Ecological Pyramid Lesson Week Two

DAY ONE 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
Middle School Science, 7th Grade Food Energy Pyramid Ecosystem Biodiversity 7th Grade 50 minutes
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 biodiversity and sufficient to support the claims
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 ecosystem and their relationships should be appropriate (i.e. students food
by drawing a food energy pyramid model. 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 front
The teacher will use the
Warm-Up Question: Engages board and students will write The warm-up question allows
Think-Pair-Share strategy. The
student interest, activates prior down the question in their the teacher to see if students
EL teacher will randomly call on 3
knowledge, and introduces the science notebooks. Students are prepared to move forward
students to share their answer
lesson use prior knowledge and in the lesson.
with the whole class.
experience to answer to the
best of their ability.
Guided Notes/Food Pyramid
Guided Notes/Food Pyramid
The guided notes will show the
Guided Notes/Food Pyramid Teacher will give give guided Guided Notes/Food Pyramid
teacher that the studetns were
GUided notes help students notes to students and students Teacher will give written
on task. The food pyramid
organize the concepts being will fill then out as the teacher feedback to students to make
activity will inform the teacher
taught and it help them use presents. Students will sure that their notes are filled
of any misconceptions foods
them as a reference (scaffold) complete the food pyramid out and accurate. Teacher will
had on food pyramids that
for future assignments. Food activity after the warm up also give written feedback to
might impede them from
pyramid will help the teacher question. the food pyramid drawing.
making connections.
determine if students Teacher will be looking for
Form
understand the concept in Ticket out the door questions connections being made
Ticket out the door questions
order for them to make WIll be given to students at the between two concepts.
A good exit ticket can tell
connections. end of the class period after
whether students have a
they complete their guided Ticket out the door questions
superficial or in-depth
Ticket out the door questions notes.
understanding of the material.
Will help the teacher asses the Teacher will give not feedback
Teachers can then use this data
students level of because this assessment is
for adapting instruction to
understanding. informal.
meet students needs the very
next day.
Sum N/A N/A N/A N/A

FOCUS OF INSTRUCTION
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 science
5 min individually answer the warm-up question in their science notebook notebooks and answer the question. Students will then take
and then share their answer with their neighbor. Teacher will advise turns sharing their answer with their neighbor.
students to be prepared to be called on to share their answer with
the whole class.
Lesson Body
Students will receive their guided notes and begin work on their
Teacher will pass out guided notes and then write up various types
food pyramid on a separate piece of paper. The students will
of food on the board and ask students to create a food pyramid on a
discuss their answers with their group members and adjust their
blank sheet of paper. Then the teacher will ask students to share
drawings of necessary. Students will listen attentively as their
amongst their group to see if they can add anything to their own.
classmates present their drawings.
Then the teacher will ask them to share 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 asking
the board and make necessary adjustments to their drawing.
students to justify the placement they chose for certain foods.
Students will then re-arrange or make adjustments to their food
Students will then listen to the teacher as she explains the
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 whiteboard
40 min 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 to
energy difference between the trophic levels in the ecological
determine the energy loss as you go up the pyramid.
pyramids.
Lesson Closure
Teacher will ask students to answer two ticket out the door
questions.
5 min Students will answer the questions as their ticket out the door.
1. What did you learn?
2. What are you confused about or have questions about?
Instructional Materials, Equipment, and Multimedia
Co-Teaching Strategies
N/A
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, listening and speaking skills, which
which engages ELs without engages SNs without relying on
The lesson relies primarily on
relying on decoding text. decoding text. Students will write If students are demonstrate that
listening and speaking skills, which
Students will write short, even short, even bullet-point responses the concepts are within reach,
engages striving readers without
bullet-point responses as as evidence of thinking. Students they can be challenged with
relying on decoding text. Students
evidence of thinking. ELs prepare prepare responses, practice with a unknown ecosystem members to
will write short, even bullet-point
responses, practice with a partner, before sharing ideas with consider for their food pyramid.
responses as evidence of thinking.
partner, before sharing ideas with the class, reducing anxiety. Working
the class, reducing anxiety. with partners can help scaffold
Teacher can observe students students to understanding. And
during paired conversations if Teacher can observe students during
student is ready to share with the individual work and paired
class. conversations to guide students with
probing questions.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
DAY TWO OF LESSON #2


ELA/Literacy
Mathematics
STUDENT ASSESSMENT
Teacher will present the
warm-up question on the front
The teacher will use the
Warm-Up Question: Engages board and students will write The warm-up question allows
Think-Pair-Share strategy. The
student interest, activates prior down the question in their the teacher to see if students
EL teacher will randomly call on 3
knowledge, and introduces the science notebooks. Students are prepared to move forward
students to share their answer
lesson use prior knowledge and in the lesson.
with the whole class.
experience to answer to the
best of their ability.
Virtual Lab
Virtual Lab
This assessment allows the
Teacher will provide informal
Virtual Lab teacher to see if they
feedback as they monitor the
Teacher will provide a handout understand the way energy
Virtual Lab students while they work on the
and a chromebook for each flows through trophic levels in
Students will explore the flow of lab activity. Teacher will also call
student. The handout has the an ecosystem. This is important
energy through the trophic on random students when
link to the virtual lab activity because the lesson objective
levels of various ecosystems modeling the first energy flow
students will complete. requires that they be able to
using a virtual lab application calculation.
Form Discussion draw a food energy pyramid
and collect data. Discussion
Once the students are done model at the end of the lesson.
Discussion Teacher will provide direct
collecting their data the teacher Discussion
Students will have a chance to feedback to students as they
will facilitate a whole-class This assessment allows the
analyze and explain their data answer the questions during
discussion where they use their teacher to see if they
during a whole-class discussion. discussion. The teacher can also
data to answer a variety of understand the way energy
see if groups collected their
questions. flows through trophic levels in
data correctly and did the
an ecosystem. This is important
calculations properly.
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.
Sum N/A N/A N/A N/A
EXPLORE & EXPLAIN (LILI)
Teacher will present warm-up question on the front board and Students will write down the warm-up question into their science
students will need to answer the question via Think-Pair-Share once notebooks and answer the question. Students will then take
prompted by the teacher. Teacher will instruct students to turns sharing their answer with their neighbor.
individually answer the warm-up question in their science notebook
5 min and then share their answer with their neighbor. Teacher will advise
the whole class.
Lesson Body
Teacher will pass out the, Ecological Pyramids Virtual Lab activity Students will receive the Ecological Pyramids Virtual Lab
handout and have the students follow the link at the top of the activity handout and get into their previous groups. They will
handout. This link will lead them to a virtual lab in which they will also each grab a chromebook to work on the virtual lab. Students
learn how energy flows through an ecosystem. They will placed in will listen to instructions and ask questions as needed. Students
their previous groups to complete the activity. Teacher will go over will fill in the Data for Pyramid of Numbers and Data for
the handout once the students are in their groups under the Pyramid of Energy tables.
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 fill in the data for the tables of numbers and
30 min
energy.
Teacher will give students 15 min to complete their data chart and After 15 minutes students will use the data they collected from
then have them do some calculations in which they calculate how the virtual lab app and calculate how well energy transfers from
well energy transfers from one trophic level to the next. Teacher will one trophic level to the next. They will listen and ask any
pick one of ecosystems data to use as an example. The student will questions as the teacher goes over one of the ecosystem
then complete the other two ecosystems with their group members. calculations. The student will be responsible for completing the
After a couple minutes the teacher will have the students complete other two ecosystems with their group. They will then complete
the flowchart of energy through trophic levels that is in their the flowchart of energy through trophic levels that is in their
handout. handout.
Lesson Closure
Once the students are done collecting their data the teacher will Students will sit down with their groups and participate in a
have them sit down in their groups and facilitate a whole-class whole-class discussion. They may have one person from their
discussion resulting from their data. Teacher will allow students to group respond for the rest of the group.
choose one person to be the representative or speaker of the group.
The teacher would ask hypothetical questions like the following,
15 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.
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
N/A
DIFFERENTIATION
The lesson includes, reading, The lesson includes, reading,
writing, and speaking in the writing, and speaking in the English
English language. The virtual lab language. The virtual lab requires
requires quite a lot of reading, it quite a lot of reading, it also gives
also gives students the option to students the option to listen to the
listen to the computer read out computer read out the information
the information and also has Although the virtual lab requires and also has visuals that go along
visuals that go along with the quite a lot of reading, it also gives with the activity. This will help If students are demonstrate that
activity. The handout has tables students the option to listen to the students who have auditory or the concepts are within reach,
and graphic organizers that assist computer read out the information sensory issues. The activity handout they can be challenged with
the student in organizing their and also has visuals that go along also has tables and graphic unknown ecosystem members
data and working in a with the activity. Students will also organizers that assist the student in and more challenging follow-up
heterogenous group allows the work in groups of students of organizing their data and working in questions during the discussion.
student to work with other ELs or varying levels. a heterogenous group allows the
native English speakers. If student to work in groups of
necessary the teacher can help students of varying levels. If
ELs prepare responses, practice necessary the teacher can give the
with a partner, before sharing student multiple ways to respond(
ideas with the class, reducing i.e. written or oral) depending on
anxiety. their special need.
DAY THREE OF LESSON #2


ELA/Literacy
Mathematics
STUDENT ASSESSMENT
Warm-Up Question: Teacher Warm-Up Question: The
Warm-Up Question: Engages
will present the warm-up Warm-Up Question: The warm-up question allows the
student interest, activates prior
EL question on the front board and teacher will use the teacher to see if students are
knowledge, and introduces the
students will write down the Think-Pair-Share strategy. The prepared to move forward in
lesson
question in their science teacher will randomly call on 3 the lesson.
notebooks. Students use prior students to share their answer
knowledge and experience to with the whole class.
answer to the best of their
ability.
Modeling: Students will Modeling: Teacher will handout Modeling: During the creation Modeling: Modeling showcases
organize information, make the Create a Food Web Poster of the model, students discuss students conceptual
connections, and note Activity worksheet to each lab types of organisms, understanding of the subject
relationships through the use of group and ask that they follow relationships between matter. They are able to
graphics. the procedural instructions on organisms in an ecosystem, comprehend the important
the worksheet to create their energy, and matter. Teacher will concepts of the lesson and use
Gallery Walk: Allows students to food web poster. monitor students as they work drawings and graphics to
discuss and display their final on this activity in their lab display their understanding.
Form
work around the classroom in a Gallery Walk: Students will walk group. Eventually a rubric will
non-threatening way with the around the classroom and be used to grade their posters Gallery Walk: For teachers, its
assurance of getting some observe other lab groups food after the class Gallery Walk a chance to gauge the depth of
feedback from their fellow web posters. Each lab group will concludes. student understanding of
peers. start at a different station and particular concepts and to
take individual notes about the Gallery Walk: A grading rubric challenge misconceptions.
poster in their science lab will be used by the teacher to
notebooks. evaluate the group posters.
Sum N/A N/A N/A N/A
ELABORATE & EVALUATE (JILL)
Teacher will present warm-up question on the front board and Students will write down the warm-up question into their science
students will need to answer the question via Think-Pair-Share once notebooks and answer the question. Students will then take
prompted by the teacher. Teacher will instruct students to 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
the whole class.
Lesson Body
The teacher will announce to the class that they are required to use Students will brainstorm as a group to decide how they will
their food web from the last Gallery Walk to now build a food energy construct their food energy pyramid.
5 min 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.
After brainstorming is complete, the teacher will hand out a large Students will draw their food energy pyramid model on the
piece of construction paper to each group as well as colored Sharpie construction paper handed out by the teacher, and use the
10 min pens. Teacher will monitor students as they work on this activity, colored Sharpie pens to draw and label the model. Lab groups
asking questions about the feeding habits of the organisms in the will hand in their poster to the teacher once they are finished.
food energy pyramid. The teacher will collect each poster at the end
of the allotted time frame.
Lesson Closure
Students will walk around the classroom and observe other lab
The teacher will display each lab groups poster that was collected
groups food energy pyramid posters. Each lab group will start at
around the classroom where students will have easy access to
a different station and take individual notes about the poster in
examining the posters. There are 10 groups of 4 in the class,
their science lab notebooks. At their first station, groups will
therefore each group will have 3 min to examine each poster and
observe what is posted and record their groups responses,
30 min take notes before moving onto the next poster. The teacher will
thoughts, and comments. After 3 min, the lab groups will rotate
monitor the stations while students participate in the gallery walk.
to the next station and repeat their recordings until they have
Teacher may need to clarify or provide hints if students dont
visited all stations. At the end of class, students will have the
understand or misinterpret what is posted at a station. Teacher will
opportunity to participate and share their findings with the
conclude the gallery walk by discussing student learning from the
whole class.
task as a whole class. The posters will be graded using a rubric.
Smart Board, Projector, Construction Paper, Colored Sharpie Pens, Food Energy Pyramid Poster Rubric: Poster Rubric
N/A
DIFFERENTIATION
listening and speaking skills,
listening and speaking skills, which
which engages ELs without
engages SNs without relying on
relying on decoding text.
decoding text. Students will write
Students will write short, even
The lesson relies primarily on short, even bullet-point responses
bullet-point responses as If students are demonstrate that
listening and speaking skills, which as evidence of thinking. Students
evidence of thinking. ELs prepare the concepts are within reach,
engages striving readers without prepare responses, practice with a
responses, practice with a they can be challenged with
relying on decoding text. Students partner, before sharing ideas with
partner, before sharing ideas with unknown ecosystem members to
will write short, even bullet-point the class, reducing anxiety. Working
the class, reducing anxiety. consider for their food pyramid.
responses as evidence of thinking. with partners can help scaffold
Teacher can observe students
students to understanding. And
during paired conversations if
Teacher can observe students during
student is ready to share with the
individual work and paired
class.
conversations to guide students with
probing questions.

Ecological Pyramid Lesson Week Two

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Ecological Pyramid Lesson Week Two

Caricato da

Copyright:

Formati disponibili

DAY ONE OF LESSON #2

SINGLE SUBJECT CREDENTIAL PROGRAM

Name CWID Subject Area

Sum N/A N/A N/A N/A

Lesson Introduction/Anticipatory Set

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

DAY TWO OF LESSON #2

Name CWID Subject Area

DAY THREE OF LESSON #2

Name CWID Subject Area

Potrebbero piacerti anche