7/29/2019 Biome Lesson Plan

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Lesson PlanningWaynesburg University

Pre-Instructional Planning:The thought process that leads to the development of quality,

meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)

Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

5- 7th

graders

1 8th

grader

Learning Support Science

Students in this class has multiple needs to help them succeed in the learning support classroom

o Adapted tests/quizzes/assignments

o Tests and all directions read aloud

o Study guides

o Guided notes

o Behavior Plans

o Work with fine motor skills

o Redirection

o Differentiated instruction

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

N/A

What is the long range goal(s) that is tied to this lesson?

Students will be able to differentiate between each of the biomes

Students will apply the material to determine biomes of places around the world

Students will determine how energy is transferred throughout each biome

Students will create food chains/ energy pyramids for different biomes

What is the specific learning objective(s) for this lesson?

Students will be able to identify specific characteristics of each biomes

Students will be able to create food chains with appropriate animals in appropriate biomes

Students will be able to process how energy is transferred throughout each biome

Students will recognize that the Sun is the driving force for all energy on earth

Students will identify the three different types of consumers

Students will list example of the different types of consumers

Students will define primary consumers

Students will define producers

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

Students will need to know different regions on a map

Students will need to know where the equator and the poles are located and the temperatures associated with each area

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When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning

maintenance lesson, or learning generalization lesson?)

Students will be taught this information in the learning acquisition stage

o This will give students extra practice with this skill

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

Day 1: introduction of content

Day 2: Continue introduction of content and introduction of project

Day 3: Work on Project and content review

Day 4: Project completion and quiz on material

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND

what materials will be needed?

Material will be presented in the classroom, with laptop access

6 laptops, internet access, Prezi Website Directions, sample assignment, and rubric

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

It is important that students realize how energy is transferred in the environment

Everything needs energy to survive and everything gets energy from someone else

How does this lesson relate to the PA Academic Standards?

S8.B.3.1.1: Explain the flow of energy through an ecosystem (e.g., food chains, food webs).

S8.B.3.1.3: Explain relationships among organisms (e.g., producers/consumers, predator/prey) inan ecosystem.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

This lesson goes along with the lesson on biomes

Each biome has different food chains because there are different producers and consumers in each biome

In the future: students will be able to use food chains to understand adaptations, predator and prey relationships

How will you determine if students have met the lesson objective? (Think assessment)

Students will be evaluated on the completion of this process

Students will also be evaluated with a tests on food chains and energy transfer

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group

activities, cooperative learning groups)

Students will receive direct instruction for this lesson (introduction)

Students will have guided practice (reinforcing material)

Students will work with a partner to create a food chain

Students will complete activity on their own

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Lesson PlanningWaynesburg University

Writing the lesson plan:Translating thoughts into a plan of action

_____________________________________________Pennsylvania Academic Standard(s) addressed during this lesson:(Provide Standard number and statement)

S8.B.3.1.1: Explain the flow of energy through an ecosystem (e.g., food chains, food webs).

S8.B.3.1.3: Explain relationships among organisms (e.g., producers/consumers, predator/prey) inan ecosystem.

Lesson Objective(s)(Stated in observable and measurable terms)

Students will be able to identify primary, secondary, and tertiary consumers in a food chain

Students will be able to define producer and give an example

Students will be able to relate that the sun is the driving force of all energy on earth

Assessment Plan(What will be done to determine if lesson objectives have been met?)

Assessment of Prezi

Formal Assessment : Quiz

Materials:

6 laptops, internet access, Prezi Website Directions, sample assignment, and rubric

Inclusion Techniques for Students with Special Needs:

Learning Support Classroom

Enrichment Techniques:

Students will have the opportunity to create a food pyramid

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to

participate in the lesson):

Guided notes

Sample assignment

Redirection

Prezi Directions (visual)

Rough draft template

Teacher/Student Review

Lesson Presentation

Introduction/Motivational Activities/Anticipatory Set:

Show pictures of several animals. Ask students if there is a relationship between the animals? (same biome) Ask students

how they think each animal gets its energy. (from eating other animals and plants) Introduce the concept of energy transfer

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Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

4 day lesson

Bell Work: What are your favorite animals

Review different biomes and animals associated with each biome

Show students series of pictures

Ask them what they have in common (same biome)

Ask students how they think they get their energy (food chain)

Begin PowerPoint

Pass out guided notes

After completion of PowerPoint pass out guided practice

2 examples of guided practice

Next, group work

Assign groups a biome to make a food chain

Review food chains as a class

Next, introduce Prezi Project

Pass out directions

Review directions

Have students get their laptops

Allow students to begin project

Collect project after completion

Review concepts

Administer quiz

Guided Practice/Independent Practice/Assessment Activities

Food chain practice independent

Prezi Completion

Energy Transfer Quiz

Closure:

The lesson will conclude once the Prezi has been completed

The lesson will conclude once the Quiz has been taken