L​ESSON​ P​LAN
Date: 12/5/19
VITAL COURSE INFORMATION
Subject(s):
Topic or Unit of Study:
Grade/Level:
CCSS Standards/State
Frameworks:
Interdisciplinary Subject
Standards:
Visual and Performing Arts
Standards (or Activity):
Corresponding Big Idea(s):
Corresponding Essential
Question(s):
Core/Central Idea of Lesson
IMPLEMENTATION
Learning Objectives Matched to
an Essential Question:
Learning Context:
(Which Part of Unit; Classroom
Environment)
​Name:​ Brandy McCurdy
Time: 9:30 am
Biology
Energy For Life
9-10
HS-LS2-4 ​Use mathematical representations to support claims for
the cycling of matter and flow of energy among organisms in an
ecosystem.
CCSS.MATH.CONTENT.HSS.IC.A.2
Decide if a specified model is consistent with results from a given
data-generating process, e.g., using simulation. ​For example, a
model says a spinning coin falls heads up with probability 0.5.
Would a result of 5 tails in a row cause you to question the
model​?
Creating 1. ​Students will generate and conceptualize artistic ideas
and work.
1. Ecosystems need a constant supply of energy.
2. Energy is lost as it moves from producers to consumers.
1. How does energy move through an ecosystem?
2. How is energy lost as it moves through an ecosystem?
The core idea of the lesson is to introduce the trophic levels in a
food web and to introduce the idea that energy is lost as it moves
up the trophic levels in an ecosystem.
EQ1:
1. Students will describe the components of an energy pyramid.
2. Students will identify patterns in the energy data from a food
chain.
EQ2:
1. Students will calculate the energy percentages for each trophic
level of a food chain and decide if it is consistent with the “10
percent rule”
2. Students will create an energy pyramid for a food chain, given
the energy data for that food chain.
This is the second lesson in the unit. In the first lesson, students
were introduced to the phenomenon for the unit- the
bioaccumulation of microplastics in ocean food webs and learned
the academic vocabulary needed to be successful in this lesson.
After this lesson, students will do more practice with the

Tier 2 Vocabulary:
Tier 3 Vocabulary:
Instructional Input:
Differentiated Instruction
- ​Tailoring to individual needs of
specific students​ ELL, GATE,
Special Needs:
- Be specific for each Focus
Student:
mathematical modeling used in this lesson. Then, they will start
to look at bioaccumulation of pollutants.
modeling
trophic level, producer, consumer, decomposer
Step 1 (5 minutes): Introduce what the ecosystem we’ll be
learning about looks like, using pictures and a map of the
ecosystem ​Silver Springs Intro
Step 2 (7 minutes): Introduce students to the ​energy pyramid
data​ and have students work with their neighbors to list at least
three mathematical patterns.
Step 3 (5 minutes): Have students look at the food pyramid
provided in step two of the ​worksheet​. Have each group come up
with one explanation of the relationships in the food pyramid, for
example “primary consumers eat primary producers.” Cold call on
communications leads to share their example. Have students
draw arrows to indicate the connections mentioned to keep all
students engaged.
Step 4(5 minutes): Students watch the short ​video​ on energy
transfer in ecosystems and take notes on the rule of 10.
Step 5(30 minutes): Explain to students that they will be
calculating the percent energy efficiency for each level and
creating an energy pyramid for the ecosystem.Tell them an
example has been provided for them on their worksheet, and for
the other calculations they will be filling in blanks. They will fill in
more on their own with each calculation.
English Language Learners:​ Student has a graphic organizer of
vocabulary that will be necessary for this lesson (UDL). Partner
sharing before writing will be helpful for all students but
particularly my EL student. Closed captions will be displayed on
the video which will benefit my EL student.
GATE: ​If students finish early, they will start an online “click and
learn” with ​worksheet​ to extend their learning and examine
trophic cascades.
Special Needs: ​Partner sharing before writing will be helpful for
all students but particularly my students on IEPs. Closed captions
will be displayed on the video which will benefit my students on
IEPs. There are two students who I have found have the most
trouble staying on task. I will keep the two of them on task by
visiting their desk often and pointing at their paper/prompting
them to continue.
Student Product(s) that will be
Collected:
Informal Checking for
Understanding that will Occur:
Student Collaboration and
Grouping:
Time Allotment:
Author’s Comments and
Reflections:
MATERIALS AND RESOURCES
Instructional materials and
Resources (Including
Technology):
STANDARDS AND ASSESSMENT
Student Self-Assessment,
Self-Reflection and
Metacognition:
Assessment(s)/Rubric(s) with
Connection Back to an Essential
Question and Appropriate
Learning Objectives:
energy efficiency calculations​/energy pyramid
Students may struggle with the calculations. Students will do an
example problem and hold up fingers to represent their answer.
This will allow me to see if everyone has calculated the correct
answer.
Students are in heterogeneous groups of four. Each group
member has a role. Roles include team lead (responsible for
getting things started and keeping people on track), connections
lead (responsible for connecting content, in this case responsible
for writing down the questions), lab tech (responsible for
obtaining supplies), and communications lead (responsible for all
communication with me, including questions)
55 minutes
Silver Springs Energy Pyramid Data Sheet, Food Chains and the
Rule of 10 Worksheet, Silver Springs Powerpoint, computer with
projector, entry ticket
Entry ticket​ for the following day