Biology

What

Biology

When

1/11/2024

High School Weekly Lesson Plan Template
Week of: 1/8/23
*for additional curriculum information, please visit the district's resource High School Pacing Guides or Georgia Standards of Excellence
Course Name: BIOLOGY
HARDMAN, JOHNSTON, LIPTHRATT, HAMILTON

Monday
Standard(s):
SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms.
c. Construct an argument supported by empirical evidence to compare and contrast the characteristics of viruses and organisms.
LT:
We are learning to analyze the characteristics of living things.
SC: (I know I’ll have it when I can…)
Define and describe homeostasis.
Describe the 8 Characteristics of Living Organisms (GREGCHOR)
Analyze evidence of the 8 characteristics of living things in microscopic organisms
Identify the two types of cells (eukaryotic and prokaryotic)
Explain the composition of a virus and why it isn’t a living organism.
Lesson/Activity:
Level of Organization: pass back and Go Over (re-take available)
Review GREGCHOR
Poster (complete and turn in)
Brochure: guided notes/cells
STATIONS
POGIL Pro/Euk?
Resources:
Teacher created materials



Tuesday
Standard(s):
SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms.
c. Construct an argument supported by empirical evidence to compare and contrast the characteristics of viruses and organisms.
LT:
We are learning how organism systems interact to maintain homeostasis

SC:(I know I’ll have it when I can…)
Describe why ‘genes’ are important to living things and viruses
Identify the levels of organization in an organism
Follow the path of a virus and bacteria through a cell
Compare the structure and reproduction of viruses and bacteria
Compare how genetic information is stored in viruses, bacteria and humans (and it’s shape - circular)
Lesson/Activity:
Finish POGIL
Pro/Euk card sort
Mini Lesson: how do bacteria reproduce
Finish brochure
bacteria/virus venn diagram


Resources:
Teacher created materials


Wednesday
Standard(s):
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
e. Develop a model to explain the role natural selection plays in causing biological resistance (e.g., pesticides, antibiotic resistance, and influenza vaccines).
LT:
We are learning how random genetic variations can lead to biological resistance

SC:(I know I’ll have it when I can…)
Use a model to explain how bacteria can be resistant to antibiotics.
Use your model to identify evidence of natural selection
Describe genetic variation
Describe what ‘fitness’ means in terms of natural selection
Lesson/Activity:
Notes: Making Connections
Antibiotic Resistance Lab
Video: TedEd The accident that changed the world
Guided notes: Modeling natural selection using biological resistance (fill in and color)
Video Ted:Ed Bacteria bs Antibiotics

Resources:
Teacher created materials


Thursday
Standard(s):

SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology.
LT:
We are learning about the process of natural selection

SC:(I know I’ll have it when I can…)
Create a model to identify evidence of natural selection
Describe examples of natural selection
Identify the 3 factors needed for natural selection
Model the changes in rock pocket mice fur color over time as evidence of natural selection
Analyze other occurrences to determine if natural selection has occurred.
Lesson/Activity:
Activity: Rock Pocket Mice
Video: Recipe for Natural Selection
Guided Notes: What exactly is natural selection
Peppered Moths
Quick grade
Learn Genetics: Is it Natural Selection?
Resources:
Teacher created materials


Friday
Standard(s):
SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms.
c. Construct an argument supported by empirical evidence to compare and contrast the characteristics of viruses and organisms.
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
a. Plan and carry out investigations and analyze data to support explanations about factors affecting biodiversity and populations in ecosystems. (Clarification statement: Factors include population size, carrying capacity, response to limiting factors, and keystone species.)
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology.
e. Develop a model to explain the role natural selection plays in causing biological resistance (e.g., pesticides, antibiotic resistance, and influenza vaccines).

LT:
I can use my notes from unit 1 so far to complete parts of Unit 1 study card.

SC:(I know I’ll have it when I can…)
Complete study card 1; 1-9 and 21-25

Lesson/Activity:
Intro to Study card 1
1-9
21-25
Resources:
Teacher created materials