Lesson Plan Template - Formatted
SUBJECT/Grade:
Biology Grade 11 Academic
COURSE/Type/Code: Biology: Grade 11
LESSON TITLE:
Biology lesson plan
Suggested Time:
1 period (75 min)
REVIEW diversity of living things
Diversity of Living Things - Review (pre-test)
LESSON Description:
After reviewing the issue of life cycle and diversity chart (AT will review) - using
pre-made handouts; I will support students by providing review of terms of the work.
Planning Information: (in brackets you can write down the time line)
Strands ( selected from Ministry Guideline
Biology: Diversity of Living Things
Expectations (overall & specific, quoted from new MET guideline, identified by page #, level of thinking - Bloom’s Taxonomy)
Overall: (Remember to highlight critical points)
B1. analyse the effects of various human activities on the diversity of living things;
B2. investigate, through laboratory and/or field activities or through simulations, the principles of
scientific classification, using appropriate sampling and classification techniques;
B3. demonstrate an understanding of the diversity of living organisms in terms of the principles of
taxonomy and phylogeny.
Specific: (reviewed from ministry guidelines)
B2.1 use appropriate terminology related to biodiversity, including, but not limited to: genetic
diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature,
and morphology [C]
B2.2 classify, and draw biological diagrams of, representative organisms from each of the kingdoms according to their unifying
and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate organisms, vascular or
nonvascular plants)
[PR, AI, C]
B2.3 use proper sampling techniques to collect various organisms from a marsh, pond, field, or other ecosystem, and classify
the organisms according to the principles of taxonomy
[PR, AI, C]
B2.4 create and apply a dichotomous key to identify and classify organisms from each of the kingdoms [PR, AI, C]
B3.1 explain the fundamental principles of taxonomy and phylogeny by defining concepts of taxonomic rank and relationship, such
asgenus, species, and taxon
B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and
contrast genetic material, metabolism, organelles, and other cell parts)
B3.3 describe unifying and distinguishing anatomical and physiological characteristics (e.g., types of reproduction, habitat, general
physical structure) of representative organisms from each of the kingdoms
B3.4 explain key structural and functional changes in organisms as they have evolved over time (e.g., the evolution of eukaryotes
from prokaryotes, of plants from unicellular organisms)
B3.5 explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity helps increase resilience to stress
and resistance to diseases or invading species)
Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson)
 Connect with students lab experience and worksheets, notes (focus on examples done in class, and
analogies that will help students REMEMBER the work that is most important for the test).
Resources (for items in appendix, indicate with asterisk)


Handouts - resources (review sheet) *
Prepared review sheet - with specific sample
questions (broken into various segments)
Agenda (to be listed on blackboard, in student language)
Introduction: Life Cycle
Continue with Review Handouts - from last class
Jeopardy Lesson - Review terms (focus on
i.e., MC, Short answer etc. - highlighting
various question types on the test.
Lesson Design
various questions that will be asked during test.)
- write down groups.
Write down times for extra help.
Types of questions review - with answer key.
Page _____ of _____
Teaching-Learning Sequence & Strategies
Formatted Template
See APPENDIX for Teacher O/Hs & Learner H/O’s
Stage 1 - MENTAL SET / SHARING EXPECTATIONS (introductory hook for lesson, written in full)
Introduction: Teacher will take up the answers review sheets. An overhead of the questions will be put up to help
students who do not have their sheet on hand. Answers will be recorded by student - on the overhead/board to help
students grasp - “how to write a correct answer” group. Giving teacher the opportunity to suggest the way teachers
will mark and look for the correct answer.
Each student’s name is on a cue card - for the Jeopardy Game - i.e., GROUPS and for each answer to be given, a cue
card will be drawn. The goal of this method is to maintain the attention of the entire class because not only
volunteers will be chosen to participate. The option to pass is always available. - see below for groups.
Mental Set: Teacher will demonstrate just how precious important wording is on a test/and the correct way to
answer questions - on the review questions. - * Go through the review and highlight critical words that will help the
students know what is expected.
Sharing Expectations: Teacher states: “ From the review sheets you can see how questions will be worded and the
range of questions that you will be answering. Please make sure that you also develop ways in which you should
memorize items. Does anyone have any “tricks that they have used in past?” Viruses and the Kingdoms Archaebacteria,
Eubacteria, Protista, Fungi (Very Funky, Antics, Elevate, Pregancy…) How will you remember the terms - definitions and
examples. NOTE: important in biology is always structure and function - so quickly - using back of room order to front of room
- What is the structure and function of Viruses, Archaebacteria, …etc”
“Today, we will be practicing for the test - and getting ready for the test on Wednesday… Remember - tests really
do not tell me everything you know - they only tell me the things “the teacher thinks are important”…but there are
specific ways to study and learn this…to achieve the best knowledge and demonstrate this on a test. Also note I will
be available to help you after school )3:30-4:30pm and at lunch hour ???? time. ”
Stages 2 to 5 - INPUT / MODELLING / CHECK for UNDERSTANDING / PRACTICE
Optional:
- Timing
C
I
P
Taking up Review Questions (list of student names - write here….) these students will come up and answer the
review questions - * remember to highlight the importance on the test. E.G., Which is the most important method for
classifying bacteria into two kingdoms? Prokaryotic cells have asexual reproduction, presence of a cell wall, absence
of nucleus….
Teacher gives each student a copy of the “Sample Test Activity Sheet” (this is the sample we discussed
with 5 MC; 2/3 short answer, and extended questions - sample types - that mimic test). You could also
ask students to think about questions using their notes - that they think are important they will use to
record-study for their test. They will then be shown a short PowerPoint presentation - jeopardy.
Please outline details (step by step about your Jeopardy activity: questions and how you are going
to separate working on this…this is not the game we discussed - or what was done in class). Write
down here the groups - (names of students). (SEE APPENDIX - I would have the powerpoint - cards
attached here)….
NB: Continue this section on multiple pages as needed
…
Lesson Design
Page _____ of _____
Formatted Template
Lesson Wrap-up:
Stage 6 - CLOSURE (student activity that summarizes or extends key lesson knowledge/concepts/skills)
* Some highlighted websites for extended review. …. (on board)
–
–
PREP/Hwk
(photocopy?)
Planning Considerations:
Accommodations/Special Needs:
 If students are not volunteering answers, use
cue cards with the student's names on them
to encourage participation.
 Students will be working in small groups for
If assignments are not completed, they have
the option to continue their questioning
outside of class.
Lesson Assessment:

Participation and answers to the during class could provide feedback - on test marks…i.e., mark
these students first (i.e., will have good mark - and
can be your exemplar - for your own test marking).

Teacher Reflection on Lesson:
Aspects that worked:
Changes for next time:
Lesson Design
Page _____ of _____
Formatted Template