LESSON: Shared Resources in Ecosystem
Day 4 of the unit: The lesson spans over one period 1 hr.
2. CURRICULUM AREA & GRADE LEVEL
Biology 9th and 10th Grade
3A. STUDENT INFORMATION: English Language Learners
Daisy is the only student identified as English Language Learner at Intermediate range in all clusters.
1.) Readiness Level: Daisy is ready for this activity. She may need repeated instruction and extra time writing.
2.) Learning Profile: Visual, & Kinesthetic learning preferences, Daisy needs to see written directions and tends to miss the oral instructions.
3.) Interest: Daisy works well in small groups for various activities in the class. She also likes fine arts and Badminton.
3B. STUDENT INFORMATION: Students w/ Special Needs
There are 2 Students with special needs – Juan and John
1.) Readiness Level: Both of these students are at different levels but are ready for this activity. Juan and John read at the grade level. Juan is disorganized and needs lot of reminders for his homework/assignments. Sometimes, he wanders off during the class and needs to be redirected towards the task. John is shy and can read well but needs more time to write.
2.) Learning Profile: Juan is visual and kinesthetic learner while John is a strong visual learner. Sometimes, Juan needs to be given and repeated instructions.
3.) Interest: Juan likes to socialize and participate in group-activities. John is little shy and keeps to himself. He works well in small groups but doesn’t like to speak much He enjoys drawing and painting.
4. RATIONALE
A. Enduring Understanding:
Students need to understand how several factors and interactions between species maintain the balance of natural resources in the ecosystem They need to understand that this balance is necessary to maintain equilibrium in biodiversity of an ecosystem. They will learn the different processes which cycle the main elements like water, carbon and nitrogen in the ecosystem.
B. Essential Questions:
How do species in an ecosystem share and compete for the natural resources?
How do the resources like water, carbon, and nitrogen cycle through the biotic and abiotic components of the ecosystem?
How are these resources balanced by through various processes within living organisms in the ecosystem.
C. Reason for Instructional Strategies and Student Activities:
Students will learn these concepts by working in small groups, drawing and representing one cycle of water, carbon or nitrogen per group on a poster, followed by a walk through and taking notes from each other’s posters. This way each small group of students will master one cycle and prepare a poster and all the students will benefit from each other’s work.
5. CONTENT STANDARD
Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem.
6. ELD STANDARDS
Listening and speaking: Cluster 5-EA (Listening and Speaking)
Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.
7. LEARNING GOALS - OBJECTIVES
A. Cognitive
After completing the posters and a gallery walk through all posters, SWBAT describe and draw all water, carbon and nitrogen cycles in the ecosystem.
B. Affective
After completing this activity, the students will be able to connect and describe, with visual aid, how each resource cycles through he ecosystem.
C. Language Development
After creating and presenting their posters, the students will be able to understand and describe to each other and the teacher, how the processes of ecosystem, using the correct scientific terminology.
8. ASSESSMENTS
Formative-Progress Monitoring
I will ask the students to take out and review their notes from previous day’s assigned reading. I will check for the completed notes and stamp their logs.
The students will engage in discussion with their group members. I will monitor the discussions to check that Daisy is participating by asking and answering questions to learn about the words/terms she doesn’t know. I will ask her question to make sure that she can restate the information.
I will assess the presentation and responses of presenting group to the audience’s questions for students’ understanding.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.) Content/Based on Readiness, Learning Profile or Interest
Content of the assignment is aligned with Daisy’s readiness. It includes drawing and labeling simple words that were described in previous class and are available in the notes as well as textbook.
2.) Process/Based on Readiness, Learning Profile or Interest
This lesson includes creating a poster, and some writing. Working in small groups and using their notes and textbook as reference will provide extra scaffolding for Daisy. The instructions are simple and small and will be written on the board.
3.) Product/Based on Readiness, Learning Profile or Interest
The poster is the tangible product, which includes art skills and creativity and is based on readiness and learning profiles of all students.
The notes and textbook can be used for reference for the key words, to support Daisy with vocabulary.
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning Profile or Interest
Content of the assignment is aligned with the readiness and interests of both the students. It includes working in small group to create a poster with drawing and labeling simple words.
2.) Process/Based on Readiness, Learning Profile or Interest
This lesson includes creating a poster, and some writing. Using their notes and textbook as reference will provide extra scaffolding for John. Working in small groups and instructions written on the board, will support Juan’s need for repeated instructions.
3.) Product/Based on Readiness, Learning Profile or Interest
The poster is the tangible product, which includes art skills and creativity and is based on readiness and learning profiles of both students.
The notes and textbook can be used for reference for the key words, to support John with understanding the concepts.
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into
I will ask the students to take out their journals to take notes from the assigned reading in the text-books. I will pass the poster paper and instruct the students about other supplies, like, color pencils and markers. 5-10 min
B. Instruction/Through
I will introduce the day’s activity, creating the poster and direct the students to read simple instructions prewritten on the board. I will clarify their doubts if any.
I will number off the students to form 5 random groups and assign the cycle (water, carbon or nitrogen) to work on to each group. 5 min.
C. Independent Practice/Through
I will monitor the groups’ progress as they work on their respective posters. I will ask probing questions to the students to assess their understanding. I will make sure to ask specific questions to Daisy to check for understanding and monitor her language development. 15-20 min
D. Guided Practice/Through
I will direct the student groups to finish their posters, display them on a designated area of the wall and discuss among themselves how they will present their posters to the other groups. 5 min.
I will direct the groups to walk through (Gallery Walk) each poster and take notes from the ones that they didn’t make. I will model how they would ask question from the group that made it and provide them a feedback (Peer review). 5min.
I will direct the students to start the gallery walk until each student has notes on all the posters/cycles and has provided feedback for al posters. 20 min.
E. Closure
I will summarize the key points from all the posters and ask the students to put away al the supplies. 5 min.
F. Beyond
I will direct a class discussion about how any disruption in any of the nutrient cycle would create an imbalance in an ecosystem. 5-10min.
11. STUDENT ACTIVITIES
A. Anticipatory Set/Into
The students will take out their journals and text-books, and collect the materials. 5 -10min
B. Instruction/Through
The students will listen to the teacher, read the instructions and clarify their doubts with the teacher.
They will form and get together with their group. They will collect the required materials and start making their poster. 5 min.
C. Independent Practice/Through
The students will work in groups on the posters and answer the teacher’s questions. 15-20 min.
D. Guided Practice/Through
Students will finish their posters, display them on a designated area of the wall and prepare for the presentation. 5 min.
All groups will prepare for a gallery walk and listen to the instructions for providing peer review to the other groups and take notes from the posters during Gallery Walk. 5 min.
Students will continue the gallery walk until each group has student has notes on all the posters/cycles and has provided feedback for al posters. 20 min.
E. Closure
The students will listen to the summary of the key points from all the posters and put away al the supplies. 5 min.
F. Beyond
The students will participate in a class discussion about how any disruption in any of the nutrient cycle would create an imbalance in an ecosystem. 5-10min.
12. RESOURCES
Textbooks, poster paper, colored pencils/crayons
13. REFLECTION
I believe that this is an engaging lesson plan which involves making posters to demonstrate water, carbon or nitrogen cycles in an ecosystem and presenting them to the class. This is a lesson that taps on cognitive and affective learning and allows me to assess each student's progress and learning as the lesson progresses. I would keep a check on how much each student learned about the topics that they didn't present. I think in a lesson like this one, I would include a graphic organizer for the students to put in the key points from the other topics during the presentations. This would ensure that each student not only leans but also has access to the content that they need to know but didn't work on it during the class.
2. CURRICULUM AREA & GRADE LEVEL
Biology 9th and 10th Grade
3A. STUDENT INFORMATION: English Language Learners
Daisy is the only student identified as English Language Learner at Intermediate range in all clusters.
1.) Readiness Level: Daisy is ready for this activity. She may need repeated instruction and extra time writing.
2.) Learning Profile: Visual, & Kinesthetic learning preferences, Daisy needs to see written directions and tends to miss the oral instructions.
3.) Interest: Daisy works well in small groups for various activities in the class. She also likes fine arts and Badminton.
3B. STUDENT INFORMATION: Students w/ Special Needs
There are 2 Students with special needs – Juan and John
1.) Readiness Level: Both of these students are at different levels but are ready for this activity. Juan and John read at the grade level. Juan is disorganized and needs lot of reminders for his homework/assignments. Sometimes, he wanders off during the class and needs to be redirected towards the task. John is shy and can read well but needs more time to write.
2.) Learning Profile: Juan is visual and kinesthetic learner while John is a strong visual learner. Sometimes, Juan needs to be given and repeated instructions.
3.) Interest: Juan likes to socialize and participate in group-activities. John is little shy and keeps to himself. He works well in small groups but doesn’t like to speak much He enjoys drawing and painting.
4. RATIONALE
A. Enduring Understanding:
Students need to understand how several factors and interactions between species maintain the balance of natural resources in the ecosystem They need to understand that this balance is necessary to maintain equilibrium in biodiversity of an ecosystem. They will learn the different processes which cycle the main elements like water, carbon and nitrogen in the ecosystem.
B. Essential Questions:
How do species in an ecosystem share and compete for the natural resources?
How do the resources like water, carbon, and nitrogen cycle through the biotic and abiotic components of the ecosystem?
How are these resources balanced by through various processes within living organisms in the ecosystem.
C. Reason for Instructional Strategies and Student Activities:
Students will learn these concepts by working in small groups, drawing and representing one cycle of water, carbon or nitrogen per group on a poster, followed by a walk through and taking notes from each other’s posters. This way each small group of students will master one cycle and prepare a poster and all the students will benefit from each other’s work.
5. CONTENT STANDARD
Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem.
6. ELD STANDARDS
Listening and speaking: Cluster 5-EA (Listening and Speaking)
Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.
7. LEARNING GOALS - OBJECTIVES
A. Cognitive
After completing the posters and a gallery walk through all posters, SWBAT describe and draw all water, carbon and nitrogen cycles in the ecosystem.
B. Affective
After completing this activity, the students will be able to connect and describe, with visual aid, how each resource cycles through he ecosystem.
C. Language Development
After creating and presenting their posters, the students will be able to understand and describe to each other and the teacher, how the processes of ecosystem, using the correct scientific terminology.
8. ASSESSMENTS
Formative-Progress Monitoring
I will ask the students to take out and review their notes from previous day’s assigned reading. I will check for the completed notes and stamp their logs.
The students will engage in discussion with their group members. I will monitor the discussions to check that Daisy is participating by asking and answering questions to learn about the words/terms she doesn’t know. I will ask her question to make sure that she can restate the information.
I will assess the presentation and responses of presenting group to the audience’s questions for students’ understanding.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.) Content/Based on Readiness, Learning Profile or Interest
Content of the assignment is aligned with Daisy’s readiness. It includes drawing and labeling simple words that were described in previous class and are available in the notes as well as textbook.
2.) Process/Based on Readiness, Learning Profile or Interest
This lesson includes creating a poster, and some writing. Working in small groups and using their notes and textbook as reference will provide extra scaffolding for Daisy. The instructions are simple and small and will be written on the board.
3.) Product/Based on Readiness, Learning Profile or Interest
The poster is the tangible product, which includes art skills and creativity and is based on readiness and learning profiles of all students.
The notes and textbook can be used for reference for the key words, to support Daisy with vocabulary.
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning Profile or Interest
Content of the assignment is aligned with the readiness and interests of both the students. It includes working in small group to create a poster with drawing and labeling simple words.
2.) Process/Based on Readiness, Learning Profile or Interest
This lesson includes creating a poster, and some writing. Using their notes and textbook as reference will provide extra scaffolding for John. Working in small groups and instructions written on the board, will support Juan’s need for repeated instructions.
3.) Product/Based on Readiness, Learning Profile or Interest
The poster is the tangible product, which includes art skills and creativity and is based on readiness and learning profiles of both students.
The notes and textbook can be used for reference for the key words, to support John with understanding the concepts.
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into
I will ask the students to take out their journals to take notes from the assigned reading in the text-books. I will pass the poster paper and instruct the students about other supplies, like, color pencils and markers. 5-10 min
B. Instruction/Through
I will introduce the day’s activity, creating the poster and direct the students to read simple instructions prewritten on the board. I will clarify their doubts if any.
I will number off the students to form 5 random groups and assign the cycle (water, carbon or nitrogen) to work on to each group. 5 min.
C. Independent Practice/Through
I will monitor the groups’ progress as they work on their respective posters. I will ask probing questions to the students to assess their understanding. I will make sure to ask specific questions to Daisy to check for understanding and monitor her language development. 15-20 min
D. Guided Practice/Through
I will direct the student groups to finish their posters, display them on a designated area of the wall and discuss among themselves how they will present their posters to the other groups. 5 min.
I will direct the groups to walk through (Gallery Walk) each poster and take notes from the ones that they didn’t make. I will model how they would ask question from the group that made it and provide them a feedback (Peer review). 5min.
I will direct the students to start the gallery walk until each student has notes on all the posters/cycles and has provided feedback for al posters. 20 min.
E. Closure
I will summarize the key points from all the posters and ask the students to put away al the supplies. 5 min.
F. Beyond
I will direct a class discussion about how any disruption in any of the nutrient cycle would create an imbalance in an ecosystem. 5-10min.
11. STUDENT ACTIVITIES
A. Anticipatory Set/Into
The students will take out their journals and text-books, and collect the materials. 5 -10min
B. Instruction/Through
The students will listen to the teacher, read the instructions and clarify their doubts with the teacher.
They will form and get together with their group. They will collect the required materials and start making their poster. 5 min.
C. Independent Practice/Through
The students will work in groups on the posters and answer the teacher’s questions. 15-20 min.
D. Guided Practice/Through
Students will finish their posters, display them on a designated area of the wall and prepare for the presentation. 5 min.
All groups will prepare for a gallery walk and listen to the instructions for providing peer review to the other groups and take notes from the posters during Gallery Walk. 5 min.
Students will continue the gallery walk until each group has student has notes on all the posters/cycles and has provided feedback for al posters. 20 min.
E. Closure
The students will listen to the summary of the key points from all the posters and put away al the supplies. 5 min.
F. Beyond
The students will participate in a class discussion about how any disruption in any of the nutrient cycle would create an imbalance in an ecosystem. 5-10min.
12. RESOURCES
Textbooks, poster paper, colored pencils/crayons
13. REFLECTION
I believe that this is an engaging lesson plan which involves making posters to demonstrate water, carbon or nitrogen cycles in an ecosystem and presenting them to the class. This is a lesson that taps on cognitive and affective learning and allows me to assess each student's progress and learning as the lesson progresses. I would keep a check on how much each student learned about the topics that they didn't present. I think in a lesson like this one, I would include a graphic organizer for the students to put in the key points from the other topics during the presentations. This would ensure that each student not only leans but also has access to the content that they need to know but didn't work on it during the class.
LESSON: Food Web in Ecosystem
Day 6 of the unit: The lesson spans over one period 1 hr.
2. CURRICULUM AREA & GRADE LEVEL
Biology 9th and 10th Grade
3A. STUDENT INFORMATION: English Language Learners
Daisy is the only student identified as English Language Learner at Intermediate range in all clusters.
1.) Readiness Level: Daisy is ready for this activity. She may need repeated instruction and extra time writing.
2.) Learning Profile: Visual, & Kinesthetic learning preferences, Daisy needs to see written directions and tends to miss the oral instructions.
3.) Interest: Daisy works well in small groups for various activities in the class. She also likes fine arts and Badminton.
3B. STUDENT INFORMATION: Students w/ Special Needs
There are 2 Students with special needs – Juan and John
1.) Readiness Level: Both of these students are at different levels but are ready for this activity. Juan and John read at the grade level. Juan is disorganized and needs lot of reminders for his homework/assignments. Sometimes, he wanders off during the class and needs to be redirected towards the task. John is shy and can read well but needs more time to write.
2.) Learning Profile: Juan is visual and kinesthetic learner while John is a strong visual learner. Sometimes, Juan needs to be given and repeated instructions.
3.) Interest: Juan likes to socialize and participate in group-activities. John is little shy and keeps to himself. He works well in small groups but doesn’t like to speak much He enjoys drawing and painting.
4. RATIONALE
A. Enduring Understanding:
Students need to know how the diverse organisms in an ecosystem are linked to each other through a food web. They need to understand that each time new structures/organisms are made in the system, they store energy but most of the energy is dissipated as heat into the environment at each level in the food web. They need to know that this flow of energy is represented in a simple, comprehensible and visually interesting way, i.e., drawing pyramids of energy flow in an ecosystem.
B. Essential Questions:
How do species in an ecosystem are linked to each other through a food web?
How is energy stored and dissipated as heat in the ecosystem?
How flow of energy is represented in a simple, comprehensible and visually interesting way, i.e., drawing pyramids of energy flow in an ecosystem.
C. Reason for Instructional Strategies and Student Activities:
Students will learn these concepts by reading the text with a partner and taking notes in the journal.
5. CONTENT STANDARD
Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.
6. ELD STANDARDS
Listening and speaking: Cluster 5-EA (Listening and Speaking)
Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.
7. LEARNING GOALS - OBJECTIVES
A. Cognitive
After reviewing the text, SWBAT understand and show that energy is stored and dissipated into the environment as heat at each level in the food web drawing energy pyramid and taking notes in their journal.
B. Affective
After completing this activity, the students will be able to describe, with visual aid, i.e., drawing energy pyramid, energy is stored and dissipated in the ecosystem.
C. Language Development
After working with a partner, reading the text and writing notes, SWBAT describe orally and in writing how the energy is stored and lost in the ecosystem, using the correct scientific terminology.
8. ASSESSMENTS
Formative-Progress Monitoring
I will ask the students to take out and review their notes from previous day’s assigned reading. I will check for the completed notes and stamp their logs.
The students will engage in discussion with their group members. I will monitor the discussions to check that Daisy is participating by asking and answering questions to learn about the words/terms she doesn’t know. I will ask her question to make sure that she can restate the information.
I will assess the presentation and responses of presenting group to the audience’s questions for students’ understanding.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.) Content/Based on Readiness, Learning Profile or Interest
Content of the assignment is aligned with Daisy’s readiness. It includes drawing and labeling simple words that were described in previous class and are available in the notes as well as textbook.
2.) Process/Based on Readiness, Learning Profile or Interest
It includes working with a partner to read and understand the text and write notes with drawing energy pyramids and labeling in simple words. Working with a partner and using their notes and textbook as reference will provide extra scaffolding for Daisy. The instructions are simple and small and will be written on the board.
3.) Product/Based on Readiness, Learning Profile or
Interest
The notes in the journal are the tangible product, which includes basic drawing skills and is based on readiness and learning profiles of all students.
The notes and textbook can be used for reference for the key words, to support Daisy with vocabulary.
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning Profile or Interest
Content of the assignment is aligned with the readiness and interests of both the students. It includes working with a partner to read and understand the text and write notes with drawing energy pyramids and labeling in simple words.
2.) Process/Based on Readiness, Learning Profile or Interest
It includes working with a partner to read and understand the text and write notes with drawing energy pyramids and labeling in simple words. Using their notes and textbook as reference will provide extra scaffolding for John. Working with a partner and instructions written on the board, will support Juan’s need for repeated instructions.
3.) Product/Based on Readiness, Learning Profile or Interest
The notes in the journal are the tangible product, which includes basic drawing skills and is based on readiness and learning profiles of both students.
The notes and textbook can be used for reference for the key words, to support John with understanding the concepts.
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into
I will introduce the topic and ask the students to take out their journals to take notes from the assigned reading in the text-books. 5-10 min
B. Instruction/Through
I will direct the students to think-pair-share ideas about the link between variety of organisms through food chain and food web they see or know about in an ecosystem. 5-10min.
I will direct the students to get together with a partner and read the parts of textbook and take notes in their journals. 5 min.
C. Guided Practice/Through
I will ask the student pairs to start reading and taking notes.
I will monitor their progress as they work on their readings. I will ask probing questions to the students to assess their understanding. I will make sure to ask specific questions to Daisy to check for understanding and monitor her language development. 15 min
D. Independent Practice/Through
I will display the information about an ecosystem and ask the student pairs to analyze it and draw an energy pyramid showing how much energy is lost at each level. 10 min.
E. Closure
I will summarize the key points from text. 5 min.
F. Beyond
I will direct a class discussion about how any disruption in the energy flow at any level in the food web would create an imbalance in an ecosystem. 5-10min.
11. STUDENT ACTIVITIES
A. Anticipatory Set/Into
The students will take out their journals and text-books, and collect the materials. 5 -10min
B. Instruction/Through
The students will think-pair-share ideas about the link between variety of organisms through food chain and food web they see or know about in an ecosystem. 5-10min.
The students will get together with a partner and collect materials to read the parts of textbook and take notes in their journals. 5 min
C. Guided Practice/Through
The students will read the parts of textbook and take notes in their journals. They will engage in discussions with their partner from time to time, answer teacher’s questions and clarify their doubts with the teacher. 15 min.
D. Independent Practice/Through
The students will read the displayed information about an ecosystem analyze it and draw an energy pyramid showing how much energy is lost at each level. 10 min
E. Closure
The students will listen to the summary of the key points from the text. 5 min.
F. Beyond
The students will participate in a class discussion about how any disruption in the energy flow at any level in the food web would create an imbalance in an ecosystem. 5-10min.
12. RESOURCES
Textbooks, journals
2. CURRICULUM AREA & GRADE LEVEL
Biology 9th and 10th Grade
3A. STUDENT INFORMATION: English Language Learners
Daisy is the only student identified as English Language Learner at Intermediate range in all clusters.
1.) Readiness Level: Daisy is ready for this activity. She may need repeated instruction and extra time writing.
2.) Learning Profile: Visual, & Kinesthetic learning preferences, Daisy needs to see written directions and tends to miss the oral instructions.
3.) Interest: Daisy works well in small groups for various activities in the class. She also likes fine arts and Badminton.
3B. STUDENT INFORMATION: Students w/ Special Needs
There are 2 Students with special needs – Juan and John
1.) Readiness Level: Both of these students are at different levels but are ready for this activity. Juan and John read at the grade level. Juan is disorganized and needs lot of reminders for his homework/assignments. Sometimes, he wanders off during the class and needs to be redirected towards the task. John is shy and can read well but needs more time to write.
2.) Learning Profile: Juan is visual and kinesthetic learner while John is a strong visual learner. Sometimes, Juan needs to be given and repeated instructions.
3.) Interest: Juan likes to socialize and participate in group-activities. John is little shy and keeps to himself. He works well in small groups but doesn’t like to speak much He enjoys drawing and painting.
4. RATIONALE
A. Enduring Understanding:
Students need to know how the diverse organisms in an ecosystem are linked to each other through a food web. They need to understand that each time new structures/organisms are made in the system, they store energy but most of the energy is dissipated as heat into the environment at each level in the food web. They need to know that this flow of energy is represented in a simple, comprehensible and visually interesting way, i.e., drawing pyramids of energy flow in an ecosystem.
B. Essential Questions:
How do species in an ecosystem are linked to each other through a food web?
How is energy stored and dissipated as heat in the ecosystem?
How flow of energy is represented in a simple, comprehensible and visually interesting way, i.e., drawing pyramids of energy flow in an ecosystem.
C. Reason for Instructional Strategies and Student Activities:
Students will learn these concepts by reading the text with a partner and taking notes in the journal.
5. CONTENT STANDARD
Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.
6. ELD STANDARDS
Listening and speaking: Cluster 5-EA (Listening and Speaking)
Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.
7. LEARNING GOALS - OBJECTIVES
A. Cognitive
After reviewing the text, SWBAT understand and show that energy is stored and dissipated into the environment as heat at each level in the food web drawing energy pyramid and taking notes in their journal.
B. Affective
After completing this activity, the students will be able to describe, with visual aid, i.e., drawing energy pyramid, energy is stored and dissipated in the ecosystem.
C. Language Development
After working with a partner, reading the text and writing notes, SWBAT describe orally and in writing how the energy is stored and lost in the ecosystem, using the correct scientific terminology.
8. ASSESSMENTS
Formative-Progress Monitoring
I will ask the students to take out and review their notes from previous day’s assigned reading. I will check for the completed notes and stamp their logs.
The students will engage in discussion with their group members. I will monitor the discussions to check that Daisy is participating by asking and answering questions to learn about the words/terms she doesn’t know. I will ask her question to make sure that she can restate the information.
I will assess the presentation and responses of presenting group to the audience’s questions for students’ understanding.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.) Content/Based on Readiness, Learning Profile or Interest
Content of the assignment is aligned with Daisy’s readiness. It includes drawing and labeling simple words that were described in previous class and are available in the notes as well as textbook.
2.) Process/Based on Readiness, Learning Profile or Interest
It includes working with a partner to read and understand the text and write notes with drawing energy pyramids and labeling in simple words. Working with a partner and using their notes and textbook as reference will provide extra scaffolding for Daisy. The instructions are simple and small and will be written on the board.
3.) Product/Based on Readiness, Learning Profile or
Interest
The notes in the journal are the tangible product, which includes basic drawing skills and is based on readiness and learning profiles of all students.
The notes and textbook can be used for reference for the key words, to support Daisy with vocabulary.
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning Profile or Interest
Content of the assignment is aligned with the readiness and interests of both the students. It includes working with a partner to read and understand the text and write notes with drawing energy pyramids and labeling in simple words.
2.) Process/Based on Readiness, Learning Profile or Interest
It includes working with a partner to read and understand the text and write notes with drawing energy pyramids and labeling in simple words. Using their notes and textbook as reference will provide extra scaffolding for John. Working with a partner and instructions written on the board, will support Juan’s need for repeated instructions.
3.) Product/Based on Readiness, Learning Profile or Interest
The notes in the journal are the tangible product, which includes basic drawing skills and is based on readiness and learning profiles of both students.
The notes and textbook can be used for reference for the key words, to support John with understanding the concepts.
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into
I will introduce the topic and ask the students to take out their journals to take notes from the assigned reading in the text-books. 5-10 min
B. Instruction/Through
I will direct the students to think-pair-share ideas about the link between variety of organisms through food chain and food web they see or know about in an ecosystem. 5-10min.
I will direct the students to get together with a partner and read the parts of textbook and take notes in their journals. 5 min.
C. Guided Practice/Through
I will ask the student pairs to start reading and taking notes.
I will monitor their progress as they work on their readings. I will ask probing questions to the students to assess their understanding. I will make sure to ask specific questions to Daisy to check for understanding and monitor her language development. 15 min
D. Independent Practice/Through
I will display the information about an ecosystem and ask the student pairs to analyze it and draw an energy pyramid showing how much energy is lost at each level. 10 min.
E. Closure
I will summarize the key points from text. 5 min.
F. Beyond
I will direct a class discussion about how any disruption in the energy flow at any level in the food web would create an imbalance in an ecosystem. 5-10min.
11. STUDENT ACTIVITIES
A. Anticipatory Set/Into
The students will take out their journals and text-books, and collect the materials. 5 -10min
B. Instruction/Through
The students will think-pair-share ideas about the link between variety of organisms through food chain and food web they see or know about in an ecosystem. 5-10min.
The students will get together with a partner and collect materials to read the parts of textbook and take notes in their journals. 5 min
C. Guided Practice/Through
The students will read the parts of textbook and take notes in their journals. They will engage in discussions with their partner from time to time, answer teacher’s questions and clarify their doubts with the teacher. 15 min.
D. Independent Practice/Through
The students will read the displayed information about an ecosystem analyze it and draw an energy pyramid showing how much energy is lost at each level. 10 min
E. Closure
The students will listen to the summary of the key points from the text. 5 min.
F. Beyond
The students will participate in a class discussion about how any disruption in the energy flow at any level in the food web would create an imbalance in an ecosystem. 5-10min.
12. RESOURCES
Textbooks, journals