5E Lesson Planner (including MYP Criteria and OH New Learning Standards for Biology)

Title || CIHS Biology || Mr. Dutton

Statement of Inquiry:

Subject  / grade level: 9th grade biology

OH New Learning Standards (highlight appropriate standards): Heredity Evolution Diversity Cells Cellular Genetics Natural selection Classification Organelles DNA Mutation Ecosystems Eukaryotes and prokaryotes Inheritance Genetic drift Homeostasis Characteristics of life Mutations Gene flow Carrying capacity Photosynthesis, chemosynthesis and respiration Modern genetics Speciation and classification Equilibrium & disequilibrium Cell division and differentiation History of life on Earth Sexual selection Variation due to gene frequency and genetics MYP Biology Criteria and Strands (highlight appropriate strands): A: Knowing and Understanding B: Inquiring and designing C: Processing and evaluating D: Reflecting on the impacts of science i: explain scientific knowledge i: explain a problem or question to be tested by a scientific investigation i: present collected and transformed data i: explain the ways in which science is applied and used to address a specific problem or issue ii: apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations ii: formulate a testable hypothesis and explain it using scientific reasoning ii: interpret data and explain results using scientific reasoning ii: discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue Iii: analyse and evaluate information to make scientifically supported judgments iii: explain how to manipulate the variables, and explain how data will be collected iii: evaluate the validity of a hypothesis based on the outcome of the scientific investigation iii: apply scientific language effectively iv: design scientific investigations iv: evaluate the validity of the method iv: document the work of others and sources of information used v: explain improvements or extensions to the method

Materials:

Inquiry question(s): Types of Inquiry (highlight if applicable): Open, Guided, Structured, Confirmation

Lesson objective(s):

Differentiation strategies to meet diverse learner needs: Strategies: Tiered Assignments, Compacting, Interest Centers, Flexible Grouping, Learning Contracts, Choice Boards, Sidebar Investigations

ENGAGEMENT This is how the TEACHER makes connections to past learning and helps student engage with current activities What kind of questions should the students ask themselves after the engagement? Make connections between past and pres: ent learning experiences. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned. Ideas: Discrepant Event, Video, Demonstration, Compass Points (NEWS), Whole-class Activity, KWL, Padlet

EXPLORATION STUDENTS do minds-on / hands-on activities List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials. Types: Hands-on (manipulatives), Video/Audio, Verbal, Written: Non-fiction, Written: Fiction Strategies: Cubing, Cornell Notes, White Boarding, Misconceptions, Philosopher’s Chairs, Think-Aloud Problem Solving, Concept Mapping, NearPod, NewsELA, Peardeck, Note-Taking Pairs

EXPLANATION STUDENTS verbalize or demonstrate new skills and TEACHERS introduce formal terms, definitions and explanations List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. Helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors. Strategies: Jigsaw Grouping, Cooperative Learning; Discussion: Think-Pair-Share, Three-Step Interview, Peer Teaching, RealTimeBoard

ELABORATION STUDENTS develop a more sophisticated understanding of the concept What vocabulary will be introduced and how will it connect to students’ observations? How is this knowledge applied in our daily lives? Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills. Foldables: Frayer, Pocketbook, Tabbed Book, Bound Book (4, 8, or more pages) EdPuzzle, Piktochart, Animatron, Coggle, Anchor Chart Creation, Creation of a Model, Story, Drawing

EVALUATION STUDENTS assess their understanding and TEACHERS evaluate students’ understanding How will students demonstrate that they have achieved the lesson objective? Strategies: Game, Multimedia Presentation, PowerPoint, Prezi, AnswerGarden, Essay, GoFormative, Socrative, PollEverywhere, Plickers, Kahoot, Quizizz Exit Tickets: Tweet, Exit Slip, Thumbs Up/Thumbs Down, Prompts, What Stuck