WOODLAND HILLS SECONDARY LESSON PLAN
Name ___Brett Booth______
Date __12-08-14__
Length of Lesson ____17 day____ Content Area ____Biology_________
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Phylum Cnidaria
•Apply appropriate instruments for a specific purpose and
describe the information the instrument can provide.
•Describe and compare structural and functional similarities
and differences that characterize diverse living things.
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
Students will understand:
•Describe ways technology (e.g., microscope, telescope,
micrometer, hydraulics, barometer) extends and enhances
human abilities for specific purposes.
•Describe the structures of living things that help them
function effectively in specific ways (e.g., adaptations,
characteristics).
•Describe the structures of living things that help them
function effectively in specific ways (e.g., adaptations,
characteristics).
•Describe the structures of living things that help them
function effectively in specific ways (e.g., adaptations,
characteristics).
•Identify the levels of organization from cell to organism
and describe how specific structures (parts), which underlie
larger systems, enable the system to function as a whole.
•How is structure related to function at all biological levels
of organization?
•How does life result from chemical structure and function?
•How do organisms maintain a biological balance between
their internal and external environments?
•How do different organisms obtain and use energy to
survive in their environment?
•How do organisms interact and depend on each other and
their environment for survival?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Nematocysts
Tentacles
Oral arms
One-way digestive tract
Two-way digestive tract
Basal disc
Subcumbular surface
Excumbular surface
Colony
Polyp
-read over the article “Killer Down Under” in order to
discover what makes this organism one of the world’s most
deadliest.
-distinguish between the various structures found within
members of this phylum.
- compare and contrast members of the phylum Cnidaria.
- observe the general characteristics of the brown hydra.
- observe some of the behavioral characteristics of the brown
hydra.
- observe the general characteristics of the jellyfish.
- compare and contrast the body structures of jellyfish to the
brown hydra.
- observe the general characteristics of the sea anemone.
- compare and contrast the body structures of sea anemone to
the jellyfish and brown hydra.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Daily question & answer between instructor & student
•Complete various labs as instructed by teacher.
FORMATIVE ASSESSMENTS:
Summarization
Open end questions
Exit tickets
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Do Now;
Mini Lesson:
Sea anemone lab
Coral Lab
Jelly Lab
Guided Practice:
Independent Practice:
Resource book pages using text an
color plate info
Summations/Formative Assessments:
Lab quizzes on different classes of
Cnidaria
Reflections:
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
INTERVENTIONS:
ASSIGNMENTS:
Test Corrections
Tutoring during prep periods
&/or after school
College Access
Group work
SIP plans (when needed)
•Jellyfish Article – “Killer
Down Under”
•Hydra living lab.
•Jellyfish identification lab.
•Sea anemone
dissection/identification.
•Lab Practicals: external &
internal for both jellyfish &
sea anemone
•Phylum Cnidaria Quiz.