WOODLAND HILLS SECONDARY LESSON PLAN
Name ___Brett Booth______
Date __08-25-14__
Length of Lesson __10 days_____ Content Area ____Zoology______
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Animal Geography and Cellular Division
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
•Describe and compare structural and functional similarities and
differences that characterize diverse living things.
•Explain the relationships among and between organisms in
different ecosystems and their abiotic and biotic component
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
Students will understand:
•Describe the structures of living things that help them function
effectively in specific ways (e.g., adaptations, characteristics).
•Explain the flow of energy through an ecosystem (e.g., food
chains, food webs).
•Identify major biomes and describe abiotic and biotic
components (e.g., abiotic: different soil types, air, water sunlight;
biotic: soil microbes, decomposers).
•Explain relationships among organisms (e.g.,
producers/consumers, predator/prey) in an ecosystem.
•How is structure related to function at all biological levels of
organization?
•How do organisms interact and depend on each other and their
environment for survival?
•How does life result from cellular structure and function?
How do cells grow and reproduce?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Community
Populations
Abiotic factors
Biotic factors
Cell division
Tissue
Organ
System
Epithelial tissue
Connective tissue
Nervous tissue
-become introduced to the unit covering animal geography.
-define key terms of Biome characteristics.
-identify the concepts of animal geography.
-identify how populations are distributed, the interactions within
them, and different levels of organization found throughout them.
-identify how communities are organized with respect to overall
area.
-identify some of the special relationships found among animals
within these communities.
-identify some of the factors affecting how large populations get.
-discover the variety of living and nonliving factors within a
variety of biomes.
-identify and describe biotic and abiotic factors of a biome.
-review the basics of cell division as it relates to animal
development.
-review the structure and function of tissues, organs, and systems.
-differentiate between epithelial, connective, muscle, and nervous
tissues.
-identify the directional terminology to be used throughout the
course.
-review directional terminology as it relates to the students in the
classroom.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Daily question & answer between instructor & student
•Breakdown an ecosystem into the biotic, abiotic, animal
relationships, and population dynamics.
FORMATIVE ASSESSMENTS:
Summarizing
Open Ended Questioning
Exit tickets/question
Proper vocabulary use
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;
Ecosystem identification
Mini Lesson:
Compare and contrast
Guided Practice:note completeiong
and related questions
Independent Practice:
Summations/Formative Assessments:
Reflections:
MATERIALS AND
RESOURCES:
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:
A+
Test Corrections
Tutoring during prep periods
&/or after school
College Access
Group work
SIP plans (when needed)
ASSIGNMENTS:
•Introduction to Zoology
test/quiz
•Characteristics of a
Population Review Questions
•Community Structure &
Function Review Questions
•Population Dynamics: How
Populations Change Review
Questions
•Cell Division Study Sheet