Week of 10/17/11
Teacher C. Yourechko
Course: Biology I (A)
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.1.1.3 Compare and
contrast cellular processes
(e.g., photosynthesis and
respiration, meiosis and
mitosis, protein synthesis
and DNA replication).
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 what
are sources of energy for
living things and how
different cell types obtain
those sources of energy.
Students will focus on the
process of photosynthesis
as well as it’s location.
1. P.D.N.
2. Guided notes using
powerpoint
3. Guided reading using
the textbook
Formative- Chapter 8 section 1 guided
reading
Summative-
S11.B.1.1.3 Compare and
contrast cellular processes
(e.g., photosynthesis and
respiration, meiosis and
mitosis, protein synthesis
and DNA replication).
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
necessary requirements
for photosynthesis to take
place using the equation
as a guide. Students will
examine the experiments
that scientists used to
discover the requirements
for photosynthesis.
1. P.D.N.
2. Guided notes using
powerpoint
3. Guided reading using
the textbook
Formative- Chapter 8 section 2 guided
reading
Summative-
S11.B.1.1.3 Compare and
contrast cellular processes
(e.g., photosynthesis and
respiration, meiosis and
mitosis, protein synthesis
and DNA replication).
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
Students will examine
color code and label the
structural parts of the
chloroplast. Students will
discuss how those parts
facilitate the process of
photosynthesis.
1.P.D.N
2. Guided notes using
powerpoint
3.Independent work
Formative- Chloroplast Activity
Connection to Anchor:
Tues.
S11.B.1.1 Explain
structure and
function at multiple
levels of
organization.
Connection to Anchor:
Wed
S11.B.1.1 Explain
structure and
function at multiple
levels of
organization.
Summative-
organisms into classification
groups, compare systems).
Connection to Anchor:
Thurs
S11.B.1.1 Explain
structure and
function at multiple
levels of
organization.
S11.B.1.1.3 Compare and
contrast cellular processes
(e.g., photosynthesis and
respiration, meiosis and
mitosis, protein synthesis
and DNA replication).
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 research the
process of photosynthesis
with the goal of
associating structure with
function as well as seeing
the use of the necessary
requirements in action via
the webquest activity.
1.P.D.N
2. Quiz
3. Internet based
research on
photosynthesis using
www.pbs.org
4. Small groups
Formative- Chapter 8 Quiz
S11.B.1.1.3 Compare and
contrast cellular processes
(e.g., photosynthesis
and respiration, meiosis and
mitosis, protein synthesis
and DNA replication).
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).
The students will be able
to analyze and
demonstrate the process
of photosynthesis as a
whole.
1.Summative Chapter 8
assessment
2. Independent work
Formative-
Summative- Photosynthesis webquest
Connection to Anchor:
Fri
S11.B.1.1 Explain
structure and
function at multiple
levels of
organization.
Connection to Anchor:
Summative- Open Book Chapter 8 Testh
Week of 10/17/11
Teacher
C. Yourechko
Course: Biology I (B)
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.
Students will work in small
groups to research a
period from the geologic
time scale and prepare a
presentation for the class
1.P.D.N.
2.Small Groups
3.Research
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.
Students will work in small
groups to research a
period from the geologic
time scale and prepare a
presentation for the class.
Student will present their
research findings and lead
a discussion on their
respective periods.
1.P.D.N.
2.Small Groups
3.Research
4. Student
Presentations
5.Student lead
discussion
Formative- Observation and facilitation of
student research.
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.
Students will discuss the
patterns of evolution and
relate them to the
evolution of the earth as
well as to human beings.
1.P.D.N
2.Guided notes
3.Guided reading using
the textbook
4. Whole Group
Discussion
Formative- Guided reading chapter 17
section 3
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.
Students will complete a
study-guide based on the
content of Chapter 17
from the textbook.
Students will discuss and
review the answers they
have found to the guide.
1.P.D.N.
2.Independent work
3.Study-guide
Formative- Student completion of guided
review of chapter 17
Formative- Observation and facilitation of
student research.
Summative-
Connection to Anchor:
Tues.
S.11.B.2.1- Explain
the mechanisms
of the theory of
evolution.
Summative- Student presentation on the
geologic time scale.
Connection to Anchor:
Wed
S.11.B.2.1- Explain
the mechanisms
of the theory of
evolution.
Summative-
Connection to Anchor:
Thurs
S.11.B.2.1- Explain
the mechanisms
of the theory of
evolution.
Summative-
Connection to Anchor:
Fri
S.11.B.2.1- Explain
the mechanisms
of the theory of
evolution.
Connection to Anchor:
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.
Students will analyze and
demonstrate their
understanding of Ancient
earth and the evolutionary
processes that have lead
to earth & life as we know
it today.
Summative assessment
Chapter 17 test
1.Independent work
FormativeSummative- Chapter 17 Test
Week of 10/17/11
Teacher
Day
Anchor Descriptor
Mon.
S11.A.3.3
Compare and
analyze repeated
processes or
recurring elements
in patterns.
C. Yourechko
Eligible Content or
Academic Standard
Course: Physiology & Anatomy
Objective
S11.A.3.3.2 Compare
stationary physical
patterns (e.g. crystals,
layers of rocks, skeletal
systems, tree rings, atomic
structure) to the object's
properties.
Students will discuss the
properties and process of
muscle contraction
S11.A.3.3.2 Compare
stationary physical
patterns (e.g. crystals,
layers of rocks, skeletal
systems, tree rings, atomic
structure) to the object's
properties.
Strategies for
this lesson
Assessment
1.P.D.N.
2.Guided Notes
3.Group Discussion
4.Independent Work
Formative-Skeletal Muscle Packet: Color and
label the contracting unit of the muscle.
Students will discuss the
integration of the nervous
and muscular system.
Students will work in small
groups to answer question
about the neuro-muscular
junction.
1.P.D.N.
2.Guided Notes
3. Group Discussion
4. Small Group Work
Formative-Muscle Quiz,
Muscle Question Packet
S11.A.3.1.1 Apply systems
analysis, showing
relationships (e.g.
flowcharts, concept maps),
input and output, and
measurement to explain
a system and its parts.
Students will discuss the
connection of a nerve to a
muscle cell to stimulate
muscle contraction.
Students will work in small
groups to chronologically
organize the steps of nerve
stimulation and muscle
contraction.
1.P.D.N.
2.Guided Notes
3.Whole Group
Discussion
4.Small Group Work
Formative-Neuro-Muscular Junction Activity
S11.A.3.1.1 Apply systems
analysis, showing
relationships (e.g.
flowcharts, concept maps),
input and output, and
measurement to explain
a system and its parts.
Students will discuss the
supply and source of
energy necessary for
muscle contraction.
Students will work in small
groups to conduct a lab
activity based on energy
supply and muscle
contraction.
1.P.D.N.
2. Guided Notes
3.Small Group Work
Formative-Muscle Energy Lab Activity
Summative-
Connection to Anchor:
Tues.
S11.A.3.3
Compare and
analyze repeated
processes or
recurring elements
in patterns.
Summative-
Connection to Anchor:
Wed
S11.A.3.1 Analyze
the parts of a
simple system,
their roles, and
their relationships
to the system as a
whole
Summative-
Connection to Anchor:
Thurs
S11.A.3.1 Analyze
the parts of a
simple system,
their roles, and
their relationships
to the system as a
whole
Summative-
Connection to Anchor:
Fri
S11.A.3.3
Compare and
analyze repeated
processes or
recurring elements
in patterns.
Connection to Anchor:
S11.A.3.3.2 Compare
stationary physical
patterns (e.g. crystals,
layers of rocks, skeletal
systems, tree rings, atomic
structure) to the
object's properties.
Students will identify, label
and color code specific
muscles of various regions
of the body.
Students will complete the
muscular system studyguide
1.P.D.N.
3.Small group work
2.Independent work
Formative- Muscle structure packet
Muscle Unit Study Guide
Summative-