Lesson Plan No.

1 Teacher Candidate: John Carelli Unit Title: Biology & Principles in Ecology Lesson Title/Number Common Core Standards 21 Century Skills
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Date: Subject: Living Environment Grade Level: 9th-10th

Lesson No. 1 What is Biology? Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Key Idea 2: Scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. 2.1a: Devise ways of making observations to test proposed explanations. Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea 1: Living things are both similar and different from each other and from nonliving things. 1.2a: Important levels of organization for structure and function include organellescellstissuesorgansorgan systemsorganism(s). 1.2c: The components of the human body, from cell organelles to organ systems, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions. 1.3a: The structures present in some single-celled organisms act in a manner similar to the tissues and systems found in multicellular organisms, thus enabling them to perform all of the life processes needed to maintain homeostasis. Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. 2.1b: Every organism requires a set of coded instructions for specifying its traits. For offspring to resemble their parents, there must be a reliable to transfer information from one generation to the next. Heredity is the passage of these instructions form one generation to another. 2.1e: In sexually reproducing organisms, the new individual receives half of the genetic information from its mother (via egg) and half from its father (via sperm). Sexually produced offspring often resemble, but are not identical to, either of their parents. Key Idea 3: Individual organisms and species change over time. 3.1f: Species evolve over time. Evolution is the consequence of the interactions of: 1. The potential for a species to increase its numbers 2. The genetic variability of offspring due to mutation and recombination of genes

Only include what will be assessed.

3. A finite supply of the resources required for life 4. The ensuing selection by the environment of those offspring better able to survive and leave offspring 3.1g: Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase. 3.1h: The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions. 3.1l: Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on Earth no longer exist. Key Idea 4: The continuity of life is sustained through reproduction and development. 4.1a: Reproduction and development are necessary for the continuation of any species. Key Idea 5: Organisms maintain dynamic equilibrium that sustains life. 5.2a: Homeostasis in an organism is constantly threatened. Failure to respond effectively can result in disease or death. 5.3a: Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and respond to change in a variety of ways both at the cellular level and at the organismal level.

Lesson Objectives
(Blooms Taxonomy)

1. TSW define the science of biology and memorize the origin of its name from Greek descent. 2. TSW recognize some possible benefits from studying biology through real life applications. 3. TSW give examples of and explain how living things interact with their environment, while depending upon other living and nonliving things for survival.

Must be numbered.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Objective 1-3: Students will be given the opportunity to write down and explain their own personal definition of what they think biology is and what biologists do at the beginning of class. 2. Objectives 1-3: Students will be given an introductory note taking handout to familiarize them with note taking strategies. Important vocabulary will be

printed in bold and students must listen and watch out for definitions throughout the lecture. 3. Objectives 1-3: At the end of the lesson, students will be given the opportunity to write another short paragraph based on the same original question(s) as well as, provide their own examples of how and why biology can be used throughout the world. Note taking sheet can be used to help facilitate this process.

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

TTW CFU by having students write down their personal inferences about biology and biologists (5min.). TSW write down their interpretations of the question(s) and hand it in before lecture continues. TTW provide a Bell Ringer by asking a question similar to this: Bell Ringer! Have you ever been playing outside in the woods, a field, or playground, and encountered some sort of animal or plant doing something? Have you ever wondered Label: why or how this thing is doing this? Bell Ringer TSW be able to recall from their personal experiences and generate examples they can Also may be called: set share aloud in class induction, anticipatory TTW then say, You my friends were unconsciously applying concepts in biology! set, introduction/review, TTW then introduce: Biology: The study of life (Greek: bios life & logos study) Do Now TTW then introduce the role of biologists and general principle in biology that living things do not exist in isolation; they are all functioning parts in a delicate balance of nature and they interact with their environment as well as, depend on other living and nonliving things for survival. TTW provide a short video clip (5-10min.) from a documentary to support this Label: concept. visual, auditory, TSW watch this video and gain knowledge from its contents (visual, auditory). and kinesthetic TTW have a student put food into a fish tank to observe how the fish react to the food Accommodations and each other (kinesthetic). [possible virtual fish tank] for learning Biologists study the diversity of life by learning about the world of living things. This modalities type of study must include the investigation of living interactions. Biologists study the interactions of the environment (e.g. a pop. of squirrelsplants they eatwhat eats squirrel): The study of one living thing always involves the study of the others with which it interacts. TTW CFU by asking if any student can give an example similar to the squirrel? Label: TTW relate these types of interactions to human existence and how it is intertwined Checks for with the existence of other organisms living on Earth (e.g. Plants & animals supply us Understanding: with food and raw materials like wood & cotton). directions, procedures/routines, TTW CFU by asking a student to explain why scientists study an organisms environment? and/or content Biologists study problems and propose solutions (e.g. medical treatment(s) & (formative) disease prevention in humans & other organisms. Reveal ways to preserve organisms

Ex. (CFU directions)

Label: Evidence of Cognitive Student Engagement (CSE)

that are endangered). TTW CFU & CSE by asking students the same original question at the beginning of the class. TSW have a few minutes to apply their new knowledge in the subject matter by writing it down on a piece of paper and handing it in at the end of class.

Assessment/ Evaluation Label: formative or summative and describe purpose

Formative: the purpose of the students writing down their interpretations after being exposed to new material is so I can compare and contrast the educational growth that occurred within the first official 40 min. lecture of the school year (1st day of class a pre-assessment test will be used so this will likely occur on day 2). The first paragraph serves as a pre-assessment of student knowledge on biology, while the second paragraph shows cognitive development of the subject matter gained during that lecture period.

Technology

Computer w/internet access or DVD player w/projector or TV screen.

Closure

TTW review a few concepts and definitions on student note sheet before letting them have the remainder of class to rethink and summarize their new interpretations about the field of biology.

Accommodations and/or Interactions with Co-Teachers and/or Support Staff

Resources/ Materials

Teachers lecture notes. Students printed lecture notes. Television/overhead projector w/internet link or DVD of documentary. Homework handout w/instructions.

Time Required

40-50 minute lecture period.

Reflection (Use APPR guiding questions and provide evidence):

Goals and/or Professional Development Needs/Interests:

Teacher Notes for Use During Instruction

Lesson Objective (s): Agenda for Board: Student/Class Profile

Comments:

Materials: Procedure: Complete by: ___:___

Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment

Include grouping if any Closure: Begin by: ___ :___

Homework /Announcements :

Begin by: ___ :___