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Levels of Ecological Organization and Biomes
The Levels of Ecological Organization and Biomes
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Order Number |
636738393092 |
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Type of Project |
ESSAY |
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Writer Level |
PHD VERIFIED |
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Format |
APA |
|
Academic Sources |
10 |
|
Page Count |
3-12 PAGES |
Instructions/Descriptions
The Levels of Ecological Organization and Biomes
Lesson Plans 2/28 – 3/11
| Author | |
| Subject | Biology |
| Unit of Study | Cycling of Matter |
| Grade Level | 9th Grade |
| Time Allotment | 10-Day Unit |
| February 28, 2022 | |
| Standard | BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life. |
| Objective | The student will summarize the learned objective through a summative assessment with at least a 70 percent accuracy. (Comprehension – DOK-2) |
| Summary | This lesson plan is designed to introduce the student to ways scientists use to determine common ancestry in different species. |
| Procedure | 1. Preparation – Students must log into their Chromebooks and open ezatest.com (2 minutes)
2. Assessment – Students will submit their code and begin the test (48 minutes) |
| Differentiated Instruction | N/A |
| Collaboration | Students will work individually for this activity. |
| Instructional Materials | · ELS Summative Assessment provided by the district |
| Resources | Computer, smart board, and each student’s Chromebook. |
| March 1, 2022 | |
| Standard | BIO.5.1 – Illustrate levels of ecological hierarchy, including organism, population, community, ecosystem, biome, and biosphere. |
| Objective | The student will explain the levels of ecological organization and biomes with a 70 percent accuracy. (Comprehension – DOK-2) |
| Summary | This lesson is designed to introduce students to ecology and the levels of ecological organization that is going to be important moving forward out of the cell and into more complex multicellular organisms. |
| Procedure | 1. Bell Ringer – Pre-Assessment
a. Canvas Assignment (10 minutes) 2. Set – Recap Previous Lesson and Introduction (5 minutes) 3. Main Lecture – PowerPoint Presentation (20 minutes) 4. Activity – Formative Assessment a. Ecological Organization Assignment (10 minutes) b. Finish for Homework 5. Closure and Dismissal (5 minutes) |
| Differentiated Instruction | Remediation: The student will label the levels of ecological organization and biomes with a 70 percent accuracy. (Knowledge – DOK-1)
Enrichment: The student will illustrate the levels of ecological organization and biomes with a 70 percent accuracy. (Analysis – DOK-3) |
| Collaboration | Students will work individually for this assignment |
| Instructional Materials | · Guided notes for in-class presentation
· Ecological Organization Assignment sheet |
| Resources | PowerPoint presentation, MAAP Book, smart board, projector, and student Chromebooks |
| March 2, 2022 | |
| Standard | BIO.5.2 – Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem. |
| Objective | The student will contrast the differences between biogeochemical cycles and their importance with at least a 70 percent accuracy.
(Analysis – DOK-3) |
| Summary | This lesson plan is designed to introduce students to biogeochemical cycles that will play important role in ecology and the remainder units of study for the year. |
| Procedure | 1. Bell Ringer – Formative Assessment
a. Canvas Assignment (10 minutes) 2. Set – Recap Previous Lesson and Introduction (5 minutes) 3. Main Lecture – PowerPoint presentation (15 minutes) 4. Activity Instructions (3 minutes) 5. Activity – Formative Assessment a. Cycles Worksheet (15 minutes) 6. Dismissal (2 minutes) |
| Differentiated Instruction | Remediation: The student will reproduce the biogeochemical cycles with at least 70 percent accuracy. (Knowledge – DOK-1)
Enrichment: The student will explain how the biogeochemical cycles overlap with at least 70 percent accuracy. (Evaluation – DOK-4) |
| Collaboration | Students will work individually for this assignment. |
| Instructional Materials | · PowerPoint presentation
· Guided notes · Canvas |
| Resources | PowerPoint presentation, MAAP Book, smart board, projector, student’s Chromebooks, and Phylogenetic tree worksheet. |
| March 3, 2022 | |
| Standard | BIO.5.3 – Analyze and interpret quantitative data to construct an explanation for the effect of greenhouse gases on the carbon dioxide cycle and global climate. |
| Objective | The student will analyze data from a scientific journal that will show the effect of greenhouse gases on climate with at least 70 percent accuracy. (Analysis – DOK-3) |
| Summary | This lesson plan is designed to help students realize that a lot of these biological concepts we have learned this year have real world effects and that every organism plays a role in the survival of our planet. |
| Procedure | 1. Bell Ringer – Formative Assessment
a. Canvas Assignment (10 minutes) 2. Set – Recap Previous Lesson and Introduction (5 minutes) 3. Main Lecture – PowerPoint presentation (15 minutes) 4. Activity Instructions (3 minutes) 5. Activity – Formative Assessment a. Climate Change Worksheet (15 minutes) 6. Dismissal (2 minutes) |
| Differentiated Instruction | Remediation: The student will recognize the effects greenhouse gases on climate change with at least 70 percent accuracy. (Knowledge – DOK-1)
Enrichment: The student will apply their understanding of biogeochemical cycles to the creating of greenhouse gases and their effect on global climate. (Application – DOK-3) |
| Collaboration | Students will work individual for this assignment. |
| Instructional Materials | · PowerPoint presentation
· Climate Change Worksheet · MAAP Book |
| Resources | PowerPoint presentation, smart board, projector, and student’s Chromebooks. |
| March 4, 2022 | |
| Standard | BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.
BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells. BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions. BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis. BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction. BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life. BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life. BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment. |
| Objective | The student will recall the past units of study through a Pictionary review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment |
| Summary | This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year. |
| Procedure | 1. Bell Ringer – Formative Assessment
a. Canvas Assignment (10 minutes) 2. Review Game – Informal Assessment (38 minutes) a. Students will split into teams b. Students will compete in a Pictionary game using vocabulary terms they need to draw while their partner’s guess 3. Dismissal (2 minutes) |
| Differentiated Instruction | N/A |
| Collaboration | Students will work together separated into group designated by their previous test scores. |
| Instructional Materials | · Vocabulary Flashcards
· Whiteboard · Dry erase markers |
| Resources | Unit Vocabulary |
| Author | Christian Cetina |
| Subject | Biology |
| Unit of Study | Benchmark Review |
| Grade Level | 9th Grade |
| Time Allotment | 3-Day Unit |
| March 7, 2022 | |
| Standard | BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.
BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells. BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions. BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis. BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction. BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life. BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life. BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment. |
| Objective | The student will recall the past units of study through a Factile review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment |
| Summary | This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year. |
| Procedure | 1. Bell Ringer – Formative Assessment
a. Canvas Assignment (10 minutes) 2. Review Game – Informal Assessment (38 minutes) a. Students will split into teams b. Students will compete in a Factile game using vocabulary terms they need to draw while their partner’s guess 3. Dismissal (2 minutes) |
| Differentiated Instruction | N/A |
| Collaboration | Students will work together separated into group designated by their previous test scores. |
| Instructional Materials | · Vocabulary Flashcards
· Whiteboard · Dry erase markers |
| Resources | Unit Vocabulary |
| March 8, 2022 | |
| Standard | BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.
BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells. BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions. BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis. BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction. BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life. BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life. BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment. |
| Objective | The student will recall the past units of study through a Kahoot! review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment |
| Summary | This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year. |
| Procedure | 1. Bell Ringer – Formative Assessment
a. Canvas Assignment (10 minutes) 2. Review Game – Informal Assessment (38 minutes) a. Students will split into teams b. Students will compete in a Kahoot! game using vocabulary terms they need to draw while their partner’s guess 3. Dismissal (2 minutes) |
| Differentiated Instruction | N/A |
| Collaboration | Students will work together separated into group designated by their previous test scores. |
| Instructional Materials | · Vocabulary Flashcards
· Whiteboard · Dry erase markers |
| Resources | Unit Vocabulary |
| March 9, 2022 | |
| Standard | BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.
BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells. BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions. BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis. BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction. BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life. BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life. BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment. |
| Objective | The student will recall the past units of study through a Kahoot! review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment |
| Summary | This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year. |
| Procedure | 1. Bell Ringer – Formative Assessment
a. Canvas Assignment (10 minutes) 2. Review Game – Informal Assessment (38 minutes) a. Students will split into teams b. Students will compete in a Kahoot! game using vocabulary terms they need to draw while their partner’s guess 3. Dismissal (2 minutes) |
| Differentiated Instruction | N/A |
| Collaboration | Students will work together separated into group designated by their previous test scores. |
| Instructional Materials | · Vocabulary Flashcards
· Whiteboard Dry erase markers |
| Resources | · Unit Vocabulary |
| March 10, 2022 | |
| Standard | BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.
BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells. BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions. BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis. BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction. BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life. BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life. BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment. |
| Objective | The student will recall the past units of study through a Booklet review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment |
| Summary | This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year. |
| Procedure | 4. Bell Ringer – Formative Assessment
a. Canvas Assignment (10 minutes) 5. Review Game – Informal Assessment (38 minutes) a. Students will split into teams b. Students will compete in a Blooket game using vocabulary terms they need to draw while their partner’s guess 1. Dismissal (2 minutes) |
| Differentiated Instruction | N/A |
| Collaboration | Students will work this review independently. |
| Instructional Materials | · Vocabulary Flashcards
· Whiteboard · Dry erase markers |
| Resources | Unit Vocabulary |
| March 11, 2022 | |
| Standard | BIO.1A – Students will demonstrate an understanding of the characteristics of life and biological organization.
BIO.1B – Students will analyze the structure and function of the macromolecules that make up cells. BIO.1C – Students will relate the diversity of organelles to a variety of specialized cellular functions. BIO.1D – Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis. BIO.1E – Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. BIO.2 – Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. BIO.3A – Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction. BIO.3B – Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. BIO.3C – Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life. BIO.4 – Students will analyze and interpret evidence to explain the unity and diversity of life. BIO.5 – Students will investigate and evaluate the interdependence of living organisms and their environment. |
| Objective | The student will recall the past units of study through a Blooket review game with at least 70 percent accuracy. (Knowledge – DOK-1) Informal Assessment |
| Summary | This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year. |
| Procedure | 1. Bell Ringer – Formative Assessment
c. Canvas Assignment (10 minutes) 2. Review Game – Informal Assessment (38 minutes) d. Students will split into teams e. Students will compete in a Blooket game using vocabulary terms they need to draw while their partner’s guess 3. Dismissal (2 minutes) |
| Differentiated Instruction | N/A |
| Collaboration | Students will work this review independently. |
| Instructional Materials | · Vocabulary Flashcards
· Whiteboard · Dry erase markers |
| Resources | Unit Vocabulary |
The Levels of Ecological Organization and Biomes
