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Task alignment lesson plan Start Assignment

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 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

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

Task alignment lesson plan Start Assignment

Top of Form

Not Acceptable

Needs Work

Satisfactory

Perfect

**All objectives are written in measurable and observable terms, based on state frameworks, and are developmentally appropriate for students. All objectives are aligned with assessments and all learning outcomes are clearly specified

All or most objectives are not written in measurable and observable terms and are not aligned with assessments. Learning outcomes are not specified.

All objectives are not consistently written in measurable and observable terms and/or are not consistently aligned with assessments. Most learning outcomes are specified.

All objectives are written in measurable and observable terms, based on state frameworks, and are developmentally appropriate for students. All objectives are aligned with assessments and all learning outcomes are clearly specified.

In addition to meets standard, the pre-assessments were implemented and the results support the planned objectives and learning goals.

**Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development

Does not plan appropriate or sequential teaching procedures that include innovative introductions and closures. Different teaching strategies are not utilized.

Plans lack logical sequence and different teaching strategies.

Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development.

In addition to meets standard, multiple lesson plans cited research-based evidence.

**Differentiated instruction is included as plans include meaningful and authentic learning experiences that accommodate developmental and individual needs of each learner in the group.

Does not include differentiated instruction in plans that include meaningful nor authentic learning experiences to accommodate developmental and individual needs of each learner in the group.

Develops meaningful and authentic learning experiences, but does not differentiate instruction to accommodate individual needs of each learner in the group.

Differentiated instruction is included as plans include meaningful and authentic learning experiences that accommodate developmental and individual needs of each learner in the group.

In addition to meets standard, provides evidence-based strategies that accommodate developmental and individual needs of each learner in the group.

**Plans include resources and/or technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.

Plans do not include resources or technology that will engage students.

Plans lack logical use of resources and technology.

Plans include resources and/or technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.

In addition to meets standard, multiple lesson plans utilize resources and technology to enhance learning opportunities.

**Plans indicate use of appropriate informal and formal assessments that effectively evaluate student learning and development.

Plans do not indicate
use of informal and
formal assessments that effectively evaluate student learning and
development.

Plans indicate use
informal and formal of assessments but not all are appropriate.

Plans indicate use of
informal and formal
appropriate assessments that effectively evaluate
student learning and
development.

In addition to meets standard, assessments are performance-based to enhance critical thinking and problem solving.

**Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills.

Overall assignment
includes four or more
spelling, punctuation,
capitalization,
grammar, and
paragraphing errors.

Overall assignment is free with most spelling, punctuation,
capitalization,
grammar, and
paragraphing errors.
Submission may
include no more than three errors.

Overall assignment is free from no more than
one spelling, punctuation, capitalization, grammar,
and paragraphing error.

Overall assignment
is free with all
spelling,
punctuation,
capitalization,
grammar, and
paragraphing errors.
Writing exemplifies
professionalism and
effective writing skills.

Task alignment lesson plan Start Assignment

Task Alignment/Lesson Plan (weekly)

Task Alignment

Objective/Standard

State the standard in measurable terms. Should be easy to understand and aligned with state standards.

Task

State the task or tasks that you would use to ensure that students master the objective.

Plans

Standard(s)

Write the standard here again, as this is 2 assignments in one. The plans begin here.

Procedures

The statement of the task (above) does not include detailed procedures. You will state those here in the lesson plans. List what the teacher will do and what the students will do. Include days of week:

Monday –

Tuesday –

Wednesday –

Thursday –

Friday –

Assessments

Describe assessments, what kind of formative, will they have a summative assessment this week – if so, state it

Differentiated Instruction

What will you do to satisfy different levels of learning, learning styles, etc.?

Technology

How will technology be incorporated into the lesson(s). Even if already stated in the procedures, list it here

Materials

What will you use throughout the week?

Research – Based

Cite research-based activities, materials, etc.

This is a basic template for weekly lesson plans. Very likely you will be required to submit lesson plans that are much more detailed when you are teaching in an actual classroom. For the purpose of this course, I want to make sure you understand the general idea of preparing a lesson and including all of the basic required parts. I would choose a standard that is simple and that can be mastered within one week. You do not need a summative test every week, but you might want one. Mississippi State Standards are general exit standards and must be broken down into objectives or learning goals. Many districts call them “I Can statements”. I will provide an example as-soon-as I have time to write one, but I wanted you to have the general idea, so you can begin planning. This assignment is for 200 points and sums up the rest of course.

Plans should be used to help you prepare for instruction. Your principal will also need to understand what you will be doing in the classroom, by reading your plans. I suggest plans as-simple-as your principal will allow.