Week of 12/19-12/22/11
Teacher C.Yourechko
Course: Biology I (A)
Day
Anchor Descriptor
Eligible Content or
Academic Standard
Objective
Strategies for
this lesson
Assessment
Mon.
S.11.B.2.1- Explain
the mechanisms of
the theory of
evolution.
S11.B.2.1.1 Explain the
theory of evolution by
interpreting data from
fossil records, similarities in
anatomy and physiology, or
DNA studies that are
relevant to the theory of
evolution.
S11.B.2.1.2 Explain the role
of mutations, differential
reproduction, and gene
recombination in changing
the genetic makeup of a
population.
S11.B.2.1.3 Explain the role
of selective breeding and
biotechnology in
changing the genetic
makeup of a population.
S11.B.2.1.4 Explain why
natural selection can act
only on inherited traits.
Students will discuss what
evolution is and what role
Charles Darwin has played
in the scientific backing for
evolution
P.D.N.
Guided Notes
Vocabulary Activity
Guided Reading
Independent Work
Formative- Chapter 15 Guided Reading
Packet
S11.B.2.1.1 Explain the
theory of evolution by
interpreting data from
fossil records, similarities in
anatomy and physiology, or
DNA studies that are
relevant to the theory of
evolution.
S11.B.2.1.2 Explain the role
of mutations, differential
reproduction, and gene
recombination in changing
the genetic makeup of a
population.
S11.B.2.1.3 Explain the role
ofselective breeding and
biotechnology in changing
Students will discuss the
concepts of population
growth and descent with
modification while
specifically focusing on
humans.
P.D.N.
Guided Notes
Whole Group
Discussion
Small Grouping
Formative- Chapter 15 Guided Reading
Packet
Summative-
Connection to Anchor:
Tues.
S.11.B.2.1- Explain
the mechanisms of
the theory of
evolution.
Summative-
the genetic makeup of a
population.
S11.B.2.1.4 Explain why
natural selection can act
only on inherited traits.
Connection to Anchor:
Wed
S.11.B.2.1- Explain
the mechanisms of
the theory of
evolution.
S11.B.2.1.1 Explain the
theory of evolution by
interpreting data from
fossil records, similarities in
anatomy and physiology, or
DNA studies that are
relevant to the theory of
evolution.
S11.B.2.1.2 Explain the role
of mutations, differential
reproduction, and gene
recombination in changing
the genetic makeup of a
population.
S11.B.2.1.3 Explain the role
of selective breeding and
biotechnology in changing
the genetic makeup of a
population.
S11.B.2.1.4 Explain why
natural selection can act
only on inherited traits.
Students will discuss other
scientists theories on
evolution and compare
them to Darwin’s theory
P.D.N.
Guided Notes
Whole Group
Discussion
Independent Work
Formative-
S11.B.2.1.1 Explain the
theory of evolution by
interpreting data from
fossil records, similarities in
anatomy and physiology, or
DNA studies that are
relevant to the theory of
evolution.
S11.B.2.1.2 Explain the role
of mutations, differential
reproduction, and gene
recombination in changing
the genetic makeup of a
Students will view the
video: Jeff Corwin in the
Galapagos Islands and
complete a worksheet on
the video
P.D.N
Whole Group Activity
Independent Work
Formative- Video Worksheet
Summative- Evolution Quiz
Connection to Anchor:
Thurs
S.11.B.2.1- Explain
the mechanisms of
the theory of
evolution.
Summative-
population.
S11.B.2.1.3 Explain the role
of selective breeding and
biotechnology in changing
the genetic makeup of a
population.
S11.B.2.1.4 Explain why
natural selection can act
only on inherited
traits.
Connection to Anchor:
Fri
OFF
OFF
OFF
OFF
FormativeSummative-
Connection to Anchor:
Week of 12/19-12/22/11
Teacher
C. Yourechko
Course: Biology I (B)
Day
Anchor Descriptor
Eligible Content or
Academic Standard
Objective
Strategies for
this lesson
Assessment
Mon.
S.B.1.1- Explain
structure and
function at multiple
levels of
organization.
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss the
Animal Kingdom and the
characteristics of
organisms within that
kingdom
P.D.N.
Guided Notes
Guided Reading
Whole Group
Discussion
Independent Work
Formative- Chapter 26 Guided Reading
Packet
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss two
(Sponges & Cnidarians) of
the invertebrate groups of
the Animal Kingdom
P.D.N.
Guided Notes
Whole Group
Discussion
Guided Reading Packet
Formative- Chapter 26 Guided Reading
Packet
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss the
invertebrate group Worms
and dissect an earthworm
P.D.N
Guided Notes
Small Grouping
Formative- Earthworm lab Packet
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss three
of the invertebrate groups
(Mollusks, Arthropods,
Enchinoderms). Students
will observe a squid
dissection demonstration
P.D.N.
Guided Notes
Whole Group
Discussion
Independent Work
Formative- Squid Lab Packet
Summative-
Connection to Anchor:
Tues.
S.B.1.1- Explain
structure and
function at multiple
levels of
organization.
Summative-
Connection to Anchor:
Wed
S.B.1.1- Explain
structure and
function at multiple
levels of
organization.
Summative-
Connection to Anchor:
Thurs
S.B.1.1- Explain
structure and
function at multiple
levels of
organization.
Connection to Anchor:
Summative-
Fri
OFF
OFF
OFF
OFF
FormativeSummative-
Connection to Anchor:
Week of 12/19-12/22/11
Teacher C. Yourechko
Course: Physiology
Day
Anchor Descriptor
Eligible Content or
Academic Standard
Objective
Strategies for
this lesson
Assessment
Mon.
S11.B.1.1 Explain
structure and
function at multiple
levels of
organization.
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students in groups will
outline the respiratory
system using a guided
outline
P.D.N.
Guided Outline
Small Grouping
Formative- Respiratory System Outline
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss the
function and anatomical
structures of the
respiratory system
P.D.N.
Guided Notes
Whole Group
Discussion
Formative- Respiratory Diagrams and color
coding activity
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss
environmental factors as
well as diseases that
impact the respiratory
system.
P.D.N
Guided Notes
Small Grouping
Whole Grouping
Independent Work
Formative-
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss
medical testing for the
respiratory system using a
case study analysis
P.D.N
Small Grouping
Whole Group
Discussion
Formative- Case Study Analysis
Summative-
Connection to Anchor:
Tues.
S11.B.1.1 Explain
structure and
function at multiple
levels of
organization.
Summative-
Connection to Anchor:
Wed
S11.B.1.1 Explain
structure and
function at multiple
levels of
organization.
Summative-Respiratory Quiz
Connection to Anchor:
Thurs
S11.B.1.1 Explain
structure and
function at multiple
levels of
organization.
Connection to Anchor:
Summative-
Fri
OFF
OFF
OFF
OFF
FormativeSummative-
Connection to Anchor: