BJOUICC Lesson Plan

Name: Sarah Date: Demo of Unit 1 lesson 1

Lesson focus: Biology Level: Grade 11
Main Lesson Aim (By the end of the lesson students will be able to review, use, develop, practise… in the context of………….)
Learning Objectives: By the end of the activity, the students will be able to:
 The basics of life and the food chain
 The common characteristics of the life
 The basic terminology related to life
Subsidiary Lesson Aim (By the end of the lesson students will be able to review, use, develop, learn, practise… in the context of………….)
- Explain how plants and animals support each other in the food chain or food web;
- Identify human-caused species loss as one of the major current threats to biodiversity;
- Explain the species diversity level of biodiversity;
- Explain how the disappearance of one species affects other species.
- Brief introduction into the diversity of living and non-living organisms.
Personal Aims (Teaching skills YOU want to improve on in this lesson; consider feedback from your previous observed lessons)
-Organizing their knowledge of the diversity of living organisms and their places in our chain of life.
-What are the fundamental characteristics of all organisms

Assumptions (What your students already know about the knowledge, an activity, or the topic that will help them in this lesson)
Students should be able to list a variety of things found in their surrounding environment.

Materials (Write what materials you are using, links, page numbers etc. Reference all your handouts here and attach a copy of each to your
lesson plan.)
PPT of picture slides of living and non-living organisms found in our environment
Stuffed toy for the ice breaker
Source of music for the “musical chairs”
Play-Doh for the red blood cells module (Red and Blue)

Anticipated difficulties and Solutions (Anticipate 1-3 difficulties with classroom management or activities. Provide a specific solution for
each. This is not related to knowledge difficulties.)
 Unit 1 – lesson 1 Self introduction and simple
definitions

5 minutes
Self Introduction (Teacher and students)
After the teacher introduces, allow students to introduce themselves as well.
Teacher may choose an ice breaker to help with this activity, like passing a stuffed animal or singing out their names in
a funny voice.
Definition of diversity
biodiversity, food chain.
In-class game
20 minutes
Musical instruments game
Purpose: Students play a round of “musical chairs” using drawings of different species in a food web. The
disappearance of “chairs” signals the extinction of that species. Students learn how the extinction of species affects
others in the food web.

Motivation: This is important to build up the excitement amongst students and get them engaged in wanting to learn
more about our existence and the existence of biological organisms on our planet and how they work together to
survive.

1. Play the musical instruments game.

2. Finish with a short discussion on species extinction and a brainstorming session on what students can to
reduce and eliminate biodiversity loss.
3. As a class, complete the L column of the KWL chart. In-class discussion
4. Talk about career options as a biologist as well as other careers that involve taking biology as a course.

10 minutes
Living and non-living things Discussion

- Teacher demonstrates on PPT that there are living and non-living creatures, draw a chart on the board and discuss
these questions?
AOL question #What are the fundamental characteristic of all organisms?
Lead students into a discussion to try to answer tthis question
 1. Can you list some living and non-living things? Try to get things like water and soil into the discussion as non-
living. Discuss what makes them living, or non-living?

In-class discussion
10 minutes
Blood Activity: With Play dough
What makes us living organisms different from each other and how to classify?
1) Vertebrate or invertebrate
2) Number of hearts
3) Body temperature
4) Red blood cells

What is the function of blood in living organisms?

1. Split the class into five teams, and hand out a large piece of both blue and red Play-Doh to each group to be shared.
2. Have them make models of the human blood cells.
3. Ask them to describe the shape: Two (bi) inward dents (concave) on a disk…
Biconcave disk.
4. Why did we give you both red and blue Play-Doh? The red illustrates blood with
oxygen attached to the haemoglobin, while blue represents blood without. Have
students look at their veins and show them that they have blue blood too. If people aren’t getting enough oxygen, that’s
why their lips appear blue. Explain that when we have cuts, the air bond to any blood making it red right away. So
breathing is definitely important to survive and is one classification that is important in all living organisms.
 In class activity

Assessment tools marked with “x” are used in the lesson.

Marking schemes Rubrics

Anecdotal comments Checklists

Rating Scales

Assessment Strategies

Assessment for Learning Assessment as Learning Assessment of Learning

Quizzes Journal Tests

Tests Exit and Entrance Cards Presentations

Presentations KWL Chart X Journals

Journals Self/Peer assessment Essays

Essays Logs Models

Models Projects

Projects Demonstrations X

Demonstrations Conferencing

Conferencing Questioning

Questioning X Independent Study

Assignment
 Independent Study Art Exhibits
Assignment

Art Exhibits Researching

Researching Reading Aloud

Reading Aloud Problem Solving

(process focused)

Problem Solving Debates

(process focused)

Debates Work Sheets

Work Sheets Role Playing

Role Playing Direct Instruction

Direct Instruction X

Homework

Practise identifying living and non-living organisms

Pre-reading on the Animal Kingdoms and how they are classified