WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Mrs. Johnson
week:
Date 1-12-15
Length of Lesson 15 daysContent Area Zoology
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STAGE I – DESIRED RESULTS
LESSON TOPIC:Animal Geography & Cell Division
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
•Describe and compare structural and functional similarities and differences
that characterize diverse living things.
•Explain the relationships among and between organisms in different
ecosystems and their abiotic and biotic components
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
•Describe the structures of living things that help them function effectively in
specific ways (e.g., adaptations, characteristics).
•Explain the flow of energy through an ecosystem (e.g., food chains, food webs).
•Identify major biomes and describe abiotic and biotic components (e.g., abiotic:
different soil types, air, water sunlight; biotic: soil microbes, decomposers).
•Explain relationships among organisms (e.g., producers/consumers,
predator/prey) in an ecosystem.
VOCABULARY:
Community
Populations
Abiotic factors
Biotic factors
Cell division
Tissue
Organ
System
ESSENTIAL QUESTIONS:
•How is structure related to function at all biological levels of
organization?
•How do organisms interact and depend on each other and their
environment for survival?
•How does life result from cellular structure and function?
How do cells grow and reproduce?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
-become introduced to the unit covering animal geography.
-define key terms of Biome characteristics.
-identify the concepts of animal geography.
-identify how populations are distributed, the interactions
within them, and different levels of organization found
throughout them.
-identify how communities are organized with respect to
overall area.
-identify some of the special relationships found among
animals within these communities.
-identify some of the factors affecting how large populations
get.
-discover the variety of living and nonliving factors within a
variety of biomes.
-identify and describe biotic and abiotic factors of a biome.
-review the basics of cell division as it relates to animal
development.
-review the structure and function of tissues, organs, and
systems.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Daily question & answer between instructor & student
•Biotic vs Abiotic project
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Open Ended Questions
#3. Exit Tickets
Others: Basic understanding of prior & current knowledge of
material. Proper use of materials presented.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Compare Contrast
Others:
LCD Projector
PowerPoint
Lap top/classroom
computer
DVD
Lab equipment
Zoology Color Plate Book
Resource Book
Numerous specimens
used for identification
purposes
Overhead video camera
for microscope.
Overhead video/still
frame camera.
Compound light
microscopes.
Dissection microscopes.
Describe usage: Students are
required to take notes, work
through independent pre-lab
practices, group lab activities,
and finally independent self-tests.
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Guided Notes
Others:
Describe usage: Zoology deals
with the comparative anatomy of
the animal phyla, along with how
each phyla is more complex the
the previous discussed; therefore,
the use of prior knowledge is a
key.
Other techniques used:
•Lecture/Discussion
•Etymology
•Demonstrations of lab practices.
•Use physical specimens
throughtout discussion.
MINI LESSON:
CONTENT AREA
READING:
Related articles.
INTERVENTIONS:
ASSIGNMENTS:
A+
Test Corrections
Tutoring during prep periods
&/or after school
College Access
Group work
SIP plans (when needed)
•Introduction to Zoology
test/quiz
•Characteristics of a
Population Review Questions
•Community Structure &
Function Review Questions
•Population Dynamics: How
Populations Change Review
Questions
•Cell Division Study Sheet