DAY ONE OF LESSON #2
SINGLE SUBJECT CREDENTIAL PROGRAM
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name
Jill Jermain, Lilian Rubi, Maribel Trejo
Class Title
Middle School Science, 7th Grade Food Energy Pyramid
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
MS-LS2-5: Ecosystems: Interactions, Energy, and Dynamics
Evaluate competing design solutions for maintaining
biodiversity and ecosystem services.
Lesson Objective(s)
Students will illustrate and evaluate the interdependent
relationships of members within Yellowstone Parks
ecosystem by drawing a food energy pyramid model.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Warm-Up Question: Engages
student interest, activates
EL
prior knowledge, and
introduces the lesson
Guided Notes/Food Pyramid
GUided notes help students
organize the concepts being
taught and it help them use
them as a reference (scaffold)
for future assignments. Food
pyramid will help the teacher
determine if students
Form
understand the concept in
order for them to make
connections.
Ticket out the door questions
Will help the teacher asses the
students level of
understanding.
Sum N/A
FOCUS OF INSTRUCTION
SCIENCE LESSON PLAN TEMPLATE Revised 4.15
CWID Subject Area
Life Science
Lesson Title Unit Title Grade Levels Total Minutes
Ecosystem
7th Grade 50 minutes
Biodiversity
Common Core State Standard Connections
ELA/Literacy
RST.6-8.8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text
RI.8.8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims
Mathematics
MP.4: Model with mathematics
6.RP.A.3: Use ratio and rate reasoning to solve real-world and
mathematical problems
Evidence
Student models should show a variety of ecosystem members
and their relationships should be appropriate (i.e. students
food web wouldnt show a mouse eating a coyote)
Implementation Feedback Strategy How Informs Teaching
Teacher will present the
warm-up question on the
The teacher will use the Think-
front board and students will The warm-up question allows
Pair-Share strategy. The
write down the question in the teacher to see if students
teacher will randomly call on 3
their science notebooks. are prepared to move forward
students to share their answer
Students use prior knowledge in the lesson.
with the whole class.
and experience to answer to
the best of their ability.
Guided Notes/Food Pyramid
Guided Notes/Food Pyramid
The guided notes will show the
Teacher will give give guided Guided Notes/Food Pyramid
teacher that the studetns were
notes to students and Teacher will give written
on task. The food pyramid
students will fill then out as feedback to students to make
activity will inform the teacher
the teacher presents. Students sure that their notes are filled
of any misconceptions foods
will complete the food out and accurate. Teacher will
had on food pyramids that
pyramid activity after the also give written feedback to
might impede them from
warm up question. the food pyramid drawing.
making connections.
Teacher will be looking for
Ticket out the door questions connections being made
Ticket out the door questions
WIll be given to students at between two concepts.
A good exit ticket can tell
the end of the class period
whether students have a
after they complete their Ticket out the door questions
superficial or in-depth
guided notes.
understanding of the material.
Teacher will give not feedback
Teachers can then use this
because this assessment is
data for adapting instruction to
informal.
meet students needs the very
next day.
N/A N/A N/A
Instructional Strategies
ENGAGE (MARIBEL)

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Teacher will present warm-up question on the front board and
students will need to answer the question via Think-Pair-Share
once prompted by the teacher. Teacher will instruct students to Students will write down the warm-up question into their
5 min individually answer the warm-up question in their science science notebooks and answer the question. Students will then
notebook and then share their answer with their neighbor. take turns sharing their answer with their neighbor.
Teacher will advise students to be prepared to be called on to
share their answer with the whole class.
Lesson Body
Time Teacher Does Student Does
Teacher will pass out guided notes and then write up various Students will receive their guided notes and begin work on their
types of food on the board and ask students to create a food food pyramid on a separate piece of paper. The students will
pyramid on a blank sheet of paper. Then the teacher will ask discuss their answers with their group members and adjust their
students to share amongst their group to see if they can add drawings of necessary. Students will listen attentively as their
anything to their own. Then the teacher will ask them to share classmates present their drawings.
one of them to the class.
Students will be engaged and answer the discussion questions on
The teacher will then put discussion questions on the board the board and make necessary adjustments to their drawing.
asking students to justify the placement they chose for certain
foods. Students will then re-arrange or make adjustments to Students will then listen to the teacher as she explains the
their food pyramids if necessary. connection between a food pyramid and an ecological pyramid.
Students will also fill out their guided notes.
Teacher will then make her own food pyramid on the
40 min
whiteboard and and explain to students why the food placed in
a certain category. Then the teacher will tell students that the
food on the top of the pyramid has less nutrients than the the
food in bottom. Then the teacher will explain the 10% nutrient
loss as you go up the food pyramid. This concept will be used to
connect it to an ecological pyramid.
Students will continue to listen attentively and fill out their
The teacher will lastly explain to the students that this concept is guided notes.
similar to the ecological food pyramid. The teacher will change
nutrients to energy and explain the concept.
Students will practice doing simple math problems to see the
Lastly the teacher will show students how to do the calculations energy difference between the trophic levels in the ecological
to determine the energy loss as you go up the pyramid. pyramids.
Lesson Closure
Time Teacher Does Student Does
Teacher will ask students to answer two ticket out the door
questions.
5 min 1. What did you learn? Students will answer the questions as their ticket out the door.
2. What are you confused about or have questions
about?
Instructional Materials, Equipment, and Multimedia

Co-Teaching Strategies
N/A

DIFFERENTIATION
English Learners
The lesson relies primarily on
listening and speaking skills,
which engages ELs without
relying on decoding text.
Students will write short, even
bullet-point responses as
evidence of thinking. ELs prepare
Striving Readers
The lesson relies primarily on
listening and speaking skills,
which engages striving readers
without relying on decoding text.
Students will write short, even
bullet-point responses as
evidence of thinking.
Students with Special Needs Advanced Students
The lesson relies primarily on
If students are demonstrate that
listening and speaking skills,
the concepts are within reach,
which engages SNs without
they can be challenged with
relying on decoding text.
unknown ecosystem members to
Students will write short, even
consider for their food pyramid.
bullet-point responses as
evidence of thinking. Students
responses, practice with a prepare responses, practice with
partner, before sharing ideas a partner, before sharing ideas
with the class, reducing anxiety. with the class, reducing anxiety.
Teacher can observe students Working with partners can help
during paired conversations if scaffold students to
student is ready to share with the understanding. And Teacher can
class. observe students during
individual work and paired
conversations to guide students
with probing questions.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

DAY TWO OF LESSON #2

SINGLE SUBJECT CREDENTIAL PROGRAM
SCIENCE LESSON PLAN TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Class Title Lesson Title Unit Title Grade Levels Total Minutes
Ecosystem
Middle School Science, 7th Grade Food Energy Pyramid 7th Grade 50 minutes
Biodiversity
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
ELA/Literacy
RST.6-8.8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text
MS-LS2-5: Ecosystems: Interactions, Energy, and Dynamics RI.8.8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
Evaluate competing design solutions for maintaining and sufficient to support the claims
biodiversity and ecosystem services.
Mathematics
MP.4: Model with mathematics
6.RP.A.3: Use ratio and rate reasoning to solve real-world and
mathematical problems
Lesson Objective(s) Evidence
Students will illustrate and evaluate the interdependent Student models should show a variety of ecosystem members
relationships of members within Yellowstone Parks and their relationships should be appropriate (i.e. students
ecosystem by drawing a food energy pyramid model. food web wouldnt show a mouse eating a coyote)
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Teacher will present the
warm-up question on the
The teacher will use the Think-
Warm-Up Question: Engages front board and students will The warm-up question allows
Pair-Share strategy. The
student interest, activates write down the question in the teacher to see if students
EL teacher will randomly call on 3
prior knowledge, and their science notebooks. are prepared to move forward
students to share their answer
introduces the lesson Students use prior knowledge in the lesson.
with the whole class.
and experience to answer to
the best of their ability.
Virtual Lab Virtual Lab Virtual Lab Virtual Lab
Students will explore the flow Teacher will provide a Teacher will provide informal This assessment allows the
of energy through the trophic handout and a chromebook feedback as they monitor the teacher to see if they
levels of various ecosystems for each student. The handout students while they work on understand the way energy
Form
using a virtual lab application has the link to the virtual lab the lab activity. Teacher will flows through trophic levels in
and collect data. activity students will also call on random students an ecosystem. This is
Discussion complete. when modeling the first important because the lesson
Students will have a chance to Discussion energy flow calculation. objective requires that they be
 analyze and explain their data
during a whole-class
discussion.
Sum N/A
FOCUS OF INSTRUCTION
Instructional Strategies
EXPLORE & EXPLAIN (LILI)
Lesson Introduction/Anticipatory Set
Time
Once the students are done
collecting their data the
teacher will facilitate a whole-
class discussion where they
use their data to answer a
variety of questions.
N/A
Teacher Does
Discussion
Teacher will provide direct
feedback to students as they
answer the questions during
discussion. The teacher can
also see if groups collected
their data correctly and did
the calculations properly.
N/A
Student Does
able to draw a food energy
pyramid model at the end of
the lesson.
Discussion
This assessment allows the
teacher to see if they
understand the way energy
flows through trophic levels in
an ecosystem. This is
important because the lesson
objective requires that they be
able to evaluate the
interdependent relationships
of members in an ecosystem
and how removing or adding
one affects the energy flow
through the system.
N/A

Teacher will present warm-up question on the front board and Students will write down the warm-up question into their
students will need to answer the question via Think-Pair-Share science notebooks and answer the question. Students will then
once prompted by the teacher. Teacher will instruct students to take turns sharing their answer with their neighbor.
individually answer the warm-up question in their science
5 min notebook and then share their answer with their neighbor.
Teacher will advise students to be prepared to be called on to
share their answer with the whole class.

Lesson Body
Time Teacher Does Student Does
Teacher will pass out the, Ecological Pyramids Virtual Lab Students will receive the Ecological Pyramids Virtual Lab
activity handout and have the students follow the link at the activity handout and get into their previous groups. They will
top of the handout. This link will lead them to a virtual lab in also each grab a chromebook to work on the virtual lab. Students
which they will learn how energy flows through an ecosystem. will listen to instructions and ask questions as needed. Students
They will placed in their previous groups to complete the will fill in the Data for Pyramid of Numbers and Data for
activity. Teacher will go over the handout once the students are Pyramid of Energy tables.
in their groups under the document camera. Teacher will
instruct students to place organisms in the correct trophic levels
to complete pyramids for 3 different ecosystems and fill in the
amount of energy used at each trophic level. They will have to
30 min
fill in the data for the tables of numbers and energy.

Teacher will give students 15 min to complete their data chart
and then have them do some calculations in which they
calculate how well energy transfers from one trophic level to the
next. Teacher will pick one of ecosystems data to use as an
example. The student will then complete the other two
ecosystems with their group members. After a couple minutes
the teacher will have the students complete the flowchart of
energy through trophic levels that is in their handout.
Lesson Closure
Time Teacher Does
Once the students are done collecting their data the teacher will
have them sit down in their groups and facilitate a whole-class
15 discussion resulting from their data. Teacher will allow students
to choose one person to be the representative or speaker of the
group. The teacher would ask hypothetical questions like the
After 15 minutes students will use the data they collected from
the virtual lab app and calculate how well energy transfers from
one trophic level to the next. They will listen and ask any
questions as the teacher goes over one of the ecosystem
calculations. The student will be responsible for completing the
other two ecosystems with their group. They will then complete
the flowchart of energy through trophic levels that is in their
handout.
Student Does
Students will sit down with their groups and participate in a
whole-class discussion. They may have one person from their
group respond for the rest of the group.
 following, What would happen to an ecosystem pyramid if deer
were killed due to hunting and disease? How much energy
from a lower trophic level is available to the next level up?
Does population of organisms decrease or increase at higher
trophic levels?
Teacher will facilitate the discussion and ask follow-up questions
as needed.
Instructional Materials, Equipment, and Multimedia
Chromebook access, document camera
Link to Virtual Lab:http://glencoe.mheducation.com/sites/dl/free/0078802849/383926/BL_02.html
Link to handout:http://studylib.net/doc/8178495/ecological-pyramids-virtual-lab-activity

Co-Teaching Strategies
N/A

DIFFERENTIATION
English Learners
The lesson includes, reading,
writing, and speaking in the
English language. The virtual lab
requires quite a lot of reading, it
also gives students the option to
listen to the computer read out
the information and also has
visuals that go along with the
activity. The handout has tables
and graphic organizers that assist
the student in organizing their
data and working in a
heterogenous group allows the
student to work with other ELs or
native English speakers. If
necessary the teacher can help
ELs prepare responses, practice
with a partner, before sharing
ideas with the class, reducing
anxiety.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Striving Readers Students with Special Needs Advanced Students
The lesson includes, reading,
writing, and speaking in the
English language. The virtual lab
requires quite a lot of reading, it
also gives students the option to
listen to the computer read out
the information and also has
Although the virtual lab requires
visuals that go along with the
quite a lot of reading, it also gives If students are demonstrate that
activity. This will help students
students the option to listen to the concepts are within reach,
who have auditory or sensory
the computer read out the they can be challenged with
issues. The activity handout also
information and also has visuals unknown ecosystem members
has tables and graphic organizers
that go along with the activity. and more challenging follow-up
that assist the student in
Students will also work in groups questions during the discussion.
organizing their data and working
of students of varying levels.
in a heterogenous group allows
the student to work in groups of
students of varying levels. If
necessary the teacher can give
the student multiple ways to
respond( i.e. written or oral)
depending on their special need.

DAY THREE OF LESSON #2

SINGLE SUBJECT CREDENTIAL PROGRAM
SCIENCE LESSON PLAN TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Class Title Lesson Title Unit Title Grade Levels Total Minutes
Ecosystem
Middle School Science, 7th Grade Food Energy Pyramid 7th Grade 50 minutes
Biodiversity
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
ELA/Literacy
MS-LS2-5: Ecosystems: Interactions, Energy, and Dynamics
RST.6-8.8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text
Evaluate competing design solutions for maintaining
RI.8.8: Trace and evaluate the argument and specific claims in a text,
biodiversity and ecosystem services.
assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims
 Mathematics
MP.4: Model with mathematics
6.RP.A.3: Use ratio and rate reasoning to solve real-world and
mathematical problems
Lesson Objective(s) Evidence
Students will illustrate and evaluate the interdependent Student models should show a variety of ecosystem members
relationships of members within Yellowstone Parks and their relationships should be appropriate (i.e. students
ecosystem by drawing a food energy pyramid model. food web wouldnt show a mouse eating a coyote)
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Warm-Up Question: Teacher
will present the warm-up Warm-Up Question: The
question on the front board teacher will use the Think-
Warm-Up Question: Engages Warm-Up Question: The warm-
and students will write down Pair-Share strategy. The
student interest, activates up question allows the teacher
EL the question in their science teacher will randomly call on 3
prior knowledge, and to see if students are prepared
notebooks. Students use prior students to share their answer
introduces the lesson to move forward in the lesson.
knowledge and experience to with the whole class.
answer to the best of their
ability.
Modeling: Students will Modeling: Teacher will Modeling: During the creation Modeling: Modeling showcases
organize information, make handout the Create a Food of the model, students discuss students conceptual
connections, and note Web Poster Activity types of organisms, understanding of the subject
relationships through the use worksheet to each lab group relationships between matter. They are able to
of graphics. and ask that they follow the organisms in an ecosystem, comprehend the important
procedural instructions on the energy, and matter. Teacher concepts of the lesson and use
Gallery Walk: Allows students worksheet to create their food will monitor students as they drawings and graphics to
to discuss and display their web poster. work on this activity in their display their understanding.
Form final work around the lab group. Eventually a rubric
classroom in a non- Gallery Walk: Students will will be used to grade their Gallery Walk: For teachers, its
threatening way with the walk around the classroom posters after the class Gallery a chance to gauge the depth of
assurance of getting some and observe other lab groups Walk concludes. student understanding of
feedback from their fellow food web posters. Each lab particular concepts and to
peers. group will start at a different Gallery Walk: A grading rubric challenge misconceptions.
station and take individual will be used by the teacher to
notes about the poster in their evaluate the group posters.
science lab notebooks.
Sum N/A N/A N/A N/A
FOCUS OF INSTRUCTION
Instructional Strategies
ELABORATE & EVALUATE (JILL)
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Teacher will present warm-up question on the front board and Students will write down the warm-up question into their
students will need to answer the question via Think-Pair-Share science notebooks and answer the question. Students will then
once prompted by the teacher. Teacher will instruct students to take turns sharing their answer with their neighbor.
5 min individually answer the warm-up question in their science
notebook and then share their answer with their neighbor.
Teacher will advise students to be prepared to be called on to
share their answer with the whole class.
Lesson Body
Time Teacher Does Student Does
The teacher will announce to the class that they are required to Students will brainstorm as a group to decide how they will
use their food web from the last Gallery Walk to now build a construct their food energy pyramid.
5 min food energy pyramid model using the same ecosystem
members. The teacher will allow the class to brainstorm and
discuss with their group how they will construct their pyramid
model.
Students will draw their food energy pyramid model on the
After brainstorming is complete, the teacher will hand out a construction paper handed out by the teacher, and use the
10 min large piece of construction paper to each group as well as colored Sharpie pens to draw and label the model. Lab groups
colored Sharpie pens. Teacher will monitor students as they will hand in their poster to the teacher once they are finished.
work on this activity, asking questions about the feeding habits
 of the organisms in the food energy pyramid. The teacher will
collect each poster at the end of the allotted time frame.

Lesson Closure
Time Teacher Does
The teacher will display each lab groups poster that was
collected around the classroom where students will have easy
access to examining the posters. There are 10 groups of 4 in the
class, therefore each group will have 3 min to examine each
poster and take notes before moving onto the next poster. The
30 min
teacher will monitor the stations while students participate in
the gallery walk. Teacher may need to clarify or provide hints if
students dont understand or misinterpret what is posted at a
station. Teacher will conclude the gallery walk by discussing
student learning from the task as a whole class. The posters will
be graded using a rubric.
Instructional Materials, Equipment, and Multimedia
Smart Board, Projector, Construction Paper, Colored Sharpie Pens, Food Energy Pyramid Poster Rubric: Poster Rubric
Co-Teaching Strategies
N/A
Student Does
Students will walk around the classroom and observe other lab
groups food energy pyramid posters. Each lab group will start at
a different station and take individual notes about the poster in
their science lab notebooks. At their first station, groups will
observe what is posted and record their groups responses,
thoughts, and comments. After 3 min, the lab groups will rotate
to the next station and repeat their recordings until they have
visited all stations. At the end of class, students will have the
opportunity to participate and share their findings with the
whole class.

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students

The lesson relies primarily on

The lesson relies primarily on
listening and speaking skills,
which engages ELs without
relying on decoding text.
Students will write short, even
bullet-point responses as
evidence of thinking. ELs prepare
responses, practice with a
partner, before sharing ideas
with the class, reducing anxiety.
Teacher can observe students
during paired conversations if
student is ready to share with the
class.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
listening and speaking skills,
which engages SNs without
relying on decoding text.
Students will write short, even
The lesson relies primarily on
bullet-point responses as
listening and speaking skills, If students are demonstrate that
evidence of thinking. Students
which engages striving readers the concepts are within reach,
prepare responses, practice with
without relying on decoding text. they can be challenged with
a partner, before sharing ideas
Students will write short, even unknown ecosystem members to
with the class, reducing anxiety.
bullet-point responses as consider for their food pyramid.
Working with partners can help
evidence of thinking.
scaffold students to
understanding. And Teacher can
observe students during
individual work and paired
conversations to guide students
with probing questions.