Menifee Unit Planning Template 

 
Instructional Unit Plan 
Summative Assessment (​Linked Here​)  
Plan 
Teacher(s): Ali Bentley, Rob Johnson  Subject: Biology  Grade/ Level: 10th  

Unit Topic/ Focus: Basics/Scientific  Unit #: 0/1 

principles  

Estimated time for Implementation and Dates: 3 weeks (8/12-8/30) 

Targeted Standards: HS-LS 1-2, HS-LS 1-3, HS-LS 1-6 

Resources/Technology Needed: Chromebooks, interactive notebooks 

Instructional Unit Planning (Plan) 

Before Learning - Phase 1 

● Do I believe all students can learn? (Growth Mindset) 

● Have I created a positive climate for learning so students feel safe to learn? 
● Do I know the needs of my students so I can differentiate content and prepare materials to support learning? 
● Are planned activities using data to differentiate comprehension needs of students (e.g. Lexile)? 
● Does the lesson involve “a hook”, unpacking prior knowledge or bridging connection to new learning”? 
● Do the activities engage all students? Require goal setting, data tracking etc.? (Shipley) 
● Are research/evidence- based instructional strategies (Marzano, Kagan, CASL) embedded into daily plan? 
● Will the activities prepare students to be successful on the formatives and then the summative assessments? 
 
 
Daily Expectation for Lesson Introduction: 
 Sets the stage for learning to occur - A
​ nticipatory Set  
○ Post and explain learning targets and goals of lesson (We are learning to… I can statements) 
○ Explicitly state and display clear success criteria (What I’m looking for…) Can students explain how they are evaluated?  
○ Use a “hook” to connect prior knowledge and build interest 
○ Connect the importance of the learning to real world/future learning (This is because…) 
 
(PLC s will address Study/Act) 
 
Day  Learning  Essential  I Do  We Do   You Do   MTSS/ SDI   
and  Target(s):  Vocabulary  “My Turn”  “Together”  “Your Turn” 
Co-teaching Model:  
Date  Before Learning 
During Learning Phase 2  During Learning   After Learning 
  Phase 3 and 4   Phase 5 
Phase 1  ❏ Parallel 
Teacher  Guided Practice  Independent STUDENT 
❏ Station 
DEMONSTRATES  Scaffolded Support  Practice and Application  ❏ One teach- 
MA/Reading 
Writing 
MODELS  Collaborative Learning    One Assist  
Corrective Feedback   
Practices 
Verification 
Inquiry 
Standards 

8/12  I can explain Biotic Frayer models Students work in Kagan groups to develop Exit ticket: Students  
and describe examples of biotic and abiotic factors in the describe biotic and
biotic and Abiotic Set up interactive world around us abiotic by writing their
abiotic. notebook own definition

Students will practice lab procedures while

identifying objects as biotic or abiotic using
the 7 characteristics of life.

8/13  I can explain the Hierarchical Explain the Students will draw a model of one Students will be given a  
hierarchical organization and organizational system in the human body (ex: practice exam question
organization of Organization systems in the human muscles) that asks them to identify
interacting (in biology) body. the importance of having
systems
a hierarchy of
Interacting Give an example and organization in body
systems show a picture of Students will then use Kagan sharing to
systems!
interacting systems (ex: describe how this represents the hierarchy of
cardiovascular)   organization.
8/14  I can describe Interacting   Notes on nutrient uptake and need based on Describe how the systems  
the function of systems How does food give us size and function discussed yesterday
interacting energy? Do elephants relate to the need for
systems in Multicellular need to eat more than nutrients and organism
ants? Why? function.
multicellular
Unicellular
organisms and
(Phenomena questions
nutrient uptake Organism to prime learning)  

Nutrients

Uptake

8/15  I can analyze the analyze Students will make and Students will each be given a body system and Students will compare and  
parts of a begin a KWL chart on will have to break down and analyze the parts contrast multicellular and
multicellular body systems and how that make up a multicellular organism. unicellular organization
organization they interact Students will discuss how this relates to and if unicellular
organisms that an
that make up hierarchy of organization.
organization.
the hierarchical
organization

8/16  I can model the Model Students will fill out a Each student group will be given a body Formative assessment:  
organization of KWL chart on body system and asked to model the organization quiz
interacting systems that makes up the interacting system. Students
systems in will then put each group model onto one class
multicellular
diagram (life size) to understand how the
organisms
organization of systems must be interacting for
multicellular organisms to function correctly.

8/19  I can Develop functions Students will add to the Each student will be asked to describe the Students will finish quiz  
and use a KWL chart function of the hierarchy of needs in
model to Multicellular interacting systems using the class model. This
illustrate the organisms will be used to continue to develop the class
model.
hierarchical
organization
that provide
specific
functions in
multicellular
organisms.
8/20  Recall the carbon Biochem pre-test stations for biochem analysis Flip chart in interactive  
structures of notebook
carbon, hydrogen
hydrogen and
oxygen and oxygen
how they bond.
bond

8/21  Identify what molecules Correct/feedback on connect molecules to interacting systems post-it note exit ticket  
sugar chemical flip chart discussion (model in notebook)
molecules are formula
made up of large carbon
(chemical based
formula) and molecules
how it interacts
with large
carbon-based
molecules.

8/22  Evaluate how elements define and give an notes and text analysis for evaluation KWL chart  
sugar molecule example of large
elements amino acids carbon based
interact with molecules
FOOD LABELS
amino acids/
large
carbon-based
molecules

8/23  Examine how macromolecul KWL chart murder in a meal pre-lab reading annotation  
the es
macromolecule nutrient
s are used in uptake
nutrient uptake.

8/24  Examine how group discussion Murder in a meal lab lab analysis - cookbook  
the
macromolecule
s are used in
nutrient uptake.
8/27  Examine how class discussion Murder in a meal analysis 3 types of lab reports  
the
macromolecule ● cookbook
s are used in ● mini poster
nutrient uptake. ● lab report

Parking lot

8/26  Examine how macromolecul KWL chart murder in a meal pre-lab reading annotation  
the es
macromolecule nutrient
s are used in uptake
nutrient uptake.

8/27  Examine how group discussion Murder in a meal lab lab analysis - cookbook  
the
macromolecule
s are used in
nutrient uptake.

8/28  Examine how class discussion Murder in a meal analysis 3 types of lab reports  
the
macromolecule ● cookbook
s are used in ● mini poster
nutrient uptake. ● lab report

Parking lot

8/29  Describe Homeostasis Think-pair-share: Students will dissect a reading about the Exit slip  
homeostasis Students will be feedback systems in one of two body systems
and feedback Positive prompted to recall and will have to work with a partner to define
systems feedback information they know and describe the systems and how they are
about homeostasis and
working to maintain homeostasis.
Negative feedback loops within
feedback body sytems

Endocrine
system

Immune
system
8/30  Plan and Scientific Review of the scientific View example investigation on this Analysis of investigation  
conduct an method method with table results
investigation to group Plan investigation with groups to determine if
support that the claim is true
feedback
systems support
homeostasis

9/3  Describe Homeostasis Students will develop a Finish lab analysis Self-assessment/reflection  
homeostasis study plan for the : What areas of the unit
and feedback Positive week to prepare for Students will dissect a reading about the do you need to study
systems feedback the assessment and to feedback systems in one of two body systems more to be successful
prime their learning and will have to work with a partner to define tomorrow? What areas
Negative for the upcoming and describe the systems and how they are
week are you confident over?
feedback working to maintain homeostasis. How will you prepare for
Endocrine the exam tonight?
system

Immune
system

9/4  Plan and Scientific Review of the scientific View example investigation on this Analysis of investigation  
conduct an method method with table results
investigation to group Plan investigation with groups to determine if
support that the claim is true
feedback
systems support
homeostasis

9/9  Review for summative assessment: Students Self-assessment/reflection  

will have time to work on study guide skills : What areas of the unit
and information processing skills do you need to study
more to be successful
tomorrow? What areas
are you confident over?
How will you prepare for
the exam tonight?

9/10  Summative assessment unit 0/1  

 9/11  Receive and review Data analysis/ goal setting/ data tracking Wrong answer analysis  
feedback from
assessment
9/12  Begin unit 2 Vocabulary work  
basics

9/13  Notes  

Instructional and Assessment Reference Sheet 

Formative Assessment​ (Pick and add to above) 
  Pre-Assessment    Four Square    Quiz Consensus 
  Human Graph    Right Question Technique    Idea Spinners 
  Thumb-It    Post-Its    Comparison Charts 
  KWL/ Organizer    Exit-Slips/Entry Slips/Bell    3 Minute Pause 
Ringer 
  Flashback    Self-Assessment /Reflection    Example/ Non-example 
(Cornell Notes e.g. “I use to think”,” I 
learned”) 
  Foldable    Give me Five    Garbage Pile/ Snow Balling 
  Graffiti Walls    Think-Pair-Share    White Boards 
  Other:    Choral Response    First Word/ Say Something 

Strategies​ ​(Pick and add to above) 

  Note Making Strategy-Cornell    Teacher /Peer Conferencing 
  Cooperative learning    Generating and testing hypotheses 
  Questions, cues and advanced organizers    Comparing and Contrasting 
  Vocabulary Building Strategy    Setting objectives and providing descriptive 
feedback 
  Non-linguistic representations     
  Examples/Non-examples    Other 
 
 Summative Assessment Success Criteria  
This is the criteria administration uses to analyze and provide feedback on your assessments. 
 
Summative Assessment/Culminating Assessment:  
A product or performance that 
∗ Reflects the type and format of questions , as well as timing constraints based on KPREP. 
(K-2 timing based on KPEP preparation/3-12 based on gradual release based on “Menifee” testing format ) 
∗ Directs the development of instructional strategies and activities.  
∗ Allows learner to demonstrate their knowledge of targeted content standards through a variety of formats. 
∗ Offers choice to meet learners’ differentiated needs. 
∗ Includes scoring guide/rubric to inform learners of expectations.  
Questions to answer: 
∗ How many summative assessment questions should be developed to reflect the time and importance of the standard in the unit? 
∗ Is the level of rigor appropriate to the standard, and I Can? (Refer to standards) 
∗ Are the distractors relevant to other content covered in unit, or previous units? 
∗ Will my planning in this unit prepare students for success on this question?