TPACK Lesson Plan Template

Name and Grade Level: Jaime Pambianchi, 9th Grade

Title:Introduction to Classification

Content Knowledge - Objective:By the end of the period, students

will be introduced to the concept of classification through an
interactive SMART lesson.

Common Core/ISTE Standard:

ISTE:
1. Empowered Learner
1a. Students articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and reflect on the
learning process itself to improve learning outcomes.
RST. 9-10.2: Determine the central ideas of conclusions of a text;
trace the texts explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of the text.
RST. 9-10.4: Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 9-10 texts and
topics.

Pedagogy:
Observe Data: Students will make observations through the use of
the SMART Lesson.
Collect Data: Students will use the information that they have
learned to complete the SMART Lab activities.

Assessment Plan: Check off which apply: Detail How

__X___: Informal ____: Formal

__X___: Formative ____: Summative

Notes:

Poll Everywhere will be used at the beginning of the lesson as a

formative assessment to check for prior knowledge.
Students will access a Postcard template to complete as an exit
ticket. This will then be shared using Google Drive.

Technology for Learners Being Used

Mobile Devices (iPads, Laptops)
Google Drive

Technology for Teachers Being Used

SMART Board
Google Drive
Poll Everywhere

What 21st Century Skills are Students Using?

Critical Thinking: Students will use their critical thinking skills to

complete the SMART interactive activities.
Creating: Students will create their own postcard exit ticket.
Communication: Students will communicate with one another and with
the teacher using Poll Everywhere. They will also communicate by
commenting on other postcards in Google Drive.
Collaboration: Students will use Google Drive to share their exit
tickets within the class folder.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms:
Students will remember and recall information through the Do
Now activity (Poll Everywhere) and exit ticket activities.
Digital:
Students will understand the concepts of classification using
the interactive SMART activities.

Essential Vocabulary: classification, taxonomy, taxa, scientific name,

kingdom, phylum, class, order, family, genus, species, characteristics

Materials: SMART board, SMART Lesson, Poll Everywhere, Google

Drive

Introduction/Engagement: Students will answer the following

question on Poll Everywhere: What are different things that you can
classify and put into groups? Students will then sort a group of
organisms into different groups on the first slide of the SMART
lesson.

Lesson: (developmental procedures)

Students will answer the following question on Poll Everywhere:
What are different things that you can classify and put into
groups?
Students will sort a set of given organisms into different
groups.
There will be a brief lesson on classification and levels of
taxonomy.
Students will complete the series of SMART activities to allow
them to become acquainted with the new vocabulary terms and
 concepts.
Students will access the postcard exit ticket through Google
Drive. Students will complete the exit ticket by writing a letter
to a student who was absent from class. Students will show
understanding by telling the student what he or she had missed
during class time.
Students will then respond to one students letter with
appropriate feedback.

Modification:
Students who have weak motor skills will complete the activities
on a corresponding handout.
SMART Labs will provide instant feedback to let students know
whether or not they are correct.

Enrichment: After responding to an exit ticket, students will

research one organism and write a short paragraph on where its
scientific name derives from.
TPACK Lesson Plan Template

Name and Grade Level: Jaime Pambianchi, 9th Grade

Title:How to Read a Dichotomous Key

Content Knowledge - Objective:

After a brief introduction to classification, students will partake in a
flipped classroom in which they will learn how to read a dichotomous
key through an interactive video.
Common Core/ISTE Standard:
ISTE:
2. Empowered Learner
1a. Students articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and reflect on the
learning process itself to improve learning outcomes.
1c. Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety
of ways.
CCSS:
RST.9-10.3: Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in
the text.

Pedagogy:
View Images/Objects: In order to solve a dichotomous key, students
will first watch a video on how to read a dichotomous key. They must
then observe the characteristics of different organisms to
determine their scientific names.
Distinguish observations from inferences: Students will observe
physical characteristics of each organism and draw inferences from
these observations (Examples: The animal has wings, so it might be
able to fly; This looks like a plant, therefore it might undergo
photosynthesis.)
Organize/Classify Data: Students will use the information that they
have observed to correctly identify the scientific name of each
organism.

Assessment Plan: Check off which apply: Detail How

__X___: Informal ____: Formal

__X___: Formative ____: Summative

Notes:

Students will be assessed through the interactive video. They

must answer a set of questions in order to receive credit for
participation and to allow for analysis of their answers.
Students will practice with a dichotomous key exit ticket that
will be handed in at the bell.

Technology for Learners Being Used

iPads

Technology for Teachers Being Used

SMART Board
Edutools Website
YouTube

What 21st Century Skills are Students Using?

Critical Thinking: Students must use their critical thinking skills to

answer a set of questions that correspond with the video. They must
also use these skills to complete the dichotomous key handout.
Creating: Students will create their responses to each question
presented throughout the video.
Communication: Students will be working with one another to
communicate their ideas and their reasoning behind identifying each
organism.
Collaboration: Students will be working in pairs or small groups in
order to complete a dichotomous key handout.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms Taxonomy:
Students will remember the information presented in the video
through a series of questions that will be asked throughout the
video.
Students will use application by taking the information that
they learned from the video and applying it to the examples
provided during class time.
Blooms Taxonomy for Digital:
Students will understand the material through the use of
questions throughout the video.

Essential Vocabulary: dichotomous key, classification, genus, species,

taxonomy, characteristics

Materials: iPads, Plickers Cards, SMART board, YouTube video,

Edutools, dichotomous key handouts, Exit Tix

Introduction/Engagement: Students will recall what they learned in

the assigned video from the previous lesson. One question from the
video will be provided to the students, and they will answer this
question using their Plickers cards.

Lesson: (developmental procedures)

Students will answer a Do Now question using their Plickers
cards.
Students will briefly review what they have learned from last
nights assignment. Students were to watch a video on
dichotomous keys and classification and answer the questions
that corresponding with each part of the video.
Students will work in pairs or small groups to take what they
have learned and apply it to new examples. Students will
complete a handout in which they must observe the physical
characteristics of a variety of organisms and use the
 dichotomous key provided to identify their scientific names.
Students will answer two exit ticket questions using the Exit
Tix website on their iPads.

Modification: Students who do not have access to technological

devices will watch the video in a small group.
Students with visual impairments will be provided with large-text
versions of the handouts.
Students with hearing impairments will be able to use closed
captioning.

Enrichment: Students will be provided with a set of organisms.

Students will construct their own dichotomous key that their
classmates can use to determine the scientific name of each
organism.
 TPACK Lesson Plan Template

Name and Grade Level: Jaime Pambianchi, 9th Grade

Title:Dichotomous Key Gallery Walk

Content Knowledge - Objective:By the end of the lesson, students

will classify a group of unknown organisms using information
gathered from a gallery walk.

Common Core/ISTE Standard:

ISTE:
1.Empowered Learner
1c. Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety
of ways.
5. Computational Thinker
5b. Students collect data or identify relevant data sets, use digital
tools to analyze them, and represent data in various ways to facilitate
problem-solving and decision-making.
CCSS:
RST.9-10.3: Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in
the text.
Pedagogy:
Group Work:Students will work in small groups while conducting the
activity and completing the dichotomous key.
Independent Work: Students will work independently while answering
the Do Now question and answering the Exit Ticket.
Gallery Walk: Students will walk to each station and observe and
record characteristics of each organism.
Checking for Understanding: Students will use the QR code at the
bottom of each set of questions to assess their knowledge of the
content.
Organize/Classify Data: Students will observe the characteristics of
each organism, which will allow them to use the dichotomous key.
Analyze Data: Students will use the data they have collected to use
the dichotomous key in order to find the organisms scientific name.

Assessment Plan: Check off which apply: Detail How

__X___: Informal ____: Formal

__X___: Formative ____: Summative

Notes:

Students will answer the Do Now question using their Plickers

cards.
Students will answer a set of questions on Quizzizz.

Technology for Learners Being Used

iPads
QR scanner
Quizzizz
Technology for Teachers Being Used
Plickers
SMART board
Google Drive

What 21st Century Skills are Students Using?

Critical Thinking: Students will use their critical thinking skills to

make inferences and identify each organism based on the observed
characteristics.
Creating: Students will create their responses to the questions at
each station.
Communication: Students will work in groups to communicate with one
another. Students will be able to share the characteristics that they
observe.
Collaboration: Students will participate in the gallery walk in small
groups.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms Taxonomy:
Students will analyze each picture of the organisms and record
important characteristics. They will infer certain
characteristics based on their observations.
Students will apply information from the previous lesson to this
activity. Students will use their knowledge of dichotomous keys
to complete an activity with new examples.
Blooms Taxonomy for Digital:
Students will show their understanding using Plickers and
Quizzizz.
They will remember or recall information using the QR Scanners
to check for their own understanding.
Essential Vocabulary: classification, dichotomous key, scientific name,
genus, species, characteristics

Materials: pictures of animals, Plickers, QR codes, QR scanner,

Quizzizz, dichotomous key, Google Drive

Introduction/Engagement:
After a Do Now activity using Plickers cards, students will be
introduced to the lesson through a short story. Students will pose as
researchers on the Galapagos Islands, which is home to a variety of
organisms. It is their job to observe the characteristics of each
organism to determine the scientific name of each organism.

Lesson: (developmental procedures)

Students will complete a Do Now activity using their Plickers
cards.
Students will be introduced to the topic in which they must
identify each organism by its scientific name.
Students will work in small groups and move from station to
station. They will observe and write down any distinct
characteristics the organism has. They can also take a picture
with their iPads if needed.
Students will be asked a question at each station. Students will
answer the question, and they will check their answers using the
QR code at the bottom of the question.
Once all stations have been completed, students will go back to
their seats and continue to work in groups. They will access the
dichotomous key that was shared on Google Drive. They will use
this key to identify each of the organisms that they observed.
Students will answer a set of questions using Quizzizz. This will
serve as their exit ticket.

Modification:
Questions will be scaffolded at each station to allow struggling
 students to answer questions.
Students who are unable to use the iPad will be given a clip
board to record characteristics.

Enrichment: Students will research one organism also found on the

Galapagos Islands that was not discussed and edit the dichotomous
key to include this organism.

TPACK Lesson Plan Template

Name and Grade Level: Jaime Pambianchi, 9th Grade

Title:Classification Digital Story

Content Knowledge - Objective:

After a set of lessons on classification, students will create and
produce a digital story of an organism of their choice, describing the
characteristics of each of its taxonomic levels.
Common Core/ISTE Standard:
ISTE:
1. Empowered Learner
1a. Students articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and reflect on the
learning process itself to improve learning outcomes.
3. Knowledge Constructor
3a. Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative
pursuits.
4. Innovative Designer
4a. Students know and use a deliberate design process for generating
ideas, testing theories, creating innovative artifacts or solving
authentic problems.
CCSS:
RST.9-10.3: Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in
the text.

Pedagogy:
Explore a Topic/Conduct Background Research: Students will conduct
research on an organism of their choice using reliable research
websites.
Develop or Build a Model: Students will create their own digital
stories using Powtoon.
Create/Perform: Students will use the research that they have
collected to create their digital stories.

Assessment Plan: Check off which apply: Detail How

_____: Informal __X_: Formal

_____: Formative __X_: Summative

Notes:

Students will create a digital story that will eventually be

presented to the class. Students will be graded on both the
content of the story and the presentation.

Technology for Learners Being Used

Powtoon
Google Form
Research Websites
Student Devices (iPads, Laptops)

Technology for Teachers Being Used

Rubistar
Powtoon (for Model)
Research Websites
Google Forms

What 21st Century Skills are Students Using?

Critical Thinking: Students will use their critical thinking skills to

conduct research and include relevant information in their digital
stories.
Creating: Students will create their own digital stories based on the
research they have conducted.
Communication: Students will show communication by presenting
information to their classmates and by checking with their teacher
for approval of their research.
Collaboration: Students will collaborate on a shared document to
ensure that no two students are researching the same organism.
Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?
Blooms:
Students will apply their understanding of classification to
research an organism and create a digital story.
Students will understand the taxonomic levels in order to
conduct research at all levels.

Digital:
Students will create their own digital stories using Powtoon.
They will also create a quiz for the audience using Google Forms.

Essential Vocabulary: taxonomic rank, characteristics, kingdom,

phylum, class, order, family, genus, species

Materials: Powtoon, Google Forms, research websites, Rubistar,

student devices

Introduction/Engagement: I will introduce the digital story project

to the students by showing them a sample of my digital story. This
will let students know what is expected of them for the presentation.

Lesson: (developmental procedures)

I will introduce the digital story project to the students.
Students will choose one organism that they would like to
research for this project. I will then explain the details of the
project to the students.
Students will conduct research on their organism using the
seven taxonomic levels.
Students will create their digital stories using Powtoon.
Students will create a Google Form that will serve as a quiz for
their audience members when they present their digital stories.

Modification:Students will be given a script/template to follow while

creating their digital stories.
Enrichment: Students will use taxonomic ranks to make an
evolutionary connection between the organism they have researched
and another organism.

TPACK Lesson Plan Template

Name and Grade Level: Jaime Pambianchi, 9th Grade

Title:Digital Story Presentation/Assessment

Content Knowledge - Objective:After producing and creating their

own digital stories, students will present these stories to the class
and participate as an active audience member by taking a quiz on
Google Forms created by each student.

Common Core/ISTE Standard:

ISTE:
1. Empowered Learner
1a. Students articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and reflect on the
learning process itself to improve learning outcomes.
3. Knowledge Constructor
3a. Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative
pursuits.
4. Innovative Designer
4a. Students know and use a deliberate design process for generating
ideas, testing theories, creating innovative artifacts or solving
authentic problems.
CCSS:
RST.9-10.3: Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in
the text.

Pedagogy:
Create/Perform: Students will create their own digital stories. They
will also create a quiz on Google Forms in order to see how the
audience responds to their presentations.
Present or Demonstrate: Students will present their digital stories to
the class.

Assessment Plan: Check off which apply: Detail How

_____: Informal __X__: Formal

__X__: Formative __X__: Summative

Notes:
Students will create a formative assessment for students to
take at the end of their presentations.
Students will be graded on the content of their digital stories
as well as their presentations.

Technology for Learners Being Used

Powtoon
Google Form
Student Devices (iPads, Laptops)

Technology for Teachers Being Used

Rubistar
SMART board

What 21st Century Skills are Students Using?

Critical Thinking: Students are showing their research and critical

thinking skills through their digital story presentations.
Creating: Students were responsible for creating and producing their
own digital stories.
Communication: Students are communicating with one another by
answering the questions on the quizzes and evaluating the
presentations.
Collaboration: Students are collaborating through the use of Google
Form, which provides their peers with feedback.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms:
Students will analyze each digital story by watching the
presentations and extracting important information.
Digital:
Students will create both their digital story presentations and
their quiz on Google Form.
Students will evaluate one another using the Google Form
quizzes that they created.

Essential Vocabulary: classification, evaluation, kingdom, phylum,

class, order, family, genus, species

Materials: SMART board, Google Form, Powtoon, iPads/Laptops,

Rubistar

Introduction/Engagement: Students will again watch my model

presentation. They must actively be engaged in the presentation. I
will then share the Google Form quiz with them at the end of the
presentation.

Lesson: (developmental procedures)

Students will present their digital stories to the class.
I will evaluate the students using a rubric created from
Rubistar.
After each presentation, students will share a quiz in Google
 Drive with their peers. Students will answer a set of questions
to assess their understanding of the presentation. The final
question allows them to write any suggestions for future
projects. All data will be collected by the students at the end
of the quiz.

Modification: Students will be given a script for their presentations.

They will also be given a template to follow when they are creating
their quizzes.

Enrichment: Students will make a list of suggestions that they

received from their peers and write a short reflection.