WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Trivilino
week:
Date 05/26-5/29/15
Length of Lesson 15 daysContent Area Biology
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STAGE I – DESIRED RESULTS
LESSON TOPIC:
Ecosystems and Biological communities
Theory of Evolution
Patterns of Inheritance
DNA, RNA and Protein Synthesis
Cell Growth and Reproduction
Homeostasis and Transport
Bioenergetics
Basic Biological Principles
Chemical Basis of Life
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
• How do we know if something is alive?
• How do cells grow and reproduce?
• How is the hereditary information in genes inherited and
expressed?
• How do we scientifically explain the evidence and
mechanisms for biological evolution?
• How does life result from chemical structure and function?
• How does life result from cellular structure and function?
• How is structure related to function at all biological levels of
organization?
• How do organisms maintain a biological balance between
their internal and external environments?
• What are the advantages of multicellularity?
• 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?
• Why is DNA called the “blueprint of life”?•
• What are the levels of ecological organization?
• Why are the levels of organization important?
• How do characteristics of ecosystems change between
different ecosystems?
• What are the interactions and relationships in an ecosystem?
Students will understand:
• Describe the levels of ecological organization (i.e., organism, population,
community, ecosystem, biome, and biosphere).
• Describe characteristic biotic and abiotic components of aquatic and terrestrial
ecosystems
• Describe how energy flows through an ecosystem (e.g., food chains, food webs,
energy pyramids).
• Describe biotic interactions in an ecosystem (e.g., competition, predation,
symbiosis).
• Describe how matter recycles through an ecosystem (i.e., water cycle, carbon
cycle, oxygen cycle, and nitrogen cycle).
• Describe how ecosystems change in response to natural and human
disturbances (e.g., climate changes, introduction of nonnative species, pollution,
fires).
• Describe the effects of limiting factors on population dynamics and potential
species extinction. .
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• Organisms share common characteristics of life.
• New cells arise from the division of pre-existing cells.
• Hereditary information in genes is inherited and expressed.
• Evolution is the result of many random processes selecting for the survival
and reproduction of a population.
• Life emerges due to the chemical organization of matter into cells.
• Cells have organized structures and systems necessary to support chemical
reactions needed to maintain the living condition.
• Structure is related to function at all biological levels of organization.
• Through a variety of mechanisms organisms seek to maintain a biological
balance between their internal and external environments.
• Eukaryotic cells can differentiate and organize making it possible for
multicellularity.
• Organisms obtain and use energy to carry out their life processes.
• Organisms on Earth interact and depend in a variety of ways on other living
and nonliving things in their environments.
• DNA segments contain information for the production of proteins necessary
for growth and function of cells.
VOCABULARY: Ecology, habitat, abiotic factor, biotic
factor, biodiversity, pioneer species, succession, primary
succession, secondary succession, primary productivity,
producer, consumer, trophic level, food chain, food web,
herbivore, carnivore, omnivore, detritivore, decomposer,
energy pyramid, biomass, biogeochemical cycle, ground
water, transpiration, nitrogen fixation, organisms,
population, ecosystem, community, biome, biosphere,
coevolution, predation, parasitism, secondary compound,
symbiosis, mutualism, commensalism, competition, niche,
fundamental niche, realized niche, competitive exclusion,
climate, littoral zone, limnetic zone, profundal zone, plankton
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
• Distinguish an ecosystem from a community.
• Describe the diversity of a representative ecosystem.
• Sequence the process of succession.
• Distinguish between producers and consumers.
• Compare food webs and chains.
• Describe the role of competition in shaping the nature of
communities.
• Summarize the importance of biodiversity.
• Summarize the key features of the Earth’s major biomes.
STAGE II – ASSESSMENT EVIDENCE
FORMATIVE ASSESSMENTS:
#1. Open Ended Questions
#2. Graphic Organizers
#3. Exit Tickets
Others: Teacher questioning, class discussion, simulations,
labs, event retelling, think-pair-share, small group talk, game
playing, thumbs up, think aloud, read aloud, demonstrations
PERFORMANCE TASK:
• Warm-up activity
• Etymology
• Final Exam Review
• Final Exam
• Board game creation
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Whole Class Response
Others: Role Play
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Note Packets:
Ecolosystems
Biological Communities
Describe usage:
• Lecture/discussion of
Ecolosystems and
Biological Communities.
• Build on the knowledge of
DNA, genes, and how organisms
evolve
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Chunking
Others:
Describe usage:
• Build on the knowledge of
DNA, genes, and how organisms
evolve
• Compare a food chain and
food web in a selected
environment.
Other techniques used:
• Video clips
CONTENT AREA
READING:
Chapters covered this
semester.
INTERVENTIONS:
ASSIGNMENTS:
• Student portfolio
• Test Corrections
• Extended time for
homework and tests
• Alternative assignments
• Tutoring
• College Access
•
•
•
•
•
Directed Readings
Active Readings
Final Exam Review
Final Exam
Board game creation
MINI LESSON:
• Final Review
• Board Game