WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Jeff Vranka Date Sept29-Oct03 Length of Lesson 10 daysContent Area Zoology Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:Classification & Taxonomy / 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.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: Compare similarities and differences in internal structures of organisms (e.g., invertebrate/vertebrate, vascular/nonvascular, singlecelled/ multi-celled) and external structures (e.g., appendages, body segments, type of covering, size, shape).
Apply knowledge of characteristic structures to identify or categorize organisms (i.e., plants, animals, fungi, bacteria, and protista). / ESSENTIAL QUESTIONS:
•How do we know if something is alive?
•How do we scientifically explain the evidence and mechanisms for biological evolution?

VOCABULARY:

Classification

Taxonomy

Dichotomous key

Kingdom

Phylum

Class

Order

Family

Genesis

Species

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
-develop the basis of animal classification by use of PowerPoint notes.
-list and give examples of the animal phylums.
-use an analogy to help better understand the concepts of animal classification.
-explore the use of a dichotomous key in order to classify organism.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Daily question & answer between instructor & student
•Identification of a variety of specimens using 3 different dichotomous keys. / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others: Basic understanding of prior & current knowledge of material. Proper use of materials presented.
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage: Students are required to take notes, work through independent pre-lab practices, group lab activities, and finally independent self-tests.
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage: Zoology deals with the comparative anatomy of the animal phyla, along with how each phyla is more complex the the previous discussed; therefore, the use of prior knowledge is a key.
Other techniques used:
•Lecture/Discussion
•Etymology
•Demonstrations of lab practices.
•Use physical specimens throughtout discussion.
MINI LESSON: / 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.
CONTENT AREA READING:
Related articles. / INTERVENTIONS:
A+
Test Corrections
Tutoring during prep periods &/or after school
College Access
Group work
SIP plans (when needed) / ASSIGNMENTS:
•Identification of a variety of specimens using 3 different dichotomous keys.
•Quiz on the use of dichotomous keys in a lab setting.