Daily Lesson Plan
School
Lawrence North High
School
Your Name:
Steve Rosenbaum
Date:
4/11/2012
Course:
Marine Biology
90 Minutes
Grade Level(s):
9th through 12th
34 Students
# of Adults in
Classroom:
2 Adults
Length of Class:
Number of
Students:
Marine reptiles, birds, and mammals.
Unit Topic/Title:
Lesson title: Marine Reptiles and seabirds
Rationale/
Purpose for
Lesson:
This lesson introduces both the unit on marine animals and more specifically
marine reptiles and seabirds.
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Learning
Outcomes or
Objectives:
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Students will understand that within each class there are multiple genus
and species.
Students will develop an understanding how body shape, size, and color
are adaptations for survival.
Students will develop an understanding of locomotion adaptations.
Students will develop an understanding of diet and mating rituals and
adaptations.
Students will be able to discuss the importance of marine reptiles
coming ashore to lay eggs on remote sandy beaches.
Students will be able to compare and contrast different seabird’s beaks.
Students will be able to discuss the importance of the shape of a
seabird’s beak and how it is related to the bird’s food and its feeding
style.
Students will be able to compare and contrast locomotion adaptations
between marine reptiles and seabirds.
Students will be able to identify different species of marine reptiles and
seabirds.
AS. 1.1 Explain the classification of organisms based on hierarchical taxonomy
including kingdom, division, class, order, family, genus, and species.
AS. 1.4 Identify the major features of chordates, identify the highlights of
vertebrate evolution (development of jaws, cartilage, to bone, and water to
land), and identify the distinguishing characters of fish, birds, and mammals.
AS. 1.4 Identify the major features of chordates, identify the highlights of
vertebrate evolution (development of jaws, cartilage, to bone, and water to
land), and identify the distinguishing characters of fish, birds, and mammals.
AS. 4.14 Compare and contrast adaptations of animals for survival in different
environmental conditions.
Student
Academic
Standards:
Materials
Required:
Classroom
Geography:
AS. 3.1 Identify the major organ systems found in vertebrate animals (fish,
birds, and mammals).
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Marine Biology Textbook (pgs 177-185)
Promethean Board
Cool Creatures (Reptiles) Video
Oceans Alive Seabirds Video
The classroom will be set up in rows with four students in each row.
Approximately what percentage of the time are students do each of the following? (Should =
100%)
20% Independent reading
0% Partner work
10% Independent writing
10% Group work
Direct Instruction by
10% teacher
Engaging in whole
30% group discussion
Watching instructional
20% videos
Lesson Sequence
Estimated
Time Needed
Detailed Description of Teaching and Learning
The 5E instructional model was chosen for lesson planning.
(Minutes)
Bell work:
5 minutes
Question of the day on board: How does the shape of a seabird’s beak relate to
the food it eats as well as its feeding style?
Engage students with introduction/discussion of marine reptiles and seabirds.
10 minutes
Class discussion of the question of the day.
Students will explore the text and elaborate on their findings.
20 minutes
Read pages 177 to 185 silently and take notes.
Students will explain their findings on marine reptiles and seabirds.
Students will break into 6 large groups to discuss the readings for 10 minutes. We
will reconvene to take some notes I have prepared and discuss the reading and
notes as a class.
35 minutes
Students will evaluate the movie with the reading in the book to find similarities
and differences.
20 minutes
Students will watch the cool creatures (reptiles) video and Oceans Alive Seabirds
video. They will take notes as the videos play to compare to their notes taken
during first part of class.
Homework for Tomorrow
Answer Critical Thinking questions 1 and 2.
Assessments
There was not a traditional formative assessment for this lesson; however, the instructor will
formatively asses the students as they discuss the readings and notes out loud in class. The
summative assessment will be the critical thinking questions the students must answer for
homework. The instructor will assess the student’s answers the following class period.
Modifications / Special Considerations
Modifications will be made for students with reading disabilities by allowing someone to read the
material out loud to them. Also, dictionaries will be available for ENL students.
Daily Lesson Plan
School
Lawrence North High
School
Your Name:
Steve Rosenbaum
Date:
4/11/2012
Course:
Marine Biology
90 Minutes
Grade Level(s):
9th through 12th
34 Students
# of Adults in
Classroom:
2 Adults
Length of Class:
Number of
Students:
Marine reptiles, birds, and mammals
Unit Topic/Title:
Lesson Title: Marine Research
Rationale/
Purpose for
Lesson:
This lesson will build on student’s prior knowledge of marine reptiles, birds, and
mammals from the previous lesson. This lesson will introduce students to
performing their own scientific research.


Learning
Outcomes or
Objectives:




Students will develop an understanding that within each class there are
multiple genus and species.
Students will develop an understanding how body shape, size, and color are
adaptations for survival.
Students will develop an understanding of locomotion adaptations.
Students will develop an understanding of diet and mating rituals.
Students will develop an understanding of animal behavior such as
vocalizations, play behavior, and breaching.
Students will develop an understanding of some notable migration patterns.
AS. 1.1 Explain the classification of organisms based on hierarchical taxonomy
including kingdom, division, class, order, family, genus, and species.
Student
Academic
Standards:
AS. 1.4 Identify the major features of chordates, identify the highlights of
vertebrate evolution (development of jaws, cartilage, to bone, and water to
land), and identify the distinguishing characters of fish, birds, and mammals.
AS. 1.4 Identify the major features of chordates, identify the highlights of
vertebrate evolution (development of jaws, cartilage, to bone, and water to
land), and identify the distinguishing characters of fish, birds, and mammals.
AS. 4.14 Compare and contrast adaptations of animals for survival in different
environmental conditions.
AS. 3.1 Identify the major organ systems found in vertebrate animals (fish,
birds, and mammals).
Materials
Required:
Classroom
Geography:
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Computer
Animal Card
Marine Biology Textbook (pgs 177 to 210)
Writing prompt instruction for research paper and presentation
The classroom will be set up into rows with 6 computers in each row.
Approximately what percentage of the time are students do each of the following? (Should =
100%)
20% Independent reading
0% Partner work
60% Independent writing
0% Group work
Direct Instruction by
20% teacher
Engaging in whole
0% group discussion
Lesson Sequence
Estimated
Time Needed
Detailed Description of Teaching and Learning
The 5E instructional model was chosen for lesson planning
(Minutes)
Bell Work.
5 minutes
Question of the day on board: What is the difference between Baleen whales and
Toothed whales?
Engage students with discussion on research assignment and presentation.
10 minutes
Discuss marine reptiles, birds, and mammals writing assignment and presentation
as a class.
Students will explore different marine animals.
15 minutes
Students will look through a variety of marine reptiles, birds, and mammal cards.
They will pick the species they would like to do their project on and then read the
back of the card as a start to their research.
Students will explain and elaborate on a chosen marine species by performing
research and turning the research into a paper and presentation.
60 minutes
Students will have remaining time to research their chosen species. Once they are
done researching, they should start putting together their research paper and
then move on to putting together their presentation. Students will have 3 days in
the computer lab to accomplish this task. The instructor will be walking around
the classroom answering any questions the students may have.
Homework for Tomorrow
Continue working on research and putting together their presentation.
Assessments
There is not traditional formative assessment for this lesson. The instructor will formatively assess
the student’s progress during their research by walking around and answering any questions the
students may have. The summative assessment will be project based. Students will turn in a
research paper as well as give a presentation to the class using PowerPoint or a poster board. The
instructor will assess the student’s projects using the provided grading rubric.
Modifications / Special Considerations
Modifications will be made for students with reading disabilities by reading the material out loud
during class. Also, dictionaries will be available for ENL students. For any students with visual
imparities, text on the computer can be enlarged.