Biology Lesson Plans

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7th Grade:
The Cells1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
The Cells1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
The Cells - with reading strategies1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
The Cells - with reading strategies1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
The Cells -with reading strategy1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
9th Grade:
"Oh Deer"By the end of this lesson, students will understand what predators are and what prey are, they will also understand how an ecosystem works and how animal populations are sustained(Under 3 ratings)
Biology(Under 3 ratings)
Biology(Under 3 ratings)
BIOLOGYB3.1 The student will compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic ecosystems. B3.3 The student will describe the limiting factors of ecosystems and explain how these factors affect the carrying capacity of an ecosystem. B3.5The student will identify various factors related to human activity that have an impact on ecosystems and explain how these factors affect the equilibrium and survival of ecosystems.(Under 3 ratings)
Cell Comic BookStudents will produce a cell comic book that describes - similarities and differences of cell types - Ages of cells - functions of organelles/structures(Under 3 ratings)
Cell Organelle Partner MatchStudents should be able to identify organelles that are common to prokaryote and eukaryote cells. Students will be able to identify differences between cells including: age, size, complexity and basic structure.(Under 3 ratings)
Cells and Their EnvironmentStudents will be able to identify Hypertonic, isotonic and hypotonic environments. Students will understand osmosis and diffusion Students will be able to determine how specific materials move in and out of cells.(Under 3 ratings)
Cellular RespirationStudents will learn the steps of cellular respiration and how the role the mitochondria plays in the process. students will be able to identify how glucose is processed and converted to ATP. Students will be able to model ATP regeneration.(Under 3 ratings)
Diffusion Rate Lab LessonMeasurable Goals: Understand how the process of diffusion occurs in cells. Apply the concept of homeostasis to the process of diffusion. Understand how the surface area-to-volume ratio of a cell affects diffusion of materials into that cell. Conduct an experiment, and gather and analyze data.(Under 3 ratings)
Graphic Organizer - OrganellesStudents will begin to identify the key structures/organelles in the different cell types. Students will create a study guide for pre-quiz on organelles.(Under 3 ratings)
Lab: Cells and MicroscopeSTudents will be able to focus and object in the microscope Students will be able to prepare a wet mount slide Students will be able to prepare a stained slide using iodine and methylene blue. Students will be able to make observations using images/drawings and text(Under 3 ratings)
Lesson PlanUnderstand how the process of diffusion occurs in cells. Apply the concept of homeostasis to the process of diffusion. Understand how the surface area-to-volume ratio of a cell affects diffusion of materials into that cell. Conduct an experiment, and gather and analyze data.(Under 3 ratings)
Mendelian GeneticsStudents will be able to use Punnett Squares to predict offspring traits.(Under 3 ratings)
MitosisStudents will be able to use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.(Under 3 ratings)
Nature as a resource for human consumptionThe goal of this lesson is to teach grade 9 (applied) students about the devastating effect of human activity on the environment. Through this lesson they will learn the basic knowledge related to sustainable ecosystems and how to identify with nature. By the end of the lesson they should have a strong idea about their ecological identity and they must be able to differentiate between the healthy of nature as a necessity of our existence and the popular (and much more selfish) view that nature is simply a resource for human consumption.(Under 3 ratings)
Section 7.3 & 7.4Students will know that human genetics follows the same patterns seen in other organisms. Females can carry sex linked genetic disorders. A pedigree chart is used for tracing genes in family. Several methods help map human chromosomes.(Under 3 ratings)
10th Grade:
Cellular Energy and ReproductionTeach Students about -Photosynthesis and Respiration - Cell Division and Mitosis -Sexual Reproduction and Meiosis -Asexual and Sexual Reproduction(Under 3 ratings)
Cellular Structure and FunctionTeach ideas on discovering cells, prokaryotic and eukaryotic cells, moving cellular Materials, Cell Differential and specialization, Body Organization(Under 3 ratings)
Chapter 1, Section 2 Nature of ScienceStudents will be able to identify five of the seven reasons why we study science with 70% accuracy.(Under 3 ratings)
Chapter 1, Section 3 The Method of ScienceStudents will be able to identify and complete the steps of the scientific method with 70% accuracy.(Under 3 ratings)
Chapter 2, Section 1: Organisms and Their RelationshipsStudents will be able to explain the difference between abiotic factors and biotic factors with 70% accuracy. SWBAT describe the levels of biological organization with 70% accuracy. SWAT differentiate between an organism's habitat and its niche with 100% accuracy.(Under 3 ratings)
Chapter 2, Section 2: Flow of Energy in EcosystemsStudents will be able to (SWBAT) Describe the flow of energy through an ecosystem with 75% accuracy. SWBAT identify the ultimate energy source for photosynthetic producers with 75% accuracy. SWBAT describe food chains, food webs, and pyramid models with 75% accuracy.(Under 3 ratings)
Chapter 2, Section 3: Cycling of MatterSWABT describe how nutrients move through the biotic and abiotic parts of an ecosystem with 70% accuracy. SWABT explain the importance of nutrients of nutrients to living organisms with 70% accuracy.(Under 3 ratings)
Chapter 5, Section 1 BiodiversityStudent will be able to (SWBAT) describe three types of biodiversity with 80% accuracy. SWBAT explain the importance of biodiversity with 100% accuracy. SWBAT summarize the direct and indirect value of biodiversity with 80% accuracy.(Under 3 ratings)
Chapter 5, Section 2 & 3 Threats to Biodiversity, Conserving BiodiversityStudents will be able to (SWBAT) describe the biodiversity crisis with 80% accuracy. SWBAT explain the factors that threaten biodiversity with 80% accuracy. SWBAT describe how the decline of a single species can affect an entire ecosystem with 80% accuracy. SWBAT describe two classes of natural resources with 80% accuracy. SWBAT identify methods used to conserve biodiversity with 80% accuracy.(Under 3 ratings)
Chapter 6, Chemistry in BiologySWBAT (Student will be able to) identify the particles that make up atoms with 80% accuracy. SWBAT diagram the particles that make up an atom with 80% accuracy. SWBAT compare covalent bonds and ionic bonds with 100% accuracy.(Under 3 ratings)
Classifying OrganismsTeach Students Classifying Organisms Methods of Classification Dichotomous Keys Unit Test(Under 3 ratings)
DNA and Protein SynthesisTeach Genetic Code DNA and RNA Protein Synthesis DNA Mutations(Under 3 ratings)
EcologyStudents will be able to discuss the biogeochemical cycles(Under 3 ratings)
EcosystemStudents will be able to identify major organizational levels of life.(Under 3 ratings)
Genetics and HeredityTeach Students Genetics Probability of Inheritance Genetics Sense Mendel Other Personal Influences Unit Test(Under 3 ratings)
Genetics Video LessonStudents will be able to explain who Mendel was and the significance of his work. Students will be able to explain discribe Mendels experiments. Students will be able to effectively use many genetics vocabulary terms after viewing the video lesson.(Under 3 ratings)
Human Impact on EcosystemsTeach Students Resources Pollution Environmental Solutions Unit Test(Under 3 ratings)
KWLStudents will be able to identify major organizational levels of life.(Under 3 ratings)
Lesson PlanAt the completion of these activities, students should be able to: • Identify significant events in microbial evolution • Understand the perennial dominance of microbes, past and present • Understand the order of key events in evolution relating to microbes • Gain an appreciation about the place of microbes in earth's history(Under 3 ratings)
Lesson PlanHow do the openness to change and argumentation lead to the durability and robustness of science? 1. Know that the most durable explanations become theories, but are continually subjected to change in the face of new evidence. 2. Be open to argumentation from multiple perspectives, in order to continually challenge our understandings.(Under 3 ratings)
Matter and Energy in EcosystemsStudents will learn The Cycles of Matter Interactions Among Living Things Relationships Among Organisms Energy Flow in Ecosystems(Under 3 ratings)
MnemonicsStudents will be able to create mnemonic devices as a helpful tool to retain and recall the three domains of life.(Under 3 ratings)
Natural SelectionTeach Students Darwin's Theory Lab: Natural Selection Evidence of Evolution Biological Evidence and the Fossil Record Evolutionary Relationships Unit Test(Under 3 ratings)
Organisms and the EnvironmentTeach student: Living Things and the Environment Studying Populations Changes in Communities Unit Test(Under 3 ratings)
Photosynthesis + Cellular RespirationThis lesson will address the processes of photosynthesis and cellular respiration. Biology I : Standard 3 – Flow of Matter and Energy Conceptual Strand 3 Matter cycles and energy flows through the biosphere. Guiding Question 3 What are the scientific explanations for how matter cycles and energy flows through the biosphere? CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and cellular respiration. Checks for understanding 93210.3.3 Conduct experiments to investigate photosynthesis and cellular respiration. SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of energy transformation.(Under 3 ratings)
The Case of the Missing Bees: High Fructose Corn Syrup and Colony Collapse1. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). 2. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.(Under 3 ratings)
The Study of LifeStudents will be able to list the characteristics of life with 70% accuracy. Students will be able to pose testable questions for scientific inquiry with 70% accuracy. Students will be able to identify the methods of science with 70% accuracy.(Under 3 ratings)
TV Broadcast AssessmentStudents will create their own science centered broadcast according to rubric guidelines.(Under 3 ratings)
Understanding the KingdomsTeach Students The Kingdoms What Is an Animal? Animal Behavior Overview of Plants Protists and Fungi Bacteria Unit Test(Under 3 ratings)
Unit 2 - EcologyStudents will master the concepts listed in the curriculum maps (Polk County, FL)(Under 3 ratings)
Unit 3 - Cells and the Cell CycleStudents will master the concepts listed in the Polk County Curriculum Maps.(Under 3 ratings)
Unit 4 - Cellular EnergyTo master the concepts and standards on the Polk County Curriculum Maps.(Under 3 ratings)
Unit 6 - Nucleic AcidsTo master the concepts and standards on the Polk County Curriculum Maps.(Under 3 ratings)
Unit 7 - Origin and Evolution of Living ThingsTo master the concepts and standards on the Polk County Curriculum Maps.(Under 3 ratings)
Using DNA TechnologyTeach Students Advances in Genetics Consequences of DNA Technology Unit Test(Under 3 ratings)
Water Quality InquiryTo be able to successfully use microscopic organisms to identify the quality of water To compare water quality of three different local sources. To assess the quality of water from Lake CNE and invesitgate other methods of testing(Under 3 ratings)
11th Grade:
Blood vessels and Blood PressureUsing a case study- Aneurysm, to look at some of the factors that could affect blood pressure and how blood pressure affects blood vessels.(Under 3 ratings)
Blood vessels and blood pressure cont.Factors that affects blood pressure and how blood pressure affect blood vessels- A case study of Aneurysm(Under 3 ratings)
Blood- Its components and fucntionsTo enable students understand the components of the blood, structures and functions of these components(Under 3 ratings)
Blood- Its components and functionsTo enable students understand the components of the blood, structures and functions of these components(Under 3 ratings)
Breathing 101To understand how the lung works when we breath.(Under 3 ratings)
Chapter 10 Sexual Reproduction and GeneticsSWBATexplain how gene linkage can be used to create chromosome maps with 80% accuracy. SWBAT recognize and summarize the stages of meiosis with 80% accuracy. SWBAT summarize the law of segregation and law of independent assortment with 80% accuracy. SWBAT predict the possible offspring from a cross using a Punnet square with 80% accuracy.(Under 3 ratings)
Chapter 11 and 12 Human Heredity and GeneticsSWBAT analyze gentic patterns to determine dominant or recessive inheritance patterns with 80% accuracy. SWBAT distinguish between various complex inheritance patterns with 80% accuracy. SWBAT summarize the role of the enzymes involved in the replication of DNA with 80% accuracy. SWBAT describe how Eukaryotes regulate transcription of genes 80% accuracy.(Under 3 ratings)
Chapter 6 & 7 Assessment BIOThe student will be able to (SWBAT) describe the factors that determine where an organism lives in an aquatic ecosystem with 80% accuracy. The SWBAT explain how temperature and precipitation determine which plants grow in an area with 80% accuracy.(Under 3 ratings)
Chapter 7 Cellular Structure and FunctionSWBAT compare and contrast structures of plant and animal cells with 80% accuracy. SWBAT identify the structure and function of the parts of a typical eukaryotic cell with 80% accuracy. SWBAT describe how a cell's plasma membrane functions with 80% accuracy. SWBAT differentiate between a prokaryotic cell and a eukaryotic cell with 100% accuracy. SWBAT summarize the principles of the cell theory with 80% accuracy. SWBAT compare compound light microscopes with electron microscopes with 80% accuracy.(Under 3 ratings)
Chapter 7 Cellular Structure and FunctionSWBAT compare and contrast structures of plant and animal cells with 80% accuracy. SWBAT identify the structure and function of the parts of a typical eukaryotic cell with 80% accuracy. SWBAT describe how a cell's plasma membrane functions with 80% accuracy. SWBAT differentiate between a prokaryotic cell and a eukaryotic cell with 100% accuracy. SWBAT summarize the principles of the cell theory with 80% accuracy. SWBAT compare compound light microscopes with electron microscopes with 80% accuracy.(Under 3 ratings)
Chapters 8 and 9 Cellular Energy and ReproductionSWBAT describe how ATP works in a cell with 80% accuracy. SWBAT explain the function of a chloroplast during the light reactions with 80% accuracy. SWBAT summarize the stages of cellular respiration with 80% accuracy. SWBAT describe the events of each stage of mitosis and explain the process of cytokinesis with 80% accuracy. SWBAT explain how cancer relates to the cell cycle with 80% accuracy.(Under 3 ratings)
Chemistry of LifeHelps students to navigate through Endgenuity Classroom setting. Teach Students Unit on Chemistry of Life(Under 3 ratings)
Circulatory System IntroThis class is aimed at helping students understand how the heart works. It focuses on the basic structure and function of the heart.(Under 3 ratings)
Class PresentationThis is an activity that is aimed at building the understanding of students on some diseases of the digestive system.(Under 3 ratings)
Digestive SystemsThis class we aim to look at how various organs of the digestive system works- breaking down and assimilation of food.(Under 3 ratings)
Evolution and Extinction. Lesson 4Investigation/inquiring activity to build understanding on the process of evolution or extinction(Under 3 ratings)
Evolution Unit. Lesson 6In this class we progress from our understanding on mutation and how it causes variation, here we investigate some real life examples of variation.(Under 3 ratings)
Evolution- Mutation. Lesson 1This class helps students connects mutation in genes with respect to evolution. Mutation which have occurred either by addition of gene, deleted genes or gene modification in relation to Evolution.(Under 3 ratings)
Evolutionary Adaptations. Lesson 3Understanding adaptation and how it helps animals/plants (organisms) survive/thrive(Under 3 ratings)
Factors that affect plant growthTo observe a variety of plants in a local forest/patch of vegetation and determine how surrounding factors cause differences in plant structure and function. Example: Sunlight, soil nutrients. Most importantly, transferring the lesson into the local environment creates a new learning opportunity, and immerses students in nature! Overall Expectation F2: investigate the structures and functions of plant tissues, and factors affecting plant growth(Under 3 ratings)
Fetal Pig DissectionE2. investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems(Under 3 ratings)
Food-borne Microorganisms and IllnessIn this lesson, students will watch the documentary "Food Inc" which explores how mass food product leads to unsanitary conditional, optimal for the growth of microorganism. Building of the documentary, students are asked to research microorganisms that are commonly found in food product and cause food poisoning. SBI3C - Microbiology Specific Expectations: C1.1 Assess some of the effects, both beneficial and harmful, of microorganisms in the environment. C2.1 Use appropriate terminology related to microbiology, including, but not limited to: fission, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid.(Under 3 ratings)
Grade 11 Biology University (SBI3U) - EvolutionTo teach concepts of evolution by discussing the genetic diversity and the resulting environment adaptability brought by sex. Overall expectation: C2. investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution; C3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.(Under 3 ratings)
Human Impact on the EcosystemIn this lesson, students will use the OIE World Animal Health Information database to observer a selected species population over the last 20 years in the local Ottawa region. Using the population increase of human over the duration of times, including other factors, students will then hypothesis on human related factors that are affecting to population dynamics of species in the local habitat. http://www.oie.int/wahis_2/public/wahid.php/Countryinformation/Animalpopulation The goal is for the class to create a list of possible factors. Moving forward, the class will explore a variety of different human related factors that affect ecosystems and conclude which or all are affecting the local ecosystems surround Ottawa. Overall Expectations: B2. Investigate some factors related to human activity that affect terrestrial or aquatic ecosystems, and describe the consequences that these factors have for the sustainability of these ecosystems. Specific expectations: B2.5 analyse the effect of factors related to human activity on terrestrial or aquatic ecosystems by interpreting data and generating graphs (e.g., data on the concentration in water of chemicals from fertilizer run-off and their effect on the growth of algae).(Under 3 ratings)
Internal systems Unit- ReviewTo review all that the students have studied so far about the internal systems. This class is aimed to help students think about facts from previous classes(Under 3 ratings)
Lesson 10. Review- Evolution UnitConsolidation of facts we have looked at so far on this unit, to reinforce understanding on the topic of Evolution.(Under 3 ratings)
Lesson 5. Investigating the effects of natural selection on a populationHands-on activity that helps students understand the effects of natural selection on a population.(Under 3 ratings)
Lesson 6 Natural selectionThis lesson is aimed at helping students understand the concept of natural selection (and its types).(Under 3 ratings)
Lesson 7 Sexual selection and Artificial selectionThis lesson is focused on helping students understand the the concept of Sexual Selection and Artificial Selection(Under 3 ratings)
Lesson 8 Genetic driftThis class builds on the knowledge of evolution so far to expand on other concept that could bring about evolutionary change (aside: Natural selection and Artificial selection).(Under 3 ratings)
Lesson 9. SpeciationIn this lesson we look at Speciation and its types; Sympatric, Allopatric Speciation and Adaptive Radiation. We try to identify similarities and differences between Evolution, Adaptation and Natural Selection.(Under 3 ratings)
Lesson PlanThe goal of this lesson and ongoing assessment is to have students be engaging with nature as a means of getting kids excited about biodiversity. This is an STSE lesson as it builds interest in the environment by having youth engage with it.(Under 3 ratings)
Lesson PlanTo teach students that tracking animals, a practical skill that humans have practiced for thousands of years, requires a deep understanding the animals' habitats and behaviors.(Under 3 ratings)
PhotosynthesisStudents will understand the steps of photosynthesis Students will be able to identify similarities and differences between C3, C4 and CAM photosynthesis.(Under 3 ratings)
Photosynthesis Research PresentationsStudents will be exposed to recent research on photosynthesis. Students will have the opportunity to teach peers about photosynthesis. Students will have the opportunity to practice public speaking skills.(Under 3 ratings)
Social and Ethical Implications of Genetic and Genomic ResearchOverall Expectation D3. Evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research. Using an Science, Technology, Society, and the Environment (STSE) approach, the lesson will start with a brief overview of recent genetic and genomic research. Moving forward the class will watch the motion picture, GATTACA (1997) and conclude with a classroom debate.(Under 3 ratings)
Urban Agriculture (Field Trip)- Students will investigate the physical conditions and practice techniques that help sustain agriculture in an urban environment - Students will discuss and understand the importance of plants in the urban ecosystem and social landscape - Students will reflect and extend the implication of urban agriculture on food accessibility, nutrition, health and sustainability (both economic and environmental).(Under 3 ratings)
12th Grade:
Biological Molecules and Food LabelsBy the end of the lesson, students will be able to: - able to perform simple experiments/tests on biomolecules (proteins, carbohydrates, lipids) found in food samples - able to interpret signs and indications (change in color) for the presence of certain molecules - become informed consumers who are aware of the difference between food advertisement (eg., low fat, leaner than 50% ) and actual nutritional content, and its implications on food accessibility, food choice and public health(Under 3 ratings)
Biological Molecules and Food LabelsBy the end of the lesson, students will be able to: - able to perform simple experiments/tests on biomolecules (proteins, carbohydrates, lipids) found in food samples - able to interpret signs and indications (change in color) for the presence of certain molecules - become informed consumers who are aware of the difference between food advertisement (eg., low fat, leaner than 50% ) and actual nutritional content, and its implications on food accessibility, food choice and public health(Under 3 ratings)
Lesson PlanHave students learn about the structural composition of lipids (unsaturated, saturated, and trans) and their applications/implications in health in an inquiry-based, hands-on/minds-on way.(Under 3 ratings)
Mini Lesson plan #3: BiochemistryThis lesson is focused on helping students grasp the process rather than an end result. It helps students come closer to various metabolic processes by examining some factors (change in temperature; pH; enzymes, buffers, etc) could have on biochemical processes.(Under 3 ratings)
Population dynamicsThis lesson is considered the last class for the unit, in this class we combine all major facts that we have discussed on this topic and we try to make a concept map to see where and how we can contribute to make a positive change in the chain of events as it concerns us.(Under 3 ratings)
Population dynamicsThis lesson is considered the last class for the unit, in this class we combine all major facts that we have discussed on this topic and we try to make a concept map to see where and how we can contribute to make a positive change in the chain of events as it concerns us.(Under 3 ratings)

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