WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template

Name Jeff Vranka Date Aug25-29 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:Animal Geography & Cell 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 components

UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: •How is structure related to function at all biological levels of Students will understand: organization? •Describe the structures of living things that help them function effectively in •How do organisms interact and depend on each other and their specific ways (e.g., adaptations, characteristics). •Explain the flow of energy through an ecosystem (e.g., food chains, food webs). environment for survival? •Identify major biomes and describe abiotic and biotic components (e.g., abiotic: •How does life result from cellular structure and function? different soil types, air, water sunlight; biotic: soil microbes, decomposers). How do cells grow and reproduce? •Explain relationships among organisms (e.g., producers/consumers, predator/prey) in an ecosystem. VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Community Populations Students will be able to: Abiotic factors -become introduced to the unit covering animal geography. Biotic factors -define key terms of Biome characteristics. Cell division -identify the concepts of animal geography. Tissue -identify how populations are distributed, the interactions Organ within them, and different levels of organization found System throughout them. Epithelial tissue -identify how communities are organized with respect to Connective tissue overall area. Nervous tissue -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 FORMATIVE ASSESSMENTS: PERFORMANCE TASK: #1. Summarizing Main Ideas •Daily question & answer between instructor & student #2. Open Ended Questions •View Biome videos while completing corresponding data #3. Exit Tickets table. Others: Basic understanding of prior & current knowledge of material. Proper use of materials presented. STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: A+ •Introduction to Zoology Active Engagements used: LCD Projector Test Corrections test/quiz #1. Note-Taking PowerPoint Tutoring during prep periods •Characteristics of a #2. Compare & Contrast Lap top/classroom &/or after school Population Review Questions Others: computer College Access •Community Structure & DVD Group work Function Review Questions Describe usage: Students are Lab equipment SIP plans (when needed) •Population Dynamics: How required to take notes, work Zoology Color Plate Book Populations Change Review through independent pre-lab Resource Book Questions practices, group lab activities, Numerous specimens •Cell Division Study Sheet and finally independent self-tests. used for identification purposes Overhead video camera Scaffolding used: for microscope. #1. Build on Prior Knowledge Overhead video/still #2 . Guided Notes frame camera. Others: Compound light microscopes. Describe usage: Zoology deals Dissection microscopes. with the comparative anatomy of the animal phyla, along with how each phyla is more complex the CONTENT AREA the previous discussed; therefore, READING: the use of prior knowledge is a key. Related articles.

Other techniques used: •Lecture/Discussion •Etymology •Demonstrations of lab practices. •Use physical specimens throughtout discussion.

MINI LESSON: