or recognize. The teacher will mention environmental
activities such as volcanic activity and forest fires.
40 minutes, students will complete a succession analysis that
includes picture representations of succession. Students will
analyze the pictures and read the paragraph descriptions of the
pictures to make logical interpretations of the pictures and
determine the stage of ecological succession. The teacher will visits
each student as they work to check for understanding and keep
students on task.
15 minutes, The teacher will facilitate a short discussion on the
worksheet and check for understanding using formative
assessment.
5 minutes, Exit ticket to check for understanding
W
I
S
Construction
paper
Scissors
Colored pencils
Glue
whiteboard
Formative-Whole group discussion,
individual monitoring, collection and
correction of work.
Summative- Upcoming
comprehensive unit test.
Student Self-AssessmentExit ticket
W
S
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Chalkboard
Textbooks
Review sheet
FormativeWhole group discussion, Monitor
individual work.
SummativeUpcoming comprehensive unit test.
Student Self-AssessmentStudents reflect on their answers to
review questions.
Unit Tests
FormativeSummative- Unit Test
Student Self-AssessmentStudents will reflect on test grade and
what they can do to improve on
Monday.
Students will recall terms and
concepts they learned in unit by
organizing their own notes,
constructing their own study guide
using key terms and apply
concepts to answer review
questions that require critical
thinking.
3
PDN review question on each testable topic.
Class discussion and active inquiry on testable topics.
Facilitate group multiple choice strategies
Homework to study for test.
Students will recall terms and
concepts learned in unit 1 by way
of multiple choice question, apply
concepts to answer critical thinking
questions, formulate verbal
answers in response to open
ended question and summarize
concepts in short essay format.
2
Facilitation of Unit Test
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