[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-354750-105":53,"doc-detail-354750-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","daily-lesson-plan-template2-daily-lesson-plan","Daily Lesson Plan Template2 - Daily Lesson Plan","","A daily lesson plan titled “BONES” explores how homologous anatomical structures reveal evolutionary relationships across different animals. Students observe skeletal similarities and differences, form hypotheses about relatedness, and identify trends in jaw and limb structures for carnivorous versus herbivorous species. The plan supports co-teaching through station-based observation, guided notes, and structured engage and wrap-up questioning, using lab investigation communication and evidence-based reasoning throughout.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/daily-lesson-plan-template2-daily-lesson-plan/354750/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/daily-lesson-plan-template2-daily-lesson-plan/354750.png","ImageObject",442,249,{"name":88,"@type":89},"Hazel","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-21","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",7,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the main focus of the BONES lesson?","Question",{"text":109,"@type":110},"The lesson focuses on homologous structures and how they show relationships among different animals through similarities in skeletal anatomy and form.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do students participate during the lesson?",{"text":114,"@type":110},"Students visit grouped stations to examine sample structures, fill in guided notes, identify trends, and record questions on the note sheet.",{"name":116,"@type":107,"acceptedAnswer":117},"What kinds of assessments are included?",{"text":118,"@type":110},"Assessment is informal during engagement and wrap-up by reviewing student trends, with a formal quiz or test at the end of the section.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},354750,1791216834,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":76,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":9},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","Daily Lesson Plan Template  \nLesson Title: BONES  \nOverview  \nThis activity will focus on homologous structure and how they can show us relation in different animals. It will have a focus on skeletal structures of several different animals showing the same structure in its different shapes. Students will draw hypothesis from this information on how the creature may be related. They will also learn trends that different animals show in their jaw and limb structures.  \nProcess Standards  \nApply standard techniques in laboratory investigations to measure physical quantities in  \nappropriate units and convert quantities to other units as necessary  \nClearly communicate their ideas and results of investigations verbally and in written form using tables, graphs, diagrams and photographs.  \nRecognize that their explanations must be based both on their data and other known information from investigations of others.  \nContent Standards  \nUse anatomical and molecular evidence to establish evolutionary relationships among organisms.  \nEssential Questions  \nHow do we determine the relations between different species? What evidence can we use without availability of electronic magnification tools?  \nObjectives  \nThe students will be able to    \nIdentify trends visible between carnivorous and herbivorous animals Define homologous structures, homoplastic structures, and convergent structures.  \nCo-Teaching Model  \nThis lesson lends itself well to the idea of co-teaching. The students will have to visit different stations to look at the sample structures which will be grouped. This allows the teachers to divide and teach/answer questions on a certain concept and teach in groups.  \nProcedures  \n\n| Describe your procedures for each of the following: |  |\n| --- | --- |\n| Preparation needs (lab or presentation materials, | The skeletons need to be placed into their respective groups |\n\n\n| etc.) | so the students will be able to visit stations in an orderly manner. There should be a guided set of notes for the students to record observations on during the lab. |\n| --- | --- |\n| ENGAGE/Introducing the lesson (Describe how you will engage students, assess prior knowledge, present the question /problem/challenge) | The introduction to the lesson will be simple. I plan to show the students the skeletons of a horse and a large cat and ask what differences they can see and what information they might infer based on these observations. |\n| Student instructions | At each station students will fill in the corresponding section of the notes and identify any trends that they can identify for the station. Also denote any questions they have in the bottom or back of the note sheet. |\n| Activities or teacher presentations (Procedures/Plans) | The end of the lab will feature an overview of some of the important trends the students recognize and also cover any that the students are not able to identify. |\n| Productive Questions you anticipate using | Why night the teeth of herbivores be different in their shape? What are the differences between homoplastic and homologous structures? |\n| How/when will you assess learning | At the beginning the engage is an informal assessment and atthe end the wrap up asking the students for trends and reviewing them will be another informal assessment. The formal assessment will be done at the end of the section. |\n| Closure: concept recap, preview, assignment | The students will be given an assignment to pick an animal not shown in the lab, and compare this animal to one we did use in the lab. |\n\nResources/Materials  \nSkeletons from a variety of different animals, a scripted notes section that will guide the students in their note taking, and a review for the end of the lab will all need to be prepared before the lab.  \nAssessment/Evaluation  \nThe assessments done in this lesson will all be informal until the end of the section at which time there will be a quiz or a test on the entire segment.  \nReferences and Resources  \nNo ha","cbCaidCofnsValaA","https://ap.wps.com/l/cbCaidCofnsValaA","pdf",71558,"English","# Overview\n## Process Standards\n## Content Standards\n## Essential Questions\n## Objectives\n## Co-Teaching Model\n## Procedures\n## Resources/Materials\n## Assessment/Evaluation\n## References and Resources","[{\"question\":\"What is the main focus of the BONES lesson?\",\"answer\":\"The lesson focuses on homologous structures and how they show relationships among different animals through similarities in skeletal anatomy and form.\"},{\"question\":\"How do students participate during the lesson?\",\"answer\":\"Students visit grouped stations to examine sample structures, fill in guided notes, identify trends, and record questions on the note sheet.\"},{\"question\":\"What kinds of assessments are included?\",\"answer\":\"Assessment is informal during engagement and wrap-up by reviewing student trends, with a formal quiz or test at the end of the section.\"}]","Daily Lesson Plan Template2 - Daily Lesson Plan | PDF",1790113530]