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Daily Lesson Plan Template Guide- Yearly

Understanding By Design
Stage 1 – Desired Results
Content Standard(s):

Look up what standard to be working on for the Unit
Essential Questions:
Students will understand that…

Provided by CDE Based on Content Standard

Provided By CDE Based on Content
Student objectives (outcomes):
Objectives (continued)
Students will know and be able to…

Describe and interpret how Earth's geologic

Observe, explain, and predict natural
history and place in space are relevant to our
phenomena governed by Newton's laws of
understanding of the processes that have
motion, acknowledging the limitations of
shaped our planet
their application to very small or very fast

Evaluate evidence that Earth’s geosphere,
atmosphere, hydrosphere, and biosphere

Apply an understanding of atomic and
interact as a complex system
molecular structure to explain the properties

Describe how humans are dependent on the
of matter, and predict outcomes of chemical
diversity of resources provided by Earth and
and nuclear reactions

Apply an understanding that energy exists in

Explain and illustrate with examples how living
various forms, and its transformation and
systems interact with the biotic and abiotic
conservation occur in processes that are
predictable and measurable

Analyze how various organisms grow, develop,

Analyze the relationship between structure
and differentiate during their lifetimes based on
and function in living systems at a variety of
an interplay between genetics and their
organizational levels, and recognize living
systems’ dependence on natural selection

Explain how biological evolution accounts for
the unity and diversity of living organisms
Stage 2 – Assessment Evidence
Performance Task(s):

o Goal: To be able to discuss and research scientific topics in a professional way to determine how
to handle changes in environments.
o Role: Students will research topics regarding the Standard. They will then present and discuss
the changes.
o Audience: The students will address their colleagues, and me as the teacher.
o Situation: Students will have a chance to discuss and evaluate various topics that are outlines in
the unit
o Product: Students will write a summary of the tasks to show understanding of the concepts.
o Standards: Students will be considered successful if they participate in the roundtable
discussion, present new ideas based on their research, and successfully turn in a summary of the
Project or Presentations
o Goal: The goal of this Assessment technique is for the students to display the information in a
creative way that allows them to better interact with the information
o Role: Students will research a teacher approved topic and choose to either write a paper, do a


PowerPoint presentation, do a poster presentation, or create a discussion- all have outlines and
rubrics provided at the beginning of the class.
Audience: The teacher and possibly other students depending on selection
Criteria: outlined in the rubrics provided to the students
Product: Students will either present a PowerPoint, write a paper, create a discussion, or do a
poster presentation.
Students will be considered successful if they are able to identify the proper learning targets for
the task.


Students will be given a homework packet to
complete. The packet will be turned in on
Tuesdays and Fridays to allow students time
to review their work and turn it back in. The
highest grade they receive will be counted
Students will be given a chance to edit their
assignments for a better grade.
Summative assessments will be given in the
form of short answer and essay questions to
determine the knowledge the students have.
The students are then given a chance to
correct their answers by giving the correct
answer and writing at least 4 sentences
regarding why they thought their previous
answer was correct, why it was wrong, and
what the correct answer is.
The students always have the chance to have
an individual meeting with the teacher.
Throughout the lessons students’ knowledge
is measured by clicker questions, and
students giving hand signals to for the teacher
to gauge understanding.

Other Evidence (assessments)

Individual formative assessments will be given
to the students to determine if they learned the
o Assessments will include: Multiple
choice for basic understanding, Short
answer for more basic understanding,
and an essay question that will determine
if the students have a deep understanding
of the information.
Homework assignments will be given, and
students will have the chance to change their
answers following a discussion with the teacher.
Summative assessments will be permitted to be
resubmitted after explanations are written to
determine if they are able to understand the

Stage 3 – Learning Plan
Learning Activities:
This is a basic outline for each unit. Each one will have more or less time and projects provided based on the
specific needs of the given unit.

Day 1
Lesson Activities:
 Students will be given clicker questions to determine if they are learning and reaching their targets. The
students will be asked to answer the questions to the best of their abilities, and a discussion will happen
after each question.
 Students will be given the homework packet to gauge their learning throughout the unit. The

assignments will be done to help them determine if they are reaching the appropriate learning targets,
and understanding the information
o Homework assignment packets are given at the beginning of every unit. They are turned in every
Friday, and given back on Monday- unless otherwise asked. The students fill out every question
that they can answer up until this point. Upon return students have a chance to re-do question
provided they give a detailed explanation of why their answer was wrong and how they came to
the new one. This is part of their study guide.
 Students will be given the fill-in-the-blank notes section for this unit. This is part of their study guide.
o This allows students to interact more deeply with the information. The students are able to pay
attention to the information rather than struggling to write down every word I say. This allows
the students to ask questions, and understand exactly what I expect from them when it comes to
the Learning Targets. It has turned lessons more into a discussion rather than a regurgitation.
 The students will be shown at the beginning of the lesson three examples from the real world that show
why this topic is important to evolutionary biologists. The examples will be “The Cane Toad Video”
from Australia, The Kiwi from New Zealand, and the Sea Otters in California. The students will see
how these all impact one their ecosystems, and how these catastrophic changes could have been
Materials Needed:
 Clickers- provided by the school and checked out by the teacher.
 PowerPoint provided by the teacher, posted online for students to review.
 Homework packet
 Notes packet
 Writing Utensils
Day 2-5
Learning Activities:

PowerPoint: Students will be shown and instructed based on a powerpoint provided by the teacher, and
presented in a manner in which the students have the opportunity to discuss the information.
Periodic Clicker Questions: Throughout the PowerPoint students will be given Clicker Questions that
they are expected to answer. With a 90% pass rate we continue moving through the information after a
brief discussion on misunderstandings. With a less than 90% understanding we do a reteach of the
previous information through discussions and illustrations. The importance lies with talking to the
students and determining where the misunderstandings lie.
Discussion Questions: Periodically throughout the powerpoint the students have the opportunity to
discuss a “high profile” question related to the topics on hand. The students will be able to determine
their opinion as a group and share it with the class.


Clickers- provided by the school and checked out by the teacher.
PowerPoint provided by the teacher, posted online for students to review.
Homework packet
Notes packet
Writing Utensils

Day 6
Learning Activities

Biology Roundtable: Students will be given the opportunity to find real- world situations that allow
them to interpret information provided by the news, and determine what should be done in different
o With every roundtable students are expected to find three sources before class that illustrate
something that we learned. The information is expected to be no older than five years, and
should have peer- reviewed information to back it up. For example, you can find a news story
about cane toads, but also the research behind the information. The students will then discuss
their information with other students and determine a “treatment plan” for the information. If
every student participates equally, and all points are discussed in depth no further action is to be
taken. If the students are not properly interacting, not letting students talk, not talking about
information or not asking questions, they are expected to turn in a three-page summary of the
discussion the day of the test.


Peer-Reviewed sources
Writing Utensils and Note Pad
Homework Assignments
Notes Page

Day 7
Learning Activities

Unit Test
o Students are expected to study based on the information they gathered from the unit. They will
be given at least three days of time after their homework is given back to them- including
weekends. Tests will be given back within two to three days and re-do’s are to be turned in
within two days. Re-do’s will include proper explanations as outlined in the rubric.
Make-up assignments are to be collected at this time, with proper explanations given.


Homework Turned in
RoundTable if needed turned in
Test Provided by Teacher
Writing Utensil
Feedback Strategies

Feedback on the student’s homework assignments and tests will be given to promote more success. The
students will then get a chance to re-submit the assignments for a better grade. Feedback will be given
within two days, and will be needed back again within two days.
Flexible Grouping will be done when we have the chance to allow students to discuss with others if they
are confused.
Guided Notes will be given to students for them to fill out and allow students to focus on the lecture not
on taking notes.
Throughout lectures, students will be asked to give verbal summaries on the information
Learning Goals will be posted on the board during all class periods to allow students to determine if
they are reaching their goals.
Students will be asked to make experimental inferences, and use problem solving to assess the current