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Bethany Ballard » Lesson Plans

Lesson Plans

WEEK 1  (Biology) January 7, 2019

TTW=the teacher will

TSW=the student will

*Students will have homework that they should get completed in class each day.  If they do not it will become actual homework (work to be done at home).

*TSW put cell phones in the cell phone parking lot upon entering the room everyday.

*Quizzes will often come from the review at the end of each section.  Student will be allowed to take these books home and are encouraged to look over the review section if they are struggling.  No marks are to be made in the review sections of the books by students.

Standards

BIO.1A Students will demonstrate an understanding of the characteristics of life and biological organization.

 BIO.1A.1 Develop criteria to differentiate between living and non-living things.

 BIO.1A.2 Describe the tenets of cell theory and the contributions of Schwann, Hooke, Schleiden, and Virchow.

 BIO.1A.3 Using specific examples, explain how cells can be organized into complex tissues, organs, and organ systems in multicellular organisms.

 BIO.1A.4 Use evidence from current scientific literature to support whether a virus is living or non-living.

 

Monday

  • TSW come in and do the bell ringer “How was your long break? Did you do anything interesting?”
  • TTW go over the needed material for the students.
  • TSW take a practice state test to gauge their understanding of content knowledge.
  • Students will make index cards of the prefix and suffix words on page 395 from their MAAP work books (quiz will be on Jan. 16- will be test grade).

 

 

 

Tuesday

  • TSW walk in and do the bell ringer.
  • TTW go over it.
  • TSW finish getting their common biology root words (about 30 minutes). TSW do 1 through 8 on page 395 as well.
  • Those that finish early may review them.
  • TTW lead students in reading sec. 1.1 page 7 and answering the questions.
  • Students will make and design name tags for themselves to be used throughout the year.
  • TSW read sec. 2.1 page 41-43, on Cell Theory.
  • TSW answer the questions by themselves.

Wednesday

  • TSW walk in and do the bell ringer.
  • TTW go over it.
  • TSW take about 10 minutes to finish the sec. on 2.1.
  • TTW go over it with the students using name tags to call on students at random.
  • TTW go over power point “Cell Structure” with students.
  • TSW follow along taking notes in their note skeletons.

Thursday

  • TSW walk in and do the bell ringer.
  • TTW go over it.
  • TTW finish the lecture if needed.
  • TTW lead students in review of their prefix and suffix words.
  • TSW read section 2.5 on page 55-58 and answer the questions by themselves.
  • TTW lead students in a reviewing the questions.

Friday

  • TSW walk in and do the bell ringer.
  • TSW look on the board for instructions for the day.
  • Read and do “Chapter6 The Structure of Multicellular Organisms(1)”.
  • TSW turn it in for a grade.
  • TSW complete the following sections from their MAAP workbooks:
  1. Appendix 2.1 page 415
  2. Appendix 3.3 page 450
  3. Appendix 4..2 page 455
  • TSW turn in a sheet of paper with their name on it that answers the following questions:
  1. Describe the scientific method.
  2. Describe the engineering design process.
  3. Compare and contrast the two processes.
  4. Describe at least two things you learned about test taking strategies.
  5. Describe at least one test taking strategy you already do 
 

Week 18 Dec. 10-14

TTW=the teacher will

TSW=the student will

INB=interactive notebook

*students will put their cell phones in the cell phone parking lot everyday upon walking in the room

*students will start their bell ringers upon walking in the room everyday

*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)

 

Standards

FB.6.3 Obtain, evaluate, and communicate information to explain relationships that exist between abiotic and biotic components of an ecosystem. Explain how changes in biotic and abiotic components affect the balance of an ecosystem overtime.

BIO 5.6 Analyze and interpret population data, both density-dependent and density- independent, to define limiting factors. Use graphical representation (growth curves) to illustrate the carrying capacity within ecosystems.  

  1. 6.4 Develop and use models to explain the climate, flora, and fauna of the terrestrial and aquatic biomes of the world.

BIO 5.1 Illustrate levels of ecological hierarchy, including organisms, population, community, ecosystem, biome, and biosphere.  

Monday

  • TSW do bell ringer
  • TTW go over bell ringer
  • TTW review over the answers from homework last Thursday night (Food Web)
  • TTW will then lead the students through a review for Ecology test tomorrow.
  • If time allows, TTW review over answers from “Finding Nemo”

Tuesday

  • TTW check homework from last night.
  • TSW take the Ecology test
  • When students finish the Ecology test, they will get the vocabulary list for final exam and find the definitions. These are due next Tuesday.

 

 

Wednesday

  • TSW do bell ringer
  • TTW go over bell ringer
  • TSW will then be given the study guide for finals next week.
  • The study guide has 100 review questions, so students will have a goal of getting at least 20 questions done each day (5 days of review)
  • TTW go over the review questions for students.

 

Thursday

  • TSW do bell ringer.
  • TTW go over bell ringer
  • TSW then do the next 20 questions on the study guide.
  • After, TTW go over the correct answers as a whole group

 

Friday

  • TSW do bell ringer.
  • TTW go over bell ringer
  • TSW then do the next 20 questions on the study guide.
  • After, TTW go over the correct answers as a whole group.

 

 

 

 

 

 

 

 

Week 17 Dec. 3-7

TTW=the teacher will

TSW=the student will

INB=interactive notebook

*students will put their cell phones in the cell phone parking lot everyday upon walking in the room

*students will start their bell ringers upon walking in the room everyday

*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)

 

Standards

FB.6.3 Obtain, evaluate, and communicate information to explain relationships that exist between abiotic and biotic components of an ecosystem. Explain how changes in biotic and abiotic components affect the balance of an ecosystem overtime.

BIO 5.6 Analyze and interpret population data, both density-dependent and density- independent, to define limiting factors. Use graphical representation (growth curves) to illustrate the carrying capacity within ecosystems.  

  1. 6.4 Develop and use models to explain the climate, flora, and fauna of the terrestrial and aquatic biomes of the world.

BIO 5.1 Illustrate levels of ecological hierarchy, including organisms, population, community, ecosystem, biome, and biosphere.  

Monday

*Sub

  • TSW do bell ringer
  • TTW go over bell ringer
  • The sub will then go over biological levels (cells, tissues, organs, etc.)
  • After, the sub will hand the students the assignment.
  • TSW complete pages 4, 5, 6, and 7 in their packet.
  • After completing these pages, the students are to use the textbook to continue learning about biological levels.
  • Students will be reminded to hand in their packet today.

 

Tuesday

*Sub

  • TSW do bell ringer.
  • The sub will go over the bell ringer.
  • The sub will then remind them about food webs, ecological pyramids, and how energy is transferred from one trophic level to the next.
  • TSW then be given their assignment about food webs, ecological pyramids, etc.

 

 

Wednesday

*Sub

  • TSW do bell ringer
  • TTW go over bell ringer
  • The sub will remind the students about ecological succession.
  • TSW complete several assignments about ecological succession.

Once the students are finished, they will complete any work they haven’t finished from Monday- Wednesday.

Thursday

  • TSW do bell ringer.
  • TTW go over bell ringer
  • TSW then review over biological levels, ecological succession, and food webs.
  • Once the teacher is finished, the students will take their vocabulary test.

Friday

  • TSW do bell ringer.
  • TTW go over bell ringer
  • TSW will then watch “Finding Nemo” and complete a producer and consumer worksheet that corresponds with the video.

 

 

 

 

Week 16 Nov. 26-30

TTW=the teacher will

TSW=the student will

INB=interactive notebook

*students will put their cell phones in the cell phone parking lot everyday upon walking in the room

*students will start their bell ringers upon walking in the room everyday

*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)

 

Standards

FB.6.3 Obtain, evaluate, and communicate information to explain relationships that exist between abiotic and biotic components of an ecosystem. Explain how changes in biotic and abiotic components affect the balance of an ecosystem overtime.

BIO 5.6 Analyze and interpret population data, both density-dependent and density- independent, to define limiting factors. Use graphical representation (growth curves) to illustrate the carrying capacity within ecosystems.  

  1. 6.4 Develop and use models to explain the climate, flora, and fauna of the terrestrial and aquatic biomes of the world.

BIO 5.1 Illustrate levels of ecological hierarchy, including organisms, population, community, ecosystem, biome, and biosphere.  

Monday

  • TSW do bell ringer
  • TTW go over Powerpoint Slide #7 “Ecology Bundle Getting Nerdy LLC”
  • TSW read the passage “Interactions with the Environment.”
  • TSW be given 10 minutes to complete the 1-23 terms that follow along with the previous passage. Whatever doesn’t get done will be assigned for homework.
  • TSW follow along with page 1 and 2 from “Ecology- What’s in an Ecosystem?” and fill in their notes.
  • TSW receive new vocabulary words and be given 15 minutes to use the textbooks for definitions.
  • TTW lead students through several scenarios from “01 Engage Set- Changes in Ecosystems”
  • TSW record their thoughts with the following structure: Title, My Answers, and Video.”

 

Tuesday

  • TSW do bell ringer.
  • TTW check homework
  • TSW go over homework and make sure their answers are correct.
  • TTW review over notes from Monday.
  • TTW lead students in a PowerPoint “Growth Curve PPT.”
  • TSW take notes with PowerPoint.
  • TSW continue with “Engage- Set- Changes in Ecosystems.”

Wednesday

  • TSW do bell ringer.
  • TTW go over bell ringer.
  • TTW go over it.
  • TTW check homework.
  • TSW go over homework and make sure their answers are correct.
  • TSW watch a video on biomes of the world.
  • TTW go over a PowerPoint “Ecology Bundle Getting Nerdy LLC” slides 67-115.
  • TSW complete worksheet “Ecology Biomes of the World” as we go along.
  • TTW go over worksheet with students.

Thursday

  • TSW do bell ringer.
  • TTW go over.
  • TSW finish the activity from yesterday if needed.
  • TTW lead students in reviewing their vocabulary.
  • TSW take the vocabulary quiz.
  • TSW write down their new vocabulary words.

 

Friday

  • TSW do bell ringer.
  • TTW go over.
  • TSW finish their vocabulary words if needed.
  • TTW go over the PowerPoint on Ecological Organization- Ecology PPT- slides 1-12.
  • TSW take notes with a note skeleton.
  • TSW work on a worksheet – Ecological Organization
  • TTW go over with the class.

 

 

 

 

 

Week 15 Nov. 12-16

TTW=the teacher will

TSW=the student will

INB=interactive notebook

*students will put their cell phones in the cell phone parking lot everyday upon walking in the room

*students will start their bell ringers upon walking in the room everyday

*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)

 

Standards

BIO.5- Students will investigate and evaluate the interdependence of living organisms.

BIO 5.1- Illustrate levels of ecological hierarchy, including organism, population, community, ecosystem, biome, and biosphere.

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.

BIO 5.3- Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases on the carbon dioxide cycle and global climate.

BIO 5.4- Develop and use models to describe the flow of energy and amount of biomass through food chains, food webs, and food pyramids.

 

Monday

  • EVOLUTION EXAM
  • After test, TSW get new vocab. words for Ecology and find definitions in the back of the textbook.
  • After finding the definitions, TSW read 3.4 (Cycles of Matter) from the textbook so that they will be prepared for tomorrow’s lesson.
  • Then, TSW have extra time to study their new vocab.

Tuesday

  • TSW do bell ringer
  • TTW review over bell ringer
  • TSW watch a video on Abiotic and Biotic Factor. While watching movie, they will fill out guided notes.
  • TSW will then go over 3.4 Cycles of Matter and read over Abiotic and Biotic factors from the textbook.
  • TTW lecture with Power Point of Cycles of Matter and student will fill out guided notes.
  • TTW go over a Cycle of Matter example
  • TSW then start working on their drawing.

Wednesday

  • TSW do bell ringer.
  • TTW go over it.
  • TSW finish their Cycle of Matter drawing
  • If student gets done, we will continue with reading about Ecology from the textbook.
  • Enrichment reading activity if time allows.
  • Review for small quiz tomorrow

Thursday

  • TSW do bell ringer.
  • TTW go over bell ringer.
  • TSW watch a video on greenhouse gases.
  • TSW fill in notes to go along with greenhouse gases.
  • TSW take notes from Nasaclimate.kids

Friday

  • TSW do bell ringer.
  • TTW go over.
  • TSW complete a greenhouse gases graph
  • TSW complete a quiz

 

 

 

 

Week 14 Nov. 5-9

TTW=the teacher will

TSW=the student will

INB=interactive notebook

*students will put their cell phones in the cell phone parking lot everyday upon walking in the room

*students will start their bell ringers upon walking in the room everyday

*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)

 

Standards

FB.5 Students will demonstrate an understanding of Earth’s fossil record and its indication of the diversity of life over time.

FB.5.1 Investigate through research the contributions of scientists to the theory of evolution and evolutionary processes (e.g. Needham, Spallanzani, Redi, Pasteur, Lyell, Lamarck, Malthus, Wallace, Darwin).

FB.5.2 Analyze and interpret data to support claims that different types of fossils provide evidence of the diversity of life that has existed on Earth and of the relationships between past and existing life on Earth.

FB.5.3 Obtain and communicate information to explain how DNA evidence and fossil records support Darwin’s theory of evolution.

FB.5.4 Investigate how biological adaptations and genetic variations of traits in a population enhance the probability of survival in an environment (natural selection).

BIO 4.1 Use model to differentiate between organic and chemical evolution, illustrating the steps leading to aerobic heterotrophs and photosynthetic autotrophs

BIO.4.2 Evaluate empirical evidence of common ancestry and biological evolution, including comparative anatomy, fossil record, molecular/biochemical similarities.

BIO 4.3 Construct Cladograms/Phylogenetic trees to illustrate relatedness between species.

BIO 4.4 Design models and use simulations to investigate the interaction between changing environments and genetic variation in natural selection leading the adaptation in populations and differential success of populations.

BIO 4.5 Use Darwin’s theory to explain how genetic variation, competition, overproduction, and unequal reproductive success acts as driving forces of natural selection and evolution.

BIO 4.6 Construct explanations for the mechanisms of speciation.

Monday

 

Tuesday

  • TSW do bell ringer (Who wrote a book about geological processes that influenced Darwin’s thinking?
  • TTW go over it.
  • TTW lead the students through the fossil record powerpoint
  • TTW lead students through page 1- 3 on the fossil record activity.
  • TTW divide students up to complete and finish activity.

 

Wednesday

  • TSW do bell ringer.
  • TTW go over it.
  • TTW discuss the fossil activity with the class
  • TSW watch a video by the Amoeba sisters on Endosymbiotic Theory.
  • TSW write answers down on sheet.
  • Review natural selection by doing “The Theory of Evolution by Natural Selection.” (Graphing activity)
  • TSW complete the Jelly Bean Natural Selection activity

Thursday

  • TSW do bell ringer.
  • TTW go over
  • TSW finish activity from yesterday (Jelly Bean)
  • TSW complete natural selection cartoon
  • TTW lecture on Cladograms
  • TSW follow along and do Cladogram activity
  • Quiz on Vocab.

 

Friday

  • TSW do bell ringer.
  • TTW go over.
  • TSW complete a review guide on Evolution.

 

 

Week 13 Oct. 31- Nov. 2

TTW=the teacher will

TSW=the student will

INB=interactive notebook

*students will put their cell phones in the cell phone parking lot everyday upon walking in the room

*students will start their bell ringers upon walking in the room everyday

*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)

 

Standards

FB.5 Students will demonstrate an understanding of Earth’s fossil record and its indication of the diversity of life over time.

FB.5.1 Investigate through research the contributions of scientists to the theory of evolution and evolutionary processes (e.g. Needham, Spallanzani, Redi, Pasteur, Lyell, Lamarck, Malthus, Wallace, Darwin).

FB.5.2 Analyze and interpret data to support claims that different types of fossils provide evidence of the diversity of life that has existed on Earth and of the relationships between past and existing life on Earth.

FB.5.3 Obtain and communicate information to explain how DNA evidence and fossil records support Darwin’s theory of evolution.

FB.5.4 Investigate how biological adaptations and genetic variations of traits in a population enchance the probability of survival in an environment (natural selection).

Monday

Fall Break

Tuesday

Fall Break

Wednesday

  • TSW come in the room and do their bell ringer “How was your long weekend? What did you do?.  Tell me about it?”
  • TTW explain the importance of taking the pre-test on Evolution.
  • TSW take the pre-test on evolution.
  • TSW do their vocabulary for the next section.
  • TTW lead students in a review of Evolution vocabulary.

Thursday

  • TSW come in and do their bell ringer.
  • TTW go over the power point “Scientist and Natural Selection” slide 1-22.
  • TSW record notes in their INB with the title “Scientist who contributed to Evolution”
  • TSW use the following headings Scientist, Experiments, and Conclusion.
  • TSW finish their vocabulary or review their vocabulary.

Friday

  • TSW come in and do their bell ringer.
  • TTW go over the power point “Evolution Powerpoint” slide 1-37.
  • TSW take notes in their note skeleton.

 

 

 

Week 12 Oct. 22-26

TTW=the teacher will

TSW=the student will

INB=interactive notebook

*students will put their cell phones in the cell phone parking lot everyday upon walking in the room

*students will start their bell ringers upon walking in the room everyday

*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)

 

Standards

BIO.3C.2 Evaluate the mechanisms of transcription and translation in protein synthesis

FB.4.5 Research and report genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing, DNA testing).

FB.4.6 Enrichment: Debate the pros and cons of using biotechnology to manipulate genetic information for human purpose (society).

Monday

  • TSW come in the room and do their bell ringer.
  • TTW go over it with the students.
  • TTW have students continue on their review study guide they received Friday.
  • TTW go over review guide (whole group) and TSW follow along with their study guide.
  • Teacher will pass out Homework (Protein Synthesis decoding page)

  Tuesday  

  • TSW come in the room and do their bell ringer.
  • TTW go over it with students.
  • TTW review Interactive notebooks from last Thursday
  • TSW watch videos on protein synthesis and protein folding from Amoeba Sisters (YouTube).
  • Students will follow along with guided questions.

 

  • TTW divide students into groups of two and give students a model to illustrate or “act out” protein synthesis.
  • TSW watch a video on how to use the protein synthesis activity.
  • TSW explain or act out protein synthesis for their partner who will correct them if wrong. The partner will also ask them questions associated with protein synthesis.
  • TSW do this for about 25 minutes or until each student has gone four times.
  • TSW work on the review guide for the test on protein synthesis in their groups.
  • TTW will be walking around monitoring and help as needed during both activities
  • TTW pass out homework on Protein Synthesis

Wednesday

  • TSW walk in the room and do the bell ringer.
  • TTW go over it.
  • TSW take the test on protein synthesis.

Thursday

  • TSW walk in the room and do the bell ringer.
  • TTW discuss and go over it with the students.
  • TSW watch videos on Biotechnology.
 
 
 
 
TSW answer questions on the videos from a handout and share their responses with the class (TTW lead the discussion).
  • TTW lead students in completing a web quest on Biotechnology with virtual labs (if chrombooks are available students will do this by themselves).
  • TTW pass out homework (Biotechnology)
 

 

Friday

  • TSW come in and complete the bell ringer.
  • TTW go over it.
  • TSW work on researching the ethics of biotechnology use.
  • TTW lead students in research on the overhead projector (if chromebooks are available-students will do on their own).
  • TTW lead the class in a discussion based on their findings.

 

 

 

 

 

Week 11  (second 9 weeks) Oct. 15-19

TTW=the teacher will

TSW=the student will

INB=interactive notebook

*students will put their cell phones in the cell phone parking lot everyday upon walking in the room

*students will start their bell ringers upon walking in the room everyday

*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)

 

Standards

BIO.1E.1  Construct models to explain how the processes of cell division and cell differentiation produce and maintain complex multicellular organisms.

BIO.1E.2  Identify and describe the changes that occur in a cell during replication.  Explore problems that might occur if he cell does not progress through the cycle correctly (cancer).

BIO.3C.1  Develop and use models to explain the relationship between DNA, genes, and chromosomes in coding the instructions for the traits transferred from parent to offspring.

BIO.3C.2  Evaluate the mechanisms of transcription and translation in protein synthesis.

Monday

  • TSW work on their bell ringer.
  • TTW go over the bell ringer.
  • TTW lead the students in a lecture on mutations. (PowerPoint and guided notes)
  • TSW follow along taking notes in their INB. (guided notes)
  • TSW work on “13.3 Mutations” using their notes and books.
  • TTW walk around helping students as they work.
  • The class will whole group read chapter 13.3 on Mutations from the textbook.
  • TTW assign the rest of 13.3 worksheet for homework.
  • TTW lecture along with the Amoeba Sisters video on mutations.

Tuesday

  • TSW work on their bell ringer.
  • TTW go over it.
  • TTW check homework for a grade (13.3 mutations)
  • TTW finish going over the practice on mutations.
  • TTW continue from previous lesson with DNA transcription and translation video from McGraw- Hill
  • TTW lead students in a lecture on DNA replication.
  • TSW follow along taking notes in their note skeleton.
  • TSW work on “12.3 DNA Replication”.
  • TTW walk around helping students as they work.
  • TTW assign the rest for homework.
  • TTW lecture along with the Amoeba Sisters DNA replication Video. TSW take notes.

Wednesday

  • TSW work on the bell ringer.
  • TTW go over it.
  • TTW check homework (12.3 DNA Replication) for a grade.
  • TTW finish the review on “12.3 DNA Replication” as needed.
  • TTW go over the lecture on Protein synthesis with the students.
  • TSW follow along taking notes in their note skeletons.
  • TTW lecture along with the Amoeba Sisters video on Protein Synthesis
  • TSW work on “13.2 Ribosomes and Protein Synthesis”
  • TTW walk around helping students as needed.
  • TTW go over the practice.

Thursday

  • TSW work on the bell ringer.
  • TTW go over it.
  • TTW finish going over the practice on protein synthesis as needed.
  • TSW work on the following foldables for their INB: DNA replication coloring, Protein Synthesis, mutations, and DNA structure.
  • TSW do these foldables one at a time.
  • TTW model how to complete the foldables for the students.
  • TTW assign homework on DNA replication or Protein Synthesis
  • TSW take the quiz on vocabulary for this section with about 25 minutes left in class.

Friday

  • TSW work on the bell ringer.
  • TTW go over it.
  • TTW check homework for a grade
  • TSW start on a review guide for DNA replication, Protein Synthesis, and Mutations.
  • TTW walk around the room and help/answer questions/observe
 

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