LESSON PLAN (BIO)

LESSON PLAN 01
Characteristics of Mussel Species
Teacher Name:
Grade: 10

Topic:  Mussel Identification

 This lesson is an in-class, hands-on, and an online interactive activity created in Flash
Content: technology that allows users to identify species of mussels by choosing sets of
characteristics of the mussels in question through a series of choices.
 Students will be able to identify 5 species of various mussels, by sets of physical
Goals:
characteristics as they use a dichotomous key.
 Students will be able to identify species of animals, such as various mussels, by sets of
Objectives:
physical characteristics as they use a key.
 Instructor to introduce concepts of mussel shell anatomy using actual mussel shells or
Materials: digital images of mussels shells of five different species identification guide sheet
printout or interactive game.
 1. Instructor will introduce the activity by presenting a short discussion of sets of
characteristics that can be used to identify things, using an example the students are
Introduction: familiar with (dogs: size, color, shape, hair type, ear shape, etc.) and tell students that
they are going to use sets of characteristics presented by the interactive game to choose
which characteristics a mussel has as it goes through the steps of identification.
 The instructor or leader will help students read about mussels in the Illinois River and
look at mussel species in the online database. The instructor will place the
Development: identification guide poster on a table and line up five mussel shells of different species
(or color cut-outs of the specified mussel species from the online collection printouts)
across the top.
 Students will read aloud and define each set of key characteristics that will help them
Practice: to identify each species. Students will move one species of mussel through the sets of
identifying characteristics of the chart.
Accommodations:  
 Students will realize that they have successfully identified their mussel at the end of
the activity, or they will be allowed to back up and try again to correct an error.
Checking For Students will list the characteristics their mussel(s) exhibit. They can check it against
Understanding: the descriptions of the mussel on the Harvesting the River Web site and in the online
database. Students should be able to explain what they did, how sets of characteristics
are used to identify living things or species, and how a key helps them.
Closure:  The instructor will point out that there are many hundreds of species, some of which
may have other sets of identifying characteristics, but the principles still apply to them
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and to other animals.
 Students will move one species of mussel through the sets of identifying
Evaluation: characteristics of the chart. When the mussel reaches a characteristic at the bottom of
the chart, the mussel has been identified.
Teacher Reflections:  

LESSON PLAN 02
Communities, Biomes, and Ecosystems
Teacher Name:
Grade: 10

Topic:  Communities, Biomes, and Ecosystems

 Vocabulary: climax community, community, ecological succession,limiting factor,
primary succession, secondary succession, tolerance,latitude, tundra, boreal forest
temperate forest, weather, climate, tropical rain forest, woodland, primary succession,
Content:
desert, tropical suvanna, abyssal zone, aphotic zone, benthic zone, estuary, interidal
zone, limnetic zone, littoral zone, photic zone, plankton, profundal zone, sediment
wetlands
 Limiting factors and ranges of tolerance are factors that determine where terrestrial
Goals:
biomes and aquatic ecosystems exist
 Section 3.3 Objectives: 1. Identify the major abiotic factors that determine the aquatic
ecosystems. 2. Recognize that freshwater ecosystems are characterized by depth and
Objectives:
water flow. 3. Identify transitional aquatic ecosystems and their importance. 4.
Distinguish the zones of marine ecosystems.
 Chapter 3 Vocabulary Word Search Launch Lab Chapter, p. 76 Mini Lab Chapter 3, p.
77 Video Lab Chapter, DVD, Bio L. 79 Real World Biology - Analysis,p.81 Handout /
Materials:
Careers in Biology, p. 82 Webb Site Enrichment - HO, Homework - Mapping - p. 84.
Chapter 3 Study Guide - Section 3.3 - Homework
 Interactive Classroom 1. Power Point Presentation Chapter 3, Section 3.3 Aquatic
Introduction:
Ecosystems 2. TLW - Read Chapter 3 for Homework Assignment before class
 Start - up Activities A. Foldable Study Organizer, Used with Section 3.1 to study what
Development:
we learn about primary succession and secondary succession. Fun Activty
 Chapter 3, Study Guides for guided practice and home work Assessment at the end of
Practice:
the chapter
 Teaching strategies and activities have been coded for ability level appropriateness. A
Accommodations: competency level is given for each activity using different coding systems for each
student.
Checking For Daily Quiz, Formative Assessments Chapter 3 Assessment Practice Chapter 3 Quick
 LESSON PLAN (BIO)
Understanding: Check Chapter 3 Test, Standardized Testing
 Review the BIG Idea Check for understanding of main idea's Check vocabulary
Closure:
Assign Next Chapter
Evaluation:  
Teacher Reflections:  

LESSON PLAN 03
Destruction from Earthquakes
Teacher Name:
Grade: 10

Topic:  Earthquakes
 Earth and Space Science CONTENT STANDARD D As a result of their activities in
grades 9-12, all students should develop an understanding of � Energy in the earth
Content: system � Geochemical cycles � Origin and evolution of the earth system � Origin
and evolution of the universe Vocabulary: earthquakes, seismic waves, destruction,
seismic vibrations, landslides, fires, tsunaamis
 Competency Goal 2: The learner will build an understanding of lithospheric materials,
tectonic processes, and the human and environmental impacts of natural and human-
Goals: induced changes in the lithosphere. Objective 2.04a � Analyze the seismic waves
including velocity and refraction to: - Locate earthquake epicenters - Measure
earthquake magnitude - Evaluate the level of seismic activity in North Carolina
 TLW differentiate between the various destruction caused by earthquakes. (Analysis)
Objectives: TLW create a Earthquake preparedness plan using their knowledge of earthquakes.
(Synthesis)
 Power point lecture notes, computer (teacher), Triple Venn- Diagram per student,
Modeling Liquefaction Lab worksheet per student, Earthquake Preparedness activity
sheet, computers with internet (students), overhead projector, transparencies,
Destruction from Earthquakes worksheet, chalk, chalkboard, chalk eraser, four-
Materials:
column-chart per student Demonstration Materials: large, round rubber balloon, large
drinking straw, rubber stopper with hole for drinking straw, filter paper, scissors, all-
purpose glue, funnel, 500g clean, dry, medium grained sand, 250ml graduated
cylinder, tap water, measuring cup, vacuum pump
Introduction:  Upon entering the classroom, students will retrieve a Triple Venn-Diagram from the
center table to complete the Bell Ringer. The Bell- Ringer will state that each student
should compare and contrast P, S, and surface (L) waves. The first five minutes will be
 LESSON PLAN (BIO)
devoted to completing the Bell Ringer and then as a group the student and the teacher
will make a class Triple Venn-Diagram on the overhead. During this session students
will be called on randomly for answers using the playing cards by the teacher.
 Teacher Presentation: At the start of the power point lecture, teacher will ask students
to explanation how they think earthquakes destroy things, have seen earthquakes
destroy things, or have heard how earthquakes destroy things. Class will formulate a
list of the different types of destruction caused by earthquakes. Teacher will explain
how seismic waves affect build designs during an earthquake, whether it is minor or
destructive. Teacher will explain the concept of liquefaction in which students will
have a closer glimpse in a later demonstration. Teacher will elaborate on what a
Development: tsunami is and clear up the misconception that most people have about it being tidal
waves. Explaining that this is not true because they are neither a tidal effect of the sun
or moon, rather they are due to destructive seismic sea waves. Teacher will also
elaborate on how earthquakes can cause fires and landslides. Teacher will inquire if
students know how earthquakes can cause a fire before explaining that earthquakes can
cause gas or electrical lines to be cut. Teacher will be sure to stop periodically
throughout lecture to ask questions to determine student comprehension by calling on
students randomly using the playing cards.
Practice:  Guided Practice: Students will be divided into pairs to observe a teacher
demonstration that will model liquefaction. Each pair will be required to complete the
questions pertaining to the demonstration on the Modeling Liquefaction Lab worksheet
for evaluation of the concepts they should have obtained and concluded from
observation. Each pair will then have the task of creating and writing down an
earthquake preparedness plan and checking websites to see if their plan is in
accordance with the plans of the professionals. They will be required to write down the
plan found on the website and cross reference it with their own plan, putting checks
next to the steps they have tat were also found in the plan from the chosen site.
Demonstration Preparation: Teacher Preparation- The teacher will gather all materials
for the demonstration and put them where students will not get to them Teacher will
gather safety apron and safety eye wear to prepare for demonstration. Teacher will read
all lab procedures and be familiar with all materials prior to demonstration. Safety
Precautions: Teacher will need to use safety apron and safety eye wear during teacher
demo. Students must remain attentive to the instructor at all times during the lesson in
case of any unexpected emergencies. (for demonstration) Demonstration Grouping-
Students will work in pairs from their assigned seats as they observe the liquefaction
 LESSON PLAN (BIO)
model demonstration performed by the teacher. Students must remain seated while the
demonstration is presented. Pre Lab: Students have received, signed, and returned all
Safety Contracts. Class has reviewed rules previously and taken a quiz on the rules.
Teacher will elaborate on the concepts of liquefaction prior to the demonstration
through lecture. Lab: Teacher will follow all procedures from beginning to end in front
of students to familiarize them with lab safety procedures, in which they already know
(safety contract) to prepare them for the next lab. Post Lab: Teacher will elaborate on
what students should have observed during the demonstration through class discussion.
 Students will visual disabilities will be provided with notes and worksheets in large
print. These students will also have preferential seating (front of the room). Students
Accommodations:
classified as SLD will receive extended time on assignments and modified assignment
(abbreviated number of problems covering the same amount of concepts).
Checking For  The closure activity and the periodic lecture questions will serve as an evaluation of
Understanding: the mastery level reached by the students on the concepts covered for the lesson.
 Teacher will briefly review the concepts covered in the lesson. Teacher will ask
Closure: questions from the day�s lecture and lab calling on students randomly using the
playing cards they received at the beginning of class.

LESSON PLAN 04
DNA and protein synthesis
Teacher Name:
Grade: 10

Topic:  DNA, RNA and Protein Synthesis

 Subject Matter: Components and function of DNA, RNA and proteins Key Terms:
chromosome DNA RNA protein nucleotide adenine (A) guanine (G) cytosine (C)
thymine (T) uracil (U) deoxyribose ribose base pairing replication transcription mRNA
Content:
rRNA tRNA translation codon polymerase promoter intron exon mutation
nondisjunction Griffith Avery Hershey & Chase Chargaff Franklin Watson & Crick
double helix
Goals:  Washington State Life Science Objectives: Objective 9-11 LS1C Students will know
that: "Cells contain specialized parts for determining essential functions such as
regulation of cellular activities, energy capture and release, formation of proteins,
waste disposal, the transfer of information, and movement." Students will be expected
to: "Draw, label, and describe the functions of components of essential structures
within cells (e.g., cellular membrane, nucleus, chromosome, chloroplast,
mitochondrion, ribosome)." Objective 9-11 LS1E Students will know that: "The
 LESSON PLAN (BIO)
genetic information responsible for inherited characteristics is encoded in the DNA
molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The
sequence of subunits in a gene specifies the amino acids needed to make a protein.
Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell
function." Students will be expected to: "Describe how DNA molecules are long chains
linking four subunits (smaller molecules) whose sequence encodes genetic
information. Illustrate the process by which gene sequences are copied to produce
proteins." Upon completion of the unit, students will have an understanding that DNA
and RNA contain instructions for life on genes, and are involved in protein synthesis,
and that mutations cause positive, negative or no effect on genetic variations.
 Students will be able to.... 1. identify the components of DNA 2. replicate a sequence
ofDNA 3. identify the components of RNA 4. transcribe a sequence DNA into RNA 5.
Objectives: explain the process of translation 6. utilize the Codon chart to translate a sequence of
RNA and 7. describe the role of proteins in cells/body systems 8. identify key scientists
involved in the discovery of DNA and its capabilities
 Textbook, presentation/lecture material (PPT, Smart Notebook file, or ActiveInspire
Materials: Flipchart, video clips), paper/manipulatives activities, online activities
(http://learn.genetics.utah.edu and http://www.explorelearning.com)
 Students will view video clips about the structure and role of DNA in determining
Introduction:
genetic information.
 (Based on classes that are <60 min) Following the video clips on genetics and
DNA/RNA, students will: Days 1-2 1. view a presentation (PPT or Flipchart)about
DNA 2. complete an online activity (ExploreLearning.com) about DNA components
and replication 3. complete a paper manipulative activity on DNA structure and
Development: replication Days 3-4 1. view a presentation (PPT or Flipchart) about RNA and Protein
Synthesis 2. complete an online activity (ExploreLearning.com) about RNA
components, transciption and translation 3. complete a worksheet activity on RNA
transcription and translation Days 5+ 1. Complete online activities using
http://learn.genetics.utah.edu (online notes and activities)
 Each day will begin with a warm-up/bell ringer to either find out previous knowledge,
to practice or to assess knowledge obtained throughout the unit. SMART presentations
Practice: (using SMART response system remotes)or Flipchart presentations (using ActiVote or
ActivExpression remotes) could contain questions that monitor student understanding
throughout the unit.
Accommodations:  ELL students or students with IEPs may require a less rigorous version of the online
activities, paper/manipulative activities, and assessments (modified according to their
 LESSON PLAN (BIO)
language acquisition or specific IEP goals). GT students can be given additional
opportunities to demonstrate their understanding, through more rigorous versions of
the previously mentioned items (requiring more
application/evaluation/analysis/synthesis). GT students could also be required to
perform research on various fields of genetics (DNA fingerprinting, karyotyping,
genetic diseases/disorders, genetic engineering of plants and animals, etc.)
Checking For  Individual assignments, quizzes and tests will have an answer key or a rubric
Understanding: provided.
 Depending on the scope and sequence of the course, this unit could lead into more
Closure: genetics (Mendelian), cellular reproduction (mitosis and meiosis), or evolution and
natural selection.
 Warm-ups, assignments, labs, etc. can be marked for completion and accuracy.
Traditionally formatted tests can be given to students of all ability levels (with
Evaluation: questions modified for specific student needs/abilities). Additional projects for GT
students will require specific rubrics based on the type of formal evaluation
required/chosen (PPT, poster, brochure, oral presentation, etc.).
 Questions to consider after the completion of the unit: 1. How well did the students
comprehend the key terms from the presentations? 2. Were the students effectively
able to demonstrate protein synthesis (from replication to transcription to translation)?
Teacher Reflections:
3. How was the pacing of the unit? (Could more activities be used in this time frame?
OR Should less activities be used in this time frame?) 4. How affective was the use of
online activities versus pencil and paper activities?