WOODLAND HILLS SECONDARY LESSON PLAN
Name ___Brett Booth______
Date __11-3-14___
Length of Lesson ___6 Days___ 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 Porifera
•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):
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
VOCABULARY:
ESSENTIAL QUESTIONS:
•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?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Porifera
Spicules
Dissection microscope
Compound light microscope
-become introduced to the phylum porifera.
-compare and contrast numerous physical and behavioral
characteristics of sponges.
-compare the three classes of living sponges.
-explain how the body structures of sponges are constructed.
-investigate classifying structures of sponges during a dry lab
investigation.
-compare and contrast the the three main groups of sponges.
-review the structure and function of the compound light
microscope and the dissection microscope.
-review the Porifera Wet-Lab procedures.
-investigate sponge structure and function.
-compare and contrast the internal framework of Porifera.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Daily question & answer between instructor & student
•Complete Porifera wet & dry labs as instructed by teacher.
FORMATIVE ASSESSMENTS:
Questioning
Pop Quiz
Exit ticket
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;
Won’t know until I get there
Mini Lesson:
Graphing, poplution, water quality
Guided Practice:
What makes things living vs.
MATERIALS AND
RESOURCES:
LCD Projector
PowerPoint
Lap top/classroom computer
DVD
INTERVENTIONS:
A+
Test Corrections
Tutoring during prep periods
&/or after school
College Access
ASSIGNMENTS:
•Phylum Porifera Quiz
•Phylum Porifera Wet & Dry
Labs
nonliving
Independent Practice:
Summations/Formative Assessments:
Reflections:
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
Group work